THE UNIVERSITY OF NEW ENGLANDCOURSE COMMERCIAL EVALUATION PANEL (CCEP)EXPRESSION OF INTEREST AND PROPOSAL FORM

THIS TEMPLATE IS TO BE USED FOR NEW COURSE PROPOSALS ONLY

SECTION 1: APPROVALS AND CONTROLSProposer(s):1. Box Will Expand

Name2. Box Will Expand

Name

I/We confirm (please tick) that the following business services have been consulted and their advice has been incorporated into the profit and loss modelling, and detailed advice is attached if required.

Services Support Identified (Proposer to Complete):

Required Consulted (tick) Attachments RequiredMarketing: (Sarah Wilson) [ ] Marketing Plan Attachment 1

Library: (Celia Munro) Library Project Inception Document Attachment 2

SAS: (Trevor Edgar /Jenni Ayres)Finance: (Neil Roberts)

[ ]

[ ]CCEP Financial modelling Attachment 3

Facilities: (Brian Munro)Corporate Intelligence UnitIT: ( Angie Hendrick)

Accreditation and Reaccreditation

[ ][ ][ ]

n/a Accreditation Documents Attachment 4

Entrepreneurial Partner (section 3.4)

Optional

n/a Project Inception Document(Partner Due Diligence)

Attachment 5

Other (list) Box Will Expand

Sign Offs:Lead Proposer

Box will expand Box will expandName Date

Resource Manager Box will expand

Box Will expand

Name Date

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Head of School: Approved/Not Approved

Box Will Expand Box Will Expand

Name Date

Pro Vice-Chancellor Dean of School:

Approved/Not Approved

Box Will Expand Box Will Expand

Name Date

SECTION 2: BACKGROUNDInsert a tick against the appropriate item(s), which relate to this project by double clicking the box and selecting ‘Checked’. Then type the name of the project.

New Course (name): Box Will Expand

Blended Teaching Project (name): Box Will Expand

WORKFLOW The CCEP workflow for making proposals and securing approval(s) from either CCEP or Entrepreneurial

Committee is shown at http://www.une.edu.au/vc/cdo/unestaffonly/ccepbuspap.php CCEP only considers Course submissions approved by the Pro Vice-Chancellor Dean. Upon completion of this form an electronic copy must be emailed to ccep@une.edu.au.

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Forms that have not been signed off per Section 1, will not be considered. Forms must be submitted 10 business days before the date of the meeting of the Course Commercial

Evaluation Panel. Exceptions may be made by the Chair of the Panel (www.une.edu.au/vc/cdo ). CCEP meeting dates are at http://www.une.edu.au/vc/cdo/unestaffonly/ccepbuspap.php Outcomes of the Panel will be forwarded to the proposing School should further development of the proposal

be required. Unsuccessful outcomes for proposals submitted to the Panel will not progress to Academic Programs

Committee or Entrepreneurial Committee. Successful outcomes of the CCEP’s deliberations will be forwarded to the Academic Program Committee

automatically, to inform that committee’s consideration of the proposal.

CCEP PRINCIPLESCCEP and Entrepreneurial Committee use the following Principles to filter decision making on all new courses (not units) and all entrepreneurial & IPM proposals (“the Project”).

Any new Project must provide strong and realistic evidence that it is likely to: a) Return not less than $400,000 of student income (15 – 40 EFTSL depending on funding cluster) in Year 1 for undergraduate courses;b) Return not less than $150,000 of student income (6 – 15 EFTSL depending on funding cluster) in Year 1 for postgraduate courses;c) Return a 3-year profit (taking into account new student and external grant income, and new infrastructure, staffing and resource expenses) by year 3.

The Faculties may submit special Projects for consideration by CCEP that fall outside these Principles, e.g., for VET sector, HDR, gifted student or early entry pathways or for political or social reasons.

CCEP will monitor and review the introduced Projects to ensure compliance with the Principles

CCEP (PARTNERSHIP) PRINCIPLESCCEP and Entrepreneurial Committee use the following Principles to filter decision making on priority for all new courses (not units) to be delivered in any UNE Partnership. Any new Project must: a) Return $1 million Contribution (profit before indirect expenses, or overheads) by year 3;b) (IPM project only) Deliver not less than $200, 000 to UNE in year 1;c) Must realize 15% growth year on year; d) Must secure 60 EFTSL (not Heads) enrolments for any new course proposed in Year 1;e) Demonstrate a 50% margin before Indirect (administration, overhead, not teaching) costs; CCEP Terminology and definitionsInternal Assessment: Must satisfy the efficiency of use of new/existing units singularly or

comprising a Course of study.External Assessment: Must satisfy the market-demand for the Project through empirical

evidence.Financial Assessment: Must satisfy the CCEP Principles.Risk Assessment: See section 4.1.1.Regional Comparative Group: Charles Sturt, University of Southern Queensland, Deakin, James Cook,

Newcastle.

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IPM Entrepreneurial projects are managed and assessed under the Integrated Project Management schema (IPM).

The categories of projects that require a a full IPM Framework are:i. Domestic Cooperative Teaching Agreementsii. Transnational Cooperative Teaching Agreementsiii. Advanced Standing AgreementsRefer http://www.une.edu.au/elis/entrepreneurial/ for advice.

Entrepreneurial Committee (E.C.) Refer http://www.une.edu.au/vc/cdo/unestaffonly/entcombuspap.php

The University of New England is focussing on cross-disciplinary and contemporary disciplines and course outcomes and proposals should fit the following strategic foci:

Discipline Clusters 1 : Business and EnterpriseInformation and Communication TechnologiesArts & HumanitiesSocial & Behavioural SciencesNatural Resources, Agriculture and Environmental SciencesTeaching & EducationLawHealth & Medicine

Lighthouse Disciplines: Social & Environmental ScienceNatural Resources, Agriculture and Environmental Sciences including land and water management, urban and regional planning, agricultural science and rural enterpriseTeaching and Education including physical education programsLaw including programs around energy, environment, criminal justiceHealth & Medicine including nursing, dentistry, medicine, Occupational Therapy, Physiotherapy, Integrative Therapy, Sports Science, Radiography, and Medical Imaging.

CCEP RESOURCESAvailable at: http://www.une.edu.au/vc/cdo/unestaffonly/ccepbuspap.php

Terms of ReferenceMembershipHow and when to use the CCEP and Entrepreneurial Committee Processes Flow Charthttp://www.une.edu.au/vc/cdo/unestaffonly/entcombuspap.php Meeting DatesMembershipTerms of ReferenceEntrepreneurial Process Principles for Setting Fees - 2011

Also at http://www.une.edu.au/elis/entrepreneurial/ :

Entrepreneurial Projects Integrated Project Management (IPM)

Legislative Compliance

Selecting a Partner IPM - an Overview Legislative Framework (International)

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Starting a New ProjectFinding your way through the Committee maze...Preparing a Contract or AgreementSetting up an Integrated Project Management Team Renewing a ContractTerminating or Non-Renewal of a Contract

Full IPM - Roles and ResponsibilitiesMini IPM - Roles and ResponsibilitiesDirectorates - Roles and ResponsibilitiesRisk ManagementCurrent IPM Teams

International Compliance Framework (access limited)Guidelines for Commercial Activities Commerical Activities Registe r

SECTION 3: PROJECT SUMMARY

Section 3.1. – Project Executive Summary [Box Will Expand

Section 3.2. – Project Background[Box Will Expand

Section 3.3. – Project Rationale – Why are We Doing This? [Box Will Expand

Section 3.4. – Project Partner or External Stakeholders – Who are the Parties involved in this?Box Will Expand Section 3.4.1. Does this involve off-shore teaching delivery at all, or non-UNE teaching partners on/off campus or on/offshore? Yes No

If “yes”, please note: 3.4.1.1. This Proposal will need to be also submitted complete with an expanded Project Inception case which includes a preliminary Due Diligence of the Partner – please refer to the template

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available at http://www.une.edu.au/vc/cdo/unestaffonly/upmpbuspap.php

NB: Where CCEP approves the Proposal, approval of the Business Case will be required by Entrepreneurial Committee. Please see http://www.une.edu.au/elis/entrepreneurial/ for resources.

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SECTION 4: EXTERNAL ASSESSMENT

Section 4.1. – What Empirical Evidence of Demand for this Proposal Is There?Box Will Expand

Section 4.1.1.: External statistical indicators of demand:e.g. Use public or private sources of data (e.g. Melbourne Institute of Applied Economics and Social Research, Access Economics, professional consultancies, referenced academic work, private commissioned research, government websites2)Box Will Expand

Section 4.1.2: What Professional Body/Authority advice and evidence is there for demand?e.g. List data provided by these authorities to empirically inform the Case.[Complete table]

Stakeholder/Professional Body Evidence of DemandBox Will Expand Box Will ExpandBox Will Expand Box Will Expand

Section 4.1.3.: Trends in demand evidenced by UNE enrolments versus Tertiary Sector Trends:e.g. list data on UNE enrolments increasing/decreasing and how the Project will affect those trends positively, consider domestic and/or international enrolment trends in the Sector (e.g. peer group, Regional Comparative Group3 enrolment statistics, UAC or QTAC data, internal-UNE Planning and Institutional Research, or Business Intelligence data etc.)

Box Will Expand

Section 4.1.4.: What suggestions are there in global trends, current domestic, or international events, political, social and/or economic changes in society explicitly suggest a demand exists, or will exist? Box Will Expand

Section 4.2. – Who is the Target Market?[Box Will Expand

Section 4.2.1.: What demographical / biographical information is relevant to indicate demand:e.g. What demographical, or labour trends existing to support the demand? What age-specific issues are evident to suggest demand? What current UNE demographics do we have, which might suggest there is an additional market we are not yet tapping into?Box Will Expand

Section 4.2.2.: Does this Proposal suit International Student enrolments?e.g. What advice has the International Marketing and Pathways unit provided, what evidence in AEI, DEEWR, AIEC, DIAC 4 suggests this could be extended to international students, or not?Box Will Expand

Section 4.3. – What are UNE competitors doing?[Complete table]

Section 4.3.1. – Competitor Details (Recommend inclusion the Regional Comparative Group as a subset)

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List of competitor offerings Points of difference and UNE competitive advantage

Cost of competitor offerings

Box Will Expand Box Will Expand Box Will ExpandBox Will Expand Box Will Expand Box Will ExpandBox Will Expand Box Will Expand Box Will Expand

Section 4.4. – What reputational risks or advantages are there for UNE to pursue this?[Complete table]

Section 4.4.1. – Risks and Advantages

Academic Risks Academic Advantages - Box Will Expand - Box Will Expand

Financial Risks Financial Advantages - Box Will Expand - Box Will Expand

Legal Risks Legal Advantages - Box Will Expand - Box Will Expand

In-Country Risks (E.g. political, health, safety and security)

In-Country Advantages (E.g. political, health, safety and security)

- Box Will Expand - Box Will Expand

Section 4.5. – Strategic Fit and Relevance

Section 4.5.1. - What connection to the University’s strategic plan or positioning does this proposal have?e.g. Refer specific sections and/or priorities of the UNE 2007 – 2010 plan, UNE’s mid-term plan (to be issued 2009), 2nd tier plans, Discipline clusters and Lighthouse Disciplines, etc. Box Will Expand

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SECTION 5: INTERNAL ASSESSMENT

Section 5.1. – Fit to Discipline Clusters or Lighthouse Disciplines? Box Will Expand

Section 5.2. – Course Proposals Only: Can existing units be used?Box Will Expand

Unit Core / Elective? Existing / New?Box Will Expand Box Will Expand Box Will ExpandBox Will Expand Box Will Expand Box Will ExpandBox Will Expand Box Will Expand etc Box Will Expand

Section 5.3. – Are additional academic staff required to meet skill-gaps? Box Will Expande.g. Focus only on commenting on challenges associated with recruiting additional staff in this discipline area to Armidale, additional training and/or professional development required, the need for and/or suitability of the use of casual academic staff.

Section 5.4. – Is this delivered entirely online? [Please tick]

Course Delivery (list by unit as required)

100% Online (indicate ‘y/n’) Residential (if ‘y’, give details – e.g. # of weeks)

Box Will Expand Box Will Expand Box Will Expand

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Section 5.5. – Analysis of Impact of Changes to Course(s) Proposed?

Where this Proposal adds, eliminates or otherwise changes the existing inter-School unit use to comprise this Course, has consultation been held with relevant Head(s) of School?

Yes No

Does this Proposal have inter-School unit use to deliver this Course and will this Proposal change load in other School(s)?

Yes NoIf yes, please specify in table below

Issue Identify (list)Potential Impacts to use of other Units. Increase or decrease, or change unit load on other School(s)?

Box Will Expand

Financial Impact of unit load change?

Box Will Expand

Other Box Will Expand

Section 5.6. – Does this course require professional accreditation?If No, go to next questionIf Yes, please list the authority/ regulator/accreditor and attach at Appendix 5Box Will Expand

SECTION 6: FINANCIAL ASSESSMENT (EXECUTIVE SUMMARY)

The following table summarises the data that is to be identical to that information used in the Financial Statements (Attachment 2) and modelling submitted by the Proposer.

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Section 6.1. – Projected Performance [Box Will Expand]

DOMESTIC2010 2011 2012

EFTSL Box Will Expand Box Will Expand Box Will ExpandREVENUE Box Will Expand Box Will Expand Box Will ExpandCONTRIBUTION AFTER DIRECT COSTS

Box Will Expand Box Will Expand Box Will Expand

INTERNATIONAL2010 2011 2012

EFTSL Box Will Expand Box Will Expand Box Will ExpandREVENUE Box Will Expand Box Will Expand Box Will ExpandCONTRIBUTION AFTER DIRECT COSTS

Box Will Expand Box Will Expand Box Will Expand

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ATTACHMENT 1: MARKETING PLAN FOR PROPOSAL

Include Marketing Plan here or as attachment

Marketing Plan ConsultationFaculty Marketing Officer Box Will Expand Box Will Expand

Name DateChair School Marketing Box Will Expand Box Will Expand

Name DateUNE Marketing Manager Box Will Expand Box Will Expand

Name Date

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ATTACHMENT 2: LIBRARY PROJECT INCEPTION DOCUMENT

A. Current collection status (brief comment/assessment only)Box Will Expand

B. Major resources required for Project: (these may already be available)Box Will Expand

C. Funding implications as of current dateEstablishment funding (estimates only)Box Will ExpandContinuing Funding (estimates only)

Box Will Expand

D. Services to students which support this proposalBox Will Expand

E. Services to staff which support this proposalBox Will Expand

F. Possible additional services which can be developed for this cohortBox Will Expand

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ATTACHMENT 3: CCEP FINANCIAL MODELLING

To be completed by Faculty Resource Manager and statements to be included with CCEP EOI completed form.

Current Financial Templates

Financial ConsultationFaculty Resource Manager Box Will Expand Box Will Expand

Name Date

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ATTACHMENT 4: CCEP ACCREDITATION SUMMARY

To be completed by Proposer (please refer Parts 2 and 3 for “Guidelines for Accreditation Visits”)

Part 1: BASIC INFORMATION

1.1 Name of the accrediting bodyBox Will Expand

1.2 Levels of accreditation and timeline for gaining each (e.g. Preliminary, Provisional, Full etc)Box Will Expand

1.3 Requirement for accreditation (e.g. mandatory, voluntary)Box will Expand

1.4 Present status with regard to accreditation (e.g. Provisional with conditions etc)Box Will Expand

1.5 Details of members of the accrediting body consulted and reactionsBox will expand

1.6 Accreditation review period (e.g. year for re-accreditation)Box Will Expand

1.7 TRIM record referenceBox Will Expand

1.8 Date of preliminary consideration by the Learning and Teaching Strategy and Change Committee of Academic Board

1.9 Date of Review by the Accreditation Sub CommitteeBox will expand

1.10 Preliminary notification of building, space and equipment to Chief Operating OfficerBox Will Expand

GUIDELINES FOR ACCREDITATION VISITS

Part 2: Relationship Management of Visits (Where Appropriate)

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2.1 The PVC/Dean to be the point of contact for the accrediting body.2.2 Arrange for an initial visit by key personnel of the accrediting body to campus.2.3 At the initial visit and subsequent accreditation visits, the Vice-Chancellor or his nominee officially

welcomes the visitors, highlights the importance of the course for the University together with the University’s support for the course and commitment to providing appropriate resources.

2.4 Relevant PVC/Deans, HOS’s, course coordinator, unit coordinators, academic and general staff associated with the delivery of the course to meet with the members of the accreditation body.

2.5 Explain to the visitors the internal mechanisms and responsibilities for initiating the accreditation process (including this document, the Teaching and Learning Strategy and Change Committee of Academic Board, CCEP, APC, Academic Committee, Academic Board, Council) together with the ongoing monitoring of the accreditation process following the visit.

2.6 Debrief meeting of the visiting group with the Vice-Chancellor or his nominee at the conclusion of a visit.

Part 3: Specifics to be covered during a visit

3.1 Demonstrate that staff with expertise in the professional area (e.g. medicine, social work, pharmacy) has been involved in the preparation of the accreditation document and the development of the curriculum.

3.2 Outline the support obtained from the profession and workforce organisations to support clinical or work placements, preferably from senior executive members of those organisations and if possible, have then actively involved (by video or teleconference if necessary) during the visit.

3.3 Ensure that academic staff is in place prior to the visit and that all staff (including those newly recruited) are well briefed to explain their leadership roles with regard to course development and ensuring accreditation standards.

3.4 Provide a detailed briefing on infrastructure and equipment. This may involve demonstration of floor plans, infrastructure and equipment specification and where possible a planned tour of facilities.

3.5 Ensure that all people meeting the visitors are well briefed on the unique or cutting edge aspects of the course, the demand from the market and in terms of regional workforce needs.

3.6 Ensure that if the course is delivered by distance education those meeting the panel is well briefed on the equivalence of standards as demonstrated in this and related courses (and as accredited by prestigious external accreditation panels).

ATTACHMENT 5: PROJECT INCEPTION DOCUMENT

Proposer to complete this document if proposal involves off-shore teaching delivery at all, or non-UNE teaching partners on/off campus or on/offshore.

Refer pro-forma available at http://www.une.edu.au/vc/cdo/unestaffonly/ccepbuspap.php.

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1 Refer http://www.une.edu.au/vc/cdo/unestaffonly/gsgcoursedevelopment_21nov07.pdf2 http://joboutlook.gov.au/, www.abs.gov.au/ etc3 Charles Sturt, University of Southern Queensland, Deakin, James Cook, Newcastle4 Is it on the CSL (Critical Skills List), the MODL (Migration Occupation in Demand List), etc.?

Document ID VCD09/6993

Responsibility Course Commercial Evaluation Panel

Issue Date 16 September 2009

Amendment HistoryIssue Date: Summary of Changes 09/08/11 Update for Change of Name for Panel18/08/10 Update for Accreditation addendum summary08/02/10 Accreditation added18/11/09 Updates for hyperlinking, minor corrections for clarity16/09/09 Initial Draft Version approved by Course Commercial

Panel