MACQUARIE UNIVERSITY

REVIEW OF GRADUATE/POSTGRADUATECURRICULUM

GREEN PAPER

September 2009

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REVIEW OF POSTGRADUATE CURRICULUMGREEN PAPER

INTRODUCTION

We are issuing this draft 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.

Your comments are sought, particularly on the conclusions drawn throughout. Please respond to alison.crook@vc.mq.edu.au by 12 October 2009.

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TABLE OF CONTENTS

1. RATIONALE: WHY A REVIEW OF POSTGRADUATE CURRICULUM AND SERVICES IS NECESSARY........................................................................................................................4

2. TERMS OF REFERENCE AND SCOPE...............................................................................53. GUIDING PRINCIPLES.........................................................................................................64. PROCESS AND STEPS TO DATE........................................................................................75. GRADUATE CAPABILITIES.................................................................................................96. VALUES............................................................................................................................... 117. ACADEMIC PROGRAM MODELS......................................................................................13

7.1 STRUCTURE AND SHAPE.........................................................................................137.2 GRADUATE/POSTGRADUATE CERTIFICATES AND DIPLOMAS...........................147.3 CREDIT POINTS.........................................................................................................157.4 NAMED VS GENERIC DEGREES..............................................................................167.5 MODES OF DELIVERY...............................................................................................16

8. ARTICULATION INTO GRADUATE/POSTGRADUATE PROGRAMS...............................179. THE RESEARCH-TEACHING NEXUS AND ARTICULATION FROM

GRADUATE/POSTGRADUATE PROGRAMS...................................................................1910. PLANNING, MANAGEMENT, MARKETING AND QUALITY ASSURANCE: A STUDENT

CENTRED APPROACH.....................................................................................................2111. STUDENT SUPPORT AND THE FACULTY GRADUATE SCHOOL CONCEPT...............25

11.1. ACADEMIC LITERACY AND ENGLISH LANGUAGE PROFICIENCY.........................28

12. OPPORTUNITIES................................................................................................................... 30APPENDIX 1................................................................................................................................ 31APPENDIX 2................................................................................................................................ 32APPENDIX 3................................................................................................................................. 33

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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 22% of the total Macquarie student numbers, 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 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 project 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 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?- 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

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- 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 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. It is envisaged that Stage 1 will be completed by November/December 2009.

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 January 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. While some faculties may be ready to commence the new postgraduate curriculum from January 2011, it is acknowledged that completion of necessary processes will make January 2012 a more realistic commencement date for most.

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.

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

Step 3.

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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.

6. Preparation of the White Paper A second Workshop is held to consider feedback received from the university

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

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

Academic Senate before finalisation. Paper distributed.

8. Faculties Commence Stage 2 of Review in 2010 Using the process outlined in the White Paper, faculties will examine all existing graduate/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 2011 or 2012 depending on resources and extent of change required.

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5. GRADUATE CAPABILITIES In discussing the Capabilities the university would want to see demonstrated by Graduate/Postgraduate (G/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 G/PG Certificate, G/PG Diploma and Masters students.

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. The learning experiences in Masters and Diploma programs should provide opportunities for development and demonstration of the capabilities outlined below. Certificate Programs are necessarily more focused but we would expect to see depth of capability demonstrated in at least 5.2 (Analytical Thinking), 5.3 (Problem Solving) and 5.6 (Effective Communication) as outlined.

Acting with integrity underpins all the following capabilities.

COGNITIVE CAPABILITIES

Discipline Specific Knowledge and Skills Our graduates will be able to demonstrate intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

Critical, Analytical and Integrative ThinkingOur graduates will be capable of reasoning, questioning and analyzing, and of integrating and synthesising learning and knowledge from a range of sources and environments.

Problem Solving Our graduates will be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems.

Creative and InnovativeOur graduates will be capable of demonstrating original thought.

Research CapabilityOur graduates will demonstrate a variety of research skills, such as designing and undertaking research projects, and applying research findings to real-world issues.

INTERPERSONAL OR SOCIAL CAPABILITIES

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

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Engaged and Ethical citizensOur graduates will be ethically aware and cognizant of their professional responsibilities.

Socially and Environmentally Active and Responsible Our graduates will be aware of and have respect for self and others, be able to work with others both as leaders and team players, have a sense of connectedness with others and country and have a sense of mutual obligation.

PERSONAL CAPABILITIES

Capable of Professional and Personal Judgment and InitiativeOur graduates will demonstrate discernment and common sense in their professional and personal judgment.

Commitment to Continuous LearningOur graduates will be capable of continuing to pursue learning in their careers and as they participate in the world.

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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 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.

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 scaffold 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, which should be available online, as with the Central Commencement Program for HDR students, should be provided.

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 was agreed to be a difficult matter. 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 MODELS

7.1 STRUCTURE AND SHAPE

The Working Party recognised that despite the overall diversity of G/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:

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

Programs meeting requirements for professional accreditation by various professional bodies

Programs aimed at building depth of knowledge and expertise in a discipline

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

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.

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.

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. It was agreed that there is a need to make articulation straightforward and eliminate the re-application process (and fee).

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Conclusions:

The Working Party was of the view that: Achievement of capabilities should drive content and length. These will vary according to

the model (research, professional, depth or breadth). What is important is the quality of the program.

It is important to retain flexibility of program structure, although 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 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 need for re-application process and fees when proceeding to the next level should be eliminated.

7.2 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. While frequently the term “postgraduate” is used to indicate that entry requires previous study in the area, and “graduate” to indicate that students can enter from any undergraduate degree, this is not always the case. If the university were to use only “graduate” or “postgraduate” for all certificates and diplomas there would be a considerable increase in simplicity and clarity. Differences in entry requirements can be captured in other ways. A process should be undertaken to determine which term the university should apply.

Where undergraduates and graduates/postgraduates are attending the same lectures for reasons of economy of scale, and to allow greater variety and flexibility of offerings, this should be seen in quality and content terms as extension up for undergraduates, not dumbing down. Since there will be a difference in credit points allocated to the different cohorts (see below), this will equate to a difference in workload and assessment requirements.

Conclusions: The university should standardise its terminology, and apply only one of the terms to all

certificates and diplomas which may be taken as part of nested degrees.

Working Party members from faculties and Associate Deans Teaching and Learning should lead discussion within their faculties to determine which term is preferred, and then meet together prior to the White Paper development to determine the preferred term for the university.

Where undergraduates and graduate/postgraduates attend the same lecture, it is essential that there should be a difference in required workload and assessment.

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7.3 CREDIT POINTS

While the Working Party was of the view that the university should retain flexibility in relation to structure of G/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 G/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 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 G/PG units to having a 4 credit point value.

The 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, 3 and 5 credit points units should be evaluated with a view to moving them to 4 credit point value. Plus 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.

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7.4 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. It was considered that the argument in most cases for named degrees in Arts and Sciences is that naming is essential for recognition in the market. The Working Party considered that the number of named degrees should be reduced for greater simplicity and efficiency, and that generic degrees should generally be used in the Arts and Sciences (i.e. General degree (+ focus)). Faculties might be asked to limit the number of named degrees, but given flexibility to decide which these should be.

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

their number, and shifting to the use of generic degrees wherever sensible.

7.5 MODES OF DELIVERY

The Working Party considered flexibility in modes of delivery to be key in order to meet the diverse needs of students. The need for face to face offerings in relation to visa and ESOS requirements was noted, but the need to steadily increase availability of on-line offerings, both unit and program is clear. This in turn requires enhanced IT facilities and capacity within the university to more readily enable provision. 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. 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

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

are provided. Market research should be used to identify opportunities for different markets, modes,

packaging and timing. Steady development of IT capability within the university is required to support greater

flexibility. An overall IT strategy with clear staged roadmap for development is needed as early as possible.

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 on an individual basis, decision making was up to the program convenor at the department level with little transparency. There are seen to be difficulties with the NOOSA guidelines for international students, including difficulty determining equivalence. There is a need to review G/PG pathways to ensure consistency particularly in light of the recommendation to use one terminology across the university.

Recognition of Prior Learning, and Advanced Standing, are areas where the university needs a policy 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.

Credit for previous studies is another area where policies presently appear to be inconsistent and where review and clarification is needed.

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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 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.

Conclusions: 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), IELTS requirements, work experience, portfolio). These should be clearly specified and transparent.

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.

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

Coursework G/PG degrees are increasingly providing a cohort of students entering HDR studies. This group of students is quite different in goals and needs from students wanting to achieve professional qualifications or enhance professional career paths. The Working Party considered that research streams were frequently well embedded and understood as part of coursework Masters programs. The challenge is to ensure that research capable students are identified and encouraged to make research choices sufficiently early to allow the requisite 25% research component with disciplinary coherence between selected research units to be achieved. 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.

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.

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. While qualitative assessments can be made in relation to project length and examination requirements, the University does not have a framework providing clarity about postgraduate coursework equivalence to each of the Honours grades. As the University moves to ensure the integration of research components into postgraduate coursework degrees, clearer statements about what constitutes equivalence to each of the Honours grades may need to be undertaken by Faculties.

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

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

research preparation.

Faculties should review research preparation certificates to standardise where possible, using best practice.

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.

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.

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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.

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

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- Engage alumni, industry, published research and trends- 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.

Faculty Graduate Schools would 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 together with postgraduate central administrative services operating as a virtual graduate school.

Discussion 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 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

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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.

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.24 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.

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.

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.

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.

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.

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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 G/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 etc

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

The Working Party examined the services 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 G/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 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. The Working Party asked for the matter to be further examined as part of this review, and for the Provost’s review of Student Services, currently underway, to give further thought to the matter. The Working Party also asked the Student Services Review to examine postgraduate student enrolment forms and to involve students in testing online forms.

We also considered that the functions which had been recommended by the Working Party investigating a Graduate Coursework Centre to be provided by a new Central body should, since the establishment of the four faculty structure, now be seen as best being managed at the faculty level, with links to departments, to the centre, to other university services and other agencies.

These functions include:

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

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Example: 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

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- Online learning- Articulation pathway- Link to HDR

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.

It was also 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.

Conclusions: Faculties should consider the establishment of Faculty Graduate Schools to work with

departments to provide a focus for G/PG coursework student support and administrative services

Faculties should examine the types of support services their G/PG coursework students would most value and progressively develop these

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

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.

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.

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

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11.1. 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 G/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 G/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 to develop a number of options to suit their students. Faculty Graduate Schools could coordinate and facilitate.

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

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Conclusions:

Faculties should work with Literacy specialists within Linguistics to deliberate re the best method 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.

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

12. OPPORTUNITIESThe 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.

Culling units which are no longer in demand should also be initiated at a departmental level. Departments should monitor 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.

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)

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 experimental 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 Mastere Provide mechanisms for students to shape their PhD during their Masters program Research academics need to play a greater role in teaching PG units

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APPENDIX 3

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 Enviornment

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

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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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