wintec-final-investment-plan-2011-2013
DESCRIPTION
http://www.wintec.ac.nz/about/who/facts/files/Wintec-FINAL-INVESTMENT-PLAN-2011-2013.pdfTRANSCRIPT
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Wintec
Investment
Plan
2011-2013
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Contents
Investment Plan – Executive Summary ................................................................................................... 3
1.0 The context for the plan ............................................................................................................. 5
1.1 Background to the current plan .............................................................................................. 5
1.2 Current environment .............................................................................................................. 7
1.3 Response – strategic priorities and major initiatives ............................................................ 11
2.0 Summary of activity ................................................................................................................. 19
2.1 Academic priority sectors ..................................................................................................... 19
2.2 Academic directions .............................................................................................................. 20
2.3 On plan funding ..................................................................................................................... 22
2.4 Summary of other activity .................................................................................................... 28
3.0 Key Performance Indicators ..................................................................................................... 30
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Investment Plan – Executive Summary
The Government’s vision for the tertiary sector is for a world-leading education system that equips all New
Zealanders with the knowledge, skills and values to be successful citizens in the 21st
century.1 It is for a sector
that contributes to a productive and growing economy delivering greater prosperity, security and opportunity.
Wintec has an important responsibility; to produce graduates who have the capabilities, attitudes and skills to
succeed in a dynamic, interconnected, global environment and who can contribute to a well educated,
competent and innovative workforce regionally, nationally or internationally.
Over the last eight years, Wintec has undertaken a comprehensive programme of modernisation and capacity
building aligned to the changing needs of our region. We have worked hard to build strong local relationships
with business and the community, and to make Wintec more open and accessible to the community both in
terms of our physical environment and facilities, and through the programmes and services we offer. We have
revitalised our portfolio of programmes, investing in new programmes as necessary to meet changing and
emerging demands. Overall, we have lifted education outcomes, to a point where our programme quality and
student performance is generally well placed relative to the sector. We have made substantial progress in
modernising our buildings and infrastructure and in making our organisation efficient and sustainable.
Wintec is an active contributor to the Waikato region, participating in a range of strategies and activities as
well as collaborating with a variety of businesses, and local government and community stakeholders, to drive
innovation and growth in the region. We are leading the alignment of tertiary education provision to industry
and community needs through strategic partnerships and the delivery of quality applied professional and
vocational education. We are working collaboratively with regional industry and business on applied research
projects to problem-solve issues of particular relevance to them.
After a process that involved a scan of the environment’s impact on tertiary education, feedback from key
external and internal stakeholders, and an assessment of the outcomes delivered by Wintec during the last
investment plan period, we have reaffirmed the eight strategic priorities that have guided our direction and
focus for the last three years.
These are:
Quality and student outcomes
Modernisation, capability and sustainability
Flexible delivery and learning technologies
Tertiary sector collaboration
Employer and community engagement
Māori achievement
Internationalisation
Research, development, transfer and commercialisation.
These eight priorities reflect our commitment to the region, its stakeholders and learners. They will be
supported by the drive to achieve internationally competitive quality and a strong international reputation.
This plan has, as its primary focus, performance commitments aligned to the Government’s priorities through
the Tertiary Education Strategy 2010 – 2015 and for which Wintec will be responsible to the Tertiary Education
Commission (TEC).
1 Tertiary Education Strategy 2010-2015, Office of the Minister for Tertiary Education
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It is, therefore, fundamentally concerned with addressing TEC’s requirement of ITPs to ensure that our
provision is relevant to the needs of the region’s learners, communities, industry and business, to improve our
educational performance and the efficiency of our organisation. Consequently, less attention is given in the
plan to provision or activity relating to Industry Training Organisations (ITOs), internationalisation or
commercialisation.
This plan will be complemented by our strategic plan and a number of strategy documents relating to priorities
which will contain the organisation’s three year outlook across all spheres of our activity. Additionally, the
annual business plan will contain a broader range of performance commitments and these, plus the
commitment in this plan, comprise the full set of commitments against which we will formally report.
This plan outlines further improvements in performance that will involve increased staff capability,
developments in infrastructure, the introduction of different learning modalities and enhanced support for all
students, and TEC’s identified priority learner groups in particular. We intend to finish the plan period as an
agile, sustainable organisation with a reputation for quality infrastructure and provision, with excellent
educational outcomes providing the region with highly employable and work-ready graduates,
We are proud to be a significant contributor to the Waikato region through our educational delivery and
participation in partnership initiatives regionally, nationally and internationally. The achievement of this plan
will be built upon a combination of sound strategy, careful planning, strong leadership, a positive, responsive
attitude, organisational flexibility and adaptability and an enormous input of energy and commitment.
Mark Flowers
Chief Executive
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INVESTMENT PLAN
1.0 The context for the plan
‘Building a stronger community through education, research and career development’.
1.1 Background to the current plan
Since 2003, Wintec has been on a programme of major change, Project Connect, to ensure
the organisation’s continued relevance within a rapidly-changing regional, national and
global environment. This change programme, and what it aimed to achieve, was reflected in
the 2008 – 2010 Investment Plan where we signalled our intention to:
Better align to industry and respond appropriately to areas of regional and economic
growth
Improve the quality and student centeredness of its provision and operations
Ensure a broad, relevant portfolio of provision, including foundation delivery and strong
student pathways to higher level qualifications
Expand e-learning capability and flexible delivery
Embed internationalisation within the organisation
Strengthen research capability and partner with industry to identify and realise applied
research, development and technology transfer opportunities; and
Be a good place to work.
During the Quality Reinvestment Programme (QRP) period (2007-2009), we made significant
progress toward demonstrable improvement in these areas. For example, the organisation:
Implemented the WinQual Excellence Framework (including a self-assessment process
and the External Evaluation and Review (EER) process)
Implemented an Internationalisation strategy through which Wintec has seen growth in
international student enrolments, staff and student exchanges with partner institutions
in China and India and many other countries
Implemented a research, development and transfer strategy which has led to the
introduction of a research voucher scheme in collaboration with local industry
Significantly improved financial performance to a point where, in 2010, Wintec will
achieve a 3%+ surplus without QRP support, and received a ‘low’ sustainability risk
rating from TEC
Entered into a formal collaboration arrangement with the University of Waikato
Continued its major capital works programme including a student hub at the city
campus
Initiated a shift toward higher level provision, in 2007 61% of total SAC provision was at
level 4+ compared with 75% in 2009, a 23% improvement in higher level provision
Lifted overall education outcomes to a point where we are generally well placed
relative to the sector
Developed and implemented the Bachelor of Engineering Technology in conjunction
with the Metros group of ITPs, and a number of other collaborative ventures with
various TEOs from across the wider sector.
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Challenges and opportunities remain and new ones constantly emerge. These will continue
to be addressed through this next investment plan period. These relate to the continuing
modernisation of Wintec’s facilities, technologies and workforce; an on-going focus on
internationalisation; greater industry engagement in applied research; and the delivery of
quality qualifications that meet the needs of employers and students and generate positive
outcomes for students and employers.
The purpose of this plan is to address Government’s priorities as outlined in the TES 2010 –
2015 and TEC’s requirements of institutes of technology. These priorities and requirements
are reflected in our performance commitments and express our intention to continue to
improve educational performance, deliver quality provision aligned to the needs of the
region’s learners, communities and employers and operate efficiently and sustainably. This
plan is aligned to, and informed by, Wintec’s strategic plan and a number of key
organisational strategies. Our annual business plan will contain a broader range of
performance commitments and, together with those expressed in this plan, will comprise the
full set of commitments against which we will formally report.
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1.2 Current environment
1.2.1 Population
The regional facilitation processes of the last three years combined with regular
feedback mechanisms such as Wintec’s Employer Partnership Groups (EPGs) makes
it clear that the ‘script’ for the Waikato region is well understood and largely
unchanged from that described in the 2008 – 2010 investment plan.
Important factors for Wintec to consider are:
The regional population is predicted to grow by 3% annually over the next
decade, predominantly in and around Hamilton City (where quite strong
growth is forecast), the Thames Coast and Coromandel
The population in South Waikato is declining, exacerbating existing skills and
service shortages in rural areas (particularly key sectors such as agriculture,
manufacturing and engineering)2
The Waikato has a relatively large and growing youth population
A significant proportion of the population are Māori compared to the national
average
A notable proportion of the Waikato population has no, or little, formal
qualification
The Waikato has a slightly higher percentage of youth not in employment,
education or training (NEET) compared to the national rate
Secondary school student enrolments have been increasing since 2008
60% of secondary students identify as European and 30% as Māori
Approximately 40% of the region’s population live in rural areas and face
barriers accessing tertiary education
More than 80 ethnic groups are represented within the region’s population.3
In recent years, the Waikato has seen growth in the numbers of Asian and Pacific
people residing in the Waikato, however, these ethnic groups still comprise a
relatively small proportion of the region’s population compared to the national
average (5% and 3.0%4 respectively). There are also significant refugee and migrant
minorities in the region.
1.2.2 Wintec’s student population
Overall, Wintec’s TEC funded student population can be characterised as follows:
Two-thirds are aged under 25 (by EFTS consumed)
There is a considerable age range of those over 25, with the majority under 35
2 Tertiary Education Commission: The Waikato Regional Briefing and Waikato - Annual In-Depth (AIDR) 2007
DoL
3 Hamilton City Council Economic Development Strategy http://hamilton.co.nz/file/fileid/9059
4 http://www.dol.govt.nz/publications/lmr/archive/aidr-07/waikato/aidr-waikato_04.asp Waikato Annual In
Depth Labour Market Report 2007
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Around 75% will be enrolled at level 4 and above in 2010, significantly more than
at the beginning of the last plan period (where it was approximately 60%)
The gender balance is close to 50:50, though the split of gender by qualification
or school of study is variable
Slightly more than half of all EFTS enrolled in level 4 and above qualifications are
studying at degree level (approximately 40% of all TEC EFTS)
The pattern of those students studying level 1-3 qualifications is roughly similar
to the student population as a whole
Outcomes are, relative to the sector as a whole positive:
Course completions average around 75% overall
Qualification completions average around 65%
Overall student retention sits at approximately 50%, and
Progression from level 1-3 study is around 30%.
Of these, level 1-3 progression and student retention overall warrant the most
attention over the plan period and will see the most improvement
Outcomes are expected to incrementally rise over the period.
Some of the most salient points with regard to Māori participation are:
Approximately 25% are Māori, slightly higher than the percentage of the region’s
population that identify as Māori
Over three quarters of those Māori students are studying at level 4 and above
The majority are under 25 – reflecting the youthful population of Māori in the
region
Māori students are reasonably evenly spread across the range of schools of study
Outcomes for Māori at Wintec, while comparable overall to outcomes achieved
by the sector as a whole, lag behind Wintec’s overall outcomes by between 6-9%
Therefore, participation is not the primary issue and outcomes are the focus
required for this plan period
A similar set of statements can be made for the much smaller population of
Pasifika students at Wintec. The region has a very small Pasifika population, and
therefore, while they will be focused on in Wintec’s business plan, they are not a
primary concern here.
1.2.3 Economy and industry
The Waikato is home to some major industries as well as a large proportion of small
to medium businesses, and makes a strong and vital contribution to the national
economy, not least as a major exporting region. While much business activity is
centred on Hamilton city and surrounds, the significance the Waikato’s agricultural,
manufacturing and health sectors means that there is also a strong presence in the
region’s outlying rural areas. The recessionary conditions of the last two years have
driven a rise in regional unemployment levels above the national average5 and
predictably, the regional economy has slowed somewhat in response.
5 Tertiary Education Commission: The Waikato Regional Briefing
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The region’s major economic drivers inform Wintec’s strategic direction. For
example:
The Waikato is New Zealand’s highest export region with 20% of all exports
coming from the region6
The region is New Zealand’s leading area for hi-tech innovative manufacturing
and engineering industries and a world class centre for agricultural
biotechnology and related research
Agriculture, while declining, is still the region’s largest employer, and the
Waikato is New Zealand’s largest dairy farming and dairy product
manufacturing region
Aquaculture, centred primarily on the Thames coast, is an emerging industry
with considerable growth potential
Other major employers are in retail trade, manufacturing, property and
business services, health and community services, and education
The Waikato has the 3rd
largest concentration of small and medium enterprises7
Other drivers for the regional economy include projects such as the NZ Clean
Energy Centre, the international airport, logistics and supply chain operations,
electricity production, extractive industries and retail
The Waikato is still experiencing shortages of technicians, professionals, trades
workers and others
80% of the current regional workforce will still be in the workforce in 2020.8
The Waikato region is susceptible to labour migration inflows and outflows, and as a
result requires quality, industry-relevant, tertiary education provision to develop
and maintain a skilled workforce. Strong collaboration between tertiary education
providers and industry is essential to ensure the industry-relevance of both
qualifications and applied research initiatives. Wintec does much to ensure it is
attuned to the educational implications of the region’s economic needs, proactively
engaging with industry, local government and community agencies through its
Employer Partnership Groups (EPGs) and a number of key strategic relationships
with business and agencies involved with economic development within the region.
Our response to key regional industry and economic imperatives is also informed
through our participation in council, community and industry committees and
consultation groups, and by a range of regional policy and planning documents.
In addition to our strong portfolio of programmes at degree and postgraduate
levels, we have identified seven regionally significant industry sectors to inform our
strategic direction during this investment plan period (see section 2.0). These
sectors are significant because of their strategic importance to the regional
economy or their potential for growth or employment issues. Identifying priority
sectors enables us to anticipate and evaluate industry needs that can be addressed
through targeted education and applied research.
6 http://www.visithamilton.co.nz/page/pageid/2145833846/Key_Facts
7 SMEs in New Zealand: Structure and Dynamics 2009, Ministry of Economic Development, August 2009
8 Waikato regional facilitation statement 2009
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1.2.4 Applied research and technology transfer
Wintec is a leading research institution within the ITP sector, and is located within a
region that has a strong profile in tertiary and applied research and is home to a
number of notable research-capable organisations. ITPs have a core role in
undertaking applied research and technology transfer that both supports vocational
learning and drives industry innovation. Wintec’s Research, Development and
Transfer Plan was developed in 2009 to build our research capability and better
align research activities with external stakeholder needs. To capitalise on our
reputation for technical problem-solving, the RDT Voucher Scheme was successfully
introduced as a pilot scheme in 2009 to provide industry with a mechanism to
secure research services from Wintec and help ensure that this activity is relevant to
industry needs.
1.2.5 Government policy and the Tertiary Education Strategy 2011 - 2015
While the economic drivers for the region have remained relatively stable,
Government policy has shifted in some notable respects. The Tertiary Education
Strategy (TES) (2011 to 2015) and related changes for example, the new financial
monitoring framework, performance outcomes framework, ACE provision, and
Performance funding, set out the priorities for the tertiary sector for the next five
years as well as Government’s expectations of Institutes of Technology/Polytechnics
(ITPs). In developing the 2011 – 2013 Investment Plan, Wintec has paid close
attention to these priorities and expectations to ensure its provision is relevant to
the needs of learners, communities, industry and business and is of high quality.
The TES describes the Government’s vision for a world-leading tertiary education
system and also outlines the roles the various tertiary sub-sectors and the
distinctive contributions they are expected to make toward the achievement of this
vision.
Government’s key priorities for ITPs include:
Increasing the participation and success rates of young people and Māori at
higher levels of the framework (Level 4+)
Ensuring effective collaboration and pathways to increase the number of
students successfully transitioning from secondary school into tertiary
education
Improving literacy, language, numeracy outcomes in levels 1-3 study
Improving institutional educational and financial performance
Strengthening applied research outcomes and contributing to innovation in
industry.
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1.3 Response – strategic priorities and major initiatives
1.3.1 Overview
Wintec intends to further enhance its reputation as a modern, ‘world-class’,
sustainable, student-centred and financially sound institution. Continuing
investment in the capability of staff will ensure that we have a motivated and skilled
team delivering quality teaching and learning in modern, fit-for-purpose facilities
using up-to-date learning technologies. Additionally, our staff will be engaged in
reciprocal relationships with industry representatives, ensuring a two-way flow of
knowledge to inform teaching content, industry practice and applied research
opportunities.
We intend to be recognised for:
Technological capability in terms of the digital literacy of staff, the learning
technologies in use and the range of flexible delivery options available to
students for on-job and off-job training
The seamless and comprehensive embedding of literacy, language and
numeracy within lower-level curricula and the proficiency of staff in literacy
education
Excellence and innovation in the development of curricula, educational
products and resources for use both within Wintec and by other providers
nationally and internationally
Success in international education and the ability to equip students to
successfully work in a global environment
Being strongly student-centred and industry responsive
Achieving a high level of educational outcomes for students and contributing
the overall development of the region.
We are well placed to realise this vision, having already achieved a significant
number of milestones in the organisation’s transformation journey:
Achieving a position of financial viability and ongoing sustainability
Strengthening quality and risk management performance
Transforming a large part of the physical infrastructure via the Campus
Development Programme to modernise teaching and social facilities
The development of a five year strategic technology plan and significant
progress towards a wireless campus and an institution-wide infrastructure
upgrade
Completion of the QRP efficiency and sustainability work streams
Staff capability development
Significant redevelopment of academic provision as a result of improved
employer and community engagement.
Project Connect began as our foundation change programme in 2003, and proved to
be highly successful at engaging staff, raising awareness of the imperative for
change, and managing interdependent projects in a complex organisational
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environment to deliver tangible outcomes. Project Connect continues in 2010 to
ensure that we maintain the process of change. We intend to undertake eighteen
key projects and a number of sub-projects during the investment plan period,
relating to technology, student success, external evaluation and self-review,
international partnerships, commercial incubation and research transfer, and
relationships and shared services with other tertiary organisations (to name a few).
These projects are clearly aligned to our strategic priorities, ensuring an effective
interface between the strategic intent and operationalisation of project deliverables.
1.3.2 Strategic priorities
We have reviewed our eight strategic priorities and have made some minor changes
in emphasis for the next three years.
Wintec’s eight strategic priorities are:
1. Employer and community engagement
Effective engagement with community, industry, and students is central to
ensuring that our overall provision is aligned to the region’s needs. The
considerable time and energy that is spent on regional facilitation and
consultation processes across the organisation is representative of our
commitment to operating in partnership with regional stakeholders. Wintec
will continue to take a leadership role in a variety of community and industry
settings. Staff will undertake knowledge-sharing placements with industry and
community partners.
Positive and well-informed stakeholder experiences of Wintec are essential to
productive relationships with employer and community groups, students and
the general public. Our performance commitments reflect the importance of
maintaining student and graduate satisfaction levels and enhancing employer
satisfaction levels.
Our long-standing commitment to communities in the wider region will be
further strengthened through our regional strategy which aims to ensure
access to quality tertiary education for these communities, many of whom are
represented in TES priority groups. The strategy also focuses on improving
flexible delivery and learning technology options, supporting local business and
enhancing collaboration.
Key projects or initiatives include:
The development of Priority Sector Groups (PSGs) to provide a forum for
strategic interaction with representatives from employers, schools,
tertiary providers, and community agencies. These PSGs will complement
the existing Employer Partnership Groups (EPGs) which are more focused
on specific industry requirements at the programme-level
The establishment of the business floor within Wintec House, which will
co-locate key economic development and not-for-profit agencies within a
vibrant and exciting environment. It will promote business initiatives and
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encourage technology transfer between the tertiary sector and the
business sector
The continued development of special relationships with the SPCA,
Habitat for Humanity and the Community Living Trust
The establishment of a Māori leader’s forum
The review of regional relationships through our Regional Strategy to
ensure we continue to engage with employers and other regional
stakeholders
Development of the eco-housing/energy project in collaboration with
WEL networks, EECA, ESITO to establish an industry centre for sustainable
energy developments
Further development of links with secondary schools to improve
transition from the school to Wintec. This will complement Youth
Guarantees, Trades Academy, STAR and Gateway activities
Engagement with the Department of Corrections.
2. Māori achievement
This strategic priority signals our commitment to Māori students. We will
maintain a focus on providing culturally rich learning and social
environments, quality student services, and programmes and delivery that
are successful in addressing Māori students’ needs and aspirations.
Māori achievement also requires successful relationships with Tainui, other
iwi, and Māori stakeholders and business leaders. Improvements in Māori
achievement will be realised through the Māori directions plan which has
been developed in conjunction with regional Māori leaders, government
agencies and businesses.
Key projects or initiatives include:
A whare, which will be built in 2011 to serve as a focal point for staff,
students and external stakeholders, and support kaupapa Māori on the
campus. A number of key strategies for enabling Māori to succeed as
students and for strengthening community and local iwi engagement
will be centred on the whare
A Māori student outcomes project to ensure improved retention,
progression, course and qualification completion rates. This project is
aligned to the sector Educational Performance Indicators (EPIs)
A Māori Leaders Forum which brings together tertiary providers,
Industry Training Organisations, Tainui and iwi representatives, Te Puna
Kokiri, Māori business leaders and others concerned with Māori
achievement.
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3. Quality and student outcomes
Our aim is regional, national and international recognition of the quality of
our graduates and education products and services. Our initiatives are
designed to improve student course and qualification completions, retention
and progression based on the EPIs.
This priority also includes ongoing development of our WinQual Excellence
Framework, which aims to embed a continuous quality improvement
approach within all activities to achieve high standards of excellence in
internal business processes, customer and student support services, and
stakeholder satisfaction processes.
We have a relatively strong position in the sector with regard to outcomes,
although there remain areas to be improved on. The attached performance
commitments reflect our intention to further lift performance across the
various EPIs, with attention to these subgroups, Māori in particular, which lag
behind overall student performance. These targets will be complemented by
additional targets within our business plan.
Key projects include:
The Student Success project which aims to improve student outcomes,
targeted pastoral care interventions, assessment and qualification
design, and the development of our teaching and learning plan and
teaching quality initiatives
The literacy and numeracy embedding project and associated staff
capability development, to ensure all staff are qualified through the
National Certificate in Adult Literacy Education (NCALE)
The External Evaluation and Self-Review project to ensure a smooth
transition to the new external review processes in a way that reinforces
the WinQual framework
A reporting and monitoring regime based on the EPIs to enhance
organisational awareness of the importance of improved student
outcomes and the drivers of strong performance. Modelling will project
outcomes by school and programme, and review progress towards
targets, so that feedback is provided to Heads of School and unit
managers on the performance of their programmes.
4. Flexible delivery and learning technologies
We intend to further promote access and flexibility for student learning
through delivery options that accommodate individuals’ circumstances,
learning needs and styles, utilising learning technologies that enhance the
students’ experience of study. Given the size and distribution of the region’s
population, flexible delivery options are seen as essential for improving
access to tertiary education and successful outcomes. Meeting employer
requirements for on-job training and flexibility for off-job training is a critical
aspect of our commitment to meeting industry needs. Flexible delivery
options will include online learning, learning via hand-held devices, blended
delivery, paper-based distance learning, delivery through satellite campuses
and local secondary schools, block courses and after-hours delivery.
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The ICT Strategic Plan 2010 – 2013 outlines a number of developments that
will advance our mobile technologies, wireless campus, social networking
applications and modern teaching technologies.
Key projects include:
The introduction of simulation technologies for Trades and Health
provision
A wireless campus and a move to some elements of cloud computing to
improve flexibility, accessibility and efficiency
The implementation of mLearning (mobile learning as the natural
extension of eLearning) which will enable lectures, tutorials and
learning resources to be delivered to laptops and hand-held devices
Web and video conferencing of lectures and tutorials to remote
campuses
Introduction of the T3 Programme (Teaching Technology Toolbox) to
promote the effective use of technology
Improved student portal and use of Moodle
Creation of a knowledge repository to capture all curricula, teaching
materials and related information to support the ongoing development
of blended learning.
Significant investment in ICT infrastructure, closely linked to the
Campus Redevelopment Programme.
5. Modernisation, capability and sustainability
Over the last investment plan period, Wintec’s building programme has
driven significant organisational change. Teaching delivery, staff capability,
facility utilisation and business processes have all been adapted to ‘fit’ these
new spaces. While the building programme will continue to provide a focal
point for our organisational transformation, it will be complemented by
significant projects related to the modernisation and sustainability of the
workforce, technology resources, infrastructure and internal capability.
The addition of capability to this strategic priority recognises the critical role
of staff in achieving our planned outcomes. We will undertake a major
workforce planning project through Project Connect with a focus on
academic mix, workload, talent management, succession planning, industry
currency and research.
The ICT Strategic Plan will also be a driver for the modernisation and
sustainability of our technology resources and the digital literacy of staff and
students. Sustainability also has a two-fold importance, firstly in the sense of
being ‘green’ – energy efficiency, waste reduction and lean manufacturing
principles – but also in the sense of having self-sustaining and robust
financial and quality outcomes.
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Key projects include:
Workforce mix and workload, incorporating benchmarking information
Siteworx Campus Redevelopment Programme project. This will include
a car park building, redeveloped Trades and Engineering facilities, a new
whare and major refurbishments. This will also address a significant
amount of deferred maintenance liabilities. Progress toward a more
‘city-facing’ campus will continue with the relocation of the main
campus entrance, reconfiguration of internal roading, parking areas and
the construction of walkways and outdoor social spaces
Continued development of Wintec’s Capital Asset Management
Systems (CAMS) linked to sector wide developments. Wintec already
has a well-developed CAMS infrastructure, as indicated in the recent
assessment of CAMS activity by the TEC, and the campus
redevelopment significantly reduces deferred maintenance over the
next 3-4 years to the point of almost eliminating all significant deferred
maintenance.
The completion of the energy eco-accommodation village at Avalon
Technology and infrastructure projects – adoption of Cloud computing
to reduce operating overheads and improve systems and applications
delivery, Sharepoint for PRA compliance, communication technologies
including staff portal, web conferencing, social networking tools and
iphone technologies, hosted and managed services as part of sector
collaboration and many others.
6. Tertiary sector collaboration
In the 2008 – 2010 Investment Plan, Wintec signalled its intention to play a
leadership role in a sustainable, reputable, ‘networked’ sector and during the
previous three years has demonstrated its commitment to this.
Wintec is a member of the Metro Group of ITPs, and has entered into
successful partnership arrangements with the University of Waikato, Te
Wānanga o Aotearoa, Tairwahiti and Western Institute of Technology
Taranaki (WITT). Our collaboration with WITT and Bay of Plenty Polytechnic
(BOPP) is part of a network of provision designed to give students access to
quality vocational programmes without replicating programme offerings at
each institution. Across the sector, opportunities for collaboration that take
advantage of Wintec’s subject specific strengths will be a focus during the
plan period (e.g. Bachelor of Applied Social Sciences and post-graduate
provision in health). We also intend to remain a leading provider nationally
of ITO-mediated courses, and our large investment in the development of a
new Trades and Engineering facility shows the level of commitment to
supporting national and regional trades-based provision. Enhanced
relationships with Private Training Establishments will support students to
enter tertiary education at the level most likely to ensure their success as
well as improve qualification pathways from PTEs to Wintec.
We will be placing a strong emphasis on the Metro Group of ITPs, NZITP and
individual partnerships with regional providers and key national providers,
for the purpose of sharing knowledge, expertise and services, developing
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networks of provision to facilitate student pathways, and leveraging research
and commercial opportunities within the sector.
Key projects include:
Ongoing PTE liaison and collaboration
Further Metros developments
Strengthening the successful collaboration with the University of
Waikato
Continuing the close collaborative relationships with neighbouring ITPs,
particularly WITT and BOPP
Linking these developments and wider engagement activities with the
secondary sector to build stronger secondary-tertiary transitions.
7. Internationalisation
Wintec has a strong vision of internationalisation as a valuable dimension of
the development of New Zealand’s diverse, world-class and globally-
connected education system. We see internationalisation as going beyond
the recruitment of international students to encompass the delivery of
internationally quality-assured qualifications; global perspectives within
programme content; internationally recognised innovations in teaching
delivery; knowledge generation and sharing through staff exchanges; joint
research projects; and collaborative practice. Internationalisation is also
concerned with understanding international student learning, forging strong
links with international communities and celebrating culture, and recognising
the increasing contribution of international students to the development of
the region’s workforce. Wintec’s office in Beijing and the partnership
arrangements formed with prestigious international educational institutions
in China and India are examples of our commitment to internationalisation
and accumulating experience in the export education arena.
Key projects include:
International Value Chain. These projects will be a key to improvements
in student experience, achievement and satisfaction, market
diversification and growth strategies, and the internal business
processes which support these activities. Using a LEAN-based
methodology, this approach recognises the interdependencies that
exist within the value chain and the aim is to lift all aspects of our
internationalisation performance
International partnerships. Continuing to develop a strong suite of
international partnerships to drive increased volumes, and related staff
and student exchanges, international research collaboration, and on-
shore quality
Diversification and growth. Seeking to further grow overall international
volumes, and diversify the range of source countries to minimise risk.
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8. Research, development, transfer and commercialisation
With its proactive, innovative and industry-facing orientation, this priority
has been a strong driver of organisational culture change within Wintec. It
reflects the interdependency that exists between research, scholarship and
teaching, and recognises the opportunities that present for knowledge
generation, transfer and commercialisation. In this investment plan period it
is closely aligned to the Government’s goal for ITPs of strengthening research
outcomes and developing non-TEC funded revenue streams.
We intend to utilise the substantial amount of intellectual property and
expertise that resides within Wintec and also contribute to further IP
development through collaborative arrangements and applied research
projects with other tertiary providers and Crown Research Institutions.
We will continue to promote a strong alignment of research interests and
economic and business development activities. An important driver of this
will be the expansion of Wintec’s RDT voucher scheme, in which employers
are invited to apply for research allocations from Wintec. This research is
then allocated to directly support employers to resolve whatever particular
problem they have raised. The intent of this mechanism is to improve the
alignment between our considerable research capability and the needs of
employers and industry. We also intend to maintain our reputation for
quality research-informed teaching. These dual drivers of research
performance are reflected in the performance commitments, where fewer
PBRF-relevant outputs of higher weighting will be off-set by more industry-
relevant outputs of lower weighting.
The alignment of research activity to external need will also be achieved
through ongoing engagement with such initiatives as: the Applied
Agritechnologies Centre; SODA (business incubation centre); the Avalon
campus Eco-housing and Energy-efficiency project; and a number of health-
related collaborations with the Waikato District Health Board.
Key projects include:
Expansion of the RDT voucher scheme
Further implementation of the RDT review of 2009, leading to a refocus
of research allocations to support technology transfer, lift overall
capability and raise the quality of outputs
Continued focus on the development of commercial activity and
associated revenues, especially centred on the commercialisation of IP
Collaboration on related Metros activity, including Innovating New
Zealand
Further development of SODA Inc in collaboration with the Hamilton
City Council.
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2.0 Summary of activity
This section provides an overall summary of academic delivery-related developments including:
Industry and programme areas that Wintec intends to further develop and strengthen
delivery-related developments such as emerging teaching-related technologies and capability development for academic staff
planned delivery of TEC funded training and education, noting major shifts by level and programme area across the plan period
planned programmes and activities funded by TEC, for example, Youth Guarantee, literacy and numeracy activity and total TEC funding sought
other major programmes and activities not funded by TEC. Summary of Provision
The table below summarises Wintec’s provision by volume of EFTS and academic delivery area in the
period 2011 to 2013. This summary includes EFTS allocated to TEC SAC-funded programmes and
other TEC funded activity, as well as a number of self-funded and commercial initiatives.
EFTS 2011 2012 2013
TEC SAC funding Level 1-3 823 815 810
TEC SAC funding Level 4+
4051 4054 4063
TEC Youth Guarantee 92 92 92
TEC ACE 95 95 95
Sub-total TEC EFTS 5,061 5,056 5,060
MoE Trades Academy 20 20 20
International 650 680 720
ITO 908 1,001 1,001
Other (STAR, TOPs & self-funded) 130 130 130
Sub-total Other EFTS 1,708 1,831 1,871
Total 6,769 6,887 6,931
2.1 Academic priority sectors
Wintec has a broad portfolio of over 150 programmes from level 2 introduction to study and
pre-trades programmes, to level 8 and 9 postgraduate diplomas and masters-level
qualifications. These programmes have been developed in response to the broad range of
needs in the region. They are spread across 11 schools of study and two specialist centres
(Languages and Foundation Learning).
The programmes are continually updated in response to changing requirements. It is not
expected that any areas of delivery will be stopped or significantly reduced, but many will be
reviewed and altered both in terms of content, focus or volumes. Some new areas of delivery
will be developed in response to emerging demands and changing needs.
While all the current broad areas of provision will be maintained, we have defined some
areas of focus for the next three or four years. As outlined earlier in section 1, these are
either areas of current strength and importance that will be maintained, or new (or recent)
areas to be strengthened because they are of particular importance to the region.
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For 2011 – 2013 Wintec’s priority sectors are:
1. Agritechnology9
2. Trades, engineering and manufacturing
3. Energy and sustainability
4. Health and social services
5. Creative, digital and design
6. Business and finance
7. Logistics and supply chain management.
Our response to the more mature sectors such as trades, engineering and manufacturing,
and health and social services will centre on collaborations for applied research, training
appropriately skilled graduates in sufficient numbers to meet future workforce
requirements, and in ensuring programme content and delivery is both responsive and
industry relevant, including the use of modern teaching technologies and practice.
In terms of emerging sectors, such as aquaculture, energy, and logistics, we will be scoping
the training and skill requirements of these sectors and developing quality, relevant
educational programmes in collaboration with industry and, where possible, other parts of
the tertiary sector.
2.2 Academic directions
The significant aspects of Wintec’s academic directions over the next few years are set out in
a separate paper “Academic Directions 2010”. In summary, main academic goals or
directions are to:
Build an institute of technology of international standard
Ensure a focus on future workforce and career development needs
Continue the drive for improved quality and outcomes, including achieving high levels of student retention, completion of qualifications, satisfaction and employment
Be an internationalised organisation, with 20% international students and a set of curricula that reflects the needs of an internationalised world
Have about 80% of our students studying qualifications at a higher level (Level 4+)
Develop more flexible delivery options, especially blended learning and e-learning, and including the integration of new technologies with delivery for programmes
Be recognised for strong investment in supporting and developing academic staff
Be recognised as a strong and relevant applied research institution, with a majority of that research being relevant to the region
Be successful in the commercialisation of intellectual property
Be renowned for the focus staff place on student, employer and community needs.
9 For the purposes of Mix of Provision, Agritechnology includes aquaculture.
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Aside from Mix of Provision issues covered in the following section, other major
considerations for our academic directions include:
Overall capability and capacity building, especially aligned to RDT,
commercialisation, flexible delivery and new learning technologies
Aligning these changes to improved facilities and capital investment through the
campus developments programme
Productivity, efficiency and flexibility of the workforce as a whole
Alignment to the targeted review of qualifications (at levels 1-6) and related
alignment of some higher level provision, particularly through the Metros group
Continuing to embed the changes required to move Self-Assessment and External
Evaluation Review (SAEER) into business as usual behaviour and activity.
These require a significant step-change across a range of areas of academic delivery and
performance. Much of this will be achieved through Project Connect, completing the
alignment between academic directions, mix of provision changes, implementation of a
comprehensive capability development plan (currently being revised), and the campus
redevelopment programme. All of this must be driven by employer and community needs,
which will see the ongoing use of employer partnership groups and the establishment of
priority sector groups, the latter aligned to each of our priority sectors.
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2.3 On plan funding
2.3.1 TEC SAC-funded delivery
2.3.1.1 Mix of provision and shifts of provision.
Level 1-3 provision
Total level 1-3 provision is planned to reduce significantly between 2010 and 2011,
which continues the trend since 2008.
Further reductions, after 2011, are not planned as we consider this level of
provision is necessary to meet the various needs of learners, industry and to
promote successful higher level study.
Ongoing provision, intended to be around 825 EFTS emphasises successful
secondary-tertiary transitions and the collaborative development of student
pathways into tertiary study. This will be particularly at the higher levels of study,
whether in the ITP, ITO or university sectors. It is comprised of a broad range of
programmes including:
Pre-trades provision across a range of trades training programmes that
facilitate students moving into either higher levels of study or industry
training/apprenticeships
Foundation and bridging programmes aimed at students who do not meet
entry requirements for higher level programmes. Completion of these
programmes allows them to enrol in higher level study
Lower level programmes that pathway into level 4+ programmes and provide a
transition from secondary to tertiary study
Collaboration with other providers to develop pathways to study and higher
study, including Māori Trades Training with Te Wānanga o Aotearoa, and the
Certificate of University Preparation (CUP) with the University of Waikato
Maintaining strong programmes in STAR and Gateway to support secondary-
tertiary transitions. These will be complemented by Wintec’s Youth Guarantee
and Trades Academy developments (see next section).
2008 2009 2010 2011 2012 2013
Level 1-3 EFTS 1,670 1,599 1,235 823 815 810
As % of total EFTS 34% 33% 25% 20% 17% 15%
Overall level 1-3 provision will reduce to around 15% of total provision.
23
Level 4 and above provision
This provision is planned to increase, both in relative (as a percentage of total
provision) and absolute terms.
In 2011 it is expected that just over 4000 EFTS will be delivered at level 4+, which
will comprise 80% of total provision. By 2013 this is expected to increase to around
4,250 EFTS and 85% of provision.
2008 2009 2010 2011 2012 2013
Level 4+ EFTS 3,239 3,229 3,733 4,051 4,054 4,063
As % of total EFTS 66% 67% 75% 80% 83% 84%
Including...
Level 7+ EFTS 1,642 1,708 1,970 2,164 2,302 2,358
As % of total EFTS 33% 35% 40% 44% 46% 47%
A significant proportion of the growth of level 4+ delivery will be at degree and post-
graduate level. Strong enrolments in a number of degree areas in 2009 and 2010
will bring further pipeline growth in these areas in 2011 and 2012. Additionally,
recently developed degrees in engineering and engineering technology are
expected to build further, generating additional degree level volumes.
It is intended that post graduate provision will continue to develop from a relatively
small base. Growth within current post-graduate programmes is likely to link with
some expansion in the range of post-graduate programmes. While much of this will
be driven by developments aimed at the international market, it is likely these
programmes will be attractive to some domestic students also.
By the end of the investment plan period in 2013, we will have a strong profile of
provision at the higher levels of study, and particularly so at degree level and above.
NZSCED Category
The Costed Mix of Provision, detailing provision by funded course classification is
attached as appendix 2. Table 2 below outlines planned volumes by NZSCED
classification category. Major points of note are:
Significant growth in health-related provision. This is expected across degree
and postgraduate levels, particularly in nursing and midwifery. This is, in the
main, pipeline growth, reflecting the strong uptake in enrolments in 2009 and
2010. There may be growth also in enrolled nursing as this is currently being re-
examined and promoted with the health workforce. A proposed new
programme in enrolled nursing is intended to address the sector need for
trained health workers for aged, disability and preventative community care
services
Some increase in education, in this instance early childhood education, where
there is also strong pipeline growth. Impetus for further growth may diminish
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given recent government policy changes on the requirement for the workforce
to be degree-qualified. There is still a strong demand for trained and qualified
workers in this sector within the region
Engineering and related technologies is projected to grow, mostly in the new
degrees in this area in technology, and engineering technology
Overall we expect a 30% decline in total information technology training.
However this reflects the cessation of relatively high volume provision at the
lower levels of the framework, and masks growth of diploma and degree-level
provision
Management and commerce, and society and culture are both forecast to
decrease by around 10% as we reduce some provision within our portfolio.
Some of this, previously out of region, has been taught out over the past year
or so while some has been shifted from TEC to ITO funding. In the main these
changes reflect our responses to TEC’s policy signals.
NZSCED category (broad) 2008 2009
actual 2010
forecast 2011 est 2012 est
2013 est
Natural and Physical Sciences 23 25 35 36 35 36
Information Technology 551 504 350 231 205 215
Engineering and Related Technologies 283 380 594 595 605 605
Architecture and Building 150 150 142 130 125 125
Agriculture, Environmental and Related Studies 286 240 234 210 210 210
Health 674 644 788 862 925 925
Education 207 232 276 305 310 310
Management and Commerce 736 740 602 525 525 530
Society and Culture 947 777 714 620 605 602
Creative Arts 537 560 594 597 607 601
Food, Hospitality and Personal Services 208 213 292 296 290 287
Mixed Field Programmes 302 357 496 473 441 430
Apart from these changes, which reflect significant change across a relatively small
percentage of our overall programmes, provision is expected to be in line with recent years.
We have has a strong portfolio of programmes with good outcomes being achieved. Ongoing
engagement with industry, and enrolment demand, suggests an ongoing need for the broad
range of programmes being delivered.
2.3.1.2 Department of Corrections Provision
In 2010, Wintec and the Department of Corrections collaborated to introduce level 2
pre-trades programmes in painting and decorating, and plumbing, for prisoner
education at Springhill Prison. We intend to deliver 30-35 EFTS in 2011. The
possible addition of minor engineering and drain-laying programmes in 2012 may
lead to some small growth in numbers.
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2.3.1.3 Youth Guarantees
Wintec has negotiated an allocation of approximately 80 EFTS per annum with TEC
for Youth Guarantee. At this stage it is anticipated this provision will continue across
the plan period at this volume, and it continues activity begun in 2010. It will be
delivered in the following programme areas:
Trades
Business administration and computing
Hospitality
Hair and beauty
Rural skills.
We will look to broaden the range of programmes included in Youth Guarantees
where possible, but do not envisage a major change in the range. Experience with
Youth Guarantees has highlighted the need for extensive pastoral care for the
students in the programme, and we will strengthen the support and care for these
students in 2011 and beyond to ensure good outcomes for the students.
2.3.1.4 Adult and Community Education (ACE)
In line with Government policy Wintec’s total allocation for ACE provision is reduced
in 2011 to approximately 95 EFTS (around half that of 2010). At the same time, the
emphasis of ACE will shift to a stronger focus on foundation learning, in particular:
Language and literacy, including particular attention to the needs of the
region’s significant migrant and refugee communities, as well as those with no
prior success with education. We will also continue to collaborate with Literacy
Waikato to support literacy development of those in employment. This activity
will complement the wider literacy and numeracy embedding activity
underway across level 1-3 provision
Numeracy, this will be developed in parallel with language and literacy
provision
Other foundational learning as required, and
Progression, promoting and aligning pathways from ACE to other provision so
that students acquire the skills and knowledge to progress into some form of
higher, formal study.
ACE provision in the wider region will be reviewed, in order to promote adequate
provision across the region.
2.3.2 Funding aligned to plan
Literacy and Numeracy
Embedding literacy and numeracy into level 1-3 provision will continue across the plan
period. The current activities will be continued:
Professional development and the qualification of staff delivering level 1-3 provision. It
is anticipated that all staff delivering at levels 1-3 will have, or be completing the
National Certificate in Adult Literacy Education (NZCALE) in 2011
Embedding literacy and numeracy into all level 1-3 courses (modules). This activity was
begun in 2010 with the support of the literacy and numeracy funding provided by TEC.
Significant progress with this has been made during 2010 and it is expected that 100%
of level 1-3 courses will be embedded in 2011
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Personal learning plans for all learners at levels 1-3
The pre- and post course assessment of literacy abilities of level 1-3 students using the
assessment tool.
The development of appropriate performance commitments and outcomes monitoring will
continue as the National Assessment Tool is introduced and benchmark levels of current
literacy and numeracy abilities of students are clarified. This will enable assessment of the
outcomes being achieved in the development of student capabilities.
2.3.3 Off-plan funding
Trades Academy (Ministry of Education funded)
A regional Trades Academy in 2011 has been approved, as a collaborative endeavour
between Wintec and a cluster of regional secondary schools. Initial volumes are planned to
be modest, but should this prove successful it is intended to grow volumes over time as part
of our wider youth strategy, and in particular the focus on secondary-tertiary transition.
The business model developed with the secondary schools includes significant capital
development, comprised of mobile trades/teaching technology which will enable secondary
students to participate from across the region. Over three years, the students will complete a
national trades qualification. The qualifications will be delivered in block courses at our
Avalon campus. The additional top-up funding will be used with the schools to support this
provision.
The academy will be a separate business entity to Wintec, and will be overseen by a
dedicated steering group providing governance.
In 2011, it is expected that approximately 20 EFTS will be delivered through the academy,
comprising about 48 students across 12 schools. Initially three programmes of study will be
involved, in the following programme areas:
National Certificate in Mechanical Engineering
National Certificate in Electrical Engineering
National Certificate in Motor Industry.
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2.3.4 Total TEC funding sought
This summary of total TEC funding sought covers 2011 and 2012 only. It reflects the latest
confirmation of recent budget changes by the Government including the removal of TEOC
and other funds, the return to 100% SAC funding, and CPI adjustments for 2011.
2011 2012
Tertiary Education Organisation Component
Performance Based Research Fund $606,664 $606,664
TEI Base Investment – Equity loading
$291,942 $293,154
Encouraging Innovation $257,400 -
Total TEOC $1,156,006 $899,818
Student Achievement Component
SAC funding $42,054,460 $42,186,768
SAC - Youth Guarantee $812,040 $812,040
Youth Guarantee Payment $414,000 $414,000
Total SAC $43,280,500 $43,412,808
Total SAC & TEOC $44,436,506 $44,312,626
Other On Plan Funds
Adult and Community Education $475,997 $475,997
Total Other On Plan Funds $475,997 $475,997
Total On Plan Funding $44,912,503 $44,788,623
Funds Aligned to the Plan
Intensive Literacy and Numeracy (formerly Foundation Learning Pool (FLP)) $300,000 To be advised
Embedded Literacy and Numeracy $445,220 To be advised
Training Opportunities $152,320 To be advised
Total Aligned Funding $897,540 -
TOTAL FUNDING $45,810,043 $44,788,623
NOTES:
(1) Recently approved Trades Academy places are funded off-plan. At this stage total funding for 2011
has not yet been confirmed. A funding agreement is expected to be completed shortly.
(2) Total SAC funding here excludes agreed EFTS transfers with other ITPs for delivery of the Bachelor of
Applied Social Sciences (B.App.Soc.Sci) – see section 2.4.4 below.
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2.4 Summary of other activity
2.4.1 International activity
Internationalisation and international education remain central to Wintec’s strategy, as
noted earlier.
Planned volumes and associated funding for the period are:
2011 2012 2013
EFTS 650 680 720
Revenue ($M) $8.1 $8.5 $9.1
2.4.2 ITO-funded activity
Under the current economic conditions, some ITO-funded activity has decreased. The pattern
of this is uneven, with some ITOs affected much more than others. It is difficult to forecast
how the various industry sectors, and their associated industry training, will rebound over
2011-13, but we are expecting to see some return toward pre-2010 levels across 2011-12.
Planned volumes and revenue for this activity are:
2011 2012 2013
EFTS 908 1,001 1,001
Revenue ($M) $3.2 $3.7 $3.8
2.4.3 Other (non-TEC) funded activity
This table aligns with the conservative targets set for this revenue in Wintec’s financial
modelling. It is planned that the trend of recent years of steady growth in fully-funded or
commercial training, consultancy, trading activity and commercialisation activities will
continue. Targets reflecting this will be included in Wintec’s business plan.
2011 2012 2013
Revenue ($M) $4.7 $4.7 $4.7
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2.4.4 TEC funded EFTS Transfers
The following EFTS transfers have been agreed to support collaboration within the sector
over provision of Wintec’s Bachelor of Applied Social Sciences (B.App.Soc.Sci) programme.
Western Institute of Technology at Taranaki (WITT)*
2011 2012 2013
EFTS (est.) 53 60 To be advised
SAC funding $318,742 $360,840 To be advised
Nelson Marlborough Institute of technology (NMIT)*
2011 2012 2013
EFTS (est.) 90 105 To be advised
SAC funding $541,260 $631,470 To be advised
*subject to a signed Memorandum of Understanding between Wintec and each institution.
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3.0 Key Performance Indicators
Wintec’s Investment Plan performance commitments as approved by TEC
Investment Guidance KPI 2011 2012 2013
Outcomes subgroups Outcome Commitment
Participation
Proportion of SAC Eligible EFTS enrolled who are Māori
Total 25% 25% 25%
Level 1 - 3 6% 6% 6%
Level 4 and above
19% 19% 19%
Proportion of SAC Eligible EFTS enrolled who are aged under 25
Total 67% 68% 69%
Level 1 - 3 15% 15% 15%
Level 4 and above
52% 53% 54%
The number of International EFTS - 650 680 720
Educational Performance
Successful course completion rate for all students (SAC Eligible EFTS)
Total 77% 78% 80%
Level 1 - 3 67% 69% 70%
Level 4 and above
79% 80% 81%
Qualification completion rate for all students (SAC Eligible EFTS)
Total 70% 71% 71%
Level 1 – 3 57% 58% 59%
Level 4 and above
74% 76% 76%
Student retention rate for all students (SAC Eligible student count)
- 51% 54% 55%
Student progression for students (SAC Eligible student count) at levels 1 - 3
- 38% 40% 40%
Successful course completion for Māori students (SAC Eligible EFTS)
Total 68% 71% 74%
Level 1 – 3 60% 63% 66%
Level 4 and above
71% 73% 76%
Qualification completion for Māori students (SAC Eligible EFTS)
Total 62% 65% 68%
Level 1 – 3 53% 55% 56%
Level 4 and above
66% 69% 72%
Successful course completion for students (SAC Eligible EFTS) aged under 25
Total 75% 76% 77%
Level 1 – 3 67% 67% 67%
Level 4 and above
78% 79% 80%
Qualification completion for students (SAC Eligible EFTS) aged under 25
Total 63% 62% 64%
Level 1 – 3 49% 51% 55%
Level 4 and above
63% 52% 64%
The proportion of Level 1 – 3 courses offered that contain embedded literacy and numeracy
- 100% 100% 100%
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Investment Guidance KPI 2011 2012 2013
Outcomes subgroups Outcome Commitment
The proportion of EFTS assessed as requiring additional literacy and numeracy who are enrolled in Level 1 – 3 provision and make literacy and numeracy progress as measured by the Literacy and Numeracy for Adults Assessment Tool
- Indictor to be developed once National Assessment Tool
implemented in 2011 and benchmark data becomes available
Percentage of SAC funded TEC students in employment or further study 6 months after completion
- 90% 90% 90%
Percentage of region’s school leavers from preceding year attending Wintec in preceding or current year
- 16% 16% 16%
Percentage of region’s outlying school leavers from previous year attending Wintec in preceding or current year
- 12% 12% 12%
Customers and Stakeholders
Student satisfaction - 90% 90% 90%
Graduate satisfaction - 80% 80% 80%
Employer and Industry satisfaction - 90% 90% 90%
Employer and Partnership Group (EPG) satisfaction
- 90% 90% 90%
Finance, Capital Assets and Performance
Operating surplus - 3.0%+ 3.0%+ 3.0%+
Net cashflow from operations - 111%+ 111%+ 111%+
Liquid assets - 12% 12% 12%
Debt cover - 1.8x+ 1.8x+ 1.8x+
Interest cover - 3x+ 3x+ 3x+
Percentage agreed TEC SAC funding achieved
- 100% 100% 100%
Domestic Fees revenue ($M) - $18.1M $18.2M $18.8M
International Fees revenue ($M) - $8.1M $8.5M $9.1M
ITO and other revenue ($M) - $3.8M $3.8M $3.9M
TEO risk rating against the Financial Monitoring Framework
- Medium Low Low
Capital Asset Management - Advance attributes as per Improvement Plan
Research
Number of outputs - 392 408 424
PBRF weighted points - 1180 1303 1410
Average weighted PBRF points per output
- 3.0 3.2 3.3
Percent of Research, Development and Transfer activity undertaking in collaboration with Industry/community
- 32% 42% 50%