HEAD OF SCHOOL REPORT

1. HEAD OF SCHOOL REPORT

2. Some major events of 2003-4 • Change of VC, Dean of Medicine, Nursing and Health Sciences, and DVC-R. • Increased emphasis on research • New Laboratories for Biomedical Sciences • Introduction of Strategic Cost Management • Changes to Faculty and School budget • Faculty Research Retreat • Outcomes focussed effort on a few particular areas • Funding and recognition • Program Grants (Whisstock et al, Rood et al in 2003; 2004 – Coppel, Jenkins & Hearn (DDK Program)) • Where is the next one? • Prime Minister’s Prize Life Science : Jamie Rossjohn • Monash Immunology & Stem Cell Laboratories (MISCL) joins SoBS

3. Other Major Faculty issues • New Physiotherapy/OT/Social initiative • Diploma of Health Sciences in 2005 • New degree streams from 2006 • Mainly out of Peninsula campus • Review of theme 3, MBBS • Review of Bachelor of Biomedical Science • Consideration of Biotechnology Teaching at Monash

4. Other Major Faculty issues • Increasing Faculty income from fees (all courses, but especially MBBS) • New Govt policy (if elected) allowing further fees in all courses, including MBBS • New Medical Schools in many Australian Universities

5. Head of School’s assessment of “State of the School” • Strengths: • Biomedical research is hottest area of research in 21st century – relatively better funded, community support available • Strong research oriented staff • Good students in our major streams • New labs coming, major space opportunities

6. Head of School’s assessment of “State of the School” • Weaknesses • Struggling to fund our core activities (Gov policy), but recent changes, VC $8M across the University to fund ARC, NHMRC grants • Struggle for some academic staff to maintain research funding – teaching and other pressures • Silo’s

7. Head of School’s assessment of “State of the School” • Opportunities • STRIP 2/3 , biggest building in Vic for medical research • What do we need to do to make the most of it? cooperate, recruit, platforms, money! • VC, Dean, DVC-R • Re-engage with the MBBS • Biotech/synchrotron, other sciences

8. Head of School’s assessment of “State of the School” • Threats • Ourselves, if we don’t • Seize opportunities/fear change; don’t get pro-active • Look outwards • Raise additional $’s – leverage for major equipment/platforms • Modernise what we teach • Influence State and Fed governments • Influence Uni/Faculty policy/budget processes • Full time research institutes – now much better funded than Universities (but not actually better!)

9. Faculty Operational PlanResearch • This will be a major influence over the next 5 years • Establish place as top 3 Health Research faculties • More high impact articles • Continued broadening of intellectual base – nurturing and recruiting rising, established stars • Continued Capacity building in programs and platforms. At least 5 areas where we are nationally pre-eminent and internationally fully competitive • Ambitious growth of research funding base

10. Faculty Operational PlanResearch • Research Strategies • Consolidation of institute structure in research intensive Schools (MIHR, Biomedicine) • Develop large “super programs’ across the faculty and between Faculties in national research priority areas (health ageing, healthy start, mental health) and in areas of strength (regenerative medicine) • Develop effective links between well established disciplines and newer areas • Supporting commercialisation developments • Strategic budgeting • Up to 10 workshops for development of collaborative grants • 3 start up grants of $100,000 each in 2004 for business planning and infrastructure • $1M in 2005 to 3 “glue” grants to promote new initiatives (aligned with Strategic (small) Grants Program) • Targeted recruitment of Senior Fellows • Collaborative Centres with other Faculties

11. Progress on the major issues when School was formed in 2000

12. FACULTY STRUCTURE REVIEW

13. Document circulated to all Departments for comments: SCHOOL OF BIOMEDICAL SCIENCES MONASH UNIVERSITY BIOMEDICINE KEY ELEMENTS AND PRINCIPLES

14. Aim • This document outlines the key principles and operational structure of the proposed biomedical institute within the Faculty of Medicine, Nursing & Health Sciences. Its aim is to stimulate discussion and feedback from within the School of Biomedical Sciences.

15. 1. Governance The guiding principles are: • The strength of individual disciplines will be maintained while cross-discipline interactions in both research and teaching will be enhanced. • Teaching at all levels will be an integral and highly-valued part of the institute's activities. • Curiosity-based research will be supported and protected, and will be driven by the individual investigator without top-down direction.

16. 2. The Institute • All staff of the School of Biomedical Sciences will be members of the institute. • Teaching and research are blended in discipline-based Units. Units are organised into Divisions. • Grant-based Centres and Programs are formed within or across Units, but would NOT be formalised within the institute structure, so as to allow flexibility as grants wax and wane. • Divisions and their Departments, and the Office of the Head are separate budgetary units. For administrative efficiency, Centres, Programs and companies would operate through a nominated Division. Companies would rent space in the appropriate Division as negotiated by the Office of the Head. • Current Heads of Biomedical Departments would remain Heads. These positions are intrinsic to the institute structure and would remain when the present incumbent leaves or retires.

17. The Head of Division would be one of the Unit Heads (position would be rotated under a formally agreed scheme). • New discipline-based Units could be established and built up by the relevant Divisions as warranted. • An institute Education Committee would oversee and rationalise teaching policy and delivery, and report to the Executive. The Committee would be made up of representatives from all Units, and the chair would have a seat on the Executive.

18. 3. The Executive The role of the Executive will be to: • Formulate institute budgetary policy • Formulate institute policies to enhance research excellence, and monitor performance • Formulate institute policies to enhance teaching, and monitor performance • Formulate institute policies on management and funding of core services and infrastructure by the Head, and monitor performance • Consider and respond to Faculty directives

19. 4. The Head • This person will be a respected academic with excellent communication skills. The Head cannot simultaneously be a Divisional or Unit Head (see below), but could have a laboratory within the institute. The key roles will be: • Advocacy - be the public face of the institute • Represent the institute at Faculty level and above • Formulate institute budget according to policies defined by the Executive (see below) • Manage commercial links • Identify and pursue additional income streams • Manage and fund core infrastructure and services • Identify and coordinate large research funding applications (eg, STII bids)

20. 5. School administrative and support staff • The School's administrative and support staff will mostly be embedded within the divisional/academic framework.

21. 6. Other issues • Staff are encouraged to identify issues of principle that are not been addressed above.

22. EXECUTIVE Head, 3 Division Heads, Chair of Education Committee OFFICE OF THE HEAD DIVISION OF CELL & MOLECULAR SCIENCES DIVISION OF INTEGRATIVEBIOLOGY DIVISION OF MEDICALIMAGING ANDINFORMATICS MEDIA & COMMUNICATIONS* __________________________ HUMAN RESOURCES* __________________________ INFRASTRUCTURE & SERVICES __________________________ ETHICS & GRANT SUPPORT* __________________________ TEACHING SUPPORT# __________________________ COMMERCIALISATION# Biochemistry & Molecular Cell Biology Physiology Medical Radiation Science RESEARCH AND TEACHING UNITS Microbiology Anatomy & Developmental Biology Synchrotron Science* Centre Centre Centre Centre Centre MISCL Pharmacology Industry Industry Industry Structural Biology Metabolics CT and MRI PLATFORMS Genomics Medicinal Chemistry Proteomics MouseWorks Micro Imaging Bioinformatics (VBC) Centres Some Research Centres will be extra-School and some will be extra-Faculty * Proposed Unit # Existing Unit GOVERNANCE BUDGETARY UNIT

23. Summary of responses to School Structure discussion document and diagram • Anatomy &CB – detailed response; -ve re added layer of admin; “reflects…the status quo rather than a bold new plan for next decade” • Biochemistry and MB – “general support” except “department … wants to remain a Department” • Microbiology - “prepared to accept the proposed model in that it is a small step towards an integrated institute”, but staff “do not think the proposed structure goes far enough..” • MISCL: General support, specific issues • Radiation Sciences and Medical Imaging: Suggests a stronger third Division incorporating additional areas • Pharmacology: Several concerns/issues: too complex/extra layers; nomenclature, maintain disciplines, budgetary • Physiology: +ve about potential but not bold enough, too many divisions (need minimum number of structural and budgetary units; maximise academic interactions), no focus on how new structure will expand academic freedom or facilitate initiatives in research and teaching, needs more collegiate approach.

24. WA’s Q’s on discussion paper • Will it enable us to seize opportunities, or will we remain silo’s/competitive? • Will it provide leadership? • Will it empower ? (People are what matters) • Will it be flexible? • Where in the structure of Monash? School is huge, and added complexity because we are cross- Faculty. Will the cross Faculty nature of basic research remain an impediment? • Traditional Units – or more like Harvard? Where is complex biology? Where is genetics? Where is developmental biology (other than stem cells)? Neuroscience?

25. PEOPLE!!!!!!!!!!!! • #1 issue -top 5% contribute majority of papers, inventions, other quality outputs • Recruitment • Retention • Provide time and resources • Opportunities: • key appointments, recruit groups • resist proliferation of high teaching/low research degrees • Students • Get the best • Imbue courses in the “gaining of knowledge” • Opportunities: BMS, other non-med degrees B Sc, other faculty degrees

26. Things – resources and facilities BIOMED/CLINICAL • Imaging: • Confocal workhorse and specialised (Multiphoton). • Cryo EM ($2M) • MRI • synchrotron • Structural Biology Enhancement - (Towards The Synchrotron - Robotics, Detectors) • Genomics • Microarray • Fish, worms, plants • Proteomics: (eg Linear Ion Trap Mass Spectrophotometer, $1M), high throughput, large scale protein production, etc • Cell sorting • Large scale cell culture core facilities • Mouse gene manipulation • Mouse works plus (phenotyping (inc functional), mutagenesis, etc) • Primate facilities • How to create these? • Non-traditional funding sources, or ott’’s? • When to purchase services rather than own (and how to coordinate)

27. Attitudes(second most important factor) • Confidence, ambition, priority • Smarter teaching • Be smarter about the “search for income” • Better synergies • ??? New courses need a “research impact statement” • Capacity to “put things together” • Eg a team for the major national research priorities • “Keeping up” • Biomed, clin, Ph, HSR • NIH, NHMRC, ARC strategies • NCG, industry, gov/health/innovation • Need better info flow, and help! How do the best uni’s do this (eg USyd, Duke, U Toronto, Harvard Med School) • Sharing resources, helping each other • ANY UNIVERSITY’S REPUTATION RELIES LARGELY ON ITS RESEARCH REPUTATION

28. Key opportunities for Monash? • large critical mass – entire spectrum • history of research excellence in some areas • Large Faculty income – priority in spending it? E.g. – can we find $5M/pa from programs for turbo charging research? • Strategic approaches needed - changing nature of science – collaborative, “high throughput”, public/private partnerships, gov priorities • Senior Uni & Faculty leaders now “research friendly” • BUT, all this counts for little if we don’t have the most talented researchers, enabled to do their best!

29. STRIP 2/3 BUILDINGS

30. NEW LABORATORIES FOR BIOMEDICAL SCIENCES • Much work thru 2003 -4 • Nearing culmination • DVC-Resources takes to key Council s/c next month • Concepts still being refined • Expensive • STRIP 2 and 3 – buildings to be done sequentially. • First areas due for occupation in 2007

31. New Plan this week!!

32. BUDGET ISSUES

33. Faculty overall revenue • DEST $ • Undergrad/postgrad 47.6 • RTS 15.4 • (IGS) 9.5 • International fees 13.5 • From VCG - research support 7.8 (Central support charges - $63.4M)

34. Budget issues • School aggregate: • Teaching, IGS, RIBG (DEST) • Available after Central support costs, Space charges, Faculty Charges : • - $13.804M2 • Research Grant income • - $23.791M, NHMRC ($9.9 in 2003, ARC $2.0) • TOTAL - $37.595M • Splits DEST Research grants • Salary 79.4% 61.0% • Cons 15.3% 30.6% • Capital 5.3% 8.4% 1 – HECS , Fees . 2 -Anat 1.6, Biochem 3.5, Micro 1.6, Pharm 1.0, Rad 0.8, Physiol 3.2

35. School central budget • Funds from Faculty flow to the School, and then are distributed to Departments as agreed by School Exec • After School “central” expenditure is agreed, remainder is distributed in formula as it arrives from faculty. • Department budgets responsibility of Departments Heads • School central support 2004: • Microimaging $36K • Mouseworks $230K • School teaching support $282K • HOS and admin $469K • “setting up funds”/matching funds $953K • Commercialisation $72K

36. DEST funding (teaching, IGS) full infrastructure support from VCG for ARC, NHMRC grants; (4) Research grants RIBG School Less Central Support Charges 3 Less space charges Less Faculty charges (research fund, admin, teaching support) Less redistribution to other schools (capping) Less School wide support charges (HOS, some platforms, setting up grants) – 2 1 1 1 DEPARTMENTS (approx 37.6M in 2004) Notes: 1-proportionally to teaching and IGS income, with any caps in line with Faculty capping, 2-RIBG component previously held centrally now used for School-wide research support (eg setting up grants); 3-all activities and employment on research grants incur charges (majority for some Depts); 4- “top up” fund to fully support costs (see 3), taken for other Faculties. BUDGET MODEL

37. TEACHING ISSUES

38. Teaching issues • Awaiting outcome of BMS review/ Faculty teaching retreat/discussions with Faculty of Science, to • Sharpen up and modernising our offerings in contemporary biomedicine • Reduce convening • support biotech initiatives • Increased interdepartmental cooperation through School Teaching unit • New challenge in Physiotherapy/OT SW etc, new location at Peninsula • Possibility of cooperation with Singapore’s NTU • Main challenge – the School does not have direct influence on the nature, shape or content of any degree, making it very difficult to reshape, target, modernize.

39. Teaching in the Medical Faculty - Course Intake Numbers

40. TEACHING IN THE SCIENCE FACULTY – COURSE INTAKE NUMBERS

41. OTHER BUSINESS?