Teaching-Research Nexus Benchmarking Project: the University of Sydney and Monash University.

Abstract

Executive summary A benchmarking partnership was established between Monash University and the University of Sydney and a Memorandum of Understanding was formalised early in 2004. The aim of the Benchmarking project was to analyse methods of implementing the teaching-research nexus, and compare performance in nominated areas. In order to accomplish this, a six stage process was developed involving: 1. establishing the partnership; 2. setting the framework (areas of comparison and matrix); 3. securing a Memorandum of Understanding between the two institutions; 4. applying the framework; 5. benchmarking, self evaluating; and 6. generating recommendations. Comparisons between Sydney and Monash were made through a matrix developed to self-rate in terms of low, medium or high level achievement in a range of areas. On the basis of the self assessments, recommendations for each institution were then made. The report has two parts with the framework for the areas of analysis taken from a discussion paper prepared by Prof Graham Webb (Centre for Higher Education Quality, 2003). The first part examines eleven key areas of comparison at the institutional level as developed in the CHEQ 2003 discussion paper, as follows: 1. terminology, definition and policy; 2. strategic planning; 3. planning documents; 4. courses; 5. graduate attributes; 6. staffing profile; 7. performance management; and 8. rewards. At the faculty level the project concentrated on comparing mechanisms that exist in each institution to investigate and enhance the nexus. The dimensions considered were again taken from the Centre for Higher Education discussion paper (2003) as follows: 1. bringing the teacher’s research findings into the classroom; 2. research, curriculum development and internationalization; 3. building students’ research and inquiry capabilities; 4. utilizing and building a community of scholars; 5. exploring the context of research; 6. teaching research methods; 7. researching teaching; and 8. teaching leading to research.