AUA_tranche3_Council of Deans of Nursing and Midwifery (Australia & New Zealand).pdf - 2023-11-03
- The Council of Deans of Nursing and Midwifery (CDNM) represents nursing and midwifery schools in Australia and New Zealand and aims to ensure quality standards and represent tertiary education for nurses and midwives.
- CDNM identified 4 sections of the Australian Universities Accord to provide feedback on: collaboration with industry, clinical placements, opportunities for all Australians, and student support.
- Reforms are needed to move from input-driven to output-focused learning models and provide resources for programmatic assessment to ensure graduates have needed skills.
- Commonwealth supported places (CSP) funding has been reduced for nursing and midwifery despite increased costs of clinical placements, and CSP caps should be removed for identified workforce shortages.
- A shared model of education is recommended between providers, accreditation bodies, government, and industry to ensure graduates have relevant workforce skills.
- Federal departments should collaborate on workforce modeling to predict entry targets and support CSP allocations.
- Options are needed to remove disparities in costs for work-integrated learning (WIL) across disciplines, such as a national pricing cap.
- Bursaries/scholarships for nursing and midwifery students are recommended, especially for rural placements and students.
- Flexible curriculum delivery and WIL components are needed to widen opportunities and remove barriers to higher education.
- Educator reforms are required to ensure quality student experiences, such as reducing casualization and investing in staff development.

AUA_tranche1_Australian Council of Graduate Research.pdf - 2023-11-03
- Graduate research candidates make significant contributions to university research, teaching, and impact, accounting for 30-40% of research output, but their role in the higher education ecosystem deserves more discussion.
- Domestic HDR enrollment has declined in recent years, so attracting more high-quality international students and reviewing reasons for the domestic decline should be priorities.
- The optimal number and ratio of domestic to international HDR candidates requires consideration to sustain research and meet employer needs.
- Expanding pathways like graduate certificates and diplomas could improve HDR retention and provide recognition for partial research completion.
- Alternative international models of PhD funding that provide salaries rather than stipends may better support living costs and work experience.
- Transferable skills development is important for HDR students but is not consistently embedded; a national researcher development framework could help.
- Mental health issues disproportionately impact HDR students due to research pressures, so their well-being requires more attention.
- High-quality HDR supervision is important but undervalued; recognizing supervision through an accredited framework could help.
- Access to HDR opportunities needs to consider the unique needs of Indigenous and equity students through tailored programs and support.
- Overly complex schemes consume disproportionate administration; focusing most RTP funds on core research training and improving data quality would help.

AUA_tranche5_Business Council of Australia (BCA).pdf - 2023-11-03
- Universities play an important role in research, education of international students, and industry partnerships through activities like work-integrated learning and research collaboration.
- The Universities Accord provides an opportunity to reform the university system and improve skills, increase research collaboration, expand opportunity, and ensure appropriate funding.
- Collaboration between businesses and universities is vital for innovation to make Australia a frontier economy. This requires expanding partnerships in areas like skills development, research, and work-integrated learning.
- A permanent forum is needed for ongoing discussion between industry, universities, and governments to ensure feedback is shared and reforms progress.
- There needs to be greater recognition and support for lifelong learning, and a genuinely joined up and interoperable post-secondary system to expand learning options.
- A more level funding system between higher education and vocational education is needed, and expanding VET student loans could help improve the system.
- Access to a portable skills sharing system is important to allow Australians to build and share qualifications and skills over their lifetime.
- A lifetime skills account approach could empower Australians to update skills and retrain, with potential for targeted support of disadvantaged cohorts.
- Increased usage of work-integrated learning in university courses is important, through supporting the national WIL strategy and facilitating industry linkages.
- Quality teaching should be incentivized, and pathways like the Shergold review recommendations can help improve career advice and transitions to work or further education.

AUA_tranche1_Education and Youth Affairs Policy Committee, Victorian Branch, ALP.docx - 2023-11-03
- The document is a submission from the Education and Youth Affairs Policy Committee of the Victorian Branch of the Australian Labor Party responding to the Australian Universities Accord Discussion Paper.
- It recommends establishing a National Commission of Review to examine Australia's post-compulsory education and training systems and appraise introducing a universal learning entitlement and lifetime learning account.
- It calls for ensuring parity between vocational education (TAFE/VET) and universities by recognizing experienced TAFE educators as professors and giving them pay parity with university lecturers.
- It proposes improving pathways between VET and higher education by reserving university places for TAFE graduates and allowing VET clusters to offer specialized programs.
- It aims to improve employment outcomes for VET graduates through meaningful work placements, industry engagement, and preferential employment of students by TAFEs where possible.
- It recommends strengthening publicly-funded TAFEs and rebranding larger ones as polytechnics to improve the sector.
- It calls for encouraging collaboration between all educational providers to optimize student attainment, resource use, and skills enhancement in Victoria.
- It suggests various measures to improve governance, accountability, teaching quality and employment conditions in universities.
- It addresses issues around Indigenous representation and inclusion in education.
- It contains extensive policy recommendations regarding vocational education, TAFE, and higher education.

AUA_tranche3_National Nursing and Midwifery Education Advisory Network.pdf - 2023-11-03
- The National Nursing and Midwifery Education Advisory Network (NNMEAN) provides strategic advice to health ministers on nursing and midwifery education and workforce issues in Australia.
- Australia faces challenges of an aging population with increased chronic conditions, requiring an adequate health workforce to meet care needs. Nursing and midwifery workforce shortages are projected by 2025.
- Higher education needs to educate culturally safe workforces and provide rural/remote clinical placements to address inequities in health access.
- Funding models for nursing/midwifery education may need revisiting as placement demands increase and students require leave from employment for placements.
- Clinical placement access is a clear barrier to growing the nursing and midwifery workforces. Alternatives to traditional placements like simulation warrant consideration.
- Flexible, affordable options are needed to support students from underrepresented groups and rural/remote areas to complete their studies.
- Stronger partnerships between higher education providers, TAFE, and employers could facilitate articulation between qualifications and transition support for graduates.
- Accurate and timely student enrollment data in key workforces would allow better policy and funding decisions.
- Structural reforms in academia are needed to identify and address policies exposing students to vulnerability or discrimination.
- Reversing funding reductions for nursing programs could help address difficulties securing clinical placements.

AUA_tranche3_Congress of Aboriginal and Torres Strait Islander Nurses and Midwives.pdf - 2023-11-03
- The Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) submitted recommendations on the Australian Universities Accord Discussion Paper to promote better support and opportunities for Aboriginal and Torres Strait Islander students and staff in nursing and midwifery education.
- Universities need to invest in understanding and building respectful relationships with Aboriginal and Torres Strait Islander communities, especially those on whose lands universities are located.
- Increasing the number of Aboriginal and Torres Strait Islander nurses and midwives is a priority given their unique ability to integrate cultural knowledge into healthcare.
- More transparency is needed around funds dedicated to Aboriginal and Torres Strait Islander programs in universities to properly assess outcomes.
- Place-based education and training articulation pathways between vocational and university programs are important for regional and remote communities.
- Cultural safety must be integrated across all aspects of nursing and midwifery education to better prepare culturally competent healthcare professionals.
- Community partnerships, cultural safety, and self-determination should guide higher education policy and strategies relating to Aboriginal and Torres Strait Islander peoples.
- Flexible pathways are needed for Aboriginal and Torres Strait Islander health workers to become registered nurses or midwives.
- Scholarships, cadetships, and financial support are critical to recruit and retain Aboriginal and Torres Strait Islander students in nursing and midwifery degrees.
- Increasing the number of Aboriginal and Torres Strait Islander academics and role models is important for student support and integrating indigenous knowledge and perspectives.

AUA_tranche1_Independent Higher Education Australia (IHEA).pdf - 2023-11-03
- The document advocates for expanding Commonwealth Supported Places (CSP) eligibility to all registered higher education providers to increase student choice and funding equity across the sector. It argues CSP eligibility should be based on quality criteria rather than provider type.
- It recommends introducing Teaching Excellence Frameworks and corresponding funding grants for all registered providers that meet quality benchmarks to reward high-quality teaching and encourage quality enhancement.
- The document proposes extending the National Priorities and Industry Linkage Fund and introducing incentive payments for work-integrated learning placements to independent providers to better support industry engagement.
- It suggests clarifying Australian Qualification Framework policies and establishing credit transfer systems to strengthen links between vocational education, secondary education and higher education.
- The document argues research grants and Higher Degree Research stipends should be extended to all registered providers based on quality and capability rather than provider type.
- It recommends streamlining and aligning regulation between TEQSA and ASQA to reduce duplication for dual-sector providers and improve information sharing.
- The document proposes establishing a National Ministerial Council for International Education to drive a cohesive international education strategy.
- It supports greater pathways to permanent residency for international graduates in priority disciplines.
- The document represents the Independent Higher Education Australia (IHEA) which advocates for the independent higher education sector in Australia.
- It makes recommendations to achieve a more connected, quality, productive and resilient Australian tertiary education system.

AUA_tranche1_Bond University.pdf - 2023-11-03
- Australia needs a more diverse higher education sector with different types of institutions to meet the needs of its growing and diverse student population. This requires coherent policy measures and funding schemes.
- Policy should be viewed through the student lens and focus on improving participation, opportunity, and achieving government priorities by respecting student choice.
- The HELP loan scheme is successful in supporting access but could be strengthened by carefully expanding its role and removing limitations on further study. HELP debt indexation could also provide more certainty.
- Barriers to participation for underrepresented students are complex and require solutions focusing on outcomes while harnessing all providers.
- International students enrich Australia's culture, economy and global ties. Visa policies should recognize their value and streamline applications.
- Targeted funding schemes should be reviewed to include all registered providers with capacity to achieve objectives.
- Affordability challenges require reviewing student support policies through a consistent approach for underrepresented groups.
- Excellence in research occurs across different institution types. Funding models should support smaller universities.
- Research block grants do not cover full research costs and favor larger institutions. This should be addressed.
- Bond University is Australia's first non-profit private university focused on student experience and employment outcomes.

AUA_tranche2_Graeme Turner.docx - 2023-11-03
- The Australian higher education sector has become too focused on short-term market forces and commercial competition at the expense of long-term national interests in knowledge and skills.
- Casualization of academic work has deteriorated teaching quality and is burning out early career researchers.
- Research funding through ARC favors a one-size-fits-all model that does not suit all disciplines like humanities.
- Industry-university research collaboration remains challenging due to cultural and practical barriers.
- Generalist degrees that build broad skills should be prioritized over narrow vocational training.
- An independent national commission is needed to coordinate universities in serving long-term national interests.
- Limited diversity in the sector has resulted from policies pushing all universities to compete in the same way.
- Quality of student learning experiences has suffered from overreliance on casual teaching staff.
- Working conditions for academics have deteriorated significantly in recent years.
- The JobsReady funding policy was based on incorrect assumptions and should be discarded.

AUA_tranche2_Jari Kuusisto.docx - 2023-11-03
- Technological innovation in areas like research and education delivery could significantly impact higher education over the next 30 years and should be considered in long-term planning.
- Key future challenges for Australian higher education to address include successful green transition, digital transition, and geopolitical challenges.
- Predictable and sufficient funding is essential for strong development of basic research, especially curiosity-driven research in natural sciences.
- Private foundations could complement public funding for higher education in Australia, as they have in Denmark by providing over $1.3 billion annually.
- Continuous tracking of national and international trends can effectively inform planning to ensure enough students study courses aligned with changing economy and society needs.
- Boosting appreciation of knowledge and cultivated mind from an early age can increase demand for higher education.
- Improving pathways between VET and higher education through cross-institution credit recognition and extra resources for student course mobility.
- Universities should establish multidisciplinary platforms addressing global challenges to increase industry collaboration on "big challenges."
- Reform of research assessment systems and education delivery models is needed to achieve research excellence, scale and impact.
- Inclusion research can provide awareness and actions to improve positions of under-represented groups in higher education.

AUA_tranche1_The Australian Technical Industrial University Network (ATIUN).pdf - 2023-11-03
- The document proposes the creation of the Australian Technical Industrial University Network (ATIUN) to better connect universities with industry and focus on national priorities like sovereign capability.
- ATIUN would be formed from existing technical universities like those in the Australian Technology Network as well as others like Deakin and Swinburne.
- As a formal network, ATIUN could realize significant advantages from strategic planning, sharing resources, student mobility, partnerships and more.
- ATIUN would have a strong focus on industry and developing "industrial academics" who work closely with companies.
- It aims to accelerate entrepreneurship, new company formation, and commercializing university research at scale.
- ATIUN would make discovery pedagogy, not just information loading, central to the student experience.
- Research degrees would be modified to better support industry-focused projects and challenges.
- Over 30 years, ATIUN could develop into a highly integrated network and potentially a single unified university.
- The document sees a greater role for humanities in leading industrial and societal change.
- Regional universities would continue serving local communities while conventional universities maintain stability.

AUA_tranche1_Griffith University - Arts, Education and Law Group.pdf - 2023-11-03
- The Arts, Education and Law Group at Griffith University makes recommendations to modify the Job-Ready Graduates funding structure to better support humanities and social sciences.
- They argue humanities and social sciences develop important skills for future success like communication, collaboration, problem solving and critical thinking.
- Recommendations include moving Society and Culture to a lower funding cluster, as well as Communication and Media Studies and Indigenous Studies.
- Visual and Performing Arts should receive the same funding arrangement as related fields like Education.
- The Job-Ready Graduates policy made flawed assumptions that price alone determines student course choices.
- It disproportionately burdens certain groups like women and Indigenous students with high debt levels.
- Law degrees saw a $3,000 increase in student contributions despite law qualifications being useful for many careers.
- The increased fees have led some students to avoid program improvements to reduce costs.
- A review is recommended to consider the lifetime financial impacts of debt on different student cohorts.
- Low completion rate measures and higher-than-expected indexation could reduce accessibility and participation in higher education.

AUA_tranche2_Jim Barber.docx - 2023-11-03
- Traditional universities have become risk-averse, expensive, and unduly focused on research rankings rather than teaching students. They have failed to adapt to changes in how students learn.
- Mega university campuses are expensive to build and maintain but often underutilized. A more distributed "hub and spoke" model could reduce costs while still allowing students to collaborate.
- Emerging technologies like digital holography and AI could replicate the on-campus experience remotely, making physical attendance unnecessary for many students.
- Students today are constantly online and accustomed to accessing customized information. Universities need more flexible, personalized approaches rather than standardized lectures.
- Duplicating the same introductory courses across universities wastes resources. Courses could be more efficiently shared and specialized between institutions.
- Linking academics' salaries more directly to the number of students they teach could incentivize higher quality teaching over research priorities.
- Radical higher education reforms are difficult for traditional universities due to entrenched systems and preference for the status quo.
- New regulatory approaches are needed to encourage innovative non-university providers outside the constraints of traditional frameworks.
- Industry-recognized credentials based on skills demonstrations, rather than prescriptive qualifications, could enable more flexible learning models.
- Throwing more money at traditional universities will not solve inequality issues. Fundamental changes are needed to make higher education more affordable, efficient and adapted to modern student needs.

AUA_tranche2_Stephen Leeder and Richard Heller (2).docx - 2023-11-03
- The current higher education system is top-down and institution-focused rather than student-centered. Teaching is de-emphasized in favor of research.
- A proposed alternative model puts students in charge of their own learning by allowing them to access online courses, find mentors, and earn microcredits based on competency assessments.
- Universities would make course materials openly accessible in repositories and award credentials based on collections of microcredits from various sources.
- Industry would be more involved by providing relevant courses and competencies.
- Accreditation and evaluation systems beyond individual universities would need to be established.
- Political and institutional resistance to changing the status quo is a challenge that could be addressed by implementing this model in new universities.
- Government funding would be needed to establish repositories, support new universities, and evaluate the system. Students would pay for assessments and mentoring.
- Costs per student could be much lower than traditional universities by reducing infrastructure and management overhead.
- Academic credit could flow to those who contribute educational resources and peer review materials.
- Embracing online and emerging technologies could reduce campus infrastructure needs while allowing experiential, face-to-face learning in regional hubs.

AUA_tranche1_Western Sydney University - The MARCS Institute for Brain, Behaviour and Development.pdf - 2023-11-03
- The MARCS Institute for Brain, Behaviour and Development at Western Sydney University appreciates the opportunity to provide feedback on the Australian Universities Accord Discussion Paper.
- MARCS Institute comprises three programs - Brain Sciences, Biomedical and Human Technologies, and the International Centre for Neuromorphic Systems. It has 80 researchers, 15 staff, 30 assistants, and 50 PhD students.
- Incentives should be provided to encourage co-location of industry, government and universities and support a "fail fast, fail often" mindset for innovation.
- Processes like IP management need streamlining to be efficient and effective for collaboration.
- Innovation should be disentangled from commercialization and recognized for purpose beyond just profit.
- Education is needed for academic researchers working with industry and for industry developing research capacity.
- ARC Linkage funding should retain a broad remit across fields to recognize cross-disciplinary innovation.
- Balance is needed between fundamental basic research and applied/translational research for excellence and impact.
- Barriers between universities should be removed to maximize benefits from cross-institution collaboration.
- Continuity of research positions through schemes like joint appointments could improve industry collaboration.

AUA_tranche1_The Australian National University.pdf - 2023-11-03
- The Australian National University (ANU) welcomes reforms to ensure Australia has a tertiary education and research system that delivers needed skills and human capital.
- The future tertiary education ecosystem should be student-centric and sustainably funded across teaching, learning and research with a strong research base.
- Government priority setting and investment in tertiary education should be coordinated to reduce administrative burden and improve accountability.
- Industry should co-invest in university research they want developed and students benefit from industry placements during study.
- Students will be supported to study what they want, where they choose, and how best suits them with diverse institution types.
- A single national admission framework should recognize prior learning and experience across vocational education and higher education.
- Demand driven funding for all Aboriginal and Torres Strait Islander students will help grow First Nations academics and role models.
- Increased funding for research and development is needed to at least the OECD average to drive economic productivity and innovation.
- A single national research funding body should allocate grants against missions with industry co-investment opportunities.
- Subsidies or free access for certain groups will support lifelong learning, upskilling and reskilling.

AUA_tranche1_The Australian Association of University Professors (AAUP).pdf - 2023-11-03
- The Australian Association of University Professors (AAUP) is advocating for improved university governance and adherence to core academic values such as academic freedom, expertise, knowledge advancement, and integrity.
- AAUP observes that university management is increasingly operating in an authoritarian manner that is inconsistent with academic values and interferes with academic freedom.
- Examples are provided of egregious managerial overreach and abuse that have damaged universities and inflicted harm on whistleblowers.
- It is argued that academic freedom and autonomy are necessary for academics to properly conduct research and teaching in their disciplines.
- A series of recommendations are put forth to strengthen governance, protect academic freedom, and hold management accountable to academic values.
- Concerns are raised that poor governance is undermining universities' ability to collaborate effectively with industry and solve societal challenges.
- It is suggested that adherence to academic values through governance reforms could help universities adapt to changing needs and population demands.
- The importance of academic freedom for high-quality education, research, and community engagement is emphasized.
- Issues raised include the lack of accountability of university managers and inadequate representation of academics.
- Overall, the document advocates for restoring integrity in Australian universities by realigning them with core academic values and principles.

AUA_tranche3_Anne and Greg.pdf - 2023-11-03
- The document discusses inequities and failings of Australia's Higher Education Loan Program (HELP) loan scheme. It presents case studies of 6 individuals showing large variations in HELP debts and repayment periods, with some never being able to fully repay.
- HELP debts have been rising over time beyond wage increases. The average debt of $21,000 often quoted masks much higher individual debts that are difficult to repay within a standard working lifetime.
- Indexation of HELP debts compounds the problem by increasing debts each year in line with inflation, while tax payments deducted are not indexed. This should be reviewed.
- Universities should ensure degrees can be repaid within 10 years and cost no more than $20,000 for affordability. Not all degrees provide clear career paths or income potential to repay large debts.
- Students are not given adequate career or financial counseling and risks of lifelong debts. HELP loans are too easy to accumulate with ticking a box.
- Women tend to face greater challenges repaying HELP debts due to lower lifetime earnings from time out of the workforce for childbearing.
- The cap on HELP debts prevents retraining for many who realize their original degree is unsuitable.
- Employer-supported models like cadetships provide low-cost high-quality tertiary education without burdensome lifelong debts.
- Governance reforms are needed for university accountability, realistic costing of degrees based on career outcomes, and more transparent disclosure of lifetime HELP debt impacts.
- Removal of indexation for 10 years could significantly reduce repayment periods and burden for many struggling with HELP debts.

AUA_tranche1_Queensland Widening Tertiary Participation Consortium.pdf - 2023-11-03
- Queensland faces unique challenges in increasing higher education participation due to its dispersed population across large regional and remote areas with lower socioeconomic status.
- Equity funding programs need to better recognize the compounding impact of multiple disadvantages like low SES, remoteness, Indigenous status.
- Partnership funding should be separated from participation funding to properly support outreach activities targeting underrepresented groups.
- A long-term, collaborative approach is needed to build aspirations through scaffolded tertiary preparation programs from an early age.
- Indigenous leadership should be involved in partnership initiatives and engage with parents/Elders as major influencers.
- Alignment is needed across education sectors to improve academic preparation and pathways between school, VET and higher education.
- Universal career development learning is important but priority should be given to equity groups who lack career exposure.
- Demand-driven funding and more equitable cost-sharing are recommended to ensure higher education growth for underrepresented cohorts.
- Recognition is needed of higher costs to support students from disadvantaged backgrounds.
- A range of flexible education options can better cater to diverse learners.

AUA_tranche2_Stephen Billett.docx - 2023-11-03
- More working-age Australians need to participate in higher education to develop problem-solving skills required by modern jobs.
- Reasons to increase access to higher education for working adults include equity, employability, developing national capacity, and meeting employer demands.
- While many adults engage in non-accredited education, participation in university programs is declining, especially for coursework masters degrees.
- Barriers to university participation include lack of time and high costs, as well as programs not aligning with adult needs and work-life balances.
- Reintroducing one-year full-time masters programs could reduce costs and time commitments and increase enrollments.
- Case studies show popular professional development degrees were withdrawn after becoming longer and more expensive due to policy changes.
- Reducing costs of professional development degrees without professional registration could incentivize participation.
- Micro-credentialing alone may not satisfy adult desires for qualifications; nested programs could be considered.
- Hybrid online and in-person models are preferred as adults have become accustomed to electronically-mediated learning.
- University programs could better align with adult needs through flexible scheduling and assessments related to work practices.

AUA_tranche2_NITRO-Oceania.pdf - 2023-11-03
- NITRO-Oceania is the peak body for interdisciplinary and transdisciplinary research and education in Australia and the wider Oceania region, with over 70 member organizations.
- Interdisciplinary research focuses on interfaces between disciplines, while transdisciplinary research brings together diverse perspectives to develop comprehensive understandings of issues.
- Future challenges Australian higher education should focus on include both specific challenges as well as unexpected challenges, requiring transdisciplinary problem-solving skills.
- Transdisciplinary problem-solving skills are valuable for students to apply across jobs and life, involving skills like critical thinking, overcoming biases, and managing complexity.
- Some universities like ANU and UTS are introducing transdisciplinary education by requiring related attributes and courses.
- Strengthening interdisciplinary and transdisciplinary research is important for addressing issues like innovation, collaboration, solving "wicked problems", and preparing for future challenges.
- This requires diversifying funding, fostering collaboration, peer review involving problem experts, and recognizing transdisciplinary achievements.
- Showcasing high-quality transdisciplinary research and learning from initiatives like US convergence research is important.
- Community engagement is essential for transdisciplinary research and can contribute to outcomes like serving public interest and place-making.
- NITRO-Oceania aims to foster attention to grand challenges and support interdisciplinary and transdisciplinary research and education in the region.

AUA_tranche1_Australasian Council of Deans of Arts, Social Sciences and Humanities.pdf - 2023-11-03
- DASSH advocates for better incorporating Indigenous Knowledges across all aspects of university governance, curriculum, research and administration through initiatives like a national Indigenous Learning and Teaching Center.
- The Job-Ready Graduates policy that increased fees for certain degrees is criticized for being unfair and not evidence-based, and DASSH calls for its replacement.
- DASSH argues for valuing both pure and applied research across all disciplines to drive innovation in Australia's knowledge economy.
- Equity in access to higher education should be improved through replacing the JRG with a fairer fee system and introducing a national equal access bursary scheme for low-SES, Indigenous, rural and first-in-family students.
- A national admissions system is proposed to simplify student access and mobility between states.
- The document discusses challenges around specialization pressuring some universities and risks of losing expertise in certain fields.
- Improving Indigenous participation, leadership and knowledge incorporation is seen as an opportunity rather than just an access issue.
- Interdisciplinary collaboration between fields like STEM, humanities and social sciences is important for problem-solving.
- Pure research funding over the long term is important to drive innovation as is facilitating industry partnerships.
- Lessons can be learned from New Zealand's approach of meaningfully including Indigenous Knowledges in governance and research.

AUA_tranche3_Tania Kanellos, Clare Forde, Mark Nading, Richard Irons.docx - 2023-11-03
- An Accord for higher education in Australia needs bipartisan support and a long-term plan to ensure sustainability. It should have agreed principles and accountability.
- Support for diverse university missions requires flexibility, such as categorizing institutions and setting common and specialized targets. Funding should align with community needs.
- Future participation targets need to consider equity, skills gaps, and lifelong learning through microcredentials and postgraduate study. Targets alone don't fill skills gaps.
- Key challenges for higher education are sustainability, aged care, generic skills, and developing critical thinking for fact-based decision making.
- Reforms are needed to promote quality teaching and learning environments, work-integrated learning, industry collaboration, and ensuring graduates have needed skills.
- Improved pathways between vocational education and higher education require credit recognition, standardized durations, and a single regulatory body.
- Barriers like prerequisites inhibit lifelong learning and career changes. Recognition of prior learning and microcredentials could help.
- Increasing participation from underrepresented groups requires understanding barriers, building aspirations, and normalizing higher education.
- Collaboration is needed between stakeholders to solve big challenges, stimulate industry investment, and improve research training and careers.
- Reforms are required to ensure quality, academic integrity, cultural safety, and sustainable funding models for the system.

AUA_tranche4_David Shearman.docx - 2023-11-03
- The author believes the discussion paper does not adequately address the major threats of climate change and environmental degradation facing the world.
- Universities need to make sustainability of the planet and human race their central mission in order to prepare for these threats.
- Health issues will be profoundly impacted by factors like climate change, environmental degradation, and societal breakdown, requiring reforms to medical education.
- More students from underrepresented groups need access to education to address issues like healthcare in rural/remote areas, requiring free tuition and living expenses.
- Corporatization of universities has undermined their role in addressing major challenges through prioritizing growth, profits, and industry ties over sustainability.
- Collaboration between universities and industry requires reform to prevent harmful influences like from fossil fuel companies.
- Interdisciplinary education across topics like health, agriculture, ecology is urgently needed to develop holistic solutions.
- Population growth and aging will strain resources, requiring efficiency gains from e.g. 4-year medical degrees with increased enrollment.
- Attitudes must change from prioritizing economic growth to sustainability given limits of natural resources.
- A united mission and shared introductory education could help overcome divisions within universities.

- Australian Pasifika Educators Network (APEN).pdf - 2023-11-03
- Pasifika communities in Australia have grown significantly in recent years and now make up almost 2% of the total Australian population, with many concentrated in disadvantaged areas of Sydney and Brisbane.
- Pasifika students face multiple barriers to accessing higher education such as low socioeconomic status, cultural and linguistic diversity challenges, and being first-in-family to pursue higher education.
- Pasifika communities should be recognized as a targeted equity group to increase access and participation in higher education.
- Improved and coordinated data collection on student ethnicity is needed to better identify and support Pasifika learners.
- More research is required to understand the experiences and needs of Pasifika learners in the Australian higher education context.
- A national Pasifika education strategy is recommended to increase awareness, understanding and access to higher education through coordinated outreach.
- Community-led and culturally responsive programs have been shown to improve outcomes for Pasifika learners.
- Financial barriers such as ineligibility for HECS-HELP loans and high living costs negatively impact Pasifika participation in higher education.
- Work-integrated learning opportunities and cultural innovation hubs can support Pasifika students' transition to employment.
- Institutional practices, policies and curriculum need review to ensure cultural inclusiveness and responsiveness for Pasifika students.

AUA_tranche1_Victorian Tertiary Admissions Centre (VTAC).pdf - 2023-11-03
- The Victorian Tertiary Admissions Centre (VTAC) facilitates applications to tertiary education programs in Victoria, including universities, TAFEs, and independent colleges.
- VTAC operates a Special Entry Access Scheme (SEAS) to support students from underrepresented and disadvantaged backgrounds. SEAS saw increased participation during the COVID-19 pandemic.
- VTAC recommends expanding equity schemes and career support for non-year 12 applicants and promoting tertiary education pathways.
- State-based admissions centers like VTAC ensure national consistency while meeting local needs of students, schools, and providers.
- VTAC's tools and resources help students explore course and career options, but integrating skills projections could provide more targeted guidance.
- Expanding the centralized application process could improve access to VET courses and help students consider pathways between VET and higher education.
- Admissions systems should facilitate data sharing and partnerships to better support student success and transitions to tertiary education.
- Emerging assessment methods could better match students to suitable courses when combined with academic results and other factors.
- Enhanced career support is needed for all prospective learners, especially those without school support systems.
- VTAC aims to empower, connect and facilitate participation in tertiary education for learners of all ages and backgrounds.

AUA_tranche2_Aurora Education Foundation.pdf - 2023-11-03
- Indigenous education policies need to move beyond deficit perspectives and better define and measure unique Indigenous aspirations and definitions of success in education, as determined by Aurora's research.
- Continuous, culturally-informed support is needed for Indigenous students at critical transition points like middle school and the transition to university to improve education outcomes.
- More investigation is needed to understand barriers to Indigenous students' participation in ATAR and access to private tutoring.
- Best practices for Indigenous learning and teaching need to be defined based on evidence and Indigenous stakeholder perspectives.
- Increased education funding should go to Indigenous organizations providing education support services.
- Financial and cultural support can help address barriers Indigenous students face in higher education.
- Schools and universities must demonstrate commitment to Indigenous cultural safety through leadership, training, and community relationships.
- Mentorship from other Indigenous students can help retention of Indigenous students in university.
- Aurora's programs see university as an important goal for Indigenous students but high school often fails to support Indigenous academic success.
- Indigenous scholars excel internationally when given opportunities, showing potential within the Indigenous community.

AUA_tranche3_Angela Griffin.pdf - 2023-11-03
- The document is a submission to the Australian Universities Accord Panel responding to questions about improving student experience on university campuses.
- It suggests establishing a national independent body to oversee universities' consistent implementation of sexual violence prevention and response initiatives.
- According to surveys, 16% of university students experienced sexual harassment and 2.5% experienced sexual assault in a university context.
- Experiences of sexual violence can have long-lasting health, financial, and emotional impacts on victims. It can also negatively impact students' academic performance.
- Immediately after the Change the Course report, students felt meaningfully engaged in governance processes and saw real action. But more recently, students no longer felt as involved and progress had stalled.
- Without national oversight, universities have differing levels of implementing the Change the Course report's recommendations on prevention and response.
- The pace of change diminished as media attention lessened, and universities seemed to do the minimum required.
- Consistent re-investment is needed to continually update education, communications, reporting, and support as laws and issues evolve.
- Student activists agitate for change outside official structures, while representatives engage within official roles.
- Women's collectives aim to create a safer environment for women at universities.

AUA_Andrew Barr.pdf - 2023-11-03
- Canberra has a highly educated population and tertiary education sector that supports many jobs in professional services. This demonstrates the importance of education for a knowledge economy.
- Local universities like ANU, UC, and UNSW have expanded programs and facilities to support industry collaboration and commercialization of research.
- Improving access to post-secondary education and attaining qualifications is important for greater opportunities and participation in the economy. Support is needed for underrepresented groups.
- Lifelong learning involves both formal education and workplace settings. Cooperation across education, government and industry is needed to develop a learning ecosystem.
- While higher education and vocational training have distinct roles, both are important for meeting the ACT's workforce needs. Greater collaboration and accountability is needed.
- University research drives innovation and solutions for future skills and economic demands. It helps meet targets in areas like cybersecurity and renewable energy.
- International students support Australia's global competitiveness and reputation through the relationships and networks they build.
- International education is the ACT's largest export. Supports are needed for domestic and international students to sustain participation.
- Canberra is committed to being a diverse and inclusive city.
- The letter provides a response to the Australian Universities Accord Panel discussion paper on tertiary education.

AUA_tranche2_Claire Field.pdf - 2023-11-03
- The document discusses recommendations from reviews and reports on improving higher education in Australia, including better supporting underrepresented student groups, improving pathways between VET and higher education, and reforms to funding models.
- Universities are not doing enough to improve access and success of students from underrepresented backgrounds. Targeted support is needed for these students.
- Recent changes introduced student protections to withdraw funding from students failing many subjects, but this risks penalizing vulnerable students and forcing university switches.
- Technology companies are increasingly offering short courses and microcredentials that could compete with traditional higher education qualifications.
- Lifelong learning needs to be more accessible through short, skills-focused courses, but incentives also need to target lower-income workers.
- Quality of student experience could be improved by better use of student evaluation data and continuous improvement driven by this data.
- Universities need to modernize operations with digital systems to ensure payroll compliance and support personalized learning.
- Pathways between VET and higher education can be strengthened through revised qualifications frameworks and addressing lack of incentives for universities.
- International partnerships provide a model for stronger VET-higher education pathways through guaranteed progression for international students.
- Financial incentives are needed to encourage universities to offer microcredentials and accept students via VET pathways.

AUA_tranche4_FutureLearn Australia & GUS Education Australia.pdf - 2023-11-03
- Lifelong learning is essential for both economic prosperity and social stability, but Australia lacks a comprehensive national lifelong learning policy framework.
- Microcredentials have the potential to significantly promote lifelong learning due to their modular structure, skills-based content, transparency, accessibility, and ability to boost skills and employability.
- Traditional post-school education models will no longer provide individuals with the skills needed for lifelong careers due to rapid changes in the nature of work and skill demands. Flexible learning pathways are needed for upskilling and reskilling.
- Online learning is well-suited to meet the demands of lifelong learning as it is flexible, adaptable, scalable, and affordable. Microcredentials are an effective way for online learning.
- Partnerships between stakeholders in developing and delivering microcredentials can help address barriers to learning and establish best practices.
- A national lifelong learning policy needs to define roles and responsibilities across different sectors to promote inclusive and flexible learning.
- Credit-bearing microcredentials could provide learners with immediate skills while allowing stacking into formal qualifications over time.
- Barriers to microcredentials include a lack of national frameworks, standards, credit systems and credential recording.
- Developing a credit accumulation and transfer system for microcredentials could create innovative pathways for qualifications.
- Integrating microcredentialing requires regulatory changes, funding, and collaboration between stakeholders.

AUA_tranche3_Australian Industry Group.pdf - 2023-11-03
- The Australian Industry Group (Ai Group) is a peak employer organization that aims to support thriving industries and a prosperous community through advocacy and policy leadership.
- The document discusses opportunities for an Accord between universities and industry to drive closer relationships and reforms needed to support an innovative economy. This includes establishing an enduring national forum.
- Developing frameworks and incentives to strengthen industry engagement in university teaching and learning is seen as important, such as through work-integrated learning partnerships.
- Reforming the Australian Qualifications Framework (AQF) and developing a skills classification system could help ensure graduates have skills aligned with workforce needs.
- Creating a more coherent and connected tertiary education system is desirable, including better pathways between vocational education and training (VET) and higher education.
- Strengthening industry engagement in university research is discussed, such as through a national research advisory forum and industry research facilitators.
- Improving research training and developing student capabilities relevant to industry is an opportunity.
- Degree apprenticeships and incentives are proposed as ways to remove barriers to higher education access.
- Regulatory harmonization across the tertiary education system is suggested as part of reforms.
- Developing lifelong learning and generic skills across all age groups to meet changing workforce needs is highlighted.

AUA_tranche4_Kym Davis.docx - 2023-11-03
- The discussion paper does not mention or make provision for professional staff in universities.
- Professional staff make a significant contribution to universities, the sector, and students.
- Their role should form part of the discussion.
- Professional staff comprise approximately 50% of the workforce in universities.
- Professional staff roles have expanded with many in management roles and providing expertise in student support, learning support, digital support, advocacy services, and hybrid learning/teaching roles.
- In regional universities, professional staff play an important economic and social role through employment.
- Regional universities act as "anchor institutions" and major employers for their surrounding communities.
- There is disparity in the remuneration for professional staff between different enterprise agreements.
- Streamlining remuneration could help ensure equity and consistency for professional staff.
- Professional staff employment is important for the economic and social contributions of regional universities to their communities.

AUA_tranche4_Records and Information Management Practitioners Alliance (RIMPA).docx - 2023-11-03
- Higher education needs to be more accessible and available to all Australians regardless of background or characteristics. The system currently favors those who achieve high academic results or can afford the costs.
- Course content and structure needs to stay relevant to the changing skills demands of the workforce. Industry associations should provide input on curriculum development and work-integrated learning opportunities.
- Lifelong learning needs more funding and infrastructure support. Industry bodies over a certain size should contribute to lifelong learning initiatives.
- Barriers to lifelong learning include costs, time constraints, relevance of content, and uncertainty if qualifications will advance careers.
- Better alignment is needed between vocational education, higher education, and secondary school curriculums. Pathways between levels of study need clarification.
- Industry bodies should invest in and support research related to their fields. This could involve financial support and engaging subject matter experts.
- Underrepresented groups need improved access and preparation for higher education. Admissions criteria should consider more than just academic results.
- Costs of participation like living expenses require alleviation from multiple stakeholders including governments, employers, and industry groups.
- Teaching practices need to embed accessibility and cultural safety for students from diverse backgrounds, including remote learning options.
- Requiring industry body involvement in higher education through governance and curriculum development could help ensure graduates have workforce-relevant skills.

AUA_tranche4_Conor King.pdf - 2023-11-03
- The document argues that Australia needs to achieve a target of around 90% of adults completing tertiary education qualifications to meet future economic and social challenges.
- It discusses tensions between the goal of universal access to higher education and lingering notions of university selectivity.
- Improving the transition from secondary to tertiary education is important, including providing criterion-referenced Year 12 outcomes and "at-school" offers of university places.
- Vocational and higher education overlap significantly, and the focus should be on gaining qualifications over time rather than steering choices in one direction.
- Equity groups like those from low SES backgrounds remain underrepresented in higher education despite growth.
- The Commonwealth Grant Scheme funding structure could be reformed along the lines of the Gonski school funding model to better support universal access.
- Student contributions may no longer be justified if most Australians are expected to complete tertiary education.
- HELP could be simplified into a single scheme with a lifetime limit on eligible expenses.
- Several proposals are made to support universal tertiary attainment, such as integrated university funding and a single student contribution rate.
- Overall the document argues for reforms to support higher education as part of a comprehensive post-secondary education system catering to all individuals.

AUA_tranche1_Country Universities Centre Balonne.pdf - 2023-11-03
- CUC Balonne is a not-for-profit organization that operates campuses in St George and Dirranbandi, Queensland to provide higher education access and support to students in remote communities.
- It has supported over 180 students since inception in 2021, providing face-to-face academic support, study spaces, exam support, technology access, wellbeing support, and a local learning community.
- CUC Balonne aims to build community aspirations through education by pursuing pathway options, making study accessible and affordable, allowing students to study locally, and setting them up for success.
- Many of CUC Balonne's students are from underrepresented groups like those from regional/remote areas, external/part-time students, first-generation students, and low SES backgrounds.
- There is no local TAFE, so CUC Balonne supports vocational education pathways by collaborating with schools/employers and coordinating course delivery.
- Only 8% of CUC Balonne's students identify as Aboriginal or Torres Strait Islander, despite making up 20.5% of the local population, indicating a need for additional outreach and support.
- A First Nations Community Engagement and Support Coordinator position was created to increase inclusivity and encourage Indigenous students to study locally.
- The region has low literacy rates in general, suggesting future programs should target foundational literacy skills.
- The document recommends supporting RUCs long-term with baseline funding and utilizing them to improve access to VET and support underrepresented groups.
- CUC Balonne aims to serve as a model for improving education outcomes in other remote communities.

AUA_tranche1_Australian Veterinary Association.pdf - 2023-11-03
- The Australian Veterinary Association (AVA) supports the development of an Accord to drive reform in Australia's higher education system and ensure it meets current and future workforce needs.
- Determining skills needs requires collaboration between government, industry, and academia. Education benefits both individuals and society.
- Ensuring access to essential services like veterinary care, and fair sharing of education costs across society are challenges higher education must address.
- Workforce shortages exist in veterinary services, especially in rural areas. Mechanisms are needed to accurately track skills needs and support education in specialized but essential areas.
- Incentives could encourage students to study in priority areas with skills shortages like large animal veterinary services.
- Diversity and inclusion must be priorities to ensure the workforce reflects society. Regional needs also require focus.
- Work-integrated learning (WIL) placements benefit society but impose costs on industries. More government support is needed for WIL.
- Lifelong learning barriers like costs must be addressed through incentives and flexibility to grow a culture of it.
- National curricula could better align tertiary education by allowing institutions to specialize while sharing resources.
- Student contribution and loan arrangements should consider public value, earnings, and targeting areas of greatest need.

AUA_tranche1_RMIT.pdf - 2023-11-03
- The Australian Universities Accord discussion paper calls for bold ideas and solutions for the long-term vision of Australian post-school education. RMIT University provides four policy recommendations in response.
- There is a need to develop work-based learning qualifications that combine practical vocational skills with analytical higher education skills, especially at the paraprofessional level. This could improve workforce transitions.
- Student contributions and funding for learning and teaching should be reformed to support Australians accessing university or vocational education throughout their working lives as part of lifelong learning.
- Coherent national and collaborative approaches are needed to better match skills supply and demand, including place-based education partnerships between universities and industry.
- International students should have opportunities to fully participate in university and pathways to work in Australia to share benefits more broadly.
- Skills investments should anticipate industry transformation and spur systemic innovation through collaboration between government, universities and industry.
- Regional contributions by education providers to economic and community development should be identified and invested in.
- Lifelong learning is important for individual career paths and workforce adaptability in changing times.
- Educational attainment drives productivity, capability, and labor force participation.
- Reforms are needed to promote quality learning environments and ensure graduates have skills needed for the workforce.

AUA_tranche1_TAFE Directors Australia.pdf - 2023-11-03
- Australia's tertiary education system consists of both public universities and TAFE technical colleges that provide both vocational education and training as well as higher education programs.
- TAFEs play an important role in supporting access and opportunities for underrepresented groups in higher education such as indigenous students, women, and those from non-English speaking backgrounds.
- Expanding Commonwealth Supported Places to all public providers of higher education would help address inequities in access to subsidized places.
- Stronger pathways and credit transfer agreements between TAFE vocational programs and university degrees could improve student mobility between the sectors.
- Self-accreditation powers for TAFEs may allow them to develop curricula with better responsiveness to industry skills needs.
- TAFEs focus on applied learning and providing wrap-around student support services conducive to the success of disadvantaged students.
- TAFEs partner with local industries and engage in applied research projects to solve real-world problems.
- Micro-credentials and short courses are seen as important offerings to address skills gaps and lifelong learning needs.
- A unified tertiary education system with equal funding and valuation of vocational and higher education is proposed.
- Improved AQF framework and dual qualifications spanning VET and higher education could encourage lifelong learning.

AUA_tranche1_Academy of the Social Sciences in Australia.pdf - 2023-11-03
- The document discusses challenges and opportunities for the social sciences sector in Australia. It provides an overview of the sector and identifies priorities to advance social sciences.
- It highlights the need for genuine reconciliation with Indigenous Australians by acknowledging past harms, increasing Indigenous representation, and incorporating Indigenous knowledge.
- Developing a more connected social science ecosystem through strategic alliances between schools, vocational education, universities, and other organizations could provide new opportunities for impact.
- Demonstrating the value of social sciences to the public is important through clear narratives about how social sciences benefit society.
- Improving social science education in schools and the quality of data about the school system are priorities. Developing skills in all students to participate in democracy is emphasized.
- Opportunities exist to better integrate social science knowledge and skills into vocational education courses through the current skills reform process.
- Challenges in the university sector include raising awareness of social sciences and reforming incentives for teaching and research staff.
- While Australian social science research is high quality, structural barriers prevent it from achieving full potential. More funding and translation of research are needed.
- Connecting sectors through place-based compacts and improving pathways between vocational training and higher education could help design a more harmonized tertiary education system.
- A coordinated national research strategy is needed to ensure investment drives innovation, economic prosperity, and social wellbeing.

AUA_tranche5_Veterinary Schools of Australia and New Zealand (VSANZ).pdf - 2023-11-03
- Veterinary Schools of Australia and New Zealand (VSANZ) is submitting a response to the Australian Universities Accord Panel based on an independent review of veterinary science education in Australia and New Zealand.
- The review finds that veterinary education in Australia and New Zealand is underfunded, with average costs exceeding funding received from the government and student fees.
- Accreditation standards from the Australasian Veterinary Boards Council (AVBC) are considered necessary but also onerous and expensive for universities to meet.
- The review recommends transitioning accreditation standards from inputs to outcomes to allow more innovation from schools.
- There is a critical shortage of veterinarians in Australia, New Zealand, and globally due to issues with both supply and retention.
- Reliable animal health and welfare systems supported by veterinarians are important for public health, trade, and Australia's reputation.
- Biosecurity threats are increasing and veterinarians play a key role in addressing issues like foot-and-mouth disease.
- Demand for veterinary services for companion animals is growing as pets take on more social roles.
- The review recommends establishing government-supported rural veterinary teaching practices to strengthen rural training.
- The review explores apprenticeship models for veterinary education.

AUA_tranche1_Deakin University.pdf - 2023-11-03
- The Australian Universities Accord aims to drive lasting alignment between Australia's higher education system and national needs through developing long-term commitments among stakeholders.
- A National Accord is proposed outlining national interests/priorities and universities' role in delivering them through individual Institutional Accords.
- An integrated post-18 education system is needed to better meet national challenges, including mapping VET-HE integration models and aligning ASQA and TEQSA.
- Australia's university sector lacks diversity and could benefit from different institutional types/purposes beyond the current doctoral institutions.
- A new volume and block funding model is proposed across three pillars of education, research, and community engagement to promote sector diversity.
- Industry engagement can be improved through a national action plan, embedding industry collaboration in courses, and implementing the 2019 AQF review.
- Equity, excellence, access, and student success should be priorities, learning from successful models and holding institutions accountable.
- Cost remains a key barrier to participation that requires a cross-sectoral review and examination of intergenerational issues.
- International education contributes to cultural exchange and soft diplomacy, requiring whole-of-government support and data review.
- Employment models need reforming to reduce casualization and provide career paths for academics in teaching, research and industry engagement.

AUA_tranche1_National Association of Enabling Educators of Australia.pdf - 2023-11-03
- Enabling programs provide pathways for underrepresented and disadvantaged students to access higher education. They help build students' confidence and skills to succeed at university.
- Demand-driven funding and free tuition are important to ensure enabling programs remain accessible. Fees could deter students from low socioeconomic backgrounds.
- Additional financial support like scholarships and flexible Centrelink policies would help enabling students who struggle with study costs and living expenses.
- Including enabling programs in the Australian Qualifications Framework would formally recognize student achievements and allow credit transfer between institutions.
- Regional universities need adequate support to provide enabling programs and access to higher education for students in rural/remote areas.
- The job-ready graduates legislation's 50% pass rule introduces barriers for enabling students and could result in early withdrawal, undermining program goals.
- Consistent national guidelines have been established on learning outcomes and quality assurance for enabling courses.
- Benchmarking shows enabling programs across Australia deliver comparable standards and preparation for undergraduate study.
- Enabling loading funding should be provided at an average student contribution rate to ensure equitable resourcing of courses.
- A flexible framework is needed to recognize different enabling program structures, levels, and student cohort needs.

AUA_tranche1_Cruxes Innovation.pdf - 2023-11-03
- Cruxes Innovation welcomes the opportunity to respond to the Australian Universities Accord Discussion Paper and aims to help unlock the impact potential of Australian research.
- The Accord can drive collaboration between industry, government and universities by providing sustained focus on demonstrating universities' benefits, being inclusive of all fields, and supporting risk-taking by academics.
- Reforms are needed to change employment practices, mandate outcome monitoring, simplify IP terms, and reduce administrative overload on academics.
- Climate change is the greatest challenge facing the world and Australia needs to urgently transition its economy to survive it.
- Australia's research capacity could be better leveraged to develop new capabilities and solve "wicked problems" like climate change.
- Industry, government and university collaboration should be increased to solve large challenges through sector-wide coordination and funding.
- Research institutions need reforms to employment practices, outcome monitoring, IP processes, and administrative burden reduction to achieve excellence and impact.
- Government funding programs should enable researchers to apply for funding while awaiting university IP decisions.
- The Accord should champion Australian universities that close the most IP licenses each year.
- Measuring Australia's innovation system performance with a scorecard could encourage improvements.

AUA_tranche1_Moreton Bay Regional Council.pdf - 2023-11-03
- The letter supports the University of the Sunshine Coast's submission in response to the Australian Universities Accord Discussion Paper.
- The Moreton Bay region previously had very low tertiary participation rates due to a lack of local university options.
- The University of the Sunshine Coast's Moreton Bay campus opened in 2020 and has exceeded enrollment expectations, currently delivering over 80 degrees to more than 4,000 students.
- A second University of the Sunshine Coast campus in Caboolture focuses on an area with even lower education participation rates.
- While tertiary participation rates in Moreton Bay have increased, they remain below state and national averages.
- Regional and peri-urban universities like University of the Sunshine Coast need long-term, flexible funding models to support regional needs.
- Measures of university success should account for regional factors like student types and longer study durations.
- Current definitions of "regional" are punitive for University of the Sunshine Coast campuses and do not reflect the challenges of Moreton Bay.
- Reintroducing infrastructure grants and research funding deployment could better support regional universities.
- Increasing participation rates among underrepresented groups is a priority to align with state government resolutions.

AUA_tranche1_University Chancellors Council.pdf - 2023-11-03
- The University Chancellors Council (UCC) welcomes the opportunity to provide a response to the Accord Panel's discussion paper on the future of Australia's higher education system.
- The UCC envisions a high-performing, collaborative tertiary sector that promotes prosperity, social inclusion, and innovation through research and developing students' capabilities.
- Australia's university system is complex and bureaucratic, sapping resources. The UCC recommends streamlining and simplifying the whole system.
- Unfunded growth has diminished quality as the system has expanded faster than resources. The UCC recommends ending unfunded growth.
- The HECS-HELP system could be improved to be fairer to disadvantaged groups and lower-paid professions through adjustments to repayment thresholds and amounts.
- Equity and supporting regional universities should be funding priorities in times of fiscal constraint. Initiatives like scholarships, benefits, and affordable housing can boost access.
- Incentives still reward some types of research over others. The career system could better recognize applied, industry-engaged, and long-term research.
- Collaboration between universities and industry can be strengthened through co-location, industry inclusion in the Accord, and making research students part of innovation.
- Regional universities are vital for their communities but still face sustainability problems. Dedicated mission-based funding is needed.
- The UCC looks forward to ongoing engagement with the Accord process to discuss these recommendations for improving the higher education system.

AUA_tranche1_Association of Heads of Independent Schools of Australia.pdf - 2023-11-03
- The Association of Heads of Independent Schools of Australia (AHISA) is responding to the Australian Universities Accord discussion paper and providing comments on the Job-ready Graduates package and lifelong learning.
- In 2020, AHISA raised concerns about the proposed Job-ready Graduates package, including potential disruption to students' education plans and inequity in raising some course contributions.
- AHISA provided evidence that economic downturns increase college enrollment and graduation, and that governments must allow flexibility in course places to respond to demand fluctuations.
- AHISA believes approaches that incentivize certain courses should not depend on punitive measures for other courses or pathways.
- Universities influence schools through curriculum development, teacher education, and research, and schools are a major conduit for university aspirations.
- A holistic and interconnected view of education from early learning through adulthood is needed to generate bold ideas for universities' future roles.
- National frameworks already in place for early learning and qualifications can help map areas for collaboration or policy development.
- Government policymaking approaches need to adapt to support ongoing education transformation.
- AHISA suggests convening innovators across education sectors to generate shared goals and strategies.
- Successful education change requires governments to also engage in revisioning their own systems.

AUA_Peter Miller.pdf - 2023-11-03
- Doctoral programs have become more diverse in terms of their aims, curriculum, and structure in recent decades beyond just being teaching or research qualifications.
- Professional doctorates have emerged as an alternative to traditional research-based doctoral programs and have expanded rapidly.
- There is confusion globally about the distinctions between research doctorates and professional doctorates due to variations in their aims and structures.
- The Bologna Process is driving higher education reform in Europe and influencing other countries by establishing guidelines for degree structures.
- Professional doctorates generally have a shorter duration than the 3-4 years recommended by the Bologna Process for doctoral programs.
- The Doctor of Business Administration (DBA) emerged as a prominent professional doctorate but distinctions from the PhD in business are unclear.
- Entry requirements, research components, and thesis lengths of Australian DBA programs examined were similar to PhDs in business.
- Research topics for the case study DBA program were diverse but dominated by human resources, organizational development, and business areas like marketing.
- It may be time for Australian universities to establish a new advanced research doctorate to clearly differentiate top-level research from other degrees.
- There are open questions about the aims and impacts of professional doctorates on traditional PhD programs with the ongoing evolution of doctoral education.

AUA_tranche1_Annie Hogben.docx - 2023-11-03
- The author notes that discussions are missing the pressures facing students from external cost of living factors.
- Increasing costs of living and housing insecurity are important issues diminishing students' ability to focus on studies.
- Ignoring these contextual issues means education may not remain a choice if students face hunger or homelessness.
- Recent articles have triggered the author's thoughts on economic, housing and food insecurity among students and staff.
- One article discusses how Australian students and university staff are experiencing food insecurity.
- Another article examines how PhD students are expected to survive on two-thirds of the minimum wage.
- The author wants the Discussion Paper to consider challenges facing students and staff, not just universities' financial challenges.
- Living costs and housing insecurity impact students' capacity to study to the best of their ability.
- If students have to choose between studying or dealing with hunger and homelessness, education may not remain an option.
- The author provides two article links relating to students' and staffs' economic and housing insecurities.

AUA_tranche1_Robyn Ward.pdf - 2023-11-03
- There is a shortage of clinical placements available for health science students due to increased enrollment in health programs and competition for placements. This threatens universities' ability to graduate students on time.
- Rural and regional clinical placements face additional barriers like a lack of clinical supervisors and funding limitations that don't cover student costs. This restricts placement opportunities.
- New placement models are needed that add value for health services, address workforce needs, and better prepare students for interdisciplinary practice. This could involve service-focused or extended rural placements.
- Funding models need reform to equitably support all students, including those studying internationally, and incentivize innovative placement models. Paying fees per placement is problematic.
- Relationship management with placement partners is complex, sometimes lacking strategic importance. Formal agreements with priority partners could minimize costs and secure placements.
- Student experience and safety during placements requires attention, such as earlier placement allocation and support for rural/regional placements.
- Workforce shortages limit placement capacity in some areas. Co-funded clinical educator roles could help build sustainable placement models.
- Accreditation requirements may not be optimally preparing students for the future workforce. Reviews could ensure relevance.
- Interdisciplinary placements are still nascent despite benefits. Resources and processes need enhancing to support scalable models.
- Clinical education involves complex operations. Sustainable models are needed to manage high placement volumes across disciplines and settings.

AUA_tranche1_Stephen Leeder and Richard Heller (3).docx - 2023-11-03
- International students make up over a quarter of Australian university enrollments and their fees subsidize teaching and research. However, this model may not be sustainable.
- Relying mainly on wealthy international students does not address global inequalities in access to higher education. Most students come from rich families and certain regions are underrepresented.
- Sending students abroad can deplete scarce skills in their home countries. It may be considered "brain drain."
- Bringing large numbers of international students to Australia also creates a substantial carbon footprint.
- Innovative models like online and regional education hubs could reduce costs and carbon emissions while increasing global access.
- Partnerships with institutions in developing regions could offer education more affordably and build local capacity through collaborative programs.
- Volunteer networks and low-cost online programs show there are alternatives to the standard international student model.
- "EduOffsets" might balance financial dependence on international fees with global needs until funding models change.
- Better data is needed on global education needs, the impacts of different delivery methods, and international student outcomes.
- Universities could publish data on carbon emissions and plans to reduce them.

AUA_tranche3_Griffith University - Queensland College of Art.pdf - 2023-11-03
- Queensland College of Art (QCA) is an art and design school within Griffith University with approximately 1500 students. QCA's response relates to the nature and purpose of Australian higher education and meeting Australia's knowledge and skills needs.
- Universities should foster social good, advance Australian values, and produce ethical and well-rounded graduates, not just focus on skills development.
- Power skills like adaptability, communication, problem solving, creativity and collaboration will be critical for the future job market and should be included in the Accord's discussion.
- QCA operates QCALive which brings industry projects and commissions into the university for students to work on, differing from placements. This deserves recognition as a form of income generation.
- The disparity in student contribution amounts across fields in the Job-Ready Graduates package is problematic and risks excluding low-SES students from arts/HASS.
- Low-SES students with talents outside high-demand fields may find costs of their preferred degree prohibitive.
- Arts subjects are already being actively discouraged in senior secondary schools.
- Continued inequity risks some universities not offering arts/HASS degrees and these only being available at private/Go8 institutions.
- This could lead to a two-tier system and very limited creative voices contributing to society.
- Equity across student contributions is needed to prevent exclusion of creative/HASS students, especially those from low-SES backgrounds.

AUA_tranche5_End Rape on Campus And Fair Agenda.pdf - 2023-11-03
- Sexual assault and harassment are significant problems at Australian universities, with prevalence rates estimated at 14,300 sexual assaults per year. Rates are even higher in university residences.
- Universities provide inadequate sexual violence prevention education that does not meet good practice standards. Prevention efforts vary widely across institutions.
- Student survivors often face lengthy complaints processes when reporting assaults to their university and receive little support. The process itself can further traumatize survivors and negatively impact their education.
- International students and those with disabilities or who are Indigenous are at even higher risk of assault. Survivors often lack knowledge of reporting options.
- Universities frequently fail to take adequate action against perpetrators or implement safety measures for survivors. This allows perpetrators continued access to potential victims.
- Oversight body TEQSA has proven ineffective, with complaints often taking over a year to address while survivors suffer further harm. TEQSA fails to enforce compliance with standards.
- Lack of transparency around universities' approaches limits accountability. Basic data on reports and outcomes is often unavailable.
- Survivors often fail or withdraw from courses due to trauma and lengthy complaint processes, yet face financial penalties like accumulating HELP debts.
- Reforms are needed for oversight, monitoring, evaluation and accountability to improve prevention efforts and response quality.
- An independent taskforce or similar body is proposed to address sector-wide failures and drive consistency in minimum standards.

AUA_tranche4_Public Universities Australia (PUA).pdf - 2023-11-03
- The document discusses academic values that should be upheld in universities, including rigor, advancing knowledge, collegiality, freedom of speech, robust discourse, freedom of research, and truth.
- It argues university governance has become too business-oriented and undermines academic mission by prioritizing profit over education and research.
- Casualization of academic work has harmed the university sector and quality of education by creating an unstable workforce without benefits or job security.
- Arts and humanities programs are particularly vulnerable and have faced cuts, despite their importance in developing critical thinking skills.
- Students face challenges like inadequate high school preparation, financial pressures requiring work, and lack of support services that impact retention and integrity.
- Academic freedom and freedom of speech on campuses are important but universities have resisted criticism of their own management.
- Government funding of universities is inadequate and the system is unsustainable without full public funding and effective regulation of standards.
- Graduate employment opportunities in Australia are limited, yet individuals bear the costs and risks of retraining without assurances of new jobs.
- Indigenous Australians face systemic barriers in education due to unaddressed discrimination, disadvantage, and failed policies.
- Sexual harassment and lack of protections on campuses silence victims and undermine integrity.

AUA_tranche1_Monash University.pdf - 2023-11-03
- Monash University supports the Uluru Statement from the Heart process for an Indigenous Voice to Parliament and treaty discussions in Victoria.
- The document outlines challenges facing tertiary education in Australia, including a lack of unified direction and need to respond to societal disruption.
- It recommends establishing a statutory agency for post-compulsory education and training to address these challenges.
- It recommends setting a target of 75% tertiary attainment for 25-39 year old Australians by 2040 to meet skills and knowledge needs.
- It supports introducing accredited simulation environments to train health and other professional workforces at scale.
- It calls for increased investment in research infrastructure as a shared national resource through a lifecycle funding approach.
- It recognizes the role of university research in driving innovation and calls for support across the discovery to commercialization pipeline.
- It highlights initiatives like the Monash Technology Precinct for industry collaboration on innovation.
- It calls for recognition of universities' role in research translation and associated third stream funding.
- It supports a lifelong learning entitlement and improved pathways to tertiary education for underrepresented groups.

AUA_tranche3_The Maiam nayri Wingara Indigenous Data Sovereignty Collective.pdf - 2023-11-03
- The document calls for greater Indigenous control, leadership, and governance within the higher education sector in Australia. It argues the sector currently erases Indigenous leadership.
- It analyzes the Universities Accord Discussion Paper and finds it focuses primarily on Indigenous students and marginalization, without meaningful strategies for overcoming systemic disadvantages.
- Statistics presented in other reports show Indigenous representation in higher education remains well below parity targets at all levels, including students, faculty, and leadership.
- Indigenous data sovereignty and governance are important mechanisms for respecting Indigenous peoples' rights over data about their communities.
- Pathways for Indigenous people to senior leadership positions within universities appear to be systemically limited.
- Mandatory Indigenous representation and leadership is recommended in university governance structures.
- Universities should commit to the UN Declaration on the Rights of Indigenous Peoples regarding control of their educational systems.
- A new Indigenous-led review of Indigenous higher education governance is called for.
- Clear pathways for Indigenous career progression within and between universities should be identified.
- The Indigenous Higher Education Advisory Council should be reinstated with Indigenous majority control.

AUA_tranche1_Edith_Cowan_University-Centre_for_Work_and_Wellbeing.docx - 2023-11-03
- The Centre for Work + Wellbeing (CW+W) at Edith Cowan University advocates for a stronger focus on the academic workforce and their wellbeing in the Australian Universities Accord.
- Decades of an efficiency agenda have stymied career structures and limited high quality research in Australia's higher education system.
- Job insecurity and high expectations have left Australian researchers at risk of poor mental health and wellbeing.
- Entrenched psychosocial risks like work demands, lack of work-life balance, and performance expectations negatively impact academics' wellbeing.
- Stagnant wages, toxic work environments, and lack of employee wellbeing have driven faculty members out of academia.
- Up to two-thirds of Australia's academic workforce could be lost due to job dissatisfaction, burnout, or early retirement.
- Workplace incivility in Australian universities has significantly harmed workforce health and wellbeing.
- Poor workplace conditions for Australian academics stem from broader policy environments and incentive/reward structures.
- The Accord should explore supporting diversity and dissolving patriarchal power structures inhibiting innovation in research.
- Universities need actions to build trust, security, wellbeing and productivity in the Australian academic workforce.

AUA_tranche4_Gaby Ramia & Julia Horne.pdf - 2023-11-03
- International students in Australia have inadequate wellbeing protections and inferior rights compared to domestic students, despite paying higher tuition fees. They lack access to services like healthcare, housing assistance, income support, and transportation concessions.
- Existing government regulations under ESOS and the National Code of Practice only require educational institutions to provide information on support services, not guarantee their provision. Regulations do not adequately ensure international student wellbeing.
- International students face visa conditions that do not reward their significant contributions to Australia's economy, culture, and campuses through curriculum internationalization and diversity. Pathways to permanent residency are too skills-focused.
- A new regulatory requirement is needed for guaranteed service provision, beyond just informing students.
- A new federal government agency could act as a central gateway connecting international students to accredited support service providers from various sectors.
- Pathways to permanent residency for graduate students should be simplified away from needing an occupation-linked skillset, given international students' investments in Australia.
- Length of study, graduation status, and work experience gained should be additional residency application criteria.
- International students culturally enrich Australia and increase its soft power and trade incentives.
- Their presence enhances course diversity and availability.
- They help domestic students develop global citizenship by interacting together in classrooms.

AUA_tranche3_A group of National Disability Coordination Officers.pdf - 2023-11-03
- Reforms are needed to promote quality learning environments and ensure graduates have the necessary skills and knowledge for the job market. Access to education improves well-being and economic opportunities for people with disabilities.
- Transitioning young people with disabilities from education to employment and improving inclusive education delivery are priorities.
- Vocational education and training can effectively support the workforce but is underutilized, especially for disadvantaged groups like those with disabilities.
- Universal design for learning reduces barriers and improves retention, outcomes, and fulfills commitments to increase university qualifications.
- Disability employment services can partner with universities to provide cooperative career support and identify disability-confident employers.
- Promoting tools like the JobAccess Employer Toolkit can empower students, universities, and employers regarding disability employment transitions.
- Disability action plans should actively endorse universal design for learning and ensure disability student representation.
- Programs like the National Disability Coordination Officer and Australian Disability Clearinghouse on Education and Training provide important support and should be continued.
- Mandatory disability awareness training could help address societal barriers in education.
- Strategic government actions around targets, accountability, and funding could drive improvements in disability student employment outcomes.

AUA_tranche3_University of Technology Sydney - TD School.pdf - 2023-11-03
- The document responds to questions in the Australian Universities Accord discussion paper and advocates for a transdisciplinary approach to education to better tackle complex problems.
- It argues that universities should adopt an anticipatory approach and play an active role in shaping the future instead of just reacting to challenges.
- Climate change, decolonization, access to education, and Australia's role in the region are identified as key challenges for universities over the coming decades.
- Current university funding and prestige structures favor some institutions over others and don't incentivize collaboration, which hinders innovation.
- Performance metrics should be better aligned with social/environmental impact and incentivize collaboration rather than competition.
- Transdisciplinary education equips students with skills for lifelong learning and adapting to changing needs.
- Work-integrated learning models could be improved by making partnerships mutually beneficial rather than exploiting "free labor" from students.
- Lifelong learning requires more flexible, authentic learning experiences beyond short courses or industry training.
- Australia should better leverage its research capacity through transdisciplinary partnerships and support interdisciplinary/transdisciplinary research.
- Improving pathways between academia and other sectors could help attract talent to research careers.

AUA_tranche1_Charles Sturt University.pdf - 2023-11-03
- Charles Sturt University supports reforms to higher education funding models that provide greater support and flexibility for regional universities in order to improve access and outcomes for students from disadvantaged backgrounds.
- The university has developed successful student retention programs that have increased progression rates, particularly among equity groups. Targeted support services are important for student success.
- Regional universities play vital social and economic roles in their communities beyond teaching and research. Their importance should be recognized in policy and funding frameworks.
- Current research funding models favor large metropolitan universities. Programs that support regional university collaboration and infrastructure would help meet regional needs.
- Workforce shortages exist in many regional areas. Improving pathways for clinical placements and access to courses like medicine could help address shortages.
- Partnerships with industry, schools and communities are important but receive limited flexible funding support. Engagement activities should be recognized and funded.
- International engagement brings benefits but regional universities have fewer opportunities for partnerships. Incentives could encourage more international students to study regionally.
- Periodic reviews are needed to monitor outcomes, set new targets and identify further reforms over time.
- A federated regional higher education system could increase efficiencies, scale and course offerings for regional students.
- Coordination is needed across levels of government to maximize benefits from universities and better support their evolving roles.

AUA_tranche3_Australian Research Data Commons.pdf - 2023-11-03
- The Australian Research Data Commons (ARDC) submitted a response to the Universities Accord Discussion Paper to provide general comments and address selected questions.
- Achieving coherence across sectors like universities, government, and industry in areas like data infrastructure, policies, and funding will be critical for any future knowledge economy.
- Requiring researchers across sectors who receive public funds to make data FAIR (Findable, Accessible, Interoperable, Reusable) would better align Australia with OECD guidelines and have significant benefits.
- The Accord should support future work by the Australian Research Council (ARC) to mandate use of persistent identifiers, allow a broader definition of research outputs, and ensure research reporting leverages national infrastructure.
- A national digital research skills framework identifies the knowledge, skills, abilities, and experience levels needed for digital research and who is best placed to provide training.
- Maintaining trust in research requires technologies and processes to be explainable and for research data provenance, processes, and outputs to be independently authenticated.
- Universities play a critical role in provisioning national research infrastructure but ongoing costs of maintaining digital assets are not fully covered and growing.
- Improving pathways for researchers to gain experience in government and industry would help ensure Australia's competitiveness.
- New assessment practices could leverage technologies while maintaining academic integrity if processes are transparent and authenticated.
- The contribution of different institutions to national objectives should be appropriately funded, recognizing costs of maintaining digital assets in perpetuity.

AUA_tranche1_The Australian SHAPE Futures Early- and Mid-Career Researchers Network.pdf - 2023-11-03
- SHAPE (Social Sciences, Humanities and Arts) disciplines are essential to developing critical thinking, analytical skills, empathy and understanding in students. These skills are increasingly valued by employers.
- At least 20% of all university qualifications should include SHAPE subject studies to ensure all graduates develop transferable skills like problem solving.
- Job insecurity is a major issue for early- and mid-career researchers, particularly in SHAPE disciplines. True post-doctoral pathways and secure employment are needed.
- University funding structures need long-term stability and not be subject to short-term variability from changes in government.
- Participation in university study should be universally accessible through equitable course pricing and financial support for students.
- Remote and flexible learning options can increase participation from underrepresented groups.
- The HECS/HELP system could be reformed with credits for school leavers and incentives for lifelong learning.
- STEM and SHAPE disciplines should be evaluated based on their own merits and metrics, not in opposition.
- Academic workforces need diversification to represent the population.
- Integrating SHAPE and STEM fields is key to 21st century science, business and society.

AUA_tranche1_CQUniversity Australia.pdf - 2023-11-03
- The document discusses recommendations for the Australian Universities Accord to improve higher education, particularly for regional and underrepresented students.
- It argues that current funding mechanisms are inadequate to properly support equity students from low socioeconomic backgrounds, Indigenous backgrounds, or regional/remote areas.
- Reinstating demand-driven funding for enrollments at regionally headquartered universities could help boost access and attainment for students from equity groups.
- Infrastructure funding models heavily favor metropolitan universities, exacerbating disparities with regional institutions that have higher costs.
- Regional universities play an important role in regional economic growth, innovation, and skills development but often face limitations due to their operating environments.
- Research training funding could acknowledge diverse needs of candidates and institutions better while supporting growth and ensuring completion.
- Flexible pathways between vocational and higher education are needed to meet industry skills needs, though current policy settings frustrate this.
- Self-accreditation for vocational courses could allow dual-sector universities more flexibility to develop job-relevant training.
- VET funding priorities could be adjusted to provide a more sustainable base for public TAFEs.
- Performance-based funding models must not disadvantage institutions supporting large equity cohorts.

AUA_tranche1_HEDx.pdf - 2023-11-03
- HEDx is proposing a manifesto to change higher education in Australia for the better based on consultations with global leaders and stakeholders.
- The current higher education system faces challenges in meeting the diverse and growing needs of learners, employers, and communities.
- There is a need for greater differentiation and specialization among providers to serve distinct purposes focused on societal needs.
- Lifelong learning needs to be prioritized over initial graduate education to better prepare students for changing career and learning patterns.
- Future skills needs require more affordable, flexible programs co-designed with employers and delivered innovatively.
- Access and equity in the system need to be improved by integrating vocational and higher education and establishing universal entitlements.
- Not all universities need to be research-intensive; the research ecosystem should serve national priorities over rankings.
- Partnerships between education, industry, and communities are important for knowledge transfer and program relevance.
- Internationalization should not dictate funding models; a levy could compensate providers lacking international enrollments.
- Funded partnerships for knowledge creation and lifelong learning should involve employers in program design and delivery.

AUA_tranche1_Australian Academy of the Humanities.pdf - 2023-11-03
- The Australian Academy of the Humanities advocates for a whole-of-sector approach to higher education that values both STEM and SHAPE (Social Sciences, Humanities and the Arts for People and the Environment) disciplines.
- Major challenges facing Australia that higher education should address include climate change, artificial intelligence development, social inequality, the spread of misinformation, and increasing geopolitical tensions.
- Humanities training and research are important for developing skills like understanding context, critical thinking, and cross-cultural competency that are needed to solve complex problems.
- Current higher education structures disadvantage SHAPE disciplines through the research funding model and Jobs Ready Graduates program.
- A Universities Commission could provide national coordination, oversight of capability gaps, and advice on specialization. Learned Academies should have input.
- Australia needs strategies to develop humanities infrastructure, address gender and diversity issues in SHAPE fields, and support sustainable academic careers.
- National research priorities and the ARC funding model should encompass all disciplines to maximize opportunities for translation.
- Bridging grants could help build collaborative SHAPE research programs and future centers of excellence.
- A long-term strategy is required to support humanities data infrastructure, including digital repositories and staffing.
- Performance should be assessed through a State of Research report rather than ERA to reduce burden and focus on global context.

AUA_tranche1_University of the Sunshine Coast.pdf - 2023-11-03
- The University of the Sunshine Coast (UniSC) provides a submission in response to the Australian Universities Accord discussion paper.
- UniSC emphasizes the important role that regional universities play in meeting the education, research, and community partnership needs of regional communities.
- UniSC supports reintroducing demand-driven funding for regional universities and priority equity groups to increase participation rates.
- UniSC argues for removing the 50% fail rate measure, as it adversely impacts equity groups.
- UniSC calls for greater integration of the VET and higher education sectors through harmonization of regulation, accreditation, funding, and clearer articulation pathways.
- UniSC advocates reviewing student income support measures and equity student support policies/funding to better support students.
- UniSC contends students with disabilities are the most neglected from a government equity funding perspective.
- UniSC encourages increasing distribution of research funding for place-based innovation and regional industry partnerships.
- UniSC proposes developing additional incentives to encourage international students to study at regional universities.
- UniSC supports re-establishing a dedicated higher education infrastructure program to support regional university needs.

AUA_tranche3_Melbourne School of Psychological Sciences.pdf - 2023-11-03
- Mental health disorders contribute significantly to Australia's disease burden, but mental health services are unable to keep up with demand due to lack of psychology workforce.
- Psychologists require a 4-year undergraduate degree followed by a 1-year Masters program and 1-year internship for general registration. Specialized areas require a 2-year Masters/4-year PhD plus 2 years of supervised practice.
- University funding for psychology programs does not cover costs of specialized training programs, limiting places offered and incentivizing full-fee positions.
- Increasing funding for postgraduate psychology programs to level of other health disciplines would support more training places.
- Reserving Commonwealth-supported places for regional/rural students and Aboriginal/Torres Strait Islander students would improve workforce diversity.
- Return-of-service models could expand rural/regional workforce by subsidizing fees for graduates who practice in areas of need.
- More supervised placements, especially in public health, are needed but placement opportunities are limited by shortage of supervisors.
- Private placements do not adequately prepare graduates for public health system pace and complexity.
- Centralized placement registry could better allocate students across available opportunities.
- Growing the psychology workforce requires coordinated efforts across universities, government and health services.

- Higher Education Standards Panel (HESP).pdf - 2023-11-03
- There is ongoing debate around the transition from secondary to higher education in Australia, with concerns about changes in admission pathways and options for school leavers.
- Higher education institutions have expanded pathways for students who don't complete secondary education with an ATAR, while still emphasizing merit-based selection for constrained places.
- Courses can be classified as selective, where places are limited, or accepting, where most suitable applicants can gain admission.
- Demand-driven funding led universities to enroll all students, reducing ranking and expanding admission pathways to attract more applicants.
- Fairness and integrity in admissions is important, as is ensuring applicants admitted are capable of succeeding in their course.
- Non-school pathways consider prior education, aptitude tests, interests to assess suitability, while VET pathways rely on credit recognition between providers.
- At-school offers are controversial due to impacts on secondary education, student learning outcomes, and preparedness for higher education.
- Better information and understanding is needed to support all applicants and their families in navigating admission options.
- Tertiary admission centers play a lead role in centralizing information but could improve search functions and national coordination.
- Admission data reporting could be enhanced to better support analysis of trends and developing practices.

AUA_tranche4_Psychology Training and Public Health Workforce Alliance.pdf - 2023-11-03
- There is a major shortage of endorsed psychologists (with advanced training) available to fill positions in Australian public health services, especially in regional and remote areas. This is causing a workforce crisis.
- Advanced training programs (e.g. clinical psychology, clinical neuropsychology) involve at least 2 years of postgraduate study and clinical placements, compared to 1 year for generalist training.
- University psychology training programs are underfunded by the government, costing universities money to run. This has led to closures of advanced training programs and fewer training places.
- There are not enough clinical placement opportunities for postgraduate students in the public health system to match demand. This impacts the number of students that can be trained.
- Improving funding for postgraduate psychology programs could help cover training costs and allow universities to increase program offerings and graduate numbers.
- Increasing placement opportunities in public health services through collaboration between universities and health services could train more students.
- Investing in joint university-health service positions could provide more clinical supervision and placements.
- Ensuring adequate Commonwealth supported study places for in-demand training programs could better align training with workforce needs.
- Offering fully funded regional/rural training places could boost the regional psychology workforce.
- A coordinated approach between education and health sectors is needed for effective workforce planning to address the psychologist shortage in public health.

AUA_tranche4_National Aboriginal Community Controlled Health Organisation (NACCHO).pdf - 2023-11-03
- NACCHO is the national peak body representing Aboriginal Community Controlled Health Organisations (ACCHOs) in Australia. ACCHOs provide over 3.1 million episodes of care annually for over 410,000 Aboriginal and Torres Strait Islander people.
- The document discusses key reforms outlined in the National Agreement on Closing the Gap, including building the community-controlled sector and transforming mainstream institutions.
- Cultural safety is critical for improving university enrollments and completions for Aboriginal and Torres Strait Islander students. Systemic racism in the sector must be addressed.
- Supportive learning environments through wrap-around supports have been shown to improve completion rates for Aboriginal and Torres Strait Islander students.
- Teaching practices need to incorporate Indigenous pedagogies, adult learning principles, and genuine industry pathways. Placements must ensure cultural safety.
- Stronger pathways are needed between VET and higher education, including credit transfer and improved recognition of prior learning processes.
- There are critical shortages of health professionals across Australia. Programs must work to increase the Aboriginal and Torres Strait Islander health workforce.
- ACCHOs employ about 7,000 staff, making them the third largest employer of Aboriginal and Torres Strait Islander people in Australia.
- Universities need to closely partner with the ACCHO sector to ensure culturally safe training options and supported pathways for Aboriginal and Torres Strait Islander students in health professions.
- Long-term workforce planning and partnerships are required between universities and ACCHOs to boost clinical placements and training capacity to support Aboriginal and Torres Strait Islander students.

AUA_tranche2_Malcolm Mills.pdf - 2023-11-03
- Education should be a duty for both society and citizens to develop their knowledge as much as possible, not a commodity.
- Universities traditionally assess students based on merit, but vocational courses also need competency assessments.
- Large class sizes can teach knowledge but skills require smaller groups and individual tuition. Sciences and engineering also require costly facilities.
- Theoretical bachelor's programs with a national curriculum assessed progressively would be more economical and flexible.
- When a vice-chancellor says students forget half of what they learned in six months, it may be time to rethink the system.
- Merging smaller universities into larger ones would be more economical through increased course offerings and consistent quality.
- The document argues universities and TAFEs no longer differ fundamentally as vocational courses have been incorporated into universities.
- University and TAFE entry requirements and school preparation for higher education should be the same across the country.
- Class sizes should have limits linked to quality ratings to support interactive learning and skill mastery.
- A Bachelor of Police Studies could revolutionize policing by providing university-level training for officers.

AUA_tranche4_Australian Committee of Chairs of Academic Boards Senates (OZCABS).pdf - 2023-11-03
- The Australian Committee of Chairs of Academic Boards and Senates (OzCABS) is responding to the Australian Universities Accord Discussion Paper.
- OzCABS represents the views of Academic Boards and Senates from universities across Australia.
- The response focuses on questions 36 and 37 from the discussion paper regarding regulatory and governance reforms.
- Strengthening the tripartite governance model of university Council, Executive, and Academic Board is recommended.
- Enhancing university Council members' expertise, including academic knowledge, is suggested.
- Acknowledging the key role of Academic Boards and Senates as prescribed in university acts.
- Creating a principles-based 'code of good academic governance' is proposed.
- Preserving university autonomy and the fundamental concept of academic freedom.
- Promoting self-regulation within higher education institutions with high-level, non-intrusive oversight.
- Facilitating dialogue between institutions, government, and stakeholders for a coherent national governance system.

AUA_tranche4_NSW Vice-Chancellors Committee.pdf - 2023-11-03
- Universities need sustainable funding and bipartisan support to deliver skills and innovation that can transform Australia's economy and make it more productive and diversified.
- Providing student support for living costs through scholarships is one approach to increase participation of underrepresented groups like low-SES students.
- Funding programs like HEPPP that support student participation and success should be increased to required levels to achieve participation and retention goals.
- International students are important for university revenues and Australia's relationships, but the sector faces vulnerabilities. Short-term policies could provide stability.
- Improving pathways between TAFE and universities through jointly funded places could benefit students.
- Access to income-contingent loans for micro-credentials through schemes like FEE-HELP could benefit workers seeking skills development.
- Australia's R&D investment has declined and more funding is needed to support university research capacity and national priorities.
- Industry incentives like the R&D tax concession could be modified to better support university-industry collaboration.
- States contributing matching funds could improve coordination and quantum of investment in university research.
- Adopting a partial full economic costing approach could help meet the true costs of university research.

- NSW Government.pdf - 2023-11-03
- The NSW submission addresses areas where national action could benefit higher education outcomes for students, organizations, the economy and communities.
- NSW recognizes the importance of quality higher education for economic prosperity and well-being now and in the future.
- Funding and policy settings need to better account for demand growth, regional differences, and emerging workforce needs.
- Stronger consultation is needed between governments and universities to ensure alignment with state workforce priorities.
- Equity in access, participation and outcomes must be improved for underrepresented groups through flexible targets and holistic support models.
- Cost of living is a major barrier to access that requires a simplified approach to student support.
- Links between VET, industry and higher education need strengthening through innovative models and clearer pathways.
- Regulatory flexibility is needed to support collaborative models across sectors.
- Recognition of prior learning standards must be improved and incentivized.
- Infrastructure investment is required to support critical teaching and learning opportunities.

AUA_tranche1_University of Sydney.pdf - 2023-11-03
- The document discusses 12 ideas for reforming Australia's tertiary education system, grouped under the themes of access and opportunity, education and skills, delivering new knowledge, and policy/governance.
- It proposes establishing an independent Australian Tertiary Education Accord Commission to support reform, boost access, and reduce red tape.
- Improving access and equity from early childhood education is important to address gaps in educational achievement.
- Partnerships between schools, vocational providers, and universities could help level up educational opportunities.
- Reimagining teaching and the student experience could deliver evolving knowledge and skills needed by society.
- Developing a national lifelong learning ecosystem is needed to realize past visions of a coherent tertiary system.
- Ensuring sustainable, competitive university research funding is critical to research excellence.
- Non-medical research priorities also require identification and appropriate funding.
- Incentivizing private sector R&D investment and collaboration between sectors is important.
- Strengthening cooperation between governments could drive agreed reforms in each jurisdiction.

AUA_tranche4_Research Data Culture Conversation.pdf - 2023-11-03
- The Research Data Culture Conversation group initiated by 5 Australian universities has been measuring the growth of research data in the sector over the past 5 years.
- They estimate the total research content being managed is at least 300 petabytes and growing at 25% per year, doubling every 3 years.
- Sixty-seven institutions were unable to report the unique volume of data intentionally managed for future access.
- While research data is known to be a valuable asset, very little is currently known about its properties and value.
- A better understanding of the national research data corpus is needed given its key role in knowledge creation.
- Research data growth poses a long-term resource challenge for universities and governments.
- Universities feel obligated to retain research data indefinitely after legal requirements are met, despite no further funding.
- Survey respondents could not report what fraction of holdings is actually valuable, sensitive or original content vs copies.
- Stewardship of a culture and practices enabling efficient access to research data value requires a systemic response.
- The letter invites the Australian Universities Accord Panel to address challenges of managing research data growth now and in coming decades through a shared agenda and aligned planning/investment.

AUA_tranche2_Gedalya Lederman.docx - 2023-11-03
- The author is a postgraduate dentistry student who has reached the lifetime limit on FEE-HELP loans and can no longer afford to fund the remainder of their education.
- Postgraduate students in fields like medicine and dentistry are disproportionately affected by the lifetime limit on HECS-HELP loans, which is far below the actual costs of postgraduate studies in these fields.
- Undergraduate students have their entire tuition covered by HECS-HELP, while postgraduate students face a loan limit that leaves them with tens of thousands of dollars in out-of-pocket costs.
- The author started a petition with over 275 signatures from dental students calling to abolish or increase the lifetime loan limit for postgraduate students.
- Commonwealth Supported Places that subsidize 85% of tuition costs are very limited, leaving most postgraduate students to pay full fees.
- The loan limit perpetuates demographic imbalances by favoring students who can afford to pay and limiting access for those without family financial support.
- To become a dentist or doctor, students must either get one of the few subsidized places or have the means to pay thousands in tuition themselves.
- The loan limit inhibits lifelong learning by preventing students from further specializing or continuing their education once they reach the cap.
- Removing barriers like the loan limit could help increase representation of underrepresented and low SES groups in healthcare professions.
- The principles underpinning HELP loans should not group all students together and must consider the unique needs of postgraduate students.

AUA_tranche3_Australian Council of TESOL Associations.pdf - 2023-11-03
- The Australian Universities Accord Discussion Paper fails to acknowledge issues related to cultural and linguistic diversity in Australia. It does not mention English language learners, Indigenous languages, or languages other than English.
- There is a lack of data on the numbers of Indigenous, migrant, refugee, and international students who are English language learners in the Australian education system, including higher education. This facilitates policy silence on these issues.
- Equity of access to higher education is not ensured for underrepresented groups for whom English is an additional language or dialect, such as Indigenous Australians, migrants, and refugees.
- Reliance on income from international students creates problems, such as student exploitation, that need to be addressed.
- There has been a loss of expertise in higher education in areas like TESOL, bilingual education, and languages other than English.
- Teachers are not adequately prepared to meet the needs of culturally and linguistically diverse students, including a lack of specialist EAL/D and LOTE teachers.
- Pathways between VET and higher education need improvement to increase access for underrepresented groups.
- Academic language and learning support for EAL students in higher education has been reduced.
- Community engagement by higher education institutions can strengthen pathways for EAL communities into local study.
- The Accord must recognize cultural and linguistic diversity as a national priority for skills development, equity, innovation and other goals.

AUA_tranche2_Stephen Leeder and Richard Heller (1).docx - 2023-11-03
- The authors propose a hypothetical ethical and distributed university model that focuses on equitable access, transparency, and community needs over profit.
- A distributed university would have virtual or physical hubs located across long distances to improve regional and international access to education.
- Students would have autonomy to choose courses based on interests and careers, access education anywhere, and pursue local opportunities while studying online.
- Academics would have autonomy over professional activities and collegiate relationships rather than managerial oversight, with equal rewards for teaching and research.
- Teaching would utilize high-quality open materials and online delivery while some activities require in-person training, benefiting both students and teachers.
- Competition between universities would be reduced in favor of collaboration and social mission.
- Reliance on international student fees would be reduced through adequate research funding from government.
- Buildings would be converted to social housing and community use with no new construction beyond innovative infrastructure.
- Representation on governing councils would increase people focused on social mission over profits.
- Developing country universities could access Australian education networks to build capacity and retain local talent rather than losing students abroad.

AUA_tranche4_Institute of Applied Technology - Digital.pdf - 2023-11-03
- The Institute of Applied Technology Digital (IAT-D) in NSW is a collaboration between UTS, Macquarie University, Microsoft, and TAFE NSW to deliver industry-focused training in digital technologies like data analytics, cybersecurity, software development, cloud computing, and AI.
- The IAT-D aims to take the best of VET and higher education, giving students a rigorous yet practical and industry-relevant education.
- The document discusses the IAT-D model and argues it could be expanded nationally to address skills challenges and collaboration between VET, higher education, and industry.
- Institutes of Applied Technology were originally recommended to involve a more seamless, learner-centered approach connecting VET and higher education.
- The IAT-D fully co-designs content with industry and incorporates industry skills needs, certifications, and feedback at every stage.
- The IAT-D offers stackable microskills and microcredentials recognized by education partners and industry.
- The IAT-D aims to reflect major tech industry developments within 6 months, faster than existing VET models.
- The NSW Government has funded the IAT-D facilities and subsidized course costs, which do not currently receive Commonwealth support.
- The IAT-D has seen early success with thousands of enrollments in microskills and hundreds in microcredentials so far.
- The document proposes options for Commonwealth support needed to sustainably expand the IAT-D model nationally, including dedicated funding and regulatory flexibility.

AUA_tranche2_Matt Brett.docx - 2023-11-03
- Australian higher education policy has undergone frequent and substantial amendments, with the Higher Education Support Act 2003 being amended 83 times and over 700 new policy instruments produced in the same period. This level of constant change consumes significant time and resources.
- A more stable policy framework would allow resources to be focused on the core purposes of higher education rather than policymaking itself.
- Commonwealth control over higher education has incentivized large, comprehensive institutions, but this may not best serve diversity or specific population subgroups. Alternative models could be explored.
- Establishing new public higher education institutions with different funding and an alternative mission could increase diversity and choice.
- A national higher education endowment fund could help address future funding pressures through investment returns.
- The proliferation of HELP loan programs has increased complexity without clear benefits. Simplification may be needed.
- Equity performance is not adequately incentivized or held accountable under current policy and regulation.
- Fee flexibility could be considered if tied to teaching quality, student experience, and equity benchmarks.
- An Accord model could bring together stakeholders in a more collaborative approach to policymaking and governance.
- The Commonwealth could share power with states and institutions through a new multi-level governance framework.

AUA_tranche4_Jenny Chesters & Hernan Cuervo.docx - 2023-11-03
- Regional and rural students in Australia face barriers to higher education due to limited access to university campuses and courses near where they live. Most university campuses and programs are located in major cities.
- The availability of specialized subjects in secondary schools is more limited in regional, rural, and remote areas, hampering preparation for university studies.
- Relocating to attend university in a major city requires significant financial and emotional resources that many low-SES regional students lack. Living expenses in cities exceed government support payments for students.
- Low-SES regional students are less likely than their high-SES peers to have the family financial support needed to relocate for university.
- Relocating also requires developing new social networks and a sense of belonging in an unfamiliar urban setting.
- Low-SES regional students have less access to university-educated social networks and information about navigating higher education.
- Analysis of longitudinal youth data found urban students and those from higher SES backgrounds were more likely to enroll in university, even with similar academic performance.
- Geographic location and low SES combine to disadvantage regional youth's ability to achieve their educational aspirations.
- Government payments for relocating regional students need reassessment and adjustment to address financial barriers.
- Partnerships between universities, employers and governments could help provide affordable housing and part-time jobs for regional students.

AUA_tranche3_Tertiary Education Quality and Standards Agency (TEQSA).pdf - 2023-11-03
- TEQSA identifies several threats to Australian higher education, including changes in the international student marketplace, threats to academic integrity, cyber security vulnerabilities, lack of admissions transparency, and challenges to student safety and wellbeing.
- The purpose of regulation is to enhance the reputation and standing of Australian higher education and protect student interests. TEQSA aims to take a more risk-based approach to regulation.
- There are challenges with crossover between different regulatory requirements from TEQSA and other bodies like ASQA. Better information sharing could help reduce duplication.
- Engagement with students needs to be improved to better understand diverse student experiences and concerns.
- Regulation needs to keep pace with evolving models of education delivery like online and offshore programs to ensure quality is maintained.
- Maintaining integrity between different provider categories is important, especially research requirements for universities.
- Students face complexity in knowing which body to go to for disputes, lacking clarity.
- Access to timely, relevant data is important for risk-based monitoring but current data access has limitations.
- Threats to academic integrity from cheating technologies need ongoing attention.
- Student safety, particularly around sexual assault, requires sustained work from providers and regulators.

AUA_tranche3_Gwilym Croucher &  Vin Massaro.pdf - 2023-11-03
- The authors argue for establishing a Commission for Higher and Tertiary Education in Australia to help coordinate and plan the system in a coherent way over the long term.
- Previous major reforms of Australian higher education like the Dawkins reforms in the late 1980s were successful because they had clear leadership committed to implementation.
- The proposed Commission would provide expert advisory, research, and data functions to help guide policy decisions and ensure the system meets national needs.
- It would act as an intermediary to broker agreements between universities and the government on issues like funding.
- The Commission's role would be to enhance operation of the sectors while maintaining university autonomy over operations.
- Long term challenges it could help address include optimizing allocation of resources, meeting labor market demands, and ensuring sustainability.
- It would have independence but accountability, such as through a governing board with appointments from the sector.
- The Commission would maintain a research capacity on the health and needs of the system.
- Negotiating agreements would require expertise to ensure realistic, achievable goals aligned with national objectives.
- Data collection, analysis and dissemination would be a core function to inform decision making.

AUA_tranche2_Graduate Women NSW.pdf - 2023-11-03
- Graduate Women NSW is concerned with government policies impacting women's education and wellbeing. It supports women of all ages through university scholarships and awards.
- A key challenge for Australian higher education is real equity for women from vulnerable groups like Indigenous women, those in regional/remote areas, caregivers, and older women.
- Pathway programs allowing entry to post-secondary education without formal qualifications, especially through TAFE, are extremely valuable for women.
- Being "first-in-family" to consider education can help break cycles of multi-generational disadvantage. Mentoring would support these women.
- Lifelong learning is essential but many women's participation is inhibited by lack of money, time, stability and priorities. Concessional funding could help.
- TAFE-university links and diversity of programs are important, as is a coordinator to mentor and support women returning to study.
- Mentoring, resources of time and money, and hybrid learning options are crucial factors supporting vulnerable women's engagement in tertiary education.
- Denying education rights after high school to temporary visa holders is unfair and a barrier, disproportionately impacting women.
- A single student contribution rate regardless of field of study would acknowledge women's equal contribution to society beyond being "job ready."
- The submission advocates maintaining support for pathways into university for women from disadvantaged backgrounds.

AUA_tranche3_Group of University Academic Leaders.pdf - 2023-11-03
- Universities are repositories of knowledge where students learn from experts in a field through direct interaction and discussion with peers. This type of learning is more effective than online videos alone.
- There is tension between academic research agendas set by scholars and priorities set by governments and funding bodies focused on immediate issues and commercial imperatives.
- Online learning accelerated due to COVID but universities are not well set up to compete with private online education providers in terms of resources and expertise.
- A new accord is needed between the government and universities to re-evaluate their value to society and create a meaningful partnership maximizing this value.
- Equity of access to higher education is important to develop the talents of all people to address societal challenges but simply admitting more diverse students is not enough without support.
- Regional universities face funding constraints and equity issues compared to metropolitan universities, risking a two-tiered system.
- University research contributes new knowledge, ideas, and technologies to shape the future while balancing fundamental and applied research.
- Academic governance should be tripartite involving council, management, and academic boards, but academic boards are sometimes sidelined internally.
- Principles of good academic governance and robust self-regulation could reduce external regulation over time with monitoring.
- Academic integrity must be considered through institutional integrity lens and adapt to technological changes in learning, pedagogy, and assessment.

AUA_tranche3_Engagement Australia.pdf - 2023-11-03
- The Accord should adopt definitions and policies that clarify lifelong learning in a way that minimizes false dichotomies, declares social values, and focuses on individual, workplace, social, and wider societal learning.
- Universities need to be more explicitly connected to civic outcomes that advance society through engaged teaching, research, and outreach.
- Engaged scholarship should be a core part of the Accord through standards, directives, funding, and incentives to ensure relevance.
- Universities could be federally established to develop citizens with skills to address 21st century challenges through professional registration requirements.
- Success metrics should focus on impact and engagement rather than narrow graduate outcomes and rankings.
- Work-integrated learning must include community engagement where students work with organizations.
- Learning achievements should be more flexible through transcripts and credit-bearing awards.
- Community should be included in collaboration language to build partnerships to solve challenges.
- Investment is needed to build engagement capabilities to support collaboration.
- The Carnegie Community Engagement Classification could benchmark engaged universities and unlock funding.

AUA_tranche1_Australian Technology Network of Universities.pdf - 2023-11-03
- The Accord is an opportunity to shape higher education for the next 30 years and build a lasting reform beyond previous reviews. It should create a universal and lifelong system of post-secondary education.
- Individual university accords should include block funding and activity-based funding to support each university's mission and contributions to meeting national needs.
- Funding mechanisms for teaching domestic students should be simplified with a single student contribution rate and fair costs covered by government.
- The system needs to support new, flexible and innovative ways for students to acquire skills and knowledge throughout their lives, including work-integrated learning.
- First Nations knowledge, skills and connections should be embedded across all facets of universities' work in teaching, research and engagement.
- A National Participation Fund should help students with living costs to improve retention and completion rates.
- There needs to be a review of the national research ecosystem to drive balanced growth across medical and non-medical research areas.
- Critical research relating to sovereign capabilities should be fully funded without reliance on external factors like international student numbers.
- Engagement with the global education sector needs to be recognized as fundamental, and markets should be diversified through programs and recognition frameworks.
- Implementing meaningful changes will require a dedicated independent authority to oversee individual university accords and manage the transition process.

AUA_tranche1_Association of Australian Medical Research Institutes.pdf - 2023-11-03
- Medical research institutes (MRIs) play a critical role in Australia's higher education ecosystem by providing training, education and collaborative opportunities for students in health and medical fields.
- The definition of higher education needs to go beyond just universities to include research institutes, hospitals and industry partners to ensure successful training.
- Lifelong learning through micro-credentials is important to keep skills relevant in a changing workforce. Barriers like access and costs need to be addressed.
- Work-integrated learning should be expanded across more disciplines to give students real-world skills.
- Collaboration within the higher education ecosystem and between education, government and industry needs to be improved to identify skills gaps and priorities.
- The full costs of research and development need government funding to support quality and innovation.
- MRIs enhance Australia's health and medical research capabilities through collaboration and nimbler operations.
- Graduate training could be improved with industry experience, international opportunities, and business/leadership skills.
- Research quality relies on funding the full costs of research and teaching integrity practices.
- An independent research integrity body is needed to maintain public confidence in research.

AUA_tranche3_University of Tasmania.pdf - 2023-11-03
- The University of Tasmania acknowledges Aboriginal elders past and present, and seeks to address climate change impacts alongside Aboriginal communities who have intimate place-based knowledge.
- Increasing access to higher education and completion rates is critical to tackling inequality and lifting productivity. Financial barriers and cost of living challenges need to be addressed.
- A universal equity and success model is proposed, building on international exemplars to lift student success rates and eliminate achievement gaps based on factors like income, race or ethnicity.
- Psychological distress and mental health issues are high amongst university students. Increased funding is proposed for university-led health and mental health clinics to better support students and reduce burden on essential services.
- Flexibility is needed in university funding to better match qualifications to student and industry needs, and continue funding guarantees to provide funding certainty.
- A mission-focused research funding system is proposed to direct funding towards national challenges and drive innovation, with programs in areas like maritime engineering to support the AUKUS partnership.
- Commercialization funding should better support regional enterprises and partnerships between large corporations and SMEs. Funding instruments like social bonds could incentivize research delivering broader societal benefits.
- Ensuring regions have equitable access to higher education requires a regional delivery adjustment to the funding model to account for higher regional costs.
- A regional excellence scholarship scheme is proposed to attract and retain talented students in regions and replenish research capability.
- Case studies are provided of regional transformation projects to improve educational attainment and economic growth through strategic investments and campus redevelopments.

AUA_tranche3_International Australian Studies Association.pdf - 2023-11-03
- The International Australian Studies Association (InASA) is submitting a response to the Universities Accord consultation with the Federal Government of Australia focusing on research and teaching in Australian-related fields in the humanities and social sciences.
- InASA supports peer review over metrics and rankings for evaluating quality of research in the humanities and social sciences, where practices differ from STEM.
- Australian HASS research struggles to compete at large scales under the current systems, despite excellence. Consideration should be given to funding schemes that support large-scale humanities research internationally.
- InASA researchers frequently collaborate with industries like galleries, libraries, archives and museums as well as government departments and agencies. Stable funding and infrastructure are needed to support innovation.
- Benchmark international schemes that incentivize inclusion of HASS researchers in large publicly funded research projects. This will position Australia for future economies, workforces and careers.
- Measuring research impact has been challenging for HASS, where impact is often longer term contributions to public awareness and debates.
- Studying Australian history, culture and society is important for national wellbeing, stability, and civic pride. However, the Job-Ready Graduates package discouraged humanities degrees.
- Most humanities graduates are successfully employed but the package was not based on reliable research about employment outcomes.
- Increased degree costs introduced inequities, disproportionately impacting women, Indigenous, low-SES, and CALD students.
- A rethinking of university sector funding post-COVID is needed to build an equitable and innovative higher education system for the future.

AUA_tranche1_South Australian Department for Industry, Innovation and Science.pdf - 2023-11-03
- The South Australian Government supports the goals of the Australian Universities Accord to build a visionary plan for higher education that meets national and local needs.
- There is an ambition to create a new university in South Australia through cooperation between existing universities and governments.
- Reforms are needed to strengthen the higher education system to address challenges and opportunities at both the national and state levels.
- Emerging industries important to South Australia like renewable energy, defense, and advanced manufacturing require graduates and researchers with STEM skills.
- Work-integrated learning approaches should be expanded, and innovative industry-partnered degrees developed to ensure graduates have relevant job skills.
- Barriers to higher education participation need to be removed for underrepresented groups through measures like expanding Commonwealth supported places.
- Regional students face barriers that require adequate funding for regional campuses and support for relocation costs.
- Research funding needs to be increased to full costs and boost Australia's competitiveness in attracting talent and infrastructure.
- International education supports South Australia's economic and skills goals, and diversification requires boosting programs like Australia Awards.
- Aspects of the Job-Ready Graduates reforms had unintended impacts and a more equitable approach to university fees is needed.

AUA_tranche3_National Association for the Visual Arts.pdf - 2023-11-03
- The National Association for the Visual Arts (NAVA) is advocating for better support and funding for visual arts education in Australian universities.
- NAVA argues that arts training is essential for developing creative skills that are in high demand by businesses. However, recent policies have made arts education more expensive and reduced opportunities.
- NAVA recommends reversing tuition fee increases for arts courses, investing in creative course funding and studio learning, and strengthening professional practice teaching.
- There is a need to address critical shortages of production and technical staff through a trade course and paid traineeships in skills like art handling.
- More support is needed for First Nations employment, representation and mid-career roles in the visual arts sector through education programs.
- Casualization of university staff has increased and job security in the arts is a concern.
- International students are important for university funding but the needs of these students must be considered.
- Research funding cuts threaten innovation in the arts, and the independence of the Australian Research Council needs protecting.
- COVID-19 exacerbated issues through job losses, course cuts, and a heavy reliance on international student fees.
- Recent changes to the Australian Research Council risk diminishing arts and humanities research that is vital for culture.

AUA_tranche2_Council of Australian University Librarians.pdf - 2023-11-03
- University libraries play a critical role in teaching, learning and research by supporting skills like information literacy, digital dexterity, and inclusion. They are central places for learning and interaction on university campuses.
- Adopting open educational resources through initiatives like open textbooks can help reduce costs for students and increase access and equity in higher education.
- Widespread adoption of open science practices can help address major challenges through increased collaboration and knowledge sharing between universities, industry and government.
- A national open science strategy is needed to coordinate open science practices across the research lifecycle and incentivize cultural change.
- Investment is required in open science infrastructure at both the individual university and national levels.
- A national open textbook strategy including dedicated funding could help drive university investment in open educational resources.
- CAUL has experience successfully coordinating collaborative national projects and initiatives relating to open educational resources and open science.
- University libraries play an important role in developing student's information literacy and digital skills to support lifelong learning.
- Lifelong learning needs to be better supported and understood across all stages of life.
- A national statement is needed to articulate the benefits of lifelong learning and the role of organizations like libraries in enabling it.

AUA_tranche2_Runali Alpesh Maniya.docx - 2023-11-03
- International students face cultural, language, financial, social and adjustment barriers in Australia, even with university support services.
- As a woman, migrant women face "double disadvantage" and "triple disadvantage" barriers according to literature and from the author's experience.
- The author recommends Accord consider intersectionality theory to make informed policies addressing multiple factors affecting international student experiences.
- A Multicultural Student Success Arts Hub center is recommended to provide pre-departure information and support to international students on various practical topics.
- The center could provide grants and opportunities for international students to showcase their experiences and cultures through arts.
- Sharing positive international student stories could help the education sector community understand their economic contributions to Australia.
- Flexibility for private universities in staff eligibility could provide opportunities for experienced masters students to teach.
- Literature refers to migrant women experiencing "double and triple disadvantage" pushing them towards entrepreneurship.
- Despite high women's entrepreneurship ranking, policies and research lack attention to migrant women's entrepreneurship experiences.
- A Migrant Women Studies center is recommended to provide research and program opportunities for and by migrant women.

AUA_tranche2_Australian Disability Clearinghouse on Education and Training.pdf - 2023-11-03
- The Australian Disability Clearinghouse on Education and Training (ADCET) provides national leadership on disability inclusion in tertiary education through resources, projects, and professional development for practitioners and educators.
- ADCET makes 11 recommendations to improve support for students with disability in tertiary education, including continued funding for ADCET, a national disability inclusion strategy, improved data collection, and cross-sector collaboration.
- ADCET proposes expanding its role to better address disability inclusion through strategic pillars of policy and advocacy, engagement, universal design, and promoting good practice.
- An expanded ADCET could take a more proactive role in tackling emerging issues around disability and tertiary education through research, resources, and partnerships.
- Student access, participation, retention, and employment outcomes need to be improved for students with disability.
- Better support is needed for students transitioning between education sectors and for those interacting with the National Disability Insurance Scheme.
- Universal design principles and digital/physical accessibility require more focus across tertiary education.
- Workforce capacity building is important for supporting students with disability across their education lifecycle.
- Strategic partnerships could help ADCET address sector-wide and cross-sector issues in a coordinated way.
- Improved data collection is needed to understand experiences of students with disability.

AUA_tranche1_Deakin University - Student Access and Inclusion Team.docx - 2023-11-03
- The number of VTAC Category 3 SEAS applicants (students with a disability) in Victoria has been increasing at an annual growth rate of 8%, despite total SEAS applications decreasing.
- Domestic students with disabilities at Deakin University have lower success rates (-5.4%) compared to students without disabilities.
- Peer support and mentoring programs are needed for students with autism spectrum disorder and attention deficit hyperactive disorder to address preparedness gaps.
- Funding is needed to extend support offerings to equity cohorts like students with disabilities prior to enrollment.
- University disability access and inclusion plans need to include outcomes related to teaching, learning, curriculum development and assessment.
- Inherent requirement policies need to be developed inclusively and transparently to avoid discrimination.
- Academic and professional staff require equity training and resources to ensure inclusive practices and support of diverse learners.
- Support offerings for students with disabilities need increased funding pre, during and post-study, including academic support programs and employment support.
- University enrollment of students with disabilities has grown significantly in recent years but funding has not increased to meet demand.
- Embedding inclusive practices across teaching, learning, policies and spaces can help remove barriers and decrease need for individual adjustments.

AUA_tranche3_South West Queensland Regional Organisation of Councils.pdf - 2023-11-03
- Regional, rural, and remote students in Australia often lag behind metropolitan students in education outcomes like university attendance rates, despite having equal academic abilities. Moving away from home to attend university is a barrier for many regional students.
- Country University Centers (CUCs) were established in St. George and Roma, Queensland to provide local study spaces, resources, and academic/administrative support for regional students pursuing distance education degrees.
- The CUCs have seen increasing student enrollments each year since being founded, indicating their success in improving regional access to higher education.
- Increased regional education levels boost local economies by providing skilled workers and higher average incomes for communities. If regional bachelor's degree attainment matched cities, there would be over 460,000 more graduates in the regions.
- The submission recommends making funding for the Regional University Centers Program permanent and increased to allow current centers to expand and new ones to open to better serve regional students.
- Collaborative relationships between universities and CUCs are important to best serve regional students' needs rather than competitive ones.
- CUCs help improve access to vocational education and targeted support for underrepresented groups in remote areas.
- The CUC model effectively increases equitable access to education in a cost-effective way for regional and remote communities.
- Students who study locally through CUCs are more likely to remain in their communities and contribute to the social and economic fabric of regional Australia long-term.
- Boosting post-secondary qualification completion in regional areas to 65% or above requires localized tertiary education models like CUCs that allow residents to study further without relocating.

AUA_tranche1_My eQuals Steering Committee.pdf - 2023-11-03
- My eQuals is a digital credential platform established in 2015 by Australian and New Zealand universities to provide learners access to their credential records and share them for further study or employment.
- It has seen significant success with participation from 47 universities and 27 TAFEs/NUHEPs, over 8 million credentials issued, and nearly 2.5 million learner accounts created.
- The My eQuals Steering Committee recommends further government investment and collaboration to develop My eQuals into a National Credentials Platform.
- A National Credentials Platform could support lifelong learning, engage all stakeholders, and offer features like skills recognition and pathways between education levels.
- Additional features like microcredential stacking and linking occupations to training require national standards and frameworks.
- Building on My eQuals provides the most expedient way to establish a comprehensive National Credentials Platform.
- National systems require leadership, enabling policies/frameworks, and stakeholder participation in design.
- Funding needs to match the ambition and scale of the system and broader enabling ecosystem.
- My eQuals aims to expand participation to other education providers and develop services for lifelong learning and employability.
- The document was submitted by the My eQuals Steering Committee to the Australian Universities Accord panel.

AUA_tranche2_Danielle Eyre.docx - 2023-11-03
- Religious organizations should not have influence over or operate higher education institutions in Australia due to its increasingly secular and diverse population.
- Australia's higher education standards framework focuses on advanced knowledge, theoretical frameworks, scholarship and enquiry rather than faith-based teaching.
- Teaching of faith is incompatible with Australia's higher education standards which demand academic inquiry and doubt rather than accepting ideas without question.
- Higher education providers that incorporate religious teachings are not compatible with intellectual and academic rigor in inquiry and theory.
- Higher education should not provide academic qualifications in specific faiths or theology.
- Religious organizations should also not be providing higher education given their tendency to prioritize their own interests over critical thinking.
- Australia needs a stronger national approach to higher education governance and quality through harmonized state and federal legislation.
- Inconsistent legislation between and within states has led to a complex higher education enabling framework in Australia.
- Harmonized legislation could set a consistent structure and framework for high quality universities across the country.
- The process used for harmonized work health and safety legislation could be applied to higher education to ensure consistent high standards across all providers.

AUA_tranche2_Australasian College of Paramedicine.docx - 2023-11-03
- The Australasian College of Paramedicine (the College) is the peak professional body for paramedics in Australia and New Zealand, advocating for the role of paramedics in healthcare.
- The College supports collaboration across government, higher education, industry, and communities to align education with healthcare needs in a dynamic way.
- Universities need joint funding from participants, government, and industry to provide the higher education required for future workforces.
- Higher education is essential for paramedicine and health sectors to support research, cutting-edge technology, and care for all communities across urban and rural areas.
- The College advocates for education programs that support the broader future scope and capabilities required for innovative multidisciplinary models of care.
- Undergraduate paramedic degrees should receive the same funding incentives as nursing and medicine to address workforce shortages in rural areas.
- Clearer pathways between VET and higher education are needed with recognition of industry experience and qualifications.
- Post-graduate short courses for skills gaps, continuing education, and micro-credentials can build toward higher qualifications over time.
- Placement arrangements should expand across broader health services beyond ambulance services.
- Reforming qualifications frameworks can encourage recognition of prior learning and support lifelong learning.

AUA_tranche2_Society for the Provision of Education in Rural Australia.pdf - 2023-11-03
- The Society for the Provision of Education in Rural Australia (SPERA) is submitting recommendations to the Australian Universities Accord to improve higher education access and opportunities for students in regional, rural, and remote communities.
- SPERA advocates for four guiding principles: widening participation programs, free enabling programs, place-based local support, and community-led solutions.
- Case studies of six real students from regional areas showcase the diverse challenges they face in accessing and completing higher education.
- Recommendations include expanding outreach programs, standardizing enabling programs, incentivizing online learning, and allowing regional placements.
- Altering the Indigenous Tutorial Assistance Scheme could better support First Nations students.
- Continued funding and expansion of the Regional University Centre program is recommended.
- Incentivizing libraries and campuses to support online regional students could improve access.
- Financial support schemes need simplifying to support more regional students.
- Allowing regional placements could remove barriers for those who want to study locally.
- Reintroducing demand-driven funding and reviewing retention targets could boost equity student numbers.

AUA_tranche4_Sally Kift.pdf - 2023-11-03
- The submission recommends full implementation of the recommendations from the 2019 Australian Qualifications Framework (AQF) Review. This would better support meeting skills needs, lifelong learning, and a strengthened tertiary education system.
- The current AQF is outdated and flawed. A revised AQF is needed to deliver better qualifications that support lifelong learning and modern workforce skills.
- The revised AQF proposed reducing the levels from 10 to 8 bands of knowledge and 6 bands of skills. It also modernized the definitions of knowledge, skills, and application.
- The revised AQF would allow for more flexible qualification design and emphasize general capabilities like digital literacy, problem solving, and ethical decision making.
- A revised AQF could grow a culture of lifelong learning by better recognizing prior learning and shorter credentials toward new qualifications.
- Barriers to lifelong learning like credit recognition between qualifications need to be addressed.
- The revised AQF supports multi-directional pathways between vocational education and higher education sectors.
- Better alignment is needed between the AQF, Higher Education Standards Framework, and VET standards for a strengthened tertiary system.
- A National Lifelong Learning Strategy could inform national action across secondary, vocational, and higher education for skills development.
- Full implementation of the AQF Review recommendations is recommended to meet the objectives of the Universities Accord Panel.

AUA_tranche1_Paul Harpur, Kathy Ellem, Fotina Hardy, Michael Ashley Stein, Ann Fudge Schormans.docx - 2023-11-03
- The Universities Accord should promote inclusion and opportunities for people with cognitive disabilities in higher education through diversity targets, reporting, accountability, and linking funding to targets.
- Universities need more flexible course options like micro-credentials and part-time options to accommodate diverse learning paths for people with cognitive disabilities.
- Measures are needed to foster a sense of belonging for students and staff with disabilities, including visible role models at all levels.
- Universities must ensure psychological safety for those with special needs like autism through accommodations like quiet spaces and counseling.
- Universities should champion a culture of embracing diversity rather than just tolerating difference.
- Early education often fails students with cognitive disabilities, not preparing them for university, so universities must help bridge this gap.
- Students with cognitive disabilities frequently face discrimination, abuse, and lack of understanding or accommodations in K-12 education.
- A sense of belonging is critical for learning but many students with cognitive disabilities experience bullying and exclusion in schools.
- Flexible, responsive support systems in education can empower students with cognitive disabilities but lack thereof can severely disadvantage them.
- Bridging programs are needed to support people with potential to participate in higher education but who were not equipped by previous schooling.

AUA_tranche1_Australian Academy of Science.pdf - 2023-11-03
- The Australian Academy of Science recommends that the Australian Universities Accord Panel be more ambitious than incremental change and focus on fixing issues like the ailing funding system for research.
- Developing expertise through education is important for Australia to prosper given challenges like climate change and a lack of natural resources. Universities are key to building expertise.
- Universities have shown an ability to collaborate on issues like climate change through organizations like the ARC Centre of Excellence for Climate Extremes.
- Long-term "patient capital" is needed to support basic research and risk-taking, which universities can provide, according to the views of Vannevar Bush.
- Australia's expenditure on research and development has been declining and its research capacity relies heavily on income from student fees.
- The research funding model in Australia is broken and not strategic or sustainable given its reliance on student fees and lack of business/government support.
- Australia's 212 research funding programs across 13 departments are fragmented and do not support coherent policy.
- International engagement benefits Australia through collaboration on global challenges and soft diplomacy.
- Universities play a key role in science diplomacy through their 10,000+ global agreements and international publishing.
- Foreign interference in research needs to be managed carefully without being gratuitously targeted.

AUA_tranche1_Online Education Services.pdf - 2023-11-03
- OES provides online education programs in partnership with several Australian universities and supports over 40,000 students globally. It aims to contribute to solving skills shortages through quality online learning.
- Australia is experiencing widespread skills shortages across many occupations. Emerging technologies will transform industries and create new jobs but also displace many roles, requiring extensive reskilling.
- Online education can help meet future reskilling needs at scale but requires its own pedagogical approach focused on active learning rather than lectures. Standards are needed to ensure quality.
- Work-integrated learning programs provide benefits for students and employers but participation is lowest for those who could benefit most, such as regional/low-SES students.
- Canada's student work placement program shows how government funding can improve industry collaboration, WIL access and student outcomes. A similar model is recommended.
- Quality online learning facilitates access to higher education for underrepresented groups such as women, mature-aged and regional/remote students.
- Such students often require more support to balance study with work/family and have higher attrition risks. Funding models should account for this.
- OES programs achieve high student satisfaction and employment outcomes, showing commitment to online pedagogy quality.
- Recognizing online learning's role in closing skills gaps for disadvantaged groups is important.
- Establishing robust online education standards maintains quality and sector prestige.

AUA_tranche1_University of Western Australia.pdf - 2023-11-03
- The report discusses issues around cooperative federalism in the Australian university system, where responsibilities are divided between state and federal authorities. It calls for a more cooperative approach.
- It addresses improving access to higher education for students from equity and non-traditional backgrounds, such as strengthening uncapped CSP places.
- Work integrated learning is discussed, including the need to scaffold it throughout degrees and address barriers for industry engagement.
- The report argues for recognizing greater institutional diversity in the Australian system.
- It claims the level of regulation from bodies like TEQSA has increased to an unnecessary degree given the low-risk nature of the sector.
- Maintaining Australia's sovereign research capacity requires streamlining funding bodies and processes.
- Developing national research infrastructure platforms could reduce costs and foster collaboration.
- Ensuring a robust research training pipeline is important for the economy and workforce.
- Incentives are needed for industry to support PhD training beyond academia.
- The report calls for adequate financial support for PhD students to reduce incomplete degrees.

AUA_tranche4_Robyn Ward & Don Nutbeam.docx - 2023-11-03
- Australia invests heavily in basic and strategic basic research compared to applied research, scoring poorly on innovation rankings.
- Collaboration between universities and industry is not extensive despite programs to incentivize it.
- The discussion paper questions whether universities should do more applied research and experimental development.
- It asks how the impact and relevance of university research can be ensured and enhanced.
- Many submissions will argue for increased research funding to match costs without mechanisms for accountability.
- The briefing note highlights work by the University of Sydney to develop a research impact assessment framework.
- The framework aims to guide funding decisions that build research translation and enable impactful research aligned with priorities.
- It assesses research environment and alignment/influence of research with traditional and new impact measures.
- A pilot survey is being conducted of 9 organizations to assess their research environment.
- Case studies will determine research alignment and influence, with the work completing in September 2023.

AUA_tranche2_Learning Creates Australia.pdf - 2023-11-03
- Markers of Success argues that Australia's learning system is outdated and failing to equip young people with the skills needed for the 21st century. It is falling behind internationally.
- The document calls for a shift beyond targeted programs to systemic approaches that support lifelong learning, access, and participation in further education.
- It recommends tertiary education providers lead this shift by recognizing broader skills and capabilities, and developing transparent assessment and trusted certification of skills.
- The ATAR remains dominant but only 26% of university entrants use it, yet it disproportionately impacts curriculum and assessment focused on ATAR outcomes.
- ATAR is insufficient for indicating potential and predicting success, capacity for lifelong learning, or thriving in professional/community life. It reinforces disadvantage.
- Australia uniquely ranks students at end of schooling. Other countries provide scores but no ranking order.
- All universities have developed access programs to mitigate ATAR limits. A process matching people to studies/jobs based on skills and interests is needed.
- ATAR is limited in predicting learning successes valued by tertiary institutions and employers around communication, collaboration, critical thinking etc.
- Institutions use various criteria alongside or independent of ATAR, with differing processes, evidence and some relying on individual school-institution relationships.
- This lack of transparency and fairness leaves applicants, especially disadvantaged ones, with extra hurdles to meet pathway requirements.

AUA_tranche1_Brian Schmidt.pdf - 2023-11-03
- The Australian higher education system's mission should be to ensure every Australian has the education and skills matched to their ability and aspiration to have a productive and happy life, and to create, curate, teach and translate knowledge that underpins Australia's prosperity.
- Equity, access and inclusion are important objectives - students from all backgrounds should be able to access higher education.
- Maintaining a world-class higher education program that empowers international students is important for Australia's security and prosperity.
- The higher education system is a foundational capability for Australia and must be resilient to global shocks.
- There are shortcomings in equity of access, skills development, research funding, and support for diverse university missions in the current Australian system.
- A single tertiary education system should be created to improve mobility and lifelong learning opportunities.
- Australia's core sovereign research capabilities should be fully funded to support national security and prosperity.
- A long-term, mission-based approach should fund translation of research into national priorities.
- Sustainable funding and employment conditions are needed to attract and retain high quality academic staff.
- Foundational research underpins Australia's prosperity and security, and minimum government funding levels should be set.

AUA_tranche1_Paul Harpur.pdf - 2023-11-03
- The document proposes 13 recommendations for enhancing disability inclusion in the Australian higher education sector through the Universities Accord. This includes setting performance targets, ensuring disability representation in leadership roles, and increasing accessibility.
- It recommends developing a Disability Inclusion Strategy for the sector that is co-created with people with disabilities and establishes performance reporting. Disability voices should be respected as full decision-makers.
- Targeted outreach, funding, and support services are needed to help more high school students with disabilities transition successfully to university.
- Flexibility in learning and working arrangements would benefit staff and students with disabilities by alleviating challenges like commuting or unsuitable environments.
- Universal design guidelines for campuses could improve physical, sensory, cognitive and digital accessibility across the sector.
- Increased accessibility of technology, infrastructure, policies and a commitment to inclusion from university leadership are needed.
- Ableism, stigma and neurotypical systems entrenched in universities negatively impact many with disabilities and need to be addressed.
- Disability training for all staff could improve understanding and commitment to diversity.
- Specialization across partner universities may help scale support and resources for those with disabilities.
- The document draws on surveys, interviews and focus groups with university students, staff and disability advocates to inform the recommendations.

AUA_tranche1_Australian Catholic University.pdf - 2023-11-03
- Australian Catholic University (ACU) welcomes the Australian government's commitment to reforming higher education through the Australian Universities Accord process.
- ACU argues that a return to a demand-driven funding system for universities would best facilitate necessary growth and equitable access to education.
- Changes introduced in the 2020 Job-Ready Graduates package increased student enrollment expectations without providing proportionate funding increases to universities.
- ACU proposes a 10% increase to university base funding and rolling other funds into base funding to support core university functions.
- Clinical placements for health and teaching students are a major constraint due to limited availability and rising costs, consuming nearly a quarter of one faculty's budget.
- Improving pathways between VET and higher education could help through a national prior learning database and revising the Australian Qualifications Framework.
- Support for underrepresented student groups in higher education needs strengthening through scholarships, accommodations, and targeted academic programs.
- Access to higher education for veterans should be a priority given benefits to health, wellbeing, and civilian integration.
- Collaboration between industry, government and universities needs boosting to solve big challenges through reforms like two-stage grant schemes.
- Ensuring quality teaching and learning environments requires a shared understanding of quality standards across the higher education sector.

AUA_tranche4_Heads of Student Administration (Australia & New Zealand) Inc (1).pdf - 2023-11-03
- The Heads of Student Administration (HoSA) is submitting a response to the Australian Universities Accord Discussion Paper consultation process.
- HoSA recognizes the Accord represents an opportunity for transformative change in the Australian higher education system.
- HoSA believes it can play a meaningful role in shaping responses to questions on the future of regulation and governance of the sector.
- HoSA members have seen and implemented many regulatory changes over the last two decades, including the Tertiary Collection of the Student Information (TCSI) which cost universities over $1 million on average to implement.
- HoSA members are concerned about the continual layering of regulatory and reporting obligations that has resulted in an immensely dense regulatory framework.
- The regulatory landscape includes legislation like HESA, TEQSA, and ESOS as well as other frameworks, codes, guidelines and policies.
- The various regulatory instruments have unintended consequences like increased diversion of resources away from education.
- HoSA encourages streamlining obligations to simplify compliance and balance accountability with the mission of higher education.
- HoSA suggests considering a single legislative instrument that consolidates existing ones and reduces subsidiary frameworks.
- HoSA is willing to further engage and provide input to shape Accord recommendations and outcomes.

AUA_tranche2_IU International University of Applied Sciences.pdf - 2023-11-03
- The document proposes introducing a dual study model in Australia based on Germany's successful model, which combines practical work experience with theoretical education.
- Germany's dual study model has been very effective in addressing skills gaps and fostering a skilled workforce. It has also been implemented successfully in other countries.
- IU International University is a large private university in Germany that offers over 350 dual study programs combining academic and practical training.
- IU's dual study program differs from traditional German models by offering day-to-day splitting of time between class and corporate partners rather than block periods.
- Case studies highlight IU dual study programs in high-demand fields like civil engineering, social work, health management, and agriculture management.
- Australia faces similar skills shortage challenges as Germany and has the infrastructure to support a nationwide dual study approach.
- Challenges to implementing dual study in Australia include the complex regulatory landscape and uneven quality in vocational education.
- A mindset shift is needed to overcome challenges from state-federal responsibilities in education.
- Germany's success with dual study despite a federal system shows it can work in Australia too.
- More integration is needed between vocational and higher education in Australia to make dual study programs the norm.

AUA_tranche3_Navitas.pdf - 2023-11-03
- Australia's higher education system needs to meet growing demand and support increased participation, such as through pathway programs that help disadvantaged students succeed.
- Pathway programs effectively prepare less academically prepared students for university and improve their outcomes. Targeted funding could help expand access to these programs.
- Work-integrated learning, such as placements, should be more integrated into higher education. However, unpaid mandatory placements can limit participation.
- The role of industry accreditation bodies needs clarification to avoid duplication with the regulator and allow for innovation. Industry should also help support its workforce pipeline.
- University Colleges can add diversity to the sector through specialized, teaching-focused institutions. They may help address regional needs if given access to funding like CSPs.
- International education is important but reliance on related revenue presents challenges. Policy settings should focus on genuine students while being welcoming to maintain competitiveness.
- Post-study work rights and clearer pathways to migration can make Australia a more attractive study destination and support workforce needs.
- Future demand for higher education is expected to grow substantially through 2040 based on population and participation projections.
- Success rates have stagnated for some disadvantaged student cohorts, indicating the current system may have limits without reforms.
- The independent higher education sector will be critical to meeting future demand but has less access to government subsidies compared to universities.

AUA_tranche4_Elizabeth Bare.docx - 2023-11-03
- The document discusses potential approaches for the Australian Universities Accord to support higher education providers in adopting more equitable employment practices, particularly around casualization of academic teaching staff.
- Current incentives like workload models that reward research over teaching have led universities to rely heavily on casual academic staff to fulfill teaching duties.
- Casual staff are often treated as subordinate within institutions despite some universities trying to value their contributions.
- Financial and budgeting practices that prioritize costs can result in overuse of casual staff who are perceived as less expensive.
- Recruitment barriers are lower for casual and fixed-term roles compared to continuing positions.
- Past regulatory attempts through enterprise agreements to curb casualization have largely failed.
- Alternative approaches could include employing research students in a way that incorporates their stipends with university work.
- Fixed-term teaching roles could be expanded rather than relying on casuals.
- A true cost analysis is needed to understand costs of supervising and managing large casual workforces.
- A national organization could be established to recruit, employ and develop academic staff on continuing terms to be contracted to universities, reducing insecurity.

AUA_tranche1_Australian Council of Heads of Social Work Education.pdf - 2023-11-03
- Social work students in Australia face significant financial hardship due to mandatory unpaid field placements that require 1000 hours, which forces many to reduce or quit their paid employment. This contributes to higher dropout rates and slower completion among social work students.
- There is a shortage of qualified social workers in Australia. The government projects a need for 29.3% more social workers by 2024. Mandatory unpaid placements present a barrier to growing the workforce.
- Surveys of social work students found that placements negatively impacted their mental health, wellbeing, stress levels, and ability to afford basic necessities for many. This disproportionately impacts students from low socioeconomic backgrounds.
- Recommendations are made to develop a more flexible, outcomes-based field education model that is properly funded and tailored to student needs. Placements hours could be reduced to 350-400.
- Students undertaking placements should receive financial assistance from the government equivalent to the JobSeeker payment rate to alleviate living costs.
- Recognition of prior learning policies could be more flexible for students with extensive work experience. Work-based placements should also have more flexibility.
- Funding models need to incorporate costs of placements like childcare and transport incurred by students. Some flexible remote work during placements could help.
- Placement availability needs to be increased through incentives for organizations. Quality must be ensured for a good student learning experience.
- Mental health issues from student poverty in placements must be addressed as a priority, especially for disadvantaged groups like Indigenous students.
- International students, who pay high fees, should have fees restructured for the placement component of their degree.

AUA_tranche1_Australian Collaborative Education Network (ACEN).pdf - 2023-11-03
- Reforms are needed to promote quality learning environments and ensure graduates have the skills needed for the workforce, such as supporting higher education institutions in facilitating value mapping exercises with industry partners to identify training needs.
- Introducing sector-wide measures to monitor and evaluate student participation in work-integrated learning (WIL), their learning gains, and ability to apply knowledge and capabilities in work environments.
- Initiatives are needed to shift WIL from discipline silos to transdisciplinary arrangements to advance capabilities critical for future work and innovation.
- Research funding should support innovative, inclusive, and flexible WIL models that advance career readiness for contemporary and future work.
- Industry needs to be encouraged to share responsibility for training future graduates through WIL involvement in co-design and delivery.
- WIL partnerships between providers, accreditation bodies, government and industry need to be fostered to ensure graduates have relevant skills.
- WIL arrangements and placement needs in higher education will change in coming decades to be more equitable, inclusive, and flexible to meet student and industry needs.
- Collaboration between industry, government and universities should be increased through funding to solve big challenges.
- Research training in Australia could be improved by removing caps on international students' work hours and providing incentives for industry WIL engagement.
- A continuum of WIL experiences should be incorporated throughout undergraduate and postgraduate degrees to build work-relevant capabilities.

AUA_tranche3_Melbourne School of Government.pdf - 2023-11-03
- The submission is from the Melbourne School of Government regarding the Australian Universities Accord Panel Discussion Paper consultation.
- It recommends that the Accord seriously engage with strategic policy and material support to enable anchor institution models and projects in Australian higher education.
- Anchor institutions use their economic power and resources to support community development, especially for marginalized groups.
- Examples of anchor institution initiatives at universities in the US and UK are provided, such as land acquisition projects at Emory University and economic inclusion strategies in Cleveland.
- Submissions to the AUA review highlighted universities' important roles in local/regional economies, resilience, and democratic research.
- More coordinated support is needed for community-engaged impact as core to universities' missions.
- Collaboration should include community groups, NGOs, and businesses to solve big challenges.
- The Accord should recognize universities' contributions beyond teaching and research.
- It should enable and incentivize anchor institution strategies and community wealth building.
- It should expand the focus beyond industry collaboration to include broader research impact.

AUA_tranche2_Andrew Macnab.docx - 2023-11-03
- Higher education is critical for Australia's future economic, social and environmental growth. It is important to produce great thinkers.
- Initial degrees should be free or nearly free to maximize participation and open opportunities for all.
- Making initial degrees free may be expensive, but the return on investment at a national scale would be neutral or positive.
- To offset the cost, second and subsequent degrees (other than those needed for base qualifications like medicine) should require higher student contributions.
- Requiring higher contributions for second degrees would free up undergraduate places by reducing participants pursuing second degrees.
- It would also encourage work participation and prevent people from being "professional students."
- Research projects should be linked to promoting social development, economic growth, environmental growth, or other areas that can be shown to provide significant returns relative to the investment.
- Returns should be weighted more toward national outcomes rather than individual outcomes.
- The document discusses higher education in Australia and its importance for developing great thinkers and fueling future growth.
- It proposes making initial degrees free or low-cost while requiring higher contributions for second and subsequent degrees to optimize participation and opportunities.

AUA_tranche3_Shane King MP.pdf - 2023-11-03
- Shane King MP is writing to contribute to the Australian Universities Accord review of higher education as a member of the Queensland State Parliament with an interest in education policies between the state and Commonwealth.
- Less than 17% of residents in Shane King's electorate of Kurwongbah reported having a bachelor's degree or higher in the 2021 Census.
- The University of the Sunshine Coast's Petrie campus, located in Kurwongbah, is expected to have 10,000 students across over 100 degrees by 2030 through state and local government cooperation.
- Accessibility of higher education is important for motivating school leavers and reducing non-completion rates. Physical accessibility has been achieved in Moreton Bay through government cooperation.
- As an electrician, Shane King values vocational education and sees opportunities for more partnerships between VET, universities, and schools.
- A Gonski-style funding model could be explored to increase participation and graduation rates among underrepresented groups in higher education.
- Housing affordability and rising living costs can be barriers to higher education.
- Consistency is needed in definitions of "regional" used for funding and policy purposes.
- Better alignment of state and federal research funding could be achieved.
- Reducing red tape arising from the review through government and sector cooperation is welcomed.

AUA_tranche1_The University of Adelaide.pdf - 2023-11-03
- The Australian Universities Accord aims to create a fairer higher education system and more cohesive society through improved access, retention, world-leading research and strengthening community ties.
- A sustainable funding model is needed to support both research and teaching without requiring cross-subsidization, and reduce compliance burdens through efficient governance.
- International education should be diversified beyond a high-volume, high-tuition model to prioritize strategic priorities and the government's goals in areas like the Pacific.
- A national research strategy should align priorities and improve collaboration between government, industry and universities to leverage research expertise and boost economic prosperity.
- Flexible, long-term funding is required to nurture research talent and sustain innovation spanning political cycles.
- Stronger collaboration with industry through co-location and workforce mobility can address skills gaps and research needs.
- Universities can use their specializations to address skills shortages in priority fields across jurisdictions.
- Lifelong learning should be promoted through flexible, affordable options to upskill the workforce.
- Improving equity requires increasing access for underrepresented groups and Indigenous Australians regardless of location.
- A nationally recognized credential system could track skills progression and break down barriers between education providers.

AUA_tranche2_Van Davy.pdf - 2023-11-03
- The Central Coast region of NSW lacks its own university, unlike similar populations centers like Wollongong and Newcastle that have their own universities.
- A Central Coast University is proposed that would provide tertiary education choices for local students and support research focused on the Central Coast economy and environment.
- Existing offerings from the University of Newcastle through satellite campuses are limited and do not provide integrated research support for the Central Coast.
- A Central Coast University could motivate and inspire school students to achieve higher through the presence of a local university experience.
- Tertiary-aged youth on the Central Coast deserve excellent local cross-disciplinary education and university lifestyle opportunities like those available in other regions.
- A Central Coast University could support transitioning the local economy away from carbon through focused research, analysis, and policy development for industries like renewables and regenerative agriculture.
- Environmental research and action is needed to address issues in the Central Coast like species extinctions, and a university could house an Extinctions Research Centre.
- Potential sites for a Central Coast University over existing railway stations with transport access are proposed to link Gosford and Wyong areas.
- A Central Coast University could drive economic activity and start-ups through its research and presence in the local community.
- The university should prioritize research and education on matters concerning the Central Coast region.

AUA_tranche4_University of Newcastle - Teachers and Teaching Research Centre.pdf - 2023-11-03
- The Teachers and Teaching Research Centre has conducted extensive research on student aspirations in Australia, investigating factors that shape educational and career choices.
- Around 50% of Australian students aspire to attend university, but interest in vocational education is much lower at around 14%. Many students are confused about the VET sector.
- Student interests in different careers emerge early and vary over time, highlighting the need for robust career education throughout schooling.
- Academic achievement is a strong predictor of STEM aspirations, and participation in these fields remains a concern in Australia.
- First-in-family status captures educational disadvantage well and these students are less likely to aspire to university from a young age.
- Socioeconomic background influences university choice, with students from lower SES backgrounds more likely to consider vocational pathways.
- For many regional students, higher education is not seen as necessary due to local employment opportunities not requiring degrees.
- Occupational and educational aspirations of Indigenous students are similar to non-Indigenous peers, but high-achieving Indigenous students are less likely to aspire to university.
- An evidence-based pedagogical framework called the Quality Teaching Model shows promise for improving teaching quality in higher education.
- Mental health challenges are a significant barrier preventing many students from achieving their aspirations in the post-school transition period.

AUA_tranche3_Postgraduate Council at the University of New South Wales.pdf - 2023-11-03
- Postgraduate students face challenges with housing affordability and availability. Universities should work with governments to improve student accommodation and housing support.
- The stipend for higher degree research students should be indexed to inflation and living costs to ensure students have a livable wage.
- International student visa conditions impose restrictions on flexibility, family life, and pathways to permanent residency that could be reformed.
- Transport concessions should be provided to international students in New South Wales to improve affordability and well-being.
- Universities need consistent, specialized support for postgraduate students experiencing domestic or gender-based violence.
- Higher degree research programs could benefit from more flexibility, industry internships, career development training, and recognition of coursework.
- Supervisor-student ratios should be capped to ensure quality supervision for each student.
- Advancements in AI require universities to re-evaluate learning, teaching, and assessment approaches with a focus on work-integrated learning.
- International student visa restrictions on work hours limit opportunities for work-integrated learning.
- Universities should collaborate on platforms to share innovative practices for post-AI education.

AUA_tranche2_Ben Gussen.pdf - 2023-11-03
- Higher education in Java La Grande Australia should be governed through the principle of subsidiarity, with decision-making devolved to the local level in collaboration with communities and industry.
- A top-down, one-size-fits-all approach to higher education will not work given the diversity of contexts across the country. Objectives and priorities should emerge from the local level.
- Universities should have democratic governance similar to Oxford, with decision-making power held by academics through congregations.
- The role of the federal government should be to financially underwrite higher education by consolidating the sector and eliminating less efficient universities.
- Research institutions and centers within universities should be divested off and established as independent Crown Research Institutes similar to New Zealand.
- Universities should focus on commercialization and innovation to increase the complexity of the Australian economy and job opportunities.
- Targets and priorities for higher education attainment should emerge organically from local needs rather than be imposed top-down.
- Excess tuition fees from international students should be redistributed across the higher education system to support local students.
- A culture of lifelong learning is best developed from a young age through reforms to curriculum rather than policies and regulations.
- Higher education systems are complex and outcomes like quality, safety, and equity are emergent properties that cannot be imposed from above.

AUA_tranche4_Leaders Institute.docx - 2023-11-03
- Leaders Institute is a private higher education provider specializing in agribusiness and accounting programs. It contributes to Australia's large international education industry.
- In 2022, Leaders Institute ranked second on the QUILT survey for student satisfaction with teaching and learning experiences.
- The international education industry contributes $20 billion annually to Australia's economy through fees, skilled workers, and other benefits.
- Leaders Institute supports the Accord review and recognizes changes may impact both public and private higher education.
- Additional costs may be incurred to meet new policies, legislation, or standards from the review.
- Competition from reduced tuition fees at large universities makes it difficult for smaller institutes to recruit international students.
- Access to FEE-HELP and standardized agent fees could help smaller private providers.
- Leaders Institute delivers postgraduate research but lacks access to ARC funding available to public universities.
- Opportunities exist to establish education delivery in growing markets like India through revised policies.
- The submission seeks to provide Leaders Institute's perspective to inform the review's consideration of issues impacting the future of Australian education.

AUA_tranche2_PSC Global Observatory.docx - 2023-11-03
- A survey of Australian university staff found high levels of psychological distress and poor psychosocial safety climate (PSC), putting them at risk of job strain and depression.
- PSC refers to management commitment to stress prevention and prioritizing worker well-being over productivity. Low PSC can lead to issues like job strain, lack of support, and workplace harm.
- University staff reported much lower PSC (20-27% high) compared to national averages (60% high) and the public sector (also 60% high), meaning their work conditions are much riskier for mental health.
- Poor PSC has been consistently low across universities from 2020-2022, indicating failing to meet basic human needs of safety and security for cognitive functions.
- Australia has regulations requiring organizations to manage psychosocial hazards, and high PSC is a best practice for compliance. Universities are not meeting this obligation.
- University staff have experienced a "brain drain" from those who left and were not replaced, deeply affecting those who remained in the low PSC context.
- A creative and innovative environment requires human-centered approaches and rewarding passion, not exploiting staff through long hours and job insecurity.
- The Accord must address fundamental workplace mental health issues to advance the sector by prioritizing staff well-being.
- Teaching and research capabilities will be hampered if universities remain mired in a climate that entrenches burnout and distress.
- Properly measuring and addressing PSC is needed to build a sustainable higher education system for Australia's future.

AUA_tranche1_The Independent Scholars Association of Australia.pdf - 2023-11-03
- The Independent Scholars Association of Australia (ISAA) supports recognizing higher education's role in intellectual, cultural, community and economic development, but notes these roles can conflict and a narrow view should be avoided.
- Universities have over-invested in non-core activities like consultants, marketing and risk analysis, taking away from teaching, scholarship and research.
- Academic staff workloads have increased without proper resources, limiting research and quality of education. Casualization of staff is also an issue.
- Basic research is undervalued while commercialization is overemphasized, diminishing diversity of research.
- Improving pathways and support for early career researchers is important, but research should not just serve government and industry priorities.
- Barriers to higher education participation need to be addressed through improvements to the entire education system, not just universities.
- Standards and academic freedom are important in defining universities and assessing new providers.
- Quality is a complex concept with different meanings depending on context.
- Targets set for universities need proper rationale and consideration of resources.
- Ethical staff treatment regarding workloads, casualization, and performance metrics is crucial.

AUA_tranche3_Curtin Student Guild.pdf - 2023-11-03
- The Curtin Student Guild welcomes the opportunity to make a submission to the Australian Universities Accord and responds to questions outlined in the discussion paper.
- Higher education in Australia is limited by inadequate funding and flawed government policy. It is weighed down by onerous administration and fails to support its most vulnerable students.
- Universities face structural challenges as they are hampered by declining government funding in real terms, rigid funding policies and increasing administrative burden.
- Inadequate funding of student unions has adversely impacted the student experience in terms of retention and well-being.
- Student unions are the most appropriate providers of services and amenities that support student engagement, well-being and quality of education.
- The higher education sector is also hindered by the lack of fairness, transparency, and regulation of Vice Chancellor (VC) and senior executive remuneration.
- VC salaries across Australia hinder the quality of education as a public good.
- The education sector would benefit from mandatory disclosure of VC and Senior Staff remuneration and such remuneration set by the Salaries and Allowances Tribunal.
- Public Australian universities are primarily taxpayer-funded.
- Exorbitant salaries of VCs across Australia hinder the quality of education as a public good.

AUA_tranche2_Anne McLaren.pdf - 2023-11-03
- Enrolment in Asian language programs and advanced Asian studies has declined sharply in Australian universities in recent years.
- This threatens Australia's ability to develop expertise in Asia and address geopolitical challenges in the region.
- Cancellation of school Asian language programs in 2012 contributed to the decline at university level.
- International student enrolment grew some Asian language programs but domestic enrolment fell.
- Only 17 students graduated with Chinese Honors between 2017-2021, indicating a loss of expertise.
- Asian literacy should be required for most university graduates to build sovereign capability.
- Advanced Asian language studies should be available for careers in public service, business, and research.
- Universities should use international student revenue to strengthen Asian programs for domestic students.
- Data on domestic Asian enrolments is needed to monitor progress in languages and related studies.
- Incentives like scholarships are required to boost domestic student participation in Asian studies.

AUA_tranche1_The Australian Historical Association.pdf - 2023-11-03
- Universities play an important role in developing human capital and preparing students to face challenges through disciplines like history that teach transferable skills.
- Government underfunding of universities has negatively impacted career structures for historians and casualized academic work.
- Pressures to publish in international journals make historical research inaccessible to most Australians.
- Higher education attainment targets by 2030 and 2040 should promote transferable skills from disciplines like history to help Australians adapt to future changes.
- Current higher education structures and funding models hinder collaboration and the teaching-research nexus.
- Improving representation of underrepresented groups like Indigenous Australians in universities benefits both students and institutions.
- Community engagement and outreach should be recognized as important parts of academic work.
- Sustainable funding models are needed to support quality teaching, research, and the civic role of universities.
- New technologies require careful implementation to ensure academic integrity and humane, accurate knowledge production.
- Increased Commonwealth funding is essential to safeguard high-quality teaching and rigorous research in universities.

AUA_tranche2_Western Sydney University.pdf - 2023-11-03
- Western Sydney University welcomes the opportunity to provide feedback on the Australian Universities Accord Discussion Paper and address questions raised.
- WSU is committed to being a university that addresses socioeconomic disadvantage, is a university of choice for First Nations peoples, commits to impactful research, mutually beneficial partnerships, and leads in sustainability.
- WSU already makes a material impact on the social, economic, and cultural success of the Western Sydney region through educating over 33,000 local students annually, including many from disadvantaged backgrounds.
- WSU requires changes to funding, governance and regulatory frameworks to fully meet its commitments to the Western Sydney community and region's ambitions.
- Increased flexibility is needed in funding models to allow universities to sustainably meet changing education, research and innovation needs of their regions.
- Specific funding is needed to address evidenced areas of educational disadvantage in Western Sydney.
- Workforce flexibility is required to adapt to changing regional needs and attract industries.
- Microcredentials can increase access and participation in education and work for all equity groups.
- Incentives are needed to increase industry participation in work-integrated learning placements and internships.
- Research funding needs reform to restore balance across basic and applied research and ensure support for disciplines like humanities and social sciences.

AUA_tranche2_Em Bagg.pdf - 2023-11-03
- The stipend for PhD students in Australia (called the RTP stipend) is $29,863 per year before tax, which is lower than both the minimum and median wages in Australia.
- The RTP stipend is intended to cover 38 hours of work per week, leaving only 6 hours allowed for external paid work. However, most PhD students work more hours on their research alone.
- Finding paid employment beyond the 6 hours is difficult, as most jobs available to PhD students are low-skilled and labour-intensive due to the work hour restrictions.
- Teaching positions within universities are ideal but rarely available, as there is an oversaturation in the casual academic job market with only 164,000 jobs for over 10,000 PhDs awarded annually.
- International PhD students in joint programs face additional self-funded expenses like visas, travel, accommodation, and relocation costs to maintain households in two countries.
- The RTP only funds 3.5 years of candidature and requires full-time enrollment, neglecting factors like pandemics, illness, care responsibilities, and disability that can impact a student's progress.
- Women comprise 60% of PhD enrolments but are disproportionately impacted by inadequate parental leave policies and lack of superannuation contributions during their degree.
- Equity groups like veterans, refugees, and first-generation students face historic disadvantages that are exacerbated by financial pressures and lack of support systems.
- Around half of PhD students experience psychological distress, and one-third are at risk of a common psychiatric disorder.
- Despite world-leading research and contributions to innovation, PhD students in Australia are exploited and at risk due to their employment and financial conditions.

- Western Australian Government.pdf - 2023-11-03
- The document discusses challenges and opportunities for Australian higher education, including meeting future workforce skills needs, improving pathways between vocational education and university, and strengthening industry collaboration on research.
- It emphasizes the importance of a strong university sector for Western Australia's economic development and meeting workforce demands in growing fields like health care, teaching, and STEM occupations.
- Western Australia is focusing on growing key industry sectors like energy, tourism, defense, mining, space, health, and agriculture through initiatives like its Diversify WA and Future Jobs strategies.
- Reforms are needed to better align university course offerings and skills with changing labor market needs, including through work-integrated learning programs and industry partnerships.
- Improved pathways and credit recognition between vocational education and universities could help students navigate options and support workforce skills development.
- Greater collaboration between industry, government, and universities is important for stimulating research investment and ensuring graduates have needed skills.
- Access to higher education needs to be increased for underrepresented groups through support services and flexible funding models.
- International education brings significant benefits and its recovery requires diversifying source countries and promoting regional study opportunities.
- Regional delivery of university programs and community engagement by universities should be encouraged and incentivized.
- An independent review of Western Australia's public universities will examine structural reforms to improve performance and sustainability.

- Scot MacDonald.pdf - 2023-11-03
- The author attended a consultation session in Armidale in April 2023 about the role of universities in their communities and businesses. There was strong support expressed for the University of New England.
- The author is submitting a late contribution because they feel not enough consideration was given to the financial sustainability of universities, especially smaller regional institutions like UNE Armidale.
- UNE Armidale has reported operating deficits from 2018-2021, with gains from investments and other sources needed to achieve a profit in 2021.
- Without these additional gains, UNE's normal operating result would show around a $60 million deficit in 2021.
- UNE has the highest dependency on government grants among NSW universities at 52% and the second lowest philanthropic contributions.
- UNE also has the third lowest level of research income and had the highest number of management issues identified in the 2021 NSW Audit Office report.
- While UNE achieves above average undergraduate employment outcomes and attracts many low-SES and Indigenous students, its small size makes it difficult to be financially sustainable.
- The author argues financial sustainability should be a key part of the government's university review to ensure long term impact.
- Options like mergers should be considered to help smaller regional universities achieve necessary scale and capacity.
- Mergers, if done carefully, could provide net benefits for students, staff, researchers, industry and communities according to the author.

AUA_tranche2_Western Sydney University Indigenous Professoriate.pdf - 2023-11-03
- The document expresses disappointment that the Accord Discussion Paper failed to adequately consider Indigenous Australians and positioned them primarily in terms of deficits.
- It argues that the higher education sector should move beyond deficit-based approaches and place greater emphasis on Indigenous governance models.
- Improving outcomes for Indigenous students in higher education is identified as a national priority given their current outcomes remain below parity benchmarks.
- Financial barriers are highlighted as a persistent impediment to Indigenous student success.
- The document calls for the reinstatement of a high-level federal advisory body on Indigenous higher education.
- It recommends distributing overall student funding in a way that incorporates Indigenous student success measures.
- Strengthening Indigenous leadership, governance and representation across the higher education sector is emphasized.
- Support for Indigenous research through schemes like the ARC is an area in need of reform.
- Mandatory Indigenous learning, teaching and cultural safety training for university staff is proposed.
- Recognition of Indigenous communities as both sites of engagement and industries is put forward.

AUA_tranche1_Victoria University.pdf - 2023-11-03
- Victoria University has implemented innovative education models like the VU First Year College and VU Block Model to improve student outcomes, especially for equity groups. This has increased retention rates and academic performance.
- VU proposes a unified dual-sector system where all offerings from micro-credentials to PhDs can be self-accredited. This would optimize public investment and benefit students, industry, and research.
- VU's "Flipped Campus Model" involves co-locating industry partners on campuses to strengthen experiential learning and employability. This has led to number one employer satisfaction ratings.
- Improving pathways between VET and higher education is needed to unleash the benefits of a dual-sector system and boost parity of esteem. VU is creating concurrent VET and HE courses.
- Reforms are needed to funding models to better support equity-focused innovations and incentivize industry collaboration on learning/teaching reforms.
- Bridges are still needed to fully address the employability to employment gap, such as VU's graduate employment plan and career development initiatives.
- VU conducts impactful research through partnerships like the Waitlist Project to improve healthcare access and outcomes.
- Reforms to research assessment and funding are required to better recognize implementation science and the full impact of policy/advocacy work.
- Growing research talent and partnerships is key to maximizing VU's research impact.
- VU is committed to research addressing the UN SDGs, with a focus on health, First Nations knowledge, skills/workforce impact, and sustainability.

AUA_tranche2_Janet Thomas.pdf - 2023-11-03
- Mathematical sciences in Australia have declined significantly over the past few decades due to funding policies that prioritized international students and service teaching over core disciplines. This has depleted university programs and supply of graduates.
- Regional universities in particular have struggled, with some no longer offering undergraduate degrees in mathematical sciences. Access to programs is limited in parts of the country.
- The teacher shortage affects the supply of mathematics teachers and contributes to declining Year 12 participation and international test performance for Australian students.
- Mathematical sciences underpin many fields but the current state of programs does not meet Australia's knowledge and skills needs, particularly in key industries like mining.
- Lack of access to mathematical education and degree programs disadvantages equity groups and contributes to leaks in the STEM pipeline.
- Investing in mathematical sciences is important for Australia's competitiveness but has been lacking, with the country losing top scholars overseas.
- Governance and accountability are needed to ensure mathematical sciences receive sufficient, sustainable support at a national level as a core capability.
- The VET sector relies on adequate mathematics teaching but teacher shortfalls impact this as well.
- International students are valued but cannot solve Australia's domestic mathematical skills shortage on their own.
- Quality and robustness of mathematical sciences programs must be maintained nationally for security and other strategic reasons.

AUA_tranche4_Queensland University of Technology.pdf - 2023-11-03
- QUT supports streamlining government funding arrangements for universities through multi-year agreements to encourage differentiation and simplify oversight.
- University research requires sustainable funding for both direct and indirect costs, as international student fees currently underpin much of the national research enterprise.
- Barriers to university access and success need to be removed, including financial barriers for students from disadvantaged backgrounds and those in outer metropolitan areas.
- Mental health challenges facing students are a significant concern, and universities need adequate funding to provide effective personalized support.
- HELP loan repayment thresholds should be increased to the average wage to help graduates establish themselves financially after university.
- Work-integrated learning placements present financial barriers for students that need to be addressed through direct funding support.
- Indigenous Australian student participation in higher education needs to be increased by guaranteeing places to all Indigenous students and adequately funding university support services.
- Urgent reform is needed to the unfair Job-Ready Graduates measures around course funding and the low-completion rate exclusion.
- Early career researcher opportunities need to be expanded beyond limited fellowship schemes to support building an outstanding research workforce.
- University differentiation and mobility could be encouraged by funding genuine relocation costs for students regardless of their place of residence.

AUA_tranche1_Southern Cross University.pdf - 2023-11-03
- The Vice Chancellor is endorsing submissions from the NSW Vice-Chancellors Committee and Regional Universities Network in response to the Australian Universities Accord Panel Discussion paper.
- The Accord process represents an opportunity to create a vision and pathway for a future Australian university sector that benefits the nation.
- Regional universities have the potential to do greater good through improved policy settings in areas like region building, access to higher education, and regional resilience.
- The submission from the Regional Universities Network highlights the paradox that regional Australia benefits greatly from university education but has the lowest university attainment levels.
- Funding caps and growth envelopes do not match the underlying demography of regions, limiting access to university places.
- The impacts of scale are critical - universities have high fixed costs that are more challenging to cover for regional multi-campus operations with thin enrolment numbers.
- Present policy settings and funding arrangements risk creating a two-tiered higher education sector over the long run.
- Regional universities play a key role as community anchors and reserves of capacity during emergencies.
- Regional universities focus on building world-class capabilities focused on domestic opportunities and problems.
- The submissions include measures that could take the university sector forward in the national interest if implemented.

AUA_tranche1_The Committee for Sydney.pdf - 2023-11-03
- Access to university education in Australia has expanded significantly since World War 2, underpinning Australia's prosperity. However, more work is needed to continue expanding access while keeping education affordable.
- Demand for university and TAFE places is projected to spike from 2022 onwards due to Australia's 2004-2010 baby boom entering tertiary education.
- International students are a major economic success for Australia, with education as the fourth largest export. However, universities rely heavily on international student fees to cross-subsidize other programs.
- Research produced by Australian universities is of a high quality, but more can be done to translate research into commercial products and jobs. This represents a significant opportunity.
- Australia's spending on research and development as a percentage of GDP has declined and is now below the OECD average. Increasing R&D spending would boost the economy and research outcomes.
- Incentives are needed to encourage greater business investment in research and development in Australia.
- More funding is required to cover the overhead costs of university research in areas like facilities and support staff.
- Targeted "R&D missions" could help translate research into solving strategic challenges in areas like sustainability and technology.
- Commercializing research faces challenges in overcoming the "valley of death" between innovation and real-world applications. Dedicated funding could help address this.
- Hybrid models combining university and vocational education deserve more exploration to create new opportunities.

AUA_tranche4_Tim Thornton.pdf - 2023-11-03
- Australian universities prioritize research over teaching due to stronger incentives and rankings for research performance. The author proposes external auditing of student assessments to incentivize better teaching.
- University ombudsmen lack independence as employees of the universities they oversee. A small percentage of complaints should be externally audited.
- Universities should be required to respond in writing to any legal complaint if explicitly requested, to overcome issues with non-written responses.
- Assessment-only universities could offer a more affordable option by focusing only on assessing learning outcomes without other university expenses.
- Teaching-only universities could improve value for students by focusing funding on course delivery instead of cross-subsidizing research.
- International students are sometimes inappropriately enrolled to gain citizenship points rather than for genuine study, compromising standards.
- Links between citizenship and Australian university degrees should be removed to improve candidature quality for international students.
- Entry standards could be higher for international students to ensure appropriate English and prerequisite skills.
- Domestic students are also sometimes inappropriately enrolled. Auditing and consumer law changes could help address this.
- The author advocates for reforms to restore integrity and ethical standards in the higher education system.

AUA_tranche4_Alex Burns.pdf - 2023-11-03
- Australian universities have embraced cost-cutting and restructuring measures that have negatively impacted research quality and the well-being of staff.
- The "Up or Out" pathway for securing full-time academic positions creates immense pressure on early career researchers.
- Application limits on grants like the ARC DECRA and Future Fellowships restrict opportunities and contribute to economic distortions.
- PhD-qualified professional staff are blocked from meaningful research opportunities due to employment agreements and grant eligibility rules.
- Students and researchers often have unequal bargaining power regarding intellectual property and commercialization contracts.
- Academic publishing involves rent-seeking behavior from oligopolistic publishers who exploit authors.
- Researchers do not receive royalties or licensing fees from their published work.
- Legacy publication categories no longer reflect contemporary research dissemination practices.
- Senior university executives prioritize financial metrics over cultivating human capital and innovation.
- Reforms are needed to address rent-seeking behaviors and power imbalances that undermine research quality and careers.

AUA_tranche1_Geraldton Universities Centre.pdf - 2023-11-03
- The Geraldton Universities Centre (GUC) is submitting a response to support the recommendations in the Australian University Accord Discussion Paper regarding opportunities for all Australians in higher education.
- GUC has provided academic and student support for over 20 years in Western Australia, assisting around 300 regional and remote students per year, including 8% Indigenous students.
- GUC endorses the recommendations and principles put forward by SPERA in their submission, including aspiration raising programs, enabling programs, local support, and community-led solutions.
- As a "campus model" regional university centre, GUC provides face-to-face courses and pathways with fee-sharing partnerships with universities, important for equity in WA and SA without regional universities.
- GUC has supported over 500 graduates and 280 bridging program students in the past 20 years in fields like nursing, education, and engineering to supply professionals to the Geraldton community.
- Under demand-driven funding, GUC efficiently supported students through shared funding arrangements with partner universities without additional funding.
- Reinstating demand-driven funding and guaranteed CSPs for equity students is needed to continue GUC's shared funding models.
- Ongoing RUC program funding and flexibility is needed to support different regional models.
- Regional loading and access to equity funding sources is critical for supporting regional delivery costs.
- Changes to policies like regional loading distribution risk inadvertently impacting innovative regional partnerships like GUC's unless RUCs have funding certainty and access.

AUA_tranche1_Curtin University - Curtin Academy.pdf - 2023-11-03
- The document discusses what kind of higher education system Australia needs in the future, proposing one that enables skills development and contribution, takes a global approach, is independent from political parties, and has close industry links.
- It argues universities need certainty and stability to develop long-term strategy, and abrupt policy changes without input erode their ability to fulfill missions.
- Better articulation is needed with non-award courses and TAFE.
- Attracting mature-aged students through targeted promotion could help.
- Academic staff should be qualified to teach in higher education settings.
- Universities should rely less on sessional teaching staff and more on continuing and fixed-term contracts.
- There should be translation of evidence into teaching, not just research outputs.
- New approaches to work-integrated learning are required that don't burden students with debt.
- More research is needed on long-term impacts, areas of low participation, and trends to ensure evidence-based decision making.
- Funding should support a broader range of research questions beyond direct applicability to productivity.

AUA_tranche4_Liz Temple.docx - 2023-11-03
- Australian universities are increasingly run like businesses focused on profits, enrollment numbers, and cost-cutting rather than quality education. This prioritizes competition over collaboration.
- Pursuing profits has led universities to cut staff, overwork remaining employees, lower academic standards, and compromise teaching quality to save money.
- Competition for students and research funds results in wasteful marketing spending rather than sharing innovations.
- Pressures to retain and pass students undermine learning outcomes. Assessment and course policies emphasize speed and cost-cutting over learning.
- Small classes are replaced with large, recorded lectures to cut costs despite worse educational outcomes.
- Marking policies prevent meaningful feedback due to unrealistic marking quotas.
- Restructurings happen frequently for political rather than educational reasons, wasting resources.
- A needs-based funding model could ensure sufficient staffing for core functions across universities.
- Australia's degree standards and quality assurance could support greater integration and collaboration between universities.
- Rethinking the higher education system from first principles could establish a more functional model meeting societal needs.

AUA_tranche3_Alphacrucis University College.pdf - 2023-11-03
- Alphacrucis University College proposes aligning the TEQSA Act, HESA, and student choice by reviewing HESA to replace Table A and B designations with TEQSA categories of Australian University and University College. This would better recognize teaching-focused institutions.
- They propose enabling dual-sector providers approved for FEE-HELP to offer it across both VET and higher education sectors to improve pathways between the two.
- Developing transnational education pathways through industry partnerships and removing barriers to international student entry, such as through their proposed regional hub model.
- Aligning accreditation requirements and funding to better support work-integrated learning models like their clinical teaching hub model.
- Recognizing the unique contributions of faith-based higher education and better supporting religious diversity and community engagement through these institutions.
- Improving representation of faith-based institutions in stakeholder panels and developing grants to support underrepresented faith groups.
- Ensuring religious higher education providers can maintain their religious mission and ethos.
- Partnering with faith-based institutions for projects in the Indo-Pacific region.
- Generally improving alignment between policies, regulations, funding models, and categories to realize the full potential of the higher education system.
- Thanking the panel for the opportunity to provide input and expressing willingness to be involved in further discussions.

AUA_tranche1_Flinders University.pdf - 2023-11-03
- The document discusses challenges and opportunities for the Australian higher education sector, focusing on areas like meeting increasing demand, securing a diverse university sector, international competitiveness, research capabilities, and Indigenous advancement.
- It recommends reforming the block grant mechanism to fully cover university research costs and implementing R&D tax incentive reforms.
- Reviewing higher degree research student stipends is suggested to address financial stress.
- A seed funding model is proposed to encourage commercialization of research with identified opportunities.
- Establishing an independent commission to oversee sector funding is recommended to remove political agendas.
- Prioritizing Indigenous self-determination and investing in Indigenous success in higher education is emphasized.
- Rewriting Australia's international education narrative to highlight broader benefits beyond economics is proposed.
- Creating a connected international education value chain across government departments is recommended.
- Increasing global learning opportunities for domestic students is advised.
- Supporting diverse university missions through compact funding and infrastructure loans is suggested.

AUA_tranche1_University of Southern Queensland.pdf - 2023-11-03
- Regional universities play a vital role in their communities by being major employers, developing regional workforces, partnering with industries, and improving access to education for underrepresented groups. However, they face challenges of scale and rely heavily on teaching revenue.
- Achieving parity in First Nations student participation and success is critical. This could be supported by uncapping places, replacing student contributions with scholarships, and growing the First Nations workforce in universities. Learning on Country should also be incorporated.
- The Job-Ready Graduates program changes should be retired as it has misaligned student prices and university funding. Enabling courses have also been negatively impacted.
- A national center is needed to drive quality enhancements in learning, teaching and the student experience through collaborative projects and evidence-based practices.
- Demand-driven funding should be resumed as capping places has halted gains in regional participation. Differential funding models are also needed to support regional universities' missions.
- Infrastructure funding is required for regional universities to maintain physical learning environments comparable to city universities.
- Underfunding of research is starving the system and industry engagement remains low despite incentives. Coordinated efforts are needed across government and industry.
- Place-based programs like the end-to-end nursing program in Charleville demonstrate regional universities' unique contributions but have higher costs to support.
- Funding models should be more tailored to support rural and regional students to enable place-based initiatives.
- Structural barriers to higher education result partly from similar funding pressures impacting secondary education in regions.

AUA_tranche1_Spinal Cord Injuries Australia.pdf - 2023-11-03
- People with disabilities face significant barriers to higher education in Australia, with only 18.4% having a bachelor's degree or higher compared to 32.8% of people without disabilities.
- Inclusive education needs to begin at the school level to overcome challenges and marginalization experienced by people with disabilities. However, schools have often failed to adapt curriculums to students' specific needs.
- Attaining a university degree has a strong correlation with employment for people with disabilities. However, assumptions about their competence and productivity have undermined their participation.
- Intergenerational disadvantage will be perpetuated if attitudes do not change, with more people living in poverty as a result. The disparity in poverty rates between all people with disabilities and children with disabilities demonstrates this.
- Universities need to make basic accessibility a priority through considerations for sensory/communication needs, information access, and mobility. Failure to collaborate with people with disabilities risks exclusion.
- Performance metrics and reviews of universities should include inclusion and accessibility. A central resource base on disability inclusion is also needed.
- Data should be better utilized to understand diverse disability needs and inform inclusion. Disability inclusion capacity within teams/faculties also needs improving.
- Lived experiences of people with disabilities need capturing to better learn from them.
- Assistive technologies must be provided and maintained, along with training to maximize benefits.
- Early transitions support, mentoring, and advocacy tools are important to promote inclusion in education and employment.

- University of Melbourne Indigenous Higher Education.pdf - 2023-11-03
- The submission addresses key issues and concerns regarding Indigenous higher education in Australia from the perspective of the University of Melbourne.
- It emphasizes the importance of providing Indigenous students greater access to higher education and ensuring they receive adequate support to succeed.
- Increasing Indigenous representation in leadership and decision-making roles across the higher education sector is critical.
- The cultural load and burden placed on Indigenous staff and students requires urgent attention.
- Competition between institutions for Indigenous students and staff is counterproductive; collaboration should be encouraged instead.
- Creating culturally safe campus environments is central to achieving goals for Indigenous students.
- Unlocking the potential of Indigenous knowledge systems requires recognizing Indigenous expertise and establishing equitable partnerships.
- Growing the Indigenous research workforce requires long-term strategies from schools through to research institutions.
- Strengthening partnerships between universities, industry, communities and government can enhance teaching, learning and research impact.
- Flexible employment models may help increase Indigenous participation in higher education and the workforce.

AUA_tranche2_Liz Johnson.pdf - 2023-11-03
- The document proposes establishing a National Centre for Student Success in Australia to drive quality enhancement across higher education through collaboration.
- The Centre would focus on quality assurance and improvement in learning, teaching, and the student experience using evidence-based practices.
- It would complement existing bodies like TEQSA and NCSEHE by focusing on quality enhancement in addition to quality assurance and equity.
- The Centre would foster collaboration between higher education and vocational education to support lifelong learning.
- It would implement programs to advance proven initiatives and scale up best practices to address national priorities.
- The Centre would develop leadership capabilities and recognition for teaching excellence.
- It would synthesize holistic advice and approaches to inform stakeholders and policy.
- Establishing the Centre would help address gaps in leadership development, data and analytics, regulatory guidance, and responding to rapid change.
- The Centre would be established in phases, starting with consultation and defining initial priorities from the Universities Accord recommendations.
- The document received strong support from various higher education stakeholder groups.

- Errol Phuah.pdf - 2023-11-03
- The author argues that universities in Australia have lost focus on their core purpose of pursuing new knowledge and should prioritize academic values over commercial interests and managerial culture.
- Improving early childhood education, making housing more affordable, reforming higher education, and improving mental healthcare will help increase overall happiness and satisfaction in Australian society.
- The author believes increasing student payments and social support can improve accessibility and participation in higher education over time by reducing the opportunity costs for students.
- Reforming university funding models to focus more on academic excellence rather than metrics like citations could help universities prioritize research quality over performance indicators.
- International students may be vulnerable to exploitation through high fees and coercive working conditions beyond their visa restrictions, raising human rights concerns.
- Postgraduate students would benefit from having their own autonomous representation and complaint systems separate from undergraduates due to their different needs.
- University staff experience challenges in pursuing research careers due to the precarity of postdoctoral work and lack of career progression options.
- Improving teacher-student ratios and non-academic support for students could help address inequalities in university experiences and outcomes.
- State governments should play a greater role in university funding and oversight to ensure institutions properly serve local community needs.
- Job-ready graduate policies have had limited effects and risks promoting inequality by discouraging study in some fields.

AUA_tranche1_University of New England.pdf - 2023-11-03
- The document discusses principles that should guide an Australian higher education accord, including serving the national interest, embracing institutional diversity, and stable long-term funding.
- It argues the accord should enhance the role of multi-year mission-based compacts with associated funding to ensure benefits of diversity.
- Current funding models inhibit universities that attract non-traditional students, and funding should incorporate higher costs of supporting part-time and equity cohorts.
- Regional universities make unique contributions to their students and communities through education, partnerships, and infrastructure that supports regional growth.
- Support is needed to boost access and success for underrepresented equity groups through long-term multi-faceted policies and adequate funding.
- Funding to support students with disabilities or intersecting identities should reflect true costs of provision.
- Work-integrated learning models need reform to address barriers for regional placements in fields like health and education.
- Research collaboration within the sector and with industry/government can drive solutions to challenges through initiatives like conjoint appointments.
- Infrastructure funding schemes could support regional universities to lead applications benefiting their communities.
- The accord presents an opportunity to establish enduring principles and mechanisms for long-term cooperation shaping higher education.

AUA_tranche2_Universities Australia.pdf - 2023-11-03
- The document discusses the importance of universities in shaping Australia into a successful nation through educating skilled workers, driving research and innovation, and generating economic activity.
- It proposes establishing partnership agreements between universities and the government with flexible funding based on each university's vision and community needs.
- Ensuring policy settings for HECS-HELP remove financial barriers to education rather than relying on pricing to steer students to certain fields of study.
- Developing a National Lifelong Learning Strategy and Lifelong Learning Trust to encourage skills development throughout people's careers.
- Improving recognition of prior learning and skills mapping to help people advance their education at different life stages.
- Supporting work-integrated learning placements for students through collaboration between universities, industry, and government.
- Prioritizing funding for programs that value Indigenous knowledge systems in universities and support Indigenous research and academics.
- Incentivizing business collaboration with universities through the research and development tax incentive.
- Working towards fully funding the cost of university research by 2030.
- Aligning migration policy to enable engagement of global academic talent and incentivize international graduates to remain in Australia.

AUA_tranche2_Danielle Udy.pdf - 2023-11-03
- The base PhD stipend rate in Australia is currently below the poverty line according to the Melbourne Institute, and is the lowest it has been compared to the poverty line since 1985.
- PhD candidates report financial distress from missing meals or being unable to afford rent/medical expenses due to the low stipend rate. Some have had to pause or leave their PhD.
- While PhDs are considered research training, their supervision is considered research work rather than teaching. PhDs also contribute to new knowledge and skills through their research.
- There is no financial incentive or living wage for PhDs currently. The minimum wage and trade salaries provide more pay even while training on the job.
- Not receiving superannuation contributions over a 3.5 year PhD can leave candidates $240,000 worse off in retirement savings compared to peers earning minimum wage.
- Australia's future research sector may suffer from a lack of diversity and interest in PhDs due to the low financial incentive.
- Recommendations include increasing the base stipend to minimum wage, providing superannuation, and pausing HECS debt rises during candidature.
- The document is a submission letter to a university panel discussion on the PhD stipend rate issue.
- It cites the PhD stipend being the lowest it has been relative to the poverty line since 1985.
- Examples are given comparing PhD pay to minimum wage jobs and trade salaries to argue more financial incentive exists elsewhere.

AUA_tranche2_Russell Yardley.pdf - 2023-11-03
- Improved collaboration between businesses and universities has the potential to significantly increase innovation, provide access to new markets and resources, and improve competitiveness. Both sectors have different strengths that can be combined.
- Developing relationships through joint research projects is essential for successful collaboration. Creating shared workspaces can also help foster relationships.
- Clearly defining common goals and expectations is important to avoid misunderstandings between businesses and universities.
- Providing adequate resources like funding, expertise, and customer access is critical for collaborative projects to succeed.
- Examples like NIER and TUNRA demonstrate effective industry collaboration through solving real-world problems and bringing together researchers, engineers, and industry partners.
- The transfer of skills between decision-makers in businesses and universities can help integrate knowledge and expertise, leading to new products and services.
- Joint research projects benefit both academics and businesses by producing innovations that increase business returns and address important problems.
- Commercializing university research is important for Australia by creating successful companies through initiatives like Breakthrough Victoria and Launch Victoria.
- Early-stage venture funds should not be listed companies based on the author's experience chairing Powerhouse Ventures.
- Improved collaboration that facilitates regular exchange of people between businesses and universities can deliver significant benefits to Australia's innovation and prosperity.

AUA_tranche4_MedHealth.pdf - 2023-11-03
- MedHealth is a large employer of healthcare professionals in Australia, employing over 3,000 staff across 300 sites to support people's work and health outcomes.
- There is a shortage of allied health professionals capable of supporting vulnerable populations through government schemes like the NDIS and workers' compensation.
- Higher education needs to focus on meeting the major national challenge of providing allied health professionals to support aging and vulnerable populations over the coming decades.
- Government priorities are focused on programs supporting veterans, the NDIS, and aged care, yet allied health workforce supply cannot meet current demand for these populations.
- Industry like MedHealth lacks transparency and communication with universities regarding defining placements to meet society and economic needs.
- A coordinating body is needed to provide guidelines for university positions aligned with changing workforce requirements.
- Course content focuses on traditional employment and lacks education about working with vulnerable groups through schemes like the NDIS and aged care.
- Better integration is needed between TAFE and university education to fulfill workforce needs more rapidly.
- Opportunities exist for industry, government and universities to collaborate through an accord to solve challenges and address workforce shortages.
- Placements across industry are needed to ensure students are prepared for diverse healthcare careers beyond hospitals.

AUA_tranche2_Patrick Dunlop, Sharon Parker, and Marylene Gagne.docx - 2023-11-03
- The productivity and success of Australian universities depends on the health, engagement and commitment of academic and professional staff. However, evidence suggests the sector provides unhealthy working conditions with high burnout.
- Recent legal changes make employers more responsible for preventing work-related mental health issues like excessive workload and stress.
- A model called "Thriving at Work" identifies three pillars to promote staff mental health and well-being: mitigate illness, prevent harm, and promote thriving.
- Preventing harm involves job design strategies like ensuring stimulating, meaningful work with variety, autonomy, feedback and relationships. Demands must be tolerable.
- Excessive bureaucracy and administrative procedures in universities create unstimulating work and remove autonomy, making workloads intolerable.
- Continually adding more KPIs, targets and performance expectations translates to ever-increasing workloads and intolerable demands on staff.
- Other factors impairing work quality include funding models, managerial approaches and loss of income during COVID-19.
- A systematic analysis and efforts are needed to address the factors impairing work quality in higher education.
- The document urges the university sector to embrace the need for a mentally healthy workforce and invest in strategies from the "Thriving at Work" model.
- Preventing harm through high-quality job design is arguably the most important yet neglected area universities should focus on.

AUA_tranche2_Richard Speed.pdf - 2023-11-03
- Regional participation and attainment in higher education in Australia is significantly lower than metropolitan areas, with a gap of 50-70% that has persisted despite overall growth in the sector. Simply growing the system has not benefited regional students to the same extent.
- Regional campuses are well positioned to increase regional and access group participation, but face challenges of thin markets, higher costs of delivery, and lack of scale that limit growth and investment.
- Both demand-side and supply-side barriers must be addressed, including aspiration-raising, non-fee costs of education, and incentives for regional campus investment.
- Access groups are more diverse than currently recognized, and intersectionality of characteristics like being first-in-family or mature-age impact support needs.
- Government policies and funding models often focus on single segments of students and do not consider the diverse needs of different entry pathways.
- Clinical placements, accreditation, and capital costs pose challenges for expanding offerings in some in-demand fields.
- Coordination is needed across governments and between higher education and VET sectors to maximize credit transfer and innovative models.
- Targeted infrastructure funding could help overcome regional delivery scale barriers and risk adversity to new programs.
- Government leadership is required as employer, regulator, funder and coordinator to better enable regional capacity and attainment growth.
- A national university system focused on regional delivery could concentrate resources but would require careful design and stakeholder engagement.

AUA_tranche3_Studiosity.pdf - 2023-11-03
- The submission proposes matching every First Nations high school student in Australia with their own First Nations university student mentor using the Studiosity platform. This would improve academic preparedness, participation and success rates.
- Peer mentoring has been shown to improve student outcomes like persistence, achievement and well-being. However, one-on-one programs are difficult to scale. Studiosity allows peer mentoring to occur asynchronously at scale.
- Studies have found Studiosity improves student confidence, satisfaction, skills and performance, especially for underrepresented groups. It enhances exposure to university life.
- A national program could match the approximately 90,000 First Nations high school students with the 22,000 First Nations university students as mentors.
- Mentors would guide students through consideration and enrollment in higher education from year-round access.
- The program aims to boost early awareness and participation in higher education through personal connections.
- It could normalize success and enhance student confidence among First Nations youth.
- It provides professional development for mentors while creating a sense of community and belonging in higher education.
- Studiosity has been used successfully by universities, governments and educators for over 20 years to positively impact student outcomes.
- The panel is encouraged to consider this scalable solution to significantly improve First Nations student aspiration, preparation and attainment with minimal delay.

AUA_tranche3_Andrew Norton.docx - 2023-11-03
- The document opposes setting targets for university enrolment shares, participation rates, and attainment rates, arguing that policy should aim for individual student outcomes rather than fitting preconceived patterns.
- It discusses different models for allocating public resources to universities - technocratic, block grant, demand driven, and capped voucher systems. It argues demand driven systems best meet attainment, skills, and equity objectives.
- Labor market forecasting is complex and prone to error, making it difficult to set detailed long-term targets based on predicted skills needs.
- Attainment targets are difficult to track over time due to limitations in available data on participation rates by age and other factors.
- Equity targets are better measured by participation rates rather than just enrolment shares, though participation rates are harder to calculate.
- There is little evidence low SES students are less likely to apply to university at a given ATAR level, but attrition risks are higher for some equity groups.
- Vocational education is a reasonable alternative to university for some students and leads to good outcomes in some male-dominated occupations.
- Demand driven funding systems performed well in increasing equity group enrolments during Australia's previous demand driven period from 2008-2017.
- Job-Ready Graduates funding changes introduced uncertainty by significantly increasing Commonwealth contribution differences between courses.
- Most growth in university-aged population in the 2020s will be in outer suburbs of cities, so funding models need flexibility to meet this demand.

AUA_tranche3_ACHRC Humanities in the Regions.docx - 2023-11-03
- Humanities in the Regions advocates for humanities, arts, and social sciences higher education in regional Australia, which faces funding cuts and limitations.
- Regional universities provide a unique mission by offering research-informed HASS education that is relevant to local communities and students.
- The current demand-driven funding system disadvantages HASS fields and regional HASS programs, compounding inequitable outcomes.
- Structural changes are needed to funding for regional universities and students to redistribute resources more equitably.
- New targets should be set to ensure regional Australians can access high-quality higher education in their home regions.
- Degree structures should support more cross-disciplinary learning to meet changing societal needs.
- The value of HASS education to regional communities and economies requires more research and documentation.
- Incentives are needed to attract students to study at regional universities and in HASS fields.
- The 115% tuition hike on arts degrees should be reversed as it compounds inequities.
- Regional voices must be represented in discussions on the future of higher education.

AUA_Andrew Barr.pdf
- Canberra has a highly educated population and tertiary education sector that supports many jobs in professional services. This demonstrates the importance of education for a knowledge economy.
- Local universities like ANU, UC, and UNSW have expanded programs and facilities to support industry collaboration and commercialization of research.
- Improving access to post-secondary education and attaining qualifications is important for greater opportunities and participation in the economy. Support is needed for underrepresented groups.
- Lifelong learning involves both formal education and workplace settings. Cooperation across education, government and industry is needed to develop a learning ecosystem.
- While higher education and vocational training have distinct roles, both are important for meeting the ACT's workforce needs. Greater collaboration and accountability is needed.
- University research drives innovation and solutions for future skills and economic demands. It helps meet targets in areas like cybersecurity and renewable energy.
- International students support Australia's global competitiveness and reputation through the relationships and networks they build.
- International education is the ACT's largest export. Supports are needed for domestic and international students to sustain participation.
- Canberra is committed to being a diverse and inclusive city.
- The letter provides a response to the Australian Universities Accord Panel discussion paper on tertiary education.

AUA_Peter Miller.pdf
- Doctoral programs have become more diverse in terms of their aims, curriculum, and structure in recent decades beyond just being teaching or research qualifications.
- Professional doctorates have emerged as an alternative to traditional research-based doctoral programs and have expanded rapidly.
- There is confusion globally about the distinctions between research doctorates and professional doctorates due to variations in their aims and structures.
- The Bologna Process is driving higher education reform in Europe and influencing other countries by establishing guidelines for degree structures.
- Professional doctorates generally have a shorter duration than the 3-4 years recommended by the Bologna Process for doctoral programs.
- The Doctor of Business Administration (DBA) emerged as a prominent professional doctorate but distinctions from the PhD in business are unclear.
- Entry requirements, research components, and thesis lengths of Australian DBA programs examined were similar to PhDs in business.
- Research topics for the case study DBA program were diverse but dominated by human resources, organizational development, and business areas like marketing.
- It may be time for Australian universities to establish a new advanced research doctorate to clearly differentiate top-level research from other degrees.
- There are open questions about the aims and impacts of professional doctorates on traditional PhD programs with the ongoing evolution of doctoral education.

AUA_Queensland Government.pdf
- The document discusses challenges and opportunities for higher education in Australia, including strengthening tertiary pathways, ensuring relevance of curricula to skills needs, and increasing access and equity.
- It emphasizes the importance of collaboration between universities, governments, and industry to solve big challenges and drive innovation.
- Access to higher education needs to account for geographical and demographic diversity in Australia. Barriers to access such as cost and representation must be addressed.
- Pathways between vocational education, higher education, and employment need to be strengthened and better integrated to support workforce mobility.
- University research should have a stronger focus on commercialization and collaboration with industry to maximize economic and social benefits.
- Initiatives are needed to increase participation of underrepresented groups like Indigenous Australians and those from low socioeconomic or regional backgrounds.
- Career education should engage students early and universities should partner with schools to support pathways planning.
- Curricula must ensure graduates have skills aligned with current and future labor market needs.
- International education brings economic and cultural benefits but regional study options could be improved.
- Reforms are needed to improve affordability and parity between VET and higher education loan schemes.

AUA_tranche1_Association for Tertiary Education Management (ATEM) Inc.pdf
- Professional staff play a critical but often overlooked role in enabling the core functions of teaching and research in Australian universities. They represent a significant and growing portion of the university workforce.
- Careers in professional staff roles frequently happen by accident with limited formal career progression structures. Turnover rates are high, particularly for those starting in lower level roles.
- The professional staff workforce is aging and becoming more feminized. Non-continuing and contingent employment arrangements remain significant issues.
- A subset of academic staff, particularly at Levels B and C, have taken on substantial subject coordination and casual staff management responsibilities without dedicated leadership training.
- "Third space" professionals are emerging in specialized roles like learning design that blur distinctions between academic and professional work, but have unclear career pathways.
- Limited national data and classifications fail to reflect the complexity and diversity of professional staff work across institutions.
- Australian universities have yet to establish sustainable national models for developing leadership and management capabilities across academic and professional staff.
- International comparisons suggest potential value in membership organizations and accredited professional development programs.
- Future workforce planning and skills development would benefit from a holistic "skills ecosystem" approach rather than just staff ratios.
- Reform initiatives should consider both current and future capacity needs, and how to best structure flexible career pathways across institutions and sectors.

AUA_tranche1_Australian Academy of Technological Sciences and Engineering (ATSE).pdf
- The Australian Academy of Technological Sciences and Engineering (ATSE) provided a submission to the Australian Universities Accord Panel to discuss reforming the university sector.
- ATSE recommends reforming university metrics to better value engagement with industry, government, and communities.
- Teaching needs to become more flexible to accommodate diverse student needs through cross-institutional study, integration with vocational education, and digital tools.
- University funding models should better reflect the actual costs of teaching different fields and student demographics through loadings.
- Research funding could focus more on developing specializations within universities through long-term funding.
- Early and mid-career researchers lack job security due to reliance on short-term grants.
- Gender equity in academia remains poor, especially in leadership and STEM fields.
- A national strategy is needed to consolidate and promote effective diversity and inclusion programs.
- Engagement activities are undervalued in metrics and promotions compared to publications.
- Industry experience faces barriers in academic careers despite benefits to collaboration.

AUA_tranche1_Australian Council of Learned Academies.pdf
- The document provides a comprehensive comparison of the higher education systems in Australia and California, with an in-depth overview of California's public university system including the University of California (UC) system and California State University (CSU) system.
- Both systems have public research universities, but California also has a large number of private universities while Australia has a much smaller private university sector.
- California relies more heavily on community colleges and private institutions than Australia. Community colleges play a significant role in the California system.
- Funding structures differ between the systems, with Australian public universities receiving over half their funding from the government while UC universities receive less than 40% from government grants/appropriations.
- International students make up a much larger proportion of students in Australia compared to California universities.
- Degree structures differ, with Australia offering more flexibility in bachelor's degrees and majors compared to California's focus on specific majors.
- Professional degrees like law, nursing and teaching are offered at the undergraduate level in Australia but typically require graduate study in California.
- Specialization varies between institutions, with UC universities more specialized than CSU universities in California and Go8 universities in Australia offering more programs than other Australian universities.
- Selectivity also differs, with California universities having standardized admissions tests and Australia using ATAR scores.
- Both systems provide opportunities to progress from vocational/community college to university education but the pathways differ between the two countries.

AUA_tranche1_Australian Dental Council (ADC).docx
- The Australian Dental Council (ADC) is responsible for accrediting dental education programs and assessing overseas-trained dental practitioners seeking registration in Australia.
- Dental education needs to keep up with new therapies, materials, procedures and technologies to train graduates to meet the changing needs of the Australian population.
- The Second National Oral Health Plan highlighted higher rates of oral disease in certain groups that graduates must be competent in serving, such as Indigenous communities.
- The ADC takes an outcomes-based approach to accreditation standards and competencies to provide flexibility and remove barriers for education providers.
- This approach promotes innovation, quality improvement and enables programs to align with local needs and changes in tertiary learning.
- The ADC consults stakeholders to ensure standards and competencies remain contemporary and aligned with population needs.
- Academic workforce issues are impacting dental education due to factors like insecure work and student-staff ratios are rising.
- A survey found dental school leaders concerned about lack of qualified academics, registration barriers, work-life balance, succession planning and remuneration.
- Barriers to entering dental academia include excessive workload, low pay compared to clinical practice, and PhD requirements.
- Strategic changes are needed to ensure sustainable dental programs and resources to meet population needs.


AUA_tranche1_Australian Education Union Federal Office.pdf
- The Australian Education Union (AEU) represents over 195,000 education professionals in Australia and is providing a submission in response to the Australian Universities Accord Panel Discussion Paper.
- The AEU believes the vocational education sector is facing a crisis due to past market-driven reforms that undermined the public TAFE system and led to a proliferation of private providers. Universities should partner with TAFEs rather than outsource to private providers.
- Initial teacher education programs in Australia need reform, as many new teachers report feeling unprepared for the classroom. Programs should have higher entry standards, longer practicums, and provide more support for early career teachers.
- Attracting and retaining high-quality teachers, including from underrepresented groups like Aboriginal and Torres Strait Islander peoples, requires a comprehensive workforce strategy and targeted programs.
- University funding models need to better support universities' role in providing public goods through teaching, research, and community engagement rather than prioritizing private benefits.
- Casualization and poor working conditions are issues for university staff that risk diminishing quality. Remuneration and conditions need improving.
- Equity must be actively promoted in university policies, programs, research and support services to improve access and outcomes for disadvantaged students.
- Ethical practices regarding course provision, marketing and outsourcing require monitoring to prevent exploitation of students.
- Academic freedom and independence of research are being eroded by corporatization of university management and lack of public funding.
- The accord should clarify roles and responsibilities of stakeholders and ensure research assessment is free from political interference.

AUA_tranche1_Australian Geoscience Council.pdf
- The Australian Geoscience Council is responding to a discussion paper on the Australian Universities Accord regarding challenges and opportunities in higher education.
- Student demand does not always align with the importance of disciplines to the Australian economy, such as geosciences which are critical for resource industries.
- Geoscience departments face threats of staff reductions or closure due to cyclical variations in student demand and high costs of programs.
- Current university funding models based on student demand and fees mitigate against fluctuations in geoscience enrollments.
- Alternative funding schemes could supplement teaching income with base funding for strategic disciplines.
- Targeted scholarships with graduate employment commitments could help attract students to needed areas like geosciences and teaching.
- Maintaining the flow of geoscience graduates benefits the Australian economy and industries.
- Reducing science student fees did not increase enrollments as intended without associated funding increases.
- Geopolitical events underline the risks of reliance on foreign resources and hiring overseas professionals.
- Universities and industry all have roles to play in attracting students to programs like geosciences.

AUA_tranche1_Australian Higher Education Industrial Association.pdf
- The Australian Higher Education Industrial Association (AHEIA) represents employers in the higher education sector on workplace relations matters.
- Employment conditions in the higher education sector are relatively generous compared to other industries, including 17% superannuation and long service leave.
- Fixed-term contracting is common in research roles due to the contingent nature of research funding. About 30% of the workforce is typically on fixed-term contracts.
- Casual employment is also used significantly, primarily for teaching roles. Concerns have been raised about over-use of casuals and underpayment of some casual staff.
- Redundancy provisions at universities are very generous and act as a disincentive to ongoing employment due to the high costs if funding is lost.
- Converting casual roles to ongoing positions requires a significant increase in costs for universities due to workload allocation models requiring a mix of activities.
- Current industrial relations frameworks create inflexibilities and do not take into account the additional costs of ongoing academic roles.
- A three-way negotiation between employers, unions, and government is needed to ensure additional employment obligations are matched with appropriate funding.
- Proposed regulations are provided to clarify exceptions for fixed-term contracting in higher education given recent legal changes.
- Reform of industrial settings across the higher education sector is needed for any proposed benefits of sector reform to be realized.

AUA_tranche1_Australian National University Academic Board.pdf
- The Academic Board submission addresses questions in the Australian Universities Accord Panel discussion paper around governance, accountability, and community as well as quality and sustainability in higher education.
- It calls for a regulatory framework that values variation across the tertiary sector and measures quality for funding rather than favoring quantity.
- Research funding needs to match the scale and timelines of individual projects, requiring a range of funding schemes for short, medium, and long-term research.
- Overlapping external regulation presents challenges for timely course approvals and international collaborations.
- Provider categories should better align with funding models so issues affecting university funding also impact regulation and registration criteria.
- Top-down governance that undercuts university autonomy is a concern, particularly for research-intensive institutions like ANU with unique identities and missions.
- A more nuanced regulatory approach is needed than increased uniformity given variation in university types and purposes.
- Incentives are needed to value student experience over just research output and student numbers in university funding models.
- Three-year research funding cycles hinder research quality and longer-term, cross-disciplinary initiatives requiring more stable 5-15 year funding.
- Research block grants do not accommodate the scale of smaller research-intensive universities.

AUA_tranche1_CareerTrackers.pdf
- Career Trackers is an organization that supports Indigenous university students through paid multi-year internships and links them with employers. It has over 1,100 Indigenous alumni.
- Mentoring and personal support for students is integral to Career Trackers' model and student success. Early introduction to the world of work also helps students achieve better university results.
- A sense of community is important, as Career Trackers has built a large network of over 200 employer partners, 1,100 alumni, and 700 current students.
- Further research on Career Trackers' alumni could provide insights into what works for Indigenous students and boosting higher education enrollment. Completion rates also require investigation.
- Many Indigenous students study in areas aligned with needs like health, justice, social work and education. More opportunities are needed for early engagement and skills building.
- Government agencies could welcome more Indigenous interns, as some only accept 0-10 students annually despite being large workplaces.
- Aligning studies with current and future needs is key for meeting skills demands, through growing the talent pipeline rather than just recruitment.
- Student advisors and mentors play an important role in supporting students to navigate university and the world of work.
- Strong relationships with universities and industry partners are pivotal for student outcomes.
- Career Trackers acts as a conduit between students, universities and industry employers to help ensure graduates have relevant job skills.

AUA_tranche1_Charles Darwin University.pdf
- Charles Darwin University (CDU) is proposing a 5-year National Institute Grant to support research, education, and economic development in Northern Australia and the Northern Territory (NT). This would help CDU fulfill its mission of contributing to the NT.
- Improving education outcomes is critical, as NT school students have low literacy and numeracy levels, hindering success in tertiary education. Initiatives to improve teacher education are discussed.
- Reforming the Tertiary Enabling Program is recommended to better support students and align it with the Australian Qualifications Framework.
- More funding is needed to support student success, particularly for disadvantaged cohorts. Tracking this support by student headcount rather than EFTSL is suggested.
- The importance of the NT's role in areas like defense, biosecurity, and energy is discussed. CDU's research contributes significantly in these areas.
- Moving towards a unified "one tertiary system" that better connects vocational and higher education is a priority, as is addressing barriers between the sectors.
- Better pathways to permanent migration for international graduates would help population challenges in the NT.
- Measuring university performance and quality indicators could be improved to better reflect diverse student cohorts and technologies.
- Research funding models should be reformed to support regional universities' higher costs and remove regulatory burdens.
- Genuine engagement with Indigenous knowledges in research, education, and creating culturally safe environments for Indigenous students is emphasized.

AUA_tranche1_Council of Deans of Nutrition and Dietetics Australia and New Zealand.pdf
- The Council of Deans of Nutrition and Dietetics (CDND) provides a forum for discussion and advocacy on issues related to nutrition and dietetics training and practice in Australia and New Zealand.
- An aging population will increase demands for dietitians/nutritionists to work in health, aged care, and managing chronic diseases.
- Government funding is needed for university places in priority areas like nutrition and dietetics to meet workforce needs.
- Incentives could encourage industry support for additional training and people to retrain to meet future challenges.
- Students need practical experience in emerging areas like aged care and primary care, but current models do not support this.
- Pilot programs and Medicare reforms could help place students in these emerging areas.
- The academic workforce in nutrition and dietetics will need to grow, so PhD funding is important.
- Workforce planning should include nutrition and dietetics to guide how many students study in areas of need.
- Universities can provide continuing education opportunities with appropriate funding.
- Ensuring diverse representation on accreditation boards can help embrace innovation.

AUA_tranche1_Curtin University.docx
- Curtin University is proposing several "big ideas" to the Universities Accord panel regarding innovation and improvement in the Australian higher education system.
- One idea is establishing a federally regulated system to remove state regulatory burdens and create more uniformity across states/territories.
- Another proposes "industrial academics" with skills and incentives to better facilitate industry partnerships through research and work-integrated learning programs.
- Developing an "Australian Entrepreneurial University Framework" is suggested to attract global talent and stimulate entrepreneurship and startups.
- Building the "Brand Australia" higher education sector through coordinated international marketing and government agreements.
- Improving access and equity in the system through increased funding for programs supporting underrepresented groups.
- Proposing an "Australian First Nations University" to strengthen Indigenous participation and success.
- Innovating assessment practices to ensure they remain robust against emerging technologies like AI.
- Suggesting the document aims to provide constructive ideas to modernize and improve the higher education system in Australia.
- Curtin University advocates for several of these proposals to be further explored through the Accord process.

AUA_tranche1_David Swayn and Elicia Ford.docx
- Completing tertiary education is increasingly important for employment opportunities, yet participation and outcomes for people with disabilities lag behind.
- The legislative framework places much of the onus on students to pursue their rights to support and adjustments, through a complaints-based system.
- Funding support for reasonable adjustments in tertiary education is vastly lower than funding for students with disabilities in Australian schools or other countries' tertiary systems.
- Inaccessible buildings, texts, technologies, and online learning present further participation barriers.
- The NDIS alone cannot address barriers to tertiary education for people with disabilities, as it only funds individual supports, not educational adjustments.
- Data on participation, outcomes, provider compliance and the nature/cost of adjustments is limited, hindering effective policymaking.
- Universal design principles and incentives could help reduce the need for individual adjustments.
- Transition support is lacking compared to programs for employment transitions.
- Targets, performance monitoring and workforce training could help drive inclusion across the tertiary education system.
- Increased, sustained funding is needed to adequately support reasonable adjustments in tertiary education.

AUA_tranche1_Edith Cowan University.pdf
- Edith Cowan University recommends introducing a flat student contribution rate across all disciplines and varying the Commonwealth contribution amounts to cover the full costs of teaching in each discipline.
- ECU recommends establishing a full economic costing model for university research to provide sustainable and equitable research funding.
- ECU recommends collaborating with state governments to improve work placement availability, promoting benefits to employers, and providing incentives to organizations to host students.
- ECU recommends developing a nationally recognized University Certificate in Higher Education and removing the Job-Ready Graduates low completion rate restrictions.
- ECU recommends reviewing the National Microcredentials Framework and working with accreditation bodies to improve recognition of microcredentials for lifelong learning.
- ECU recommends trusting the TEQSA accreditation process and minimizing political interventions in the university sector to reduce administrative burden.
- The document contains ECU's submission providing recommendations to the Australian Universities Accord review.
- It discusses challenges with work placements in teaching, nursing and other disciplines due to costs, supervision and availability.
- It proposes alternatives to the Job-Ready Graduates package changes to student contribution rates and performance funding.
- It emphasizes the value of all disciplines to society and economic growth.

AUA_tranche1_Engineers Australia.pdf
- Engineers Australia is providing a submission to the Australian Universities Accord panel to discuss challenges and opportunities in higher education, particularly related to engineering.
- There is a shortage of engineering skills in Australia that threatens national resilience and ability to respond to issues like climate change. More needs to be done to promote STEM education and pathways into engineering degrees.
- University-industry collaboration could be improved through initiatives like work-integrated learning, industry involvement in curriculum design, and sharing of best practices. This would help graduates be work-ready.
- Targets for higher education attainment by 2030 and 2040 need to be evidence-based and consider changing needs of the economy and society over time. A bachelor's degree may not always be the baseline.
- Accessibility and pathways into and through higher education need to be improved, including better VET-university pathways and mechanisms for micro-credentials and lifelong learning.
- Funding models and regulations should incentivize national priority areas and workforce needs, support regional universities, and reduce competition between institutions.
- Quality learning environments are important to ensure graduates have needed skills, and professional accreditation plays a role in evaluating this.
- Placement arrangements and work-integrated learning need to expand over time, with support from industry partnerships and incentives.
- Costs of participation, including living expenses, present barriers and need alleviation strategies to improve completion rates.
- Academic integrity must be ensured while leveraging technology and innovative assessment practices to improve learning outcomes.

AUA_tranche1_Equity Practitioners in Higher Education Australasia (EPHEA).pdf
- Equity Practitioners in Higher Education Australasia (EPHEA) is providing recommendations to the Australian Universities Accord Panel to increase equity outcomes in higher education.
- Participation rates in higher education have increased slightly for some underrepresented groups since 2008, but more ambitious national targets are needed that reflect population parity.
- Additional equity groups should be recognized including LGBTIQA+ students, students from Pasifika backgrounds, care leavers, and students with no family experience of higher education.
- Funding for equity programs like HEPPP and the Disability Support Fund need to be increased to at least 4% of the Teaching and Learning Base Grant as originally recommended.
- Demand driven funding should be reintroduced to increase access for students from low SES backgrounds, remote areas, Indigenous students, students with disabilities, and CALMMR students.
- Enabling programs and pathways into higher education need more funding and CSP places to provide free access.
- A national widening participation program and embedded career advice in schools is needed to ensure all students can access opportunities.
- National graduate employability programs and WIL grants are needed to improve outcomes for underrepresented groups.
- Financial assistance for students needs to be reviewed and expanded through means-tested income support and a national scholarship program.
- Universal design for learning and transition pedagogy principles should be embedded across higher education to support all students.

AUA_tranche1_Federation University.pdf
- The document is a submission from Federation University to the Australian Universities Accord panel addressing higher education issues.
- Regional universities face greater challenges in student retention and completion rates compared to metropolitan universities due to factors like cost of living, lack of infrastructure and public transport. Closing this attainment gap should be a priority.
- Enabling programs help disadvantaged students gain entry to undergraduate degrees, but more needs to be done to support students from low socioeconomic backgrounds.
- Cost of living pressures significantly impact participation for regional and low-SES students. Targeted scholarships could help address financial barriers.
- Admissions processes could be improved to better align students with suitable programs to reduce attrition.
- Better integration is needed between vocational education, higher education and industry to create clear pathways and recognize skills.
- Placements, accreditation processes and infrastructure funding present challenges, particularly for regional universities.
- Engaging students early through initiatives like higher education apprenticeships could improve retention.
- Industry collaboration is important but universities also need support to fulfill their role in developing skilled workforces.
- International education remains important but the sector faces challenges around visa processing and competition that need to be addressed.

AUA_tranche1_Heads of Departments and Schools of Psychology Association (HODSPA).docx
- The document argues that students completing the same accredited psychology subjects should pay the same tuition fees regardless of the degree program.
- Previously, tuition fees were tied to subject bands, but Jobs Ready Graduates broke this link by changing psychology's band.
- The new band for psychology significantly increased student fees and reduced government contributions.
- Distinguishing a "professional psychology pathway" led to different fees for students in bachelor of psychology vs. other degrees taking the same accredited subjects.
- Students in non-psychology degrees take psychology subjects at much higher rates than those in the pathway.
- Universities have tried to work around the fee structure by renaming some subjects.
- It is unclear why the government differentiated between the pathway and accredited subjects in other degrees.
- Overall psychology enrolments have not declined since the policy changes.
- The document argues fees should be tied to subjects, not degrees, as that is fairer to students.
- It was signed by chairs of the Heads of Department and Schools of Psychology Association.

AUA_tranche1_James Cook University.pdf
- James Cook University (JCU) supports strengthening accountability for educational outcomes through place-based agreement making between governments, educational institutions, industry, and community. This could be enabled by new machinery of government.
- JCU argues for a universal service provision guarantee for regional areas through a Universal Core Grant Amount that addresses funding and regulatory issues and provides block grants not tied to student enrollment.
- Improving educational attainment for Indigenous Australians is a priority, and JCU recommends a National Centre for Indigenous Best Practice in Higher Education to provide leadership and best practices.
- Schools and community outreach are important for building student capability and success, yet current programs have failed regional areas. Increased funding is needed.
- Place-based research funding and training streams can support regional industry and community needs in a balanced way alongside central competitive funds.
- Regional universities face higher costs than metropolitan ones due to smaller scale and student support needs. Additional funding is required.
- Mobility programs can benefit students and regions if incentives bring metropolitan students to study in regions without harming their home institutions.
- Humanities and social sciences capabilities are crucial for regional and Indigenous self-determination and require structural attention.
- Teaching quality depends on differentiated specialization where institutions lead in particular disciplines through designation and collaboration.
- Regional research matters and should be assessed based on regional impact rather than just commercialization and publications. Industry partnerships including with government are important.

AUA_tranche1_Justin Kenardy.pdf
- There is currently a lack of access to mental health services due to a limited supply of trained psychologists. Wait times are long and some psychologists are not accepting new patients.
- COVID has exacerbated this issue by increasing demand for services, but access issues predate the pandemic.
- The current training model does not allow for significant increases in the number of qualified psychologists.
- Most psychology graduates do not continue on to masters-level training programs where more in-depth mental health training occurs.
- There is variability in mental health training across undergraduate and masters programs.
- There is a shortage of supervised practical training opportunities, especially in the public sector.
- University funding models do not adequately support resource-intensive masters programs.
- Incentives prioritize research over practical training within psychology departments.
- Integrating training into healthcare systems could expand practical training opportunities.
- The proposal suggests reconfiguring training to a 4-year integrated undergraduate program to address workforce and skills shortages.

AUA_tranche1_Macquarie University.pdf
- The document discusses ways to improve access to higher education in Australia, particularly for underrepresented groups like those from low socioeconomic backgrounds, regional areas, and those who are neurodivergent. It proposes establishing scholarship pools and improving pathways.
- It emphasizes the importance of ensuring quality teaching and a good student experience, including providing adequate student support services and addressing issues like mental health, equity, and international student work rights.
- Improving connections between vocational education and training (VET) and higher education is discussed, such as through increased collaboration and a coordinating council.
- The document supports increasing funding for research training and allowing greater flexibility in research funding to encourage industry and international collaboration.
- It argues for renewed demand-driven funding for universities to provide flexibility and differentiation across the sector.
- Revisiting the student contribution approach and loan schemes is proposed to address issues of inequality and disincentives for certain fields of study.
- The importance of universities having a strong research capacity while also being responsive to local needs is emphasized.
- Developing an interdisciplinary approach is seen as important to address "wicked problems."
- Streamlining regulatory requirements across the tertiary education sector to reduce duplication and inefficiency is supported.
- The significant impacts and value of higher education for individuals and society are highlighted.

AUA_tranche1_Mark Warburton.pdf
- Improving the adequacy of income support payments for students is a high priority, as living costs are a major barrier to study. The payment rates for students aged 22 and over should be increased.
- Income contingent loans (ICLs) should primarily be viewed as a form of taxation rather than loans. They help direct government subsidies to those with lower lifetime incomes.
- A single annual student contribution rate for Commonwealth supported university places is preferable to different rates for different courses/disciplines. Attempts to influence student behavior through rates are misguided.
- Repayment of ICLs (HELP debt) should use a marginal rate applied to income above a threshold, rather than a percentage of total income. The threshold should vary based on family circumstances.
- ICLs are not an appropriate way to assist students with living costs and should not replace improving income support.
- The government needs to better understand the long-term revenue impacts of ICL schemes and how repayment arrangements affect former students.
- Views that link courses to future incomes are overgeneralized - occupations and incomes vary significantly within fields.
- Improving income support is more important than using ICLs to supplement income for students ineligible for support.
- Combined operation of ICL repayments and welfare withdrawal can create very high effective tax rates that disincentivize work for some.
- The expansion of university places from 2009-2014 likely did more to reduce skills shortages than manipulating student contribution rates.

AUA_tranche1_Monash Graduate Association inc.pdf
- The Monash Graduate Association represents over 28,000 graduate students at Monash University and provides advocacy, social, and academic support services.
- Graduate coursework degrees can enhance careers but high costs present a barrier to lifelong learning, especially for those with existing undergraduate debt. Standardizing and lowering fees could help.
- PhD students make significant contributions to research but restrictive requirements limit discovery and innovation. Providing more time and reviewing compulsory components could help.
- Cross-faculty research is important but university structures can hinder PhD student progress. Faculty structures should be reviewed.
- International research partnerships provide opportunities but joint PhD students sometimes fall between institutions and lack adequate support. Responsibilities and support models need clarifying.
- Universities claiming ownership of all PhD student IP discourages industry students and collaboration. IP from student-supervisor collaboration should be jointly owned.
- PhD internships need simplifying and clarifying. An annual statewide industry-university conference could facilitate connections.
- Many graduate students are carers but policies don't always recognize their needs. Part-time scholarships and facilities need equitable support.
- Growing mental health problems contribute to non-completion and extended times. Issues like finances, supervision and lab environments need addressing.
- Scholarships should be lifted to the minimum wage to allow dignified living. Restrictions on additional income also need reviewing.

AUA_tranche1_Murdoch University.pdf
- Murdoch University supports focusing the university sector on societal benefit through research-led teaching and innovation, rather than a competitive, job-readiness focused approach.
- Regulations and funding models should facilitate interdisciplinary and multidisciplinary teaching and research.
- State governments should be explicitly included in the Accord process to support infrastructure funding and links with TAFE and schools.
- Tripartite agreements between the Commonwealth, states, and individual universities should define performance measures and targets.
- Regulations need flexibility for universities to adapt teaching methods to diverse student cohorts, including non-traditional learners.
- Learning outcomes should define student success rather than inputs like course structure.
- Microcredentials have potential to rapidly expand workforce skills.
- Equity, diversity, and inclusion must be priorities, including for Indigenous communities.
- Research funding models should support excellence across all universities.
- International education provides benefits but policies are needed to support growth and diversification of the onshore market.

AUA_tranche1_National Tertiary Education Union (NTEU).pdf
- NTEU advocates for secure and valued higher education employment through reducing insecure work like casualization and fixed-term contracts. Insecure work negatively impacts education quality.
- Aboriginal and Torres Strait Islander staff also experience high levels of insecure work in universities which needs addressing.
- Solutions to insecure employment include limiting casual work to genuine casual roles and converting fixed-term roles to continuing appointments where possible.
- Higher education funding reforms like Jobs Ready have negatively impacted universities and appropriate indexation of funding is needed.
- Improved regulation and governance of higher education is needed, including better data collection, a national student ombudsman, and regulatory focus on employment conditions and quality risks.
- Improved participation of underrepresented student equity groups in higher education and increased funding for Aboriginal and Torres Strait Islander student support are priorities.
- NTEU proposes a Higher Education Secure Future Fund to support the transition to more secure employment through funding provisions for universities committing to reducing casual and fixed-term roles.
- Alternative funding models and examples of other sector-wide funds and levies are discussed in the appendices.
- Calculations are provided on potential income from a proposed Higher Education Secure Future Fund levy.
- Key contacts are listed for further information about NTEU's priorities and policy proposals.

AUA_tranche1_Open Universities Australia.pdf
- Open Universities Australia (OUA) supports increasing access to higher education for underrepresented groups through returning to demand-driven funding for these students. Lifting caps on Commonwealth Supported Places has limited OUA's ability to support participation.
- OUA plays an important role in providing access to 37% of students from equity groups (Aboriginal, disability, regional/remote, low SES) on average through single-subject study pathways.
- Students who complete 2-4 units through OUA pathways become eligible for CSP places, with 42% of these students coming from equity groups. CSP availability is critical to their ongoing participation.
- Demand-driven funding was pivotal in driving participation rates, and returning this at minimum for underrepresented groups could expand CSP availability.
- Navigating complex tertiary choices and funding is a significant barrier, especially for underrepresented students. OUA assists over 76% of commencing students and 50% of continuing students.
- A national, impartial service could help students explore options, make informed choices aligned with their needs, and assist with applications and enrolment.
- Over 5 million people visit OUA's website annually seeking information on over 950 courses across 27 universities.
- 72% of prospective students find it difficult to know what a course is like without starting, and seek authentic student feedback to inform choices.
- Elevating direct student feedback on their course and provider experiences could build trust by better aligning stakeholder interests.
- OUA has facilitated access to higher education for around 500,000 students over 30 years, representing diverse cohorts across Australia.

AUA_tranche1_Paroo Shire Council.docx
- The document represents a rural remote shire in far South West Queensland covering 47,600 sq km with a population of 1700, of which 32% are indigenous.
- It argues that regional university centers (RUCs) should be part of the higher education system to provide access and opportunity for rural communities.
- RUCs allow local access to vocational education, university courses, and student support without requiring relocation, which is prohibitive for many remote students.
- RUCs could encourage more senior students to consider tertiary education by making it seem like a natural local pathway.
- Some secondary students already study via distance education due to limited local options, and RUCs could incorporate distance secondary education.
- RUCs cater well to working students seeking new skills and those already on career paths without disrupting their lives.
- RUCs provide a pathway between vocational and higher education with local student support.
- Developing local skills through RUCs could help address staff shortages hampering remote communities.
- RUC students are more likely to work locally after graduating.
- RUCs provide a cost-effective way to expand access using existing infrastructure with little investment needed.

AUA_tranche1_Regional Development Australia Moreton Bay.pdf
- The Regional Development Australia Moreton Bay committee supports the University of the Sunshine Coast's submission to the Australian Universities Accord review.
- Having USC campuses in Caboolture and Petrie has increased tertiary education participation in the region but it is still below national and state averages.
- Continued investment in regional and peri-urban universities like USC is important so populations near cities are not left behind as Australia shifts to a knowledge-based economy.
- The region has diverse needs across its large area that are not fully captured by ABS definitions of regional.
- There is high demand for bachelor's degree graduates in jobs in the region.
- By 2031, over 5,000 students in the region are estimated to be first in their family to attend university, boosting the local economy.
- Funding programs should focus on lifting participation rates in a region rather than campus locations.
- Easing transitions between VET and higher education can improve student choice and pathways.
- Regional university infrastructure and research funding needs recognition of their unique contexts and industries.
- International students can benefit the region through on-campus work and post-graduation employment.

AUA_tranche1_Regional Education Support Network (RESN).pdf
- The Regional Education Support Network (RESN) provides free educational support services to regional, rural, and remote high school students in Australia to help address barriers to higher education.
- RESN's peer mentoring and personalized academic feedback have been shown to effectively raise students' aspirations for university and improve academic performance.
- Many regional students lack role models who attended university and are unaware of higher education opportunities and financial support available.
- Boosting regional student demand for university requires raising aspirations and communicating support options as geographic barriers negatively impact motivation.
- Investing in community organizations like RESN that provide mentoring and learning support is critical to increasing diversity in university enrollment.
- Regional students need academic support as well as aspirations in order to fulfill their goals of university attendance.
- Universities should partner with community groups to better understand challenges faced by underrepresented students and provide targeted outreach.
- Lack of educational resources and feedback in regional schools can lead students to feel helpless and resort to cheating, so support is needed.
- RESN helps students develop good study habits to replace potential cheating behaviors through personalized feedback and peer modeling.
- Investing in RESN and similar groups would advance goals of diversity, equity, and long-term academic integrity in the university system.

AUA_tranche1_Regional Universities Network.pdf
- Regional universities play an important role in serving regional communities by providing educational, research, economic, cultural and social opportunities. They are often the foundation for intellectual and cultural infrastructure in many regional areas.
- Regional universities educate the majority of Australia's regional, rural and remote students. They also do significant work in attracting, supporting and graduating underrepresented student cohorts.
- Regional universities are committed to raising Indigenous participation and attainment in higher education. They have more than doubled Indigenous enrolments from 2010 to 2021.
- The document calls for ensuring regional universities remain comprehensive research active institutions. It also calls for increasing research opportunities and funding to regional universities.
- Regional students often require more financial and academic support than metropolitan students to succeed due to factors like part-time work, family responsibilities and low socio-economic backgrounds.
- Attracting more international students to study and remain in regional Australia could provide benefits but requires initiatives to promote regional study options and pathways to residency.
- Closing gaps in educational attainment between metropolitan and regional Australians is important, without incentivizing the departure of regional talent to cities.
- Regional universities play a key role in workforce transitions needed for regional Australia's shift to a net-zero economy through research and skills development.
- Infrastructure funding and initiatives are needed to ensure regional students have equitable access to facilities, learning and research opportunities.
- A whole-of-government approach is advocated to recognize and support the social role and charter of regional universities.

AUA_tranche1_Sydney University Postgraduate Representative Association.pdf
- First Nations students face significant barriers to participation in higher education such as racism, intergenerational trauma from colonization, and lower rates of secondary school completion. Comprehensive reforms are needed across the entire education system.
- Disabled students would benefit from greater support services from universities, more consultation on their learning experiences, and case management services.
- International students experience issues like exploitative working conditions, lack of affordable healthcare including mental healthcare, and racism both on and off campus.
- Students face challenges with insecure and unaffordable housing in the private rental market, purpose-built student accommodations driven by profit, and unsafe informal housing options.
- Increasing costs of living are putting financial pressure on students but HELP debt policies have not been adjusted in response.
- The punitive aspects of the Job-Ready Graduates package should be dissolved as it disproportionately impacts vulnerable students.
- Reforms are needed to improve research quality including better HDR supervision, industry integration opportunities, and access to advanced facilities.
- Increasing the length of the post-study work visa would make Australia more attractive for international students to study and work.
- A fast-tracked permanent residency stream for top graduates could help retain talented international students in Australia.
- Continued indexing of HELP debts will exacerbate rising living costs for students and discourage participation in higher education.

AUA_tranche1_The Australian Academy of Health and Medical Sciences.pdf
- Australia's university sector is world-class, but there is room for improvement. The Australian Academy of Health and Medical Sciences supports reforms through the Australian Universities Accord to strengthen the higher education system.
- Australia needs a comprehensive long-term research and innovation strategy, including stable funding commitment to reach a GDP target of 3% for gross domestic expenditure on R&D.
- Universities should partner with health systems and governments to embed research and innovation in the health sector, including establishing formal career pathways for clinician researchers.
- More work is needed to develop an effective health-academia-industry interface to facilitate new therapy development and commercialization opportunities.
- Early- and mid-career researchers face challenges like lack of job security and low grant success rates that risk losing talented researchers.
- There is insufficient capacity within the health sector to provide required student placements, requiring actions across universities and health sectors.
- Improving diversity and inclusion in higher education and research workforces is important to address ongoing equity issues.
- Research grants do not fully cover indirect costs of research like facilities and support services.
- Cross-sector collaboration through roles like industry placements can help train professionals to solve challenges across government, industry and academia.
- Addressing ongoing issues for EMCRs, student placements and diversity/inclusion will help create a high-quality learning environment.

AUA_tranche1_The Australian Centre for Excellence in Antarctic Science (ACEAS).pdf
- The Australian Centre for Excellence in Antarctic Science (ACEAS) welcomes the opportunity to provide a submission in response to The Australian Universities Accord Consultation Paper.
- Australia will face unprecedented climate change impacts over the coming decades that will affect weather, coastal systems, agriculture, and infrastructure. Understanding these risks requires large-scale, coordinated research efforts.
- The impacts of climate change will be clearer and more intensely felt by 2040. Universities have a critical role in helping Australia rapidly prepare and adapt, but knowledge is advancing too slowly.
- Sustained funding is needed to allow climate change research to occur at the necessary speed and scale, as isolated research is insufficient. The Climate Extremes Centre of Excellence is given as an example of successful research achieved with appropriate funding mechanisms.
- The model of the Australian Institute for Marine Science, with its record of advancing tropical marine knowledge, could be replicated or adapted for priority research areas requiring sovereign capabilities.
- The existing honors and PhD pathways need strategic alignment with national priorities. Domestic student participation in some fields is less than half, creating reliance on overseas students.
- Honors scholarships could increase the domestic researcher pipeline for areas of high priority but low interest. PhD stipends are also below poverty levels.
- Co-designed research projects between academia and government/industry provide deeper engagement for researchers compared to short-term secondments.
- Barriers to greater government engagement include restrictions on working in classified environments. Case-by-case reviews are needed to build researcher pathways into government.
- The Accord should support mechanisms to fund sustained, large-scale research efforts in key areas of national importance.

AUA_tranche1_The Australian Council of Engineering Deans.docx
- Australia's education system is inefficient, misaligned with economic needs, and inequitable. It fails to provide the skilled workforce needed for 2030-2040, and mathematics skills are declining.
- Equal access to high-quality education is needed from primary school through higher education, with multiple pathways. A national, cohesive education framework is required.
- Tradition, legacy, and entitlement hold back disadvantaged groups. Serious reform is needed for societal cohesion and resilience against challenges.
- Australia needs to transition to a more productive, value-adding, knowledge-enhanced economy. Higher education must address this through collaboration, not competition.
- Australia will face pressures from changing trade partners and terms of trade, as well as impacts from disease, conflict and disasters. Higher education can help address these challenges through mission-oriented research.
- Environmental degradation and climate change threaten Australia's quality of life and economy. Higher education must help revise culture and industries to be more sustainable.
- Demand for engineers is high but domestic graduation rates are insufficient. Reforms are needed to encourage more students into math and engineering.
- Work integrated learning programs are effective but underfunded in Australia compared to countries like Canada. More incentives are needed.
- Industry-research collaboration through programs like CRCs should be expanded with incentives like an R&D collaboration premium.
- Barriers to industry-academia collaboration on areas like internships, mentoring and curriculum need significant incentives to overcome.

AUA_tranche1_The Group of Eight.pdf
- The Group of Eight (Go8) is proposing 15 bold ideas to deliver a seamless tertiary education system in Australia by 2053, focusing on principles, system design, and specific proposals.
- Key principles include supporting excellence in teaching and research, recognizing differentiation between institutions, and funding institutions to carry out agreed missions with minimal cross-subsidies.
- The tertiary education system should be redesigned as a single integrated sector focused on lifelong learning, with a target for educational attainment.
- Federal-state relations need reframing to ensure coordination across the education and research systems.
- A Tertiary Education Commission should be established to provide expert advice and ensure system coordination.
- Australia needs a national research strategy and potential new overarching research body to better coordinate funding and priorities.
- Research block grants should support core research capabilities, and full economic costs of government research should be covered.
- National Doctoral Training Centers could boost Australia's research workforce training.
- Equity of access and outcomes requires long-term, collaborative solutions across government levels.
- International education reliance should be reduced by connecting education more to other national priorities and relationships.

AUA_tranche1_The Smith Family.pdf
- Young people from disadvantaged backgrounds face numerous barriers in accessing and succeeding in higher education in Australia. Poverty negatively impacts their educational experiences and achievement from an early age.
- Financial challenges are a major hurdle, including costs of studying, relocating, textbooks and materials. Many must work extensive hours to afford education.
- Careers advice and information available to those from disadvantaged backgrounds is often limited or outdated, making higher education pathways unclear.
- Personal and practical support is important for developing skills and confidence, as many will be first in family to attend university.
- Health, disability and other complex issues commonly experienced disproportionately impact participation.
- Pathways between vocational education and higher education can be complex, and leaving courses should not denote failure.
- Targeted scholarships alone are insufficient - holistic wraparound support is needed for academic success.
- Paid internships are valuable for skills, networks and financial support while studying.
- Competency-based and micro-credential options could benefit those facing multiple barriers.
- Coordinated access to the range of supports needed is important to increase participation rates.

AUA_tranche1_Torrens University.pdf
- Tertiary education needs to be more accessible and affordable for all Australians through increased private investment and funding models that follow the student.
- Lifelong learning should be emphasized, with a goal of every Australian participating in at least 50 hours of tertiary education learning each year.
- Industry and employers need to play a stronger role in curriculum co-design and accreditation to ensure graduates have skills relevant to the job market.
- Vocational education needs to be better integrated with higher education through a unified tertiary education system without perceived inferiority of VET.
- Technological advances like EdTech should be leveraged to drive down the cost of education.
- International students can help address skills shortages if migration pathways are improved to retain talented graduates.
- Tertiary institutions should be held accountable for student employment and loan repayment outcomes.
- Education needs to be more personalized through flexible, modular learning rather than traditional linear models.
- Public research funding could be better targeted to research-intensive universities while encouraging industry partnerships elsewhere.
- Targeted universities should create programs advancing opportunities for First Nations peoples.

AUA_tranche1_University of Canberra.pdf
- The University of Canberra provides feedback on the Australian Universities Accord review and makes recommendations on various issues.
- More student support is needed to improve access and participation in higher education, especially for disadvantaged groups. A review of student support should investigate costs of participation.
- Metrics used to measure socioeconomic disadvantage need regular review, as the current SA1 indicator is not suitable in the Australian Capital Territory.
- Australia's spending on research and development as a percentage of GDP has declined and does not meet OECD averages. Targets are recommended to increase investment.
- Industry collaboration with universities needs to be increased to boost research commercialization and businesses' ability to apply research.
- A balanced approach is needed between competitive grants and block grants for research to support new ideas and employment stability.
- Availability and costs of clinical placements are barriers to increasing places in health degrees and meeting critical workforce needs.
- Work-integrated learning is important and the University of Canberra's framework is provided as a best practice example.
- Universities play a critical role in communities and regions through civic engagement and place-based partnerships.
- International education brings benefits beyond economics, and priorities include strengthening career outcomes and regional partnerships.

AUA_tranche1_University of Newcastle - Centre of Excellence for Equity in Higher Education.pdf
- The Centre of Excellence for Equity in Higher Education (CEEHE) aims to inform the Universities Accord discussion to ensure equity is prioritized in reimagining higher education.
- Professor Penny Jane Burke was recently awarded a UNESCO Chair in Equity, Social Justice and Higher Education, connecting CEEHE's work to global discussions.
- CEEHE's empirical research gives voice to underrepresented students often excluded from policy debates.
- Despite expansion, targets to increase representation from previously excluded communities have never been met. Financial insecurity and lack of belonging increase attrition risks.
- Redressing inequities will require fundamentally rethinking higher education's trajectory and purpose.
- Seven key recommendations are presented to build an equitable vision for Australian universities, including securing and growing public equity funding and expertise.
- Deficit models that blame individuals must be overturned in favor of challenging social inequities and institutional change.
- Competitive equity schemes do not widen participation or produce equity. Collaborative approaches are better.
- Enabling programs should be legislatively protected to counter exclusion and provide accessible pathways.
- Adequate living expense support is urgently needed to redress inequities faced by low-income students.

AUA_tranche1_University of Newcastle.pdf
- The University of Newcastle supports establishing a single regulatory system for the tertiary education sector in Australia and a unified approach to recognition of prior learning and collaboration between universities and TAFEs.
- The University recommends the creation of Cooperative Skills Centers to better meet national skills needs through coordination between education providers and industry.
- A single national microcredential unit is proposed to harmonize microcredentials and make them more portable and stackable toward further qualifications.
- National coordination is needed to better understand skills gaps, coordinate training for in-demand fields, harmonize accreditation, and strengthen Commonwealth-State collaboration on education.
- Equity funding should match equity loads and be driven by student outcomes rather than just enrollments to achieve meaningful long-term progress.
- Programs that have demonstrated success in supporting underrepresented students, such as enabling pathways, must be protected and strengthened.
- Aboriginal and Torres Strait Islander leadership and advancement in higher education will be best achieved through culturally governed, community-led programs with a track record of results.
- The University supports establishing Jobs and Skills Australia to plug gaps in Australia's higher education system and linking migration pathways to graduate outcomes.
- Selecting universities to teach nationally important disciplines could help address skills shortages in sub-critical fields.
- Reinvigorating Commonwealth-State education planning through an active national body is recommended to achieve better workforce outcomes.

AUA_tranche1_University of New South Wales.pdf
- The document is a submission from UNSW Sydney responding to the Australian Universities Accord discussion paper. It aims to ensure the Australian higher education system is fit for future challenges and opportunities.
- It recommends supporting lifelong learning opportunities through HECS-HELP loans or employer support, and ensuring equitable access to lifetime learning.
- It emphasizes the importance of ensuring access to university for all students irrespective of background to benefit Australia, and supporting equity cohorts to succeed at university.
- It calls for better supporting students to meet cost-of-living challenges and improved industry connections.
- It argues research at Australian universities is critical for economic prosperity and quality of life, and calls for funding the full economic costs of research.
- It recommends attracting and retaining international PhD students and researchers, and supporting domestic PhD students through enhanced funding and industry linkages.
- It discusses the changing nature of learning and teaching and calls for incentivizing and ensuring access to lifelong learning.
- It proposes expanding HECS-HELP loans to cover lifelong learning opportunities.
- It recommends establishing an entity to support high-quality teaching and better investment in university infrastructure.
- It emphasizes the importance of industry engagement in teaching, research partnerships, and developing Australia's workforce.

AUA_tranche1_University of Queensland.pdf
- The University of Queensland (UQ) welcomes the opportunity to provide feedback on the Australian Universities Accord Discussion Paper and recommends ways to improve higher education in Australia.
- UQ recommends exploring opportunities to build a more integrated and holistic tertiary education system where vocational and higher education are recognized as complementary.
- UQ recommends exploring policies and funding to support different levels of teaching and research concentration across universities to encourage specialization and new providers.
- UQ proposes encouraging the development of a higher education sector where comprehensiveness is achieved through networks of partner institutions rather than each university individually.
- UQ argues for a more flexible funding mechanism that allows universities to respond to changing demand and for uncapped Commonwealth supported places for all Aboriginal and Torres Strait Islanders.
- UQ supports exclusively funding teaching through the Commonwealth Grant Scheme and assessing the optimal funding required for high-quality teaching.
- UQ recommends broadening the focus on pre-university disadvantage to improve senior secondary achievement and widen higher education participation.
- UQ argues for allocating equity student support funding based on student numbers rather than university share to improve support planning.
- UQ recommends reviewing income support for students by raising parental income thresholds and increasing support levels.
- UQ argues for redesigning the Research Support Program to fund indirect costs of Category 1 research at a set rate and requiring agencies to fully fund successful fellowships.

AUA_tranche1_University of South Australia.pdf
- The submission recommends that by 2050, Australia should have the highest base levels of education in its population of all OECD countries, with new measures of participation and attainment based at unit credit level to encompass lifelong learning.
- All Australians who demonstrate potential and commitment to learning should be supported equally through CGS funding for any credit-bearing units, to widen participation in higher education.
- All Aboriginal students should be provided a funded student place under the Commonwealth Grants Scheme.
- A learner's experience across post-secondary education should be viewed as one journey, with better recognition of multiple pathways and credit transfer between vocational education and higher education.
- A national framework for work-integrated learning with incentives for learners and partners should be in place by 2030.
- Research in national priority areas to establish sovereign capability should be fully funded with a target of 3% of GDP on a block grant basis over an extended period.
- Universities should receive stable base teaching and research funding through multi-year funding agreements.
- Each university should have a single, simplified and focused multi-annual agreement outlining its relationship to the Accord and funding.
- TEQSA should be reviewed regarding its ability to support workforce responsiveness through university collaboration and partnerships.
- Participation targets should be redefined based on unit credits rather than just bachelor's degrees to recognize lifelong learning.

AUA_tranche1_University of Technology Sydney.pdf
- The document proposes establishing a Tertiary Education Commission to oversee a robust, long-term framework for universities and improve integration between vocational education and training (VET) and higher education.
- It recommends creating a National Equity and Diversity Strategy to improve access, participation, and success for underrepresented groups in university, including legislated equity targets and increased student financial support.
- Lifelong learning is emphasized through proposals like income contingent loans or a lifetime learning allowance to invest in structured lifelong learning beyond undergraduate/postgraduate degrees.
- Stronger industry collaboration is encouraged through a National Innovation Strategy with incentives for industry to engage with universities through work-integrated learning and graduate employment.
- The need for a simplified and sustainable university funding model is discussed, with options like a single block grant or the ATN's proposal of a mixture of block funding and activity-based funding.
- An international student revenue levy is proposed to create a shared resource between government and universities to direct funding toward national priorities.
- Initiatives are recommended to raise Indigenous higher education attainment, like building Australia's first Indigenous Residential College.
- The importance of the student experience is highlighted, with a call to ensure universities retain autonomy while facilitating best practices.
- A long-term vision for impactful Australian research is needed, with incentives for stronger cross-sector collaboration on grand challenges.
- Specialization and diversity within the university sector is supported to improve student choice, research outcomes, and benefits to local communities.

AUA_tranche1_University of Wollongong.pdf
- The University of Wollongong (UOW) welcomes the opportunity to provide feedback on the Australian Universities Accord discussion paper and supports Universities Australia's response.
- UOW identifies equity and access as a key consideration, calling for greater coordination of outreach activities and a dedicated partnership component of equity funding.
- Australian universities need to position higher education as a vehicle for social mobility by focusing on employment outcomes and providing students opportunities to earn while they learn.
- UOW recommends consolidating competitive research grant mechanisms across funding agencies to increase efficiency and reducing administrative burden.
- More funding is needed to fully support research through research block grants to strategically invest in institutional activities.
- Internationalization has long benefits but greater student diversity is needed, and visa processing should be more strategic and transparent.
- Regionally-based universities are key drivers of regional development and a Regional Futures Fund should be established to support their role.
- Workforce planning needs to be integrated with higher education policy and targeted approaches developed in key industries.
- Digitalization remains important as online learning has enabled continuity, and digital skills will be crucial for the future workforce.
- Greater integration is needed between higher education and other sectors like health, defense and industry.

AUA_tranche1_University of Wollongong - SMART Infrastructure Facility.pdf
- The University of Wollongong's SMART Infrastructure Facility provides multi-disciplinary applied infrastructure research and training, representing a commitment by the Australian and NSW governments.
- SMART recently established the Telstra-UOW Hub for AIoT Solutions to deliver innovative AIoT solutions for infrastructure problems.
- SMART has an active advisory council of external members from industry and government organizations involved in infrastructure.
- Existing programs like ARC Linkage and CRC have enabled university-industry research partnerships but forming collaborations requires initial costs.
- The government could help bring researchers and industry together focused on solving key challenges in the National Reconstruction Fund.
- Internationally competitive research institutes like the UK Catapult Network and Cambridge Centre for Smart Infrastructure and Construction could serve as models.
- Greater coordination between local, state and federal government initiatives could maximize funding for university-industry research.
- Streamlining funding processes and encouraging more industry-based PhDs could stimulate greater industry investment in research.
- Tax incentives could incentivize more industry collaboration with universities and research organizations.
- Support is needed to encourage university research commercialization, such as for intellectual property assessment and patenting.

AUA_tranche1_Victorian Chamber of Commerce and Industry.pdf
- The submission provides 28 recommendations to reform Australia's higher education system to better meet industry and labor market needs.
- It argues for increasing industry collaboration through accredited internships, industry-based research projects, and learning precincts to improve skills training and innovation.
- PhD courses should focus more on demand-led, industry-based research to solve business problems.
- Microcredentials, recognition of prior learning, and degree apprenticeships can facilitate lifelong learning and reskilling.
- Commercialization of research should be prioritized over academic outputs to drive industry development.
- Developing a comprehensive R&D ecosystem can attract skilled talent and connect researchers to industry partners.
- Aligning higher education and vocational education systems makes skills training more flexible and accessible.
- Career development support and qualified careers advisors can help students transition to jobs.
- Reforms are needed to improve international student employability, partnerships, and the sustainability of the sector.
- Capping tuition fee increases gives students certainty about education costs.

AUA_tranche1_Western Sydney University - Institute for Culture and Society.pdf
- Australia invests less in research and development compared to similar middle-power OECD countries, ranking below countries such as Austria, Belgium, Canada, Finland, France, Germany, Israel, South Korea, Singapore, Switzerland and Taiwan.
- Increased funding is needed for basic/pure research in Australia.
- Policy development is required to compel industry to want to collaborate more with university researchers on applied research.
- Initiatives like ARC Linkage Projects and Cooperative Research Centres show universities want to collaborate, but industry remains reluctant to fund research.
- A tax incentive policy similar to the former 10BA Division could be investigated to stimulate greater industry collaboration with universities.
- Reducing bureaucratic red tape and procedures would improve research training and pathways for researchers to gain experience in government and industry.
- Beyond measurement, research quality could be prioritized by recognizing academic researchers' expertise and having them advise governments and universities rather than consultancy firms.
- The submission recommends increased investment in R&D to prevent Australia from falling further behind competitor countries.
- Collaboration between industry, government and universities needs to be increased to solve "big challenges."
- Reforms are needed to enable Australian research institutions to achieve excellence, scale and impact in particular fields.

AUA_tranche1_Western Sydney University - School of Law.pdf
- The student body at Western Sydney University Law is diverse, with 45% coming from low socioeconomic backgrounds, 35% from culturally and linguistically diverse backgrounds, and 39% being first in their family to attend university.
- International students face unique challenges like language barriers, financial insecurity, and fear of deportation that can discourage reporting domestic violence and negatively impact academic performance. Student visas should have fewer punitive restrictions.
- Clinical legal education is important for training students to understand ethical issues, providing free legal services to communities, and teaching creative problem-solving and collaboration skills. It should be a required part of all law degrees.
- University-community research partnerships are important for advancing social objectives but are difficult to quantify. Impact assessments should consider qualitative factors in addition to quantitative metrics.
- Increasing participation from underrepresented groups requires recognizing that students have responsibilities outside of university. Flexible study pathways and embedded academic support are important.
- Recent higher education policy changes like time limits on assistance discourage underrepresented group participation and penalize those with complex needs. Flexibility is needed.
- Outsourcing academic support to third-party commercial products is not as effective as discipline-specific, embedded support. It decouples skills from context.
- Diversity in the legal profession relies on admitting and supporting non-traditional law students. Law schools have a responsibility beyond admission.
- Centering student experiences outside of university frames their commitments as strengths rather than deficiencies.
- Universities should be recognized and funded for supporting diverse cohorts through to completion at their own pace.

AUA_tranche2_Alan Olsen.pdf
- Australia has a high-quality higher education system, with 31 universities ranked in the top 500 globally and 28% of students attending universities in the top 100.
- International students in Australian universities have improved their academic performance over time and now often outperform domestic students, passing more of their attempted courses.
- Gender plays a key role in higher education outcomes, with 50.9% of young women holding a bachelor's degree compared to 38% of young men.
- In 2021, 26.2% of Australian university students were international students.
- International bachelor students passed 88.6% of their attempted courses in 2021, outperforming domestic students who passed 85%.
- International students contribute significantly to postgraduate research, making up 38% of completions across fields like IT, engineering and science.
- More women than men complete bachelor's and research degrees in Australia.
- Society and culture fields have the highest proportion of female graduates at both undergraduate and postgraduate levels.
- Engineering and IT have among the lowest proportions of female graduates.
- The gender gap in higher education attainment helps explain why 44.5% of 25-34 year old Australians hold a bachelor's degree, with the proportion being higher for women (50.9%) than men (38%).

AUA_tranche2_Alison Downham Moore.docx
- Universities need to better cater to lifelong learning and professional development as the traditional model of higher education occurring only during youth is declining. Microcredentials could help meet industry skills needs but universities lack capacity and incentives to develop them.
- Retraining older adults could help them remain in the workforce longer and reduce costs of aged care and pensions. However, older students have needs not currently addressed in curriculum design and delivery.
- Teaching and research are disconnected in universities due to different quality evaluation systems, undermining the translation of research into teaching. Integration of evaluation systems could help address this.
- Citation metrics and international rankings are unreliable measures of research and teaching quality that risk creating inequities. Peer review also has issues and research quality evaluation needs reform.
- Disadvantaged students require more support that is not adequately funded, compromising retention. Universities with more disadvantaged students should receive higher base funding.
- Workplace training programs within universities could help address skills needs, build workforce integration, and provide meaningful work for PhD graduates.
- Distributed leadership models could help address cultural divides in universities, support innovation, and reduce isomorphism between institutions.
- Middle management roles need expanding to develop individuals who understand tensions in both academic and management domains.
- Strategies are frequently outsourced to consultants, limiting unique institutional vision and purpose. A more dialogic development process is needed.
- Resilience lies collectively in universities, suggesting management could adapt better to change through greater connectivity across institutions.

AUA_tranche2_Alison Preston.pdf
- The value of outstanding student debt in Australia's Higher Education Loan Program (HELP) increased from around $18.4 billion in 2005/6 to $74.4 billion in 2021/22.
- Over 60% of those with an outstanding HELP debt are women.
- Between 2001 and 2019, female domestic enrolments in undergraduate and postgraduate programs grew at a faster rate than male enrolments, accounting for a larger share of the overall growth in enrolments.
- Areas like Health and Creative Arts experienced the most growth in domestic enrolments, while fields like Engineering and Management/Commerce saw below average growth.
- Tertiary education fees have increased by nearly 220% over the past two decades, far exceeding CPI growth, while wages for young adults have seen slow/flat growth.
- There is a growing proportion of older people, especially women, with outstanding HELP debts.
- Women have significantly less capacity than men to repay their debts due to gender differences in labor force participation patterns.
- The current income-contingent loan system is no longer suitable given changes in student demographics and the labor market.
- Failure to reform contribution amounts, fees, and debt indexing could exacerbate the problem of rising debt levels, particularly among women graduates.
- During the COVID-19 pandemic, academics with primary caregiving responsibilities reported greater disruptions to research productivity.

AUA_tranche2_Association for Interdisciplinary Meta-Research and Open Science.pdf
- Current metrics for measuring research quality like journal impact factors and citation counts are simplistic and can encourage researchers to produce positive results that are more publishable.
- Research quality is complex and can't be reduced to simple metrics. Negative studies that show a therapy is ineffective can be important but are difficult to publish.
- Citation counts are a poor measure of a paper's value and prone to errors and manipulation. Australia should abandon league tables and other simplistic quality measures.
- Research quality relies on principles like robust methods, collaboration, and transparency, but the current system doesn't incentivize these.
- National training in research methods and integrity is needed, especially for higher degree students, as many published studies have avoidable mistakes.
- There have been serious breaches of research integrity in Australia, including likely data fabrication, causing reputational harm.
- Automated screening could help improve quality and integrity by flagging potential errors, fraud, and plagiarism.
- Changing to a non-commercial open access model could decouple commercial interests from research publication.
- Incentivizing record checking, correction, and enforcing transparency could reduce waste and improve quality and integrity.
- Simple citation metrics don't predict a paper's true impact, and citations are prone to measurement errors and manipulation.

AUA_tranche2_Australian Chamber of Commerce and Industry.pdf
- ACCI advocates for increased work-integrated learning (WIL) opportunities for university students through initiatives like internships, placements, and industry projects. A national WIL strategy led by the government is recommended.
- Improving research collaboration between universities and industry is seen as important, such as through industry-based research precincts.
- International students are valuable but policies need to improve, including streamlining visa processes and extending post-study work rights.
- Lifelong learning through microcredentials and recognition of prior learning is key for workforce skills and adaptability.
- Quality education and teaching should be prioritized, and graduate employment outcomes should be more transparent.
- Vocational education and training (VET) needs to be better integrated with higher education through alignment of funding, regulations, and qualifications.
- Participation and access in higher education can be improved by supporting students' choice of provider, course, location, and sector.
- A holistic tertiary education system is needed to meet diverse learner and employer needs.
- Job readiness of graduates requires increased focus on skills through initiatives like WIL.
- Collaboration between universities and industry on research can stimulate innovation.

AUA_tranche2_Australian Psychological Society.pdf
- The Australian Psychological Society (APS) is providing input to the review of Australia's higher education system and believes it is an opportunity to consider future skills required by communities and industries.
- Psychology masters programs that provide Area of Practice Endorsements (AoPEs) receive less funding than other health-related programs like medicine and dentistry. This inadequate funding threatens the sustainability of these programs.
- Due to funding pressures, universities have capped enrollments in psychology masters programs and some programs have been discontinued, reducing the availability of AoPEs across Australia.
- These impacts are exacerbating shortages in Australia's psychology workforce and limiting Australians' access to timely psychological treatment and support.
- Competency-based work-integrated learning can enhance graduates' job readiness and employability.
- Equity of access and quality of learning must be priorities to ensure the system serves disadvantaged groups and rural/remote areas.
- Collaboration between universities, industry, and government is important to better align the system with national needs.
- Lifelong learning opportunities like continuing professional development and microcredentials are important for sustainability.
- Student, staff, and community wellbeing must be underpinned by psychological safety and evidence-based approaches.
- As the leading psychology association, the APS is well-placed to assist in applying research to practice and policy to promote wellbeing.

AUA_tranche2_Brian Yates.pdf
- For many academic staff, immediate challenges like job satisfaction, security, and lack of input in decisions weigh them down and make it difficult to envision long-term solutions.
- The author welcomes the Accord consultation as an opportunity for stakeholders to work together on a sustainable higher education sector.
- University governance has shifted too far towards a corporate model since the 2008 Bradley review, away from expertise in education and research.
- University governing bodies should include about 1/3 members from the university, 1/3 from outside higher education experience, and 1/3 from engaging sectors.
- Universities need stronger accountability through legislation and public oversight.
- National networks of university leaders could foster greater information sharing and national representation.
- Block grant funding has not kept up with research demands, and the Job Ready Graduates Package reduced flexibility for research support.
- Proposed solutions for sustainable research funding include making cross-subsidies explicit, establishing a national research endowment fund, and tax incentives for endowed chairs.
- Industry partnerships could be expanded through industry professors and targets for academics in industry.
- The Job Ready Graduates Package's impacts on STEM fields in particular warrant revisiting funding models to restore support for critical research.

AUA_tranche2_Council of University Leadership in Learning and Teaching (CAULLT).docx
- CAULLT is Australia's peak body for learning leaders in universities and aims to promote and advance research, policy and practice related to higher education learning and teaching.
- CAULLT provides feedback on reforms needed to promote quality learning environments, ensure graduates have needed skills, better align tertiary education, and ensure all students have a quality experience.
- A more specific, agreed definition of quality graduate learning outcomes is needed.
- Focus must be given to identifying key work-ready capabilities and ensuring knowledge, skills and assessments are relevant to Australia's future.
- Learning leadership capacity needs support to implement changes for preparing students for the future of work.
- A cohesive sectoral framework for professional capability standards for educators across VET and HE is recommended.
- Teaching qualification requirements should be consistent across vocational and higher education.
- Increased investment in learning research and scholarship is needed to inform practice.
- Initiatives promoting sharing of good learning practices across VET and HE are recommended.
- Investment in learning and teaching workforce is essential to achieve excellent student outcomes and requires attention to promote highest standards.

AUA_tranche2_Damian Mellifont.docx
- Researchers with disabilities face challenges getting employed in Australian universities despite their qualifications, leading to a lack of diversity.
- Disability research in Australia is dominated by researchers without disabilities, diminishing academic rigor and quality.
- The Accord needs to encourage policies and practices that advance employment of researchers with disabilities in a timely manner.
- Quotas have successfully increased representation of people with disabilities in other countries and could do the same in Australian universities.
- Major research funding bodies should better recognize lived experience of disability among researchers.
- Researchers with disabilities may encounter unwelcoming and unaccommodating environments and experience discrimination if they disclose their disability.
- Barriers to disclosure include loss of privacy, uncertainty over contracts and lack of accommodations.
- Leaders must be held accountable for failures to accommodate staff with disabilities.
- Mandatory anti-ableism education is needed for higher education staff to advance understanding and address fears.
- Strong policy measures could help address underrepresentation of researchers with lived experience of disability in disability studies in Australia.

AUA_tranche2_Emma Badminton.docx
- Employment arrangements in Australian universities are governed by enterprise agreements that have not changed significantly in structure since inception. This limits talent mobility and recognition of new career paths.
- Precarious employment due to short-term funding arrangements is proliferating, threatening the sector's long-term sustainability. Stable funding is needed to plan workforce needs.
- Australian universities have minimal participation in global forums discussing sustainable academic careers, risking inability to attract innovators and creators.
- A sector-wide academic career development framework outlining excellence expectations is needed to develop world-leading academics and stay competitive.
- Recognition and rewards must better accommodate non-traditional career paths and experience from other sectors to foster diversity and innovation.
- Career mobility between industry/government and universities needs supporting without backward career steps.
- Individuals need ability to pursue diverse career aspirations within academia.
- Incentives are needed for universities to holistically evaluate and address employment issues across the career lifecycle.
- Inspiration should be drawn from overseas programs incentivizing employment policy evaluation and targeted action plans.
- A radical employment practices shift is required to develop the workforce capable of realizing the accord's ambitions.

AUA_tranche2_Innovative Research Universities (IRU).pdf
- The document calls for reforms to the Australian higher education system through a new Australian Universities Accord agreement between the government and universities.
- It recommends focusing the Accord on delivering a more equitable higher education system, a more balanced research system, support for Indigenous self-determination, and confident engagement with the Indo-Pacific region.
- It proposes replacing the current Job-Ready Graduates system with a simpler two-tier student contribution rate and three-tier government contribution rate.
- It recommends increasing the research block grant to cover the research mission of all universities and connecting a portion to institution-specific agreements.
- It calls for developing long-term education and research partnerships across the Indo-Pacific and capabilities related to the region in Australia.
- It suggests making greater use of institution-specific, mission-based Accord agreements between universities and the government.
- It proposes consolidating multiple small funding programs into a larger pool to be allocated through the mission-based agreement process.
- It recommends a new investment fund for university infrastructure linked to sustainability targets.
- It calls for improving data, evidence, and analytical capabilities to support ongoing reform.
- Overall, it provides specific policy ideas and recommendations aimed at delivering a more equitable, balanced, innovative, and globally-engaged higher education and research system in Australia.

AUA_tranche2_James Guthrie.pdf
- Australian public universities have become increasingly commercialized and focused on financial performance due to neoliberal reforms introduced since the 1980s. This has prioritized metrics like student enrollment, revenues, and research grants over public service.
- The Dawkins reforms of 1987 transformed Australia's higher education system to a quasi-market model with decentralized budgets and accrual-based auditing. This increased managerial autonomy and performance evaluations.
- Performance metrics, audits, and accountability measures have proliferated in universities and come to dominate operations. This has fostered mass education delivery, quantifying research outputs, and knowledge commercialization.
- Academics face increasingly intrusive performance measurement and control. Their goals have shifted to pursing satisfactory teaching evaluations, high publication volumes, and winning research grants.
- National research assessment exercises like ERA influence university strategies as they pursue higher scores. Metrics are embedded in performance management systems.
- International rankings impact university management and research is pressured to align with ranking priorities over academic freedom.
- Education has been massified through large class sizes, customer-focused packaging, and casualization of teaching work.
- Students can unfairly threaten expertise and course standards through course evaluations.
- Consultants have advised on business strategies that are unsuitable for public universities' unique missions.
- Australian universities have embraced their new commercialized corporate identities, adopting proliferating metrics and rankings to claim reputational status. Their focus appears to be the financial bottom line over public interest roles.

AUA_tranche2_Keith Wood.pdf
- Universities are lowering entry standards and keeping students who are not suited for higher education by giving them many supplementary exams instead of directing them to other career paths.
- Important jobs like doctors and financial advisors should not be performed by people who barely passed their courses or needed multiple supplementary exams.
- Academics and professional staff at universities should have separate enterprise bargaining agreements (EBAs) that address their different needs and career trajectories.
- Funding models have created self-fulfilling prophecies by making some fields like nursing cheaper, accelerating enrollments in those areas over others that Australia may need more in the future.
- Security and sovereign risks around defense technology research and development will be highly sought after by other nations in the coming decades.
- Standards should not be lowered to accommodate weaker students who were pushed into unsuitable courses.
- High-achieving "tall poppy" students who may make breakthrough discoveries need support instead of diluting teaching standards.
- Streaming students definitively from primary school based on competency creates competitive drive better than an approach where everyone gets participation awards.
- Future leaders who will take Australia forward in 10-30 years should be stars rewarded and acknowledged for their talents.
- More casual staffing is needed for university workforces to accommodate fluctuating enrollment volumes flexibly.

AUA_tranche2_Kevin M Dunn.pdf
- The Australian Universities Accord Discussion Paper focuses mainly on national ambitions but neglects addressing global challenges, which Australian universities should help solve as major problems of our times.
- Australian universities have shown strong global leadership and impact through measures like the Times Higher Education Impact rankings, which measure performance on UN Sustainable Development Goals.
- The Accord risks being nationally insular rather than embracing Australian universities' global orientation and impactful international collaborations.
- Australian universities are fulfilling an important leadership role through transnational education programs in countries like Vietnam and capacity building in the South Pacific.
- The Accord should promote universities' role in preparing for a carbon neutral world and enhanced social, gender, and racial justice through focusing on the UN Sustainable Development Goals.
- Australian universities have performed remarkably well in the THE Impact rankings, reflecting their culture of contributing to the public good.
- Australia has universities ranking top globally for specific SDGs like clean water and climate action.
- Australian universities' contributions to the SDGs can enhance global responsibility and avoid national insularity in research and teaching ambitions.
- Measuring Australian university commitment through THE Impact rankings shows Australia performs well in supporting the public good.
- The Accord should adopt SDG measures to track university commitment to social and environmental issues.

AUA_tranche2_La Trobe University - Attachment.pdf
- The current method of calculating equity group participation rates in higher education does not account for the proportion of people from each group who are eligible to participate. A better approach is needed that is more like employment statistics.
- Participation rates of people from low socioeconomic backgrounds in higher education have remained below the benchmark target of 25% set in the Martin Report, hovering between 14-17%.
- School completion rates vary significantly based on socioeconomic status and geographic location, with regional and remote areas seeing much lower rates.
- ATAR scores are skewed along socioeconomic lines, with students from higher SES backgrounds dominating the higher ATAR bands.
- Disparities in academic achievement appear as early as Year 9 NAPLAN results and are correlated with parental education and occupation levels.
- There are inconsistencies in the collection and transfer of disability data for students between secondary and tertiary education.
- Many students register for disability support at university without declaring a disability, suggesting underreporting.
- Greater Indigenous leadership, self-determination, and control over cultural knowledge is needed in universities.
- Improving support for Indigenous students and staff, as well as decolonizing curriculum, were recommended.
- Ensuring cultural safety and adequate support structures for Indigenous peoples in universities was highlighted.

AUA_tranche2_La Trobe University.pdf
- La Trobe University is responding to a consultation on the Australian Universities Accord and proposes reforms to address four key challenges facing the higher education system: lack of diversity, inadequate research funding, unmet equity targets, and workforce skills shortages.
- It proposes increasing funding for university teaching and research within a capped system, with future growth occurring outside universities.
- It recommends developing a fully integrated tertiary education system under a single regulator where non-university providers have equal access to Commonwealth funding.
- It suggests simplifying the multi-bucket funding system and replacing it with government-university framework agreements using a "freedom within a framework" model.
- It proposes increasing Australia's investment in research and development to reach OECD averages and support for broader research practices.
- It identifies inadequate funding that forces universities to rely on international student fees and recommends restricting university growth in exchange for improved funding.
- It discusses challenges in meeting equity targets and recommends updating Bradley Review recommendations and reviewing equity groupings.
- It addresses workforce skills shortages and recommends examining the skills pipeline and reviewing accreditation requirements.
- It provides case studies on successful programs addressing specific challenges like the Nexus teacher education program.
- Overall, it advocates for reforms to create a more diverse and integrated tertiary education system with improved funding to address key challenges in research, equity, and skills alignment.

AUA_tranche2_Mark Westoby (1).docx
- Mathematical skills are important for national productivity and equity, but are often less well taught in lower SES schools.
- Strong math skills provide access to more reliable and better-paying jobs.
- AI has the potential to significantly improve math education by tracking individual understanding, suggesting alternative problem-framing, providing practice exercises with feedback, and allowing self-paced learning.
- AI could keep better records of what students understand and don't understand than classroom teachers.
- It could nudge students towards different ways of thinking about problems.
- AI could give fresh practice problems to reinforce concepts.
- AI could provide continuous feedback and encouragement to students.
- AI could enable students to learn at their own pace.
- Upgrading Australia's math skills through the education system using AI could significantly benefit the economy.
- Australia should aim to lead the development of AI for math education rather than follow others.

AUA_tranche2_Monash Centre for Health Research and Implementation.pdf
- The Monash Centre for Health Research and Implementation (MCHRI) is submitting evidence to the Universities Accord Consultation to inform recommendations on Australia's higher education system and workforce needs.
- MCHRI has conducted extensive research over 20 years on advancing women in healthcare leadership, identifying effective organizational strategies and key success factors for implementation.
- A learning systems approach is needed that places lived experiences of women at the center, engages all stakeholders, and facilitates partnerships to drive evidence-based and equitable outcomes.
- Definitions of STEM should be broad and inclusive to encourage convergence across disciplines and industries to address challenges.
- Organizational culture and practices must actively address systemic barriers, challenge gender assumptions, provide mentorship, and build women's credibility as leaders.
- A national gender equity and diversity strategy is needed to embed equity goals and connect policies, programs, and stakeholders.
- Initiatives should apply evidence-based co-design principles and focus on organizational and systems change rather than individual solutions.
- Performance incentives and regulatory linkages could encourage broader uptake of effective practices across sectors.
- Ambassador roles could connect initiatives under the national strategy to promote collaboration.
- Definitions, programs, and funding should cover diverse areas of inequity and encourage partnerships across public and private sectors.

AUA_tranche2_NUW Alliance.pdf
- The NUW Alliance is a collaborative partnership between the University of Newcastle, University of Wollongong, UNSW Sydney and Western Sydney University committed to improving quality, accessibility, affordability and sustainability of higher education.
- Universities have a vital role to play in strengthening Australia's resilience and ability to respond quickly to changes.
- The NUW Alliance collaboration is borne from a shared vision that together they can achieve more and address global challenges that require partnerships beyond individual campuses.
- Fit-for-purpose partnerships through the NUW Alliance unlock breadth of specialist capabilities across the four partners to catalyze innovation and impact.
- The NUW Alliance spirit of collaboration is bearing fruit with bold projects pursuing innovative and paradigm-shifting initiatives around recycling, clean energy, education models, decarbonization and advanced manufacturing.
- The NUW Alliance is committed to achieving what is only possible through their shared vision of collaborating purposefully and for broad social good.
- Collaboration can revolutionize the higher education sector.
- Current frameworks and models stymie the agility of collaboration between universities.
- The NUW Alliance recommends frameworks and models that prioritize, support and embed collaboration to ensure continued success and prosperity of higher education.
- Collaboration through the NUW Alliance aims to deliver benefits for their diverse communities.

AUA_tranche2_Robyn Bartel.docx
- There are competing demands for universities to have both greater accountability and reduced regulatory burdens.
- Strengthening internal academic governance can help balance these demands by providing assurance that public goals are being met.
- Stronger academic governance can help maintain public trust in universities.
- Increased public trust may justify giving universities more autonomy over funding and strategic direction.
- Academic boards/senates are an important but often overlooked part of university governance alongside executive and council roles.
- Collegiate decision-making through academic governance can improve outcomes like teaching, research, leadership, and job satisfaction.
- Including more academic representation in university decision-making bodies is important.
- Issues with sub-domain 6.3 of the HESF, which relates to academic governance, have been a factor in nearly half of adverse TEQSA decisions against universities.
- Strengthening academic governance would help ensure universities prioritize public goods and maintain public trust.
- Systemic supports are needed for collegiate decision-making and strengthened academic governance roles.

AUA_tranche2_Sarah Walker.docx
- The Australian higher education system lacks clear pathways and options for secondary school students to understand their university options. Consistent application processes and school support are needed.
- Future higher education targets by 2030 and 2040 should focus on increasing diversity of participants, not just numbers. Alternatives to university should also be acknowledged.
- HECS banding discourages low-SES students from high-paying degrees due to larger debt, diminishing diversity and innovation.
- Making university accessible, affordable, and a positive community experience will encourage more individuals to attend.
- Partnering universities with community colleges could increase readiness for university, benefiting underrepresented students.
- Supporting professional staff knowledge and experience alongside academics can improve learning quality inside and outside classrooms.
- Connecting staff across vocational and higher education through events and resources can strengthen collaboration between institutions.
- Authentic community collaboration is needed to understand and support underrepresented group participation.
- Increasing youth allowance and loans can alleviate costs as a barrier for low-SES student participation.
- A centralized body is needed to coordinate equitable remote learning support and share best practices for underrepresented students nationwide.

AUA_tranche2_Science & Technology Australia.pdf
- Australia needs to significantly boost investment in university research and development to secure the country's economic future and prosperity against rapid global advances in science and technology. Doubling the Australian Research Council budget is seen as an urgent priority.
- University research generates nearly 90% of Australia's discovery research and is critical for driving new knowledge, innovation, and productivity gains. Increased funding for the Research Block Grants scheme and major granting agencies like the ARC and NHMRC is needed.
- Australia's research workforce is facing major issues like chronic job insecurity due to short-term contracts. Research funding should require universities to provide researchers with more secure employment over the length of grants.
- PhDs are a backbone of Australia's research workforce but stipends are too low. The system could be improved by classifying PhDs as employees with better pay and conditions.
- National research infrastructure facilities require secure long-term funding to maintain operations and specialist staff.
- Cuts to STEM degree funding through the Job-Ready Graduates legislation must be reversed to deliver the skilled graduates Australia needs.
- Greater investment is needed in First Nations STEM education, careers, research and intellectual property protection.
- University-industry collaboration could be strengthened through incentives like R&D tax breaks for businesses hosting student placements.
- Equity of access must be protected through maintaining funding for comprehensive universities across regions and the HECS-HELP loan scheme.
- Boosting support for students from low socioeconomic backgrounds through increased income support could drive gains in access.

AUA_tranche2_Swinburne University of Technology.pdf
- The Australian Universities Accord is an opportunity to reshape tertiary education in Australia to better prepare students for modern careers and place them at the center of strong learning institutions backed by public funding.
- Better alignment is needed between vocational education (VET) and higher education (HE) to address changing job and industry needs. A national coordination body could help promote pathways between the two sectors.
- Work-integrated learning (WIL) experiences should be more widely implemented, but current obstacles like internship costs and employer reluctance need to be overcome. WIL benefits students and supports workforce readiness.
- University specialization and targeted funding could encourage excellence in priority research areas and global competitiveness. Dedicated commercialization support is also important.
- Industry collaboration should be strengthened through co-location of research organizations and incentives for onshore industry R&D.
- Reforms are proposed to the student loans system, including potentially allowing vocational courses to be added to higher education studies.
- International students and equity groups face barriers to WIL and require additional support services and incentives.
- National research priorities could be set to align expertise with strategic needs through dedicated long-term funding programs.
- University competition for resources should be reduced in favor of collaboration to strengthen the sector as a whole.
- Specialized dual-sector universities are well-positioned to promote pathways and workforce skills but require recognition and support.

AUA_tranche2_The University of Sydney - Net Zero Initiative, Faculty of Engineering.pdf
- The Net Zero Initiative (NZI) is a flagship program of the University of Sydney's Faculty of Engineering aimed at helping industry adopt emissions reduction technologies through research.
- The NZI brings together over 130 researchers across various disciplines to solve industry's biggest decarbonization challenges.
- The NZI's educational mission aligns with the university's strategy to deliver transformational learning experiences for students through research and industry partnerships.
- There is increasing demand for highly skilled workers to meet national needs, including in climate-related fields.
- The NZI can help build a more diverse talent pipeline and recruit students for climate careers.
- The NZI enables industry training experiences for engineering students through programs like internships and scholarships.
- The NZI deeply integrates concepts of future careers into its coursework and graduate programs.
- The NZI delivers microcredentials for professionals to reskill or pivot their careers.
- The NZI helps students attain professional attributes to become leaders in net zero through experiences like industry placements.
- The NZI provides an interdisciplinary educational experience combining STEM and problem-solving skills.

AUA_tranche2_UA DVC A Network.pdf
- The document discusses seven papers addressing issues in Australian higher education, including equity and access, lifelong learning, work-integrated learning, excellence in learning and teaching, the academic workforce, funding and governance, and the future of higher education.
- It advocates expanding programs like HEPPP that support students from underrepresented groups and simplifying equity programs.
- A holistic approach is needed to improve pathways and prepare students for university success from primary/secondary education onward.
- Student success measures should include employment, transfer to other pathways, and generational impact - not just degree completion.
- Regional universities provide important opportunities for indigenous Australians and other underrepresented groups.
- Microcredentials can strengthen the value of university, increase learner engagement, and boost access and success for women and disadvantaged groups.
- Work-integrated learning directly links student learning to careers and is effective for engagement, relevance, and employment outcomes.
- A national center is needed to lead on learning and teaching excellence, share innovations, and celebrate excellence through awards.
- Stronger alignment is needed between migration policy and university sector needs to engage global academic talent.
- The academic workforce requires investment to attract, retain, and develop high-quality educators.

AUA_tranche2_Universities Admissions Centre (NSW & ACT).pdf
- The Universities Admissions Centre (UAC) provides admissions services for universities in NSW and ACT and aims to promote equity and access to tertiary education.
- UAC recommends improving consistency and transparency of credit recognition between education pathways to improve skills transferability and mobility.
- A national framework for recognizing a broader range of credentials beyond the AQF is needed to ensure interoperability in lifelong learning.
- Closer alignment is required between courses and employment needs to improve productivity and outcomes.
- Pathway programs and microcredentials can help reduce attrition rates and improve success.
- Seamless connections between education, training and employment require common skills and credential standards.
- Transparent credit recognition between VET and higher education can increase student mobility.
- Holistic digital learner profiles can help recognize a broader range of skills and experiences.
- Foundation programs effectively prepare underrepresented students for higher education.
- Adopting verifiable digital credentials can help improve academic integrity in admissions.

AUA_tranche3_Allison Henry.pdf
- Sexual assault and harassment remain serious problems on Australian university campuses, with little improvement seen between 2016 and 2021 according to national surveys.
- The complex legislative and regulatory frameworks in Australia make it difficult to enact systemic reforms to improve university responses to sexual violence.
- Self-regulation by universities and their peak bodies has failed to increase transparency or accountability, and has not reduced sexual violence rates.
- TEQSA's regulatory approach has also failed due to its reliance on university self-reports, lack of transparency, and failure to take enforcement actions.
- Survivors face barriers in navigating legal systems and often experience further trauma from poor institutional responses.
- Most students know little about university policies and support services related to sexual violence.
- Establishing an independent taskforce could help drive adoption of good practices, increase consistency, and provide better recourse for survivors.
- More robust use of existing laws and meaningful accountability mechanisms are needed.
- All stakeholders must prioritize addressing campus sexual violence and elevate the student voice.
- Additional resources are required to fully implement recommendations and monitor reforms.

AUA_tranche3_ARC Centre of Excellence for Automated Decision Making and Society.docx
- The ARC Centre of Excellence for Automated Decision-Making and Society (ADM+S) was established in 2020 to create knowledge and strategies for responsible, ethical, and inclusive automated decision-making.
- Major challenges Australia faces through 2030-2040 include climate change, health and wellbeing, social cohesion, democracy and security, digital transitions/AI, and reconciliation.
- Higher education needs to address these challenges through teaching, research, and governance across STEM and HASS disciplines.
- Emerging technologies will impact many challenges and higher education, with potential for both benefits and risks.
- A future-ready workforce will require skills and training to understand, apply, evaluate, and manage rapidly changing technologies.
- Technology is likely to transform many occupations and industries through 2040 due to automation, robotics, machine learning, and AI.
- Understanding and preparing for these changes requires engagement across SHAPE and STEM disciplines.
- An Accord could strengthen cross-disciplinary and cross-sectoral applied research collaboration between industry, government, and universities to solve big challenges.
- Current incentives offer mixed signals for collaboration between these sectors.
- Positive steps could include more forward-looking research priorities, higher support for industry-collaborating PhD students, and a stronger focus on collaboration and future needs in priority areas.

AUA_tranche3_Art Association of Australia and New Zealand.pdf
- The Art Association of Australia and New Zealand (AAANZ) is providing a submission in response to the Discussion Paper on the future of higher education in Australia.
- The creative industries make a significant economic contribution to Australia, generating over $111.7 billion annually prior to the pandemic.
- The creative arts play an important role in building resilient communities and enhancing health and well-being.
- Access to affordable tertiary education in the past enabled a diverse pool of talented arts professionals and contributed to the success of galleries and museums.
- Recent changes to university funding structures threaten this success by disproportionately increasing fees for humanities degrees.
- Higher fees discourage many potential students from lower socio-economic backgrounds from pursuing careers in the arts.
- Skills developed through humanities studies like creativity and analytical thinking will remain highly valuable for the future job market.
- Many creative arts and art history programs have been cut at universities due to cost-cutting despite their accomplishments.
- Diversity in course offerings should be maintained to ensure universities contribute to intellectual and cultural development.
- Support is needed for creative arts and art history programs to ensure the ongoing impact and resilience of communities.

AUA_tranche3_Australian Council of Deans of Health Sciences (ACDHS).pdf
- The Australian Council of Deans of Health Sciences (ACDHS) provides a response to the Australian Universities Accord Discussion Paper and consultation questions.
- ACDHS represents 29 Australian universities that offer allied health courses and educate over 83,000 students annually.
- Key challenges include clinical placements, regulatory burden, academic workforce, allied health research, student support, and rural allied health workforce.
- Cooperation is needed across universities, government departments, and industry to meet national health workforce needs.
- Duplication in accreditation standards imposes unnecessary regulatory burden and diverts resources away from education.
- Input-focused accreditation standards stifle innovation; outcomes-based standards are preferred.
- New types of health professionals will be needed (e.g., digital, data scientists); universities need support developing new courses.
- Placement models need developing in priority areas like aged care and primary care.
- Research funding favors metropolitan universities; more support is needed for embedded, multidisciplinary teams solving local problems.
- "Placement poverty" is a serious issue for students; solutions like income support or industry stipends during placements are proposed.

AUA_tranche3_Australian Council of Deans of Science.pdf
- The Australian Council of Deans of Science (ACDS) represents university science faculties and provides a national perspective on university science.
- Universities should continue to be highly coordinated, innovative, partnered, and inclusive to provide the best student experience through research-informed teaching.
- Teaching innovations driven by COVID-19 should be leveraged to provide flexible, fit-for-purpose learning experiences and opportunities to develop employability skills.
- Work-integrated learning provides valuable industry experience for students and benefits employers, but requires incentivizing a broader range of Australian-based industries.
- Australia needs to develop sovereign research capabilities to solve challenges in areas like climate change, pandemics, cybersecurity, and renewable energy.
- Curriculum development benefits from research-informed teaching, requiring academics involved in knowledge generation or connected to research experts.
- Higher degree research students and early-career researchers contribute greatly but lack career opportunities; more industry engagement is needed.
- Infrastructure investments require supporting highly trained professional staff to maximize research potential.
- The Job Ready Graduates package reduced university funding and practical learning opportunities in critical areas.
- University funding models should incentivize teaching innovation and a diverse academic workforce.

AUA_tranche3_Australian Library and Information Association.pdf
- The document is a submission from the Australian Library and Information Association (ALIA) providing recommendations to build the long-term plan for Australia's higher education sector.
- It addresses challenges facing university library and information science courses, including a decline in the number of institutions offering courses and lack of face-to-face options.
- The Job Ready Graduates program significantly increased fees for Commonwealth Supported Places, negatively impacting library and information science students.
- Professional accreditation of library courses helps ensure skills alignment with industry needs, but universities need incentives to support accreditation.
- Open access to research is important for industry engagement but paywalls limit access for many. Investment is needed in open science infrastructure.
- University libraries are essential research infrastructure but often under-recognized and under-resourced.
- Pathways between VET and higher education in library and information science need improvement given the bachelor is the only option.
- Cultural safety issues exist for Indigenous students and workers engaging with some university collections.
- Supporting lifelong learning requires resourcing public and other libraries along with ties between education and industry.
- Sessional teaching staff experience challenges that impact student experience like preparation time and access to resources.

AUA_tranche3_Australian Medical Students Association.pdf
- There is a geographical and specialty-based maldistribution of doctors across Australia, with shortages in some specialties like psychiatry and oversupply in others like emergency medicine. This impacts access to healthcare especially in rural areas.
- Early exposure to medicine is important for increasing diversity and representation from underserved backgrounds in the medical workforce. Entry exams can disadvantage those from lower socioeconomic backgrounds.
- Better coordination is needed between stakeholders for evidence-based workforce planning to align medical education with population needs.
- A joint medical workforce planning body is needed for long-term strategic planning and resource allocation.
- Scholarship programs could help increase accessibility of medical degrees for those facing financial barriers.
- Rural clinical placements can help retain and support students from diverse backgrounds.
- Rapid CSP increases may cause oversupply while failing to address maldistribution issues.
- Universities could be incentivized to promote generalist careers via a quota system tied to CSP funding.
- Collecting data on graduate career choices by university can evaluate workforce planning effectiveness.
- Ensuring adequate CSP funding requires sustained strategic planning as population and healthcare demands change over time.

AUA_tranche3_Australian Publishers Association.pdf
- The Australian Publishers Association (APA) represents over 200 Australian publishers responsible for around 90% of Australia's $2 billion annual book industry.
- Educational and scholarly publishers play vital roles in providing quality learning materials and research publications that are essential for education, research, and building workforce skills.
- The shift to digital resources has resulted in paid market decline for Australian content due to piracy and universities pursuing free access to third-party materials.
- Scholarly publishing in Australia faces significant changes with a mix of independent and international publishers producing academic works including journals, monographs, and edited collections.
- Widespread shift to gold open access provides a way forward but also poses risks like limited student access to quality resources and increased prices.
- Publishers have embraced digital technology and offer e-books, interactive resources, and online courses to enhance learning.
- Quality, locally produced learning materials and scholarly publications are critical for educational outcomes, research impact, and professional development.
- Regulatory reforms around HESA, repositories, copyright, and the statutory education license could help address challenges in higher education.
- Educational publishers may play a more active role in developing and delivering online programs and micro-credentials to meet diverse learner needs.
- Collaboration between researchers, academics, and publishers can facilitate interdisciplinary research essential for solving complex problems.

AUA_tranche3_Chartered Accountants Australia and New Zealand.pdf
- Chartered Accountants Australia and New Zealand (CA ANZ) submitted recommendations to the Australian Universities Accord Panel on reforms to the higher education system.
- Skills shortages exist across many occupations including accounting, auditing and finance professionals, and these shortages are expected to worsen without action.
- The higher education system needs reforms to ensure enough students study in areas aligned with the changing economy and emerging skills like digital and data analytics.
- Funding and regulations should support lifelong learning and recognize micro-credentials from both traditional and non-traditional providers.
- Price signals to students and providers through funding need to be aligned to encourage growth in needed areas like accounting and management.
- Commonwealth contributions for accounting and commerce degrees should be increased to reflect graduate outcomes and national priority.
- HELP loans should be indexed to CPI or 10-year government bonds to provide repayment relief for graduates.
- Indigenous participation in higher education needs support through partnerships and targeted scholarships.
- International education recovery requires diversifying source countries while maintaining relationships with traditional markets.
- Pathways to permanent residency should be provided to attract international students by offering work rights post-study.

AUA_tranche3_Council for the Humanities, Arts and Social Sciences.pdf
- The Council for the Humanities, Arts and Social Sciences (CHASS) is submitting comments on the Australian Universities Accord discussion paper. CHASS represents over 50 HASS organizations.
- Recent Jobs Ready Graduates policy has aimed to discourage students from taking HASS subjects, but HASS degrees provide valuable skills for a changing economy and unknown future needs.
- Students should be informed but pursue their interests, as interest is linked to success. Flexible exit/re-entry points should be available.
- HASS strengths are aligned with Australia's position as an English-speaking country in Asia-Pacific and home to the world's longest continuing culture. HASS study should be encouraged.
- HASS research is essential for understanding communities universities serve amid rapid social changes. All parts of Australia need access to HASS offerings and research.
- University governance should enshrine Indigenous expertise, disciplinary breadth, and diversity alongside independence.
- The ARC's role could expand to better advocate for research importance to the public.
- The Jobs Ready Graduates package should be replaced as it disproportionately burdens women and minorities and may exacerbate inequities.
- HASS knowledge underpins important issues like the environment, health, inequality, Indigenous voices, and the economy.
- Links between universities and industry should be strengthened in HASS areas to foster innovation beyond commercialization. Flexible research supports are needed.

AUA_tranche3_International Education Association of Australia.pdf
- The International Education Association of Australia (IEAA) represents all facets of international education in Australia, including public universities, schools, TAFEs, and private providers.
- Australia has been criticized for focusing too much on making money from full-fee paying international students, rather than seeing international education as benefiting broader society.
- Relying too heavily on international student fees risks using them to subsidize other areas of higher education that governments normally fund.
- International students face misconceptions in Australia that they are here primarily for migration, take opportunities from domestic students, and want to "take over" the country.
- Accreditation bodies sometimes impose restrictive and changing requirements that discourage international graduates from gaining professional recognition.
- More can be done to link regional development goals to clearer pathways for international students to remain or gain migration outcomes in regional areas.
- The pandemic has prompted Australian education providers to expand transnational education delivery through online and offshore campus models.
- Governments and regulators need to better facilitate academic and employment pathways for students graduating from offshore delivery modes.
- Engaging foreign governments will help ensure they better recognize excellence in Australia's delivery of full online degrees and micro-credentials.
- A public relations campaign is needed to overcome misconceptions and champion what international students offer Australia.

AUA_tranche3_Isolated Childrens Parents Association of Australia.pdf
- The Isolated Children's Parents Association of Australia advocates for equitable access to education for geographically isolated students from early childhood through to tertiary level.
- Rural and remote students face unique disadvantages in accessing tertiary education including high costs of relocation, living expenses, distance from institutions, and lack of financial support.
- Financial assistance is needed to support rural students who must relocate to study, as relocation costs can exceed $12,000. Current support is inadequate.
- Rural incomes can fluctuate greatly due to factors like drought, making the parental income threshold for financial aid too low for many families.
- Students who relocate for study should qualify as independent for aid like Youth Allowance to access needed support.
- Savings requirements prevent rural students from accessing aid despite needing funds for high upfront relocation costs.
- Assistance like the Relocation Scholarship is too limited in eligibility and should support all rural students who relocate to study.
- Rent costs outpace rent assistance provided, and rural students need more support with accommodation expenses.
- Vocational students from rural areas face similar barriers as university students in accessing financial aid and support.
- Improving access to information, regional study hubs, online learning support, and qualified educators in rural areas can help boost rural participation in tertiary education.

AUA_tranche3_Katie Ellis, Cameron Neylon, Louise Curham, Kai-Ti Kao.pdf
- The document proposes a vision of universities as Open Knowledge Institutions, where the purpose is to provide platforms and capacities to support society in knowledge-making through research, learning, engaging industry, and supporting policymakers.
- It argues universities should act as a form of national infrastructure and expertise to coordinate diverse knowledge-making groups and create spaces for productive dialogue.
- It notes concerns around the current structural problems in university teaching, including reliance on sessional and short-term contract staff, which compromises students' learning experiences.
- It recommends universities commit to transparency around outsourcing arrangements and teaching pay/casualization rates to address these issues.
- It discusses the benefits of inclusive universal design for an increasingly diverse student population.
- It argues for generative relationships rather than an extractive mindset, and embracing inclusive design to engage more groups.
- It draws attention to the climate crisis requiring universities to reshape and respond through local engagement and innovative approaches.
- It proposes more flexible and contextual evaluation approaches than rankings and citations to track complex goals.
- It encourages embracing more ambassadorial relationships with diverse groups, industry, and research.
- It urges considering universities' role as open knowledge institutions that value all expertise and benefit everyone.

AUA_tranche3_Local Government Association of Queensland.pdf
- The Local Government Association of Queensland (LGAQ) supports the Australian government's commitment to establish an Australian Universities Accord to better align higher education with national needs.
- Queensland councils want to improve access to education and training opportunities in their local communities to help grow and retain local workforces.
- Regional, rural, and Indigenous communities deserve quality opportunities to pursue study without having to relocate.
- Existing initiatives to improve higher education access in regional areas have failed to increase participation rates, which have remained around 20% for over 30 years.
- Regional University Centres (RUCs) have emerged as a successful initiative to support local communities in growing and retaining skilled workers.
- The Country Universities Centre model for RUCs is designed and developed locally for local people and communities to provide equitable access to higher education.
- RUCs currently support over 500 students enrolled in tertiary studies in regional Queensland.
- Many RUC students are enrolled in health and education courses to deliver services locally where there is high demand.
- RUCs have been shown to increase tertiary education access and completion rates as well as supply local labor markets with graduates.
- The LGAQ urges the panel to consider expanding the RUC program to provide improved access to tertiary education in more rural and remote regions.

AUA_tranche3_Medical Deans Australia and New Zealand.pdf
- Medical Deans is advocating for substantial increases in medical school places to develop Australia's future medical workforce. They recommend recognizing and supporting this need.
- Partnerships between universities and health services need to be strengthened to better embed teaching, training and research in clinical settings. This includes addressing challenges of work-integrated learning in rural areas.
- The HELP loan limit for domestic full-fee paying medical students should be increased to match tuition fees more realistically.
- Curricula and clinical placements need sufficient focus on generalist skills and care for long-term conditions/multidisciplinary teams. Accreditation standards should reflect this emphasis.
- Students need opportunities to experience digital health/AI innovations through strengthened workplace connections.
- A national set of principles is needed for collaboratively recruiting, educating and supporting Australia's future health workforce.
- A pre-intern role is recommended, with shared university-health service responsibility and flexibility.
- Universities should play a role in educating workplace supervisors of students and graduates.
- Employment structures for educators/researchers need reforming to address job insecurity, underpayment and lack of career progression.
- Additional funding is recommended for research into educational best practices.

AUA_tranche3_Minerals Council of Australia.pdf
- The mining industry in Australia is committed to working with the tertiary education sector through the Australian Universities Accord to ensure a steady supply of skilled talent.
- Skills shortages persist in the mining industry despite significant industry investment and collaboration with the tertiary education sector.
- Emerging technologies and the energy transition will increase demand for skills in areas like data analytics, robotics, artificial intelligence, and green skills.
- Vocational education and training (VET) provides an important source of skilled workers for the mining industry through apprenticeships and trainees.
- The Mining Skills Organisation Pilot aimed to improve national training arrangements but has now been replaced by AUSMESA.
- Critical roles with skills shortages in the mining industry include mining engineers, geotechnical engineers, metallurgists and geologists.
- Innovation in the mining sector occurs through collaboration between mining companies, equipment/technology suppliers, universities, and research organizations.
- Programs like the Trailblazer Universities initiative better integrate university-industry research collaboration.
- Maintaining support for initiatives like CRCs, university research institutes, and CSIRO is important for industry-oriented research.
- A supportive innovation ecosystem is needed for the mining industry to maintain its position as a global innovation leader in developing technologies like those for decarbonization and sustainability.

AUA_tranche3_National Foundation for Australian Women Social Policy Committee.pdf
- Australian higher education policy has been negatively influenced by neoliberal philosophy since the 1980s, which views education primarily as an economic commodity rather than as a social good.
- Successive governments since the 1980s have refashioned the role of universities to primarily link to economic productivity rather than broader social purposes.
- International student fees have become a major source of revenue for universities, with some receiving 30-40% of total revenue from international enrollments.
- Universities have faced repeated funding cuts from governments and been instructed to find other sources of income, leading to over-reliance on international fees.
- The casualization of university staff has greatly increased, with estimates of casual staff making up 60% or more of the total workforce.
- Wage theft and unpaid overtime are problems affecting many casual university staff.
- Neoliberal ideology has infiltrated not just government policy but also university leadership and public attitudes towards higher education.
- The document argues universities should have a dual purpose of both producing skilled graduates and cultivating independent thought and wisdom.
- Recurrent government funding for universities needs to be increased to support their core teaching and research functions.
- A re-examination of the nature, purpose and role of universities is needed given the scope of changes facing the world.

AUA_tranche3_National Union of Students.pdf
- The National Union of Students (NUS) is advocating for reforms to the Australian higher education system to improve affordability, equity and student support.
- The Australian Universities Accord needs to outline an ambitious plan over the next decade to address challenges like rising costs, declining quality, and students struggling to balance study and work.
- Unpaid internships place an unfair financial burden on students and often involve menial tasks. Paid internships are more productive for students and employers.
- A government stipend should support students' living costs for any required unpaid placements equivalent to at least the minimum wage.
- Most students face barriers to higher education due to inability to pay rather than access. Financial security is essential to degree completion.
- Rising living costs, especially rent, force many students to work long hours, impacting their studies and mental health.
- Two-thirds of students live in poverty and one in seven regularly skip meals due to costs of participation.
- Youth wage rates exacerbate student poverty by paying those under 21 less for the same work.
- Reforms are needed to expand paid placements, provide living stipends, and reduce barriers for international students.
- Investment in higher education must include direct support for students to complete their studies.

AUA_tranche3_Northern Australia Universities Alliance.pdf
- The Northern Australia Universities Alliance (NAUA) was established by Central Queensland University, Charles Darwin University, and James Cook University to collectively engage with policymaking and practices important for Northern Australia's development.
- The universities will work together with the Australian government through the NAUA to deliver integrated, place-based solutions for Northern Australia.
- Workforce development in Northern Australia faces significant challenges due to its regional, rural, and remote characteristics. A long-term, collaborative approach is needed.
- Population growth in Northern Australia did not benefit from internal migration during COVID like other regional areas, impacting workforce needs.
- Place-based approaches are important for effective regional development and workforce issues in Northern Australia.
- The NAUA universities can support evidence-based national policy development through quality research partnerships on challenges facing Northern Australia.
- Strategic research alliances between government and the NAUA universities will be key to address issues like water security, sustainable agriculture, and energy solutions.
- The universities have an important role in supporting Indigenous education, knowledge, and research partnerships in Northern Australia.
- Northern Australia is of increasing geostrategic importance, and the universities can contribute to relationship building and national security through their research capacities.
- The NAUA is optimistic that new initiatives like the Universities Accord can create meaningful reforms to increase education and research opportunities in Northern Australia.

AUA_tranche3_Science in Australia Gender Equity.pdf
- Science in Australia Gender Equity (SAGE) is submitting recommendations to the Australian Universities Accord to advance gender equity, diversity, and inclusion across the higher education sector.
- SAGE recommends developing a sector-wide strategy that encourages embedding GEDI policies and practices at all institutions, and promotes safe and respectful work and learning environments.
- An intersectional approach is important to ensure GEDI initiatives benefit people from all marginalized groups.
- Universities should improve GEDI for students and employees at all career stages and publicly report on their progress.
- The Athena Swan framework administered by SAGE in Australia is an example for evaluating GEDI. 31 Australian universities have achieved the first accreditation level.
- Linking research funding to GEDI commitments, such as through gender balance requirements, can incentivize progress.
- Power imbalances and lack of accountability allow harassment and assault to persist across institutions. Reform is needed.
- Casual employment is prevalent in universities and increases vulnerability to harassment.
- The EU and Ireland require GEDI commitments and accreditation for research funding eligibility.
- SAGE works to achieve sustained cultural change in GEDI through national accreditation and collaboration across the sector.

AUA_tranche3_South Australian Tertiary Admissions Centre.pdf
- SATAC provides tertiary admissions services for VET and HE programs in South Australia and Northern Territory. It is one of six Tertiary Admissions Centres in Australia.
- The review discusses the need to transform Australia's economy through knowledge, skills, and technology changes, as well as the challenge this poses for tertiary education.
- SATAC aims to address questions around connections between VET and HE systems and creating opportunities for all Australians.
- TACs provide a trusted one-stop shop for applicants to research, apply to, and receive offers from courses of interest.
- SATAC is transforming its online experience to provide a more streamlined and personalized application and account system.
- This new system will provide insights into applicant behavior and barriers to help engage and support applicants.
- SATAC plans to develop predictive models and learner profiles to better understand pathways to tertiary study success.
- A national tertiary admissions body could enable greater efficiencies, capabilities, innovation, and improved applicant outcomes.
- A national body could reduce or remove application fees and encourage participation in priority areas.
- It would also facilitate capturing sector-wide data to support institutions, industry, and government planning.

AUA_tranche3_Taree Universities Campus.pdf
- Taree Universities Campus (TUC) was established in 2020 in Taree, NSW, Australia to improve access to tertiary education for regional students in the MidCoast area through online and on-campus support.
- There is a lack of access to higher education in the MidCoast region, with only 12% of the population having a Bachelor's degree or higher compared to 26.3% nationally.
- TUC aims to address skills shortages in the MidCoast by partnering with universities to offer courses in areas like health, education, and business.
- Barriers like cost, distance to traditional campuses, and poor internet access prevent many in the region from pursuing tertiary education. TUC works to reduce these barriers.
- TUC supports over 300 students and has helped over 30 graduate. It provides scholarships and on-campus resources for online students.
- Growing local skilled workforces through tertiary education can boost regional economies and meet industry demand like for registered nurses in aged care.
- Improved online learning flexibility benefits regional students but local support is still needed, which TUC provides through student services, career advising, and local internships/placements.
- Collaboration between TUC and partners could expand course access locally through shared resources like labs to avoid duplication.
- TUC undertakes community engagement initiatives to improve outcomes for disadvantaged groups and foster an inclusive environment for youth.
- Long-term strategic planning is needed to anticipate skills needs and boost participation among underrepresented equity groups in the region.

AUA_tranche3_UniSport.docx
- University sport plays a key role in driving student outcomes like recruitment, retention, research, and results. It enhances the student experience and sense of connection to their university.
- Participation in university sport is linked to better mental health, physical well-being, student engagement, and academic outcomes according to research.
- Sport contributes to the social and emotional well-being of students, which benefits their academic success and produces well-rounded graduates.
- Soft skills developed through sport like teamwork, resilience and adaptability are in high demand among employers.
- Engagement in university clubs and sport is correlated with higher retention and graduation rates.
- Sport programs can increase engagement for underrepresented student groups like those from low SES, CALD, or international backgrounds.
- Indigenous Nationals and targeted learn-to-swim programs have increased participation for Aboriginal and Torres Strait Islander and international students.
- Universities should link their funding of sport to obligations around student health, well-being and success.
- Research is needed to quantify the economic return and benefits of university investment in sport.
- Requiring universities to explicitly link sport funding to performance measures could address issues preventing them from meeting national needs.

AUA_tranche3_University of Melbourne Life Patterns Longitudinal Study of Youth Project Team.pdf
- The Life Patterns Project is a longitudinal study that tracks young people from secondary school through adulthood to understand their education and employment pathways over time. It includes three cohorts of school leavers from 1991, 2006, and 2023.
- Lifelong learning is increasingly important for career development as the labor market becomes more precarious and skills require constant updating. Critical thinking, problem-solving, and social-emotional skills are key for adapting to new opportunities.
- Training only for existing jobs is inadequate; education must prepare young people for continually evolving work. Cohorts 1 and 2 recognize this more than in the past.
- Over half of Cohort 1 had engaged in further education by age 44, often for career advancement, maintaining skills, or accessing new opportunities. Women were more motivated by the latter.
- Barriers to lifelong learning include family responsibilities, time pressures, and high costs. University courses are not always accommodating of parenting needs.
- Cohort 2 saw lifelong learning as essential for career progression but completing one degree is not enough; additional qualifications are usually required.
- It can take around 5 years of work experience for graduates to secure a job in their desired field or profession.
- Employers, educators, and policies need to better support accessible lifelong learning and equitable returns on educational investments.
- The submission draws on several Life Patterns publications analyzing motivations, barriers and attitudes toward education and employment over the life course.
- The full list of Life Patterns publications is available on their website for further relevant research.

AUA_tranche3_University of Sydney Students Representative Council.docx
- The student representatives argue that the premise of the Accord is flawed as students' interests cannot be fully reconciled with major businesses and university executives.
- They call for free, fully funded higher education and ongoing income support for students.
- Administrative barriers create issues for students' continuity and completion, impacting their employability. Processes need to be more flexible and responsive.
- Universities should focus more on the diversity of the student experience rather than just employment outcomes.
- Cost of living is a major barrier to higher education access. Support like increasing student payments and affordable housing is needed.
- Work-integrated learning requires adequate income support for students to cover additional costs.
- Universities increasingly operate as businesses rather than institutions of learning and research, undermining lifelong learning.
- Practical barriers like the economic burden of study and poor public schooling inhibit lifelong learning and must be addressed.
- The 50% unit pass rule in the JRG package should be removed as it disproportionately impacts disadvantaged students.
- HECS debts deter some students and exacerbate economic impacts, so alternative funding models are needed.