UNIVERSITY OF STRATHCLYDE DEPARTMENT OF PHYSICS, Essays (high school) of Physics

Download UNIVERSITY OF STRATHCLYDE DEPARTMENT OF PHYSICS and more Essays (high school) Physics in PDF only on Docsity! www.lincoln.ac.nz 1 Lincoln University Investment Plan 2021–2023 *2020/2021 QS World University rankings 1878 91% successful course completion* 18th rated for small universities in the world Major links and collaborations with industry, iwi and research centres 6% higher graduate employment rate* 3rd oldest University in New Zealand Top 1.5% of all universities globally* 14 research centres Attracts urban & rural students Higher percentage of graduates compared to national average Genuine student staff interaction Lincoln University Quick facts *level 7 qualification – 3 years post study *Level 7-10 9 farms www.lincoln.ac.nz 3 1. Mission, role and purpose Lincoln University’s purpose is to facilitate excellent research and education to grow the knowledge of our students, and help shape a world that benefits from a greater understanding of the relationships between land, food and ecosystems. Lincoln enhances and enriches lives, producing thought leaders who will be equipped to grow a future where people can live well for generations to come. Great learning and growth is facilitated through generating impactful applied research, cultivating deep industry relationships, offering world-class modern learning environments and teaching, and forging global connections, collaborations and partnerships to ensure that what is taught at Lincoln is relevant today and tomorrow. Lincoln University is placed at 387= in the current QS World University Rankings and has a student headcount roll of 3305 and approximately 650 staff. With three academic faculties, one teaching division, fourteen research centres and a range of corporate service units, Lincoln University draws its students from over 78 countries throughout the world. Students are enabled to grow into their potential so that they can help shape a world that benefits from a greater relationship with the land: from food and fibre and agribusiness to viticulture to tourism to landscape architecture and more. In inspiring new generations of students to help grow a better future, Lincoln has developed market-leading capabilities that position us at the forefront of global land-based disciplines. Course structure. Students at Lincoln University are supported in tailoring their learning experience to suit their specific individual needs and preferences, mirroring an approach championed by many of the world’s leading universities. This advancement, introduced in 2018, anticipated changing market demands and recognised a desire from students and industry for multi-disciplinary flexibility and the delivery of programmes cognisant of contemporary issues. It came from the University embarking upon a process of identifying core disciplines which more effectively concentrate our teaching and research resources to address the grand challenges confronting society. The University sought to provide new generations with the academic capacity to create and design solutions in the intersection between agriculture, water, tourism and conservation. Additional majors allow students to have flexibility in what they wish to study and give them an opportunity to have a complementary focus. This approach also ensures that the University is positioned to deliver the multi-disciplinary job-ready graduates that is demanded by employers. Students may include an additional environmental management major in the commerce, science and tourism degrees, ensuring they are ready to meet future environmental challenges. Other additional majors available to bachelor’s degree students wishing to add depth to their qualification include Event Management, Parks and Outdoor Recreation, Tourism Management and Water Management. Small is big. Being the smallest university in New Zealand offers a competitive advantage to Lincoln University. Our boutique size means we can provide a more personable learning environment, where our students enjoy greater access to, and more face-time with, lecturers. Our village-like atmosphere fosters a greater sense of community and encourages transfer of knowledge between students. Research. Lincoln’s academic staff are high-quality researchers as well as teachers. According to the latest Performance- Based Research Fund (PBRF) results, our students have the highest probability in New Zealand of being taught or supervised by a high-ranking researcher. Lincoln is ranked first in the measure of average quality scores of active researchers per postgraduate and final year undergraduate students. Overall quality evaluation scores increased by 30 percent, ‘A’ scores by 23 percent and ‘B’ scores went up 40 percent due to researchers publishing in higher-quality publications and greater research impact. The results highlight Lincoln’s strengths in land-based disciplines as well as its focus on producing world-class research. Harnessing the value of our land. Though diverse, Lincoln does not attempt to offer everything; we focus our resources on the areas in which we truly excel. Lincoln offers unique courses directly aligned with industry demand in the primary sector. We speak to New Zealand’s core identity and distinctive strengths of primary production, environmental management, agricultural commerce and tourism. Lincoln students enjoy a wealth of opportunities to develop skills while participating in our vibrant campus environment, and in the real world. Just as importantly, they become part of a thriving and inclusive student community, forging friendships that will last a lifetime. Graduates arrive at their careers globally connected, forward thinking and ready to shape tomorrow. Lincoln University is here to enhance and enrich lives; to grow the knowledge of its students so they can shape a world that benefits from a greater understanding of the relationship between the land, the food produced from it and the ecosystems within it. 4 Lincoln University Investment Plan 2021–2023 1.1 Governance Lincoln University Council The Lincoln University Council comprises a mix of members appointed by the Minister of Education, by Council itself, and elected staff and student members. The selection of appointed members involves a skills matrix framework that covers expected competencies and experience. Prospective candidates for elected positions are briefed on the expectations and selection framework. Additional high-calibre capability is co-opted for specific purposes, as demonstrated by the establishment of the Transformation Board in 2017. Educational Performance The Academic Board, a Committee of Council, ensures the quality and standards of learning, teaching and research are maintained across the University. The Board provides academic leadership that guides the academic community to achieve the best possible outcomes for the University’s students, staff and stakeholders. Equal prominence is given to teaching and research, informed through its two major subcommittees (Learning and Teaching Committee and Research Committee). Organisational Performance Performance is monitored at governance level through a suite of standard reports including financials, student recruitment, research, and health and safety. Further, the institutional key performance indicators provide strategic financial and non- financial performance targets to give an overall view of organisational performance. Progress against these targets is regularly reported to Council. Stakeholders and Partnerships Lincoln University also acknowledges the importance of partnerships to the institution achieving its aspirations, and will monitor and report on how these relationships are contributing to organisational performance and outcomes. Risk Management Council’s Audit and Risk Committee oversees the University’s effective management of strategic risk. High- level strategic risks are reviewed every two months by the Committee and Council. Risk management systems are operated University-wide and for major projects undertaken by the institution. Capital Asset Management Council’s Capital Asset Committee monitors and reports on the planning and progress of all capital and asset optimisation activities undertaken by the University to Council. Planning documentation and progress reports are reviewed on a regular basis, alongside policy and procedure documentation to ensure effective management of the University’s capital and assets. Farm Portfolio Management The Council Farms Committee oversees the optimisation and strategic positioning of the University’s substantial farm asset portfolio and monitors the implementation of strategy relating to these assets from a governance perspective. Treaty of Waitangi Under the Education Act 1989, the University Council has a duty to acknowledge the principles of the Treaty of Waitangi, in the performance of its functions. The Council constitution provides for one member to be appointed after consultation with Te Rūnanga o Ngāi Tahu. Ahumairaki, a committee of Council, oversees the Māori development aspirations of the institution on behalf of Council and in line with our obligations under the Treaty of Waitangi, the Tertiary Education Strategy and our University strategy. Further, under the State Sector Act 1988, as a good employer the University operates a personnel policy containing provisions for the fair and proper treatment of employees in all aspects of their employment, including an equal employment opportunities programme and recognition of: the aims and aspirations of the Māori people; the employment requirements of the Māori people; and the need for greater involvement of the Māori people in the education service. The University’s Māori Plan outlines a range of value statements that guide the University’s decision-making processes by focusing on appropriate expressions of: whakawhanaukataka, manaakitaka, kaitiakitaka, rakatirataka, wairuataka and tohatoha. As the journey towards bi-culturalism is core to the University’s strategy, the Chancellor is championing the initiation of this work for Lincoln University governance and leadership. Mana Whenua have been approached to support the development of skills and awareness of the Council and the leadership team. It is hoped that the collaborative strategy can be co- designed with Mana Whenua. Targeted support is provided to Māori students through the Māori and Pacific Island Support Coordinators. Te Awhioraki (Māori Students’ Association) supports students from its base at Te Whare Whakakotahi, running events and advocating to enhance the student experience for Māori. www.lincoln.ac.nz 5 Acting Vice-Chancellor Professor Bruce McKenzie Provost Emeritus Professor James McWha Deputy Vice-Chancellor Professor Grant Edwards Assistant Vice-Chancellor; Māori and Pasifika Dr Dione Payne Assistant Vice-Chancellor; Learning and Teaching and Chair of Academic Board, Dr Lorraine Petelo Chief Operating Officer Phillip O’Callaghan Executive Director; People Wellbeing and Culture Karen McEwen Executive Director; Campus Life Stuart Reilly 1.2 Management and academic leadership The University is managed by a senior management group (SMG) that reports to the Acting Vice-Chancellor, Professor Bruce McKenzie, who is appointed by Council. The Acting Vice-Chancellor is responsible for academic leadership, advancing the interests of the University (particularly through strategic planning, developing culture, values and motivation, and optimising outputs from available resources) and for employing staff. He reports to Council on the achievement of agreed objectives, which relate to the overall operation of the University and to issues of academic quality. The key activities of the University are managed by the Acting Vice-Chancellor through delegations to senior managers: 8 Lincoln University Investment Plan 2021–2023 The Moving Forward Programme is a critical enabler of Lincoln University achieving its strategic goals and priority areas for 2020- 2024, in particular those focusing on meaningful partnerships and becoming a world-class research and teaching precinct, while at the same time facilitating and enabling growth. The Moving Forward Programme The Moving Forward Programme frames the University’s plans for the renewed development of modern fit-for-purpose buildings and landscapes on campus, and the shaping and developing of new ways of operating within this environment that will enable the step-change towards progressive yet significant growth. Ultimately the programme provides an agile framework that would enable and inspire: • New ways of student focused learning for undergraduates, postgraduates and mid-career professionals • The growth of the University’s research outcomes and reputation to deliver positive changes for Aoteroa New Zealand in the land, food and ecosystems domain • To become the academic heart of the Lincoln Precinct and valued partner to institutions with shared goals, as opposed to a standalone institution The programme is comprised of two interrelated priority areas: construction projects grouped under the Campus Development Programme, and non- construction projects referred to as the New Ways of Operating Programme. The benefits of the programme are: • Increased return on the investment in land-based research and education in New Zealand, and contribution to a sustainable and productive economy • Improved ability for Lincoln University to attract and grow graduates in the land-based sector • Increased stakeholder confidence and preference • Collaboration across the Lincoln Precinct to deliver better research outcomes for New Zealand than could be achieved as a standalone institution • Improvement of financial and efficiency outcomes for Lincoln University Strategic framework and core strategies. Vision Purpose Strategy 2019-2028 To be a globally ranked, top five land-based University, unlocking the power of the land, to enhance lives and grow the future. To facilitate excellent research and education to grow the knowledge of our students, and help shape a world that benefits from a greater understanding of the relationships between land, food and ecosystems. The strategy is key driver for Lincoln Univeristy’s growth and sustainability. The Renewal strategy completes the process of making the University operationally excellent and viable, in conjunction with Shaping Strategy of collaboration with the land-based sector. www.lincoln.ac.nz 9 Supported by four plans Research Education Māori Partnerships Catalyst for transformation - shaping a new approach to collaborating with the land-based sector The Moving Forward Programme outlines the University’s plans for renewed development of campus building and landscapes, and the shaping and developing of new ways of operating. The Moving Forward Programme is comprised of a set of construction and non-construction projects. The non-construction projects were grouped into the New Ways of Operating. New Ways of Operating • LU AgResearch Partnership • LU Centres of Excellence • Children’s University Canterbury Partnership • Landbased Sector Joint Postgraduate School • Blended and Online Delivery • LU/UC Partnership Campus Development Programme • Science North • Science South • Student Experience • EQ Repairs Six Goals Renewal A distinctive Aotearoa New Zealand end- to-end student experience Improved assets and sustainable operating models A culture which stimulates and inspires staff and students Shaping A world-class research and teaching precinct An organisation focused on meaningful partnerships Facilitating growth. 1 2 3 4 5 6 COVID-19 impact - realign, accelerate 10 Lincoln University Investment Plan 2021–2023 New Ways of Operating While the ability to attract students, researchers and academic staff is underpinned by a fit-for-purpose campus, the University also recognises that achieving a fit-for-future campus requires strategic decision-making around collaboration, partnering with others and leveraging the industry experience and assets to demonstrate significant added value. The following projects have been identified for their unique contributions that will assist in achieving the benefits listed above. These projects are currently included in the Lincoln University Strategy 2019-2028 six goals and priority areas in 2020 -2024. • Lincoln University AgResearch Partnership • Children’s University Canterbury Partnership/ Te Mātāpuna Mātātahi • Lincoln University /University of Canterbury Partnership • Blended and Online Delivery • Land-based Sector Joint Postgraduate School • Lincoln University Centres of Excellence The Moving Forward Programme is comprised of a set of construction and non- construction projects, with the non-construction projects grouped into the New Ways of Operating and made up of: Lincoln University - AgResearch Partnership Establishment of a set of initiatives that represent a specific contribution to a grand challenge confronting society that is linked to the land-based sector. Each initiative will be tackled at a world- class level through a mix of research disciplines and through strong collaboration with staff from Lincoln University and AgResearch. Children’s University Canterbury Partnership / Te Mātāpuna Mātātahi A partnership between Lincoln University and University of Canterbury to bring the Children’s University programme to children in the Canterbury region. It primarily supports parents and schools to drive aspiration for higher education for their children. Lincoln University – University of Canterbury Partnership A partnership directed toward increased collaboration with the University of Canterbury in order to implement a range of joint initiatives for improved research and education outcomes. Blended and Online Delivery A Lincoln University initiative to grow the number of land-based sector students and graduates through the provision of a technology-engaged learning ecosystem that promotes excellence and success online. Land-based Sector Joint Postgraduate School A joint partnership between Lincoln University, University of Canterbury and the Crown Research Institutes (CRI) AgResearch, Manaaki Whenua Landcare Research, and Plant and Food Research directed toward enhancing postgraduate research volume and quality, with a series of PhD students jointly supervised by University and CRI staff conducting projects under the broad theme of Food Transitions 2050. Lincoln University Centres of Excellence Individual interdisciplinary Centres of Excellence, funded by Lincoln University, which seek to develop a pipeline of cutting edge research in collaboration with internal and external research partners. Non-construction projects www.lincoln.ac.nz 13 IMPROVE IMPROVE ENHANCE SLOW SLOW S L O W S L O W STRENGTHEN EN HA NC E RATIONALISE ENHANCE T R A N S IT IO N T R A N S IT IO N T R A N S IT IO N Recognising that achieving a fit-for- future campus, which is attractive to potential students and will support their retention, requires strategic decision-making around what and where to invest. Changes therefore involve improvement and enhancement alongside rationalisation and land consolidation. The Lincoln University campus will act as an incubation site, hatching ideas, developing new products and hosting emerging businesses and like-minded partners. The overall investment, estimated as up to $209.6m, is being undertaken over three main phases and a 10-year period (2019-2028). In the work programme to date, the focus has been on “essential works”. Essential works include work needed to enable future development, urgent earthquake remediation, health and safety improvements and creation of student experience spaces. The remaining funding is allocated to modernisation of learning facilities and strengthening campus infrastructure. The programme has been organised into three workstreams. These workstreams reflect the Strategic Goals of the University (Strategic Goals 1-3). The workstreams are: 1. World-class teaching and research 2. Best end-to-end student experience 3. Improving assets – including BAU projects, earthquake repairs and demolition. The diagram below provides a spatial overview of the fit-for-future campus and involves both development and rationalisation. 14 Lincoln University Investment Plan 2021–2023 A focus on prioritisation of projects to achieve the best long-term campus solution whilst realising benefits quickly and in a well coordinated fashion Minimising as far as is practicable the effects on ‘business as usual’ and the operations of the University The establishment of a robust set of programme principles, policies and procedures that generate a consistent approach to the planning and delivery of projects in line with Government Procurement Rules A carefully developed governance and management structure that supports the efficient delivery of the programme. 2 1 3 4 Key features of the Capital Development Programme The phasing and prioritisation of the projects comprising the programme is reviewed on a regular basis by Senior Management and our Capital Asset Committee, with project benefits measured against: • Campus Masterplan and Sustainability principles • Capital asset management plans and forecasts • Affordability and whole of life cost benefits • Procurement and delivery models • Lincoln University Strategic Plan • Decanting and business continuity requirements. A number of projects are already complete or underway. They have been prioritised against the above requirements and are as follows: The first of the planned solar arrays on campus, Te Kete Ika solar array was completed in November 2019. www.lincoln.ac.nz 15 Completed Projects • Demolition of Union Building: To provide green student social space from a non-functional earthquake- damaged building • Student social space and LUSA offices: Phased refurbishment and seismic strengthening of the Forbes building • Postgraduate space (Library): Refurbishment of Postgraduate learning space • Landscape Masterplan: Creation of a landscape masterplan to guide the complementary development of our landscape and buildings • Other Infrastructure: Installation of solar panels on Te Kete Ika and the Replacement for Hilgendorf Building (RFH) as part of our energy diversity programme. Combined, the two installations will generate the equivalent clean energy per year to power over 30 houses. The installation on Te Kete Ika is the largest single installation at any tertiary institution in NZ. Projects Underway • Sports and recreation facility: Redevelopment of the University Recreation Centre to cater for increased demand and to replace outdated facilities • Two new science facilities: Development of new science learning, research and collaboration facilities • Student Accommodation: Two new self-catered student homes are being built on campus • Postgraduate space (Forbes): New dedicated Postgraduate study and collaboration space • Campus Infrastructure: Regeneration of the University’s power, sewer, water, storm water and heating infrastructure systems to support university operations, enable university decarbonisation, improvement in service reliability and reduce deferred maintenance backlog liability. The terraces in the new student space. Study booths in the new student space. 18 Lincoln University Investment Plan 2021–2023 Food and Fibre enrolled students Nationally the goal is to have 1,600 enrolled students in 2023 at Level 5-6, and of these Lincoln expects to provide 9%, or 140 students. For Level 7+, Lincoln expects to have 876 students in Levels 7-9 and a further 39 in Level 10, out of the expected 2,700 national target in 2023. This is a 32% market share, which will increase to a 35% share by 2028. In 2019 an ad-hoc Teaching Working Group was established to review current programmes and to address issues related to negative perceptions related to careers in the food and fibre sector. An external consultancy has now been commissioned to market research and provide evidence for use in shaping the next phase of academic programmes’ development Pathways in Food and Fibre Soil Makes Sense Our Soil Makes Sense initiative has been running for 10 years and has been delivered in both New Zealand and Australia. Developed at Lincoln, we have shared this with DairyNZ and Massey University at various times throughout the decade. The initiative was set up as a way to engage with students and their influencers (teachers and parents) and teach them about the breadth and variety of roles throughout the whole primary sector value chain. Targeting Year 12 students, Soil Makes Sense illustrates that students can take their good understanding of the ‘traditional’ career paths, such as accountancy, and become an accountant with a focus on rural accounting, working in a sector that has potentially more opportunity and less competition. Food and Fibre Enrolled Students Lincoln University Provider National Provider Level 4 Level 5-6 Level 7-9 2018 7 1470 892 2013 9,000 1600 876 2023 10,000 1800 1,060 Level 4 Level 5-6 Level 7-9 Level 10 2018 7 177 892 100 2013 0 140 876 39 2023 0 150 1,060 51 www.lincoln.ac.nz 19 The objectives include: • To encourage more secondary school students to look at agricultural study options and work opportunities available in areas associated with their region using young, engaging graduates • To highlight reasons for students to work in their region once qualified • To enhance the working relationship between secondary schools, tertiary institutions and industry • To inform Year 10 – 13 students in an innovative and engaging way about the variety and breadth of primary industry careers and career pathways available utilising the relationships we have in the relevant industries. Fit-for-purpose qualifications / credentials and clear pathways The jointly-taught Master of Precision Agriculture (with the University of Canterbury) is one example of an innovative programme and delivery model for graduates. The Soils Skills micro-credential is a way for mid-career people to apply their skills to Food and Fibre. Further development of micro-credentials in the Food and Fibre demand and supply gaps are being planned to meet growing demand: Scholarships and Mentorships Lincoln University offers around 200 internally funded undergraduate scholarships to students who are studying a variety of degrees in our land-based courses. The Māori, Sport and Future Leader scholarships all include enrichment programmes as well as a monetary value. Alongside these scholarships, we have a very positive relationship with external scholarship providers who support our students financially. DairyNZ is our largest collaborator, offering 30 to 45 scholarships annually to Lincoln students undertaking agricultural degrees. They offer a monetary scholarship along with a mentorship programme. DairyNZ also have a graduate programme which is offered to many of our DairyNZ scholars as they complete their degrees. In addition to DairyNZ, other smaller companies such as North Canterbury Wine Growers Association offer a scholarship every year for a Lincoln student in the Viticulture and Oenology sector. Many other companies and external sponsors offer annual scholarships to students studying subjects related to Agriculture. For the full list of scholarships, awards and prizes and those who donated them, refer to Appendix A on Graduation 2020. Future Leader Scholars plant trees on the banks of the Liffey Stream as part of their Lend a Hand activity. Future Leader Scholars in the Agriventures programme visit the Synlait milk processing plant in Dunsandel. 20 Lincoln University Investment Plan 2021–2023 Partnerships University of Canterbury Partnership A Memorandum of Understanding (MOU) between Lincoln University and the University of Canterbury was signed in 2018 to review ways of working together to engineer a step-change in the scale and quality of land-based tertiary education and research. The subsequent formal partnership proposal submitted to Government was shelved, which allowed Lincoln to continue collaboration efforts with the University of Canterbury and other organisations, while enjoying the benefits of independence. The working group formed to develop joint programmes between the two universities has continued to work on collaborative projects, such as the Children’s University Canterbury Partnership, a proposed postgraduate school and and the jointly-taught qualifications such as the Master of Disaster and Risk and Resilience, and Master of Water Resource Management. The partnership adds to the collaborations Lincoln University has with other educational institutions such as in SIGNAL, the ICT graduate school created in collaboration with the University of Canterbury, Ara Institute of Canterbury, Otago Polytechnic and the University of Otago. Te Mātāpuna Mātātahi | Children’s University Te Mātāpuna Mātātahi | Children’s University (CU) was established between Lincoln University and the University of Canterbury in 2018 as part of the LU-UC partnership discussions. Lincoln University and the University of Canterbury are working in partnership to deliver the programme, which is the first of its kind in New Zealand. The programme aims to raise aspirations towards higher and further education for 7 – 18-year-olds by encouraging them to try new things, embrace lifelong learning and explore the learning opportunities in their local community. Access and equity are at the heart of the programme. CU targets low-decile and regional schools and there is a strong focus on supporting Māori tamariki which will continue to evolve as the programme matures. CU has the potential to play a key role in supporting young people from areas of social and economic disadvantage transition into higher and further education. The programme promotes the strengths of the university partners including the Food and Fibre sector at Lincoln University. The CU team target Learning Destinations that fit this remit and create campus experiences that showcase the potential of study, research and careers in this sector. The team works with university academics and students to develop online resources that CU members can access from their home, expanding their knowledge in this area. Having expanded the programme in 2020 into the four surrounding local council areas the CU will be looking at the feasibility of expanding into South Canterbury or regions such as Kaikoura, West Coast or Nelson in the near future. Lincoln University and AgResearch The Lincoln University partnership with AgResearch to build science facilities received Ministerial endorsement of the Single Stage Business Case in May 2020. The partners have worked closely together to design complementary buildings on the Lincoln University campus with a view to achieving the mutual benefits of collaboration through co-location. The co-location will also ensure better utilisation of capital – both in terms of core infrastructure and specialist plant and equipment, and enables closer collaboration between our two entities in food and fibre research, land-based science, and contributing to a more productive and sustainable economy in the post-COVID Alert Level 1 environment. Working together, Lincoln University and AgResearch will facilitate clusters organised around nationally critical areas. This will act to create vibrancy and attract students, academics and researchers to the campus. One key objective is to drive faster and greater value from current programmes and attract and establish more programmes relevant to these nationally critical areas. Through this partnership we can increase our postgraduate supervisory capacity, opening up research opportunities, and employment opportunities for postgraduate students attracted by the industry interaction, and vice-versa. AgResearch has recently welcomed the confirmation of $45m in Government funding for their new science research facility and corporate headquarters, which will be co-located on the Lincoln University campus with our own science facilities. This is great news for AgResearch and is also hugely significant for Lincoln. www.lincoln.ac.nz 23 The Biological Husbandry Unit (BHU) The BHU Organic Training College was established in 2007 to deliver hands- on programmes in partnership with Lincoln University. The BHU College is one arm of the BHU Organics Trust. The Biological Husbandry Unit Organics Trust (BHU) is a joint venture between Lincoln University and the New Zealand Organic Movement, dedicated to providing education, training and research in organic, ecological, permanent and related agricultures and horticultures. In 2019 the BHU delivered the Diploma of Organic Agri- Food Production whilst working with Lincoln to deliver the diploma online in the future. The BHU also contributes to Vision Mātauranga research and other projects from the Bio-Protection Research Centre (BPRC). Parks Agencies Managers Group (PAMG) The Faculty of Environment, Society and Design signed a Memorandum of Understanding with the Parks Agencies Managers Group as the preferred tertiary provider for parks programmes. The Parks Agencies Managers Group includes representatives from national, regional and local councils and other parks-related organisations. The PAMG have provided valuable mentoring of Lincoln students and engaged in raising awareness to prospective students of the employment opportunities in parks. Ashley Dene Research and Development Station (ADRDS) The Ashley Dene Research and Development Station (ADRDS), established in 2016, showed significant growth in the portfolio of research and development conducted at the station in 2019. In collaborative partnerships with Manaaki Whenua - Landcare Research, AgResearch, DairyNZ and Otago University, large research programmes have been instigated to examine environmental mitigation of livestock farming, soil, plant and microbiomes, and livestock genetics and management. The goal of ADRDS is to conduct farm systems research to improve the profitability, environmental and welfare performance of dairy and livestock farming systems. Key messages are delivered to external stakeholders including farmers, consultants and regional councils, through focus days run on-farm. ADRDS is situated on 190 hectares (ha), with a milking platform effective area of approximately 180ha. It is a world-leading farms systems research facility comprising a suite of dairy farming systems, with close integration of the arable and livestock sector, that develops, quantifies and demonstrates the effect of new dairy and livestock farming systems on profitability, environmental and welfare performance. Specific objectives of ADRDS are: • To improve the performance and viability of existing dairy farms within New Zealand, and develop and test alternative dairy farming systems in Canterbury which meet and challenge nitrogen discharge limits on shallow stony free-draining ‘leaky’ soils • To develop systems based on new approaches to animals, forages, soils and the management of low-cost infrastructure that increase value and reduce the environmental impact of dairy farm systems, including greenhouse gases • To develop robust, low-cost wintering systems for dairy cows that meet profitability, welfare and environmental targets • To gain an improved understanding of the use of cow genetic information across farm systems varying in the level of feeding intensity, and how this affects milk production and composition • To develop and demonstrate approaches to applying the practice of kaitiakitaka appropriate to Māori and indigenous production contexts • To provide high quality education facilities that enhance the quality and quantity of agricultural graduates and trained rural professionals • To provide shared resources for Lincoln’s partners to conduct research into improving environmental outcomes, notably greenhouse gases, soil carbon and water quality. 24 Lincoln University Investment Plan 2021–2023 2. Our Stakeholders Key Changes • Increased Blended and Online Learning • To extend the Canterbury focus to cover and include all of New Zealand • The enhancement of partnerships and internships with Pasifika. • Furthering partnerships and internships with iwi, hapū and Māori land-based entities through a variety of organised events such as the Hui Taumata Taiohi • An increased emphasis in the importance of the primary, agriculture, food and fibre sectors • Strengthened the Student Voice • New Student Experience Benchmark. Key Targets • Grow domestic EFTS by 25% • Grow international EFTS by 9% • Grow postgraduate EFTS to 32% of the student population • Grow international EFTS to 41% of the student population after the COVID-19 impact • Increase enrolments from schools with an Agribusiness curriculum • Increase our reach in urban environments (ie. Auckland). • Increase enrolments from those changing careers, upskilling or returning to study • Increase enrolments from each previous year of Māori by 10-11% and Pasifika by 10% • Increase the number of supervisors of PhD students from other organisations • Establish the joint postgraduate school for studies in the land-based land sector; in collaboration with University of Canterbury and with Manaaki Whenua, AgResearch and Plant and Food • Maintain international numbers with a focus on taught and research postgraduate qualifications,-study abroad and global partnerships. • Improve the end-to-end student experience through the adoption of a student-centred design model with annual student experience operational plans to ensure the University takes a unified approach to enhancing student experience and engagement. www.lincoln.ac.nz 25 2.1 Learners Students are at the core of Lincoln’s values. Lincoln provides excellent and inspirational learning, teaching and research experiences within an environment that helps ensure our students’ academic and personal success. EFTS targets for 2021-2023 Te Waihora EFTS Actual Forecast Target Growth Citizenship Degree Level 2018 2019 2020 2021 2022 2023 2019-2023 Domestic Sub-degree 182 162 160 187 211 218 35% Undergrad 1,200 1,139 1,082 1,158 1,228 1,320 16% Postgrad 175 174 227 309 302 306 76% Total 1,557 1,475 1,469 1,653 1,742 1,844 25% International Sub-degree 241 274 145 206 241 265 -3% Undergrad 279 311 270 290 306 317 2% Postgrad 434 572 539 567 632 681 19% Total 954 1,158 954 1,062 1,179 1,262 9% Grand Total 2,511 2,633 2,423 2,715 2,921 3,107 18% Postgraduate and International Share Actual Forecast Target 2018 2019 2020 2021 2022 2023 Postgrad Share 24% 28% 32% 32% 32% 32% International Share 38% 44% 39% 39% 40% 40% 3,500 3,000 2,500 2,000 1,500 1,000 500 0 2018 2019 2020 2021 Domestic sub-degree Domestic postgraduate International undergraduate Domestic undergraduate International sub-degree International postgraduate Total projected EFTS broken down by domestic and international qualification levels: 2022 2023 2,511 2,633 2,423 2,715 2,921 3,107 28 Lincoln University Investment Plan 2021–2023 Marketing Campaigns Lincoln University has prioritised specific target markets to drive growth in student recruitment and retention. • We will work with schools to ensure that education and employment opportunities in the land-based sector are widely understood and sought after, and that school leavers see Lincoln University as an attractive study option • We will emphasise the importance of the primary, agriculture, food and fibre sectors to New Zealand, and highlight that Lincoln University is the best place to study these disciplines • We will encourage enrolments that include people made unemployed during COVID-19, those seeking to upskill into postgraduate study and those returning to study • We will ensure we collaborate with other stakeholders to leverage opportunities to connect with these learners • We will develop excellence in scanning and insight of global developments that will affect land, food and producers • We want to support the workforce requirements of the primary sector illustrating pathways for unemployed people to retrain for career changes to support economic recovery. The majority of Lincoln University’s domestic students have traditionally come from the Canterbury region, and in 2021 we aim to increase these numbers. Moving forward, we will continue to engage locally, while also building more significant relationships with students and those who influence their future, throughout the whole of New Zealand. We will also collaborate with other tertiary institutions to leverage opportunities for all. We will continue to work to grow numbers from all our urban markets, especially Auckland. We have a staff member in the city responsible for this task and will support ‘boots on the ground’ with information and careers events. We will continue to roll out a stakeholder engagement plan around school principals in order to inform, advise and support them to understand Lincoln’s offerings and unique proposition. With the spotlight firmly on the food and fibre sector from a COVID- affected world, and as an industry that has an unprecedented demand for skilled workers, there is a significant opportunity for Lincoln to promote our role and the value of our qualifications to industry and our practical approach to learning. We know that Lincoln contributes a significant number of graduates to this sector, with high graduate employment rates. There is an opportunity for Lincoln to widen our current domestic market to those needing to change careers or upskill, those looking for study having been made redundant, and for those currently in study without firm plans for the their work future. We have rolled out a campaign to these markets offering fee waivers across a range of graduate and post graduate options, and for our Certificate of University Studies, which is a pathway into study for those who have not been able to engage in tertiary-level study in the past. With the spotlight firmly on the food and fibre sector from a COVID-affected world, and as an industry that has an unprecedented demand for skilled workers, there is a significant opportunity for Lincoln to promote our role and the value of our qualifications to industry and our practical approach to learning. www.lincoln.ac.nz 29 Study free with Lincoln now* Enrol in a free postgraduate course and prepare to meet an urgent need in the food and fibre sectors. Start in July. Learn more at www.lincoln.ac.nz Want to work in a fast-growing industry? *Applies to fee waivers for postgraduate certificates and diplomas and taught master’s degrees. Entry criteria apply. Key objectives to increase student numbers include: Increase applications from our key regions by 10% Increase applications from schools with the Agribusiness curriculum by 10% Focus on students from urban environments, especially Auckland with the goal to increase applications by 5% (10% in Auckland) Increase enrolments of domestic graduates and postgraduates by 10% Increase the number of enrolments from each previous year by 10 - 11% for Māori and 10% for Pasifika. 30 Lincoln University Investment Plan 2021–2023 Māori and Pasifika communities Lincoln University has a role to play in supporting the goals and aspirations for Māori and Pasifika communities and contributing to their specialist land-based industries. Actively considering how the University can contribute and collaborate with whānau, hapū and iwi allows a broader awareness and engagement in our specialist programmes. This will be achieved through the following actions: • Attendance at a variety of Māori and Pasifika events nationwide including Poly Fest, Waitaha Regionals, and the National Manu Kōrero Competition • Preparing marketing material that is appropriate for and relevant to Māori and Pasifika audiences • Developing and promoting Māori and Pasifika scholarships • Developing a digital strategy to promote Lincoln to Māori and Pasifika audiences • Networking with whānau trusts, incorporations, hapū entities, iwi and Rūnanga to increase the visibility and reputation of Lincoln University • Running a variety of on-campus events for the Māori community. The Waitaha Regional Ngā Manu Kōrero Speech Competition involving 820 high school students from Canterbury and the West Coast took place on 28 June 2019, and a Mahika Kai Conference to support indigenous mahika kai practitioners, research and innovation was held in December 2019, and included national and international presenters. Both of these events support new Māori content course offerings on campus. Other key activities include: • Developing a bicultural campus that has a commitment to work with takata whenua and provide greater visibility of the University’s commitment to Māori • Supporting and engaging relevant schools and communities with a focus on Māori and Pasifika such as the Taiohi Mahika Kai Wānaka and the Lincoln University Māori and Pasifika Festival • Continuing to build and foster partnerships and internships with Pasifika, iwi, hapū and Māori land- based entities. The Waitaha Regional Ngā Manu Korero speech competition held on campus in 2019. Pasifika Graduation. www.lincoln.ac.nz 33 Hauora Hauora wellbeing is at the heart of the student experience, and is frequently found outside of the lecture hall. Lincoln University has invested in a number of services, ranging from general social facilities and activities to specific one- on-one health and support services. A Respectfully Lincoln sex and consent programme and support pathway resources have been established and positively received by students. A wellbeing mentor programme has allowed students to be trained in, and advocate for, health and wellbeing. Welcoming Lincoln University has adopted a comprehensive transition and orientation programme for all new students to ensure they are well equipped to begin tertiary level education or, for international students, prepared for study in a New Zealand education environment. Student-to-student interactions are a key tactic used to welcome new students and both online and on-campus initiatives are applied to ensure all students experience an equal welcoming experience. Current students are engaged to help develop orientation activities and resources and a key focus is to encourage interactions between domestic and international students. Engaging There is a correlation between student involvement in on-campus activities and retention and progression rates; the more engaged a student is, the more likely they are to progress and return. Examples of involvement include working on- campus, having a gym membership, and/or being a member of a team or club. The Parent Experience Parents are also impacted by Lincoln University’s offerings and, as key influencers of both their own and others’ current and future children, it is important that they have a positive experience of the Lincoln University brand. Student Voice The best way to improve student engagement is to go to the students themselves, incorporating the student voice into all decision-making on matters affecting their experience. Students are invited to join The Flock online community to have their say about key initiatives and help develop solutions to enhance the overall experience. We also ensure there is student representation on our academic committees and Council, working groups, and engagement planning committees. We take pride in our close connection with the LU Students’ Association (LUSA) and collaborate with them daily to address student matters and establish initiatives to enhance the student experience. Market-specific initiatives: 34 Lincoln University Investment Plan 2021–2023 Student Charter A Student Charter has been co-developed by the University and LUSA to establish a formal and enduring partnership between students, staff and LUSA. The Charter is not a binding contract but students are encouraged to read it to know what to expect of the University and LUSA, and understand what is expected of them, as a student. Supporting the end-to-end student journey The journey begins when a prospective student first discovers Lincoln University and lasting memories of the student’s experience often mean that the journey never ends. Prior to enrolment, Student Liaison and Customer Engagement assist prospective students in making informed choices about their tertiary enrolments, by coaching them in how to ascertain the career path they are looking at is right for them. This could be through assisting them with finding people within the industry for networking and/or shadowing. They spend a large amount of time talking about outcomes and coach them in ‘working backwards’ by looking into their area of interest and seeing what type of jobs come up, how buoyant the market is, and what qualifications and attributes are required. Aiming at both prospective students and their influencers, they bring graduates in particular sectors back to the schools to talk about what they do, to help inform them. The University is implementing a case management approach to the student journey so that students maintain a 1:1 connection with a student liaison throughout their experience. This provides a trusted confidant our students can connect with in times of need and someone who will proactively check in with them now and then. This relationship provides an avenue for triaging pastoral needs to appropriate departments like wellbeing and international support, or inclusive education. It also allows for open conversations about academic pathways such as moving into postgraduate study, and that connection will be maintained as the student exits the University to become part of our alumni whanau. Lincoln University conducts an annual Student Experience Benchmark survey to measure and improve the student experience. The outcomes of this survey inform key initiatives and quick wins alongside recommendations of the Student Experience Board. Measuring and enhancing the student experience Lincoln continuously works on improving the University experience and applies formal research methods aligned with an annual improvement lifecycle to benchmark, enhance and measure the student experience. A Student Experience Benchmark Survey was conducted in October 2019. All current Lincoln University students were invited to complete the survey, which represented a range of student cohorts: full and part-time, domestic and international, and a mix of qualifications. The standout positive experiences of Lincoln students relates to the natural environment around campus, the quality of the teaching and/or research supervision, and the quality of programme of study. Student Experience Benchmark Survey October 2019 Key findings were: 85% 81% 79% 75% 85% of students are satisfied with Lincoln University 81% of students state Lincoln University meets or exceeds their expectations 79% of students are likely to recommend Lincoln University to friends or colleagues 75% have already recommended Lincoln University to others. www.lincoln.ac.nz 35 User Experience Learning Experience Social Experience Exceptional Student Experience FeelingThinking Doing Defining moments Teaching, research, learning support, tools and resources Interfaces, interactions, physical space, services Events, social connectedness, equity and diversity Lincoln University exceptional student experience model Adopting a student experience model To improve the end-to-end student experience Lincoln University has adopted a student-centred design approach. When designing student experiences and engagements the following are assessed: Student-centred design Student-centred design workshops are held each semester with students representing different cohorts. Journey- mapping techniques are used to help the University assess student pain- points, identify needs for qualitative analysis and establish evidence-based opportunities for improvement. A student experience professional development programme has been implemented to encourage staff adoption of a student-centred design approach. Annual student experience operational plans are underpinned by the student- centred design findings and ensure the University takes a unified approach to enhancing student experience and engagement. 1. How students consciously view their experiences (what they are thinking) 2. How students subconsciously view their experiences (what they are feeling) 3. What actions students take during their experiences (what they are doing) 4. What students are thinking, feeling and doing throughout their user experiences, social experiences and learning experiences. Greater investment goes towards initiatives designed to collectively enhance all four components of the student experience. 38 Lincoln University Investment Plan 2021–2023 The 2019 survey (of 2018 graduates), known as the 2018 Graduate Destination Survey achieved a 49% response rate Key findings were: 84% 87% 48% 84% 58% of the survey respondents were in paid employment with 84% of these working full-time; 16% were not in paid employment of those in paid employment worked 30 hours or more a week (almost half) of respondents who were not in paid employment were not looking for employment, with half enrolled for further study of survey respondents who were in paid employment said it was either their ideal employment at this stage of their career (38%) or a step in the right direction (46%) of students who had enrolled to do further study, returned to Lincoln University. Post Qualifications Outcomes Survey Formerly known as the Graduate Destination Survey, the Post Qualifications Outcomes Survey continues to find a higher than normal response rate expected for externally distributed online surveys. The last survey, conducted in 2019, collects data relating to the 2018 graduates on: • Post-Lincoln University employment and/or study situation • Type of employment (e.g. job type, industry) and future employment plans • Experiences of work-related opportunities and skill development at Lincoln University. www.lincoln.ac.nz 39 2.2 Employers Lincoln University has aligned the qualifications we teach with the market demand, predominantly from within the Canterbury region. Many of these qualifications include an element of Practical Work and students gain industry experience throughout their studies. A survey of Canterbury businesses (Canterbury Skills and Employment Survey) found that in spite of COVID-19, 89% are staying constant or expanding their business, and two-thirds of the respondents are from the food and fibre sector, employing over 5,550 staff. 2.3 Communities Addressing the needs of our stakeholders in our community and therefore giving effect to government priorities means: • Community groups which engage with Lincoln University Pacific Island Students’ Association (LUPISA) students include the Cook Islands Canterbury Student Association and Samoan family and business organisations, with Samoan students and Papua New Guinea students through the Lincoln University chaplaincy • Māori-specific events to celebrate Te Wiki o te Reo, engagement in local and national community events and the hosting of the Hui Taumata Taiohi and Mahika Kai Conference have provided opportunities for staff and students to actively participate in te ao Māori • Te Whare Whakakotahi and Nga Kete e Toru are the two spaces dedicated to manaakitaka and kaitiakitaka. Te Whare Whakakotahi is the whare on campus where tauira gather, study, eat and have noho, during and between semesters. The spaces provide a fully functioning kitchen, dining room and wharenui that is available for students, staff and the community. Future Leaders in the Community Future Leader Scholars act as ambassadors of Lincoln University, volunteering a total of 345 hours of service to Lincoln University and the community. Future Leaders are required to undertake a project as part of their scholarship that makes a difference to the campus or the wider community. Some of their community projects for 2020 are: The Lend a Hand project this year will focus on one of the Sustainable Development Goal (SDG) initiatives that came out of a Bead and Proceed session. The six initiatives discussed were: • Trees for Change – an education programme teaching kids importance of planting trees • The Apple Tree – healthy lunches provided for lower decile schools • A trapping programme – that focuses on city parks to help birdlife flourish in and around Christchurch • Sustainable Food For Primary Schools – creating a community garden for school education and use • School SDG Awareness Programme – teaching primary schools about the SDGs • Community Garden – an edible garden made from recyclable materials. The 2020 Decade of Action activities will include social media articles on SDG-related activities and finding opportunities to raise awareness of the SDGs on campus and in the community. Key findings in the survey: 86% 1000+ jobs Huge growth of this survey say there is an opportunity to upskill or reskill impacted workers into ‘these roles’ There are possibly 1,000+ jobs becoming available in the next 12 months in the Food, Fibre & Agritech sector. “There is huge growth across regional industry in the food sector. The intensification of value-add products the world is looking for will create many new employment opportunities.” (Canterbury Skills & Employment Survey) 40 Lincoln University Investment Plan 2021–2023 3. Giving effect to Government priorities Key Changes • Review of Whenua Strategy completed and Māori Plan in place to support the Lincoln University Strategy 2019-2028 • Successful Mahika Kai Conference now a biennial event • Significant increase in scholarship offerings to Māori and Pasifika tauira. In 2020 there are 26 scholarships valued at $191,000 • Continued uptake of Māori Courses (MAST) • Two successful Vision Mātauranga applications through MBIE; Revitalising whenua whanau connections through productive landscape design, and Te Kai nui mai I Akaroa • Achieved a QE unit increase of 30% in PBRF rating in 2018 • Achieved a 97% success rate (graded outcome) on the number of PBRF portfolios submitted to TEC • Research CapEX investment has been maintained during interruptions of COVID-19. • Strong growth in 2019 of peer-reviewed journal outputs in total figures, and as a percentage of total bibliometric outputs. • Recovery of international students EFTS as a result of the COVID-19 environment • Receiving students from established and new pipeline partners • Diversification of programmes offerings (online/face-to-face) during and post the COVID-19 environment • Diversification of markets for international students at undergraduate and postgraduate level Key Targets • Increase the QE score for the 2024 PBRF round through strategic academic staff employment decisions and investment in the Centres of Excellence, early research career support and the investment of PBRF funds at the faculty/centre level. • Recovery of the number of international EFTS to 1,463 by 2026 • Increasing and diversifying pipeline partnerships • Increasing distance learning opportunities • Increasing international student mobility opportunities 3.1 Delivering skills for industry (Priority 1) Skills demand for New Zealand’s land- based sectors Lincoln University is committed to responding to future demand from the land- based sector for more skilled graduates. Using the primary sector workforce as a proxy, Lincoln University graduates completing Level 7+ qualifications represent about 10% of the ‘replacement rate’ (assuming 2.5% annual turnover) in the primary sector workforce. Primary industry sectors have indicated they are seeking to both upskill and expand their workforces: Upskilling: Increasing the proportion of their workforce with tertiary qualifications, from 44% to 62% (equating to ca. 64,000 additional tertiary-qualified workers), and Expanding: Increasing the workforce by ca. 50,000 (or 31,000 that are tertiary-qualified). Post Study Outcomes – Universities (study type - Degree and above). With respect to market share for Level 7 programmes, the University expects to increase its current share (0.74%) of the Year 13 cohort of school leavers, with new science facilities commissioned (in 2022), and a vastly enhanced learning experience offered. www.lincoln.ac.nz 43 Faculty of Agribusiness and Commerce (AGCM) In addition to accreditation, the Faculty of Agribusiness and Commerce (AGCM) maintains strong industry relationships through an extensive programme of field trips and tours to farms, processors, distributors and property managers on both the North and South Islands. This is now extending internationally, with recent tours funded by the Prime Minister’s Scholarships for Asia and for Latin America to China, Thailand, Indonesia, Brazil and South Korea in 2019. As examples, the South Korea trip, undertaken in collaboration with Massey University, was supported by Apples and Pears New Zealand, and visited operations of Turners and Growers and Zespri, and the Brazil trip met with the local operations of agriculture consultants QCONZ. The Faculty is also developing links with the commodity trading group at Fonterra and with NZX to build dairy futures markets capability and research from the Bloomberg platform. This includes a series of dairy price risk workshops for farmers held around New Zealand through FarmSource. Farmlands Cooperative is actively engaged with the Faculty through participation in student business development projects. There are also collaborative projects underway with AgResearch and DairyNZ. Work is also undertaken with the hotel industry in New Zealand and internationally, particularly in the area of hotel management practices. The Faculty is engaged with the Australian horticulture industry through the HortAustralia-funded Global Master Class in Horticulture Business. This project is a collaboration of the University of Tasmania and Wageningen University and Research (Netherlands). The Faculty is also engaged with international NGOs, including World Vision in Myanmar through an NZAID- funded programme to develop micro- finance in rural communities. Faculty of Environment, Society and Design (ESD) The Faculty of Environment, Society and Design’s (ESD) Department of Environmental Management works with the Lincoln University Planning Advisory Board to understand the educational, professional and research needs of professional planners. The board members are experts from planning and associated disciplines in the Canterbury region and offer advice to the department on the quality of its planning programme, and how well the curriculum meets the needs of the planning profession. Similarly, the School of Landscape Architecture, widely recognised as one of the best of its kind in the world, works very closely with the New Zealand Institute of Landscape Architects to ensure the relevance and quality of Lincoln University’s undergraduate and postgraduate degrees, and a number of accredited landscape professionals regularly contribute to the teaching programme. Additionally, all the Faculty’s degrees draw on trained professionals for industry expertise from organisations such as the Department of Conservation, Tourism Industry Aotearoa, Recreation Aotearoa and the New Zealand Parks Agencies Managers’ Group. The Faculty also consults regularly with professionals through advisory boards working in natural disaster management, water management and computer science. Industry liaison and stakeholder engagement through Faculties Faculty of Agriculture and Life Sciences (AGLS) The Faculty of Agriculture and Life Sciences (AGLS) maintains strong relationships with a wide range of external stakeholders, primarily through connections with individual academic staff. These include: AgResearch, Cawthron Institute, DairyNZ, Department of Conservation, Food Innovation Network, Foundation for Arable Research, Manaaki Whenua - Landcare Research, Plant & Food Research, PGG Wrightson, Pioneer, Ravensdown and a number of regional authorities. These relationships and any associated research programmes ensure the Faculty is informed of industry trends. This allows industry insights to be rapidly incorporated into curriculum development and so deliver relevant attributes to graduating students. In addition, the Faculty hosts a number of external organisations. These include: Bragato Research Institute, Food South, Yili Group (Oceania Diary) and ZIP (Zero Invasive Predators). Relationships vary but each of these provide opportunities for collaboration between academics and industry and participation by undergraduate and postgraduate students. 44 Lincoln University Investment Plan 2021–2023 3.2 Getting at-risk young people into a career (Priority 2) Tuakana-Teina Lincoln has made significant progress in its endeavours to ensure culturally relevant teaching and learning practices are embraced throughout the University. The Tuakana-Teina peer mentoring sessions which were established for those courses with lower pass rates for Māori and Pasifika to provide a teaching and learning model in the Māori context. Māori pastoral staff also engage with teaching staff to discuss Māori tauira outcomes and support for tauira to track in-semester assessments and where necessary provide additional tutoring support through Learning, Teaching and Library and to provide options for ongoing study. More details about the Māori and Pasifika Achievement Monitoring Framework in the next section 3.3 Boosting achievement of Māori and Pasifika (Priority 3). Student support initiatives Student support initiatives are evaluated and reported through to Academic Board and the Senior Management Group, or Teaching, Research and Postgraduate Committees. Examples not already documented include: • Peer Assisted Study Sessions (PASS) is offered in each Faculty in first-year courses that are identified as benefiting from additional peer-led sessions; • The compulsory Skills for Success support sessions within the Certificate and Diploma in University Studies programmes are evaluated and reviewed to ensure that this support is meeting student needs; • Inclusive education support is monitored for all relevant learners; reviewing and implementing changes in all recruitment and orientations student events. Further details on these support initiatives are found on page 50, Learning, Teaching and Library (LTL). 3.3 Boosting achievement of Māori and Pasifika (Priority 3) Lincoln University has positioned itself as a key enabler of Māori and Pasifika relevant teaching and research to underpin thriving land-based economies, which offer those communities increased opportunities for social, cultural and economic transformation. This position is reinforced by our focus of serving our tauira, hapū, whānau, iwi, rūnaka and community. The guiding principles of the Lincoln University Strategy are underpinned by the values of kaitiakitaka, manaakitaka, rakatirataka, tohutohu, wairuataka and whānaukataka. The Strategy is supported by four plans: Education, Māori, Partnerships and Research. The Whenua Strategy (referenced in the Enhancement Theme Workplan) has been replaced by the Māori Plan. Māori Plan Many of the pou from the Whenua Strategy have been incorporated into the new Māori Plan which supports the Lincoln University Strategy. They include: • Support and contribute to the Māori economy • Support and enhance engagement with relevant Māori communities to support student and staff aspirations • Develop a culture of leadership amongst student and staff to support Māori and Lincoln University’s aspirations • Implement a programme to develop a bicultural campus • Contribute to the achievement of Māori research and learning outcomes. The purpose of the Māori Plan is to be outward facing while inwardly responsive. Socialisation of the Māori Plan is continuing, with a final version expected to be signed off in 2020. Performance targets and progress will be measured via annual operational plans and KPIs, and reported by Senior Management (SMG) to Council. Motu Plan Progress has been slower than we had anticipated, however the Motu Plan continues to be developed in conjunction with the LUPISA Executive, the newly-appointed Pasifika Support Coordinator, Lincoln University staff and relevant community stakeholders. Consultation is ongoing. www.lincoln.ac.nz 45 To enhance the student experience and increase student achievement at sub- degree, undergraduate and postgraduate levels To increase academic and pastoral support and cultural affirmation for Māori and Pasifika tauira To support the implementation of pre- degree pathways for Māori and Pasifika To increase and improve Māori and Pasifika spaces To increase student opportunities that enable employment outcomes To provide opportunities for Lincoln University staff to increase their knowledge and appreciation of Māori and Pasifika values and culture. 5 Ka tipu, ka rea, ka whanake ake te rākau mātauraka. Ko tōna pakiaka, he waewae haere. Ko tōna pakiaka, he takata ora. Plant, nature and grow the tree of knowledge. Whose roots allow it to move freely. Whose purpose is to support healthy people. 2 1 3 4 Objectives for Māori and Pasifika learners. Our objectives Lincoln has six objectives for Māori and Pasifika learners, and these are outlined in detail in the Cycle 6 Academic Audit Enhancement Theme Report: 6 48 Lincoln University Investment Plan 2021–2023 taiohi presentations at the Mahika Kai Conference in 2019, an ongoing support of Taiohi initiatives across Aotearoa and ongoing conversations in these spaces. A Taiohi Mahika Kai Wānaka will be held in 2020 which will focus on applied mahika kai knowledge, leading to a Taiohi stream of presentations at the next Mahika Kai Conference. Lincoln will continue to promote participation by Wharekura and rūnanga in the Te Mātāpuna Mātātahi | Children’s University Canterbury Partnership, with an additional focus on involvement from our Pasifika communities. The Te Mātāpuna Mātātahi | Children’s University first Graduation Ceremony last November had a cohort of 42% Māori children and tauira graduate. These children were made up of children from a variety of schools and rūnaka in Christchurch. To increase and improve Māori and Pasifika spaces Lincoln’s revitalised Campus Development Plan supports the University’s strategy to develop a campus that provides a positive experience for tauira and staff. For many tauira and staff, a major contributor to a positive experience is a sense of belonging (whānaukataka). Design considerations for the campus comprising both buildings and landscapes include inspiration from the Te Aranga Māori Design Principles which provide guidance for the incorporation of Māori cultural values in urban design, and highlight the importance of working in conjunction with mana whena. Lincoln University is also very cognisant of the need to hear the Cultural Narrative and is actively working with Te Taumutu Rūnanga in this kaupapa. The creation of a Landscape Master Plan is also underway. The working brief states that all spaces shall (inter alia) seek to integrate cultural and historical values and principles of spaces. The longer-term campus plan (5+ years) will see the building of a Wharenui in the heart of the campus. To increase student opportunities that enable employment outcomes Lincoln University continues to have a high employment rate, including for Māori. Last year, Ngāi Tahu tauira accessed the Matakahi scholarships and intern programme, including a joint Scholarship between Ngāi Tahu Property and Māori tauira studying the Bachelor of Land and Property Management, which includes an embedded work placement activity within Ngāi Tahu Property. The Matakahi programme offers support for up to three years during study and can provide financial support, paid work placements, support into graduate positions and cultural development. This has been similarly promoted with other iwi, given the shortage of Māori land and property developers, and resulted in further internships and employment opportunities post-graduation. Lincoln has recently entered into a partnership agreement with TupuToa, a trust that promotes diversity – particularly Māori and Pasifika representation – in corporate, government, professional and community leadership roles. Tauira are provided with support and advice with a focus on activities that enable them to gain internships and transition into employment. The uptake of new Māori courses and support by Māori staff for general courses has had a positive impact for Māori and Pasifika, as well as for international and general students. Māori and Pasifika staff and more responsive teaching delivery mechanisms have made a difference, with greater enthusiasm and support for Māori-related content and collaboration with takata whenua. MAST (Māori) Course enrolments 2017 Actual 2018 Actual 2019 Actual 2020 Forecast MAST 11.7 19.3 25.5 28.38 Lincoln University Te Whare Whakakotahi. www.lincoln.ac.nz 49 To provide opportunities for Lincoln University staff to increase their knowledge and appreciation of Māori and Pasifika values and culture To support the University’s strategy to create and promote a bicultural campus, resources have been invested in a Cultural Competence series of workshops and programmes through Human Resources to provide opportunities for staff to engage in te reo Māori me ngā tikaka. For the last three years, the Academic Board has held its first meeting of the year at a local marae (Tūtehuarewa in 2018 and 2020, and Ngāti Moki in 2019). The venue for the 2021 meeting has been confirmed as Rāpaki. The meetings at a marae provide an opportunity for members to participate in a pōwhiri, and for some this is their first time on a marae. Information about marae tikaka and kawa is provided beforehand and they are encouraged to learn the University waiata, as this is sung at the conclusion of our whaikōrero. Every Academic Board meeting throughout the year is opened and closed with appropriate karakia. Growth and Development through involvement in the NZAid programme for Pasifika Further growth and development of the University’s involvement in the NZAid programme is reliant on Ministry of Foreign Affairs and Trade priorities, but it is expected the University maintains approximately 30% of Pasifika focus across a growing cohort. MFAT Students 2019 Actual 2020 Forecast 2021 Target 2022 Target 2023 Target New Pasifika Students 6 5 8 9 10 Other new students 31 25 29 32 35 Continuing Pasifika Students 18 11 14 16 16 Other Continuing Students 55 57 51 57 62 Total Pasifika Students 24 16 22 25 28 Total Other Students 86 82 80 89 97 All MFAT Students 110 98 102 114 125 Percentage Pasifika 21.8% 16.3% 21.5% 21.9% 22.3% 3.4 Improving adult literacy and numeracy (Priority 4) Learning, Teaching, and Library (LTL) Lincoln University’s joint learning and teaching, and library services provides an integrated support service for its staff and students. LTL provides a wide range of services for both students and staff. These services range from research and publishing assistance, academic and career skills, inclusive education, staff professional development, library operation, teaching design and assistance, art curation, and online course development. The Learning Advisors within the Academic and Career Skills team provide specialist support and developmental services in written and oral academic communication, effective learning skills, mathematics and statistics, information discovery and management, and careers and employment. Lincoln University is the only university in the country to have an academic skills team that fully integrates services related to study skills, academic literacy and numeracy, information skills and career development, as well as inclusive education services to assist students through illnesses, injuries and disabilities. While many services co-locate some of these functions, our team operates in a fully integrated manner: the team provides an integrated wraparound service for students, with each team member able to provide a baseline of service related to all functions and a high degree of collaborative development and delivery of teaching. Academic and Career Skills services include small group workshops, subject-specific sessions offered within courses, interactive online activities, individual consultations and print resources. A variety of orientation programmes are offered, including New Start, which is targeted towards mature students to assist with their transition to academic study and university life, an orientation programme for new NZAid students, orientation sessions for new international students and a range of programme-specific orientations. In addition, University regulations require all undergraduate students to complete a library orientation programme by the end of their first semester of study. Engagement with Academic and Career Skills services is high: in 2019, 49% of all Lincoln University students engaged in optional face-to-face sessions for learning support (1130 individual students), and at least 63% of those completing qualifications in 2019 had attended face-to-face sessions during their years of study. In 2019, students took up in excess of 1950 hours through drop-in sessions, bookable appointments and workshops, as well as group and one-on- one sessions supporting course related literacy and numeracy components within academic programmes. 50 Lincoln University Investment Plan 2021–2023 At the undergraduate level, LTL also provides a Peer Assisted Study Sessions (PASS) programme. PASS is a course-based programme that provides students with transferable study skills that will support their success later in their programmes. PASS is offered in each faculty in semesters one and two, in (usually, large) first-year courses that are identified as benefiting from additional peer-led sessions. PASS has been positively received by students, with high student reach, and observable impact to their course marks. The analysis shows that students attending PASS sessions regularly gain higher mean marks than students attending no sessions. Participation in PASS varies by course and by semester; rates in 2019 ranged from 13% to 62%, with typically higher participation in semester one courses and lower participation in those courses being supported for the first year. In 2019 the programme was further expanded to support 13 courses; this was the second consecutive year the programme had been expanded, from a baseline of six courses in 2017. With the expanded number of courses in 2019, more than 60% of all students enrolled in a 100 level course had access to PASS in at least one course; the goal is to increase that to 70% by 2021. Attendance of 1+ PASS sessions 2018 actual 2019 actual 2020 forecast 2021 target 2022 target 2023 target 43% 44% 50% 55% 60% 65% At the postgraduate level, LTL Research Services Team provides an extensive research and writing workshop programme. The majority of sessions are delivered by LTL staff, but the programme also includes specialists from other parts of the University (for example, Human Ethics Committee Chair, mental health specialists). LTL is also the leader in New Zealand in championing Open Access. Significant work has been carried out in developing policies and procedures supporting the move to Open Access for research outputs. In addition, LTL provides online access to the academic and professional output of Lincoln University staff and students for learning, teaching and research. Library Services is responsible for purchasing and maintaining the University’s collections and resources that fulfil the information and research needs of our academic staff and students. Academics are consulted for their research and teaching areas needs and that information is used to purchase new resources to improve student learning. Working with the Research Services Team, the goal is to develop durable digital collections that mitigate the risk of asset loss while raising the visibility, rankings, and profile of the organisation, its staff, students and alumni. 3.5 Strengthening research-based institutions (Priority 5) Postgraduate Growth Postgraduate growth (domestic and international) 2019 actual 2020 forecast 2021 target 2022 target 2023 target Bachelors with Honours 35.8 47.8 54.9 63.0 72.3 Postgrad Certs / Dips 68.3 81.7 120.0 93.3 82.8 Masters (taught) 332.8 349.6 432.0 507.1 546.9 Masters Research 65.1 72.7 91.4 98.6 103.3 PhD 235.5 213.5 176.6 172.8 181.6 TOTAL 737.5 765.3 875.0 934.8 986.9 Learning, Teaching and Library Targets Implementation of blended learning approaches to courses in undergraduate and postgraduate programmes. Blended learning courses – 33 converted in 2017, 15 in 2018 and 11 in 2019 Implement grade collation within the LMS to provide students with timely learning progression information and feedback Implement the Lincoln Connected Online Learning Strategy Continue to expand the level of outreach of academic and career skills services in faculties. 2 1 3 4 www.lincoln.ac.nz 53 Develop and promote thematic priorities for strengthening research income and stakeholder engagement Identifying priorities To be effective, Lincoln will have to ensure it has critical mass in key areas where it will make the biggest research impact as well as maximising value for stakeholders. This means Lincoln must consciously decide on what to bid for, and this process is being refined further under the principles of the Internal Economy model. Research priorities have been defined for each faculty, including how these priorities contribute to Lincoln University’s overall strategy and are applied as key criteria for strategic decision making including recruitment, capital investment, and internal research funding. Number of priority areas identified per faculty, based on research excellence, external funding, and potential for development AGLS & BPRC Foods ingredients and innovation Livestock-based production systems Protecting our indigenous and productive biological systems FESD Governance and practice for land and water Community resilience to environmental change COMM Agribusiness Sustainable business Rural development Social business External research income as an enabler Lincoln University has a key advantage in its ability to link research in commerce, as well as physical, biological and social sciences with technology to address national and international issues and needs. This is due to an ability to attract significant research funding from both the Government and private investors – Lincoln University Group brings in approximately $31M of external research funding on an annual basis. As Lincoln creates new – and nurtures existing – partnerships, the University looks forward to real successes as our research and experience contributes directly to growth, skills and opportunities for its regions and the nation. External Research Income Lincoln University Group ERI 2020* NZ Government Contestable Funds Overseas Research Income NZ Public Sector Contract Research NZ Non-Government Income *includes LAL $6,511,113.04 $4,739,507 $18,743,707 $1,453,614 Internal research investment Internal Research Investments are a key enabler of research productivity and outcomes. PBRF income is fully returned to the generating faculty for the purposes set out in the PBRF scheme. Operational support is currently provided at the faculty / centre level and was previously provided via a Competitive Internal Fund (LURF) with approximately $500,000 deployed in 2015 under ‘start-up’, ‘excellence’, and ‘writing’ funds. Additionally, commencing in late 2018, three new Centres of Excellence were established with $1,200,000 p.a. total cash underwriting to provide integration and focus within the University’s multi-disciplinary endeavours. Research CapEX has increased from $500,000 to $750,000 between FY17 and FY18, and to just under $800,000 in FY19. Amid the challenges of COVID-19 Lincoln has retained a reduced research CapEX fund in FY20 from a total Research and Teaching pool of $900,000, but we note that this remains at a level that enables new strategic initiatives beyond simple replacement. Lincoln considers this a significant improvement to have moved beyond replacing older equipment and to be able to invest strategically in further research equipment both internally and with external partners. 54 Lincoln University Investment Plan 2021–2023 Research Infrastructure and Facilities Lincoln University continues to review options to own and access leading research facilities. Research Farms Lincoln’s research continues to be supported by its diverse farms, which focus on teaching and research. These provide valuable student experience, opportunities for field research and enhanced interactions with New Zealand’s farmers in the dairy, beef and sheep and cropping sectors. One of these is the Ashley Dene Research and Development Station (refer Section 5.1), a particularly noteworthy research farm due to its intensive level of monitoring instrumentation, which enables a significant amount of New Zealand’s dairy systems research including environmental sustainability. The University plans to establish a further two research farms over the next two years. CT Scanner Lincoln University in partnership with Otago Medical School has a recently had a new General Electric HD750 scanner installed at the Johnstone Memorial laboratory. This has already supported a range of diverse research projects such as measuring the volume of the brain cavity in sheep, or measuring the proportions of muscle, fat and bone in breeding rams. The same equipment can also be used to non-destructively measure root growth in plants, or tuber development in root crops. High Performance Computing (HPC) Lincoln University has a project underway assessing its requirements for either future in-house investment or collaborative access to either locally installed infrastructure (server) or cloud based infrastructure. Enhancing our focus on research impact Lincoln University is preparing a research impact strategy that addresses how it can design, plan, manage, measure, communicate and optimise research impact. A working group will examine examples and frameworks for these and make recommendations to the University’s Research Committee. There are opportunities for Lincoln University, as analysis of the United Kingdom impact case studies found that multidisciplinary work had wider impact and benefits and that smaller institutions make a disproportionate contribution in specialist areas. Commercialisation and Knowledge Transfer Lincoln University has progressed a number of commercialisation projects over the last year. Commercialisation and active knowledge transfer are key agents for enhancing the impact for society from its science. Lincoln is an active partner within the Kiwi Innovation Network (KiwiNet), New Zealand’s network of public research organisations, working together to transform scientific discoveries into marketable products and services. Some notable projects have included: • The assignment of the Cleartech technology to Ravensdown. This project is already seeing job creation occurring and data on environmental impacts continues to be positive at early installations • The licensing of patents for Brevibacillus laterosporus to the New Zealand biotech company Ecolibrium Biologicals. Ecolibrium has already signed a licence agreement with Chinese-based Beijing Coway BioWorks Biotech Co (CoBio) to make and sell the resultant biopesticide, Lateral. The market for biopesticides in China alone was estimated at $US220 million in 2016 and is expected to rapidly grow. Hops Garden The Hops Garden Case Study is a project run in conjunction with industry (Freestyle Farms). The project includes The Garage Project (local craft breweries) and Government (MPI), and is led by Dr Chris Winefield, an expert in plant genetic improvement. The project is a new area for the University, and is focused on development of new hop varietals, researching and testing quality hops for craft brewing and utilises molecular genetic tools generated by Dr Winefield. This MPI and industry funded Primary Growth Partnership programme is seeking to generate a 50% increase in hop growing throughout New Zealand within 5 years. The study will also test the suitability for different varieties of hops to grow in a range of different climates in New Zealand. The programme also leverages the latest advances in molecular genetics, genomics and genome sequencing to sequence and mine hop genomes, to drive the accelerated breeding of new hop varietals as a means to support the expansion of the NZ Hop industry across NZ. Case study www.lincoln.ac.nz 55 Mātauraka Māori Lincoln incorporates the value and integrity of Mātauraka Māori in research, science and innovation by making sure that Māori Research conducted within their auspices utilises Kaupapa Māori methodologies or collaborative pathways that are co-designed and co- delivered with mana whenua. The incorporation of this in our recent research bids has led to two MBIE funded Vision Mātauranga projects in 2019, which focus on redesigning Māori productive landscapes and regional tourism founded on cultural narratives. Both projects were co-designed and will be co-delivered with the local whānau and hapū. Partnerships Land-based sector postgraduate school In collaboration with the University of Canterbury, a proposed new postgraduate school for the land and food sector will aim to increase research postgraduate students. These will be graduates experienced in study and research in collaboration with Crown Research Institutes (CRIs), and the two universities, who have also worked and or studied in the commercial world. This is a new way of making the most of the strengths of the CRIs and the universities, together with industry. Nurture emerging researchers and teams It is recognised that in New Zealand’s competitive research funding environment, emerging researchers and teams often struggle to secure the funding needed to advance their respective research programmes and reputation. Lincoln University recognises the gap between the baseline provision for individual academics to carry out research, and the support required to develop the nature and scale of externally-recognised competence that is vital for securing external funding in the longer-term. A Research Mentoring programme has been trialled as part of the current PBRF round, and will be reviewed and extended to support researchers through the inter-census years. Faculties are to consider further their facilitation of research via the appointment of post-doctoral research and teaching fellows to extend academic staff research portfolios. A B C C (NE) R Comparison 2012 and 2018 Scores 100 90 80 70 60 50 40 30 20 10 0 2012 2018 The results from the 2018 PBRF round have shown an increase in scores at the A grade level to 23%. There has been a big shift from the C grade to B grade, with C grade going down 43% and B grade going up 40%. Lincoln has also seen good growth in new and emerging (NE) researchers and a big reduction in ‘R’ scores. Supporting Succession – PBRF QE data demonstrates succession planning is underway 58 Lincoln University Investment Plan 2021–2023 Research Centres Research remains a significant element of Lincoln University’s activities and while external research income, from sources other than PBRF, remains reliant on the capabilities and relationships of a relatively small number of principal investors, Lincoln University has a key advantage in its ability to link land-based research to national and international issues and needs, through a number of internationally renowned research centres. The following research centres are multi-Faculty/ Centre, working in collaboration with external partners and attracting researchers and postgraduate students. Agribusiness and Economics Research Unit (AERU) The AERU’s mission is to exercise leadership in research for sustainable wellbeing, including cultural, economic, resource, environmental and social wellbeing. It employs its own research staff and also coordinates some of the external research undertaken by academic staff in the Faculties. The AERU’s research is focused on key areas – wellbeing economics, increasing the value of our exports, non-market valuation and sustainability assessment – with research clients including government departments (both within New Zealand and from overseas), international agencies, New Zealand companies and organisations, and individuals. Lincoln Agritech Ltd (LAL) Owned by Lincoln University, LAL is a multidisciplinary research and development company with an independent mandate and Board. The company delivers leading-edge innovative science and engineering knowledge and technologies into environmental, primary processing and new materials applications. Lincoln Agritech also delivers research and development contracts both to the private sector and through research funded by the Government, primarily through contracts awarded through the Ministry of Business, Innovation and Employment (MBIE) contestable process, but also through the Ministry for Primary Industries (MPI) and the Royal Society of New Zealand. Lincoln Agritech is a vibrant organisation with over 50 staff working across its Lincoln and Hamilton sites. They work closely with industry, governments, iwi and communities, delivering fresh perspectives and knowledge to leave a lasting legacy of positive change. Centre for Soil and Environmental Research The Centre for Soil and Environmental Research (CSER) conducts scientific research designed to advance sustainable production and environmental protection. Innovation provides practical solutions to agricultural/environmental problems through multidisciplinary research programmes. The Centre is well resourced with modern scientific equipment including the most advanced lysimeter laboratory facility in the Southern Hemisphere. Programmes support a large multicultural groups of highly motivated post-doctoral, PhD and MSc students and technicians carrying out internationally-regarded research. Lincoln University Centre for International Development (LUCID) LUCID focuses on the management of agricultural and natural resources in developing and emerging economies so that poverty can be reduced through pro-poor and sustainable growth of the rural economy, rural livelihoods can be improved, the development of rural communities fostered, and the sustainable use of natural resources encouraged. Through LUCID, Lincoln University staff are involved in research- led development projects and in short courses taught in New Zealand and at universities in the South East Asian and Pacific regions. Centre for Land, Environment and People (LEaP) LEaP aims to enhance the economic, environmental and social sustainability of societies. Based in the Faculty of Environment, Society and Design, it draws on the unique range of disciplines that combine scholarly understanding, critique, creativity and problem solving. www.lincoln.ac.nz 59 The Centre for Viticulture and Oenology The Centre acts as a focus for Aotearoa interdisciplinary research on wine, from soil to glass, with a strong emphasis on Pinot Noir. Lincoln University’s geographical position is such that it is close to wine regions which appear to be best suited for Pinot Noir production in Aotearoa New Zealand. Centre for Wildlife Management and Conservation Research at the Centre provides new, effective and humane tools and techniques for reducing populations of invasive mammalian pest species and for monitoring biodiversity increase. Through collaboration with communities, Māori, pest control practitioners and research partners, it provides international leadership in the development of innovative pest management tools and strategies to enhance conservation efforts both within New Zealand and internationally. The multidisciplinary CWMC team and collaborators include experts in animal ecology, wildlife management, pharmacology, toxicology and design engineering. Centre for Advanced Computational Solutions The Centre conducts research in computational and mathematical sciences relevant to environmental management, molecular biology, biophysical sciences and engineering (biotechnology). The Centre’s aim is to embody the best aspects of both academic and industrial cultures, allowing the research students to uphold scientific ideals while at the same time demonstrating an awareness of real world constraints. It provides exciting opportunities for postgraduate students to formulate challenging research questions and answer them in a scientifically rigorous manner. Centre of Food Research and Innovation The Centre was established to promote innovation within the national and international food sector, and attracts internationally renowned researchers to utilise their theoretical knowledge of science to the applied benefit of the food industry. 60 Lincoln University Investment Plan 2021–2023 International EFTS 2019 2020 2021 2022 2023 2024 2025 2026 Projected 1158 954 1062 1179 1262 1373 1417 1463 % Total 44.0% 39.4% 39.1% 40.4% 40.6% 41.2% 41.6% 41.4% Partnerships and pathways A core part of the international strategy centres on building international partnerships. These provide a platform for student recruitment, student exchange mobility, teaching and research linkages. International partnerships help to strengthen the University’s global reputation and may even support its international rankings. As New Zealand’s leading land-based university, many of Lincoln’s international partnerships have been developed based upon its strengths in land-based disciplines such as Agriculture, Agribusiness, Food Sciences, Tourism, Environmental Management, Soil and Physical Sciences, Viticulture and Oenology etc. The following tables provide an overview of current and future key relationships: Current Articulations - Degree Pathways Country Institute Nature of pathway Area Programme at Lincoln University First year of receiving students China Yunnan Agricultural University 3+1 articulation Food Economics 4th year Bachelor of Commerce 2019 China Zhongkai University of Agriculture and Engineering 3+1+1 articulation Food Science 4th year English for Academic Purposes, 3 courses at 300 level 5th year Masters of Science in Food Innovation 2019 Sri Lanka Sri Lanka Institute of Technology 2+2 articulation Agritech 3rd and 4th Year Bachelor of Science 2021 Germany University of Gottingen 1.0 + 0.5 articulation Nature Conservation 1 semester Master of International Nature Conservation 2014 Austria University of Natural Resources and Life Sciences 1.5 + 0.5 Environmental Management 1 semester Master of Natural Resources Management & Ecological Engineering 3.6 Growing international linkages (Priority 6) International student numbers Due to COVID-19, New Zealand’s borders have been closed to all foreign nationals since March 2020. Consequently, the international education sector has experienced a sharp downturn and the effects will project well into 2021. At the time of writing, it is difficult to predict when international students may once again enter New Zealand. Therefore, Lincoln University’s goal in 2021 will be to recover, as best it can, the number of fee-paying international students studying at the University. TOP 400 2021 201-300 Ranked in the top universities worldwide of Sport Science Schools and Departments. 18th Ranked 18th* in QS small university category. 6% Ranked top 6%* in the International Student Ratio section. 35 Ranked 35 globally for International Students. 121 Ranked 121 for International Faculty. 51-100 Ranked 51-100 in Agriculture & Forestry 148 Ranked 148 out of 780 universities from 80 countries. 501-600 Ranked 5= of the eight New Zealand universities. 101-110 Ranked between 101-110 amongst 320 universities in the Asia Pacific University rankings region. International Rankings Green Metrics Lincoln University’s commitment to environmental sustainability continued to receive global recognition, with an improved placing in the 2019 UI GreenMetric World University Rankings announced in December. The University is now ranked 148th out of 780 universities worldwide, up 70 places from our 2018 ranking. Lincoln ranked especially highly in the education category, reflecting our focus on sustainability in many of our courses, as well as in research and publications. The University is dedicated to increasing its score in energy and climate change through our Campus Development Programme, which includes an energy diversification project that will transition the campus towards renewable energy sources, including solar. The University is also focusing on increasing our sustainability measures for transport, waste, water and green infrastructure through the Acting Vice-Chancellor’s Sustainability Taskforce that is using our students’ Climate Action Plan as a basis for developing a Lincoln University Sustainability Plan. International Reputation International partnerships and rankings help to build Lincoln’s global reputation. An enhanced reputation helps to attract international students and staff, teaching and research linkages. The University participates in the QS Five Star rating exercise and will continue to invest towards building its international reputation. 63www.lincoln.ac.nz * From 2020 full results 64 Lincoln University Investment Plan 2021–2023 4. Our Programmes and Activities 4.1 Academic Programme Action Plan (APAP) The University in conjunction with partners will enable growth in the quantity, quality, relevance and impact of graduates produced. This is being addressed in a detailed Academic Programme Action Plan (APAP) which is underpinned by the Lincoln University Strategy 2019-2028. The APAP plan for academic programmes aims to: • support the growth of EFTS at Lincoln University consistent with the 10 year growth model • support the development of a skilled workforce that meets the future demands of the land-based sector • support the development of capability to meet the immediate workforce demands of the primary, agriculture, food and fibre sectors in response to COVID-19 • contribute to solving the grand challenges for the land- based sector. The actions have been developed under six areas that each help contribute to the key aims. 2 1 3 4 5 6 Actions for the APAP plan Refine and clarify academic programmes Develop new qualifications and accessible pathways Establish quality blended and online delivery programme Marketing, intelligence, customer engagement Build strategic partnerships and co- investment for delivery of programmes Establish a leading edge teaching strategy. Key Changes • Developed an action plan, for implementation that addresses 6 focus areas, with priority actions within each of these. Key Targets • Support the growth of EFTS at Lincoln University consistent with the 10 year growth model • Support the development of a skilled workforce that meets the future demands of the land-based sector • Support the development of capability to meet the immediate workforce demands of the primary, agriculture, food and fibre sectors in response to COVID-19 • Contribute to solving the grand challenges for the land-based sector. www.lincoln.ac.nz 65 1. Refine and clarify academic programmes We will continue to refine and simplify the academic programme and course offerings to ensure critical mass and quality, and align programmes with the University strategy and industry needs and key issues for the land-based sector; and identify and fill gaps. 2. Develop new qualifications and accessible pathways We want additional fit for purpose qualifications/credentials and clear pathways into Lincoln University’s programmes. We are interested in innovative programmes that facilitate graduates and mid-career people to apply their skills to land-based sector opportunities. We will encourage upscaling successful initiatives and developing micro-credentials and short courses that address the demand and supply gaps. 3. Establish quality blended and online delivery programme; We want to provide an innovative online and delivery model distinctive to Lincoln University, protecting our strong connection to land. We will encourage upscaling of successful programmes, and development of new programmes that meet demands of students that cannot be met by traditional face-to- face teaching models. We will partner to ensure the international reach of Lincoln University exceeds campus footprint. 4. Marketing, intelligence, customer engagement We want to work with schools to ensure that education and employment opportunities in the land-based sector are widely understood and sought after, and that school leavers see Lincoln University as an attractive study option. We want to emphasise the importance of the primary, agriculture, food and fibre sectors to New Zealand, and highlight that Lincoln University is the best place to study these disciplines. We want to encourage community enrolments that include people made unemployed during COVID-19, those seeking to upskill into postgraduate study and those returning to study. We will seek to develop excellence in scanning and insight of global and developments that will affect land, food and producers, and to support the workforce requirements of the primary sector by illustrating pathways for unemployed people to retrain for career changes to support economic recovery. 5. Build strategic partnerships and co-investment for delivery of programmes We will develop partnerships to deliver course and programme offerings that meet the challenges of the land-based sector. We will partner with select universities (domestic and international) where superior academic offerings can be brought in with mutual benefits and to be more attractive to students. We will partner to ensure pipelines of students. We are committed to extending our engagement with Māori stakeholders and actively consider how we can support the Māori economy and provide opportunities for Māori to engage and partner with the Lincoln University whānau. 6. Establish a leading edge teaching strategy. We will develop a leading edge teaching strategy to support a distinctive Lincoln University student experience that forms part of a modern teaching environment. We will increase investment in areas that connect students to land-based sector workplaces, and equip them with advanced skills to enhance their contribution to important global issues. We will work to extend research-based teaching in Lincoln’s undergraduate and taught postgraduate programmes. Food and Fibre Lincoln University’s qualifications consist of 72 academic programmes and is directed toward producing graduates for the land-based sectors, defined as our food and fibre; agriculture, horticulture, agribusiness, tourism, environmental management, landscape architecture, and sport and recreation sectors. Of the 1503 Domestic EFTS in 2019, 1345 were classified as land-based sector EFTS. Lincoln University currently has 25 qualifications that are classified under the Food and Fibre Category, with 1003.6 enrolled EFTS in these programmes contributed 38% to the University’s overall EFTS (2632.8) in 2019. The primary, agriculture, food and fibres sectors are seen as crucial to the post-COVID-19 Alert Level 1 economic recovery of New Zealand, and a strong workforce demand both immediate and long term is indicated. Furthermore, New Zealand is poised globally to take leadership in environmental recovery. Lincoln University is well placed to contribute to these sectors through provision of more graduates. To ensure that Lincoln’s academic portfolio is relevant to the needs of students and stakeholders, an action plan has been developed to address six focus areas to make our programmes attractive and accessible to a wide set of students, including emphasis beyond traditional school leaver cohorts. 68 Lincoln University Investment Plan 2021–2023 Domestic Postgraduate growth 2019 Actual 2020 Forecast 2021 Target 2022 Target 2023 Target Bachelors with Honours 34.5 46.7 53.7 61.8 71.0 Postgrad Certs/Dips 9.3 36.4 71.1 40.7 29.0 Masters Taught 47.2 57.9 92.8 105.5 104.9 Masters Research 30.2 37.1 50.0 49.6 49.4 PhD 48.5 48.5 40.9 44.8 51.9 Total 169.6 226.6 308.5 302.4 306.2 The value of CUS and DUS to students at Lincoln University is that they offer shorter and more highly supported pathways to degrees than traditional bridging programmes. The anticipated time to completion of a degree for a CUS student is a further three years, with a shorter timeframe available for those on an accelerated pathway. For DUS students, the expected time to completion of a degree is between two and three years. 4.4 Growth Programmes Provide clear pathways to degree level study The Certificate in University Studies (CUS) and Diploma in University Studies (DUS) are key staircase qualifications with an average retention rate of completed students of over 90% over both programmes. Once students have successfully transitioned from CUS and DUS to degree study and a completed degree they can expect the same employment outcomes as their peers who entered with University Entrance. The table below shows the progression to higher study to Lincoln University programmes. The Level 5 programmes (excluding DUS) include the Diploma in Agriculture and Diploma in Horticulture, from which students most commonly graduate into employment. Nominal numbers of students choose to progress from the Diploma in Agriculture to the Level 6 Diploma in Farm Management, and then to the Bachelor of Commerce (Agriculture). The majority of DUS students progress into either the Bachelor of Commerce or Bachelor of Science. Progression to Higher Study 2018 actual 2019 target 2020 forecast 2021 target 2022 target 2023 target CUS 88.9% 70.0% 85.0% 88.0% 88.0% 88.0% DUS 96.9% 97.1% 97.8% 98.0% 98.0% 98.0% Level 5 (excluding DUS) 27.2% 32.2% 35.2% 35.2% 35.2% 35.2% Note: These figures denote progression to Lincoln University programmes only. 180-credit taught Masters 180-credit taught Masters are a growing feature of the New Zealand tertiary education market, and are expected to account for a substantial portion of the expected increase in postgraduate enrolments, as has occurred internationally. Lincoln University has committed to increasing its taught Masters offerings. In 2019 the University introduced two 180-credit Masters programmes: Master of Pest Management and Master of Wine and Viticulture, and in 2020 introduced a 180-credit Master of Precision Agriculture, jointly taught with the University of Canterbury. www.lincoln.ac.nz 69 • The Master of Science in Food Innovation was the first 180-credit M.Sc. offered by Lincoln University and has proved to be very popular, particularly with international students. The programme is taught over 12 months in three ‘semesters’ • The Master of Wine and Viticulture was introduced in 2019 with key courses in microbiology, laboratory methods and sensory science co-taught with the M.Sc. in Food Innovation. The programme is also taught over 12 months in three ‘semesters’ • The Master of Pest Management with specialisations in Plant Pest Management and Vertebrate Pest Management was also introduced in 2019 • In collaboration with the Faculty of Agribusiness and Commerce and the University of Canterbury, the Master of Precision Agriculture was introduced in 2020. The Faculty is also making efforts to develop enduring relationships with relevant international universities of equivalent standing. In line with the University’s China Plan, collaborative discussions have led to agreements with three Chinese universities (Zhongkai University of Agriculture and Engineering, Guangzhou; Guangdong Ocean University, Guangdong; and Tianjin University of Commerce, Beijing). Resulting articulation routes allow for B.Sc. (Food Science) students at these Chinese universities to study at Lincoln University for 12-16 weeks in English Language, one semester of undergraduate Food Science courses, and then progression to the M.Sc. in Food Innovation. The first cohort from Zhongkai University of Agriculture and Engineering arrived at Lincoln University in semester 2, 2019. In addition to normal academic processes to ensure the quality and 4.5 Funded programmes Each of our Faculties supports the Lincoln University strategy, through their portfolio of programmes and research and through delivery of undergraduate and postgraduate teaching programmes, postgraduate research, externally funded research and effective engagement with relevant industry and professional organisations. Faculty of Agriculture and Life Sciences (AGLS) Agriculture and Life Sciences (AGLS) is the largest of the three Faculties at Lincoln University, delivering teaching and undertaking research in the sciences related to food, land and ecosystems. Specifically, AGLS programmes focus on sustainable food production and the management of natural and agricultural landscapes that provide employment for people, generate wealth for the country and enhance the environment for future generations. Three thematic priorities emphasise the current direction of the Faculty going forward: • Food ingredients and innovation • Livestock-based production systems • Protecting our indigenous and productive biological systems. Within the Faculty there are four departments (Agricultural Sciences; Pest-management and Conservation; Soil and Physical Sciences; Wine, Food and Molecular Biosciences), and all staff are actively encouraged to work across disciplinary boundaries within the Faculty, with the rest of the University, and with national and international colleagues. To that end, the Faculty also hosts two University Centres of Excellence (Food for Future Consumers; Designing Future Productive Landscapes) whose specific purpose is to facilitate interdisciplinary research and act as a magnet for collaboration. Currently, undergraduate teaching provides training in two main areas: Agriculture/Horticulture (B.Agr., B.Agr. Sc., B.V.& O.) and Science (B.Sc. in Conservation & Ecology, Environmental Science, Food Science). In addition to a range of Graduate Certificate and Graduate Diploma programmes, the Faculty offers two unique offerings to undergraduate students: namely the B.Agr.Sc.(Hons), a four-year programme that includes a Masters- level dissertation; and the B.Sc. with an individual major, in which (with the approval of the Academic Board) a student can choose a combination of courses that define a coherent programme of student with a particular focus of interest. The Faculty also makes a significant contribution to teaching of courses in the Bachelor of Agribusiness and Food Marketing, the Bachelor of Commerce (Agriculture) and the Bachelor of Environmental Management. In addition to its undergraduate programmes, the Faculty is implementing a strategy to meet the globally recognised need for agri- food education that increases the technological absorptive capacity of producers and agri-food professionals, and hence to facilitate greater innovation in agri-food production systems. The successful implementation of this strategy will increase the number of postgraduate students in both taught and research programmes. A critical part of this will be to build on existing strong partnerships with industry and other organisations in the education and research sectors, in order to improve relevance and grow supervisory capacity. In addition to a range of Postgraduate Certificate, Postgraduate Diploma and Honours programmes, the development of the postgraduate teaching portfolio has resulted in the introduction of a number of 180-credit Master’s degrees: 70 Lincoln University Investment Plan 2021–2023 At the undergraduate level, this includes the Bachelor of Commerce (BCom) majors in Accounting and Finance, Food and Resource Economics, Supply Chain Management, Global Business, and Marketing. Commerce-Plus means a student undertaking a BCom major will still graduate with a significant exposure to, and capability in, agribusiness at a number of levels. The Faculty also has a BCom major in Hotel and Tourism Management to provide for a sector that has become an important part of New Zealand’s economy and an important part of diversification in rural New Zealand. In doing this, the Faculty is now able to support both the service and goods sectors that underpin the New Zealand economy. The Faculty has also entered the online/ distance education space with a number of programmes. This includes a joint degree in Food and Resource Economics being offered with Yunnan Agricultural University in Kunming, China using a mixture of online content, streamed lectures and face- to-face delivery, a collaboration with the University of Tasmania in Australia in an online Global Master Class in Horticulture Business, and the Master of Professional Accounting (CPA). Through the Yunus Social Business Centre at Lincoln University, the Faculty is also building a social business programme at the undergraduate and postgraduate levels, working to build awareness of social business in the university and wider community, provide mentoring to social businesses and supporting research related to social business. Research and postgraduate supervision in the Faculty of Agribusiness and Commerce has traditionally had a strong focus on agribusiness and resource management, however most of this is in the context of postgraduate supervision rather than externally-funded research. Some staff have developed research relevance of the Faculty’s teaching programmes, an ad-hoc Teaching Working Group was established in 2019 to review current programmes and to address issues related to negative perceptions related to careers in the food and fibre sector. The Faculty has now commissioned market research by an external consultancy to provide evidence for use in shaping the next phase of academic programmes development. The Faculty has a strong research ethos, with a research income of in excess of $7 million annually. This supports a large cohort (150-200) of postgraduate students, many of whom are embedded within externally-funded research programmes. Discipline areas covered by research and postgraduate supervision in the Faculty are wide- ranging, encompassing: applied sciences (agricultural systems, viticulture, pest management, conservation, environmental science, food science), physical and life sciences (animal science, plant science, microbiology, soil science), and fundamental sciences (biochemistry, cell biology, molecular biology, ecology). The Faculty maintains a number of facilities to enhance teaching and facilitate research. In addition to a range of laboratory-based analytical facilities, the staff and students in the Faculty have access to plant-growth chambers, glasshouses, and field research areas, and horticultural facilities (vineyards, hop garden, etc.) for teaching and research. In addition, the Faculty is responsible for the operation of a number of farms (dairy, dryland livestock, high-country) which are utilised for both teaching and larger- scale research activities. The farms have increased engagement with high school children through the appointment in 2019 of a Farms Education Facilitator with a mission to undertake schools outreach and organise farm-based learning activities. This work has been interrupted by the COVID-19 pandemic and currently the focus has shifted to creating achievement standard (paper) specific resources in the areas of Science, Agricultural and Geography that highlight the AGLS departments. Lincoln University aspires to be globally recognised for excellence within its sector, and is presently ranked in the 51-100 group of the QS World University Rankings in Agriculture and Forestry. Faculty of Agribusiness and Commerce (AGCM) The Faculty of Agribusiness and Commerce aspires to be Australasia’s premier provider of agribusiness research and education, supporting the value chains that underpin the New Zealand economy. Linking people, businesses and economies through an interdisciplinary approach where business studies encompass economic, social and biophysical elements is a central theme in the Faculty, as is a global outlook and reach. To support the Faculty’s aspirations, the teaching portfolio has two directions. One is explicitly agribusiness-focused, including the one year Diplomas of Agriculture and Horticulture, the two year Diplomas of Farm Management and Horticulture Management, in addition to the degrees of Bachelor of Commerce (Agriculture), Bachelor of Agribusiness and Food Marketing, Master of Management (Agricultural Systems), Master of Management (Agribusiness), Master of International Rural Development (Agribusiness) and the rural valuation major in the Bachelor of Land and Property Management. From 2021, we will be offering a Diploma in Horticultural Business and a Bachelor of Commerce (Horticulture). The rest of the business degree portfolio is moving towards a much greater focus on agribusiness through a ‘Commerce- Plus’ model that will have a large part of the teaching context embedded with agrifood-sector examples and context. www.lincoln.ac.nz 73 4.7 New activities planned (including subsidiaries) B.linc Innovation Ltd - He Puna Karikari B.linc Innovation (formerly Blinc Innovation Ltd) is a facilitator of innovation, primarily focusing on developing innovative solutions in the primary industry sector. B.linc connects business, science, industry and academia while working alongside visionaries to create new solutions in, and using, the Naturetech ecosystem – people, ideas, knowledge, resources, insights and experience to create and pioneer new solutions for tomorrow. Lincoln University became the sole shareholder of B.linc Innovation in November 2019, resulting in B.linc becoming a business unit of Lincoln University in May 2020. B.linc works with leading organisations, start-ups, CRIs, growers and universities to address the topical challenges facing the food and agriculture industries. B.linc’s campus ‘Workshop’ is not only a place to home B.linc staff, but is also a co-working and venue hire space which caters for start-up teams and small agri-businesses looking for a place to connect, featuring permanent or semi-permanent desks and space for meetings and workshops. B.linc Innovation not only runs in-house events, but also collaborates with a plethora of relevant stakeholders to design and hold events and facilitate projects outside of the confines of the B.linc Workshop. This ensures that B.linc’s wealth of event and project management capabilities are spread nationwide in order to further build the B.linc brand equity and reach. B.linc runs six key event series aimed at encouraging a melting pot of conversations and sparking ideas across industries. These include: Innovation Series – a monthly panel seminar where inspiring innovators from industry, science and academia share their narratives about the future of the food and fibre sector. Big Challenge Series – a half-yearly event bringing courageous innovators, inventors and leaders together to focus on a big challenge or opportunity for New Zealand’s primary industry space and to develop collaborative programmes. New Wave – an event with the aim of building the next generation of leaders and innovators, attracting them to the food and fibre industry through developing new thinking. Vibe – an event to engage the local Lincoln precinct and surrounding areas with the aim to highlight areas of common interest and potential collaboration opportunities, whilst also providing a chance to network in a casual environment. Cultivate – an event designed to connect entrepreneurs and SMEs to industry leaders in order to support and cultivate business ideas and excellence. Excellence – a series of events designed to showcase research conducted within Lincoln University’s Centres of Excellence and to ensure that the research reaches those at farm gate, as well as those in industry and other faculties within academia. 74 Lincoln University Investment Plan 2021–2023 5. Our outcomes and measures Key Changes • Maintained ’Low Risk‘ under the TEC’s Financial Monitoring Framework • Established an Enhancement Theme Steering Group which reports quarterly to the national group as part of the cycle 6 Academic Audit. Key Targets • Continue to maintain low risk • Achieve revenue growth targets.. 5.1 Financial capability and performance Improved financial performance The University is now consistently ’Low Risk‘ under the TEC’s Financial Monitoring Framework (FMF) Through initiatives that commenced in 2016, the University has moved from ‘high risk’ to ‘low risk’ at the end of 2017, and continued to be ‘low risk’ to end 2019. The following 2019 financial performance results are consistent with the low risk Financial Monitoring Framework targets: 5.8% 11.4% 108.7% 66.1% Operating surplus to revenue EBITDA to revenue Operating cash inflows to operating cash outflows Liquidity The last four years has seen the University’s financial performance continue to improve, with Lincoln University performing in line with the ‘low risk’ FMF targets alongside the other New Zealand universities. www.lincoln.ac.nz 75 Financial Performance and Position 2019 Full Year Actual $000 2018 Full Year Actual $000 2017 Full Year Actuals $000 2016 Full Year Actuals $000 Group Revenue $126,876 $118,610 $116,386 $123,332 Group Expenditure $119,508 $114,496 $109,324 $122,839 Group Operating Surplus/(Deficit) $7,368 $4,114 $7,062 $493 Group Total Assets $343,031 $314,115 $274,882 $288,400 Group Total Liabilities $49,587 $49,322 $45,363 $50,230 Group Equity/Net Assets $293,444 $264,793 $229,519 $238,170 Group Financial Ratios - Operating Surplus (Deficit) to % revenue Operating Surplus(Deficit)/Revenue (excl Insurance Revenue)% 3.5% 6.1% 0.4% - EBITDA to % revenue EBITDA/Revenue (excl Insurance Revenue) % 11.4% 9.0% 13.6% 4.0% - Operating Cashflows Operating Cash inflows/Operating Cash outflows % 108.7% 110.6% 101.5% 100.1% - Liquidity Liquid funds/Operating cash outflows % 66.1% 28.2% 23.2% 35.2% 5.2 Quality assurance reviews Academic Audit (External) The Academic Quality Agency (AQA) undertakes external quality assurance for the New Zealand universities. At the beginning of 2018 the AQA affirmed that the University had demonstrated its commitment to, and implementation of, high standard academic quality processes, procedures and academic practices in learning, teaching and research as per the requirements of the Cycle 5 Academic Audit. A new initiative by AQA for the Cycle 6 Academic Audit was the introduction of an Enhancement Theme for all universities to address collectively, and which is of national significance. The topic for the Cycle 6 Enhancement Theme was “Access, outcomes and opportunities for Māori students and Pasifika students”. Lincoln established an Enhancement Theme Steering Group led by the Assistant Vice-Chancellor Māori and Pasifika and the Assistant Vice-Chancellor Learning and Teaching. The Group reported quarterly to the national Enhancement Theme Steering Group on the progress of its strategic initiatives and objectives. The final report was submitted in March 2020. A further initiative by AQA was the introduction of a public mid-cycle report to address the recommendations following the Cycle 5 Academic Audit Report. This report was due in early June 2020 and was submitted on 5 June following approval by the Academic Board. Preliminary work has commenced on the second part of the Cycle 6 Academic Audit, which is due for submission in October 2023, with a site visit anticipated in March 2024. Internal reviews Annual Academic Programme Review: all bachelors and taught masters degrees are reviewed annually to examine enrolment numbers and student demographics, identify issues and recommend actions, ensure the graduate profile continues to be fit for purpose, and include feedback from the student voice. External Academic Programme Review: this review evaluates a programme’s academic quality, structure, curriculum, teaching, learning, assessment, delivery, student outcomes and the ability of graduates to meet the graduate profile. The review includes both internal and external review panels. The results of an External Academic Programme Review can be used to provide assurance of quality for students, staff, faculties, stakeholders and the wider university community. A review schedule has been established through to 2022. 78 Lincoln University Investment Plan 2021–2023 Appendices UNDERGRADUATE SCHOLARSHIPS Allied Security Bursaries Kate A. Braidwood Luke W. Gilchrist Stuart R. Hunter Argyle Awards Nicola Kennedy Emma S. B. Trolove Andre M. Salvador Boffa Miskell Landscape Architecture Scholarship Sophie M. Harrison Sir Turi Carroll Centennial Scholarship Charlotte R. Parry Ellen N. Pryor William and Ina Cartwright Scholarship No award made C H Croker Memorial Scholarship Annabel J. Butterick Thomas A. Renton Phoebe B. Topp Callum J. Woodhouse Colliers Commercial and Industry Property Scholarship Benjamin John Renton Constellation Brands Scholarship Damon M. Lovell DairyNZ Undergraduate Scholarships Nikita M. Beck Cameron L. Butterworth Demelza R. B. Dalglish Celine R. Dalley Joshua A. Hamill Paige T. Harris Brayden W. Johnston Leilani C. Lobb Monique J. Mellow Rebecca L. Rickard Kate Smitstra Brad K. Trebilcock Ashleigh T. Van Uffelen Owen M. Veltman Amy M. B. Wells Devyn R. Wills Department of Conservation Parks and Outdoor Recreation Scholarship Nikita M. Beck Gina E. Boby Sabrina H. Coley Bridget M. Elliott Stephanie J. Loughnan William Walter Dunsterville Scholarships Eilish J. L. Burrows Leucia J. Caves Roisin C. Chilton Demelza R. B. Dalglish Emily J. M. Draper Rex G. Hurley Emma J. Maxwell Lily R. Reed Ashleigh T. Van Uffelen Charles and Ella Elgar Trust Bursary Hannah N. Nichols Sophie L. Prendergast ETEC Crop Solutions Scholarship Eilish J. L. Burrows Hamish J. Dunbar Libby Ruddenklau First Light Foods Scholarship Lucy G. Hewitt FMG Agriculture Scholarship Andrew S. Allan James and Evelyn Gane Scholarship Kate A. Braidwood Garden Marlborough Scholarship Jayanta W. McKendrey Neil Gow Memorial Scholarship Anna R. Hayward George Graham Trust Scholarship Daniel J. Powell Graduate Women Canterbury Trust Inc. Scholarship Samantha M. Earl-Goulet Simon Gubbins Lincoln University Scholarship Charles M. Young Sir Graeme Harrison Scholarship Robbie G. S. Crozier Harwood Farm Trust Scholarship Rachael O. Hoogenboom Edwin C. Laver Ashleigh T. Van Uffelen Rhiannon Whelan Horticulture New Zealand Scholarship No award made William Hudson Scholarship Abagael L. Carden-Holdstock Hogan Hurst Horticulture Scholarship Brooke P. Benny Peter Wallace Johnstone Memorial Scholarship Sian M. Macdonald Lincoln University Alumni Association Degree Scholarship Jodanne G. Aitken Lincoln University Alumni Association Diploma Scholarship Jack T. O. Taggart Lincoln University Aoraki Connect Scholarship Cheyenne T. K. Wilson Lincoln University Basketball Scholarships Ihaia J. T. Kendrew Rosalia M. Samia Lincoln University Cricket Scholarships Charlotte J. Calder Will H. Smith Scholarship Awards – 2019 (The awards listed are for the initial year of tenure) www.lincoln.ac.nz 79 Lincoln University Elite Sports Scholarship Andrew S. Allen Benjamin A. Baynes Georgia L. Gibbons Lincoln University Excellence Scholarships Isabella G. Howe Kaitlin J. Watson Lincoln University Fanua Scholarship Viliami T. F. Tohi Lincoln University Foundation Exchange Awards Oakley B. Campbell Xinyi Cheng Kate R. Coster Maui E. E. Duley Karina Hadden Isabella J. Hardy Caitlin J. McCulloch Ryan D. Neill Robyn-Maree D. Parkinson Rachael C. Wood Lincoln University Future Leader Scholarships Seiji Abe Petra M. Campbell Bryleigh A. Collins Oliver J. G. Donaldson Shannon M. Fitzgibbon Mckenzie M. Frear Frederick M. E. Gibson Melissa L. Gray Caitlin A. Grieve Tessa R. Inwood Reuben J. Jeffery-Butler Niamh E. L. Maxwell Tom F. Shallard Kate Smitstra Tyler J. Sparks Jackson D. C. Taylor Phoebe B. Topp Amy M. B. Wells Lincoln University Gap Year Scholarships Mikaela L. Dawson Shelby A. M. Wilson Lincoln University Hockey Scholarships Natalie C. Austin Reuben J. Crawford Ellie M. Duncan Andrew G. D. Ross Lincoln University Inclusive Education Award Padric R. M. Ahearn Nicole C. Kean Lincoln University Māori and Pasifika Accommodation Scholarship Ethan P. M. Asher Natasha A. Crawford Thomas R. Cross Uenuku I. Hoerara Grace C. Marshall William L. R. Stevenson Mary L. Yeatman LU Mātauraka Māori Scholarship Mishael L. J. Coulter Lincoln University Netball Scholarships Megan R. Borst Mikayla S. Gillespie Amanda R. Harris Charlize M. Milne Lincoln University Overseas Exchange Awards Maui E. E. Duley Ryan D. Neill Lincoln University Rowing Scholarships Angus W. K. Gilbert Xavier P. Wright Lincoln University Rugby Scholarships Liam R. Allen Ryan W. Barnes Forne K. Burkin Matthew C. H. Graham-Williams Joshua A. Hamill Tahu K. Kaa Oscar V. H. Koller Joshua T. Loveday Nicholas L. McNair Ishmael H. Perkins-Banse Amhlaoibh Porter George W. Latter Amy M. Rule Patrick B. Thacker Lincoln University Suffrage Centennial Undergraduate Scholarship Akika Takada Lincoln University TeenAg Scholarships Mikayla H. Binney Cox Jessica R. Guy A.D. Lochhead Memorial Scholarship Libby Ruddenklau Lone Star Farms Scholarship Thomas R. J. Adkins T.E. Ludecke Memorial Award Leon E. Barrowcliffe William S. MacGibbon Scholarship Georgia O. Marshall G B Malcolm Scholarship No award made Michael Martin Bursary Georgia O. Marshall Moore Stephens Markhams Wairarapa Ltd Accounting Scholarship Olivia B. Pike New Zealand Grain and Seed Association Scholarship No award made S S Obery Scholarship Brooke P. Benny E P Parcell Memorial Scholarship Ryan T. Nicholson Basil Parkes Scholarship Oscar S. Savage Elizabeth Richards Scholarships Mckenzie R. Alfeld Jeroen Breunisse Samuel M. King Brooke E. McKay Tessa C. Mitchell 80 Lincoln University Investment Plan 2021–2023 The Salvation Army Edmund Sanderson Jeff Farm Scholarships Hannah M. Brewer Harrison A. Burgess Tasman J. Cook Madeline R. Drew Nicholas E. C. Simpson Rhiannon Whelan Sir Arthur Sims Scholarships Ryan W. Barnes Benjamin A. Baynes Angus W. K. Gilbert Joseph J. P. Olsen Daniel H. Patterson Southern Environmental Trust Scholarship Jodanne G. Aitken South Island Agricultural Field Days Inc. Scholarships Amy M. B. Wells Callum J. Woodhouse John Samuel Taylor Memorial Text Book Awards No award made JMH Tripp Agricultural Scholarship Hamish J. Dunbar Samantha M. Earl-Goulet University of California Travel Award No award made Charles Upham Trust Scholarship Hamish J. Dunbar Gladys Grace Vale Bursary Jayanta W. McKendrey Margaret Watling Scholarship No award made Westpac Scholarship Alexandra M. Cochrane POSTGRADUATE SCHOLARSHIPS Brian Aspin Memorial Scholarship Aimee L. Milne Bart Baker Memorial Scholarship No award made Miss Clarice Bell Memorial Scholarship Jasmine C. Tanner MacMillan Brown Agricultural Research Scholarships Weiyi Liu William D. Talbot Tihana Vujinovic Craigmore Sustainables Scholarship Thomas A. R. Scott Foundation for Arable Research Postgraduate Scholarship No award made Freemasons University Scholarship Megan R. Fitzgerald Freemasons Postgraduate Scholarship Libby L. Pilcher-Twiss William Gao Postgraduate Scholarship for Excellence Yeimy N. Walker Graduate Women Canterbury Inc Trust Postgraduate Scholarship Karina Hadden Elise P. Le Compte Sir Charles Hilgendorf Memorial Postgraduate Research Scholarship No award made Hine Rangi Trust Scholarship Hamish T. Wills Don Hulston Foundation Scholarship No award made Lady Isaac Scholarship in Nature Conservation Kathryn A. Bugler Lincoln University Doctoral Scholarships Paul T. Epee Misse Atefeh Fazayeli Cameron J. Marshall Samuel T. Seba Irene Setiawan Lincoln University Postgraduate Rugby Scholarships Harrison J. Courtney Benjamin T. Crawford Nicholas P. Souchon Lincoln University Senior Scholarships Jodanne G. Aitken Samantha M. B. Earl-Goulet Jonathan T. Hadipurnomo William Machin Doctoral Scholarships for Excellence Gemma M. Payne Manning Seed Award Lucy M. Egan L W McCaskill Scholarship Thomas A. R. Scott Sarita McClure Scholarship Andrew J. Milsom John W & Carrie McLean Trust Scholarship Ugonna J. Ekegbu Nicole L. Oliver A C Rayner Memorial Scholarship Timothy M. Driver Heaton Rhodes Scholarship Ghassan Mahmoud James Bruce Smith Memorial Scholarship Emma M. Chrystall Kathleen Ann Stevens Scholarship Sophie L. Prendergast The Centre of Excellence Sustainable Tourism for Regions, Landscapes and Communities Research Masters Scholarship Niamh T. Espiner Gordon Williams Postgraduate Scholarship in Ecological Sciences Kate R. Coster