MACQUARIE UNIVERSITY

REVIEW OF GRADUATE/POSTGRADUATECURRICULUM

GREEN PAPERVERSION 2

November 2009

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REVIEW OF POSTGRADUATE CURRICULUMGREEN PAPER

INTRODUCTION

We are issuing this second version of the Green Paper to the University Community - Staff and Students - to seek your views and comments. The paper contains the views of a working party drawn from across the University on the broad framework that the University might apply in thinking about and renewing our Postgraduate Coursework Curriculum and Services in order to better meet the needs of students and other stakeholders.

The Review is being undertaken as the final piece in renewing our Academic Programs, with the aim of ensuring that they are aligned with our vision and structure, and as part of the re-positioning of Macquarie as a research-intensive university,

This paper is an important part of the conversation with the wider University community. The paper outlines the review process being followed; considers desirable graduate capabilities and values, academic program models, articulation into and from graduate/postgraduate programs, good practices in management and administration, and needs for student support.

This Green Paper Version 2 contains significant new material and some changed approaches. You are strongly urged to read it and provide considered responses.

Your comments are sought, particularly on the conclusions drawn throughout. Please respond to alison.crook@vc.mq.edu.au by 1 December 2009.

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TABLE OF CONTENTS

1. RATIONALE: WHY A REVIEW OF POSTGRADUATE CURRICULUM AND SERVICES IS NECESSARY.................................................................................................................................................................5

2. TERMS OF REFERENCE AND SCOPE........................................................................................................6

3. GUIDING PRINCIPLES....................................................................................................................................7

4. PROCESS AND STEPS TO DATE...................................................................................................................8

5. GRADUATE CAPABILITIES........................................................................................................................10

6. VALUES.............................................................................................................................................................12

7. ACADEMIC PROGRAM MODELS..............................................................................................................14

7.1 TERMINOLOGY: GRADUATE & POSTGRADUATE CERTIFICATES AND DIPLOMAS..........147.2 STRUCTURE AND SHAPE..................................................................................................................157.3 NESTED QUALIFICATIONS.................................................................................................................177.4 CREDIT POINTS....................................................................................................................................187.5 NAMED VS GENERIC DEGREES......................................................................................................197.6 MODES OF DELIVERY.........................................................................................................................20

8. ARTICULATION INTO GRADUATE/POSTGRADUATE PROGRAMS...............................................23

9. THE RESEARCH-TEACHING NEXUS AND ARTICULATION FROM GRADUATE/POSTGRADUATE PROGRAMS.....................................................................................................25

10. PLANNING, MANAGEMENT, MARKETING AND QUALITY ASSURANCE: A STUDENT CENTRED APPROACH...........................................................................................................................................27

11. STUDENT SUPPORT AND THE FACULTY GRADUATE SCHOOL CONCEPT............................31

11.1 TRANSITION: ACADEMIC ORIENTATION AND MENTORING..........................................................3411.2 ACADEMIC LITERACY AND ENGLISH LANGUAGE PROFICIENCY.................................................35

12. OPPORTUNITIES.......................................................................................................................................39

12.1 NEW OFFERINGS................................................................................................................................3912.2 DELETIONS.............................................................................................................................................39

APPENDIX 1...............................................................................................................................................................42

APPENDIX 2...............................................................................................................................................................43

APPENDIX 3...............................................................................................................................................................44

APPENDIX 4................................................................................................................................................................51

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1. RATIONALE: Why a Review of Postgraduate Curriculum and Services is Necessary

At the time of the project to review and renew the undergraduate curriculum, it was foreshadowed that the project would be followed by a review of the postgraduate coursework curriculum. It is now time to complete the process, ensuring that our curriculum at all levels serves to position us to achieve the goals for excellence in teaching and research as set out in Macquarie@50. Our quality enhancement framework requires a systematic assessment of curriculum.

We are working in a highly competitive environment locally, nationally and internationally. Yet graduate coursework students, who already make up some 28.8% of the total Macquarie student numbers (or 22% of the total student load), are known to be a highly diverse body of students with specific needs to which universities in general have been slow to pay attention, despite the fact that they are a major fee-paying cohort. Undergraduate and research students have been the focus of most developments. Considerable opportunities exist to strengthen our offerings, strengthen our support services and increase student numbers.

As with the undergraduate curriculum, postgraduate coursework programs have developed since 1964 largely by adding and only occasionally by subtracting programs, to reach the present number of over 400 programs. We need to identify and remove units or programs for which there is little demand, and to examine inter-disciplinary opportunities and areas of growing interest. There is also a need to consider the possible impact of developments in the international higher education environment on potential partnerships and sources of international students.

In recent years there has been significant growth in postgraduate coursework enrolments but there is no agreed strategy in place to oversee the overall standards required and consistency in, for example, entry requirements, credit points, and workload. While Macquarie can still claim to be more flexible than many other universities, increased flexibility in structure and modes of delivery may well make coursework study even more attractive to a variety of students.

In recent years, the coursework Masters degree in many fields has increasingly become a conduit into postgraduate research degrees. Macquarie is continuing to make significant progress as a research intensive university. We need to ensure the research-teaching nexus is systematically addressed within the curriculum, and that articulation requirements and pathways are clearly identified and understood.

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2. TERMS OF REFERENCE AND SCOPE

The review will complete the broad reform and renewal agenda of academic activities across Macquarie. We have already put in place a new academic structure, and quality enhancement framework, and we are implementing the new undergraduate curriculum. This project represents the final piece in the framework. It will cover Coursework:

Graduate and Postgraduate Certificates Graduate and Postgraduate Diplomas Masters Degrees

The project will not examine matters to do with funding, or flows of funds between faculties and departments.

The project will examine:

The models currently in place for: - Clarity, coherence, and consistency of credit points and workload (including contact hours,

student self study and assessment)- Structure, shape and modes of delivery for flexibility, compatibility with Australian

Qualifications Framework requirements, Bologna framework requirements, and competitiveness with other Australian and international offerings.

- Effectiveness and standards of nested awards and double Masters degrees- Application of consistency and standards in the use of the terms “graduate” and

“postgraduate” in relation to certificates and diplomas.- The extent to which we should have named versus generic degrees

Articulation into and from our postgraduate coursework offerings:- What pathways are available? - What are our entry criteria? - What policies are in place and who makes decisions re entry, recognition of prior learning,

and advanced standing? - To what extent are research streams embedded in coursework degrees?- Do the research streams meet requirements for entry into higher degree research programs?- What processes do we have in place to identify potential higher degree research students?- How might we improve articulation into higher research degrees?

The competitiveness of our offerings: - To what extent do they align with our strategic direction? - How do they align with changes occurring in the national and international market?- What opportunities are there for new and distinctive offerings?- How do we maximize inter-disciplinary offerings?- What opportunities are there for rationalisation?- Competitiveness of our fee structures and consistency within programs?

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- How we ensure our graduates are exposed to the Macquarie values and have the capabilities we see as desirable in Macquarie graduates.

The consistency, efficiency and effectiveness of our- planning, - management,- marketing and - quality assurance processes

The support structures we need to ensure a high quality student experience.

The nature of the student body, and draw comparisons with other major Australian universities.

Interpretation of the term “curriculum” can vary according to perspective and context. In this project our focus will be the learning experiences and outcomes we require of our students to complete a postgraduate coursework degree, certificate or diploma successfully, and the way in which those experiences are structured.

We will also be examining the support structures necessary to ensure a smooth learning experience.

3. GUIDING PRINCIPLES It is intended that the resulting curriculum should

Be student-focused, and meet the long term needs of students, employers and other stakeholders

Support the vision and goals of Macquarie@50 Align with Macquarie’s ethical framework Better align with the new academic plan Provide a learning experience that meets students’ personal and professional expectations

and aspirations Develop life-long learners

It is important that the curriculum structure and content should be Intellectually robust Transparent and accessible Coherent Distinctive Flexible

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4. PROCESS AND STEPS TO DATE

The project will take part in 2 stages. The end product of Stage 1 will be a White Paper accepted by the Academic Senate. A methodology to be applied in Stage 2 will be agreed as part of Stage 1. In response to comment following Green paper Version 1, the process has been extended by inclusion of the preparation of a second version of the Green Paper and its circulation, to enable more time for staff and student input. It is now envisaged that Stage 1 will be completed by February 2010

In Stage 2 faculties will work with the agreed process to identify changes required to ensure their curriculum aligns with the framework outlined in the White Paper. A project manager will facilitate this process. It is envisaged that Stage 2 will commence in February 2010.

It is acknowledged that many staff in faculties are still engaged in implementing changes to the undergraduate curriculum. Since focus and commitment are required to ensure a thorough review with valuable outcomes, the time required to complete Stage 2 may vary depending on the faculty and the extent of work required to plan and implement change. Although some faculties may be ready to commence the new postgraduate curriculum from January 2011, input from Senior Administrative staff has made it clear that it is impractical to run two systems in parallel. Since it is acknowledged that completion of necessary processes will make January 2012 a more realistic commencement date for most faculties, for an orderly implementation, January 2012 will now become the date for implementation throughout the university.

It is intended that the process will be evidence based and widely consultative, commensurate with a tight time-frame. The key steps involved in the review are outlined below:

1. Project Initiation Project Framework paper made available on the Provost’s website following discussions with

key senior staff and Working Party. Student and staff surveys launched on website. Staff and Student Forums held at Faculty level to launch project. (Completed)

2. Data Collection and Workshop1 Data on existing MQ models and course offerings gathered and analysed. Information on

models from international and other Australian universities gathered and analysed. Working Party held (1-2 September) to discuss key issues arising from Terms of Reference and data. (Completed)

3. Green Paper 1 and Consultation First draft Green Paper is developed from workshop, circulated to working group members, and presented to Staff and Student Review Forums (12-13 October) for discussion and feedback. Survey responses are analysed.

(Completed)

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4. Consultation with Industry Employer Groups Groups nominated by faculties are interviewed. This takes place in parallel with Step 3.

(Completed)

5. Consultation with Administrative Staff This proved to be a very necessary step in the previous undergraduate curriculum review. It

is important that consultation take place before the White Paper is developed, so any issues arising from recommendations can be identified and addressed sufficiently early. (Completed)

6. Green Paper 2 and Consultation A second workshop is held to consider feedback received from the university community

concerning the Green Paper Version 1 from forums and any other sources, from responses to surveys, and input from employer groups. A second Version of the Green Paper is developed, circulated to working group members for comment, and then made available to the university community for further comment. (Completed)

7. Preparation of the White Paper A third Workshop is held to consider feedback received from the university community

concerning the Green Paper Version 2, from forums and any other sources, from responses to surveys, and input from employer groups. A White Paper is prepared for presentation and distribution.

8. Presentation of Findings White Paper findings will be presented to a Staff and Student Review Forum and Academic

Senate (February 2010) before finalisation. Paper distributed.

9. Faculties Commence Stage 2 of Review in 2010 Using the process outlined in the White Paper, faculties will examine all existing postgraduate courses against the framework agreed in the White Paper. Changes to curriculum will be discussed by Faculty Learning and Teaching Committees then put to Faculty Quality and Standards Committees, then to Academic Program Committee of Senate (APC) for subsequent implementation in 2012.

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5. GRADUATE CAPABILITIES

As with the Undergraduate Review of Academic Programs, the Working Party considers that our view of the capabilities to be developed by our postgraduates, together with the university’s key directions and defining values, form an integrative framework which will serve to differentiate our curriculum. The framework identifying our ”vision” of the Macquarie postgraduate, should provide the focus for postgraduate learning and teaching strategy, allowing us to profile our programs at various levels in terms of the capabilities intended to be developed through the curriculum.

In discussing the Capabilities the university would want to see demonstrated by Postgraduate (PG) coursework graduates, the working party considered those adopted in the Review of Academic Programs for Undergraduates, the discussion paper on HDR Graduate Capabilities, and the outcomes outlined in the Australian Qualifications Framework for PG Certificate, PG Diploma and Masters students.

Thus the Macquarie core values of Scholarship, Ethical Practice, Sustainability and Engagement continue to be seen as the Guiding Principles within which the Curriculum is developed. They serve as a reference point to guide interpretation of both undergraduate and postgraduate capabilities. For example, ethical practice should be seen as fundamental to all activities at Macquarie. It should be reflected in the student learning experience and underpin all postgraduate capabilities.

Although the time available for development is less than in undergraduate programs it remains the case that the same mix of cognitive capabilities, personal dispositions, and interpersonal or social dispositions is desirable. However, the graduate capabilities cannot be assumed as a starting point since postgraduates enter from many different points and with a wide variety of skill sets and experiences. What can be assumed is that there will be prior knowledge and a level of life experience which can be reflected on, together with skills which the curriculum should serve to enhance.

While the undergraduate foci of People Planet and Participation are not appropriate for coursework at higher level and of shorter duration, the Working Group did see that responding to the principle of Engagement and the university’s positioning as a research intensive university would align well with the thrust of existing programs, and if strengthened, could provide a particular differentiator.

ConclusionsLearning experiences in Masters, Diploma, and Certificate programs should be reviewed by faculties to ensure they provide opportunities for development and demonstration of the capabilities outlined below.

The review should take into account a scaffolded approach to the development of postgraduate capabilities that integrates their development through certificates, diplomas, and masters degrees.

Acting with integrity underpins all the following capabilities.

COGNITIVE CAPABILITIES

Discipline Specific Knowledge and Skills

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Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

Critical, Analytical and Integrative ThinkingOur postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments.

Research and Problem Solving CapabilityOur postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society.

INTERPERSONAL and PERSONAL CAPABILITIES

Effective Communication Our postgraduates will be able to communicate effectively and convey their views to different audiences.

Engaged and Responsible, Active and Ethical citizensOur postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation.

Capable of Professional and Personal Judgment and InitiativeOur postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment.

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6. VALUESWe considered:

the Macquarie University Ethics Statement, the Australian Code for Responsible Conduct of Research, the approach adopted to the development or elicitation of values and the capacity to think and

behave ethically in the (one day) Central Commencement Program for new higher degree research candidates,

the approach adopted in the undergraduate curriculum renewal process the implementation of a Student Charter the need to model ethical behaviour

The Working Party is of the view that an integrated approach is the most effective model: it is best to deal with making value judgments and ethically based decisions when issues arise naturally in program content. However, there are some academic programs where relevant issues are more embedded than others. For example, Psychology, Linguistics, Sociology and Anthropology naturally give rise to consideration of values and intercultural issues. Where consideration of values and ethical decision making do not form an integrated part of content then it may be necessary to make them part of a core unit in a program, which may also address academic literacy. It was envisaged that in the case of certificates and diplomas there was a need to scaffold the development, as with other capabilities.

The concept of a one or two day introductory program (as with the Central Commencement Program for HDR students), was discussed as one possible option in the event that core units were difficult to achieve. An example of this is in potential generic Master of Arts and Master of Science programs where students may build programs from many options. It would need to be accessible online for part time or distance students,

Research streams should necessarily embed ethical research methods, providing an introduction to the Australian Code for the Conduct of Responsible Research in some form, as part of research methods applicable to the relevant discipline.

Attention was drawn to the online training module in Human Research Ethics for the Social Sciences and Humanities developed by L. Wynn, P. Mason, and K Everett, funded by a Macquarie University Learning and Teaching Fellowship: www.mq.edi.au/ethics_training .

We agreed that staff behaviour is fundamental. Students must be able to trust people and processes at Macquarie. They should be able to see us living the behaviour we have espoused.

Assessment was agreed to be a difficult matter. While capacity for ethical thinking and decision making can be evaluated through case studies, learner portfolios and by other means, the continued use of that capacity cannot be assured.

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Example: Applied Finance CentreEthical issues arise and are dealt with in an integrated manner in many subjects, such as Legal Risk in Finance and Investments. A standalone unit on Ethics is offered, taken by approx 5% of students. A decision was taken not to make the unit compulsory since many employers now include ethical decision making as part of ongoing staff development.

Example: Graduate School of the Environment

A compulsory unit on Environmental Attitudes provides an important avenue for considering values and ethical decision making.

Conclusions:

The need for and practice of ethical thinking should be embedded in courses wherever practical. It requires an integrated, rather than a bolt on approach. Relevant case studies and use of critical incidents form a useful way of exploring issues and exercising ethical decision making. Learner managed learning, in which students develop self-awareness by reflecting on and documenting the learning process, and in which they are asked to reflect on ethical issues that have arisen is another approach.

A scaffolded approach should be used to integrate development through certificates, diplomas and masters degrees, just as a scaffold approach is used for the development of other capabilities. Certificate courses are necessarily more focused and restricted in terms of outcomes.

Where an integrated approach is not possible because content is not appropriate consideration should be given to making ethical thinking part of a core stand alone unit, covering academic literacy, and in some cases research methods. As a minimum, a compulsory segment of a unit should be offered, which should be available online for distance students and those who cannot attend. As with the Central Commencement Program for HDR students, this might be part of a one or two day faculty commencement program.

The Student Charter (in development) should also apply to postgraduate students.

Staff should behave according to the Principles outlined in the Macquarie University Ethics Statement.

Assessment of achievement of outcomes was agreed to be a difficult matter. Nevertheless, capacity for ethical thinking and decision making can be evaluated through case studies, learner portfolios and other means.

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Example: Faculty of Business and EconomicsThe Master of Accounting Program has offered an elective in Business and Professional Ethics since 2005 taught by both Accounting and Philosophy staff. It provides an inter-disciplinary perspective on ethics and its application to real world scenarios. e.g. the 2009 offering includes a Fair Trade topic with representative from Fair Trade Association participating in class discussion.

7. ACADEMIC PROGRAM MODELS7.1 TERMINOLOGY: GRADUATE & POSTGRADUATE CERTIFICATES AND DIPLOMAS

The Working Party recognised that MQ has a range of programs named graduate certificate and graduate diploma and also postgraduate certificate and postgraduate diploma. Green Paper Version 1 recommended standardisation of terminology to use only “graduate” or “postgraduate” for all certificates and diplomas, with the intention of achieving an increase in simplicity and clarity. It was thought that differences in entry requirements could be captured in other ways. It was recommended that a process should be undertaken to determine which term the university should apply.

While there was some support for this view, responses to the Green Paper Version 1 indicated clearly that to pursue this path would generate unnecessary confusion and run counter to the AQF.

It was pointed out that while there are differences in entry, the major and important difference between Graduate and Postgraduate is that Graduate courses only include UG units whilst PG courses only include PG units. To ignore the difference would be to ignore the differentiation between those qualifications which include genuinely postgraduate material versus those comprising material which is actually at an undergraduate level.

“Qualifications that consist of undergraduate material, usually at the diploma and certificate level, serve a very distinct purpose. They allow students to obtain a first qualification in a discipline without having to complete a full bachelors degree. In this they are distinctly different to qualifications which consist of material which assumes competence with the core content of a bachelors degree in the area.” (M Hitchens submission October 2009)

“These qualifications are intended to allow students to obtain a first qualification in an area, usually as a consequence of a decision to change careers on their part. These qualifications typically require a bachelors degree (in another discipline) as entry qualification. Their contents mirrors (and in some examples consists of) the core content of an undergraduate degree. Completion of this material normally results in a diploma award.

The distinct nature of these qualifications has ramifications when considering the naming and structure of postgraduate coursework qualifications.

The first of these ramifications is in naming. It is quite possible that a discipline may wish to offer a range of qualifications, for example a diploma of the type discussed above and diploma/masters consisting of post-graduate level material. For example, the former may be used to serve as entry qualification for the latter.

Using the same terminology for both types of qualification would lead to confusion, as it would not be immediately obvious from the name what the level of content was. This is in distinct opposition to all other university qualifications (Bachelor, PhD, etc) where the categorisation of the degree implies the level of material.

Further, being forced to use the same category name (either Graduate or Post Graduate) for both types of qualification would either lead to them sharing a name (which is to be avoided as their content would be distinctly different) or to force the discipline to vary their

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labelling in a way that is opaque at best to anyone outside the department, including other practitioners of that discipline.

To take a concrete example, my department (Computing) currently offers Diplomas of both types. One is as a qualification for the coursework Masters program, the other is as an early exit point from that program.” (M.Hitchens, Submission, October 2009

The Working Party accepted these arguments, and now recommends that faculties review all programs to ensure that the term “postgraduate” is applied only to certificates and diplomas containing postgraduate level units, and the term ”graduate” is applied to units containing undergraduate level units. This then also addresses the issue of credit points and attending the same units as undergraduates. “Graduate” certificates and diplomas are essentially undergraduate qualifications, comprised of undergraduate units, with unit work load equating to 3 credit points. Where necessary for economies of scale, classes may be made up of both graduates and undergraduates. “Postgraduate” certificates and diplomas are made up of postgraduate units, with a workload equating to 4 credit points. They are exit points on the way to a Masters degree, and there should be no classes shared with undergraduates.

While entry for postgraduate work is normally completion of a degree in the same discipline it is recognised that there may be variance in entry pathways. (See section 8)

Conclusions: The university should standardise its terminology, and apply the term “graduate” to certificates

and diplomas which are comprised of undergraduate units, with unit work load equating to 3 credit points.

The university should standardise its terminology, and apply the term “postgraduate” to certificates and diplomas made up of postgraduate units, with a workload equating to 4 credit points. Postgraduate Certificate and Diplomas should serve as postgraduate pathways carrying full credit to Masters degrees in the same area of study

While undergraduates and graduates may attend the same classes, postgraduates and undergraduates should not. If, for some reason, it is necessary, then it is essential that there should be a difference in required workload and assessment.

Graduate Certificates and Diplomas should appear in the Undergraduate Handbook, cross-referenced to the Postgraduate Handbook.

7.2 STRUCTURE AND SHAPE

While the Australian Qualifications Framework (AQF) and the Bologna Framework are both organised in terms of duration of programs, referring broadly to a standard full time 3 year Undergraduate program, 2 year Masters program, 3 year Doctoral program (3:2:3) OR full time 4 year Undergraduate, 1 year Masters, 3 year Doctoral program (4:1:3), it is clear (see Appendix 3) that most Australian universities are not aligning themselves with these models. The trend has been to reduce Masters programs to 18 months or 1 year, following a 3 year undergraduate degree, or longer professional undergraduate programs. Honours degrees, which are not widely known outside Australia, are more usually seen as entry points to doctoral (HDR) programs.

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The trend to Masters programs of 12-18 months (2-3 semesters fulltime) in Australia has arisen because of the need to harmonise with Asia, meet student demand (for fast tracking and lower costs), and remain competitive. The Working Party has therefore recommended that duration should not be the primary criterion, and that the university should not strive for alignment with the Bologna framework. (Alignment with the AQF is desirable, but it is noted that this is presently under review.)

Rather, the goal should be achievement of specified capabilities, which in turn should drive content and length. The capabilities, as discussed previously, will vary somewhat according to the model (research, professional, depth or breadth), and the level of the postgraduate program (certificate, diploma or masters. Flexibility of duration and of content should be encouraged within the constraints of patterns of study related to each academic model. The quality of the program and the achievement of specified outcomes is of key importance.

Standardisation within the university on workload (student and staff) for credit points and clear definitions of requirements for qualifications will allow interdisciplinary and international movement.

The Working Party recognised that despite the overall diversity of PG coursework programs, and the overall diversity of the student body, and their needs and learning goals, programs may be grouped into four basic models characterized by different combinations of required units:

1. Research programs – those leading on to higher degree research, and containing at least 25% research content

2. Programs meeting requirements for professional accreditation by various professional bodies

3. Programs aimed at building depth of knowledge and expertise in a discipline. Many of these programs will also lead to or be required for professional careers, but without the structure and content constraints of accreditation by professional bodies.

4. Programs aimed at building breadth of knowledge and skills – through providing different perspectives and detailed specialist knowledge.

The survey of students carried out in conjunction with the Green Paper development has indicated that students ……

Models 1 – 3 outlined above may be envisaged primarily as “depth “. Models 1, 2 and 3 will all have clearly specified core units, with identified options for remaining units. In consequence all these models will either be named degrees, as in “ Master of Environmental Science”, or specify the core, depth area, following the generic degree area, both in the handbook and on testamurs, as in “Master of Arts (Ancient History),

In relation to model 4, it is envisaged by the working party that there may be a market, particularly amongst baby boomer retirees, for more generic degrees, offering a breadth approach. There is need for market research to confirm this possibility. Such degrees might be structured as 8x4 credit point units, with selection from within a wide range of specified options. The options may be drawn from across faculties, but would build to either a generic Master of Arts or a generic Master of Science degree (both without specification of discipline area following the title). These two degrees would be “owned” by the university, as in the case of generic undergraduate degrees.

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While Graduate Certificates and Diplomas, as undergraduate qualifications are not the prime focus of this review, the Working Party noted the variation in requirements across the university. It recommends that the APC look to standardizing minimum requirements across the university in line with AQF requirements.

Conclusions:

The Working Party was of the view that:

Duration of study should not be the primary criterion for qualification, and that the university should not strive for alignment with the Bologna framework.

Granting of qualifications should be dependent on demonstrated achievement of specified capabilities. Achievement of the specified outcomes will in turn drive content and length. The capabilities, as discussed previously, will vary somewhat according to the model (research, professional, depth or breadth), and the level of the postgraduate program (certificate, diploma or masters).

Flexibility of duration and of content (program structure) should be encouraged within the constraints of patterns of study related to each academic model. The quality of the program and the achievement of specified outcomes are the criteria to be applied.

While it is important to retain flexibility of program structure, one year was seen as a minimum time to develop Masters level capabilities.

Standardisation within the university should be on workload (student and staff) for credit points, and on clear definitions of requirements for qualifications to allow interdisciplinary and international movement.

The APC look to standardizing minimum requirements for Graduate Certificates and Diplomas across the university in line with AQF requirements.

7.3 NESTED QUALIFICATIONS

It was recognised that all our models (and the AQF) facilitate the possibility of nested degrees i.e. Certificate and Diploma qualification levels being achieved en route to a Masters degree. The Working Party discussed whether it should be possible both to enrol at the lowest level (certificate) and progress to the next level on satisfactory completion, and to enrol at the highest level and exit prior to completion with a lesser qualification. It was agreed that both should be possible in order to encourage students who may not know whether they are capable of higher level work at the outset.

The initial view of the working party was that the re-application process should be eliminated. Responses have shown that elimination is simply not possible in most cases.

“If a student wants to move from say a Certificate to Diploma it is necessary for the student to advise that they do want to move up and it is necessary for a new application to be loaded because the student is effectively applying and enrolling in a new course. For DEEWR purposes, when a student changes from a PG Certificate in Statistics to a PG Diploma in Statistics they are effectively in a new course. Even if we develop a mechanism to move a student from a Certificate to a Diploma without the student having to physically lodge an

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application we still have to load an application on Student One. Lodging an application is also the only way that we know that the student wants to proceed to the next course.” S. Mu Sung, Submission October 2009

“For professionally accredited courses, there is a restriction on student numbers and entry to some programs which would need the application process and the competitiveness to gain entry. For meeting of professional accreditation standards, preliminary content is needed. “ Faculty of Human Sciences, Submission 2009

“There still needs to be a process whereby the student has to obtain academic approval for the articulation, or alternatively articulation should be subject to minimum specified GPA or grades. Sometimes a weaker student is directed to a lower award, and counselled that he/she should proceed to the higher award if his/her results merit it. This mechanism enables us to accept weaker students at low risk. We need to retain the ability to exclude them from higher degrees if necessary.” Statistics Department Submission, October 2009

It was therefore agreed that there is a need to make articulation straightforward, streamline the re-application process as far as possible and eliminate re-application fees.

Conclusions:

The nested approach should be retained, again with standardization on credit points required. Bottom-up and top-down flexibility should be available in all cases.

The re-application process when proceeding to the next level should be re-examined with a view to streamlining it as far as possible. Re-application fees should be eliminated.

7.4 CREDIT POINTS

While the Working Party was of the view that the university should retain flexibility in relation to structure of PG coursework degrees, it was agreed that there is a need to move to consistency across the university in credit points for units and credit points required for nested degrees.

It was agreed that a 4 credit point unit was appropriate for PG units, and that work presently being carried out to standardise workload requirements for undergraduate units might be applied i.e. the understanding now established of workload required that 3 hours of student learning was required for 1 credit point. Hence, a 4 credit point PG unit would require students to commit the equivalent of 12 hours per week (3x4) throughout the semester.

The 4 credit points also reflect the additional workload associated with PG units, as opposed to UG units.

Whilst the working party members were in favour of adopting a standard 4 credit point value for all PG units it is recognised that such a move would require (i) a closer scrutiny of all PG unit credit point values and (ii) a transition plan The handbook of Postgraduate Studies for 2009 highlights the wide diversity of credit point values for PG units. The following credit point values exist today: 1, 2, 3, 4, 5, 6, 8, 10, 12, 16 and 17. Despite this, 85% of all units offered are 4 credit points in value and these units have more than 90% of the students enrolled in them.

Examining the various units with non-4 credit point values we see that: (i) the few 1 credit point units are focused on research methods (ii) the 2 credit point units are either electives as in the case with Applied

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Finance or represent part A or B (iii) 3 credit point units are only offered in a few specific areas e.g. Accounting (iv) the 5 credit point units only exist within the Sciences (v) 6 credit point units tend to be special projects or research based (vi) 8, 10, 12, 16 and 17 credit point units are all research based units.

The working group also discussed the current inconsistent nature of the PG programs e.g. certificates, diplomas and masters. The most common model saw certificates requiring 3 units of study, diplomas requiring 6 units of study and masters requiring 8 units of study.

Conclusions: The university should transition the majority of PG units to having a 4 credit point value. Associate

Deans – Learning and Teaching should work with the unit co-ordinators to reduce the number of units requiring alternate credit point values. In particular, 1, 3, 5 and 6 credit point units should be evaluated with a view to moving them to 4 credit point value (or a multiple of 4). Further 12, 16 and 17 credit point research units should be reassessed.

A standard definition of workload for a 4 credit point unit should be agreed.

Consistent definitions of certificates, diplomas and masters (3 units, 6 units and 8 units) should be agreed in terms of credit points.

7.5 NAMED VS GENERIC DEGREES

The Working Party examined the variety of degree programs offered. Named degrees tend to occur most frequently in the Professions, and are required for professional recognition. Some of the named degrees in in Arts and Sciences also fit into this category. The Working Party considered that the number of named degrees should be reduced for greater simplicity and efficiency, and that where possible generic degrees with specialisation noted on testamurs and in handbooks should be used in the Arts and Sciences (i.e. General degree (+ area of specialisation)). Faculties might be asked to limit the number of named degrees, but given flexibility to decide which these should be.

As raised above (in 7.2), there is need for market research to identify whether there are markets for breadth multi-disciplinary postgraduate degrees in the Arts and Sciences. If these are developed they would lead to generic Masters degree without a following specialisation

Conclusions: Professional degrees should continue as named degrees. Arts and Sciences Faculties should review their other named degrees with a view to limiting their

number, and shifting to the use of generic degrees (+ specialisation) wherever sensible. Market research should be carried out to establish whether there are markets for breadth style

multi-disciplinary generic MAs and MScs.

7.6 MODES OF DELIVERY

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The Working Party considered flexibility in modes of delivery to be key in order to meet the diverse needs of students. Due to the flexibility and capabilities of online technologies the differences in the pedagogical design and experiences of students in external (distance), and internal (on-campus), offerings are lessening. The need for face to face offerings in relation to visa and ESOS requirements was noted. At the same time, there is a clear need to steadily increase availability of flexible offerings which encompass fully online/distance, and flexible online options for internal/on-campus students, at both unit and program level.

This in turn requires enhanced capacity to support staff in understanding the capability of online technologies, designing online programs and teaching online. In addition, enhanced IT facilities and capacity within the university to more readily enable reliable and secure access to online offerings, is essential. A clear statement in unit outlines of IT requirements to advise students prior to enrolment is also necessary. The cost of increasing flexibility in program delivery was noted.

Understanding student needs and employers’ needs is important in developing program flexibility. Block teaching, summer semesters and other forms of flexible programming should be considered. While there is a demand for fast tracking, accelerated programs will not be suitable in all cases. The success of work-based programs stimulated a discussion of the possibilities in this area: market research is needed to identify where such programs will cover their increased costs.

The possibility of identifying programs and units which might be offered as continuing education/ lifelong learning opportunities to working alumni and other professionals and the baby boomer retirement market was discussed. This indicates a need for more flexibility regarding marketing, packaging, and timing of offerings. Access Macquarie might be one partner in this, particularly in relation to short courses (see below). Open Universities Australia (OUA) should also be examined for potential and appropriateness in making more of our offerings available online.

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Example: PICT All academic programs are available on campus and by distance education Customised in-house programs are available locally, nationally or internationally at

client's preferred venue The Professional Education Program comprises select short courses, seminars and in-

house training. It draws from our academic and research expertise OUA is successfully used to provide postgraduate certificate, diploma and masters in

Policing Intelligence and Counter Terrorism

Example: Faculty of Business and Economics Program flexibility is important and valued by domestic and international students MCom and MIB group of programs includes a small number of electives offered in fully

online mode This includes conduct of simultaneous off-shore exams in multiple locations Have a Business Internship shell unit which is used to allow internship work to be

credited towards Masters degree. Work with Macquarie International on this – app. 40 students each year. Helps promote a “work-ready” graduate group.

Offer BUS879 International Study Experience as a shell unit under which students can attend one of several specially designed programs at off-shore units during semester breaks (e.g. Fudan, La Salle, Aarhus, ESCEM). Work with Macquarie Interational Study Abroad to manage.

The Centre for Open Education has also been specifically developed to support programs that require flexible access, flexible delivery and flexible curricula. The centre currently provides administrative, management and student services and support for:

• Open access through alternate pathways, life long learning access and subsequent articulation into MQ programs – this is currently done through OUA, and summer school programs

• Distance education degree programs and units in both undergraduate and postgraduate programs

• Fully online programs in OUA • Services for faculty programs including:

- Marketing and promotion of programs - Recruitment of prospective students - Processing of selected Direct Entry programs - Provision of assignment receipt, tracking, printing and distribution services - Dispatch of distance content and editing of iLecture recordings for many external

programs - Face--to--face front of house student enquiry services and support - Phone support (to be expanded in 2010) with the possibility of a 1800 number for

external domestic and overseas students - Dedicated undergraduate and postgraduate student advisors - Whole of program support on behalf of faculties in terms of liaison with students

between central services, the faculties and the program academics - Open University Australia liaison, management of undergraduate and

postgraduate programs including student and academic support, quality assurance templates, enrolment, online support, assignment processing, grades and graduation management

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Conclusions: Faculties and departments should aim to maximize flexibility in the way units and programs are

provided. Services available through the Centre for Open Education and Access Macquarie should be

examined and utilised where appropriate. Market research should be used to identify opportunities for different markets, modes, packaging and

timing. Steady development of IT capability within the university is vital to support greater flexibility. An

overall IT strategy with clear staged roadmap for development is needed as early as possible. Steady development of enhanced capacity within the university is required to support staff in

understanding the capability of online technologies, designing online programs and teaching online.

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Access MQ has the established infrastructure to manage the logistics of running short course non-award programs including program management, administration, financial backend support and has an ISO certified Quality Management System and policy in place. We currently work closely with a number of individual academics and departments across the University in delivering both public professional development programs and tailored programs for industry and government. It would be both beneficial and useful to standardise this process across all faculties of the University. 

We have established relationships with a number of key contacts within state government departments who use Access to tap into specific expertise offered at Macquarie University. An example would include our work with the Department of Psychology: Postgraduate Social Health Program, which has included: *     customised in-house training with advanced standing arrangements (NSW Department of Corrective Services) *     Postgraduate Scholarship funding (NSW Health) *     the redevelopment of the DoCS Alcohol and Other Drug caseworker curriculum leading to discussions regarding future collaboration on postgraduate programs (NSW Department of Community Services). *     Access MQ has managed a number of work ready programs in the past for postgraduate students in the Masters of Accounting program. These have included "Taxation Basics" and "Employability and Interviewing Skills" workshops. These workshops are run as user-pays courses for final year Masters students and include practical applications for students who will soon transition to the workplace. *     Access MQ currently manages the contractual arrangements with the Institute of Actuaries Australia (IAAust) who have outsourced the delivery of key Fellowship programs to Macquarie's Department of Actuarial Studies. These programs are delivered in both a face-to-face and web-conferencing format.Access Macquarie Submission, October 2009

8. ARTICULATION INTO GRADUATE/POSTGRADUATE PROGRAMS

The Working Party thought that this was an area in which consistency, transparency and flexibility could all be improved. While Rule 2.3 covers articulation for degrees or equivalent (i.e. those without a first degree) on an individual basis, the current rule states that admission is approved by Academic Senate on the recommendation of the Executive Dean. For practical purposes, Senate should delegate this authority to Executive Deans.

There were seen to be difficulties with the NOOSR guidelines for international students, including difficulty determining equivalence, although it has been pointed out that NOOSR produces education profile compendiums for most countries in the world. There is a need to review PG pathways to ensure consistency.

Recognition of Prior Learning, and Advanced Standing, are areas where the university policies need to ensure we have flexibility, and provide access and equity, while maintaining standards. At present there is little consistency in direct entry programs. Guidelines on equivalencies are needed to assist staff assess backgrounds against AQF knowledge guidelines. A range of different pathways including an option of a Masters qualifying unit, or a qualifying certificate for entry were discussed. The need to maintain standards by specifying a grade point average of 3 to progress from Certificate, to Diploma, to Masters, was noted.

The Working Party observed that there is a significant difference in entry pathways where accreditation is required. Some have little room to move, others provide more flexibility. There may be a need to partner with accreditation bodies to improve flexibility.

Partnerships/collaborations with other universities nationally and internationally is an area of increasing activity throughout the university and where articulation arrangements are important. The Faculty of Human Sciences has pointed out that the T&I program has two agreements: one to offer the PG Diploma in T&I in collaboration with Korea University, and the other to offer the Auslan interpreting program with Victoria University Wellington in NZ (as from 2010). Similarly, the Faculty of Business and Economics has collaborations in France, Germany and Mexico in relation to postgraduate degrees. Busines. The Working Party agrees that these collaborations can be an important part of the international profile for professional degrees, and the university should allow for agreements to be brokered wherever possible, while maintaining standards and consistency.

Conclusions: Academic Senate should review Masters Degree Rule 2(3) with a view to delegating authority for

approving admission to the Executive Dean, or amending the rule.

Academic Senate’s Learning and Teaching Committee should review Recognition of Prior Learning and Advanced Standing, to provide policies and guidelines that will maintain standards and equity, but provide flexibility of entry.

A range of different entry criteria should be available (interviews, referee reports, undergraduate record (GPA and subject), work experience, portfolio). These should be clearly specified and transparent, as should IELTS prerequisites.

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Consideration should be given to providing the opportunity to undertake qualifying units or certificates as longer routes for those who might otherwise be excluded on the basis of entry criteria

Faculties should consider, as appropriate, the need to work with accreditation bodies to increase flexibility of entry.

Partnerships/collaborations with other universities nationally and internationally can be an important part of the international profile for postgraduate degrees. Faculties should be able to broker for agreements, while ensuring standards and consistency are maintained.

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9. THE RESEARCH-TEACHING NEXUS and ARTICULATION FROM GRADUATE/POSTGRADUATE PROGRAMS

Since Macquarie is positioning itself as a research intensive university, and since we see the capacity to undertake research, apply knowledge, and solve practical problems as one of the distinguishing characteristics of Macquarie postgraduates, the way in which our programs address the research-teaching nexus is vital.

Coursework PG degrees are increasingly providing a cohort of students entering HDR studies. While this group of students is quite different in goals and needs from students wanting to achieve professional qualifications or enhance professional career paths, all students need to be well grounded in practical research skills. Research skills are developed via Research Preparation units, including research certificates, research projects, action research topics, and dissertations. The research certificates on offer are many and varied and there is a need to standardise what is covered while allowing them to be tailored to discipline area. Content and scaffolding should be addressed in relation to research preparation. It was suggested that Associate Deans HDR might undertake a project to identify best practice in design of research preparation and to identify pedagogical approaches that successfully scaffold learning experiences to deliver identifiable and measurable research skill capability.

The University Library staff have also noted the challenge to learners and teachers of the increasing volume and variety of information available electronically and the consequent issues concerning how to make effective and ethical use of this information. Effective engagement with information ethics and information skills is a vital part of the acquisition of research capability and these skills should be embedded in all units that form part of research training.

The Working Party and faculty responses considered that research streams were frequently well embedded and understood as part of coursework Masters programs, however it was considered that all masters programs should be reviewed to determine whether the option of 25% research can be accommodated in order to enable more students to make the transition should they have the ability and interest. The challenge remains to ensure that research capable students are identified and encouraged to make research choices early in their program. Identification is presently quite informal and relies on individual staff. It should be possible to build monitoring and initial identification into the mandatory basic research skills embedded in introductory core units at the graduate certificate level.

It was noted that requirements regarding the depth, length and quality of Masters dissertations varied widely across the university and that while some institutions have one internal and one external marker, some areas of Macquarie have only internal markers, with the research advisor as one of them. This is a quality issue requiring faculty review.

Eligibility for higher degree research enrolment requires assessments to be made about postgraduate coursework degree equivalence to an Honours degree. Qualitative assessments can be made in relation to project length and examination requirements, and the University has a framework indicating

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postgraduate coursework equivalence to each of the Honours grades (refer HDRO website). Nevertheless, as the University moves to ensure the integration of research components into postgraduate coursework degrees, clearer statements about what constitutes equivalence to enable competitiveness for a scholarship may need to be undertaken by Faculties.

Greater availability of scholarships would encourage more students to articulate into research higher degrees.

Conclusions: Associates Deans HDR should undertake a project to identify best practice in design of research

preparation and to identify pedagogical approaches that successfully scaffold learning experiences to deliver identifiable and measurable research skill capability.

Faculties should review all masters programs to determine whether the option of 25% research can be accommodated in order to enable more students to make the transition should they have the ability and interest.

Faculties should review research preparation certificates to standardise where possible, using best practice while allowing for tailoring to discipline content.

Faculties should review requirements regarding Masters dissertations and marking of those dissertations to standardise where possible using best practice.

Faculties should review requirements regarding equivalence between Honours grades and postgraduate coursework outcomes in relation to the Pathways document, and ensure that requirements enabling competitiveness for scholarships are clearly specified.

Basic research skills should be embedded in core introductory units of all G/PG programs. Faculties should consider including formal monitoring and identification of research capability into these units or into other early units involving research projects.

Effective engagement with information ethics and information skills should be embedded in all

units that form part of research training.

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10. PLANNING, MANAGEMENT, MARKETING and QUALITY ASSURANCE: A STUDENT CENTRED APPROACH

The Working Party considered existing practices in Planning, Management, Marketing and Quality Assurance, identifying good practice, and considering where and how a more student centred approach might be developed. Particular attention was paid to:

the approach used and services provided by Applied Finance the approach used and services provided by MGSM

Both charge higher fees than other areas of the university and are known to provide high levels of student satisfaction to students with high expectations. The Working Party examined these models to see how best to achieve student focussed, service oriented practices throughout the university.

Example: Applied Finance Centre

Planning and Management: - Use Advisory Committee of senior industry people to identify where market and industry

going-where new courses needed. - Use Exec. Ed. short course to mount unit while getting through uni approval process e.g.

Emissions Trading- Cull units where numbers show loss of interest. Use of adjunct staff makes simple not to offer

unit.- Adjunct teaching staff have worked in industry for at least 10 years and thus have strong

recent and applied knowledge of their topics; must present semi-public lecture before selection. Adjuncts are employed in such a way that they are not continuing/permanent faculty and so not in research numbers

- All units evaluated by students, and unsuccessful teachers discontinued.- Do all own administration where possible, including IT- Admissions handled directly. Applications + references. All students interviewed if possible.

Marketing: - Local and international -do all own marketing, most of it face-to-face- Focus on marketing not only to students, but Heads of HR, Training and Recruitment in firms

that employ students and graduates- Macquarie International suggest possible offshore locations for information sessions, and

assist with visas and other logistics for international students studying in Sydney- Use limited numbers information sessions, academic and alumni presentations- Word of mouth recommendations from alumni vital- Survey alumni regularly- Stay in touch with alumni

Example: MGSM

Planning – Programs reviewed every 5 years- Engage alumni, industry, published research and trends

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- Look at capabilities industry expects now and in future- Flexibility provided by shelf unit “special topics + name” to offer anything new. If more than 20

students for 3 years, then establish- Cull units with less than 20 for electives - Run core classes with a minimum 40 students- Every unit evaluated

Marketing: information sessions at suitable times and locations- experiential workshops for potential students- just introduced search engine marketing- word of mouth key

The Working Party agreed that both entities demonstrated a strong service orientation in terms of structures, services and processes. This was seen to stem in part from having an administrative structure focused on the students and dedicated to providing services to them. The concept of faculty graduate schools to provide an administrative and support service focus for postgraduate students was developed and supported by the Working Party. Such graduate schools would specifically not be academic, and would not be intended to cut across or replace activities carried out by existing bodies at department level or other parts of the university. (For further development of this concept see Section 11)

In considering these services the matter of the amalgamation of the undergraduate studies and postgraduate sections within the central Coursework Studies section was raised. It was thought that the result (that Application, Admission and Candidature Management for coursework postgraduate students no longer have a dedicated focus unlike that provided HDR students by the HDR Office), was undesirable in terms of giving postgraduate students the attention they deserve. It was pointed out that one of the consequences of the amalgamation of PG and UG sections is that the major functions for both areas occur at roughly the same time or they overlap so that all staff activities peak simultaneously and it is impossible for staff in the different teams to assist each other.

It has been submitted to the working group that PG and UG administration are significantly different. Some of these differences are set out below:

- there are different rules for UG and PG students;- PG students are generally older than UG students and have different (greater)expectations;- all local UG students are generally Commonwealth Supported students;- at least half of the PG programs are tuition based;- PG programs can vary from 6 months FT to 2 years FT whilst most UG courses are 3 to 5 years

FT;- many PG programs have research components and projects which require different processes;- PG and UG programs have totally different structures;- PG students have clearer ideas of their goals and needs; - Within most faculties, staff who deal PG matters are different staff to those who handle UG

matters.The Working Party recommends that the Provost’s review of Student Services, currently underway, give further thought as to how services might best be disaggregated. The Working Party also asked the Student Services Review to examine postgraduate student enrolment forms and to involve students in testing online forms

Discussion also covered the need for the current Academic Program Committee (APC) Working Group to Review Senate and Subcommittee structures to ensure processes were student centred. Division of the APC into postgraduate and undergraduate committees might provide the opportunity for more focused

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quality assurance processes, with in turn, greater responsiveness to world and market changes, a higher level of intellectual integrity, easier alignment with university policy and with cycles of review.

The Working Party noted that in considering marketing of postgraduate coursework programs there is a need to differentiate practices between local and international marketing. Both Applied Finance and MGSM emphasized the importance of having their own academic and administrative staff work with and accompany Macquarie International staff to present at international venues from which students may come to study in Australia. Applied Finance invites local alumni to attend and outline their experiences, along with an academic presentation. They have also had considerable success in attracting postgraduate and PhD students through mounting research presentations on topical subjects at international partner universities. MGSM also invite local alumni to present and numbers are capped at 40 to ensure a successful event.

At the local marketing level, it was noted that relationships between central marketing staff, new faculty marketing staff, and faculties are still evolving, and delineation of roles is still in development. Faculties need to consider their needs and potential to provide for a faculty marketing budget. It was noted that although there is a central staff member with responsibility to coordinate marketing to schools and undergraduates, there is no one to focus on strategies for the much more diverse (and potentially equally large) group of postgraduate coursework students. The Working Party raised the question as to whether central marketing might focus on undergraduates, and faculty marketing staff might work with faculty graduate schools to focus on postgraduates and alumni, including marketing short courses through Access Macquarie. It was noted that it has recently become easier to access alumni records through Alumni Relations, and that the ability for faculties to maintain these links is vital for course development, surveys, and marketing continuing education.

Conclusions:

Planning Planning for new units and programs should take place at the departmental or discipline level i.e.

bottom up. Good practice includes regular reviews to ensure unit and program content reflects leading edge

research or professional practice. Reviews should include published research and analysis of trends, use of industry where

relevant, and use of alumni Flexibility is important. Having new units is more straightforward now that the process takes place

at the faculty level. Departments should continue to make use of generic “shell units” of study and “special topic”

approaches to mount and test new units rapidly. Departments should ensure that “shell” units are specified as “lab-based” or “lecture based” etc

“shell” units to allow for ease of timetabling. For longer term curriculum planning, departments should work with a 2 year lead time to allow

students adequate planning time. Unit rationalisation should also be initiated at a departmental level. Departments should monitor

enrolment trends, and apply a process that the Quality and Standards Committee of the Faculty and Senate agree (c.f. Opportunities p.X below for possible process).

Rules for removing units need to be reviewed by the APC, to ensure adequate specification of completion path and transitional arrangements.

The practice of “resting” units may continue, but faculties should develop a process to ensure students are not disadvantaged and that sufficient variety remains in available study patterns.

Planning will be assisted by the move to an online handbook.

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Management Management is most effectively delivered by having staff who are specifically defined as

providing services to postgraduate coursework students and who are dedicated to that role. This applies at both faculty and central levels.

The Provost’s Review of Student Services should be asked to review the amalgamation of Postgraduate and Undergraduate sections within the central Coursework Studies Section, and to review online enrolment forms for postgraduates, with student input.

Central Services and Senate Committee structures would also be more student-centred if structured with separate postgraduate and undergraduate foci. The Student Services Working Party and the APC Working Party are asked to consider these matters.

Quality Assurance Best Practice Quality Assurance – includes student evaluation of units, which is acted on. Regular review cycles ensuring responsiveness to world and market changes. Academic Sub-Committee structures which focus on postgraduate coursework programs and

students.

Marketing Applied Finance agreed to provide a presentation for Deans and faculty marketing staff on their

marketing programs. Faculties should work with Central Marketing to clarify their respective roles and capabilities, and

develop budgets accordingly.

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11. STUDENT SUPPORT AND THE FACULTY GRADUATE SCHOOL CONCEPT

In discussing providing effective student support to a diverse group of students with needs and expectations clearly different to those of undergraduate students, we considered:

the approach used and services provided by Applied Finance the approach used and services provided by MGSM the report of the Working Group arising from the Review of Academic Structure which

investigated the feasibility of establishing a Graduate Coursework Centre (August 2008) examples of good practice in other faculties and across the university services work done, particularly by Jean Brick, Sue Spinks and Tessa Green, on Academic Literacy

and English Language Proficiency for the Review of Undergraduate Academic Programs.

It was agreed that administrative and other support services needed to be focused on PG coursework students to be most effective: delivering superior support services would help differentiate Macquarie University in a market where word of mouth is extremely important.

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Example: MGSM62% of students 30-40 yearsAverage work experience more than 12 yearsSydney 700 part time, 100 full time Student Services Centre

- single point of contact- extended hours- handle application process, acceptance- multi-skilled staff, answer inquiries, timetabling, program changes, articulation, accessing

additional services e.g. mentoring, financial assistance- prepare course materials, liaise with academics

Other support – student ready workshops, mentoring, social events Career workshops, careers fairs, personal career consultations, internships Grievance mechanism for student complaints

Alumni Advisory Council, newsletter, breakfasts, Alumni Day etcExample: Faculty of Business and Economics There is a well established Graduate Student Centre which provides appoint of contact (front

desk, email, phone) to attend to student enquiries and provide program support for staff & students.

Contains team of administrative staff that manage processing of applications, admissions, and enrolments & support adjunct & permanent staff

Have 4 module program “Kick Start your Career in Accounting”:- Career Planning – self-awareness, career goals & planning - Where the jobs are – researching employers, employment opportunities, recruitment

procedures & vacation work - Application Essentials – online applications, resumes and cover letters- Interview Techniques – preparation, interview types, dealing with questions

The Working Party examined the functions identified as being provided centrally in the 2008 Report: Admissions, Enrolment, Career Management, Graduation, and Alumni Activities. The report had in many cases recommended enhancement of the operating sections in order to provide specialist assistance to PG students. It was noted that the sections which had been involved in the development of the report should be asked to provide an update on the services they provide and their ability to support the enhanced services referred to in the report. In considering their responses, the working group asks that they consider provision of services on line, after hours, and at weekends.

The Working Party also considered the following services which had been recommended as possibly being provided or coordinated by a new Central body in the 2008 report:

Relationship Management, including- Entry/Exit events- Student orientation and commencement program- How the university works- Learning support services- Arranging lectures by visiting experts, industry and professional bodies- Building a learning community and social events- Contact journaling (this is another term which is not familiar to me, although in the

context it is fairly clear. I’ve never heard of journal as a verb) – cohort email lists, communication coordination

- Information provision, newsletters- Recognition of achievement and showcasing- Ombudsman and Monitoring roles

Internship/Work Experience, including- Liaising with industry and government to seek opportunities for projects/work

experience - Link Me In – web facility to link employers and students- Job posting facility for employers- Database of internal and external positions vacant and industry projects

Lifelong Learning, including- Short course- Open lectures/Master classes- Non-Award courses and industry, in-service professional development- Flexible and online delivery of programs

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Example: “Team Ling”Linguistics -900 PGs; 4-500 any one time

Support office - 2 staff for Applied Linguistics

- 3 staff for Translation and Interpretation Shared office work together to provide high quality services:

multi-skill and back up Won student services award last year; students thank with flowers

- Articulation pathway- Link to HDR

The Working Party considered that these functions should now be seen, since the establishment of the four faculty structure, as best being managed at the faculty level, with links to departments, to the centre, to other university services and other agencies.

The concept of Faculty Graduate Schools to provide such an administrative and support service focus for postgraduate students was developed and supported by the Working Party, with the proviso that services working well at Departmental level should remain at that level and be linked in and to Faculty Graduate Schools as they are developed.

Faculty Graduate Schools of an administrative and support nature only, might link with existing departmental service provision and strengthen it by providing additional services not presently available in most cases for postgraduates (except those in Applied Finance, MGSM, and the Faculty of Business and Economics). They would also work together and link to central administrative services, in turn focused on postgraduate coursework students, via an improved online system and a customer relationship management system. For example it was thought that faculty level Frequently Asked Questions (FAQs) online could be developed by such offices, and that working with central services an “Ask a postgraduate administrator” website with specified guaranteed response times could be developed.

By having a Faculty Graduate School, economies of scale might be achieved for Faculties with smaller numbers of students, while still achieving a focus on service and timely response. Service Charters might be developed by Faculty Graduate Schools operating with postgraduate central administrative services, departmental services, COE, and other relevant bodies as a virtual graduate school.

The working group has received broad support for this concept outlined in Green Paper Version 1, when it has been fully understood that the concept is not intended to apply to academic programs or staff.

The working group recommends that each faculty should consider the needs of its own postgraduate students by engaging with them to consider the range of services they would wish to see provided, and then develop a plan to for the progressive development of graduate schools over time, beginning with the provision of services most in demand. Existing services should be carefully considered, and full use made of them.

For example, it was considered that Faculty level physical facilities e.g. lounges with computer access and coffee facilities accessible by swipe card were desirable, and represented an ideal to be worked towards. In the meantime a campus map of study spaces for postgraduates and a coffee shop open 6-10pm and at weekends were needed.

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Example: Department of Ancient HistoryThe Department provides extensive opportunities for Lifelong Learning and engagement with the community, including- Continuing Education units- Lecture and Seminar Program - the Macquarie Ancient History Association

It is now noted that the new Library will provide a dedicated postgraduate coursework area, with spaces available for 150 students 24/7. It will also include a café open on evenings and weekends. (Library Submission, October 2009)

Conclusions: Faculties should consider establishing Faculty Graduate Schools coordinating with departmental

service provision. Multi-skilling and succession planning would be required for administrative staff in faculty graduate schools. Such structures should be seen as working with, not taking over from, areas within faculties that are providing additional or dedicated postgraduate support services.

Having staff in faculty graduate schools work together with specialised postgraduate central administration, working as a “virtual” graduate school would enhance flexibility. e.g. double degrees would be easier to manage, as would generic M.A.s and M.Sc.s with flexible programmes.

Faculties should examine with postgraduate coursework students the types of support services their students would most value and progressively develop these.

Faculties should work with Access Macquarie and COE to provide a range of lifelong learning opportunities to market to alumni and to attract in additional PG students.

Sections or units involved in the provision of support services identified in the August 2008 Report into the feasibility of a “Graduate Coursework Centre”, be asked to update the statements relating to their provision of services, including commentary on hours for provision of services.

11.1 TRANSITION: ACADEMIC ORIENTATION AND MENTORING

As noted, postgraduate coursework students come from widely varying backgrounds and will have differing levels of need for academic orientation and mentoring. The functions outlined above for faculty graduate schools include responsibility for organising (not providing)

- student orientation and commencement program- how the university works- learning support services, together with an Ombudsman and monitoring role.

However, this is an area where there may be value in expediting discussions and not awaiting the development of faculty graduate schools.

There are a varying range of transition programs for postgraduate coursework students across the university, and the working party’s attention has been drawn to the well-established program run by Dr Elisabeth Harrison for the Master of Speech and Pathology. At present there is no over-arching scheme.

The working group noted that Dr Justin Dutch, Co-ordinator Transition Program (Mentoring and Academic Orientation), is shortly to carry out an audit of orientation programs. The results of his audit should be addressed by faculties together with the recommendations of the White Paper.

Conclusion: Faculties should review their present provision of transition programs for postgraduate

coursework students, following the audit of orientation programs to be carried out by the Co-

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ordinator Transition Program. Plans for action should be addressed in the context of the White Paper when it is finalised.

11.2 ACADEMIC LITERACY and ENGLISH LANGUAGE PROFICIENCY

As stated in the Review of Academic Programs White Paper (August 2008)

“Academic literacy refers to ‘the capacity to undertake study and research, and to communicate findings and knowledge, in a manner appropriate to the particular disciplinary conventions and scholarly standards expected at university level’. (UWA, 2004).”

And

“There is an increasing recognition that the conventions of academic literacy are only to a limited extent shared by disciplines across campus (Koutsantoni, 2007; Prior, 1998). Approaches to knowledge, genres, ways of relating to existing research and of expressing academic identity, and even grammatical forms differ markedly from discipline to discipline (Bazerman, 1988; Hyland, 2004; Martin, 1993). This implies the need for a range of academic literacy programs reflecting the cultures of individual disciplines or groups of disciplines.

All students require academic literacy in their disciplines of study, regardless of their level of English competency.”

On the other hand:

“English language proficiency is related to, but not synonymous with academic literacy. From the perspective of academic literacy, English language proficiency refers to the extent to which a student is able to use the lexical and grammatical resources of English appropriately in academic study. In other words, English language proficiency is one aspect of the wider concept of academic literacy. From another perspective a student lacking plain English language competence is unlikely to be able to develop meaningful academic literacy in any discipline.”

Although PG students will come to the university with a different view of their needs, and usually for shorter periods of study than undergraduates, it is still vitally important to identify early those students who need additional support in academic literacy relating to their discipline, and those students needing English language support.

The Working Party considered that effectively addressing these issues should be another differentiating factor for Macquarie PG coursework programs. It was acknowledged that needs would differ from faculty to faculty, and that there are a range of options for identifying and supporting students in academic literacy and English language proficiency. Some options already exist, and some would need to be developed. Flexibility is the key. It was considered that faculties should consider their specific needs and work with Literacy specialists within Linguistics, CME and other areas where there is demonstrated expertise, to develop a number of options to suit their students. Faculty Graduate Schools could coordinate and facilitate.

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CME currently provides a significant volume of embedded and adjunct language support programs to postgraduate students in a number of Macquarie faculties. These programs are continuing in 2010 and proposals are in the pipeline for other postgraduate support.

All programs have been developed in close cooperation with academic coordinators, lecturers and students over several years. The current CME staff involved in this program are experienced in business and government, are master-qualified and most are multi-lingual. All have been working with postgraduate students for between 2 and 7 years.

CME is therefore able to provide staff who can: Provide academic and language support that is highly contextualized to the program of study that

students are undertaking Respond to students’ intercultural issues Help students to make the transition to the postgraduate study Build productive relationships with faculty staff Prepare students for the communicative requirements for working in a professional environment

(CME Submission, October 2009)

Example: Identification - Applied Finance - English Language ProficiencyWhere possible all potential students are interviewed to determine if they have sufficient English for success in the courseSome are made offers conditional on improving English within 6 monthsAdvised to read English language website “Smart Brief” which has daily global financial news, and other English language financial press

Example: Student Support - Dept of PsychologyMs Radha Pathy was awarded (2009) an Australian Learning and Teaching Council award for activities as a Student Liaison officerActivities include “afternoon tea” English conversation classes for NESB students

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Example: Faculty of Business and Economics The MCom and MIB programs have an optional series of 6 workshops available to

all students designed to improve their academic literacy, effective writing and communication skills

This is offered to students free of charge in conjunction with the Centre for Macquarie English

Conclusions:

Faculties should work with Literacy specialists within Linguistics, CME, or other areas where there is demonstrated expertise, to determine the best methods for providing academic literacy support to students. Options include an online module for academic writing tailored to the discipline as a hurdle to be completed before commencement; or inclusion of a writing module within core units for those without previous experience in the discipline.

Faculties should deliberate on their approach to identifying students who need English Language support. As with undergraduate students it may be that a short written task should be assigned to all students within the second or third week of semester, and assessed using examples prepared by academic literacy specialists working with faculty members.

A range of types of support and modes of delivery should be made available, including embedded support, embedded lectures and workshops, generic workshops and individual consultations, and on-line as well as face to face delivery modes.

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Example: CME’s direct involvement in Master of Accounting curriculum

Each MAcc student receives 17 hours of embedded language and academic support. Each CPA student receives 7 hours of embedded language support. CME assesses communicative proficiency in 6 Units. The collaboration between EFS content expert and CME language expert leads to highly

contextualized support. New students are offered a test to diagnose their need for academic literacy and English language

proficiency support New students are offered 5 three-hour voluntary academic literacy workshops. In Semester 2:

- An average of 88 students attended each voluntary workshop - This represents over 50% of new enrolments

All students are offered access to consultations each semester. This program has been in existence since 2002. The initiators of the program received the University Award for Excellence in Teaching and

Learning in 2007.

12. OPPORTUNITIES

12.1 NEW OFFERINGS

The Working Party discussed approaches that might be used for identifying opportunities. It was agreed that this is on the whole best undertaken at the department or discipline level, although faculties should take responsibility for identifying inter-disciplinary opportunities within faculties and between faculties. Faculties also need to provide some funding and coordination (in conjunction with central marketing) for market research.

The Working Party did not attempt to identify individual opportunities; however, the staff survey has raised many possibilities. Some of these are listed in Appendix 2.

12.2 DELETIONSCulling units which are no longer in demand should also be initiated at a departmental level, with a view to achieving clear targeted reductions in faculties. The Working Party considered the chart below and agreed that in the interests of using staff resources more effectively for student benefit, targets and a timetable for reduction should be set.

POSTGRADUATE COURSES & LOAD - ACTUAL 2009

Number of Courses

Faculty

Less than 10

Students

10 to 19.9

Students 20 to 50 Students

More than 50

Students

Total Number

of Courses

No Students

(EFTSL's)

Number of Units

(with students enrolled)

Avg. EFTSL's

per Course

Avg. EFTSL's per Unit

Business & Econ. 21 6 4 6 37 2,177 186 59 12MGSM 10 2 2 4 18 755 57 42 13Arts 69 12 5 1 87 535 239 6 2Human Sciences 72 13 10 4 99 926 395 9 2Science 77 9 2 1 89 592 243 7 2

249 42 23 16 330 4,985 1,120 15 4Percentage 75.5% 12.7% 7.0% 4.8% 100.0%

Actual student load per course is attached at Appendix 3.

Departments should examine enrolment trends. Where the trend is downwards for a specified number of years, or lower than a faculty specified number for a specified number of years, the offering Department should show cause to the Dean why the unit should not be culled. Faculty Quality and Standards Committee should agree the process to be used with Academic Senate.

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Conclusions: Good practices in market research for disciplines would include

- each department identifying key competitors - scanning/mapping other higher education institutions, particularly key competitors, to

identify gaps and/or over supply- surveying alumni re “things we didn’t teach you that you wish we had”- using an Advisory Committee from the industry/profession to explore where the field is

heading, and what skills are needed- surveying industry, employer bodies- literature survey to identify key trends, developments in field

Faculty marketing staff might lead/coordinate such departmental/disciplinary research Opportunities for partnering with other leading institutions should be considered (jointly badged

programs, host teaching). Continuing professional education accredited by professional bodies represents an opportunity.

Identify units and certificate programs that might be accredited. Postgraduate Studies Committees at faculty should examine inter-disciplinary opportunities, and

Academic Senate’s Postgraduate Studies Committee should examine cross faculty opportunities. Departments should continue to make use of generic “shell units” of study and “special topic”

approaches to mount and test new units rapidly. (cf. Planning p.18) Targets should be set by faculties for the reduction in number of units. The process and timeline

for reduction should be set out in the White Paper Additionally, departments should regularly review units, using a process agreed between

Faculty’s Quality and Standards Committee and Academic Senate, to identify those warranting removal.

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APPENDIX 1 WORKING PARTY MEMBERSHIP

Prof Judyth Sachs, Provost Prof Jim Piper, DVC Research Dr Marco Amati, GSE Dr Michael Cavanagh, Dept of Education Prof Phil Dolan, Applied Finance Centre Prof Julie Fitness, Vice President Academic Senate Prof Robin Kramar, MGSM Ms Carolynne Paine, Assistant Academic Registrar Assoc.Prof Anna Reid , Learning and Teaching Centre Prof Mary Spongberg, Acting Dean, Faculty of Arts Dr Jan Tent, Chair, Learning and Teaching Committee Prof Tony Parker, Dept of Physics and Engineering Prof Chris Patel, Dept of Accounting and Finance Mr James Hazelton, Dept of Accounting and Finance Ms Ros Read, Student Representative Ms Barb McLean, Office of the Provost

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APPENDIX 2

OPPORTUNITIES IDENTIFIED IN STAFF SURVEYA sample from suggestions made:

Great opportunity for a new PG Dip in Professional Psychology- driven by accrediting body Greater use of specialist guest lectures Increase the number of units that contain problem base tasks e.g. links with industry Enhance the level of administrative and technical support Reduce the level of casual teaching Use innovative technology to showcase programs Increase the amount of IT support Better integration with Open Learning Use ilecture for all PG units Promote team teaching Ensure all students have access to Blackboard +Library resources on Day1 Improve the facilities around experiential learning e.g. break out rooms Enhance the quantum of on-line content Identify where articulation to research makes sense as not all PG programs lend themselves to

articulation Allow students to do project work at any point in their Masters Provide mechanisms for students to shape their PhD during their Masters programs Research academics need to play a greater role in teaching PG units

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APPENDIX 3

POST GRADUATE STUDENT LOAD (NUMBERS OF STUDENTS) PER FACULTY AND COURSE

OWNING FACULTY COURSE NAME

STUDENT LOAD

3 Arts Graduate Diploma in Critical and Cultural Studies 2  Graduate Diploma in Japanese 4  Graduate Diploma in Philosophy 18  Master of Applied Anthropology 23  Master of Arts in Ancient Art and Architecture 5  Master of Arts in Ancient History (Coursework) 60  Master of Arts in Children's Literature (Coursework) 33  Master of Arts in Coptic Studies 14  Master of Arts in Creative Writing 20  Master of Arts in Early Christian & Jewish Studies 9  Master of Arts in Early Christianity and Contemporary Practice 2  Master of Arts in Egyptology (Coursework) 31  Master of Arts in English Literature (Coursework) 38  Master of Arts in History (Coursework) 20  Master of Arts in International Communication 80

  Master of Arts in International Communication/Master of Int Rels 41  Master of Arts in Late Antiquity 6  Master of Arts in Modern History (Coursework) 35  Master of Development Studies and Culture Change 23  Master of Environmental and Local Government Law 7  Master of Environmental Law 9

  Master of Int Relations with Master of Int Trade and Commerce Law 37

  Master of Int Relations with Master of International Environmental Law 7  Master of International Environmental Law 15  Master of International Relations 195  Master of International Security Studies 20  Master of Laws in Environmental Law 6  Master of Laws in International Environmental Law 6  Master of Laws In Law 2

 Master of Policing, Intell & Counter Terrorism Master of Int Security Studies 45

  Master of Policing, Intelligence and Counter Terrorism 77  Master of Policy and Applied Social Research 40

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  Master of Politics and Public Policy 50  Master of Recording Arts 13  Postgraduate Certificate in Applied Anthropology 3  Postgraduate Certificate in Archaeology 5  Postgraduate Certificate in Coptic Studies 2  Postgraduate Certificate in Creative Writing 2

  Postgraduate Certificate in Environmental and Local Government Law 1  Postgraduate Certificate in Intelligence 5  Postgraduate Certificate in International Communication 1  Postgraduate Certificate in International Environmental Law 1  Postgraduate Certificate in International Relations 14  Postgraduate Certificate in International Security Studies 6

 Postgraduate Certificate in Policing, Intelligence and Counter Terrorism 48

  Postgraduate Certificate in Policy and Applied Social Research 5  Postgraduate Certificate in Research Preparation (Humanities) 14  Postgraduate Diploma in Ancient History 7  Postgraduate Diploma in Children's Literature 4

  Postgraduate Diploma in Development Studies and Culture Change 4  Postgraduate Diploma in Environmental Law 4  Postgraduate Diploma in International Environmental Law 1  Postgraduate Diploma in International Relations 18  Postgraduate Diploma in International Security Studies 2

  Postgraduate Diploma in Policing, Intelligence and Counter Terrorism 50  Postgraduate Diploma in Policy and Applied Social Research 3

  Postgraduate Certificate in Development Studies and Culture Change 1

 Postgraduate Certificate in Intercultural Language Pedagogy in Japanese 4

  Graduate Diploma in Anthropology 1  Postgraduate Certificate in Ancient History 2  Graduate Diploma in Women's Studies 13 Arts Total   1,2025 Science Graduate Certificate in Biotechnology 5  Graduate Certificate in Statistics 14  Graduate Diploma in Atmospheric Sciences 1  Graduate Diploma in Geographic Information Science 2  Graduate Diploma in Information Technology 5  Master of Ageing and Health 7  Master of Applied Statistics 57  Master of Arts in Human Geography (Coursework) 5  Master of Biostatistics 10  Master of Biotechnology 20

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  Master of Biotechnology with the degree of Master of Commerce 46  Master of Chiropractic 247  Master of Engineering Management 7  Master of Environmental Education 12  Master of Environmental Management 37  Master of Environmental Planning 36  Master of Environmental Science 22  Master of Environmental Studies 10  Master of Geographical Education 2  Master of Geoscience 24  Master of Information Technology 44  Master of Information Technology in Information Systems 7  Master of Information Technology in Management 26  Master of Information Technology in Software Engineering 10

 Master of Information Technology in System and Network Management 12

  Master of Information Technology in System Security 11  Master of Information Technology in Web Technologies 20  Master of Museum Studies 26  Master of Science in Palaeobiology Strand (Coursework) 1  Master of Sustainable Development 12  Master of Wildlife Conservation 22  Master of Wildlife Management in Habitat 45  Postgraduate Certificate in Ageing and Health 2  Postgraduate Certificate in Applied Statistics 4  Postgraduate Certificate in Biostatistics 2  Postgraduate Certificate in Environmental Economics 2  Postgraduate Certificate in Environmental Education 3  Postgraduate Certificate in Environmental Management 3  Postgraduate Certificate in Research Preparation (ELS) 6  Postgraduate Certificate in Sustainable Development 2  Postgraduate Certificate in Wildlife Conservation 1  Postgraduate Certificate in Wildlife Management in Habitat 1  Postgraduate Diploma in Applied Statistics 6  Postgraduate Diploma in Biostatistics 4  Postgraduate Diploma in Environmental Education 2  Postgraduate Diploma in Environmental Studies 21  Postgraduate Diploma in Information Technology 6

 Postgraduate Diploma in Information Technology in Information Systems 2

  Postgraduate Diploma in Information Technology in Management 3

  Postgraduate Diploma in Information Technology in System Security 1

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  Postgraduate Diploma in Information Technology in Web Technologies 1  Postgraduate Diploma in Museum Studies 15  Postgraduate Diploma in Social Impact Assessment 2  Postgraduate Diploma in Sustainable Development 8  Postgraduate Diploma in Wildlife Management in Habitat 4  Postgraduate Qualifying in Chiropractic 49  Master of Laboratory Quality Analysis and Management 5

 Postgraduate Diploma in Information Technology in Software Engineering 1

  Master of Consulting in Information Technology 3  Postgraduate Diploma in Ageing and Health 1

 Postgraduate Diploma in Laboratory Quality Analysis and Management 2

5 Science Total   9674 Human Sciences Graduate Diploma in Early Childhood 46  Graduate Diploma in Education 133  Graduate Diploma in Psychology 50  Master of Advanced Translation 40  Master of Applied Linguistics 36

  Master of Applied Linguistics (Language Program Management) 14  Master of Applied Linguistics (Literacy) 7  Master of Applied Linguistics (TESOL) 101  Master of Applied Linguistics (TESP) 8  Master of Arts in Communication Disorders 1  Master of Arts in Editing & Publishing 1  Master of Clinical Audiology 54  Master of Clinical Neuropsychology 21  Master of Clinical Psychology 54  Master of Communication Disorders 12  Master of Communication in Professions and Organisations 7  Master of Conference Interpreting 12  Master of Counselling Psychology 12  Master of Early Childhood 28  Master of Education 50  Master of Education & Work 1  Master of Education in ICT 15  Master of Educational Leadership (Early Childhood Education) 10  Master of Educational Leadership (Education and Work) 1  Master of Educational Leadership (Higher Education) 1  Master of Educational Leadership (School Education) 48  Master of Higher Education (e.Learning) 6  Master of Higher Education (Learning and Teaching) 12  Master of Higher Education in Leadership and Management 5

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  Master of Higher Education in Medical Education 7  Master of Organisational Psychology 44  Master of Science in Speech & Language Processing 9  Master of Social Health 24  Master of Special Education 69  Master of Speech and Language Pathology 43  Master of Teaching (Birth to Five Years) 59

  Master of Trans & Interpret with Master of Applied Linguistics (TESOL) 28  Master of Translating and Interpreting 193

 Master of Translating and Interpreting with Master of International Relations 82

  Postgraduate Certificate in Applied Linguistics (TESOL) 2  Postgraduate Certificate in Applied Linguistics (TESP) 3  Postgraduate Certificate in Applied Psychology 5

 Postgraduate Certificate in Communication in Professions and Organisations 4

  Postgraduate Certificate in Early Childhood 2  Postgraduate Certificate in Editing 26  Postgraduate Certificate in Education Studies 2  Postgraduate Certificate in Educational Leadership (School Ed) 5  Postgraduate Certificate in Higher Education (e.Learning) 2

  Postgraduate Certificate in Higher Education (Learning and Teaching) 10

 Postgraduate Certificate in Higher Education in Leadership & Management 5

  Postgraduate Certificate in Linguistics Research 17  Postgraduate Certificate in Managing Language Programs 3  Postgraduate Certificate in Research Methods - Education 10

  Postgraduate Certificate in Research Methods - Special Education 8  Postgraduate Certificate in Social Health 42

  Postgraduate Certificate in Special Education (Behaviour Prblms) 6  Postgraduate Certificate in Special Education (Early Intervntn) 14  Postgraduate Certificate in Special Education (Learn.Diff) 30  Postgraduate Diploma in Applied Linguistics 3  Postgraduate Diploma in Applied Linguistics (TESOL) 21  Postgraduate Diploma in Applied Linguistics (TESP) 3  Postgraduate Diploma in Applied Psychology 50  Postgraduate Diploma in Auslan/English Interpreting 20

 Postgraduate Diploma in Communication in Professions and Organisations 2

  Postgraduate Diploma in Early Childhood 1  Postgraduate Diploma in Editing and Publishing 5  Postgraduate Diploma in Education Studies 3

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  Postgraduate Diploma in Educational Leadership (ECE) 1

  Postgraduate Diploma in Higher Education (Learning and Teaching) 1

 Postgraduate Diploma in Higher Education in Leadership and Management 1

  Postgraduate Diploma in Organisational Behaviour 4  Postgraduate Diploma in Psychology 71  Postgraduate Diploma in Social Health 45  Postgraduate Diploma in Special Education 40  Postgraduate Diploma in Translating and Interpreting 49

  Postgraduate Qualifying Program in the Faculty of Human Sciences 24  Postgraduate Certificate in Educational Leadership (ECE) 2

  Postgraduate Certificate in Research Methods - Early Childhood 3  Postgraduate Diploma in Applied Linguistics (Literacy) 14 Human Sciences Total   1,8901 Business and Economics Graduate Certificate in Business 29  Graduate Certificate in Information Systems and Technology 3  Graduate Certificate in Marketing 8  Master of Accounting 179  Master of Accounting (CPA Extension) 1,146  Master of Actuarial Practice 51  Master of Applied Finance 1,188  Master of Banking and Financial Regulation 26  Master of Commerce in Accounting & Finance 362  Master of Commerce in Actuarial Studies 29  Master of Commerce in Business 217  Master of Commerce in Information Systems and Technology 21  Master of Commerce in Marketing 184  Master of Commerce in Value Chain Management 18  Master of Commerce with Master of Information Technology 14  Master of Commercial Law 38  Master of Economics in Economics (Coursework) 84  Master of International Business 254

  Master of International Business Master of Arts in International Comm 11

  Master of International Business with Master of International Relations 38  Master of International Trade and Commerce Law 70  Postgraduate Certificate in Applied Economics 2  Postgraduate Certificate in Applied Finance 38  Postgraduate Certificate in Research Methods (EFS) 6

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  Postgraduate Diploma in Accounting 95  Postgraduate Diploma in Applied Economics 16

  Postgraduate Diploma in International Trade and Commerce Law 11 Business and Economics Total   4,128

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APPENDIX 4

SECTOR WIDE COMPARISON

Program   MQ Sydney UNSW Melbourne Monash UQ UWA Adelaide ANU OtherMaster of Information Technology

F/T Length 1 year 1 year 1 year 1.5 years

1.5 years 2 years 1 year

UTS - 1 year

Previous Quals

Related Bach.

Related Bach.

Related Bach.

Related Bach.

Related

Bach.Related Bach.

Cost PA $17,920$17,37

6Master of Environment

F/T Length 1.5 years 2 years 1.5 years

1.5 years 1.5 years 1 year

Previous Quals Any Bach. Any Bach. Any Bach.

Any Bach.

Cost PA $16,640Master of Chiropractic

F/T Length 2 years

RMIT - 2 years

Previous Quals

Related Bach.

Related Bach.

Cost PA $20,384$20,64

0Master of Applied Linguistics

F/T Length 1 year 1 year 1 year 1.5 years 1 year 1.5 years

Previous Related Related Related Related Relate Related

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Quals Bach. Bach. Bach. Bach.d

Bach. Bach.Cost PA

Master of Early Childhood

F/T Length 1 year 1.5 years

RMIT - 1 year

Previous Quals Any Bach.

Cost PA $11,392 $12,850Master of Education

F/T Length 1 year 1 year 1 year 1.5 years 1.5 years

1.5 years 1 year 1 year

Previous Quals Any Bach. Any Bach. Any Bach. Any Bach. Any Bach.

Any Bach. Any Bach. Any Bach.

Cost PA $11,392 $12,960 $12,850 $15,700

Master of ArtsF/T

Length 1 year 1 year 1 year 2 year 1 year 1.5 yearsPrevious

Quals Any Bach. Any Bach. Any Bach. Any Bach. Any Bach. Any Bach.Cost PA $15,360

Master of International Relations

F/T Length 1 year 1 year 1.5 years

1.5 years 1.5 years

Previous Quals Any Bach. Any Bach. Any Bach.

Any Bach. Any Bach.

Cost PA $14,720 $15,600 $13,200Master of Economics

F/T Length 1 year 1 year 1.5 years 2 years 1.5 years 1 year

Previous Quals

Related Bach.

Related Bach.

Related Bach.

Related

Bach.Related Bach.

Related Bach.

Cost PA $16,960 $20,640 $20,500

50

Master of Applied Finance

F/T Length 1 year 1 year 2 years

Previous Quals

Related Bach.

Related Bach.

Related Bach.

Cost PA $28,480 $20,500Master of Business Administration

F/T Length 1 year 1.5 years 1 year 1.5 years 2 years 1.5 years 1.5 years 1 year

Previous Quals

Related Bach.

Related Bach.

Related Bach.

Related Bach.

Related

Bach.Related Bach.

Related Bach.

Related Bach.

Cost PA $20,400 $20,500Master of Accounting (CPA Ext.)

F/T Length 2.5 years 1.5 years 1.5 years 1.5 years 1.5 years 1.5 years 1.5 years 1.5 years

Previous Quals Business

Business Business Business Business Bus. Business Business Business

Cost PA $18,000 $20,400 $24,800 $20,500

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