6. disciplines - by cpa australia and the institute of chartered ... accounting practice and ......

C:\WINNT\Profiles\Administrator\Desktop\LCS\part6_all.doc 1

6. DISCIPLINES

6.1 ACCOUNTING

PREAMBLE

The following document outlines a Learning and Communication Skills Support Plan forthe discipline of accounting at the University of New South Wales. The discipline ofaccounting is organised around three forms of specialist knowledge: managementaccounting; financial accounting; and auditing and assurance services. Accounting, andits three constituent specialisations, is taught at both the undergraduate and postgraduatelevels.At the undergraduate level, the discipline of accounting is to be discussed in the contextof a sequence of study that leads to an accounting major and enables professionalrecognition by CPA Australia and the Institute of Chartered Accountants in Australia.This is the context in which the great majority of our undergraduate students acquiretheir knowledge of accounting.

At the postgraduate level, the discipline of accounting is taught in a variety of programs.Our most popular program is a special program called Professional Accounting (PlanACCTDS8404). This program also enables professional recognition by CPA Australiaand the Institute of Chartered Accountants in Australia. (A similar program is offered inBeijing and Guangzhou but is based on international accounting standards.) Otherprograms are designed to cater for postgraduate students wishing to extend and augmenttheir knowledge of accounting acquired at an undergraduate level. Students with thisobjective enrol in either Accounting (Plan ACCTAS8404) or Strategic ValueManagement (Plan ACCTHS8404).

GRADUATE OUTCOMES

The following graduate outcomes are supported by the discipline of accounting at theundergraduate and postgraduate levels:

• A knowledge of contemporary accounting practice and thought;

• An ability to apprehend the ethical and social context of accounting work;

• The motivation to engage in lifelong learning about accounting and the context inwhich it operates; and

• An appreciation of best practice in a global context.


SKILLS PROFILE

IN REALISING THE ABOVE OUTCOMES, THE UNDERGRADUATEAND POSTGRADUATE PROGRAMS IN ACCOUNTING CONFER AVARIETY OF GENERIC AND SUBSTANTIVE SKILLS ON OURGRADUATES.

All programs in accounting, at both the undergraduate and postgraduate levels, equipour students with the following generic skills.

• A capacity to communicate orally and in writing;• A capacity to consider the consequences of choices;• A capacity to learn independently and assume responsibility for the learning process;• A capacity to learn within teams – to co-operate with team members, to assume

leadership and to manage differences and conflicts;• A capacity to conduct applied research – acquiring, analysing and presenting

knowledge;• A capacity to tolerate ambiguity in problem-solving;• A capacity to think critically about informing literatures and extant organisational

practices;• A capacity to appreciate and leverage diversity in the learning environment;• A capacity to reflect on your own strengths and weaknesses as a learner; and• A capacity to develop the self-motivation to engage in life-long learning.

The substantive skills that our graduates acquire may vary quite widely, depending on theprogram of study or the particular courses selected within a program of study. (This isparticularly the case for the Accounting program at the postgraduate level.)

Appendix A outlines the substantive skills acquired by our undergraduate studentsstudying for professional recognition. A similar set of skills is acquired by postgraduatestudents enrolled in the Professional Accounting program (with the exception of skillslisted at the honours level).

APPENDIX B LISTS THE SUBSTANTIVE SKILLS CONFERRED ONSTUDENTS IN THE STRATEGIC VALUE MANAGEMENTPROGRAM, A PROGRAM WHICH HAS A MORE LIMITED RANGE OFOPTIONAL COURSES THAN PLAN ACCTAS8404.

DISCIPLINARY PERSPECTIVES

Each of the specialisations contributes a unique perspective to the discipline ofaccounting.

The specialisation of management accounting contributes to the discipline ofaccounting by providing a unique perspective on the process of organisational resourcemanagement. Students are introduced to the process of resource management byconsidering and accounting for the main drivers of resource usage in organisationalactivities – that is, time, quality, flexibility, productivity, and innovation. Students alsoconsider the issue of resource consumption within the broader framework of balancing


stakeholder value creation in the short- and long-terms, considering various values andconflicts embedded in such processes.

The specialisation of financial accounting contributes to the discipline of accountingby providing a perspective on the important role played by external financial reporting insociety. Confidence in a country’s capital markets is undermined in the absence of high-quality financial reporting standards, skilled implementation, and adequate enforcement.Furthermore, with the growth of international capital markets, it is important thataccounting standards converge for the sake of business enterprise and an increasinglyinternational audience. Serving the decision-making needs of users through theproduction of transparent information is a theme in the financial accounting courses.The difficulties confronted in providing this service are not denied, as it is acknowledgedthat the underlying business events may be very complex and the interests of the variousparties in agency and other relationships may conflict.

The area of auditing and assurance services brings to the discipline of accounting anunderstanding of the audit function and its legal, commercial and regulatory contexts.Various techniques used by auditors, such as risk analysis, evidence collection and auditreporting, are examined from the perspectives of research literatures and case studies ofpractice.

It should be noted that continuous improvements are being made in the substantivecontent of our courses to reflect and anticipate cutting-edge developments in ourdisciplinary perspective.

DISCIPLINES AND COURSES

Undergraduate Courses – Management AccountingThere are two “core” undergraduate management accounting courses:1

• ACCT2522 Management Accounting: Process Improvement andInnovation

• ACCT3583 Stakeholder Value Management

An extended course of study is available to higher performing, research-oriented studentsin the following courses:

• ACCT2532 Management Accounting: Process Improvement andInnovation (Honours)

• ACCT3593 Stakeholder Value Management (Honours)

This core curriculum in management accounting is supplemented by the followingelective courses. These courses extend particular themes covered in the core curriculum.The elective courses in undergraduate management accounting are:

• ACCT3585 E-Business: Strategy and Processes

• ACCT4820 Management Accounting Issues and International Best Practice

1 These courses constitute part of the curriculum of study for professional recognition by CPA Australia and TheInstitute of Chartered Accountants in Australia,


Students undertaking the fourth year Honours program are required to complete thefollowing course examining contemporary management accounting research:

• ACCT4852 Current Developments in Accounting Research – Managerial.

Undergraduate Courses – Financial AccountingThere are four “core” undergraduate financial accounting courses:2

• ACCT1501 Accounting and Financial Management 1A

• ACCT1511 Accounting and Financial Management 1B

• ACCT2542 Corporate Financial Reporting and Analysis

• ACCT3563 Issues in Financial Reporting and Analysis

An extended course of study is available to higher performing, research-oriented studentsin the following courses:

• ACCT2552 Corporate Financial Reporting and Analysis (Honours)

• ACCT3573 Issues in Financial Reporting and Analysis (Honours)

This core curriculum in financial accounting is supplemented by the following electivecourses:

• ACCT3601 Global Financial Reporting and Analysis

• ACCT4832 Public Sector Accounting and Financial Reporting

• FINS3626 International Corporate Governance (Jointly offered with theSchool of Banking and Finance)

Students undertaking the fourth year Honours program are required to complete thefollowing course examining contemporary financial accounting research:

• ACCT4851 Current Developments in Accounting Research – Financial.

Undergraduate Courses – Auditing and Assurance ServicesThere is one “core” undergraduate auditing and assurance course:3

• ACCT3708 Auditing and Assurance Services

There is also an honours stream, ACCT3718 Auditing and Assurance Services(Honours), where in addition to the material contained in ACCT3708, students exploreresearch opportunities and approaches to auditing and assurance

Postgraduate Courses – Professional Accounting ProgramThere are two “core” management accounting courses in the Professional AccountingProgram:




• ACCT5931 Strategic Financial and Resource Management

• ACCT5966 Business Processes: Analysis and Improvement

There are two “core” financial accounting courses in the Professional AccountingProgram:

• ACCT5930 Financial Accounting

• ACCT5970 Accounting Concepts and Financial Reporting

There is one “core” auditing and assurance course in the Professional AccountingProgram:

• ACCT5908 Auditing and Assurance Services

Postgraduate Courses – Accounting ProgramThere are eight elective management accounting courses in the Accounting Program:

• ACCT5917 Strategic Management: Systems and Processes

• ACCT5919 Business Risk Management

• ACCT5920 Managing Intangible Resources

• ACCT5921 Business Performance Management

• ACCT5922 E-Business Strategy and Processes

• ACCT5949 Managing Agile Organisations

• ACCT5955 Value-Based Management in a Global Economy

• ACCT5988 Innovation and Value Networks

There are eight elective advanced financial accounting courses in the AccountingProgram:

• ACCT5902 Financial Reporting: Contemporary Issues and SignificantDevelopments

• ACCT5903 Regulation in Accounting

• ACCT5905 International Financial Reporting and Analysis

• ACCT5910 Financial Statement Analysis (Jointly offered with the School ofBanking and Finance)

• ACCT5932 Public Sector Accounting and Financial Reporting

• ACCT5934 Issues in Public Sector Financial Administration

• ACCT5999 Project Report

• FINS5526 International Corporate Governance: Accounting and FinancePerspectives (Jointly offered with the School of Banking and Finance)

There is one advanced auditing and assurance course in the Accounting Program:

• ACCT5918 Advanced Assurance and Audit

Postgraduate Courses – Strategic Value Management Program


There are eight elective management accounting courses in the Strategic ValueManagement Program:

• ACCT5917 Strategic Management: Systems and Processes

• ACCT5919 Business Risk Management

• ACCT5920 Managing Intangible Resources

• ACCT5921 Business Performance Management

• ACCT5922 E-Business Strategy and Processes

• ACCT5949 Managing Agile Organisations

• ACCT5955 Value-Based Management in a Global Economy

• ACCT5988 Innovation and Value Networks

LEARNING PROCESSES

The discipline of accounting uses a pedagogic strategy that centres on experientiallearning and reflection, wherever possible. Great importance is placed on learning in asmall group environment, such as tutorials and seminars. The following outlines thelearning process in accounting.

What Students do• Read required material before attending class

• Attempt pre-set exercises

• Engage in class exercises and discussions

• Participate in role plays and debates

• Attempt class quizzes and final exams

• Prepare individual written assignments

• Participate in team-based research and presentations

• Monitor contemporary business press and literatures

• Conduct applied research

• Design and undertake research investigations (honours students only)

Learning Resources Available• Tutorial and lecture experiences

• Knowledge of instructors and peers

• Resource packages compiled by staff (encompassing collections of readings,questions, solutions and topic summaries)

• Course website and hyperlinks to other websites of interest

• Consultation times


• Work experiences

• Library resources

Interactions that Occur• One-to-one consultations with staff

• Attendance at large group lectures

• Participation in small group seminars/tutorials

• Membership of peer-based syndicates (both within class and outside class to sustainteam assignments)

• Interaction with specified texts in the context of independent learning

Provision of Feedback• Web announcements and written class notices

• Ad hoc comments by staff and peers

• Self-checking of exercises

• Written comments on assignments and presentations

• Weighting of grades according to peer reviews

• Notification of final grade for a course

Forms of Support• Staff outlines on topics

• Consultation network provided by teaching staff

• Informal syndicate support

• School of Accounting Essay Guide

• School of Accounting WebPage

• A Peer Assistance Support Scheme (operating in first year undergraduate courses)

• Faculty and University infrastructure (e.g., Learning Centre, EDU)

EVALUATION

• Weekly meetings are held in accounting courses involving more than one member ofteaching staff. In these meetings staff reflect on the design and content of theprevious week’s material, as well as agreeing on general teaching strategies.

• Each course in accounting is evaluated by students at its conclusion.

• The teaching of each member of staff is evaluated by students.

• Copies of all evaluations are sent to the Head of School for review.

• All core accounting course evaluations are combined and published by the School ofAccounting, in addition to a commentary provided by the Lecturer-in-Charge.


• The accounting curriculum is reviewed periodically by CPA Australia and TheInstitute of Chartered Accountants in Australia as part of the process of professionalaccreditation.

DEVELOPMENT

• Each session all members of the various accounting specialisations (involved inundergraduate, postgraduate, core or elective courses) participate in informaldevelopment meetings, discussing current developments in the discipline, thearticulation of courses, distribution of content, problems and innovations etc.

• Lecturers-in-charge play a very strong mentoring role within the accountingdiscipline, assisting staff in the development of new topic material and progression tomore challenging roles within a course.

• Each session all readings are updated, along with weekly course material wherenecessary.

• Each specialisation within accounting has, and continues to refresh its disciplinaryperspective at regular intervals.

• Teaching staff are active researchers and contemporary research interests play a vitalrole in the development of accounting courses.

• The connection with Insite Connect (formerly the Australian Centre for ManagementAccounting Development) provides a conduit for interactions with innovativepractitioners, enabling further course development.

• Staff connections with the Australian Accounting Standards Board enableinteractions with the major domestic setter of accounting standards, allowing furthercourse development.

• Staff are actively involved at all levels with the profession. The activities includerepresentation on the International Auditing Standards Board, Committee andCouncil involvement within the Institute of Chartered Accountants, Committeeinvolvement in the CPA Australia program and Academic reviewers of the CA andCPA program examinations and curriculum.

C:\W

INN

T\Pr

ofile

s\A

dmin

istra

tor\

Des

ktop

\LCS

\par

t6_a

ll.do

c9

APP

EN

DIX

ASu

bsta

ntiv

e Sk

ills P

rofil

e (U

nder

grad

uate

Pro

gram

in A

ccou

ntin

g)

Man

agem

ent

Acco

untin

gFi

nanc

ial

Acco

untin

gAu

ditin

g

1ST

YE

AR

• To

dev

elop

a ba

sic u

nder

stan

ding

of t

he in

form

atio

nne

eded

for m

anag

emen

t dec

ision

mak

ing.

• To

con

sider

the

role

of a

ccou

ntin

g in

socie

ty’s

reso

urce

allo

catio

n de

cisio

ns;

• To

dev

elop

an e

xten

sive

unde

rsta

ndin

g of

the

desig

nan

d op

erat

ion

of a

ccou

ntin

g in

form

atio

n sy

stem

s;

• To

dev

elop

skill

s in

criti

cally

ana

lysin

g,co

mm

unica

ting

and

pres

entin

g ar

gum

ents

bas

ed o

nac

coun

ting

info

rmat

ion.

• To

furth

er d

evelo

p a

fam

iliar

ity w

ith c

ompa

nyfin

ancia

l rep

ortin

g an

d th

e ap

plic

atio

n of

rules

gove

rnin

g cu

rren

t cor

pora

te a

ccou

ntin

g pr

actic

e.

• To

exp

lore

issu

es a

nd c

ontro

vers

ies a

ssoc

iated

with

curr

ent c

orpo

rate

acc

ount

ing

prac

tice,

inclu

ding

an

unde

rsta

ndin

g of

the

choi

ces a

vaila

ble

in p

repa

ring

finan

cial s

tate

men

ts a

nd th

e im

plica

tions

ther

eof f

orac

coun

tant

s and

oth

er fi

nanc

ial st

atem

ent u

sers

.

• To

und

erst

and

the

role

and

impl

icat

ions

of

acco

untin

g in

con

tem

pora

ry b

usin

ess a

ndco

mm

ercia

l env

ironm

ents

as w

ell a

s the

use

s of

acco

untin

g in

form

atio

n in

cap

ital m

arke

ts.

• To

dev

elop

skill

s in

the

appl

icatio

n of

tech

niqu

esus

ed to

con

duct

an

analy

sis o

f fin

anci

al st

atem

ents

.

• To

furth

er d

evelo

p co

mm

unic

atio

n sk

ills n

eces

sary

for a

succ

essf

ul c

omm

erce

relat

ed c

aree

r thr

ough

the

pres

enta

tion

and

defe

nce

(in w

ritte

n an

d ve

rbal

form

s) o

f the

resu

lts o

f ana

lysis

and

inve

stig

atio

n.

C:\W

INN

T\Pr

ofile

s\A

dmin

istra

tor\

Des

ktop

\LCS

\par

t6_a

ll.do

c10

Man

agem

ent

Acco

untin

gFi

nanc

ial

Acco

untin

gAu

ditin

g

2nd

Year

• A

n ab

ility

to d

evelo

p a

proc

essu

al an

d dy

nam

ic vi

ew o

for

gani

satio

ns;

• A

com

preh

ensio

n of

how

man

agem

ent a

ccou

ntin

gte

chno

logi

es a

nd sy

stem

s det

erm

ine

and

are

bein

gde

term

ined

by

orga

nisa

tiona

l pro

cess

es;

• A

n un

ders

tand

ing

of th

e na

ture

and

impo

rtanc

e of

chan

ge m

anag

emen

t;•

An

abili

ty to

use

man

agem

ent a

ccou

ntin

g te

chno

logi

esto

con

stru

ctiv

ely

driv

e an

d su

ppor

t con

tinuo

usim

prov

emen

t and

pro

cess

reen

gine

erin

g;•

An

appr

eciat

ion

of h

ow th

e te

chni

cal a

nd so

cial c

onte

xtof

org

anisa

tions

impa

ct o

n va

lue

gene

ratio

n.

• A

n ab

ility

to u

nder

stan

d th

e re

porti

ng fr

amew

ork

and

the

key

acco

unta

bilit

y re

latio

nshi

ps;

• A

com

preh

ensio

n of

the

main

fina

ncial

acc

ount

ing

tech

nolo

gies

and

syst

ems u

sed

in re

porti

ng to

stak

ehol

ders

in m

ore

stra

ight

forw

ard

setti

ngs;

• A

n ap

prec

iatio

n of

the

polit

ics in

volv

ed in

reac

hing

cons

ensu

s on

and

enfo

rcin

g ac

coun

ting

stan

dard

s.

C:\W

INN

T\Pr

ofile

s\A

dmin

istra

tor\

Des

ktop

\LCS

\par

t6_a

ll.do

c11

Man

agem

ent

Acco

untin

gFi

nanc

ial

Acco

untin

gAu

ditin

g

3RD

YE

AR

• A

n ab

ility

to id

entif

y th

e m

ajor s

take

hold

ers i

n th

est

rate

gies

and

act

iviti

es o

f con

tem

pora

ry o

rgan

isatio

ns,

incl

udin

g th

e na

tura

l env

ironm

ent a

nd fu

ture

gene

ratio

ns;

• A

n un

ders

tand

ing

of th

e m

ain c

ateg

ories

of

orga

nisa

tiona

l res

ourc

es;

• A

n un

ders

tand

ing

of th

e w

ays i

n w

hich

reso

urce

man

agem

ent d

ecisi

ons i

mpa

ct u

pon

vario

us fo

rms o

fst

akeh

olde

r valu

e, bo

th in

the

shor

t- an

d lo

ng-te

rms.

• A

n ab

ility

to id

entif

y in

mor

e de

tail

the

decis

ion

mak

ing

need

s of t

he m

ajor s

take

hold

ers i

n th

e fin

alre

porti

ng sy

stem

at t

he n

atio

nal a

nd in

tern

atio

nal

level;

• A

n un

ders

tand

ing

of th

e ac

coun

ting

issue

s rel

ated

toco

mpl

ex e

cono

mic

stru

ctur

es, c

ompl

ex e

cono

mic

trans

actio

ns a

nd e

vent

s, cr

oss-

bord

er tr

ansa

ctio

nsan

d op

erat

ions

, and

com

plex

fina

ncial

inst

rum

ents

used

for h

edgi

ng a

nd o

ther

pur

pose

s;•

An

unde

rsta

ndin

g of

the

way

s in

whi

ch th

e fin

ancia

lre

porti

ng sy

stem

cou

ld b

e m

ade

mor

e ef

fect

ive

for

the

achi

evem

ent o

f ind

ivid

ual,

orga

nisa

tiona

l and

socie

tal g

oals.

• A

n ab

ility

to u

nder

stan

d th

e au

ditin

g an

d as

sura

nce

fram

ewor

k an

d th

e ke

y ac

coun

tabi

lity

relat

ions

hips

;•

Com

preh

ensio

n of

the

main

aud

iting

and

ass

uran

cete

chno

logi

es a

nd sy

stem

s use

d in

pro

vidi

ng a

ssur

ance

tost

akeh

olde

rs;

• A

n ap

prec

iatio

n of

the

dyna

mic

s inv

olve

d in

reac

hing

cons

ensu

s on

and

advi

sing

on a

ccou

ntin

g st

anda

rds.

• A

n un

ders

tand

ing

of th

e iss

ues r

elat

ed to

bus

ines

ses a

ndris

ks e

ncap

sulat

ed w

ithin

com

plex

con

text

s alo

ng w

ith h

owsu

ch ri

sks n

eed

to b

e co

ntro

lled;

• A

n un

ders

tand

ing

of th

e et

hica

l and

lega

l con

sider

atio

nssu

rrou

ndin

g th

e pr

actis

e of

aud

iting

.

Man

agem

ent

Acco

untin

gFi

nanc

ial

Acco

untin

gAu

ditin

g

HO

NO

URS

• A

cqui

sitio

n of

adv

ance

d kn

owle

dge

in m

anag

emen

t acc

ount

ing,

fina

ncial

acc

ount

ing

and

audi

ting

• A

bilit

y to

refle

ct o

n pa

radi

gmat

ic as

sum

ptio

ns o

f the

disc

iplin

e•

An

abili

ty to

iden

tify

rese

arch

able

ques

tions

in th

e di

scip

line

of a

ccou

ntin

g•

Iden

tifica

tion

of th

eore

tical,

met

hodo

logi

cal a

nd d

ata

requ

irem

ents

of a

pro

blem

• Ch

oice

of r

esea

rch

desig

n•

Cond

uct o

f res

earc

h•

Inte

rpre

tatio

n of

out

com

es o

f res

earc

h an

d ap

prec

iatio

n of

its l

imita

tions

• Re

porti

ng o

f res

earc

h w

ith a

view

to p

ublic

atio

n


APPENDIX B

SUBSTANTIVE SKILLS IN STRATEGIC VALUE MANAGEMENTA POSTGRADUATE PROGRAM IN ACCOUNTING

• An ability to characterise and understand resource-based theories of competitive advantage;• An ability to typify resource management processes within the context of a risk society;• An understanding of the management of knowledge-based intangible resources;• An understanding of the role of digitised technologies in creating and capturing ‘value’;• An understanding of ‘managing’ and how resources are implicated in such processes;• A critical appreciation of various constructions of ‘value’ and their measurement and management;

and• An understanding of innovation as a fundamental driver of value creation in organisations and

society.


6.2 BANKING AND FINANCE

GRADUATE OUTCOMES IN THE DISCIPLINE OF BANKING AND FINANCE

Graduates undertaking a major in Banking and Finance should have up-to-date knowledge of theprinciples and major issues arising in the application of study in the finance and banking area. Thisshould include:

• Having an appreciation and understanding of the different theoretical frameworks andapproaches used in the study of Banking and Finance

• Being aware of the sources of Banking and Finance data and the possible uses of these datain research

• Knowledge of the main principles of decision making in Banking and Finance

• Being able to apply the principles of Banking and Finance, with competence, in a variety offactual circumstances in financial and capital markets

• Understanding the nature of pricing in various financial markets that operate in national andinternational finance markets, including an understanding of the efficiency of that pricing

• Being competently trained in financial mathematics, corporate finance and other specialisedareas so as to be able to contribute in a meaningful way to the financial management oforganisations

• Being appreciative of the social and cultural context in which Banking and Finance hasdeveloped

GRADUATE SKILLS IN BANKING AND FINANCE

Graduates are expected to achieve certain skills in order to affect the outcomes listed above. Theseskills include:

• An ability to find, comprehend and analyse the primary concepts of Banking and Finance

• An ability to assess primary and secondary Banking and Finance decision making withinfinancial and capital markets

• An ability to recognise, comprehend and evaluate Banking and Finance issues in a givenfactual situation

• Skills in communicating competently and confidently on Banking and Finance issues in agiven situation both orally and in writing;

• An ability to utilize Banking and Finance principles in the structuring of solutions tobusiness problems.

• An ability to use computer technologies and information systems to aid a successfuloutcome in Banking and Finance problems


• An awareness of the historical and cultural settings in which Banking and Finance ruleshave developed.

LEARNING PROCESSES IN BANKING AND FINANCE

The learning processes aim to ensure appropriate outcomes by:

• Providing students the opportunity to access the main relevant parts of the body ofknowledge that constitutes the disciplines of Banking and Finance

• Presenting theory and practice material to students in a manner that encourages them tolearn

• Encouraging critical thinking and other academic skills in such a way that, upongraduation, the process of learning can be self sustaining

Normally, the Head of School will assign one member of the School of Banking and Finance as Lecturerin Charge of each course. The Lecturer in Charge undertakes to ensure that the course structure andcontent meet the learning objectives of the discipline of Banking and Finance and of the FCE.

Courses consist of a program of lectures seminars and tutorials or computer-based laboratories with theaim of presenting a distinct body of skills and/or knowledge within the disciplines of Banking andFinance. These provide the main process for communication of knowledge and attaining the desiredlearning outcomes.

Students undertaking courses in the discipline of Banking and Finance develop skills and knowledgethrough a variety of writing tasks including: research papers, assigned readings of relevant theoreticaland empirical literatures, essays, and case study responses. Students also engage in class discussions ofcase studies, small group discussions, debates, role-plays, and simulation games.

STRUCTURE - UNDERGRADUATE MAJORS IN BANKING AND FINANCE

The School offers an undergraduate major in Banking and Finance and with specialisations in: bankingand financial planning, funds management, international finance, risk management and insurance, financial analysis andcorporate finance. This provides students with choice and facilitates the matching of courses with chosenvocations. This is important since the general graduate outcomes of the Banking and Finance disciplineprovide opportunity for a wide range of vocations in the Funds Management, Financial and Corporatesectors. The majors also recognise that students have different needs and abilities. Encouragingspecialisation is considered to be desirable for maximising the education outputs of the FCE.

The courses that may be undertaken within the Finance major are:FINS1612* Capital Markets and InstitutionsFINS1613* Business FinanceFINS2622 Asian Capital MarketsFINS2624* Portfolio Management of Financial AssetsFINS3616* International Business FinanceFINS3623 Entrepreneurial and Small Business FinanceFINS3625 Applied Corporate FinanceFINS3626 International Corporate GovernanceFINS3630 Bank Financial ManagementFINS3631 Risk and InsuranceFINS3633 Real Estate Finance & Investment


FINS3634 Credit Analysis and LendingFINS3635 Options, Futures & Risk Management TechniquesFINS3636 Interest Rate Risk ManagementFINS3640 Financial Modelling for Funds ManagementFINS3641 International Investments and Funds ManagementFINS3642 Strategies for International Funds ManagementFINS3650 International BankingFINS3651 International Insurance ManagementFINS3774 Financial Decision Making under UncertaintyFINS4776 Advanced Topics in Asset PricingFINS4777 Advanced Topics in Corporate FinanceFINS4778 Recent Development in Banking ResearchFINS4779 Research Methods in Finance 2FINS4779 Thesis (Finance)

FINANCE COURSES: SEQUENCE AND STRUCTURE

The four courses with asterisks (*), FINS1612, FINS1613, FINS2624, and FINS3616 are thecompulsory core courses.

Depending on the degree program, a minimum of another three finance courses need to be taken fordouble majors. For a single major in finance, a minimum of another four finance courses should betaken.

Some programs may require the successful completion of more finance courses.

Year 1 Year 2 Year 2/3 Year 3FINS1612*

FINS1613* FINS2624* FINS3616* FINS3650 (S2)FINS3631 (S1)FINS3633FINS3635FINS3636 (S1)FINS3640 FINS3641 (S2)

FINS3642 (S2)FINS3651FINS3774 (S1)

FINS3623 (S2)FINS3625FINS3626 (S1)FINS3630FINS3634

FINS2622

If the interest is in banking and financial planning, FINS3630, FINS3634, FINS3636 and FINS3650should be taken.


If the interest is in funds management, FINS3635 and/or FINS3636, FINS3640, FINS3641, andFINS3642 should be taken. I

If the interest is in international finance, FINS3626, FINS3650, FINS3651, and FINS3641 should betaken.

If the interest is in risk management and insurance, FINS3631, FINS3635, FINS3636 and FINS3651should be taken.

If the interest is in financial analysis, FINS3634, FINS3635, FINS3640 and FINS3775 should be taken.

If the interest is in corporate finance, FINS2622, FINS3625, FINS3626, and FINS3650 should betaken

POSTGRADUATE PROGRAMS IN BANKING AND FINANCE

Students can study for the MCom, MFin, MCom (Hons) or PhD degree. The MCom and MFin arecoursework degrees, while the MCom (Hons) and PhD degrees are both research degrees. In additionthe School offers courses that lead to a Graduate Diploma in Commerce and a Graduate Certificate inCommerce.Courses offered in the MCom by the School are as follows:

FINS5511 Corporate FinanceFINS5512 Financial Markets and InstitutionsFINS5513 Security Valuation and Portfolio SelectionFINS5514 Capital Budgeting and Financial DecisionsFINS5515 Issues in Corporate FinanceFINS5516 International Corporate FinanceFINS5517 Applied Portfolio management and ModellingFINS5522 Asian Financial Market AnalysisFINS5523 Entrepreneurial and Small Business FinanceFINS5526 International Corporate Finance: Accounting & Finance PerspectivesFINS5530 Financial Institution ManagementFINS5531 Risk and InsuranceFINS5533 Real Estate Finance and InvestmentFINS5534 Strategic management of Credit Risk and Loan PolicyFINS5535 Derivatives and Risk Management TechniquesFINS5536 Fixed Income Securities and Interest Rate DerivativesFINS5541 Advanced Investments and Funds ManagementFINS5542 Applied Funds ManagementFINS5550 International Banking ManagementFINS5551 International Insurance ManagementFINS5552 Property Risk ManagementFINS5553 Liability Risk ManagementFINS5554 Life & Health InsuranceFINS5575 Research Methods in Finance 1FINS5576 Advanced Topics in Asset PricingFINS5577 Advanced Topics in Corporate FinanceFINS5578 Recent Developments in Banking ResearchFINS5579 Research Methods in Finance 2FINS 5591 Special Topic in Finance


FINS5599 Project Report

Courses offered in the MFin4 by the School are as follow:

FINS6680 Empirical Techniques and Applications in FinanceFINS6681 Advanced Applied Corporate FinanceFINS6682 Advanced Applied Portfolio managementFINS6683 Project: Topics in Advanced FinanceFINS6684 Fixed Income Portfolio and Risk ManagementFINS6685 Financial Risk Management for Financial InstitutionsFINS6686 Advanced Quantitative Analysis of Investment and Funds ManagementFINS6687 Advanced Applied Funds Management

The School of Banking and Finance has expertise in the following fields:

• Asset Pricing• Corporate Governance• Market Efficiency• Corporate Finance• Personal Financial Planning and Management• Financial Markets and Institutions• Security Valuation and Portfolio Selection• Capital Budgeting and Financial Decisions• Issues in Corporate Finance• International Corporate Finance• Applied Portfolio Management and Modelling• Asian Financial Market Analysis• International Corporate Governance• Financial Institution Management• Risk and Insurance• Strategic Management of Credit Risk and Loan Policy• Derivatives and Risk Management Techniques• Fixed Income Securities and Interest Rate Derivatives• Advanced Investments and Funds Management• Applied Funds Management• International Banking Management• International Insurance Management• Hazard Risk Financial Management• Property Risk Management• Liability Risk Management.

Applications from suitably qualified students wishing to undertake the MCom (Hons) or PhD degree inany of these fields would be considered by the School.

4 The Master of Finance degree is currently being revised to allow additional specializations in Computational Finance, MathematicalFinance, Quantitative Finance and Financial Econometrics.


LEARNING ACTIVITIES IN BANKING AND FINANCE

Activities during lectures, tutorials and laboratories vary considerably. The emphasis of the School ison interactive problem based learning. Smaller classes, in particular, are structured to encouragestudent involvement in and responsibility for their own learning.

In addition to formal presentations by lecturers, tutorials and computer-based laboratories may also beused for:

• In class exercises where students interact with each other or with the lecturer.• Written exercises• Role-playing exercises• Case study discussions• Group work• Presentation of audio-visual material• Classroom debates and discussions• Computer-based tutorials

For classes with large enrolments, tutorial sessions are usually conducted in smaller groups to maximizethe opportunity for discussion and feedback between teachers and students. In addition to theactivities above, in order to facilitate student teacher interaction, tutorial time may include:

• Presentations by students on appropriate topics assigned by lecturers• Discussions of material discussed in lectures• Discussion of questions arising from lectures• Simulation games

STUDENT PREPARATION AND SUPPORT

Informational activities to prepare newly enrolling student for their studies usually commence beforethe beginning of each semester. The School contributes to these events by staff making themselvesavailable to students, to discuss course programs and career prospects.

The main activities for the preparation of enrolling students are:

• Open day, careers day, HSC recruitment, and orientation events, which involve:

o Preparation of literature describing Banking and Finance programs

o Distribution of information literature through the “Banking and Finance Desk” atopen days

o Lectures to incoming students by a member of the School appointed by the Head ofSchool

• Interviews with parents and students

• Organised talks to senior groups at High Schools about University study

• Responses to requests for information by prospective international, study abroad and exchangestudents

• Participation in Information Days organised by Student Societies

• Web based descriptions of course offered by the School at the following address:http://banking.web.unsw.edu.au/


Once students have enrolled and commenced their studies, there are procedures in place to supportstudents in their studies.

• Undergraduate and Graduate Coordinators. At the direction of the Head of School, a Schoolmember will be assigned to hold regular interviews with students who are seeking advice orhave any special needs that cannot be adequately dealt with by the Lecturers in Charge of theircourse. The Coordinators along with the Head of School, will also liase with other supportgroups within the University and refer students when appropriate.

• WEB Information. The School of Banking and Finance maintains a website that containsadditional information for students, timetables and advice on study. It also directs students toother student services provided by the University, such as The Education and DevelopmentUnit and The Learning Centre.

STAGES

STAGES OF STUDY IN BANKING AND FINANCEStages are used to regulate and monitor the progression of learning and to facilitate the learning processby ensuring that students in one class have attained similar levels of understanding.

UNDERGRADUATE STAGES OF STUDY IN BANKING AND FINANCEThe completion of a major or minor in Banking and Finance is conducted in stages. Each successivestage represents a higher level of knowledge than the previous stage. Typically earlier stages representcore material that is essential to further study while latter stages represent a higher degree ofspecialisation, building on the foundations of earlier stages.

Foundation Courses. The foundation courses for a major or minor in Banking are FINS1612 CapitalMarkets and Institutions and FINS1613 Business Finance. These courses introduce the student to thestructure of the Australian banking and finance system.

Second Year Courses. Each discipline major specifies a number of second-year courses that should betaken, along with other optional courses. These require first-year courses as prerequisites, andconstitute the essential bodies of knowledge and skills that characterise the disciplinary major. Theyalso provide essential knowledge that allows students to proceed to higher levels of study.

Third Year Courses. A disciplinary major may also specify a number of third-year courses that should betaken. These may also require second-year courses as prerequisites. As with second-year courses,compulsory third-year courses also constitute the essential bodies of knowledge and skills thatcharacterise the disciplinary majors. Moreover, third-year courses are structured so that the completionof third-year courses indicates a high level of proficiency within the banking and finance disciplines.

Honours Study. Students who have completed the requisite subjects at a high level of proficiency areeligible to undertake the honours year. The honours year involves additional coursework in researchmethods and advanced topics in banking and finance. In addition students complete a thesis.

POSTGRADUATE STAGES OF STUDY IN BANKING AND FINANCEMCom (Hons) and PhD students must have a First Review within one year of finishing the courseworkrequirements. In the First Review a student outlines his/her proposed thesis topic to a committee(usually comprising of five i.e., supervisor, co-supervisor, Head of School, the School’s Director ofResearch and a Professor of Banking and Finance). The committee then decides whether the proposed


thesis topic is viable. If necessary, the student is required to revise his/her thesis proposal and presentit again at a later date specified to the committee.

MCom (Hons) and PhD students are required to have Yearly Reviews before the thesis is submitted forexamination. The purpose of these reviews is to allow the School to monitor the progress and to judgewhether the thesis has attained the required standard for the award of the degree. If necessary, thestudent is advised to revise the thesis prior to submission.

The FCE and the School of Banking and Finance are full members of the Capital Markets CooperativeResearch Centre (CMCRC) and the Securities Industry Research Centre of Asia-Pacific (SIRCA).Students can complete PhD and MCom (Hons) degrees while working within the CMCRC or SIRCA.

The MCom, with specialisations in Finance, Banking, Funds Management, International Finance andRisk Management and Insurance, consists of four core courses and eight Banking and Finance courses.A Graduate Certificate in Commerce consists of four courses, while a Graduate Diploma in Commerceconsists of eight courses.

The MFin degree will initially be offered for part-time study. The degree will consist of eight courses(48 units of credit): four core courses and four elective courses. Specialisation will be available in thefollowing areas: Quantitative finance, Mathematical finance, Advanced finance, Computational finance.

COURSES

LECTURE COURSES IN BANKING AND FINANCEThe aims and contents of courses are described by Course Outlines and by the FCE Handbook. Courseoutlines normally indicate the topics to be covered within a course, how the course time is divided intothese topics, the methods of assessment to be used, and the weightings from each type of assessment.

Course outlines will also normally document the required reading for each course. This involvesprescribed and recommended textbooks. References will also be made to articles in academic andprofessional journals, electronic databases and government policy documents.

Courses normally will contain one or more forms of formative assessment such as written essays, casestudy responses, and in class exercises. Courses will also contain one or more forms of summativeassessment such as mid-session tests and final exams. All mid-session assessment will be marked bythe School under the direction of the lecturer in charge and returned to students in a timely fashion.The aim of internal assessment is to provide students with a sense of how well they havecomprehended the material and provide them with an opportunity to review their approaches tolearning where necessary. It is essential that students receive feedback before week eight of session.

Lectures involved in courses will be available weekly during the semester for at least two hours ofconsultation with students.

Courses may also require prerequisites to be satisfied before admission. This ensures that all studentsin the course have attained a similar level of proficiency, which is a critical factor in creating an efficientlearning environment in the classroom.

Courses will normally combine theory and practical applications.

The examinations and other assessments, chosen at the discretion of the lecturer in charge, must reflectthe content of the course so that well-prepared students, who have comprehended the course material,can perform well in the assessment tasks.

RESEARCH COURSESThe School of Banking and Finance also offers research courses, including the research components of:PHD in Banking or Finance and a MCom (Hons).


Where research is required, students will be assigned a supervisor or supervisors. The Supervisor/sis/are responsible for ensuring that the student makes reasonable progress. The Supervisor/s may alsorecommend additional lecture courses for the student to undertake.

Supervisors are available for regular consultation and provide timely feedback on the students’ researchmaterial. They must also ensure that the research topics undertaken by the student challenge thestudent with an appropriate level of difficulty and originality to warrant the award of the degree.

EVALUATIONSFeedback from Students undertaking courses. The School is required to maintain checks of theeffectiveness of the learning techniques. This may take many forms: informal discussions andmeetings provide a very useful type of feedback. Several formal processes are in place to facilitatefeedback from students.

Students are asked to assess each course in Banking and Finance that they undertake. These areundertaken using the resources of the Education Testing Centre, in such a way that students remainanonymous. These “Course” evaluations are given to the lecturer in charge of the course and also tothe Head of School after all examinations in the course have been graded and the grades have beensubmitted.

In cases where these evaluations are substandard the Lecturer in Charge should discuss an appropriatecourse of action with the Head of School.

Students also assess Teachers who deliver courses. These evaluations are undertaken using theresources of the Education Testing Centre, in such a way that students remain anonymous. These“Teacher” evaluations are given to the academic staff member in question and also to the Head ofSchool after all examinations in the course have been graded and the grades have been submitted.

In cases where these evaluations are substandard the Head of School will discuss an appropriate courseof action with the academic staff member concerned.

Evidence of Course and Teacher evaluations may also be requested when reviewing a School member’sperformance for purposes of promotion.

Occasionally the Head of School may also request additional evaluation material to provide evidence ofthe effectiveness of teaching and the learning outcomes delivered by the disciplines of Banking andFinance.

Teachers are also encouraged, from time to time, to seek peer review of their classes as a way ofmaintaining a high quality of delivery teaching.

Teachers are also encouraged to attend workshops on Education philosophy and teaching methods thatare offered by the University for the purpose of raising the quality of teaching through the use of bestpractice techniques.


6.3 BUSINESS LAW AND TAXATION

GRADUATE OUTCOMES IN THE DISCIPLINES OF BUSINESS LAW ANDTAXATION

Graduates undertaking a co-major in Business Law or Taxation should have up-to-date knowledge ofthe principles and major issues arising in the application of principles in the disciplines. This shouldinclude:

• Being aware of the sources of business and taxation law;• Knowledge of the main principles of business and taxation law;• Being able to apply the principles of business and taxation law in a variety of factual

circumstances;• Awareness of the alternative policy choices that underpin and are reflected in business and

taxation law;• Being appreciative of the social context in which business and taxation law has developed.

GRADUATE SKILLS IN BUSINESS LAW AND TAXATION


• An ability to find and comprehend primary legal materials;• An ability to assess primary and secondary legal materials critically;• An understanding of the methods of legal argument;• An ability to recognise legal issues in a given fact situation;• Skills in communicating the legal issues involved in a given fact situation both orally and in

writing;• An awareness of the historical and cultural settings in which legal rules have developed;• An ability to utilize legal principles in the structuring of solutions to business problems.

LEARNING PROCESSES IN BUSINESS LAW AND TAXATION


• Providing student s the opportunity to access the body of knowledge that constitutes thedisciplines of Business Law and Taxation.

• To present the relevant material to students in a manner that encourages them to learn.

• To encourage critical thinking and other academic skills in such a way that, upongraduation, the process of learning can be self sustaining

Normally, the Head of School will assign one Faculty member of the School of Business Law andTaxation as Lecturer in Charge of each course. The Lecturer in Charge undertakes to ensure that the coursestructure and content meet the learning objectives of the disciplines of Business Law and Taxation andof the FCE.

Courses consist of a programme of Lectures and Tutorials or Seminars with the aim of presenting adistinct body of skills and/or knowledge with the disciplines of Business Law and Taxation. Theseprovide the main process for communication of knowledge and attaining the desired learningoutcomes.


Students undertaking courses in the disciplines of Business Law and Taxation develop skills andknowledge through a variety of writing tasks including: research papers; essays; and case studyresponses. Students also engage in class discussions of case studies, small group discussions, debates,role plays, and simulation games.

STRUCTURE - UNDERGRADUATE CO-MAJORS IN BUSINESS LAW ANDTAXATION

The School offers an undergraduate co-major in Business Law and a separate undergraduate co-majorin Taxation. This provides students with choice and facilitates the matching of courses with chosenvocations. This is important since the general graduate outcomes of the Business Law and Taxationdisciplines, provide opportunity for a wide range of vocations. The co-majors also recognise thatstudents have different needs and abilities. Encouraging specialisation is a desirable for maximising theeducation outputs of the FCE.

The courses that may be undertaken within the Business Law co-major are:

Legal Environment Of Commerce LEGT 1711International Business Law LEGT 1715Business Ethics And The Law LEGT 1730Marketing And Distribution Law LEGT 1731Franchising LEGT 1733Law Of Banking And Finance LEGT 1761Business Transactions LEGT 7721Business Entities LEGT 7741Business Taxation LEGT 7751Information Technology Law LEGT 7771Regulation Of Government Agencies LEGT 7781International Business Taxation LEGT 7791Corporate Law, Tax And Strategy LEGT 7811Corporate Fraud And Crime LEGT 7812Special Topic In Business Law LEGT 7821

The courses that may be undertaken within the Taxation co-major are:

Legal Environment Of Commerce LEGT 1711Business Transactions LEGT 7721Business Entities LEGT 7741Business Taxation LEGT 7751Taxation Of Business Entities LEGT 7752Capital Gains Tax LEGT 7753Goods And Services Tax LEGT 7754Tax Policy And Administration LEGT 7755International Business Taxation LEGT 7791Corporate Law, Tax And Strategy LEGT 7811Special Topic In Taxation LEGT 7822

POSTGRADUATE SPECIALISATIONS IN BUSINESS LAW AND TAXATION

Students can study for the M.Com, M.Com (Hons) or PhD degree. The M.Com is a courseworkdegree, while the M.Com (Hons) and PhD degrees both have substantial research components.


The School of Business Law and Taxation has expertise in the following fields: Corporate Governance;Franchising; Consumer Protection; International Business Law; Information Technology Law;Corporate Taxation; International Taxation; Capital Gains Tax; Goods and Services Tax; TaxAdministration and Compliance; and Finance Law. Applications from students wishing to undertakeM Com (Hons) or Ph D degrees in any of these fields would be considered by the School.

LEARNING ACTIVITIES IN BUSINESS LAW AND TAXATION

Activities during lectures, tutorials and seminars vary considerably. The emphasis of the School is oninteractive problem based learning. Smaller classes, in particular, are structured so as to encouragestudent involvement in and responsibility for their own learning.

In addition to formal presentations by faculty, lectures, tutorials and seminars may also be used for:

• In class exercises where students interact with each other or with the lecturer.• Written exercises.• Role-playing exercises.• Case study discussions.• Presentation of audio-visual material.• Classroom debates and discussions.• Computer based tutorials.

For classes with large enrolments, tutorial sessions are usually conducted in smaller groups to maximizethe opportunity for discussion and feedback between faculty and students. Classes with smallerenrolments are usually taught in a seminar format, again to maximize the opportunity for discussionand feedback between faculty and students. In addition to the activities above, in order to facilitatestudent teacher interaction, tutorial time may include:

• Presentations by students on appropriate topics assigned by lecturers.• Discussions of material discussed in lectures.• Discussion of questions arising from lectures.• Simulation games.


Informational activities to prepare newly enrolling student for their studies, usually commence beforethe beginning of each semester. Faculty contribute to these events typically, by making themselvesavailable to students to discuss course programs and career prospects.


• Open day, careers day and orientation events, which involve:

o Preparation of literature describing Business Law and Taxation programs.

o Distribution of information literature through the “Business Law and Taxation Desk”at open days.

o Lectures to incoming students by a member of faculty appointed by the Head ofSchool.

• Interviews with parents and students.

• Organised talks to senior groups at High Schools about University study.


• Responses to requests for information by prospective foreign students.

• Participation in information days organised by Student Societies.


• Undergraduate and Graduate Coordinators. At the direction of the Head of School, a facultymember will be assigned to hold regular interview with students who are seeking advice orhave any special needs that cannot be adequately dealt with by the Lecturers in Charge of theircourse. The Coordinators along with the Head of school, will also liase with other supportgroups within the University and refer students when appropriate.

• WEB Information. The School of Business Law and Taxation maintains a website thatcontains additional information for students, timetables, advise on study. It also directsstudents to other student services provided by the university, such as The Education andDevelopment Unit and The Learning Centre.

STAGES

STAGES OF STUDY IN BUSINESS LAW AND TAXATIONStages are used to regulate and monitor the progression of learning and to facilitate the learning processby ensuring that students in one class have attained similar levels of understanding.

UNDERGRADUATE STAGES OF STUDY IN BUSINESS LAW AND TAXATIONThe completion of a major or minor in business law and taxation is conducted in stages. Eachsuccessive stage represents a higher level of knowledge than the previous stage. Typically earlier stagesrepresent core material that is essential to further study while latter stages represent a higher degree ofspecialisation, building on the foundations of earlier stages.

Foundation Course. The foundation course for a co-major or minor in Business Law or Taxation isLEGT 1711 Legal Environment Of Commerce. This course introduces the student to the structure ofthe Australian legal system, the sources of law in Australia, and provides an outline of the substantivebusiness law of Australia.

Second Year Courses. Each discipline major specifies a number of second year courses that should betaken, along with other optional courses. These require first year courses as prerequisites, and constitutethe essential bodies of knowledge and skills that characterise the disciplinary major. Moreover theyprovide essential knowledge with students may proceed on to higher levels of study.

Third Year Courses. A disciplinary major may also specify a number of third year courses that should betaken. These may also require second year courses as prerequisites. As with second year courses,compulsory third year courses also constitute the essential bodies of knowledge and skills thatcharacterise the disciplinary major. Moreover, third year courses are structured so that the completionof third year courses indicates a high level of proficiency within business law or taxation disciplines.

POSTGRADUATE STAGES OF STUDY IN BUSINESS LAW AND TAXATIONM.Com (Hons) and PhD students must have a First Review within one year of finishing thecoursework requirements. In the First Review a student outlines his/her proposed thesis topic to acommittee (usually comprising of five members of the School). The committee then decides whether


the proposed thesis topic is viable. If necessary, the student is required to revise his/her thesis proposaland present it again at a later date specified by the committee.

M.Com (Hons) and PhD students are required to have a Second Review before the thesis is submittedfor examination. The purpose of this review is to allow the School to judge whether the thesis hasattained the required standard for the award of the degree. If necessary, the student is advised to revisethe thesis prior to submission.

Students wishing to undertake an M Com with a specialisation in either Business Law orTaxation should complete LEGT 5511 Legal Foundations Of Business. Exemptions may begiven based upon prior study.

The MCom with a specialisation in business law or taxation consists of at least six advanced coursescourses in business law or taxation (as the case may be), and two courses from any disciplinary stream.

COURSES

LECTURE COURSES IN BUSINESS LAW AND TAXATIONThe aims and contents of courses are described by Course Outlines and by the FCE Handbook. Courseoutlines normally indicate the topics to be covered within a course, how the course time is divided intothese topics, the methods of assessment to be used, and the weightings from each type of assessment.

Course outlines will also normally document the required reading for each course. This involvesprescribed and recommended textbooks. Prescribed reading will also include references to keylegislation and leading cases. References will also be made to articles in academic and professionaljournals, electronic databases and government policy documents.

Courses normally will contain one or more forms of formative assessment such as written essays, casestudy responses, and in class exercises. Courses will also contain one or more forms of summativeassessment such as mid-session tests and final exams. All mid-session assessment will be marked byfaculty under the direction of the lecturer in charge and returned to students in a timely fashion. Theaim of internal assessment is to provide students with a sense of how well they have comprehended thematerial and provide them with an opportunity to review their approaches to learning where necessary.

Lectures involved in courses will be available weekly during the semester for three hours of consolationwith students.

Courses may also require prerequisites to be satisfied before admission. This ensures that all students inthe course have attained a similar level of proficiency is a critical factor in creating an efficient learningenvironment in the classroom.


The examinations and other assessments, chosen at the discretion of the lecturer in charge, must reflectthe content of the course so that well prepared students who have comprehended the course materialcan perform well in the assessment tasks.

RESEARCH COURSESThe School of Business Law and Taxation also offers research courses, including the researchcomponents of: PH.D in Business Law or Taxation ; and; M.Com honours.

Where research is required, students will be assigned a supervisor. The Supervisor is responsible forensuring that the student makes reasonable progress. The Supervisor may also recommend additionallecture courses for the student to undertake.


Supervisors should be available for consultation and provide timely feedback on the students researchmaterial. They must also ensure that the research topics undertaken by the student, challenge thestudent with an appropriate level of difficulty and originality to warrant the award of the degree.

EVALUATIONSFeedback from Students undertaking courses and Faculty is required to maintain checks of theeffectiveness of the learning techniques. This may take many forms. In particular informal discussionsand meetings provide a very useful type of feedback. In addition, however several formal processes arein place to facilitate feedback from students.

Students are asked to assess each course in Business Law and Taxation they undertake. These areundertaken using the resources of the Education Testing Centre, in such a way that students remainanonymous. These “Course” evaluations are given to the lecturer in charge of the course and also tothe Head of School, after all examinations in the course have been graded and the grades have beensubmitted.


Students also assess Teachers who deliver courses. These evaluations are undertaken using theresources of the Education Testing Centre, in such a way that students remain anonymous. These“Teacher” evaluations are given to the academic staff member in question and also to the Head ofSchool, after all examinations in the course have been graded and the grades have been submitted.


Evidence of Subject and Teacher evaluations may also be requested when reviewing Faculty member’sperformance for purposes of promotion.

From time to time the Head of School may also request additional evaluation material to provideevidence of the effectiveness of teaching and the learning outcomes delivered by the disciplines ofBusiness Law and Taxation.


Teachers are also encouraged to attend workshops on Education philosophy and teaching methods,that are offered by the University for the purpose of raising the quality of teaching through the use ofbest practice techniques.


6.4 ECONOMICS

GRADUATE OUTCOMES IN THE ECONOMICS DISCIPLINE

Graduates majoring in Economics should achieve high levels of knowledge in topics that constitute thediscipline of “Economics” and have a broad understanding of the major issues in this discipline. A highlevel of knowledge in economics should include:

• Being able to interpret and understand economic and social behaviour.• Being able to critically appraise alternative macroeconomic and microeconomic policies.• Being able to critically appraise applied economic and econometric modelling• An understanding of economic and social institutions.• Being able to critically appraise alternative economic ideologies.• Development of a knowledge base covering a range of relevant history of economic thought,

social processes and analytical techniques.

GRADUATE SKILLS IN ECONOMICS

Graduates are expected to achieve certain skills in order to affect the outcomes listed above Theyshould obtain specific skills that reflect a detailed understanding of the functioning of markets and economicand social behaviour. This requires an understanding of a range of accepted economic theories and anability to apply these theories to aid their understanding of economic events. These skills include:

• An understanding of how incentives, and other factors, determine the allocation of limitedresources to satisfy unlimited wants.

• An understanding of the interactions between incentives and actions, particularly:

- Theories of firm behaviour and consumer behaviour.

- Theories of government behaviour and the outcomes of alternative economic policies.

• An understanding of the determination of markets and prices.

• An ability to interpret data relating to the economy and society.

• An ability to utilise data in conjunction with economic theory, to enhance our understanding ofthe economy and of society.

• Understanding the determinants of the growth and wealth of nations.

• Understanding how these factors affect the distribution of wealth among people and otheraspects of equity and welfare.

Graduates in the economics discipline should obtain skills that allow them to develop theirunderstanding of the economy and of society, and to continue to learn and update their knowledgeafter leaving the university environment. These include:

• Skills that allow them to develop, expand and extend their knowledge


• An ability to use their skills to understand new forms of social and economic behaviour as theyarise.

Graduates, especially those specialising in Econometrics, should also obtain:

• Analytical and mathematical skills – so as to be able to make formal but abstractrepresentations of ideas in a way that aids understanding of complex social and economicphenomena.

• Statistical skills – so as to be able to use data effectively and to be aware of their limitations.

Further graduate should have the necessary skills required to operate modern tools that assist in theseobjectives. This includes, in particular computer and information technology skills. It may also requirespecialised skills in areas such as:

• Computer programming and related analytical computing techniques.

• Operation of statistical software.

LEARNING PROCESSES IN ECONOMICS


• Providing students with the opportunity to access the body of knowledge that constitutesthe discipline of “Economics.”



Normally, the Head of School will assign one Faculty member of the School of Economics as Lecturer-in-charge of each course. The Lecturer-in-charge undertakes to ensure that the course structure and contentmeet the learning objectives of the discipline and of the FCE.

Courses consist of a programme of Lectures and Tutorials with the aim of presenting the distinct bodyof skills and/or knowledge of the “Economics” discipline. These provide the main process forcommunication of knowledge and attaining the desired learning outcomes. Lectures are organised withdue consideration for limited teaching resources.

Lectures and Tutorial where appropriate may also use computer laboratories to facilitate instruction andprovide practical experience with econometric packages and economic modelling software.

STRUCTURE - UNDERGRADUATE SPECIALISATIONS IN ECONOMICS

The outcomes achieved by students may be tailored toward particular specialisations within thediscipline of Economics. This provides students with choices and facilitates the matching of courseswith chosen vocations. This is important since the general graduate outcomes of the Economicsdiscipline, provide an opportunity for a wide range of vocations. The use of specialisation is also inrecognition of the fact that students have different needs and abilities. Encouraging specialisation isdesirable for maximising the educational outputs of the FCE.

Within the Bachelor of Economics, students may major in economics, econometrics, economic history,and financial economics.


Within the Bachelor of Commerce, students may major in business economics, business statistics,financial economics and business strategy and economic management.

POSTGRADUATE SPECIALISATIONS IN ECONOMICS


The School of Economics has expertise in most major areas of Economics including: Macroeconomicsand Finance; Microeconomic Theory; Environmental Economics, Pension Economics; Time-SeriesEconometrics and Forecasting; Microeconometrics; Labour Economics; Public Economics; EconomicMeasurement; Industrial Organisation; International Trade; Income Distribution; Economic History;History of Economic Thought; Energy and Natural Resource Economics. M.Com (Hons) and PhDstudents can specialise in any of these fields.

LEARNING ACTIVITIES IN ECONOMICS

Activities during lecture and tutorial time will normally vary. In particular different approachesmay be used in quantitative econometrics courses compared to theoretical or descriptivecourses.

In addition to lecture presentations by faculty, lecture times may also be used for:

• In class exercises where students interact with each other or with the lecturer.• Written exercises.• Role-playing exercises.• Presentation of audio-visual material.• Classroom debates and discussions.• Computer laboratory experiments.

For classes with large enrolments, tutorial sessions are usually conducted in smaller groups to maximizethe opportunity for discussion and feedback between tutors and students. In addition to the activitiesabove, in order to facilitate student teacher interaction, tutorial time may include:

• Presentations by students on appropriate topics assigned by lecturers.• Discussions of material discussed in lectures.• Critical analysis of contemporary and historical events related to the particular subject.• Discussion of questions arising from lectures.• Reviews of homework and assignment material required for the course.


Activities to prepare newly enrolling students for their studies, usually commence before the beginningof each semester with informational activities. Faculty contribute to these events typically, by makingthemselves available to students to discuss course programs and career prospects.


• Open day, careers day and orientation events, which involve:

o Preparation of literature describing economics programs.

o Distribution of information literature through the “Economics Desk” at open days.

o Lectures to incoming students by a member of Faculty appointed by the Head ofSchool.


• Interviews with parents and students.

• Organised talks to senior groups at High Schools about University study.

• Responses to requests for information by prospective foreign students.

• Participation in information days organised by Student Societies.


• PASS (Peer Assistance Support Scheme) This program was developed within the School ofeconomics, and is now used widely in Faculty of Commerce and Economics. It is aimed atbreaking down generational and cultural gaps that may otherwise prohibit effectivecommunication between Faculty and Students. The Peer Assistance Support Scheme selectsthe best students from the Core first-year courses. These students then assist students in thefollowing year, in informal working groups.

• PIT STOP. The School of Economics has developed a new initiative to help students gain moreconvenient access to tutor assistance. Students in large courses can consult tutors on dutyalmost all day from Monday to Thursday.

• Undergraduate and Graduate Coordinators. At the direction of the Head of School, a facultymember will be assigned to hold regular interview with students who are seeking advice orhave any special needs that cannot be adequately dealt with by the Lecturers-in-charge of theircourse. The Coordinators along with the Head of School, will also liase with other supportgroups within the University and refer students when appropriate.

• School Social Events. The School of Economics holds social events. In the past these havebeen held for first year students and for Honours Year students. These also serve to create aninformal environment where students can interact with faculty members on a more levelfooting than is possible in a classroom situation.

• The School of Economics also appoints an ombudsman, who will normally be a seniorFaculty member. The ombudsman can be approached by students with any concerns, and mayraise issues of concern with the Head of School or other appropriate personal in theuniversity.

• WEB Information. The School of Economics maintains a website that contains additionalinformation for students, timetables, advise on study. It also directs students to other studentservices provided by the university, such as The Education and Development Unit and TheLearning Centre.

STAGES

STAGES OF STUDY IN ECONOMICSStages are used to regulate and monitor the progression of learning and to facilitate the learning processby ensuring that students in one class have attained similar levels of understanding.

UNDERGRADUATE STAGES OF STUDY IN ECONOMICSThe completion of a major or minor in economics is conducted in stages. Each successive stagerepresents a higher level of knowledge than the previous stage. Typically earlier stages represent core


material that is essential to further study while latter stages represent a higher degree of specialisation,building on the foundations of earlier stages.

First-Year Courses. The first year courses: Microeconomics ECON1101; Macroeconomics ECON1102;Quantitative Methods A ECON1202, and Quantitative Methods B ECON1203, are part of the Core ofthe BCom and BEc degrees. These provide essential building blocks for all students in all disciplines inthe FCE.

Second-Year Courses. Each discipline major specifies a number of second year courses that should betaken, along with other optional courses. These require first-year courses as prerequisites, andconstitute the essential bodies of knowledge and skills that characterise the disciplinary major.Moreover they provide essential knowledge with which students may proceed on to higher levels ofstudy.

Third-Year Courses. A disciplinary major may also specify a number of third year courses that should betaken. These may also require second-year courses as prerequisites. As with second-year courses,compulsory third-year courses also constitute the essential bodies of knowledge and skills thatcharacterise the disciplinary major. Moreover, third-year courses are structured so that the completionof third-year courses indicates a high level of proficiency within the economics major.

BEc Honours. The BEc honours degree requires additional 4th year courses and a research dissertation.This is an undergraduate research degree and is structured so that successful completion represents thehighest level of undergraduate outcomes. It also aims to provide introductory research skills necessaryfor research and postgraduate studies.

All B.Ec Honours candidates will take the course ECON4100 Advanced Economic Analysis whichprovides an up-to-date review of economic analytical methodology. This ensures that graduates have avery high level of understanding of analytical economic methods and provides skills for conducting theresearch component of their degrees.

The following schematic diagrams indicate the various specialisations, or Majors, offered by The Schoolof Economics, in the B.Com and B.Ec degrees, in 2002. It also shows the structure of each major andthe role of prerequisites at different stages in each Major.


POSTGRADUATE STAGES OF STUDY IN ECONOMICSM.Com (Hons) and PhD students must have a First Review within one year of finishing thecoursework requirements. In the First Review a student outlines his/her proposed thesis topic to acommittee (usually comprising of five members of the School). The committee then decides whetherthe proposed thesis topic is viable. If necessary, the student is required to revise his/her thesis proposaland present it again at a later date specified by the committee.


Core courses for the MCom consist of three compulsory courses that include Business Economics5103 and Business Statistics 5203, together with one elective core course. These provide essentialbuilding blocks for all MCom students in all disciplines in the FCE. Exemptions may be given basedupon prior study.

The MCom with a specialisation in economics or business statistics consists of at least six advancedcourses selected from twenty advanced disciplinary courses in economics and statistics, and twocourses from any disciplinary stream. The MCom with a specialisation in environmental economicsprescribes six advanced courses in order to ensure that graduates achieve the required balance ofsubjects for this specialist degree

COURSES

LECTURE COURSES IN ECONOMICSThe aims and contents of courses are described by Course Outlines and by the FCE Handbook. Courseoutlines normally indicate the topics to be covered within a course, how the course time is divided intothese topics, the methods of assessment to be used, and the weightings from each type of assessment.

Course outlines will also normally document the required readings for each course. This involvesprescribed and recommended textbooks. It may also include articles from professional journals andarticles from the press and magazines that are relevant to the course. It may also document otherprescribed or recommended audiovisual material, software packages.

Where courses involve computing skills, the Lecturer-in-charge ensures that students have access toadequate laboratory facilities, and have access to the required software.

Courses normally will contain midterm exams and final exams, along with written assignments. Theseexams will be marked by Faculty members under the direction of the Lecturer-in-charge and returned tostudents in a timely fashion. The aim of internal assessment is to provide students with a sense of howwell they have comprehended the material and provide them with an opportunity to review theirapproaches to learning where necessary.

Lecturers involved in courses will be available weekly during the semester for three hours ofconsultation with students.





RESEARCH COURSESThe School of Economics also offers research courses, including the research components of: PhD inEconomics; BEc Honours, and MCom honours.


Supervisors should be available for consultation and provide timely feedback on the students researchmaterial. They must also ensure that the research topics undertaken by the student, challenge thestudent with an appropriate level of difficulty and originality to warrant the award of the degree.

EVALUATIONSFeedback from students undertaking courses and Faculty is required to maintain checks of theeffectiveness of the learning techniques. This may take many forms. In particular informal discussionsand meetings provide a very useful type of feedback. In addition, however several formal processes arein place to facilitate feedback from students.

Students are asked to assess each course in Economics they undertake. These are conducted using theresources of the Education Testing Centre, in such a way that students remain anonymous. These“Subject” evaluations are given to the Lecturer-in-charge of the course and also to the Head of School,after all examinations in the course have been graded and the grades have been submitted.

In cases where these evaluations are substandard the Lecturer-in-charge should discuss an appropriatecourse of action with the Head of School.

Students also assess lecturer and tutors who deliver the course. These evaluations are undertaken usingthe resources of the Education Testing Centre, in such a way that students remain anonymous. These“Teacher” evaluations are given to the Lecturer-in-charge of the course and also to the Head of School,after all examinations in the course have been graded and the grades have been submitted.



The Head of School also considers evaluations undertaken by DETYA in their annual CourseExperience Questionnaire. This provides an opportunity to assess the effectiveness of economicscourses programmes, relative to other disciplines in the faculty and to similar disciplines in otheruniversities.

The Head of School may also request additional evaluation material to provide evidence of theeffectiveness of teaching and the learning outcomes delivered by the Economics discipline.

Lectures are also encouraged, from time to time, to seek peer review of their lectures as a way ofmaintaining a high quality of delivery.

Lecturers are also encouraged to attend workshops on Education philosophy and teaching methods,that are offered by the University for the purpose of raising the quality of teaching through the use ofbest practice techniques.


6.5 INDUSTRIAL RELATIONS AND ORGANISATIONAL BEHAVIOUR

A School meeting was held on the 28th of May, at which the LCSS Plan was discussed.The following points were made.

The School supports the development of such a plan, and endorses the endeavour to specify graduateoutcomes, learning processes by which those outcomes are to be achieved, and the evaluation of theeffectiveness of learning processes.

However, and in summary, the School has the following reservations

• The statements of graduate outcomes are too expansive and of a ‘parenthood’ nature. We wouldprefer a more modest set of claimed graduate outcomes.

• In part because of this the graduate outcomes are not measurable, not least because they apply toclaimed future behaviours and dispositions. However, the tone of the exercise creates theexpectation of measurability. Certain graduate attributes, or outcomes, are not measurable, or if so,only with great difficulty.

• On the other hand, the Skills Profiles may expose the Faculty and the University to litigation, if agraduate lacks the skills claimed. The tone in which they are expressed is a strong and we wouldthink incautious expression of faith in the efficacy of current assessment procedures.

• In addition, the emphasis on measurable outcomes favours those Schools whose outcomes aremore measurable (eg those with a more quantitative emphasis). Many learning outcomes of theSchool of IROB are more like those of the traditional humanities – critical reasoning, commitmentto lifelong and curiosity-driven learning – and are therefore more difficult to measure, than forexample mastery of a particular quantitative technique.

The following elaborates on these core points, then this paper discusses the particular position of theSchool of Industrial Relations and Organisational Behaviour.

GRADUATE OUTCOMES

The School is aware of the difficulties of writing statements of graduate outcomes. Graduate outcomesare statements of graduate attributes. However, in the LCSS Plan the outcomes are written as thecapacities to produce behaviours and this is an inherent difficulty for the attempt to specify the‘characteristics’ of professionals – and the outcomes of higher education.5 On the one hand,professionals (and graduates of universities) possess, or should possess, attributes that are the productof education. These are the criteria by which the effectiveness of education can theoretically be judged.On the other hand, certain of the attributes, in particular subtle cognitive skills, defy description andeasy identification. But the pressure for accountability creates the need for ‘observable’ behaviours thatcan provide more transparent criteria for assessment and evaluation. Precisely this tension inheres inthe statements of graduate outcomes, which are the backbone of the LCSS Plan.

The Graduate Outcomes are clearly desirable outcomes of a higher education. However, there arequestions about whether they can reasonably be viewed as outcomes for which the Faculty could beheld accountable.

5 Eg see Pennington, D. (1993) Excellence, not Competence: why Competency-Based Training is Inappropriate for Higher Education,IPA Review, Vol. 46, No. 1, pp. 26-30


• First, while the statements of graduate outcomes are very broad and not measurable, theexpectation of measurability is raised.

• Second, the School questions that the Faculty or the University bears a great deal ofresponsibility if graduates do not ‘confidently continue to learn’, or ‘contribute to the well beingof society’.The issue of responsibility is important, in an increasingly commercial educational environment,because of the possibility of litigation if someone does not achieve specified outcomes. Theproblem is addressed in many training courses, where the format of the statement oflearning/training outcomes has changed. Instead of ‘at the end of this session, trainees will beable to …’; ‘should’ is substituted for ‘will’. A similar but not identical effect is achieved in thestatements of graduate outcomes by the use of ‘will acquire the capacity to …’. However, ifbehaviour is not in accord with such a ‘capacity’, it may be presumed that the capacity is notpresent. Further, the problem appears more directly in relation to the Skills Profiles, where theuse of ‘will’6 on p. 9 of the LCSS Plan (August, 2001) is questionable.

• Third, the accountability exercise favours more observable and easily assessable skills andbehaviours. For example, Schools which teach quantitative skills can more easily pinpointobservable performance. But Schools which have a stronger conceptual, social scienceorientation, like IROB, will find it more difficult to justify their work in a behaviourally orientedassessment regime.

POLICIES AND LEARNING PROCESSES

• The School has some reservations and observations regarding certain Faculty policies containedin the document. In particular, policies 4, 5 & 6 go to the issue of resources. Under-resourcingis a problem that increasingly impedes educational efforts. Of course, the Faculty ‘should’clearly implement policies 4-6 and others.

• Policy 9 rightly suggests that Student diversity should be used as an asset and teaching resource.But the experience of many School members is that diversity in the classroom creates majorteaching difficulties. Highly competent professionals, hungry for the latest knowledge, sitalongside students whose knowledge base or English language proficiency are poor. It isextremely difficult to satisfy both groups at the same time, especially when material is morestrongly conceptual or abstract than concrete and observable.

• The School supports the use of a variety of learning processes, including the use of the Internet.However, the increasing use of a variety of learning techniques and technologies presupposestraining in their use. On top of already high workloads, and demands for researchperformance, any extensive provision of training in new educational techniques requiresrecognition in workload allocation models, and therefore has resource implications. Inaddition, the School questions the extent of support for staff claimed in point 5.10 (p. 31).

EVALUATION AND ASSESSMENT

• The School supports the use of diverse evaluation techniques proposed by the LCSS Plan, ratherthan overeliance on Course Evaluation Questionnaires and Teacher Evaluation Questionnaires

6 As in “In realising these outcomes graduates of the Faculty will be able to deploy the following categories of skill.” [emphasis added]


filled out by students. There are major problems with an inappropriate use of student evaluationquestionaires, for example

- Student Course and Teacher Evaluation Questionnaires are known (in the trainingliterature) as ‘reactions’ level evaluations, because they measure student reactions to thecourse and the teacher. The problem is that that is all they measure, important though thatis in a commercial educational environment. The training literature7 shows that there is littleor no correlation between student ‘reactions’ and ‘learning’, or other ‘results’. In otherwords, a student might like a particular course, but not learn very much, and not recall verymuch on follow-up learning assessments, much less actually apply the learning.

- Factors other than the teacher’s performance or the course structure affect students’perceptions of the course and the teacher, such as equipment that does not work.

- Problems of student diversity (see above) can create extremely difficult teaching situations,which affect staff evaluations by students. In any case, evaluation questionnaires can onlyprovide useful feedback on teachers or courses if they are both valid and reliable. There isreason to believe that the instruments currently in use have significant psychometricdeficiencies.

• The issue of evaluation raises again the issue of Graduate Outcomes. Evaluation presupposessomething clear to be evaluated against. Thus statements of outcomes must be as precise aspossible. However, the outcomes of higher education, and the components of professionalcompetence, are notoriously difficult to specify, particularly in behavioural terms (see footnote 1).The LCSS Plan should address this problem more carefully.

SPECIFIC ISSUES OF THE LCSS PLAN IN THE SCHOOL OF IROB.

i) Disciplinary Structures and Graduate Outcomes

The School teaches in the 3 disciplinary areas of Industrial Relations, Organisational Behaviour, andHuman Resource Management. While these encompass broadly similar subject matters – theworkplace, and the determinants of workplace processes – their disciplinary foci and background aresomewhat different.

Industrial Relations focusses on the employment relationship, and assumes that conflict is likely, eveninevitable over workplace issues. It therefore concentrates on the mechanisms for ameliorating andcontaining conflict, and the institutions and rules evolved by particular countries to that end. Itsdisciplinary background is broad, encompassing sociology, politics, economics, law, and history, amongothers.

Organisational Behaviour studies the psychological dynamics, interpersonal and inter-group processeswithin and sometimes between organisations. Its disciplinary background is in the various arms ofpsychology, notably social and industrial/organisational psychology and organisation theory.

Human Resource Management, as taught in Australian universities, has several strands. On one level, itanalyses approaches to the staffing of organisations, and techniques for managing the employmentrelationship. Recruitment, retention, development and remuneration of staff are described bothoperationally, as a set of practices, and normatively, as contributions to business strategy. Necessarilyin Australia, this descriptive/normative approach is located within the context of legislation covering 7 Eg see I Goldstein and J. Ford (2002) Training in Organisations, 4th Edition, pp. 161ff.


labour relations, employment, health and safety, discrimination and equal opportunity. The institutional,strand of HRM critically examines the unitarist and firm-internal focus of the normative approach, andits origins in North American approaches to industrial relations, organisational psychology, and'Japanese management'. This strand analyses the reception, contestation and modification of 'HRM'concepts in Britain, Europe and the Pacific Rim.

Management. The School, also teaches general management, in a joint program with the School ofInternational Business. The management major examines the processes, conceptual expertise and workfunctions involved in managing people and organisations effectively. The program examines thecomplex relations between power, people and resources that are the key challenges for effectivemanagement.

GRADUATE OUTCOMES

The School is cautious about writing a set of graduate outcomes to articulate with those of the LCSSPlan, for reasons articulated earlier. Notwithstanding these concerns, and as a ‘first cut’ at this exercise,we propose that

Graduates of the School of Industrial Relations and Organisational Behaviour, should be able to

• Think comprehensively and critically on a range of issues raised within their respective disciplinaryareas

• Appreciate the ethical dimensions of policies and practices within their disciplinary area• Utilise appropriate information search methods to access appropriate information as required, in

particular for work related purposes• Participate meaningfully in debates in their respective subject matters• Identify and critically appraise ideological components of claims about workplace employment

practice and public policy

GRADUATE SKILLS

Graduate Skills overlap, but are somewhat different within each of the 3 disciplinary areas. We viewthe specification of these graduate skills in this context as beyond the reach of the present exercise. Wenote that the issue of the specification of such skills is to be addressed in a forthcoming ProgramReview within the School, in consultation with the relevant professional body, the Australian HumanResource Management Institute.

LEARNING PROCESSES IN IROB

Learning processes in IROB are heavily influenced by methods in the social sciences and humanities,but are changing to accommodate increasing vocationalism and student diversity. Given the presentlevel of resourcing within the Faculty, it may not be practicable to teach some relevant and valuableskills effectively (such as interpersonal communication skills).A central aim of IROB is to make available to students a large body of knowledge drawn from therespective disciplinary fields, and to encourage critical analysis and reflection on that knowledge.

Traditional methods of knowledge diffusion and assessment are used:


- lectures- presentation of audio visual material- directed reading- classroom debates and discussions- presentations by students of their own work on set topics

Traditional assessment methods are also used:- examinations,- essay writing,- short quizes, etc.

Several staff have also developed more innovative and interventionist methods of knowledge delivery,which seek to overcome students’ increasing resistance to traditional methods of learning.

These include:- requiring short summaries to be written and presented regularly- the production of ‘learning journals’ which expose student note taking to scrutiny, and seek to make

students read newspapers for example and connect theoretical knowledge to ‘what is reallyhappening’.

- ‘Action Learning’ based studies of organisational processes within actual self-paced, student-centredand flexible learning materials organisations, writing ‘Organisational Investigative Reports

These assessment procedures are relatively resource intensive.

In addition, there has been an influx of vocational training methods into certain classes, particularlywithin the HRM and OHS streams, in which students are guided through exercises which seek toinculcate vocational skills.These include- role playing of job interview practices and others- case studies in groups- training presentations in accordance with specifications of the National Training Framework

Student Preparation and Support.

Student support mechanisms include- consultation with staff- referral to a range of university institutions, including the EDU, and the Library Learning Centre.- induction and orientation through eg Courses and Careers Day, and Orientation Week activities

EVALUATIONS

Staff regularly submit their courses to Subject and Teacher evaluation by students.In addition, some of them have specific questions they attach to these evaluation forms.They also conduct their own evaluation surveys, and seek more informal feedback from students.However, the School is well aware of the factors that make student evaluation problematic, includinglimitations of the evaluation instruments and the decreasing engagement of students with university life.As surveys have found, many students are engaged in part time, even full time, work to pay for theirstudies. Therefore the School engages in regular program reviews overseen by a Committee, with theaim of maintaining course quality.


CONCLUSION

The School supports the sentiments behind the LCSS Plan, ie those expressed in Resolution AB00/35of the Academic Board. In order to constructively implement the key intentions on the Resolution, theSchool will be pursuing several strategies.

First, the School is about to undertake Program Reviews for Undergraduate and Postgraduateprograms.

Second, the School is seeking advice from relevant professional bodies, including the AustralianHuman Resource Institute and the Industrial Relations Society, with a view to seeking accreditationfrom the former institution.

Third, the School is undertaking a review of assessment procedures, to verify consistency acrosscourses, and to examine novel assessment methods.

However, the School is concerned that the Faculty LCSS Plan does not adequately address point (b) ofthe resolution, which requires “A statement of how each program will ensure that students will haveachieved both the generic skills expected by the University and the specific skills nominated by theFaculty”. The School is concerned that the difficulty of this task may not be fully recognised. TheSchool’s view is that this is an important educational exercise, and should be systematically pursuedover time and with appropriate levels of effort and resources.


6.6 INFORMATION SYSTEMS AND TECHNOLOGY MANAGEMENT

This document has been prepared by the School of Information Systems, Technology and Managementas a response to the Academic Board Resolution AB00/35, 6 June, 2000 requires that each facultydevelop a Learning and Communication Skills Support Plan. It documents aspects of Learning andCommunication skills relevant to this project that occur at the levels of the Information Systems andInformation Management disciplines, the stages of study in Information Systems Technology andManagement programmes and courses taught within the School of Information Systems, Technologyand Management.

GRADUATE OUTCOMES

Graduates undertaking a co-major in Information Systems, Technology and Management should haveup-to-date knowledge of the principles and major issues arising in the application of principles in thedisciplines. This should include:

Knowledge of:

• What is an Information System – Principles, Concepts and Theories• Information Sources• Role of Information Systems Management in Organisations and Society• Managing Change• Organisations, Management and Decision making• Development Approaches and Methods• Management (Project management, Operations, Technology, Planning and Stragegy)• Infrastructure and Technology (Hardware, Software, DBMS, Communications)• Understanding of Knowledge Bases

Skills in:

• Analysis/Design• Programming Tools and Techniques• Project Management• Business Application of Technologies• Teamwork• Communications• Research• Independent Learning• Critical Analysis• Evaluation• Reflection

Values:

• Social Context• Issues – Privacy, Ethics, Legal• Professional Conduct/Ethos• Quality• Environment Context


GRADUATE SKILLS


Generic:

• Communications:- Oral- Written (formal and report writing),- Presentation

• Access and Retrieval of Information:- Web and Library- Other Access and Retrieval Methods

• Interpersonal:- Teamwork- Negotiation- Conflict resolution

• Problem Solving:- Critical Analysis- Evaluation- Reflection

• Academic Research• Independent Learning• Personal Organisation and Time Management

Discipline Specific:

• Analysis:- Requirements Elicitation- Conceptual Modelling

• Design- Logical Design- Physical Design- Human Computer Interaction (HCI)

• Programming• Testing and Quality Assurance• Project Management• Business Use of Technologies (such as Database, Communications, Security)• Use of Relevant Paradigmatic Tools• Software Products• Case Analysis• Strategic Thinking• Classification


LEARNING PROCESSES IN INFORMATION SYSTEMS, TECHNOLOGY ANDMANAGEMENT


• Providing students the opportunity to access the body of knowledge that constitutes thedisciplines of Information Systems, Technology and Management.



Normally, the Head of School will assign one Faculty member of the School of Information Systems,Technology and Management as Lecturer in Charge of each course. The Lecturer in Charge undertakes toensure that the course structure and content meet the learning objectives of the disciplines of BusinessLa and Taxation and of the FCE.

Courses consist of a programme of Lectures and Tutorials or Seminars with the aim of presenting adistinct body of skills and/or knowledge with the disciplines of Information Systems, Technology andManagement. These provide the main process for communication of knowledge and attaining thedesired learning outcomes.

Students undertaking courses in the disciplines of Information Systems, Technology and Managementdevelop skills and knowledge through a variety of writing tasks including: research papers; essays; andcase study responses. Students also engage in class discussions of case studies, small group discussions,debates, role plays, and simulation games.

Lectures, Seminars, Tutorials and Workshops where appropriate may also use computer laboratories tofacilitate instruction and provide practical experience with Information Systems, Technology andManagement design, programming and other software products.

STRUCTURE - UNDERGRADUATE PROGRAMS IN INFORMATION SYSTEMS,TECHNOLOGY AND MANAGEMENT

The School offers four undergraduate programs in Information Systems, Technology and Management.Bachelor of Commerce in Information Systems, Bachelor of Commerce in Information Systems andManagement (Co-Op Program), Bachelor of Science in Information Systems and Bachelor of Sciencein Business Information Technology (Co-Op Program). The school also offers a BCom in InformationManagement which is only available as a co-major. This provides students with choice and facilitatesthe matching of courses with chosen vocations. This is important since the general graduate outcomesof the Information Systems, Technology and Management disciplines, provide opportunity for a widerange of vocations. The programs also recognise that students have different needs and abilities.Encouraging specialisation is a desirable for maximising the education outputs of the FCE.

The courses that may be undertaken within the Information Systems, Technology and Managementprograms are:

INFS1602 Computer Information SystemsINFS1603 Business Data ManagementINFS1611 Requirements EngineeringINFS2603 Systems Analysis and DesignINFS2607 Business Data NetworksINFS2609 Software ImplementationINFS2611 Requirements Elicitation


INFS3603 Business Intelligence SystemsINFS3604 Information Technology ManagementINFS3605 Implementation WorkshopINFS3606 Telecommunications for Electronic CommerceINFS3608 Advanced Database SystemsINFS3611 Design WorkshopINFS3618 Advanced Global Data NetworksINFS3621 Alternative System Design MethodologiesINFS3622 Distributed Application Design and ImplementationINFS3623 Multimedia Systems DesignINFS3685 Electronic Commerce ManagementIMGT2701 Information Services and Resource DiscoveryIMGT2702 Information, Knowledge and SocietyIMGT2703 Electronic Records SystemsIMGT3701 Information Management and OrganisationIMGT3702 Text Information Retrieval Systems

Specialist courses which are core for the Co-Op programs include:

BSc – BITINFS2691 Industrial Training 1INFS3692 Industrial Training 2BCom – ISMINFS2671 Industrial Training AINFS3792 Industrial Training B

POSTGRADUATE SPECIALISATIONS IN INFORMATION SYSTEMS,TECHNOLOGY AND MANAGEMENT


The School of Information Systems, Technology and Management has expertise in the followingfields: Computer-mediated communication; Electronic Commerce; Decision Support Systems, GroupSupport Systems and Groupware; Distributed IS and network designs; IS Education (including use ofMultimedia and the Internet); IS Innovation ; IS Management; IS Security, IS Auditing and Assurance,Judgmental Decision making; Knowledge Management Systems; Strategic IS planning andmanagement; Software Engineering; Software Metrics, Modelling and Quality; Telecommuting; Valueof information and information systems.

LEARNING ACTIVITIES IN INFORMATION SYSTEMS, TECHNOLOGY ANDMANAGEMENT

Activities during lectures, tutorials and seminars vary considerably. The emphasis of the School is oninteractive problem based learning. Smaller classes, in particular, are structured so as to encouragestudent involvement in and responsibility for their own learning.

In addition to formal presentations by faculty, lectures, tutorials and seminars may also include the useof:

• In class exercises where students interact with each other or with the lecturer;• Written exercises;


• Role-playing exercises;• Case study discussions;• Presentation of audio-visual material;• Classroom debates and discussions; and• Computer based tutorials and laboratory work.

For classes with large enrolments, tutorial sessions are usually conducted in smaller groups to maximizethe opportunity for discussion and feedback between faculty and students. Classes with smallerenrolments are usually taught in a seminar format, again to maximize the opportunity for discussionand feedback between faculty and students. In addition to the activities above, in order to facilitatestudent teacher interaction, tutorial time may include:

• Presentations by students on appropriate topics assigned by lecturers;• Discussions of material discussed in lectures;• Discussion of questions arising from lectures;• Review of independent learning work and assignment material required for the course; and• Simulation games.

Student learning is also encouraged by developing students' disciplinary knowledge and skills and bydeveloping their tertiary language and communications skills, group work, research and reference skillsand information literacy skills within the context of their discipline. This is done by Web-supportedindependent activities (WSIA) which will involve students in activities such as:

• using on-line and library resources;• reading journal articles, text book chapters, case materials, etc..;• making notes, answering questions, drawing diagrams, etc. based on readings;• preparing notes and 'hand-ups' for workshop sessions;• undertaking self-paced skill-development in software use;• reading case studies, preparing responses;• group meetings, discussions, and meetings about group assignments; and• activities to support development of: groupwork strategies and communications,

referencing skills, project work and project management skills, debate preparation, timemanagement

Lecturers may also run Workshop activities which will involve students in activities like:• discussion of activities from WSIA;• news review;• small and whole group discussions;• case studies (unseen, unseen questions, prepared);• debates, role plays;• design activity - workflow, storyboard;• tutorial activity - data modelling, create a diagram, concept mapping;• peer feedback/evaluation;• progress reports (for assignments …);• student presentations;


• short lecture style 'wrap-ups'; and• on-line demonstrations, videos.


Informational activities to prepare newly enrolling student for their studies, usually commencebefore the beginning of each semester. Faculty contribute to these events typically, by makingthemselves available to students to discuss course programs and career prospects.


• Open day, careers day and orientation events, which involve:- Preparation of literature describing Information Systems, Technology and Management

programs.- Distribution of information literature through the “Information Systems, Technology

and Management Desk” at open days.- Lectures to incoming students by a member of faculty appointed by the Head of

School.• Interviews with parents and students.• Organised talks to senior groups at High Schools about University study.• Responses to requests for information by prospective foreign students.• Participation in information days organised by Student Societies.


• Undergraduate and Graduate Coordinators. At the direction of the Head of School, a facultymember will be assigned to hold at regular interviews with students who are seeking advice orhave any special needs that cannot be adequately dealt with by the Lecturers in Charge of theircourse. The Coordinators, along with the Head of School, will also liaise with other supportgroups within the University and refer students when appropriate.

• School Social Events. The School of Information Systems, Technology and Managementholds social events. In the past these have been held for first year students and for Co-opScholars. These also serve to create an informal environment where students can interact withfaculty members on a more level footing than is possible in a classroom situation.

• The School of Information Systems, Technology and Management also appoints a GrievanceOfficer, who will normally be a senior Faculty member. The Grievance Officer can beapproached by students with any concerns, and may raise issues of concern with the Head ofSchool or other appropriate personal in the university.

• WEB Information - The School of Information Systems, Technology and Managementmaintains a website that contains additional information for students, timetables, and adviceon study. It also directs students to other student services provided by the university, such asThe Education and Development Unit and The Learning Centre.


STAGES

STAGES OF STUDY IN INFORMATION SYSTEMS, TECHNOLOGY ANDMANAGEMENT

Stages are used to regulate and monitor the progression of learning and to facilitate the learning processby ensuring that students in one class have attained similar levels of understanding.

UNDERGRADUATE STAGES OF STUDY IN INFORMATION SYSTEMS,TECHNOLOGY AND MANAGEMENT

The completion of a major or minor in Information Systems, Technology and Management isconducted in stages. Each successive stage represents a higher level of knowledge than the previousstage. Typically earlier stages represent core material that is essential to further study while latter stagesrepresent a higher degree of specialisation, building on the foundations of earlier stages.

Foundation Courses. The foundation courses for a program in Information Systems, Technology andManagement is INFS1602 Computer Information Systems and INFS1603 Business Data Management.These courses introduce the student to the essential concepts required for further study in InformationSystems Technology and Management.

Second Year Courses. Each discipline specifies a number of second year courses that should be taken,along with other optional courses. These require first year courses as prerequisites, and constitute theessential bodies of knowledge and skills that characterise the disciplinary major. Moreover they provideessential knowledge with students may proceed on to higher levels of study.

Third Year Courses. A disciplinary program may also specify a number of third year courses that shouldbe taken. These may also require second year courses as prerequisites. As with second year courses,compulsory third year courses also constitute the essential bodies of knowledge and skills thatcharacterise the disciplinary major. Moreover, third year courses are structured so that the completionof third year courses indicates a high level of proficiency within Information Systems, Technology andManagement disciplines.

BCom (ISTM) Honours. The B.Com Honours degree requires additional 4th year courses and a researchdissertation. This is an undergraduate research degree and is structured so that successful completionrepresents the highest level of undergraduate outcomes. It also aims to provide introductory researchskills necessary for research and postgraduate studies.

All B.Com (ISTM) Honours candidates will take the course INFS5986 Research Topics 1 andINFS5987 Research Topics 2 which provide an up-to-date review of ISTM research methods,techniques and sound theoretical approaches to ISTM. This ensures that graduates have a very highlevel of understanding of ISTM research methods and provides skills for conducting the researchcomponent of their degrees.

POSTGRADUATE STAGES OF STUDY IN INFORMATION SYSTEMS,TECHNOLOGY AND MANAGEMENT

M.Com (Hons) and PhD students must have a First Review within one year of finishing thecoursework requirements. In the First Review a student outlines his/her proposed thesis topic to acommittee (usually comprising of five members of the School). The committee then decides whether


the proposed thesis topic is viable. If necessary, the student is required to revise his/her thesis proposaland present it again at a later date specified by the committee.


The MCom with a specialisation in Information Systems or Information Management consists of atleast six advanced courses in Information Systems or Information Management (as the case may be),and two courses from any disciplinary stream.

COURSES

LECTURE COURSES IN INFORMATION SYSTEMS, TECHNOLOGY ANDMANAGEMENT

The aims and contents of courses are described by Course Outlines and by the FCE Handbook. Courseoutlines normally indicate the topics to be covered within a course, how the course time is divided intothese topics, the methods of assessment to be used, and the weightings from each type of assessment.

Course outlines will also normally document the required reading for each course. This involvesprescribed and recommended textbooks. Prescribed reading will also include references to keylegislation and leading cases. References will also be made to articles in academic and professionaljournals, electronic databases and government policy documents.

Where courses involve computing skills, the Lecturer-in-charge ensures that students have access toadequate laboratory facilities, and have access to the required software.

Courses normally will contain one or more forms of formative assessment such as written essays, casestudy responses, and in class exercises. Courses will also contain one or more forms of summativeassessment such as mid-session tests and final exams. All mid-session assessment will be marked byfaculty under the direction of the lecturer in charge and returned to students in a timely fashion. Theaim of internal assessment is to provide students with a sense of how well they have comprehended thematerial and provide them with an opportunity to review their approaches to learning where necessary.

Lectures involved in courses will be available weekly during the semester for three hours ofconsultation with students.




RESEARCH COURSES

The School of Information Systems, Technology and Management also offers research courses,including the research components of: PhD in Information Systems and Information Management; andM.Com honours.



Supervisors should be available for consultation and provide timely feedback on the students’ researchmaterial. They must also ensure that the research topics undertaken by the student, challenge thestudent with an appropriate level of difficulty and originality to warrant the award of the degree.

EVALUATIONS

Feedback from Students undertaking courses and Faculty is required to maintain checks of theeffectiveness of the learning techniques. This may take many forms. In particular informal discussionsand meetings provide a very useful type of feedback. In addition, however several formal processes arein place to facilitate feedback from students.

Students are asked to assess each course in Information Systems, Technology and Management theyundertake. These are undertaken using the resources of the Education Testing Centre, in such a waythat students remain anonymous. These ‘Course’ evaluations are given to the lecturer in charge of thecourse and also to the Head of School, after all examinations in the course have been graded and thegrades have been submitted.


Students also assess Teachers who deliver courses. These evaluations are undertaken using theresources of the Education Testing Centre, in such a way that students remain anonymous. These‘Teacher’ evaluations are given to the academic staff member in question and also to the Head ofSchool, after all examinations in the course have been graded and the grades have been submitted.



From time to time the Head of School may also request additional evaluation material to provideevidence of the effectiveness of teaching and the learning outcomes delivered by the disciplines ofInformation Systems, Technology and Management.


Teachers are also encouraged to attend workshops on Education philosophy and teaching methods thatare offered by the University for the purpose of raising the quality of teaching through the use of bestpractice techniques.


6.7 INTERNATIONAL BUSINESS

This plan has been developed in response to a Faculty request that individual Schools develop Learningand Communication Skills Support Plans that meet University requirement in accordance withresolution AB00/35, June 2001. The Board’s resolution requires Faculty Plans to include:

a) A statement of the specific skills students in their programs are expected to possess on graduation;

b) A statement of how each program will ensure that students will have achieved both the genericskills expected by the University and the specific skills expected by the University and the specificskills nominated by the Faculty and,

c) A process for monitoring the academic activities through which these skills are achieved.

GRADUATE OUTCOMES:

Graduates in International Business should possess a high level of knowledge that embodies thecomplexity and diversity of both theory and practice in the discipline. This knowledge should include:

• An understanding of the international environment in which businesses operate and theimplications of globalisation and internationalisation on firm behaviour.

• An appreciation and understanding of the different theoretical frameworks and approaches used inthe study of international business and management.

• An ability to critically analyse and appraise the strategic options facing international businesses,both large multinational enterprises and small and medium sized firms.

• Development of a knowledge base which includes the role of international institutions, nongovernment organisations and governments in international business; governance issues related tomultinational enterprise activity; issues in comparative management; and international businessstrategy.

• An ability to recognise and appraise emerging challenges and opportunities in the internationalbusiness environment that are changing the face of international competition and firm strategies.

• A clear understanding of the role and impact of culture and diversity in cross-border encounters.

• An appreciation of the ethical, environmental and development issues and responsibilitiesassociated with international business activities.

SKILLS PROFILES:

Stage 1:

• Acquire an understanding of concepts and theories concerning the global business environment.

• Demonstrate an ability to analyse and assess country markets.


• Application of concepts about the global business environment.

• Refine critical thinking skills through the analysis of critical incidents in international business andclass exercises.

• Research international business topics and develop report-writing skills.

• Extend knowledge of current events in the international business environment.

• Develop an understanding of the influence of culture on a range of business interactions anddiscourse in an international business environment.

• Be able to apply conceptual frameworks and theories to enhance understanding and interpretationsof a range of cross cultural encounters of an organisational and professional kind.

• Gain a foundation for further study of international business.

Stage 2:

• Develop skills in sourcing and evaluating information on key aspects of the internationalenvironment, including country-specific conditions, global industry dynamics and institutionalcontexts.

• Acquire an understanding of concepts and theories concerning foreign direct investment and themultinational enterprise.

• Refine critical thinking, analytical and learning skills through the analysis of international businesscase studies, role-plays and experiential exercises.

Stage 3:

• Develop a solid understanding of core concepts and theories in international strategic managementand their application in international business.

• Be able to apply conceptual frameworks and theories to enhance understanding and interpretationsof current and potential strategies of both large and small enterprises operating internationally, andoffer useful recommendations to the management of these firms.

• Use conceptual tools to understand the dynamic interactions between markets and stateintervention guiding the behaviour of multinational and domestic enterprises within the Asia-Pacific.

• Analyse comparative management systems deciphering different organisational, structural andstrategic issues across firms with different political, cultural and historical dimensions.


Students in international business should also acquire a broader set of generic skills that will allow themto:

• Marshall, access and manage information effectively from various sources and in varying ways.

• Express personal values and viewpoints, but also be sensitive and open-minded to the opinions ofothers.

• Have learner autonomy and control and the capacity for extended self-learning

• Interact successfully with peers and understand the dynamics of effective team building.

• Effectively use concepts and tools for analysing and evaluating alternative scenarios and problems.

• Communicate competently in the disciplinary discourse of international business and expressintellectual opinions and arguments.

• Appreciate the strengths of pluralism and cultural diversity within an international business contextat both social and organisational levels.

DISCIPLINARY PERSPECTIVE:

International Business is a rapidly growing field of study dealing with the development, strategy, andmanagement of international enterprises in the global context and dynamic business environments. It isa multi-disciplinary field of study encompassing the disciplines of economics, sociology, psychology andmanagement. As a result it provides variety, breadth and depth of insight into global business issues atthe macro level as well as a micro focus on strategic issues facing firms operating in cross-bordersituations. These include not only international trade and foreign manufacturing, but also the growingservice sector. It also studies both large and small firms. Doing business and making decisionsinternationally involves greater complexity compared to dealing in the domestic business environment.International business is about the problems that managers face when they try to export to anothercountry or invest in another country. It includes policy issues relating to a firm’s strategy, organisationalstructure, and other management issues that arise in international business operations including issuessuch as multinational coordination and control; intellectual property rights, entry mode and locationdecisions and host country and international regulation.

The pedagogic approach of the School in the learning of international business is very much centred onproviding relevant theoretical and practical insights to students so that the real world of internationalbusiness is better understood. To this end the School places strong emphasis on case studies of realworld examples of international business issues to provide both insight and perspective. The Schoolalso attempts to incorporate the latest theoretical advances in both its undergraduate and postgraduateprograms. For example, courses include important new research dealing with issues such ashypercompetition and networks; the latest developments in resource-based theory; and new research onorganisational learning in corporations and cross-cultural management. The School also attempts toprovide an integrative framework for both practical and theoretical issues through a sustained focus onthe concepts of strategic management. Finally, the program has significant Asia-focused content toprovide our students with a strong knowledge base of the institutional arrangements and managementpractices of our major regional trading partners.


International Business is taught at both undergraduate and postgraduate levels. At the undergraduatelevel, in addition to International Business being a stand alone major in the BCom and BEc programs,students from the Faculty of Arts and Social Sciences BA and BSS programs are also able to major inthe discipline. Postgraduate students are currently able to undertake a specialisation within the MComdegree program.

DISCIPLINES AND COURSES:

Undergraduate Courses:

There are five core courses in the international business major. These courses cover the key areas of theglobal business environment, the development of multinational enterprises, cross cultural management,international business strategy and business in the Asia-pacific region.

IBUS1101 Global Business EnvironmentIBUS1102 Managing Across CulturesIBUS2101 International Business and Multinational OperationsIBUS3101 International Business StrategyIBUS3102 Asia-Pacific Business

In addition students with a single major must include three further specified options, whilst studentswith a double major must include two further specified options. A wide range of optional courses ininternational business are available which provide students with an large range of courses to enhanceknowledge of the contextual, functional, language and communication areas of international business.These courses are taken in the second and third year of the degree. The development of foreignlanguage and communication competences are strongly encouraged within the degree framework asbeing an important part of the skill set of international business.

Postgraduate Courses:

There are four core courses in international business at the MCom level. These courses cover the keyareas of the global business environment and the development of multinational enterprises, crosscultural management, international business strategy and business in the Asia-pacific region.

IBUS5601 Global Business and Multinational Enterprises

IBUS5602 Cross Cultural Management

IBUS5603 Global Business Strategy and Management

IBUS5604 Asia-Pacific Business and Management

Students wishing to qualify for a specialisation in international business must complete at least twoadditional specified options in international business. A wide range of optional courses in internationalbusiness are available which provide students with an large range of courses to enhance knowledge ofcontextual, functional, language and communication areas of international business. These courses aretaken in the second and third year of the degree. The development of foreign language andcommunication competences are strongly encouraged within the degree framework as being animportant part of the skill set of international business.

LEARNING PROCESSES:

The learning strategies applied in international business are centred as far as possible on maximisingsmall group interaction through team-based case learning and experiential exercises.


Students are required to:

• Prepare for classes though pre-assigned reading from text and other sources.• Prepare case notes prior to classes.• Actively participate in class seminars through discussion, case studies, role-plays and experiential

exercises.• Work in teams through project and casework.• Undertake individual and group assignments, some involving original research inputs.• Undertake quizzes, mid-session examinations and final examinations.• Attend workshops for assignment writing

Available learning resources:

• Tutorial, seminar and tutorial sessions.• Discipline-based assignment workshops in cooperation with EDU.• Textbooks, additional readings, cases and exercises prepared by staff.• School and course websites for extra materials, information, course slides and notes.• Consultation with teaching staff.• Engagement with international business practitioners.• Large lectures situations. (undergraduates)• Small group tutorial work. (undergraduates)• Medium size seminars. (M.Com)• Video resources.• Library and Faculty EDU resources.

Feedback Provided:

• Individual and group sessions with staff.• School and course web sites announcements and information.• Mid-session examination comments and results.• Written comments on projects and assignments.• Written and oral feedback on case analysis and presentations.• Peer assessments and group work.

Forms of support available:

• Course outlines and other information.• Staff consultation• Undergraduate and Postgraduate Course Coordinators.• School of International Business web site.

Evaluation:

• Ongoing School appraisal of individual course curriculum and organisational design.• Compulsory summative teacher and course evaluation of all courses.


• Optional formative evaluations of courses.• Review of all course evaluations by Head of School.

Development:

• Periodic discussion and seminars on teaching strategies.• Informal and formal mentoring of new and junior staff as appropriate.• Consultation by staff with EDU on teaching learning strategies and practice.• Encouragement of staff to attend professional development courses.• Tutorial workshops for all tutoring staff.


6.8 MARKETING

The following document outlines a Learning and Communication Skills Support Plan for the disciplineof Marketing at the University of New South Wales.

Marketing is taught at both undergraduate and postgraduate levels. All programs are designed to conveydisciplinary knowledge and develop skills that are particularly relevant for those working in marketing.This is achieved using curricula that help students to grow in understanding, confidence and maturity asthey progress through their program of study.

Marketing is an applied, managerial discipline. This is reflected in the type of graduate outcomes weseek to achieve and the skills we try to develop. In this way the School of Marketing prepares graduatesto enter the marketing profession and effectively participate in marketing processes and policy-making.It is also a scholarly discipline. Research knowledge and analytical skills are incorporated into generalmarketing programs as well as research-intensive programs. This equips students to work at the cutting-edge of the discipline.

The document is in three parts: graduate outcomes & skills (section 1), teaching approaches & studentlearning (section 2), and programs, courses and stages (section 3).

1. GRADUATE OUTCOMES & SKILLS

The graduate outcomes and skills listed here apply generally across all programs in the School ofMarketing. However, specific programs and courses give more or less emphasis to particular outcomesand skills. Program brochures and course outlines provide greater detail.

Graduate Outcomes

Graduates are expected to have acquired a deep knowledge of the discipline, developed disciplinaryskills, and come to appreciate the importance of certain values.

Knowledge of:

• What is marketing – concepts, theories and principles

• The scope of marketing concepts, theories and principles, and an awareness of thecontingencies and boundary conditions that exist

• Strategic marketing – market orientation, customer focus, relationship-building, segmentation,targeting and positioning, portfolio management, alliances, etc.

• Consumers, customers, buyers – understanding consumer choice and decision-making;measuring repeat-purchase, retention, loyalty; customer satisfaction measurement; socialinfluences; etc.

• Industrial buying – supply chain management and logistics, purchasing and e-procurement


• Tools and techniques for marketing research, market modelling, database management,information systems, decision-support systems, sales and demand forecasting, etc., and changesas a result of new electronic/interactive technologies

• The various functional aspects of marketing – market research, new product and new servicedevelopment, channels of supply, procurement and distribution, advertising and promotions,direct marketing and interactive communications, sales and personal selling

• Marketing decision-making and management processes, including product portfolios, pricing,budget-setting, brand management, product category management, performance measurement,etc.

• Marketing planning, analysis, coordination and control, and alternative approaches

• Understanding the interface between marketing and policy-making – facilitating exports andtrade, government regulation, competition policy, social marketing campaigns

• Marketing across borders – across cultural, ethnic, geo-political and social borders – and theimpact of the international, multinational and global nature of contemporary business

• How marketing operates in different contexts – packaged goods, consumer durables, services,not-for-profit, B2C, B2B

• The multi-disciplinary theoretical underpinnings of marketing, drawing on economics,psychology, sociology, statistics, mathematics, and others

• Marketing organisations, institutions and professions

• The wider role of marketing, and the responsibilities of marketers, within firms and incontemporary society in general

• The different thinking that arises from complementary (or competing) perspectives of thediscipline

Skills:

• Communications• Interpersonal• Problem solving• Personal organisation• Ability to apply marketing knowledge• Strategic thinking• International outlook• Creative insight• Analysis• Research• Use of tools and techniques• Informed and persuasive communications


• Effective team-working• Project management

Values:

• Ethical considerations• Social and multicultural perspectives• Consumerism• Privacy requirements in marketing• Legal issues

Graduate Skills

Marketing graduates are expected to develop generic skills, which are common to all business andmanagement students, and discipline-specific skills.

Generic skills:

• Communications:- Oral- Written- Presentation

• Interpersonal:- Teamwork- Negotiation- Conflict resolution

• Problem solving:- Critical analysis and critical thinking- Evaluation- Reflection

• Personal organisation:- Independent learning- Time management- Self-completion of tasks

Discipline-specific skills:

• Ability to apply marketing knowledge:- Knowing what to do (where there are well-supported marketing principles)- Using well-supported marketing facts, relationships, concepts and theories in practical

situations- Questioning the use of inappropriate or weakly-supported ideas

• Strategic thinking:- Market sensing- Consideration of long-run, macro, inter-disciplinary aspects business- Understanding environmental, societal, technological, legal and political forces- Development of marketing strategies, action plans and contingency plans


- Crafting strategy• International outlook:

- Ability to understand global issues and processes of internationalisation- Appreciation of diverse cultures

• Creative insight:- A capacity to exercise intuition where appropriate- Ability to generate ideas and options- Making connections- Lateral thinking

• Analysis:- Analysis of the macro and micro environment- Analysis of market structures, competitors, customers and distribution channels- Analysis of an organisation’s resources and skills to understand its market capabilities

and limitations- Formulation of conceptual and operational models- Ability to draw conclusions for improved marketing decision-making and decision-

support• Research:

- Diagnosis and specification of research problems- Use of access and retrieval methods- Use of library and web resources- Confidence in using data and research resources- Analytical and interpretive capabilities

• Use of tools and techniques:- Quantitative methods- Qualitative methods- Tools and techniques associated with new technologies- Interpretation of output from the use of tools and techniques

• Informed and persuasive communications:- Oral- Written (academic writing and management report writing)- Presentation (research presentations and business presentations)

• Effective team-working:- Making a strong individual contribution to team-work- Managing creative conflict and intra-group differences- Task completion- Working with marketing specialists, such as market researchers and advertising agencies

• Project management:- Planning and managing projects- Implementation and managing the practicalities of ‘making marketing happen’- Working across disciplines - with finance, accounting, etc.

2. TEACHING APPROACHES & STUDENT LEARNING

Teaching Approaches, Resources & Support

Most courses in marketing address a specific body of material, such as consumer behaviour, marketresearch, strategic marketing, customer relationship management or interactive electronic marketing.


The exceptions to this are general introductory courses in marketing. In all cases, courses are designedwith specific objectives in mind. The teaching approaches adopted for each subject are thereforetailored to the specific learning objectives and the particular types of material involved.

There are, nevertheless, several general features to our teaching approaches:

• Firstly, links between theory and practice are emphasized on all programs and courses –reflecting the essentially applied nature of marketing. Input from the business community, fromprofessional bodies, from policy-makers, etc. is encouraged, and students are assigned tasks thatrequire them to think in practical managerial terms.

• Second, we see a strong link between teaching and research. The encouragement of synergies isa means of including advanced thinking in courses at all levels. It also ensures we build directlyon the strengths and skills of existing staff, and therefore continually enrich and renew thesubject matter and teaching methodologies on our programs.

• Thirdly, the School actively encourages student participation in Exchange and Study AbroadPrograms, in the belief that these provide invaluable opportunities. As part of this, we aim todevelop and maintain educational links with equivalent top-tier universities and programsaround the world. This also brings us into contact with teaching methods and programsoverseas, helping us to make continuous improvements to our own practices.

More specific teaching approaches and resources include:

• Lectures to large groups

• Tutorials and seminars to smaller groups

• Hands-on sessions in computer labs

• Case study assignments and discussions

• Substantial team-based projects

• Mentored individual-based research projects

• Assigned reading material from textbooks, marketing/business journals, and the business press

• Guest speakers from the marketing profession and specialist agencies

• Video case studies

• Computer simulations

• Consultations with tutorial and lecturing staff

• Class discussions and debates

• Class presentations

• E-mail communications, student-lecturer and student-student

• Course web sites and use of facilities such as WebCT


Details of course objectives, material to be covered, learning processes, resources and support, areprovided by the lecturer-in-charge to students via a course outline. As a guide, staff are encouraged touse the template prepared by the Committee on Education(www.secretariat.unsw.edu.au/acboardcom/agendas/coe/course-template.pdf). They are also directedto the information on resources and reference materials provided by the library(www.library.unsw.edu.au/academic.services.html). Outlines for courses in the School are available on-line prior to the commencement of session (www.marketing.unsw.edu.au), and handed out in the firstlecture of the course.

Learning Processes

The teaching approaches adopted by the School of Marketing are designed to achieve the followingoutcomes in terms of student learning processes:

• Help students accumulate marketing knowledge

• Encourage students to appraise marketing knowledge through reading, exercises, reflection,questioning and criticism

• Give students the opportunity to apply marketing concepts, theories and principles to practicalproblems, cases and business situations

• Allow students to use the tools and techniques that assist the marketing process

• Offer the chance to hone analysis and research skills

• Help students learn how to work effectively as individuals and as members of a team

• Help students see through the lenses of different ethnic and cultural groups

• Provide opportunities for students to develop communication skills

• Create situations where project management skills must be used

Assessment of Student LearningLearning is assessed using the following methods:

• In-class exercises, quizzes and tests

• Case study write-ups and/or presentations

• Discussion question write-ups and/or presentations

• Project reports and presentations

• Class participation in discussions and debates

• Formal examinations, which may take the form of essay-style questions, short exercisequestions, multiple choice questions, case studies, take-home papers, or some combination ofthese.

Assessment methods are selected so as to relate directly to the course objectives (including expectedlearning outcomes) and to the teaching methods that are used.

Lecturers are encouraged to think about their use of formative and summative assessments, and areexpected to employ a mix of both. Formative assessment is intended to assist students to identifyweaknesses in their understanding, so that they may improve their understanding and enhance their

http://www.secretariat.unsw.edu.au/acboardcom/agendas/coe/course-template.pdf

http://www.library.unsw.edu.au/academic.services.html

http://www.marketing.unsw.edu.au/


learning. The main purpose of summative assessment is to pass judgment on the quality of a student’slearning, generally in terms of assigned marks and grades.

In stipulating this, the School is following rules and procedures found in the University’s AssessmentPolicy Document.

Induction and Support for StudentsGeneric support

• UNSW student support services, accessible through the Student Gateway(www.student.unsw.edu.au); this includes student counselling, equity and diversity, and thecareers service.

• Services for specific groups of students (e.g., the Postgraduate Board of the Student Guild,www.potgrad.unsw.edu.au, International Student Services, www.international.unsw.edu.au).

• Faculty support through the Education Development Unit (EDU)

Discipline-specific support

• Participation in all UNSW and Faculty induction and orientation programs (e.g., O-week)

• Brochures describing each program, and the sequence in which courses should be taken

• Program and course information on the School web-site (www.marketing.unsw.edu.au) -including program brochures, course outlines, links to the tutorial allocation system (TAS), andmore specific information (e.g., ‘Guide to the Presentation of Assignments in the School ofMarketing’)

• Undergraduate and postgraduate co-ordinators to offer advice and guidance

• A careers coordinator in the School

• Grievance officer

• Professional organisations with which the school has links, such as the Market Research Societyof Australia (MRSA) and the Australian Marketing Institute (AMI)

Requirements of StudentsStudents are required, encouraged and helped to be fully engaged in the learning process (see resourcesand support above). Ultimately, however, students are responsible for their own learning. This isparticularly important for self-directed study and when experiential, action-learning is used. Specifically,students are required to:

• Ensure they have the necessary assumed knowledge and language skills for the course

• Fully commit to a course once chosen, and all aspects of its learning components

• Maintain an 80% attendance record

• Prepare for lectures, tutorials, seminars and laboratory sessions by completing backgroundreading, making case study notes, or carry out any other tasks that would maximise the learningopportunity being provided

• Participate in class discussions and debates

http://www.student.unsw.edu.au/

http://www.potgrad.unsw.edu.au/

http://www.international.unsw.edu.au/

http://www.marketing.unsw.edu.au/


• When required, be an active and contributing member of a team

• Undertake all forms of individual and group assessment

• Evaluate and provide constructive feedback on programs and courses

• Observe the rules governing conduct that might be laid down in course outlines – typically,these rules relate to conduct in lectures, class participation, arrangements for tutorials andconsultations, e-mail communications, submission of material, referencing conventions,plagiarism, tape-recording, privacy, copyright, intellectual property, and health and safety

3. PROGRAMS, COURSES & STAGES

Undergraduate Programs

The School offers the following undergraduate programs:

• BCom Marketing is studied as a disciplinary major, disciplinary minor, joint degree (e.g., with aco-major in Accounting, Information Systems, and Banking & Finance), or double degree (e.g.,with Law)

• BCom Tourism and Hospitality Management is studied as a joint degree with Marketing(industrial training is a core component of this program)

• BCom (Honours) is available to students as an additional year of research-intensive study• The School contributes to the UNSW General Education program by offering several courses,

with an emphasis on the societal-view of marketing and tourism• In a number of special cases students from other faculties take a small number of marketing

courses (e.g., students in Industrial Design and Food Science & Technology)• Typically, a number of International Exchange Students join marketing classes from year two,

and UNSW Marketing students are encouraged to spend a session at a partner institutionoverseas

Postgraduate Coursework Programs

The following postgraduate coursework programs are offered:

• MCom Marketing disciplinary stream for those without prior knowledge and an advancedspecialisation stream for those with prior knowledge of marketing.

• MCom Tourism, Hospitality Management and Marketing disciplinary stream (industrial trainingis a strongly recommended component of this program)

• Graduate Certificate in Media Sales, provided in collaboration with a consortium of mediaorganisations

• Graduate Certificate and Diploma in Professional Marketing, run in association with theAustralian Marketing Institute (AMI)

Postgraduate Research Programs

The School provides research training leading to two degrees:

• MCom (Honours)• PhD


Stages

On each program students are encouraged to learn the body of knowledge, and hone their skills,through a logical, developmental and sequential process. Typically the material becomes progressivelymore difficult. Also, as the student matures the links between theory and practice are given greateremphasis.

BCom (Marketing)

Stage 1: laying the foundations of business. A marketing student would complete the following courses instage 1:

• ACCT1501 Accounting & Financial Management 1A• ACCT1511 Accounting & Financial Management 1B• ECON1101 Microeconomics 1• ECON1102 Macroeconomics 1• ECON1202 Quantitative Methods A• ECON1203 Quantitative Methods B• MARK1012 Marketing Fundamentals (core)• MARK1014 Customer Relationship Management (optional)

At this stage Marketing Fundamentals gives students a knowledge and appreciation of what marketingis – core concepts, theories and principles, areas of interest and application, and values. CustomerRelationship Management is more skills based, and is aimed at non-marketers as much as thosespecialising in the discipline.

Stage 2: core concepts and principles of marketing. Stage two marketing courses are:

• MARK2051 Consumer Behaviour (core)• MARK2052 Marketing Research (core)• MARK2053 Marketing Communication & Promotion Management (core)• MARK2054 Market Analysis (core)• MARK3071 International & Global Marketing (optional)• MARK3072 Advanced Consumer Behaviour (optional)

Courses at this stage focus on specific areas of knowledge (e.g., consumer behaviour, marketingcommunications). While each course will develop a range of skills, these specialist courses tend toemphasise one or two skills in particular (e.g., Market Analysis is the ideal place to develop analyticaland research skills and practice the use of tools and techniques, Marketing Communications demandsanalytical and research skills, but also requires creative insight and the use of informed and persuasivecommunications).

Stage 3: applications to marketing management. Courses include:

• MARK3081 Distribution & Service Management (core)• MARK3082 Strategic Marketing Management (core)• MARK3091 New Product & New Service Development (optional)


• MARK3092 Brand Management (optional)• MARK3094 Marketing Implementation (optional)

The focus on specific areas of knowledge continues into the third stage (e.g., Distribution & ServiceManagement). However, at this stage a more concerted attempt is made to see marketing in its broader,strategic context – paying greater attention to macro-marketing themes and business policy. Themanagerial aspects of marketing are made explicit at this stage. Armed with the knowledge and skillsfrom earlier stages, students are able to examine issues in distribution, new product development, brandmanagement, marketing implementation, etc.

Within this structure there is scope for student choice; e.g. there are currently 6 marketing electivesfrom which to choose.

Students taking a certain selection of courses are eligible for the Diploma of the Market ResearchSociety of Australia (MRSA).

BCom (Honours) students follow the same first three stages. The fourth stage is similar in structure tothe PhD (see below), but condensed into one year. This is a demanding and intensive program,although the expected contribution is not intended to be as substantial as for PhD students.

BCom (Marketing, Tourism and Hospitality Management)

This four-year degree program is divided into four stages. Core marketing courses are common to bothprograms (as described above).

Stage 1: Laying the foundations. In addition to the common core, stage 1 also includes tourism andhospitality operational studies through an external partner. This equips all students with hands-onoperational skills, and leads to an accredited Diploma of Tourism and Hospitality Operations.

Stage 2: Core concepts and principles. Core concepts are introduced in:

• ECON2117 Economics of Tourism• TAHM2001 Tourism Policy & Planning 1• TAHM2002 Tourism Marketing

At this stage the first of several periods of paid industry employment occurs. These periods providestudents with first-hand experience in service management. Over 50 leading organisations take part inthese experiential learning programs each year.

Stage 3: Management techniques. At this stage technical and analytical skills are developed, drawing on coremarketing courses and specialist tourism and hospitality courses:

• TAHM3001 Legal Aspects of Tourism• TAHM3002 Tourism & Hospitality Operations Management• TAHM3002 Tourism Policy & Planning 2• TAHM3004 Managing People in the Tourism and Hospitality Industry

Further industry employment is undertaken.

Stage 4: Solutions and strategies. Courses at this stage include:


• TAHM4001 Tourism & Hospitality Facilities Management• TAHM4002 Project Report in Tourism & Hospitality• TAHM4003 Strategic Management in Tourism & Hospitality

A final period of industry employment takes place.

MCom (Marketing)

Gateway Marketing courses. There are three gateway courses:

• MARK5900 Elements of Marketing• MARK5930 Consumer Analysis• MARK5932 Applied Marketing Research

The purpose of these courses is to introduce students to the discipline of marketing, and impart basicconcepts, theories, tools and techniques. A fairly didactic approach is taken, but with opportunities forstudents to reinforce their learning through case discussions, exercises, etc.

All students wishing to study marketing and who have not previously studied the discipline are requiredto take these courses. Those who have very limited exposure to marketing are also required to completethese courses. Those who have not majored in marketing, but who have undertaken three or sointroductory courses in the area may be exempted from Elements of Marketing

General disciplinary stream courses in Marketing. Six courses are available to students:

• MARK5940 International Marketing• MARK5941 Services Marketing• MARK5942 Contemporary Knowledge-Based Marketing• MARK5945 Marketing in Asia• MARK5946 Marketing Communication• MARK5947 Interactive Electronic Marketing

Specific areas of marketing enquiry are considered. Case discussions, project work, exercise andassignments are used in conjunction with more formal lectures.

These general courses are open to any student who has studied Elements of Marketing, or who hasbeen exempted from this course because of prior study. Those with limited knowledge of the disciplineare expected to complete Consumer Analysis and Applied Marketing Research prior to starting any ofthe general disciplinary courses. If this is not possible because of timetabling constraints, these coursesare taken concurrently.

Advanced specialisation disciplinary courses in Marketing. Eight courses are available:

• MARK5950 Marketing Strategy• MARK5951 Marketing Decision Analysis• MARK5952 New Product/Service Development• MARK5955 Advances in Consumer Analysis• MARK5956 Managing Marketing Relationships


• MARK5957 Business-to-Business Marketing• MARK5958 Entrepreneurship in the Global Marketplace• MARK5960 Project in Marketing Implementation

Advanced specialisation courses are thematic in character, and often problem-based. Students arerequired to apply their prior knowledge of marketing concepts, theories and principles in order toexamine business issues and problems. Formal lecturing is used, but there is considerable scope at thislevel for informed classroom discussion and debate, workshop formats, and practical workplace-basedprojects and assignments.

These courses are designed for students who have studied marketing on their undergraduate program,and who now wish to extend and deepen their knowledge of the discipline. Typically, students wouldhave a major in marketing – either a single major or a double major as part of a Double major degree oras part of a Combined degree. Such students enter directly into the advanced specialisation courses.

An advanced specialisation student must complete at least 6 of the designated advanced courses. Tofinish the degree two further courses must be undertaken – these can be from the list of advancedcourses or from the list of general marketing courses.

Advanced specialisation courses are open to those without prior study if, and only if, the student hassuccessfully completed all gateway courses. While these students are able to take the advanced courses,ordinarily they are ineligible for the designation of advanced specialisation on the degree certificate.

Students taking a certain selection of courses are eligible for the Diploma of the Market ResearchSociety of Australia (MRSA).

MCom (Tourism, Hospitality Management and Marketing)

This is offered as a general disciplinary stream in Tourism, Hospitality Management and Marketing. Inaddition to the list of marketing courses (see above), there are four specialised courses:

• TAHM5001 Tourism Demand & Industry Structure• TAHM5002 Strategic Hospitality & Tourism Marketing• TAHM5003 Tourism Development & Delivery• TAHM5004 Hospitality Strategy & Asset Management

The program is designed for students with no prior knowledge of the industry, and prepares graduatesfor management roles in international hotels, airlines, conference planning, consulting firms, tourismmarketing, events and attractions management. The program offers a rigorous business platform, a fullspecialisation in marketing, and an intensive tourism and hospitality core.

Hands-on occupational training is strongly recommended for students seeking positions in thehospitality industry. This is facilitated through an accredited external partner.

PhD

Stage 1: Research training. A minimum of four research courses must be completed:

• MARK8995 Business Research Methods in Marketing• MARK8996 Research Seminar in Marketing


• MARK8997 Advanced Quantitative Methods in Marketing• MARK8998 Contemporary Research Methods in Marketing

These courses serve two main purposes:

• Students are given an understanding of the breadth of research in marketing. Thisunderstanding would be expected of any scholar working in the discipline.

• Practical skills are developed to help students specify, conduct and complete a research thesis(e.g., critical analysis and critical thinking, research skills, project management).

Stage 2: Research fieldwork. After agreement of the research proposal, students engage in fieldwork.Through periodic reviews, progress is carefully monitored and appraised.

Stage 3: Thesis completion. The goal is to bring the research project to a satisfactory and timely conclusion.Periodic reviews continue throughout this stage in order to minimise delays in the submission of theses.

The BCom (Honours) and MCom (Honours) programs have a similar structure, going through similarstages, but in a more condensed form.

Program Management & Reviews

The Head of School is responsible for overseeing the portfolio of programs and recommendingchanges of a strategic nature. The Head also appoints a coordinator, director or manager for each ofthe programs, and these work with the Head and lecturers-in-charge to ensure programs arecoordinated and reviewed from time to time. Coordinators, directors and managers also advise studentsof curriculum choices.

Lecturers teaching on particular programs are encouraged to meet and exchange information. TheSchool is committed to the First Year Experience initiative for the undergraduate program. On otherprograms, teaching clusters should meet to plan how one course might complement another (orpurposefully contrast with another), to minimise duplication of material (unless there are pedagogicreasons for this) and to stagger the dates of major assignments.

Course Evaluations & Reviews

All courses are evaluated by students. The minimum evaluation required of all lecturers-in-charge is toask students to complete the University’s standard Subject Rating Inventory and Teacher Evaluationforms. All results are fed back to the lecturer-in-charge and the Head of School. If necessary, theseresults are discussed. Excellent performance is recognised.

Where several tutors work with a lecturer-in-charge it is strongly recommended that the whole teachinggroup hold a debriefing meeting. This is also true for courses that are team taught (eg. GeneralEducation and Research courses).

Other forms of course evaluation and feedback include:

• Use of student expectations surveys at the beginning of a course

• Course surveys, written by the lecturer-in-charge to focus attention on responses that mightbe of diagnostic value


• Qualitative comments from students and graduates, either in writing or through focus groupdiscussion

• Letters and emails to the lecturer-in-charge, the program coordinator, and/or Head of School

• Informal comments made by students and graduates

Not all these additional forms of feedback are used for every course, but we would expect two or threeof them to be employed in each instance.

End-noteThis document has been developed in response to a Faculty request that Schools develop Learning and Communication Skills SupportPlans that meet the requirements of Academic Board Resolution AB00/35, 6 June, 2001. The Board’s resolution requires Faculty Plans toinclude:

• A statement of the special skills students in their programs are expected to possess on graduation.• A statement of how each program will ensure that students will have achieved both the generic skills expected by the University

and the specific skills expected by the University and the specific skills nominated by the Faculty.• A process for monitoring the academic activities through which these skills are achieved.

Every effort has been made to provide accurate information, however courses and course information changes and therefore thisdocument must be read in conjunction with brochures, course outlines and the School web-site.

6. disciplines - by cpa australia and the institute of chartered ... accounting practice and ......

Documents