SOBS - Medicine, Nursing and Health Sciences

SOBS - Medicine, Nursing and Health Sciences

HEAD OF SCHOOL REPORT 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 Ministers Prize Life Science : Jamie Rossjohn Monash Immunology & Stem Cell Laboratories (MISCL) joins SoBS 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 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

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

Silos Head of Schools 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 Head of Schools assessment of State of the School Threats Ourselves, if we dont Seize opportunities/fear change; dont 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!) Faculty Operational Plan Research 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

Faculty Operational Plan Research 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 Progress on the major issues when School was formed in 2000 ACHIEVED NEXT New Laboratories in view - STRIP2/3 in sight Plan for occupancy from 2007, fit out, etc Teaching coordinator, cooperation Provide stronger intellectual leadership to BMS, Biotech, and in the Science Faculty Progress towards breakdown of silo mentality between Departments Micro & B&MB grants, Mouseworks, Anat/Physiol research, etc but many other

opportunities Better and transparent budget model Augment from other sources towards specific goals (e.g. research platforms) Research Growth More! Research platforms; Imaging, Mouseworks, structural biology, Micromon Far to go to increase competitiveness work together, raise leverage $s FACULTY STRUCTURE REVIEW Document circulated to all Departments for comments: SCHOOL OF BIOMEDICAL SCIENCES

MONASH UNIVERSITY BIOMEDICINE KEY ELEMENTS AND PRINCIPLES 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. 1. Governance The guiding principles are: The strength of individual disciplines will be maintained while crossdiscipline 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. 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. 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. 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 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) 5. School administrative and support staff The School's administrative and support staff will mostly be embedded within the divisional/academic framework . 6. Other issues Staff are encouraged to identify issues of principle that are not been addressed above.

EXECUTIVE Head, 3 Division Heads, Chair of Education Committee OFFICE OF THE HEAD MEDIA & COMMUNICATIONS* __________________________ HUMAN RESOURCES* __________________________ INFRASTRUCTURE & SERVICES __________________________ ETHICS & GRANT SUPPORT* __________________________ TEACHING SUPPORT# __________________________ COMMERCIALISATION# PLATFORMS * Proposed Unit # Existing Unit

DIVISION OF CELL & MOLECULAR SCIENCES DIVISION OF INTEGRATIVE BIOLOGY DIVISION OF MEDICAL IMAGING AND INFORMATICS Biochemistry & Molecular Cell Biology Physiology Medical Radiation Science Microbiology Anatomy & Developmental Biology Synchrotron Science*

MISCL Pharmacology Industry Industry Structural Biology Metabolics Genomics Medicinal Chemistry Proteomics MouseWorks Micro Imaging

Bioinformatics (VBC) GOVERNANCE RESEARCH AND TEACHING UNITS Industry BUDGETARY UNIT CT and MRI Centres Some Research Centres will be extra-School and some will be extraFaculty 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. WAs Qs on discussion paper Will it enable us to seize opportunities, or will we remain silos/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? 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 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 otts? When to purchase services rather than own (and how to coordinate) 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 unis do this (eg USyd, Duke, U Toronto, Harvard Med School) Sharing resources, helping each other ANY UNIVERSITYS REPUTATION RELIES LARGELY ON ITS RESEARCH REPUTATION

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 dont have the most talented researchers, enabled to do their best! STRIP 2/3 BUILDINGS 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 New Plan this week!! BUDGET ISSUES Faculty overall revenue DEST Undergrad/postgrad

RTS (IGS) International fees From VCG - research support (Central support charges - $63.4M) $ 47.6 15.4 9.5 13.5 7.8 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 Salary Cons Capital 1 HECS , Fees DEST Research grants 79.4% 61.0%

15.3% 30.6% 5.3% 8.4% . 2 -Anat 1.6, Biochem 3.5, Micro 1.6, Pharm 1.0, Rad 0.8, Physiol 3.2 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 BUDGET MODEL DEST funding (teaching, IGS) School full infrastructur e support from VCG for ARC, NHMRC grants; (4) RIBG Research grants

Less Central Support Charges 3 Less space charges Less Faculty charges (research fund, admin, teaching support) Less redistribution to other schools (capping) 111 Less School wide support charges (HOS, some platforms, setting up grants) DEPARTMENTS

2 (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 TEACHING ISSUES 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 Singapores 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. Teaching in the Medical Faculty - Course Intake Numbers Intake Numbers 2004 2003 2002 2001

2 0 0 0 BBNSc (2341) 49 53 54 66 0 BBiomedSci (2230) 166

153 140 141 0 BBiomedSci/BEc (3804) 17 0 0 0 0 BNutrDietet (3404)

44 41 46 34 0 BParamedicStudies (2813) 33 27 13 92 0

BRadMedImag (1963) 49 40 42 32 0 Tota l 358 314 295 365

0 Course TEACHING IN THE SCIENCE FACULTY COURSE INTAKE NUMBERS Intake Numbers Course (Course code) 2004 2003 2002 2001 BSc (0050) 617 517

541 577 BSc Adv with Hons (3520) 11 1 0 0 BSc Science Scholars (1120) 6 11 5

4 B Env Sci (2340) 48 51 53 51 BA/BSc (0530) 115 99 76 139

BCom/BSc (1469) 40 36 20 36 BSc/BCompSci (3517) 25 37 23 BSc/BEd (1633) 62

56 34 28 BSc/BEng (0085) 113 111 84 69 BSc/LLB (0086) 13 27

13 34 1050 946 849 938 Total 200 0 OTHER BUSINESS?

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