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Lincoln University Investment Plan 2020–2022 www.lincoln.ac.nz 1
Lincoln University Quick facts
90% 18th Top 1.4%
successful rated for small of all universities
course completion universities in globally*
for Level 7+ the world *2019/2020 QS World University rankings
Major links 15%
and collaborative higher graduate
relationships employment rate
with industry and research centres
Attracts
Genuine 3rd
urban student staff oldest University
& rural interaction in New Zealand
students
1878
Higher
percentage of
10 14
research
farms
graduates compared centres
to national average*
*For Level 4–7
1. Introduction 3 2. Governance 5 3. Our Strategy 6 3.1 Alignment to existing strategies 6 4. Proposed outcomes for the coming three years 9 4.1 Academic programmes 12 4.2 Marketing campaigns 16 4.3 Student experience and engagement 20 4.4 Campus development 26 4.5 Partnerships 32 5. Contribution to Government priorities 36 5.1 Delivering skills for industry (Priority 1) 36 5.2 Boosting achievement of Māori and Pasifika (Priority 3) 39 5.3 Strengthening research-based institutions (Priority 5) 43 5.4 Growing international linkages (Priority 6) 52 6. Our programmes 56 6.1 Faculty of Agriculture and Life Sciences (AGLS) 56 6.2 Faculty of Agribusiness and Commerce (AGCM) 57 6.3 Faculty of Environment, Society and Design (ESD) 57 6.4 University Studies and English Language Division (USEL) 59 6.5 Learning and Teaching, and Library (LTL) 60 7. Managing resources 62 7.1 Financial performance 62 7.2 Quality assurance reviews 63 8. Statement of Service Performance 64 Appendices 66 www.lincoln.ac.nz 1
2 Lincoln University Investment Plan 2020–2022
1. Introduction
Lincoln University conducts and the delivery of programmes that Research.
reflect contemporary issues. Not only are Lincoln’s academic staff
world-class research and
teachers, they’re also high-quality
delivers high-quality education It came from the University identifying
researchers.
core disciplines, which better
to grow the knowledge of
concentrate resources in research According to the latest Performance-
its students and help shape and teaching. It also pinpointed Based Research Fund (PBRF) results, the
a world that benefits from a grand challenges facing society that University’s students have more chance
greater understanding of the Lincoln could tackle at a world-class of having a high-ranking researcher in
level through a mix of disciplines in front of them than at any other New
relationship between land, collaboration with members of other Zealand university.
food and ecosystems. institutions.
In fact, Lincoln is ranked first in the
Lincoln enhances and enriches lives, The University sought to provide new measure of average quality scores of
producing thought leaders who will generations with academic capacity to active researchers per postgraduate
grow the future, so people can live well create and design solutions in the nexus and final year undergraduate student.
for generations to come. between agriculture, water, tourism and
The total Lincoln University research
Great learning and growth is the result conservation.
quality unit score for the 2018 PBRF
of impactful applied research, deep The introduction of additional majors round rose by 30% (from 688.7 units in
industry relationships, world-class add depth to degree programmes with 2012 to 895.7 units in 2018).
modern learning environments and meaningful study in a complementary
teaching, and global connections, The results highlight Lincoln’s strengths
discipline.
collaborations and partnerships that in land-based disciplines as well as
ensure what is taught at Lincoln is They also provide students with the its focus on producing world-class
relevant today and tomorrow. ability to design their own course research.
options, and ensure employers have a
Lincoln University is placed at 356th Harnessing the value of our land.
wider pool of potential employees with
equal in the QS World University Though diverse, Lincoln does not
multi-disciplinary, job-ready capacity.
Rankings and has a student headcount attempt to offer everything; it focuses
roll of 3181, along with approximately For example, students are able resources where it truly excels. The
650 staff. With three academic faculties, to include the environmental University offers unique courses
one teaching division, several research management major in commerce, directly aligned with industry demand
centres and a range of corporate science and tourism degrees, ensuring in the primary sector, with a focus on
service units, Lincoln University draws they are ready to meet our future primary production, environmental
its students from over 80 countries environmental challenges. Other management, agricultural commerce
throughout the world. additional majors include Accounting, and tourism.
Facilities Management, Economics,
At Lincoln we enable our students Lincoln students enjoy a wealth of
Event Management, Finance, Global
to reach their potential so they can opportunities to develop skills on
Business, Marketing, Parks and Outdoor
help shape a world that benefits from campus and in the real world. Just
Recreation, Supply Chain Management,
a greater relationship with the land: as importantly, they become part
Tourism Management and Water
from tourism to viticulture, landscape of a thriving and inclusive student
Management.
architecture to food, science to community, forging friendships that will
agribusiness and more. Small is big. last a lifetime. Graduates arrive at their
Being the smallest university in New careers globally connected, forward
To achieve this, Lincoln has cultivated a Zealand is a good thing. It means thinking and ready to shape tomorrow.
few strengths of its own. we offer a more personable learning
Lincoln University is here to enhance
Course structure. environment, with greater access to,
and enrich lives. To grow the knowledge
Many of the world’s leading universities and more face time, with lecturers.
of its students so they can shape a
now allow their students to select their A village-like atmosphere leads to
world that benefits from a greater
learning with their own end goal in a greater sense of community and
understanding of the relationship
mind. We do too. transfer of knowledge between
between the land, the food produced
students.
This innovation, introduced in 2018, from it and the ecosystems within it.
recognised a desire from students and
industry for multi-disciplinary flexibility
www.lincoln.ac.nz 3
Lincoln University Framework
Vision
(where we want To be a globally ranked, top five, land-based, University, unlocking the
to be) power of the land , to enhance lives and grow the future
Purpose Lincoln University is here to conduct excellent research and education, and
grow the knowledge of our students, shaping a world that benefits from a
(why we exist)
greater understanding of the relationship between our land, the food and
ecosystems, and the experiences we create from these. We are here to
enhance and enrich lives, and to produce thought leaders who will grow the
future, so people can live well for generations to come.
Strategic Ambidextrous Strategy, with six goals
Framework Renewal Strategy
• A distinctive Aotearoa New Zealand end-
and Plan
to-end student experience;
2019-2028
• Improved assets and sustainable
operating models; and Supported by four plans
• A culture which stimulates and inspire 1. Research
staff and students. 2. Education
3. Māori
Shaping Strategy 4. Partnerships
• A world-class research and
teaching precinct;
• An organisation focused on
meaningful partnerships; and
• Facilitating growth.
Brand
GROW
Positioning
For the world. Protect the future. Live well
Values Manaakitaka Rangatirataka • Students at our core – Students
looking after Kaitiakitaka are our reason for being
People Tohatoha • Leadership – Taking responsibility
Whanaungataka as a leader at all levels
Wairuataka
• Integrity – Doing the right thing
in a reliable way
• Innovation – Encouraged through
collaboration and partnerships
4 Lincoln University Investment Plan 2020–2022
2. Governance
Lincoln University Council Risk Management an equal employment opportunities
The Lincoln University Council Council’s Audit and Risk Management programme and recognition of: the aims
comprises a mix of members appointed Committee oversees the University’s and aspirations of the Māori people;
by the Minister of Education, by effective management of strategic risk. the employment requirements of the
Council itself, and elected staff and High-level strategic risks are reviewed Māori people; and the need for greater
student members. The selection every two months by the Committee involvement of the Māori people in the
of appointed members involves a and Council. Risk management education service.
skills matrix framework that covers systems are operated University-wide
The University’s Māori Strategy outlines
expected competencies and and for major projects undertaken by
a range of value statements that
experience. Prospective candidates the institution.
guide the University’s decision-making
for elected positions are briefed on the
Capital Asset Management processes by focusing on appropriate
expectations and selection framework.
Council’s Capital Asset Committee expressions of: whakawhanaukataka,
Additional high-calibre capability is
monitors and reports on the planning manaakitaka, kaitiakitaka, rakatirataka,
co-opted for specific purposes, as
and progress of all capital and asset wairuataka and tohatoha. As the journey
demonstrated by the establishment of
optimisation activities undertaken by towards bi-culturalism is core to the
the Transformation Board in 2017.
the University to Council. Planning University’s strategy, the Chancellor is
Educational Performance documentation and progress reports are championing the initiation of this work
The Academic Board, a Committee reviewed on a regular basis, alongside for Lincoln University governance and
of Council, ensures the quality and policy and procedure documentation leadership. Mana Whenua have been
standards of learning, teaching and to ensure effective management of the approached to support the development
research are maintained across the University’s capital and assets. of skills and awareness of the Council
University. The Board provides academic and the leadership team. It is hoped that
leadership that guides the academic Farm Portfolio Management the collaborative strategy can be co-
community to achieve the best The Council Farms Committee designed with Mana Whenua.
possible outcomes for the University’s oversees the optimisation and
Targeted support is provided to Māori
students, staff and stakeholders. Equal strategic positioning of the University’s
students through the Māori and Pacific
prominence is given to teaching and substantial farm asset portfolio and
Island Support Coordinators. Te
research, informed through its two monitors the implementation of
Awhioraki (Māori Students Association)
major subcommittees (Learning and strategy relating to these assets from a
supports students from its base at Te
Teaching Committee and Research governance perspective.
Whare Whakakotahi, running events
Committee). and advocating to enhance the student
Treaty of Waitangi
Under the Education Act 1989, the experience for Māori.
Organisational Performance
Performance is monitored at University Council has a duty to
governance level through a suite of acknowledge the principles of the Treaty
standard reports including financials, of Waitangi, in the performance of its
student recruitment, research, functions. The Council constitution
and health and safety. Further, the provides for one member to be
institutional key performance indicators appointed after consultation with Te
provide strategic financial and non- Rūnanga o Ngāi Tahu. Ahumairaki
financial performance targets to oversees the Māori development
give an overall view of organisational aspirations of the institution on behalf of
performance. Progress against these Council and in line with our obligations
targets is regularly reported to Council. under the Treaty of Waitangi, the
Tertiary Education Strategy and our
Stakeholders and Partnerships University strategy.
Lincoln University also acknowledges
Further, under the State Sector
the importance of partnerships to the
Act 1988, as a good employer the
institution achieving its aspirations,
University operates a personnel policy
and will monitor and report on
containing provisions for the fair and
how these relationships are
proper treatment of employees in all
contributing to organisational
aspects of their employment, including
performance and outcomes.
www.lincoln.ac.nz 5
3. Our Strategy
3.1 Alignment to existing strategies The new financial management model In 2017, the Transformation Board
Lincoln University is an organisation introduced in 2016 called the Internal was established, which subsequently
intent on growing to further contribute Economy has restructured budgeting released a report in October 2017
to the Government’s strategic goals for activities and introduced tools to detailing five key themes, which are
the land-based sector. The University work towards financial performance reflected in the University’s major
will contribute by increasing the standards. initiatives. The recommendations were:
number of land-based sector graduates, Faculties and departments now have 1. Redefine quality course offerings
particularly domestic, to meet industry ownership of their direct costs and and create new ways of student-
demand. It will also provide relevant revenues, allowing them to manage focused learning for undergraduates,
capability and solutions to help tackle efforts and resources to increase postgraduates and mid-career
future technical and environmental student numbers and research professionals
challenges. activities, ensuring a more sustainable
2. Build Lincoln University’s research
Lincoln University has a distinctive institution for the long term. The
outcomes and reputation to deliver
research profile, reflecting its specialist, suite of tools to support the Internal
positive change for Aotearoa
land-based orientation. A key feature Economy process has been developed
New Zealand in the land, food
is its distinct pedagogy whereby and rolled out across the University.
and ecosystems domain
there is a strong cohesion between These tools enable budget managers
research and education, meaning to be agile and react quickly to market 3. Move away from being a standalone
that its learning is positioned in a changes. Following a decade of sub- university to be the academic heart
research-intensive environment where standard financial performance, Lincoln of the Lincoln community and a
research revenue per academic FTE University is now performing above the valued partner to institutions with
is the highest amongst New Zealand’s TEC’s Financial Monitoring Framework shared goals
universities. The University’s research (FMF) targets.
4. Imbue Lincoln University with a clear
adds value across many sectors, purpose that delivers for Aotearoa
including agribusiness, land and water, New Zealand and contributes
food, beverage, dairy, tourism and Financial performance globally to create knowledge and
environmental management sectors. It
achieves this through partnerships and
standards opportunities around land, food
and ecosystems, building on the
collaboration with other land-based • EBITDA to revenue 9% University’s historical strengths
organisations, such as Crown Research
Institutes (CRIs), other research entities • Improved financial performance 5. Reset the governance and executive
and the private sector – many of which returning the University to “Low capability to achieve Lincoln
are based in the Lincoln community. Risk” under the TEC’s Financial University’s renewed purpose.
Monitoring Framework
For Lincoln University, helping
businesses and communities that • Finalised total insurance
are connected with the land - from settlement
agribusiness to tourism - share in the • EFTS at the highest level post-
brightest possible future is behind its “Our Strategic Plan 2019-
earthquakes
core purpose: unlocking the power of 2028 aims to ensure our
the land to enhance lives and grow the • Strategic Plan 2019-2028 in
future. place KPI’s and key milestones
The University has acknowledged that • Cohesive Senior Management are focused on six strategic
achieving its purpose required change. team in place goals. We are currently
Late in 2016 it embarked on a change
agenda covering key areas of University
• Asset sales achieved, plus consulting with Council and
further surplus assets identified
functions: education, research, aim to update staff on goals
leadership, and a range of strategic • Partner with AgResearch in
building science facilities
and guiding principles over
enablers including, amongst others,
campus development. the next three months.”
6 Lincoln University Investment Plan 2020–2022
In 2018, the University developed
a new strategic framework and
core strategies.
An ‘ambidextrous’ approach was The achievement of the Strategic Plan 2019-2028 is the key driver
confirmed, where the University for Lincoln University’s growth and sustainability. The transformation
executes a Renewal strategy to initiatives undertaken to achieve this plan include:
complete the process of making the
institution operationally excellent and
Transformation initiatives
viable, in conjunction with a Shaping
strategy of collaboration with the land-
based sector. The approach provided Redefine quality • Flexible majors
the framework for the Strategic Plan
2019-2028.
course offerings and • Online and blended delivery
create new ways of • Joint programmes.
To help achieve its purpose, the student-focused
University’s focus is on six strategic
goals under the Renewal and Shaping
learning:
strategic framework:
Partnerships and • Blinc He Puna Karikari
Renewal
collaboration: • Land-based sector
graduate school
Goal 1. A distinctive Aotearoa
• AgResearch partnership
New Zealand end-to-end
student experience • Children’s University
Canterbury partnership
Goal 2. Improved assets and
• University of Canterbury
sustainable operating partnership
models
Goal 3. A culture which stimulates
and inspires staff and Academic • Centres of Excellence
students reorganisation:
Shaping
Campus • Science facilities
Goal 4. A world-class research
and teaching precinct development: • Student experience e.g.
accommodation, and sport
Goal 5. An organisation and recreation facilities
focused on meaningful • Earthquake-damaged
partnerships infrastructure
Goal 6. Facilitating growth. • Business as usual (research
including learning equipment,
systems, farm equipment,
vehicles, general PPE, ICT,
infrastructure.)
As a result of the changes and the ongoing efforts to address
the Transformation Board recommendations, the University is a
financially viable and sustainable organisation, considered low
risk under the TEC’s Financial Monitoring Framework, and has a
formalised strategic plan in place to ensure the delivery of its goals,
KPIs and key milestones.
www.lincoln.ac.nz 7
Lincoln University continues to make significant progress Lincoln University is committed to
responding to future demand from
against the risks previously identified for the organisation.
the land-based sector for more skilled
graduates to improve productivity,
environmental quality and food
innovation. The ability to attract
students, researchers and academic
New financial model and return to surplus
staff is underpinned by a fit-for-future
campus. Lincoln University recognises
that achieving a fit-for-future campus
requires strategic decision-making
Continued process of strengthening governance around what and where to invest and
and management where to partner with others to leverage
their experience and assets.
Changes, therefore, involve
improvement and enhancement,
Developing and attracting capability to lead change but also some rationalisation and
consolidation. In response, Lincoln
University established a Campus
Development Programme to ensure
Strengthening partnerships and collaboration with individual projects are delivered and the
other universities, CRIs, industry, iwi and other intended benefits are met.
research providers
Improved financial performance - continued strong
academic performance with EFTS at highest level
since earthquakes
Returned Lincoln University to ‘Low Risk’ under the
TEC financial monitoring framework
Finalised total insurance settlement and progressed
asset sales
Developed Campus Master Plan & commencing
redevelopment of the campus.
8 Lincoln University Investment Plan 2020–20224. Proposed outcomes for the coming
three years
Total projected EFTS broken down by domestic and
international qualification levels:
Key Changes
3,500
3,000
• Increased blended and online Learning 2,500
2,000
• Campus Development plan is underway 1,500
1,000
500
0
Key Targets 2019 2020 2021 2022
Domestic sub-degree Domestic undergraduate
• Grow overall EFTS by 13% Domestic postgraduate International sub-degree
International undergraduate International postgraduate
• Grow domestic EFTS market share within the next
three years
• Grow postgraduate EFTS to 33% of the student population
An increase in EFTS from 2596 in 2019 to 2863 EFTS in
• Grow international EFTS to 48% of the student population 2022.
This is to be achieved through the strategies and key
initiatives detailed in the 2018 Student Growth Strategy.
Over the next three years Lincoln University expects to:
The forecast student volume is summarised below: • Grow overall EFTS by 13% (see further details in section 4.2)
• Grow the market share of domestic EFTS after 2021 when it
2019 2020 2021 2022 Total
is expected this trend will stop declining
forecast target target target growth
Domestic 1,475 1,491 1,486 1,543 4.58% • Grow postgraduate EFTS to 33% of the student population
Sub-degree
(see further details in section 5.3)
162 164 165 167 3.02%
(Domestic)
• Grow international EFTS to 48% of the student population
Undergraduate
1,140 1,135 1,125 1,152 1.02% (see further details in section 5.4).
(Domestic)
Postgraduate
173 192 196 224 29.52%
(Domestic) This will be achieved through a series of initiatives covering
International 1,133 1,267 1,324 1,407 24.22% both recruitment and retention, which have been grouped
Sub-degree
into five key themes.
273 315 322 328 20.29%
(International)
Undergraduate
302 320 331 340 12.70%
(International)
Postgraduate
558 632 671 739 32.36%
(International)
Total 2,608 2,758 2,810 2,950 13.11%
www.lincoln.ac.nz 9To achieve student growth, Lincoln Key initiatives include:
University must increase the number
of students it is recruiting. At the same
time, to ensure year-on-year growth, Academic All initiatives relating to Lincoln University’s product
newly recruited students have to be mix (e.g. introducing online and blended learning,
retained. To achieve this, a series of
Programmes:
staircasing, taught master’s degrees and changes to
initiatives have been identified that the University organisation)
address both recruitment and retention.
These have been grouped into five key
themes, which sit across target markets
Marketing All initiatives relating to brand awareness and
and cover the end-to-end student positioning of Lincoln University, and the key
lifecycle: Campaigns:
marketing campaigns and activities for target markets
Student All initiatives relating to the student experience,
improving pastoral care and increasing student
Experience and
engagement, including through the Student
Engagement: Experience Board. These initiatives are integral
to growing retention and progression, ensuring
that students have a positive experience at
Lincoln University
Campus All initiatives relating to Lincoln University’s facilities
and grounds. The Campus Development project is
Development:
a key project in this category that will be integral to
growing student recruitment and retention, as it is
recognised that quality facilities and an outstanding
campus environment will attract students,
researchers, and academic staff
Partnerships: All initiatives relating to partnering with research
institutes, industry, iwi, and community, to drive
student growth and retention, with a particular
focus on the postgraduate market. The partnerships
with the University of Canterbury, Blinc Innovation
and AgResearch are integral to the University’s
strategy, due to the research, industry-access, and
employment opportunities they present for students,
researchers and academic staff.
Over the next decade there will be a need to increase the skill level of New
Zealand’s primary industries by both up-skilling the existing workforce and
attracting more highly skilled new people to meet a projected demand of 93,000
more people with tertiary qualifications.
10 Lincoln University Investment Plan 2020–2022Heat map of impact
111
5
(20
2)
EF )
on target markets
TS
2
26
(20
3413
TOTAL
I n t e 541 EFTS
(2026)
26 F TS i c
at
E st
rn
1 20
EF io n m
e
al D o 1 87 3 0
(
26 T S
)
) (2
KEY:
High impact
Domestic International
Medium level impact
Agri-business
Minimal level impact
Postgraduate
United States
Canterbury
Secon-tier
Auckland
Australia
Pasifika
China
Maori
India
Product Mix review
180 Credit Taught Masters
Blended Learning
Completely online courses
Academic
Programmes
Revised pathways
University Studies and English Language
Centres of Excellence
Whenua Arotake Akoranga
Campus Development plan
Student accommodation Campus
New science facilities
AgResearch/Lincoln Hub
International partnerships and rankings
International joint programmes and pathways Partnerships
UC and others
Māori / Pasifika community partnerships
Māori and Pasifika awareness building
Domestic school visits and marketing campaigns
Brand
Auckland / Canterbury / Australia specific campaigns Management and
Marketing
Strategic domestic scholarships
International scholarships, conferences, digital marketing
Pastoral care and wellbeing services
Onboarding support
Student participation and direct engagement
Student Management System (SMS) replacement/upgrade Student
Experience and
Learning support Engagement
Māori engagement
Parent communications
Student insights and market intelligence
www.lincoln.ac.nz 114.1 Academic programmes Lincoln University’s Annual Academic The University’s Māori Strategy aims to
Programme Review measures inculcate a kaupapa Māori ethic and
programmes against a 5A matrix to approach to course and programme
ensure they are flexible, relevant, design. These are assessed against
and connect with Lincoln’s specialist Māori value statements and matauraka
Key Changes portfolio, with commentary required Māori to ensure the curriculum content,
via the University’s Customer Business delivery and overall pedagogy reflect
• Ensured all undergraduate courses Partner. Programmes are also subject Māori desires to study as Māori. The
have an online course site in LEARN to an External Academic Programme Learning and Teaching Committee, in
Review on a cyclical basis involving partnership with the Assistant Vice-
• Increased the number of 180 taught both internal and external review Chancellor, Māori and Pasifika, is
master’s. These include the Master of panels. All new programmes are subject working actively with Faculties and the
Pest Management and the Master of to an external peer-review process Division to apply the objectives, skills
Wine and Viticulture managed by Universities New Zealand and values from the Māori Strategy to
within three years following graduation support the design and implementation
• Transitioned staff from traditional
of the first cohort. of programmes and courses
face-to-face delivery to using a
blended learning approach. Academic staff are responsible
for the design of programmes,
including stakeholder, student and iwi
consultation and input, and professional
Key Targets For 2020 the following
accreditation (where relevant). Industry
representation on liaison and advisory
initiatives are planned:
• Offer a selection of postgraduate groups within faculties, divisions, and
programmes 100% online by early departments ensures current needs Implementation of micro-
2020 and advice are identified in the design.
Deans and Directors must provide
1 credentials intended to
• Implement micro-credentials to enable learners to access
a business case to the Deputy Vice-
enable learners to access specific Chancellor to confirm the viability of specific knowledge and
knowledge and skills any new programmes. All programme skills, evidenced by a
• Improve academic pathways for proposals are scrutinised and endorsed need from industry,
students to align and promote jointly- by the respective Faculty and Division
Teaching Committees. Proposals employers, iwi,
taught and awarded programmes
with other universities are submitted to the Learning and professional associations,
Teaching Committee and Academic and/or community
• Implement a new 180-credit Board for review and endorsement, and
jointly taught Master of Precision progressed to Council for final approval.
Agriculture with the University of
Canterbury in 2020. Lincoln University encourages Māori Improve academic
and student input into programme
development by ensuring membership
2 pathways for students,
commencing with
on academic committees, including
each Division/Faculty Teaching addressing the credit
Committee, the Learning and Teaching disparity at postgraduate
Committee and the Academic Board. level to align and
promote jointly-
taught and awarded
programmes with
other universities.
5A’s Matrix: Acceptability; Accessibility; Accreditation; Affordability; Appropriateness
1
12 Lincoln University Investment Plan 2020–2022180 credit taught master’s Blended learning
• 180 credit taught master’s, are a growing feature of the Blended learning at Lincoln University combines face-to-
New Zealand tertiary education market, and are expected face and online activities in a seamless and complementary
to account for a substantial portion of the expected flow of learning. Academics are encouraged to use flipped
increase in postgraduate enrolments, as has occurred classrooms, where online activity is introduced prior to a
internationally. Lincoln University has committed to face-to-face class, in the form of reading materials and other
increasing its taught master offerings. The 180-credit artefacts. These resources are provided through the Learning
master’s introduced in 2019 included the Master of Pest Management System LEARN. Lincoln uses a range of different
Management and the Master of Wine and Viticulture. In blended approaches; the balance between online and face-
2020 a new 180-credit jointly-taught Master of Precision to-face components, and the integration of other methods,
Agriculture with the University of Canterbury is planned. depending on the needs of learners and the context within
which the learning is implemented.
Domestic Postgraduate growth Effective blended learning builds on the traditional strengths
2018
2019 2020 2021 2022 of face-to-face teaching at Lincoln University. The blended
forecast target target target
learning rollout across the University has seen staff from
Bachelors with Honours 38 34.5 31.5 31.3 31.1 all three faculties and the University Studies and English
Postgrad Certs/Dips 8.5 9.6 8.8 8.7 8.7 Language Division take part in a structured staff development
Masters Taught 32.7 44.6 72.3 79.3 107.9 programme. This development programme led by the
Teaching Quality Team is run each year over 12 weeks
Masters Research 38.2 30.5 30.5 30.5 30.5
(delivered in a blended learning format) with face-to-face
PhD 54.7 47.4 43.05 40.2 40.03
sessions and online modules. All attendees have transitioned
from traditional face-to-face delivery to using a blended
Total 172.1 166.5 186.1 189.9 218.2 learning approach.
Note: These figures do not include Certificate of Proficiency EFTS as they do in the Feedback from students indicates they appreciate the higher
figures on page 9. quality and quantity of interaction with Lincoln’s academics,
and their peers, that blended learning offers. Academic staff
development in blended learning will continue as we look
to move the majority of our first-year courses into a blended
format.
All undergraduate courses have an online site in LEARN, and a
structured course outline which sets out the learning contract
between the examiner/lecturer and the student, including all
the assessment items for that course. In the last two years the
availability of a media studio has promoted the use of digital
education resources that students can access at times that
suit their learning needs. The content can be created in the
studio or the equipment can be taken out into the field. Our
camera team works closely with our academic staff to create
a number of videos on farm management, vineyard operation
and animal welfare.
www.lincoln.ac.nz 13Online programmes Provide clear pathways to degree level study
The use of digital education resources extends to Lincoln’s The Certificate in University Studies (CUS) and Diploma in
objective of offering online programmes. This supports our University Studies (DUS) are key staircase qualifications, with
ability to grow our presence outside of the Canterbury region. 90% of students who’ve completed one or more of these
The flexibility and accessibility of online learning reduces qualifications being retained by the University.
the amount of time students have to spend on campus, and
Once students have successfully transitioned from CUS
therefore better enables them to complete their studies
and DUS to degree study and a completed degree, they can
around employment and geographic constraints. There is
expect the same employment outcomes as their peers who
potential for students living throughout New Zealand and
entered with University Entrance.
overseas to complete a qualification entirely through distance
learning – which broadens opportunities for the University The table below shows the progression from higher study
and potential students alike. to Lincoln University programmes. The Level 5 programmes
(excluding DUS) includes the Diploma in Agriculture and
By early 2020, Lincoln plans to offer a selection of
Diploma in Horticulture from which students most commonly
postgraduate programmes that are offered 100% online.
graduate into employment. Nominal numbers of students
do 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 2019 2020 2021
actual forecast target target
CUS 88.9% 91.0% 91.5% 92.0%
DUS 90.0% 97.5% 97.8% 98.0%
Level 5 (excluding DUS) 27.2% 38.5% 39.0% 40.0%
Note: These figures denote progression to Lincoln University programmes only.
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 time frame
available for those on an accelerated pathway. For DUS
students, the expected time to completion of degree is
between two and three years.
14 Lincoln University Investment Plan 2020–2022www.lincoln.ac.nz 15
4.2 Marketing campaigns
Key Changes Key Targets
• Initiating the change in focus on growing its home region • Increase enrolments from the Canterbury region; from
of Canterbury within schools with the Agribusiness curriculum; from
students in urban environments; and, specifically, from the
• Developing a bicultural campus that has a commitment to
Auckland and Australian markets
work with takata whenua and provide greater visibility of
the University’s commitment to Māori • Increase enrolments of Māori by 10-11% and Pasifika by 10%
• Supporting and engaging with relevant schools and • Increase the number of postgraduate researchers and
communities with a focus on Māori and Pasifika to bring implement changes to ways of working, which includes
a broader awareness and engagement to our specialist allowing researchers from other organisations to serve as
programmes supervisors of PhD students
• Continuing to build and foster partnerships and • Implement a joint graduate school for studies in the land-
internships with Pasifika, iwi, hapū and Māori land-based based land sector with New Zealand Crown Research
entities through a variety of organised events such as the Institutes and other New Zealand and international
Hui Taumata Taiohi universities
• Supporting excellence in Mātauraka Māori and Putaiao • Grow international numbers with a focus on postgraduate-
(science) by funding Te Whare Wānaka o Aoraki trophies taught research and global partnerships.
at high school prizegivings
• Providing direct sponsorship for local and national kapa
haka competitions and supporting the winners of regional
South Island competitions to attend national events.
Lincoln University has prioritised specific target markets to
drive growth in student recruitment and retention.
The majority of Lincoln University’s domestic students
have traditionally come from the Canterbury region. Its
representation continues to be significant. However, we are
seeing a decline in the domestic Canterbury market with
Canterbury now accounting for between 38% and 70% of
students across each of Lincoln’s top nine programmes.
In order to build its domestic market share, Lincoln University
must invest in building student numbers from the broader
New Zealand student pool, in particular urban students.
Lincoln has a number of competitive advantages compared
to other New Zealand tertiary institutions, which should prove
attractive to students from all regions.
Lincoln University Open Day July 2019.
16 Lincoln University Investment Plan 2020–2022Lincoln University’s competitive advantages Key objectives to increase
compared to other New Zealand tertiary student numbers include:
institutions include:
The highest percentage of students that Increase applications
1 transition into paid employment compared to
other tertiary institutions in New Zealand
from the Canterbury region by
(see Section 5.1)
15%
Specialist degrees in fields that are in-demand,
Increase applications
2 and speak directly to the New Zealand land-
based sector including primary production, from schools with the
environmental management, agricultural Agribusiness curriculum by
commerce and tourism
10%
Global reach and access to global experts,
3 including collaborations with CRI and
Focus on students
industry partners.
from urban environments,
specifically Auckland with the
goal to increase applications by
Recognising this, Lincoln is focused on increasing student
numbers from across the regions but with a particular focus 5% (10% in Auckland)
on growing its home region of Canterbury, and the high
urban market of Auckland. However, despite these having the
greatest growth potential, it will require significant investment
to change the traditional perception of Lincoln University.
Look for growth
from the Australian market
with the goal to increase
applications by
10%
Increase the number
of enrolments by
10 - 11% for Māori and
10% for Pasifika.
www.lincoln.ac.nz 17Māori and Pasifika communities: Lincoln University and
its wider entities understand that it 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 Case study 1:
can contribute and collaborate with whānau, hapū and iwi, Hui Taumata Taiohi
allows a broader awareness and engagement in our specialist
programmes. These are done through the following actions: In 2018, Lincoln University hosted a Hui Taumata Taiohi
which involved 38 schools and four tertiary providers
across New Zealand, including 68 high school students
from the North Island. The focus of the Hui was to
engage taiohi in a national hui to obtain their voice on
areas of importance to them. These included cultural
identity, te reo, whānau ora, mahika kai, Māori business
and hauora. Taiohi identified a number of key challenges
• Attendance at a variety of Māori and Pasifika events and the intention is to provide regional workshops to
nationwide including Poly Fest, Waitaha Regionals, and the support Taiohi in some of those areas. Registrations
National Manu Korero Competition were received from 175 high school students. The
University plans to host this biannually in the future and,
• Preparing marketing material that is appropriate for and
as a result, expects a continued interest in pathways to
relevant to Māori and Pasifika audiences
university to come from this.
• 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. Case study 2:
Supporting excellence in Mātauraka
Māori and Putaiao
The Waitaha Regional Ngā Manu Kōrero Speech Competition
involving 820 high school students from Canterbury and the Lincoln University has identified it can make a difference
West Coast took place on 28 June 2019, and a Mahika Kai by supporting young Māori leaders to find solutions to
Conference to support indigenous mahika kai practitioners, both local and global challenges and showcase their
research and innovation will be held in December 2019. Both talents and skills at national forums. The University has
these events support new Māori content course offerings on provided awards to selected high schools across New
campus. Zealand to support excellence in Mātauraka Māori and
Putaiao (science) by funding Te Whare Wānaka o Aoraki
Other key activities include:
trophies at their prizegivings. These schools include
• Developing a bicultural campus that has a commitment to Māori boarding schools, Te Kura Kaupapa and Māori
work with takata whenua and provide greater visibility of specific kaupapa schools. This is coupled with providing
the University’s commitment to Māori direct sponsorship for local and national kapa haka
competitions and supporting the winners of regional
• Supporting and engaging relevant schools and
South Island competitions to attend national events.
communities with a focus on Māori and Pasifika such as
The winners of the Te Rangaihi Waitaha Primary Schools
through Hui Taumata Taiohi
Kapa Haka Competition 2018 and the 2019 Waitaha
• Continuing to build and foster partnerships and internships Regional Ngā Manu Kōrero Speech Competition have
with Pasifika, iwi, hapū and Māori land-based entities. been provided awards to support their participation at
their national competitions.
18 Lincoln University Investment Plan 2020–2022www.lincoln.ac.nz 19
Postgraduate students: International students: 4.3 Student experience and
Key initiatives to grow postgraduate We’re growing international numbers engagement
numbers in response to increasing by focusing on postgraduate taught,
industry and student demand, primarily research and global partnerships.
driven by partnerships with research Outlined below are key directions
institutes include: associated with the following market Key Changes
segments:
• Growing the number of 180 credit
taught master’s programmes, in • Maintaining China – presently the
response to demand from students largest market where enrolments • Strengthened the Student
and industry may be strengthened by pipeline Experience Board
partnerships with Chinese universities • New Student Experience Benchmark.
• Increasing the number of
postgraduate researchers and • Growing India – Lincoln’s second
changes to ways of working, which largest market, with rapid growth and
includes allowing researchers from prevalence of postgraduate study. An Key Targets
other organisations to serve as on-the-ground presence since August
supervisors of PhD students. This 2018 has helped to grow this market
will allow an attendant increase in • Improve the end-to-end student
• Maintaining the United States –
research-based postgraduates at experience through the adoption of a
crucial to fostering diversity of the
the University student-centred design model
student population
• Implementing a joint graduate school • Introduce student experience
• Growing second-tier international
for studies in the land-based sector operational plans to ensure the
markets – this will minimise the risk
with New Zealand Crown Research University takes a unified approach
of over-reliance on large markets.
Institutes and other New Zealand and to enhancing student experience
Opportunities have been identified
international universities. and engagement.
in Asia, South Asia (notably Sri
Lanka) and South East Asia (notably
Indonesia, and Vietnam), which are
particularly attractive given their
Students at our core is one of Lincoln
potential for growth.
University’s values and to support this
a series of initiatives to improve the
end-to-end student journey have been
adopted. Student experience and
engagement is a powerful recruitment
drawcard and also has a positive impact
on retention. It is integral to supporting
academic success and promoting
progression into higher levels of
study. Many student experience and
engagement initiatives apply to all
students. However, to recognise the
unique needs of student segments,
Lincoln has developed a series of
market-specific initiatives:
20 Lincoln University Investment Plan 2020–2022Market-specific initiatives:
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 new Respectfully Lincoln sex and consent programme has 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 have been increased to support
new students with the adoption of supervised buddy systems and
student-led events that encourage interaction 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 Parents are also impacted by Lincoln University’s offering and, as key
Experience: 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
Voice of the The best way to improve student engagement is to go to the students
Student: themselves, incorporating the voice of students into all decision-
making on matters affecting their experience. This includes ensuring
there is student representation on our academic committees and
Council, working groups, and our Student Experience Board which is
co-chaired by a student representative.
www.lincoln.ac.nz 21Prior to enrolment, Student Liaison and Customer
Engagement help prospective students make informed
Student Experience
choices about their tertiary enrolments, by working with them
to determine if the career path they are looking at is right
Benchmark Survey
for them. This could be through assisting them with finding
people within the industry for networking and/or shadowing.
A large amount of time is also spent talking about outcomes,
and coaching students to ‘work backwards’ by looking into October 2018
their area of interest and seeing what type of jobs come
up; how buoyant the market is; and what qualifications
and attributes are required. The service works with both
prospective students and their influencers, with graduates in Key findings were:
key sectors being brought back to their schools to talk about
what they do, so students can make informed decisions.
Lincoln University conducts an annual Student Experience
Benchmark survey to measure and improve the student
87% 87% of students are satisfied with
Lincoln University
experience. The outcomes of this survey inform key initiatives
and quick wins alongside recommendations from the Student
Experience Board.
82% of students state Lincoln
Measuring and enhancing the student experience 82% University meets or exceeds their
expectations
Lincoln continuously strives to improve the University
experience and apply formal research methods aligned with
an annual improvement lifecycle to benchmark, enhance and
measure the student experience.
83%
83% of students are likely to
A Student Experience Benchmark Survey was conducted in recommend Lincoln University to
October 2018. All current Lincoln University students were friends or colleagues
invited to complete the survey. The survey represented a
range of student cohorts: full and part-time, domestic and
international, and a mix of qualifications. Net promoter scores
(NPS) as a measure of success were used. NPS is established
by subtracting the percentage of people not likely to 72% 72% have already recommended
Lincoln University to others.
recommend (detractors, 0-6) from the percentage of those
likely to recommend (Promoters, 9-10). Passive scores,
7-8 are ignored.
Lincoln students were particularly positive about the natural
environment around campus, teaching programmes and
acquisition of work-related skills, as well as ‘being generally
easy to deal with’.
22 Lincoln University Investment Plan 2020–2022Adopting a student experience model Student-centred design
To improve the end-to-end student Student-centred design workshops
experience, Lincoln University has are held each semester with students
adopted a student-centred design representing different segments.
approach. When designing student Journey-mapping techniques are
experiences and engagements, the used to help the University assess
following are assessed: student pain-points, identify needs
for qualitative analysis and establish
1. How students consciously view their
evidence-based opportunities for
experiences (what they are thinking)
improvement.
2. How students subconsciously view
A student experience professional
their experiences (what they are
development programme has been
feeling)
implemented to encourage staff
3. What actions students take during adoption of a student-centred design
their experiences (what they are approach.
doing)
Annual student experience operational
4. What students are thinking, feeling plans are underpinned by the student-
and doing throughout their user centred design findings and ensure
experiences, social experiences and the University takes a unified approach
learning experiences. to enhancing student experience and
engagement.
Greater investment goes towards
initiatives designed to collectively
enhance all three components of the
student experience.
Lincoln
University User
Experience
Interfaces,
interactions,
exceptional physical space,
services
student
experience Thinking Feeling
model Exceptional
Student
Experience
Social Learning Teaching,
Events, social
Experience Experience research, learning
connectedness, equity
Doing support, tools and
and diversity
resources
Defining moments
www.lincoln.ac.nz 2324
Lincoln University Student Experience Journey
GUIDING PRINCIPLE
Our students’ needs are anticipated through seamless, genuine, consistent and personalised experiences both on and off campus. They are given equal opportunities to have the best
and distinctive end-to-end experience relevant to their needs and purposes and can easily and comfortably voice feedback during interactions with touch points throughout their
journey. The student experience provides a strong foundation for life-long learning and prepares students well for the future, careers success and impact in the land-based sector.
DISCOVER APPLY SELECT PREPARE ENROL ADAPT EXPERIENCE SUCCEED GRADUATE ADVOCATE GIVE
STAGES
Lincoln University Investment Plan 2020–2022
• Attend events. • Decide • Request more info. • Sort finances & • Receive advice. • Adjust to • Make use of • Pass assessments. • Receive • Engage with • Give to
• Receive qualification. • Visit campus or employment. • Review course new living campus facilities. • Review results. recognition content. campaigns.
professional • Prepare personal talk online. • Arrange travel/ content. environment. • Get support from • Track progress. through awards • Talk positively • Volunteer time to
guidance docs. • Receive academic visas. • Select courses. • Be officially service areas. • Seek and receive and certificates. about Lincoln. support Lincoln
(agents, • Create & submit advice. • Buy gear & tech. • Pay fees. welcomed. • Socialise. help. • Celebrate • Attend events. initiatives.
teachers, application/s • Compare choices. • Engage • Establish • Attend • Build • Receive achievements • Recommend • Become a
advisors). (academic, • Discuss with with online timetable. orientation relationships. recognition with friends and Lincoln to graduate mentor.
• Observe scholarship, influencers. communities. • Join rec centre & activities. • Grow personally. for academic whānau. friends, • Provide
advertising. accommodation). • Make decision. • Organise new health centre. • Explore campus, • Discover new achievements. • Share moments colleagues and professional
• Listen to • Respond to • Share decision home life. • Receive ID card. Lincoln, ways of learning. • Complete on social media. family. expertise.
DOING influencers. admission with social • Buy orientation • Access online Christchurch. • Gain knowledge. practical work. • Join alumni • Make a major
• Search online. requests. networks. tickets. learning tools • Make friends. • Attend lectures • Register for my community. donation.
• Visit campus. • Accept offer/s. • Register for and services. • Meet RAs, and tutorials. eQuals. • Support a
• Access online orientation. buddies and • Receive academic • Gain scholarship.
resources. mentors. and career employment. • Make a bequest.
• Attend first guidance. • Apply to
lecture! • Gain work graduate.
• Join clubs & experience • Re-enrol or
associations. re-apply.
• Complete first
term.
“I wouldn’t be
“Being a student “Lincoln has “This is my “Some of
“That was easier “I am so pleased “I can’t wait “I did it! – it’s “I’m confident where I am today
“I can picture at Lincoln is given me biggest my fondest QUALITATIVE
THINKING than I I’ve made a to make new great to finally be about my if it wasn’t for
my future.” going to be opportunities I achievement memories are of
expected.” decision.” friends.” settled in.” future.” Lincoln
amazing.” never imagined.” yet” Lincoln Uni.”
University.”
FEELING INSPIRATION ANTICIPATION HAPPINESS EXCITEMENT CONFIDENCE CONTENTMENT ACCOMPLISHMENT EMPOWERMENT PRIDE LOYALTY GRATITUDE QUALITATIVE
Net Promoter Scores (NPS), Customer Satisfaction (CSAT), digital and in-person engagement analytics.
MEASURE Retention and Progression Educational Performance Indicators (EPIs), Graduate Outcomes, Employment Outcomes. QUANTITATIVE
EFTS targets, Fundraising targets.You can also read
