ACADEMIC STANDARDS AND QUALITY COMMITTEE DATE AND ...

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NOTICE OF MEETING: ACADEMIC STANDARDS AND QUALITY COMMITTEE DATE AND TIME: Tuesday 23 October 2012 at 9.30 am PLACE: Room 310, Lincoln Student Services Building D Anderson REGISTRAR 14 October 2012

A G E N D A

1. MINUTES OF MEETING HELD ON 18 SEPTEMBER 2012

The minutes of the meeting held on 18 September 2012 are attached (Attachment 1). FOR APPROVAL 2. BUSINESS ARISING FROM THE MINUTES

2.1 Report to Academic Senate

Academic Senate at its meeting on 2 October 2012 approved the recommendations of the ASQC meeting held on 18 September 2012. FOR NOTING

3. INDIVIDUAL STUDENT CASES 3.1 Faculty Reports

Individual Case Reports have been received from the Faculty of Arts and Faculty of Human Sciences. (Attachment 2)

FOR NOTING 3.2 Student Appeal (s/n 41487818)

An appeal against a Faculty decision has been received. Chair will report. 3.3 Student Appeal (s/n 41970004)

An appeal against a Faculty decision has been received. Chair will report.

FOR DISCUSSION


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4. REPORT OF THE UNDERGRADUATE SUB-COMMITTEE

The Undergraduate Sub-Committee met on 9 and 16 October 2012. The agenda and associated papers for the Sub-Committee’s meetings can be found for review by members on the ASQC web site at: http://senate.mq.edu.au/apc/sub_committees.html The report of the Sub-Committee’s meetings will be tabled. FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

5. REPORT OF THE POSTGRADUATE SUB-COMMITTEE

The Postgraduate Sub-Committee met on 11 October 2012. The agenda and associated papers for the Sub-Committee’s meeting can be found for review by members on the ASQC website at: http://senate.mq.edu.au/apc/sub_committees.html

The report of the Sub-Committees meeting will be tabled. FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

6. 2013 DRAFT DEGREE RULES

Part 2 of the discussion paper has been prepared for consideration. (Attachment 3)

A summary paper has been prepared for discussion. (Tabled Paper 3) A Calendar of Governance 2012 tracked changes document is available on the asqc website http://senate.mq.edu.au/apc/agendas/2012/10_23_Oct.html for your information. FOR DISCUSSION

7. MASTER OF RESEARCH EXIT AWARD

Professor Nick Mansfield has been invited to attend the meeting and provide an update on the recent changes to the Master of Research and the exit award of Bachelor of Philosophy. (Attachment 4) FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE 7.1 Program The Research Office has submitted the attached program structure for the Master of Research. (Attachment 4A) FOR DISCUSSION

8. GLOSSARY PROJECT – UPDATE TO ENTRIES FOR 2013

The Marketing Unit has submitted a proposal for an update to entries in the Glossary for 2013 (Attachment 5).

FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

http://senate.mq.edu.au/apc/sub_committees.html


http://senate.mq.edu.au/apc/agendas/2012/10_23_Oct.html


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9. ADDENDUM TO AQF – GRADUATE CERTIFICATE AND GRADUATE DIPLOMAS

The Australian Qualifications Framework (AQF) First Edition July 2011 has released an addendum regarding Graduate Certificates and Graduate Diplomas which all requirements must be implemented by 1 January 2015. (Attachment 6) FOR DISCUSSION

10. ENGLISH PATHWAY STRATEGY

Macquarie International has revised its English Pathway strategies with providers and a paper has been submitted for noting. (Attachment 7) FOR NOTING

11. MQC – FOUNDATION PROGRAM

11.1 Changes to Credit Points MQC is proposing to change the credit points for three units currently available in the Foundation Program with effect from 1 January 2013. (Attachment 8)


11.2 Changes to Grading of Units

MQC is proposing to change the grading of several units currently available in the Foundation Program with effect from 1 January 2013. (Attachment 9)

FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE 11.3 New Units

MQC is proposing the addition of new media units (FPME001 and FPME002) to be introduced with effect from 1 January 2013. (Attachment 10)


11.4 Changes to Program Structure

MQC is proposing amending the program structure for the Fast Track and Standard Foundation Program to include the new media units (FPME001 and FPME002) to be introduced with effect from 1 January 2013. (Attachment 11)


12. PROPOSAL FOR DIRECT ENTRY QUALIFICATION FOR INTERNATIONAL STUDENTS

This proposal has previously been considered by the Coursework Admissions Committee (CAC) in May 2012. CAC requested further information on the curriculum, calculations and other Universities utilising this qualification. This briefing provides further information as requested by the committee as well as a Quality Assurance Assessment. (Attachment 12) FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

13. ANY OTHER BUSINESS


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14. NEXT MEETING

The next meeting is scheduled for Tuesday 20 November 2012 commencing at 9.30am. The meeting will be held in Room 310 Lincoln Student Services Building.

FOR NOTING

S:\APS\ASQC\Minutes\2012\9 - 18 Sep 2012\ASQC minutes 18 September 2012 Final.docx

ACADEMIC STANDARDS AND QUALITY COMMITTEE

Minutes of the meeting of the Academic Standards and Quality Committee held on Tuesday, 18 September 2012 in Room 310, Lincoln Student Services Building, from 9.35am to 11:35am.

PRESENT: Mr K Baird Ms J Bowden-Everson Ms M Brodie Associate Professor H Carter Ms L Clarke Associate Professor P Coutts Professor J Fitness (Chair) Associate Professor M Hitchens Associate Professor N Klein Professor A Ross-Smith Ms S Spinks Mr G Tomossy APOLOGIES: Ms D Anderson Dr N Anderson Dr A Bosanquet Mr A Burrell Ms F Burton Professor J Sachs (Provost) Dr A Semple IN ATTENDANCE: Mrs R Grewal Mrs H Harris Mrs S Kelly Mrs B Liu Mrs K Shorrock Ms Z Williams Mr J Wylie

1. MINUTES OF MEETING HELD ON 14 AUGUST 2012 The minutes of the meeting held on 14 August 2012 were approved. 2. BUSINESS ARISING FROM THE MINUTES

2.1 Report to Academic Senate The Committee noted that Academic Senate at its meeting on 4 September 2012 approved the recommendations of the ASQC meeting held on 14 August 2012, with the following amendments: 4.3 Session 3 – Limitations on Required Units Offered in Session 3 ASQC Recommendation: …The Committee RECOMMENDS THAT ACADEMIC SENATE approves that a guideline be

ASQC - 23 October 2012

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established stating that a required unit cannot be offered in Session 3 only; it must also be offered in Session 1 or Session 2, noting that this guideline will become part of the policy regarding Session 3 offerings. Academic Senate Resolution 12/275 A required unit would not normally be offered in Session 3 only; it should also be offered in Session 1 and Session 2. However a case can be presented for approval for offering a required unit exclusively in Session 3 in particular circumstances. 7. Guidelines for Variation to Examination Policy ASQC Recommendation: …the Committee RECOMMENDS THAT ACADEMIC SENATE approves the following principles and guidelines for both implementation and consideration of exception requests: 1. Any case for a request for an exception to the provisions of the Final Examination Policy

must be approved by the Faculty Standards and Quality Committee or the Executive Dean and submitted for consideration to the Academic Standards and Quality Committee which will make a recommendation to Academic Senate.

2. Any request for an exception, and consequent decision, will be valid for one teaching

session only for units offered in 2012. 3. Any request for an exception to the policy must be made on the basis of a sound

pedagogical or operational argument. 4. In the case of a request for an exception to the requirement to publish final examinations

because of the use of particular question types (e.g. multiple choice items) the department must: a. Provide evidence that the assessment regime for the unit is consistent with the

University Assessment Policy, Procedure and Guidelines; b. Provide evidence and a sound pedagogical framework or sound operational

argument to support the re-use of the question sets; c. Provide information about the measures that will be taken to ensure that the

integrity of the unseen examination paper is not compromised once the first cohort of students has sat the examination.

Academic Senate Resolution 12/276 Academic Senate approved the above recommendation subject to removal of point 2.

3. INDIVIDUAL STUDENT CASES 3.1 Faculty Reports

The Committee noted Individual Case Reports that have been received from the Faculty of Arts and Faculty of Business and Economics. The Committee noted that there was a large number of deeming cases for PICT students in the Faculty of Arts report and agreed that there is a need for the Faculty to backmap the relevant units to avoid the need to invoke the Deeming provision in the future. Members discussed the role of ASQC in relation to overseeing the Faculty-based Individual Case processes. It was noted that in accordance with its terms of reference, ASQC will monitor faculty based processes for the consideration of individual student cases involving the invocation of the Saving clause or the Deeming provision. Faculties have been providing periodic Individual Case Reports to ASQC for this purpose. In addition to this oversight role, it had been resolved that ASQC will consider the effectiveness of the operation of the


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Individual Case arrangements through an annual review. The Committee also noted the following extract from the 15 May 2012 ASQC minutes, as observed by Ms Clarke: “3.2 FSQC Individual Student Case Template

The Committee noted the revised template FSQC Individual Student Cases, Report to

Academic Standards and Quality Committee (tabled) as prepared by APS. The Committee agreed that the template be forwarded to faculties along with guidelines on the individual student cases process and information to be included in the monthly reports to ASQC. Faculties need to be reminded that while Deeming and “Other” cases are approved by FSQCs, Savings cases are to be recommended by FSQCs for approval by Academic Senate. They should also be reminded to ensure that relevant consultation with the individual student takes place in the course of processing a case. Faculties are also requested to provide a link in their reports to ASQC that will allow ASQC members to access the background documentation reviewed by FSQCs for each individual case.” The Committee noted that justification for each decision has not been included in all reports provided by faculties. The Committee agreed that a brief summary of the justification for each decision should be provided by faculties in their reports to facilitate review processes by ASQC (Note: subsequent to the meeting APS staff confirmed that the above template does include an explanation of what information should be provided under the Details of Request section, including justification for each decision). The Deputy Registrar reported that an implementation plan of the annual review process will be developed following review of the Academic Senate’s terms of reference.

3.2 Student Appeal (s/n 41813561)

The Chair reported on an appeal against a Faculty decision. The Chair on behalf of the Committee had approved that the appeal be upheld, allowing the unit DANC220 Contemporary Dance 1 to be counted as a people unit to enable the student to satisfy the requirements of the Bachelor of Commerce, provided that all other requirements have been met. The Chair advised that the mechanism for appeals will be considered as part of the review of governance structures.

4. REPORT OF THE UNDERGRADUATE SUB-COMMITTEE

The Committee reviewed the minutes of the Undergraduate Sub-Committee meetings held on 21 August and 28 August 2012. The agenda and associated papers for the Sub-Committee’s meetings can be found for review by members on the ASQC web site at: http://senate.mq.edu.au/apc/sub_committees.html 4.1 2013 Academic Program Emergency Changes to the 2013 Schedule of Units Faculty of Arts ANT202 The Anthropology of Illness and Healing (OUA) The Faculty submitted a request to amend the unit name to “Culture and Healing”. SGY120 Introduction to Popular Culture and Society (OUA)


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The Faculty submitted a request to amend the unit name to “Sociology of Everyday Life”.

Faculty of Human Sciences

ECHP422 Early Childhood Reflective Practice 5 The Faculty submitted a request to amend the NCCW to ECHP421. ECH218 Child Development 4-12 Years The Faculty submitted a request to amend the NCCW to ABEC311, ABEC312, ECH228 and ECST101. ECH216 Infancy and Early Development The Faculty submitted a request to amend the NCCW to ECH226. ENGL390 Writing Portfolio The Subcommittee discussed the request to change the unit name to “Writing for Production and Publication”. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Emergency Change requests for the above units, with effect from 1 January 2013. Late Amendments to Programs/Majors/ Specialisations Bachelor of Speech and Hearing Sciences The Subcommittee discussed the request and also noted that under the general requirements, the minimum number of credit points at 300 level or above should be changed to 21. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above late amendment request, including the amendment to the general requirements as noted above, with effect from 1 January 2013. Honours Degree of Bachelor of Psychology PSYC01 (recoded to PSYC02) The Faculty of Human Sciences has requested the minimum requirements for PSYC02 be amended to “42 credit points required at 100, 200 and 300 level PSY”. The Committee RECOMMENDS THAT ACADEMIC SENATE approves that the general requirements for the Honours Degree of Bachelor of Psychology PSYC02 be amended to “42 credit points required at 100, 200 and 300 level PSY”, with effect from 1 January 2013. Proposal to Discontinue an Award Bachelor of Arts–Media (Honours) The Committee RECOMMENDS THAT ACADEMIC SENATE approves the discontinuance of the Bachelor of Arts-Media (Honours), with effect from 31 December 2012. The Committee agreed that Executive Deans be reminded that the Bachelor of Arts (Honours) and the Bachelor of Science (Honours) are owned by the University and will be subject to discontinuance effective 31 December 2013.


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New Units 2013 Faculty of Arts AHIS150 The Archaeology of Ancient Israel and the Near East PICT101 Introduction to Criminology The Committee RECOMMENDS THAT ACADEMIC SENATE approves the introduction of the above units, with effect from 1 January 2013. Schedule of Participation Units 2013 MAS390 Public Relations Practice The Committee RECOMMENDS THAT ACADEMIC SENATE approves the addition of the above unit to the Schedule of Participation Units, with effect from 1 January 2013. Glossary description for People and Planet Units The Sub-Committee agreed that the glossary terms for People and Planet Units be updated to align with the description in the Handbook, with the following text: People units enable students to understand the challenges and issues facing the world at present and develop the capacity to be engaged and ethical local and global citizens. In essence, People units are designed to give students an understanding of what it means to live in the social world, and to develop cultural or social literacy. Planet units enable students to understand the challenges and issues facing the world at present and develop the capacity to be engaged and ethical local and global citizens. In essence, Planet units enable students to develop scientific literacy and to understand what it means to live in the physical world. The Committee RECOMMENDS THAT ACADEMIC SENATE approves that the glossary for people and planet units be amended for 2013 as outlined above. 4.2 2014 Academic Program People Units Faculty of Arts ABST100 Introducing Indigenous Australia AHIS120 Antiquity’s Heirs: Barbarian Europe, Byzantium and Islam ANTH151 Human Evolution and Diversity CUL260 Health, Bodies and Identities CUL399 Decisions! Decisions! Practical Wisdom for Everyday Life DANC101 Dance History and Aesthetics (previously DANC100) EUL101 Societies of Europe LEX101 Law, Institutions and People – A Global Perspective MAS214 Free Cultures PHL132 Philosophy, Morality and Society SOC175 Australia and Global Societies: An Introduction to Sociology SOC182 Economy and Society SOC297 Migration and Multicultural Studies (renamed Migration, Human Rights and

Diversity from 2013) SOC315 Love, Sex and Friendship ANTH202 Illness and Healing


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ENGL108 Literature and the Political MHIS202 Australian Environmental History MHIS211 War and Peace in World History MUS205 Introduction to Vocal Studies Faculty of Business and Economics BCM310 Social Marketing and Sustainability FBE204 Learning and Teaching in Business MKTG309 Social Marketing and Sustainability Faculty of Human Sciences PSY250 Music, Mind and Message PSY350 The Psychology of Human Relationships ECH113 Play and Inquiry in Early Childhood ECH126 Early Childhood in Australia: the Social Context ACBE100 Academic Communication in Business and Economics ACSC100 Academic Communication in Science ACSH100 Academic Communication in the Social Sciences LING248 Social Networking and Cyberlanguage ECH130 Health in Early Childhood LING332 Anthropological Linguistics Faculty of Science ENVG111 Geographies of Global Change GEOS251 Minerals. Energy and the Environment The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above units as People Units, with effect from 1 January 2014. Planet Units Faculty of Arts ANTH106 Drugs Across Cultures LEX102 Sustainability, Science and the Law PHL260 Bioethics and Biotechnology SOC254 Science, Society and Environment Faculty of Human Sciences EDUC108 Science, Today and Tomorrow EDUC261 Information and Communication Technologies and Education LING337 Language of Science and Technology Faculty of Science PHYS242 The Tradition of Science (renamed as Big Idea in Science from 2013) MATH123 Mathematics 123 BIOL108 Human Biology BBE100 Introduction to Brain, Behavior and Evolution BIOL260 Science of sex ISYS100 IT and Society STAT175 Gambling, Sport and Medicine CBMS123 History and Philosophy of the Molecular Sciences (renamed Alchemy, Drugs

and the Quest for Immortality from 2013)


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ENVE214 Climate Change ENV200 Environment and Sustainability ENVG262 The Ecological Humanities: Australians and their Environment MSM310 Museology of Natural History ASTR178 Other Worlds: Planets and Planetary Systems BIOL261 Paleontology SCOM100 Science in the Public Sphere GEOS204 Life, the Universe and Everything GEOS112 The Planet Earth The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above units as Planet Units, with effect from 1 January 2014. 2013 Draft Timeline for 2014 Academic Program The Subcommittee discussed the time line for the 2014 academic year. It was recommended that: - An ASQC meeting be held in the last week of January 2013 to consider Subcommittee recommendations for new awards, majors and specialisations. - Undergraduate and Postgraduate subcommittee meetings be held in the last week of January/ early February to consider proposals for recommendation to ASQC. - Two separate submission dates for new unit proposals will be introduced for 2014. New unit proposals for Session 1, 2014 are due on 17 December 2012. New unit proposals for Session 2 or Session 3 are due by 31 May 2013. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the draft academic program time line with the incorporated amendments as noted above. 4.3 Draft Session 3 Policy Ms Barb McLean presented the draft Session 3 policy to the Sub-Committee for discussion. The Sub-Committee’s recommendations were as follows: Overview - Amend the first sentence to remove reference to CSP places and cross-institutional students for clarity. Therefore the sentence should read “Session 3 Replaces the Old Summer School and Vacation Units.” - Amend the fifth bullet point to include reference to Participation Units and Fieldwork. Policy - The construction of item 3 needs to be amended for clarity. Ms Barb McLean will contact A/Prof Pamela Coutts to discuss re-phrasing this item. - Remove item 4 as the Subcommittee felt that allowing more flexibility for enrolment would result in students missing out on a significant amount of unit content and it would also be difficult to manage administratively. - Item 5 should be amended to “Required units may be offered in Session 3…” to clarify the meaning. - Item 6 should be amended to include an exemption for fieldwork units only. - Item 7 requires minor grammatical amendment. - Item 11 needs to be amended to increase the number of enrolments from 5 to 10 for units that can be considered for cancellation. Additionally the Faculty Executive Deans should be consulted for their advice on cancelling Session 3 units with small enrolment numbers. - Item 13 requires amendment to clarify that 20% of the unit materials/ content needs to be made available to students before the Census date (including units offered in block mode). Therefore, except for field work units, students must be provided with at least 20% of the unit content (e.g., iLectures or readings). - Item 16 should be rephrased to convey that Faculties will specify which programs are open


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for admission for Session 3. Consequently not all courses will have an admission but any course that does have an admission in Session 3 will also allow students the opportunity to enrol in Session 3. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the draft Session 3 Policy with the incorporated amendments as outlined above. (Note: Subsequent to the meeting Ms McLean advised that the draft Session 3 Policy with the above amendments were considered by the Senate Learning and Teaching Committee at their 5 September 2012 meeting, where further amendments were recommended. Feedback to the draft policy had also been received from faculties. A set of recommendations regarding Session 3 will be considered by Academic Senate at their 2 October 2012 meeting.)

5. REPORT OF THE POSTGRADUATE SUB-COMMITTEE The Committee reviewed the minutes of the Postgraduate Sub-Committee meeting held on 30 August 2012. The agenda and associated papers for the Sub-Committee’s meeting can be found for review by members on the ASQC website at: http://senate.mq.edu.au/apc/sub_committees.html 5.1 2012 Academic Program Late Amendments to Programs 2012 Faculty of Arts Master of Development Studies and Culture Change Postgraduate Diploma of Development Studies and Culture Change Master of International Relations The Subcommittee discussed the late amendments to the Master and Postgraduate Diploma of Development Studies and Culture Change and the necessity for working within the principle of 50% distinctiveness between named awards. The Sub-Committee suggested that a review of the Master of Applied Anthropology and the Master of Development Studies and Culture Change be undertaken. These 2012 amendments were recommended as retrospective amendments to deal with individual student issues. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the late amendments to the above programs, with effect from 1 January 2012. The Committee also recommends that the Faculty of Arts review the programs of study for the Master of Applied Anthropology and the Master of Development Studies and Culture Change in relation to the principle of distinctiveness. Professor Ross-Smith commented on the approach that has been initiated by the Faculty of Business and Economics in defining distinctiveness between programs. A bottom up process is involved, where learning goals are firstly set at the program level, while it is demonstrated that the content of the units meets this goal. The Committee agreed that this process be recommended as part of the curriculum simplification project. The Committee also noted that the Chair will discuss with the Provost to express the Committee’s concern over the logistics of the October deadline for a 2014 implementation of the simplification project. Faculty of Business and Economics Master of International Business with the degree of Master of International Relations


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The Committee RECOMMENDS THAT ACADEMIC SENATE approves the late amendments to the above program, with effect from 1 January 2012. It was noted that the amendments also apply to 2013. 5.2 2013 Academic Program Late Amendments to Programs 2013 Faculty of Arts Master of Development Studies and Culture Change Postgraduate Diploma of Development Studies and Culture Change Master of International Relations Faculty of Human Sciences Doctor of Advanced Surgery Faculty of Science Master of Laboratory Quality Analysis and Management The Committee RECOMMENDS THAT ACADEMIC SENATE approves the late amendments to the above programs, with effect from 1 January 2013. Late Amendments to Specialisations 2013 Faculty of Science Master of Science with Specialisation in Remote Sensing and GIS Postgraduate Diploma of Science with Specialisation in Remote Sensing and GIS The late amendments to the above specialisations were approved by the Chair of ASQC on behalf of the Committee. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the late amendements to the above specialisations, with effect from 1 January 2013. Late Amendments to Admission Requirements 2013 Faculty of Business and Economics Master of Commerce with Specialisation in Financial Crime and Governance Master of Commerce with Specialisation in Corporate Governance Faculty of Human Sciences Master of Clinical Neuropsychology Master of Clinical Psychology Master of Organisational Psychology Postgraduate Diploma of Professional Psychology Master of Social Health and Counselling Postgraduate Diploma of Social Health and Counselling The Committee RECOMMENDS THAT ACADEMIC SENATE approves the late amendments to admission requirements for the above specialisations and programs, with effect from 1 January 2013.


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Proposal for the Establishment of Specialisations 2013 Faculty of Human Science Master of Advanced Surgery with the following Specialisations: Orthopaedic Surgery: Upper Limb Orthopaedic Surgery: Knee and Arthroplasty General Surgery Cosmetic Surgery Master of Surgery with the following Specialisations: Cardiothoracic Surgery Orthopaedic Surgery Otolaryngology Head and Neck Surgery Paediatric Surgery Plastic & Reconstructive Surgery Vascular Surgery The Committee RECOMMENDS THAT ACADEMIC SENATE approves the establishment of the above specialisations, with effect from 1 January 2013. Emergency Changes to the 2013 Schedule of Units Faculty of Arts

Unit Code Existing Title Revised Title

ANTH801 Methodology in Local and Community Studies

Research Methods in Anthropology

IRPG854 Conflict and Violence in World Politics

War and Violence in World Politics

The below Emergency Changes were approved by the Chair of ASQC on behalf of the Committee.

Unit Code Existing Title Revised Title

ENGL714 Writing: Text and Context Writing Creative Non-Fiction: An Introduction

ANTH805 Migration and Transnationalism Race, Nation and Ethnicity

ANTH705 State, Ethnicity and Citizenship Race, Nation and Ethnicity

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Emergency Change requests for the above units, with effect from 1 January 2013. Unit Renewals 2013 MGSM826 Sales Management MGSM876 Leadership and Motivation The Committee RECOMMENDS THAT ACADEMIC SENATE approves the renewal of the above units, with effect from 1 January 2013.


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Units for Deletion Faculty of Arts ICOM891 Glocalisation and Communication Technologies The Committee RECOMMENDS THAT ACADEMIC SENATE approves the deletion of the above unit, with effect from 31 December 2012. New Units 2013 Faculty of Arts MECO800 International Discourse PICX845 Intelligence Product and Decision Making (OUA) PICX848 Cyber Security (OUA) The Committee RECOMMENDS THAT ACADEMIC SENATE approves the introduction of the above units, with effect from 1 January 2013. 2013 Schedule of Graduate and Postgraduate Units to be offered at MQC The Committee RECOMMENDS THAT ACADEMIC SENATE approves the 2013 Schedule of Graduate and Postgraduate units to be offered at MQC (Attachment 1). 5.3 Designations on Postgraduate Units The Committee noted that the Sub-Committee discussed the function of postgraduate unit designations and where the responsibility for determining appropriate designations lies. The Sub-Committee considered a situation where only some postgraduate units offered by the Faculty of Arts are currently designated as Arts units. The general requirements for the Master of Arts require a student to complete a minimum of 28 credit points at 800 level or above in units designated as Arts. This may potentially cause issues for students wishing to be awarded the Master of Arts if they have completed a broad range of units. The Sub-Committee suggested a review of the number of students who may be seeking to qualify with a Master of Arts who may need to have units deemed as Arts for the purposes of satisfying award requirements. 5.4 AUQA Recommendation 10 to Macquarie University The Committee noted that the Sub-Committee discussed the AUQA recommendation that Macquarie University consider the appropriateness of one Master degree articulating into another Master degree, ensuring that all dual degree program arrangements meet the Australian Qualifications Framework requirements. (http://www.mq.edu.au/about_us/strategy_and_initiatives/quality_enhancement/reviews_reporting/auqa2/ ) The Sub-Committee discussed this proposed policy and identified some areas of concern, in particular articulated awards and the amount of permissible credit for prior learning (RPL). It was noted that articulated awards are not specified in the degree rules. The Sub-Committee suggested that further discussion should be held to review these and associated issues.

6. 2013 DRAFT DEGREE RULES A Discussion Paper: Review of Rules (Stage 1) has been prepared by the Governance Services for consideration. The Committee was also presented with the tabled documents


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Overview of Rules with Proposed Changes (Stage 1) and Overview of Rules with Proposed Changes (Stage 2). The Committee was directed to the Calendar of Governance 2012 tracked changes document available on the asqc website at http://senate.mq.edu.au/apc/agendas/2012/09_18_Sep.html. Ms Williams outlined the context of the review of the Calendar of Governance, Legislation and Rules for publication in 2013. It was acknowledged that due to the condensed timeframe, this review is limited in scope to urgent changes in relation to the organisational structure of the University, revisions to program offerings and transition issues surfacing from the implementation of the new undergraduate and postgraduate curricula. The Office of General Counsel has advised that a major revision of the rules is scheduled within a timeframe to be confirmed. The Committee was invited to review some initial changes as part of Stage 1 of the review, to be considered for approval by Academic Senate and Council at their 2 October 2012 and 17 October 2012 meetings respectively. A further suite of changes will be presented in a Stage 2 Discussion Paper at the 23 October 2012 ASQC meeting for review, to be considered for approval by Academic Senate and Council at their 13 November 2012 and 5 December 2012 meetings respectively. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the revisions in the Discussion Paper: Review of Rules (Stage 1), with the following amendments: Point 11: a) Transition timeframes

i. Proposed amendment to BDR 23(3): Amendment to encompass students in cohort (c) [>72cp and 1st enrolled 2008: transitioned on 1.1.14]:

‘(3) A candidate first admitted to a program of study of greater than 72 credit points in 2008 or 2009 will: (a) in 2008 will:

(i) be able to continue in their old program of study until 31 December 2013, and will then be transferred by default to a program of study offered from 1 January 2014 where they are eligible to be admitted to that program of study, and

(ii) until 31 December 2013 will be able to qualify for an award under a program of study which was offered for new admissions when or after they initially enrolled.

(b) in 2009 will: (ia) be able to continue in their old program of study until 31 December 2014, and will then be transferred by default to a program of study offered from 1 January 2015 where they are eligible to be admitted to that program of study, and (iib) until 31 December 2014 will be able to qualify for an award under a program of study which was offered for new admissions when or after they initially enrolled.’

b) People & Planet Unit Exemption timeframes:

Students who are transferred by default to the new curriculum in 2013 are provided with an additional year to complete with exemption from the People & Planet unit requirements (Bachelor Degree Rule 23.(11)). There is currently no equivalent exemption for students in programs of 72cp or more. Bachelor Degree Rule 23.(11) covers cohorts (a) & (b) for the purposes of People & Planet unit exemptions.

i. Proposed amendment to BDR 23(11): Amendment to encompass

students in cohort (c) [>72cp and 1st enrolled 2008: transitioned on

1.1.14] & (d)[ >72cp and 1st enrolled 2009: transitioned on 1.1.15]:


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‘(11) For the purposes of Rule 23(10) students who transfer voluntarily or are transferred into a new program of study will not be required to fulfil the People unit and Planet unit requirements of that program of study as stipulated in the Schedule of Programs of Study Currently Open For New Admissions and the Schedule of People Units and Planet Units of these Rules:

(a) if they otherwise qualify for an Award before 1 January 2014, or (b) if they were first admitted to a program of study of greater than 72 credit points in 2008, and if they will otherwise qualify for an award before 1 January 2015, or (c) if they were first admitted to a program of study of greater than 72 credit points in 2009, and if they will otherwise qualify for an award before 1 January 2016.

The Academic Senate may also stipulate exemptions to other requirements for students who otherwise qualify for an Award as per the aforementioned timeframes.’

Point 12: Bachelor Degree Rule 23.(11): The ‘spirit’ of this Rule is to ensure continuing students who were transferred by default to the new curriculum on 1 January 2013 would not be disadvantaged by certain additional requirements of the new program of study (e.g. People Unit & Planet unit exemption).

a. From 1 January 2012, Participation Units are included as a general requirement of various programs of study (e.g. Bachelor of Arts-Psychology).

b. On 1 January 2013, continuing students will be transferred by default to a program of study offered from 1 January 2013, or as per cohort timeframes.

c. Should Bachelor Degree Rule 23.(11) be amended to include a Participation Unit exemption?

i. NB: The Participation Unit is generally a requirement of the program, regardless of its branding.

1. Are there programs of study where such a unit would not have had to be completed, other than to meet the requirements of ‘completion of a Participation Unit’?

Point 17: Proposal to repeal Bachelor degree rule 11(3)(a)(ii) and Associate degree rule 11(3)(a)(ii). a. Places responsibility of enrolment and withdrawal, within specified timeframes, on the student. b. Mitigates inconsistencies within the WWOP procedure. c. Procedure for WWOP, where genuine cases are supported by evidence of unavoidable disruption, is not impacted by repealing this rule. The Committee also agreed that all references to “cosmetic changes” be replaced by “minor changes” in the documents.

7. PROPOSED MEETING DATES FOR 2013 The Committee noted the proposed meetings dates for 2013. It was noted that these dates have not yet been approved by Senate and will be considered at the next Senate meeting to be held on 2 October 2012. The Committee suggested that the proposed 29 January 2013 ASQC meeting date be made reserve or be used for a Sub-Committee meeting. Members requested that they be granted an exemption from teaching commitments in the University timetable against their official scheduled University meeting dates. The Committee RECOMMENDS THAT ACADEMIC SENATE requests that members of the Academic Senate Sub-Committees, ASQC and SLTC, be granted an exemption from


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teaching commitments in the University timetable against the relevant meeting dates.

8. ANY OTHER BUSINESS 8.1 Status of Honours The Committee clarified that the last intake into honours programs is 2013 for full time study and that there is no provision for deferment in 2013. 8.2 Master of Engineering Management Associate Professor Hitchens asked the Committee to consider approving the amended program structure of the Master of Engineering Management with effect from 1 January 2013. The request for the amendment was necessitated by an accreditation requirement of MGSM. Subsequent to the meeting the Chair on behalf of the Committee approved the amended program structure of the Master of Engineering Management, with effect from 1 January 2013. The change in credit points of the unit ENGG801 Engineering Management Thesis from 4cp to 8cp was not approved. This would require the proposal of a new unit for 2014. As ENGG801 is to remain as 4cp, the “8 credit points from ITEC units at 800 level” option set was changed to “12 credit points from ITEC units at 800 level”. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the amended program structure of the Master of Engineering Management, with effect from 1 January 2013. 8.3 Faculty of Arts Representative The Committee noted that Dr Ian Wells has resigned from Macquarie University. The Chair on behalf of the Committee thanked and acknowledged Dr Wells for all his work and contribution and wished him well in his future endeavours. Mr George Tomossy was accepted as Dr Wells’ replacement as Faculty of Arts representative on the Committee.

9. NEXT MEETING

The Committee noted that the next meeting is scheduled for Tuesday 23 October 2012 commencing at 9.30am. The meeting will be held in Room 310 Lincoln Student Services Building.


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Agenda Item 3


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DISCUSSION PAPER: REVIEW OF RULES

Stage 2

Background

A review of the Calendar of Governance, Legislation and Rules is currently being undertaken to

address the immediate need to publish this information in 2013. In undertaking this review it is

acknowledged that the Office of General Counsel has indicated that a major revision of the

University’s legislation is scheduled with the timeframe for delivery to be confirmed.

As this review is being undertaken within a condensed timeframe, it is limited in scope to

amendments that reflect recent changes to the University’s organisational structure; revisions to

program offerings; transition issues resulting from the implementation of the new undergraduate

and postgraduate curricula; and minor revisions to improve consistency. The review also seeks to

ensure that the resolutions of Academic Senate, where pertaining to Program Rules, are addressed

and included.

Approval Process

To progress the required revisions through the consultation and approval process, the review has

been divided into two stages, with minor and substantial revisions being identified in both Stage 1

and Stage 2. Stage 1 amendments were presented to the Academic Standards and Quality

Committee (ASQC) meeting of 18th September, the Academic Senate meeting of 2nd October and

University Council for approval on 17th October. The purpose of this paper is to identify the

amendments proposed for approval and the timeframe for approval for Stage 2 revisions. It is

anticipated that these revisions will be presented to ASQC on 23rd October, Academic Senate on 13th

November and University Council for approval on 5th December 2012.


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Index of Proposed Changes

1. AFFILIATION OF RESIDENTIAL COLLEGES RULES (ARCR)

Proposed amendments are informed by consultation with the Head of Accommodation.

1.1. Style and terminology is inconsistent with other rules, including ‘in-reference’ to rules, and

use of ‘course of study’.

1.1.1. Proposal to update for purposes of consistency, as follows:

1.1.1.1. ‘ 3(2)(a): is enrolled for in a course program of study leading to a degree or

diploma of the University;’

1.1.1.2. ‘3(2)(d): is a member of the research, teaching, library or administrative

academic or professional staff of a recognised university.’

1.1.1.3. ‘3(3): In admitting persons to resident membership, a college shall give

preference to applicants of the categories described in sub-paragraphs (a)

and (b) of paragraph (2) 2(a), 2(b) and 2(c) of this rule, over applicants of

the category described in sub-paragraph (c) 2(d) thereof.’

1.1.1.4. ‘4(a): any person who is not disqualified for admission to residential

membership under the last preceding paragraphRule 3(4); and’

1. Affiliation of residential colleges rule

2. Council rules

3. Fees rules

4. Nominations Committee rules

5. Rules for the election of Chancellor

6. Rules governing the enrolment of students

7. Student misconduct and discipline rules

8. Social Legislation

9. Certificate rules

10. Diploma rules

11. Graduate certificate rules

12. Graduate diploma rules

13. Exit Award rule

14. References to ‘Examination’

15. Rules relating to Appeals

16. Bachelor degree rules

17. Late enrolment timeframes

18. Designation of students as full-time or part-time

19. References to ‘External’ and ‘Distance’


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1.2. ARCR 2 governs eligibility for resident membership. Currently, it is not inclusive of the

following student cohorts, despite these cohorts being eligible for resident membership:

Postgraduate Coursework;

Macquarie University English Language Centre;

Sydney Institute of Business & Technology, or

Non Award.

1.2.1. Proposal to add sub-paragraphs to ARCR 3(2) to include Postgraduate Coursework,

ELC, SIBT and Non Award students in eligibility for resident membership:

1.2.1.1. ‘A college shall not admit a person to a resident membership unless he or she:

(a) is enrolled for a course program of study leading to a degree, associate degree or diploma of the University;

(b) is enrolled in a program of study leading to a masters, postgraduate diploma or postgraduate certificate of the University;

(c) is enrolled in a unit, or units, at:

the Macquarie University English Language Centre (ELC), or

the Sydney Institute of Business & Technology (SIBT);

(d) is enrolled in a unit, or units, as a Non Award student;

(be) is engaged in research at the University; or

(cf) is a member of the research, teaching, library or administrativeacademic or professional staff of a recognised university.’

1.2.1.2. Proposal to amend ARCR 3(3) in relation to the changes to sub-paragraphs

in ARCR 2:

1.2.1.2.1. ‘In admitting persons to resident membership, a college shall give

preference to applicants of the categories described in sub-paragraphs (a)

and (b) of paragraph (2)2(a), 2(b) and 2(c) of this rule over applicants of

the category described in sub-paragraph (c)2(d) thereof.’

2. COUNCIL RULES (CR) Proposed amendments are informed by consultation with the University Secretary.

The rules have been updated to reflect:

the allocation of responsibilities between the Registrar and the University Secretary,

the approval by Council to adopt the University Governing Bodies Act 2011, and

the consent of Council members to use of technology for calling and holding meetings.

2.1. Proposal to update delivery of information clauses, and delivery of meetings, to include

electronic means, as follows:


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2.1.1. ‘4(1): The Registrar shall transmit by post, electronic or other means of delivery or

deliver to each member of the Council a written or printed notice of the date, time

and place of, and agenda for, the next ensuing meeting of the Council, whether such

meeting is an ordinary or a special meeting.’

2.1.2. ‘9: Subject to the provisions of the Act the Council may make rules for the procedure

at and in respect of Council meetings, for the convening and holding of meetings of

any committee of the Council and for the conduct of the proceedings of any such

committee. Meetings of Council may be called or held using any technology

consented to by all members of the Council. The consent may be a standing one.’

2.2. Proposal to replace reference to ‘Registrar’, as follows:

2.2.1. ‘3: A special meeting of the Council shall be convened by either the Chancellor or the

Vice-Chancellor or, in their absence, by the Council SecretaryRegistrar, upon the

written request of six members setting forth the objects for which the meeting is

required to be convened and the meeting shall be held within fourteen days after

the receipt of such request.’

2.2.2. ‘4(1): The Council Secretary Registrar shall transmit by post…’

2.2.3. ‘6: No member shall make any motion initiating a subject for discussion at any

meeting of the Council except in pursuance of notice given to the Council

SecretaryRegistrar at least ten days previously, except that at any meeting the

Chancellor, or the Council, may permit the introduction of any subject for discussion.’

3. FEES RULES (FR) Proposed amendments are informed by consultation with the Manager, Commonwealth Loans

Scheme and the Assistant Director, Revenue Service. The Fees rules have been amended for the purposes of clarity of structure and wording; to

differentiate between fees and penalties; to reflect changes in the way fee liability is assigned,

and to reflect the introduction of the Student Services and Amenities Fee (SAF).

3.1. Responsibility for tertiary education has been transferred from Department of Education,

Employment and Workplace Relations (DEEWR) to Department of Industry, Innovation,

Science, Research and Tertiary Education (DIISRTE).

3.1.1. Proposal to replace reference to DEEWR with DIISRTE, within FR 5(b)(i).

3.2. The late fee rule covers three types of late fee: late application, late enrolment, and late

payment of fees. In its current form, the differentiation is unclear and, as such, there is risk

that the relevant due dates and consequences may be difficult to determine and, hence,

the meaning of the rule could be taken out of context. For example, information pertaining

to late enrolment was positioned under late fee payment.

3.2.1. Proposal to amend FR 8 for the purposes of clarity and accuracy, separating late

fees into three categories: late application, late enrolment and late payment, as

follows:


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3.2.1.1. ‘Late fees

7. (1) Late A late fee may be payable if an application for admission is lodged after the day specified by the Registrar. Late fee amounts are generally aligned with the Universities Admissions Centre’s schedule of—late fees similar to the UAC late fees for the relevant admission period.

The late application fee will not be refunded under any circumstances.

(2) Late A late fee may be payable if enrolment in a unit after the day specified by the Registrar is requested, and approved, by the Registrar. A late enrolment request will not be approved beyond one month after the dates specified for the completion of enrolment except with the approval of the Registrar.

In exceptional circumstances the Vice-ChancellorDeputy Registrar may waive the payment of the late enrolment fee.

(3) Late A late fee is payable if tuitionor if fees or student contribution fees are outstanding by beyond the due date specified by the Chief Financial Officer. The late payment fee shall be— $200. provided that in no case will enrolment be accepted more than one month after the day specified for the completion of enrolment except with the approval of the Registrar. In exceptional circumstances the Vice-Chancellor may waive the payment of the late enrolment fee.’

3.2.2. The late enrolment rule states that late enrolment will not be approved beyond ‘one

month after the day specified for the completion of enrolment except with the approval

of the Registrar’, however it does not define or reference this date as stated within the

rules.

3.2.2.1. Proposal to amend FR 8(2) to ensure consistency with changes relating to

Late Enrolment as identified in this Discussion Paper, as follows:

‘Late fee may be payable if enrolment in a unit after the day specified by the

Registrar is requested, and approved, by the Registrar. A late enrolment

request will not be approved beyond one month after the dates specified for

the completion of enrolment except with the approval of the Registrar.’

3.3. As of 2012, fee liability is not determined by award alone but also by program of study for

some postgraduate coursework awards. For example, students in the Master of Arts may be

offered a Commonwealth Supported Place or a Domestic Fee Paying Place dependent on

the specialisation they select.

Given this, the wording of the rules needs to encompass both award and program of study

where references to assignment of fee liability category appear.

3.3.1. Proposal to amend Fees rules to ensure references to assignment of fee liability is

award OR program of study, where students are ‘admitted to an award’ and ‘enrol in

a program of study’, as follows:


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3.3.1.1. ‘1(2)(a): a student, who is a candidate for a degree or diploma, shall be

regarded as full-time, part-time, or external as designated by the rules

pursuant to the award in which the student is admitted, which the course

or the unit or program of study in which the student is enrolled is offered;’

3.3.1.2. ‘4(2)(a): Students who are admitted to an award, or are enrolled in a

program of study, offered as a Domestic Fee Paying Place fee paying

programs’

3.3.1.3. ‘4(2)(a)(v): The Vice-Chancellor may determine special conditions under

which refunds of tuition fees may be made in respect of a particular

program of study, or award, where the Vice-Chancellor considers that the

provisions of sub-rule (4) are inappropriate for that program of study or

award.’

3.3.2. Proposal to replace ‘program of study’ with ‘award’ in Fees 1(2)(e), as international

student fee liability is based on award only, not award and/or program of study.

3.3.2.1. ‘an international student is a student who is not an Australian or New

Zealand citizen, nor the holder of permanent residence status in Australia,

and who is enrolled in a program of studyadmitted to an award on a fee-

paying basis.’

3.4. The rules required significant changes to wording and structure to ensure clarity, accuracy

and a logical connection between related content. Additionally, some rules need to be

updated to reflect current procedures, and to replace instances of ‘discontinuance’ with

‘withdrawal’ terminology, for consistency with Stage 1 changes.

3.4.1. Proposal to consolidate Tuition fees Rule 4 and Rule 5 under the banner of ‘Fees for

domestic students’, as follows:

3.4.1.1. Fees for domestic students

4. (1) All awards offered by the University for domestic students shall be defined as either a Domestic Fee Paying Place (DFP) or a Commonwealth Supported Place (CSP).

(12) (a) Students who are admitted to an award, or are enrolled in a program of study, offered as a Domestic Fee Paying Place shall observe the following:

(i) enrolled in fee paying programs Students shall be liable to pay tuition fees as approved by the Vice-Chancellor. These rates can be foundare published on Macquarie University’s website: www.mq.edu.au/unifees.

(2) (ii) Tuition fees shall be payable each study period by a date specified by the Chief Financial Officer.

(3) (iii) Tuition Fees fees shall be payable for the total Equivalent Full-Time Student Load (EFTSL) value for which a student is enrolled in each study period.


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(4) (iv) Save as provided in Rule 4(52)(a)(v), a student who discontinueswithdraws from a unit for a program of study or award for which tuition fees are payable, by the relevant study period census date, a unit for a program for which tuition fees are payable, shall be granted a refund of fees paid in respect of that unit.

(5) (v) The Vice-Chancellor may determine special conditions under which refunds of tuition fees may be made in respect of a particular program of study, or award, where the Vice-Chancellor considers that the provisions of sub-ruleRule (4)(2)(a)(iv) are inappropriate for that program of study or award.

(6) (vi) The Higher Education Loan Programme (HELP), via FEE-HELP, allows eligible students to defer their tuition fees. The Higher Education Loan Program which is administered by the Australian Taxation Office.

Commonwealth supported places

5. (1) (b) Students who are admitted to an award, or are enrolled in a program of study, offered as a Commonwealth Supported Place shall observe the following:

(i) In accordance with the Higher Education Support Act 2003 (as amended), students who receive a Commonwealth sSupported pPlace will be liable to pay a contribution based on the indexed rates provided by the Department of Industry, Innovation, Science, Research and Tertiary Education Education, Employment and Workplace Relations (DEEWRDIISRTE) and approved by the Vice-Chancellor.

(2) The Higher Education Loan Programme (HELP), via HECS-HELP, allows eligible students to defer their student contribution which is administered by the Australian Taxation Office.

(3) (ii) The student contribution shall be payable for the total Equivalent Full-Time Study Load (EFTSL) for which a student is enrolled in each study period.

(4) (iii) Where the student withdraws from a unit, or other component, for a program of study on or before the relevant study period census date, a unit or other component of a program taken, no student contribution shall apply in respect of that unit or component.

(iv) The Higher Education Loan Program (HELP), via HECS-HELP, allows eligible students to defer their student contribution. The Higher Education Loan Program is administered by the Australian Taxation Office.

3.4.2. Proposal to repeal FR 5 given that content has been consolidated under FR 4, as

above.

3.4.3. Proposal to change the title of FR 4 and FR 6 to ‘Fees for domestic students’ and ‘Fees for international students’, for consistency and accuracy (rules are not only referencing ‘tuition fees’).


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3.5. Proposal to amend formatting of clauses within FR 1, for the purposes of consistency with

other rule, replacing ‘(i)’ with ‘(a)’ and so forth. For example:

‘1. (1) The fees to be paid to the University by students shall be as prescribed by these rules.

(2) For the purpose of these rules: (ia) a student, who is a candidate for a degree or diploma, shall

be regarded as full-time, part-time, or external as designated by the rules pursuant to which the course or program of study in which the student is enrolled is offered;’

3.6. Domestic higher degree research students do not fall neatly under the categories of FR 4.

Given the differences between various HDR cohorts it was decided that it would be best to

apply a rule similar to FR 6, Fees for international students, as this provides for flexibility of

the application of the rule.

3.6.1. Proposal to add ‘Fees for higher degree research students’ as FR 7. Wording to align

with FR 6, ‘Fees for international students’, as follows:

‘The fees to be paid by higher degree research students shall be determined,

pursuant to By-law 35(2), by the Vice-Chancellor who shall also determine the

conditions under which refunds of such fees shall be made.’

3.6.2. Reference to exception to be added to FR 4, Fees for domestic students, as follows:

‘…with the possible exception of students referred to in Rule 7.’

3.6.3. Amendment of FR numbers (8-14) as a consequence of the addition of FR 7, ‘Fees for

higher degree research students.’

3.7. Students who are indebted to the University for amounts greater than $200 will receive a

notification in writing, and will be denied permission to re-enrol, and denied access to

examination results and official academic transcripts.

3.7.1. Proposal to update FR 13(2) to clarify that the notification will be in writing, as

follows:

3.7.1.1. ‘Students who are indebted to the University for amounts totalling $200 or

more will be warned in writing that their enrolment will be cancelled, and if

they remain indebted…’

3.7.2. Proposal to update FR 13 to include the ‘no access to official academic transcripts’

consequence, and general rewording for clarity, as follows:

3.7.2.1. ‘13(1): Students who are indebted to the University for less than $200 will

be denied permission to re-enrol, and denied access to examination results

and official academic transcripts and permission to re-enrol.’

3.7.2.2. ‘13(2): Students who are indebted to the University for amounts totalling

$200 or more will be warned in writing that their enrolment will be

cancelled, and if they remain indebted beyond a date determined by the

Chief Financial Officer, that their enrolment will be cancelled, and that they


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will be denied permission to re-enrol, and they will be denied access to

examination results and official academic transcripts.’

3.8. In October 2011, the Australian Government passed the Higher Education Legislation

Amendment (Student Services and Amenities) Bill 2010, allowing universities to charge a

compulsory Student Services and Amenities Fee (SAF).

The fee is intended to provide the University with additional funding to support non-

academic student services and facilities.

Macquarie University decided to adopt the SAF, implementing it from Session 1, 2012.

At present there is no reference to SAF within the Fees rules.

A SAF rule is proposed, informed by the Higher Education Support Act 2003 (as amended),

and following consultation with the Commonwealth Loans Scheme Manager and the

Assistant Director, Revenue Service, and as reviewed by the Chief Financial Officer.

3.8.1. Proposal to add a ‘Student services and amenities fee’ rule to the Fees rules suite, as

FR 14. Proposal for wording of FR 14 as follows:

3.8.1.1. ‘Student services and amenities fee

14. (1) In accordance with the Higher Education Support Act 2003 (as amended), students may be liable to pay a Student Services and Amenities Fee (SAF) as determined and approved by the Vice-Chancellor.

(2) The fee amount for any given year shall be as determined and approved by the Vice-Chancellor, but shall be no more than the maximum amount as specified each year in the Higher Education Grants Index.

(3) The fee amount shall be calculated in accordance with a student’s classification as full-time or part-time, or as otherwise determined by the Vice-Chancellor. Where a student enrols in, or withdraws from, a unit or units for a program of study within the relevant timeframes for a study period, and where this results in the student being reclassified as full-time, part-time or discontinued, the fee shall be adjusted accordingly.

(4) The Higher Education Loan Program (HELP), via SA-HELP, allows eligible students to defer their Student Services and Amenities Fee. The Higher Education Loan Program is administered by the Australian Taxation Office.’

4. NOMINATIONS COMMITTEE RULES (NCR)

Proposed amendments are informed by consultation with the University Secretary.

4.1. The rules have been updated to reflect the allocation of responsibilities between the

Registrar and the University Secretary.

Proposed amendments as per consultation with the University Secretary.


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4.1.1. Proposal to replace reference to ‘Registrar’, as follows:

4.1.1.1. ‘2: For the purposes of By-law 15 the Registrar Council Secretary (or

nominee) will convene the Committee.’

4.1.1.2. ‘3: The Registrar Chancellor (or nominee) will seek expressions of interest

from suitable persons who would be qualified to hold office under the

specified category.’

4.1.1.3. ‘4: It must be received by the Registrar or Council Secretary, as

appropriate, by the due date for the particular round of considerations.’

4.1.1.4. ‘6: Contact with nominees will be through the Registrar or Council

Secretary (or nominee), as appropriate, unless otherwise authorised by the

Chancellor.’

4.1.2. Proposal to make expressions of interest optional in the process.

4.1.2.1. The Chancellor (or nominee) will may seek expressions of interest from

suitable persons who would be qualified to hold office under the specified

category.’

5. RULES FOR THE ELECTION OF CHANCELLOR (REC)

Proposed amendments are informed by consultation with the University Secretary.

5.1. The rules have been updated to reflect:

that the Deputy Chancellor may nominate for the role of Chancellor, and

practical amendments.

5.1.1. Proposed amendment to REC 2 to enable the Deputy Chancellor to nominate for the

role of Chancellor.

Proposed amendment to REC 2 to qualify the reference to an ‘external member’.

5.1.1.1. ‘A Search Committee for Chancellor will comprise:

the Deputy Chancellor (Chair). In the event that the Deputy Chancellor is unavailable to or unwilling to act or wishes to nominate for the role of Chancellor, then the Council shall nominate an external member of Council (in addition to the external member already appointed in the Search Committee) to be Chair:

the Vice-Chancellor;

the Vice-President of Academic Senate;

one graduate member of Council;

one external member of Council.’

5.1.2. Proposed amendment to REC 10 to restrict nominations, in this circumstance, to

current Council members only.

5.1.2.1. ‘In the case where the incumbent Chancellor has indicated that he or she

wishes to continue in office at the completion of the current term, the

Council Secretary will formally call for nominations from current Council

members for election or not as Chancellor by the Council.’


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6. RULES GOVERNING THE ENROLMENT OF STUDENTS (RGES)

6.1. Proposed amendment to RGES 3(1) to update the list of undergraduate rules, as follows:

6.1.1. ‘Candidates for any of the awards under the Bachelor Degree Rules, the Associate

Degree Rules, or the Graduate Diploma Rules, the Graduate Certificate Rules or for

any of the undergraduate diplomasthe Diploma Rules awarded by the University

shall satisfy such requirements for admission to candidature as may be prescribed

from time to time by the Academic Senate after considering a recommendation by a

relevant committee appointed by Academic Senate.’

7. STUDENT MISCONDUCT AND DISCIPLINE RULES (SMDR)

Proposed amendments are informed by changes to the University’s Academic Honesty Policy

approved by Senate Learning and Teaching Committee and to be presented to Academic Senate on

13 November 2012, and endorsement by the University Discipline Committee.

7.1. Proposal to remove the automatic referral of academic misconduct in a final examination

to the Vice Chancellor, in SMDR 4(3), as follows:

‘The Registrar shall forthwith report to the Vice-ChancellorExecutive Dean of Faculty in

writing any instance coming to the Registrar’s notice of breach or suspected breach of

discipline or misconduct or suspected misconduct at a University final examination.’

7.2. Proposal to remove reference to misconduct within a final examination from SMDR 6(3)

and SDMR 6(4), as follows:

‘(3) The Vice-Chancellor may refer to the Discipline Committee any matter involving

any question as to breach of discipline or misconduct of any kind by any student, or by a

candidate at any University final examination. The Vice-Chancellor, upon or after making

such reference, may suspend the student from the use of all or any of the facilities of the

University and from attendance within the University premises and grounds pending

investigation of and decision on the matter by the Discipline Committee and pending any

appeal to the Council by the student from that decision. Any such suspension may be

varied during its currency by the Vice-Chancellor or may be lifted by him or her.

(4) On such reference the Discipline Committee shall investigate matters

which involve any question as to breach of discipline or misconduct of any kind by any

student, or by a candidate at any University final examination, and may impose penalties

in accordance with academic usage.’

8. SOCIAL LEGISLATION (SL)

Proposed amendments are informed by consultation with the Records and Archives Manager,

Memory and Manager, Health and Safety.

8.1. The Social Legislation section is divided into ‘Discrimination and harassment’, ‘Equity and

diversity’, ‘Government information public access’ and ‘Occupational health and safety’.


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8.1.1. ‘Occupational health and safety’: New legislation came into effect on 1 January 2012,

replacing the ‘Occupational’ with ‘Workplace’. Given that Macquarie University is more

than just a workplace, it was decided that the policy would be entitled ‘Health and

Safety’. The new legislation also impacted some of the terminology.

Additional amendments have been made to ensure consistency with the

Occupational Health and Safety Policy.

Proposed amendments as per consultation with the Manager, Health and Safety.

8.1.1.1. Proposal to replace all references to ‘Occupational health and safety’ or

‘OHS’, with ‘Health and Safety’, including the title of this section.

8.1.1.2. Proposal to tighten up the language of this section, as follows:

8.1.1.2.1. Delete ‘As an institution of higher education, Macquarie University

operates in an environment comprising of a diverse range

of risks and hazards.’

8.1.1.2.2. Delete ‘as is possible.’

8.1.1.3. Proposal to encompass ‘contractors’, as per current ‘Occupational Health

and Safety Policy’.

8.1.1.3.1. ‘Macquarie University is committed to ensuring the health, safety

and wellbeing of its employees, contractors, students and visitors by

providing a safe a place to work, study and visit.’

8.1.1.4. Proposal to include the concept of ‘safety’, and ‘performance targets’ in

the terminology of this section, as follows:

8.1.1.4.1. ‘Macquarie University is committed to ensuring the health, safety

and wellbeing of its employees, students and visitors…’

8.1.1.4.2. ‘…implement key safety performance targets and indicators for

OHS…’

8.1.1.4.3. ‘The University will outline its OHS Health and Safety objectives,

and key performance indicators targets through its strategic OHSHealth

and Safety plan…’

9. CERTIFICATE RULES (CR) 9.1. Changes to Commonwealth Policy resulted in the Certificate of Languages and Certificate of

Ancient Languages no longer meeting eligibility criteria for Commonwealth Supported

Places. On 17 April 2012, the Executive Dean, Faculty of Arts proposed the retention of these

awards as ‘exit only’ awards from their respective Diplomas. This proposal was

recommended by ASQC (17 April 2012), and later approved by Academic Senate (7 June

2012), as per Academic Senate Resolution 12/140.

9.1.1. Proposal to create CR 1(1)(b), to list certificate awards as Exit Awards.

9.1.1.1. 1. (1) (a) (Repealed) There shall be the following Certificates; the Certificate in Ancient Languages (CertAnc Lang);


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the Certificate in Languages (CertLang). (b) There shall be the following Exit Award Certificates; the Certificate in Ancient Languages (CertAncLang); the Certificate in Languages (CertLang).

9.1.2. Proposal to repeal the remaining Certificate Rules.

10. BACHELOR DEGREE RULES (BDR)

Proposed amendments are informed by consultation with the Academic Program Information

Manager and the Examinations Manager.

The concept of ‘years of effective enrolment’ is referred to within the various rules pertaining to

Exclusion from enrolment. The definition of this term is critical in enabling the University to

justify a decision to exclude a student for unduly long time; however there is no record of the

definition within Bachelor degree rule 1(a): Interpretation and precedence of terms, nor within

the Glossary or any other official record.

10.1. Proposal to add a definition of ‘effective enrolment’ to BDR 1(a), as follows:

10.1.1. ‘1.(a)(xxi) A “year of effective enrolment” means any year within which a

student remains enrolled in a unit, or units, beyond the study period census date and

hence records a grade or status, including an ‘F’ grade or ‘W’ status. ‘

10.2. Proposal to update all Exclusion from enrolment rules to reference this definition.

Addition of ‘as per definition in Bachelor Degree Rule 1(a)’ to Diploma rule 10, Bachelor

degree rule 12(1), Associate degree rule 12(1), and Graduate diploma rule 10(1). For

example:

10.2.1. ‘BDR 12(1): A candidate who is taking an unduly long time to complete a program

of study may be excluded from further enrolment in any units, with an appeal

process as outlined in Bachelor Degree Rule 14. For the purpose of this Rule, an

unduly long time will be regarded as 10 years of effective enrolment, as per

definition in Bachelor Degree Rule 1(a)(xxi).

10.3. BDR 9(6)(c) is an outdated rule, referring to the awarding of Honours to students in a

program that no longer exists, the Bachelor of Legal Studies.

10.3.1. Proposal to repeal BDR 9(6)(c).

10.4. The Honours degree of Bachelor of Ancient History is no longer available for new

admissions.

10.4.1. Proposal to remove the Honours degree of Bachelor of Ancient History entry from

the ‘Requirements for all honours degrees’ section within the Bachelor degree rules.

10.5. BDR 13(2) references a “schedule of prescribed practicum units”, however there is

no such schedule in existence, as confirmed by the Academic Programs Section.


Agenda Item 6


14

10.5.1. Proposal to remove reference to this schedule from BDR 13(2)(a), as follows:

‘who commenced candidature after 1 January 2001 for the degree of Bachelor of Teaching (Early Childhood Services) or for the degree Bachelor of Teaching (Early Childhood Education: Birth to School Age), and who has failed to complete a unit offered by the Faculty of Human Sciences after having been enrolled therein twice because of a failure in the practicum component of that unit, (these units are listed in the schedule of prescribed practicum units for the degrees listed above) is excluded from the degrees listed in Rule 13(2) and the Graduate Diploma in Education and the Graduate Diploma in Early Childhood Education.’

10.6. Additional awards need to be added to the list of awards, in BDR 13(2)(b), where

exclusion for double failure of a practicum component is possible. With this addition, BDR

13(2)(b) becomes wordy, and would be better structured as per BDR 13(2)(a).

10.6.1. Proposal to add the Bachelor of Teaching (Birth to Five), and the Bachelor of

Education (Early Childhood Education) (Birth to Five Years), and to restructure, BDR

13(2)(b), as follows:

‘who commenced candidature after 1 January 2001 for one of the following awards:the degree of

the Bachelor of Teaching (Early Childhood Services) or for the degree

the Bachelor of Teaching (Early Childhood Education: Birth to School Age)

the Bachelor of Education (Early Childhood Education) (Birth to Five Years), or

the Bachelor of Teaching (Birth to Five),

, and who has failed to complete a unit offered by the Faculty of Human Sciences after having been enrolled therein twice because of a failure in the practicum component of that unit, is excluded from the degrees awards listed in Rule 13(2) and the Graduate Diploma in Education and the Graduate Diploma in Early Childhood Education.’awards listed in Graduate Diploma Rule 10(7).

11. DIPLOMA RULES (DR) 11.1. DR 5(3) states that a ‘completed diploma is not eligible for credit for previous studies

under the provisions of bachelor degree rule 16.’

The point that a completed diploma does not provide CPS towards a diploma at the

University is already articulated in 5(2): “and where the unit or units do not form part of a

completed award.” Furthermore, reference to BDR 16 is incorrect, as BDR 16 actually

contradicts this rule.

11.1.1. Proposal: Repeal DR 5(3).

11.2. Proposal to replace ‘discontinuance’ terminology with ‘withdrawal’ terminology within DR 8, as per Stage 1 Review of Rules, as follows:


Agenda Item 6


15

‘Where a candidate discontinues withdraws from one or more units in the program

of studies such discontinuance shall be determined in accordance with Bachelor

Degree Rule 11.’

12. GRADUATE CERTIFICATE RULES (GCR)


Manager.

As a result of the new curriculum, some generic Graduate Certificates have been introduced

which allow students to select a major, similar to the Bachelor of Arts or Bachelor of Science.

Reference to ‘majors’ needs to be present within GCR.

12.1. Proposal for rule to be included within the Program of Studies section, as Rule

5(7). Proposal for rule to be a tailored version/culmination of Bachelor Degree Rules 4(3)

and 5(7), as follows:

“(7) (a) The Academic Senate prescribes a Schedule of Majors.

(ii) Within Part 1 of the Schedule stipulated by Rule 4(3)5(7)(i), the

Academic Senate may prescribe criteria for completion of majors and/or minors in a

program of study.

(iii) Within part 2 of the Schedule stipulated by Rule 4(3)5(7)(i), the

Academic Senate may prescribe specific majors and the units and any other

requirements for completion of each such major, and which program of study each

such major is a qualifying major for.

(b) Except where provided by Rule 23, iIf a candidate is admitted for the first time

in a program of study which requires a major, or is transferring or transferred by

default to such a program of study, on 1 January 2010 or later, the candidate must

satisfy the following requirements to qualify for an award:

(i) a candidate must complete a qualifying major for that award;

(ii) a candidate must complete a qualifying major in each single degree comprising a

double degree, where those single degrees require completion of a major;

(iii) to complete a major and/or minors, a candidate must satisfy all the

requirements for each major or minor respectively as stipulated in Part 1 and Part 2

of the Schedule of Majors, of these Rules;

(bc) Completed majors will be recorded on the candidate’s academic transcript

and testamur.”


Agenda Item 6


16

13. GRADUATE DIPLOMA RULES (GDR)


Manager and the Examinations Manager.

13.1. As a result of the new curriculum, some generic Graduate Diplomas have been

introduced which allow students to undertake a major, similar to the Bachelor of Arts or

Bachelor of Science. Reference to ‘majors’ needs to be present within GDR.

13.1.1. Proposal for rule to be included within the Program of Studies section, as Rule

5(7).

Proposal for rule to be a tailored version/culmination of Bachelor Degree Rules 4(3)

and 5(7), as follows:

“(7) (a) The Academic Senate prescribes a Schedule of Majors.

(ii) Within Part 1 of the Schedule stipulated by Rule 4(3)5(7)(i), the

Academic Senate may prescribe criteria for completion of majors and/or minors in a

program of study.

(iii) Within part 2 of the Schedule stipulated by Rule 4(3)5(7)(i), the

Academic Senate may prescribe specific majors and the units and any other

requirements for completion of each such major, and which program of study each

such major is a qualifying major for.

(b) Except where provided by Rule 23, iIf a candidate is admitted for the first time

in a program of study which requires a major, or is transferring or transferred by

default to such a program of study, on 1 January 2010 or later, the candidate must

satisfy the following requirements to qualify for an award:

(i) a candidate must complete a qualifying major for that award;

(ii) a candidate must complete a qualifying major in each single degree comprising a

double degree, where those single degrees require completion of a major;

(iii) to complete a major and/or minors, a candidate must satisfy all the

requirements for each major or minor respectively as stipulated in Part 1 and Part 2

of the Schedule of Majors, of these Rules;

(bc) Completed majors will be recorded on the candidate’s academic transcript

and testamur.”

13.2. Proposal to remove duplicate of ‘approval’ from GDR 1(4), replacing it with

‘decision, as follows:

‘Any approval, recommendation, , approvaldecision or other determination, authorised in

any of these Rules to be given or made by an Executive Dean of Faculty, may be given or

made by a member of the academic staff who has been duly delegated by that Executive

Dean of Faculty to give or make approvals, recommendations, decisions or

determinations for the purposes of that Rule.’


Agenda Item 6


17

13.3. Prior to 2002, the period of time classified as ‘unduly long time’ was worded as ‘for

the following total number of equivalent part-time years, aggregated by counting each year

of full-time candidature as equivalent to two part-time years’, and the list of degrees ranged

between 8 & 14 part-time years (or 4 & 7 full-time equivalent years).

In 2002, the period was reworded as ‘10 years of effective enrolment’.

In 2002, the Graduate diploma rules were not updated in line with the changes to the

Bachelor degree rules, and have not been amended since.

At the Academic Senate meeting on 4 October 2011 it was resolved that students admitted

in a diploma be given 5 years of effective enrolment. (Resolution 11/285)

The diploma and graduate diploma programs are both 24 credit points and, as such, this is a

comparable award for the purpose of determining a timeframe for unduly long time.

13.3.1. Proposal to update GDR 10 to reflect the concept of ‘years of effective enrolment’,

and format, of the Bachelor degree rules and Diploma rules.

Proposal to set the period for unduly long time as ‘5 years of effective enrolment’,

aligning with the timeframe for a diploma.

13.3.1.1. (1) A candidate who is taking an unduly long time to complete

the a program of studies study for a specific graduate diploma shall may be

excluded from further enrolment in that graduate diploma.any units, with

an appeal process as outlined in Diploma Rule 14. For the purpose of this

Rule, an unduly long time will be regarded as 5 years of effective

enrolment.

(2) (Repealed)For the purpose of this Rule, a candidate will be deemed

to be taking an unduly long time to complete a program of study if the

candidate has been enrolled for the graduate diploma for more than 4

equivalent part-time years aggregated by counting each year of full-time

candidature as equivalent to two part-time years.

13.4. GDR 9, which relates to exclusion for double failure, is missing the word ‘fail’.

13.4.1. Proposal to amend GDR 9, as follows:

‘A candidate who has twice had a fail grade recorded for a unit pursuant to Rule 6

may not enrol again in that unit, save with the permission of the Executive Dean of

Faculty offering the unit; provided that a candidate not permitted to enrol again may

appeal to the Academic Appeals Committee which may determine the matter as it

thinks fit.’

13.5. Additional awards need to be added to the list of awards, in GDR 10(7), where

exclusion for double failure of a practicum component can take place. As per a report

produced by AMIS on 10 October 2012, there are still some students admitted to the old

programs of Graduate Diploma in Education and Graduate Diploma in Early Childhood. As

such, these old awards will need to remain within the rule for 2013.

GDR 10(7) references a “schedule of prescribed practicum units”, however there is no such

schedule in existence, as confirmed by the Academic Programs Section.


Agenda Item 6


18

GDR 10(7) is wordy, and would be better aligned with the structure of the equivalent

Bachelor Degree Rule, BDR 13(2)(a).

13.5.1. Proposal to add the Graduate Diploma of Education, Graduate Diploma of Early

Childhood Teaching and the Graduate Diploma of Advanced Studies in Early

Childhood to GDR 10(7), as follows:

‘A student who commenced candidature after 1 January 2000 for the Graduate

Diploma in Education or, the Graduate Diploma in Early Childhood, the Graduate

Diploma of Education, the Graduate Diploma of Early Childhood Teaching or the

Graduate Diploma of Advanced Studies in Early Childhood, and who has failed to

complete a unit (these units are listed in the schedule of prescribed practicum

units for the diplomas listed above) offered by the Faculty of Human Sciences,

after having been enrolled therein twice, because of failure in the practicum

component of that unit is excluded from the Graduate Diploma in Education, the

Graduate Diploma in Early Childhood, the Graduate Diploma of Education, the

Graduate Diploma of Early Childhood Teaching or the Graduate Diploma of

Advanced Studies in Early Childhood and the degrees listed in Bachelor Degree

Rule 13(2).’

13.5.2. Proposal to remove reference to this schedule from GDR 10(7), as follows:

‘A student who commenced candidature after 1 January 2000 for the Graduate

Diploma in Education or, the Graduate Diploma in Early Childhood, the Graduate

Diploma of Education, the Graduate Diploma of Early Childhood Teaching or the

Graduate Diploma of Advanced Studies in Early Childhood, and who has failed to

complete a unit (these units are listed in the schedule of prescribed practicum units

for the diplomas listed above) offered by the Faculty of Human Sciences, after having

been enrolled therein twice, because of failure in the practicum component of that

unit is excluded from the Graduate Diploma in Education, the Graduate Diploma in

Early Childhood, the Graduate Diploma of Education, the Graduate Diploma of Early

Childhood Teaching, the Graduate Diploma of Advanced Studies in Early Childhood

and the degrees listed in Bachelor Degree Rule 13(2).’

13.5.3. Proposal to remove reference to this schedule from GDR 10(7), and to restructure,

as follows:

‘A student who commenced candidature after 1 January 2000 for one of the following

awards:

the Graduate Diploma in Education or,

the Graduate Diploma in Early Childhood,

the Graduate Diploma of Education,

the Graduate Diploma of Early Childhood Teaching, or

the Graduate Diploma of Advanced Studies in Early Childhood,

and who has failed to complete a unit (these units are listed in the schedule of

prescribed practicum units for the diplomas listed above) offered by the Faculty of

Human Sciences, after having been enrolled therein twice, because of failure in the

practicum component of that unit is excluded from the Graduate Diploma in


Agenda Item 6


19

Education, the Graduate Diploma in Early Childhood, the Graduate Diploma of

Education, the Graduate Diploma of Early Childhood Teaching or the Graduate

Diploma of Advanced Studies in Early Childhoodthe awards listed in this rule, and the

degrees awards listed in Bachelor Degree Rule 13(2).’

14. EXIT AWARD RULE

Proposed amendments are informed by consultation with the Postgraduate Sub-Committee on

Thursday 11 October.

The absence of an Exit Award rule from the 2013 Calendar of Governance, Legislation and Rules

poses several risks. The inclusion of an interim rule would ensure that the awards identified as ‘exit awards only’ are

officially documented, would formalise the removal of certificate awards, and would provide a

legislative foundation for enacting the intended process of allowing students to qualify with a

lesser award. The interim rule is intentionally generic to encompass the undergraduate cohorts,

and the cohorts of postgraduate students exiting from Masters with Postgraduate Diplomas or

Postgraduate Certificates, as is current practice.

A comprehensive rule will need to be developed in the future given that the Recognised Prior

Learning (RPL) Policy has not yet been finalised. RPL is particularly relevant to postgraduate exit

awards, nested programs and articulation.

14.1. Proposal to create an interim Exit Award Rule for 2013, with the intent that this is

further developed in 2013 following finalisation of the RPL Policy.

14.2. Proposal to document Exit Awards within the relevant rules, as per schedules

provided by the Academic Program Information Manager. For example:

Graduate certificate rule 1(1):

“ (a) There shall be the following graduate certificates:

Graduate Certificate of Arts (GCertArts);

Graduate Certificate of Biotechnology (GCertBiotech);

Graduate Certificate of Chiropractic Science (GCertChiroSc);

Graduate Certificate of Geoscience (GCertGeosc);

Graduate Certificate of Information Technology (GCertIT);

Graduate Certificate of Science (GCertSc);

Graduate Certificate of Teaching (8 to 12 years) (GCertTeach(8-12)).

(b) There shall be the following Exit Award graduate certificates:

Graduate Certificate of Commerce (GCertCom);

Graduate Certificate of Speech and Communication (GCertSphComm).”


Agenda Item 6


20

11.3. Proposal to add an Exit Award Rule to rules pertaining to awards where students can elect to qualify with a lesser award, including Diploma rules, Graduate diploma rules, Rules for the degree of masters by coursework, and Postgraduate diploma rules. For example:

Graduate diploma rules:

‘1. (5) The University shall offer certain Exit Awards as defined in Rule 5(a), and as scheduled in these Rules. (a) “Exit Award” means an approved lesser award that a student may elect to qualify with provided the requirements of the Exit Award have been met. Some Exit Awards are exit qualifications only and are not offered for admission. (b) A student may elect to qualify with an Exit Award referred to in Graduate Certificate Rule 1(1)(b) provided the requirements of the Exit Award have been met.’

15. REFERENCES TO ‘EXAMINATION’

Proposed amendments are informed by consultation with the Examinations Manager.

On 30 July 2012, the Final Examination Policy was implemented. Within the policy, a final

examination is defined as ‘an examination held within a specified examination period that is

defined by the University and conducted in compliance with this Policy. This excludes what is

referred to as a ‘take home examination’. Final examinations only are managed through the

Academic Programs Section; all other examinations are managed locally by the relevant

department/faculty.’ Currently, the rules refer to ‘examinations’, where the meaning is more closely aligned with the

definition of a ‘final examination’ (as defined by the new Policy).

15.1. Proposal to replace references to ‘examination’ with ‘final examination’, where

appropriate. Impacted rules as follows:

15.1.1. Fees rules: 13(1)

15.1.2. Student misconduct and discipline rules: 1, 4(1), 4(2), 4(3), 5, 6(3), 6(4)

15.1.3. Bachelor degree rules: 8(1), 8(2), 9(5)(b), 10(1)(v), 10(2)(iii)

15.1.4. Associate degree rules: 8(1) 8(2), 9(3)(b), 10(1)(v), 10(2)(iii)

15.1.5. Rules for the degree of master by coursework: 6(3), 7(6)(b), 8(1)(v), 8(2)

15.1.6. Postgraduate diploma rules: 7(6)(b), 8(2)

15.1.7. Postgraduate certificate rules: 7(6)(b), 8(2)

16. RULES RELATING TO APPEALS

Proposed amendments are informed by consultation with the Examinations Manager.

Some rules relating to Appeals contain inaccurate information, namely suggesting that students,

upon notice of an unsuccessful appeal, can appeal again. This is in conflict with current practice

where the decision of the Academic Appeals Committee is a final one.


Agenda Item 6


21

16.1. Proposal to remove inaccurate clause from rules relating to Appeals, as follows:

16.1.1. ‘Bachelor degree rule 14:

(1) A candidate who is excluded pursuant to Rule 12 or Rule 13 may appeal to the Academic Senate. The appeal is to be submitted in writing to the Registrar no later than the date specified by the Registrar.

(2) The Academic Senate shall establish the Academic Appeals Committee which may dismiss the appeal, determine that the candidate may apply for permission to re-enrol after the expiration of one calendar year, or permit the candidate to re-enrol, and may impose conditions upon such re-enrolment.

(3) A candidate excluded pursuant to Rule 12 or Rule 13 may apply to re-enrol after the expiration of two calendar years following such exclusion, or after the expiration of one calendar year if so determined pursuant to Rule 14. Any application for permission to re-enrol after the expiration of the period of exclusion shall be determined by the Academic Senate. Any applicant who is refused permission to enrol again pursuant to Rule 14 may appeal to the Academic Appeals Committee which may determine the matter as it thinks fit.

(4) A candidate, upon approval to re-enrol pursuant to Rule 14, shall be given two years of effective enrolment to complete the program of study, or a period of time as may be determined by the Academic Senate.’

16.1.2. ‘Diploma rule 11:

(1) A candidate who is excluded pursuant to Rule 10 may appeal to the Academic Senate. The appeal is to be submitted in writing to the Registrar no later than the date specified by the Registrar.

(2) The Academic Senate shall establish the Academic Appeals Committee, which may

dismiss the appeal, determine that the candidate may apply for permission to re-enrol

after the expiration of one calendar year, or permit the candidate to re-enrol, and may

impose conditions upon such re-enrolment.

(3) A candidate excluded pursuant to Rule 10 may apply to re-enrol after the

expiration of two calendar years following such exclusion, or after the expiration of

one calendar year if so determined pursuant to Rule 11(2). Any application for

permission to re-enrol after the expiration period of exclusion shall be determined by

Academic Senate. Any applicant who is refused permission to enrol again pursuant to

Rule 11 may appeal to the Academic Appeals Committee which may determines the

matter as it thinks fit.’


Agenda Item 6


22

17. LATE ENROLMENT TIMEFRAMES

Proposed amendments are informed by consultation with the Enrolment Planning Manager, the

Manager, Student Administration and Systems and the Coursework Student Enquiry Service

Manager.

Late enrolment timeframes have been included in the Rules as a duty of care to ensure students

are not commencing their studies at a late stage in the session and, hence, being academically

disadvantaged or at risk.

The activity of late enrolment has grown significantly in recent times. Protagonists for this

growth include administrative delay (approval/processing of waivers, timeframes for the release

of grade appeal outcomes, and timeframes for the release of supplementary exam results), and

delays in visa processing for international students. This is further impacted by the

implementation of Session 3, with timeframes for administrative processes becoming tighter.

The activity of late enrolment has changed in recent times, particularly with the introduction of

PACE units. Students requesting to enrol late in professional placement and/or PACE units may

fall outside of the principles where late enrolment timeframes are restricted. That is, enrolling

late into a unit that does not require consistent participation from Week 1, as was the traditional

practice, should not pose any academic risk for the student.

Furthermore, late enrolment is currently only referred to within the Fees Rule.

17.1. Proposal to reconsider the principles of the restricted late enrolment timeframe in

line with the changing nature of studies, and the condensed academic calendar.

Proposal to amend Bachelor Degree Rule 5(3), Diploma Rule 4(2), Graduate Certificate

Rule 5(6), Graduate Diploma Rule 5(6), Associate Degree Rule 5(3), Rules for the degree of

Master by Coursework 4(3), Postgraduate Diploma Rule 4(3), and Postgraduate Certificate

Rule 4(3) to reference late enrolment, and to provide more autonomy to the Registrar to

approve late enrolment requests as they deem appropriate, as follows:

17.1.1.1. “(a) A candidate who wishes to add an internal unit may do so

only in the first two weeks of the study period. A candidate who wishes to

add an external unit may do so only in the first week of the study period.

No approval is required to add a unit within these time periods.

(b) In exceptional cases, late enrolment may be approved by the

Registrar, pursuant to Fee Rule 8(2).”

18. DESIGNATION OF STUDENTS AS ‘FULL-TIME’ OR ‘PART-TIME’

Proposed amendments are informed by consultation with the Manager, Statutory Reporting, the

Manager, Student Administration and Systems and the Coursework Student Enquiry Service

Manager.

The various references to designation of students as full-time or part-time are inconsistent and,

in some cases, inaccurate.


Agenda Item 6


23

The definitions should align with the concept of Equivalent Full Time Study Load, as provided by

the DEEWR Glossary entry for ‘Types of Attendance.’1

The definitions should move away from quoting credit point amounts given that EFTSL of awards

can vary. For example, the Standard Annual Load of a Graduate Diploma is generally 24cp;

however the Graduate Diploma of Education is 27cp.

18.1. Proposal to update all instances of designation of students as full-time or part-

time, including Bachelor Degree Rule 3(3), Diploma Rule 2(2), Graduate Certificate Rule

5(3), Graduate Diploma Rule 5(3), Rules for the Degree of Master by Coursework 2(7),

Postgraduate Diploma Rule 2(7), with a consistent definition, as follows:

(a) A candidate shall be designated as full-time where the candidate is enrolled in units in

an academic year which comprise at least 0.75 of an Equivalent Full Time Student Load for

the award for which they are admitted.

(b) A candidate shall be designated as part-time where the candidate is enrolled in units in

an academic year which comprise less than 0.75 of an Equivalent Full Time Student Load

for the award for which they are admitted.

17.2. Proposal to add definition of full-time and part-time to the Postgraduate

certificate rules, as Rule 2(7) for consistency with the PGDR’s, as follows:

‘2(7) (a) A candidate shall be designated as full-time where the candidate is enrolled in

units in an academic year which comprise at least 0.75 of an Equivalent Full Time Student

Load for the award for which they are admitted.

(b) A candidate shall be designated as part-time where the candidate is enrolled in

units in an academic year which comprise less than 0.75 of an Equivalent Full Time Student

Load for the award for which they are admitted.’

17.2.1. Proposal to amend following consecutive rules which are impacted by the addition

of the new Rule 2(7):

17.2.1.1. PGCR 2(7) changed to PGCR 2(8);



17.2.1.4. Reference to PGCR 2(8) in PGCR 2(10) amended, as follows:

‘Academic Senate may, Rule 2(89) notwithstanding...’

1 DEEWR Glossary, accessed 8 October 2012,

http://heimshelp.deewr.gov.au/sites/heimshelp/resources/glossary/pages/glossaryterm?title=Type%20of%20Attendance


Agenda Item 6


http://heimshelp.deewr.gov.au/sites/heimshelp/resources/glossary/pages/glossaryterm?title=Type%20of%20Attendance

24

19. REFERENCES TO ‘EXTERNAL’ AND ‘DISTANCE’

The Rules contain inconsistent references to ‘external’ and ‘distance’/’distance education’ when

referring to awards and programs of study, including within the Fees rules.

Proposal to update rules according to appropriate nomenclature decided upon by members of the

Academic Standards and Quality Committee (ASQC).


Agenda Item 6


HIGHER DEGREE RESEARCH OFFICE (HDRO) MACQUARIE UNIVERSITY NSW 2109 AUSTRALIA

Phone +61 (0)2 9850 9781 / 9784 Fax +61 (0)2 9850 6198 Email [email protected] CRICOS Provider No 00002J

16 October 2012 To: Prof Julie Fitness (Chair, ASQC) cc: Suzanne Kelly From: Prof Nick Mansfield RE: Bachelor of Philosophy Exit Award – Research Training Pathway

In item 20 of the minutes of the meeting of the Academic Standards and Quality Committee, 15 May, 2012, the committee noted that the Bachelor of Philosophy was proposed to be available as an exit award for students who have successfully completed the first year of the Master of Research but are not continuing with the Master degree.

In line with Australian Government funding regulations and the requirement for this program to be packaged as a Bachelor of Philosophy/Master of Research (BPhil/MRes), it is proposed that the Bachelor of Philosophy to be available as an exit award for domestic students who have completed the first year, Bachelor of Philosophy, but are not continuing with the Master degree.

Please advise if you have any questions or concerns. Yours sincerely, Sincerely,

Professor Nick Mansfield Dean, Higher Degree Research Professor of Critical and Cultural Studies


Agenda Item 7


NAMED DEGREE ‐ Degree Awarded: Bachelor of Philosophy/Master of Research (Domestic)Master of Research (International)

Faculty responsible: DVC‐RProgram Code:

General Requirements for the Degree:Minimum number of credit points for the degree 64Minimum number of credit points at 700 level 32Minimum number of credit points at 800 level 32Completion of other specific minimum requirements as set out below

Specific Minimum Requirements:

Status Selection Unit Code Unit Title Credit PointsPrefix Number Options Select Total

700 levelRequired MRES 700 Research Communications 4 4

Required 4cp from BIOL 700 Research Frontiers in Biology 4

CBMS 700Research Frontiers in Chemistry and Biomolecular Sciences 4

COMP 700 Research Frontiers in Computing 1 4

ENVG 700 Research Frontiers in Environment and Geography 1 4FOAR 700 Research Frontiers 1 4FOBE 710 Research Frontiers A in Business and Economics 4FOHS 700 Research Frontiers in Human Sciences 4

GEOS 700Research Frontiers: Advances in Earth and Planetary Sciences 4

MATH 700 Research Frontiers in Mathematics 4MEDI 711 Research Frontiers in Medical Science 1 4MEDI 712 Research Frontiers in Medical Science 2 4PHIL 702 Frontiers of Research in Mind and World 4

PHIL 704 Frontiers of Research in Modern European Philosophy 4PHIL 706 Frontiers of Research in Ethics 4PHYS 700 Research Frontiers in Physics and Astronomy 1 4STAT 700 Research Frontiers in Statistics 4 4 4

Required 24cp from 24 24

800 levelRequired 32cp from FOHS 899 Master of Research Planning & Project HUS

FOAR 899 Master of Research Planning & Project ARTSFOSC 899 Master of Research Planning & Project SCIFOBE 899 Master of Research Planning & Project FBE 32 32

Electives Balance of credit points required 0

TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM 64

Units at 700 level

In order to graduate students must ensure that they have satisfied all of the general requirements of the degree: see the general requirements listed above.


Agenda Item 7.1

Attachment 4A Page 1 of 1

Glossary Project Submission to Academic Standards and Quality Committee

___________________________________________________________________________

Attachments Updated glossary entries for 2013 ___________________________________________________________________________

Purpose This paper provides a summary of the outcomes of the University-wide call out for updates to the glossary, with a recommendation for ASQC to approve (or edit where necessary) the submissions.

Background The glossary is an integral tool with which the University can continue to provide clear and equitable communications to its students, better align its business practice and ensure consistency of its message to the wider community.

In 2010 Academic Senate ratified the glossary procedure which now sits within policy central. This procedure was developed to ensure the consistency and relevance of the glossary to staff and students. Submissions for new terms or edits to the glossary are collated by the Publications Officer, reviewed by the Glossary Working Group, submitted to a committee with expertise in the area (in this instance the ASQC) and then submitted to Academic Senate for approval.

Once the relevant committee gives approval to the updates, the Publications Officer makes a formal submission to Academic Senate.

Annual approval of terms The University-wide call-out for updates the glossary was issued on 16 August 2012 with a closing date of 31 August 2012. Since then the Glossary Working Group has reviewed submissions and formulated a list of drafts and edits ready for approval from relevant sub-committees and then Academic Senate.

Recommendations 1. The Glossary Working Group asks that ASQC approve the glossary entries

(attached) as the second stage in the procedure for inclusion in the print

Handbook of Undergraduate Studies and for display online in 2013.

Notes Contact: Sarah Masters Publications Officer


Agenda Item 8


1. Re-writes of definitions

Attendance mode

Existing entry Refers to whether a program of study offers units internally (on campus) or externally (by distance). Related terms Composite mode, External, Internal, Program of study Proposed entry Refers to whether a program of study offers units internally (on campus) or externally (by distance). Related terms External, Internal, Program of study (nb: submitted to reflect changes to offering codes)

Automatic Retrieval Collection Existing entry The name of the collection that is stored in the Library’s automated storage and retrieval system (ASRS). Items in this collection have their location identified in the Library catalogue as: “Automated Retrieval Collection – place a request” Proposed entry Automated Retrieval Collection The name of the collection that is stored in the Library’s automated storage and retrieval system (ASRS). Items in this collection have their location identified in the Library catalogue as: ‘Automated Retrieval Collection – place a request’ (nb: submitted to correct an error)

Centre for Macquarie English

Existing entry CME Abbreviation only Proposed entry English Language Centre ELC Abbreviation only Description Formerly known as the Centre for Macquarie English (CME) (nb: submitted to reflect change in Centre name)

Credit for Previous Studies Existing entry CPS General credit given in the form of Macquarie credit points for accredited tertiary-level studies undertaken at other institutions. When granted, CPS counts towards the credit point requirement for the degree in which a student is enrolled. Also known as


Agenda Item 8


Advanced standing, Credit Related terms Exemption Proposed entry

Credit for Prior Learning CPL General credit given in the form of Macquarie credit points for accredited tertiary-level studies undertaken at other institutions. When granted, CPL may count towards the credit point requirement for the degree in which a student is enrolled. Also known as Advanced standing, Credit, Credit for Previous Studies Related terms Exemption (nb: submitted to reflect changes in government requirements)

Distance education Existing entry A unit of study offered on a fully external basis. These are identified with an 'X' code in the schedule of undergraduate units and schedule of postgraduate units in the handbook. Related terms Composite mode, External, Internal, Mode of offering Links Refer to: www.handbook.mq.edu.au/2010/ Proposed entry A unit offered on a fully external basis. These are identified with an 'external' offering in the schedule of undergraduate units and schedule of postgraduate units in the handbook. Related terms External, Internal, Mode of offering, Unit Links Refer to: www.handbook.mq.edu.au (nb: submitted to reflect changes to offering codes)

Examination Existing entry A time limited and individual assessment task conducted under supervision and within a specified examination period that is defined by the University. Proposed entry A time limited and individual assessment task conducted under supervision. Related terms Final examination (nb: submitted to reflect changes to the University’s examination policy)

External Existing entry


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http://www.mq.edu.au/glossary/term/Exemption

http://www.mq.edu.au/glossary/term/Exemption

http://www.mq.edu.au/glossary/term/Compositemode

http://www.mq.edu.au/glossary/term/External

http://www.mq.edu.au/glossary/term/Internal

http://www.mq.edu.au/glossary/term/Modeofoffering

http://www.handbook.mq.edu.au/

Study not conducted on campus. The symbol designating the external mode of study is 'X' (eg X1). Related terms Attendance mode, Composite mode, Distance education, Internal, Mode of offering Proposed entry A mode of offering which indicates that classes and learning activities are undertaken off campus. Supplementary on-campus sessions may be provided. Related terms Attendance mode, Distance education, Internal, Mode of offering, On-campus session (nb: submitted to reflect changes to offering codes)

Honours Existing entry An honours year is usually completed at the conclusion of a bachelor degree program. A high level of achievement is usually considered necessary before being invited to complete an honours year. Proposed entry An honours year is completed at the conclusion of a bachelor degree program. From 2013, the Master of Research will replace most honours degrees as the pathway to higher degree research. A high level of achievement is necessary before completing an honours year or the Master of Research. Related terms Master of Research, Pass degree Links mq.edu.au/masterofresearch (nb: submitted to reflect change to the University’s pathway to research)

Internal Existing entry Classes (eg lectures, tutorials) conducted on campus. The symbol designating the internal mode of study is 'D' (eg D1). Related terms Attendance mode, Composite mode, Distance education, External, Mode of offering Proposed entry A mode of offering which indicates that classes (eg lectures, tutorials) are conducted on campus. A unit may be offered as a day offering (classes between 8am and 6pm) or an evening offering (classes between 6pm and 10pm). Related terms Attendance mode, Distance education, External, Mode of offering (nb: submitted to reflect changes to offering codes)

Mode of offering Existing entry


Agenda Item 8


http://www.mq.edu.au/glossary/term/Attendancemode


http://www.mq.edu.au/glossary/term/Distanceeducation



http://www.mq.edu.au/glossary/term/Passdegree

http://www.mq.edu.au/glossary/term/Attendancemode






The mode of offering for a unit of study indicates whether it is a day (D), evening (E), distance education (external, X), composite mode (Xc), vacation or field work (V2) unit or winter vacation (WV) unit. Related terms Composite mode, Distance Education, External, Internal Proposed entry The mode of offering for a unit indicates whether it is a day, evening, or distance education (external) unit. Related terms Distance Education, External, Internal (nb: submitted to reflect changes to offering codes)

Offering Existing entry Identifies in which part of the academic year a unit is offered eg D1 indicates a unit is offered with day time classes in session 1, E2 indicates a unit is offered with evening classes in session 2. Also known as when offered Proposed entry Identifies in which part of the academic year a unit is offered eg S1 Day indicates a unit is offered with day time classes in Session 1, S2 Evening indicates a unit is offered with evening classes in Session 2. Also known as when offered (nb: submitted to reflect changes to offering codes)

People unit Existing entry People units focus on the challenges of contemporary society and on what it means to be ethical local and global citizens. Proposed entry People units are designed to give students an understanding of what it means to live in the social world, and to develop cultural or social literacy. People units enable students to understand the challenges and issues facing the world and to develop the capacity to be engaged and ethical, local and global, citizens. (nb: submitted to better reflect content in the Handbook)

Planet unit Existing entry Planet units help students to understand the nature of science and the challenges and issues facing the planet, with a particular focus on sustainability. Proposed entry Planet units enable students to develop scientific literacy and to understand what it means to live in the physical world. Planet units enable students to understand the challenges and issues facing the world and to develop the capacity to be engaged and ethical, local and global, citizens.


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(nb: submitted to better reflect content in the Handbook)

Study abroad Existing entry A student exchange program with partner universities in countries worldwide. Studies completed at another institution outside Australia. Students must obtain academic advice beforehand if they want the study abroad to count towards their Macquarie degree. Proposed entry Approved studies completed at a university other than a student's home university conducted outside of an official bilateral exchange agreement between Macquarie University and a partner university. Study Abroad – inbound An inbound study abroad student is a student who enrols for one or two sessions at Macquarie University, pays tuition to Macquarie University, but credits their study back to their home institution. Study Abroad – outbound Macquarie does not facilitate outbound study abroad. Related terms Credit for Prior Learning, Exchange (nb: submitted to better reflect the University’s study abroad offering)

Unavoidable disruption Existing entry An event or set of circumstances that meets all the following: (a) could not have reasonably been anticipated, avoided or guarded against by the student (b) was beyond the student's control (c) caused substantial disruption to the student's capacity for effective study and/or the completion of required work (d) substantially interfered with the otherwise satisfactory fulfilment of unit or course requirements (e) was of at least three consecutive days duration within a study period and/or prevented completion of the formal examination. Proposed entry An event or set of circumstances that meets all the following: (a) could not have reasonably been anticipated, avoided or guarded against by the student (b) was beyond the student's control (c) caused substantial disruption to the student's capacity for effective study and/or the completion of required work (d) substantially interfered with the otherwise satisfactory fulfilment of unit or course requirements (e) was of at least three consecutive days duration within a study period and/or prevented completion of the final examination.

(nb: submitted to reflect changes to the University’s examination policy)

2. Submitted terms

Alternative pathways Proposed entry Alternative pathways offer another avenue for entry into Macquarie for students who do not meet the standard entry requirements.


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Bachelor of Philosophy

Proposed entry The Bachelor of Philosophy is the exit award for students who do not wish to complete the second year of the Master of Research. Related terms Doctor of Philosophy, Master of Philosophy, Master of Research

Commencement fee deposit Proposed entry The commencement fee is a portion of the tuition fee that international students need to pay when they accept an offer to study at Macquarie University. Students have the option to pay a proportion of their commencement fee in the form of a commencement fee deposit, which is paid before accepting an offer and indicates a student's intention to accept. Related terms Commencement fee

Cotutelle Proposed entry Cotutelle study involves joint enrolment by a student in a Doctor of Philosophy (PhD) at Macquarie University and an overseas partner university. Students have supervisors at both universities, spend time at both universities, and submit a single thesis for examination by each university. Students may be eligible to graduate from both universities (ie with two testamurs). Related terms Doctor of Philosophy

Doctor of Philosophy

PhD Proposed entry The Doctor of Philosophy is an ungraded postgraduate research degree awarded for independent research which forms a distinct contribution to the knowledge of the subject and which affords evidence of coherence and originality shown either by the discovery of new facts or by the exercise of independent critical power Related terms Cotutelle, Joint Programs, Master of Philosophy, Master of Research, Postgraduate

Exchange

Proposed entry

Approved studies completed at a university other than a student's home university, as part of an official bilateral exchange agreement between Macquarie University and a partner university. Students are required to pay full fees to their home university while studying at their host university. Related terms


Agenda Item 8


http://mq.edu.au/glossary/term/Commencementfee

Study abroad

Final Examination Proposed entry An examination held within a specified examination period that is defined by the University. This excludes what is referred to as a ‘take home examination’, ‘in-unit quiz’, ‘test’, and ‘practical assessment’.

Related terms Examination

Guideline Proposed entry Additional information, detail or further context on aspects of a policy or procedure. Guidelines are informative rather than mandatory. Related terms Policy, Procedure, Schedule Link mq.edu.au/policy

Higher Degree Research Office

HDRO Abbreviation only

Higher education provider

HEP Abbreviation only

Joint programs

Proposed entry Joint programs involve simultaneous enrolment in a coursework program provided by Macquarie University and an overseas partner university. Students study for part of the time in another country and then complete the qualification at Macquarie.

Joint PhD programs Joint PhD programs involve joint enrolment by students in a Doctor of Philosophy (PhD) at Macquarie University and selected international partner universities. Students have supervisors at both universities and spend time at both universities. The final thesis is jointly examined and the two universities may jointly award a degree of Doctor of Philosophy with a single testamur bearing the crests of both universities. Related terms Doctor of Philosophy

Master of Philosophy

MPhil


Agenda Item 8


Proposed entry The Master of Philosophy is an ungraded postgraduate research degree awarded for research that demonstrates that a contribution has been made to knowledge in a particular field of study by presenting new facts or by demonstrating an independent critical ability to evaluate existing material in a new light. Related terms Doctor of Philosophy, Master of Research, Postgraduate

Master of Research MRes Proposed entry The Master of Research is an international-standard two-year full-time research training pathway program. This is the new core pathway to a Doctor of Philosophy (PhD) and Master of Philosophy (MPhil) from 2013. For domestic students, this program attracts Australian Government funding, packaged as a Bachelor of Philosophy/Master of Research (BPhil/MRes) to meet regulations. International students will be enrolled in the Master of Research program throughout the two years. In both cases, students who successfully complete the program will be awarded the Master of Research degree. Related terms Bachelor of Philosophy, Doctor of Philosophy, Master of Philosophy

Policy

Proposed entry A statement of the principles, values and standards that govern decision making at the University. Policies set out what the University will do to comply with its legal and statutory responsibilities, and fulfil its responsibilities under the Macquarie University Act 1989 (as amended). A policy is a strategic, long-term document that requires approval by University Council, Academic Senate or a member of the Executive. Compliance with policies is mandatory. Related terms Guideline, Procedure, Schedule Link mq.edu.au/policy

Procedure Proposed entry A statement of the responsibilities and actions that must be undertaken to implement the operational activities of the University. Procedures mandate operational activities (what will be done) and assign responsibilities (who will do it), and thereby assist University operations and compliance with the internal and external requirements of the University. Compliance with procedures is mandatory. Related terms Guideline, Policy, Schedule Link mq.edu.au/policy


Agenda Item 8


Schedule Proposed entry A supplementary policy or rule that is subject to frequent (generally annual) change. A schedule has the same authority as the associated policy or rule. Related terms Guideline, Policy, Procedure Link mq.edu.au/policy

Student Services and Amenities Fee Abbreviation SSAF Proposed entry The Student Services and Amenities Fee provides the University with additional funding to support non-academic student services and facilities.

Third-party programs

Proposed entry A third party arrangement is where a higher education provider (HEP) enters into an arrangement with another organisation for the delivery of some or all of a course. Students undertaking such a course must be enrolled with the HEP. The HEP is the principal and must carry full responsibility for all aspects of delivery, including quality and standards, teaching by qualified staff, adequate resources and facilities, and adequate measures to protect the welfare of students. The provider, who can be a wholly owned subsidiary of the HEP, delivers the course, however the HEP grants the academic award eg courses delivered by Macquarie City Campus.

Transnational programs

Proposed entry Macquarie programs taught by staff approved by Macquarie University in a location provided by an international partner. Also known as Off-shore programs

3. Terms to be deleted Composite mode

Refers to whether a unit requires both on-campus attendance and external study. Arrangements for these units vary considerably, and students should consult the unit description and/or the staff in charge of the unit for full details.

Related terms Distance education, External, Internal, Mode of offering, Unit (nb: submitted to reflect changes to offering codes)


Agenda Item 8






http://www.mq.edu.au/glossary/term/Unit

Addendum to AQF First Edition July 2011

Amended Qualification Types:Graduate Certificate and Graduate Diploma


Agenda Item 9


Addendum to AQF First Edition July 2011

Published by the Australian Qualifications Framework Council (a Council of the Standing Council on Tertiary Education, Skills and Employment), South Australia.

Contact: Executive Director, Australian Qualifications Framework CouncilWebsite: www.aqf.edu.au

© Australian Qualifications Framework Council for the Standing Council on Tertiary Education, Skills and Employment, August 2012.

All rights reserved. Prior written permission must be obtained from the Australian Qualifications Framework Council for any substantial reproduction of material from this text. The text is also available for viewing and printing from the Australian Qualifications Framework website.

This work has been produced by the Australian Qualifications Framework Council with funding from the Australian Government and each State and Territory Government.

National Library of AustraliaCataloguing-in-publication dataAddendum to AQF First Edition July 2011. Amended Qualification Types: Graduate Certificate and Graduate Diploma.ISBN: 978-0-9870562-1-4

2


Agenda Item 9


Addendum to AQF First Edition July 2011 3

Graduate and Vocational Graduate Certificates and Diplomas

The AQF Council, under its delegated authority from the Standing Council on Tertiary Education Skills and Employment, in August 2012 approved the removal of the Vocational Graduate Certificate and Vocational Graduate Diploma from the AQF and minor amendments to the specifications for the Graduate Certificate and Graduate Diploma.

The amended Graduate Certificate and Graduate Diploma AQF level 8 qualification types are available for accreditation and regulation in both the higher education and vocational education and training sectors and may be delivered and issued by appropriately authorised issuing organisations in both sectors.

Implementation arrangementsThe removal of the Vocational Graduate Certificate and Vocational Graduate Diploma qualification types from the AQF is effective from 1 January 2013.

The amended Graduate Certificate and Graduate Diploma qualification types are available for use from 1 January 2013.

The implementation arrangements for the Australian Qualifications Framework First Edition July 2011 apply, that is:

• all requirements for the qualification types will be met from 1 January 2015• from 1 January 2015 all new enrolments will be in qualifications that meet the requirements of the AQF specifications

for all qualification types.

The regulatory authorities may require the use of the amended specifications for the Graduate Certificate and Graduate Diploma to commence from 1 January 2013 for the accreditation of new qualifications.

Transition arrangementsHolders of Vocational Graduate Certificates and Vocational Graduate Diplomas are considered to hold, respectively, Graduate Certificates or Graduate Diplomas. The AQF Qualification Type Specifications for the Vocational Graduate Certificate and Vocational Graduate Diploma are available in the Australian Qualifications Framework First Edition July 2011.

Amended AQF qualification types


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Cer

tific

ate

I

Certif

icate

II

Certificate III

Certificate IV

Diplom

a

Advanced D

iploma

Associate D

egree

Bach

elor D

egre

e

Bachelor Honours Degree

Graduate Certificate

Graduate Diploma

Masters Degree

Doctoral D

egree

Senio

r Secondary Certificate of Educat

ion

> AQF

Location of AQF qualification types in the levels structure


Agenda Item 9



AQF level 8 criteria

SummaryGraduates at this level will have advanced knowledge and skills for professional or highly skilled work and/or further learning

KnowledgeGraduates at this level will have advanced theoretical and technical knowledge in one or more disciplines or areas of practice

Skills

Graduates at this level will have advanced cognitive, technical and communication skills to select and apply methods and technologies to:

• analyse critically, evaluate and transform information to complete a range of activities• analyse, generate and transmit solutions to complex problems• transmit knowledge, skills and ideas to others

Application of knowledge and skills

Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement, adaptability and responsibility as a practitioner or learner

This Specification informs the design and accreditation of Graduate Certificate qualifications.

The principal users of the AQF Qualification Type Specifications are the accrediting authorities in each education and training sector which are responsible for the accreditation of AQF qualifications and the developers of AQF qualifications in each education and training sector.

The other users of the Specifications are the authorised issuing organisations, industry and professional bodies, licensing and regulatory bodies, students, graduates and employers.

The purpose of the Graduate Certificate qualification type is to qualify individuals who apply a body of knowledge in a range of contexts to undertake professional or highly skilled work and as a pathway to further learning.

Graduate Certificate qualifications are located at level 8 of the Australian Qualifications Framework.

Graduate Certificate qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 8 criteria and the Graduate Certificate descriptor.

Graduate Certificate qualifications are available for accreditation and issuance in both higher education and vocational education and training.

AQF specification for the Graduate Certificate

1 TheVocationalGraduateCertificatequalificationtypeisremovedfromtheAQFandreplacedbytheGraduateCertificateasof1January2013. TheAQFspecificationfortheVocationalGraduateCertificateisinthe Australian Qualifications Framework First Edition July 2011.

1


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Graduate Certificate qualification type descriptor

PurposeThe Graduate Certificate qualifies individuals who apply a body of knowledge in a range of contexts to undertake professional or highly skilled work and as a pathway for further learning

KnowledgeGraduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area

Skills

Graduates of a Graduate Certificate will have:

• cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems

• cognitive skills to think critically and to generate and evaluate complex ideas• specialised technical and creative skills in a field of highly skilled and/or professional

practice• communication skills to demonstrate an understanding of theoretical concepts• communication skills to transfer complex knowledge and ideas to a variety of audiences

Applicationof knowledge and skills

Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills:

• to make high level, independent judgements in a range of technical or management functions in varied specialised contexts

• to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts

• with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters

Volume of learning The volume of learning of the Graduate Certificate is typically 0.5 – 1 year

Qualification nomenclature

The title used for a Graduate Certificate must be consistent with the AQF Qualifications Issuance Policy.

Pathways

Each qualification accredited as a Graduate Certificate will include documented pathways consistent with the AQF Qualifications Pathways Policy.

Issuing organisations offering a Graduate Certificate qualification must meet the requirements of the AQF Qualifications Pathways Policy.



Agenda Item 9



Responsibility for accreditation and development

Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type and any government accreditation standards for higher education or for vocational education and training when accrediting a Graduate Certificate qualification.

Accrediting authorities are responsible for monitoring the quality of issuing organisations against any government regulatory and quality assurance arrangements.

When accrediting AQF Graduate Certificate qualifications accrediting authorities must ensure that:

• Graduates of a Graduate Certificate qualification will achieve learning outcomes at level 8.

• All the learning outcomes (knowledge, skills and the application of knowledge and skills) of the Graduate Certificate qualification type are evident in each qualification accredited as this type. Some may have more emphasis than others in different Graduate Certificate qualifications depending on their purpose. A Graduate Certificate may be designed to provide a program of learning for either deepening of knowledge and skills in the same discipline or profession or for broadening of knowledge and skills in a different discipline or profession.

• Generic learning outcomes are explicitly identified in the qualification and align with the level of the qualification type, the purpose of the qualification and the discipline. Generic learning outcomes fall into four broad categories: fundamental skills; people skills; thinking skills; and personal skills. In the vocational education and training sector they are expressed as employability skills as defined by the National Quality Council (2008). In the higher education sector they are generally known as graduate attributes and are defined by each higher education institution.

• The relationship between the learning outcomes in the level 8 criteria, the qualification type descriptor, and the discipline is clear.

• The design of the components of the qualification will provide coherent learning outcomes for the level and qualification type and will enable graduates to demonstrate them.

• The volume of learning is sufficient for graduates to achieve the learning outcomes for a qualification of this level and type. The volume of learning must take into account the level of the previous qualification and/or experience required for entry and whether the purpose is for deepening or broadening of knowledge and skills.

Once a qualification is accredited it must be placed on the AQF Register in a form consistent with the AQF Qualifications Register Policy.

Authority to issue the qualification

A Graduate Certificate qualification may only be issued by an organisation that is authorised by an accrediting authority to do so, and meets any government standards for the sector.

Assessment leading to the award of the qualification lies with the issuing organisation. The issuing organisation is responsible for ensuring the quality of the learning outcomes and that the graduate has satisfactorily completed any requirements for the awarding of the qualification.

Issuing organisations must issue qualifications consistent with the AQF Qualifications Issuance Policy.

Issuing organisations will maintain a register of the AQF qualifications they have issued consistent with the AQF Qualifications Register Policy.



Agenda Item 9



This Specification informs the design and accreditation of Graduate Diploma qualifications.

The principal users of the AQF Qualification Type Specifications are the accrediting authorities in each education and training sector which are responsible for the accreditation of AQF qualifications and the developers of AQF qualifications in each education and training sector.

The other users of the Specifications are the authorised issuing organisations, industry and professional bodies, licensing and regulatory bodies, students, graduates and employers.

The purpose of the Graduate Diploma qualification type is to qualify individuals who apply a body of knowledge in a range of contexts to undertake professional or highly skilled work and as a pathway for further learning.

Graduate Diploma qualifications are located at level 8 of the Australian Qualifications Framework.

Graduate Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 8 criteria and the Graduate Diploma descriptor.

Graduate Diploma qualifications are available for accreditation and issuance in both higher education and vocational education and training.

AQF level 8 criteria

SummaryGraduates at this level will have advanced knowledge and skills for professional or highly skilled work and/or further learning

KnowledgeGraduates at this level will have advanced theoretical and technical knowledge in one or more disciplines or areas of practice

Skills

Graduates at this level will have advanced cognitive, technical and communication skills to select and apply methods and technologies to:

• analyse critically, evaluate and transform information to complete a range of activities• analyse, generate and transmit solutions to complex problems• transmit knowledge, skills and ideas to others


Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement, adaptability and responsibility as a practitioner or learner

AQF specification for the Graduate Diploma

2 TheVocationalGraduateDiplomaqualificationtypeisremovedfromtheAQFandreplacedbytheGraduateDiplomaasof1January2013. TheAQFspecificationfortheVocationalGraduateDiplomaisinthe Australian Qualifications Framework First Edition July 2011.

2


Agenda Item 9



Graduate Diploma qualification type descriptor

PurposeThe Graduate Diploma qualifies individuals who apply a body of knowledge in a range of contexts to undertake professional or highly skilled work and as a pathway for further learning

KnowledgeGraduates of a Graduate Diploma will have advanced knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area

Skills

Graduates of a Graduate Diploma will have:

• cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems

• cognitive skills to think critically and to generate and evaluate complex ideas• specialised technical and creative skills in a field of highly skilled and/or professional

practice• communication skills to demonstrate an understanding of theoretical concepts• communication skills to transfer complex knowledge and ideas to a variety of audiences


Graduates of a Graduate Diploma will demonstrate the application of knowledge and skills:

• to make high level, independent judgements in a range of technical or management functions in varied specialised contexts

• to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts

• with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters

Volume of learning The volume of learning for the Graduate Diploma is typically 1 – 2 years

Qualification nomenclature

The title used for a Graduate Diploma must be consistent with the AQF Qualifications Issuance Policy.

Pathways

Each qualification accredited as a Graduate Diploma will include documented pathways consistent with the AQF Qualifications Pathways Policy.

Issuing organisations offering a Graduate Diploma qualification must meet the requirements of the AQF Qualifications Pathways Policy.



Agenda Item 9




Responsibility for accreditation and development

Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type and any government accreditation standards for higher education or for vocational education and training when accrediting a Graduate Diploma qualification.

Accrediting authorities are responsible for monitoring the quality of issuing organisations against any government regulatory and quality assurance arrangements.

When accrediting AQF Graduate Diploma qualifications accrediting authorities must ensure that:

• Graduates of a Graduate Diploma qualification will achieve learning outcomes at level 8.

• All the learning outcomes (knowledge, skills and the application of knowledge and skills) of the Graduate Diploma qualification type are evident in each qualification accredited as this type. Some may have more emphasis than others in different Graduate Diploma qualifications depending on their purpose. A Graduate Diploma may be designed to provide a program of learning for either deepening of knowledge and skills in the same discipline or profession or for broadening of knowledge and skills in a different discipline or profession.

• Generic learning outcomes are explicitly identified in the qualification and align with the level of the qualification type, the purpose of the qualification and the discipline. Generic learning outcomes fall into four broad categories: fundamental skills; people skills; thinking skills; and personal skills. In the vocational education and training sector they are expressed as employability skills as defined by the National Quality Council (2008). In the higher education sector they are generally known as graduate attributes and are defined by each higher education institution.

• The relationship between the learning outcomes in the level 8 criteria, the qualification type descriptor, and the discipline is clear.

• The design of the components of the qualification will provide coherent learning outcomes for the level and qualification type and will enable graduates to demonstrate them.

• The volume of learning is sufficient for graduates to achieve the learning outcomes for a qualification of this level and type. The volume of learning must take into account the level of the previous qualification and/or experience required for entry and whether the purpose is for deepening or broadening of knowledge and skills.

Once a qualification is accredited it must be placed on the AQF Register in a form consistent with the AQF Qualifications Register Policy.

Authority to issue the qualification

A Graduate Diploma qualification may only be issued by an organisation that is authorised by an accrediting authority to do so, and meets any government standards for the sector.

Assessment leading to the award of the qualification lies with the issuing organisation. The issuing organisation is responsible for ensuring the quality of the learning outcomes and that the graduate has satisfactorily completed any requirements for the awarding of the qualification.

Issuing organisations must issue qualifications consistent with the AQF Qualifications Issuance Policy.

Issuing organisations will maintain a register of the AQF qualifications they have issued consistent with the AQF Qualifications Register Policy.


Agenda Item 9



The AQF qualification titles Vocational Graduate Certificate and Vocational Graduate Diploma have been removed from the AQF. All other titles remain as listed in the AQF First Edition July 2011, AQF Qualifications Issuance Policy section 2.3.

AQF level

Qualification Type Qualification Title

Senior Secondary Certificate of Education

Titles will vary across jurisdictions; the use of the titles will be accompanied by the statement: ‘(Certificate Title) is a Senior Secondary Certificate of Education within the Australian Qualifications Framework.’

1 Certificate I Certificate I (Field of study/discipline)

2 Certificate II Certificate II (Field of study/discipline)

3 Certificate III Certificate III (Field of study/discipline)

4 Certificate IV Certificate IV (Field of study/discipline)

5 Diploma Diploma (Field of study/discipline)

6 Advanced Diploma Advanced Diploma (Field of study/discipline)

6 Associate Degree Associate Degree (Field of study/discipline)

7 Bachelor Degree Bachelor (Field of study/discipline)

8 Bachelor Honours Degree Bachelor (Field of study/discipline) (Honours)

8 Graduate Certificate Graduate Certificate (Field of study/discipline)

8 Graduate Diploma Graduate Diploma (Field of study/discipline)

9 Masters Degree (Research) Master (Field of study/discipline)

9 Masters Degree (Coursework) Master (Field of study/discipline)

9 Masters Degree (Extended) Master (Field of study/discipline)

10 Doctoral Degree Doctor (Field of study/discipline)

10 Higher Doctoral Degree Doctor (Field of study/discipline)

AQF qualification titles


Agenda Item 9


AustralianQualificationsFrameworkCouncilwww.aqf.edu.au


Agenda Item 9


Commercial in confidence File: English Pathway Strategy CP 21092012.doc

To Academic Standards and Quality Committee From Carlos Perez, Macquarie International Subject Plans for Macquarie University English Pathway Providers – Registered as Business

Partners for SVP Date 4 October 12

Background Macquarie University (MQ) has 9 English Pathway providers approved by the Academic Senate on 15 December 2011 and Registered as Business Partner with Co-‐Opt 14 February 2012 (please see attachment A). This approval provided curriculum recognition. This document provides further information about the plan of action for these providers. An MQ English Pathway Provider is to complement MQ’s strategic plan to attract high quality students. Price: The range of prices offered by the providers, vs MQs own English Language Centre (ELC), sends a message that MQ is expensive compared to other providers. This is irrespective to the fact that ELC has the statistics to demonstrate that their students have a higher classroom success rate and achieve higher GPAs that their counter parts when they finish at MQ.

Brand: Based on historical numbers some Providers appear to use MQ’s brand to attract students to their schools. Those students do not proceed to study at MQ. They either cannot afford MQ to start or they are persuaded to study at other universities. MQ’s providers should have a clear target of results and strict guidelines in the use of MQ’s trademarks.

Financial risk: The financial capability of the Providers has not been considered. This creates a potential risk to MQ’s brand, as some of these businesses may not be able to sustain the international student decline in numbers.

Channel Conflict: Some of the providers use the same agents as MQ to recruit students. This inherently creates confusion and directly competes against the MQ ELC programs. This contradicts the MQ strategy of maintaining a perceived value for money of our products and creates, price competition and commission pressures.

Actions Macquarie International is to ensure that:

• Providers meet a minimum number of students per session; • Financial viability is demonstrated via submission of financial statements and six monthly

reporting of student numbers; • 6 monthly reviews are performed; • A binding legal agreement is executed with Providers.

The Vice President International and Strategy appoints (only after ASQC approves academic credentials), or cancels existing English Pathway providers in order to ensure that MQ's strategic imperatives are met. Recommendation For noting


Agenda Item 10


Commercial in confidence File: English Pathway Strategy CP 21092012.doc

Attachment A Current Providers

Provider Location English Language Centre (ELC) Ryde Ability English Sydney / Melbourne Australian International College of English (AICE)

Sydney / Shanghai / Seoul Browns College Southport / Brisbane Greenwich College Sydney UTS: Insearch Sydney Kaplan Aspect Sydney Manly Milton College Sydney Sydney English Language Centre (SELC) Sydney Australian Pacific College Sydney Navitas English Sydney/Brisbane/Perth/Melbourne Universal English College Sydney UNSW Language Centre Sydney


Agenda Item 10


MEMORANDUM TO: Academic Standards and Quality Committee

FROM: Nathan Asher, Macquarie City Campus Director Justin Devlin, MQC Academic Manager DATE: Thursday, September 20, 2012 RE: Macquarie University Foundation Program – Changes to Credit

Points of Units

Proposal: To change the credit points associated with three units in the Macquarie Foundation Program from 2013 in order to make the units more equivalent in weight. Rational for changes: Currently some English units in the program have just 1 or 2 credit points associated, and others have 4. As far as possible, we would now like to change each of these units to 3 credit points. As we have developed the curriculum for English units in order to suit the needs of our learners best over the past two years, the English units have generally become more equivalent in terms of number of class contact hours and in the nature of our assessment. In order words, FPEN032 (originally a 1 credit point unit) have increased in contact hours per week and now contain additional assessment items that put it on a par with the other units. Details of proposed changes:

Unit Code

Unit Title Currently Proposed

FPEN001 English Studies 1 3CP No change

FPEN002 English Studies 2 3CP No change

FPEN021 Advanced Academic Communication 1A

1CP (weekly 2hr class only)

No change

FPEN022 Advanced Academic Communication 1B

1CP (weekly 2hr class only)

No change


Agenda Item 11.1


FPEN031 Academic English 1A 3CP No change

FPEN032 Academic English 1B 1CP 3CP


4CP 3CP

FPEN034 Advanced Academic

Community 2B 4CP 3CP

This does not change the overall number of credit points in the program, and maintains the same proportion of the program that consists of English units:

All Standard Track Foundation students still need to complete 51 credit points in total of which 18 points are for English language units.

These changes do not impact units in the Fast Track Foundation Program in any way.

Recommendation: ASQC approve change of the credit points of these 3 highlighted units as proposed for the Macquarie University Foundation Program Regards

Nathan Asher Campus Director & Principal


Agenda Item 11.1



FROM: Nathan Asher, Macquarie City Campus Director Justin Devlin, MQC Academic Manager DATE: Thursday, September 20, 2012 RE: Macquarie University Foundation Program – Changes to

Grading of Units Proposal: To change the grading of Units in the Macquarie Foundation Program from 2013 Rational for changes: Currently all electives Stage 1 are non-graded. I,e. in the first Session a student takes the elective. Electives Stage 2 are fully graded. (For example FPCH001 – Chemistry 1 is non-graded and FPCH002 – Chemistry 2 is a fully graded unit). This model is based on the NSW Higher School Certificate where students are graded (and then awarded an ATAR) based on their final examinations. However some core units (English language, Tertiary Preparation units) don’t currently comply with the above model. The reason for this was because it was originally decided and approved by ASQC that so long as students who required English Language and Tertiary Preparation achieved a satisfactory pass they were deemed to have met the English Language entry requirements (remembering that the Foundation program has a heavy focus on developing English Language skills). The proposed highlighted changes below attempt to do three things:

(1) Demonstrate to our learners the importance of their performance in compulsory units such as Tertiary Preparation which have a focus on academic literacies required in their Undergraduate studies

(2) bring the grading models across core and elective units into alignment to a greater extent

(3) show the coherency of each sequence of units, particularly in the English language units in the program


Agenda Item 11.2


Details of proposed changes:

Unit Code


FPTP021 Tertiary Skills Workshop

Non-graded Fully Graded

FPTP031 Tertiary Preparation 1 Non-graded Non-graded

FPTP032 Tertiary Preparation 2 Non-graded Fully Graded

Unit Code


FPEN001 English Studies 1 Non-Graded Non-Graded

FPEN002 English Studies 2 Fully Graded Fully Graded


Fully Graded Non-Graded

FPEN022 Advanced Academic Communication 1B

Non-Graded Fully Graded

FPEN031 Academic English 1A Fully Graded Non-Graded

FPEN032 Academic English 1B Fully Graded Fully Graded


Non-Graded Non-Graded

FPEN034 Advanced Academic Community 2B

Non-Graded Fully Graded

Recommendation: ASQC approve change of the grading of these 6 highlighted units as proposed for the Macquarie University Foundation Program . Regards



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1

FPME001

Media 1

Unit Outline

Session 1, 2013


Agenda Item 11.3


2

UNIT DETAILS Unit Code: FPME001

Unit Name: Media 1

Semester: Session 1

Year: 2013

Program: Macquarie Foundation Program

Credit Points: X Pre requisite None

Unit Lecturer:

Unit Webpage:

Unit materials, suggested solutions, announcements and other

information can be found on your Blackboard account for this unit

(http://learn.mq.edu.au/). You should visit this unit site regularly.

Students in this unit should read this unit outline carefully at the start of the session. It contains

important information. If anything is unclear, please consult with the Unit Lecturer (details

below).

TEACHING STAFF Name Role in unit Phone Email

Lecturer (optional)

List all teaching staff

CONTACTING TEACHING STAFF

Lecturers and tutors are available to answer questions or provide additional support

each week outside of normal class times. The times allocated will be given to students

in the first week of lectures.

Should you have any questions about the unit, need further clarification about the

content or need to inform the lecturer about any matter, we advise you to contact your

Lecturer or Tutor using the details provided above.

You must email the lecturer & tutor using your official MQ email account. (To

access your Macquarie University student email go to the Macquarie University Student

Portal http://students.mq.edu.au/home/, select “Student Email”).


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CLASSES

Weekly contact will be 5 hours consisting of a 2 hour lecture, a 2 hour tutorial and 1

hour consultation session. Each weekly class (five hours) will include an analysis of

media examples, a discussion workshop and practical hands-on exercises.

During the lecture, examples of media will be presented and explained by the lecturer

while during the tutorial participants will engage in related discussion and activities. In

the one-hour consultation session, students will be given individual guidance and

assistance with their assessment and homework tasks and assignments. This hour is

also an opportunity for students to engage in independent research and reading related

to the unit, complete additional tasks to extend their knowledge of the field or catch up

on any work they have missed.

Attendance of all three sessions (lectures, tutorials and consultation sessions) is

compulsory. In some cases a number of consultation sessions may be offered but you

must attend at least one of these sessions as attendance will be taken in each class.

Timetables for lectures and tutorials as well as consultation sessions can be found on

the Noticeboard on the MQC Student portal at http://student.mqc.edu.au

ATTENDANCE

A minimum level of 80% attendance is compulsory for all classes. Attendance will be recorded in every class. If any scheduled class falls on a public holiday they will be rescheduled. Unavoidable non-attendance due to illness or circumstances beyond your control must be supported by appropriate documentation to be considered for a supplementary test.

Detailed records of student attendance will be kept by all teaching staff. Where a

student arrives late to class or leaves early from a class, this absence will be noted and

taken into consideration.


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CONSULTATION SESSION TIMETABLE

Consultation sessions are an integral and compulsory part of this unit. All students must

attend at least one consultation session per week. The Consultation Session Timetable

for all Foundation Program units is available in the Timetable menu on the MQC

Noticeboard (https://student.mqc.edu.au/noticeboard/frameset_Timetable.htm).

Refer to the Consultation Session Timetable and write in all the consultation sessions

available for this unit in the table below. Please note that if more than one consultation

session is available, you may choose which one you wish to attend. If you require

additional support with your unit, you may attend more than one consultation session

where available. If you cannot attend any of the scheduled consultation sessions for a

particular unit, you must advise the university by emailing [email protected] by

the end of week 2.

Time Monday Tuesday Wednesday Thursday Friday

UNIT DESCRIPTION

This unit is designed to introduce students to a range of media and associated

technologies in contemporary culture. At first students will focus on familiarizing

themselves with different media industries and specific texts to help understand some of

their features, how they are composed, and how they function within culture. In this

context, students will then be asked to produce their own forms of media. Throughout

this subject students are encouraged to read, reflect and engage with the tools of

contemporary media.

PURPOSE

This unit will prepare students for studies in Media and Communications studies at tertiary level. Students will develop skills in viewing, analyzing and composing diverse media, including social media, new and online media, contemporary advertising, and recent forms of auditory and visual media.


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5

TEXTS AND SUPPORTING MATERIALS

Prescribed textbook:

Students will be provided with a Unit Reader.

Recommended textbook(s):

Film Art: An Introduction, Bordwell and Thompson

Image and Representation: Key Concepts in Media Studies, Nick Lacey

New Media: Culture and Image, Kelli Fuery

Interpreting News, Graham Meikle

War and the Media: Reportage and Propaganda, 1900-2003.

Diana: The Making of a Saint. Richards, Wilson, Woodland.

You may view a full list of textbooks for all units in the Macquarie Foundation

Program on the Noticeboard link on the Student Portal at http://student.mqc.edu.au/

TECHNOLOGY USED AND REQUIRED

Students will be required to make use of the internet, Web 2.0 tools, blogs and other

forms of online media.

LEARNING OBJECTIVES & OUTCOMES The learning outcomes are achievable and measurable abilities students should be able to demonstrate upon successful completion of this unit:

Learning Objective Learning Outcomes Link to Graduate Capabilities

To develop students’ ability to

communicate about media

texts and technologies

effectively

1.1 Identify, select, consider and describe the features of a range of media texts 1.2 Communicate information, ideas and opinions about a range of media texts effectively and appropriately

1, 2, 3, 4, 5

To develop students’ skills at

responding to and producing

their own media texts

2.1 2.1 Creatively and critically respond to a range of media texts using the tools of new media

1, 2, 3, 4, 5


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6

GRADUATE CAPABILITIES

In addition to the discipline-based learning objectives, all academic programs at Macquarie University seek to develop the capabilities of their graduates enabling them to address the challenges, and to be effective, engaged participants in their world. Throughout your studies in this unit you will begin to develop the following skills:

1. Discipline Specific Knowledge and Skills 2. Critical, Analytical and Integrative Thinking 3. Creative and Innovative 4. Effective Communication 5. Engaged and Ethical Local and Global citizens


independent investigation

through individual and

collaborative learning

3.1 Investigate and analyse the differences in forms of traditional and new media 3.2 Undertake independent research on the difference between a range of media texts, tools and campaigns

1, 2, 4

To develop students’

imaginative, critical and

reflective thinking about the

meaning of media texts

4.1 Research, select and compare a range of new media texts 4.2 Creatively construct a response to an existing media text

1, 2, 3, 4, 5

To develop students’ skills in

evaluating a media text

through the process of

composition, response and

reflection

5.1 Produce an individual media project that engages with and responds to an existing media text. 5.2 Review and reflect on the process of composing a response to a media text

1, 3, 4, 5


Agenda Item 11.3


7

GRADING

This unit will use the grading system outlined below. This grading policy corresponds to

the Grading Policy approved by the Macquarie Academic Senate for all coursework

units which can be found at http://www.mq.edu.au/policy/docs/grading/policy.html

Non-Graded Units

Description Grade Mark

Satisfactory The learning attainment is considered satisfactory in relation to the specified outcomes. Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study

S No mark

awarded

Fail There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline

F No mark

awarded


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8

PROGRAM PROGRESSION

You are reminded that satisfactory Program Progression requires that attendance in

classes is maintained at equal to or greater than 80%, and that in any study period you

pass 50% or more of your enrolled units. Refer to MQC Course Progress Policy for

more information (http://www.city.mq.edu.au/policies-procedures.html).

INDEPENDENT STUDY

You are expected to reinforce your learning gained during class time by studying and working through your textbook and exercises, that is, undertake independent study. For this unit, in addition to the 5 hours per week of formal classroom contact, you will need to spend at least an additional 2 hours each week of independent study. In this time you will be expected to engage in activities that will help your learning and fulfill the unit objectives. This may include homework activities, extra reading, research, journal writing.


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9

WEEKLY TEACHING SCHEDULE

Week Topic Activity

1 Introduction What is Media Studies? What will we do in this subject? Meet and greet morning tea.

Activity: Group work to unpack ways of thinking about/experiences of/expectations of Media Studies.

2

Reinventing Traditional Media Forms 1: New forms of Television? This week is the first in a series of four weekly topics investigating the changing face of older media forms. This week we will examine the role of contemporary television. We will examine how television is attempting to ensure its survival alongside newer online media platforms. We will consider the changing face of television as it adopts new genres and adapts to new platforms. Topics will include the emergence of ‘Reality T.V.’, the impact of television on demand (ABC online and iview) and pay T.V., amongst other topics.

Screening: Comparisons of clips from reality T.V. repurposed for different nations Reading: TBA Activity: In-class group work activities in response to frame-by-frame clips showed in class. Group discussion

3

Reinventing Traditional Media Forms 2: Online radio/podcasts This week will examine the role of public radio in contemporary culture. It will examine the role of public radio in everyday life. It will also examine the changing face of public radion= as it adapts to new platforms, including online radio and podcasts.

Podcast: This American Life (Public Radio, Chicago). Reading: TBA Activity: Students examine the role of radio in continuing storytelling practices. Students will work in groups to prepare a radio story based on a series of short stories disseminated during class

4

Reinventing Traditional Media Forms 3: Newspapers and Magazines This week we will examine the current crisis facing print news. Newspapers are no longer generating the revenue they once did. We will examine the role of contemporary newspapers in the context of online news forums as well as magazines and their counterparts in contemporary digital culture. We will also consider the rise of tabloid journalism in contemporary newspapers and the role of new social medias (like pinterest) which challenge the relevance of magazines.

Screening: TBA Reading: TBA Activity: Close study of news stories and several magazine covers. Students will work in groups to undertake a close analysis of different news spreads and magazine covers and discuss the design techniques and marketing formulas applied.


Agenda Item 11.3


10

5

New Media 1: Creative Cultures. Art in a digital age This week will examine the blurring of boundaries between digital media and contemporary art. We will visit the Museum of Contemporary Art to investigate contemporary art practices that utilize new media.

Reading: TBA Activity: Students will complete an excursion study sheet whilst at the MCA and undertake other interactive activities and games in the museum relating to digital art.

6

New Media 2: Creative Cultures Online This week we will examine new media and the emergence of creative cultures online. We will examine the extent to which new media enable new forms of creativity, focusing on examples like ‘pinterest’, ‘youtube’ and ‘instagram’.

Reading: TBA Activity: Students will use pinterest to create a pinboard showcasing new media.

7

Blog Discussion and Reflection This week we will review the themes of old and new media, and consolidate blog posts in light of the examples discussed in class.

Activity: Students will be provided the opportunity to receive feedback from the class on existing blog entries.

8

Creative Media Project Students will commence discussions about themes and proposals for their Creative Media Project. A work in progress seminar will be conducted.

Activity: Students will share ideas, research their proposed topics and forms of media and seek help for their projects from each other and from the instructor.

9

Advertising: Guerilla Advertising and Viral Marketing This week will examine new directions in advertising, as traditional forms of embedded advertising cease to have the impact they once had. We will consider the role of social media in contributing to new forms of guerilla advertising and viral marketing.

Activity: Students will work in groups to create their own advertising campaign.

10 Independent Cinema in the New Media Milieu? This week will examine the role of new media in generating new forms of independent film-making outside of the dominant Hollywood industry. It will consider the extent to which Hollywood controls the production and distribution of the majority of film-making, and it will examine the extent to which independent forms of media are likely to emerge in the new media environment.

Activity: Students will watch Tarnation, focusing on the film’s means of production and distribution.

11 Social Media 1: Searching and Sharing This will be the first week on the role that social media plays in creating online communities. We will examine social medias like Facebook, Twitter, Instagram, Youtube and Pinterest, in addition to search engines like Wikipedia and Google. We will examine the role of these media in opening up new forms of searching and sharing and we will examine some of the threats posed to these online communities.

Screening: The Social Network Activity: Students will participate in a class debate

12 Social Media 2: Is Social Media the New Mainstream Media? This week will examine the extent to which informal social media take on the role of the mainstream media in breaking

Reading: TBA Activity: Students will undertake group work


Agenda Item 11.3


11

news and shaping public opinion. We will examine key instances where social media have played a decisive role in informing the public. Examples include the role of Twitter and Facebook in the creation of the Arab Spring, and the role of Facebook in investigating the case of Jill Meagher’s murder. Video Games This week will examine some of the most popular video games, and it will examine key debates (both critical and celebratory) relating to gaming culture, including theories of user agency, media debates surrounding violence and addiction, and questions of creativity.

activities. Reading: TBA Activity: Students will work in groups to create their own video game concepts, addressing some of the issues discussed in class.

13 Conclusion Class celebration: Students present their Creative Media Projects to the class.


Agenda Item 11.3


12

ASSESSMENTS

Summary of Assessment

Assessment Details 1. Persuasive Text Students will prepare a persuasive or argument piece of

writing (e.g. editorial, letter to the editor, newspaper or magazine article) which explores the nature and role of new and old media in today’s society.

2. Blog Students will produce 5-6 reflective and creative blog posts. This

assessment will be in the form of a blog. Students will be asked to incorporate additional examples of media discussed in class so far, and explore the features of the chosen text(s) in detail.

3. Creative Media Project Students will select two forms of media examined

throughout the course so far (a film, blog, pinterest collection, wiki, newspaper or magazine article, radio podcast, new media artwork, youtube clip, etc.), which both examine one topic. Compose a creative response in a third new media format which:

reflects your personal understanding of the subject matter

compares and contrasts the way the two texts treat the subject matter

discuss the aim of the two texts, the intended audience, and any other salient features

Your topic will be negotiated with the Lecturer and submitted as a Proposal in

Week 9. The Proposal should specify (1) the subject matter; (2) the two media you have found which discuss this content; (3) the form the creative response will take.

4. Participation – Students will be marked on their ongoing engagement in class

and completion of in-class activities

Assessment

Task & Size Weight Type Due/Held

Feedback

Given

Learning

Outcomes Graduate Capabilities

Persuasive

Text 15% Individual Week 5 Week 6

1.1, 1.2,

2.1, 3.1 1, 2, 4, 5

Blog 25% Individual Week 8 Week 9-10 1.1, 1.2, 2.1,

3.2, 4.1, 4.2 1, 2, 4, 5

Creative Media

Project

Proposal 10%

Task 30% Individual

Week 9

Week 13

Week 10

Week 14

1.1, 1.2, 2.1,

4.2, 5.1, 5.2 1, 2, 3, 4, 5

Participation 20% Individual Ongoing Ongoing 1.1, 1.2, 3.1,

3.2, 5.1, 5.2 1, 2, 4, 5


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Requirements for a Pass or Higher To pass this course, you need an overall mark of at least 50% for the course. You must attempt all assessable components of this unit. Failure to do so will result in an F (fail) grade being recorded. Final Examinations End of session examinations will be held during week 13 and during the first three days of week 14. Students must be available to come to campus and undertake examinations up to and including Wednesday 30 January 2013. Submission and Return of Assessment Items Information about submission of assessments will be given to you when you receive details about the assessment tasks in your first tutorial class. Please note: You may be required to submit assignments electronically to a collusion detection tool to allow the detection of possible instances of collusion/plagiarism. This will also involve MQC or its nominee storing your work on a secure database for use in testing assessment submitted by others in the future. For further information please refer to Macquarie’s Academic Honesty Policy which you can find at this link: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html . Retention of Originals You must be able to produce another copy of all work submitted if requested. Copies should be retained until after the release of final results each Session.

Special Consideration

Macquarie University and Macquarie City Campus are committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. This policy can be found here: http://www.city.mq.edu.au/policies-procedures.html Assignment Extensions To apply for an extension of time for an assessment item you must submit a written request to your lecturer at least 48 hours before the date the assessment item is due. Grounds for extensions are usually: serious illness, accident, disability, bereavement or other compassionate circumstances and must be able to be substantiated with relevant


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14

documentation (e.g. medical certificate). Please refer to the Special Consideration policy on the MQC website for guidelines about applying for extensions and deferred assessment.


The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this

commitment, the University recognises that there may be circumstances where a student is prevented by

unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to

support students who experience serious and unavoidable disruption such that they do not reach their usual

demonstrated performance level. The policy is available here.

If you feel you have been disadvantaged due to an event or illness, or not able to reach your usual demonstrated performance level, you can apply for Special Consideration. In your application, you will need to show that your circumstances meet all of the following criteria:

• You could not have reasonably anticipated, avoided or guarded against what happened • The events were beyond your control • Your study and completion of work were severely disrupted • The events interfered with the otherwise satisfactory fulfilment of your unit or program requirements • The situation lasted at least three consecutive days within a study period and/or prevented completion of a formal examination.

You will need to lodge your request for special consideration by logging into http://ask.mq.edu.au with your

OneID.

Notification and Availability of Feedback on Assessment Marks awarded for assessment items will also be available on the on-line grades system on the Blackboard within fourteen (14) days of the due date. Typically you will also be able to collect your submitted assignments in this same timeframe. Appeals against a Final Grade The Appeals against Final Grades procedure in place at Macquarie City Campus remains in line with the Macquarie University Appeals policy found at http://mq.edu.au/policy/docs/grade_appeal/policy.html

This policy exists to address very rare cases where a procedural irregularity has occurred. If you honestly believe there is an error in your final grade or that it is unfair, you may initiate a Grade Review application according to this procedure. If you strongly feel a procedural irregularity has occurred, you can ask your Lecturer for a Grade Review. For more information about this process, please visit http://www.city.mq.edu.au/reviews-appeals.html. During this review, you should ask your Lecturer to review your examination paper.


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http://mq.edu.au/policy/docs/grade_appeal/policy.html

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15

ADDITIONAL PROGRAM INFORMATION

Student Support Services

Students who require assistance are encouraged to contact the Student Services team

at the earliest opportunity. If you would like to make an appointment with a Student

Advisor, please call (02) 9964-6533 or email [email protected]

Evaluations

At the end of each session you will be asked to complete a LET: Learner Experience of Teaching survey and/or an LEU: Learner Experience of Unit survey. Your feedback is respected and valued by your lecturers and/or tutors. You are encouraged to provide your thoughts on the course and teaching, both positive and critical, directly to your lecturer and tutor or by completing these evaluations when they arise. IT Conditions of Use

Students are expected to act responsibly when utilising Macquarie City Campus IT

facilities. The following regulations apply to the use of computing facilities and online

services:

● Accessing inappropriate web sites or downloading inappropriate material

is not permitted. Material that is not related to coursework for approved

unit is deemed inappropriate.

● Downloading copyright material without permission from the copyright

owner is illegal, and strictly prohibited. Students detected undertaking

such activities will face disciplinary action, which may result in criminal

proceedings.

Academic Misconduct (Cheating and Plagiarism)

Academic misconduct covers, but is not limited to, acts of plagiarism, cheating,

fabrication of data or research, unauthorised collaboration (e.g. collusion),

misrepresentation of student status, and academic qualifications falsification.

What is Cheating?


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16

You will be guilty of cheating if you do any of the following:

Copy from another student during a test or examination. This is cheating whether or not there is collusion between the students involved. Collusion with another student who wishes to cheat from you exposes both parties to penalties under the MQC Academic Integrity Policy.

Use or paraphrase the work of others, including any document, audio-visual or computer-based material, when preparing an assignment or writing an examination, and pretend it is your own work by not acknowledging where it came from.

Copy from another student’s coursework whether that copying is with or without the knowledge of that student. This includes:

1. copying all or part of someone else’s assignment; 2. allowing someone else to copy all or part of your assignment; 3. providing your assignment (or other materials for an assignment) to

another student; 4. having someone else do all or part of an assignment for you, and 5. doing all or part of someone else’s assignment for them.

Make up data and fabricate results in research assignments.

Impersonate someone else in a test or examination, whether in printed or electronic form. For example, attempting to use a non-standard calculator in a restricted calculator examination.

What is Plagiarism?

If you take and use the work of another person without clearly stating or acknowledging

your source, you are falsely claiming that material as your own work and committing an

act of plagiarism. This is wrong because it:

Violates the principle of intellectual and scholarly integrity;

Devalues the grades and qualifications gained legitimately by other students; and fails to allow you to demonstrate your own understanding of the material.

What are the Penalties?

Penalties include:

A formal warning to the student;

Requirement to attend compulsory academic skills workshop;

Any students found guilty of fraud will be report to the police

A mark reduction or a mark of zero (0) awarded for the assessment in which the academic misconduct occurred;

A Fail (F) grade for the unit in which the academic misconduct occurred;

Exclusion from enrolling in the program of study for a specified period of time;

Expulsion from MQC (readmission is at the discretion of the Campus Director on consideration of the student’s case for readmission).


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For further information please refer to the Macquarie Academic Integrity Policy found

here: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html.


Agenda Item 11.3



1

FPME002

Media 2

Unit Outline

Session 1, 2013


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UNIT DETAILS Unit Code: FPME002

Unit Name: Media 2

Semester: Session 1

Year: 2013

Program: Macquarie Foundation Program

Credit Points: X Pre requisite None

Unit Lecturer:

Unit Webpage:

Unit materials, suggested solutions, announcements and other

information can be found on your Blackboard account for this unit

(http://learn.mq.edu.au/). You should visit this unit site regularly.

Students in this unit should read this unit outline carefully at the start of the session. It contains

important information. If anything is unclear, please consult with the Unit Lecturer (details

below).

TEACHING STAFF Name Role in unit Phone Email

Lecturer (optional)

List all teaching staff

CONTACTING TEACHING STAFF

Lecturers and tutors are available to answer questions or provide additional support

each week outside of normal class times. The times allocated will be given to students

in the first week of lectures.

Should you have any questions about the unit, need further clarification about the

content or need to inform the lecturer about any matter, we advise you to contact your

Lecturer or Tutor using the details provided above.

You must email the lecturer & tutor using your official MQ email account. (To

access your Macquarie University student email go to the Macquarie University Student

Portal http://students.mq.edu.au/home/, select “Student Email”).


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3

CLASSES

Weekly contact will be 5 hours consisting of a 2 hour lecture, a 2 hour tutorial and 1

hour consultation session. Each weekly class (five hours) will include an analysis of

media examples, a discussion workshop and practical hands-on exercises.

During the lecture, examples of media will be presented and explained by the lecturer

while during the tutorial participants will engage in related discussion and activities. In

the one-hour consultation session, students will be given individual guidance and

assistance with their assessment and homework tasks and assignments. This hour is

also an opportunity for students to engage in independent research and reading related

to the unit, complete additional tasks to extend their knowledge of the field or catch up

on any work they have missed.

Attendance of all three sessions (lectures, tutorials and consultation sessions) is

compulsory. In some cases a number of consultation sessions may be offered but you

must attend at least one of these sessions as attendance will be taken in each class.

Timetables for lectures and tutorials as well as consultation sessions can be found on

the Noticeboard on the MQC Student portal at http://student.mqc.edu.au

ATTENDANCE

A minimum level of 80% attendance is compulsory for all classes. Attendance will be

recorded in every class. If any scheduled class falls on a public holiday they will be

rescheduled. Unavoidable non-attendance due to illness or circumstances beyond your

control must be supported by appropriate documentation to be considered for a

supplementary test.

Detailed records of student attendance will be kept by all teaching staff. Where a

student arrives late to class or leaves early from a class, this absence will be noted and

taken into consideration.


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CONSULTATION SESSION TIMETABLE

Consultation sessions are an integral and compulsory part of this unit. All students must

attend at least one consultation session per week. The Consultation Session Timetable

for all Foundation Program units is available in the Timetable menu on the MQC

Noticeboard (https://student.mqc.edu.au/noticeboard/frameset_Timetable.htm).

Refer to the Consultation Session Timetable and write in all the consultation sessions

available for this unit in the table below. Please note that if more than one consultation

session is available, you may choose which one you wish to attend. If you require

additional support with your unit, you may attend more than one consultation session

where available. If you cannot attend any of the scheduled consultation sessions for a

particular unit, you must advise the university by emailing [email protected] by

the end of week 2.

Time Monday Tuesday Wednesday Thursday Friday

UNIT DESCRIPTION

This unit is designed to build upon students’ familiarity with a range of issues in media

and associated technologies in contemporary culture. Students should already be

familiar with different media industries and the types of texts found in each. They are

now asked to develop further their critical literacy skills and an understanding and

analysis of theoretical frameworks and concepts in media and film studies. Students will

also increase their technical and production skills through the development of a mini

documentary. Throughout this subject students are encouraged to read, reflect and

engage using the tools of contemporary media.

PURPOSE

This unit will prepare students for studies in Media and Communications studies at tertiary level. Students will further develop their verbal and written communication skills as well as with analyzing and communicating concepts found in Media Studies and Film Theory.


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TEXTS AND SUPPORTING MATERIALS

Prescribed textbook:

Students will be provided with a Unit Reader.

Recommended textbook(s):

Film Art: An Introduction, Bordwell and Thompson

Image and Representation: Key Concepts in Media Studies, Nick Lacey

New Media: Culture and Image, Kelli Fuery

Interpreting News, Graham Meikle

War and the Media: Reportage and Propaganda, 1900-2003.

Diana: The Making of a Saint. Richards, Wilson, Woodland.

You may view a full list of textbooks for all units in the Macquarie Foundation

Program on the Noticeboard link on the Student Portal at http://student.mqc.edu.au/

TECHNOLOGY USED AND REQUIRED

Students will be required to make use of the internet, Web 2.0 tools, blogs and other

forms of online media.

Students will also be asked to record a news segment using a video camera and the

video-editing software available in Lab 311.

LEARNING OBJECTIVES & OUTCOMES The learning outcomes are achievable and measurable abilities students should be able to demonstrate upon successful completion of this unit:

Learning Objective Learning Outcomes Link to Graduate Capabilities

To develop students’ ability to

communicate effectively

about media texts and critical

themes

1.1 Identify, describe and critique a range of themes emerging from media studies 1.2 Communicate information, ideas and opinions about a range of media texts effectively and appropriately 1.3 Engage in an active viewing and articulate an

1, 2, 3, 4, 5


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GRADUATE CAPABILITIES

In addition to the discipline-based learning objectives, all academic programs at Macquarie University seek to develop the capabilities of their graduates enabling them to address the challenges, and to be effective, engaged participants in their world. Throughout your studies in this unit you will begin to develop the following skills:

1. Discipline Specific Knowledge and Skills 2. Critical, Analytical and Integrative Thinking 3. Creative and Innovative 4. Effective Communication 5. Engaged and Ethical Local and Global citizens

analysis of media

To develop students’ skills

knowledge of terminology

and frameworks in media

and film studies

2.1 2.1 Identify the main terminology and features of core theoretical frameworks in media and film studies

2.2 2.2 Creatively and critically respond to a range of media texts through the production of a news presentation

2.3 2.4

1, 2, 4


independent research and

investigation through

individual and collaborative

learning

3.1 Investigate, analyse and develop opinions on the changing media landscape over time 3.2 Undertake independent research to discover a range of media texts over time for analysis

1, 2, 3, 4, 5

To develop students’

technical skills in producing

and evaluating media texts

4.1 Produce a news presentation that identifies, describes and critiques the development of a form of media 4.2 Review and reflect on the process of composing the news presentation 4.3 Provide critical constructive feedback to other students on the script and news presentation production process

1, 3, 4, 5


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GRADING

This unit will use the grading system outlined below. This grading policy corresponds to

the Grading Policy approved by the Macquarie Academic Senate for all coursework

units which can be found at http://www.mq.edu.au/policy/docs/grading/policy.html

Graded Units

Description Grade Mark

High Distinction A superior performance. Indicates that the student has demonstrated superior ability to consider the course and its assessment requirements from a number of perspectives and to explore their interrelation.

HD 85 - 100

Distinction An outstanding performance. Indicates that the student has produced outstanding work, and has demonstrated a high level of understanding across the entire content of the course.

D 75 - 84

Credit A good performance. Indicates that the student has demonstrated the ability to think analytically, and contextually about the course and its assessment requirements, and to understand/present alternative points of view/perspectives and supporting evidence.

CR 65 - 74

Pass An acceptable level of performance. Indicates that the student has addressed the assessment requirements of the course and has demonstrated an acceptable understanding of the issues entailed.

P 50 - 64

Fail Unsatisfactory performance, below the minimum expected level. This grade characterises work which shows a significant lack of understanding of the topic or its context, and is therefore unsatisfactory.

F 0 - 49


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PROGRAM PROGRESSION

You are reminded that satisfactory Program Progression requires that attendance in

classes is maintained at equal to or greater than 80%, and that in any study period you

pass 50% or more of your enrolled units. Refer to MQC Course Progress Policy for

more information (http://www.city.mq.edu.au/policies-procedures.html).

INDEPENDENT STUDY

You are expected to reinforce your learning gained during class time by studying and working through your textbook and exercises, that is, undertake independent study. For this unit, in addition to the 5 hours per week of formal classroom contact, you will need to spend at least an additional 2 hours each week of independent study. In this time you will be expected to engage in activities that will help your learning and fulfill the unit objectives. This may include homework activities, extra reading, research, journal writing.


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WEEKLY TEACHING SCHEDULE

Week Topic Activity

1

Introduction Students will be introduced to the aims and expectations of the unit. Students will be placed in their groups for the news presentation assignment. Blogging and Activism This class will examine the role of online publishing, considering the extent to which blogs enable new forms of activism. We will examine a number of online blogs during class time.

Reading: Activity:

2

“Let’s Talk About Newsworthiness…” This week will examine principles of newsworthiness in order to understand how and why particular news stories are selected and presented. Big Business: Media Concentration This week will introduce students to the topic of media concentration.

Reading: TBA Activity: A simulated newsroom. Students will play a game in which they have limited time to compose a series of news stories from random information sources. Reading: Activity: Students will work in groups to create a graph of statistics mapping out trends in media concentration.

3

The Media as Spectacle? This week will examine how the media thrives on spectacles and sensationalized images. We will focus on a range of examples from war reportage, including the Vietnam War, the Gulf War and September 11. We will examine the impact that this focus has on the media in general

Reading: “The Media as Spectacle” from Schirato and Webb’s Visual Culture; “Reading the Visual War.” Activity: Students will select a sensationalized media spectacle to study. They will then be asked to write a fictionalized, first-person narrative in response to the image (from the imagined perspective of someone involved in the sensationalized event). We


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will discuss how these narratives give rise to different perspectives of war.

4

Public Sphere: Do we have a public sphere? This week will introduce students to Habermas’ concept of the public sphere. We will begin to think about some of the factors that threaten the public sphere, including the commercialization of the media, tabloid journalism and media concentration. Wikileaks will be discussed and the coverage of the photos of Abu Ghraib will be discussed.

Reading: TBA Screening: Wikileaks: BBC documentary on Julian Asange Activity: Students will engage in a class debate. Assessment: Quiz

5

Tabloid Media: Scandalous Media This week will continue last week’s focus on the contemporary factors that threaten the public sphere. We will discuss examples where the media has played an active role in covering-up significant news stories for political purposes; cases where it has fabricated stories and cases where it has broken the law in order to generate profit. The Australian coverage of the Tampa crisis will be briefly discussed, along with News of the World’s recent phone hacking scandal.

Screening: BBC documentary on the phone hacking scandal. Reading: TBA Activity: Students work in groups to answer written questions about the newspaper reporting of the Tampa crisis.

6

Documentary Workshop This week will prepare students for their final assessment: their documentaries. Students will be given information on how to construct a filmed news story, and an introduction to some of the important themes that could be relevant in your documentary.

Reading: Activity: Students will be given time to begin development of scripts for their documentaries.

7

Truth or Fiction? The Case of Documentary This week will take issue with the conventional understanding of documentary film as a ‘truthful’, ‘factual’ and ‘objective’ form of media. We will consider the controversy surrounding Michael Moore’s 1989 documentary Roger and Me, and we will debate the extent to which Moore’s film exploits and parades the fiction of all forms of documentary (and media generally).

Screening: Roger and Me (dir. Michael Moore). Reading: TBA Activity: Students will engage in a class debate about the fictional and narrative qualities of the media. Students will also be given time this week to continue


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work on their news presentation scripts.

8

‘Moral Panic’ in the Media This week will examine how the media plays a key role in creating a sense of moral panic around sensitive public issues. We will examine the way Australia’s media has played a formative role in the moral panic surrounding the topic of asylum seekers and the protection of children. We will also examine the unique role of talkback radio in creating moral panic around sensitive.

Podcast: Listening to talkback radio Reading: TBA on talkback radio Activity: Students listen to talkback radio and answer scripted questions about the role of talkback radio in creating moral panic.

9

Media Representations 1: Representing Race in the Media

This week will adopt a critical examination of the way race is represented in the media. We will examine the way Arab Muslims have been represented in the media since September 11. We will also consider the way the global media plays a key role in mediating and/or creating conflict.

Reading: TBA Activity: Students will work in groups to undertake a close analysis of a range of media texts representing Arab Muslims, including newspaper articles, cartoons, live news footage and youtube clips. Students will identify racial stereotypes in stories. Blog assessment is due in class.

10 Media Representations 2: Representing Gender in the Media This week will adopt a critical examination of the way gender is represented in the media. We will examine key cases in which gender has played a shaping role in media coverage, focusing specifically on the media’s representation of murder/crime victims. We will discuss the representation of missing female children and/or/as murder victims, we will discuss the representation of Princess Diana’s death and we will discuss the O.J. Simpson trial.

Reading: excerpts from Diana: The Making of a Saint, eds. Richards, Wilson and Woodland. Activity: The class will develop a concept map of the principles of newsworthiness relating to a range of focus stories handed out in class. Students will identify gender stereotypes. Students will be given opportunity to give feedback on other groups’ projects in class


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11 Witnessing War: The Case of Animation This week will examine the role of contemporary animation in offering new ways of representing war and conflict.

Screening: Waltz With Bashir Reading: Waltz With Bashir Activity: Students will work in groups to create a mind-map. Students will compare and contrast the way the conventional news represents war and conflict in Lebanon, with the way animation offers new ways of representing war and conflict.

12 Social Media and Youth Culture Facebook is often criticized for the role it plays in exacerbating the vulnerability of young people. Critics take issue with facebook for a number of reasons, including its capacity to enable young people to come into contact with virtual strangers, for its pressure on young people to fashion themselves as marketable images and for enabling harmful forms of anonymous bullying. This week will examine some of the debates surrounding the relationship between social media and youth culture. We will examine the extent to which social media enables new and enabling forms of communication for young people.

Reading: TBA Activity: Students will log onto their facebook pages and analyse the ways in which their friends fashion themselves/construct their identities through images and products.

13 Students will submit their written scripts. Groups will screen their documentary for the rest of the class and class will provide feedback and discussion.


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ASSESSMENTS

Summary of Assessment

Assessment Details 1. Quiz Short written quiz on topics discussed from Weeks 1 to 4. 2. Blog Students will produce a public blog detailing the factors that threaten a

healthy public sphere. Topics addressed should reflect the themes discussed in class including distortions and newsworthiness, media concentration, biased representations, moral panics and notable media scandals. Students will be asked to incorporate examples of media found through independent research.

3. Feature Story / Documentary Students will work in groups of 3 and develop a

script which explores and articulates key issues relating to one particular form of media since the 1990s. Students will be given an opportunity to workshop their script with the class during Weeks 6 and 7 and feedback received should be incorporated in further drafts of this script. The script is to be submitted in Week 13 alongside a filmed news segment. This presentation should:

Be focussed on one particular media

Explain in detail the features of that media type

Discuss how use of this form of media has changed in nature since the 1990s. Important themes to think about include the commercialisation and concentration of media; the presentation of news and its impact; representations of race and gender and war in the media.

Include 5-6 examples researched by the group which were not discussed in class

4. Participation – Students will be marked on their ongoing engagement in class

and completion of in-class activities

Assessment

Task & Size Weight Type Due/Held

Feedback

Given

Learning

Outcomes Graduate Capabilities

Quiz 10% Individual Week 4 Week 5 1.1, 1.2, 2.1 1, 2, 4, 5

Blog 30% Individual Week 9 Week 11 1.1, 1.2, 1.3,

2.1, 2.2

Script

and

Documentary

Script 10%

Pres 30% Group Week 13 Week 14

1.1, 1.2, 1.3,

2.1, 2.2, 3.1,

3.2, 4.1, 4.2,

4.3

1, 2, 3, 4, 5

Participation 20% Individual Ongoing Ongoing 1.1, 1.2, 1.3,

2.2, 4.2, 4.3 1, 2, 4, 5


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Requirements for a Pass or Higher To pass this course, you need an overall mark of at least 50% for the course. You must attempt all assessable components of this unit. Failure to do so will result in an F (fail) grade being recorded. Final Examinations End of session examinations will be held during week 13 and during the first three days of week 14. Students must be available to come to campus and undertake examinations up to and including Wednesday 30 January 2013. Submission and Return of Assessment Items Information about submission of assessments will be given to you when you receive details about the assessment tasks in your first tutorial class. Please note: You may be required to submit assignments electronically to a collusion detection tool to allow the detection of possible instances of collusion/plagiarism. This will also involve MQC or its nominee storing your work on a secure database for use in testing assessment submitted by others in the future. For further information please refer to Macquarie’s Academic Honesty Policy which you can find at this link: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html . Retention of Originals You must be able to produce another copy of all work submitted if requested. Copies should be retained until after the release of final results each Session.


The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The policy is available here.

If you feel you have been disadvantaged due to an event or illness, or not able to reach your usual demonstrated performance level, you can apply for Special Consideration. In your application, you will need to show that your circumstances meet all of the following criteria:

You could not have reasonably anticipated, avoided or guarded against what happened


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15

The events were beyond your control

Your study and completion of work were severely disrupted

The events interfered with the otherwise satisfactory fulfilment of your unit or program requirements

The situation lasted at least three consecutive days within a study period and/or prevented completion of a formal examination.

You will need to lodge your request for special consideration by logging into http://ask.mq.edu.au with your OneID.

Assignment Extensions To apply for an extension of time for an assessment item you must submit a written request to your lecturer at least 48 hours before the date the assessment item is due. Grounds for extensions are usually: serious illness, accident, disability, bereavement or other compassionate circumstances and must be able to be substantiated with relevant documentation (e.g. medical certificate). Please refer to the Special Consideration policy on the MQC website for guidelines about applying for extensions and deferred assessment.

Notification and Availability of Feedback on Assessment Marks awarded for assessment items will also be available on the on-line grades system on the Blackboard within fourteen (14) days of the due date. Typically you will also be able to collect your submitted assignments in this same timeframe. Appeals against a Final Grade The Appeals against Final Grades procedure in place at Macquarie City Campus remains in line with the Macquarie University Appeals policy found at http://mq.edu.au/policy/docs/grade_appeal/policy.html This policy exists to address very rare cases where a procedural irregularity has occurred. If you honestly believe there is an error in your final grade or that it is unfair, you may initiate a Grade Review application according to this procedure. If you strongly feel a procedural irregularity has occurred, you can ask your Lecturer for a Grade Review. For more information about this process, please visit http://www.city.mq.edu.au/reviews-appeals.html. During this review, you should ask your Lecturer to review your examination paper.


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ADDITIONAL PROGRAM INFORMATION

Student Support Services Students who require assistance are encouraged to contact the Student Services team at the earliest opportunity. If you would like to make an appointment with a Student Advisor, please call (02) 9964-6533 or email [email protected]

Most requests for support or information can also be resolved by lodging an enquiry with http://ask.mq.edu.au

Evaluations

At the end of each session you will be asked to complete a LET: Learner Experience of Teaching survey and/or an LEU: Learner Experience of Unit survey. Your feedback is respected and valued by your lecturers and/or tutors. You are encouraged to provide your thoughts on the course and teaching, both positive and critical, directly to your lecturer and tutor or by completing these evaluations when they arise. IT Conditions of Use Students are expected to act responsibly when utilising Macquarie City Campus IT facilities. The following regulations apply to the use of computing facilities and online services:

● Accessing inappropriate web sites or downloading inappropriate material is not permitted. Material that is not related to coursework for approved unit is deemed inappropriate.

● Downloading copyright material without permission from the copyright owner is illegal, and strictly prohibited. Students detected undertaking such activities will face disciplinary action, which may result in criminal proceedings.

Academic Misconduct (Cheating and Plagiarism) Academic misconduct covers, but is not limited to, acts of plagiarism, cheating, fabrication of data or research, unauthorised collaboration (e.g. collusion), misrepresentation of student status, and academic qualifications falsification.

What is Cheating? You will be guilty of cheating if you do any of the following:

Copy from another student during a test or examination. This is cheating whether or not there is collusion between the students involved. Collusion with another


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student who wishes to cheat from you exposes both parties to penalties under the MQC Academic Integrity Policy.

Use or paraphrase the work of others, including any document, audio-visual or computer-based material, when preparing an assignment or writing an examination, and pretend it is your own work by not acknowledging where it came from.

Copy from another student’s coursework whether that copying is with or without the knowledge of that student. This includes:

1. copying all or part of someone else’s assignment; 2. allowing someone else to copy all or part of your assignment; 3. providing your assignment (or other materials for an assignment) to

another student; 4. having someone else do all or part of an assignment for you, and 5. doing all or part of someone else’s assignment for them.

Make up data and fabricate results in research assignments.

Impersonate someone else in a test or examination, whether in printed or electronic form. For example, attempting to use a non-standard calculator in a restricted calculator examination.

What is Plagiarism? If you take and use the work of another person without clearly stating or acknowledging your source, you are falsely claiming that material as your own work and committing an act of plagiarism. This is wrong because it:

Violates the principle of intellectual and scholarly integrity;

Devalues the grades and qualifications gained legitimately by other students; and fails to allow you to demonstrate your own understanding of the material.

What are the Penalties? Penalties include:

A formal warning to the student;

Requirement to attend compulsory academic skills workshop;

Any students found guilty of fraud will be report to the police

A mark reduction or a mark of zero (0) awarded for the assessment in which the academic misconduct occurred;

A Fail (F) grade for the unit in which the academic misconduct occurred;

Exclusion from enrolling in the program of study for a specified period of time;

Expulsion from MQC (readmission is at the discretion of the Campus Director on consideration of the student’s case for readmission).

For further information please refer to the Macquarie Academic Integrity Policy found here: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html.


Agenda Item 11.3




FROM: Nathan Asher, Macquarie City Campus Director Justin Devlin, MQC Academic Manager DATE: Thursday, September 20, 2012 RE: Macquarie University Foundation Program – Changes to

Program Structure Proposal: To include two new units – FPME001 – Media 1 and FPME002 – Media 2 as permitted electives for students in the Macquarie Foundation Program from 2013 Rational for changes: Currently there is a need for students who choose to not undertake studies in Mathematics, who might be more interested in the humanities rather than Science, to have an additional elective available to them. We believe that a Media unit, which has an emphasis on critical thinking skills, digital literacies and media production skills would be of most use and interest to students studying at this level. This elective sequence will also suitably tie in with Macquarie City Campus’ current offerings at Undergraduate level.

Current Program Structure Proposed Program Structure

2-Semester (Fast-Track Program) 2-Semester (Fast-Track Program)

Core Units Core Units

FPEN001/002: English Studies 1 & 2 FPEN021/022: Advanced Communication 1A &1B FPCW001: Computing Skills Workshop FPTP021: Tertiary Skills

FPEN001/002: English Studies 1 & 2 FPEN021/022: Advanced Communication 1A &1B FPCW001: Computing Skills Workshop FPTP021: Tertiary Skills

Elective Units Elective Units

Choose 4 of the following elective sequences: FPSC001/002: Society & Culture 1 & 2 FPBI001/002: Biology 1 & 2 FPCH001/002: Chemistry 1 & 2 FPIT001/002: Information Technology 1 & 2 FPEC001/002: Economics 1 & 2 FPAC001/002: Accounting 1 & 2 FPLW001/002: Law 1& 2 Only 1 of the following mathematics sequences may be chosen to count towards these 4 sequences: FPMT001/002: General Mathematics 1 & 2 FPMT003/004: Intermediate Mathematics 1 & 2 FPMT005/006: Advanced Mathematics 1 & 2

Choose 4 of the following elective sequences: FPSC001/002: Society & Culture 1 & 2 FPBI001/002: Biology 1 & 2 FPCH001/002: Chemistry 1 & 2 FPIT001/002: Information Technology 1 & 2 FPEC001/002: Economics 1 & 2 FPAC001/002: Accounting 1 & 2 FPLW001/002: Law 1& 2 FPME001/002: Media 1&2 Only 1 of the following mathematics sequences may be chosen to count towards these 4 sequences: FPMT001/002: General Mathematics 1 & 2 FPMT003/004: Intermediate Mathematics 1 & 2 FPMT005/006: Advanced Mathematics 1 & 2

Minimum Credit Points required for Completion = 34cps; Total Award = 14 units.



Agenda Item 11.4


Current Program Structure Proposed Program Structure

3-Semester (Standard-Track Program) 3-Semester (Standard-Track Program)

Core Units Core Units

FPEN001/002: English Studies 1 & 2 FPEN031/032: Academic English 1A & 1B FPEN033/034: Advanced Academic Communication 2A &2B FPTP031/032: Tertiary Preparation 1 & 2 FPCW001: Computing Skills Workshop

FPEN001/002: English Studies 1 & 2 FPEN031/032: Academic English 1A & 1B FPEN033/034: Advanced Academic Communication 2A &2B FPTP031/032: Tertiary Preparation 1 & 2 FPCW001: Computing Skills Workshop

Elective Units Elective Units

Choose 4 of the following elective sequences: FPSC001/002: Society & Culture 1 & 2 FPBI001/002: Biology 1 & 2 FPCH001/002: Chemistry 1 & 2 FPIT001/002: Information Technology 1 & 2 FPEC001/002: Economics 1 & 2 FPAC001/002: Accounting 1 & 2 FPLW001/002: Law 1& 2 Only 1 of the following mathematics sequences may be chosen to count towards these 4 sequences: FPMT001/002: General Mathematics 1 & 2 FPMT003/004: Intermediate Mathematics 1 & 2 FPMT005/006: Advanced Mathematics 1 & 2

Choose 4 of the following elective sequences: FPSC001/002: Society & Culture 1 & 2 FPBI001/002: Biology 1 & 2 FPCH001/002: Chemistry 1 & 2 FPIT001/002: Information Technology 1 & 2 FPEC001/002: Economics 1 & 2 FPAC001/002: Accounting 1 & 2 FPLW001/002: Law 1& 2 FPME001/002: Media 1&2 Only 1 of the following mathematics sequences may be chosen to count towards these 4 sequences: FPMT001/002: General Mathematics 1 & 2 FPMT003/004: Intermediate Mathematics 1 & 2 FPMT005/006: Advanced Mathematics 1 & 2



Recommendation: ASQC approve change of the program structures to include these new electives for both Macquarie University Foundation Program Fast-Track and Macquarie University Foundation Program Standard-Track. . Regards



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!

To Academic Standards and Quality Committee From Macquarie International Subject Proposal for Direct Entry Qualification – Senior Unified

Examination Certificate (UEC) - Malaysia Date 17 October 12

Background At the May 2012 meeting Macquarie International proposed that the Coursework Admissions Committee (CAC) approve UEC qualification from Malaysia for entry to Macquarie University an utilise the proposed the scores for UEC on a scale similar to that used by other universities. CAC requested further information on the curriculum, calculations and other Universities utilising this qualification. This briefing provides further information as requested by the committee as well as a Quality Assurance Assessment. Discussion

Quality Assurance Assessment Requirements – International Admissions Overview Education Provider Name: Malaysian Independent Chinese Secondary School United Examination Certificate Address and Campus Locations (include url): United Chinese School Committees’ Association Of Malaysia; Lot 5, Seksyen 10, Jalan Bukit, 43000 Kajang, Selangor D.E. Malaysia. Tel:03-87362337 Fax: 603-87362779 E-mail: [email protected] http://www.djz.edu.my Ranking: Not/Applicable Existing Partnerships: Australian National University, the University of Adelaide, Monash University, and the University of Melbourne. Accrediting Requirements and Accrediting Agency: The MICSS Unified Examination is conducted by the MICSS Working Committee which comprises representatives from the United Chinese School Committees' Association of Malaysia (UCSCAM), the United Chinese School Teachers' Association of Malaysia (UCSTAM) and the Chinese Schools Alumni Association. The Malaysian Qualification Agency is yet to release the results of their assessment of the UEC. However “The Government is aware that the UEC is a high standard certificate. Therefore, it now allows UEC students to take National Higher Education Fund Corporation (PTPTN) loans, grants scholarships to the top 50 UEC students annually and also allows those who scored four credits in the examination to apply for teacher training course,” http://thestar.com.my/news/story.asp?sec=nation&file=/2011/8/10/nation/9272295 The private universities of Malaysia such as Multimedia University, International Medical University, University Tun Abdul Razak (UNITAR), Monash University (Sunway Branch) have recognised UEC as academic qualification for direct entry to their degree programmes. Proposed Pathway Course & Qualification: The UEC be considered for entry to Macquarie University equivalent to the New South Wales Higher School Certificate in Australia.


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Language of Instruction: The learning of the three languages, viz. Chinese, Malay and English, which takes up almost 50% of class contact hours, is compulsory for all students in the MICSS system. English Language Requirements: Nil for UEC. Students for Macquarie would be required to meet IELTS requirements as well as UEC marks. Admission Requirements for Courses: Students move through a series of Examinations conducted by the MICSS, the UEC is the final Examination. Curriculum The curriculum for this qualification has been provided and is attached to this summary document at Attachment A. Grading System The Unified Examination Certificate (UEC) lists the subject(s) passed by the candidate. Grading of the Senior Middle and Vocational UEC is based on a 9-point scale, from the highest (A1) to the lowest (F9) as follows:

A1 A2 B3 B4 B5 B6 C7 C8 F9 Distinction Credit Pass Fail

Further Background and structure of the examination is provided at Attachment B. Suggested Entry Level The calculations proposal is based on the evidence of other universities and their calculation of the UEC compared to an ATAR score. That the best five subjects in the UEC are utilised to calculate the UEC score and that the UEC requirements ranging from 12-20 points, compared to the ATAR as follows; UEC 20 = ATAR 74-78 UEC 15 = ATAR 79-84 UEC 14 = ATAR 85-90 UEC+12= ATAR 90+ This proposal is in line with other Australian University UEC comparisons to the ATAR, for example utilising selected programs from other universities publicly available information, as described in Table 1 Table 1: ATAR and UEC entry requirements

University Program ATAR/TER UEC ANU Bachelor of Commerce 90 12

ANU

Bachelor of Arts 86 16 Adelaide Bachelor of Economics 75 (TER)

20

Adelaide Bachelor of Commerce

80 (TER) 15 Adelaide Bachelor of Arts

70 (TER) 25

Other universities accepting the qualification Other Universities information is complied for the consideration of the committee and attached to this brief (Attachment C). The attachment includes information from the Australian National University, the University of Adelaide, Monash University, and the University of Melbourne. Recommendation That the United Examination Certificate be approved for direct entry to Macquarie University according to the scale provided.


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Attachment A Curriculum

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THE MALAYSIAN

INDEPENDENT CHINESE

SECONDARY SCHOOL (MICSS)

&

THE UNIFIED EXAMINATION

CERTIFICATE

(UEC)

!"#$%&'()*+,+!"#$%&'()*+,+!"#$%&'()*+,+!"#$%&'()*+,+ UNITED CHINESE SCHOOL COMMITTEES’ ASSOCIATION OF MALAYSIA

LOT 5, SEKSYEN 10, JALAN BUKIT, 43000 KAJANG, SELANGOR D.E. MALAYSIA. TEL:03-87362337 FAX: 603-87362779 E-mail: [email protected] http://www.djz.edu.my


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Attachment B Background and Structure

CONTENTS

About us Pg1

The Malaysian Education System & MICSS Pg2

The Malaysian Independent Chinese Secondary Schools(MICSS) Pg3

The MICSS Unified Examination Certificate(UEC) Pg5

Appendix I

Malaysian Independent Chinese Secondary School (MICSS)

Working Committees Organization Structural Chart

Pg9

Appendix II

The Sixty Schools in MICSS

Pg10

Appendix III

Higher Education For The High School Graduates Of Malaysian

Independent Chinese Secondary Schools

Pg12


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About us… Dong Zong

United Chinese School Committees’ Association of Malaysia (UCSCAM) or better known as Dong Zong in Malaysia was established in 22nd August 1954. It is the body that lead the development of Chinese Education in Malaysia. Its members include the Chinese school committees from Johor, Melaka, Negeri Sembilan, Selangor, Kuala Lumpur, Penang, Kedah, Perlis, Kelantan, Pahang, Sarawak and Sabah.

Jiao Zong

United Chinese School Teacher Association of Malaysia (UCSTAM) or known as Jiao Zong in Malaysia was established earlier in 25th December 1951. Dong Zong and Jiao Zong have been working closely for the past few decades in fighting for the right of the Chinese Education. Like Dong Zong, its 40 members comply of teacher associations from all part of Malaysia. The members of the teacher associations come from the Chinese Independent School and the primary SRJK (C) schools.

Dong Jiao Zong

Together Dong Zong and Jiao Zong work hand in hand for the advantages of the Chinese Education in Malaysia. Since then, both associations were known as Dong Jiao Zong which play the leading role in the Chinese Education movement. Dong Jiao Zong have become the spoke person for the community especially the Chinese community in preserving mother tongue language education in Malaysia.

Malaysian Independent Chinese Secondary Schools (MICSS) MICSS came into being after the Education Act 1961, determined to use their

mother tongue to preserve the Malaysian Chinese culture. In 1973, Dong Jiao Zong formed the MICSS Working Committee, to develop the examination and syllabus of the 60 Independent Schools in Malaysia. The “Unified Examination started in 1975 and has continued to be run every year since. (Please refer to Appendix I for the organization structural chart)


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THE MALAYSIAN EDUCATION SYSTEM & MICSS There are three levels in the Malaysian education system: primary, secondary and tertiary. Children enter primary school when they are seven years old and go through six years of primary education. The national secondary education system consists of three years of lower secondary, two years of upper secondary and a further two years of pre-university education. On completion of the different levels of primary and secondary education, students are required to sit for the following public examinations: (1) UPSR – Primary Standard 6; (2) PMR – Lower Secondary Form 3; (3) SPM – Upper Secondary Form 5; (4) STPM – Pre-university form 6. Primary schools using the Bahasa Malaysia, the national language, as the main medium of instruction are termed National Primary Schools whereas schools in which the main medium of instruction is Chinese or Tamil are called National-type Primary Schools. National Primary Schools are completely funded and subsidized by the government while the National-type Primary Schools are given grants-in-aid to cover current expenditure and a negligible amount of capital grants for new buildings or equipments. Consequently the Malaysian Chinese and Tamil communities have to constantly raise funds in order to maintain their primary schools. At present, the total enrolment in primary schools in Malaysia is nearly 3 million, of which about 21% are in Chinese-medium primary schools. On completion of their primary education, pupils from these schools can either enter National Secondary Schools, National-type Secondary Schools or Malaysian Independent Chinese Secondary Schools (MICSS). Parents are free to choose the type of school for their children. National Secondary Schools and National-type Secondary Schools are run by the government. Malay is their main medium of instruction. In these schools, in which the school land belongs to the government, all expenditures are borne by the government, but if the land does not belong to the government, only grants-in-aid to cover current expenditure and a nominal amount of capital grant are given. The MICSS are non-profit-making institutions completely maintained by the Chinese community itself. The main medium of instruction used in these schools is Mandarin but English and Malay are compulsory subjects. In these schools, students go through three years of Junior Middle and three years of Senior Middle secondary education.


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THE MALAYSIAN INDEPENDENT CHINESE SECONDARY SCHOOLS (MICSS)

The Malaysian Chinese community has shown such a strong commitment to the Malaysian Independent Chinese Secondary Schools (MICSS) system through the years because they believe fervently in upholding mother tongue education. Malaysians of all ethnic communities are welcome to study in these schools and no one is excluded on the basis of race or religion. The sixty schools in the MICSS system exist as an essential secondary-level link for the over 1,284 Chinese primary schools in the country. They therefore play a very crucial role in the cultural and educational development of the Malaysian Chinese. The MICSS do not receive any government aid at all. Before 1962, they did receive financial subsidies from the government but with the promulgation of the 1961 Education Act, government financial assistance has been denied to all secondary schools which do not use Malay as the main medium of instruction. Today, these independent schools are wholly maintained by the Malaysian Chinese community as non-profit-making educational institutions. Students do have to pay nominal fees but the community still has to subsidise the running and development of the schools. There is a total student population of more than 60,000 in the sixty schools. Students enter the MICSS system after they have completed six years of education in the Chinese primary schools. This school system offers six years of secondary education, three years of Junior Middle and three more years of Senior Middle. The curriculum of the MICSS conforms to the Government curriculum for secondary schools. The academic standard achieved by MICSS students upon graduation is sufficient to enable them to further their studies in universities or colleges of tertiary education around the world.

Examinations MICSS students sit for the Junior Middle Three (Secondary III) Unified Examination and Senior Middle Three (Secondary VI) Unified Examination or Vocational Unified Examination, which are held in October every year. In 2000, 15, 802 candidates sat for the said three types of Unified Examinations. At the same time, many MICSS students also sit for the Government (Public) Examinations such as the PMR, SPM and STPM.

MICSS Curriculum The learning of the three languages, viz. Chinese, Malay and English, which takes up almost 50% of class contact hours, is compulsory for all students in the MICSS system. At the Senior Middle level, students are streamed into Science, Arts, and Commerce or Vocational classes. The various independent schools display different specialities. For example, most of the schools today conduct computer courses for their students. Apart from this, technical and vocational courses are also available in various MICSS.


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The MICSS Working Committee has compiled a set of standardized textbooks in Science, Arts and Commerce in Mandarin for use by students at both the Junior and Senior levels. (Please refer to Appendix II for the list of 60 MICSS)

Technical and Vocational Education A Technical and Vocational Education Department was set up in 1987 to promote technical and vocational education in the MICSS with the aim to develop different specialties and talents of students other than those in the traditional Arts and Science Streams and pave the way for them to pursue higher education or seek employment after completing a three-year course at the Senior Middle level. Today, out of the 60 MICSS, 23 of them are conducting different technical and vocational courses according to the prevailing conditions. The subjects taught are Computing & Information Technology, Basic Circuit Theory, Principle Electronic, Digital Logic, Fundamentals of Electrical Engineering, Car Repair & Maintenance, Car Repair & Maintenance (Practical), Fine Art & Craft, Fine Art & Craft (Practical). Students in the Technical and Vocational stream sit for the Vocational Unified Examination which was first held in 1993.


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THE MICSS UNIFIED EXAMINATION CERTIFICATE (UEC) The MICSS Unified Examination is conducted by the MICSS Working Committee which comprises representatives from the United Chinese School Committees' Association of Malaysia (UCSCAM), the United Chinese School Teachers' Association of Malaysia (UCSTAM) and the Chinese Schools Alumni Association. In 2000, a total of 8632 and 6724 students sat for the Junior Middle Three and Senior Middle Three Unified Examinations respectively while 446 students sat for the Vocational Unified Examination.

Objectives of the MICSS Unified Examination: (i) To assess and evaluate the academic standard of students in Independent Chinese

Secondary Schools; (ii) To provide a reliable accreditation standard for entry into local as well as foreign

higher educational institutions.

The Organisation of the MICSS Unified Examination The Unified Examination is organised and managed by the MICSS Unified Examination Board. The Board consists of experienced academicians and professionals from various institutions of higher learning, experienced teachers from Chinese Independent Secondary Schools as well as representatives from both UCSCAM and UCSTAM. The Examination Board has five sub-committees, which are responsible for carrying out the following tasks: 1. Setting Examination Questions:

Academicians of high standing, who are experts in their own field, undertake this task. The highest confidentiality is maintained and observed.

2. Evaluating Examination Papers: This task is undertaken by an advisory panel. The panel members include professors and senior lecturers from prestigious universities. The quality and validity of the examination papers is strictly monitored.

3. Invigilation: This Sub-committee is entrusted with the task of invigilating the examinations. A State/District Examination Chief is appointed for each and every state/district throughout Malaysia. Similarly, a Chief Invigilator and a Deputy Chief Invigilator are appointed for each examination centre. They are directly responsible to the Examination Chief of the state/district concerned. These Chief Invigilators are, in turn, assisted by invigilators who are teachers chosen from schools other than the one in which they are invigilating.

4. Assessment: This Sub-committee is entrusted with the task of marking and scoring the examination answer scripts submitted by the various examination centres. Every year, 300-400 teachers are appointed as examiners to mark the question papers at a chosen Centralised Examination Assessment Centre where strict security is observed.


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5. General Affairs: This Sub-committee is in charge of registering examination candidates, examination fee collection, results compilation, printing of question papers and issuing of certificates. This process has been completely computerised.

UEC Grading System A total of 23 subjects are offered in the Senior Unified Examination: Chinese Language, Malay (National) Language, English Language, Mathematics, Advanced Mathematics, Advanced Mathematics (I), Advanced Mathematics (II), History, Geography, Biology, Chemistry, Physics, Commerce, Commercial Studies, Book-keeping, Accounting, Economics, Art, Basic Circuit Theory, Principle Electronic, Digital Logic & Fundamentals of Electrical Engineering. The UEC is an open certificate. Candidates are allowed to register for any number of subjects up to a maximum of 14. The examination papers for Mathematics, Advanced Mathematics, Advanced Mathematics (I), Advanced Mathematics (II), Biology, Chemistry, Physics, Book-keeping, Accounting and Commerce are set in both Chinese and English versions. Candidates who are taking these subjects may choose to answer in either of the languages. The Vocational & Technical Unified Examination offers 17 subjects: Chinese Language, Bahasa Malaysia, English Language, Industrial English, Mathematics, Advanced Mathematics, Computing & Information Technology, Basic Circuit Theory, Principle Electronic, Digital Logic, Fundamentals of Electrical Engineering, Car Repair & Maintenance, Car Repair & Maintenance (Practical), Fine Art & Craft, Fine Art & Craft (Practical). Candidates are allowed to register for any number of Subjects. The Junior Unified Examination offers 8 subjects: Chinese, Malay, English, Science, Mathematics, Geography, History and Art. Candidates are allowed to register for any number of Subjects up to maximum of 8. The MICSS Unified Examination Certificate (UEC) lists the subject(s) passed by the candidate. Grading of the Senior Middle and Vocational UEC is based on a 9-point scale, from the highest (A1) to the lowest (F9) as follows:

A1 A2 B3 B4 B5 B6 C7 C8 F9

Distinction Credit Pass Fail

while grading of the Junior Middle UEC is based on a 5–point scale from A to E as follows:

A B C D E

Distinction Credit Good Required Level

Attained Required Level Not

Attained

Registration for the three types of Unified Examination is scheduled for January each year. The UEC results are normally released in mid-December. For those candidates with access to computer, they may obtain their results by visiting our website at www.djz.edu.my using their index number and I.C. No.


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Higher Education Opportunities for MICSS Graduates Ever since the fifties, students from the MICSS have graduated from universities and colleges in Singapore, Taiwan, United Kingdom, United States of America, Canada, Australia, New Zealand and other countries. They have a reputation for being hardworking and disciplined in their studies as well as being sociable in their interaction with fellow students and staff. A Higher Education Advisory Board and Student Affairs Department have been set up to provide counselling service for MICSS students.

Recognition by Foreign Universities

For many years now, the UEC has been accepted for entry into more than 500 universities and colleges all over the world. China and Taiwan The universities and colleges in China and Taiwan have all along accepted the UEC as the principal academic document in considering a Malaysian student for enrolment into their bachelor degree courses. For instance, Beijing University, Tsinghua University, Beijing China, National Taiwan University, National Normal University and etc. United Kingdom In recent years, the UEC has been recognised by London University and the U.K. Joint Matriculation Board to be on a par with / in lieu of the G.C.E. Certificate and also by the British Council to be equivalent to the Scottish Certificate as an essential component of entry requirements for U.K. tertiary education. Many universities in the U.K. such as University of Stirling, University of Glasgow, University of Aberdeen, University of Leicester, Coventry University, University of Nottingham, University of Sheffield, University of Edinburgh, etc accept UEC holders with good grades for direct entry into their bachelor degree courses on fulfilling language requirements. Australia & New Zealand The status of the UEC has, more recently, been accepted as having met the matriculation requirement for enrolment into bachelor degree courses at quite a number of universities in Australia such as the University of Tasmania, University of Melbourne, University of Wollongong, La Trobe University, Monash University, University of Adelaide, University of Newcastle, Deakin University, etc and in New Zealand such as Victoria University of Wellington,University of Otago, University of Waikato, University of Canterbury, Lincoln University, Canterbury, etc. Canada Universities in Canada such as University of Toronto, University of Alberta, University of Saskatchewan, Brock University, University of Prince Edward Island, St. Francis Xavier University, etc also accept UEC holders for direct entry into their undergraduate courses on fulfilling language requirements.


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Singapore The National University of Singapore (NUS) , Nanyang Technological University (NTU) and Singapore Management University(SMU) now widely accept UEC holders with good grades for direct entry into their undergraduate programme without the need to sit for a Common University Entrance Examination as was the case previously. Others countries & Professional Bodies Institutions of higher learning in Japan, France and the United States of America, which share a similar 12-year education system with our MICSS system, accept UEC holders with five credits plus the requisite language qualification. At the level of professional education, the United Kingdom CIMA (The Chartered Institute of Management Accountants), ACCA (The Chartered Association of Certified Accountants), NCC (National Computing Centre), etc have likewise recognised the UEC as sufficient entrance qualification.

Recognition by Local Private Universities and Colleges More than 600 private universities and colleges in Malaysia accept UEC holders to pursue professional courses, twinning programmes and others programmes offered by them as the UEC is considered to be equivalent to STPM or A Level in terms of entry requirements. Indeed, The private universities of Malaysia such as Multimedia University, International Medical University, University Tun Abdul Razak (UNITAR), Monash University (Sunway Branch) have recognised UEC as academic qualification for direct entry to their degree programmes. A fuller list of Universities throughout the world, which recognises the UEC for direct entry into their undergraduate courses, is provided below.

Please refer to Appendix III


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Appendix I

Malaysian Independent Chinese Secondary School (MICSS) Working Committees Organization Structural Chart

(Chief Executive Officer)

General Affairs Division Educational Division Head of Departments Head of Departments 1. Organization Affairs Department 1.Curriculum Department 2. Finance Department 2.TeacherEducation Department 3. Publishing Department 3. Examination Department 4. Personnel Department 4. Student Affairs Department 5. Resource & Information Department 5. Technical Education Department 6. General Affairs Department 6.Physical Education Department 7. Computer Unit 7.Educational Research Department

8.Scholarship and Study Loan Unit Dong Jiao Zong Organization Structural Chart

Dong Zong Jiao Zong

MICSS Working Committee Educational Affairs Working Committee

Administration Board

Administration Board

Jiao Zong (1951) Dong Zong (1954) Merdeka University Berhad (1968)

MICSS Working Committee (1973)

Malaysian Chinese Primary School Working Committee (1994)

Dong Jiao Zong Higher Learning Centre Bhd (1994)

New Era College (1997)

Indicates collaborating Indicates direct instruction


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Appendix II

The Sixty Schools in MICSS There are sixty Independent Chinese Secondary Schools in Malaysia: 37 in West Malaysia and 23 in East Malaysia. They are located in all states of Malaysia except Perlis, Terengganu and Pahang as follows: 1. Chung Hwa High School, Muar, Johore 2. Pei Hwa High School, Sg. Mati, Johore 3. Chong Hwa High School, Kluang, Johore 4. Yong Peng High School, Yong Peng, Johore 5. Chinese High School, Batu Pahat, Johore 6. Chong Hwa High School, Rengit, Johore 7. Pei Chun High School, Pontian, Johore 8. Foon Yew High School, Johor Bahru, Johore 9. Pay Fong Middle School, Malacca 10. Chung Hua High School, Seremban, Negeri Sembilan 11. Chung Hua Middle School, Port Dickson, Negeri Sembilan 12. Tsun Jin High School, Kuala Lumpur 13. Kuen Cheng Girls' High School, Kuala Lumpur 14. Confucian Private Secondary School, Kuala Lumpur 15. Chong Hwa Independent High School, Kuala Lumpur 16. Kwang Hua (Private) High School, Klang, Selangor 17. Pin Hwa High School, Klang, Selangor 18. Hin Hua High School, Klang, Selangor 19. Chung Hua Independent High School, Klang, Selangor 20. Shen Jai Secondary School, Ipoh, Perak 21. Yuk Choy High School (Private), Ipoh, Perak 22. Poi Lam High School, Lahat, Perak 23. Yik Ching High School, Pantai Remis, Perak 24. Tsung Wah Private Secondary School, Kuala Kangsar, Perak 25. Nan Hwa High School, Manjung, Perak 26. Pei Yuan High School, Kampar, Perak 27. San Min Independent Chinese Secondary School, Telok Intan, Perak 28. Hua Lian High School, Taiping, Perak 29. Chung Hwa Independent High School, Kota Bharu, Kelantan 30. Sin Min High School, Sungai Petani, Kedah 31. Sin Min Middle School, Alor Setar, Kedah 32. Keat Hwa Middle School, Alor Setar, Kedah 33. Jit Sin Independent High School, Bukit Mertajam, Penang 34. Han Chiang High School, Penang 35. Chung Ling (Private) High School, Penang 36. Penang Chinese Girls' Private High School, Penang 37. Phor Tay Private High School, Penang 38. Chung Hua Middle School No.1, Kuching, Sarawak 39. Chung Hua Middle School No.3, Kuching, Sarawak


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40. Chung Hwa Middle School No.4, Kuching, Sarawak 41. Min Lit Secondary School, Batu Kawa, Kuching, Sarawak 42. Serian Public Secondary School, Serian, Sarawak 43. Guong Ming Middle School, Sibu, Sarawak 44. Wong Nai Siong Secondary School, Sibu, Sarawak 45. Kiang Hin Middle School, Sibu Sarawak 46. Catholic High School, Sibu, Sarawak 47. Citizen Middle School, Sibu, Sarawak 48. Kai Dee Middle School, Bintulu, Sarawak 49. Pei Min Middle School, Miri, Sarawak 50. Riam Road Middle School, Miri, Sarawak 51. Ming Lik Secondary School, Sarikei, Sarawak 52. Sabah Tshung Tsin Secondary School, Kota Kinabalu, Sabah 53. Kian Kok Middle School, Kota Kinabalu, Sabah 54. Papar Middle School, Papar, Sabah 55. Beaufort Middle School, Beaufort, Sabah 56. Tenom Tshung Tsin Secondary School, Tenom, Sabah 57. Sabah Chinese High School, Tawau, Sabah 58. Pei Tsin High School, Kudat, Sabah 59. Lahad Datu Secondary School, Lahad Datu, Sabah 60. Yu Yuan Secondary School, Sandakan, Sabah 61. Foon Yew High School--Kulai, Johor Bahru, Johore


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Appendix III

!"#$%&'()*

+),-./012 HIGHER EDUCATION FOR THE HIGH SCHOOL GRADUATES OF MALAYSIAN INDEPENDENT

CHINESE SECONDARY SCHOOLS

…………… MALAYSIA !"#$!"#$!"#$!"#$ ……………

More than half of UEC graduates opt for local private institutions to study courses of professional certificate, 3+0, credit transfer or twinning programmes in order to obtain degree of foreign universities. In addition they may take up certain courses of local public universities at private colleges to obtain the public university degree.

PRIVATE UNIVERSITY

1 AIMST University 2 Al-Madinah International University (MEDIU) 3 Asia e University (AeU) 4 International Centre for Education in Islamic Finance (INCEIF) 5 INTI International University 6 Malaysia University of Science and Technology (MUST) 7 Management and Science University (MSU) 8 Manipal International University (MIU), Malaysia 9 Multimedia University (MMU)

10 Perdana University 11 Premier International University Perak 12 Sunway University 13 Taylor's University (Universiti Taylor's) 14 Universiti Antarabangsa AlBukhary (AIU) 15 Universiti Industri Selangor (UNISEL) 16 Universiti Kuala Lumpur (UNIKL), 17 Universiti Perubatan Antarabangsa (International Medical University) (IMU) 18 Universiti Teknologi Kreatif Limkokwing (LUCT) 19 Universiti Teknologi Petronas (UTP) 20 Universiti Tenaga Nasional (UNITEN) 21 Universiti Terbuka Malaysia (UNITEM) (Open University Malaysia) (OUM) 22 Universiti Terbuka Wawasan (WOU) 23 Universiti Tun Abdul Razak 24 Universiti Tunku Abdul Rahman (UTAR) 25 Universiti UCSI (UCSI University) 26 Allianze University College Of Medical Sciences (AUCMS) 27 Asia Pacific University College of Technology & Innovation (Asia Pasific UCTI) 28 Binary University College of Management & Entrepreneurship (BUCME) 29 City Universiti College Of Science & Technology (CUCST) 30 International Universiti College Of Nursing


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31 KDU University College 32 Kolej Univ Sains Perubatan Cyberjaya (CUCMS) 33 Kolej Universiti MAHSA (MAHSA University College) 34 Kolej Universiti HELP (HUC) 35 Kolej Universiti Hospitaliti Berjaya 36 Kolej Universiti INSANIAH (KUIN) 37 Kolej Universiti Islam INSANIAH (KUIN) 38 Kolej Universiti Islam Antarabangsa Selangor (KUIS) 39 Kolej Universiti Islam Melaka 40 Kolej Universiti Linton 41 Kolej Universiti Nilai 42 Kolej Universiti Sains Kesihatan Masterskills 43 Kolej Universiti SEGi 44 Kolej Universiti Shahputra 45 Kolej Universiti TATI 46 Kolej Universiti Teknologi Antarabangsa Twintech (IUCTT) 47 Kolej Universiti Teknologi Infrastruktur Kuala Lumpur (KLIUC) 48 Kuala Lumpur Metropolitan University College (KLMUC)

FOREIGN UNIVERSITY MALAYSIA BRANCH CAMPUS

1 . Curtin University of Technology Sarawak,Campus Lutong (CUSM) 2 . Monash University Malaysia (MUSM)

3 . Newcastle University Medicine Malaysia (NUMed) 4 . Swinburne University of Technology (Sarawak Campus) 93576, SARAWAK.

5 . University of Nottingham in Malaysia (UNIM) 6 . FTMS –De Montfort University Campus Malaysia / FTMS –

PROFESSIONAL QUALIFICATION ▲ UEC + LCCI Higher Level

① Chartered Association of Certified Accountants, U.K. (ACCA) ② The Chartered Institute of Management Accountants, U.K. (CIMA)

▲ Malaysia Association of Company Secretaries (MACS)

PRIVATE INSTITUTIONS

SET UP BY THE CHINESE COMMUNITY ▲ New Era College ▲ Southern College ▲ Han Chiang College ▲ More Than 500 Private Institutions 500 :

①3+0 Degree Programmes 3+0 ②Twinning Programmes/Credit Transfer / ③Professional Diploma Courses ④Professional Bodies Certificate


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…………… SINGAPORE !"#!"#!"#!"# ……………

Ever since the intake of UEC students exempt from entrance examination by NUS and NTU in 1997,each year about 500 UEC students enrolled at these two universities from 1998 to 2000. Singapore Management University founded in 2000 and Singapore Polytechnics also accept the application for admission of UEC students.

▲ The National University of Singapore ▲ Nanyang Technological University ▲ Singapore Management University ▲ Ngee Ann Polytechnic ▲ Singapore Polytechnic ▲ Nanyang Polytechnic

▲ Temasek Polytechnic ▲ Republic Polytechnic

…………… TAIWAN $%$%$%$% ……………

Taiwan had been the most popular choice of UEC graduates in the 80’s. In recent years, the number of students furthering studies in Taiwan had somewhat dropped due to the stiff competition with local colleges as well as Singapore universities. Our government has officially recognised 8 Taiwanese universities’ degree in Medicine and 2 Taiwanese universities’ degree Pharmacy courses.

▲ All Universities ▲ National Overseas Chinese Students University Preparatory School ▲ 5 Years' Junior Colleges ▲ 2 Years' Colleges ▲ Senior Vocational High Schools ▲ Technical Training Division For Overseas Chinese Youths

…………… JAPAN &'&'&'&' ……………

UEC is widely accepted by Japanese institutions of higher learning. In recent years the number had dropped dramatically because of the large intake of the local private institutions.

▲ All Universities ▲ Ritsumeikan Asia Pacific University ▲ Nanzan University ▲ Nagoya University ▲ Junior Colleges And Professional Schools

…………… KOREA ()()()() …………… ▲ Seoul National University ▲ Korea Advanced Institute of Science & Technology ▲ Pohang University of Science and Technology ▲ Yonsei University ▲ Korea University ▲ Sungkyunkwan University ▲ Kyung Hee University ▲ Hanyang University ▲ Ewha Womans University ▲Sogang University ▲ Kyungpook National University ▲ Pusan National University ▲ Inha University ▲ Chungnam National University ▲ Chonnan National University ▲ Chung-Ang University ▲ University of Seoul ▲ Chonbuk National University ▲ Chungbuk National University


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…………… U.S.A.!"!"!"!" ……………

There are 3,500 Institutions of higher learning across the USA. They mostly recognise UEC as the 12th year of high school education that meets their entry requirements. Thus, the number of US universities recognising UEC far exceeds the list below. UEC graduates may apply for admission by means of UEC along with TOEFL or by taking the credit transfer programme linked up with US universities.

Arizona State University, Tempe ▲ Arkansas State University, Jonesboro ▲ Boston University, Massachusetts ▲ California State University, Fresno ▲ City University, Bellevue ▲ Washington Colorado State University, Fort Collins ▲ Eastern New Mexico University, Portales ▲ Eastern Washington University, Cheney ▲ Hawaii Pacific University, Honolulu ▲ Indiana University, Bloomington ▲ Metropolitan State University, USA ▲ Michigan State University, East Lansing ▲ Normandale Community College ▲ North Dakota State University, Fargo ▲ The Ohio State University, Columbus ▲ Ohio Wesleyan University, De laware ▲ Pittsburg State University, Kansas ▲ San Diego State University ▲ South Dakota State University, Brookings ▲ Southern Illinois University Carbondale, Carbondale ▲ Saint Louis University, Missouri ▲ State University of New York at Binghamton ▲ Syracuse University, New York ▲ The University of Texas at Austin ▲ University of Tulsa,Oklahoma ▲ United State International University, San Diego ▲ State University of New York at Buffalo

University of Central Oklahoma, Edmond ▲ University of Delaware, Newark University of Evansville, Indiana ▲ University of Miami, Coral Gables, Florida University of Minnesota, Duluth ▲ University Of Minnesota, Twin Cities Campus,

Minneapolis ▲ University of Mississippi, Oxford ▲ University of Northern Iowa, Cedar Falls ▲ University of San Francisco, California ▲ University of Southern Mississippi, Hattiesburg ▲ University of Toledo, Ohio ▲ University of Washington, Seattle ▲ University of Wisconsin, River Falls UWRF ▲ Virginia Commonwealth University, Richmond ▲ Washington State University, Pullman ▲ Western Illinois University, Macomb ▲ Wichita State University, Kansas ▲ Winona State University, Minnesota ▲ Hawaii Loa College, Kaneohe ▲ New Hamsphire College, Manchester ▲ Pacific Union College, Angwin, CA ▲ Union College, Lincoln, Nebraska

Upsala College, New Jersey

…………… AUSTRALIA #$#$#$#$ ……………

Australian universities, for the most part, accept the UEC students with IELTS qualification. UEC graduates have two option, they may either apply for direct entry or take up the 3+0, credit transfer or twinning programme conducted by local colleges in collaboration with Australian universities. Twinning programme or 3+0 degree programme are more popular with UEC students as a stepping stone to Australian universities’ degrees. ▲ Australia National University ▲ University of Ballarat ▲ Bond University ▲ Charles Sturt University ▲ Curtin University of Technology ▲ Deakin University ▲ Edith Cowan University ▲ Griffith University ▲ University of Technology, Sydney


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▲ James Cook University of North Queensland ▲ La Trobe University ▲ Monash University ▲ Macquarie University ▲ Murdoch University ▲ Northern Territory University ▲ Queensland University of Technology ▲ RMIT University ▲ Southern Cross University ▲ Swinburne University of Technology ▲ Flinders University of South Wales ▲ University of Western Australia ▲ The University of New South Wales ▲ The University of Wollongong ▲ University of Adelaide ▲ University of Canberra ▲ University Of Central Queensland ▲University of Melbourne ▲ University of New Castle ▲ University of New England ▲ University of Southern Queensland ▲ University of Southern Australia ▲ University Of Tasmania ▲ University of Western Sydney ▲ Victoria University of Technology

…………… NEW ZEALAND !"#!"#!"#!"# ……………

UEC is widely accepted by the New Zealand’s universities. Most of the UEC students take up courses linked up with New Zealand universities at local private colleges. ▲ Lincoln University ▲ Massey University ▲ The University of Waikato ▲Victoria University of Wellington ▲ University of Canterbury ▲University of Otago ▲Manukau Institute of Technology Auckland ▲ University of Technology ▲ Nelson Marlborough Institute of Technology ▲ Tairawhiti Polytechnic,Gisborne ▲ Waikato Institute of Technology

…………… BRITAIN $%$%$%$% ……………

The British universities accept UEC as the qualification rated between O-Level and A-Level. Generally the Scottish universities accept UEC students. Nevertheless, the students take up twinning programme or 3+0 degree programme linked up with universities in the UK due to the exorbitant tuition fees and living expenses. ▲ Conventry University, England ▲ University of Greenwich ▲Heriot Watt University, Edinburgh ▲ Middlesex University ▲ University of Aberdeen ▲ University of Bath ▲ University of Central Lancashire ▲ University of Edinburgh, Scotland ▲ University of Exeter ▲ University of Glamorgan ▲ University of Glasgow, Scotland ▲ University of Leicester, England ▲ University of Linconshire & Humberside ▲ University of Nottingham, England ▲ University of Sheffield, England ▲ University of Stirling, England ▲ University of West of England ▲University College of North Wales, Bangor, Wales ▲ Dundee Institute of Technology, Scotland ▲ The North East Wales Institute of Higher Education, Wrexham, Wales ▲Association of Accounting Technicians, U.K. (AAT) ▲ National Computing Centre, U.K. (NCC)


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………… CANADA !"#!"#!"#!"# ……………

Merely a total of 10 universities in Canada directly admit UEC students. The rest of them require the students to study at pre-u for 9 months.

▲University of Alberta ▲University of Saskatchewan ▲University of Manitoba ▲University of Winnipeg ▲University of Toronto ▲Brock University ▲Saint Mary’s University ▲University of Prince Edward Island ▲University of New Brunswick ▲St Francis Xavier University

…………… CHINA !"!"!"!" ……………

The minority of UEC students goes to China to further their studies. It reached the record high from 1994 and 1996 when nearly 100 students enrolled at JiNan University and HuaQiao University. The number has dropped gradually ever since in the consecutive years. The students applied to other Chinese universities for admission. A total of 560 universities in China accept the application of oversea students, they mainly recognize UEC qualification and no Chinese Proficiency Test (HSK) certificate is required. *Qinghua University offers 50 places to UEC students for direct admission. *Fudan University offers 20 places to UEC students for direct admission.

…………… FRANCE #"#"#"#" ……………

France mostly accepts UEC holders’ application for admission to its universities and colleges. Those who wish to further studies in France may apply to the French Embassy and take up 1 year of French language courses. The French government had annually awarded 5-8 grants to UEC students from 1995 through 1998. The grants were cancelled in 1999 due to poor response. Anyway, UEC students may still apply for admission individually.

…………… HONG KONG $%$%$%$% ……………

▲ The University of Hong Kong ▲ City University of Hong Kong ▲ The Hong Kong Polytechnic University ▲ Hong Kong Baptist University ▲ The Hong Kong University of Science and Technology ▲ The Hong Kong Institute of Education ▲ The Chinese University of Hong Kong ▲ Lingnan University


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…………… INDONESIA !"!"!"!" …………… ▲ Universitas Trisakti ▲ Universitas Kristen Krida Wacana ▲ Universitas Prof Dr.Moestopo

…………… OTHERS #$#$#$#$ ……………

Apart from the above-mentioned countries, UEC holder may also go to countries such as India, Germany, Indonesia, Thailand, Italy, Russia, Macau etc to further their studies. 20120118


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Attachment C Other Universities


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Methodology keyAt the top of each page in this guide is a row of international senior secondary and Foundation Year qualifications:

Course Campus Cour

se c

ode

Dura

tion

(yea

rs)

2011

fee

(AUD

)

A L

evel

GCE

All I

ndia

Sen

ior S

choo

l Cer

tifica

te

Hong

Kon

g Di

plom

a of

Sec

onda

ry

Educ

atio

n

Indi

an S

choo

l Cer

tifica

te (I

SC)

Indo

nesi

a, S

MA3

Inte

rnat

iona

l Bac

cala

urea

te

Onta

rio G

rade

12

Sout

h Af

rican

Nat

iona

l Sen

ior

Certi

ficat

e

STPM

, Mal

aysi

a

UEC,

Mal

aysi

a

SAT

Viet

nam

, Hig

h Sc

hool

Dip

lom

a

Mon

ash

Unive

rsity

Fou

ndat

ion

Year

Mon

ash

Sout

h Af

rica

Foun

datio

n

UNIP

REP

Indo

nesi

a/UN

SW F

Y

Univ

ersi

ty o

f Mel

bour

ne Tr

inity

FY

Engl

ish

lang

uage

requ

irem

ents

(o

r equ

ival

ent)

(cat

egor

y)

Prerequisites and extra information

❶ ❷ ❸ ❹ ❺ ❻ ❼ ❽ ❾ 10 11 12 13 14 15 16 17

The figures under these headings indicate the entry score students require to be considered for each course. These scores are calculated as follows:

❶ A Level GCE: Based on the score of a maximum of three A Level subjects taken in one academic year (an AS level subject is considered half an A Level). Scores calculated as follows for A Levels: A = 5, B = 4, C = 3, D = 2, E = 1. Scores calculated as follows for AS Levels: A = 2.5, B = 2, C = 1.5, D = 1, E = 0.5. AS subjects continued to A Levels cannot be included in the calculation.

❷ All India Senior School Certificate: Based on the average of the best four academic subjects, excluding the local language.

❸ Hong Kong Dip Sec Ed: Total of best five subjects (Category A and C only). Score calculated as follows: Level 1 = 1, Level 2 = 2, Level 3 = 3, Level 4 = 4, Level 5 = 5, A = 5, B = 4, C = 3, D = 2, E = 1.

❹ Indian School Certificate (ISC): Based on the average of the best four academic subjects, excluding the local language.

❺ Indonesia, SMA3: Overall average of academic subjects on final school transcript.

❻ International Baccalaureate: Based on the total score achieved for all subjects.

❼ Ontario Grade 12: Based on the average score of the six best Grade 12 subjects.

❽ South African National Senior Certificate: Based on the number of points totalled in the best six subjects (excluding life orientation). Bonus points, to a maximum of four, are awarded for achieving Level 5 or higher in English and mathematics or Level 6 or higher in mathematical literacy.

❾ STPM, Malaysia: Based on the total of three SGP scores of three academic subjects, excluding the local language.

10 UEC, Malaysia: Average of best five subjects excluding English, Chinese and Bahasa Malaysia. Score calculated as follows: A1 = 1, A2 = 2, B3 = 3, B4 = 4, B5 = 5, B6 = 6, C7 = 7, C8 = 8.

11 SAT (Scholastic Aptitude Test): Based on the total of the Critical Reading score, Mathematics score and Writing score. A completed Year 12 diploma must also be submitted.

12 Vietnam, High School Diploma: Average of six subjects shown on temporary certificate by relevant provincial education and training department.

13 Monash University Foundation Year (MUFY): Final MUFY score shown on academic record.

14 Monash South Africa Foundation: Average of percentage grades for all subjects completed including fails.

15 UNIPREP Indonesia/UNSW FY: Based on the final Grade Point Average as reflected on the transcript.

16 University of Melbourne Trinity FY: Based on the average of the best four subjects.

17 English language requirements: Refer to page 22 for an explanation of the categories used in the table.

Admissions table for International students by facultyThe Admissions Table for International Students is a quick reference guide to the entry requirements and fees for undergraduate courses at Monash University.Single and double degree courses are listed and colour coded by faculty. All single and double degree courses in this table are available for intakes in first semester (February) and second semester (July).


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ACADEMIC STANDARDS AND QUALITY COMMITTEE DATE AND ...

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