To the Review of Australian Higher Education
Submitted by
THE COOPERATIVE RESEARCH CENTRES ASSOCIATION INC.
16 June 2008
1. INTRODUCTION
The Cooperative Research Centres Association Inc. (CRCA) welcomes the review of Australian Higher
Education. This submission is focused on addressing Question 5 of the Discussion Paper , viz:
“Are there particular examples of good practice where you can demonstrate either rapid
response to skill shortages or successful initiatives to improve generic skills?”
The CRC Program is an excellent example of a Government initiative that has spun-out serendipitous
results, in this case addressing skills shortages in the science and technology arena through the training
of “industry ready” PhD graduates, and the development of programs throughout the Australian
education system which train, inspire and teach the coming generations of Australian innovators.
2. THE CRC ASSOCIATION
The CRCA is the representative body for the organisations operating within the Australian Government’s
Cooperative Research Centres (CRC) Program. The purpose of the CRCA is to promote science in
general, with a particular focus on the future growth of the CRC Program.
The CRCA is an independent body, funded by fees paid through voluntary membership. The CRCA
Constitution states that only bodies classified as “Cooperative Research Centres” by the Australian
Government are eligible to be members of the CRCA. The current membership comprises all 58 CRCs.
3. THE CRC PROGRAM
The CRC Program was established in 1990 by the Hawke Government with the aim of changing the
culture of industry to shift from looking to specific short term problem solving research, to taking a longer
term, strategic approach to investment in research.1 Over the course of its 18 year existence the CRC
Program has met that aim and improved the effectiveness of Australia's research effort through bringing
together researchers in the public and private sectors with the end users. The CRC Program links
researchers with industry and government with a focus towards research application. The close
interaction between researchers and the end users is the defining characteristic of the Program.
Moreover, it allows end users to help plan the direction of the research as well as to monitor its progress.
Since the commencement of the Program, there have been ten CRC selection rounds, resulting in the
establishment of 168 CRCs over the life of the Program that have operated across Manufacturing, ICT,
Mining & Energy, Agriculture & Rural Based Manufacturing, Environment, and Medical Science &
Technology sectors.
Reflecting its broad areas of activity, the CRC Program draws funding and in-kind resources from a wide
range of sources. Displayed below is the resourcing profile for CRCs in 2006-07.
1 Myers, Rupert. Changing Research Culture, Australia - 1995. Report of the CRC Programme Evaluation Steering Committee, Aust
Gov’t Publishing Service, Jul 1995.
Page 2
Submission to Review of Australian Higher Education CRC Association
3.1 THE PERFORMANCE OF THE CRC PROGRAM
The conventional definition of a CRC is “a company formed through a collaboration of businesses and
researchers. This includes private sector organisations (both large and small enterprises), industry
associations, universities and government research agencies such as the Commonwealth Scientific and
Industrial Research Organisation (CSIRO), and other end users. This team of collaborators undertakes
research and development leading to utilitarian outcomes for public good that have positive social and
economic impacts.” 2 However this definition only tells a part of the story. As the Program has grown
and matured, further benefits have emerged, including:
-
CRCs assemble multidisciplinary teams from across research providers to address end user driven
research. They collaborate across all sectors (Industry, Academia, State Government, Consumers and Industry Associations) and create a critical mass in their field.
-
CRCs provide companies, including multinationals, with the unique and attractive proposition of
being able to deal through one organisation (the CRC) that can assemble the best teams in the Australia to develop the technology that the company needs, managing the process professionally to deliverables and gearing it with funds from the Commonwealth and research providers who are sharing the risks, and the returns.
-
CRCs are managed to deliver impacts not just papers, and are held to account to deliver.
-
The stability of funding provides certainty for the research partners in particular and also for the
end-user partners.
-
The overall activities are actively managed by the CRC management team and Board to maximise
the national benefits. This includes terminating, redirecting or accelerating projects in a way that is not part of the culture of most other programs.
-
CRCs provide a mechanism for realising unanticipated commercial opportunities, i.e. in cases
where technologies have applications beyond the interests of the commercial partners, the CRCcan pursue these through the creation of spin off companies, licenses etc.
-
CRCs play an important role in bridging the gap between discovery research funded by NHMRC
and ARC grants and the requirements of industry for commercialisation-ready innovations.
-
CRCs encourage innovation through their interaction and reach with SMEs (for example, the CRC
for Spatial Information interacts directly with over 55 SMEs).
-
A CRC is neutral and un-aligned and so can provide a central focus from which grows
collaboration.
-
CRCs provide research management skills and discipline. This helps ensure the research is
managed to a high standard.
-
CRCs foster “hands-on” learning. Although they are heavily focused on postgraduate education,
and thereby providing training for very highly skilled professionals, CRCs are involved, to differing extents, at all levels of the education and training system.
In the 2006 study on the economic impacts of the CRC Program commissioned by the Australian
Government3, fifty examples were included of economically quantifiable beneficial applications of CRC
research. In these solid, quantified examples, only the clearly measurable components of the outcomes
were included in the calculation of the net economic impact of the Program. Looking only at these clearly
quantifiable impacts, the study showed that as a result of each dollar invested in the CRC Program,
2 www.crc.gov.au
Submission to Review of Australian Higher Education CRC Association
Australian Gross Domestic Product is cumulatively $1.16 higher than it would otherwise have been (had
the money instead been used for tax reductions) and Total Consumption is cumulatively $1.24 higher
than it would otherwise have been (had the money instead been used for tax reductions). It is important
to note that Gross Domestic Product and Total Consumption are two critical indicators of the economic
welfare of the Australian community rather than being measures of the private returns to CRC
participants.
Since its inception the CRC Program has been regularly and meticulously reviewed. The success of the
Program has been recognised not only within Australia but also internationally as the CRC Program has
been researched, emulated and even copied by a number of other nations.
4. TRAINING INNOVATORS THROUGH CRCs
Innovation is a process rather than an outcome. It is about curiosity and commitment. Innovation
requires the freedom to think and explore, and innovation requires a resource of attuned minds; people
who are prepared to experiment and take calculated risks (i.e. “innovators”.)
4.1 THE INFLUENCE OF THE CRC PROGRAM
CRCs are becoming increasingly recognised as a breeding ground for Australia’s innovators. This
recognition is largely attributable to work undertaken by the CRCA which investigated the impact that the
CRC Program has had on all levels of the Australian education system. Every CRC is required to be
associated with at least one University and incorporate a PhD program within its core activities. However
the CRCA research identified that most CRCs have gone beyond that brief and have developed education
programs aimed at other levels of the education system, from pre-school through the post-doc and
beyond.
The CRCA produced and distributed a factsheet identifying specific examples of CRC activity at each level
of the education system, which includes:
- Primary School
- Secondary School
- TAFE / VET
- Undergraduate
- Postgraduate
- Teachers
- Vocational Training
- General community.
The factsheet is presented in Appendix A. The initiatives described are evidence that the CRC Program is
a Government Program working toward addressing skills shortages, not only by training workers but also
by providing the environment that encourages children to consider a future in science.
Furthermore, Appendix B provides an article from the 25 February 2008 edition of the Australian Financial
Review describing some CRC initiatives aimed at the VET sector.
Appendix C provides a media release from the CRC for Sustainable Resource Processing describing its
“Science in the Classroom” program aimed at school teachers which was recently awarded the CRCA
Award for Excellence in Education.
Page 4
4.1.1 THE CRC PhD
Currently there are 58 CRCs in existence, and through those CRCs there are around 1500 PhDs at various
levels of completion. The major feature of the PhDs undertaken through CRCs is that the candidates
undertake their study in liaison with the partners of the CRC. This means that through their study the
students are exposed directly to the needs and idiosyncrasies of industry and emerge with the
classification of being “industry ready”.
This view is supported by a wealth of anecdotal evidence, not only from industry but also from the
students themselves. Appendix D provides an article from the 21 April edition of the Australian Financial
Review showcasing a number of past CRC PhD student in a “where are the now” feature. The
testimonials therein show that these researchers all view the CRC experience as integral to their
successful careers.
Empirical evidence is also being collected to back up these claims. An interdisciplinary group of
researchers from The University of Queensland and Griffith University have been funded through a 3 year
ARC Linkage Project to examine the impact that the industry and educational opportunities provided
through the CRC program have had on the PhD experience and outcomes of candidates. With the
assistance of the CRCA, the researchers are in the process of contacting PhD graduates from CRCs who
were awarded/submitted/graduated in the years 1996-1999 and 2001-2004 inclusive. Graduates from the
same time periods who did not have involvement with a CRC during their candidature will also be
included in the study. This study will build upon a smaller project conducted in 2005 which surveyed a
much smaller set of past PhD students.
4.1.2 THE eGRAD CERTIFICATE
An important factor differentiating CRC PhDs from non-CRC PhDs is the exposure to and understanding of
issues regarding commercialisation and research management. The exposure to industry gives CRC
students hands-on experience and understanding of the issues in a “real world” environment. To build
on that capacity, the CRCA is now working closely with the Australian Technology Network of Universities
to develop and deliver a Graduate Certificate in Research Commercialisation. The Certificate has been
developed specifically to meet the career needs of researchers and postgraduate students in CRCs and
has been shaped in line with priorities developed by the CRCA.
The course provides skills, knowledge and accreditation in research commercialisation and in the
associated areas of research project management, leadership and workplace communication and
principles and practice of research management.
The Graduate Certificate is offered jointly by the five course providers (Curtin University of Technology,
Queensland University of Technology, RMIT University, University of South Australia, and University of
Technology Sydney.) Students enroll through the ATN university of their choice. The first group of
students will enter the course in Semester 2, 2008.
Further detail on this course is provided in Appendix E.
CONCLUSION
Innovation occurs when good ideas are allowed to become reality. But innovation does not happen all by
itself. To have innovation, we first need to have innovators, i.e. the people who get those good ideas
and can transform them into reality
CRCs are recognised as the home of industry-focused innovation and increasingly now are being also
recognised as a breeding ground for Australia’s innovators – PhDs who are “industry ready”; school
teachers who understand the innovation occurring in industry today; and children who are allowed to be
excited by the opportunities that abound within and innovation nation.
CRCs are working examples of good practice where rapid response to skill shortages or successful
initiatives to improve generic skills are demonstrated.
Page 5
Submission to Review of Australian Higher Education CRC Association
LIST OF APPENDICES
Appendix A –
CRCA Factsheet : The Impact of Cooperative Research Centres on the Australian Education System
Appendix B –
Article : Australian Financial Review 25 February 2008
Appendix C –
Media Release : CRC for Sustainable Resource Planning, 22 May 2008
Appendix D –
Article : Australian Financial Review 21 April 2008
Appendix E –
Brochure. Graduate Certificate in Research Commercialisation.
Page 6
Submission to inquiry – Research Training in Australia CRC Association
APPENDIX A
Innovation occurs when good ideas become reality.
But innovation does not happen all by itself. To have
innovation, we first need to have innovators, ie: the
people who get those good ideas and can transform
them into reality.
Cooperative Research Centres (CRCs) are recognised
as the home of industry-focussed innovation and there
has been a lot of attention given to the great innovations
that the CRCs have been responsible for. Yet the role
of CRCs in the creation of the all-important innovators
is often neglected and unrecognised.
This paper has been compiled by the CRC Association
to identify just a few living examples where CRCs are
having an impact in the entire Australian education
system: not just at the PhD level, but from Primary
Schooling right though to university and beyond.
As this paper clearly shows, CRCs are not only the home
of Australian innovation; they are also the breeding
ground of Australia’s innovators.
COOPERATIVE RESEARCH CENTRES
The Impact of
on the AUSTRALIAN EDUCATION SYSTEM
- In 2008 the CRC for National Plant Biosecurity commences an education program for students up to Yr4 and also for students in Yrs 5 to 10, to raise the profile of plant biosecurity in Australia. A pre-primary level activity is also being developed. The program is expected to reach over 1000 students in its first year. www.crcplantbiosecurity.com.au
- The CRC for Innovative Dairy Products provides an online resource for primary schools that asks and answers the questions “what are genes, why are they important and how can we use our knowledge of them?” www.dairycrc.com
- The CRC for Australian Weed Management has produced the “Ghastly Guests” resource for Yr4 to Yr6 students. It is currently used in more than 300 classrooms across Australia. www.weeds.crc.org.au
- The Cotton Catchment Communities CRC has partnered with Primary Science Matters and provided science kits and training for teachers in primary schools in Northern NSW. web.cotton.crc.org.au
-
In partnership with the Australian Centre for Plant Functional Genomics, the Molecular Plant Breeding CRC has developed
“Get into Genes”, an interactive program highlighting the role of gene technology in agriculture. Over 5000 students and teachers in SA and Vic have participated in the program. www.getintogenes.com.au
- Since 2004 the CRC for Sugar Industry Innovation through Biotechnology, via its PhD students, has run an annual ‘plant biotechnology for beginners’ workshop. Over 520 Yr10 and Yr11 students have participated in the events to date. www.crcsugar.com
- The CRC for Australian Weed Management has designed the “Lord of the Weeds” competition where secondary school students work on a weed project and submit a report for judging. A prize pool of $4700 is offered. Since 2004 over 700 school classes have participated. www.weeds.crc.org.au
- The CAST CRC developed the educational content for a TAFE Engineering Production Certificate aimed specifically at the aluminium and magnesium casting industry. CAST also prepared and delivered a Light Metals Technology Course for TAFE teachers. www.cast.org.au
- The CRC for Advanced Composite Structures, together with the industry association Composites Australia, has developed a pre-vocational training program to provide a new influx of workers to a local composites industry desperately short of trained staff. Working together with local TAFE’s and Job Networks, to date 31 people from the target group of long-term unemployed have undertaken the training and are being transitioned into the workforce. www.compositesaustralia.com.au
- The Invasive Animals CRC is preparing a series of subjects addressing skill sets not currently available for managers of pest animals. These subjects will form the core of a Diploma in Conservation and Land Management to be awarded through the VET system and will be trialled in 2008. www.invasiveanimals.com
- The CRC for the Australian Poultry Industries has sponsored the establishment of two undergraduate units at the University of New England. These units will soon also be available online. The CRC also has Honours scholarships for students in Australian universities conducting research into poultry related areas. www.poultrycrc.com.au
- The CRC Wood Innovations has developed an Advanced Diploma in Wood Products Management, sponsored by the CRC and taught at the University of Melbourne. 15 students will have completed the course by the conclusion of the CRCs term. www.crcwood.unimelb.edu.au
- The CRC for Biomedical Imaging Development supports summer cadetship programs through LaTrobe University; provides lecturers for undergraduate courses at RMIT; and supports medical honours projects through the University of Melbourne and Peter MacCallum Cancer Institute.
- The Bushfire CRC, the Tropical Savannas CRC, CSIRO and Charles Darwin University collaborated to develop the online university course ‘Fire Ecology & Management in Northern Australia’ The course tackles a wide range of complex ecological, social, political and historical aspects of fire management across northern Australia and won the prestigious National ASCILITE Award for Educational Design & Technology in Tertiary Education in 2005. www.cdu.edu.au
- The Parker CRC for Integrated Hydrometallurgy Solutions runs a Student-Industry Research Program that provides a research experience for local and international undergraduate students for 10 weeks over their summer university vacation. www.parkercentre.com.au
- Postgraduate training is a key component of the CRC Programme. Each year the CRC Programme supports some 2000 researchers and educates more than 1000 PhD students (over 1600 full-time equivalent PhD students in 2005-06), with over 150 students graduating annually since 1991 (216 students graduated in 2005-06) and this number is set to increase.
- The new Capital Markets CRC is supported by industry partners, security exchanges, and regulators in Australia, the UK, Singapore, Hong Kong, Scandinavia, and North America. As a consequence of this international expansion, this CRC’s PhD program will more than double from 70 to over 140 students. www.cmcrc.com
- RailCRC are addressing the world wide shortage of Railway Signal Engineers through the development of Post Graduate Courses in Railway Signal Engineering offered by Central Queensland University. Certificate, Graduate Diploma and Masters Degree courses are also available. The qualification has been recognised by the UK-based Institute of Railway Signal Engineers. www.railcrc.cqu.edu.au
- Grainfoods CRC has sponsored an accredited 4 unit Graduate Certificate of Research Management, awarded through Southern Cross University. The course is now in its third year and has proved popular with PhD students and staff of participants of CRCs, as well as external organisations. www.grainfoodscrc.com.au
- The Cotton Catchment Communities CRC runs a cotton production course for industry personnel as an external course through The University of New England. The course involves four study units, and takes two years to complete. About 130 people have completed the course to date. web.cotton.crc.org.au
- The Centre for Sustainable Resource Processing CRC (CSRP) provides a Teacher Program that gives school teachers the experience of hands-on activities in the minerals sector and is designed to foster an appreciation for the practical application of realworld problems to school curriculum.
- CSRP has partnered with Murdoch University to offer a series of one-day educational events for secondary science teachers. These events enhance teacher attitudes towards the mineral processing industry. Over 300 school teachers have participated to date. www.csrp.com.RS
- The CRC for Cochlear Implant and Hearing Aid Innovation, in collaboration with staff of The Department of Otolaryngology, University of Melbourne, The Cochlear Implant Clinic, The Royal Victorian Eye and Ear Hospital, The Bionic Ear Institute and Cochlear Limited conducts four and five day cochlear implant professional training workshops for surgeons and clinicians from Australia and Asia Pacific regions. The workshops are run three times per year and since inception have trained over 2800 attendees. www.hearworks.com.au
- The CRC for Contamination Assessment and Remediation of the Environment, in collaboration with the Australian Contaminated Land Consultants Association and its industry partners is running a short-term training program about site assessment and remediation for recent graduates and industry managers In two years CRC CARE has trained 250 industry environmental managers via 7 workshops. www.crccare.com
- CRC Landscape Environments and Mineral Exploration, CRC for Predictive Mineral Discovery, Parker CRC for Integrated Hydrometallurgy Solutions, and CRC Mining (in partnership with the Minerals Council of Australia and the Minerals Tertiary Education Council) are all involved in the provision of professional vocational training covering all aspects of the Mining sector ‘Value Chain’.
- The CRC for Spatial Information has encouraged and supported industry and end user staff engagement on projects and activities. Today, the perceived remote sectors of industry, government and academia in the spatial information community are now much closer as the unique CRC structure has allowed each sector to better understand each others drivers and culture. www.crcsi.com.au
- The CRC for Plant Based Management of Dryland Salinity has developed and delivered accredited salinity management training throughout rural NSW, SA and Vic. In three years more than 700 staff in the Landmark agribusiness company, and about 900 landholders, state agency and catchment management organisation staff have attended 67 workshops over 120 training days. www.crcsalinity.com
- The CRC for Advanced Automotive Technology is supporting a Rovers (Scouting) initiative to convert standard vehicles to electric vehicles to compete at the Victorian Mudbash event. This exercise aims to increase public knowledge and understanding of the environmental impact of transport choices and to raise awareness of new technologies for more sustainable use of energy for transport. www.AutoCRC.com
- Molecular Plant Breeding CRC, in partnership with the Australian Centre for Plant Functional Genomics has a range of activitiesfor enabling community decision-making on the role of gene technology in agriculture. More than 30,000 people have extracted DNA from food at community events across Australia. www.acpfg.com.au
- The CRC for Construction Innovation, in partnership with the Australian Sustainable Built Environment Council and the Department of the Environment and Water Resources through the Australian Greenhouse Office, will be launching the web portal www.yourbuilding.org, an actively updated knowledge bank about the ownership, design, construction, occupation, nd operation of sustainable commercial buildings. This development supplements the already-established www.yourhome. gov.au and www.yourdevelopment.org portals. www.construction-innovation.info
- The “Take Care With Contacts” campaign for safe contact lens use followed the major microbial keratitis study conducted by the Vision CRC and the Institute for Eye Research, with excellent media coverage highlighting the important of lens hygiene and prompt care, and the establishment of a website to provide information for the public and practitioners www.visioncrc.org
- The Centre for Sustainable Resource Processing CRC is researching the motivating factors that entice people to choose research careers within the mineral resource sector. A questionnaire has been developed and validated with an initial sample of 240 scientists within the minerals and energy sector. www.csrp.com.au
- The CRC for Sugar Industry Innovation through Biotechnology is funding several research projects to understand how to better educate the community, industry and students. www.crcsugar.com
New resource for teachers wins award
Cooperative Research Centre (CRC) Awards
Science in the classroom has traditionally been concerned with textbooks and the periodic table
as opposed to the real world of work. However, a new program launched by the Centre for
Sustainable Resource Processing (CSRP) and Murdoch University Extractive Metallurgy is
changing that perception with an education outreach program to show physical science teachers
employment possibilities for their students.
Currently 600 teachers have elected to be part of the initiative, and it has been so successful
that it has been awarded a major prize for Innovation in Education and Training by the
Cooperative Research Centres Association of Australia (CRCA).
This scheme, known as “Sustainable Researchers: CSRP School Teacher Professional
Development Program”, recognises teachers’ influence over their students. Through professional
development workshops, after-school programs and technical site tours, it shows where science
students might work in the future. There is widespread recognition that fewer young Australians
choose careers in the minerals sector despite it being the country’s largest export earner.
However, through the CSRP Teacher Program, students, through their teachers, can be shown the
relevance of the enabling sciences.
A review of existing programs around Australia reveals that while many universities and
companies have education outreach programs, most of these are aimed at students. This new
approach is different because it targets teachers, and as it is delivered through a CRC, there is no
suspicion of unwanted influences from industry. To date, it is estimated that 100,000 students
are benefiting from this improved teacher training program.
The program began in the Perth metropolitan area five years ago with full-day “Chemistry and
Physics of Extractive Metallurgy” workshops offered for school science teachers on the Murdoch
campus during term breaks. A follow-up “advanced” course was offered. Additionally, a series of
one-hour talks for school students were developed and offered along with several 90-minute after
school workshops to schools and teachers in regional areas including Geraldton and Bunbury.
In 2005 the program was extended to regional Queensland (Gladstone, Townsville, Cairns,
Toowoomba and Charters Towers) and in 2008 to Victoria (Geelong and Ballarat).
An ongoing doctoral study shows this program has led to an increase in teachers’ overall
knowledge of the industry and provided a framework in which they can effectively network with
scientists. Other results showed teachers’ willingness to provide career information to students
and to use the mining and mineral industry as examples in class. It is anticipated that by year
end, more than 750 teachers will have attended one or more CSRP Teacher Program events.
CRCA represents 58 Cooperative Research Centres (CRCs) which specialise in a broad range of sciences,
technologies and industries. The hub of applied research in Australia, CRCs aim to increase collaboration between
researchers and industry and better promote the uptake and use of research. Since its establishment in 1990s
the CRC Program has led the world in cooperative innovation.
For information regarding the CSRP Teacher Program contact Dan Churach, Education Manager of the Centre for
Sustainable Resource Processing on 08 6436 8735 or dan.churach@csrp.com.au
Page 15
Submission to inquiry – Research Training in Australia CRC Association
APPENDIX D
Page 16
Submission to inquiry – Research Training in Australia CRC Association
APPENDIX E
Page 19
The Graduate Certificate in Research
Commercialisation meets the career needs of
researchers and postgraduate students in Cooperative
Research Centres. It has been shaped in line with
priorities developed by the Cooperative Research
Centres Association.
The course provides skills, knowledge and
accreditation in research commercialisation and in the
associated areas of research project management,
leadership and workplace communication and
principles and practice of research management.
Offered jointly by the five course providers:
Curtin University of Technology,
Queensland University of Technology,
RMIT University,
University of South Australia,
University of Technology Sydney.
Enrolment at the ATN university of your choice.
Graduate Certificate in
Research Commercialisation
(Australia) and CRC Association
MEMO
to CRC Researchers
Do you want to build advanced skills in
applying your research in the workplace
and develop leadership capacity? If
so, you will be pleased to know that
the CRC Association in partnership
with the Australian Technology
Network’s e-Grad School is offering
the Graduate Certificate in Research
Commercialisation to CRC researchers.
Postgraduate training is a key
component of the CRC Program and
we encourage you to take a moment
to look at what the Graduate Certificate
has to offer.
Michael Hartmann
Chief Executive Officer CRC Association
Rod Wissler
Director, e-Grad School (Australia)
Page 20
The Graduate Certificate in
Research Commercialisation is
• one of a number of e-Grad School
resources currently used in
13 Australian universities
• endorsed by the Cooperative
Research Centres Association
Key features of the course
• 100 per cent online
• Opportunity to interact with
students all around Australia
• Flexible learning
• Moderators actively practising
in business and industry
• Face-to-face orientation
• Articulation possible to masters
courses
How much does it cost?
Fee per unit in 2008 is
• $2200 (for domestic students)
• $3300 (for international students)
• Course fees of students receiving
Commercialisation Training
Scheme (CTS) scholarships would
normally be covered by their CTS
scholarship. Your CRC can provide
advice regarding funding support
mechanisms.
How does it work?
Each unit is online, facilitated by
expert moderators for 13 weeks, with
discussions, readings, and activities
around the topic.
To receive the award of the Graduate
Certificate, CRC researchers are
required to complete four of the units:
Knowledge Transfer and Research
Commercialisation
• Intellectual property protection
and commercialisation
• Knowledge transfer through
services
• Contractual considerations
• Strategies for advice and funding
• Business planning
Leadership and Workplace
Communication
• Models and concepts of
leadership
• Managing research teams
• Stakeholder engagement
• Effective communication
Project Management for Research
• Project management processes
• Balancing quality, time and cost
• Project life cycle and scheduling
tools
• Financial and risk management
• Reporting
Principles and Practice of
Research Management
• Selecting the right research–
needs, opportunities and strategy
• Issues in multi-partner research
collaboration
• Commercial and public good
drivers
• Managing the research funding
process
Students may enrol for the full
Graduate Certificate or alternatively
may undertake single units to
complement offerings available to
them at their home universities.
What assessment is there?
Summative and formative assessment
that includes forum and personal
journal contributions, short answer
tests at regular intervals and a
workplace-related assignment.
Student Feedback
Course
… the Graduate Certificate in Research
Commercialisation added a unique
dimension to my educational background,
which was advantageous when competing
for a research position. ...it developed
my understanding of research structures,
priorities and outcomes ...
QUT graduate, 2007
Knowledge Transfer and Research
Commercialisation
Flexibility for sure. I was overseas for four
weeks and I could keep up with the unit
which was fantastic. Because the material
was online I could access everything and
read it in my own time.
University of Melbourne student, 2007
Project Management for Research
Teaching was great. So well planned and
very clear from the onset. Appropriate
and relevant. Structure and weekly
announcements that actually appeared as
if someone was ‘out there’
UTS student, 2007
Additional testimonials available on
eGSA website.
For course enquiries please
contact:
e-Grad School Coordinator:
Email: egsacoordinator@qut.edu.au
Phone: +61 7 3138 4422
Website: www.egradschool.edu.au
(Australia)
© QUT 2008 Produced by QUT Publications 14941
Page 21
