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PORTFOLIO PLANNING TEMPLATE
2004-2006
Portfolio: RMIT Business
Date: March 2004

PLANNING TEMPLATE Page 2 of 61
CONTENTS
Section of Planning Data Source Frequency Timeline Linkages to other Processes Resources available for assistance/Background
Template information
Section A: Executive PVC, based on Annually July/August Informs Portfolio Planning Planning Group staff to facilitate SWOT analysis and
Summary SWOT analysis and process (for academic portfolios) planning sessions
review of other Informs development of Environmental Scanning Guide
sections of plan, University Strategic Plan and (http://www2.rmit.edu.au/departments/planning/ircu/escan.p
including workplan University Business Plan hp)
Informs Budget and Industry Dossiers (available through
workplanning activities http://www2.rmit.edu.au/departments/planning/ircu/industry.
php (login required)
Internal Review outcomes (e.g. Faculty reviews,
QART reviews, Schools Structure review)
AUQA report and Performance Portfolio
(http://www.rmit.edu.au/auqa)
Section B: Profile by Fund OPIS Annually April Outcome of Profiles Process OPIS
Source (for academic (http://www2.rmit.edu.au/departments/planning/planning.php)
portfolios)
Section C: Operating Business Warehouse Annually October/ Outcome of Budget Process Available through Finance Officer
Budget Management Report November
Section D: Scorecards
T&L Informs Profiles Planning
R&D Refer to template for Annually Ongoing Informs Portfolio Planning Template for Annual Reports
Organisation and details reporting process Professional Accreditation reports
Management Forms the basis of regular VCE Student Feedback Top 10 Report
Updated reporting & EPS (http://www.rmit.edu.au/teachingandlearning/topten
July/August Provides linkage to Strategic Profile Planning Guidelines (see
Plan, Business Plan, T&L http://www2.rmit.edu.au/departments/planning/ircu/profiles.
Strategy, R&I Strategy, etc. php login required)
Section E: Portfolio Planning session/ Annually September Used to inform PVC Budget process
Workplan facilitated input from workplanning. Sections based on Planning Group available to facilitate planning sessions
portfolio staff Profiles process template. Informed by Portfolio planning
Risk Management Strategy considered using AS4360
Section F: Risk Internal Audit Updated August Used to inform University Risk Internal Audit
Management Assessment University Risk Mngt Annually (forward to Management strategy Guidelines for AS/NZS Risk Management standard 4360
Strategy Internal available at http://online.standards.com.au/online/autologin.asp
Audit)
Section G: Workforce People Services Updated August Used to inform People Services (Senior Consultants)
Profile SAP Annually Portfolio/School/service group Guidelines for workforce planning, available from
(3 year workplanning initiatives http://www.rmit.edu.au/ps/workplanning
forecast)
/conversion/tmp/scratch/365313920.doc
Important Note for the Reader:
The following should be noted:
1. The most recent and shorter version of the Business plan template has been used as advised by the Planning Group. Similarly the School
Business plan templates that accompany the Portfolio plan comprise the shorter version of the templates and that most recently provided by the
Planning Group.
2. The following document has been prepared within a short timeline and before the official profile planning exercise and detailed workforce
planning during the budget process. These major activities of budgetary forecasting and profiling have not yet occurred for 2005. Thus, what
follows within this plan must be read within this context and the reader should expect that the details contained within this document and the
accompanying school plans may vary as these vital planning activities inform our planning further. The 2005 Portfolio business plan will,
therefore, be more detailed and more certain in terms of planning than the plan submitted in 2004.
For instance, the portfolios share of the projected growth for research income is not realistic without careful strategic planning. If, for example,
the research strategy was supported financially to allow for the appointment of innovation professors and/or other research only positions, then
the projection might be more possible. One possibility might be that the SET portfolio, which has arguably greater capacity to meet the research
income targets, could make more than a proportionate contribution to this goal for the university, while the Business Portfolio might take over, to
a greater degree, the projections with respect to Internationalisation.
SECTION A: EXECUTIVE SUMMARY

1. PURPOSE AND DIRECTION OF THE PORTFOLIO
In keeping with the RMIT University Business Plan, our mission is to provide quality professional and vocational
education and training to individuals and enterprises on a regional and international basis; quality outcome-related
research and consultancy services that address real world issues.
In order to achieve this mission at Business we focus on students, enterprises and communities with respect to
three broad areas namely, teaching and learning, research and innovation, and organisation and management.
2. MAIN PRIORITIES WITHIN THE PLAN
All the Portfolios priorities are informed by a consistent focus on Quality, Viability and Relevance 1
Teaching and 1. Student choice: Models for Business with everything for TAFE and HE and a feasibility
Learning study of offering a single B Bus degree with multiple streams commencing in 2006.
2. Student capabilities: Outcomes oriented staff development targeted at improving teaching
quality for capability and competence outcomes for students - 100% of core courses in HE
specialist streams and competence based TAFE courses revised through action learning
approach by 2005 (35% by end 2004).
3. Offshore Students - Integration of RMIT quality assurance and student feedback processes
for all offshore offerings.
4. Student employability: Differentiate RMIT Business though its Work Integrated Learning
(WIL) focus plan to embed WIL explicitly in all Business programs, on and offshore,
TAFE and HE, FT and PT, 40% by 2004, 100% by end 2005.
Research and 1. Grow external income and consultancy through expanded research activity via the
Innovation targeting of a range of income streams (such as prestige grants, commercial research),
increasing research active staff and the development of industry partnerships.
2. Improve HD Completions within DEST funded time.
3. Continue to improve the output of DEST weighted publications.
Organisation 1. Student services: Improve quality of student services and integration as key support
and systems to enhance learning.
Management 2. Offshore Students: Appropriate integration of RMIT student services, policies, practices
and procedures for all offshore offerings.
3. Sessional staff capability: Develop sessional staff capability to support achievement of
Portfolio vision for student learning.
4. Student transition: Develop strategies for student transition appropriate to all major student
groups in RMIT Business.
5. Implement the new school of TAFE.
6. Establish a Graduate School of Business positioned strategically within the graduate
education market.
7. EQUIS Accreditation: Complete the self assessment phase and apply for accreditation.
1
Based on the RMIT T&L Strategy: Five objectives for Learning and Teaching in 2003 2006, the University
Business Plan Strategic initiatives for 2004, and the outcomes of the Portfolios T&L Planning Day 2004.
BACKGROUND AND OVERVIEW
Brief overview of operating environment of the Portfolio
RMIT Business is one of the largest Business Schools in Australia and is based at 239 Bourke Street in
Melbournes Central Business District. Established in 1944 RMIT Business comprises approximately 500
staff working with approximately 18 600 students in Australia and overseas. RMIT Business earns almost
three-quarters of its annual revenue from non-Government sources and is highly entrepreneurial and
outward looking in its vision.
RMIT Business consists of six Schools, one Research Centre (Centre for Quality Management Research)
and involvement in three CRC (CRC for Construction Innovation, CRC for Smart Internet Technology
and the CRC Interactive Design) and the Office of the Pro Vice-Chancellor. Currently a Business
Graduate School is being established.
The Schools are as follows:
School of Accounting and Law
School of Business Information Technology
School of Economics and Finance
School of Management
School of Marketing
Business TAFE School
The schools as a whole offer a comprehensive and seamless range of education and training from short
courses and certificates through to research higher degrees. All courses, including Vocational Education
and Training programs (VET), are available to Australian and International students, either in Victoria or
at various overseas locations.
RMIT Business prides itself on its educational contribution to the global business community. Its
Melbourne campus is a popular destination for international students and the Portfolio is involved in
educational partnerships in a range of countries throughout South East Asia, including China, Hong
Kong, Malaysia, Singapore Thailand and Vietnam. A wide range of offshore degree programs, including
articulation arrangements, is offered in collaboration with local institutions.
RMIT Business aims to be accessible to a diverse range of communities, including those that are
geographically isolated. To this end it has developed a number of new initiatives, including a new
Bachelor of Commerce degree delivered entirely On-Line. Innovation and Entrepreneurship are at the
forefront of the RMIT Business strategy for the future.
For further information, please also see: www.rmit.edu.au/bus
Note main stakeholders/clients and their expectations
The main stakeholders/clients for RMIT Business include students, industry clients, the professions, DEST and
OTTE.
With respect to students, RMIT Business is one of the largest business schools in Australia, with approximately
12 300 higher education students and 6 300 TAFE students throughout Australia and the Asia Pacific Region.
Approximately 13 000 students are studying in the heart of Melbourne's central business district while almost
5600 students undertake programs off-campus in Rural Victoria, China, Singapore, Malaysia and Hong Kong.
RMIT Business has students studying in Melbourne from countries right around the world such as China, USA,
The Netherlands, Malaysia, Indonesia, Vietnam, Hong Kong, Thailand, India, Papua New Guinea, Switzerland,
and New Zealand.
The delivery of RMIT Business programs caters for a variety of students ranging from secondary school leavers to
business professionals working in the city. RMIT Business caters for a large enrolment in part time study, with
most part-time students attending classes at the Bourke Street campus, with over 50% of classes conducted after
5.30pm or on weekends.
Broadly RMIT Business stakeholders expect excellence, student and staff capability, employability, relevance,
flexibility, on time deliverables, and clear communication channels. For instance, the Top Ten Report 2003 states
that students across RMIT expect flexible, effective and accurate administrative systems; a clean, well resourced
and appropriate learning environment; access to up to date reliable equipment that is well maintained; and a good
library collection including current books and journals (p. 3). RMIT Business students also value committed
academic/ teaching staff; the opportunity for Work Integrated Learning (WIL); opportunity to meet a diverse
group of people; and the easy online access in the library. Students want more formative and summative feedback
from staff, and advance notification of timetabling changes.
The School of Business Information Technology enjoys a strong association with the Australian Computer
Society, the national accrediting body for Information Technology professionals. The undergraduate Bachelor of
Business (Business Information Systems) is accredited with the ACS. The Head of School is a Fellow of the
society, and one of the Schools senior lecturers is a member of the State Executive. Two of the Schools
programs, the Bachelor of Business (Information and Knowledge Management) and the Graduate Diploma in
Knowledge Management are accredited with the Australian Library and Information Association.
The School of Management has recently established a very successful undergraduate degree for young
entrepreneurs, and is now totally revising and renewing its undergraduate degree in management.
The School of Accounting and Law has strong links with the professional accounting associations in Australia.
Two of its degrees are accredited by the associations: completion of either the Bachelor of Business in
Accountancy or the Master of Professional Accounting satisfies the academic requirements for membership. The
Chair of the Australian Accounting Standards Board is an Adjunct Professor of the School.
The School of Marketing has industry links with all the various disciplines in the School. The five undergraduate
programs in Marketing, Transport and Logistics Management, Hospitality, Tourism and International Business all
foster industry connections and the co-op placement for students in these programs brings industry related and
professional benefits to staff and students. The postgraduate programs in Marketing and in Logistics Management
are designed for practising professionals and much of the research carried out in the School focuses on practical
issues with real world relevance. The BRW Top 100 Fastest Growing Companies report for example is one of the
better known research outputs from this School.
The School of Economics and Finance has developed strong links with the financial services sector. The
undergraduate programs are accredited pathways for membership of the AIBF, the FPA and the professional
accountancy bodies. The Master of Finance is recognised by the FTA and the Master of Financial Planning is a
pathway for the CFP program as well as being recognised by ASIC as meeting PS146 requirements. Staff in the
School hold official positions with industry bodies such as the FPA and the ASFE, as well as providing consulting
services to a range of organisations. The School is well placed to contribute to the Victorian Governments
strategy of establishing Melbourne as the premier location in Australia for financial services education and
training. The School of Economics and Finance has significant scholarship clusters in financial services,
empirical finance and economic modelling. The research capability associated with these scholarship clusters has,
over recent years, produced substantial research outputs across all DEST categories. Staff in the School also hold
editorial positions with significant refereed journals in the accounting, finance and economics areas.
The Business TAFE School delivers programs in Accounting, Legal Studies, Financial Services, Real Estate,
Marketing, Advertising, International Trade, Information Technology, Administration, Management,
Conveyancing, and Foundation studies. Through traineeships, commercial activities, New Enterprise Workplace
Activities and workplace student learning projects, the Business TAFE School has developed good industry links.
The Business TAFE School is the only Registered Training Organisation offering a conveyancing specific
program and the Program Coordinator presented at the industry state conference in March 2004. The Advertising
program has a strong relationship with the Advertising Institute of Australia and the Business TAFE School is
regarded by that industry as a leader in Advertising education and training. The internal and external research
environment expects increased research income, timely successful research completions, and DEST approved
publications, as well as increasing numbers of accredited research supervisors, research active staff and relevant
student capabilities.
In addition to meeting profile targets, OTTE expects growth in commercial income, increased traineeship intakes,
delivery designed to meet priority student targets, improved completion rates, adherence to AQTF standards,
reduced invalid enrolment rates, quality improvement that aligns with client/student expectations, and programs
and services configured to enhance community and industry partnerships.
Note challenges and opportunities from SWOT analysis undertaken as part of Portfolios planning
process, and the main impacts on the Portfolios operations (provide details in attachments as
appropriate)
The challenges as perceived through SWOT analysis include:
1. Financial sustainability;
2. The alignment of facilities/ resource/processes with planned growth;
3. Staff capacity and capability;
4. Growth in commercial activity (HEd and TAFE; on and off shore);
5. Re-assess, re-invigorate and market strengths vis-a vis competitors;
6. Implementation challenges- consultation between the centre and the portfolio and the development of integrated
systems;
7. Continuous improvement in quality of teaching;
8. Improved research performance;
9. Staff morale.
The opportunities as perceived through SWOT analysis include:
1. The use of the RMIT Business brand to leverage our local and our international reputation on/off shore;
2. The establishment of a Graduate School of Business;
3. Reinvigorate our strengths, such as work integrated learning, in terms of the market opportunities;
4. Exploit and expand our industry linkages and grow our industry connectedness.
Comment on student numbers (and projections) (See Profile by fund source template at Section E)
Whilst student growth is not anticipated in the Business TAFE sector, the Higher Education sector has projected
steady growth over the next 3 years, particularly in the international onshore and offshore undergraduate market.
Although the 2005 COG allocation is yet to be determined, the current tentative projection of the university
indicates a reduction in COG Business places over the next few years. Yet VTAC demand for undergraduate
business places remains high. In 2003 and 2004 Business had three of the top ten most popular programs
(Accountancy, Marketing and Business Administration). With common first year core courses and updating of
programs, the popularity of RMITs business programs is guaranteed with the undergraduate student market. This
unmet demand will most probably be met by other institutions, not in an improvement in AFP take up rates.
Slow growth is predicted for the undergraduate AFP market, as the community needs to undertake a culture
change to accept that education is on a user pays basis.
The predicted portfolio level growth in the Postgraduate AFP, International Onshore and Offshore markets may
prove challenging to achieve as the Post graduate sector is becoming increasingly competitive. Additionally,
recent DIMIA changes make the Business 18 month Masters programs less attractive to prospective international
students. The Portfolio will need to respond to this market need.
Note: The figures in the attached profile planning templates are what was submitted to the University during
the 2003 profile planning process, and may change when the 2005 2007 profile is reviewed during 2004.
Provide overview of resource context (Finance, Staff Capability, Facilities)
A major challenge exists in terms of the projected student growth that is in excess of our current capacity to
service. Thus, the current resource context (finance, staff capability, facilities) will need to grow if such
targets are to be realised. For instance, the facilities at Building 108, given the compressed time slot of most
classes (evenings, weekends), are at full capacity. Our computer facilities are in high demand. For example,
the room audit conducted by Property services in 2002 showed a 95% usage rate. Additional facilities, such as
medium to large classrooms, corporate/executive facilities, computer centres and space for examinations, are
needed if we are to accommodate the intended development in student numbers. Further, we shall need to
expand our staff capability, through ongoing professional development, the furthering of higher qualifications,
and the enhancement of staff morale.
Provide overview of Portfolios contribution to relevant scholarship cluster (initiatives included in

workforce profile and profile by funding source)
The planning surrounding scholarship clusters began early in 2004. In February the Portfolio executive held a
planning day, of which one session was devoted to consideration of discipline or scholarship clusters. It is
intended that further work will occur during 2004 and into 2005 as part of the overall university goal to better
describe the distinctive features of the work that we do at RMIT. This planning session yielded a first draft in
terms of nominating that which we believe to be areas of strength, those areas that are emerging and those that we
need to consider further in terms of viability. From this work we will engage in further planning in the Portfolio in
connection with the university project emanating from People Services. The plan will need to analyse academic
areas within the Portfolio and map the discipline knowledge, qualifications and research capacity with respect to
Academic staff.
The planning day yielded some initial thinking with respect to our current strengths, our emergent or potential
areas of growth, and those areas that will need to be reviewed in terms of feasibility. While this initial thinking is
presented below, it must be recognised that further developmental work and review is needed.
RMIT Business is internationally recognised as a key player in the world of business education, and aims to
encompass the needs and demands of the information society in a lifelong learning context. The Portfolio aims to
produce graduates who have the capabilities to operate confidently and effectively in a technological global
environment.
The Business Portfolio is currently known for the quality of its educational programs in the following areas:
Accounting
People Management
Marketing
Financial Markets
The following areas are deemed as emergent or growing scholarship clusters within Business:
Entrepreneurship
Strategic Management
Transport and Logistics
Supply Chain Management
Business Analysts
Development Economics
The Portfolio has developed significant research capability and reputation within the areas of:
Organisational accountability
E-Commerce and Knowledge Management
Financial Markets
Practice Led Research
Health Services Management
Entrepreneurship and Innovation
Enterprise Learning Frameworks
The following areas were deemed as possible areas for development but in need of review in terms of feasibility:
Hospitality
Tourism
Development Economics
In 2003 scholarship triangles were developed for the School of Management, the School of Marketing and in the
area of financial markets (refer to attachment). Such work will be continued across all schools as part of the on-
going work related to scholarship cluster planning and review.
It should be noted that the current operating budget will determine the ways in which we can contribute further to
scholarship cluster development. The plans noted in section E of this document will be constrained by the budget.
Ongoing plans will be maintained and any surplus will be devoted to key strategic goals such as the development
of capability-driven curriculum, and the growth of research income.
SECTION B: PROFILE BY FUND SOURCE 2004-2006 (for Academic Portfolios only)
VET PROFILE
P Profile L Profile
2003 2003 2004 2005 2006 2003 2003 2004 2005 2006
Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile
VET Programs (SCH) 1,084,112 953,388 969,388 969,388 969,388 92,908 79,337 85,923 85,923 85,923
Foundation Studies (EFTSU)
Fee for Service ($)
Australian Fee Paying International Onshore
2003 2003 2004 2005 2006 2003 2003 2004 2005 2006
Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile
VET Programs (SCH) 170,504 116,400 238,826 240,426 196,926 297,113 344,000 284,000 242,000 247,000
VET Programs (EFTSU) 237 162 332 334 274 413 478 394 336 343
Foundation Studies (EFTSU) 215 369 330 330 330
Fee for Service ($)
VET PROFILE (contd)
International Offshore Other Funds TOTAL
2003 2003 2004 2005 2006 2003 2003 2004 2005 2006 2003 2003 2004 2005 2006
Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile
VET Programs (SCH) 242,690 355,000 227,000 240,000 265,000 9,355 0 1,896,682 1,848,125 1,805,137 1,777,737 1,764,237
VET Programs (EFTSU) 337 493 315 333 368 13 2,634 2567 2,507 2,469 2,450
Foundation Studies (EFTSU) 215 369 330 330 330
Fee for Service ($)
* Enrolment figure as at Feb 2004 = Confirmed
Source: OPIS
HIGHER EDUCATION PROFILE
International Onshore
Commonwealth Operating Grant Australian Fee Paying
2003 2003 2004 2005 2006 2003 2003 2004 2005 2006 2003 2003 2004 2005 2006
Actual* Profile Profile Profile Profile Actual Profile Profile Profile Profile Actual* Profile Profile Profile Profile
PG Res 66.2 75.5 37.4 19.2 10.0 30.5 29.9 23.1 26.2 29.0 22.0 22.9 20.1 31.8 44.7
PG CWK 24.0 14.3 6.8 2.2 0.7 721.3 745.7 673.1 753.8 791.6 330.4 408.2 358.7 407.5 432.5
UG 2708.1 2783.9 2,515.9 2,430.9 2,399.2 211.6 154.5 147.8 161.4 185.2 1,435.2 1498.3 1,585.5 1,687.7 1,830.4
Total 2,796.3 2873.6 2,560.1 2,452.3 2,409.9 963.5 930.0 844.0 941.4 1,005.8 1,787.6 1929.3 1,964.3 2,127.0 2,307.6
Total
International Offshore Other
2003 2003 2004 2005 2006 2003 2003 2004 2005 2006 2003 2003 2004 2005 2006
Actual* Profile Profile Profile Profile Actual Profile Profile Profile Profile Actual* Profile Profile Profile Profile
PG Res 3.8 11.0 3.3 2.9 2.8 14.0 0 10.3 6.0 10.0 134.5 139.2 94.1 86.2 96.5
PG CWK 299.9 281.2 283.6 333.3 331.1 0.3 0 78.0 107.4 116.2 1,375.8 1449.3 1,400.2 1,604.2 1,672.2
UG 2751.6 2881.1 3,100.2 3,358.6 3,532.2 153.3 208.8 284.6 373.6 395.8 7,259.5 7529.5 7,634.2 8,012.1 8,342.7
Total 3055.2 3176.4 3,387.1 3,694.8 3,866.1 167.3 208.8 372.9 487.0 522.0 8,769.8 9118.1 9,128.5 9,702.5 10,111.4
Source: OPIS
Note that the above tables show the consolidated profile context incorporating the schools within Business as well as the figures within the Office of the PVC: Business. The
figures from the Office of the PVC: Business are attached separately, as are the Business plans for the six schools.
SECTION C: OPERATING BUDGET 2004-2006
2004
2003 2004
FINANCIALS ($'000) Forecast 2,005 2,006
Actual Budget
(V8)
Commonwealth Operating Grants 19,093 14,329 13,895 13,760
Commonwealth Operating Grants - Other 2 0 0 0
State Government Grants 7,844 5,721 5,721 5,721
Aust Full Fee Paying 10,119 7,657 8,588 9,019
Tuition Fees - Onshore Overseas 28,735 18,945 19,238 20,453
Tuition Fees - Offshore Overseas 15,108 16,132 17,237 18,029
Full Fee Paying VET Award Fees 1,250 1,059 1,071 878
Other Student Fees & Charges 2,536 2,618 2,610 2,862
Total Student Related Income 84,687 66,461 0 68,359 70,721
Research Grants/Income 1,162 1,876 2,400 3,044

Donations & Bequests 87 52 1 1
Other Income 3,974 4,110 4,326 4,526
Investment Income 9 0 0 0
Commercial Income 1,179 1,530 1,747 1,922
Total Other Income 6,411 7,568 0 8,473 9,493
TOTAL INCOME 91,098 74,029 0 76,832 80,214
Operating Expenses
Total Salaries 34,082 36,933 38,411 40,387
Total Oncosts 6,854 7,721 8,031 8,444
Total Salaries & Oncosts 40,936 44,654 0 46,442 48,831

Consumable Materials 914 1,165 1,200 1,236
Minor Equipment Repairs & Hire 1,934 1,974 2,033 2,094
Communication Costs 715 730 751 773
Administrative Expenses 166 52 54 55
Marketing, Advert. & Public Relations 796 877 903 930
Travel & Motor Vehicle Expenses 1,930 2,549 2,625 2,704
Stocks & Materials 180 154 159 163
Staff Administrative Costs 4,204 3,908 4,024 4,145
Finance, Legal & Other 865 605 746 778
Facilities Related - Occupancy 3,448 1,219 1,207 1,243
Grants to Other Institutions 126 201 206 212
Staff & Student Related Expenses 1,067 1,419 1,461 1,504
Depreciation 606 723 779 747
Miscellaneous Expenses 117 68 70 72
Total Other Operating Expenses 17,068 15,644 0 16,218 16,658
Total Direct Operating Expenses 58,004 60,298 0 62,660 65,489
Gross Contribution 33,094 13,731 0 14,172 14,726
Total University Overheads 22,544 12,811 13,195 13,591

TOTAL OPERATING EXPENSES 80,548 73,109 0 75,855 79,080
Operating Result 10,550 920 0 977 1,134

Total Capital Expenditure 789 440 260 270
Add Depreciation 606 723 780 748
Notes on Financials
The Hybrid Model:

Care must be taken when comparing the financials from 2003 to 2004 as a change in the Universitys methodology
occurred in 2004. In 2003 the model was profit centre accounting whereby all the gross revenue was distributed to
profit centres and University overheads were all charged as an expense below the gross contribution line. In 2004 this
has changed to a hybrid model whereby some University overheads and capital expenditure are funded off the top and
some other overheads are charged as expenses below the gross contribution line. This has resulted in reduced revenue
distributed to profit centres, which has lead to diminished operating results. The comparison from 2004 on is more
meaningful.
Assumptions used for 2005 and 2006:
The financials have been generated based on a status quo approach using currently available student profile data.
Tuition fee revenue forecasts has been aligned to the student profile movements; salaries and on-costs have been
increased by the proposed EB amounts, 4% in 2003 and 5% in 2004; and expenses have been increased by 3% per
annum to reflect CPI increases. This simplistic approach has been used as program reviews; student profile targets;
and detailed workforce planning are works in progress. The financial projections for 2005 and 2006 are only a first cut
snapshot and are subject to change.
Business TAFE School
The Business TAFE Schools financial projections show a decline in revenue due to the impact of the profile for 2005
and 2006, which was developed in 2003. The profile contains significant reductions in student contact hours from the
phasing out of old programs. These delivery reductions have yet to be reflected against the expenses. The TAFE
Schools financials are in the formation stage and therefore cannot be relied on to give an accurate indication of
projected performance.
SECTION D: SCORECARDS
LEARNING AND TEACHING SCORECARD
In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Learning and Teaching, Regional and
Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor
Status
Portfolio Portfolio Portfolio
Data Source Portfolio Performance (Exceeding, On
Indicators in Strategic Plan Measured by: Target Target Target
2003 target, unlikely
2004 2005 2006
to meet)
Teaching Quality CEQ good CEQ 38.9% 39% 41% Above national Given the
teaching average of 46% lagging nature of
agreement (HE) Program CEQ as an
Leaders AR indicator it is
(These reports unlikely that the
have not been efforts of the
submitted to Portfolio in 2004
the PVC) will result in
significant
improvement in
CEQ data until
2006 at the
earliest
SOS good SOS 69.5% 70% 72% Above state
teaching average of
instruction (VET) Program 73.2%
Leaders AR
(These reports
have not been
submitted to
the PVC)
Status
2004 2005 2006
to meet)
Completion Rates Student Load Planning 2002 Only: 88 90 92% -5% over On target
Progress Rate Group 87.9% the national
(HE) average:
87% (2001)
Module Load Planning 80.2% 81 82 81% - 5% over Exceeding
Completion Rate Group the state
(VET) average:
76.1% (2002)
Retention rates Unknown At or above Given the
year to year national absence of
average within information on
relevant FoS current
performance it
may be difficult
to achieve 2006
target until the
scale of the gap
is addressed
Students at risk Schools Unknown 65% 80% 95% TBD
identified and
supported
% of Graduates Securing % HE graduates GDS and 91% 91% 91% 91% - 5% over On target
Employment in full-time SOS- the national
employment Planning average:
Group 86%
% VET graduates GDS and 77% 79% 80% 82% - 5% over On target
employed SOS- the state
Planning average:
Group 77%
% of Graduates Involved in % HE graduates GDS and 3% 3% 8% 13% - 5% over Unlikely to be
Enterprise Formation in self- SOS- the national met as this is not
employment Planning average: something we
Group 8% have focussed on
in the design of
our programs
Status
2004 2005 2006
to meet)
% VET graduates GDS and 3% 7% 11% 5% over the Unlikely to be
in self- SOS- state average: met as this is not
employment Planning 11% something which
Group is a major goal in
the development
of competences
set out in the
National
Training
Packages
Graduate Capability % of programs Program 20% 35% 70% 90% of On target
implementing a approval programs
capability driven process 100% of core
curriculum (HE) courses
% of programs Program 40% 60% 80% 80% of On target for
implementing a approval programs those awards
competency process offered by
based curriculum Business TAFE
(VET) which are
competency
based
BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD

Status
Portfolio Portfolio
T&L Priorities in Business Data Source Portfolio Performance Portfolio Target (Exceeding, On
Measured by: Target Target
Portfolio Plan 2003 2005 target, unlikely
2004 2006
to meet)
Student choice: Models for Enrolments of AMS Common stem and Plans for a Cross portfolio Cross portfolio On target
Business with everything students from stream architecture for single B Bus delivery with delivery with
for TAFE and HE other portfolios all Business degrees but degree with Business Business
in Business all run as separate multiple streams involvement in involvement up
competences and programs to commence in teaching up 10% 50% on 2003
courses 2006 on 2003
Common core of
Collaborative Planning Unit business competences Models for
teaching with for TAFE programs Business with
Business staff everything for
involved in TAFE and HE
delivery with
staff of other
portfolios
Student capabilities: Participation of SIM Two undergraduate 35% of core 100% of core 100% of On target
Outcomes oriented staff staff in degrees and two courses in HE courses in HE programs
development workshops to re- Schools and postgraduate degrees specialist specialist streams renewed to
design course Academic fully renewed streams and and competence have a
guides and Development competence based TAFE capability/
improve teaching Unit statistics Majority of TAFE based TAFE courses revised competence
quality delivering on course awards with Training courses revised through action focus
capability and guide Package Implementation through action learning
competence renewals and plans developed learning approach
outcomes for staff approach
students participation
rates
Offshore Students - Quality Student feedback Audit reports Patchy; characterised by Development of Complete On target
assurance and student Partner feedback and student ad hoc approaches at prioritised implementation;
feedback and partner program level; no action plan and evaluate
feedback consistency across all commence effectiveness
offerings implementation
BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD

Status
Portfolio Portfolio
T&L Priorities in Business Data Source Portfolio Performance Portfolio Target (Exceeding, On
Measured by: Target Target
Portfolio Plan 2003 2005 target, unlikely
2004 2006
to meet)
Student employability: WIL related AMS WIL much talked about; Plan to embed 100% by end 100% On target
RMIT Business and Work course co-op in almost all WIL explicitly 2005
Integrated Learning (WIL) enrolments undergrad degrees for in all Business
onshore FT students, programs, on
Professional Skills and offshore,
Program available TAFE and HE,
onshore and FT only; FT and PT, 40%
offshore and PT by 2004
equivalents to co-op and
PSP variable and patchy;
TAFE programs patchy
and especially weak
offshore
* * Status: - Current performance is tracking well

- Current performance is on target but requires attention
- Current performance indicates that urgent attention is required
RESEARCH AND DEVELOPMENT SCORECARD

In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Research and Development, Regional and
Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor
Indicator in Measured by: Data Portfolio Performance 2003 Portfolio Target 2004 Portfolio Portfolio Status
Strategic Plan Source Target Target (Exceeding,
2005 2006 On target,
unlikely to
meet)
DEST DEST audited R&I (100% Unlikely to
Reportable research income RDU DEST $ % DEST Category $ % $2,400,000 increase on meet target
Category CRC Research 1,033,298 55.1
Research Income by category ($ 2001 income: for 2006.
Research Grant 435,874 37.5 Grants
and % mix) State Govt Research Grants 86,000 4.6 $1,522,136) 2001 income
CRC Research 12,500 1.1 - Other Govt included TRC
Grants Research Grant 434,863 23.1 research
Research Grants 196,119 17 Non Govt
- Other Govt Research Grant 56,000 3.05
TOTAL: income which
Research Grant 323,736 27.8 International $3,044,272 was closed in
Non Govt Research Grant 1,000 .05 2002. Needs
Research Grant 23,578 2 Non Govt research
International Donations
Research Grant 35,993 3.1 Research Grants 30,000 1.6
investment
Non Govt Non Govt Coll strategy.
Donations ARC Large 89,091 4.7
Research Grants 6,250 0.5 Grants
Non Govt ARC 77,221 4.1
Sships Infrastructure
Research Grants 87,412 7.5 Block Grant
Non Govt Coll. ARC APA 68,533 3.7
ARC Large 11,592 1 Industry
Grants TOTAL $1,876,006 100
ARC 30,000 2.5
Infrastructure
Block Grant
TOTAL 1,163,054 100
Strategic Plan Source Target 2005 Target 2006 (Exceeding,
On target,
unlikely to
meet)
DEST # of research RDU School # School # Schools to 300%
Reportable only staff Marketing 3.6 Marketing - provide increase on
Research Economics & 2 Economics & 2 data 2001 (2001
Income Finance Finance data is not
Management 7 Management 2 available)
RDU 7 RDU 9.5
CQM 1.5 CQM 1.5
BIT 1 BIT 2
Portfolio Office 1 Portfolio 1
TOTAL 23.1 Office
TOTAL 18
# of research Supervisor 1 application: 2 staff 3 applications: 5 staff 5 200%increase On target

active staff per registration applications: on2001:
grant 7 staff 6applications:
application 9staff
# of research Supervisor
active staff registration School # School # 75%of 100%of On target
(using ATN Accounting 14 Accounting 13 academic academic
definition) BIT 21 BIT 20 workplans workplans
Economics & 16 Economics & 15 recognising takinginto
Finance Finance research account
Marketing 21 Marketing 16 activity research
Management 27 Management 27 activity
Portfolio Office 12 Portfolio Office 14
TOTAL 111 TOTAL 105
60.9% academic staff 54.7% academic staff
Strategic Plan Source Target 2005 Target 2006 (Exceeding,
On target,
unlikely to
meet)
% of HDR R&I Not available pending Research Not available pending Research Not 100% Not available
completions RDU Master Master available completion pending
within DEST pending within time Research
funded time Research Master
Master
% of staff on Supervisor School # % School # %
academic Register Accounting 14 7.7 Accounting 13 6.8 50% of 50% of On target
supervisor BIT 21 11.5 BIT 20 10.4 academic academic staff
register Economics & 16 8.8 Economics & 15 7.8 staff on on supervisor
Finance Finance supervisor register
Marketing 21 11.5 Marketing 16 8.3 register participating
Management 27 14.8 Management 27 14.1 participating in supervision
Portfolio 12 6.6 Portfolio 14 7.3 in
Office Office supervision
TOTAL 111 60.9 TOTAL 105 54.7
Total academic staff March 2003 Total academic staff March 2004
(FTE): 182.4 (FTE): 191.7
Research DEST Weighted R&I 210 confirmed publications 10% At national
Publications RDU 10% increase on previous year increase on average in On target
(12 publications have been previous terms of
referred to the Expert Panel set up year publications
by R&I for review) per research
active staff
% of academic R&I 47% academic staff 60% of academic workplans taking 75% of 100% of
staff generating RDU into account DEST research academic academic On target
publications (86 staff plus 22 research students activity workplans workplans
and 3 visiting fellows) recognising recognising
research research
activity activity
Indicator in Strategic Plan Measured by: Data Source Portfolio Portfolio Portfolio Portfolio Status
Performance Target 2004 Target 2005 Target 2006 (Exceeding, On
to meet)
Uptake of Research Outcomes % return to RMIT from R&I $5,000 $15,000 $20,000 $0 2001 income
Including Returns from commercialisation RDU included sales
Commercialisation from VATS data.
As data set ages
it becomes less
useful. DOI will
be collecting own
data in 2005.
Impact Through Partnerships % of research active staff CRC Linkage, 10.3% 14.3% 18.6% 75% increase 2001 data not
engaging in research with ARC Industry 2001 available
industry/community/other funded projects 11.5 research 15 research (2001 data not
universities/CRCs (via SAP 1st active staff. active staff available)
category) Total academic Total academic
research active research active
staff: 111 staff: 105

ORGANISATION AND MANAGEMENT SCORECARD

In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Staffing and Resources (refer to Section 7) and
develop targets, which will be agreed to by the Vice-Chancellor
Indicator in Strategic Plan Measured by: Data Source Performance Portfolio Portfolio Portfolio Status
2003 Target 2004 Target 2005 Target 2006 (Exceeding, On
target, unlikely
to meet)
Highly effective and responsive % and speed of People Services Business: 82% 85% resolved 90% resolved 95% resolved Likely
student support services resolution of overall resolved. within 1 within 1 within 1 week,
formal student (Details not kept fortnight, fortnight, remainder
complaints on time frame of remainder remainder resolved within
resolution) resolved within resolved within 1 month of
1 month of 1 month of submission
submission submission
% of Staff Initiated Turnover (not Staff Initiated People Services 12% 10% 10% Less than 10%
vdps) Turnover (not p.a.
vdps)
% of academic/ To be More than 80% TBD
teaching staff considered
with industry as part of the
activity included development of
within the the staff profile
workplan in 2004
Number of Collected by Unknown 30% p.a. 30% p.a. 30% p.a. TBD
applicants who People Services
meet key
selection criteria
per position
Return on Revenue To be Data not held Unknown TBD TBD TBD TBD
determined centrally
Health and Safety Fully Chair OH & S Processes will Date to be TBD TBD TBD
implemented OH Committee: be put in place confirmed:
& S strategy currently consistent with
Damian Barry People Services
processes
BUSINESS PORTFOLIO ORGANISATION AND MANAGEMENT SCORECARD
Status
Organisation and Data Source Portfolio Portfolio (Exceeding,
Portfolio Performance Portfolio Target
Management Priorities in Measured by: Target Target On target,
2003 2005
Business Portfolio Plan 2004 2006 unlikely to
meet)
Student services: Improve Related SSC to advise Unknown Metrics agreed 3% improvement 5% TBD
quality of student services and improvements in and current over 2004 improvement
integration as key support CEQ scores over levels of student over 2004
systems to enhance learning time satisfaction
understood
Offshore Students: Appropriate Student feedback Annual Extremely varied and TBD
integration of RMIT student program different from one
services, policies, practices and Partner feedback reports program to another and
procedures for all offshore one partner to another
offerings Audit reports
Sessional staff capability: Participation of Records of Virtually no PD for PD designed and Participation by Participation by TBD
Develop sessional staff sessional staff in participation sessionals other than piloted at least 40% of at least 80% of
capability to support workshops induction sessional staff sessional staff
achievement of Portfolio teaching at least teaching at
vision for student learning Student feedback 10 hours least 10 hours
Student transition: Develop Student Student Increasing collaboration On target
strategies for student transition completions completions on Orientation under
appropriate to all major module and module and Student Services
student groups in RMIT course and course and leadership
Business program program
Student
satisfaction
Implement the new school of TBD TBD TBD Complete
TAFE implementation
Establish a Business Graduate TBD TBD TBD Complete
School planning phase
Application for
EQUIS
accreditation
completed

SECTION E: PORTFOLIO WORKPLAN

The Portfolio workplan section should be structured using the following sections (as per the Strategic Plan)
o Learning and Teaching
o Research and Development
o Organisation and Management
Strategies should be categorised as per the Budget management process

o 2004 Identified University Strategic Activities
o Change Activities (support a move from existing policy or practice to new policy/practice)
o Core Operational Activities (support achievement of operational targets)
IMPLEMENTATION
Clear responsibilities, timeframes and resources should be allocated to the strategies within the workplan, which will
inform individual staff workplans and performance reviews to ensure that staff are aware of their responsibilities. Key
milestones and achievements should be reported and celebrated along the way.
1. LEARNING AND TEACHING

RMIT BUSINESS PRIORITY ACTION FOR 2004: To improve teaching quality and the relevance and viability of programs.
Key Result Outcome Strategies Timeframe Overall Resources
Area Responsibility Required
Identified University Strategic and Change Activities
Academic Enrolments Build and enhance connections between Business portfolio and other portfolios, and Develop PVC Assistance
linkage and of students interpret and translate policies and strategic directions to staff strategic Dean Ac from other
co- from other paper HoS portfolios:
coordination portfolios in Models for Business with everything for TAFE and HE (Also see below - Plan for a setting out Academic
Business single B Bus degree with multiple streams to commence in 2006) issues and T&L
Relates to competences approaches Students
Business T&L and courses leading to
Priority adoption by
Collaborative Business
Student teaching with and other
choice: Business staff Academic
Models for involved in Portfolios
Business delivery with Portfolio of
with staff of other an agreed
everything portfolios action plan
for TAFE and by
HE November
2004
Program Participation Program renewal and Training Package implementation planning in selected areas List PVC Assistance
Quality and of staff in approved Dean Ac from other
Relevance workshops to Staff development on capability / competence (through workshops on revising their by HoS portfolios:
re-design course guides) - Course redevelopment in all specialist streams and core competences to Programs Academic
Relates to course guides redevelop assessment and revise course guides to embed capability / competence focus committee T&L
Business T&L and improve through educational design and assessment completed (especially
Priority teaching for delivery CID Group)
quality Continue work on common core and linkages to B Bus suite of programs and to improve in 2005 Students
Student delivering TAFE articulation (especially
capabilities: capability 35% of HE Registrars
Outcomes and and TAFE Office)
oriented staff competence courses Planning
development outcomes for developed/ and Quality
students renewed by Unit
end 2004,
100% by
end 2005
60% of
academic
staff
trained in
2004,
remainder
by end
2005
Viability: Enrolments Explore optimising economies of scale by offering one undergraduate degree for whole Plan with PVC Assistance
Common of students Portfolio with multiple streams key Dean Ac from other
Architecture from other milestones HoS portfolios:
portfolios in Develop an open architecture approach for TAFE and HE awards to enable students to and Academic
Relates to Business integrate Business with everything deadlines T&L
Business T&L competences by Students
Priority and courses November
2004
Student Collaborative
choice: teaching with Relevant
Models for Business staff University
Business involved in approvals
with delivery with for
everything staff of other approval
for TAFE and portfolios for single
HE degree by
key dates in
2005 (eg
VTAC)
Work WIL related Work integrated learning focus in priority programs for both FT and PT students WIL PVC Support and
Integrated course component Staff in OPVC ad
Learning enrolments Run a one-day conference for co-op students (in School of Marketing) to present their in all B Bus Dean Ac vic
reflections on their placements to employers, year 2 students about to commence co-op, degrees, on Dean R&I e
Relates to and academic staff. Conference to be organised professionally eg call for papers, and Ho S Marketing req
Business T&L selections of abstracts, poster sessions etc offshore, School of uir
Priority: and FT and Marketing ed
Investigate potential to implement peer review procedures to increase linkages to practice PT, by end ADU / WIL Unit fro
Student based research industry focussed outcomes 2004 m
employability: OP
RMIT V
Business and Pilot Co-op C,
Work conference WI
Integrated in L
Learning September Un
(WIL) it
an
d
ad
vic
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als
o
req
uir
ed
fro
m
rel
ev
ant
sta
ff
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oth
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Sc
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Support
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Ma
rke
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Un
it
for
use
of
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for
pro
mo
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WI
L
Un
it
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Proposed Enrolments Cross portfolio project with Engineering on double degree development, delivery and Some PVC: Business Assistance
cross- of students academic service delivery aiming to develop shared Dean Ac from other
disciplinary from other - Streamlined pathways for double degree options projects Head of School portfolios:
initiatives portfolios in - Evolution of minor specialist streams in Business for rapid inclusion on other and cross of Management Academic
(double Business degrees SET HoS especially
degrees, dual competences - Ways to make the double degree experience more coherent and integrated eg shared Business SET
awards, and courses projects, a capstone course, etc. and ways which provide students with the sense they teaching T&L
service are welcome in both Portfolios and Students
teaching, Collaborative - Single set of rules governing for example the award of a faculty pass assessment (student
course teaching with - Ways to address practical difficulties for students - logistics of schedules and in existing Services
sharing) Business staff students' convenience to be considered double and
involved in - School of Management and relevant SET schools to work together on course degrees in Registrars
Relates to delivery with revisions to have assessments of business related capabilities embedded into Semester 2 office)
Business T&L staff of other engineering design projects and assessed jointly by Business and Engineering staff 2004 Property
Priority portfolios Services (re
Issues timetabling)
Student paper by
choice: August
Models for 2004
Business
with
everything
for TAFE and
HE
Flexible Enrolments Completion of electronic resources for flexible delivery of MBA into Vietnam, China and End of Business Online Assistance
delivery of students other offshore locations, with content available to be incorporated as support for local 2004 T&L from other
initiatives from other offerings and industry short courses. HoS Portfolios:
portfolios in Management IECD
Business Review of electronic flexible resources exiting for common core courses in both Diploma HoS TAFE T&L
Relates to competences of Business and Bachelor of Commerce, with a view to increasing usage across all ADU
Business T&L and courses offerings.
Priority
Some initial
Collaborative The development of online resources for the following in Vietnam: the Bachelor of 2004 TBD
resources
Student teaching with Finance, the Bachelor of Marketing and the Bachelor of Logistics. Likely ADU
have been
choice: Business staff
designated.
Models for involved in
Further
Business delivery with
resources
with staff of other
will need to
everything portfolios
be sought.
for TAFE and
HE and Student
Offshore feedback
Students -
Quality Partner Alberton Management College: Completion PVC:Business
assurance and feedback Implementation of an improvement strategy of issues identified in the AUQA report by end of Dean Ac
student 2004
feedback
Dissolving the Enrolments Systematic approach to granting and evaluating advanced standing Assoc Deans Assistance
Boundaries of students International from other
from other Clearly documented articulation pathways between TAFE and HE Ho S TAFE portfolios:
Relates to portfolios in Analyse and address problems with advanced standing HoS HE IECD
Business T&L Business Dean Ac Students
Priority competences Develop a record of current articulation arrangements for Melbourne, RIUV and
and courses Singapore
Student
choice: Collaborative Plan to develop associate degrees for offshore delivery in 2005
Models for teaching with
Business Business staff
with involved in
everything delivery with
for TAFE and staff of other
HE portfolios
Regional and Business Hong Kong Assoc Deans Within
International Developmen Role of Transport & Logistics at HKMA 2004 International existing
Activity t Implementation of travel cost project at HKMA resources
Proposal to articulate an HKMA Assoc Degree into RMIT fulltime programs. 2005
Property Specialisation at HKMA
Investigate role in PRC with HKMA
China
Implementation of articulation arrangements at China partners. 2004
Consolidate operations at South China Normal University
Decision on WUST diploma pathway. June 2004
Investigate Master of Commerce at SCNU and/or WUST with IELTS of 6.0 or REW 2004
pathway with 4 courses in China and 8 courses at RMIT.
Develop list of target universities in line with China strategy.
Implement the SUFE Master by Research project from China and elsewhere.
Singapore
Clear articulation pathway to SIM and English language entrance requirements. 2004
All undergraduate programs contracts expire in December 2004. There is a need to
review and introduce changes.
Implementation of travel costs project
BB (Marketing) scheduled to start in January 2005 at SIM
Business development at Informatics:

Bachelor of Education in Early Childhood Education
Diploma in Fashion
Expansion of current program to Hong Kong and to Karachi
Malaysia
Review RMIT Business in Malaysia strategy 2004
Indonesia
Possible implementation of SUPRA diploma pathway for articulation to SIFT, SIM or 2004
Melbourne
Strengthen General
current Exchange rate risk management approach by RMIT as part of broader business risk 2004
procedure management strategy.
Insurance issues to be looked at by People Services
Improve connectivity to RMIT infrastructure
Operations manual
International study experience (student exchange, study tours, offshore students
studying in Melbourne comprising over 500 students): consolidation
Regional and Strengthen Moderation manuals 2004 Assoc Deans Within
International current English language entrance requirements to be further clarified and communicated International existing
Activity procedures resources
Assistance to partners in areas of articulation including visits to sources of students
Offshore teaching improvements projects
- conditions for offshore teachers
- service teaching costs project
- pay rates for offshore teaching
Portfolio role in co-ordinating RMIT and Portfolio study tours
Commercial Developing Partnerships 2004 PVC: Business

Strategy Make an assessment of current relationship building rather than focus on tenders HOS
Create a steering committee for commercial relationships in the Portfolio including Associate Deans
Schools, Business Direct and Centres, and so on. Focus on using the most
appropriate people to meet the needs of the client rather than an internal focus
Develop a university commitment to partnerships and rewards for staff. Seek to
develop links, alliances, etc
Reputation
Use the launch of the Graduate School of Business to reinvigorate marketing
including the website and to provide a focus point for the outside world on RMIT
Business
Carry out perceptions survey using Alumni, Post Graduate Programs, Program
Advisory Committees and corporate clients
Infrastructure
Develop new career paths at RMIT recognising research, teaching and commercial
activity plus an associated performance management system
Improve contract processing time appoint a Portfolio Manager for contracts
Begin process of developing 2 or 3 areas of cross business/industry expertise
(curriculum, research and practice) supported by 15-20 active business people
working in these areas as part time staff, on joint appointments and RMIT staff in
positions in Business
2. RESEARCH AND DEVELOPMENT
Key Result Area Outcome Strategies (What) Timeframe Overall Resources Required
(Relevant KPI (Broad actions to achieve the (By When) Responsibility (Note whether Additional or Within
(Dot points provide example from Scorecard) outcomes) (Who) existing Budget and Staff
issues for consideration) (note where others resources)
involved)
Identified University Strategic Activities
AUQA R&D Monitoring of research supervision: Ongoing Dean (R&I) Within existing RDU Budget
recommendations quality Portfolio Research
Committee
Nelson Review To be determined Await decision re. Nelson. TBD Dean (R&I) Within existing RDU Budget
Contribute to discussions. Portfolio Research
Consider models. Committee
The allocation of resources and other
actions are subject to decision.
Change Activities
Research Growth DEST Mentoring ARC grant applications Ongoing 2005 Dean (R&I) Within existing RDU Budget
New Grants (domestic, Reportable Review the positioning of CRCs in Portfolio Research
international) research income terms of the portfolio, and the Committee
Commercialisation initiatives engagement of CRCs in partnerships
Research consultancies
Core Operational Activities
Research Management HDR Student facility Ongoing 2005 Dean (R&I) Within existing RDU Budget
Research completions completions Student support fund Portfolio Research
Supervisor training within DEST Supervisor registration Committee
HDR support funded time Supervisor training & development
Progress
Internal reviews
Research Income DEST Mentoring ARC grant applications Ongoing 2005 Dean (R&I) Within existing RDU Budget
Grants Management Reportable Positioning in CRCs Portfolio Research
Publications income Publications audit Committee
Income generation Research Staff workplans
publications
Teaching/Research Nexus TBD A plan for the development of links Plan developed Dean (R&I) Implementation of the plan will
Research into teaching and between teaching and learning as 2004 Portfolio Research depend on budget.
learning well as research and innovation will Committee Seminars can occur within budget.
be developed. Conferences and other major events
Research seminars. will be constrained by budget.
Opportunities for scholarship on
teaching and learning/research will
be sought.
3. ORGANISATION AND MANAGEMENT
Key Result Area Outcome (Relevant Strategies (What) Timeframe Overall Resources Required
KPI from Scorecard) (Broad actions to achieve the (By When) Responsibility (Note whether Additional or
(Dot points provide example
outcomes) (Who) Within existing Budget and Staff
issues for consideration)
(note where others resources)
involved)
Academic Portfolio Establishment of a The merging of TAFE staff from 2004 PVC: Business The PVC: Business Office will
Implementation TAFE school five schools into one separate Associate identify needs and the adequacy
school is currently being managed Director/HOS of resources (both existing and
by the Associate Director Business Business TAFE planned) in order to meet these
TAFE. new initiatives.
Refinement of the implementation.
Project manager has been
appointed.
Monitor, review and project
management cycle.
Establishment of a The Business Graduate School: Planning PVC: Business

Graduate school consultative process/project is in completed by Head of the
action. 2004 Graduate School
New Head to begin in semester 1
who will manage the planning and
implementation according to the
findings of the project report (due
end of May).
A formal plan will then be
constructed for implementation.
Plan to be presented to VCE.
Business Direct Implementation of review Implementation PVC: Business Within existing resources
recommendations completed by the
end of 2004
School of Marketing Completion and implementation of Implementation PVC: Business Within existing resources
review recommendations completed by the HoS: Marketing
end of 2004
Nelson HE positioning & To Be Determined Await decision re. Nelson. PVC: Business
reform implementation Contribute to discussions. Director of
Consider models. Academic Services
The allocation of resources and
other actions are subject to decision.
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Change Activities
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Staff Capabilities TBD A three year staff profile forecast End 2004 The service
Staff Development and recruitment plan will be integration project
initiatives (including developed. in conjunction with
upgrading qualifications) key managers in
Research/Teaching the Business
Appointments portfolio
Staff Planning (refer to
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Revenue Growth Meet targets in Actively seek to further develop 2004 PVC: Business Within existing resources
Refer to research growth and projected budgets industry research partners,
program development/ consultancy opportunities,
commercialisation initiatives opportunities for commercialisation
both locally and internationally
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Capital Growth Relocation of Planning towards the relocation of Prior to 2006 PVC: Business Within existing resources
Major equipment purchases, Business in 2006- Business in 2006-2008
leases 2008
Core Operational Activities
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Staff Culture Effective Bullying Awareness: training has begun. End of 2004 PVC: Business Within existing resources
Communication A program of input to staff will be
developed.
Development of both informal and On-going

formal networks/ groups/seminars
Within schools and
within Schools and centres centres
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
IT and Infrastructure High student and staff Employ project-planning methodologies June 2004 Director IT: Within existing resources
IT initiatives satisfaction with level to ensure timely deployment of IT Tony Woolham
Laboratories, teaching of service: student infrastructure in student laboratories.
facilities, etc. maintenance survey Also to assist all IT projects to be Note that prime
implemented on time and within budget. responsibility for this
is likely to be
High student and staff Seek adequate technical resource from End 2004 transferred out of the Additional resources required
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Student Support (and Related Develop Service agreement with Service HoS Assistance required from other
Portfolio Implementation) improvements in Student Services group to ensure agreement with PVC Portfolios:
CEQ scores over student centred approach developed Student Services Facilities Manager Students
Relates to Business time for delivery at local Portfolio level by June 2004 Dean Ac IECD
Organisation and Assoc Deans
Management Priority: Ensure that functions that require Timetabling International
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Student Support and Student feedback Assess costs and benefits to RMIT Report by Assoc Deans Assistance required from other
Services (Viability and Business, offshore partners and the September 2004 International Portfolios:
quality) Partner feedback RMIT students of operating PVC Students including LSU and
different academic calendars at the Dean Ac registrars Office
Relates to Business same partner and of operating T&L (especially Library)
Organisation and different academic calendars at IECD
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Student Support and PD designed and piloted to develop Pilot completed Dean Ac Assistance from other Portfolios
Services sessional staff capability to support by Sept 2004 HoS T&L
achievement of Portfolio vision for
Relates to Business student learning
Organisation and
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Management
Priority:Sessional staff
capability:Develop sessional
staff capability to support Ensure sessional staff have e-mail, Improved
achievement of Portfolio voicemail. Tell sessionals if they are services for
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
vision for student learning expected to be available for sessional staff by

consultation time; specify Sept 2004
acceptable timeframe for them to
respond to student queries
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Student Support and Student completions Closer links to Orientation Planning Ongoing in 2004 PVC: Business Assistance from other Portfolios
Services module and course coordinated by Student Services Dean Ac Students
and program HoS T&L
Relates to Business Business Mentor Scheme being IECD
Organisation and Student satisfaction expanded based on successful
Management Priority: earlier scheme in Accounting and
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Budget Management Meet budget targets Monitor monthly: intervene; seek On-going PVC: Business Within existing resources
Processes to monitor and alternate revenue resources; ensure Manager: Finance &
review budget achievement of budget targets Resources
involved)
appointed.
management cycle.

end of May).
end of 2004
end of 2004
Health and Safety As per statistics PVC: Business Within existing resources
1.Leadership/integration All direct reports to be accountable for forming part of
of Health & Safety into achieving this in their own work area quarterly
management structure Report
& processes
2. Systems for PVC accountable for achieving this in Speed of taking
managing Health & portfolio office corrective action
SECTION F: RISK MANAGEMENT ASSESSMENT
Portfolio Risk Management

During 2003 all PVCs were involved in developing the Enterprise Risk Management Strategy for
RMIT.
The major risks identified as being critical for RMIT to manage over the period to 2008 are:
Decentralised operations leading to major inefficiencies and high overheads
Inability to respond to market demand in order to grow revenue and meet financial targets
High level of dependence on South east Asia and China to achieve growth targets
Inability to fund future infrastructure spending that will support growth
Variability of teaching and research quality across RMIT
Lack of financial, commercial and relationship management expertise within certain parts of
RMIT
Costly and unsustainable enterprise IT systems which will not be supportable in the future
Inability to attract, develop and retain the right people to achieve RMITs vision
Inability to recover from a disaster in a timely manner
Physical harm to students and staff.
In taking the RMITs risk management obligations forward, all Portfolios are now required to complete
risk assessments as part of their business planning for 2004. The Portfolio risk assessment is to focus
on the active identification and management of the risks that may prevent, or impede, the Portfolio
from achieving its business goals. This will require the explicit monitoring, reporting and management
of the Portfolios risk by the Portfolio.
Approach
RMIT have adopted AS/NZ4360:1999 as a base, and from that have developed a methodology which
will be available through the RMIT website. It is crucial that this approach be adopted when
completing the Portfolio risk assessment. A template for the Risk Register is contained in this section,
together with criteria for categorising Likelihood and Consequences. Ensuring that all risk registers are
formatted using this template will enable the integration of cross-portfolio risk management into an
RMIT-wide risk assessment for Council.
The Role of Internal Audit & Risk Management

Internal Audit staff are available to provide guidance on the process for effectively developing a risk
management assessment for each portfolio, and are obliged to oversight the process to ensure that risk
assessment is undertaken and that the outcomes meet the requirements of RMIT. If necessary,
appropriate consultants can be identified, and assistance provided in engaging them to facilitate
development of the risk assessment. It is crucial that the consultant be prepared to utilise the RMIT
methodology and adopt the format of output.
A risk assessment training program will be developed and made available through the Open Program.
Staff involved in developing the risk assessment for your Portfolio should attend the training.
Deadline
The RMIT-wide risk assessment will commence in September 2004. This means that all Portfolio risk
assessment work must be made available to Internal Audit & Risk Management, in the specified
format, during August 2004.
The Business Portfolio

The Portfolio of Business is planning to appoint a staff member within the Office of the PVC: Business
to develop, manage and monitor an ongoing Risk Management strategy. The timing of the appointment
is subject to budgetary constraints but the intention is that the appointment can occur within the first
half of 2004 so that the abovementioned university timelines can be met.
.
RISK REGISTER
Risk Title
5.1 From a commercial and financial management perspective, RMIT operates under a silo mentality leading to major inefficiencies
across the organization.
Risk Rating Extreme
Likelihood * Almost Certain Consequence * Major
Risk Treatment
Activity Responsibility Expected Status *

Completion
Date
Dealt with through the establishment of the Major Change June 04
Major Change Group to simplify and standardise Group
business processes across RMIT. (Malcolm
McCormick)
Post Treatment
Risk Rating
Likelihood Consequence
* The risk assessment of Likelihood and Consequence from AS/NZ4360:1999 are described in the following pages
RISK ASSESSMENT CRITERIA
LIKELIHOOD
The following definitions should be used to describe the likelihood of the risk occurring.
5. Almost Certain The event is expected to occur in most circumstances

Risk has more than a 75% chance of occurring
Will occur within the next six months
4. Likely The event will probably occur in most circumstances
Risk has 50-74% chance of occurring
Will occur within 18 months
3. Possible The event could occur at some time
Risk has 25-49% chance of occurring
Will occur within 36 months
2. Unlikely The event is unlikely to occur
Risk has less than 25% chance of occurring
May occur within 48 months
1. Rare The event may only occur in exceptional circumstances
Not likely to occur within next five years
To determine both the likelihood and consequence of each risk, consideration will be given to the
current controls in place to minimise or manage risks.
CONSEQUENCES
The following definitions have been used to describe the consequences of a risk
occurring
5. Catastrophic Financial impact exceeds $10 million where risk is covered by

insurance (insurance cover up to $10 million)
Very high client sensitivity
Irreparable damage to Universitys image and reputation
Cessation of business due to non-compliance with regulations
Business and Strategic objectives unable to be achieved
Financial impact exceeds $1.5 m where risk is not covered by
insurance
4. Major Financial impact between $5 million to $10 million where risk is
covered by insurance
Significant client sensitivity
Significant damage to Universitys image and reputation
Restriction of business due by regulators
Significant impact on Business and Strategic objectives
Financial impact exceeds $1 m where risk is not covered by
insurance
3. Moderate Financial impact between $2 million to $5 million where risk is
covered by insurance
Moderate client sensitivity
Medium damage to Universitys image and reputation
Fines and penalties by regulators (e.g. delay in payment to client)
Moderate impact on Business and Strategic objectives
Financial impact exceeds $500,000 where risk is not covered by
insurance
2. Minor Financial impact less than $2 million where risk is covered by
insurance
Low impact on client sensitivity
Minimal damage to Universitys image and reputation
Censure by regulators
Minimal impact on Business and Strategic objectives
Financial impact exceeds $250,000 where risk is not covered by
insurance
1. Insignificant Risk consequences are dealt with by routine operations
SECTION G: WORKFORCE PLAN
To support implementation of the initiatives, a 3 year forecast workforce profile should be aligned to
the directions of the plan. Workforce planning involves identifying future organisational demands and
supplies of staff and planning the steps necessary to ensure that the right number and type of
individuals are available at the right time to fulfil organisational needs. A workforce profile:
- identifies the skills and desired staffing profile required to achieve the school/areas plan
- provides an objective basis for planning staff development
- assists in achieving an appropriate staffing mix
- assists in maximising notice periods for not issuing further fixed-term contracts.
Guidelines for developing a staff profile are available from People Services. The Universitys staff
profile is at http://www.rmit.edu.au/ps/statistics
Changes in Business Strategies to address Cost/Resources Target Completion

Objectives or Key changing of workforce Date
Activities Planned needs
recruitment, training &
development,
retraining,
redeployment,
relocation, replacement
planning, restructuring,
union negotiations,
redundancy, career
planning, change
management
This work is to be completed in 2004.
SCHOLARSHIP TRIANGLES
Scholarship Triangle Head - Graduate School of Business
The Head of the Graduate School could potentially be in any of the five identified
current and emerging research concentration areas of the Portfolio:
E-commerce / Knowledge Management

Financial Markets
Health Services Management
Organisational Accountability
Entrepreneurship and Innovation
The Head of the Graduate School would enhance the number of research active
scholars (band 2) in a particular triangle, the number of research students (band 5) in
a particular triangle and the amount of research income earned (band 9) in a
particular triangle. These accountabilities are described in the position description.
Thus by way of illustration, consider the following example of the Head of Graduate
School being in the financial markets area, although it should be noted that a
comparable analysis could be presented in other areas.
CURRENT FINANCIAL MARKETS SCHOLARSHIP TRIANGLE
The current scholarship triangle for the financial markets research concentration is shown on
the following page. Following are comments on the triangle.
1) Industry & Community Need
The research output has been shown to be of national significance and there is significant
national demand for research in financial markets.
Ratio = 85%.
2) Research Active Scholars 7/12 = 58.3%.
Robert Brooks
Sinclair Davidson
Tony Naughton
Michael McKenzie
Heather Mitchell
Tim Fry
Richard Henney
The research concentration currently has the following associations:
Academic journals: Accounting Research Journal, Accounting and Finance, Studies in

Economics and Econometrics.
Academic Association: Asia-Pacific Finance Association.
Industry Links: JB Were, Capital Partners, Sigma Ltd, Institute of Banking and Finance,
Commonwealth Bank, ANZ Bank, NAB, Westpac, Zurich Financial Services, AXA, Bio Diem.
At this time the research concentration is involved in various tenders and grants that will
leverage these relationships into earned finance.
FINANCIAL MARKETS
CURRENT 2003
1 (85%)
2 (59%)
3 (100%)
4 (71%)
5 (71%)
6 (2%)
7 (100%)
8 (80%)
9 (77%)
10 (100%)
3) Research Assistants/Post Doctorals = 3 = 100%
Required Ratio = 1 per three scholars. We have 7 scholars, we should have 2.33 Research
Assistants.
4) Teaching Scholarship and Potential Research Active Scholars = 14. Desired ratio = 2
per scholar = 71.4%
Amalia di Iorio
Terry Hallahan
Thomas Josev
Sveta Risman
Magdy Stephan
Stuart Thomas
Lisa Yong
Hoa Nguyen
Vikash Ramiah
Mark Stewart
5) Research Students
Desired ratio = 6 EFTSU per scholar

The desired EFTSU = 42 EFTSU, Actual EFTSU =30
Ratio = 71%
6) UG students in the relevant courses engaged in the scholarship area and doing fieldwork
contributing to research.
In principle all students over the period of their UG studies will be engaged in research
activity. This, however, can only be quantified by examining the Co-operative education year
where students are required to undertake a project. The project component comprises 20%
of the year. There are 100 co-op students and this is measured as 20%*100 = 20. Total UG
EFTSU = 690.79 + 201.64 = 892.43.
Ratio = 20/892.43 = 2%.
(If we include ALL students, both UG and PG) the ratio = 18%.
7) Undergraduate underpinning
University School
HE Academic Staff 963 31
HE Students* 25094.21 1063.16
Staff/student 0.038375 0.029158
Student/Staff 26.05837 34.29548
* = EFTSU
Ratio = 100%.
The concentration currently has 1063 EFTSU studying in the scholarship area at
undergraduate level.
8) Facilities, Equipment and Research Infrastructure
The concentration has a deficiency in office space that places a physical constraint on
appointments, especially at the associate professor and professor levels.
Ratio = 80%.
9) Earned Finance
Time % Basic Salary Research Allocation

Robert Brooks 10 97109 9710.9
Sinclair Davidson 67 77942 52221.14
Michael McKenzie 60 68359 41015.4
Heather Mitchell 20 60693 12138.6
Tim Fry 50 97109 48554.5
Richard Heany 50 97109 48554.5
Tony Naughton 20 97109 19421.8
Average/Total 220000.0
Budgeted Earned Finance = $170,000

Ratio = 170000/220,000 = 77%
10) Finances Allocated
The research concentration has substantial COG underpinning plus in excess of 20% FFP
students.
POTENTIAL FINANCIAL MARKETS SCHOLARSHIP TRIANGLE
The current scholarship triangle reveals gaps at band 2 around the number of
research active scholars and at band 9 around finances earned. These new
appointment would help in this regard. In addition it is also expected that the position
would help as regards research student recruitment (band 5 of the scholarship
triangle). Thus, this appointment could be expected to produce a new triangle, shown
on the next page.
The following comments highlight the bands where changes will be made as a result of the
new position.
2) Research Active Scholars 8/12 = 66%
FINANCIAL MARKETS
NEW 2004
1 (85%)
2 (66%)
3 (100%)
4 (100%)
5 (75%)
6 (2%)
7 (100%)
8 (80%)
9 (95%)
10 (100%)

The desired EFTSU = 48 EFTSU, Actual EFTSU after recruitment due to appointments = 36
Ratio = 75%
9) Earned Finance

Robert Brooks 10 97109 9710.9
Sinclair Davidson 67 77942 52221.14
Michael McKenzie 60 68359 41015.4
Heather Mitchell 20 60693 12138.6
Tim Fry 50 97109 48554.5
Richard Heany 50 97109 48554.5
Tony Naughton 20 97109 19421.8
Head, Graduate School 20 97109 19421

Average/Total 240000.0

Ratio = 230,000/240,000 = 9567%
Positions expected to earn research income. This is an illustrative example but the same
type of effects are expected in all scholarship areas.
Scholarship Triangle School of Management
CURRENT ORGANISATIONAL ACCOUNTABILITY (SCHOOL OF MANAGEMENT)

SCHOLARSHIP TRIANGLE
The current scholarship triangle for the organisational accountability research concentration is
shown on the following page. Following are comments on the triangle.
The research output has been shown to be of national significance and there is significant
national demand for research in organisational accountability.
Ratio = 85%.
2) Research Active Scholars 6/12 = 50%.
Carlene Boucher
James Latham
David Kimber
Chris Selvarajah
Julie Wolfram-Cox
Ian Woodruff
Academic Association: Academy of Management (USA), Australian and New Zealand

Academy of Management, Australian Business Ethics Network
Industry Links: St James Ethics Centre, Northern health network, Royal Melbourne Hospital,
Western Hospital.
At this time the research concentration is involved in various tenders and grants that will
leverage these relationships into earned finance.
FINANCIAL MARKETS
CURRENT 2003
1 (85%)
2 (50%)
3 (100%)
4 (75%)
5 (42%)
6 (2%)
7 (100%)
8 (100%)
9 (100%)
10 (100%)
3) Research Assistants/Post Doctorals = 2 = 100%

Required ratio = 1 per three scholars
.
4) Teaching Scholarship and Potential Research Active Scholars = 8. Desired ratio = 2

per scholar = 75%
Paul Gibson
Tim OShannessy
Georgina Caillard
Margaret Heffernan
Marianne Gloet
Mark Rose
Grant Walters
Elizabeth Creese

The desired EFTSU = 36 EFTSU, Actual EFTSU = 15
Ratio = 42%
6) UG students in the relevant courses engaged in the scholarship area and doing fieldwork
contributing to research.
University School
HE Students* 25094.21 2110.1
Staff/student 0.038375 0.01848
Student/Staff 26.05837 54.1051
* = EFTSU
Ratio = 100%.
.
None.
Ratio = 100%.
9) Earned Finance

Carlene Boucher 30 77942 23383
James Latham 50 54485 27243
David Kimber 20 77942 15588
Chris Selvarajah 20 77942 15588
Julie Wolfram-Cox 30 77942 23383
Ian Woodruff 70 68359 47851
Total 153036

Ratio = 180000/153036 = 118%
The research concentration has substantial COG underpinning plus 10 FFP DBA students.
Scholarship Triangle Schools of Marketing

The Head of the School of Marketing (HSoM) could potentially be in any current or emerging
research concentration areas of the Portfolio, including E-commerce/ Knowledge
Management, Financial Markets, Organisational Accountability, and Entrepreneurship and
Innovation, however an argument exist for the HSoM to have a strong background in
Marketing. This view was expressed quite clearly during the SoM Planning Day in December
2003.
The HSoM would enhance the number of research active scholars (band 2) in a particular
triangle, the number of research students (band 4) in a particular triangle, and the amount of
research income earned (band 9) in a particular triangle. These accountabilities are
described in the position description.
MARKETING SCHOLARSHIP TRIANGLE

The current scholarship triangle for the marketing-related research concentration is shown on
the following page. Below, comments on the triangle are outlined.

The research output is of national significance and there is significant national demand for
research. An international research presence is demonstrated in the family business area. A
critical goal is to establish solid research relationships with Industry Partners, particularly in
marketing, supply chain management, transport and logistics, and international business.
Basically, only 2 established active research scholars are undertaking investigations with
industry partners. Notwithstanding, a number of academics have established industry links
(e.g., media), which have not been translated into research quantum.
Ratio = 35%.
2) Research Active Scholars (8/27 = 29.6%)

1. Professor Kosmas Smyrnios (Marketing)
Fast Growth Firms, Development of Marketing Tools, Family Business
2. Associate Professor Booi Kam (Logistics)
Designing Liveable Suburbs, Melbournes Housing Market, Transport
Sustainable Cities, Freeway Development and Travel Behavior
3. Dr Anthony Lowe (Marketing)
The Effects of Culture and Cultural Value on Purchasing Behavior
4. Associate Professor Michael Schwartz (Marketing)
Ethics in Organizations
5. Dr Hernan Riquelme (Marketing)
Marketing on the Internet, and e-government
6. Dr Dave Wilson (Logistics)
Geographic Analysis, Inventory Mgt, Transport & Logistics Systems Modeling
7. Associate Professor David Foster (Hosp & Tourism)
Hospitality & Tourism
8. Dr Robert Inbakaran (Hosp & Tourism)
Tourism
RESEARCH AREAS OF CONCENTRATION

Electronic Marketing and Management of Service Organizations
Family Business (Small-To-Medium Enterprises); Fast Growth Firms
Housing Market Dynamics and Transport-Land Use Interactions
Cross-Cultural and International Marketing of Food
Macro Marketing: Marketing Ethics and Historiography
Marketing Development, Opportunities and Strategy Within Professional Sport
Relationship Marketing
Consumer Brand Equity, Brand Image, Brand Loyalty, Brand Personality, &
Brand Management
Supply Chain Operations (e.g., in the Ports and Agricultural Sector)
Academic journals: Family Business Review, Academy of Management, Research in

Ethical Issues in Organizations, Journal of Business Ethics.
Industry Links: In 2003, industry partners included: Boyd Partners, BDO Nelson, BRW,
Australian Music Association, the Department of Natural Resources and Environment, and
Australian Association for Professional & Applied Ethics.
The research concentration continues to be involved in grant applications [ARC (Discovery),

ARC (Linkage), Industry-based] leveraging relationships into generating further funding and
academic publications.
Emerging Researchers
1. Dr Bill Callaghan (Marketing)
2. Gill Stainforth (Marketing)
3. Charles Lau (Logistics)
4. Kate Westburg (Marketing)
5. Con Stavros (Marketing)
6. Shahadat Khan (Logistics)
7. Brad Wilson (Logistics)
8. Raju Mulye (Marketing)
9. Kathy Griffith (Marketing)
10. John Odgers (Logistics)
Potential Researchers
1. Julie Mclaren (Marketing)
2. Roger Oakden (Logistics)
3. Geoff Rigby (Logistics)
4. Elsie Hooi (Logistics)
5. Bernadette Harrison (Hosp & Tourism)
6. Michael Bailey (Hosp & Tourism)
7. Heather Mallinson (On Leave)
8. Christopher Vaz (Hosp & Tourism)
9. Margaret Melrose (Hosp & Tourism)
3) Research Assistants/Post Doctoral = 0.8 = 30%

Required Ratio = 1 per three scholars. We have 8 scholars; therefore we should have 2.66
Research Assistants.
4) Teaching Scholarship and Emerging and Potential Research Active Scholars = 19.
Desired ratio = 2 per scholar (i.e., 16) = 79%
Desired ratio = 6 EFTSU per scholar. The desired EFTSU = 48 EFTSU, Actual
EFTSU =17 Ratio = 35%
SCHOOL OF MARKETING
CURRENT 2003
1. Industry & Community Needs 1. (35%)

2. Scholars
2. (30%)
3. Research Assistants / Post Docs 3. (30%)
4. Potential Scholars
5. Research Students 4. (79%)

6. Senior UG Research / 5. (35%)
Fieldwork
7. UG underpinning
6. (%)
8. Facilities,
Equipment
7. (%)
9. Finances
(grants) 8. (50%)
10. Finances 9. (60%)
(COG)
6) UG students in the relevant courses engaged in the scholarship area and doing 10. (100%)
fieldwork contributing to research.
In principle all students over the period of their UG studies will be engaged in research
activity. This, however, can only be quantified by examining the Co-operative education
year where students are required to undertake a project. The project component comprises
20% of the year. There are 345 co-op students and this is measured as 20%*345 = 69.
Total UG EFTSU = 2450
Ratio = 69/2450= 2.8%. (If we include ALL students, both UG and PG) the ratio = 14%
University School
HE Students* 25094 2770
Staff/student 0.04 .01
Student/Staff 26.06 102.6
* = EFTSU; Ratio = 100%.
The concentration currently has 2770 EFTSU studying in the scholarship area at
undergraduate level.

The concentration has a deficiency in office space that places a physical constraint on
appointments, especially at the Associate Professor and Professor levels.
Ratio = 50%.
9) Earned Finance
Academic Time % Basic Salary Research Allocation
Kosmas Smyrnios 50 97109 48554
Booi Kam 20 88539 17707
Anthony Lowe 20 85813 17707
Michael Schwartz 50 88539 44270
Hernan Riquelme 50 76961 38480
Dave Wilson 41.6 76961 32016
David Foster 50 88539 44270
Robert Inbakaran 52.7 64702 34097
Average/Total 667163 277101
Budgeted Earned Finance for 2003 = $150,000

Ratio = 90/150000 = 60%

The research concentration has substantial COG underpinning.
Conclusion
The current scholarship triangle reveals gaps in all except band 10. There is a clear
need to enhance deficiencies in the relevant bands, including international and
national scholars, number of research active scholars, numbers of research
assistants and postdoctoral fellows, number of research students, research partners
and clients, and finances earned. This new professorial appointment would help in
this regard.

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PORTFOLIO PLANNING TEMPLATE

Portfolio: RMIT Business

Date: March 2004

Important Note for the Reader:

The following should be noted:

SECTION A: EXECUTIVE SUMMARY

2. MAIN PRIORITIES WITHIN THE PLAN

BACKGROUND AND OVERVIEW

Brief overview of operating environment of the Portfolio

For further information, please also see: www.rmit.edu.au/bus

Note main stakeholders/clients and their expectations

The challenges as perceived through SWOT analysis include:

The opportunities as perceived through SWOT analysis include:

Provide overview of resource context (Finance, Staff Capability, Facilities)

Provide overview of Portfolios contribution to relevant scholarship cluster (initiatives included in

SECTION B: PROFILE BY FUND SOURCE 2004-2006 (for Academic Portfolios only)

Foundation Studies (EFTSU)

Fee for Service ($)

Australian Fee Paying International Onshore

Foundation Studies (EFTSU) 215 369 330 330 330

Fee for Service ($)

International Offshore Other Funds TOTAL

Foundation Studies (EFTSU) 215 369 330 330 330

Fee for Service ($)

* Enrolment figure as at Feb 2004 = Confirmed

SECTION C: OPERATING BUDGET 2004-2006

Research Grants/Income 1,162 1,876 2,400 3,044

Total Salaries & Oncosts 40,936 44,654 0 46,442 48,831

Gross Contribution 33,094 13,731 0 14,172 14,726

Total University Overheads 22,544 12,811 13,195 13,591

Operating Result 10,550 920 0 977 1,134

The Hybrid Model:

Assumptions used for 2005 and 2006:

Business TAFE School

LEARNING AND TEACHING SCORECARD

BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD

BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD

* * Status: - Current performance is tracking well

RESEARCH AND DEVELOPMENT SCORECARD

# of research Supervisor 1 application: 2 staff 3 applications: 5 staff 5 200%increase On target

* * Status: - Current performance is tracking well

ORGANISATION AND MANAGEMENT SCORECARD

BUSINESS PORTFOLIO ORGANISATION AND MANAGEMENT SCORECARD

* * Status: - Current performance is tracking well

SECTION E: PORTFOLIO WORKPLAN

Strategies should be categorised as per the Budget management process

1. LEARNING AND TEACHING

Business development at Informatics:

Commercial Developing Partnerships 2004 PVC: Business

2. RESEARCH AND DEVELOPMENT

3. ORGANISATION AND MANAGEMENT

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Development of both informal and On-going

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business

Establishment of a The Business Graduate School: Planning PVC: Business