Support Growth
We recognise that individual and collective success depends on growth, learning, development and support.
School of Dentistry and Medical Sciences
School of Dentistry and Medical Sciences
We are a collaborative and inclusive school that supports growth, values diverse perspectives, and works together to deliver meaningful teaching, research and community impact.
Charter principles
The consultation identified seven interconnected themes that underpin our culture and ways of working.
We recognise that individual and collective success depends on growth, learning, development and support.
We are strongest when we collaborate, share expertise and work as one School.
We seek out, respect and learn from different experiences, viewpoints and expertise.
Trust grows through openness, honesty, consistency and follow-through.
Professionalism is demonstrated through respectful behaviour, accountability and constructive communication.
We strive to create systems, processes and ways of working that help people succeed rather than creating unnecessary barriers.
Students are at the heart of what we do. Their learning, wellbeing and professional development guide our decisions and actions.
The following scenarios are designed to help staff understand how the Charter can be used in practice, particularly when behaviours or decisions may not align with its principles.
A staff member applies for professional development funding from a pool of limited funds. The request is declined without discussion, feedback or alternative options being offered.
We do not create unnecessary barriers to development.
“I’d like to better understand the decision and explore whether there are alternative ways we can support this development opportunity. One of the commitments in our Charter is supporting growth and helping people progress, so I’d like us to consider what options might still be available.”
A project team repeatedly involves the same people, while others with relevant expertise are never invited to participate.
We do not repeatedly rely on the same informal networks while overlooking others.
“I wonder whether there are people outside the usual group who could contribute to this project. Our Charter encourages us to draw on expertise across the School and provide broad opportunities for involvement.”
A suggestion is dismissed because it comes from a newer staff member.
We do not dismiss ideas based on role, status or career stage.
“I’d like us to consider the idea on its merits before we move on. One of our Charter principles is valuing different perspectives, and there may be something useful here regardless of who raised it.”
A significant decision about a course that affects staff is announced after it has already been made.
We do not make decisions affecting others without appropriate consultation.
“Can we discuss how consultation was approached in this instance? Our Charter commits us to involving people in decisions that affect them and helping staff understand how decisions are made.”
A colleague is criticised publicly in a meeting.
We do not engage in personal criticism or disrespectful behaviour.
“I think this is an important discussion, but perhaps we can focus on the issue rather than the individual. Our Charter encourages constructive feedback and respectful dialogue.”
A process requires multiple approvals that add delays but provide little value.
We do not create unnecessary complexity or administrative burden.
“Could we review whether all of these steps are still needed? One of our commitments is creating practical ways of working that help people achieve outcomes efficiently.”
A disagreement between supervisors about a research student becomes focused on personal differences rather than the student’s needs.
We do not allow personal bias, rivalry or self-interest to influence decisions affecting students.
“Can we step back and focus on what is in the student’s best interests? Our Charter commits us to putting student learning, wellbeing and success at the centre of decisions affecting them.”
Different components of the Charter can come into play at the same time. Working through change, particularly University-wide change, is one example.
At a team meeting, a staff member strongly disagrees with a University-wide change proposal aimed at sharpening the focus of research output and impact, and raises concerns about ‘change fatigue’.
The meeting Chair creates a safe space for the staff member to put forward their case and, if they wish, explain how they are feeling about the proposal.
Other meeting attendees have an opportunity to comment, support or disagree, while staying focused on the issue rather than individuals or unrelated matters.
The Chair or team members with relevant expertise provide background, detail or resources for the conversation, or invite other experts to a subsequent meeting to offer clarification.
During the discussion, the Chair encourages the group to consider the proposal from different perspectives, such as those of the Australian Government, grant funding bodies and professional accreditation bodies.
The team agrees on a way forward.