Unitec Investment Plan 2015-2016
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Unitec Investment Plan 2015–2016
Contents
1. Unitec Today 2
The Transformation of Unitec 4
Programme Performance 7
Community and Stakeholder Engagement 9
International Education 11
2. Regional and National Context 12
Government Priorities 12
The Auckland Plan 13
The Auckland Economy 13
Auckland Skills Profile 13
Sub-regional Demographics 14
Summary16
3. Looking Forward 17
Priority 1: Delivering Skills for Industry 17
Priority 2: Getting At-risk Young People into a Career 27
Priority 3: Boosting Achievement of Māori and Pasifika 28
Priority 4: Improving Adult Literacy and Numeracy 30
Priority 5: Strengthening Research-based Institutions 32
Priority 6: Growing International Linkages 33
4. Performance Indicators 35
5. Financial Performance 39
Glossary 42
Bibliography 43
Appendices 44
1
Unitec Today
Education is on the cusp of disruptive change driven that our programme portfolio changes in line with
by the impact of technology, learner expectations of these trends. Nursing, Medical Imaging, Engineering
employment outcomes, employer and government and Architecture are cases in point, and as such Unitec
expectations of relevance and value, and major expects the currently modest postgraduate portfolio
corporate interest starting to enter the sector (such will gradually increase as occupational qualification
as Amazon, Facebook, Google). Delivery models levels require. Further to this, Unitec has developed
have changed more in the past 10 years than in the a number of qualifications, including postgraduate
previous 1,000 years and are expected to change qualifications aimed at continuing professional
even more over the coming decade. This has included development requirements for employed people who
the arrival of new models courtesy of providers such are looking to reskill or acquire additional skills.
as EDx and Udacity, coming with the endorsement of
Over time, Unitec expects to focus on level 3 as the
top-tier universities, Khan Academy and others, which
lowest qualification level delivered directly, and on
challenge incumbents to justify their existence.
building a network of schools (via a range of Youth
Unitec is well placed to respond to these changes as Guarantee initiatives), Industry Training Organisations
New Zealand’s largest institute of technology and (ITOs), Private Training Enterprises (PTEs), Manukau
polytechnic (ITP), and the largest non-university Institute of Technology (MIT) and wānanga, which
tertiary provider in the Auckland region. In 2013, pathway students (including Not in Education,
Unitec had 19,771 students (or 10,152 equivalent Employment or Training (NEETs)) towards Unitec’s
fulltime students (EFTS)) enrolled in 149 programmes, career-focused qualifications. This transition is
ranging from foundation education and community expected to occur over the next two years.
skills certificates to doctorate programmes.
Over 85% of Unitec’s students are studying towards
The institute’s primary focus is on the associate qualifications at level 4 or above; while it is the largest
professional, advanced trades and technology sectors ITP in regards to degree-level graduates (contributing
of industry skills needs. Unitec is the largest supplier 18% of the ITP sector total), and delivers 78% of ITP
of architecture, construction and computing skills masters graduates. Unitec is the only New Zealand
among New Zealand’s ITPs. ITP that offers doctorate-level programmes, offering
the Doctor in Computing, PhD in Education, while
Unitec's qualification portfolio mix is primarily
the Doctor of Professional Practice is currently being
aligned to meet the qualification requirements
developed to be offered in late 2015.
for advanced vocational and applied- or para-
professional occupations; hence the significant Unitec delivers a unique combination of business and
balance of enrolments at levels 4–7. Over time, a creative sector programmes, including internationally
number of occupational qualification requirements will recognised architecture and performing arts
increase from certificates and diplomas to degrees, qualifications that are consistently over-subscribed
and eventually a requirement for postgraduate and well-linked to industry opportunities. Unitec’s
specialisation. A core feature of Unitec's portfolio is collaborative arrangement with IBM continues to bring
Table 1 : Unitec’s Mix of Provison (MOP) by broad occupation class and relative to other TEOs
Occupation Skill Level Entry Level Uni MoP Unitec MoP ITP MoP
Qualification
High Skilled (L8-L10) PhD
Eg Business, Legal, Science, Engineering, Clinicians,
Managerial Professionals Masters Hons, PG Dip
Skilled (L4-7) Degree
Associate/Para-Professionals Technologists, Technicians,
Trades, Crafts Diploma
L5 Diploma
L4
Semi-Skilled/Elementary L3
L1-2
Unitec Investment Plan 2015-2016 2
learning and working environments closer together, manage our natural environment, and improve the
providing real-world experience for students while health and wellbeing of New Zealanders” (Tertiary
they are studying. Education Strategy).
Provision and capacity in the applied engineering, The relationship between Unitec and secondary
technology, and built environment programmes and other tertiary providers in the region continues
have grown, with increased enrolment numbers and to mature and strengthen. Unitec currently runs
extended programme reach. Unitec delivers these 10 secondary school programmes, involving 61
programmes at its Mt Albert campus, in partnership schools and approximately 3,500 students. These
with Te Wānanga o Aotearoa in south Auckland, programmes are tailored, with a particular focus on
through local secondary schools and in the north of Māori and Pacific learners. In 2014, Unitec, on behalf of
Auckland from Unitec’s Northern campus. a consortium made up of MIT, Te Wānanga o Aotearoa,
and a number of community and ITO partners, entered
Unitec will continue to focus its portfolio of
into collaborative partnerships called the Auckland
provision on the skilled occupational class groups,
Māori and Pacific Trades Initiative (AMPTI). This
with a particular focus on reskilling and continuing
initiative will recruit and support young Māori and
professional development in the domains of
Pacific people into trades training and through to
architecture, design, computing and educational
employment throughout the Auckland region. Unitec
leadership. The Mind Lab by Unitec draws on the
also championed the development of the Auckland
education expertise of both organisations to provide
Construction and Infrastructure Workforce Roadmap,
teachers and their students with the opportunity to
and is proactively working towards the establishment
learn how to integrate technology, enhance digital
of the Auckland ITP/ITO Alliance to respond to this.
capability and activate new teaching practices in
the classroom. Alongside other education providers Unitec works
closely with employers, business associations,
Unitec is the largest provider of export education in
professional bodies, government agencies, and
the New Zealand ITP sector. In 2013, this generated
community organisations. On a regional level Unitec
$23.3 million in international student tuition fees,
works with Auckland Council and, at a local level, with
accounting for 16.1% of Unitec’s revenue. Unitec has
local boards, while also working closely with a number
further been proactive in leading the establishment
of central government departments and ministries,
of offshore delivery models to complement inbound
including Foreign Affairs and Trade, Internal Affairs,
student recruitment. In addition, Unitec employs
Social Development, Youth Development, Pacific
approximately 2,000 people across Auckland and
Island Affairs, Te Puni Kōkiri, the Ministry of Business,
directly channels $130 million per annum into
Innovation and Employment (MBIE), and the Ministry
Auckland’s economy, with considerable flow-on
of Primary Industries (MPI) to progress the aspirations
benefits. Unitec also has significant land holdings,
of government across a range of outcome areas.
many of which have historical, cultural, and economic
importance for the Auckland region and its people. Unitec acknowledges the Treaty of Waitangi
as the founding document of New Zealand.
Unitec is New Zealand’s leading institute of
Through its partnership agreement – Te Noho
technology in both the quality and quantity of
Kotahitanga – Unitec uses five principles
its research, and is ranked first among ITPs in
to pursue its goals and Treaty of Waitangi
the Performance Based Research Fund (PBRF) responsibilities:
assessment. Unitec has strengths in terms of an
applied and practical focus, its mixture of programmes
»» Rangatiratanga – Authority & responsibility
involving research at postgraduate and undergraduate »» Wakaritenga – Legitimacy
levels, and its strong relationships with Iwi, community
»» Kaitiakitanga – Guardianship
and industry. This means it is well placed to respond
to government priorities – particularly in delivering »» Nohotahi – Co-operation
“economic, social, cultural and environmental benefits. »» Ngākau Māhaki – Respect
This includes helping us to better understand our
unique culture and our place in the world, effectively
Unitec Investment Plan 2015-2016 3
Progress 2012–2014 The relationship between Unitec and IBM
was launched in February 2013 and in its first
The previous Investment Plan outlined how Unitec
year of operation, the IBM Delivery Centre
had moved from an institution with structural
on the Mt Albert campus provided more
financial and resourcing challenges, to become a
than 200 Unitec students with employment
high-performing institute of technology during the
opportunities. Eleven students were also
2008–12 period. Throughout this period, Unitec
awarded the first round of Unitec Success
experienced substantial growth in EFTS, in part due
Scholarships, which are supported by IBM.
to the counter-cyclical relationship tertiary, especially The relationship represents the integration of
vocational, education has with employment growth. industry with teaching and learning, with all of
As the New Zealand economy improves, Unitec has the students benefiting from sustained access
seen a correlating decline in enrolments. While Unitec’s to IBM’s specialists and a raft of activities to
enrolment figures have declined year-on-year since integrate their learning with IBM’s business
2012, structural changes in business operations activities.
implemented since 2008 have helped Unitec to
weather the downturn.
The Transformation of Unitec
Since 2012, Unitec has continued to exhibit sustained The New Zealand tertiary education sector faces
improvement in educational performance. Successful the introduction of funding for outcomes, a strong
course completion for Student Achievement economy and skills shortages as well as increasing
Component (SAC) funded students improved from expectations from government. Characteristics
79% in 2011 to 82% in 2013, while Māori and Pacific commonly found in disrupted industries, and that
students improved (respectively) from 72% and 66% Unitec expects to become increasingly apparent in its
in 2011 to 76% and 72% in 2013. The EFTS-weighted sector, include:
qualification completion rate improved from 60% in
»» Competitive churn – the appearance of new players,
2011 to 65% in 2013, noting the significant flaws in
many of whom will fail or morph rapidly, and the
this indicator. shrinkage or failure of established players
Enrolment figures in the applied education sector are »» Fighting on two fronts – disruption drives regulatory
a significant lead indicator of the country’s economic change, requiring responses to market and
outlook. Towards the end of 2012, Unitec started legislative challenges simultaneously
to see a softening of domestic student enrolments »» Competitive advantages prevail – the incumbents
as the economy and job market improved. In 2013, are privileged during disruption, if they possess real
Unitec’s total revenue was down $6 million on 2012, competitive advantages
due in large part to a 7% decrease in domestic EFTS, »» Performance differences widen – as the level of
which resulted in a $5.7 million reduction in SAC competition increases and competition shifts to true
funding. Other factors included a loss of government sources of advantage, the gap between top and
funding for Level 1 and 2 programmes, the impact of bottom performers can persist for many years
inflationary pressures, while SAC funding per student »» Productivity and innovation increase – strong
had remained unchanged since 2010. This was financial performance depends on operational
partially offset by an 8.9% increase in revenue from efficiency (including capital utilisation)
international students – an area of significant growth »» New value propositions reveal new customer
in 2013, building on strong performance in previous segments
years. Unitec managed this reduction in revenue »» Profit pools shift
through continued tight control of expenditure and
»» Mergers and acquisitions increase.
a reprioritisation of our institutional budget mid-
year. Even in this challenging environment Unitec Unitec today has a business model, learning model,
maintained a strong cash flow and a baseline surplus property, technology and staffing structure designed
equivalent to that of 2012; however, investment in key to be successful in an environment that existed in the
strategic change projects led to a significantly lower past and is challenged to afford the investments that
end-of-year net operating surplus than budgeted, the looming future requires. All of these, whilst posing
foreshadowing our transformation agenda. a threat to Unitec, will allow new industry leaders
Unitec Investment Plan 2015-2016 4
with broader and more compelling business models These will be shaped by the strategic direction of
to emerge. Unitec intends to be one of these these areas, to propose a future state of producing
industry leaders. graduates that are in high demand, engaged lifelong
learners, staff who are agile and current delivering
Unitec is challenged by maintaining momentum in the
outstanding education outcomes, attracting students
current environment and to afford the investments
and business partners from across the globe, and an
that transformation to be a leader in the new reality
institute that will provide a fresh, vibrant, authentic
requires:
experience.
»» Education models and practices are outdated,
reducing programme and qualification relevance Highly Productive Talent
»» Staff capability and organisation culture relevant to Unitec is focusing on better supporting success
past needs and expectations prevents Unitec from as it relates to graduate capability as entry-level
responding effectively to the changing environment professionals, enhanced professional practice
»» Technology, systems, and processes do not meet and career development for all learners, students,
future business needs, reducing the ability to drive practitioners, teachers, and researchers. In order to
performance improvement better foster success, the following areas are being
»» The physical asset-base is inefficient and poorly reviewed:
aligned with future requirements, compromising
»» Learner pathways and delivery structures –
financial viability and the ability to meet learning
including department and funding models,
needs.
timetabling, inward-focused content and structure,
The high-level outcomes that Unitec is seeking to course mobility, and collaboration
achieve through its operations are: »» Curriculum design – limited traction with the Living
»» Increased income generation Curriculum expectations
»» Improved workforce productivity »» Pedagogies (teaching and learning arrangements
within the curriculum) – progress e-learning and
»» Better outcomes for students and employers
work-integrated learning in particular
»» Increased fit between Unitec’s offerings and its
»» Research – issues of productivity (inconstant
community’s requirements
research activity across programmes) and impact
»» Better fit between staff capabilities and delivery of (producing research that is useful to stakeholders)
contemporary learning models.
»» Responsiveness – the need for evidence-based
To achieve this, Unitec is undertaking a programme action planning and execution, to keep programmes,
of transformation which will focus on and address a delivery arrangements and teaching fresh.
whole-of-organisation shift necessary to align Unitec’s The desired outcomes of this strategy include:
future strategic direction.
»» The development of a new, institutional model for
programme delivery that improves current learner
This transformation encompasses six work streams
pathways and delivery models
that are taking stock of the current position and have
begun shaping their current strategies to be more »» Fast-tracking a comprehensive programme to
future-aligned. There will be four informing work ensure Living Curriculum characteristics and related
streams and two informed work streams. 21st century pedagogies are embedded in all Unitec
provision
The four informing work streams are: »» Focusing and accelerating research activity in
»» Highly productive talent specialised clusters, identified in partnership with
tactical industry and community partners
»» Reframing the workforce
»» Strategically recruiting and performance-managing
»» Reconceptualising services
staff in alignment with the clusters and developing
»» Unshackling the property anchor.
postgraduate programmes and scholarships to
The two informed work streams are: support these clusters
»» Developing a coherent and adaptive institute-wide
»» Meeting government priorities
approach to evidence collection and action planning.
»» Being an excellent business.
Unitec Investment Plan 2015-2016 5Reframing the Workforce Consequently, Unitec needs to redesign all its services
to ensure that they meet the needs of an online
Unitec is focused on developing a new teaching
community and provide the economies of scale to
capability that is truly integrated with industry to
make the best use of specialised skilled staff.
meet the needs of learners, industry, and the broader
community. In order to achieve this, Unitec intends to
address the current state and the workforce profile
Unshackling the Property Anchor
which will not allow Unitec to operate efficiently in the Unitec needs to think about how it uses space, as a
desired future state. catalyst to reshape and transform the value it adds
to society. Unitec’s facilities need to support a more
External analysis has identified the need to reduce the
integrated learning approach with industry and the
fixed costs of staff and is now working to ascertain
changing needs of learners.
staff costs and revenue. Capability modelling has
been conducted to assess what staff require in the The current state of Unitec’s property does not
future state. Considerable gaps have been identified, support new-generation learning models. An
such as up-skilling staff in digital literacy, work- oversized estate is a financial drain, sucking operating
based learning, research and enterprise, and cultural budget from the learning mission. The inability to
responsiveness. Work is underway to establish contact afford appropriate estate management has left it in
and non-contact hours attributable to courses and unacceptably poor condition (including significant
programmes. seismic risk).
It is anticipated that this will create an agile, flexible, The desired outcome is a transformation of all Unitec
current, and cost-effective workforce delivering high- property, particularly the Mt Albert campus. The
quality learning experiences to our students and staff. enabling work for this will be the Property Strategy,
which, in the first instance, proposes the consolidation
Reconceptualising Services of Unitec's core facilities in a single place with fit-
for-purpose buildings and a renewed learning hub at
Services need to be flexible and adaptable to best
its heart. Planning and consenting for this is already
meet the changing needs of learners, whilst delivering
underway.
in an integrated way as part of a broader ITP sector.
Present technology, systems, and processes will not
Unitec's transformation will be financially supported
meet future business needs, reducing the ability to
by the Property Strategy, which will be further enabled
drive performance improvement.
by the creation of a wholly Unitec-owned commercial
property entity. This entity will be responsible for the
Unitec needs to move away from the current service
planning of the precinct’s development potential and
models that are based on a staffing structure heavily
the realisation of appropriate value.
reliant on face-to-face/individual support provided by
highly capable and trained specialists. This approach is
Unitec's Mt Albert campus is one of the most
unsustainable as Unitec looks to grow its 21st century
significant properties in Auckland that will contribute
learning models to include a blend of online, onsite
to realising regional and national priorities (beyond
and self-directed study.
tertiary education), including positively contributing to
Auckland's housing supply constraints and economic
Current service models are restricted by:
development.
»» Activity that is transactional, manual and based on
significant user input, with minimal scope for end
Meeting Government Priorities
users to access self-service options
As a publically-funded tertiary institution, Unitec
»» A lack of consistent agreed data to make sound
must align with the priorities of central and local
business decisions or to measure performance and
government. Unitec is an active and engaged member
outcomes
of the tertiary education sector, aligning the business
»» Project management capability that is immature or
primarily with the Better Public Services targets and
lacking; many change initiatives are not well planned
Tertiary Education Strategy priorities. At the local level,
and managed
Unitec regularly engages with Auckland Council and
»» No collective strategic direction across departments,
relevant local boards, aligning the business with the
resulting in silo operations that are inconsistent,
Auckland Plan.
fractured and duplicated.
Unitec Investment Plan 2015-2016 6Being an Excellent Business part of the Business Case to implement the whole-
of-organisation transformation. Thus, we will be
An overarching goal of the transformation of Unitec is
revisiting the Investment Plan with TEC in early-mid
to increase educational and operational effectiveness
2015 for 2016.
across the organisation. This will directly influence
Unitec's ability to be an agile, innovative brand that
attracts the top employers in New Zealand and
Programme Performance
worldwide – where poor performance is not tolerated The relevance of its programmes to the needs of
– while delivering high academic quality and innovative industry and the community is central to Unitec’s
learning pathways that focus on the individual. educational success over the Investment Plan period.
How these programmes are designed and delivered
The key initiatives identified as part of this work
are also critical to Unitec’s success.
stream are:
»» Creating strong governance structures, and Academic Board
business and educational performance measures
In its governance role, the Academic Board oversees
to drive operational excellence. This has a direct
and reports to the Unitec Council on educational
impact/influence on the other work streams, and
performance and on related evaluative questioning,
will be seen as a driver of positive performance
development, and improvement.
within those work streams
»» Enhancing our revenue mix by maximising The Academic Board’s oversight is based on a traffic
the commercial potential from our assets, and light system (Red, Amber, Green) which regularly rates
reinvesting funds into core educational activities programmes for student demand, student success,
»» Building a better business with upgrades to graduate satisfaction, research productivity (degrees
management information systems. This will be only), curriculum development, and capability in self-
driven by the reconceptualising services work assessment. Also, once each year the Academic Board
stream and Council receive details of student success in the
»» Investing in repositioning Unitec within the sector to previous year with programme capability in using self-
better present our unique skills and story. assessment tools.
A number of activities are underway to relook, Academic Committees regularly receive data on
rethink, and redesign our strategies to achieve our performance and enabler/capability processes. The
aspiration of being a world-scale, world-class institute higher the level of the committee, the less granular
of technology through being an excellent business. the detail is expected to be. Programme committees
These include: track performance, using live data wherever possible,
and they engage in continual self-assessment. They
»» The development of a property strategy to maximise
examine their Amber ratings and ask:
potential from our properties
»» A business development strategy to create 1. What do we know about the outcomes being
diversified revenue streams achieved?
»» A business intelligence and information 2. What do we know about what causes or
requirements assessment to develop stronger contributes to those outcomes?
management information systems, and (Where there is a mixed pattern of Ambers with
other ratings, they also ask:
»» Building the Unitec story to reposition Unitec with a
unique identity and value proposition. 2a. How can we explain the variation in levels of
outcomes?)
Timing and Financials
3. H
ow valid and reliable is the information used to
The Business Case is currently being written, with a
answer questions 1 and 2?
submission to Tertiary Education Commission (TEC)
4. How is our information and analysis referenced
scheduled for late 2014. Unitec has undertaken
or benchmarked?
substantial financial modelling to inform the Business
5. How is information and analysis used to determine
Case and it is expected that the outcomes will
improvement actions?
have a significant impact on future portfolio and
financial objectives. Implementation planning is also 6. What improvement actions will be implemented,
underway with an approach being put forward as by whom, by when?
Unitec Investment Plan 2015-2016 77. Who will be responsible for implementation? When deciding how best to respond to the demand
8. What will the evidence be that improvement is of the different sectors, Unitec also considers the
actually occurring? broader demands of central and local government, its
9. How will implementation be monitored, by whom? own institutional strengths, and issues associated
with the provision of vocational training across the
Where there are Red ratings, Programme Committees
tertiary education sector (particularly in Auckland).
put themselves on notice. They negotiate a timeline
Unitec cannot take a siloed view of its operation,
for improvement, and seek independent advice and
and this has influenced decisions to work with
support for identifying and analysing problems, and for
other Tertiary Education Organisations (TEOs) to
developing and implementing solutions. They answer
avoid duplication, maximise operational efficiency,
an additional question:
and deliver the best possible educational and skills
10. What arrangements will be made if improvements provision outcomes for the region.
are not achieved within the agreed timeline?
These factors have influenced Unitec’s provision
Where ratings are Green, Programme Committees
decisions at a sector level. Higher levels of provision
look for opportunities to develop/innovate beyond
in construction and infrastructure and community
improvement, and for opportunities to provide
and social services reflect projected increases
institute-wide leadership as well as support to
in demand, largely due to population growth in
programmes confronting critical improvement.
Auckland. Population growth has resulted in large
Faculty Academic Committees and other committees new infrastructure investments and, in the case of
that report directly to the Academic Board monitor the health sector, pressure for new sector capabilities
performance and intervene where performance falls due to changes in the models of service delivery
below acceptable levels. To fulfil its oversight role, the (specifically the move towards increased community
Board may request reports on these interventions. and primary healthcare delivery).
These will usually be reports on actions already
Unitec's applied postgraduate portfolio continues
in place.
to grow. In 2014, three new suites of postgraduate
Academic Portfolio qualifications are being developed:
Unitec’s academic portfolio seeks to respond to the Doctor of Professional Studies (DProf) – A third-
skill requirements of industries in Auckland (and, generation doctorate that covers work-based,
in some sectors, New Zealand), and has aligned its transdisciplinary, candidate-centred, and research
programmes to the pathway fields introduced through development projects. The purpose of the DProf
the vocational pathway tool (Ministry of Education, is for candidates to make a significant and original
2012b). By mapping broad industry sectors of the contribution to practice that is of public value, while
Auckland and New Zealand economies against these also developing or confirming the candidate as
pathways, it is possible to achieve an overall picture of a leading member of a professional community
how Unitec’s programme portfolio contributes to these of practice.
industry sectors. Unitec's academic portfolio reflects:
»» Postgraduate Certificate in Applied Practice
»» Alignment with current broad sector employment (PGCertAP), Postgraduate Diploma in Applied
levels in Auckland (such as health) Practice (PGDAP), and Master of Applied Practice
»» Alignment with strong national employment levels (MAP) – Over a period of three years all faculty
(such as architecture) postgraduate qualifications will transition to the
new degree structure. It is anticipated that the
»» Targeted/professional programmes aligned to
market will favour the 180 credit masters degree
sectors with higher Gross Domestic Product (GDP)
over the 240 credit existing option in most, if not
contribution (such as manufacturing and business
all, cases. The new postgraduate Applied Practice
services).
pathway will be very flexible in that it will enable
A further 12% of Unitec’s academic portfolio is from students to undertake a degree in a discipline-
categories reflecting Unitec’s foundation education specific way or in a trans-disciplinary way – the
and related language, literacy, and workskills former having a semi-prescribed schedule of study
programmes. where there are restrictions due to regulation
Unitec Investment Plan 2015-2016 8or registration. This Applied Practice model is Māori and Pasifika
adaptable, scalable, and structured to enable new
Unitec has established advisory bodies representing
endorsements to be efficiently incorporated and
the region’s Māori and Pacific communities. Over
approved at any time.
the past three years, with the legislated review of
»» Graduate Diploma in Creative Enterprise (GDipCE)
ITP and Council composition, and the development
and Bachelor of Creative Enterprise (BCE) –This
and implementation of strategies to improve the
programme offers students an opportunity to
outcomes for these “priority communities”, Unitec has
engage in inter-disciplinary studies associated
repositioned these bodies to be part of the institute’s
with the generation, application, and exploitation
governance structure.
of creative, ingenious, and imaginative knowledge.
It will produce graduates who are able to engage
Over the next Investment Plan period, Unitec’s Fono
in inter-disciplinary projects associated with the
Faufautua will continue to sit as an advisory sub-
generation, application, and exploitation of creative
committee of Unitec Council. It will have responsibility
knowledge and entrepreneurial innovation.
for advising Council on Unitec’s progress towards
The qualifications aim to meet the contemporary
meeting the goals and aspirations identified in the
workplace demands of employers and industries
Unitec Pacific Strategy.
that require flexible problem solvers who can
collaborate across a range of disciplines and Unitec’s Rūnanga (Te Rūnanga) has overseen and
contribute to the development of a sustainable guided the development of the marae, Te Noho
and competitive economy whilst being capable and
Kotahitanga, at the Mt Albert campus. Te Rūnanga
adaptable citizens.
will continue to be a conduit between Unitec and
mana whenua, mātāwaka in Tāmaki, act as guardian
Community and Stakeholder
of Unitec’s partnership commitment and response to
Engagement
Te Tiriti o Waitangi, and be a resource to all of Unitec's
Unitec continues to set itself challenging performance
programmes and students.
targets, and understands its ambitions will not
be realised without the support of, and through
Student Engagement
engagement with, others. Establishing collaborative
Unitec provides a range of service and support
approaches and shared goals with industry, other
functions to enhance the student experience and
TEOs, Māori, Pacific communities, students and
student engagement, including:
government (both local and central) is fundamental
to Unitec realising its ambitions for its students, staff, »» Library and learning support services at each of its
and communities. campuses
»» Financial support including scholarships and
Engagement to Date hardship funding
Unitec works actively with a broad range of »» Learner support for students with disabilities
stakeholders to set and achieve collective goals »» Counselling, careers, and health centre services
through engagement, collaboration, and partnership.
»» Recreation facilities
Stakeholders, particularly those in industry, have
»» Multi-faith spiritual support
recognised these improved efforts, and believe Unitec
»» On-campus accommodation
is a much more engaged organisation than it has been
in the past. »» Information technology (IT) support and wireless
networks, and
More can be gained by intensifying Unitec’s business,
»» Inter-campus transport services.
community, and stakeholder engagement activities.
The immediate benefits of engagement result in The impact of these services is measured in their
curricula and programmes that reflect the needs contribution to student retention and progression, as
of industry and the community. However, the well as student satisfaction levels.
broader purpose is to transform Unitec’s teaching,
In 2013, Unitec’s student association (previously
research, and service mission to ensure it continues
known as USU) ceased to operate as a student
to contribute to regional (and national) social and
association and became a student service provider.
economic development.
Across 2013 and 2014 Unitec contracted USU to
Unitec Investment Plan 2015-2016 9provide a range of student engagement services The Alliance of TEOs assisting with the creation of
such as social engagement events, student voice this skills roadmap consists of the two main vocational
and representation, and student communication and ITPs in Auckland (Unitec and MIT) and four ITOs
media services. In July 2013, USU officially became related to the C&I sector (BCITO, SkillsNZ, Competenz,
EdCollective – a registered company based at Unitec. and Connexis1). The Alliance members are currently
Their mission is to help create 21st century New working together to create a joint Skills Supply Plan
Zealanders for the world. for the Auckland C&I sector in response to this skills
roadmap, to ensure skills provision is well aligned to
Contract negotiations with EdCollective for 2015–2017
skills need, with no overlap or gaps.
are currently underway. The emphasis of their delivery
will be on ensuring alignment to the Blueprint’s Unitec is working with the other Alliance partners to
reconceptualisation of services with a specific focus map the current collective qualifications mix across
on peer-to-peer engagement, the the main occupations outlined in the roadmap. This
use of technology to enhance engagement, and will identify any significant gaps and misalignment in
ensuring engagement starts well before students the qualifications portfolio. The existing pipeline of
arrive on campus. trainees and students will also be mapped to identify
areas of over- or under-supply, and the partners will
Unitec also operates targeted support services/
then identify both collective and individual responses
centres for priority learner groups. Unitec’s Māori
in the form of a Skills Delivery Plan for Auckland. We
Development Centre and Pacific Centre have been
expect to be engaging with the TEC on this plan (and
nationally recognised for their contribution to raising
potential future funding implications) towards the end
participation and achievement levels. Unitec’s
of 2014.
dedicated youth engagement team supports younger
students in their transition to tertiary education, In 2014, Unitec and Taratahi Agricultural Training
particularly students studying under the Youth Centre are planning to develop a partnered tertiary
Guarantee scheme. Unitec also runs a range of agriculture education programme in Auckland.
mentoring and targeted peer support programmes. Through a collaborative approach, Unitec and Taratahi
believe that there is an opportunity to execute a
TEOs and Industry phased approach to the programme deployment that
meets a skills area that is on the Ministry of Business,
Unitec has worked with other TEOs in the Auckland
Innovation, and Employment’s immediate skills
region to reduce duplication of programme delivery.
shortage list. The programme’s development, which
Both the Manukau Institute of Technology and Te
is aligned with the needs of all stakeholder groups
Wānanga o Aotearoa deliver programmes from
with a phased approach over the Investment Plan
Unitec’s Mt Albert campus, while Unitec is actively
period, is being explored for commencement in late
engaged with industry leaders and other tertiary
2014. This will enable Unitec and Taratahi to connect
education organisations to deliver training within the
New Zealand’s largest labour pool to New Zealand’s
Auckland region.
primary industries sector through agriculture-aligned
Unitec has been actively engaged with other TEOs in programmes such as agri-business, engineering, Māori
assisting the Auckland construction and infrastructure culture, and animal health.
(C&I) industry sector with the development of a
workforce skills “roadmap”. This skills roadmap looks
out over the next five years and is being led by a
consortium of major construction industry players,
including Fletcher Building, Hawkins Construction,
Naylor Love, Dominion Contractors, and the NZ
Transport Agency. This work is also being strongly
supported by Auckland Council. It is intended as a
formal statement of skills need by the C&I sector to
the vocational tertiary education providers in the
Auckland region.
1
Formerly known as Infratrain.
Unitec Investment Plan 2015-2016 10Alumni International Education
In 2014, Unitec launched an ambitious alumni strategy
Unitec’s internationalisation aspirations place
to create an inspirational and dynamic programme
international student enrolment within a broader
that fosters, supports and motivates Unitec alumni
strategic context. Unitec seeks to be recognised as an
and current students to find and achieve their lifelong
institution that values, promotes, and supports cultural
goals. It aims to build and foster strategic partnerships
diversity while fostering intercultural understanding
with alumni leaders in key business and community
and equipping all students to work and live in an
organisations, providing a real point of difference to
increasingly complex and interconnected world.
other alumni programmes, based on meaningful and
relevant engagement. Additionally, it will provide Unitec international enrolments represent 24% of the
timely feedback to refine and improve relevancy of total international student enrolments for the New
Unitec programme offerings. Zealand ITP sector, a position it has sustained over the
past decade. International students now account for
International 16% of all Unitec enrolments. Income generated from
international student fees accounts for 16% of Unitec
Unitec has several key international stakeholders in
income, significantly higher than the 10% average
the form of commercial relationships such as the one
across all other New Zealand ITPs. Furthermore,
with CMC India; research partnership relationships such
international income has grown 8% year-on-year for
as the dual doctoral programme with Nara Institute
the past five years.
of Science and Technology (NAIST) in Japan; and joint
venture relationships with overseas universities such as
Unitec attracts students from approximately 100
that with Shangdong University in China.
countries, with China, India and Saudi Arabia the
primary markets. Maintaining the diversity of the
Summary international student population is a high priority
Unitec's engagement with employers, business, and for Unitec. Diverse market sources reduce the risk
industry is core to all programme operations. This is from exposure to changes in international demand
embedded in academic policies and guidelines, and for export education, provide diversity within the
monitored by Unitec's Academic Board. The "voice" of classroom, maintain a balance of national groups, and
employers and industry is required in all programme foster internationalisation.
review and development processes. Programme
During the upcoming investment period, Unitec will
Evaluation Reports identify engagement plans and
continue to develop and diversify its international
objectives for programmes/departments.
education offering, reflecting the Government’s
Attached in the Appendix is the current version of enthusiasm for export education as a key contributor
Unitec’s Stakeholder Engagement Plan. The plan to New Zealand’s future economic success. Over the
illustrates the breadth of Unitec’s stakeholder next three years, our international student enrolments
engagement from a “whole-of-organisation” through will increase, although to no more than 20% of total
to individual programme level. student enrolments. Unitec wishes to maintain a
balance in the proportion of international students
The outcome of Unitec’s commitment to engagement
to domestic students, as well as the proportion of
is evidenced through a number of the projects
students from a particular country or region.
included in this Investment Plan proposal. The IBM
and Concentrix Initiative, Awhina Health Centre Unitec continues to look at other models of delivery
and alignment of provision with MIT are all direct to international markets. This has included (in
results of the prioritising of engagement at Unitec. partnership with other New Zealand and international
A key business improvement initiative for the next partners) investigations into:
Investment Plan period will be the development of a
»» The establishment of offshore campuses to meet
customer relationship management tool to support
the need for New Zealand-quality qualifications
and capture the significant activity and impact of this
»» The development of educational programmes for
work at Unitec.
delivery by other offshore organisations/providers
»» The establishment of provision exclusively for
international students
»» The co-location of private international providers on
Unitec campuses.
Unitec Investment Plan 2015-2016 11Regional and National Context
As New Zealand’s largest institute of technology, Auckland Regional Demographics
and the largest non-university tertiary education
Highlights from the 2013 Census show population
provider in the Auckland region, Unitec is required
growth slowing; New Zealand is getting older and
to align with Government priorities, and specifically
there are fewer children than there were in 2006.
meet the demographic and industry needs of the
Asian ethnic groups have almost doubled in size since
Auckland region. While Unitec operates predominantly
2001, while Māori and Pacific peoples have significant
in central, west, and north Auckland, as a partner in
youthful populations. A quarter of the population
the wider tertiary education sector, the institute has
is overseas born, with Hindi now the fourth most
strong and successful cooperative and collaborative
common language.
arrangements with other ITPs, universities, wānanga,
ITOs, and other tertiary education providers. Auckland has a smaller Māori population at 10% by
proportion and grew the least (4%) amongst other
Government Priorities ethnicities; Asian ethnicities were the second largest
plurality at 23%, increasing by over 25% on the 2006
The Government’s Tertiary Education Strategy (TES)
census.
outlines the desired direction for tertiary education in
New Zealand for the 2015–16 Investment Plan period.
Net migration flows have slowed between Australia
The TES emphasises the opportunity to:
and New Zealand, with changing conditions in
Australian employment growth, especially those
“develop a tertiary education system that is more
linked to or in the mining sector. This slow-down could
flexible, outward-facing and engaged. It identifies six
impact on Auckland, which as a "major destination for
priorities for the tertiary system to change its direction
migrants and the largest labour market in New Zealand
or intensity to achieve the outcomes sought by the
could experience a significant short term boost to its
Government and has a particular focus on increasing
population numbers and labour supply." (Auckland
the tertiary system’s contribution to economic
Council, 2014)
growth.” (Ministry of Education, 2013)
The opportunity here for Unitec is to position itself as
These priorities are nested within the Better Public
a provider for returning workers to reskill and up-skill
Services targets, which cover a range of areas,
into New Zealand-centric employment markets.
including education and employment. Among these
targets are two specifically relating to tertiary
Asian immigration, particularly from mainland
education:
Chinese, is forecast to maintain growth in line with
the expanding middle class. These new consumers
• To increase the proportion of 18 year olds with
are expected to become a significant source of global
National Certificate of Educational Achievement
trade and consumption, with 68% of households in
(NCEA) level 2 or equivalent qualification
Asia having access to the internet.
• To increase the proportion of 25–34 year olds
The percentage of adults with a bachelors degree or
with advanced trade qualifications, diplomas
equivalent as their highest qualification increased
and degrees (at level 4 or above). (State Services
from 11% in 2006 to 14% in 2013 – of these 42%
Commission, 2014)
were men and 58% were women. Some 21% of
The remaining targets cover health, crime, people have no formal qualification. In Auckland,
employment, social welfare, and improved accessibility the largest growth in formal qualifications were
to public services. postgraduate and honours degrees, which saw a 66%
increase from 2006, followed by a 40% increase in
The Government is also expecting public sector
those with a masters degree.
agencies to work in a more integrated way, recognising
the important inter-relationships between different Over two million adults are employed and a million are
sectors. For example, improved educational outcomes not in the labour force. More people are now employed
for Māori and Pacific peoples is impacted by policy in professional occupations, with health care and
decisions taken in the health, housing, and social social assistance now the most common industries for
development sectors, as well as the agencies involved employment. Manufacturing saw the largest decline in
directly in the education sector. people employed in the industry with a 14% decrease
since 2006, but is still the third largest industry after
retail trade and health care.
Unitec Investment Plan 2015-2016 12The percentage of people aged 65 years and over regional unemployment rate dropped in the March
who were employed nearly doubled since 2001. In quarter of 2014, and is now at its lowest point since
2013, 22.1% of those aged over 65 were employed 2008. (Auckland Council, 2014)
compared with 11.4% in 2001. This parallels youth
Overall, the economic resurgence in New Zealand
employment issues faced in Europe where 23% of
is marked by a flourishing job market, decreasing
those aged 15–25 are unemployed. An increase in
unemployment and the return of expatriates, largely
the participation rate in a demand-constrained job
attributed to the softening of the Australian economy.
market means more competition for jobs for younger
This creates economic opportunities for major cities
people who are disadvantaged by their lack of work
like Auckland to attract and retain skilled workers.
experience. In New Zealand these factors compound
(Auckland Council, 2014)
with low education success rates within Māori and
Pasifika priority groups, who are notable in their
relatively younger population age skews.
Auckland Skills Profile
In the year ending March 2014, employment in
The Auckland Plan Auckland increased by 30,800 (37% of New
Zealand’s annual employment growth). This increase
The Unitec Investment Plan 2013–15 outlined the
mostly came from rising employment in retail trade,
Auckland Plan and associated Economic Development
accommodation and food services (up 13,800) and
Strategy. The Auckland Plan projected that, by
professional, scientific, technical, administration and
2040, the region will be home to 2.1 million people,
support services (up 11,100):
requiring 400,000 new dwellings, as well as billions
of dollars of new and improved infrastructure. Since »» Within the Construction and Infrastructure sector,
2012, Auckland Council has continued with the residential and non-residential building will drive
implementation of the Auckland Plan through overall growth in Auckland.
the Long-term Plan 2012–2022 (LTP) and the »» Future growth in the Information and
Unitary Plan. Communication Technology (ICT) sector is expected
to be largely driven by the Computer System Design
Volume two of the LTP outlines how the Auckland Plan
and Related Services sub-sector.
will build a “prosperous, culturally diverse city, that
»» The Creative sector continues to be marked by the
is innovative and capitalises on its knowledge, skills
precarious nature of many of its jobs. Accordingly,
and creativity is attractive to entrepreneurial workers
digital technology has been highlighted as an area
and enhances lives” (Auckland Council, 2012), and, in
of potential significance.
particular, Auckland Council’s role in driving economic
»» Similar to other industries, the Finance and
development. The Unitary Plan outlines a plan to make
Management sector shows signs of recovery, with
Auckland the "world’s most liveable city".
growth in employment numbers especially in the
Unitec made a submission to the Unitary Plan Management and Related Consulting Services sub-
process, outlining a long-term vision for our existing sector.
Mt Albert campus. Unitec committed to working »» The Health sector is expected to continue to grow
alongside Auckland Council to help deliver on the with an expanding and ageing population but it is,
world’s most liveable city goal, and is committed to however, expected to grow at a slower rate due to
meeting the needs of stakeholder businesses and lower spending in public health.
employers with work-ready graduates. Unitec is also »» With changes continuing to take place in primary
committed to making a positive contribution in our industries, especially in its value chain, Auckland is
local communities. expected to be one of the largest beneficiaries from
an expansion in demand for support services by the
The Auckland Economy primary sector. Hence, growth will be largely driven
by the Agriculture, Forestry and Fishing Support
As the New Zealand economy comes out of the global
Services sub-sector.
financial crisis, Auckland is experiencing a rebound in
employment, driven predominantly by housing activity A more detailed analysis of the Auckland skills profile
and construction. Housing activity for the March is included in section 3, including how Unitec will help
quarter of 2014 was 17.9% higher year-on-year, deliver skills for industry.
while consumer confidence was strong in both the
December 2013 and March 2014 quarters. Auckland’s
Unitec Investment Plan 2015-2016 13Sub-regional Demographics In the Whau and Albert-Eden local board areas, the
percentage of school leavers with NCEA level 2 or
Unitec operates campuses in three sub-regions of
above was 68% and 89% (respectively) compared to
Auckland – central (Mt Albert), north (Northern), and
77% for the Auckland region. This difference is largely
west (Waitākere).
attributed to the socio-economic and demographic
The following demographic information has been make-up of the secondary school populations in
drawn from territorial authority reports from the those areas. Unitec will continue to work closely
Auckland Council as well as Infometrics’ Active Profiles. with secondary schools in the Whau catchment; only
The reports bring together information from the most slightly more than half (54%) of Māori school leavers
recent census (2013), the Ministry of Education’s in Whau attained NCEA level 2 or higher.
annual reporting of educational performance, (COMET, 2012)
and Statistics New Zealand’s Business
Unitec in the central sub-region – distinctive features:
Demographic database.
»» Largest Unitec campus with a broad range of
Central Sub-region – Mt Albert provision levels 3-10
Whau and Albert-Eden local board areas span from »» Key provision themes: specialist infrastructure
Kelston and Green Bay in the west, to Mt Eden, and facilities, particularly in the advanced trades,
Greenlane, and Epsom in the east. There is a broad construction and technology, a broad range
range of businesses in the area, with retail a particular of creative industries, sport, education, and
feature – the area is home to two of New Zealand’s foundation/learning education, as well as the
IBM Delivery Centre
oldest and largest shopping malls (LynnMall and St
Lukes). The area is also home to the Greenlane Clinical »» Multi-provider presence (including MIT,
Centre (including Auckland Regional Public Health), the Te Wānanga o Aotearoa)
Rosebank industrial area, Plant and Food Research’s Mt »» To meet the changing needs of learners and of
Albert facility, and Eden Park. New Zealand’s largest- Auckland, Unitec will develop the Mt Albert campus
ever roading project (the Waterview Interchange) is into a new education hub for the 21st century.
being constructed along the western boundary of
Unitec’s Mt Albert campus.
Northern Sub-region – Albany
This sub-region covers the area from Devonport and
In Albert-Eden, employment growth in 2013 exceeded
Takapuna in the east, to Whenuapai and Hobsonville in
the national average of 1.2%, reaching 5.2%. Jobs
the west, and Albany in the north down to Birkenhead
in the Albert-Eden area are predominantly in the
in the south.
managerial, professional, and administrative sectors,
which accounts for over 50% of employment. Thirteen percent of Auckland’s population live in
Growth was observed in virtually all sectors. In this sub-region, and residents (especially those in
Whau, manufacturing accounts for over 25% of all the Devonport-Takapuna and Upper Harbour areas)
employment, but job growth in 2013 declined overall generally report higher levels of formal education than
by -2%, with the only significant sector bucking this the regional average.
trend being Community and Personal Services, which
The sub-region is home to the North Shore Hospital,
grew by 0.7%.
Devonport Naval Base, North Harbour Stadium,
This sub-region is home to 12% of Auckland’s and a significant retail centre at Albany. Education
population, and the manufacturing sector remains the services are also a feature of the region, with Massey
biggest employer in the Whau local board area since University’s Albany Campus, Auckland University of
the last Investment Plan period, accounting for more Technology’s Akoranga campus, and Unitec’s Northern
than a quarter of jobs in the sub-region. Similarly, Campus in the area.
health and social services remains the biggest
Devonport-Takapuna, Kaipātiki, and Upper Harbour
employment sector in the Albert-Eden region – largely
Local Board areas show similar employment trends
due to the Greenlane Clinical Centre. However,
to Albert-Eden and Whau. The two strongest
the sectors with the biggest job creation rates are
employment sectors in these areas are managerial
Professional, Scientific and Technical Services and
and professional jobs, followed by technical and
Education and Training.
trades occupations and sales workers. Significant
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