| Overall Rating | Silver |
|---|---|
| Overall Score | 53.71 |
| Liaison | Rosemary Potter |
| Submission Date | Nov. 28, 2023 |
TAFE Queensland Robina Campus
PA-3: Inclusive and Participatory Governance
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 3.00 |
Gil
Flori Executive Director, People, Culture and Communication HR |
Does the institution have formal participatory or shared governance bodies through which the following stakeholders can regularly participate in the governance of the institution?:
| Yes or No | |
| Students | No |
| Academic staff | No |
| Non-academic staff | No |
A brief description of the institution’s formal participatory or shared governance bodies:
TAFE Queensland was established by the TAFE Queensland Act 2013 as a statutory body on 1 July 2014. This legislation defines the objectives and functions associated with the governance of TAFE Queensland. Through the legislative framework, the Minister for Training and Skills provides the board with a Statement of Expectations on an annual basis. This statement outlines the priorities and expectations the Queensland Government has for TAFE Queensland. From this, the board develops a five-year plan outlining the organisation's strategic direction. For the sustainability work across the organisation, the TAFE Queensland Social and Environmental Sustainability (SES) Committee is operating with its own Terms of Reference.
The governance structure of TAFE Queensland cascades from the Minister, the TQ Board, the TQ Executive, to the regional General Managers as shown in our organisational chart. At the regional level, TAFE Queensland Gold Coast has a Senior Leadership Team (SLT) which meets regularly and oversees the work of several sub-committees formed to carry out the strategies listed in the TQ Strategic and Operational Plans. The TQGC operational plan reflects the TAFE Queensland priorities outlined in the TQ Strategic Plan. The work of these sub-committees i.e. finance, facilities, etc impacts the operations of the Robina Campus.
A sub-committee to oversee the operations of the five (5) live training at Robina Campus focus on running the venues as commercial services. These venues not only provide hands-on learning for our students in a commercial environment but also connect us with community and industry partners. As commercial entities, students can also secure employment during and post their studies. The minutes of all sub-committee meetings, along with action registers, are maintained on the SLT Team site.
Robina Campus has developed its own Sustainability Strategy document which helps all committees to align their work to meet the selected UN SDGs. The campus strategy is in line with the TAFE Queensland Gold Coast Operation Plan which includes the goal of 'A Sustainable and Socially Responsible TAFE Queensland' as the umbrella of 'Connecting with our stakeholders to continue to achieve financial, social and environmental sustainability goals'. The regional plan aligns with the TAFE Queensland Social and Environmental Sustainability (SES) action plan which is aligned to the broader TAFE Queensland Strategic and Operational Plans.
The Robina Campus Sustainability Committee (6 staff and 6 students) has its own Terms of Reference, and helps to drive projects, processes, and campaigns focussed on supporting and enhancing the United Nations Sustainable Development Goals as they apply to all aspects of the Robina Campus operations. The role of the Committee is to align Committee activities with the TAFE Queensland Social and Environmental Sustainability (SES) action plan and the work of that committee. The Robina Campus committee focuses on opportunities to educate and engage staff, students, and the community, by promoting awareness and alignment to the UN SDGs and how they relate to sustainability issues in both the campus operations and the industries aligned to Robina training delivery.
The attachment shows the TQ plan, the TQ organisational chart, the TQGC regional plan, the Robina Campus Sustainability Strategy, and also the TQ Social and Environmental Sustainability (SES) action plan. All of these documents show how the governance framework cascades throughout the organisation.
Unions in Australia, represent the interests of workers, in particular industries or occupations. Some of their key roles include being able to resolve workplace issues by being a voice for employees and acting as a bargaining representative during bargaining negotiations. For example, TAFE Queensland employees can be part of a selected union to negotiate their Certified Agreements.
Total number of individuals on the institution’s highest governing body:
Number of students representing their peers as official members of the institution’s highest governing body:
Number of academic staff representing their peers as official members of the institution’s highest governing body:
Number of non-academic staff representing their peers as official members of the institution’s highest governing body:
Number of women serving as official members of the institution’s highest governing body:
Percentage of official members of the highest governing body that are women:
Website URL where information about the institution’s highest governing body may be found:
Does the institution host or support one or more formal bodies through which external stakeholders have a regular voice in institutional decisions that affect them?:
A brief description of the campus-community council or equivalent body that gives external stakeholders a regular voice in institutional decisions that affect them:
Number of people from underrepresented groups serving as official members of the institution’s highest governing body.:
Website URL where information about the institution’s governance structure is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
TAFE Queensland's Board is comprised of 8 members of which 5 are female including the Chair. Two members of the Board are First Nation Australians.
TAFE Queensland's Board is comprised of 8 members of which 5 are female including the Chair. Two members of the Board are First Nation Australians.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.