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"Innovate", "lead", challenge" and "beyond"...

These are the words that pepper the conversation of the University's new Deputy Vice-Chancellor (Education), Alec Cameron.

A Rhodes Scholar with a background of leadership and research in both the university and corporate sectors, Professor Cameron brings his enthusiasm and expertise to UWA's academic programs, teaching and learning policies, student recruitment and relationships with education partners.

"I am impressed with what UWA is doing as an innovator and a leader, particularly with New Courses," he said. "It's a new model for Australian education, even though it has some similarities with the University of Melbourne model. Employers are increasingly saying they want graduates who are more rounded and this is what New Courses is about."

Professor Cameron said having been involved in management and recruitment in the corporate sector had given him an understanding of what employers were looking for. "It's really helpful for universities to understand this," he said.

After Bachelor's degrees in science and electrical engineering, a Doctorate in robotics from Oxford University, and a Masters in management of technology from Polytechnic University, New York, Professor Cameron worked in research development for the Dutch company Philips Electronics in New York for four years.

Returning to the education sector, he headed the University of Sydney and University of Technology Sydney's joint advanced engineering centre, before working with telecommunications and information technology companies in research laboratories and senior leadership roles.

For the past six years, he was Dean of the Australian School of Business at the University of New South Wales and was recently president of the Australian Business Deans' Council.

"I see UWA as a leader and an innovator, recognised and respected for the quality of its education and research but also setting the agenda," Professor Cameron said.

"I like New Courses but what I like even more is that UWA had the initiative to bring it forward."

He was told of a first year science major student who complained at the end of last year that he had found his broadening unit, a European language, so difficult and had spent so much time on it that his expected high distinctions in his science subjects had not eventuated.

Instead of sympathising with the student, Professor Cameron was pleased.

"That's exactly what New Courses is for: challenging yourself," he said. "The different ways of thinking (for a science student) that are needed to learn a language is one of the reasons for the broadening units. And the reason for studying here is not to just do what you are good at and find easy but for students to develop themselves."

He said there was a concern that putting lectures online doesn't give student a reason to come onto the campus.

"But the students who minimise their time on campus will miss out. In the past, we saw the lecture as the most important aspect of a university education. But now it is just one input into a socially interactive education.

"We need to build a rich education environment around the lecture.  It challenges us to say what's beyond the lecture."

And what is beyond the lecture is why students should come to UWA.