Student Residences Management Journal Volume 8 Number 1

Austra lias studentia’s premier h associatousing ion

THE AUSTRALASIAN PP324494/0062

SRMJ

AACUHO

Student Residential Communities Taking Centre Stage

The Australasian Student Residences Management Journal

MARCH 2013

Volume 8 No. 1

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The Australasian Student Residences Management Journal is published by Adbourne Publishing in conjunction with AACUHO, the Australasian Association of College and University Housing Officers Inc.

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Welcome to 2013

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Student Equity & Access

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Professional development opportunities

Supporting professional sta in colleges, halls and residences throughout Australasia Working collaboratively to build quality and expertise

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Valuable resources, information, encouragement and support

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Welcome to 2013 l

t is with great pleasure that I welcome you to this edition of the Student Residences Management Journal.

In particular I would like to welcome new individual and institutional members who may be receiving the SRMJ for the very first time. I trust you will find it both interesting and relevant.

AACUHO is the premier professional association for all who work in Post-Secondary accommodation, in any capacity throughout Australasia.

If you are not a current member of the association, then I strongly urge you to consider joining today www.aacuho.edu.au Universities across the globe are being confronted with significant challenges including shifting demographics; greater diversity in student populations; ever changing political and economic agendas; increased competition and a heightened demand for greater accountability and reporting.

Whilst there are a number of challenges for college and university residence administrators associated with this evolving landscape, a great number of opportunities exist too. Through a renewed emphasis on leading student engagement, growth and development within university student residential communities (in all their constructs) and integrating these opportunities with the goals and priorities of undergraduate education, our students, the residential community and the institutions stand to benefit.

Increasingly our universities are recognising the demonstrable contribution student residential communities make to student/ institutional engagement and success. It is in this spirit that AACUHO proudly presents our 2013 Annual Conference aptly titled: “Be Brave, Be Bold, Be Amazing: Student Residential Communities Taking Centre Stage”

The committee have created a wonderful program featuring a host of keynote speakers from around the globe, along with a number of member presentations which provide a great platform for members to share their expertise. To register and to view the conference program go to: http://aomevents.com/aacuho2013 We will once again be hosting an International Study Tour prior to the conference which will take participants on a tour of many university campus residences and colleges in Victoria and South Australia. Spaces are limited, so don’t delay if you would like to attend.

Also featured for the first time this year are the inaugural AACUHO Awards for Excellence where industry innovation, service and distinction will be celebrated. To apply or nominate for any of the awards or to find out more please contact execofficer@aacuho.edua.au With AACUHO coordinating much of the editorial content for the SRMJ, this presents a range of unique opportunities for the profession to contribute and share expertise, experiences and perspectives.

AACUHO has achieved much this past year and I would like to take this opportunity to thank both committee and association members who have contributed to this success. There are a number of ways that you can support and contribute to projects and initiatives throughout 2013 and so when the call comes that your association needs you – How will you respond?

With thanks, Colin Marshall AACUHO President Director Campus Life University of Ballarat

Hilton Hotel, Adelaide 9 – 12 April

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2013 StarNet StarRez AACUHO CONFERENCE “Be Brave, Be Bold, Be Amazing – Student Residential Communities taking Centre Stage” 9-12 April 2013 – Hilton Hotel, Adelaide Edwina Ellicott | AACUHO Vice President, Marketing and Occupancy Manager, Accommodation Services, UOW

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s the 2013 StarNet StarRez AACUHO Conference fast approaches, it’s exciting to see the level of interest we have received to date from delegates registering to attend. At the time of writing, we have registrations from Australia, USA, South Africa, Scotland and Singapore. Our international colleagues from ACUHO-I, CUBO (Association of College & University Business Officers, UK) and ACUHO-I South Africa will be attending and playing an active role in the conference program.

at the conference will have a different focus, with Wednesday taking an international focus, Thursday looking at local issues and Friday taking a focus on changing/managing the culture within residences.

Our confirmed keynote speakers include:

The input from members at the conference is so valuable and this year the committee was inundated with expressions of interest to present a paper. All of the submissions were of a very high calibre making the decision to choose six papers a difficult one for our sub-committee.

We encourage members to re-submit next year as we all benefit from each other’s knowledge and experience.

• Hon. Phil Honeywood, Executive Director, International Education Association of Australia

The real exchange of ideas takes place in the concurrent sessions and again, our thanks to members who have put forward their ideas and are willing to step up and get involved. In Adelaide you’ll be able to choose from sessions on Senior Resident Training, Off Campus Housing, making the most of conferences as a revenue stream, pastoral care, mental health, wellbeing and more. A few members will also be talking about their personal experiences in internships and community engagement.

The keynote speakers presenting at the conference include some high profile professionals in the higher education industry. Each day

The Australasian Student Residences Management Journal

• Professor Michael N Barber, Vice Chancellor, Flinders University • Vennie Gore, President, ACUHO-I USA • Tim Harcourt, SA Government Advisor on International Engagement

• Ainslie Moore, Policy Director - International, Universities Australia • Caroline Perkins, Executive Director, Regional Universities Network • Stewart Richmond, National Director of News, WIN • Peter Rohan, National Head of Education, Ernst & Young • Mark Seale, President of ACUHO-I South Africa Chapter, ACUHO-I • Sallie Traxler, Executive Director, ACUHO-I • Gill Troup, Vice-President (Strategy and Planning), Flinders University • Hieu Van Le, Lieutenant Governor of South Australia/Chairman, South Australian Multicultural and Ethnic Affairs Commission

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• Professor Rolf Visser, Director, University of Pretoria, South Africa and Immediate Past President of the Association of College and University Housing Officers International – Southern African Chapter (ACUHO-I-SAC) • Professor Tan Tai Yong, National University of Singapore Make sure you make the most of the networking opportunities at the conference. Raphaela and Marilyn from the conference organising committee have done a sensational job in securing venues for the dinners and optional tours during the free half day. Alice’s article in this edition of SRMJ provides an excellent overview on what to do in Adelaide.

New to this year will be the launch of the Inaugural AACUHO Awards for Excellence. Taking place on the evening of Wednesday 10 April, these awards recognise members who have implemented amazing initiatives either in their workplace or made a significant contribution to the sector. For more information contact the AACUHO Executive Officer: execofficer@aacuho.edu.au Building on the popularity of the 2012 study tour, AACUHO will once again be hosting another International Study Tour preceding the conference. Delegates will visit different styles of student residences in Victoria and South Australia and take in tourist attractions such as Sovereign Hill at Ballarat, an AFL game in Melbourne and the

Coonawarra Wine Region. Kasia Quail from Deakin University will be coordinating the tour which has already generated interest from the UK, USA, Asia and Australia.

Our thanks go to our sponsors which include: StarNet StarRez for their ongoing support as Platinum Sponsor, ABC Bedding and BigAir as Gold Sponsors, Scolarest, VingCard Elsafe and Alcocups as Silver Sponsors and our Exhibitors: Add Value Promotions, CaterCare, Direct Products, The Russell Partnership, Academy Services and Red Frogs.

At the conference all AACUHO Committee members and the Conference organising committee members will be wearing an AACUHO T shirt. Stop and have a chat, get involved, ask questions and most of all, enjoy the conference. See you in Adelaide.

AACUHO Committee Conference Organising Committee Edwina Ellicott, AACUHO, Vice President , Marketing and Occupancy Manager, Accommodation Services, University of Wollongong Melissa Suckley, AACUHO Secretary, Associate Dean, Flinders Living, Flinders University Michael Braithwaite, AACUHO Treasurer , Aquinas College, South Australia Raphaela Oest, St Mark’s College, South Australia Alyson Emery, Accommodation Services, University of Adelaide Alice Chuah, Accommodation Services, University of Adelaide Marilyn Palmer-Firth, Lincoln College, South Australia

For more information go to the 2013 StarNet StarRez AACUHO conference website at www.aacuho2013.com or contact the AACUHO Executive Officer, execofficer@aacuho.edu.au

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Student Equity & Access Myths and misconceptions: ensuring equity and access to university David Battersby | Vice-Chancellor of the University of Ballarat and Chair of the Regional Universities Network (RUN). The network consists of CQUniversity, Southern Cross University, University of Ballarat, University of New England, University of Southern Queensland, and University of the Sunshine Coast.

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he broad debate over equity and access to higher education often plays out in a series of smaller, localised contests – equivalent to “proxy wars” – over component issues.

For example, in recent months there’s been robust ongoing discussion over the value of ATAR scores in determining university entry.

individuals and the society to which they belong, both in the regions and nationally.

We have an obligation not to ignore the aspirations of people wishing to experience the transformative effect of tertiary study. This ethos is central at my university --the University of Ballarat – and all of the other Regional Universities Network (RUN) institutions and it means ensuring that students have the academic and pastoral support, tuition and education to succeed in their studies to the required standard.

One view that has been expressed is that regional universities are among those admitting “sub-par” students, as measured by their ATAR scores, and that this will lead to some sort of crisis in the university It also means that students have, by the time they graduate, the technical sector. But this view is based on a false premise – that ATAR scores skills and theoretical knowledge required to be work-ready. are a particularly useful measure of subsequent performance at As chair of RUN, I can say that our six universities headquartered university – and it completely overlooks a swathe of important policy in regional Australia feel strongly about their place in building up objectives in building human and social capital in this country. A focus on educational opportunities and human capital for regional Australia and input standards is really not the point, it’s the output of well educated hence the nation. RUN universities teach more than 100,000 students graduates that counts. Along with many of my colleagues at the RUN across 29 campuses or 9% of enrolments in Australian public universities. universities, and others across the sector, I have been vocal Year 10 students’ intentions to finish Year 12 (by region) in challenging the simplistic attitudes that underpin much recent commentary.

Rather than remaining mired in isolated debates over individual issues that affect equity and access to higher education, we need to keep focused on the bigger picture and how these issues fit into it. We need to keep in mind the policy objectives and the overall benefits of higher education for

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They educate 25% of all Australian regional students, 34% of all distance education students, 16% of all low socioeconomic students, 15% of all Indigenous students and 32% of all students in enabling courses.

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There are gaps in educational outcomes in rural and regional areas with, for example, their Year 12 completion rates being about 20 per cent lower than in the capitals, and 12 per cent of adults in regional Australia having a degree compared to 27 per cent in the capitals.

One of the obstacles to improving this situation is the aspiration levels of students in regional areas. The following graph shows the intentions of Year 10 students’ intentions to finish Year 12 in a range of Victorian regions.

It remains a major issue that 32% of all Australians in rural areas aspire to higher education compared with 63% in capital cities.These lower aspirations contribute to regional participation rates in Australia being lower than the national rates in countries such as Argentina, Korea and Israel.

Adding to the challenges, the socio-economic status (SES) profiles of students at regional universities is lower than at metropolitan universities and they are more likely to be female, older and have caring responsibilities (30%).

Regional campuses also have proportionally higher numbers of Indigenous students and it is a key responsibility of regional universities to foster the success of one of society’s most marginalised groups.

Six in every 10 students attending a regional university are the first members of their family ever to attend a university. Research from the US shows that by the act of attending a university (even if they do not continue through to graduation) these students play a positive role in lifting the educational aspirations of other members of their families.

Of those students from regional areas who attend a capital city university, less than a quarter return to the regions. Conversely, a very high percentage of students who study at a regional university, more than 60 per cent by conservative estimates, secure their first employment in a regional area. More research is needed, but it is safe to say a high percentage of these graduates settle down for life to bolster the social and economic fabric of regional areas.

To summarise: • The gap between regional and metropolitan students’ access to university is widening even with the lifting of the enrolment caps;

Participation rates by groups, 1989 to 2007

• Regional students’ under-representation in higher education is increasing; and

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Non-English speaking background

Rural/regional students

Low SES students

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Students with disabilities

Isolated/remote students

Indigenous

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Note: a) Definitions for regional/rural and isolated/remote students were altered in 2001 causing a break in series, b) Post 2001 is based on 2006 Census SES postcode allocations, whereas prior years are based on earlier census SES postcode allocations Source: DEEWR (Equity Performance Indicators – national indicators), various years

• The gap between the percentage of Australians living in regional communities and those from the regions attending university is also increasing.

So how are we addressing these issues?

At the University of Ballarat we do this by creating support

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programs including pre O-Week programs called UBReady; by having mentoring groups for every first year student; and through peer-assisted study sessions in subjects with traditionally high fail rates. These programs are aimed at supporting students through their education journey. As a result, there has been a 4% increase in our first year retention rates. Over many years, the University of Ballarat has built a successful, supportive program for all students. It therefore is no surprise that consistently four in every five students transition to full-time employment after they graduate.

This is the highest graduate employment rate for any university in Victoria.

Each of the other RUN universities undertakes similar support programs to help bridge the gaps and the outcomes are just as impressive.

At its heart, the effort to strengthen Australia’s regional universities is all about giving a “fair go” for the areas they serve. After all, these areas generate two-thirds of Australia’s wealth while lagging behind on many measures of social progress. Supporting regional universities is not an act of pork barrelling or charity. However, and the institutions need to continue to earn their place by undertaking quality teaching and research. They are doing this, with innovative pedagogy and a real focus on targeted, strategic research that provides tangible benefits for the regions, nationally and internationally. The latest Excellence in Research for Australia (ERA) 2012 results confirm the strength of research undertaken by members of the Regional Universities Network (RUN) in areas of strategic importance. The significant growth of quality research at regional universities was highlighted by the ERA 2012 results released late last year which showed that much of the research undertaken at RUN universities has a high impact in our regions and more broadly.

At the outset of this item I talked about the existence of a range of misconceptions about higher education, particularly as it applies to regional universities, and I’d like to address another one of these: the belief that regional universities are somehow a lesser option for underperforming regional school leavers unable or unwilling to study at a capital city institution. The actual statistics disprove that notion.

For example, at the University of Ballarat the average age of students is 26 and 20 per cent studying with us are from capital cities.

This cohort of older, wiser students is actually looking for a different type of university experience and lifestyle and its members are accessing study at regional universities to find what they want.

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The Australian Bureau of Statistics last year launched its latest Measures of Australian Progress report which tracks the aspirations of Australians as a nation. During the launch, the Australian Statistician, Brian Pink, summarised some of its findings, saying, “We found that Australians feel that having equal opportunity or a fair go, is an essential element for progress. They also want an economy that meets Australia’s needs today, tomorrow and into the future. People feel that the non-material aspects of life such as recreation, sport, popular culture and the arts are also important for progress. The consultation also revealed that Australians think having a say in the decision making that affects their lives, and having institutions that are accountable for their decisions, is crucial.”

As responsive, nimble institutions deeply embedded in their communities, regional universities currently play leading roles in advancing every single one of these key aspirations outlined by the Australian Statistician.

The Bradley Review of Higher Education in 2008 highlighted inadequacies in provision of higher education across regional and remote Australia. RUN universities are now actively engaged in an agenda to address many of these inadequacies. This is why RUN members signed a formal Accord last November allowing wide scope for collaboration between our universities in a range of areas. The Accord will benefit our students, staff and communities. It allows us to address the relevant issues – thin markets, the need for comprehensive offerings in teaching and learning, the need to collaborate in research, and the opportunity to boost the sustainability and capacity of our institutions in regional Australia.

It also covers such areas as joint appointments, multi-badged degrees, credit transfer arrangements for students, internal staff vacancies and professional development activities, and the consolidation of appropriate support functions.

The basic Australia-wide aspiration for a fair go demands that regions have high-quality educational opportunities in universities that provide access to the disadvantaged, offer strong support and help to build up the communities they serve. Each of the RUN universities is working hard to achieve all of these objectives.

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The good, the bad and the indifferent Phil Honeywood | Executive Director of IEAA

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n the rollercoaster ride that is international education, 2012 has had its fair share of highs and lows.

The year commenced with great uncertainty around the implementation of the new regulatory reform agenda that initially singled out universities for streamlined visa processing.

This, in itself, created potential divisions between higher education and VET, public institutions and private providers. The ELICOS and school sectors were also served up major challenges. Hope then manifested itself in a number of guises as the year progressed.

Now at the conclusion of an eventful 2012, we are left to ponder whether we are in better shape than we were 12 months ago? Are we better understood for our reforms in the international marketplace and will the major political parties take our issues seriously as we enter an election year in 2013?

Streamlined controversy Three new acronyms made their appearance at the start of the year: SVP, GTE and PSW. Michael Knight’s decision to permit only public higher education institutions access to the new Streamlined Visa Processing (SVP) procedures was applauded by some and panned by others.

On the one hand, SVP acknowledged that public institutions were best placed to restore integrity to “brand Australia”, particularly after it had been tarnished by some migration focussed private providers. On the other hand, SVP was seen as setting up a dichotomy of winners and losers. If you were an SVP provider you had been endorsed by the Australian Government; if not, you were potentially out in the cold.

This became even more apparent when the first list of universities’ educational business partners was posted on DIAC’s website.

SVP also became a case of ‘be careful what you wish for’ as the risk assessment audits involved created workload pressures on institution and government employees alike. These audits also threw up data and

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record keeping practices that, for some, were cause for embarrassment.

The process involved in gaining SVP accreditation shone a light on poor practices and forced some to change their ways which may have, in the long term, served public institutions well. DIAC’s recent release of its first six-monthly SVP data to individual institutions highlighted improvements across the board.

The surprise element with SVP was surely the Council of Australian Government (COAG) announcement that some private providers, public VET institutions, independent schools, ELICOS providers and others will also gain access to streamlined visa status.

A roundtable discussion, hosted by the Minister for Immigration and Citizenship Chris Bowen, raised more questions than it answered.

For example, to be eligible for inclusion, providers might be required to have a minimum ‘risk assessment’ sample of 300 current and pending students (but only with one of the provider’s legal entities).

Despite DIAC’s best efforts to assure the sector there will be transparent criteria involved in the selection of these new SVP entrants, they may have simply opened up a new can of worms.

Those who gain entry to ‘Club SVP’ may soon market themselves as being Government-endorsed and quite distinct from those providers denied access.

GTE sleeper issue If there was a sleeper issue at the start of 2012 it was surely the application of the Genuine Temporary Entrant (GTE) testing. www.adbourne.com

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Once Australian universities gained their SVP accreditation, it was assumed the student visas would start to flow.

What no-one anticipated was the extent to which our overseas posts would find cause to reject student visa applicants.

Through regular Education Visa Consultative Committee (EVCC) meetings hosted by DIAC, IEAA and other international education peak bodies raised serious concerns about the quality of decision making emanating from the GTE’s implementation. Combined, the peak bodies were able to table more than 230 student visa rejection letters that highlighted prima facie subjective decision-making and discrepancies arising from GTE interviews.

Agreement has now been reached that senior DIAC officers will conduct quality assurance checks to review all student visa rejection letters at a large number of Australia’s overseas posts. IEAA member institutions are encouraged to provide any examples of dubious rejection letters. The Executive Director can then request reviews of individual cases directly with DIAC.

Post-study work rights Just when the UK announced it was abandoning its long-established Post-Study Work Rights (PSW) policy, Australia decided PSW would be a suitable replacement for our previous policy which permitted onshore migration to certain overseas student graduates (Canada and New Zealand have, by contrast, retained onshore migration options.) PSWs were viewed by Michael Knight as only to be made available to public higher education institutions, leaving many TAFE institutes, private higher education and VET providers feeling unjustly singled out.

After intensive lobbying, the Federal Government announced that TAFE institutes and private colleges with higher education accreditation would be included in the PSW scheme. According to DIAC, the PSW legislation will be debated in Federal Parliament in March 2013 (the anticipated PSW visa fee is around $1,300). The greatest concern is that PSW may raise the expectations of international students who could see it as an entrée to migration through employer sponsorship.

The Australasian Student Residences Management Journal

Managing these expectations, while providing meaningful employment experience and internships, will be a key priority for many Australian education institutions.

TEQSA, ASQA,TPS and AEI While 2012 saw the creation of the three new acronyms, it was also the year in which three new quangos effectively came into being, and one existing quango, Australian Education International (AEI), was significantly altered.The Tertiary Education Quality and Standards Agency (TEQSA) took over responsibility for higher education accreditation and re-registration from the separate state and territory authorities from 1 January 2012.

As has so often occurred in the transition of state powers to federal jurisdiction, a range of teething issues soon presented themselves.

Education providers experienced delays in accrediting new courses, and the re-registration of some existing courses soon became cause for complaint. A TEQSA form that required many pages of information, including all library holdings pertaining to specific courses, was seen as particularly burdensome.

It soon became apparent that something would have to give with TEQSA’s expectations of providers. To her credit, TEQSA Chief Commissioner, Carol Nicoll, responded to representations (including from IEAA) and significantly reduced the level of documentation she required.

Greater emphasis was however (quite appropriately) placed on education providers seeking registration for the first time. Since then, the proactive involvement of TEQSA in a range of seminars and briefings has done a great deal to enhance two-way communication between education institutions and the authority’s personnel.

For the VET sector, the Australian Skills Quality Authority (ASQA) also had some major teething issues. With the creation of both TEQSA and ASQA, there was additional uncertainty about which authority had clear jurisdiction over the English language sector.

By mid-year this had been resolved by yet another Federal Government compromise in which TEQSA became “the clearing house” for establishing jurisdictional issues between ASQA and itself for the ELICOS sector. As no-one seemed to understand that English language providers had been quite good at accrediting and auditing themselves, through the highly-regarded National ELT Accreditation Scheme

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(NEAS), this situation became a cause célèbre within the sector.

Further compromises that will “unofficially” recognise an ongoing role for NEAS appear to be in the offing.

It would be fair to say that the Tuition Protection Service (TPS) was not the most welcome government initiative that came into being in 2012.

Again, while it was good to have Government taking on responsibility for all overseas student assurance programs, there are concerns about the risk levies that private education providers will pay. As at December 2012, a TPS Advisory Board has been created and indications are that the first risk levy invoices will be sent out in the first quarter of 2013.

With all the announcements of new international education regulatory bodies being formed, questions arose as to where AEI would fit into the mix. It soon became apparent that it would not come through all of these changes unscathed. With Austrade taking over international education marketing responsibilities, a comprehensive departmental restructure (from DEEWR to DIISIRTE) and budget savings imposts, the departmental realignments have not been kind to AEI. A further surprise has been the move of ESOS and PRISMS operations and compliance away from AEI and into DIISIRTE’s Tertiary Education Unit (together with schools, ELICOS and the TPS secretariat). It is understood that ESOS policy will at least remain with AEI. The pending retirement of the respected Colin Walters as AEI Chief Executive Officer is further cause for concern in the months ahead.

Henry’s White Paper If 2011 was the year of Baird and Knight, then 2012 was the year of Ken Henry and Michael Chaney. Both of these reviews raised high hopes for a way forward, but it would be fair to say there is now a degree of disappointment.

IEAA welcomed the findings of Henry’s ‘Australia in the Asian Century’ White Paper, released in October. As a major policy initiative, it underpins and endorses the long term and multi-layered engagement that IEAA members have already undertaken with our neighbours in the Asian region.

The Henry Review is definitely on the right track, in so far as the education sector is now recognised – alongside other important social and economic

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policy drivers – as essential to successful future engagement with Asia.

It also indicates a clear understanding that international education must be understood in a holistic manner.The separate schools, English language,VET, higher education and research sectors all contribute to a dynamic industry that can, and does, act as a vital bridge for engagement with our region.

Notwithstanding the excellent themes enunciated in the White Paper, IEAA believes that more specific detail and announcements will be required in order to implement Ken Henry and his team’s vision.

IEAA’s submission to the White Paper called for a biennial international education conference in Asia, to be hosted by the Australian Government, demonstrating best practice in transnational education, collaborative curriculum development and student services.

The submission also suggested the formation of an Australia-Asia International Education Research Network and an Australian-educated Asian alumni database, auspiced by the Federal Government. None of the recommendations were taken up in the report.

Recently, it was discovered there would be significant funding cuts to inbound and outbound student mobility programs in 2013. While the $37 million to be spent on the new AsiaBound scholarships over the next three years is welcome, it soon became clear that this new program will be partly funded from the mobility program cuts.

The Chaney Review Clearly, the international education sector hopes the Michael Chaney-led International Education Advisory Council (IEAC) will now come forward with meaningful policy initiatives that will underpin the work of the Asian Century White Paper. If our neighbours in Asia are to believe we are genuine about a multi-layered approach to education engagement,

24

then the Chaney Review needs to provide Australia with a more specific roadmap compared to what is contained in the Henry White Paper.

Unfortunately it appears subject to further delays.

State Government initiatives While many see international education as primarily a responsibility of the Federal Government, there are specific issues and factors that can be attributed to state economies and require strong support from state and territory governments.

The recent NSW International Education and Research Industry Taskforce’s report will hopefully provide something of a blueprint for other state and territories to follow. IEAA has expressed strong support for the report’s recommendations.

IEAA’s long standing policy has been for a coordinated approach to governance of the international education industry at both state and federal levels. Too often issues that significantly impact upon our education institutions and international students have fallen between the cracks of different government departments and their sometimes divergent policy agendas. In so far as the NSW Government report provides for a Parliamentary Secretary with specific responsibility for international education, then it goes a long way to ensuring greater priority and coordination of policy initiatives for our industry.

Another welcome proposal is for a stakeholder’s commission with the status of a statutory authority. If the proposed StudyNSW can bring key international education stakeholders together such as industry bodies, international student associations, education institutions, accommodation providers and relevant NSW Government agencies then it will underpin the other good governance features of this report. The role

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AACUHO FEATURED

The year ahead is a Federal election year.

There is always a danger that the policy needs and aspirations pertinent to international education will fall victim to political rhetoric, on other important issues, such as migration, population and asylum seekers. The challenge for our sector will be to stay on message in our lobbying and advocacy work in the year ahead. In this context, IEAA has been pleased to continue chairing important meetings of all the peak bodies associated with international education. TAFE Directors Australia, Universities Australia, Australian Council of Private Education and Training (ACPET), Independent Schools, English Australia and the Council of Private Higher Education (COPHE) are all as determined as IEAA is to ensure the collective voice of our industry is heard and translated into meaningful policy. This should apply to whichever party forms Government in Canberra in 2013.

This article originally appeared in the December 2012 edition of IEAA’s quarterly magazine, ViSTA.

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FILE THIS PAGE! The Australasian Student Residences Management Journal

25

Going Global Travel broadens the mind ‘We live in a global economy’ ‘The best education is an international education’

26

Laura Burge | Global Programs Coordinator, Acting Residential Life Coordinator, Division of Residential Services, La Trobe University

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AACUHO FEATURED

W

e’ve all heard the slogans, but the reality is that travelling overseas during your undergraduate years is difficult. Where to go? How long to stay? When to set off? Whom to travel with? How to pay?

Sometimes the problems seem to outweigh the potential benefits and students end up staying put.

While almost every university encourage students to enjoy the benefits of international education, it isn’t always easy for students to take up opportunities. For one thing, it is expensive. For another, study abroad programs that suit certain courses can be difficult to find and very restricted in number. Last but not least, it can actually be quite scary venturing to a new country.

With an awareness of such barriers, in 2006, Residential Services, La Trobe University, sought to make it easier, cheaper, more rewarding and more feasible to travel overseas. The result was the introduction of our Residential Services Global Programs – two to three week short term community outreach programs, designed to introduce students to place of cultural interest, opportunities to interact with locals, and most importantly, participate in community outreach work whilst abroad.

Now six years on, these programs have continued to go from strength to strength, with well over three hundred and fifty students having participated in the programs, travelling to destinations as varied as Cambodia, Kenya, India, Thailand, Hong Kong, Syria, Vanuatu and Nepal. As well as visiting cultural and historical sites as part of their travels, students have assisted in health centres, schools, universities and local communities, and participated in building or development projects in some countries, donating over $70,000 to organisations across ten countries.

Preparation prior to departure is an extremely important part of participation in such programs, and all students are required to attend predeparture briefings, (receiving a handy predeparture pack containing ‘everything you need to know before you go’), and formal training in ‘Leadership’ and ‘Engaging Across Cultures.’

There’s also plenty of opportunity for informal catch up’s and meet and greet sessions, bringing all participants together to get to know each other prior to take-off.

Importantly, all of the Global Programs are planned with specific outcomes in mind. A main focus of the programs, whilst offering students a great chance to explore a far-off destination in a fun, enjoyable and safe manner, is to provide an opportunity for participants to develop employability skills in areas such as initiative, communication, teamwork, technical understanding, problem solving, self-management, planning and learning. Appraisal of the development of such skills is undertaken through various assessment tasks required to be completed by all participants, including the development of pre-departure group mission statements, in-country daily briefings and discussions, and an online evaluation and reflective essay upon return from involvement in the program. Overall, by participating and engaging in a variety of activities, from conversation classes to community projects, students have a wonderful chance to learn and develop in an international environment, and through participation in the pre-departure training,

and the extent of volunteer work undertaken overseas, all participants receive the La Trobe Award, which recognizes such involvement through acknowledgement on their official transcript.

The impact of involvement in such programs is far reaching, not only for the student participants, but also for Residential Services and the University itself. Many students return from their time overseas raring and ready to participate in another program the following year, whilst others have gone on to pursue exchange and study abroad opportunities, now more open to the idea of a longer stay abroad.

Few students return without some kind of life changing experience and, as one of the student participants in our Nepal program in 2011 commented in her reflective essay:

“The Nepal Global program was, as cliché as it sounds, the trip of a lifetime. It provided us with boundless opportunities that we would never been able to experience had we not travelled with this amazing group of people. I cannot even begin to explain how amazing our experience in Chitwan was. It was here that I experienced one of the highlights of my life. After riding through the jungle on an elephant, spotting wild rhino and deer, we were given the opportunity to bathe with the elephants in a crocodile infested river. This is something that I would not usually even consider doing, not even at home. Bathing with an elephant took complete trust from both the elephant and I. This is a completely different experience from riding on the back of one in a cushion with a trainer leading them around. As the elephant 28

played and splashed us with water from its trunk, I felt completely liberated. I still can’t believe this only cost us 100 rupee (around $1). Overall, this trip was breathtaking; I wish I was still living on residence so I could take part in more Global Programs. I hope in the years to come that everyone enjoys the trip as much as our group did.” www.adbourne.com

AACUHO FEATURED In December this year, Residential Services will be sending across another forty-three residential students to four countries – Nepal, Thailand, Cambodia and Vanuatu. These students are currently in the midst of exciting final preparations and pre-departure sessions, and for the first time, are financially supported in part through La Trobe University mobility grants of $500 per student – perhaps the most positive sign of the increasing support for such initiatives from the wider University.

So where to from here? Residential Services continues to expand and develop our programs, responding to student feedback and demand. Having read about the number and diversity of such programs now emerging in the university housing sector (particularly in the last edition of the Student Residences

Management Journal), perhaps it’s time for accommodation providers to band together and initiate a joint-University Global Program. Residential Services, La Trobe is happy to lead the charge – after all, our students can only benefit from such opportunities.

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29

AACUHO FEATURED

Positive Psychology

Dr Lindsay Oades | Director, Australian Institute Business Well Being, University of Wollongong

S

tudent residences are an important part of the university experience for many students and as such, they are a central area of operation for many of the world’s best universities. Within Australia, there is strong

link between the quality of the university and the number of beds it provides. Student residences date back to Oxford and Cambridge traditions and in essences encapsulates the idea of university life. Individuals are developed with purpose and

Downloaded by [University of Wollongong] at 23:42 21 January 2013

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Table 1 contents published in Oades, L.G., Robinson, P., Green, S., & Spence, G. (2011).

Towards a positive university. Journal of Positive Psychology. 6 (6), 432-439.

(Special edition on Positive Education).

Table 1. Well-being activities across five key contexts within universities.

Classroom Positive emotions Curriculum development

using PP constructs (e.g. gratitude)

Positive mood inductions (e.g. using humour at start of

classes, music) Creativity exercises

Social Strengths-focused social events Savoring activities in groups Aspirational dinners

Local community

Faculty/administration

Residential

Integrate PP principles into Implement ‘strengths spotting’ Movie screenings with team development activities amongst residents positive psychological Run information sessions to Make available cross-cultural content (e.g. ‘Happy’) teach staff about positivity educational material on sources of Voluntary work activities ratios well-being integrated into course work

Teach students about flow and what promotes it Encourage exercises that cultivate flow Commence classes with simple mindfulness training exercises

Support flow-inducing Sponsor flow-inducing

social groups (e.g. dance community groups classes, chess or book (e.g. community gardens) clubs) Run free seminars and

Mindfulness meditation talks on the importance of groups flow and absorption

Recognize and reward work- Residential events for increasing flow place initiatives designed to (e.g. African drumming) enhance flow and engagement PP information nights Recommend practices for making meetings, seminars more engaging

Relationships

Design strengths-based group assignments Encourage study groups based

on PP principles

Implement programmes Offer parenting workshops on active constructive that encourage random responding acts of kindness Positive mood inductions Sponsor family days to enhance connectivity (e.g. picnic days)

Recognize and reward work Celebrate national holidays to promote cross-cultural learning output at the team level (as Hold cultural awareness sessions opposed to the individual Display flags, maps, emblems of level) different nations

Assess levels of Social Promote the notion of the Encourage job crafting to help Enable residents to tangibly express staff develop congruent career the values of the residence Capital university as a virtuous paths Develop social values from organization Build more flexibility and ‘bottom-up’ choice into job descriptions Invite cross-campus input Tap more into intrinsic motivation of staff (e.g. team innovation day) Infuse performance appraisal Offer evidence-based coaching to Acknowledge individuals Give awards for Accomplishment Implement assessments enhance academic performance systems with PP approaches outstanding contributions for learning, as well as assess- who positively contribute Residential goal setting in relation to (e.g. AI) to community life to campus life (i.e. ments of learning enhancing life on campus Train people leaders (aca‘positive energizers’) demics and general staff) in University recognition of achievements made by residents in enhanPP principles and coaching cing well-being of themselves and others Meaning

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Develop curriculum that allows students to connect with strengths and values Get students to contribute ideas for curriculum Use student suggestions in curriculum development

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L.G. Oades et al.

Engagement

meaning and excellence, strength and virtue are emphasised.

However, financial pressures can mean these ideals are lost or significantly reduced in an attempt to provide cost effective student options. In our opinion, a positive university will accentuate student residences as they can impact the whole student and create a life-long link with alumni.

Table 1, (Oades, Robinson, Green & Spence, 2011) suggests a variety of activities that can be implemented to create a positive education philosophy of improving and teaching well-being. In many residences, these activities already take place. However, in others there will need to be a substantial change in the culture of the residence to remove undesirable practices (e.g. over use of alcohol) and diversify the cultures represented. Students can be equipped with the skills to identify the other residents’ strengths in action by teaching them through the use of strengths assessment and discussion. Creating social opportunities will also help students develop these strengths as well as an appreciation for difference and promoting tolerance and can create a sense of teamwork, a sense of relatedness and belonging.

Implementing these ideas will not be without challenges. It is not uncommon for student residences to be overseen by a Board of Directors and explaining the benefits of positive education to the board members will be of utmost importance. Positive education and pastoral care are in many ways very similar, with positive education bringing a structure and scientific evidence base to this long practiced tradition.

However, the results will ultimately depend on the level of commitment from the leadership team.

AACUHO FEATURED

The University of Wollongong in NSW, Australia is currently building and planning a new residence called Kooloobong Village for 550 students that is based entirely on positive organisational and educational principles. Flourishing will be its key purpose along with implicit and explicit education in wellbeing evidence. Residents will receive a comprehensive fitness evaluation for both mental and physical fitness, personal flourishing coaching which will include strengths coaching, positive computing technologies will be used and medical students will be teamed with international students as personal health mentors.

Outcomes such as well-being, retention, graduate qualities and overall academic performance will be measured against other university students living in residence and those who are not.

For more information about the Positive Psychology program at Kooloobong Village please contact Alison Hemsley, Student Residence Manager, Kooloobong Village, email:alisonh@uow.edu.au or ph: (02) 4221 5255

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Call: 1300 739 822 Visit: bigaircommunity.com.au The Australasian Student Residences Management Journal

31

AACUHO FEATURED

Louise Farrer, Kathleen M Griffiths, Kylie Bennett

A

s a major project of the Young and Well Cooperative Research Centre (Young and Well CRC), the Centre for Mental Health Research at the Australian National University will scope, design, build and test a Virtual Clinic targeting the mental health of university students aged 18 to 25.

This Virtual Clinic will be an online space to help students maintain good mental health by providing information and self-help tools, and by facilitating access to health professionals and peer-to-peer support.

What makes the Virtual Clinic different is that everything about it, from its content and functionality to the way it looks, will depend on the input of university students and other stakeholders who work within the university and other health services sectors.

What is the Young and Well Cooperative Research Centre?

The Young and Well Cooperative Research Centre (youngandwellcrc.org.au) is an Australian-based, international research centre that unites young people with researchers, practitioners, innovators and policy-makers from over 70 partner organisations across the non-profit, academic, government and corporate sectors.

The research conducted under the Young and Well CRC explores the role of technologies in improving mental health and wellbeing for young people aged 12 to 25 through three major, multi-partner research programs, comprised of 12 large-scale projects (of which the Virtual Clinic is one). Seventeen Australian universities and four universities from the USA participate in the collaboration, engaging over 300 academics and other individuals in Young and Well CRC projects.

Underpinned by a belief in the strength and capacity of young people, the Young and Well CRC recognises their contributions as fundamental and core to its existence. A national Youth Brains Trust comprising up to 20 nominated young people from diverse backgrounds assists in providing strategic direction to the research and governance of the Young and Well CRC. The voices of the Youth Brains Trust members are valued alongside those of seasoned mental health reformers, and are a crucial component of the necessary drive towards achieving the vision of the Young and Well CRC.

32

What is the Virtual Clinic?

The Virtual Clinic aims to meet the needs of university students across the mental health intervention spectrum (from awareness and prevention to treatment and relapse prevention). The scoping, design, build and evaluation of the clinic will be conducted in six interlinked research and development stages, in consultation with young people, university stakeholders and other youth and mental health service providers. Students and other stakeholders will be involved in a range of activities including face-to-face discussion about specific aspects of the Virtual Clinic, workshops to design software functionality which meets the mental health needs of university students, and online discussion groups about the information and service needs of different sub-groups of students.

Components of the Virtual Clinic may include: confidential online screening; recommendations and referral to automated self-help programs for a range of issues including depression, anxiety, alcohol use and eating disorders; peer-to-peer support networks; chat, Skype or e-mail counselling and/or therapy; connections to local face-toface services (e.g. university counselling centre); and the provision of information and links to crisis help. The Virtual Clinic will also aim to incorporate components that are appropriate to the needs of specific vulnerable groups such as young men, international students, students with disabilities, and Indigenous students.

Why a Virtual Clinic in universities?

Evidence suggests that the mental health of young adults undertaking tertiary education is poorer than that of their non-student counterparts.

Several studies of Australian universities report that the prevalence of severe psychological distress is significantly higher in students (19-48%) compared to their age-matched community peers (3-11%) [1, 2]. A similar trend has been found in a recent analysis of data from three national Australian surveys, which found higher levels of moderate psychological distress in tertiary students compared to non-students [3]. Moreover, the rate of suicide and the numbers of students presenting to counselling services has increased dramatically. One study reported a doubling and tripling of students presenting in a face-to-face university clinic for depression and suicidal ideation over a 13-year period [4].

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AACUHO FEATURED Despite the high age-related and life-stage related risks for developing mental health problems that university students face, prevention and early intervention efforts are more commonly targeted to secondary schools than to universities. Universities, like schools, offer an accessible environment in which to identify, prevent and treat mental health problems. Universities offer additional unique opportunities for prevention and early intervention, as they are environments in which young people access housing, health services, recreational activities and social networks [5].

Many prevention and early intervention programs are expensive, time-consuming and have limited reach given their face-to-face delivery.

Evidence-based interventions delivered via the internet have the potential to broadly disseminate prevention and early intervention programs to vulnerable groups [6]. Web-based interventions offer several advantages over face-to-face interventions. They are available 24 hours a day, are easily accessible, anonymous, and a number of them are provided to end-users free of charge. These features may be particularly appealing to young people who face time and financial pressures [7], fear stigma [8], and already have a high level of engagement with the internet. In a recent survey of young people’s opinions of the helpfulness of different sources of help for mental health problems, 72% of 18 to 25-year-olds considered that websites would be helpful [9] . All university students are provided with access to the internet as are the key stakeholders in this sector. Accordingly, the internet and related technologies offer a scalable means for translating the students’ suggestions into action.

What will the Virtual Clinic mean for young people?

The Young and Well CRC prioritises consumer empowerment and respect for young people with an emphasis on safety and connectivity.

The Virtual Clinic project seeks to place students at the front and centre of the research and development process to create an engaging, relevant and, most importantly, a young-person centred Virtual Clinic.

The Virtual Clinic will empower and enable students to help both their peers and themselves, and provide simplified access to mental health services using streamlined, efficient and engaging pathways.

The Virtual Clinic has the potential to create mentally healthy universities. If successful, it will reduce the prevalence of mental disorders in a group of young people particularly vulnerable

The Australasian Student Residences Management Journal

to mental health difficulties and avert the associated distress, poor academic outcomes, dropout, career loss and impaired social functioning.

Significantly, graduates will take their learnings from the clinic with them into the workplace and other settings, thereby facilitating resilience across the lifespan.

References 1. Leahy CM, Peterson RF, Wilson IG, Newbury JW, Tonkin AL, Turnbull D: Distress levels and self-reported treatment rates for medicine, law, psychology and mechanical engineering tertiary students: Cross-sectional study. Australian & New Zealand Journal of Psychiatry 2010, 44(7):608-615.

2. Stallman H: Psychological distress in university students: A comparison with general population data. Australian Psychologist 2010, 45(4):249-257.

3. Cvetkovski S, Reavley NJ, Jorm AF: The prevalence and correlates of psychological distress in Australian tertiary students compared to their community peers. Aust N Z J Psychiatry 2012, 46(5):457-467.

4. Storrie K, Ahern K, Tuckett A: A systematic review: Students with mental health problems--a growing problem. Int J Nurs Pract 2010, 16(1):1-6.

5. Reavley N, Jorm AF: Prevention and early intervention to improve mental health in higher education students: A review. Early Interv Psychiatry 2010, 4(2):132-142.

6. Munoz RF, Cuijpers P, Smit F, Barrera AZ, Leykin Y: Prevention of major depression.

Annu Rev Clin Psychol, 6:181-212.

7. Cassell MM, Jackson C, Cheuvront B: Health communication on the internet: An effective channel for health behavior change? J Health Commun 1998, 3(1):71-79.

8. Berger M, Wagner TH, Baker LC: Internet use and stigmatized illness. Soc Sci Med 2005, 61(8):1821-1827.

9. Oh E, Jorm AF, Wright A: Perceived helpfulness of websites for mental health information: A national survey of young Australians. Soc Psychiatry Psychiatr Epidemiol 2009, 44(4):293-299.

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AACUHO FEATURED

A new online interactive program to help tertiary students cope and succeed thedesk (www.thedesk.org.au)

I

t’s aimed at providing students with strategies and skills to cope with problems they may encounter, and to promote success and wellbeing.

Funded by beyondblue: the national depression and anxiety initiative and developed by The University of Queensland and Queensland University of Technology, Australian universities and TAFEs will be able access thedesk FREE for the first year.

The online program was developed in response to research on university students showing: • high prevalence rates of distress • low levels of help-seeking despite access to free counselling and health services • psychological distress significantly affects the ability to study

• psychological distress is associated with lower academic performance • students are willing to use an online program to help with their issues. beyondblue Chairman The Hon. Jeff Kennett AC says the program is for all students, not just those who are having a tough time.

“This is a fantastic program. It’s been tested amongst uni students and we know it helps. It’s not just for students who are having problems, it’s for all students to help them build on the strengths they have so they can become more resilient, complete their studies and go on to build careers in their chosen fields,” he says.

Program leader, Dr Helen Stallman, senior lecturer in Clinical Psychology at The University of Queensland says that wellbeing and resilience are important for academic success and it’s important that students can access help when they need it.

“Students can go to www.thedesk.org.au at anytime and find a range

36

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AACUHO FEATURED of activities, that have been developed based on research into the prevention and treatment of mental health problems. There are “tools” to help them with everyday issues such as problem-solving, how to challenge unhelpful or negative thoughts and tips for relaxation,” she says. thedesk also has quizzes so students can check how they’re going in a range of areas and get recommendations about which learning modules would be most useful to them. The learning modules include: Getting things done, Staying calm, Staying connected and Feeling good.

Dr Stallman says: “The program has capacity to accommodate an online Coffee House for social networking. This moderated forum helps students connect with each other and their institution, and encourages discussion amongst students about current issues, as well as how to overcome challenges. It’s not all serious though, they can share their artwork, music and recommendations about great places to eat around campus.”

Mr Kennett says: “Transitioning from school to uni or TAFE can be difficult for young people, many of whom are living away from home for the first time. It can take a few years for students to really settle in and if this program helps young people deal with their day-to-day problems,

The Australasian Student Residences Management Journal

and helps them stay mentally healthy, it’s great for them, their families and will eventually benefit the wider community.

To find out more, catch up with Beyond Blue at the 2013 StarNet StarRez AACUHO Conference in Adelaide.

37

With Great Love A month volunteering in India Robert Callen

R

ecently an old boy of the College reflected how life in College is great fun, but that it can also be a bit like living in a bubble; residents can be blissfully unaware of the real world outside.

That’s the reason why St Leo’s College places so much emphasis on developing the spirit of service within each of its residents. We claim that the hallmark of a Leonian is the spirit of service and that the men of Leo’s strive to be “men for others”.

It was Albert Einstein who said: “Only a life lived for others is a life worthwhile.”

Whilst academic success is the primary focus of St Leo’s College at the University of Queensland in St Lucia, Brisbane, opportunities for outreach and social justice initiatives are also offered amongst the sporting and social activities. Some of these activities include fundraising for St Vincent de Paul and Edmund Rice Camps with Quiz Nights and Car Washes, as well as donations of toys for underprivileged children at the Christmas in July dinner and fundraising through sponsorship for ‘Shave for a Cure’

38

with proceeds going to Blue September. Other students were involved in soccer and basketball games with refugees from Iraq and Sudan.

“This trip has given me a new perspective, understanding and connection to life. I learnt the importance family, open-mindedness and tolerating different people and cultures. I also begin to understand my place in the world – that when I think I have it tough, there is always someone who is doing it tougher. I also learnt that while these people live in poverty, and do not own much they have an incredible sense of happiness and a positive outlook on life; this was both inspiring and motivational.”

Drew Gibbons

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AACUHO FEATURED

“From the very first moment that we arrived, when I was in a taxi with the driver hooting at the police, to the moment that we left...

I was shocked by India. Not only by the poverty, but by the wealth; the wealth of cultures, languages, races and religions is second to no other place on earth that I’ve been to. It didn’t take long for me to realise that I, as a student there for a month, would leave no impact on India, but the impact that it left on me was profound... When I left India, I promised myself that I would come back at some point, because I found it to be the most truly rewarding, harrowing, enlightening and precious experiences that I have ever had...”

Matt Habermann

For the second year, St Leo’s offered students an opportunity to volunteer for an Indian Immersion experience. This project involved spending a month in several Indian cities working as volunteers with Mother Teresa’s Missionaries of Charity in Kolkata, at MITHRA Rehabilitation Centre in Chennai, and at Prema Vasam in Chennai.

Nine St Leo’s students left Brisbane the day after exams last November and arrived in Kolkata just before midnight. From the very start, when they explored Kolkata and registered as volunteers, each of the students threw himself into every activity. Despite the challenges and deprivations, they engaged with everyone they met. They befriended the children at St Mary’s Orphanage, and worked tirelessly with mentally challenged men at Prem Dan, washing floors, rubbing cream into chaffed limbs,

The Australasian Student Residences Management Journal

“Overall the trip has forced me to re-evaluate my current outlook on life and what I do for the least of my brothers. I particularly like this quote by Mother Teresa: “Spread love everywhere you go. Let no one ever come to you without leaving happier.” I think it supports a very fitting new outlook onto my brothers and sisters in need. The trip lives on through us. I will return to India one day.”

Tamblyn Moyle

serving meals and much more. They served the dying destitute men at Kalighat, cleaning beds, washing blankets, serving meals and distributing food and water.

In Chennai, the students assisted in the school at MITHRA Rehabilitation Centre, and assisted with games, feeding and entertaining the differently abled children of Prema Vasam. Each night the Leonians gathered for

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“A personally touching story I experienced was from a mother who had son with the same disability as myself – moderate to severe hearing loss. However, he could not talk and required a cochlear implant to hear – which was limited and he depended on sign language to communicate. In Chennai, he attended a school that required extensive resources in order to teach him; resources that the school simply did not have... I also felt very embarrassed and overwhelmed, as I had taken my journey so far for granted, not realising the amount of support that has been provided to me and is continued to be offered...”

Casey Raymond

prayerful reflection on the day, where they tried to make sense of all that was happening externally and internally.

kindness. But, in fact, they were the chief beneficiaries, as they learnt and gained so much from the people of India.

We had names our Immersion trip “With Great Love” because Mother Teresa had said: “We can do no great things, only small things with great love.” And indeed, it was my privilege to accompany nine very generous young men who were prepared to give up a month of their summer holidays to test their own limitations and to give something back to the world. During their month in India offered innumerable little acts of

But I believe excerpts from the boys’ own written reflections speak more powerfully than anything I can say. These reflections show that when we offer our young people the opportunities, they respond readily and generously. Some, at least, are prepared to engage with the world outside that bubble!

“So many people go to India with false pretences and expectations. They get there and all that is seen is dirty streets, crowds of people, horrible smells. They stay in top hotels, travelling in air-conditioned cars. To truly experience India though, I have found one has to see through all of that to the heart of India. I found that I had to surrender to the country, its people, and the cities. The people touched my life, humbling me and helping me to realise further how privileged I am, and yet in Australia, I am caught up by the hustle and

bustle of life, with so many of the things I complain about are in reality just “first world problems”. What I was shown by many of the people we met on our trip I believe can be summed up in this quote from Gregory David Roberts’ book Shantaram: “There is no act of faith more beautiful than the generosity of the very poor.”

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Zach Schuurs

www.adbourne.com

AACUHO FEATURED

“Why did I come to India? For inspiration, to find belief that was not previously there, to see how the people of the world work together to help those far less fortunate then ourselves and to realise that one individual can make a difference in this huge world. For me this inspiration came strongest through the late Sr Mary Theodore. Whilst not privileged enough to ever actually meet sister, in her death she showed us the purity of one person and the impact they can make. To give half as much as her would make one a great man and her spirit will be carried on in all those people she touched.�

The Australasian Student Residences Management Journal

Chris White

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AACUHO FEATURED

HOW RANDOM DRUG TESTING IN AUSTRALIAN SCHOOLS

Lisa Oldham | Solicitor, McInnes Wilson Lawyers

In October 2012, McInnes Wilson Lawyers published a comprehensive paper in relation to the issue of drug testing regimes in Australian schools.The paper was in response to media coverage of a private secondary school’s decision to introduce a drug testing regime for its students.This school’s decision shone a light on drug cultures within schools, and prompted educators to reconsider their own drug testing policies and drug testing regimes (if any).

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to be obtained. If a student (or parent, if necessary) does not consent to the drug test, the drug test cannot be performed without exposing the educator to liability.

BACKGROUND

If an educator is considering implementing a drug testing policy notice should be given to students to whom the policy may apply. It may also be necessary that enrolment contracts between educator and student or accommodation provider and resident are revised to refer to the drug testing policy and a student’s/resident’s acknowledgement that same applies.

hilst school policy and procedures cannot be arbitrarily applied to the tertiary and residential college environment, this issue does provide a platform for discussing drug themes and assessing whether your own response to drugs is adequate.

Drug use policies are common in educational institutions; drug testing policies are less common, and if in place, are unlikely to be publicly touted.

A drug use policy is a policy which addresses the misuse of prescription drugs, legal and illegal substances by students. A drug use policy recognises that students may be involved in the use of drugs and the policy includes a process to support these students and manage drug related incidents within the educational institution.

A drug testing policy is a distinct policy which is used in conjunction with a drug use policy. A drug testing policy may be enacted to fulfil an educator’s duty of care, to maintain a safe and secure environment and/or in response to a high number of drug related incidents or a drug culture within that educational institution.

LEGAL CONSIDERATIONS An educator owes a duty of care to its students. Entities providing rooming or residential services owe a duty of care to those residents to provide safe and secure residences. These entities also owe work health and safety duties to residents, visitors and employees.

An educator cannot unilaterally impose a drug testing policy on its students. Students to be tested must give consent; consent must be given voluntarily and not obtained by fraud, duress or undue influence.

For students who are minors it may be necessary for parental consent

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ETHICAL ISSUES Researchers have studied the effectiveness of drug testing as a deterrent to student drug users. The research concluded that there was little evidence to support drug testing as a deterrent for students (however, concerns were raised with the methodology of these studies).

There is no legislative recognition of invasion of privacy, however common law has established in limited circumstances that invasion of privacy may exist. Bodily privacy, the protection of people’s physical selves against invasive procedures, would certainly apply to drug testing.

While the Privacy Act 1998 (Cth) does not extend to bodily privacy, an aggrieved person could commence civil proceedings in relation to a breach of their bodily privacy.

PRACTICAL CONSIDERATIONS Drug testing may be conducted by testing all students, testing a specific group of students, random testing of students or testing for a cause.

Drug tests involve a point of collection test (POCT) (i.e. urine or saliva testing) and a laboratory analysis: •P OCTs detect the presence of drugs. POCTs are inexpensive, www.adbourne.com

STEAM CLEANERS

FOR ACCOMMODATION As an accommodation provider you know all too well the difference a clean presentation can make to your guest’s experience, and indeed your reputation and occupancy rates. Maintaining high standards of cleanliness can be challenging with a constantly rotating group of guests, so having the best cleaning equipment is vital.

Steam cleaning is suitable for a wide range of accommodation providers including hotels, motels, bed and breakfasts, resorts and hostels. Steam operates at temperatures of 100 to 130 degrees to deep clean and sanitise a wide variety of surfaces including bathrooms, kitchens, upholstery, bedding, walls, floors, windows, curtains and more.

CLEANING TILES AND GROUT The brush on the steam lance will lift dirt and grime from grout and hard to reach corners with ease. Use the extension wands so you do not need to get on your hands and knees and no need for bending your back. You can remove the extension wands and turn the steam lance into a handheld steam cleaner.

CLEANING UPHOLSTERY Cleaning upholstery with steam is simple and effective. Use the optional upholstery tool to steam and vacuum and see the dirt disappear. Steam is the fastest way to clean up spills or accidents in guest rooms keeping your furniture and carpet looking new without needing to call the professionals ever again.

CLEANING CURTAINS Cleaning curtains in place with steam can save you time and money. The curtains will be clean and dry in a few minutes. No need to take them down and have them dry cleaned any more. Clean your curtains once or twice a year and a good steam cleaner will pay for itself very quickly.

CLEANING WINDOWS Streak free windows without chemicals. Steam windows and vac at the same time The window will be clean and dry.

CLEANING BATHROOMS Remove built up dirt and germs from every nook and cranny including toilet hinges, toilet rims, sinks, taps, baths and drains. Clean glass shower screens, tiles and mirrors. The steam will sanitise and remove odours leaving the bathroom hygienically clean and smell as fresh as a daisy.

STEAM CLEANING CARPET Forget the professionals coming in and leaving your carpet damp for up to a few days. With a vapour steam and vacuum cleaner you can steam and vacuum your carpets and rugs clean as you please.

Every day, week or month its up to you. The dry steam will freshen and lift the pile. The superheated steam will penetrate deep down to the base of the carpet pile killing dust mites, fleas and bed bugs.

Your carpet will look and smell fresh and new. For allergy sufferers a steam vac with water filtration is a must. You will immediately notice the difference.

CLEAN AND SANITISE MATTRESSES Applying steam at up to 130 degrees kills dustmites and bed bugs.

The steam is dry and won’t wet your mattress. You can apply the steam direct onto the surface with the large floor brush or with the sponge cloth for an even hotter stanitising effect. With the steam and vacuum models you can steam and vacuum at the same time.

ERADICATE BED BUGS All good quality steam cleaners will kill bed bugs on contact. Bed Bugs are instantly killed in temperatures above 55 degrees. Steam hits the surface and beyond up to 130 degrees. Polti now have introduced the Cimex (Bed Bug) Eradicator which super heats the steam up to 180 degrees at the nozzle for the fastest and most effective steamer for bed bugs ever.

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AACUHO FEATURED easy to administer and produce fast results. There are a number of disadvantages to POCTs including lower levels of accuracy compared with laboratory analysis, invasiveness of collection (i.e. providing a urine sample) and health hazards for those collecting samples.

• Laboratory analysis confirms the accuracy of an initial positive POCT. Laboratory analysis is an expensive process.

Further practical matters in introducing a drug testing policy include who will pay for the tests, who will administer the tests and how positive test results will be dealt with.

MOVING FORWARD Residential and rooming accommodation providers would be prudent to assess their own response to drugs. This assessment may include: • What is the college’s response to drugs?

• Does the response enact the duty of care owed to residents, students, employees and visitors?

• Does the response capture common law and statutory responsibilities of the college?

• Is the response effective, adequate and appropriately enforced?

• If the response is ineffective, would an appropriate response include a drug testing regime?

• Is a drug testing regime viable for the college considering legal, ethical and practical questions?

Drug use and misuse is a problem that exists in all facets of society, and rooming and residential providers are not immune. When a drug problem confronts you, do you have the policies and procedures in place to react?

The Australasian Student Residences Management Journal

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Contact us at save@soapaid.com or call 1 800 810 476 to find out more on how to get involved.

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StarRez/StarNet Online Services USA and growing in other countries is the ability to empower students to select their own room online. Similar to how we all enjoy selecting our own seat with airlines, students want to be involved and select their own room. The system has flexible business rules and configuration that ensures students can only select spaces they are eligible for.

As we all know Social networking now plays a major role in all of our lives. This is a major challenge for housing operations as to how the embrace, overlap or integrate with these tools for their community.

One of the major considerations is the privacy of students, followed with the misleading judgements and assumptions that can be made from glancing at another person’s social network profile. The profile can often be misleading based on random photos, comments and links that may not represent the true personality behind the profile. In the cases where rooms are shared, the online roommate matching and messaging tools, StarRez offers the easiest and safest online roommate matching system built-in without the need for redundant additional third party software. Your community can search, match and message all within StarRez, and without the need to disclose privacy protected data. Unlike most systems, StarRez ensures your roommates are eligible to live together.

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s the global leader in higher education housing and accommodation management software StarRez/StarNet are privileged to work closely with more than 350 sites around the world throughout Australia, New Zealand, Singapore, USA, Canada, UK and more recently through the international expansion of NYU now into China, Abu Dhabi and beyond.

Our close partnership with industry leaders enables us to stay across emerging technology, industry trends, new challenges and opportunities for our community.

The global financial crisis has continued to impact the decision making for everyone, and trying to increase the student/resident or guest satisfaction levels whilst gaining efficiencies and reducing costs is the biggest challenge. Fortunately the StarRez-Portal offers unprecedented levels of online selfservice with the most popular trend and requirement that is leading the way in the

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By automating processes such as the assignments and billing, the valuable staff resource time saved can be focused on customer service, planning and maximizing occupancy throughout the year. One important area that has emerged is stronger tracking of the room inventory. Our community want to closely monitor the condition of items, and be quick to process charges for any damages identified. The most efficient way is utilizing mobile devices for in room inspections. All of this links live to a centralized database that can then help generate charges and ensure up to date accuracy with the last known condition of rooms and items. Taking this further is the management of maintenance work order

“StarRez has truly changed the conversation between parents, students, and staff. Our implementation of StarRez has given us the ability to easily manage our housing operation across all four campuses while giving all of our students the power to drive the entire room & roommate self-selection process.�

Dameian Slocum - Associated Dean of Student Development, Johnson & Wales University

www.adbourne.com

SPECIAL Special Interest INTEREST

“I am really excited about the fact that we have aligned our facilities operation with the Rochester Institute of Technology “RIT” name, with a heavy accent on the “T”. The StarRez Mobile Maintenance solution is an incredible advancement and convenience to have access to all pertinent information and the ability to service work requests from the field.”

Jerry Taroni - Apartment Facilities Manager, Rochester Institute of Technology

requests. The facilities team are mostly out in the field and need a quick mobile way to stay current with new and open work orders. The Mobile Maintenance solution provides them with everything they need to stay on top of a busy residence operation.

We are all fortunate to be involved in a world that is connected realtime and the challenge is to keep providing the online services that our resident communities expect and need in the long term. Those services need to be available on the broadest ranges of devices. StarRez are constantly developing our mobile solutions to adopt the latest industry best-selling devices and technologies. In the past this has been focused on Windows CE Mobile Devices, which were then superseded by Apple iOS devices (iPad, iPhone and iPod Touch devices), for which we currently offer a range of native applications. More recently there have been a significant number of new devices emerging with the iOS, Android and Windows 8 platforms that range in size, weight, battery life, cost and benefits they can provide. These range from Media Players (such as iPod Touch 2.5” screen), Smart Phones (generally 4” to 7” screens), Tablet Computers (generally 7” to 10” screens), Netbooks (small laptops 9” to 11” screens) and finally ultrabooks/laptops (wide range of sizes and forms).

The Australasian Student Residences Management Journal

One of the main questions we often hear is regarding Mobile Apps versus Mobile Web. If you prefer a rich user experience and require any hardware integration such as bar code scanners or swipe card readers, these Mobile Apps are the best solution Since our community is starting to adopt a broader range of devices and platforms, we are actively developing Mobile Web Solutions that will specifically target a vast range of devices for any size or platform. Our goal is to provide computing everywhere so you can chose any device anywhere and access your data.

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Student Leaders Delivering Alcohol and Drug Information

Ashley Gurney | Founder of AlcoCups

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lcoCups, alcohol and drug education specialists, are working collaboratively with numerous Australian University Residential College’s to up-skill student leaders’ knowledge of alcohol and drugs.

AlcoCups specialise in providing interactive and engaging training, focussing on specific topic areas in alcohol and drugs, which is relevant to student leaders. AlcoCups also offer college’s with the opportunity to develop a training session to address relevant topics appropriate to their own needs. Topic areas in relation to alcohol include Standard Drinks, Blood Alcohol Concentration (B.A.C.), Australian Statistics, Immediate, Short Term and Long Term Dangers and Reducing Harms and Risks. Using the latest resources, including Fatal Vision Goggles, AlcoCups provide an interactive experience to highlight harms and risks.

Furthermore student leaders identify numerous methods in order to reduce harm.

Student Leaders participate in activities including Playing MarioKart on the Nintendo Wii whilst wearing the Fatal Vision Goggles. This outlines the risks and dangers of drink driving and how an individual’s awareness is significantly impaired. Other activities include wearing the Goggles whilst completing an obstacle course, attempting to write a text message while wearing the Goggles, pouring stand drinks and many more.

Ashley Gurney founder of AlcoCups with the B.A.C. goggles

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A significant aspect of the AlcoCups training focuses on Blood Alcohol Concentration (B.A.C.).

Student Leaders are provided with the latest resources to develop a greater understanding of how to calculate their own B.A.C. AlcoCups have surveyed more than 2,500 people regarding the ability to estimate B.A.C. and have found that less than 7% of people are able to accurately estimate B.A.C. when they choose to consume alcohol. After completing the specialised training more than 95% of people are able to accurately estimate their B.A.C. Topic areas in relation to drugs include the three drug categories, outlining specific types of drugs and what category they belong to, immediate, short term and long term effects of drug use, identifying symptoms of drug use and how illicit drugs are manufactured. Student leaders receive detailed information and interactive activities in the form of DVDs, group activities and visual demonstrations.

Through the use of a display table, student leaders are informed of what, how and why specific household chemicals and products are used to manufacture illicit substances. The activity outlines the immediate and long term dangers to both the body and mind associated with illicit drug use.

AlcoCups have recently commenced there Train the Trainer program to Residential University Colleges. University College’s include Wollongong University, James Cook University (JCU), Central Queensland University (CQU) and Monash University. The program provides student leaders with the resources, information and skills to deliver a one hour alcohol and one hour drug session to other residents. The ‘Peer to Peer’ model of alcohol and drug education allows for Student Leaders to pass on knowledge and positive attitudes towards alcohol and drugs. www.adbourne.com

SPECIAL INTEREST This ensures cultural awareness and respect towards alcohol and drugs throughout the residential campus. Therefore reducing the harms and risks associated with alcohol and other drugs.

Student leaders who attend an AlcoCups training session all receive the latest alcohol and drug resources from AlcoCups, ADF, Beyond Blue and the Australian Government. University Residential College’s receive a detailed PDF report of the specific training sessions to identify student leaders learning and opinions of the training. Student leaders complete pre and post questionnaires which AlcoCups collate and provide a detailed TRAINING analysis for the review of oviding alcohol the Residential College.

• Specialists in pr

ining. & drug education tra ractive • Innovative, inte ssions. se ng gi and enga ents ent leaders and resid • Enhances stud . gs ru d l & other knowledge of alcoho now available • Train the Trainer eaders to provide enabling Student L ation sessions alcohol & drug educ . to fellow residents

AlcoCups work collaboratively with the Australian Drug Foundation (ADF) in the development of sustainable alcohol education resources.

Resources currently include The AlcoCup (standard drink measure cup), Standard Drinks Magnet and the Know FACT S B.A.C. pocket Your Limit Your BAC is a guide.

AlcoCups provide me asure of how much alcohol is in your blo od & does no University Residential t necessarily reflect your level of ‘dr un ken ne College with the optionss.’ So, if you are over 0.05, it do es not necessarily me an you ofFu providing their own are ‘drunk.’ rther, if you are ‘drunk’, it does not neces college logo onmeeach sarily an you are over 0.05. Your level of ‘dr unkenness’ is specific resource. usually infl uence factors:

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Resources incl Academ ud e vide Strandard of Healthy Acce redTh ited Pro Drink cup, Stand(DH S 92/ 003): Education of ark Driv d D rincatk er Edu ion Magnet, B.A .c. P&Drin Assessment Vic ia oc ke for t G Licence Restora uition de. www.ahevtor .com P.O. Box 846, • Experts in p Templestowe 310 rovidi 6 ng h6ar m + 61 3 984

minimisation an Develop 3674 ed by: d info rm ation Dr. Robert Kal dawi resources rega (Ph .D. Bio rd ing che alm.), co hol.

Dire ctor, AHE V • Resources e © 2005 All rights reserved ndorsed by the PUBLIC DISCLA Australian Drug The IMER rmation contain Foinfofind ed on this card da variousun tioined n is based on (AreseF) ings obta afte r D Howeve r, the info arch. and testing. rma tion must be use • Personalise and no guarant d as a guide only ees or assuran ea For Accredited ces ch can info re rma be give tion soappur Drink Driver Cou n that the liesce in all bcircy umsha rses or Assessmen no liability wha tancvi es. ng Accordi yo ngly, tsoever for the ts inur you c r are ola, le information can visige accepte d by any t logo or will be ww w.05.com.au atta the AHEV www chororallliceof.nse employe .05.com.au, its es, age nts ed es.

The Drug Alcoho l is the commo n active ingredient in all alcoholic bevera ges.

You can still hav e alcohol in you 24 hours after you r blood r last drink.

• Cer tain driv ers must have a Zer o BAC when in charge of a veh icle.

• Food in the stomach can onl y slow down the rate of alco hol absorption . However, all the alcohol will be absorbed eve ntually.

• If you are und er .05, it does not necessarily mean you are OK to drive, par ticularly, if you are on me dication or other drugs.

• Women are more susceptibl e to alcohol than men due to differences in size content & liver enzymatic change , water s.

• Your safest bet is NOT to mix drinking with driving at all by planning and /or ant icipating cer tain events.

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d by the following

 MOfurther OD For information  PERSONALITY  SITUATION  TOLERANCE regarding AlcoCups  OTHER DRUG S services and resources For more informa tion visit: ww w.ahev.com & ww w.05.com visit the AlcoCups .au website at www.alcocups. com. View recent and past testimonials Evfrom eryo other University ne ca n Residential us e this guCollege’s ide.

Yoand ur BAStudent C is affectLeaders ed by numerou s personal factor s including Ag testimonials e, Heon alth,the Lifestyle, Build, Heigh Gender. page of the website. t &

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STEP 1: STEP 2: gory For Bookings or to place an order of Resources contact Alcocups on: STEP 3: Recall Number of Re call Number of Standard Drinks Phone: 04885 51543 or Email: contact@alcocups.com

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2013 HO U AAC ERENCE F CON

BE

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R A SM

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Our range of services includes residential catering and retail outlets, as well as function and conference management.

See our representatives at the AACUHO 2013 Conference at Booth 4 to discuss how our extensive experience and passion means we can provide you with a bespoke catering solution.

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Special Interest

Are you really that different?

E

very higher education institute is proclaiming they are different. Some are really shouting about it while others are quietly putting the message out there in the community. But, when it comes down to the nuts and bolts of it (and be very honest about this) how different are you from every other college or university?

However everyone else is in the same boat at the moment so maybe this is your opportunity to distance yourself from the pack. And if you don’t, someone else will seize the initiative and beat you to it.

Your logo might look different however, at a guess, it’s probably still based on a crest, the same as many other institutions.Your communications material might feature happy students who attend your college or university – why wouldn’t it.You might have the best accommodation available to students but only until someone else builds something better.

The key is simply to be different. Find out what it is that sets yourself apart from all your competitors and actively use it to be different. Steer away from the pack, tread your own path, stand-out from the crowd. Becoming highly visible amongst a sea of competitors would make your target audience listen to what you’ve got to say. How valuable would that be if suddenly everyone was listening to you? And here is the added incentive, if you are the first to do it, you are more likely to be remembered.

Maybe everyone would begin to follow a different leader – you.

It seems clear that pretty much every institution is in fact offering exactly the same as its competitors! What is surprising is that many are consciously acting like sheep – merely milling around and waiting for something to happen.

Continuing to mimic your competitors will ultimately become a race to the bottom of the barrel. Differentiating from your competitors will put you in a league of your own and make you unique. That’s something that everyone should want.

You are probably aware of the following ‘differentiators’ because you may well use them to sell your college or university - ‘a well-rounded experience’, ‘preparing global citizens’, ‘a safe environment’, ‘a sense of community’, ‘a convenient locality’, ‘modern facilities’, ‘price’. However, as everyone else is using the same differentiators, does that make a mockery of what a unique selling point actually is? How can you expect potential students be drawn to your institution if it’s being sold in exactly the same way as your competitor down the road? In the end, you will be judged on factors that you might not necessarily have any control over – nation-wide location, price, social media chit-chat.

If that wasn’t enough, tightening budgets, increasing costs and intensifying competition are making your life much more stressful, not least because your international student market isn’t as reliable as it was a few years ago. The combination of tightened student visa regulations and migration rules, the strong Australian dollar and the now questionable claim of a ‘safe place for international students to study’ has meant they are beginning to look for something different, somewhere else. The bright lights of America or the vast historical offerings of Europe are suddenly much more attractive than Australia.

But every cloud has a silver lining. You are in the perfect position to do something about this now, before it really takes hold. That might seem a little daunting but wouldn’t it be more so if you left it too late? How would you feel if your institution’s revenue began to suffer, if its ability to secure future funding became impossible or if its capacity to attract prospective students was notably weaker because you’d been to slow to react to the problem?

The Australasian Student Residences Management Journal

INTERNATIONALLY AWARDED SPECIALISTS IN VISUAL STRATEGY AND GRAPHIC DESIGN FOR HIGHER EDUCATION

History cannot be forgotten and should not be rewritten Joe Massingham

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n his article ‘Burgman Ideally’ my old friend Philip Dutton (it is the friendship which is old, not Philip) reproduces two tables showing two contrasting periods of development of residential halls and colleges. Sadly, I have to reproach Philip for a couple of notable omissions.

In the first table, covering 1856-1955, he starts too late. Christ College, now part of University of Tasmania, was founded as a residential tertiary institution in 1846, ten years before St Paul’s at Sydney. Christ has had a chequered history, having been closed no less than four times since its foundation and doggedly and determinedly reopened four times; Philip only goes back to its last reopening in 1929. It has recently been renovated and stands proudly still. It is a reminder to us all that decision makers don’t always know best and the spirit behind any project, university connected or otherwise, is what wins or loses the ultimate victory.

In his second table Philip comes close to committing heresy; he gets as close as an unforgivable sin. Nowhere does he mention Wright College, the original residence for men at University of New England. It predated Mary White, which he does mention, by two years, being established in 1956. It was closed by a totally soulless and almost equally unable to consider future possibilities at the end of 1989.

Even if Wright isn’t remembered as a residential college it should be remembered as the birthplace of AACUHO. The then master (myself), my college secretary and my now wife, Sally Stratton from Duval College were the first members. It was the first non-North American associate of the long-established Association of College and University Housing Officers and led to the addition of ‘I’ for International to that association’s name and has since provided the only non-North American president of that organisation, David Holmes from La Trobe, Bendigo.

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Student Accommodation Insurance A

re you guaranteed that your student accommodation facilities are covered correctly under your current insurance policy?

At MGA we want you to have the right cover and appreciate that you should not be paying boarding house rates for your Student Accommodation Facility. For this reason, we have developed a specific product for Student Accommodation Facilities.

Many student accommodation properties are often incorrectly insured under standard domestic home or landlords’ policies. If a student accommodation provider submits a claim under the public liability section of a home or landlords’ policy, the claim would result in rejection because the policy in place was not designed for the purpose of the accommodation.

If your property is not correctly insured, consider how you might pay for a compensation claim worth $5 million if a student was to injure themselves on your property.

The Australasian Student Residences Management Journal

Special Interest

We understand that each property is distinctive when seeking insurance protection, and you need someone to take the time to listen and create the right policy to suit individual circumstances.

• Australia’s only specialist Student Accommodation Insurance provider • Specialising in all multiple lease properties • Customised product for your circumstances • Premium funding available - pay by the month to help with your cash-flow • Automatic renewal and review to ensure continuity of cover • Reference point for major Student Accommodation Providers

We understand the Student Accommodation industry and will be happy to advise you on appropriate protection ensure your property is suitably covered.

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PRODUCT NEWS

Direct Products: Roll Out/Lift Up Top Underbed Steel Storage Locker Direct Products will be displaying at this years AACUHO conference in Adelaide their latest space saving Roll Out/Lift Up Top Underbed Steel Storage Locker, which provides the ultimate storage area and most importantly easy access via its Roll-Out Design and easy Lift Up Top. Quality designed and manufactured in Australia, this storage piece provides the perfect solution for Student Residential Proprieties where space is at a premium.

The locker is lockable by use of a regular pad lock.

Heavy duty piano hinge construction ensures long term durability.

Designed to be used under the Balmoral Steel Commercial Bed – Single/Long Single/King Single models.

Also on display at Adelaide is the ‘EASY MOVE’ glide, which is now available as an option for use with the Balmoral Steel Bed. This new adaption enables the Balmoral Bed with mattress to be moved easily across a carpeted floor by Housekeeping staff, a long awaited solution for the Student Residential sector.

See both of the above products on our stand at AACUHO – Adelaide along with new Bedroom/Feature chairs plus student Desks.

All inquiries can be directed to Phil Ellis at Direct Products – 0412 357 499 or email phil@directproducts.net.au

With around 65,000 students living in Colleges, Halls and Residences across Australia and New Zealand, a large professional student housing workforce exists to support these students.

AACUHO is the premier professional organisation for all who work in Post- secondary education accommodation, in any capacity, throughout Australasia and collectively we strive to develop an exceptional residential experience across our campuses.

Benefits of AACUHO Membership AACUHO provides a number of professional development services and support including access to innovative programs, best practice resources, scholarships & awards and leading research. Importantly AACUHO provides access to a range of networking opportunities including our annual conference, publications and the ability to contribute to various projects and initiatives that enhance sector.

Established in 1988 AACUHO current has a membership of over 350 student housing professionals

For further details please visit our website www.aacuho.edu.au, like us on Facebook and follow us on twitter

Best of both worlds: global innovation combined with tailored local solutions.

Scolarest - providing a unique blend of best practice policies and global experience with a boutique and tailored food focus, ensuring a quality and competitive catering solution for residential colleges around the country.

Please contact George Michaelides on +61 404 000 931 or Sean Anderson on +61 411 865 399 to discuss this unique approach and how you can benefit.