Our Resident Support Officer (RSO) service delivers onsite, out-of-hours support to keep your operations moving, property and spaces secure and students safe. An embedded part of your team, your RSO provides the support you need, including:
Best practice, prompt incident response and critical incident support
Checking common areas and monitoring group gatherings and noise complaints
Ensure student wellbeing and minimise mental health incidents
An active and integrated presence to support the prevention of gender-based violence
Upholding rules and student code of conduct
Contractor management
Managing curfew and escalating absenteeism
Removal of tailgating intruders
Compliant and detailed reporting and escalation
Alarm activation, building evacuation and emergency response
Building maintenance, fire panel and safety checks
Operational and administrative support as required
DISCLAIMER
This journal is copyright and all rights are reserved. Apart from any use as permitted under the copyright Act 1968, no part may be reproduced without prior written permission. All reasonable efforts have been made to obtain permission to use copyright material reproduced. Every effort has been made to obtain accurate information for this publication. The views expressed in this journal are those of the authors and do not necessarily reflect those of APSAA.
ACKNOWLEDGEMENT OF COUNTRY
Australia: APSAA acknowledges Aboriginal and Torres Strait Islander people as the Traditional Owners of Country throughout Australia. We recognise Aboriginal and Torres Strait Islander people’s continuing connection to lands, waters and communities; and we pay our respect to them and their cultures and to Elders past, present and emerging.
Aotearoa | New Zealand: APSAA honours Te Tiriti o Waitangi | The Treaty of Waitangi as Aotearoa | New Zealand’s founding document and recognises the special place of Māori in Aotearoa as mana whenua.
President’s Welcome
Tēnā koutou katoa,
Looking back on the 2025 APSAA Conference in Melbourne, it’s hard not to feel energised by the excellence, momentum, and purpose that defined our time together. Whether it was sharing insights in breakout rooms, reconnecting with colleagues over coffee, or standing to applaud our Annual Awards recipients, the spirit of our sector was on full display: committed, evolving, and deeply student-focused.
A particular highlight was celebrating the achievements of our 2025 APSAA Award recipients. From outstanding community initiatives to facility excellence, these individuals and teams are redefining best practice across student accommodation. Their work inspires all of us to continue lifting the standard in service of the students we support.
This year’s program also created space for courageous conversations, particularly during the full-day focus on the incoming Australian Code to Prevent and Respond to Gender-Based Violence in Higher Education. The depth of engagement and sector-wide commitment in that room made clear: this is more than a policy shift, it’s an opportunity to lead cultural change and reaffirm our collective responsibility to student safety, dignity, and wellbeing.
We also held our Annual General Meeting during the conference and welcomed a new cohort of Board members: Tara, Sou, and Areti joined the Board, while Simone, Dan, and Mark were re-elected. It was also a pleasure to confirm Sue’s appointment as Chair of the Finance Committee and into the Executive. We extend our heartfelt thanks to Marion and
Remembering Vincent (Vince) Wilson
JACOB WAITERE
General Manager
Portfolio – UniLodge, University of Canterbury, APSAA President
Sonia, whose contributions to APSAA over the years have helped shape the strong and connected community we are today.
This issue of the Journal reflects the themes that emerged in Melbourne: recognition of excellence, commitment to continuous improvement, and the ongoing evolution of the spaces and services we steward. As you turn its pages, I hope you feel the same sense of pride and momentum that I do.
Thank you for the role you play in this vital work.
Ngā mihi nui,
Jacob Waitere
APSAA Past President and Life Member: 1984 – 2025
We acknowledge with deep sadness the passing of one of our Past Presidents and Life Members, Vincent (Vince) Wilson, who died last month after a courageous 18-month battle with cancer.
Vince served as APSAA President during a pivotal period in the Association’s history. Under his leadership, APSAA transitioned to its current corporate structure, modernised its Board governance, and established stronger global connections through initiatives such as the ACUHO-I Global Housing Training Institute. He was instrumental in reshaping the membership
model to welcome the first purpose-built student accommodation (PBSA) providers— laying the foundations for the inclusive and dynamic community we are today.
Vince’s contribution to the student accommodation sector across Australasia was visionary, enduring, and always people-centred. He leaves behind a legacy of thoughtful leadership, quiet determination, and deep care for students and colleagues alike.
In lieu of speaker gifts at this year’s conference, APSAA has made a donation to Bowel Cancer Australia in accordance with Vince’s family’s wishes.
From the Editor
What a remarkable week we shared at the 2025 APSAA Conference in Melbourne! With the theme Charting the Future, Reaching for the Stars, this year’s program was truly stellar. Our lineup of keynotes and presenters brought expertise, insight, and inspiration—and I’m thrilled to bring you this special post-conference wrap-up edition of the APSAA Journal.
A standout moment in the program was the full-day focus on Gender-Based Violence legislation. We were privileged to hear from a wide range of voices—government representatives, higher education leaders, and industry partners. The conversations were challenging, necessary, and ultimately energising, laying the groundwork for ongoing dialogue and action across our sector.
As a people person, I was especially delighted to see so many first-time attendees joining our community—alongside the familiar faces we’re fortunate to welcome back each year.
In this edition, you’ll find reflections and highlights from delegates across the industry, who’ve generously shared their experiences of the conference, study tours, and associated events. Their voices capture the rich tapestry of learning, connection, and innovation that defined our time together in Melbourne.
We’re also excited to introduce a new threepart feature series: Focus on Facilities. Over the coming issues, we’ll follow colleagues as they take us behind the scenes of new developments, upgrades, and renovations within their organisations. In this edition,
Industry Movements
SA
Dr Sarah Moller appointed Head of College, Aquinas College
Don Markwell has resigned from his position as Head of College at St Mark’s College
WA
Sarah Morrison has resigned from her role as College Registrar at St Thomas More College and commenced with StarRez as Project Delivery Consultant
QLD
Don Markwell has been appointed as Head of King’s College at the University of Queensland
NZ
Hayley Thomson appointed Residential Services Manager at Student Residence Trust Aotearoa, NZ
SIMONE GALLO
National Manager
Student Accommodation
Australian Catholic
University, APSAA Vice Chair & Communications and Engagement Committee Chair
they offer a snapshot of where their projects stand, what they’ve learned so far, and what’s next. We’ll check in again in future issues to track progress and share new insights as these projects evolve.
So, whether you’re reading this with your morning coffee or winding down with a pot of tea, we hope you enjoy this edition of the Journal. It’s a celebration of our community’s work, commitment, and continued growth—post-conference and beyond.
University of Auckland, Next stage of Carlaw Park Student Village set to begin, with the aim of opening in early 2028 with around 960 self-contained studio apartments. Aotearoa, NZ. More information here.
University of Waikato Hamilton campus, Construction of new student accommodation is underway with 75 new rooms set to be available at the start of 2026. Hamilton NZ More information here.
Aotearoa Advisory Group Update
We're excited to announce that preparations are in full swing for our 2025 Aotearoa Summit, taking place on Monday 17 November at the University of Waikato.
Earlier this year, we surveyed our New Zealand members to better understand the issues that matter most, and based on your input, we’ve identified several key focus areas for this year’s Summit:
• Student mental health & wellbeing
• Support for international students
• Building resilience in challenging times
• Effective engagement with introverted and neurodiverse students
TARA BAKER Head of Operations, Campus Life, University of Auckland, NZ APSAA
Aotearoa Advisory Group Chair
These important themes will shape the Summit's programme as we collectively explore what it means for students to truly thrive in today’s dynamic and complex living & learning environments.
Soon, we’ll be inviting NZ-based members to submit presentation proposals. If you’re leading innovative
work or have valuable insights to share in any of these areas, we would love to feature your voice at the Summit.
Stay tuned for more details in the coming weeks. We look forward to connecting with you all in November to share & learn from one another, and continue our shared mission of empowering our students to thrive.
The University of Waikato
Carolyn Mee presenting to the 2023 APSAA Aotearoa Summit
Jacob Waitere; 2023 Fred Johnson Award Recipient, Dr Brett McEwan; Carolyn Mee
Partner with us
APSAA industry partners have the opportunity to connect and collaborate with our growing membership across the region and leverage with affiliate associations around the globe.
To meet the needs of both our members and sponsors, APSAA has evolved the way in which we facilitate advertising, communications and engagement activities. Through advertising in our quarterly industry journal, our monthly newsletter and webinar series, or through our website and social media platforms, advertisers will have the opportunity to engage meaningfully with stakeholders across the sector.
These are unique and highly targeted opportunities that will put your brand front-and-centre for leaders and staff across the Student Accommodation Industry in the Asia-Pacific region.
Starting in 2020, Lincoln University has been on a journey to decarbonise its heating supply and prepare the campus for the next generation of students.
The University identified that the 50-year-old central boiler plant, which was the primary heat source for most of the buildings on campus, presented an increasingly large operational risk to the university due to its advanced age and condition. If the central boilers were to stop operating for any reason, there would be no means to provide heat for many of our buildings on campus – including several of our student accommodation buildings.
Additionally, feedback from students increasingly highlighted their desire to study at a university which aligned with their sustainable values – and the roughly 2000 T of coal used annually at the coal boilers did not align with that at all.
The decision was made to pursue a radical transformation the campus heating supply – a full electrification of the campus heating equipment, and an upgrade of the electrical backbone of the campus to provide the required capacity to run all the new equipment – early projections showed the campus electrical demand going from 2 megawatts to over 4.5 megawatts!
Five years later in 2025, the decarbonisation project is nearing its conclusion, with only a couple of buildings still due to have their heating upgrades completed in time for the upcoming winter season.
Installed throughout the campus, there is now a variety of air-source heat pumps, electric boilers, and wall-mounted AC systems which locally provide the required heating for our buildings occupants, eliminating the significant energy efficiency losses from the previous steam reticulation network.
Across the board, the newly installed heating equipment allows for an increased level of responsiveness to changing weather conditions – decisions on when in the year to start heating a building is no longer constrained by the practicalities of minimum required loads for the steam boiler. For students in our Centennial Halls, the new air-conditioning equipment now provides the ability to mechanically cool their rooms during summer, enabling more comfortable environments for their life on campus.
The conversion to an entirely electric heating system has eliminated what was previously the campus’ largest individual source of carbon emissions. The campus electricity is certified to be sourced from the 100% renewable Benmore hydro scheme in the South Island, reducing the carbon emissions associated with heating the campus from 4000 T of CO2-e per annum to zero.
To provide further resilience and self-sufficiency, the University has heavily pursued solar generation. Five rooftop installations were brought online from Dec 2019 - Aug 2023, sharing a combined annual energy generation: 802,000 kWh p.a. Once the Lincoln University
Energy Farm is brought commissioned later this year, the campus will be able to self-generate enough required electricity to cover ~18% of our annual energy needs.
In total, 20 individual heating conversions took place – with most of these conversions delivered during periods of the year where the campus was live. 2024 was an especially busy year, and Lincoln University staff and students alike provided significant support to the decarbonisation project, particularly in the flexibility they offered in the face of disruptions to usual operating hours. Dates and timeframes for electrical and water shutdowns were frequently moving targets, with the complexity of connecting new equipment into existing heating systems often throwing up last minute complications. Without the assistance and understanding of our teams around campus, it is safe to say we would not have gotten nearly as far in our electrical heating install as we have.
We are now entering our first winter season with the majority of our electric heating now online. Undoubtedly there will be growing pains and lessons learned as we shift from our legacy operating model and well-understood steamheating system to a new, distributed and entirely electrical heating system spread throughout the campus. However, we are excited to face these challenges and continue to explore and drive sustainable improvement throughout the campus in the months and years to come.
University of Newcastle, NSW – New build
Written by Jess Rokobaro, Acting General Manager, Senior Manager, Business Support, Student Living, Academic Division
Project overview
In line with University of Newcastle’s City Campus Master Plan, we’re full steam ahead with planning for a new student accommodation building in the heart of Newcastle. The City Campus Student Accommodation project will help address the critical shortage of student accommodation and add to the revitalisation of the Newcastle CBD.
The new build will include:
• Ground floor student facilities, staff facilities, and retail.
• Level 1 to 8 consisting of Student Accommodation rooms, to accommodate 445 beds.
• Outdoor communal spaces.
• Landscaping and associated public domain works
• Connection and interface with existing buildings and surrounding landscape.
Our vision
• A modern, purpose-built facility that will support the attraction and retention of students.
• Attractive city-living proposition.
• Welcoming, comfortable and safe.
• Spaces to create community and build lifelong friendships.
• Spaces that support academic success.
• Facilities that promote health and wellbeing.
• A place where every resident feels they belong.
Key design principals
• Country – strong focus on Designing with Country. Strong references to water and cultural significance throughout.
• Urban marker – city marker and identity to the western approach.
• Engaged ground – ground plane as a student-centered hub to gather, collaboration, and activate.
• Home away from home – high quality student accommodation enhancing student experience.
Time to opening – 19 months
Griffith University Village, NSW
Written by Maree Wilson, Village Director, Griffith University Village
Tell us about your current project – what are you undertaking and what is the desired outcome?
Griffith University Village, in partnership with Griffith University, will soon welcome more residents at its Gold Coast campus, with the construction of a new multistorey accommodation tower, to sit alongside our existing on-campus village. Currently home to 517 residents, the new development will add 460 beds offering a range of studio, two-bedroom, and accessible units to suit diverse student needs. All residents will benefit from upgraded communal amenities, including an expanded Village Green for events and social gatherings, a resort-style swimming pool, gym, laundry facilities, and modern study and collaboration areas.
During the construction period, temporary communal facilities have ensured residents continue to enjoy a comfortable living experience. These include a temporary swimming pool, laundry, and recreation space, along with access to additional study and activity areas across the campus. Construction began in August 2024, with the new tower expected to be completed by late 2026.
What steps have you undertaken so far – what were the considerations / stakeholders involved?
From an operational perspective, undertaking a development or construction project within our highly engaged village has involved careful planning and ongoing management to ensure minimal disruption and a continued focus on student experience. Some key considerations include:
1. Student Experience
• Minimising Disruption: Careful scheduling of noisy or intrusive works outside of peak student hours (e.g., study or sleep times), particularly during exam periods.
• Temporary Facilities: Ensuring students can access essential amenities (e.g., laundry, recreation, study spaces, swimming pool) if original facilities are removed.
• Communication: Maintaining transparent and regular communication through newsletters, emails, face-to-face conversations and Residential Life Program to keep students informed and reassured.
• Wellbeing Support: Offering wellbeing and pastoral support, recognising that construction can contribute to stress or discomfort for residents.
2. Stakeholder Engagement
• Internal/External Stakeholders: Involving team members, university partners, and management in planning to ensure alignment and readiness to support students.
• Student Voice: Engaging students through surveys, feedback sessions, and resident committees to gather input and address concerns.
• Community Relations: Coordinating with surrounding communities, local councils, and university departments to manage external impacts such as noise, traffic, and safety.
• Compliance with Tenancy Laws: Ensuring the development work does not breach any obligations under the Residential Tenancies and Rooming Accommodation Act 2008.
• Right to Quiet Enjoyment: Tenants have a legal right to peace, comfort, and privacy, meaning disruptions from construction must be minimised, planned and communicated in advance.
• Notice Requirements: Providing proper notice of changes, or interruptions to services as outlined by the RTA (e.g., minimum 24 hours for inspections or maintenance).
• Fair Rent and Conditions: Ensuring rent prices and tenancy conditions remain fair and justified during the construction period.
4. Health and Safety
• Site Safety: Maintaining clear separation between construction zones and residential areas, with secure fencing, signage, and traffic management.
• Emergency Access: Ensuring emergency services can access all parts of the village at all times.
• Risk Management: Implementing safety protocols for dust, noise, equipment, and general site hazards, particularly in high-traffic student areas.
By carefully balancing the development goals with operational responsibilities, legal obligations and clear communications with the on-site building team, we have been able to ensure a safe, supportive, and engaging environment for students throughout the construction period for all our residents, staff and contractors on-site.
What were you surprised about? What’s been more challenging / easier than you thought?
We are extremely fortunate to have a highly experienced and dedicated village operations team who have expertly managed our community through what has been a particularly challenging period. Despite ongoing development works, we’ve been pleasantly surprised by the number of residents who have chosen to continue their stay with us from 2024 into 2025. We believe this strong retention rate is a reflection of how well the village has been managed— ensuring residents feel heard, included in the journey, and still deeply connected to the vibrant community life we’re known for.
Our ability to maintain a highly engaging Residential Life program has played a key role in this success. Through strong stakeholder partnerships, we’ve been able to continue delivering a wide range of events and programs, both within the village and across the broader campus. These experiences have helped foster connection, support wellbeing, and ensure that even during times of change, our residents feel at home and part of something meaningful.
How have you managed the experience of your current students during the build/works?
The student experience has always remained a key focus for the management team at the village. We have actively worked to ensure a positive and supportive environment throughout the ongoing building works and development within the village. Clear and consistent communication has been a top priority, with regular updates provided through weekly newsletters, emails, and
resident events to keep students wellinformed about progress and any potential impact. To minimize disruption, we have introduced alternative quiet study spaces and adjusted schedules where possible. Dedicated feedback channels have also been made available, allowing students to share their concerns and receive timely support. Throughout the process, our village staff have stayed visible, approachable, and responsive, ensuring that students feel heard, valued, and supported every step of the way.
What message would you share with other providers who are embarking on a similar project?
When embarking on a student accommodation development within an existing student accommodation village, it was essential for us to approach the project with a strong focus on integration, collaboration, and enhancing the overall student experience. I would encourage providers to engage early with both current residents and key stakeholders to understand the unique culture, needs, and dynamics of the existing village. Rather than competing with, or disrupting what’s already there, aim to complement and elevate the community— whether through shared amenities, thoughtful design, or inclusive programming. Prioritize sustainability, accessibility, and affordability, and ensure your development supports students’ academic, social, and emotional well-being. Our key take-out has been to ensure the residents/ stakeholders and the wider community are part of the journey and be as transparent as you can be throughout all stages. Ultimately, success lies in creating a cohesive environment where students feel connected, supported, and inspired to thrive, with a sense of belonging.
John Fisher College, TAS
Written by Dan Elvin
Tell us about your current project – what are you undertaking and what is the desired outcome?
John Fisher College, home to 110 residents in the heart of Sandy Bay, is undertaking a major refurbishment of its resident kitchen and adjoining common spaces. The current facilities—limited to two ovens and four cooktops—no longer meet the needs of our growing and diverse student community. Beyond upgrading appliances and increasing capacity, this project aims to reimagine the adjacent communal area into a dynamic, inclusive social hub. By adding new seating, dining areas, and lounge zones, we are creating a more welcoming and multifunctional space that fosters community building, relaxation, and shared experiences. Ultimately, the goal is to create a kitchen and common space that better supports the wellbeing and lifestyle of our residents.
What steps have you undertaken so far – what where the considerations / stakeholders involved?
In late 2024, the University undertook a comprehensive tender process to select a builder with the right expertise and
understanding of student accommodation environments. From the outset, we prioritised engaging a broad range of stakeholders— including our cleaning and facilities team to ensure the selected materials would be low-maintenance and durable. Collaborating with the student committee was especially valuable; they reviewed and provided input on architectural designs, which led to several key changes such as increased bench space, improved lighting, and better integration with the adjacent lounge area.
What were you surprised about? What’s been more challenging / easier than you thought?
One of the most pleasant surprises was the thoughtfulness and practicality of suggestions made by the student committee. They raised concerns not only about access to temporary cooking facilities but also about storage space and food prep areas during the build. Their idea to provide outdoor BBQ facilities and temporary microwaves was both practical and popular. On the other hand, aligning timelines
between contractors, student schedules, and university operations has been more complex than initially expected. Securing necessary approvals while maintaining momentum has required significant coordination.
How have you managed the experience of your current students during the build/works?
Though construction has not begun, we are proactively managing expectations through regular updates via email and planned information sessions as things get underway. We are emphasising transparency—clearly communicating timelines, potential disruptions, and the benefits of the finished space. We are working towards holding a student “construction kick-off” event to generate excitement and reinforce the community aspect of the project. We are also working closely with our accommodation team to ensure temporary kitchen access at Christ College is well-coordinated and convenient.
What message would you share with other providers who are embarking on a similar project?
My key message: do not underestimate the value of early and ongoing engagement with students. Their lived experience is your greatest asset in creating spaces that work. Invest time in genuine consultation—not just surveys, but face-to-face conversations where you can really unpack their needs. It
is also crucial to set realistic expectations— students understand compromises if you are transparent and responsive. Lastly, keep momentum going with regular, visible progress updates, even if they are small.
Reaching for the Stars
19 – 22 May 2025
Melbourne, Australia
Conference Wrap Up
JESS ROKOBARO
Acting General Manager, Senior Manager, Business Support, Student Living, Academic Division
Charting Our Future: Reaching for the Stars
The 2025 APSAA Conference was held from May 19–22 at the Grand Hyatt Melbourne, which stands on Wurundjeri Country. The conference brought together professionals from the student accommodation sector to explore innovative solutions and strategies for the future. Under the theme "Charting Our Future: Reaching for the Stars," the conference featured a diverse program including plenary sessions, expert talks, peer presentations, and networking opportunities.
The APSAA 2025 Conference aimed to address the evolving challenges and opportunities within the student accommodation sector. With a focus on innovation, collaboration, and strategic planning, the conference sought to equip professionals with the tools and knowledge necessary to navigate the complexities of the industry.
The conference commenced on Monday, May 19, with a full-day study tour, providing delegates with firsthand insights into some of Melbourne's student accommodation facilities. Following the tour, guests attended an International and New Delegate Reception, fostering early networking opportunities and / or the Welcome Reception, held later that evening. These initial networking opportunities set the tone for the collaborative atmosphere that is a trademark of the annual conference.
Tuesday, May 20, marked the official opening of the conference. The day began with a Welcome to Country and an official opening address, followed by a series of plenary sessions. Notable speakers included Professor Jessica Vanderlelie from Deakin University who spoke about partnering for safety and success. With significant focus placed on preventing genderbased violence in our residences, Serina McDuff, Assistant Secretary at the Department of Education, told us more about the Code and our obligations. Patty Kinnersly, CEO of Our Watch and Kim Copeland from AVYON Consulting also shared insights on the topic.
The keynote address on Tuesday afternoon was delivered by Dr. Dianne McGrath, a modern-day explorer known for her ambitious endeavours, including preparations for a oneway mission to Mars! Dr. McGrath's presentation inspired delegates to embrace challenges and think beyond conventional boundaries.
Throughout the conference, various workshops and presentations addressed critical issues facing our industry. Topics included the implementation of policies and systems to prevent gender-based violence, discussions on the role of student accommodation in fostering community, and personal development opportunities
such as building resilience through change. These sessions provided practical insights and strategies for attendees to take away and implement in our own facilities.
The conference featured several networking events, including the Informal Networking Dinner on Tuesday evening at the beautiful Ormond College. The gala dinner and awards ceremony on Wednesday night paved the way for celebrating outstanding achievements by individuals and teams – a truly great night.
The networking opportunities throughout the conference allowed delegates to exchange ideas, discuss challenges, and build professional relationships in a relaxed setting.
The 2025 APSAA Conference successfully brought together professionals from the student accommodation sector to engage in meaningful discussions and share innovative solutions. By focusing on themes such as gender-based violence reform and community well-being, the conference highlighted the importance of collaboration and forward-thinking in shaping the future of student accommodation. The insights gained and connections made during the event are expected to have a lasting impact on the industry.
See you in Adelaide in 2026!
From Stars to Strategy
SARAH MORRISON College Registrar, St Thomas More College
Turning Bold Ideas into Smart Action Post-Conference
The 2025 APSAA Conference invited us to look up and ahead – to reach for the stars, explore new possibilities, and chart the future of student accommodation. The ideas shared were bold, the energy was real, and the invitation was clear: it’s time to think bigger.
But now that the applause has faded and our inboxes are full, the real challenge begins: how do we translate all this momentum into meaningful action?
The reality is, not every idea is right for every provider. In fact, trying to do it all can dilute impact, create burnout, and leave good ideas half-executed. This article is your practical guide to evaluating which innovations are worth the effort – and which ones, while brilliant, might be best left on the bench for now.
Why You Can’t (and Shouldn’t) Do It All
Conferences often create what behavioural scientists call an intention surplus: an optimistic desire to change everything at once. But research shows that few of these intentions become sustained action (Milkman, 2021).
In a sector where staff often juggle multiple roles and limited budgets, strategy matters. The best innovations aren’t necessarily the most complex or high-tech. They’re the ones that fit your context, meet student needs, and can actually be delivered.
From Inspiration to Navigation
Before diving into implementation, pause for a second. Meaningful change doesn’t require chasing every trend. It requires direction. The Innovation Filter is designed to help you move from idea overload to focused action with clarity and confidence.
Introducing the Innovation Filter
The Innovation Filter draws from strategic planning, implementation science, behavioural economics, systems thinking, and foresight to help assess new initiatives on five dimensions.
The 5F Framework:
• Fit – Does this idea align with your organisation’s values, goals, and current needs?
• Feasibility – Do you have the time, skills, and resources to implement it effectively?
• Friction – What internal or external barriers could slow it down? Consider organisational resistance, competing priorities, or decision fatigue.
• Force Multiplier – Could it strengthen other initiatives or improve outcomes in multiple areas?
• Future-Proof – Will it remain relevant and valuable over time, and adaptable to changing conditions?
Before diving into implementation, pause for a second. Meaningful change doesn’t require chasing every trend.
Engage Your Team in the Filtering Process
This doesn’t need to be a solo process. Engaging your team in reviewing ideas can surface diverse perspectives, highlight practical risks, and build shared ownership. It’s also a great way to keep the post-conference energy alive.
Ask:
• What problem does this solve for our students or team?
• What’s the actual cost of delivering it - beyond the budget line?
• What would success look like, and how would we measure it?
Small Steps, Lasting Impact
You don’t need a sweeping plan or a major project. Start with one well-chosen idea. Use the Innovation Filter to assess it, gather input from your team, and take the first step.
The 2025 APSAA Conference challenged us to think differently and act with purpose. Now it’s your move. Choose one idea that’s right for your context – and use it to move the sector forward, one smart step at a time.
References
• Damschroder, L. J., et al. (2009). Fostering implementation of health services research findings into practice: a consolidated framework. Implementation Science, 4(1), 50. Kaplan, R. S., & Norton, D. P. (1996). The Balanced Scorecard: Translating Strategy into Action. Harvard Business Press.
• Meadows, D. H. (1999). Leverage Points: Places to Intervene in a System. The Sustainability Institute.
• Milkman, K. L. (2021). How to Change: The Science of Getting from Where You Are to Where You Want to Be. Penguin Random House.
• Schoemaker, P. J. H. (1995). Scenario planning: a tool for strategic thinking. Sloan Management Review, 36(2), 25.
• Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving Decisions About Health, Wealth, and Happiness. Yale University Press.
One Day Study Tour Wrap Up
One Day Study Tour Highlights: Exploring Best Practice
As part of the 2025 APSAA Conference, a group of passionate professionals from across the student accommodation sector came together for a one-day APSAA Study Tour, designed to showcase innovative approaches to student living and spark new conversations around service delivery, design, and wellbeing.
The tour offered participants a unique opportunity to visit a diverse mix of accommodation sites, each with its own approach to fostering community, supporting student success, and responding to ever evolving needs. Locations included purpose-built student accommodation
and university-managed residences.
Key highlights included:
• Guided walkthroughs with on-site managers, who shared insights into operational strategies, community engagement, and facilities management.
• Informal networking opportunities throughout the day, enabling rich discussions around challenges and emerging trends in the sector.
This study tour continues APSAA’s broader mission to foster collaboration, share knowledge, and inspire innovation across the student accommodation community.
“As a visitor from the United States, and a 1st timer at APSAA, the study tour was a PERFECT way to start my trip. Seeing multiple schools physical environments, meeting students to hear their experiences and the chance to begin dialogue with the new colleagues I would be spending the next few days with at the conference was amazing!”
ACUHO-I President, Kathy Bush Hobgood
DANIEL ELVIN Manager, Campus Accommodation, Division of the Deputy Vice Chancellor –Academic University of Tasmania
Multi-Day Study Tour Wrap Up
Tour Highlights: Wednesday
14 – Sunday 18 May 2025
What were you expecting the study tour would be like?
I expected the study tour to offer an indepth view of how universities in Australia manage their student accommodation, including infrastructure design, operational models, and student support systems. I was particularly interested in understanding their regulatory framework and how it enables or limits innovation in student housing. I also anticipated engagement with university professionals to benchmark best practices against our South African context.
Did it meet your expectations?
Yes, the study tour not only met but exceeded my expectations. The diversity of institutions we visited gave a well-rounded perspective on different models — from purpose-built student accommodation to integrated housing strategies. The openness of the Australian counterparts in sharing both their successes and challenges added immense value to the learning experience.
What was a standout for you on the study tour?
A standout for me was the integration of student wellbeing into accommodation management. Many Australian universities have embedded pastoral care and mental health support directly into their housing models. This holistic approach, where accommodation is seen as a key pillar of student success, was particularly impressive and is something we have only recently started to adopt in the South African context.
What is the one thing you learned on the study tour?
One key learning was the strong regulatory environment governing student accommodation in Australia — including building codes, safety compliance, tenancy rights, and quality assurance frameworks. This regulatory clarity contributes to consistently high standards across institutions. It highlighted the need for more formalised and coordinated regulatory support for student housing in South Africa, especially in partnership with the private sector.
HEIN SWANEPOEL Senior Director, SunCom South Africa
Do you think there is value in doing a study tour and why?
Absolutely. Study tours provide practical, firsthand insights that can’t always be captured through research alone. They foster professional networks, challenge assumptions, and expose participants to alternative ways of thinking. For me, the tour was a powerful benchmarking exercise that will inform strategic planning and operational improvements back home, particularly as we seek to align student accommodation with both local needs and global standards.
What would I do different?
I would have liked more engagement on the financial and operational management aspects of student accommodation. In this I refer to funding models, rental calculations, cost management, etc.
Multi-Day Study Tour Wrap Up
What were you expecting the study tour would be like?
I originally thought the study tour would involve a much larger group and be more structured, with limited chances to connect with others. But it turned out to be the complete opposite. The atmosphere was relaxed and enjoyable, and we had plenty of opportunities to chat, share our experiences, and learn from each other. Marion was incredibly knowledgeable and explained different aspects of residential services in Australia in a really clear and engaging way.
Did it meet your expectations?
The experience far exceeded my expectations. It felt like a refreshing break from work, yet the knowledge gained from engaging with other universities was invaluable. The people were welcoming and eager to showcase their accommodations, each unique in its own way. This provided us with valuable insights into various aspects that could inspire improvements in our own facilities
What was a standout for you on the study tour?
The highlight of the study tour for me was witnessing the genuine passion everyone demonstrated for creating the best possible experience for students. Everyone was not only enthusiastic about sharing their knowledge but also genuinely interested in learning about our practices. It was inspiring to see how clearly aligned each person was with their role, reflecting a strong commitment to their work.
What is one thing you learnt on the study tour?
I have a list of new ideas that I am eager to implement at home. Many of these are straightforward yet highly effective strategies for enhancing the student experience. As someone working in a pastoral care role, my key takeaway was learning about the more effective approaches other universities use to ensure students are aware of the support services available to them. We have already begun taking steps to apply these improvements in our own context.
Do you think there is value in doing a study tour and why?
I think the multi-day study tour offers a great chance to get a closer, more detailed look at how other universities manage their accommodation. With a smaller group, there’s more time to ask questions, really explore the spaces, and take things at a comfortable pace. The people you tour with also add a lot of value since you can share ideas and discuss any challenges you’re facing. I’d definitely recommend this tour to anyone who wants a thorough and practical insight into how other universities run their accommodation.
JENNA LUNDIE Lincoln University, Christchurch NZ
APSAA Awards of Excellence 2025
Fran O’Brien Award for New Professionals
Jessica Fahey, University of Tasmania, Tasmania
Jessica has been with the University of Tasmania for just under three years and currently works as a Residential Communities Officer (previously known as a Student Living Support Officer). In essence, Jessica functions as both a case manager and a community engagement specialist in a diverse and complex role. At its core, her work is centred on ensuring the safety, wellbeing, and holistic development of the residential community. She fosters a strong sense of belonging through events, proactive outreach, and one-on-one support for those in need of additional assistance.
While Jessica does not have direct reports, she plays a crucial role in mentoring and supporting our Student Leaders, equipping them with the skills and confidence to engage effectively with their peers. Additionally, she liaises with numerous internal and external partners as part of the case management aspect of her role. These stakeholders include Student Advisors, Counselling Services,
Safe & Fair Communities, and various external mental health and wellbeing services, ensuring that students receive comprehensive and timely support.
Jessica collaborates closely with others to manage an events budget exceeding $30,000, which is allocated both directly for community events and through initiatives led by Student Leaders. She is assessed based on key performance indicators, including the number of residents who have engaged in one-on-one sessions, event attendance metrics, and the effectiveness of our outreach strategies—particularly in reaching the most disengaged members of our community. Additionally, she contributes to more complex areas such as incident resolution timeframes and progress in continuous improvement initiatives.
Jessica’s manager states that she is one of the most dedicated and passionate staff members they have had the privilege of working with. She approaches the complexities of her role with genuine enthusiasm, motivated by a strong belief in the power of community building and the critical role it plays in fostering a safe and supportive living environment. Her natural networking abilities have significantly elevated the profile of our work, strengthening collaborations and expanding reach. Jessica’s unwavering
commitment, strategic approach, and ability to balance multiple responsibilities make her an invaluable asset to the team.
Following connections established through inter-departmental meetings, Jessica and Student Advisor Susan O’Connell pioneered the Student Advice in Residence program. This initiative brought Susan, a Student Advisor for the College of Science & Engineering, on-site to our residence to provide one-on-one support to students identified as being at high academic risk.
Jessica, Susan, and the entire team utilised all available resources to identify students who would benefit from extra assistance and arranged bookings with Susan accordingly. This program led to concrete positive outcomes for several students and successfully removed barriers to accessing Student Advice. The pilot program has laid the foundation for ongoing efforts to improve student accessibility and has redefined how a student accommodation team can collaborate with other professional services within the university.
The recipient of the Fran O'Brien Award for New Professionals receives a certificate and trophy as well as complimentary registration to the following years APSAA Conference, valued at $1,450.00 in 2024.
Jessica collaborates closely with others to manage an events budget exceeding $30,000, which is allocated both directly for community events and through initiatives led by Student Leaders.
ACUHO-I New Professional Award – Australia
James Kelly, Ormond College, Victoria
As Dean of Wellbeing and Inclusion at Ormond College, James leads a team focused on students' social, emotional, and cognitive development. Reporting to the Vice Master and Executive Director of Student Life, James collaborates with teams across Learning and Community Life to create a holistic, student-centred approach to wellbeing. He manages a multidisciplinary team, including two psychologists, the Freemantle Fellow (First Nations Support), a gym coordinator, and two Music/Arts Lodge coordinators. Together, we implement tailored interventions and support services with a focus on preventative health and safety promotion strategies. James oversees intake and referral processes, ensuring students receive timely, appropriate support. He also leads initiatives such as the Student Wellbeing Strategy. One of his key achievements is the design and implementation of Ormond’s cultural immersion experience to Budj Bim, enhancing students' cultural understanding of First Nations Australia.
Additionally, James initiated and developed the Residential Advisor (RA) program and its associated training—a model based on collaboration with several colleges across Australia to understand best practices. This program strengthens peer support and cultivates a strong, supportive community among students. In governance and strategic planning, he develops policies and procedures to maintain high standards in student support services. James contributes
to organisational planning and reporting, ensuring departmental initiatives align with the College’s broader goals, and leads data collection and service evaluation efforts, driving continuous improvement in wellbeing services. He manages a significant budget for staffing and various costs associated with the portfolio, ensuring resources are allocated effectively to achieve optimal student outcomes while balancing cost efficiency with high-quality service delivery.
James’ key performance indicators (KPIs) include student satisfaction and engagement levels, the effectiveness and reach of wellbeing programs, retention and success rates of students, and the efficient management of the wellbeing budget. Additionally, he is measured on the successful implementation of strategic initiatives and the professional development of the team. According to James, “Collaboration is central to my work. I build and maintain strong relationships with internal and external stakeholders, ensuring that Ormond College’s wellbeing strategies are comprehensive and well-integrated. I also oversee my team’s professional development, fostering a culture of innovation, growth, and evidence-based practice. Beyond departmental duties, I serve as President of the Senior Common Room (SCR), fostering a strong community within Ormond. I share on-call duties with senior staff and remain actively engaged in College events, ensuring I am accessible to students and staff. My deep commitment to an inclusive, supportive environment helps all students, regardless of background or identity, thrive throughout their Ormond College journey.”
The award provides financial support for James to attend the 2026 ACUHO-I Conference, which James will use to inform a research project aiming to identifying effective wellbeing strategies, understanding the cultural and regional differences in student support, and developing a comprehensive framework that can be adapted by institutions globally. By analysing the data collected, James hopes to provide actionable recommendations
that can enhance the wellbeing services offered by APSAA members, ensuring they are equipped to meet the diverse needs of their student populations. This research project will not only contribute to the academic field but also drive practical improvements in student accommodation practices.
James believes the opportunity to attend the ACUHO-I would significantly enhance his professional skills, particularly in relation to student wellbeing. His background in education has instilled a deep commitment to equity in education, and believes this conference and its multifaceted courses would be a career-changing opportunity.
James states, “In my work, I am eager to implement best practice. I understand that the conference will allow me to further develop proactive primary prevention strategies, ensuring student wellness is prioritised from the outset. Creating environments where students feel challenged and can thrive is crucial. By attending sessions on fostering such environments, I aim to develop strategies that encourage students to step out of their comfort zones, engage in critical thinking, and embrace growth opportunities. This approach will help students build resilience and adaptability, essential skills for their academic and personal success. The emphasis on promoting Indigenous and First Nations voices is particularly important to me. I will use the knowledge gained to create culturally safe spaces and advocate for policies that address the unique needs of these communities. Networking with other professionals will provide valuable insights into effective practices, which I will implement to ensure all students feel represented and valued.”
This award is offered to assist new professionals in student housing, with less than 5 years full time in the industry, to attend the ACUHO-I conference in the United States. One award is presented to a member in Australia and from 2023, one will be presented to a member in New Zealand. Each award has a value of up to $1,500 USD.
ACUHO-I President, Kathy Bush Hobgood; James Kelly; APSAA President, Jacob Waitere
APSAA Scholarship
Isabella Vivas, CLV, Murdoch University Village, Western Australia
Isabella has been part of the Murdoch University Village team for three years, contributing to the management of a residential community of 796 students across 183 apartments. The team supports a diverse group of domestic and international students from over 80 countries. The team oversees village operations, facilities and maintenance, resident acquisition and retention, and, most importantly, resident welfare and care. During her time at Murdoch Village, Isabella helped maintain an average resident satisfaction rating of 87%, a score that has improved year on year.
Earlier this year, Isabella was promoted from Community Manager to Operations Manager, where she now oversees the day-to-day operations. The role requires balancing resident wellbeing, operational efficiency, and finances. She ensures the village meets occupancy targets, achieves high resident satisfaction, and complies with all standards.
A significant part of the job is connecting with residents and supporting their wellbeing, handling escalated issues, mediating conflicts, and ensure support systems are in place. She also manages the recruitment, training, and supervision of Resident Assistants (RAs), ensuring they create a safe and welcoming environment for residents.
In terms of budgeting, Isabella oversees operational expenses, helps meet financial goals and provides input on long-term
planning and works closely with the Village Manager to keep RA wages and residential life costs within budget while providing the best student experience.
Key Performance Indicators (KPIs) for the role include:
• Occupancy and Retention: Achieving a 99.6% occupancy rate in 2025.
• Resident Experience: Achieving an 87%+ satisfaction rating in the annual resident survey and ensuring timely responses to inquiries and complaints.
• Risk and Compliance: Ensuring 100% compliance with safety audits, training, and incident reporting.
• Community and Engagement: Executing 15-20 residential life events each month, with an average monthly attendance of 1,056, demonstrating active participation within our community.
Isabella says, “Participating in APSAA’s GHTI program last November provided valuable insights into leadership and strategic planning, which I’ve applied to enhance my confidence in managing operations. I am dedicated to improving student accommodation by ensuring our operations are efficient and responsive to residents' needs.”
The APSAA Scholarship provides financial support to attend an APSAA Professional Development event in 2026. Isabella will attend the APSAA Annual Conference, and says, “Attending APSAA’s 2026 conference will allow me to further enhance my leadership abilities and gain new strategies to improve our village and resident experience.
At Murdoch University Village, one of my main focuses has been teaching life skills in a way that resonates with students, many of whom are living away from home for the first time.
There have been instances when a resident raised concerns about something seemingly minor, like housemates not cleaning. My initial reaction was to see it as a small issue, but I soon realised that, for many, this is their first experience managing a shared living space. What might seem trivial to me is often a significant stressor for them. These moments have helped me view my role from a new perspective. I’m not just managing a residential facility; I’m helping students develop the skills they need to live independently.
I believe the skills I gain from the conference will further strengthen my ability to analyse issues, consider all perspectives, and find new solutions to benefit our resident experience.
Attending the APSAA conference will give me the opportunity to explore how other institutions teach essential skills like conflict resolution, shared responsibilities, and approaches to important topics like gender-based violence. This knowledge will help me create more effective training for my Resident Assistants and strengthen the support systems we offer residents. I believe students should leave with not just lasting memories, but also with practical skills that will benefit them for years to come and help set them up for success in life.
Finally, APSAA presents a great opportunity to connect with peers who face similar challenges. The chance to exchange ideas, share experiences, and build a strong network will be invaluable. I’m not just looking to attend, I want to actively contribute to these discussions and return with practical, actionable items that can make a real impact at Murdoch Village.”
The recipient of the APSAA Scholarship receives a certificate, trophy and up to $1,500 AUD funding towards registration to an APSAA Professional Development event – to be used by the end of the calendar year immediately following receiving the award.
Excellence in Customer Service
University of Southern Queensland, Queensland Automation and Self-service that empowers the resident
Recognising the changing nature of technology and the generational shift to a technology and information driven culture, the University of Southern Queensland set out to provide streamlined and automated access to information, forms and resident connection through:
• Res (Microsoft) Teams
• Maintenance processes and Res Portal forms
The Res Teams platform replaced the previously used Facebook groups and chats, as an auxiliary communications platform which provides a secure and feature-filled platform, through the student’s existing Microsoft account.
The pervious Facebook groups had approximately 70% uptake, which had been notably declining over the previous five years (previously 95% uptake). Facebook also presented privacy and security concerns for both our residents and the University.
Rolling out to Res Teams not only allowed a cost-free initiative that all residents had existing access to, but it also presented the opportunity to integrate group and chat memberships with StarRez. Channel and chat membership is automatically updated based on StarRez occupancy – removing the previous manual processes for Residential Leaders to update groups and providing timely access (and removal) for the resident experience.
University policy requires all formal notices and communication be distributed via email. Res Teams is primarily used by residents and staff for:
• Res Colleges Hub / College Channels: college wide real-time reminders and alerts and event photos.
• Block/Kitchen Chats: block specific real-time reminders, leader messages and adhoc peer discussions.
Examples of posts and messages are above:
According to the Australian Bureau of Statistics, 99% of Australians aged 15-24 use the internet, with a significant portion engaging in online activities. Further, USbased Pew Research Centre identified that nearly half of 18–21-year-olds have a strong preference for self-access to information and services through technology.
In 2024, UniSQ Residential Colleges implemented an automated communication plan and expanded access to the Res Portal maintenance process and forms. This included:
• Integration with the Facilities Management’s system – importing work order updates –providing residents with updates via emails (automatically triggered in StarRez).
• Separated communal maintenance page on the Res Portal – providing residents with access to log maintenance to all relevant communal areas and to view jobs created that are: (a) active or (b) completed in the past 30 days. This addressed an observed significant increase in residents indicating that ‘someone else said they logged that’ and subsequent unattended maintenance in these spaces.
APSAA Awards of Excellence 2025
• Expanded use of the maintenance process to incorporate cleaning feedback and photo uploads.
• Transition of the remaining forms to the Res Portal.
• Updated the personalised application experience.
Benefits
Res Teams
Res Teams allows students to engage in discussions, share real-time updates, event photos, improve event coordination and academic collaboration, fostering a stronger sense of belonging within the community. Approximately 30% of the residential community did not utilise Facebook, making this change more inclusive, secure, structured and accessible for residents to engage with staff and each other. The platform offers better oversight and moderation of conversations, ensuring respectful and inclusive interactions.
Integrating StarRez and Res Teams has reduced the need for manual adding/ removing of residents by leaders, giving them more time to focus on connecting with residents and other duties. It also ensures accurate reflection of group membership, in a timely manner.
During 2025 Orientation Week, 558 messages were posted across Block/ Kitchen Chats. Event attendance was at a record high, generally 30-40% higher compared to previous years, indicating the impact of push notifications and other communication methods.
The first quarter of 2025 saw 90% of residents engage in the Teams Channels, with the highest uptake from Concannon College (100% engagement). In the 2024 year-end survey, 80% of residents placed Res Teams in their top three preferred auxiliary communication platforms.
The Res Teams integration was supported by a Peoplesoft Integration, gathering each resident’s Student ID and academic program. This data has enabled more efficient academic program delivery and streamlined the implementation of Single Sign-On (SSO)
to the Res Portal at the end of 2024. With UniSQ’s existing 2-Factor-Authentication through SSO, this has streamlined resident access between systems and also provided more data security within the Res Portal.
Maintenance and Res Portal forms
The improved maintenance and Res Portal processes have the following benefits:
• Students are informed of maintenance job progress through the automated timely updates, closing the loop on updates. In 2024, 994 requests were logged and 2,318 email alerts were generated from this process, with statuses also displayed in the Res Portal for convenient reference by residents.
• 2,236 requests were logged by cleaners, staff and contractors, which were imported to StarRez, providing greater transparency for residents of maintenance logged to shared and bedroom spaces.
• This allowed for more immediate feedback when a job is marked complete.
• Common room maintenance transparency has resulted in a 66% increase in maintenance logged by students in these spaces in 2024, ensuring timely issue resolution.
• Incorporating cleaning feedback and photo uploads in the maintenance process saw 71 cleaning feedback requests logged in 2024.
• All forms and related information are now available 24/7 via the Res Portal.
Changes / improvements / learnings
In consideration to anecdotal resident feedback and staff observations, the following are changes/improvements that are planned from the learnings to date:
Res Teams
• The initial implementation of Res Teams at the start of 2024 saw all Blocks integrated as Channels rather than Chats. Resident and leader feedback indicated a preference for Chat functionality on mobile devices, which was integrated in December 2024. This change has been well received. A review of how photos and notices are posted into the Channels is underway,
noting that Steele Rudd College has an 80% engagement rate, while McGregor has 91% and Concannon has 100%.
• Future Microsoft Teams upgrades will likely include further integration and display options between Chats and Channels.
• It is planned to explore the integration of event management tools to enable automated calendar notifications, RSVPs, and reminders.
Maintenance
• Increase the update frequency of reporting from the Facilities Management system from weekly to daily.
• Improve the linkage between the online Room Condition form and maintenance requests. A datadriven approach will be explored to flag and/or automate maintenance request creation from the form.
• With a full year of data now integrated, explore reporting from StarRez on outstanding maintenance requests, completion times, and other key metrics to inform service standards and ensure timely completion.
• Review options to further encourage residents to self-log maintenance requests.
Other Res Portal Processes
• Despite comprehensive online and in-person inductions, 5% of survey respondents in 2024 indicated they were unaware of how to log a maintenance request. To address this, Residential Colleges is exploring integrating personalised resident tips into the Res Portal landing page based on length of stay, providing an additional touchpoint for resident awareness of Res Portal forms, maintenance, payment options, and key information.
• Review and enhance all online forms to include automated communication triggers, such as notifications when a guest stay is approved, to keep residents informed and engaged.
These changes aim to enhance the residential experience, ensuring we continue to meet the evolving needs of our residents while leveraging technology to streamline internal processes.
Excellence in Marketing and Communications
Western Sydney University Village, New South Wales
Western Sydney University's student accommodation underwent a strategic marketing transformation to enhance brand consistency, student engagement, and occupancy. Our campaign objective focused on rebranding, digital integration, visual storytelling, and multi-channel communication to align with the University's identity and student needs.
In late 2023 the University undertook a procurement activity for the management and operations of the Universities owned student accommodation (Campbelltown, Penrith, Hawkesbury and Nirimba villages).
Following the evaluation of submissions, UniLodge was approved as the operator under a white label agreement and commenced on 1 April 2024 responsible for 924 beds across the four villages. The University wanted the on-campus student accommodation to look and feel like Western Sydney University so that students felt everything was managed by the University and they didn't have to liaise with a different operator.
Parramatta village (343 beds) remains owned and operated by Campus Living Villages (CLV) under its existing agreement.
Rebranding to Western Sydney University identity: Student accommodation was rebranded under a white label agreement with UniLodge, ensuring a seamless experience. Signage, emails and staff uniforms were updated to reflect the University's strong recognisable brand, strengthening trust and creating a sense of comfort for our students.
Western portal development: We collaborated with UniLodge to brand the portal, streamlining applications, payments and support, integrating with the broader university ecosystem. This made the journey smoother for our students, helping them feel more confident and at ease as they navigated through the portal.
Webpage Enhancements: Accommodation webpages were refreshed with updated room descriptions, messaging and clear call-to-action, driving higher engagement and conversions.
Video & Photo Shoot: In response to student requests, we produced updated video and
photo content showcasing facilities and community spirit. This content was used across social media, course guides, and the website to enhance engagement.
Creating clear messaging: To guide our communications and ensure every message resonates with students' priorities, we developed the five pillars of Student Accommodation - success, community, convenience, support, and experience-to clearly define the student living experience.
Multi-Channel Communication & Engagement: Social media posts, stories, digital screens around campus, student newsletters and webpages were key drivers of engagement, generating increased traffic as reflected in webpage analytics and rise in enquiries. In April, there were 422 visits, which surged to 1,869 in July after an lnstagram post, student newsletter, and digital assets were shared. The number rose again to 1,886 in October, following the release of the student newsletter, digital assets, and the opening of Semester 1 applications. This is a percentage increase from April to October of 347%.
Impacts
Benefits of white label
• A white-label approach enables universities to brand on-campus accommodation as their own while delegating management to experienced operators. This ensures a high-quality student experience without operational burdens. Using the university's branding builds trust, as students are more comfortable with familiar, established names. The white-label approach allows seamless alignment with the university's values, enhances appeal and promotes consistency across organisations.
• The model fosters collaboration by sharing best practices in marketing and management, raising the standard of service offered to students.
• The campaign's success could be replicated by other institutions, improving accommodation services more broadly and contributing to a more student-centric industry.
5 pillar approach
Within the campaign, we developed a five-pillar approach centred on success, convenience, community, support, and experience-designed to foster residents' growth, happiness, and sense of belonging. These pillars are reflected across the website and other campaign materials, where they are communicated directly to students in the following way:
1. Success Awaits You: Research shows that students who live on campus are more likely to thrive academically and complete their courses. By choosing on-campus living, you're setting yourself up for a future full of achievements and possibilities.
2. Ultimate Convenience: Say goodbye to long commutes and save both time and money. With everything you need just steps away-from classes to libraries and state-of-the-art facilities-living on campus makes university life effortless.
3. Thrive in Community: Immerse yourself in a diverse and vibrant student community that's ready to welcome you with open arms. Our residential life program offers endless opportunities to learn new skills, forge lasting friendships, and grow as a person.
4. Support at Your Fingertips: We're here for you, day and night. Enjoy peace of mind with 24/7 on-site support services and dedicated staff ready to help you whenever you need it. We're here to ensure your well-being, so you can focus on your studies and enjoy your university experience.
5. Unforgettable Experience: Create lifelong memories and build friendships in a dynamic, engaging environment. Your time on campus isn't just about academics, it will be filled with experiences that shape who you are and who you'll become.
Positive Impact Beyond the Organisation:
• The campaign promotes higher industry standards, encouraging collaboration and innovation in student accommodation.
• It sets a benchmark for how student accommodations can become more than just places to live, but vibrant, supportive environments that enhance academic success and student satisfaction.
Excellence in Student Experience – College
Mannix College, Victoria
In 2024, Mannix College—a residential college affiliated with Monash University— launched StudyFest, a reimagined academic support initiative designed to revitalise the student learning experience through a living learning community lens.
StudyFest was developed in response to student feedback and declining academic performance indicators. End-of-year surveys in 2022 and 2023 revealed that the traditional and opt-in Tutorial Program was one of the lowest-rated aspects of residential life, with an average rating of 3.75/5.00. Furthermore, the College lost its historicallyheld Distinction average in 2023, indicating the need for innovative academic support.
StudyFest was implemented as a weekly evening event throughout each semester, integrating academic skills workshops with communal, focussed study sessions. These sessions were hosted in the Dining Hall and Academic Centre to foster a culture of shared learning and support. The program was delivered by a newly-established team of Academic Guides—paid and trained subject experts recruited from postgraduate or professional ranks—and supported by a team of volunteer resident Academic Mentors, who encouraged peer learning and connection.
2025 Academic Guide Professions/Backgrounds
The initiative marked a significant shift from a content-delivery model to a decentralised model based on collaborative, studentcentred academic growth. Unlike traditional tutorials, StudyFest acknowledged that student wellbeing and academic success are closely linked, and that flexible, social learning environments better reflect the evolving needs of contemporary university students.
Focusing on accessibility, relevance, and evidence-based programming, StudyFestwhich remained an opt-in program - has not only responded to student feedback but also enhanced academic engagement throughout the College. Its success has become a model for residential colleges, demonstrating how to integrate wellbeing and scholarship to foster a genuinely holistic student experience.
The primary drivers for StudyFest were declining student satisfaction and academic outcomes related to Mannix College’s existing Tutorial Program. In 2022 and 2023, the Tutorial Program consistently received low satisfaction scores—averaging 3.75/5.00—and in 2023, the College lost its long-held Distinction grade average for the first time in over a decade.
These indicators prompted the Academic & Employability team to review the structure, content, and delivery of academic support. Consultations revealed that students sought more flexible, engaging, and relevant academic assistance that also addressed broader issues like motivation, time management, and connection.
The objectives of StudyFest were:
• To increase student satisfaction with academic support offerings;
• To improve student academic outcomes, particularly increasing the number of students achieving Distinctions and High Distinctions;
• To strengthen community engagement through a collaborative study environment;
• To develop a more inclusive and accessible academic culture, responsive to diverse learning needs and preferences;
• To create leadership opportunities for students through paid and volunteer roles that build employability and academic confidence.
Additionally, the shift toward a living learning community model was driven by national and international research showing the positive impact of academic communities on student retention and wellbeing. Mannix sought to bring these principles to life by embedding peer learning, mentoring, and academic identity into the residential experience.
The guiding philosophy was that academic support should not be an isolated service but a deeply integrated part of community life—visible, welcoming, and empowering. StudyFest was designed to reflect this belief.
Impact
StudyFest’s impact was measured through attendance data, academic performance trends, and student feedback surveys. StudyFest is an opt-in program, competing against a myriad of other events on the same night, including our major inter-halls sports competition on the same night and often at the same time. Yet, the design and delivery of the program have been attractive to students in record numbers.
Key measures and outcomes include:
• Engagement: Attendance at StudyFest reached 72% of residents in 2024, compared to 40% in the previous Tutorial Program.
• Academic Performance: Residents who attended eight or more StudyFest sessions were five times more likely to achieve a High Distinction average compared to
Average Grade Comparison
those who didn’t participate. Overall, we have seen resident grades increase.
• Satisfaction: Preliminary survey results from late 2024 show a significant increase in student satisfaction with academic programs, with StudyFest rated 4.4/5.0 in post-event feedback.
• Operational Efficiency: While overall investment in staffing increased due to hiring Academic Guides, these roles delivered higher value through consistent engagement and alignment with student needs.
• Community Impact: The use of shared spaces such as the Dining Hall and Academic Centre fostered a sense of academic community and reduced stigma around seeking help.
Anecdotally, StudyFest has shifted the culture of the College. Students now openly discuss study strategies, attend together in groups, and express a sense of academic pride. The success of StudyFest has also made it easier to recruit future Academic Guides and Mentors, creating a sustainable pipeline of peer leaders.
Financially, the program represents a high return on investment in terms of student outcomes, retention, and wellbeing— particularly as academic success is a key driver of overall student satisfaction.
The initiative has been presented at internal university forums and has attracted interest from other residential colleges seeking to improve their academic support offerings.
Excellence in Student Experience – University
Taylor’s Residence, Malaysia
Structured Service-Learning Program
– LaunchPad by Taylor’s Residence is Malaysia’s first student-led initiative tackling menstrual poverty among refugee women. It collaborates with NGOs and CBOs, including UNHCR, the Malaysian Relief Agency, Kloth Cares, Doctors Without Borders Malaysia, Dignity for Children Foundation, Ideas Academy, Rohingya Society Malaysia, Tonzang Laawm Malaysia, PCOMalaysia, Mon-Refugee Organisation, Nahel Afghan Community, Rohingya Women Development Network, Johor Outreach Community Centre, NashPotatoes Art & Craft, , and more. The initiative empowers refugee women— who make up 32% (60,000) of Malaysia’s 170,000 refugee population—through menstrual hygiene education and reusable sanitary pads. Residents gain hands-on experience in social impact work, learning 21st-century skills in communication, collaboration, creativity, and critical thinking.
Key Milestones:
• 2019: Residents engaged with refugee communities, interviewed them, sought to understand their challenges, and collaborated with NGOs and CBOs. The residents presented the project framework and collaborated with various stakeholders, thereby enhancing their communication, management, and collaboration skills. 30 residents received training on sexual education and menstrual health, educating 70 Rohingya refugee women through workshops. Residents trained in making reusable menstrual pads from recycled cloth, donating 500 pads to refugees and becoming menstrual health Change Makers.
• 2020: Amid COVID-19 restrictions, LaunchPad transitioned to digital platforms, producing multilingual pad-making tutorials and emergency starter kits. 57 resident volunteers and alumni trainers produced 500 handmade pads to support refugee communities. Digital content in 7 languages (English, Arabic, Somali, Burmese, Malay, Persian, Urdu) was published on the website, YouTube, and Instagram in collaboration with the Taylor’s University Multimedia School.
• 2021-2022: Students created digital teaching tools and starter kits, training 60 refugee trainers in partnership with NGOs (Dignity, Nash Potatoes). With 130 student volunteers, 1,300 pads were donated, benefiting over 1,000 refugees and underprivileged communities.
• 2023: The initiative expanded to 14 CBOs and four NGOs, focusing on a community driven approach to menstrual hygiene management.
• 2024: Entering a transformative phase, the initiative integrated economic empowerment with textile recycling. In collaboration with Kloth Care, 1,000 cotton tshirts were repurposed. New batches of 38 residents were trained, 6 key students were selected to train refugees. Following a FGD study, 43 refugee women were reskilled in reusable pad production, financial planning, social media marketing, and Canva design, fostering economic independence.
By merging education, sustainability, and economic opportunity, LaunchPad empowers refugee communities while offering residents invaluable social impact experience. The program remains a cornerstone of Taylor’s Residence, highlighting student-driven change for a more inclusive and equitable society.
Objectives:
Launchpad is a service-learning program with the objective to immerses students in real-world social challenges, fostering leadership, participation, and social responsibility. It tackles menstrual poverty among refugee women in Malaysia, a critical issue affecting hygiene, education, and economic independence. Through hands-on involvement, students navigate problem-solving phases—research, solution development, and implementation— gaining practical skills, empathy, and a deeper understanding of social impact.
At its core, the key drivers for Launchpad are integrating service learning with real-life issues, ensuring students gain hands-on experience beyond theoretical knowledge. By collaborating with NGOs, industry professionals, and local organisations, they strengthen their project management, communication, and advocacy skills, deepening their awareness of systemic social inequalities. This approach cultivates leadership, strategic thinking, and resilience, preparing students to drive meaningful change in society.
Beyond addressing an immediate humanitarian need, Launchpad 2024 empowers refugee women through menstrual hygiene education and economic opportunities. By teaching participants to produce reusable menstrual
products, the initiative promotes sustainable practices and financial independence through micro-enterprise development. This aligns with the Care Economy movement, recognizing the value of care-related skills in economic empowerment and community resilience.
Through real-world engagement and active problem-solving, Taylor’s Residence students emerge as globally conscious leaders, equipped with critical thinking, innovation, and teamwork skills, ready to make a lasting impact.
Measuring Success:
LaunchPad’s success is measured through clear student development milestones aligned with our structured Service-Learning Framework, emphasizing essential 21st-century skills: communication, collaboration, creativity, and critical thinking. This framework ensures each stage delivers meaningful outcomes for both Taylor’s Residence residents and the refugee communities they engage with.
LaunchPad’s success is measured through clear student development milestones aligned with our structured Service-Learning Framework, emphasising essential 21st-century skills: communication, collaboration, creativity, and critical thinking. This framework ensures each stage delivers meaningful outcomes for both Taylor’s Residence residents and the refugee communities they engage with.
During the Community Engagement, residents conducted needs assessments, interviewing Rohingya refugee women to understand their challenges. This engagement built empathy, cultural understanding, and analytical skills, ensuring respectful solutions. It also prepared residents for leadership roles requiring informed decision-making and cultural sensitivity.
Service Learning Programme
Through Collaboration with NGOs, residents partnered with over 14 NGOs, enhancing collaboration and stakeholder management skills while scaling the initiative to reach a broader audience.
In Project Planning & Development, residents applied creativity and critical thinking to design workshops on entrepreneurship, digital marketing, and branding for reusable menstrual pad production and textile recycling. They developed multilingual digital resources to enhance inclusive learning. This initiative fostered significant personal growth, as Taylor’s Residence resident Thekla Fernando shared:
“The LaunchPad programme was the first initiative that truly gave me a glimpse of the real world as an undergraduate. Having the opportunity to listen to those in need, and the privilege of helping to solve real-life issues, enhanced my joy in aiding others and opened my eyes to societal challenges as both a young woman and a student.”
Through sustained Community Outreach and Service Learning, LaunchPad has trained 1350 refugee women as community trainers in 59 workshops. To date, 315 Taylor’s Residence residents have been involved as volunteers, facilitators, and project leaders, contributing to a model that shifts refugee women’s roles from recipients of aid to empowered leaders within their own communities.
Operationally, LaunchPad has assisted 1,350 refugees and underserved communities, improving menstrual hygiene management and community health outcomes. Outcomes are evaluated through post-program assessments, focusing on learning outcomes, resident satisfaction, and Net Promoter Score. In the most recent cycle, LaunchPad achieved an NPS of +86.8 and an overall resident satisfaction rate of 95.7%, reflecting the positive impact on leadership readiness, digital competency, and personal growth. All in all, the residents and refugees have opportunities to learn and collaborate with 18 NGOs and CBOs, nurturing empowerment and positive change.
LaunchPad continues to be an integral platform for Taylor’s Residence to prepare the residents to become future-ready leaders, providing meaningful learning opportunities and empowering them to create positive change in their communities.
Excellence in Facility Development or Management
Mannix College, Victoria
Mannix College is a coeducational residential college affiliated with Monash University' s Clayton campus. The College accommodates 315 student residents and supports an additional 10 nonresidential students. It offers fully catered, year-round accommodation, with the dining hall serving as the primary hub for meals, social interaction, and student community life.
Operational and strategic oversight of the facility is provided by the College's senior leadership team:
• Principal – Project vision and alignment with student experience priorities,
• Dean – Community engagement and student well- being,
• Business & Operations Manager –Project delivery, compliance, vendor management, and budget control.
The College's dining infrastructure—part of the original 1969 construction—was significantly outdated. The servery had not been refurbished since 2002 and no longer met contemporary standards in functionality, efficiency, or amenity. In response, the College initiated a comprehensive redevelopment of the dining servery to enhance service delivery and support a modern student experience.
The design phase occurred in October and November 2024, followed by a six-week construction window from Monday, December 16, 2024, to Friday, January 31, 2025. This intense timeframe was strategically selected to avoid disruption to students and ensure readiness for the 2025 academic year. The facility reopened in February 2025, coinciding with the return of student leaders and full College occupancy.
Throughout the build, Mannix maintained uninterrupted catering services. Meals for a small group of residents, all 20 staff and conference groups, continued to be prepared in the kitchen and served in an alternate space, with logistics seamlessly managed by the catering team.
The facility now operates at full capacity, delivering three meals daily (breakfast, lunch, and dinner) and producing over 5, 000 food items per week. Catering services are provided by Chartwells, the College's contracted hospitality provider since January 2025. The team includes a full- time on- site Chef Manager, supported by dedicated kitchen and front- of- house service staff.
The senior leadership team managed the redevelopment from concept through commissioning, ensuring the project met the needs of a dynamic residential community.
The result is a modern, efficient, and student-centred dining facility that enhances daily life, promotes well-being, and supports Mannix College' s ongoing commitment to residential excellence. Find out more: https://mannix.monash.edu/a-freshnew-look-for-an-old-favourite-16296/
Over the past 12 months, Mannix College has delivered an ambitious and innovative redevelopment of its dining hall servery—transforming one of the College’s most vital spaces without disrupting operations, increasing student fees, or compromising affordability.
Cost-Effective and Student-Centric Design
The final phase of the dining hall renovation, completed between December 2024 and January 2025, was delivered on time and within budget, with zero impact on student accommodation fees. Strategic design choices maximised long-term value: key infrastructure was reused where possible, energy-efficient appliances and lighting were installed, and durable, sustainable finishes were selected to minimise future maintenance costs. The result is a high-impact transformation achieved with financial discipline.
Student Co-Design and Collaborative Governance
A key innovation in the project’s development was the formation of the Food Services Project Committee—a student advisory body that worked alongside senior management. This group actively contributed to the project’s scope, budget considerations, and architectural concepts, ensuring that the student voice accompanied strategic decisions. This co-design approach produced a facility that genuinely reflects student priorities around amenity, comfort, flow, and service experience.
Enhanced Student Amenity and Experience
Before the redevelopment, student satisfaction with food service and dining experience had fallen below 50%. Since reopening in February 2025, a daily feedback survey has recorded satisfaction levels consistently above 78%, reflecting dramatic improvements in quality, functionality, and atmosphere. The new layout improves flow and visibility of fresh food, while expanded seating and social zones support varied dining styles—from quiet meals to group gatherings.
Innovative Cultural Integration
At the centre of the space is Tikilara, a large-scale commissioned mural by Simone Thomson (Wurundjeri/Yorta-Yorta). Developed in partnership with the Mannix Indigenous Advisory Committee and the William Cooper Institute, it embeds cultural identity, storytelling, and belonging into the dining hall itself. It transforms the space into a daily site of reflection and cultural learning.
Risk Minimisation and Operational Innovation
Alongside aesthetic upgrades, significant risk mitigation strategies were implemented. These include improved lighting, CCTV, new ergonomic and safety-rated kitchen equipment, and enhanced food safety protocols. During construction, uninterrupted dining services were maintained via a secondary venue,
ensuring continuous care and wellbeing.
The project exemplifies innovation in design, delivery, and impact—placing student voice, safety, culture, and affordability at its core.
Project Objectives and success:
The Mannix College dining hall redevelopment was guided by four clear objectives—each grounded in student wellbeing, operational improvement, and cultural integrity. Since reopening in February 2025, the facility has not only met but exceeded expectations, with success measured through a multilayered evaluation framework.
Objective 1 – Enhance Student Wellbeing
The renovation has transformed the dining hall into a place of comfort, connection, and belonging. Student satisfaction has surged from below 50% pre-renovation to above 78% post-renovation. Survey responses consistently highlight improved acoustics, natural light, seating flexibility, and ambiance as key contributors to a more relaxing and socially inclusive environment. The space now fosters both solo reflection and communal gathering, supporting mental wellness and social integration.
Objective 2 – Reduce Food Waste
A reduction in post-consumer food waste has been achieved—an operational win driven by smarter spatial design and behavioural nudges. Clearer signage, improved service flow, and visibility of options have supported students in making more mindful serving choices.
This reduction reflects both cost savings and a growing culture of sustainability, deeply aligned with the values of the student body.
Objective 3 – Embed Cultural Meaning
Tikilara, the Indigenous mural commissioned for the space, has redefined the dining hall as a place of learning and cultural connection. Students report feeling more connected to place and community as a direct result of the artwork. The coolamon motif has become a symbol of shared care, responsibility, and story—reframing daily dining as an act of cultural engagement. Feedback from the Indigenous Advisory Committee affirms the authenticity and ongoing relevance of this cultural integration.
Objective 4 – Increase Usage and Flexibility
The modular layout and upgraded amenities have dramatically expanded the utility of the space. It will now host over 40 events annually beyond daily meals—including student society meetings, cultural events, and community dinners. Staff report greater ease of setup, adaptability, and student engagement.
Measuring What Matters
Mannix tracks success through student surveys, food waste audits, usage logs, and direct consultation with staff and Indigenous and non-Indigenous stakeholders. These quantitative and qualitative insights ensure ongoing accountability. Yet the most powerful evidence lies in student voices: “This space reflects who we are and where we’re going.”
The Mannix dining hall is not just meeting
Excellence in Sustainable Development Goals – Corporate
UniLodge, Kensington, New South Wales
UniLodge Kensington, a 650-bed purpose-built student accommodation facility developed by Cedar Pacific in partnership with UniLodge, demonstrates a strong commitment to the United Nations Sustainable Development Goals (SDGs) and the Green Star Buildings framework. The building is targeting a 5 Star Green Star rating, reflecting Australian Excellence in sustainable design, construction, and performance.
A broad range of initiatives have been implemented:
• Energy Use and Efficiency (SDG 7 & 13): The building has been designed and modelled to achieve significant reductions in operational energy consumption under the Reference Building Pathway. The integration of CIM’s PEAK Platform, which monitors over 5,000 sensors, supports real-time fault detection and optimisation. This has enabled the building to achieve an operational efficiency score of 82%, reducing emissions and supporting clean energy use.
• Operational Excellence and Sustainable Communities (SDG 11): With over 3,000 operational rules, the PEAK Platform also triggers alerts for staff to review and adjust building systems, ensuring consistent performance at peak efficiency. This digital infrastructure enhances the environmental performance of UniLodge Kensington and supports the creation of sustainable urban communities.
• Materials and Waste Management (SDG 12): The project has been delivered using Good and Best Practice Products, selected for their responsible sourcing and environmental credentials. Construction and demolition waste diversion strategies were implemented and banned or highly toxic materials were actively avoided. In addition, fault detection and diagnostics capabilities embedded within the platform facilitate proactive maintenance, preventing resource waste and extending the life of building systems.
• Indoor Environmental Quality (SDG 11): The building design prioritises acoustic comfort, air quality, and pollution control, supporting resident wellbeing and aligning with Green Star performance outcomes for a healthy indoor environment.
• Water Efficiency (SDG 6): Water-efficient fixtures and recycled water infrastructure have been installed to reduce potable water use and support long-term water sustainability.
• Transport and Urban Connectivity (SDG 11): The location and design promote walkability, public transport use, and access to local amenities—encouraging a low-carbon lifestyle for residents.
• Climate Action and Resilience (SDG 13): Efforts have been made to offset demolition impacts and integrate design responses to climate risks, supporting Green Star resilience objectives. These initiatives reflect a comprehensive approach to sustainability, aligning with both Green Star benchmarks and the UN Sustainable Development Goals.
Drivers & Objectives:
The UniLodge Kensington project was driven by a commitment to deliver a high-quality, purposebuilt student accommodation asset that integrates operational efficiency, environmental sustainability, and resident wellbeing; while aligning with the expectations of long-term institutional investors and strategic partners.
• Securing Green Financing: A cornerstone objective of the project was the successful arrangement of Cedar Pacific’s first green loan with SMBC, a landmark in sustainable finance for the student accommodation sector. The A$101 million loan directly supports the delivery of environmental outcomes at Kensington, including a targeted 5-Star Green Star Buildings rating, 90% construction waste diversion, renewable energy procurement from day one of operations, and future alignment with Climate Active certification. This
financing model reinforces investor demand for projects with tangible ESG impact.
• Enhancing Operational Efficiency: To optimise building performance and reduce energy use, the project implemented CIM’s PEAK Platform, which uses more than 5,000 sensors and 3,000+ operational rules to support real-time fault detection and continuous system tuning. This has enabled the building to operate at an 82% efficiency score, ensuring highperformance outcomes from day one and allows visibility to improve on this.
• Achieving Sustainability Targets: Designed in accordance with the Green Star Buildings framework, Kensington incorporates sustainability features across energy, water, materials, emissions, and indoor environmental quality. The project is targeting a 5-Star rating from the Green Building Council of Australia, demonstrating best practice in environmentally responsible design and construction.
• Improving Resident Experience: Enhancing the living experience for students was a central objective. Building systems and amenities were designed with resident wellbeing in mind, including measures to improve air quality, acoustic comfort, natural light, and access to green spaces. The PEAK Platform supports comfort through prompt issue detection and resolution, ensuring a smooth resident experience.
• Reducing Operational Costs: Through the use of smart analytics and proactive maintenance strategies, the project aims to minimise long-term costs associated with energy consumption and system failures. Improved oversight and reduced inefficiencies translate to lower utility bills, extended asset life, and better financial performance for investors and operators. Together, these drivers reflect a balanced approach to sustainability, performance, and student wellbeing; positioning UniLodge Kensington as a flagship development in Cedar Pacific’s growing portfolio.
Excellence in Sustainable Development Goals – University
Monash Residential Services, Victoria
The Monash Residential Services (MRS) project to manage the decommissioning of Normanby House exemplifies Monash University's steadfast commitment to the United Nations Sustainable Development Goals (SDGs).
Built in 1969, Normanby House was one of the University's oldest residential buildings, and played an integral role in the local community. It ceased operation in 2024 to make way for the Monash Station, being developed as part of the Melbourne Suburban Rail Loop (SRL) East project.
The SRL group required the building to be handed over in occupiable condition, meaning that all unaffixed items needed to be removed. Normanby House comprised 101 single-occupancy bedrooms, 14 fully furnished short-term accommodation rooms/ suites, 12 shared bathrooms, 6 shared kitchens, 3 shared laundries, and numerous common lounge areas and office spaces.
This created a significant waste management challenge, as large volumes of furniture, appliances, and other materials required responsible disposal. In response to this, MRS developed a strategic plan to salvage, reuse, repurpose, or recycle as many items and materials as possible, ensuring that minimal waste was sent to landfill.
A core focus of the project was SDG 11: Sustainable cities and communities, which emphasises reducing the adverse per capita environmental impacts of cities, including waste management. This project successfully diverted 97% of identified materials from landfills, directly contributing to reducing municipal waste and enhancing the university’s sustainable infrastructure.
SDG 12: Responsible consumption and production was also addressed and was at the heart of the project. This goal seeks to substantially reduce waste generation through prevention, reduction, recycling,
and reuse. MRS implemented a structured waste stream station, enabling a detailed approach to sorting, reusing, and recycling materials. Items such as metal bed frames, wooden furniture, mattresses, and electrical appliances were processed to ensure their highest possible value was retained within the system, reducing unnecessary waste and promoting circular economy principles.
This project also addressed SDG 12.4 and 12.5. Repurposing and reusing furniture and other items resulted in the reduction of new purchases for subsequent refurbishment and maintenance works at other sites, which would have ongoing positive environmental impacts, reduced waste generation and more responsible consumption of items.
Through strategic planning and stakeholder engagement, the Normanby House decommissioning project highlights an innovative and scalable approach to sustainable waste management, reinforcing the university’s leadership in environmental responsibility. This project also highlighted the success that such an effort can have, providing encouragement to MRS and other teams at the university to take a more considered and sustainable approach when undertaking similar endeavours.
Stakeholder Satisfaction:
The primary stakeholders for this project were the MRS Director and the Circular Economy Team at the university’s Buildings & Property Division (B&P).
The MRS Senior Manager Operations identified an opportunity to reduce the volume of waste sent to landfill during the Normanby House decommission, and subsequently designed and executed this project which not only significantly reduced the landfill volume, but also reduced the project length and budget in a materially significant way. As this was a project to decommission a building, the stakeholders did not include students.
All stakeholders reported high satisfaction with the outcomes of the project, which was also reflected in the quantitative outcomes achieved:
• 97% of waste was diverted from landfill, demonstrating clear success in meeting sustainability goals.
• The project was completed two weeks ahead of schedule, mitigating logistical complexities and resulting in significant cost savings.
• Cost savings and financial benefits were also achieved through reduction in landfill disposal costs and the optimisation of resource allocation.
Efficient waste management
This initiative was a collaboration between the MRS Operations team, the B&P Circular Economy Team, and Cleanaway, who are the university’s waste removal service provider. A key factor in the success of the project was the identification of assets which could be reused, and materials that could be recycled with minimum intervention. The Senior Manager Operations directed the establishment of an efficient waste processing and sorting area, allowing the contractors engaged to clear out the building to comply with the plan, with little disruption to their regular processes.
The system was designed for efficient sorting and processing, ensuring that each material was handled appropriately. Skips were placed around the site, clearly labelled to separate metal, wood, and plastic and allow for streamlined recycling. This also ensured that despite the dozens of staff and contractors working on this project, everyone worked in alignment with the waste management strategy.
Recycle and reuse
During this process, 493 individual items were processed, with 478 (97%) being reused, recycled, or sent to e-waste processing.
Furniture items were assessed for their condition, with chairs, tables, couches, and other items relocated to other residential halls for continued use, or placed into short-term storage to be used in upcoming renovation projects. Items to be recycled were dismantled or broken down, and their materials separated, allowing for more targeted recycling of metal, wood, plastic, and fabric components. This included bed frames, lockers, office chairs, desks, bookshelves, tables, and more.
Disposal of materials to landfill was done only where the materials were non-recyclable.
The building yielded 123 king-single beds and mattresses, of which those in good condition were used alongside their frames to upgrade single beds in other halls, and the rest were dismantled and recycled appropriately. Toasters, kettles, dryers, microwaves, refrigerators, and other electrical appliances were carefully sorted, with usable items being repurposed and non-functional items sent to a safe e-waste disposal facility.
Drivers and/or Objectives:
The Normanby House decommissioning project was driven by a firm commitment to sustainability, with the primary objectives being:
Minimising environmental impact
• Ensuring that waste generated from the building closure was managed responsibly and diverted from landfill where possible.
• Aligning with Monash University's Zero Waste goals and supporting SDG targets related to sustainable waste management.
Operational efficiency
• Streamlining waste sorting and disposal to prevent delays and reduce project costs.
• Facilitating a structured and coordinated approach to furniture and materials relocation.
Financial
responsibility
• Reducing the need for landfill disposal, thereby lowering associated fees.
• Maximising reuse of existing materials to limit new procurement costs.
This organised approach successfully minimised landfill waste, and also had unexpected positive outcomes of improving efficiency. By reusing materials and streamlining logistics, the project was completed nearly two weeks ahead of schedule, resulting in significant cost-savings on removalists, waste disposal, and staffing.
By achieving a 97% recycling and reuse rate, the Normanby House decommissioning project demonstrated how sustainability, efficiency, and cost-effectiveness can be addressed and achieved simultaneously. This project served as a pilot and had positive cultural impacts on the organisation, both at MRS and Monash University. It provided a clear demonstration that incorporating sustainability efforts does not necessitate a reduction in operational efficiency, encouraging all departments to take a considered and conscious approach when undertaking a similar endeavour.
The Senior Manager Operations directed the establishment of an efficient waste processing and sorting area, allowing the contractors engaged to clear out the building to comply with the plan, with little disruption to their regular processes.
My Favorite Student Best of Program Award
Maxine Clanchy, University of Southern Queensland, Queensland
Awarded on the basis of the best average of the scores from the responses collected at the end of each session at the 2025 Conference, Maxine’s presentation – ‘Student focused debt management: Holistic financial support for resident success’ received the Best of Program Award.
Audience: This presentation is suitable for entry-mid level professionals looking for a best practice model of finance education and debt management for their residents.
Learning Outcomes:
1. Debt Management Processes: Learn about the implemented debt management process and how it supports students.
Student Accommodation Writers Award
Dr Jordan Bell, Lincoln College, South Australia
The Student Accommodation Writers Award is selected by the Communications and Engagement Committee.
Supporting Neurodiverse students in a College Environment – September 2024 edition
I‘m so pleased and grateful to have been selected for the 2025 Writer’s Award, especially since it’s a reflection of how many people were interested in, and hopefully got something positive out of reading my article about supporting neurodiverse students at Lincoln College. I’ve been the Dean of Students at Lincoln for 18 years, and I was motivated to
2. Enhancing Financial Education: Discover how finance education was embedded across various activities within Residential Colleges. We’ll discuss how early-stage interventions can empower students to take control of their financial situations.
3. Implementing Holistic Support Systems: Gain insights into the wrap-around supports provided, including personal counselling, budgeting assistance, and the role of the Collegiate team.
4. Streamlined and improved processes and systems: Explore the proactive measures taken to reduce debtor notices, improve process and systems that led to a greater fee understanding, and decrease historic debts and credits.
write this article by seeing the struggles of the increasing numbers of our students who understand themselves to be neurodivergent. My hope was that by showing colleagues some things we’ve done to make university study a little more accessible for these students, we can get a system-wide benefit to academic pass and graduation rates. This will also of course have a flow-on benefit in ensuring all our residents get the opportunity to contribute to Australian society as skilled professionals after graduation. So thanks to everyone who read what I shared and was motivated to think about how to support neurodivergent students at your own colleges.
Maxine Clanchy with APSAA Vice-President, Simone Gallo
Working Together on the Numbers
SIMONE GALLO
National Manager
Student Accommodation
Australian Catholic University, APSAA
Vice President & Communications and Engagement
Committee Chair
Building Trust Through Collaborative Budgeting
In any organisation, budgets aren’t just about money — if you play it right they can be a tool to build trust. The way a budget is created and managed can significantly shape relationships between teams and their leaders. When staff are invited to contribute to the budgeting process, it creates not only a more accurate financial plan but also a shared sense of ownership and accountability.
The Power of Participatory Budgeting
Collaborative budgeting, often described as a "top-down and bottom-up" approach, blends executive direction with frontline insight. While senior leaders might set overarching financial targets, it's the people on the ground — the teams who live and breathe the daily operations who may know the phasing of certain line items like student programming or could request budget for new programmes or facility upgrades to suit their student cohort. If staff are given some leeway to contribute they will feel more ownership over the budget as a whole, they’ll reach the goals more effectively, creating a win/win scenario.
A financial budget is a plan, not a fixed reality. It must be dynamic and responsive — shaped by leadership vision and operational knowledge alike.
In contrast, imposed budgeting—a strictly topdown process where goals are set by executives and handed down without input—can lead to misalignment. It may achieve short-term compliance, especially in high-pressure or turnaround situations, but often at the cost of morale, engagement, and even effectiveness. Staff may feel disconnected from financial goals that don’t reflect the realities of their work, leading to frustration or even resistance.
Trust is Built in the Planning
When staff are involved in shaping the budget:
• They better understand the operational goals behind the numbers.
• They can make smarter, more strategic decisions during the year.
• They are more likely to stick to budget targets, because they helped create them.
Setting this up could be as easy as asking certain team members to contribute towards the budget in their area of speciality. Or if you are the team member, you could speak to your supervisor about tweaking the budget for the next year. For example, Residential Life Coordinators or similar might propose a yearly program and a budget, which is then reviewed and approved. This shared ownership turns the budget into a tool for leadership development and deeper team engagement.
From Strategy to Reality
A financial budget is a plan, not a fixed reality. It must be dynamic and responsive — shaped by leadership vision and operational knowledge alike. That responsiveness is only possible when communication flows both ways. Creating commentary on each line item of the budget at monthly or quarterly intervals can assist to share knowledge about how you are tracking against budget or not and why. If you have an opportunity to reforecast at some stage in the year, the commentary can assist in resetting targets with the new information.
Ultimately, budgeting together is about more than numbers. It’s about understanding, alignment, and mutual respect. When done well, it doesn’t just drive financial performance — it builds a culture of shared purpose and trust.
A New Chapter at Ormond College
SOPHIE QUICK Ormond College
Dr Areti Metuamate installed as 11th Master
Australia’s largest residential college, Ormond College in Melbourne, officially installed its eleventh Master on March 5, in an exhilarating evening rich with ceremony and songs.
The formalities to welcome Dr Areti (Ari) Metuamate, based on a tradition stretching back to 1881, took place in the Ormond Chapel, followed by a formal dinner in the historic Dining Hall.
Rev Duncan McLeod delivered a sermon, after which Dr Metuamate was formally installed by Mr Richard Loveridge, Chair of the Ormond College Council. Concert pianist and Ormond’s long-serving Artist in Residence, Stephen McIntyre, played prelude and postlude.
A special musical highlight of the evening was a performance of the Māori Christian hymn E Te Ariki by the Alumni Sing Club, reflecting the significance of the occasion and Dr Metuamate’s cultural heritage.
Of Māori, Cook Islander, and Tahitian descent, Ari belongs to the Māori tribes of Ngāti Kauwhata, Ngāti Raukawa ki te Tonga, and Ngāti Hauā. He holds a Bachelor of Arts (Honours) from Victoria University of Wellington, as well as a Master of Studies and a Doctor of Philosophy from the Australian National University (ANU).
Ari is the first Vice Master in Ormond’s history to step into the role of Master. He previously served in this role for two years before his appointment as Master in late 2024. Prior to that, he held senior leadership positions at several residential colleges in Australia and New Zealand, including at St John’s College at the University of Queensland and St Albert’s College in Armidale. Among the speakers at the dinner were Ari’s sister, SSgt Aroha Tiraa, and Dr Ian Walker, the Head of Toad Hall at ANU.
During his speech at the installation ceremony, Ari reflected on the fate-changing possibilities of the residential College experience. Ari himself lived at Weir House in Wellington as an 18-year-old undergraduate student, and has spent 17 years of his career living in residential Colleges.
As the new Master and Head of Ormond College, Ari used the opportunity of his installation to urge alumni to continue to support students through donating to scholarships and financial assistance.
‘Meeting and befriending people from different backgrounds, with different perspectives, is a huge education for anyone,’ he said. ‘Financial assistance is more important now than ever, to ensure we are welcoming students from many different backgrounds to the College community.’
Insights from the First Wave of RES
Raising the Standard
It was a pleasure to meet so many engaged APSAA members at the recent conference and to present the findings rom the pilot wave of the Residential Experience Standard (RES). The energy in the room – and the number of members already signing up to this year’s program – was a powerful reminder of the shared commitment across our sector to improve the student experience.
RES is the only 360º accreditation and benchmarking survey of its kind, built to set a standard and benchmarked globally.
Created in partnership with six founding APSAA institutions and powered by Investor in Students (IIS), RES has been designed with the sector, for the sector.
The first wave of RES involved:
• 6 members
• 46 properties across 3 states
• 3,285 students
• 34.54% response rate
What we heard was insightful, and at times, confronting.
Gender breakdown and impact on mental health/safety of students who witnessed hazing or sexism
KIRSTIE LOOMS
Co-founder & COO at WAU Agency & Investor in Students
Safety First: Hazing and Sexism in Focus
A new pillar – Personal Safety – was introduced to reflect the fundamental role safety plays in the student experience. While only a small percentage of students reported witnessing hazing (6.9%) or sexism (7.3%), those who did reported significantly lower scores for mental health, staff support, and personal wellbeing.
Staff response was a key theme: 70% of students who reported hazing didn’t feel it was dealt with adequately. The data –and free text comments – call for better training, trauma-informed processes, and clearer reporting pathways.
A Global Benchmark
One of RES’s greatest strengths is its international benchmarking. Compared to their UK and Irish counterparts, Australian students rated their accommodation experience more positively across every category, especially around belonging and academic support.
• “My accommodation feels like home”
– AUS: 8.42 | UK: 7.87
• “I feel a sense of community”
– AUS: 7.97 | UK: 7.11
• “Living here helped me achieve academic goals”
– AUS: 7.92 | UK: 6.71
These aren’t just numbers – they are indicators of environments where students thrive.
Join the Community
RES is exclusive to APSAA members and brings together a growing community of operators committed to lifting the bar on student experience. Beyond the data, members receive detailed insight reports, co-authored action plan to drive tangible improvements, and access to a global benchmarking.
If you’re looking to benchmark your residential offer, gain strategic insights, and show sector leadership – RES is the platform to do it.
To join the next wave of RES or find out more, email: hello@investorinstudents.org
