Discussion Document A future academic plan for the College of Sciences 24 February 2020 Professor Ray Geor Pro Vice-Chancellor College of Sciences 1 of 28 Contents PAGE 1.0 Introduction............................................................................................................................ 3 1.1 Purpose of the Document ............................................................................................................. 3 1.2 Feedback........................................................................................................................................ 4 1.3 Additional Support ........................................................................................................................ 5 2.0 Background............................................................................................................................. 5 2.1 University Strategy ........................................................................................................................ 5 2.2 College of Sciences Financial Environment ................................................................................... 7 3.0 Situation Analysis.................................................................................................................... 8 3.1 Present Structure and Makeup of the College of Sciences ........................................................... 8 3.2 Financial Performance ................................................................................................................... 8 3.3 Low Enrolments in CoS Course Offerings .................................................................................... 14 3.4 Addressing Financial Underperformance .................................................................................... 15 4.0 Potential Changes for Discussion ........................................................................................... 16 4.1 Overview of Potential Changes ................................................................................................... 16 4.2 Detail of Suggested Changes for Discussion ................................................................................ 20 5.0 Process and Timeline............................................................................................................. 28 2 of 28 1.0 Introduction The College of Sciences (CoS) Strategic Plan 2018-2022 describes the strategic direction for the College aligned with the Massey University Strategy 2018-2022. The CoS Plan articulates six strategic priorities underpinning the College’s ambitions to provide transformative learning solutions, produce new knowledge and solutions to globally relevant fundamental and applied scientific challenges, and strengthen the global reach and impact of Massey University’s scientific activities. Key initiatives include a transformation of the CoS academic portfolio aligned with the needs and expectations of students; strengthening the alignment of activities on individual campuses with areas of specialisation, student demand and opportunity; and work to achieve a sustainable operating (financial) model. Curricular transformation is well underway including the new First Year Science Curriculum (2020 implementation), a reshaping of Majors in the BSc, the launch of new and revised qualifications (e.g. Bachelor of Animal Science, Bachelor of Horticulture), and ongoing work to strengthen other qualifications (e.g. Master of Science, Bachelor of Construction). Whilst we should be confident that these initiatives are positioning the CoS for a successful future, we also recognise that the College must continue to evolve in line with changes to the internal and external factors. Our operating environment continues to be very challenging with annual increases in revenue not keeping pace with the rise in costs. There has been a year-on-year decline in inflation-adjusted funding (Student Achievement Component, SAC and Performance-Based Research Funding, PBRF) but we are constrained from increasing domestic and international student fees to sufficiently offset this. Domestic student numbers have remained essentially the same (‘flat’) from year to year. The College’s fiscal constraints are further impacted by the duplication of disciplines on the Auckland and Manawatū campuses wherein, for the most part, separate groups of academic and technical staff as well as specialised equipment and infrastructure are required to support teaching and research activities. In addition, digital and physical infrastructure costs have risen substantially over the last 2 years in response to external factors (e.g. changes in building valuations, insurance charges, and depreciation) and the much-needed internal investment in new and refurbished infrastructure across Massey University’s three-campus system. The University’s Senior Leadership Team (SLT) has identified several strategic ‘shifts’ that will enable Massey University to become a more effective and sustainable multi-campus university. The most important of these is the ‘Digital Plus’ concept to enable better management of our academic offer, with removal of duplication of teaching activities combined with a focussed acceleration in the enhancement of world-class digitally-enabled learning and teaching. Digital Plus involves a consolidation of on-campus teaching activities, with the identification of one anchor campus for each subject 1 (discipline) and a single curriculum within specialisations. It also acknowledges the need to enhance the use of existing and new physical infrastructure, applying the general principle that specialised physical infrastructure will only be present at one geographic location (campus), focusing staff expertise together with high-quality equipment to consolidate and support hubs of teaching and research excellence. The implementation of Digital Plus, together with the need for CoS activities to be financially sustainable, underpins the need for changes to the organisation and operation of the CoS academic portfolio presented in this discussion document. 1.1 Purpose of the Document This document considers potential changes to the CoS academic portfolio that have been developed with the aim of aligning the College with the University’s Digital Plus framework and also enabling the College to become more financially sustainable in the long-term. Specifically, the document: Subject refers to areas of study recognised as a specialisation (i.e. major) within qualifications or, in some case, a whole qualification (e.g. BVSc) and generally comprises courses with distinct course code prefixes. 1 3 of 28 1.1.1 Describes the current situation for the CoS in the context of the internal and external environments. 1.1.2 Presents a series of possible changes to the CoS academic portfolio that are aligned with the principles of the Digital Plus, consolidate staff expertise, and support the future growth of teaching and research activities in areas of highest strategic importance, opportunity and financial viability. 1.1.3 Describes the process for staff feedback and timelines. Consequently, this document is to be read as a Discussion Document. Should any or all of the presented possible changes be identified for enacting (or indeed new changes suggested by your feedback) after feedback had been received and considered, then a formal Proposal for Change under the definition of Part 8 of both the Collective and Individual Employment Agreements will be prepared and presented for consultation. 1.2 Feedback 1.2.1 Thorough discussion and opportunity for feedback is important given the strategic significance and impact of the future academic plan discussed in this document. During the next 3-week period, there will be opportunities for all staff and students in the College community to participate in the process by sharing their suggestions and comments. All College academic and professional staff are invited to provide written feedback on this document by 5pm Monday 16 March 2020. Please make submissions through the College of Sciences Central Portal, using the online form provided to assist with the collation and review of the feedback. The general themes of the feedback will be shared with the College community (and summarised in any revised document), however, the identity of the author/s will be kept confidential. 1.2.2 This document will also be distributed to students and Massey University Student Associations. Student input will be included in the feedback process and these Associations will be asked to manage this process and provide collated feedback to the College Office. 1.2.3 The suggested changes to the academic offer presented in this discussion document will also be discussed at a meeting of the College of Sciences Board. 1.2.4 There will be opportunity for discussion and feedback on the document via face-to-face meetings; details of these will be available on the College of Sciences Central Portal. Should you wish to meet with me, either individually or as a group, please contact Natasha Meyer N.Meyer@massey.ac.nz or by phone 06 951 7983 or extension 84983 to arrange a time to do so. 1.2.5 The impact of releasing a document of this level at the start of Semester One has been carefully considered. On balance, the timing of release for this document is appropriate to provide clarity to the College on potential future scenarios and address the uncertainty that has been felt across the College since the University-wide announcement of the Digital Plus concept. 1.2.6 Following the period of feedback, all submissions received will be reviewed and a synopsis of this feedback will be provided. Should it be deemed appropriate, after considering feedback, a proposal for change may be developed. With regard to the potential impacts upon staff, at this stage none of the suggested changes to the academic portfolio have been cross-referenced to any individual; hence potential impacts are unknown pending outcomes of the suggestions presented. Should the result be that there is an 4 of 28 impact to staff (under the provisions of Part 8 of the Massey University Collective and Individual Employment Agreements) and a proposal for change be identified, then formal consultation will commence, and you will be provided with a further opportunity to provide feedback. It is acknowledged that any amendments to the academic portfolio that gain approval stand to have an impact on future study opportunities for students. The consequences for students will be managed in accordance with the currently-agreed transition processes that apply whenever such amendments are made. 1.3 Additional Support While it is acknowledged that no staff members are affected directly by the release of this discussion document, it is appreciated discussion of the contents of this document may be stressful for the College community. In this regard, please note the confidential counselling services of the Employee Assistance Programme (EAP) are available to you any time (www.eapservices.co.nz; 0800 327 669). Should you have any questions of a human resource nature, you are welcome to contact on a confidential basis Kathryn Tulitt, Senior Human Resources Advisor in People and Culture, who provides human resource support for the College. For Union Members – The Tertiary Education Union (TEU) has been informed of this discussion document. If you are a member of the TEU, then it is up to you how you engage the TEU with this process and it is recognised that any union member has the right to representation in any meeting with the employer. 2.0 Background 2.1 University Strategy During 2019 the University’s Senior Leadership Team (comprising the Vice-Chancellor, Provost, Deputy Vice-Chancellors and Pro Vice-Chancellors) have considered a number of key aspects of the University’s operating environment. This has led to several substantial shifts in thinking around the way qualifications, specialisations and courses are to be delivered in the future and how this aligns with Massey’s areas of research (the ‘teaching-research nexus’). These ‘strategic shifts’ have important implications for the ‘what’, ‘where’ and ‘how’ of the CoS’s teaching and learning activities. In addition, since 2016, an Academic Profile Taskforce, a subcommittee formed under the auspices of the Academic Board and comprised of senior staff from the University’s five colleges, has been examining the University’s academic offer and the costs and benefits of retaining courses and course offerings with small numbers, particularly those with declining or low demand patterns. 2.1.1 Digital Plus The Digital Plus strategic concept reflects Massey University’s ambition to maintain its position as a leading online university education provider. Accordingly, Digital Plus involves a deliberate and coordinated approach to the consolidation (removal of unnecessary duplication) of Massey’s academic offer, combined with a focussed acceleration in the enhancement of digitally-supported and enhanced learning and teaching. The overarching goal of Digital Plus is to ensure the University delivers a sustainable, world-class online learning and teaching environment that supports the needs and expectations of 21st century students, wherever they are based and regardless of their mode of study. Under Digital Plus, the University will support the development of our teaching experts to ensure digital competence, confidence and capability. Finally, Digital Plus will allow 5 of 28 Massey to broaden the reach of our offerings domestically and internationally and, in doing so, increase the financial sustainability of Massey University’s academic offer. Digital Plus is based on the vision that all subjects will have only one physical offering and one world-class digital online offering, wherein: • • There is one ‘anchor’ campus for each subject and academic staff who teach and develop the curricula for that subject are located at that anchor campus. Students seeking to study a given subject will need to enrol at the campus where it is offered in-person or, alternatively, study online. For the most part, there will be no duplication of the face-to-face offer, or variants of the same subject across more than one physical campus. There will however be SLT-approved exceptions to this general principle, informed by factors such as high student demand (with clear and agreed thresholds), external stakeholder and partner engagement, the learning requirements in specific subjects and the current state of investment in physical infrastructure such as existing specialist research facilities. This document considers the potential changes to the CoS academic portfolio that align with the Digital Plus strategic concept. 2.1.2 Optimisation of Specialised Physical Infrastructure Major investment in the University’s physical and digital infrastructure is underway. Digital Plus recognises the need to optimise the use of these assets and is guided by the general principle that specialised physical infrastructure will only be present on one geographic site/campus location. Removing duplication has dual advantages of enabling higher quality infrastructure to be maintained than if distributed over multiple sites, and of bringing together academic and technical staff in order to maintain a critical mass of staffing. Together these will facilitate teaching and research excellence and delivery of research-led training for our students. 2.1.3 No & Low Enrolments Policy and Procedures The University has for many years made attempts to address the management of courses, specialisations and qualifications with consistently low, or no, enrolments. It would be fair to say that our current academic management processes tend to focus on the creation, development and implementation of new courses, specialisations and qualifications. We are less skilled or indeed motivated to remove courses, specialisations and qualifications beyond the lifecycle of student interest or need. Therefore, the following threshold criteria—in terms of EFTS (equivalent full time students 2)—have been developed and approved by SLT for identification of ‘low enrolment’ courses, specialisations and qualifications: • • • Undergraduate qualifications – low is deemed to be 50 EFTS or less for a Bachelor’s degree and 20 EFTS or less for standalone sub-degree qualifications. Undergraduate courses – low is deemed to be 7.5 EFTS per offering for 100-level, 5.0 EFTS per offering for 200-level and 2.5 EFTS per offering for 300-level. Postgraduate qualifications – for a standalone Postgraduate Diploma or a standalone Master’s degree low is deemed to be 15 EFTS or less. For a nested 3 Postgraduate Diploma and Master’s degree, low is deemed to be 20 EFTS or less. 1 EFTS is one student undertaking 120 credits of study in a year and is equivalent to 8 enrolments in a 15 credit course. 3 Nested qualifications are those in which there is a series at different levels that utilise common courses (for example, PGCertScTech, PGDipScTech, MSc). 2 6 of 28 • Postgraduate courses – low is deemed to be 2.5 EFTS in each offering. The strategic shift envisioned here is to allow University managers to make evidence-based decisions regarding the future of courses, specialisation and qualifications not meeting these thresholds. This does not, of course, mean that courses, specialisations and qualifications with less than the threshold EFTS are at risk of automatic disestablishment; rather, this rubric establishes a threshold for monitoring and there will be the requirement for Colleges to provide sound justification (financial, academic and strategic) for retaining ‘at risk’ courses, specialisation and qualifications. 2.2 College of Sciences Financial Environment 2.2.1 The CoS has consistently failed to deliver agreed financial contribution margins over the last several years with annual shortfalls of $3M to $5M, an issue that was highlighted in the 2017 CoS Strategic Positioning discussion document. Current budget forecasting indicates that this contribution deficit will increase to approximately $15.7M in 2020, representing an imperative for substantial change in order to align budget expenditures with financial requirements. 2.2.2 The forecast deficit in part reflects the continued year-on-year decline in inflation-adjusted government funding (student achievement component (SAC) and PBRF income) and the constraints on increases in domestic and international student fees. Combined with domestic student numbers that are essentially the same (‘flat’) from year to year and the now highly volatile international market (e.g. impact of coronavirus), the situation is such that annual increases in salary and non-salary costs will continue to outstrip increases in revenue. For example, during the period 2016-2020, salary costs have increased by 3.3% per annum (inclusive of promotion-related salary increments) against smaller annual increases in SAC (1.2%) and domestic student fees (2%) revenues, whilst student enrolments (EFTS) have been essentially unchanged at the College level over this same time period. The challenges outlined above impact the entire University, and indeed for all New Zealand universities. However, given the current fiscal state of the College of Sciences, we feel these limitations more keenly. 2.2.3 Several additional factors have contributed to the large increase in forecast budget deficit for the CoS, including: 2.2.3.1 A $2.7M per annum decrease in Performance Based Research Fund (PBRF) revenue as a result of the 2018 Quality Evaluation (QE), noting that this decrease is a ‘permanent’ cut in our income for the 2019-2024 PBRF funding cycle. It is important to note that the drop in revenue reflects a decrease in QE funding rates rather than a reduction in research productivity; indeed, the College had more funded portfolios in 2018 compared to the 2012 PBRF round and the percentage of A and B rated staff in the College increased from 50% in 2012 to 60% in 2018. This reflects the substantial efforts and research successes of our community, despite the ever-tightening fiscal constraints over the 2013-2018 period. However, for the 2019-2024 cycle, the fixed pool of PBRF funds provided by the TEC (Tertiary Education Commission, the main funder of New Zealand universities) is now spread across a larger pool of researchers when compared to the previous cycle, and hence our share has decreased. 2.2.3.2 The CoS contribution to achieve the Council-approved Massey University overall operating surplus, set at 3% for 2020 plus a further 2% to re-invest in University strategic initiatives. For the University to meet this surplus target, there is a need for a total of $18.1M reduction in the current rate of expenditure, with $5.1M of this reduction in expenditure 7 of 28 allocated to the CoS. To place this in context, all other Colleges and service lines are required to make equivalent savings when expressed as a percent reduction from the 2019 level of expenditure. 2.2.3.3 In line with principles outlined in the new Budget Allocation Framework (BAF), Budget 2020 makes transparent the uncontrollable Central Overheads (space, information technology equipment and depreciation, digital infrastructure investment and staff guardianship (parental leave, retirement gratuities etc.) costs). This ensures full disclosure and the appropriate allocation of these costs across the University, and also reflects real increases in infrastructure costs over the last two years (see Introduction, above). Much of the investment in new infrastructure is supporting our ambitions to move towards enhancing our digital capability and capacity. For CoS, this allocation represents a $9.5M increase in operating costs in 2020, and beyond. Again, all other Colleges and service lines are impacted by the allocation of these costs. 2.2.4 A substantial reduction in salary and other direct expenditures will be required to commence in 2020 for the College to accommodate the increased overhead costs and budget savings, noting that total revenue is projected to be slightly lower in 2020 when compared to 2019. 3.0 Situation Analysis 3.1 Present Structure and Makeup of the College of Sciences In broad terms there are four components making up the CoS organisation: • Six Schools: Agriculture and Environment; Built Environment; Food & Advanced Technology; Fundamental Sciences; Natural & Computational Sciences; and Veterinary Science. • Research Centres operating as separate budget centres including: NZ Institute of Advanced Studies (NZIAS); Massey Agrifood Technology Partnership; Epicentre; AL Rae Centre for Quantitative Genetics & Breeding; and Animal Nutrition. The externally-funded Massey University-hosted Riddet Institute and the NZ Food Safety Science & Research Centre are not part of the CoS’s organisation and management structure (however the significant interaction and involvement of CoS staff in those centres should be noted). • Research & Teaching Support Entities: Manawatū Microscopy and Imaging Centre, (MMIC); Massey Genome Services (MGS); Small Animal Production Unit (SAPU); Food Pilot/Riddet Innovation; Equine Parentage and Animal Genetic Services Centre (EPAGS); Wildbase; and the Veterinary Teaching Hospital (VTH) • College Office including: Heads of Schools, the academic management team (including Deputy PVC, Director Teaching & Learning, and Deans of Academic Programmes), health and safety team, finances and projects, stakeholder engagement, marketing & communications, and schools engagement. 3.2 Financial Performance 3.2.1 Revenue, Expenses and Contribution Table 1 shows revenue, costs and contribution for 2019 (actual), 2020 (Projected Budget) and 2020 (University allocated budget), with the 2020 Projected Budget based on the revenues and costs 8 of 28 entered by each CoS budget centre (BC). The income data are derived from the University EFTS pipeline and projections for Contracts & Trading revenue, whilst expense lines reflect the budgeted costs entered by each BC during the 2020 budgeting process as well as a Full Time Equivalent (FTE)-based 4 allocation of College Office overhead to BCs (which totals to $4.5M). Table 1: College of Sciences revenue, expenditures and costs for 2019 (actual), 2020 (submitted budget), and 2020 (University allocated budget) ($ 000s) 2019 (Actual) 2020 (Projected Budget) 2020 (Allocated Budget) EFTS revenuea 126,091 129,579 129,579 C&T revenue 47,810 43,289 43,289 Total revenue 173,901 172,868 172,868 Staff-related costsb 75,434 78,157 66,438 37,928 37,948 33,988 Asset & depreciation costs 6,356 6,503 6,503 Central Overheads 12,805 22,291 22,291 Total costs 132,523 144,899 129,220 Contribution (margin) 41,378 27,966 43,648 Direct costs c d includes Performance-Based Research Fund (PBRF) revenue (approx. $19M in 2020) total salaries, superannuation and ACC charges across both General Ledger teaching activities and externally-funded research c equipment depreciation costs d space, IT and staff guardianship costs a b It should be noted that there will be a variance between ‘budget’ and ‘actual’ as the 2020 financial year unfolds, in particular related to student enrolments and potentially additional reimbursement of the General Ledger from Professional Time and overheads from that already budgeted. Nonetheless, current projections indicate there will be a $15.7M shortfall in contribution in 2020, highlighting the urgent need to consider the means available to achieve budget savings. As is the case across the University (and at universities elsewhere), teaching is the College’s main source of financial contribution because, in general, research operates at break-even (at best), noting that the tangible ‘returns’ on research are more likely to be evident over multi-year timeframes (rather than annualised). In addition, research returns are principally measured in terms of reputation enhancement and research impact, which in turn attract high-quality research postgraduate students and talented research staff. 3.2.2 Financial Assessment of CoS Teaching & Supervision and Research Activities 3.2.2.1 Teaching and Supervision A detailed financial analysis of Teaching and Supervision activities by TEC subject category and school has been completed based on the 2020 CoS budget, projected EFTS (domestic and international full fee), staff-related expenses (information provided by each school), other direct 4 FTE: Full time equivalent staff. For example: 1 full time employee is 1 FTE. Two half time staff is 1 FTE. 9 of 28 costs, equipment depreciation, and apportionment of Central and College Office overheads. Consistent with the CoS workload model, 70% of academic staff time has been attributed to teaching and supervision activities. Similarly, 70% of costs for depreciation, Central and College overheads were applied to teaching (which in turn are based on number of FTE in each school). 5 Table 2 shows the TEC categories and associated subject/discipline areas, undergraduate domestic (SAC plus student fees) and international full fee revenues per EFTS, and target student-to-staff ratios (SSRs). Since 2017, the College has been using SSRs to inform the required level of academic staffing in setting school budgets, noting that target SSRs have been adjusted (upwards) in 2020 to align teaching delivery costs with income and required financial contribution. Table 2: TEC funding categories, associated subjects, average undergraduate funding rates (domestic and international full fees per EFTSa), and target student-to-staff ratios (SSRsb) TEC Category A B C H b c Mathematics, Statistics Computer Science, Information Technology Construction Average domestic fees (SAC + student fees) $ 11,475 Average international Full Fee $ 22,345 15,767 27,501 20 17,974 29,759 20 Target Student-toStaff Ratio (SSR) 25 27,065 28,328 16 11,475 24,277 25 N Agriculture, Horticulture Business, Agribusiness, Quality Systems, Logistics Engineering, Food Technology 19,242 29,759 16 V Experimental Sciences 19,641 27,614 18 Q Veterinary Science 38,944 55,532 7.5c J a Subject/Qualification area EFTS, Equivalent Full Time Student; where 1 EFTS equates to 8 students in a 15-credit course. SSR is sum of EFTS divided by sum of FTE for academic staff in that subject area. For Veterinary Science (Q), an SSR of 7.5 is used to determine staffing required for delivery of the BVSc in line with accreditation requirements. A higher SSR (16) is used for postgraduate activities; hence the target SSR for all Veterinary Science activities is 8.3, reflecting the blend of under- and post-graduate teaching. Categories A and J have been combined for the purposes of this teaching margin analysis because these subject areas are funded at the same level and have similar teaching delivery/resource requirements. For category N, the analysis considered ‘wet’ (Food Technology; Sustainable Bioprocessing) and ‘dry’ (Mechatronics; Electrical & Computational Engineering; and Engineering & Innovation Management) food technology / engineering activities separately. Table 3 shows school-level, TEC category-level teaching revenue, costs, teaching margin and 2020 actual SSRs based on current staffing levels. Margins range from 1.4% (N, ‘Wet’ Engineering/Food) to 64.3% (Construction). Only six of the seventeen areas are projected to achieve a margin of 45% or higher – Categories A/J in Food and Advanced Technology and in Natural & Computational Sciences; Category B in Fundamental Sciences and Natural & Computational Sciences; Category C in Built Environment; and Category V in Agriculture & Environment. This threshold is relevant Note that revenue and costs associated with off-shore teaching activities (i.e. BFoodTech(Hon) at the Singapore Institute of Technology and Information Sciences at the Hebei University of Technology [HEBUT], China) are not included in this analysis. EFTS revenue from these activities are received by Massey Global Limited (MGL) and the relevant schools receive payment from MGL for staff time and other costs. On the other hand, EFTS and associated revenues are received by schools when students from these institutions transfer to a Massey campus for part of their studies and these teaching activities are included in the analysis. 5 10 of 28 because financial analysis in the College Office has indicated that, in order for the CoS to achieve the required overall level of financial contribution, it will be necessary for subject areas to achieve a Teaching and Supervision margin of at least 45% (Note that the margin expectation for Veterinary Science (BVSc) will be set at a lower level given the recognised high delivery costs of this programme. Additionally, the operating revenue and costs associated with the Veterinary Teaching Hospital are not included in this analysis). Work within the Budget Allocation Framework project during 2020 will give further consideration to margin expectations for Teaching and Supervision activities. Table 3: Teaching revenue, costs and margins, and student-to-staff ratios (SSR) by school and TEC category based on 2020 Projected Budget (data provided by College budget centres)a wi School TEC Category A/J Revenue ($ 000) 892 Costs ($ 000) 733 Margin (%) 17.8 2020 Actual SSR 14.1 H 9,787 8,811 10.0 6.5 V 8,583 4,415 48.6 16.0 Built Environment C 11,190 4,000 64.3 19.4 Food & Adv. Tech. A/J 1,151 520 54.8 24.3 N (Wet) 5,205 5,133 1.4 10.0 N (Dry) 8,162 6,308 22.7 11.7 V 1,951 1,176 39.7 16.0 A/J 3,342 2,835 15.2 15.5 B 3,577 1,772 50.5 20.4 V 9,683 6,620 31.6 12.1 A/J 3,969 1,788 55.0 20.2 B 5,398 2,539 52.0 16.1 V 5,592 4,976 11.0 8.2 H 1,237 932 24.7 8.3 Q 26,595 18,684 29.7 8.7 V 2,549 1,941 23.9 16.0 Ag & Environment Fundamental Sciences Natural & Comp. Sci. Veterinary Science a Inclusive of College PVC Office overhead. Totals in this table reflect CoS Schools only. The total of this table does not reconcile to Table 1 which shows the entire CoS position (ie inclusive of all other College budget centres). Although several factors contribute to the overall costs of teaching, academic FTE represent the single largest resource and consequently there is a relationship between SSR and teaching margin. This relationship is illustrated in Figure 2 which plots the SSR ‘gap’ (x-axis) against teaching margin by subject category and school location (y-axis). The SSR gap is the difference between actual and target SSR; note that the SSR gap per se does not reflect the number of FTE above or below a target staffing level. An association between SSR gap and teaching margin is readily apparent, with categories operating at or near the target SSR achieving a higher teaching margin when compared to categories with an SSR gap. 11 of 28 Figure 2: Plot of SSR gap against teaching margin for TEC category subjects by CoS School.a a The size of each circle is proportional to the number of EFTS in that category and School, and the horizontal dashed lines indicate different margin percentages. The 45% to 55% bound represents the anticipated target range for margin on Teaching & Supervision activities (Legend for the TEC category colours: Blue = A/J; Gray = B; Green = H; Orange = N; Red = V; Yellow = Q). 3.2.2.2 Research Activities Financial analysis of research activities was undertaken in parallel with assessment of teaching margins. In the new Budget Allocation Framework, research revenue comprises PBRF and all other external research contract revenue and, as noted for Teaching & Supervision, there is allocation of staff, other direct costs, equipment depreciation, and Central and College Office overheads to the expense side of the ledger. Per the CoS workload model, 30% of total school and overhead costs have been assigned to research. Table 4 reports 2020 budget projections for research revenue, costs and margins at school level, acknowledging that actual revenue (and margin) may vary based on the level of success in external research applications during 2020. Table 4 also shows TEC category level research revenue per academic FTE. These data are based on PBRF revenue (QE; Postgraduate Research Completion; and Earned Research Income [ERI] components) where the ERI has been multiplied by 10 as a proxy for total research contract income. This method yields a total for contract income that is close to the actual 2019 revenue total and therefore the data presented are a reasonable indicator of average per academic FTE category-level external research funding. It is noteworthy that research activities are projected to deliver an overall deficit in 2020, with only two schools (Agriculture & Environment; Food and Advanced Technology) expected to achieve a positive margin. In general, achievement of a positive margin on research activities is strongly related to the level of external research funding to offset costs. It also should be noted that overall financial contribution at a School/College level will reflect a blend of margins from Teaching & 12 of 28 Supervision and Research Activities, in accordance with the Budget Allocation Framework model. Table 5 shows 2020 projections for blended margins in CoS schools. Blended margins will not be consistent among Schools, as they reflect the varying levels of external research revenue. Schools with high external research funding will always have a lower blended margin as a result. Table 4: Budget 2020 CoS school revenue, expenses and margin for research activities, and projected external research revenue per academic FTE by TEC category based on 2019 dataa School Ag & Environment Total costs ($000) Margin (%) TEC Category 9,831 8,682 11.7 A/J Research revenue per academic FTE ($ 000) 175.7 H 228.6 V 140.4 C 20.4 Built Environment 349 1,137 -225.8 Food & Adv. Tech. 11,509 10,908 5.2 Fundamental Sciences Natural & Comp. Sciences Veterinary Science a Total revenue ($ 000) 6,533 8,113 2,906 4,970 5,187 7,035 A/J 66.3 N (Wet) 310.6 N (Dry) 195.0 V 104.0 A/J 84.8 B 28.2 V 177.5 A/J 27.3 B 40.7 V 77.1 H 4.0 Q 149.3 V 59.5 -24.2 -71.0 -35.6 Inclusive of College PVC Office overhead. Totals in this table reflect CoS Schools only. The total of this table does not reconcile to Table 1 which shows the entire CoS position (ie inclusive of all other College budget centres). Table 5: Teaching & Supervision and Research revenue, costs and margin percentages by School based on 2020 budget dataa School Teaching Revenue Teaching Costs Teaching Margin Ag & Environment 19,262 13,959 5,303 Teaching margin % 27.5 Built Environment 11,190 4,000 7,190 Food & Adv. Tech. 16,469 13,137 Fundamental Sciences 16,602 Natural & Comp. Sci. Veterinary Science a Research Revenue Research Costs Research Margin 1,149 Research margin % 11.7 Blended margin % 22.2 9,831 8,682 64.3 349 1,137 -788 -225.8 55.5 3,332 20.2 11,509 10,908 601 5.2 14.1 11,226 5,376 32.4 6,533 8,113 -1,580 -24.2 16.4 14,960 9,357 5,603 37.5 2,906 4,970 -2,064 -71.0 19.8 30,381 21,556 8,825 29.0 5,187 7,035 -1,848 -35.6 19.6 Inclusive of College PVC Office overhead. Totals in this table reflect CoS Schools only. The total of this table does not reconcile to Table 1 which shows the entire CoS position (ie inclusive of all other College budget centres). 13 of 28 3.3 Low Enrolments in CoS Course Offerings With the shift in the SLT-approved strategy with respect to managing low enrolment courses and the new financial imperatives, the CoS must examine the profile of its current academic offer. As noted earlier, the SLT have set the enrolment criteria for taught courses (per equivalent 15 credits of offer) to be: 7.5 EFTS per offering for 100-level; 5.0 EFTS per offering for 200-level; and 2.5 EFTS per offering for 300- to 700levels. Table 6 summarises the situation for CoS-managed courses. It shows that the majority of our course offerings do not meet the enrolment criteria. Table 6: Enrolment criteria by level for taught courses, and numbers of CoS-managed course offerings and associated EFTS not meeting these criteria for Academic Year 2019. a b Level EFTS criteria for credit offerings 100 200 300 400a 500 700b 7.5 5.0 2.5 2.5 2.5 2.5 Total number of offerings 139 210 248 9 1 325 Number of offerings not meeting criteria 79 153 147 0 0 280 % not meeting criteria Total EFTS 57% 73% 59% 0% 0% 86% 1271.8 926.9 803.5 143.1 96.4 462.3 EFTS in offerings not meeting criteria 309.8 386.8 171.4 0.0 0.0 255.8 % of EFTS not meeting criteria 24% 42% 21% 0% 0% 55% the relatively few 400- and 500-level offerings are associated with the BConst (one 15 credit course at 400-level) and the BVSc (all other 400- and 500-level courses) and all have greater than 15 EFTS per 15 credits of offering data for 700-level includes 30-credit research courses Considering Table 6 by level, and starting with 100-level, it can be seen that 57% of 2019 offerings did not meet the criteria of 7.5 EFTS/offering. However, the CoS First Year project was in part focused in designing for a substantial decrease in the number of offerings having low enrolments. In 2020 there is a reduction in total number of 100-level offerings from 139 to 107, and a predicted reduction in number of offerings not meeting the 7.5 EFTS/offering criterion from 79 to 27 (and to less than 8% of all 100-level EFTS). The CoS has substantial historical challenges in regards to the efficiency of 200- and 300- level courses, with high proportions of offerings (73% and 59% respectively) not meeting the EFTS per offering criteria. In general, this reflects past and to date aspirations to deliver a wide range of specialisations, often times on more than one campus, to a small number of students. The redesign of the BSc made substantial efforts to address these issues while maintaining 18 CoS-managed BSc majors (with a further 4 majors managed by other Colleges). To minimise the number of low EFTS course offerings, a 50% sharing of 200- and 300level courses comprising each major was mandated, with two partial exceptions granted (Chemistry and Mathematics). Despite this substantial redesign, however, it is likely that most of the ‘unshared’ or ‘majorspecific’ courses (even with students outside that major taking some of these as electives) will have substantially fewer enrolments than the EFTS criteria. Further curriculum change is therefore required to decrease the number and proportion of the CoS’s 200- and 300-level offerings not meeting the SLT-agreed University-wide EFTS criteria. At 700-level, the majority (86%) of course offerings are below the enrolment threshold. 62 (19%) of the 2019 offerings having only one (headcount) enrolment and a further 68 (21%) offerings have only 2 or 3 enrolments. This suggests that for much of our 700-level delivery, students are being offered a near ‘oneon-one’ learning experience. While this may be seen as a benefit to students in terms of bespoke learning experiences, we simply are not funded in any subject to sustain this practice and ‘high-touch’ teaching 14 of 28 style. It is also worth noting that several reviews of the College’s PGCert, PGDip and Master’s level qualifications have been conducted over the last several years with the conclusion that at 700-level there are a large number of qualifications with sub-threshold and unsustainable courses. Given the College’s financial situation, following through with substantial changes to 700-level courses is not only necessary but urgent. Simply put, we can no longer afford to defer these difficult decisions. 3.4 Addressing Financial Underperformance Correction of the College’s financial underperformance will require a decrease in operating costs, an increase in revenue (without a concomitant increase in costs), or a combination of these two approaches. I have considered several different possible approaches as I discuss here. 3.4.1 An across-the-board reduction in costs to align all disciplines with margin targets could perhaps be seen as the simplest option for correction of financial underperformance, in essence supporting the ‘status quo’ academic offer (and campus location) albeit with substantially reduced staffing levels. However, across-the-board reductions are neither strategic nor workable in the context of our academic mission. In many subject areas the extent of the reductions in staffing required to meet SSR and margin expectations would result in impossible workloads and an inability to deliver the required teaching to allow students to complete their chosen specialisation/qualification – this issue particularly applies to most of the Majors in the BSc and three of the four specialisations in the BE(Hons). 3.4.2 Growth in student enrolments (teaching revenues) with little or no change in operational expenditures (e.g. no increase in staffing levels) would allow for an increase in financial contribution. Certainly, the University and College will continue efforts to boost domestic and international student recruitment; however, the realities of the current domestic and international marketplaces must be considered in relation to the very high level of EFTS growth required to improve financial performance. To cover a $15.7M deficit in contribution, the College would be required to generate an additional $31.4M in teaching revenue assuming achievement of a 50% margin on this activity. This scenario would require an additional 1600 Category V or N domestic EFTS (or a somewhat lower increase in total EFTS if a proportion of these EFTS are full fee [international]). Regardless of subject category, enrolment growth of this magnitude is simply not realistic in the near to intermediate term (3 to 5 year window). The domestic tertiary market is tightly constrained and highly competitive; the number of school leavers from year to year has been similar and not projected to increase until 2022-2023. In addition, the TEC caps university SAC funding. This means that it does not fund EFTS over 102% of EFTS indicated in university Investment Plans signed off by the TEC), and it is by no means certain the TEC would approve any new funding. Although there has been EFTS growth in some areas (e.g. Construction; Computer Science/Information Technology), overall CoS domestic enrolments over the last 5-year period have not changed substantially from year to year and this pattern is likely to continue. Similarly, whilst the College has a number of international partnerships in play or under development, full fee EFTS growth is likely to be modest during the period 2020-2022 or may even decrease given risks associated with the coronavirus outbreak. 3.4.3 In summary, neither an across-the-board reduction in staffing and operational costs nor an increase in EFTS revenue will satisfactorily address the CoS budgetary challenges. Rather, we must acknowledge that the College cannot sustain its current duplication of face-to-face academic activities and we now need to consider ways to improve the efficiency and financial sustainability of the College’s academic offer. In parallel, the College must look at other avenues 15 of 28 to improve overall operational efficiency by, for example, determining to what extent, if any, it is able to subsidise research and service entities with operating deficits. 3.4.4 Accordingly, a substantial consolidation of the CoS academic offer (i.e. the ‘what’ and ‘where’) is the central basis for the suggested changes presented below. Specifically, consolidation of subjects to an ‘anchor campus’ (Auckland or Manawatū) is suggested with potential to change or withdraw some specialisations, and consideration of the priority order and timescale for enhancement of the College’s digitally-enabled learning and teaching. The suggested changes have been informed by consideration of a number of strategic and operational criteria. 3.4.4.1 Strategic Criteria Alignment with the Digital Plus strategic concept and its key guiding principles: 1) That subjects have one digitally enhanced and supported online offering and only one physical (campus based) offering; 2) That there is only one anchor campus for each subject and academic staff who teach that subject are located at that campus; and 3) That specialised physical infrastructure (including research infrastructure) will only be present on one geographic site (campus), noting that for many CoS subjects (e.g. experimental sciences, food technology) the required facilities and equipment are considered to be specialised. • Differentiation of teaching activities between the Auckland and Manawatū campuses, focusing our staff expertise around critical mass, ensuring high-quality facilities and equipment as hubs of research excellence on a single campus (thus achieving scale and a critical mass of academic staff numbers at target SSRs). This will facilitate research-led and research-informed teaching. • Level of distinctiveness in the context of Aotearoa New Zealand. • 3.4.4.2 Operational Criteria • Scope for financial viability, taking into consideration EFTS load and achievement of target financial margin contribution (with consideration of teaching, postgraduate supervision and research activities). • Ability for enrolments in compulsory courses within specialisations to meet enrolment criteria at 200- (5 EFTS per offering within a course) and 300-levels (2.5 EFTS per offering within a course). • Ability for the total enrolments across each qualification to meet the qualification-level EFTS criteria (50 EFTS for Bachelor’s level and 15 EFTS for standalone Master’s level). • Provision of sufficient courses at any one location or mode of study to enable students to complete their entire qualification with a coherent, academically rigorous and relevant curriculum. 4.0 Potential Changes for Discussion 4.1 Overview of Potential Changes Addressing the challenges outlined in this document and aligning the College’s activities (what is taught and where) with the Digital Plus strategic concept and the imperative for more strategic positioning of CoS activities on both the Auckland and Manawatū campuses are key drivers for the range of potential changes considered in this document. The potential changes to the academic portfolio and offer are framed within a clear, cogent and strategic narrative for the sciences at Massey University. The potential changes would 16 of 28 also strengthen long term financial viability and, from the perspective of all CoS subjects/disciplines, focus investment in people and other resources at one physical campus location, enabling the development of a critical mass of expertise and sustainable facilities that attract quality students, staff and partners. 4.1.1 Campus Differentiation Importantly, the suggested CoS academic portfolio would maintain Massey University’s engagement in and delivery of a broad range of both fundamental and applied STEM-related disciplines, with clear differentiation of activities based on the Auckland and Manawatū campuses. 4.1.1.1 For the Auckland campus, the suggested future focus would build on our successes in computational and information sciences, and would support further development of engineering and the built environment through: • • • • • • • The consolidation of disciplinary strengths in undergraduate education by both internal and distance delivery of Computer Science, Information Technology and Software Engineering on the Auckland campus (including offshore delivery at HEBUT, Tianjin, China). Developing a strong postgraduate base and research reputation for Computer Science, Information Technology and Software Engineering, particularly through building on industry interactions in the Auckland region. Evolution of the current disciplines towards societal and employment expectations in the rapidly emerging areas of Artificial Intelligence and Data Sciences. Progressive expansion of the highly-successful Bachelor of Construction programme with the addition of new specialisations that meet near-term industry demand. Further development of postgraduate training and research in the Built Environment area. Focusing all engineering training on this campus, particularly allowing for developing synergies with Construction, Computer Science, and Information Technology areas. Recognition that there is a case to provide continuity for the NZ Institute of Advanced Studies (NZIAS) on the Auckland campus as a standalone externally-funded research centre focused on excellence in the theoretical sciences. 4.1.1.2 For the Manawatū campus, further consolidation of the agrifood, environmental and life sciences activities underpins our ambition to strengthen the University’s national and global standing in these critically important areas, anchored by: • Strengths in agriculture (science and business), veterinary medicine, animal science, food science & technology (including offshore delivery in Singapore and with other developing offshore partnerships), and the physical and biological sciences – all critical to excellence in these subject domains (noting our high global rankings in Agriculture, Veterinary Science and Food Science); • Existing and new high-quality facilities including farms, the Food Pilot, and Te Ohu Rangahau Kai (Joint Food Science Facility, a partnership between Massey University and AgResearch); • National research centres hosted at Massey Manawatū (Riddet Institute CoRE; NZ Food Safety Science and Research Centre); • Partnership in FoodHQ and strong relationships with major food companies located on the wider Manawatū campus (e.g. Fonterra, Synlait); and • Existing and developing international partnerships in food science, agribusiness, veterinary science, animal science and horticulture. 17 of 28 4.1.2 Potential Consequences of Campus Differentiation 4.1.2.1 For some disciplines, specialisations and qualifications, it is suggested that activities would be shifted from one campus to the other to enable the consolidation of resourcing (people and infrastructure) in one physical location. At the same time, the suggested changes would rationalise the use of expensive laboratory infrastructure by consolidating subjects with similar facility requirements at one location. As a result, the suggested academic plan considers consolidation of computational and informational sciences, engineering, and construction to the Auckland campus and the laboratory-intensive sciences activities to the Manawatū campus (physical and biological sciences, food technology, agriculture, animal science, and veterinary science). Finally, the suggested academic plan is informed by the need for qualifications to support coherent student study of a complete qualification by one mode and at one single location. This last point influences the suggested academic plan to retain mathematics and statistics on the Manawatū campus rather than the Auckland campus and to consolidate computational and information sciences teaching into one qualification rather than retaining it in two. In some subjects enrolments below the threshold for viability have influenced the suggestion to discontinue the offer. It is anticipated that service teaching (defined here as the provision of 100-level courses required for prerequisite knowledge in a range of qualifications) would be maintained internally at both campuses where it is needed and where it is supported by sufficient enrolments. 4.1.2.2 Should these suggestions be adopted, all subjects and qualifications would aim to meet SLTapproved EFTS, College target SSRs and financial targets to permit continuation at the suggested future anchor campus of each subject and qualification. 4.1.2.3 The suggested consolidations of location of subject and qualification offerings to a single anchor campus would require curriculum changes in some cases. In these instances, detailed planning at a course level would be undertaken in consultation with academic staff, and transition arrangements and curricula would be used where necessary to ensure current students could undertake a coherent course of study to complete their qualifications. 4.1.3 Potential Consequences for Students 4.1.3.1 In some instances, rather than a transition curriculum noted above, current students could be offered the opportunity to transfer to another campus location of study. A range of options would facilitate transfer of students as per the plans previously utilised for exiting Engineering from the Wellington campus in 2010. These plans would include eligibility criteria for certain options for assistance, agreed timeframes for when University support would be provided to students and details of the parameters of any such offers of assistance. Assistance options could include: • • • Relocation ‘bursaries’ for students who need to change campus and meet other criteria; Academic and administrative support to change specialisation, mode, or qualification at Massey University for all students; and Liaison and administrative support for students who might choose to change university within New Zealand. 4.1.3.2 Students would be actively communicated with regarding their options as per any significant curriculum change. The College would work closely with the student progression team and academic advisors to ensure that these teams are familiar with all options for students and would supplement academic advice where needed. Where necessary, individualised programmes of 18 of 28 study would be formulated to enable student completion of a coherent course of study through the use of special topic courses and personal variations. Students who have commenced studies at postgraduate 700- or 800-levels in the specialisations and discipline areas not continuing to be offered on either or both campuses would be facilitated to complete their intended qualifications (subject to standard progression regulations) on a caseby-case basis through a combination of: • Completion of 700-level courses at their campus of current study. • Completion of 700-level courses at their campus of current study using courses managed from the other campus. • Completion of 700-level courses through transferring students to study at the other campus. • Completion of 800-level research projects and theses at their campus of current study. • Completion of 800-level research projects and theses through transferring to study at the other campus. • Completion of 800-level research projects and theses through transferring to study at another New Zealand university. Students who have commenced studies at 900-level in the specialisations and discipline areas not continuing to be offered on either or both campuses would be facilitated to complete their PhD studies on a case-by-case and through consultation that would be led by the Graduate Research School with assistance provided by College staff. 4.1.4 Timelines The timelines for the consolidation, modification (including development and enhancement of digitallyenabled teaching and learning) or cessation of activity could vary by subject/discipline area, incorporating plans to provide opportunities for existing students (undergraduate and postgraduate) to complete their programme of study. If the suggested academic plan were to be adopted, then first year student enrolments for 2021 would be aligned with the academic portfolio and offer outlined in the following part of this discussion document ‘4.2 Detail of Suggested Changes for Discussion’. That section summarises the suggested changes with details of changes by qualification and subject/discipline, campus and delivery mode. In the long term, under the Digital Plus strategic concept, there would be an increase in the number of qualifications managed by the CoS that have digitally supported options for study which complement the internal offering on the anchor campus. Immediate implementation of a Digital Plus curriculum for suitable qualifications has been considered, but the requirement for the significant development of course material that has not previously been taught by distance and significant curricular innovation necessary to convert practical experiences to a digital platform are not possible in the short time frame required by our fiscal constraints (i.e. for commencement of implementation of CoS’s new academic plan by 2021). 19 of 28 4.2 Detail of Suggested Changes for Discussion The following table summarises the present state of the CoS’s academic plan by subject and qualification and identifies the suggested future anchor campus, implications, future developments and potential timelines of those suggested changes should they be adopted. The subjects and qualifications are those managed by the CoS and for undergraduate to Masters level. PhD study is not included in this table. Where no new enrolments in a subject and/or qualification are suggested from the end of 2020, students currently enrolled in that subject and/or qualification would either be taught out at that campus by the end of 2024, or offered transfer to the suggested anchor campus. Area and Qualification Subject/Specialisation and Level Current Offer by Campus Auckland Manawatū Distance Engineering, BE(Hons) Chemical and Bioprocess Engineering Electronics and Computer Engineering Engineering and Innovation Management Mechatronics Years 1 and 2 only Offered Offered - Suggested Anchor campus - Offered - Auckland Offered Offered - Auckland Offered Offered - Auckland Offered Offered Offered Offered - Auckland Auckland - - - Offered - - - Offered Offered Offered - Offered - Offered Offered Engineering, ME Engineering, MEngSt Food Technology, DipDairyTech Food technology, DipMeatTech Food Technology, BFoodTech(Hons) All specialisations Food Technology, MFoodTech Food Technology, MFoodSafQual - Offered Years 1 and 2 only Offered - - Food Process Engineering Food Product Technology 20 of 28 Implications and Future Developments Consolidate all Engineering at Bachelor with Honours and Masters-levels to the Auckland campus. Cease activity at Manawatū with no new enrolments at this campus from the end of 2020. Cease offer of Chemical and Bioprocessing major with no new enrolments from the end of 2020. Explore opportunities for on-line delivery of Engineering. Manawatū Consolidate all Food Technology at Diploma, Bachelor with Honours, and Masters-levels to the Manawatū campus. Continue Manawatū delivery of Food Technology courses at the Singapore Institute of Technology. Cease activity at Auckland with no new enrolments at this campus from the end of 2020. Explore opportunities for Manawatū Manawatū expansion of on-line delivery of Food Technology. Consider merging MFoodSafQual into MFoodTech. Manawatū Manawatū Area and Qualification Subject/Specialisation and Level Food Technology, MDairyScTech Information Sciences, BInfSc - Information Sciences, GradDipInfSc Information Sciences, PGDipInfSc Information Sciences, MInfSc Construction, BConst Construction, PGDipConstr Construction, MConstr Agriculture, DipAg Agriculture, BAgSci Agriculture, MAgr Current Offer by Campus Auckland Manawatū Distance Suggested Implications and Future Developments Anchor campus Manawatū - Offered - Computer Science Data Science Information Systems Information Technology Software Engineering All endorsements Offered Offered Offered Offered Offered Offered Offered Offered Offered Offered Offered Offered Offered Offered Offered Auckland Auckland Auckland Auckland Auckland Auckland All endorsements Offered - - Auckland All specialisations Offered - - Auckland All specialisations Offered - - Auckland All endorsements Offered - - Auckland All specialisations Offered - - Auckland - - - - - - - Offered - All specialisations - Offered - 21 of 28 Consolidate all undergraduate training in Computer Science and Information technology areas to the BInfSc qualification anchored at the Auckland campus. Maintain all postgraduate Information Sciences to the Auckland campus. Cease undergraduate activity on the Manawatū campus with no new enrolments at this campus from the end of 2020. Continue HEBUT delivery on the Tianjin, China campus. Further develop Distance offer to provide full Digital Plus delivery. Maintain at Auckland. Develop Digital Plus capability. Retain qualification maintained by Massey University delivered under franchise agreements. Manawatū Maintain at Manawatū. Develop Digital Plus capability. - Consolidate Masters-level Agriculture to MSc Agriculture Science on the Manawatū campus. Cease MAgr with no new enrolments from the end of 2020. Area and Qualification Subject/Specialisation and Level Agricommerce, BAgriCommerce Agricultural Economics - Offered Offered Farm Management - Offered Offered Suggested Implications and Future Developments Anchor campus Manawatū Maintain at Manawatū. Together with Massey Business School review number and type of specialisations. Develop Digital Plus Manawatū capability. Food Marketing and Retailing - Offered Offered Manawatū International Agribusiness - Offered Offered Manawatū Māori Agribusiness - Offered Offered Manawatū Rural Evaluation - - Offered Offered Offered Offered - - Offered Offered Manawatū Manawatū Maintain at Manawatū. Further develop Distance offer to provide Digital Plus capability. Manawatū - - Offered Offered Animal Genetics and Breeding Animal Nutrition and Growth Animal Welfare Equine Science - - Offered - - Offered - Offered Offered Offered Offered - - Offered - Agribusiness, PGDipAgribus Agribusiness, MAgribus Horticulture, BHortSci Animal Science, BAnSci BVSc PreSelection Veterinary Science, BVSc - Current Offer by Campus Auckland Manawatū Distance 22 of 28 Manawatū Maintain at Manawatū. Further develop Distance offer to provide Digital Plus capability. Manawatū Maintain at Manawatū. Evaluate specialisations for future development of Digital Plus capability. Manawatū Manawatū Manawatū Manawatū Consolidate to the Manawatū campus. Cease activity at Auckland with no new enrolments at this campus from the end of 2020. Manawatū Maintain at Manawatū. Area and Qualification Subject/Specialisation and Level BVetTech Preselection Veterinary Technology, BVetTech Veterinary Science, PGDipVSc Veterinary Science, MVM Veterinary Science, MVSc Veterinary Science, MVS Science, BSc (new schedule, CoS-managed majors only) - Current Offer by Campus Auckland Manawatū Distance Currently Currently not offered not offered No new No new enrolments enrolments - Suggested Anchor campus - - - Implications and Future Developments Continue with no new enrolment of BVetTech in its present structure. Review structure and demand for qualification. - Offered Offered All specialisations - - Offered - - Offered - Manawatū All specialisations - Offered - Manawatū Chemistry Offered Offered - Computer Science Offered Offered Offered Data Science Offered - - Earth Science Ecology Ecology and Sustainability Offered Offered Offered - Offered - - Offered Offered Offered - - Manawatū Consolidate to the Manawatū campus. Cease activity at Auckland with no new enrolments on that campus from the end of 2020. Consolidate all Computer Science to the BInfSc anchored at the Auckland campus. Cease BSc Computer Science major with no new enrolments from the end of 2020. Consolidate all Data Science to the BInfSc anchored at the Auckland campus. Cease BSc Data Science major with no new enrolments from the end of 2020. Manawatū Maintain BSc Earth Science major on the Manawatū campus. Manawatū Consolidate Ecology in the BSc to the Manawatū campus. Cease BSc Ecology and Sustainability major on the Auckland campus with no new enrolments from the end of 2020. Manawatū Maintain BSc Environmental Science on the Manawatū campus. Further develop Distance offer to provide Digital Plus capability. Cease BSc Integrative Biology major on the Auckland campus with no new enrolments from the end of 2020. Environmental Science Integrative Biology 23 of 28 Manawatū Retain Masters-level Veterinary at the Manawatū campus. Consolidate to a single qualification. Further develop Distance offer to provide Digital Plus capability. Manawatū Area and Qualification Subject/Specialisation and Level International Agriculture Science, CertSciTech Science, DipScTech Science, GCertScTech Current Offer by Campus Auckland Manawatū Distance Suggested Anchor campus - - Offered Marine Biology Offered - To be offered in 2022 - Mathematics Offered Offered Offered Manawatū Microbiology Molecular and Cellular Biology Molecular Genetics and Biochemistry 'Nutrition Science' Offered Offered - - Manawatū - - Offered - Manawatū - - - - Manawatū - Physics - In early planning Offered Plant Science - Offered - Manawatū Statistics - Offered Offered Manawatū Zoology Offered Offered - Manawatū - Offered Offered Offered n/a - Offered Offered Offered n/a - Offered Offered Offered n/a 24 of 28 Implications and Future Developments Consolidate Agriculture to the BAgSci. Cease BSc International Agriculture on the Manawatū campus with no new enrolments from the end of 2020. Cease BSc Marine Biology major on the Auckland campus with no new enrolments from the end of 2020. Consolidate BSc Mathematics major to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments on that campus from the end of 2020. Further develop Distance offer to provide Digital Plus capability. Maintain BSc Microbiology major on the Manawatū campus. Cease BSc Molecular and Cellular Biology major on the Auckland campus with no new enrolments from the end of 2020. Maintain BSc Molecular Genetics and Biochemistry major on the Manawatū campus. Consolidate all nutrition science activities to the Auckland campus in CoH-managed specialisations or qualifications. Cease offer of the BSc Physics major with no new enrolments from the end of 2020. Restructure as a minor. Cease offer of the BSc Plant Science major with no new enrolments from the end of 2020. Restructure as a minor. Maintain BSc Statistics major on the Manawatū campus. Further develop Distance offer to provide Digital Plus capability. Consolidate BSc Zoology major to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments on that campus from the end of 2020. Qualifications are standalone, and entry and exit routes for BHlthSc and BSc. Offer restricted to courses contributing to maintained subjects on each campus across CoS, CoH and CoHSS. Area and Qualification Subject/Specialisation and Level Science, GDipSciTech - Offered Offered Offered Suggested Anchor campus n/a Science, PGCertScTech Science, PGDipScTech Science, BSc(Hons) Science, MSc - Offered Offered Offered n/a - Offered Offered Offered n/a All specialisations Offered Offered Offered - - Offered - Manawatū Animal Science Biochemistry Offered Offered Offered - Manawatū Manawatū Biological Sciences Offered Offered - - Chemistry Offered Offered - Manawatū Computer Science Offered - - - Conservation Biology Offered Offered - Manawatū Earth Science - Offered Offered Manawatū Ecology - Offered - Manawatū Agricultural Science Current Offer by Campus Auckland Manawatū Distance 25 of 28 Implications and Future Developments Qualifications are standalone and aligned with the BHlthSc and BSc. Offer restricted to courses contributing to maintained subjects on each campus across CoS, CoH and CoHSS. Qualifications are standalone, and entry and exit routes for the MSc. Offer restricted to courses contributing to maintained subjects on each campus across CoS, CoH and CoHSS. Consolidate specialisations into MSc. Cease offering BSc(Hons) with no new enrolments from the end of 2020. Maintain and consolidate all Masters-level Agriculture training to this specialisation on the Manawatū campus. Maintain specialisation on the Manawatū campus. Consolidate specialisation to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments at that campus from the end of 2020. Cease specialisation on Manawatū and Auckland campuses with no new enrolments from the end of 2020. Consolidate specialisation to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments at that campus from the end of 2020. Consolidate MSc Computer Science to the MInfSc Computer Science specialisation on the Auckland campus. Cease MSc Computer Science with no new enrolments from the end of 2020. Consolidate specialisation to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments at that campus from the end of 2020. Maintain MSc Earth Science specialisation on the Manawatū campus. Further develop Distance offer to provide Digital Plus capability. Maintain MSc Ecology specialisation on the Manawatū campus. Area and Qualification Subject/Specialisation and Level Genetics Science, GradDipApplStat Current Offer by Campus Auckland Manawatū Distance Offered Offered - Geography - Offered Offered Horticultural Science - Offered - Mathematics Offered Offered - Microbiology - Offered - Nanoscience - Offered - Physics - Offered - Plant Biology Plant Breeding - Offered Offered - Soil Science - Offered - Statistics - Offered Offered Zoology Offered Offered - - Offered Offered Offered 26 of 28 Suggested Implications and Future Developments Anchor campus Manawatū Consolidate specialisation to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments at that campus from the end of 2020. Consolidate specialisation to the MSc Earth Science specialisation. Cease MSc Geography with no new enrolments from the end of 2020. Manawatū Maintain MSc Horticultural Science specialisation on the Manawatū campus. Manawatū Consolidate specialisation to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments at that campus from the end of 2020. Manawatū Maintain MSc Microbiology specialisation on the Manawatū campus. Cease offer of the MSc Nanoscience specialisation in line with earlier removal of the BSc Nanoscience major with no new enrolments from the end of 2020. Cease offer of the MSc Physics specialisation with no new enrolments from the end of 2020. Manawatū Consolidate to a single specialisation in the MSc. Cease offering Manawatū the second specialisation with no new enrolments from the end of 2020. Manawatū Maintain MSc Soil Science specialisation on the Manawatū campus. Manawatū Maintain MSc Statistics specialisation on the Manawatū campus. Further develop Distance offer to provide Digital Plus capability. Manawatū Consolidate specialisation to the Manawatū campus. Cease activity on the Auckland campus with no new enrolments at that campus from the end of 2020. Manawatū Courses sourced from BSc Statistics schedule. Maintain on the Manawatū campus. Further develop Distance offer to provide Digital Plus capability. Area and Qualification Subject/Specialisation and Level Current Offer by Campus Auckland Manawatū Distance Science, MApplStat Logistics and Supply Chain Management, GradDipL&SCM Logistics and Supply Chain Management, PGDipL&SCM Logistics and Supply Chain Management, MSCM Quality Systems, PGDipQS Quality Systems, MQS Environmental Management, PGDipEnvMgmt Environmental Management, MEnvMgmt - - Offered Offered - Offered - - - Offered - - Consolidate into the MSc Statistics specialisation on the Manawatū campus. Manawatū While the courses are made available at Auckland the anchor campus would be Manawatū where the skills and resources for developing Block mode delivery are located. Further develop to provide Digital Plus capability. Manawatū - Offered - - Manawatū - - - Offered - - - Offered All endorsements - Offered Offered All specialisations - Offered Offered 27 of 28 Suggested Anchor campus - Implications and Future Developments Manawatū Anchor on the Manawatū campus. Develop Block mode delivery. Further develop to provide Digital Plus capability. Manawatū Manawatū Maintain PGDipEnvMgmt and MEnvMgmt on the Manawatū campus. Work with other contributing Colleges to consolidate specialisations offered. Further develop to provide Digital Plus Manawatū capability. 5.0 Process and Timeline Staff and students are invited to provide feedback on this Discussion Paper through the College of Sciences Central Portal by 5pm Monday 16 March 2020. Please use the online form provided on the site to assist us collate feedback into the various themes. I will also be inviting discussion and feedback on the document via face-to-face meetings; details of these are available on the College of Sciences Central Portal. Should you wish to meet with me, either individually or as a group, please contact Natasha Meyer on N.Meyer@massey.ac.nz or by phone 06 951 7983 or extension 84983 to arrange a suitable time for a meeting. Feedback will be treated as confidential unless otherwise stated by the person/s providing the feedback. The general themes of the feedback received may be shared with staff members, however, the identity of the author/s will be kept confidential. A synopsis of this feedback will be provided to staff and students. Our academic offering remains in place within the College until at least the end of 2020. This discussion document is not a proposal for change, please be assured that any potential changes affecting staff in the future will go through a proper proposal for change consultation process. If any of the potential changes suggested in the discussion document are progressed these changes would not come into effect until the beginning of 2021 at the earliest. Thank you in advance for your consideration of this discussion document and I look forward to receiving your feedback. 28 of 28