Contents
Section 1: About the University of New England
The University of New England was the first Australian university established outside a capital city. With a history extending back to the 1920s, UNE has a well-earned reputation as one of Australia’s great teaching, training and research universities.
Our graduates consistently rate their experience at UNE highly, a reflection of the University’s commitment to student support. In the Good Universities Guides for both 2002 and 2003, UNE was the only university in NSW which achieved five stars for overall educational experience of its graduates.
UNE was a pioneer of distance education in the 1950s, and has built a strong reputation for its expertise in distance and flexible learning. The majority of our students are off-campus students, supported by a range of resources including detailed study guides and extensive online teaching support.
Table 1: Student Enrolments at 31 March 2003
| Course type | Armidale | Other Centres | Total | |
|---|---|---|---|---|
| Off-campus | On-campus | |||
| Higher degree by research | 481 | 226 | 18 | 725 |
| Postgraduate coursework | 3,467 | 147 | 461 | 4,075 |
| Undergraduate | 9,969 | 3,110 | 647 | 13,726 |
| Non-award & other | 181 | 5 | 12 | 198 |
| UNE Total | 14,098 | 3,488 | 1,138 | 18,724 |
Source: Planning and Institutional Research 2003
Structure
The academic structure at UNE is based on a framework of four faculties: Arts; Economics, Business and Law (FEBL); Education, Health and Professional Studies (FEHPS); and The Sciences. Each Faculty is headed by a Dean, and has a number of Schools.
Table 2: Staff at 31 March 2003
| Staff in Faculties | Female | Male | Total |
|---|---|---|---|
| Professor (E) | 7 | 35 | 42 |
| Associate Professor (D) | 8 | 57 | 65 |
| Senior Lecturer (C) | 45 | 80 | 125 |
| Lecturer (B) | 82 | 97 | 179 |
| Lecturer (A) | 43 | 23 | 66 |
| Total Academic Staff in Faculties | 185 | 292 | 477 |
| Administrative and Technical Staff in Faculties | 143 | 103 | 246 |
| Faculty Total | 328 | 395 | 723 |
| Staff in Management, Administration & Support Sections | 293 | 236 | 529 |
| UNE Total | 621 | 631 | 1,252 |
Source: Planning and Institutional Research 2003
Strategic directions
In 2006, the University of New England will be recognised as a truly open university:
Our scholars and research students question, extend, and re-interpret accepted knowledge through research; they are open to new intellectual directions and to the challenges of our society, economy and culture; they are committed to open communication of research findings; they are open to regional, national and international conditions, and are actively engaged in defining problems and seeking solutions.
Our teaching will be open to students’ needs, sensitive to students’ backgrounds; challenging in its academic content, relevant to students’ future professional and civic lives - a learning experience which will motivate students to keep learning.
Our teaching arrangements will be open, providing flexible arrangements for on and off campus study, for learning through a variety of modes and media.
Our administrative systems will be flexible and integrated to allow for initiatives to proceed quickly, for planning, budgeting, monitoring and improvements to occur rationally and efficiently.
Our student and staff support systems will be open to enable people to excel and to grow professionally.
Our policies and procedures, our work and study environments will reflect our openness and commitment to the values we espouse.
We will be open to change, open to challenges, open to our communities.
University of New England Strategic Plan 2002-2006
http://planning.une.edu.au/Planning/STRATEGICPLAN2002.htm
All teaching staff, including casual and sessional teachers, markers and demonstrators, have a role to play in achieving UNE’s vision for its teaching - ‘our teaching will be open to students’ needs, sensitive to students’ backgrounds; challenging in its academic content, relevant to students’ future professional and civic lives - a learning experience which will motivate students to keep learning’.
It is hoped that this handbook will assist to enhance your experience as a casual or sessional staff member and, in doing so, help the further development of your career.