Web Version · 2016-04-29 · ACADEMIC STANDARDS AND QUALITY COMMITTEE A meeting. of the Academic...

ACADEMIC STANDARDS AND QUALITY COMMITTEE A meeting of the Academic Standards and Quality Committee will be held at 10:00 am on Tuesday 26 April 2016 in the Senate Room, Lincoln Building (C8A), 16 Wally’s Walk.

This symbol indicates items that have been starred for discussion at the meeting. Members are requested to notify the Chair, Professor Pamela Coutts, of any additional items which they wish to have starred and the reason for seeking discussion of those items.

Members who are unable to attend the meeting are requested to send their apologies to Shirley Sorensen (Governance Services) by email to [email protected]

AGENDA (Incorporating Supplementary Agenda items)

Page Numbers 1. ACKNOWLEDGEMENT OF COUNTRY

2. WELCOME AND APOLOGIES

3. ARRANGEMENT OF AGENDA

3.1 Disclosure of conflicts of interest

3.2 Adoption of unstarred items

4. MINUTES OF THE PREVIOUS MEETING

Pages 5 to 16 4.1 The Minutes of the previous meeting held 1 March 2016 are provided. (For approval)

5. BUSINESS ARISING FROM THE MINUTES(not dealt with elsewhere in the Agenda)

5.1 Report to Academic Senate At its meeting of 5 April 2016, Academic Senate: a. appointed the Chair of ASQC to lead the Qualifications Issuance Policy Working

Group to draft a streamlined policy and procedures on the issuing of qualifications covering all AQF and non-AQF documentation produced by the University. A draft policy will be provided to ASQC and SLTC in May and to Academic Senate in July for final approval.

b. ratified the Macquarie University International College (MUIC) FoundationProgram Completions.

c. noted the report from the Academic Standards and Quality Committee meetingheld on 1 March 2016, and approved the following matters arising from the ASQC meeting:

• 2017 Change of Program Names;• 2017 Program and Specialisation Deletions after 31 December 2016;• the academic cases for the following 2017 programs, subject to the approval

of a business case for each respective program by the Deputy Vice-Chancellor(Academic):

Master of Accounting; Master of Planning; Master of Creative Industries with the Degree of Master of Future Journalism; Bachelor of Media; Bachelor of Media with the degree of Bachelor of Laws; Master of Criminology; Bachelor of Media with the degree of Bachelor of Laws with Honours;

• approved the establishment of a Visiting Undergraduate Research Internshipas a non-award program to enable high-quality students from overseas to undertake research internships under the supervision of Macquarie academics.

(For noting)

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mailto:[email protected]

Pages 17 [Confidential Report available to members in Truth]

5.2 Confidential Report on the Review of International Student Performance - Expanded Analysis

(For discussion)

6. 2016 SCHEDULE

Page 18 6.1 Amendments to Course Transfer Schedule for Session 2, 2016.

(For recommendation to Academic Senate)

7. 2017 SCHEDULE

Pages 19 to 20 7.1 Schedule of Programs, Majors or Specialisations – For noting and ratification

Actions taken under Executive Action for ratification: • MHSO2 Modern History Major• INTO1 International Communication Major• SSLL01 Bachelor of Security Studies with the Bachelor of Laws• EDIT32C Graduate Certificate of Editing and Electronic Publishing• SPC001 Diploma of Speech and Communication• ICT12S ICT in Education Specialisation• ICT32S ICT in Education Specialisation• PAL01-PAL04 Palaeobiology Major• HUB03 Human Biology Major• Revised Dual Degree Program between Macquarie University and ECNU,

Shanghai• Recognition of Prior Learning Engineering Diplomas at Republic Polytechnic,

Singapore(For noting and ratification)

7.2 2017 Schedule of Programs, Majors or Specialisations – For approval

Pages 21 to 31 7.2. New Awards - Faculty of Business and Economics • Master of Accounting (Extension)


Pages 32 to 42 7.2.

New Awards - Faculty of Medicine and Health Sciences (Exit Awards)• Graduate Diploma of Public Health• Graduate Certificate of Public Health

(For recommendation that Academic Senate approve)

Pages 43 to 47 7.2. 3 Changes to Award - Faculty of Science and Engineering • Bachelor of Engineering - Honours Criteria and Offerings


Pages 48 to 50 7.3 Specialisations - Change of Name: • (EDL11S) From Educational Leadership to Leading Teaching and Learning

(Master of Education program) • (LET31S) From Leading Teaching to Leading Teaching and Learning (Graduate

Certificate of Education Studies program) • (ADP11S) From Advanced Practices in Learning and Teaching to Advanced

Practices in Teaching and Learning (Master of Education program) • (ADP31S ) From Advanced Practices in Learning and Teaching to Advanced

Practices in Teaching and Learning (Graduate Certificate of Education Studies program)


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7.4 Admission Requirements for Master of Sustainable Development


Pages 52 to 69 7.5 Awards for Deletion • Master of Accounting (Professional)• Master of International Accounting


Page 70 7.6 Faculty Supported Expressions of Interest - Faculty of Human Sciences • Master of Disability Studies

(For noting of proposal and appointment of a critical friend)

Page 71 [From Supplementary agenda]

7.7 Course Availabilities : Offerings for 2017 Awards – Name Change • Master of Policing, Intelligence and Counter Terrorism with the degree of

Master of International Security Studies (OUA)


Pages 72 to 104[From Supplementary agenda]

7.8 2017 Programs for Deletion • Bachelor of Arts – Media• Bachelor of Arts – Media with the Bachelor of Laws• Bachelor of Arts – Media with the Bachelor of Laws with Honours• Master of Accounting (Professional) with the Master of Commerce


8. STRATEGY AND POLICY

Pages 105 to 106 8.1 University Handbook Proposal - Unit Pre-Requisites


Pages 107 to 116 8.2 Curriculum Standards Framework - Update

(For discussion)

Pages 117 to 135 8.3 Faculty Guidelines: Unit Proposals and Approvals

(For approval)

Pages 136 to 145 8.4 Program Review Framework

(For discussion)

9. MACQUARIE UNIVERSITY INTERNATIONAL COLLEGE (MUIC) SUBCOMMITTEE

Pages 146 to 148 9.1 Report of the Chair, Macquarie University International College (MUIC) Subcommittee

(For discussion)

Pages 149 to 150 9.2 MUIC – Partial Exemption from Requirement to Publish all Final Examination Papers

(For approval)

Pages 151 to 211 9.3 Proposal for recognition of the International Foundation Program conducted by theSchool of Continuing Education at Shanghai Jiao Tong University

(For discussion)

Pages 212 to 213 9.4 People Exemption Request - Engineering Diplomas at Republic Polytechnic, Singapore

(For noting)

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Pages 200 to 236

10.1 Faculty Reports

(For noting)

11. GENERAL BUSINESS

12. OTHER BUSINESS

13. NEXT MEETING

The next meeting of the Academic Standards and Quality Committee will be held onTuesday 31 May 2016.Agenda items are due by Tuesday 17 May 2016.

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INDIVIDUAL STUDENT CASES10.

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Academic Standards and Quality Committee Agenda

26 April 2016 Item 4.1

ITEM 4.1 MINUTES OF THE PREVIOUS MEETING

Attached are the minutes of the meeting held on 1 March 2016.

Recommended resolution That the Academic Standards and Quality Committee approve the minutes of the meeting held on 1 March

2016 as a true and accurate record.

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ACADEMIC STANDARDS AND QUALITY COMMITTEE Minutes of a meeting of the Academic Standards and Quality Committee held at 10:00am on Tuesday 1 March 2016 in the Senate Room, Level 3, C8A Lincoln Building.

UNCONFIRMED MINUTES PRESENT Associate Professor Pamela Coutts (Chair)

Deidre Anderson Professor Charles Areni Associate Professor Carlos Bernal-Pulido Fiona Burton Dr Trevor Case Lindie Clark Tom Kerr Dr Catriona Lavermicocca Dr Niamh Moloney Dr Rahat Munir Professor Tony Parker Cathy Rytmeister Dr Anne-Louise Semple Professor John Simons Sue Spinks Professor Manjula Waniganayake Dr Rod Yager

APOLOGIES Associate Professor Sonia Allan Andrew Burrell Dr Stephen Collins Professor Jacqueline Phillips Dr Peter Rogers Kate Roth Professor Dominic Verity Professor Sherman Young

IN ATTENDANCE Ainslee Harvey Bonnie Liu Jason Ray Kylie Shorrock Shirley Sorensen Kathryn Whittingham Zoe Williams Jonathan Wylie

1 WELCOME / APOLOGIES / ACKNOWEDGEMENT OF COUNTRY

1.1 Welcome, Apologies, and Committee matters.

The Chair opened the meeting, and acknowledged the traditional custodians of the land. The Chair welcomed everyone to the meeting, including Jason Ray who was in attendance to speak to item 7.3 and 8.2 of the agenda. The Chair noted apologies from Associate Professor Sonia Allan, Andrew Burrell, Dr Stephen Collins, Professor Jacqueline Phillips, Dr Peter Rogers, Kate Roth, Professor Dominic Verity, and Professor Sherman Young.

1.2 Disclosure of Conflicts of interest

The Chair sought conflicts of interest in any matter before the Committee. The following declarations were noted:

· Associate Professor Pamela Coutts, in relation to item 4.2, Late Changes to the 2016 Schedule ofPrograms, Majors or Specialisations for approval – Bachelor of Teaching (Early ChildhoodCommunities) and Bachelor of Teaching (Early Childhood Services); and

· Dr Catriona Lavermiocca, in relation to item 5.3.2, 2017 Schedule of Programs, Majors or Specialisationsfor approval – Programs for Approval: Master of Accounting.

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1.3 Adoption of Unstarred Items

The following items were starred for discussion:

2.1 Minutes of the previous meeting 3.2 Masters by Coursework Eligibility for Commonwealth Supported Payments 3.3 Session 2, 2015 –Examination Results: Faculty of Business and Economics 3.4 Macquarie Graduate School of Management – Report on Deeming Processes 5.1 Course Availabilities - Offerings for 2017: Awards 5.2 Course Availabilities - Offerings for 2017: Majors and Specialisations 5.3 2017 Schedule of Programs, Majors or Specialisations – For approval

5.3.1 Programs for Deletion 5.3.2 Programs for Approval

5.3.2a Additional Programs for Approval 5.3.3 Majors for Approval

5.3.3a Additional Majors for Approval 5.3.4 Specialisations for Deletion 5.3.5 Specialisations for Approval

5.3.5a Additional Specialisations for Approval 7.1 Session 3 3025 – Examination Review Reports 7.2 Program Review Framework 7.3 Visiting Undergraduate Research Interns 8.1 Macquarie University International College (MUIC) Subcommittee Report 8.2 Confidential Report – Review of International Student Performance

Resolution (ASQC) 16/17 The Academic Standards and Quality Committee resolved that the items not starred for discussion (items 3.1, 4.1, 6.1, 9.1, 10, and 11.1) be noted, and where appropriate, be adopted as recommended.

2. MINUTES OF THE PREVIOUS MEETING

2.1 Minutes of the Previous Meeting ASQC confirmed the minutes of the meeting of Tuesday 2 February 2016 subject to the addition of the following phrase in item 8.3, Examination Review Reports:

“The Committee also noted that there are a number of Faculty-wide and University owned units that do not sit within a department and could potentially be overlooked in the ratification of examination results process.”

The Chair provided an update on item 8.1, Principles of Minors and Majors. ASQC noted that the Working Group had met once since the last ASQC meeting, focussing on the definition of double majors. The Working Group plans to provide a revised paper at the next ASQC meeting in April.

Resolution (ASQC) 16/18

The Academic Standards and Quality Committee resolved to approve the minutes of the meeting held on Tuesday 2 February 2016 as a true and accurate record subject to the inclusion of the amendment identified at the meeting.

3. BUSINESS ARISING FROM THE MINUTES

3.1 Report to Academic Senate

ASQC noted that at its meeting of 16 February 2016, Academic Senate noted the report of the 2 February 2016 ASQC meeting and that there were no matters which required Academic Senate approval.

3.2 Masters by Coursework Eligibility for Commonwealth Income Supported Payments

[This matter arose at the 2 February 2016 ASQC meeting: refer item 8.5, Masters by Coursework Eligibility for Commonwealth Income Support Payments]

ASQC noted that Governance Services has provided a list of all current Macquarie Masters by Coursework Programs approved by the Australian Government for student payment purposes, as requested at the last ASQC meeting. The Chair reported although this matter was earlier considered by ASQC, it would be more appropriate for the Student Numbers and Revenue Committee (noted as the Load Planning Committee in the paper) to consider this matter.

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Resolution (ASQC) 16/19 The Academic Standards and Quality Committee resolved to:

i. note the list of approved Macquarie Masters by Coursework programs available forCommonwealth Income Support Payments in 2016; and

ii. recommend that this matter be referred to the Student Numbers and Revenue Committee toconsider the issues associated with the eligibility of Macquarie Masters by Coursework programsfor Commonwealth Income Support Payments.

3.3 Session 2, 2015 –Examination Results: Faculty of Business and Economics

[This matter arose at the 2 February 2016 ASQC meeting: refer item 8.3, Examination Review Reports]

The Chair spoke to the paper, noting that no urgent significant issues of concern were identified. ASQC commented that the paper included evidence of good discussion by FSQC on a range of matters, including the level of students’ academic and language skills. There was general discussion on the differing level of language skills by both domestic and international students. ASQC determined that this topic be further considered at item 8.2, Confidential Report - Review of International Student Performance. The Academic Standards and Quality Committee noted the report on the Faculty of Business and Economics Pro Forma D Faculty Summary Report for the Session 2 2015 examination results.

3.4 Macquarie Graduate School of Management – Report on Deeming Processes

[This matter arose at the 2 February 2016 ASQC meeting: refer item 10.1, Individual Student Cases Summary Report – June to December 2015]

At the last meeting, ASQC considered a summary report on individual student cases for the period June to December 2015 provided by the Lifecycle Team, and requested the Macquarie Graduate School of Management (MGSM) to report on their processes to manage individual student cases and their outcomes. Professor Charles Areni provided an oral report on the MGSM deeming and savings processes. ASQC noted that individual cases are considered by MGSM’s Standards and Quality Committee, which takes in into account a student’s individual needs, their future direction and career aspirations. Recommendations from that committee are provided to the MGSM Academic Board, which has the power to endorse or overturn decisions. ASQC requested MGSM to provide regular summary reports of their individual student cases, as per the reports received from the Faculties.

Action MGSM to provide regular individual case summary reports to ASQC.


The Academic Standards and Quality Committee resolved to: i. note the oral report on the MGSM processes for the management of individual student cases; andii. request the Macquarie Graduate School of Management to provide regular summary reports of

individual student cases to the Academic Standards and Quality Committee.

4. 2016 SCHEDULE

4.1 Late Changes to the 2016 Schedule of Programs, Majors or Specialisations - For noting


The Academic Standards and Quality Committee resolved to note and ratify the changes approved by the Chair of ASQC, under delegated authority, to the 2016 Schedule of Programs, Majors or Specialisations for the following:

· GENS31C Graduate Certificate of Gender Studies;

· CRI02 Criminology Major; and

· CRTN03 Diploma of Languages (Croatian).

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4.2 Late Changes to the 2016 Schedule of Programs, Majors or Specialisations - For approval


The Academic Standards and Quality Committee resolved to approve changes to the 2016 Schedule of Programs, Majors or Specialisations for the following:

· Bachelor of Teaching (Early Childhood Communities) to offer ACSH100 as an alternative toABFS111; and

· Bachelor of Teaching (Early Childhood Services) to offer ACSH100 as an alternative to ABFS111.

5. 2017 SCHEDULE

5.1 Course Availabilities - Offerings for 2017: Awards

ASQC considered a schedule of the Offerings for 2017 Awards, which outlined:

· amendments to admission requirements;· amendments to availability, study mode and candidature length;· program name changes;· programs rested in 2017; and· program deletions from 31 December 2016.

The Chair noted that there were relatively few changes. ASQC noted that the Faculty of Medicine and Health Sciences has rested a large number of programs (Doctor of Clinical Practice, Doctor of Medical Sciences, Master of Clinical Sciences, and Master of Medical Practice).

2017 Coursefinder will go live from 14 March 2016.

[Secretary’s Note: As a matter of process, details of the program name changes will be provided to Academic Senate for approval following ASQC endorsement, with a recommendation that the former programs be deleted following approval of the name change].


The Academic Standards and Quality Committee resolved to:

i. approve the schedule of Course Availabilities –Offerings for 2017: Awards provided to theCommittee; and

ii. recommend that Academic Senate:a. approve the renaming of the following programs from 1 January 2017; andb. approve the deletion of the following former programs from 31 December 2016:

From To

· Graduate Certificate of Policing,Intelligence and Counter Terrorism

Graduate Certificate of Cyber-Security, Policing, Intelligence and Counter Terrorism

· Graduate Certificate of Policing,Intelligence and Counter Terrorism (OUA)

Graduate Certificate of Cyber-Security, Policing, Intelligence and Counter Terrorism (OUA)

· Graduate Diploma of Policing, Intelligenceand Counter Terrorism

Graduate Diploma of Cyber-Security, Policing, Intelligence and Counter Terrorism

· Graduate Diploma of Policing, Intelligenceand Counter Terrorism (OUA)

Graduate Diploma of Cyber-Security, Intelligence and Counter Terrorism (OUA)

· Master of Policing, Intelligence andCounter Terrorism

Master of Cyber-Security, Policing, Intelligence and Counter Terrorism

· Master of Policing, Intelligence andCounter Terrorism (OUA)

Master of Cyber-Security, Policing, Intelligence and Counter Terrorism (OUA)

· Master of Policing, Intelligence andCounter Terrorism with the degree ofMaster of International Security Studies

Master of Cyber-Security, Policing, Intelligence and Counter Terrorism with the degree of Master of International Security Studies

· Master of Development Studies and GlobalHealth

Master of Development Studies

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5.2 Course Availabilities - Offerings for 2017: Majors and Specialisations

ASQC approved the schedule of Offerings for 2017: Majors and Specialisations.

Resolution (ASQC) 16/24 The Academic Standards and Quality Committee resolved to approve the schedule of Course Availabilities –Offerings for 2017: Majors and Specialisations.

5.3 2017 Schedule of Programs, Majors or Specialisations – For approval

5.3.1 2017 Programs for deletion ASQC considered three programs proposed for deletion: Graduate Certificate of Financial Regulation; Graduate Certificate of Gender Studies; and the Master of Financial Regulation.

ASQC noted that the two programs from the Faculty of Business and Economics had never been offered. ASQC also noted that the Graduate Certificate of Gender Studies offered four units, and as it still had two students enrolled in the program, the deletion of the program was subject to the review of a teach out schedule on the basis of 2016 results. The Chair questioned a procedural matter in relation to the approval process for deletions which currently requires approval in both Webforms and the Checklist for Discontinuing Academic Programs form. ASQC agreed that the Checklist should be adjusted to reflect the implicit nature of the approval in Webforms.

Actions · Faculty of Arts to be informed that the deletion of the Graduate Certificate of Gender Studies is subject

to the review of a teach-out schedule on the basis of 2016 results. · The Quality Assurance and Compliance team to adjust the Checklist for Discontinuing Academic

Programs form to remove the need for a signature in that form provided approval is complete in Webforms.

Resolution (ASQC) 16/25 The Academic Standards and Quality Committee resolved to endorse, and recommend that Academic Senate approve, the deletion of the following programs from 31 December 2016:

· FINR11M Graduate Certificate of Financial Regulation;· GEN31C Graduate Certificate of Gender Studies subject to the review of a teach out schedule

on the basis of 2016 results; and· FINR32C Master of Financial Regulation.

5.3.2 2017 Programs for approval

This item was considered in conjunction with item 5.3.2a, Additional Programs for Approval. ASQC also considered the proposed majors and specialisations for these programs with this agenda item (refer items 5.3.3, 5.3.3a, 5.3.5 and 5.3.5a).

The Deputy Vice-Chancellor (Academic) reminded that all Faculties, that any new programs will not be approved by Academic Senate until a Business Case has been approved by his office. The Chair clarified that ASQC only considers the academic case, and business cases for any programs approved by ASQC meeting must be approved by the Deputy Vice-Chancellor (Academic) to enable program approval by Academic Senate.

ASQC requested all Faculties to ensure the wording in Webforms in relation to Graduate Destinations and Employability does not imply guaranteed positions, eg “may” vs “will”. The Committee commented that the Master of Planning was a good model as way of example.

ASQC noted that the programs for approval proposed by the Faculty of Arts had been assigned critical friends at an early stage, which had greatly assisted the development of the programs. The Chair emphasised the importance of critical friends being appointed as early as possible.

Master of Accounting ASQC noted this program repackaged three existing offerings to be a more efficient program offered in the market, allowing students to select their required specialisations. ASQC noted that supplementary information had been provided by FBE to amend the name of the following specialisations as follows:

• Professional Accounting to be named Professional Practice,• Certified Practicing Accountants (CPA) to be named Business Practice, and• Association of Chartered Certified Accountants (ACCA)to be named International Practice.

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The revised names aim to reflect the nature of the specialisation more easily and to address any potential issues by using the ACCA and CPA registered names. The changes do not impact on the content of the Webforms.

FBE intends to offer an extended program from 2018 with a 2½ year duration. This is still in discussion, but it is anticipated that some students may wish to transfer. ASQC noted concerns about English language proficiency, which may be better informed when the Policy on English Language Proficiency is finalised, and will be partly addressed in the Programs Review. There was general discussion about identifying student capabilities, noting that most students passed their degrees. ASQC will continue to monitor English proficiency matters pending the release of the new policy. ASQC discussed the GPAs outlined in Webforms, noting the inconsistency of the 2.5 GPA in Webforms with the 2.7 GPA advertised. This matter will be referred to the Faculty for resolution. Action Faculty of Business and Economics to address the issue noted by ASQC in relation to inconstancies in relation to GPAs in the Master of Accounting.

Master of Planning The Master of Environmental Planning is proposed to be renamed the Master of Planning as a platform for widening its appeal. It is an interdisciplinary and flexible degree focussed on sustainability and environmental issues. New specialisations are Environmental Planning and International Development. ASQC commented that the specialisations did not have any RPL content in Webforms, which could be of value.

Bachelor of Media; Bachelor of Media with the degree of Bachelor of Laws; and Master of Creative Industries with the degree of Master of Future Journalism. ASQC commented that the Bachelor of Media was a strong, coherent and well-structured program, which provides a qualifying major for other degrees.

Action Curriculum and Planning will seek clarification on MECO 846 which is a required unit, but does not appear in the Master of Creative Industries with the degree of Master of Future Journalism. There were suggestions that the mapping is confusing for students in relation to the required PACE units. The Chair noted that although mapping could be revisited, this feedback would not prevent ASQC approval.


The Academic Standards and Quality Committee resolved to recommend the academic case for the following programs to Academic Senate for approval, for implementation from 1 January 2017, subject to the approval of a business case by the Deputy Vice-Chancellor (Academic): · Master of Accounting;· Master of Planning;· Master of Creative Industries with the degree of Master of Future Journalism;· Bachelor of Media; and· Bachelor of Media with the degree of Bachelor of Laws

5.3.2a Additional 2017 Programs for approval

This item was considered in conjunction with item 5.3.2, Programs for Approval. ASQC also considered the proposed majors and specialisations for these programs with this agenda item (refer items 5.3.3; 5.3.5 and 5.3.5a).

ASQC considered proposals for the Master of Criminology; Bachelor of Security Studies with the degree of Bachelor of Laws with Honours; and the Bachelor of Media with the degree of Bachelor of Laws with Honours.

Master of Criminology

ASQC noted that RPL fields were not complete. It was noted that there had always been an intention to establish a Masters program for the first cohort of students in the discipline.

ASQC questioned the new unit code DSSC used by the Faculty on Webforms, and noted that the unit codes were not arbitrary. The proposed unit code reflected the recent change of the Department’s name from Policing, Intelligence and Counter Terrorism (PICT) to the Department of Security Studies and Criminology (DSSC). Curriculum and Planning informed the Committee this new code would impact on 95 units which would require recoding from PICT with the consequent workload in changes to program structures, prerequisites, co-requisites, backward mapping etc. ASQC therefore did not approve the new prefix DSSC.

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The Academic Standards and Quality Committee resolved to recommend the academic case for the following programs to Academic Senate for approval, for implementation from 1 January 2017, subject to the approval of a business case by the Deputy Vice-Chancellor (Academic):

· Master of Criminology ; and· Bachelor of Security Studies with the degree of Bachelor of Laws with Honours, subject to the existing

unit prefix PICT continuing to be used; and· Bachelor of Media with the degree of Bachelor of Laws with Honours.

5.3.3 2017 Majors for approval

This item was considered in conjunction with item 5.3.2, Programs for Approval and item 5.3.2a, Additional Programs for Approval, and proposed specialisations at items 5.3.5 and 5.3.5a.

Korean Studies

ASQC noted this major would be subject to enrolments, but the Faculty were confident that it would attract students from the large Korean population in Sydney. The Committee were informed that there had been high demand for a recent series of weekend schools, suggesting that the proposal could see high to medium demand.

The Deputy Vice-Chancellor (Academic) reported that the South Korean Diplomatic Mission of Australia was heavily investing in language and cultural activities, such as offering subsidies to fund about 80% of one or two lecturers.

ASQC noted comments about the lack of PACE information and work placement opportunities, which may have enhanced the proposal. ASQC noted that there were no details on Webforms of discussions with the Library to address resourcing and other support needs.

Action

Faculty of Arts to initiate discussions with the Library about resourcing and support needs.


The Academic Standards and Quality Committee approved the following majors for implementation from 2017:

Major Award for which this is a qualifying major

• Korean Studies(including a concurrent approval for the new unit prefix KORE as currently there are no Korean units or prefixes in place)

Bachelor of Arts (and combined Arts); Bachelor of Global Business

• Digital Design Bachelor of Media; Bachelor of Arts, Bachelor of Science

• Journalism and Non-Fiction Writing Bachelor of Media; Bachelor of Arts, Bachelor of Science • Media Studies Bachelor of Media; Bachelor of Arts, Bachelor of Science • Public Relations and Social Media Bachelor of Media; Bachelor of Arts, Bachelor of Science • Radio, Digital Audio & Broadcast Production Bachelor of Media; Bachelor of Arts, Bachelor of Science

• Screen Practice and Production Bachelor of Media; Bachelor of Arts, Bachelor of Science • Screen, Sound and Performance. Bachelor of Media; Bachelor of Arts, Bachelor of Science

5.3.3a Additional 2017 Majors for approval

This item was considered in conjunction with item 5.3.2, Programs for Approval and item 5.3.2a, Additional Programs for Approval, and proposed specialisations at items 5.3.5 and 5.3.5a.

ASQC clarified that the Environmental Humanities major would not be approved as a qualifying major for the Bachelor of Arts with the degree of Bachelor of Education (Secondary) as it has its own set of qualifying majors.


The Academic Standards and Quality Committee resolved to approve the following major for implementation from 1 January 2017, noting that this will not be approved as a qualifying major for the Bachelor of Arts with the degree of Bachelor of Education (Secondary) :

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Major Award for which this is a qualifying major

• Environmental Humanities Bachelor of ArtsBachelor of Arts with the degree of Bachelor of Commerce Bachelor of Arts with the degree of Bachelor of Education (Primary) Bachelor of Arts with the degree of Bachelor of Laws Bachelor of Arts with the degree of Bachelor of Science Bachelor of Business Administration with the degree of Bachelor of Arts Bachelor of Engineering with the degree of Bachelor of Arts Bachelor of Social Science Bachelor of Social Science with the degree of Bachelor of Laws Bachelor of Environment Bachelor of Environment with the degree of Bachelor of Laws

5.3.4 2017 Specialisations for deletion

ASQC identified the same issues with the Webform approval process earlier discussed at item 5.3.1, Programs for Deletion, and reiterated that the Checklist for Discontinuing Academic Programs form should be adjusted to reflect the implicit nature of approvals from Webforms without the need for a signature in the Checklist for Discontinuing Academic Programs form.


The Academic Standards and Quality Committee resolved to endorse, and recommend that Academic Senate approve, the deletion of the following specialisations with effect from 31 December 2016:

· COR12S Corporate Governance;· ENM13S Environmental Management; and· ENS12S Environmental Science.

5.3.5 2017 Specialisations for approval

This item was considered in conjunction with item 5.3.2, Programs for Approval and item 5.3.2a, Additional Programs for Approval, and additional proposed specialisations at item 5.3.5a.

As per item 5.3.2, ASQC noted that supplementary information had been provided by FBE to amend the name of the following specialisations as follows:

• Professional Accounting to be named Professional Practice,• Certified Practicing Accountants (CPA) to be named Business Practice, and• Association of Chartered Certified Accountants (ACCA) to be named International Practice.

Resolution (ASQC) 16/31 The Academic Standards and Quality Committee resolved to approve the following specialisations for implementation from 2017

Specialisation Award(s) to which this specialisation belongs

• Environment and Sustainability Master of Development Studies and Global Health

• Environmental Planning Master of Planning

• Financial Risk Management Graduate Diploma of Applied Finance

• Professional Practice Master of Accounting

• Business Practice Master of Accounting

• International Practice Master of Accounting

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5.3.5a Additional 2017 Specialisations for approval

This item was considered in conjunction with item 5.3.2, Programs for Approval and item 5.3.2a, Additional Programs for Approval, and proposed specialisations at item 5.3.5.


The Academic Standards and Quality Committee resolved to approve the following specialisations for implementation from 2017:

Specialisation Award(s) to which this specialisation belongs

• International Development Master of Planning

6. RETROSPECTIVE CHANGES

6.1 Retrospective Changes


The Academic Standards and Quality Committee resolved to ratify the changes approved by the Chair of ASQC under delegated authority to Schedules of Programs, Majors or Specialisations for the following:

· CRI01 Criminology major;· PIIN14M Master of Policing, Intelligence and Counter Terrorism with the Master of International

Security Studies;· PICT14M Master of Policing, Intelligence and Counter Terrorism;· INSE14M Master of International Security Studies;· SUSD13M (V1) Master of Sustainable Development;· SUSD12M Master of Sustainable Development; and· ARCH01 Bachelor of Archaeology.

7. STRATEGY AND POLICY

7.1 Session 3 2015 - Examination Review Reports

The Chair spoke to the report, noting that the Faculty of Business and Economics had provided their Pro Forma D report on the Session 3 2015 results after the circulation of the consolidated Examination Review Reports provided to ASQC, and that she would include any matters identified by that Faculty in her commentary.

ASQC noted that the Chair had identified three key issues to be highlighted to the Committee: i. Faculty challenges in relation to the compressed teaching mode:

· Constraints on marking and providing constructive feedback in a tight timeframe.· Difficulty in achieving learning outcomes associated with Critical Reading or Critical Reflection

within a compressed time frame.· A suggestion that it was more difficult for students to successfully time manage and display

learning independence. These factors appeared to contribute to a pattern of results, which whileoverall of a satisfactory standard, had few very high grades.

The Chair reported that the new Assessment Policy should provide the flexibility to encourage assessment that supports student learning in the context of a compressed teaching mode

ii. A suggestion that Session 3 students do not get the same level of ancillary services, with the Faculty ofScience and Engineering reporting that some class rooms have been locked, and that there was noaccess to the Numeracy Centre.

iii. Issues in relation to software compatibility with student devices. ASQC noted that Faculties need toidentify required areas of support to build into their respective budgets.

The Chair highlighted that the Faculty of Arts has prepared an iLearn unit, ARTS101 with all students commencing in Session 1 2016 to be enrolled into this unit, as they had identified that students who are better prepared in the commencement period of enrolment and orientation are more likely to succeed in their studies.

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Actions · Feedback to be provided to the Deputy Vice-Chancellor (Students and Registrar) on the issues identified

at the meeting in relation to access for Session 3 students to ancillary services.

· Dr Trudy Ambler, Associate Dean Quality and Standards, Faculty of Arts, will be invited to present toASQC on ARTS101 at the 26 April 2016 ASQC meeting.

7.2 Program Review Framework

Ms Zoe Williams, Head of Governance Services, spoke to the paper on the approach to develop the Program Review Framework, which is the primary focus of ASQC in 2016. The Committee noted that the Framework will be informed by: identifying relevant targets in the Learning and Teaching Strategic Framework; analysis of external regulatory requirements; benchmarking with Australian and overseas peer institutions; and sourcing and examining other relevant higher education quality standards frameworks which may be available. Feedback from the ASQC included:

· A suggestion of review by field of education rather than at award/program level, which could beconsidered to be a more coherent approach and less resource intensive; and

· an additional statement should be added to the paper to ensure the approach identifies corporate data forquality review purposes, as the paper only suggests compliance rather than quality. This statement will be included as item (v) of the ASQC recommended resolution.

ASQC agreed to form a Working Party to draft the Program Review Framework, supported by Governance Services, with a view to presenting on its progress at the next meeting. Action The Program Review Framework Working Party to meet and provide a report on its progress to the 26 April 2016 ASQC meeting.


The Academic Standards and Quality Committee resolved to endorse the following approach in the development of the Program Review Framework:

i. identification of relevant targets in the Learning and Teaching Strategic Framework;ii. analysis of external regulatory requirements;iii. benchmarking with Australian and overseas peer institutions;iv. investigation of other appropriate frameworks which exist in higher education quality (eg. UK Quality

Code for Higher Education).v. Identification of institutional data that will contribute to the evaluation of programs for quality

assurance purposes.


The Academic Standards and Quality Committee resolved to: i. appoint Professor Tony Parker, Professor Manjula Waniganayake, Dr Catriona Lavermicocca, and a

member from PACE (to be determined) to the Working Party to develop the Program Review Framework; and

ii. request the Working Party to present on its progress to the 26 April 2016 ASQC meeting.

7.3 Visiting Undergraduate Research Interns

Jason Ray, Academic Programs Manager, Macquarie International, spoke to a proposal for the introduction of a Visiting Undergraduate Research Internship program for senior undergraduate students from international universities. Macquarie International will have responsibility to facilitate the enrolment of an intern, when advised by the respective Faculty. ASQC noted the strong interest by Faculties, with up to 50 expressions of interest anticipated and with 12 nominations already received to date. ASQC were informed that the proposed program provides for interns to be enrolled at Macquarie University on a non-award basis for three, six, nine or 12 month blocks subject to the requirements of the research project. The program will allow students to apply for a streamlined student visa (similar to that used by exchange and study abroad students), without requiring University sponsorship. Interns will have full access to all of the services offered to international students and are covered by the University’s insurance arrangements. Interns will be responsible for their own travel, medical and travel insurance, accommodation and visa costs. ASQC were reminded that as only Macquarie staff and students have access to electronic resources, it was important for interns to be registered to obtain access, and noted that large numbers in a specific research field could have an impact on some publications due to licencing schedules.

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The Academic Standards and Quality Committee resolved to recommend to Academic Senate the establishment of a Visiting Undergraduate Research Internship as a non-award program to enable high-quality students from overseas to undertake research internships under the supervision of Macquarie academics.

8 MACQUARIE UNIVERSITY INTERNATIONAL COLLEGE (MUIC) SUBCOMMITTEE

8.1 Macquarie University International College (MUIC) Subcommittee

ASQC noted an oral report from the Chair of the Macquarie University International Subcommittee, Dr Catriona Lavermiocca.

ASQC noted that the Subcommittee has considered two sets of results at its meeting of 24 February 2016. The Foundation program is performing well. Discussions have been initiated with Faculties about moderation processes. The Subcommittee is seeking clarity about articulation into Macquarie Programs, including the quality of communication to students. ASQC noted that the new offerings of Maths units commenced this term. The Deputy Vice-Chancellor (Academic) informed ASQC that MUIC is now formally separate from SIBT, and that MUIC has had a very successful start, with 439 students enrolled.

8.2 Confidential Report - Review of International Student Performance

ASQC noted the Confidential Report on the Review of International Student Performance provided by Kate Roth, Associate Director Macquarie International and the Academic Programs. This initial report introduces a regular review of student performance to ensure the alignment of entry pathways and Macquarie international activity with the performance of students at Macquarie University.

Jason Ray Academic Programs Manager, Macquarie International, spoke to the report. ASQC were informed that overall, there was no significant difference between the performance of international and domestic students at undergraduate and postgraduate levels. ASQC considered the data provided on the performance of international students who have undertaken studies with an English pathway provider, and requested that an expanded analysis be provided to the next ASQC meeting for further discussion.

Action Macquarie International to provide an updated report on the Review of International Student Performance with an expanded analysis, as requested by the Academic Standards and Quality Committee 1 March 2016 meeting.

Deidre Anderson and Jonathan Wylie departed the meeting at 11:58am.

9. INDIVIDUAL STUDENT CASES

9.1 Faculty Reports

The Academic Standards and Quality Committee noted the individual case reports from the Faculty of Arts, Faculty of Human Sciences and Faculty of Science and Engineering

10. OTHER BUSINESS

There was no other business.

The Chair reminded members to provide feedback from this meeting to their respective Faculties, particularlyin relation to the need to submit business cases for programs approved at this ASQC meeting as soon aspossible to the Deputy Vice-Chancellor (Academic) to allow program approval at the 5 April 2016 meeting ofAcademic Senate.

11. NEXT MEETING

11.1 The next meeting of the ASQC Committee will be held on Tuesday 26 April 2016.

Agenda items are due by Tuesday 12 April 2016.

The meeting concluded at 12:05 pm.

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ITEM 5.2 CONFIDENTIAL REPORT ON THE REVIEW OF INTERNATIONAL STUDENT PERFORMANCE – EXANDED ANALYSIS

A confidential report on the Review of International Student Performance from the Associate Director Macquarie International and the Academic Programs Manager, Macquarie International was considered at the 1 March Academic Standards and Quality Committee meeting. An updated report with expanded analysis is provided for discussion. This confidential report can be accessed by Committee members by the following link:

• Link to confidential report in Truth

For discussion.

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https://truth.mq.edu.au/share/id/mqu2x7qy



ITEM 6.1 AMENDMENTS TO COURSE TRANSFER SCHEDULE FOR SESSION 2 2016

Issue

Three Faculties have requested minor amendments to the Session 2 2016 undergraduate course transfer schedule. These changes require Academic Senate or nominee (ASQC) approval, as per the Course Transfer policy.

Admitted Course

Course transferring to

Current 2016 Transfer Requirements

New Transfer Requirements Faculty

Any Bachelor of Arts with Bachelor of Education (Primary)

Completion of 30cp including EDUC105(P) and EDUC106(P)

Completion of 24cp including EDUC105 (P) or EDUC106 (P)

Human Sciences

Any Bachelor of Arts - Psychology with Bachelor of Education (Primary)

Completion of 30cp including (i) PSYC104 (P); and (ii) PSYC105 (P); and (iii) EDUC105(P) and

EDUC106(P)

Completion of 24 cp including 1) PSYC104 (P); and2) PSYC105 (P); and3) EDUC105(P) or EDUC106(P)

Human Sciences

Any Bachelor of Applied Finance

(i) GPA of 2.75; and (ii) completion of 18 cp;

and (iii) completion of ACST101

(P); and (iv) completion of either

AFIN100 (P) or ACST152 (P)

(i) GPA of 2.75; and (ii) completion of 18 cp; and (iii) completion of ACST101 (P);

and (iv) completion of either AFIN100

(P) or AFIN102 (P) or ACST152 (P)

Business & Economics

Any Bachelor of Social Science

Completion of 12 cp including SSC100 (P)

Completion of 12 cp including SSC100 (P)

Arts

Consultation Process

The Faculty of Human Sciences, Arts and Business and Economics contacted Student Administration to request the changes.

The changes listed above have been supported by the relevant Departments, A/Dean, Quality & Standards and/or FSQC.

All other courses and transfer criteria listed on the current course transfer schedule remain correct for transfer for Session 2 2016.

Recommended resolution

That the Academic Standards and Quality Committee endorse and recommend to Academic Senate the

approval of the Session 2 2016 course transfer schedule.

Submitted by: Tanya Kysa, Current Students - Student Lifecycle, on behalf of the three Faculties (Arts, Human Sciences and Business and Economics).

For enquiries contact: Tanya Kysa, Team Leader – Current Students, Student Administration (Lifecycle), ext 6409

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ITEM 7.1 CHANGES TO THE SCHEDULE OF PROGRAMS, MAJORS OR SPECIALISATIONS – ACTIONS TAKEN UNDER EXECUTIVE ACTION FOR RATIFICATION

Changes to the Schedule of Programs, Majors or Specialisations which were approved under delegated authority by the Chair of the Academic Standards and Quality Committee or Chair of Academic Senate are provided for noting by the Academic Standards and Quality Committee. A table detailing the changes is attached.


That the Academic Standards and Quality Committee note and ratify the changes approved by the Chair of the Academic Standards Quality Committee and Chair of Academic Senate under delegated authority in relation to the Schedule of Programs, Majors or Specialisations for the following:

· MHS02 Modern History Major;· INT01 International Communication Major;· SSLL01 Bachelor of Security Studies with Bachelor of Laws;· EDIT32C Graduate Certificate of Editing and Electronic Publishing;· SPCO01 Diploma of Speech and Communication;· ICT12S ICT in Education Specialisation;· ICT32S ICT in Education Specialisation;· HUB03 Human Biology major;· PAL01, PA04 Palaeobiology major;· Dual degree program structure between the Master of Finance (ECNU) and that of the Master of Banking

and Finance (MQ) replacing the Master of Applied Finance;· Exemption from the People unit requirement for Engineering Diplomas from Republic Polytechnic

Singapore, on the basis of 1-3 free electives from any school plus the following three units:B102 Organisational Behaviour; G101 Cognitive Processes and Problem Solving; and G103 Introduction to Communication Practice or G107 Effective Communication.

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Table: Changes to the Schedule of Programs, Majors or Specialisations – Program Changes for Ratification

Faculty Handbook Code

Name of Program/Major/ Specialisation

Rationale/Request Approver Date approved

Arts

MHS02 Modern History Major Add MHIZ300 as an alternate to MHIS300

D. Verity Chair, Academic Senate

15/3/2016

INT01 International Communication Major

Add ICOZ202 to 3cp 200 level option set (2014-2016)

D. Verity Chair Academic Senate

15/3/2016

SSLL01 Bachelor of Security Studies with Bachelor of Laws

27 cp Law component added as part of the elective bucket for consistency with other Law double degrees

P. Coutts Chair, ASQC

15/3/2016

Human Sciences

EDIT32C Graduate Certificate of Editing & Electronic Publishing

Add S2 intake for 2016. D. Verity Chair, Academic Senate

15/3/2016

SPCO01 Diploma of Speech & Communication

Add the following admission requirements: Australian level 7 bachelor's qualification or recognised equivalent Minimum GPA of 3.0 (out of 4.0). Applications for this program are restricted. Satisfying the admission criteria does not guarantee a place in the program


15/3/2016

ICT12S ICT in Education Specialisation

Remove commencements for S1 and S2.


24/3/2016

ICT32S ICT in Education Specialisation

Remove commencements for S1 and S2.


24/3/2016

Science and Engineering

HUB03 Human Biology major Add BIOL115 to first 100 level option set


18/3/2016

PAL01 PAL04

Palaeobiology major Add BIOL115 to first 6cp 100 level option set


18/3/2016

Business and Economics

At its October 2015 meeting, ASQC approved in principle a dual degree program structure between the Master of Finance (ECNU) and that of the Master of Banking and Finance (MQ) (replacing the previous MAppFin award). The Chair ASQC was authorised to approve (under executive action) the structure subject to approval of the amended Schedule of Minimum Requirements at Macquarie University, which was approved by Academic Senate on 15 December 2015.


15/12/2015

Macquarie International

People Exemption Request - Engineering Diplomas at Republic Polytechnic, Singapore

On the basis of 1-3 electives from any school of Republic Polytechnic plus the following 3 units: · B102 Organisational Behaviour· G101 Cognitive Processes &

Problem Solving· G103 Introduction to

Communication Practice orG107 Effective Communication


20/4/2016

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26 April 2016 Item 7.2.1

ITEM 7.2.1 CHANGES TO THE 2017 SCHEDULE OF PROGRAMS, MAJORS OR SPECIALISATIONS FOR APPROVAL - NEW AWARD: MASTER OF ACCOUNTING (EXTENSION)

Recommended resolution That the Academic Standards and Quality Committee endorse, and recommend that Academic Senate approve, the Master of Accounting Extension for implementation from 2017.

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Currently logged in:

Rebecca Ball

General

The Education Services for Overseas Students [ESOS] Act 2000, and The National Code of Practice govern the delivery of courses to Internationalstudents. All programs of study offered to International students studying in Australia on a student visa must have a CRICOS code and comply with theseprovisions. This includes the requirement that holders of an international student visa maintain full-time enrolment. Therefore, consultation withMacquarie International will be required prior to submission.

Details

Faculty: Faculty of Business and Economics

Department: Department of Accounting and CorporateGovernance

Award Name: Master of Accounting (Extension)

Name of Award Master of Accounting (Extension)

Exit Award Status Is this award an exit award only (ie. not available for admission)? No

AQF Level and Qualification Type

AQF Guidelines are available here

Level 9 Masters by Coursework Degree

Volume of Learning / Duration

Minimum time to complete, expressed in FullTime Equivalent Years.

Refer to Academic Senate StructureStatement: Postgraduate CourseworkPrograms document

2.5 years FTE

If other, provide details:

Study Mode Full-time + Part-time

Attendance Mode Internal

Location North Ryde

Study Period Offerings Session 1 North Ryde, Session 2 North Ryde

Owning Faculty Faculty of Business and Economics

Owning Department Department of Accounting and Corporate Governance

Year of First Offerring 2017

Rationale

If this proposal is for an award which will bestructured predominantly on new units, yourexpression of interest should include asummary of the new units and the level atwhich they will be offered, and an analysisof the market for the new award.

If this proposal is for an award repackagingexisting units, with minimum new units, lessdetail will be required.

The Master of Accounting Extension will provide an additional 0.5 year (16cp) of study to the recentlyendorsed 2 year Master of Accounting and will include the option of completing an internship as partof the structure. As the Master of Accounting is fully specified, the extension program will provide theopportunity to complete elective units in a related area of study, such as finance.

The Extension program will not require additional resources as no new units need to be created.

Macquarie International has identified a need for a 2.5 year Accounting Master as it will allowstudents with a cognate bachelor to complete a full 2 year program.

Replacement Does the proposed award replace an existing award? Yes

Name of existing award: Although not a direct replacement for the MAcc(Prof)MCom, this award willoffer a 2.5 year program in Professional Accounting and related discipline area.

Admission Requirements Admission Criteria(Formal qualifications; GPA; Required Work Experience; Required Cognate Disciplines)Published in Handbook, Coursefinder and UAC• Australian level 7 bachelor's qualification or recognised equivalent in any discipline• Minimum GPA of 2.50 (out of 4.00)

Required Supporting Documents(e.g. Portfolio or CV)Published in Handbook, Coursefinder and UAC

APC Web Forms http://senate.mq.edu.au/apc/webforms_prog/pages/onepage.php?id=424

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Specification

Threshold Admission Criteria(Threshold GPA; Alternative Criteria e.g. 300 level GPA or work experience)Non-Published data for admissions assessment only

English Language Requirements

English language requirements areexpressed as an "IELTS or IELTS equivalent"across five categories. Provide IELTS scoresagainst the listed categories. Refer toEnglish Language Requirements

Overall: 6.5

Speaking: 6 Listening: 6

Writing: 6 Reading: 6

Program Structure Is the award structured on Specialisations? Yes

Specialisations

Please provide names of specialisations andindicate those which will be proposed as newspecialisations

Professional PracticeBusiness PracticeInternational PracticePlease note that you should submit a program structure template for the award showing the generalrequirements for the award and any specific requirements which all students must completeregardless of specialisation chosen. You must then also complete separate proposals for any newspecialisations under the award.

Requirements

Upload Program Structure template.Templates are available from here. Refer toAcademic Senate Structure Statement:Postgraduate Coursework Programsdocument

Requirements file has been uploaded.

To view the requirements download the file FBE PG A AccExt ID424-1.xlsx

New Unit Requirements Will new units be required for the program structure? No

Award Type Is this a professional named award (accredited award)? No

Professional Accreditation(if relevant)

Provide details of the professional body and timeframeThe Master of Accounting enables graduates to meet the membership and educational requirementsof a number of professional associations, depending on the specialisation completed.

Refer to each specialisation for further details.

Articulated/Nested AwardArrangements(if relevant)

Does this award have Articulated/Nested Award Arrangements? No

Work Component

Refer to Section 1 of the CRICOS ApplicationGuide

Does the program have a work-based training component which must be undertaken to gain thequalification? No

Working with Children Check Will students require a working with Children Check? No

Overview and Aims of the Program

Short introduction to the program and itscontext, important and distinctive features,and educational aims. Refer tosenate.mq.edu.au/apc/resources.html.

The Master of Accounting Extension provides a pathway for graduates in any discipline to acquire anaccredited accounting degree recognised by professional associations including CPA Australia andChartered Accountants Australia and New Zealand (CAANZ). By extending the Master of Accountingdegree by a further 0.5 years, students have the option of completing an internship program, andincluding units in related areas of study, such as business, economics and finance.

Students with previous undergraduate studies in business or commerce may be eligible forrecognition of prior learning and a reduction in the duration of study of up to 6 months. Thecombination of theoretical and applied knowledge prepares graduates for rewarding careers asaccountants and financial managers, and as advisors supporting a wide range of business activities.

Support for Learning

Describe how learners are supported in theprogram. This might include descriptions ofinduction, staff expertise or standing,pastoral and academic support, academicadvising, resources etc. Refer tosenate.mq.edu.au/apc/resources.html.

Macquarie University aspires to be an inclusive and supportive community of learners where allstudents are given the opportunity to meet their academic and personal goals. The University offers acomprehensive range of free and accessible student support services which include academic advice,counselling and psychological services, advocacy services and welfare advice, careers andemployment, disability services and academic skills workshops amongst others. There is also a bulkbilling medical service located on campus.Further information can be found at www.students.mq.edu.au/supportCampus Wellbeing contact details:Phone: +61 2 9850 7497Email: [email protected]/support/health_and_wellbeing/contact_us

Program Standards and Quality

Describe the principal mechanisms by whichthe standards and quality of provision aremaintained, assured and enhanced. Refer tosenate.mq.edu.au/apc/resources.html.

The program is subject to an ongoing comprehensive process of quality review in accordance with apre-determined schedule that complies with the Higher Education Standards Framework. The reviewis overseen by Macquarie University's peak academic governance body, the Academic Senate andtakes into account feedback received from students, staff and external stakeholders.

Graduate Destinations andEmployability

Describe the career opportunities for

Graduates may find careers in accounting, forensic accounting, taxation, financial planning andmanagement, banking, company secretarial and auditing.Opportunities exist with a wide variety of organisations, including accounting and consulting firms,


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RPL

RPL for Entry

Enter conditions for entry (standard program length) into the program of study based on the prior learning.

graduates of this program. Describe howstudents are prepared for the world of work,training and/or further study. Refer tosenate.mq.edu.au/apc/resources.html.

investment and commercial banks, insurance companies, financial institutions, managementconsultancies and government.

Assessment Regulations

Identify any approved dispensation from theassessment regulations that applicants arelikely to need to know about or any specialfeatures of the regulations, such asaccrediting body requirements. Refer tosenate.mq.edu.au/apc/resources.html.

This program is subject to Macquarie University regulations, including but not limited to thosespecified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy andrelevant University Rules. For all approved University policies, procedures, guidelines and schedules,visit: mq.edu.au/policy/

Mapping of Program Learning Outcomesto Units

Formal qualifications, RPL (where offered).Refer to senate.mq.edu.au/apc/resources.html. Templates are availablefrom here.

Requirements file has been uploaded. (Uploading another will replace the present one.)

No file selected.

To view the requirements download the file Map FBE PG A AccExt ID424-1.xlsx

Relevant Disciplines

Relevant Disciplines indicate that a formallearning experience is completed in a relatedarea of study, also listed as 'cognate'.

Define cognate areas (relevant discipline) of prior studies:Accounting

e.g. 'Master of Sustainable Development' (2015)

Relevant disciplines defined as: Environment, Environmental Management, Environmental Science,Natural Resource Management, Earth Sciences, Geology, Engineering, Environmental Economics,Environmental Law, Biology, Chemistry, Ecology, Hydrology, Geography, Political Economy,Development Studies, Politics, Business, Education, Management, Architecture, Planning, Design,Social Science, Communication, Education, Sustainability or Sociology.

Relevant Area

Relevant Areas indicate informal learningexperiences, such as work or professionalexperience, which is completed in a relatedindustry or position.

Define relevant areas of prior work or professional experience:Professional role with financial responsibilities in fields such as accounting, finance, business orcommerce with technical or specialist skills related to accounting.

e.g. 'Master of International Communication' (2015)

Relevant areas defined as: employment or volunteer work including advisory, advocacy, consultancy,representation, analysis, research, management in public service, community, government relations,political and social, international or professional bodies, organisations, institutes or associations.Experience in Public diplomacy, public relations, public policy, communications policy,communications strategy, media strategy, international relations, media policy, media writing.

Non-Cognate Bachelor (AQF7)

Complete Bachelor degree in any discipline

Additional requirements/supporting evidence (if applicable):No additional requirements as admission is bachelor degree in any discipline

Delegation to the Admissions Team

Please specify GPA requirements fordelegation to and assessment by theAdmissions Team.

Alternatively, should you wish to make allentry decisions or feel the program iscomplex/too difficult for delegation pleasespecify "NO DELEGATION"

Automatic Offer

Eg. GPA >2.5 with no work experience

GPA =>2.5 with no work experience

Refer to Department

Eg. GPA 2.0-2.5 or if applicant has work experience or with no formal qualifications, but 8+ years ofrelevant work, internship, or volunteer experience

Refer to FBE's 'Internal Guide for Applications and Exemption Guidelines' for specifics, or contactFBE's Student Administration Centre for applicants with GPA <2.5

Straight Rejection

Eg. All applicants with either (a) GPA <2 with less than 5 years of relevant work experience or norelevant work experience; or (b) no formal qualifications and less than 8 years relevant workexperience.

GPA < 2 with no relevant work experience

Cognate Bachelor (AQF7)

Complete Bachelor degree in a relevantdiscipline

Additional requirements/supporting evidence (if applicable):


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RPL for Credit Recognition

Enter conditions for reduced duration upon entry into the program of study based on the prior learning.

No additional requirements




Automatic OfferGPA = > 2.5 with no work experience

Refer to DepartmentRefer to FBE's Internal Guide for Applications and Exemption Guidelines for specifics, or contact FBEStudent Administration Centre for applicants with GPA <2.5

Straight RejectionGPA < 2 with no work experience

Non-Cognate Bachelor (AQF7) + WorkExperience

Complete Bachelor degree in any disciplineand work experience in a relevant area

Not applicable

No Formal Learning + Work Experience

No studies complete including or higher thana Bachelor degree in any discipline and workexperience in a relevant area

Minimum years experience:

5+ years




Automatic OfferNo delegation

Refer to DepartmentRefer to FBE Student Administration Centre

Straight RejectionNo formal learning and less than 5 years relevant work experience

Cognate Diploma (AQF5)

Entry with a Diploma in a relevant discipline

Not applicable

Cognate Diploma (AQF6)

Entry with a Diploma in a relevant discipline

Not applicable

Cognate Bachelor (AQF7)

Complete Bachelor degree in a relevantdiscipline

Years to complete degree (reduced full time study load):

2 years

Specific RPL Applied List units of credit/block exempted:16cp @ 600 levelRemaining credit points to complete degree: 64cp




Automatic OfferRefer to FBE's Internal Guide for Applications and Exemption Guidelines for specifics, or contact FBEStudent Administration Centre

Refer to DepartmentSee above

Straight RejectionN/A

Non-Cognate Bachelor (AQF7) + WorkExperience


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2 years

Years to complete degree (full time study load):

2 years

Specific RPL Applied List units of credit/block exempted:Maximum 16cp @ 600 levelRemaining credit points to complete degree: 64cp





Refer to Department


Cognate Bachelor (AQF7) + WorkExperience



3+ years

Years to complete degree (full time study load):

2 years

Specific RPL Applied List units of credit/block exempted:16cp @ 600 level + maximum 8cp @ 800/900 levelRemaining credit points to complete degree: 56cp





Refer to Department


(Any Bachelor (AQF7)) + CognateHonours and/or Graduate Diploma(AQF8)

(Assumed) Complete Bachelor degree in anydiscipline and Postgraduate study in arelevant discipline equal to or higher thanAQF level 8.

Years to complete degree (reduced full time study load):

2 years

Specific RPL Applied List units of credit/block exempted:16cp @ 600 level + maximum 4cp @ 800/900 levelRemaining credit points to complete degree: 60cp





Refer to Department

Straight Rejection

Other

Any other relevant pathway that may reduce

Not applicable


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Justification

Consultation

the study load for an applicant. Consider:Additional Accreditation relevant to the field,employment etc. e.g. Membership toCharted Professional Accountants towardsthe Master of Accounting (Professional)

Market Analysis

Explain how the proposed new award fitswith the Faculty's Learning and TeachingPlan providing specific examples.Demonstrate how this is consistent with theUniversity's Academic Plan. Refer tohttp://mq.edu.au/about/strategy/academicplan.html

Domestic MarketIt is anticipated that domestic students will have a preference for the shorter 2 year Master ofAccounting, reduced to 1.5 years for cognate entry. However, domestic students with a cognatebachelor degree may be interested in the extension degree which offers the accounting qualificationin 1.5 years with an additional 0.5 year to complete units in management, internship and/or relatedareas such as finance.

For awards which will be offered to theInternational market, explain why this awardwill be attractive to International students.For assistance please contact Nicola Bate,Associate Director, Business Development,Macquarie International (ext 1190).

International Market (if relevant)MI have recommended that the Faculty continue to offer a 2.5 year program for internationalstudents. While the number of new admissions to the MAcc(Prof)MCom (being deleted) fell when theprogram increased in length from 2 to 2.5 years, there still appears to be interest in a 2.5 year award(65 new enrolments in 2015; 23 new enrolments in the first half of 2016).

With the restructuring of three currently offered Accounting degrees (two of which are of 2.5 yearsduration) into a single 2 year award with specialisations, this Master of Accounting Extension degreewill be the only PG Accounting 2.5 year offering. Students from a cognate bachelor degree who areeligible for RPL for the full 16cp of gateway units, and who wish to study for 2 years, will find value inthis extension award which delivers the advanced accounting units followed by a session of study inthe area of management and a related area of study.

MI are working closely with FBE on several dual degree pathways, with the preferred sequence beinga 2 year program at MQ following the overseas cognate bachelor with exemptions for the gatewayunits.

Macquarie Advantages

If an established need is recognised for theproposed award, explain how MacquarieUniversity provides a desirable or uniqueopportunity for the successful establishmentof the proposed award. Determine in whatway your proposal is different from similarawards offered by competitors.

There are currently no 2.5 year Accounting master degrees offered. International students wanting a2 year program of study would typically need to retake the introductory units instead of having RPLapplied. The FBE 2.5 year master has the advantage of offering real value for students with acognate bachelor wanting a 2 year program of study.

Competitive Offerings

Provide a summary of similar awards offeredby Australian and international institutionswhich could be considered as competition forthe proposed award.

Institute Competitive Offering Additional information

Estimated Student Demand Estimated Student Demand 1st Year ofoffering

2nd Year ofoffering

3rd Year ofoffering

Estimated Total EFTSU 60 60 60Lowest EFTSU for which award would be run N/A N/A N/A

Estimated Full-time and Part-time Students 1st Year ofoffering

2nd Year ofoffering

3rd Year ofoffering

Estimated number of Full-time students 60 60 60Estimated number of Part-time students

Number of international students expected to enrol in this award 55Number of domestic students expected to enrol in this award 5

Stakeholder Consultation

Before the proposal is considered by ASQC,faculties need to have consulted widely withrelevant stakeholders and indicate theoutcome(s) achieved.

Consultees Date ofconsultation Method of consultation and outcomes

Department IndustryAdvisory Board

2 September2015

Face to face meetings. Approves the changes tocurrent Masters, including this longer award.

MI VariousFace-to-face. Recommended simplification of existingawards and a replacement of the current 2.5 yearawards

Teaching Arrangements: Availability ofteaching and support staff

Please address:

Availability of academic and supportstaff to deliver the proposed awardprogram

A risk analysis including any backup

Teaching and support staff are currently available to teach in the three Accounting Master degreesthat are being replaced by the single Master of Accounting. The Master of Accounting Extension iscomprised of existing units and it is not expected that there will be any impact on current staffingresources to deliver these additional units.


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The below sections need to be filled in by Library and LTC staff respectivelyprior to submission to your Head of Department. Relevant staff members canbe found as follows:

Library: view a list of Research Librarians at www.mq.edu.au/on_campus/library/research/research_librarians

Learning and Teaching Centre: view a list of faculty EducationalDevelopers at www.mq.edu.au/about/about-the-university/offices-and-units/learning-and-teaching-centre/learning-and-teaching-centre-contacts or contact [email protected]

Please contact the relevant staff members with:

The name and unit code for this unit1.

The link to this webform (http://senate.mq.edu.au/apc/webforms_prog/)

2.

They should already have an account to access the system, but if not, theycan contact the Curriculum and Planning team for assistance in creating one(email: [email protected]).

You can proceed to any other part of this webform, but should only submitfor approval when these sections have been completed.

International

All new awards offered to International Students must comply with the ESOS Act (2000), the National Code of Practice, and have a CRICOS Code. Thefollowing provisions are mandatory for CRICOS registration:

Providers may only offer courses to International students on a full-time basis (Part C.S.7.1)

International students may take no more than 25 per cent of their course online or by distance education (Part C.S.9)

International students must be enrolled in at least one face-to-face subject in each compulsory teaching period (Part C.S.9)

plan in relation to the availability ofacademic and support staffing

Processes in place to guarantee thequality of academic staffing, availableresources for teaching and provisionof adequate curriculum delivery,assessment and authentication ofstudent work.

Library Consultation: Address whether library resources and services are available to support the proposed new unit. If new library resources,services or staffing are required, detail these and give an estimate of the initial start-up cost and ongoing annual cost.

Research Librarian: Phanh Oudomlith Date: 4 April 2016

Summary Impact InformationResources:The Library collections both print and electronic in the accounting and finance are well developed and are sufficient to support thisprogram.Services / Staffing:No additional staffing/Services required

Learning and Teaching Centre Consultation: Address whether LTC resources and services are available to support the proposed new unit. If newLTC resources, services, staffing or infrastructure are required please detail these.

Educational Developer: Dr Yvonne Breyer Date: 4 April 2016

Summary Impact InformationResources:No obvious additional or special impact on FBE L&T Resources.

Services / Staffing:No obvious additional or special impact on FBE L&T staff.

Due to the recent disestablishment of the LTC, it is currently not possible to make statements in relation to the availability of central support such ase.g. workshops etc.

Full Time Mode

Will international students be able to undertake the award in full time mode?

Yes

Internal Mode

Will students be able to study the proposed award in internal mode for at least 75% each semester?

Yes

Session 2 commencements

If the student commences in S2 will the duration of the program of study be extended due to subject unavailability? (eg, arethe core subjects available both S1 and S2 each year?)

Yes

International students studying on a student visa should commence in S1 only.


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If you experience problems with this site, please email [email protected]

Certification

The below section needs to be filled in by a Macquarie Internationalrepresentative prior to submission to your Head of Department.

Please contact Please contact the International Compliance Manager (ext7359; email [email protected]) with the name of this proposal. Youcan proceed to any other part of this webform, but should only submit forapproval when the below sections have been completed.

Please note that CRICOS registration will be obtained after the award is approved at Academic Senate.

Other

Approvals

Name: Helen Boneham Ext: 4813 Email: [email protected] Date: Mon - 14/3/16 Director

Comment: Submitted on behalf of Dept of Accounting and Corporate Governance

Name: Anne Ross-Smith Ext: 1149 Email: [email protected] Date: Mon - 14/3/16 Faculty Board

Comment:

Name: Helen Boneham Ext: 4813 Email: [email protected] Date: Tue - 12/4/16 Director

Comment: Submitted on behalf of the Department of Accounting and Corporate Governance.

Name: Rahat Munir Ext: 4765 Email: [email protected] Date: Tue - 12/4/16 Head of Departm

Comment:

Name: Catriona Lavermicocca Ext: 8528 Email: [email protected] Date: Tue - 12/4/16 FSQC

Comment:

Name: Kevin Jameson Ext: 9443 Email: [email protected] Date: Tue - 12/4/16 Faculty Board

Comment:

Name of MI representative: Carmen Law Date: 11/4/2016

CommentsCompliance Manager, International

Student Liability Category Fee Paying

Arrangements with Other Providers

Other provider arrangements may includepartnerships with other institutions, highereducation providers, or entities.

Does the program have arrangements with other providers? No

External Benchmarks

State the names (with links) of any externalbenchmarks that have been applied in thedesign of this program. Refer tosenate.mq.edu.au/apc/resources.html.

N/A


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AWARD NAME:

Handbook code

General requirements:Minimum number of credit points 80Minimum number of credit points at 600 level 16Minimum number of credit points at 800 level or above 64Completion of other specific minimum requirements as set out below

Specific minimum requirements:

Status Selection Unit Code Unit TitleUnit CP Select Total

600 levelRequired ACCG611 Principles of Accounting 4 4Required ACCG614 Business and Corporation Law 4 4Required ECON649 Economic Analysis 4 4Required ACST603 Principles of Finance 4 4 16

800 level or aboveCapstone ACCG950 Contemporary Accounting Practice 4 4Required ACCG921 Managerial Accounting 4 4Required ACCG923 Accounting Standards and Practice 4 4Required ACCG925 Auditing and Assurance Services 4 4Required ACCG926 Corporate Accounting 4 4Required Either ACCG835 International Accounting 4

or ACCG927 Current Issues in Accounting and Corporate Gov 4 4Required 8cp from BUS804 International Business Strategy 4

BUS827 Entrepreneurship in Business 4BUS832 Leadership and Management 4BUS840 Business Project Management 4BUS845 Strategic Management 4BUS854 Leading and Managing in Culturally Diverse Env 4BUS880 Business Internship 4FOBE870 Professional Development in Business and Econ 4 8

Required 8cp from ACCG, ACST, AFIN, BUS or ECON units at 800 or 900 level 8 40Required 1 specialisation 24 24

TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM 80

Specialisations:Code SpecialisationTBA Professional PracticeTBA Business PracticeTBA International Practice

Master of Accounting Extension

TBA

Credit Points

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MAPPING OF PROGRAM LEARNING OUTCOMES (PLOS) TO UNITS Name of Award: Master of Accounting

PROGRAM LEARNING OUTCOMESMQ Graduate Capabilities

Option set

ACCG

921

ACCG

923

ACCG

925

ACCG

926

ACCG

835

ACCG

927

ACCG

950

(Cap

ston

e)

ACCG

822

ACCG

828

ACCG

848

ACCG

871

ACCG

872

ACCG

924

ACCG

903

ACCG

904

ACCG

905

ACCG

907

ACCG

908

ACCG

909

ACCG

913

ACCG

924

ACCG

941

ACCG

942

ACCG

943

ACCG

944

ACCG

945

ACCG

946

Elec

tives

1 Demonstrate integrated theoretical and technical knowledge related to the core disciplines of professional accounting

K 2 Apply expert and specialised technical skills in the core disciplines

of professional accounting K

3 Demonstrate advanced and integrated theoretical and technical knowledge in financial and management accounting

K 4 Demonstrate knowledge of research principles and methods as

used in professional accounting practice

K 5 Effectively interpret and appraise recent developments in

accounting T

6 Execute independent research and exercise professional judgement in solving complex accounting problems

P, J 7 Demonstrate communication skills relevant to an appropriate

professional environmentC

7a

Communicate knowledge and ideas orally to accountants

C

7b

Communicate knowledge and ideas orally to non-accountants

C

7c

Communicate knowledge and ideas in writing to accountants

C

7d

Communicate knowledge and ideas in writing to non-accountants

C

8 Demonstrate an awareness of emerging social, ethical and regulatory issues relevant to an accounting practitioner

E, A 9 Apply an integrated business perspective to accounting issues,

problem solving and and decision making

T, P 10 Fulfill the educational requirements for professional membership

of CPA Australia K

11 Fulfill the educational requirements for professional membership of the Association of Chartered Certified Accountants (ACCA)

K

*Macquarie University Graduate Capabilities

Cognitive capabilties ✓

(K) discipline specific knowledge and skills(T) critical, analytical and integrative thinking(P) problem solving and research capability(I) creative and innovative ✓✓

Interpersonal or social capabilities ✓✓✓

(C) effective communication(E) engaged and ethical local and global citizens(A) socially and environmentally active and responsible

**

Personal capabilities(J) capable of professional and personal judgement and initiative(L) commitment to continuous learning

International Practice specialisation units

5. Additional option sets should be added as needed.

moderate contribution to PLO

2. Any pathway through an award must be able to satisfy all PLOs, i.e if one PLO is met by units in one option set only, all units within the option set must include that mapping.

major contribution to PLO3. Option sets MUST be included if they are needed for coverage of any PLO.

Contribution to the achievement of a PLO is based on both the relevance of the work in the unit to the PLO and the PLO's weighting in the assessment

4. Option sets MAY be omitted if they do not make any unique contribution to PLO coverage.

pre requisite or small contribution to PLO1. It is expected that each unit will be mapped to a subset of PLOs and Graduate Capabilities, not routinely to all.

Contribution to achievement of PLO** COMMENTS

Core program required units Professional Practice specialisation units Business Practice specialisation units

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26 April 2016 Item 7.2.2

ITEM 7.2.2 CHANGES TO THE 2017 SCHEDULE OF PROGRAMS, MAJORS OR SPECIALISATIONS FOR APPROVAL – NEW EXIT AWARDS: GRADUATE

The Faculty of Medicine and Health Sciences is seeking approval for the implementation of the Graduate Diploma of Public Health and the Graduate Certificate of Public Health as exit awards from the Master of Public Health, for implementation from 2017. The Academic Standards and Quality Committee will note that following the last ASQC meeting, a call was made for interested members to express interest in being appointed as a critical friend to support the development of these awards. The Chair subsequently appointed Dr Catriona Lavermicocca as the critical friend.

Recommended resolution That the Academic Standards and Quality Committee endorse, and recommend that Academic Senate approve, the following exit awards from the Master of Public Health for implementation from 2017:

· Graduate Diploma of Public Health; and

· Graduate Certificate of Public Health.

DIPLOMA AND GRADUATE CERTIFICATE IN PUBLIC HEALTH

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Rebecca Ball

General


Faculty: Faculty of Medicine and Health Sciences

Department: Department of Health Systems andPopulations

Award Name: Graduate Diploma of Public Health

Name of Award Graduate Diploma of Public Health

Exit Award Status Is this award an exit award only (ie. not available for admission)? Yes

List specific awards for which this award is an exit pathway Master of Public Health

Additional information about exit award status (if required)Graduate Diploma to be awarded as an exit award after completion of at least 8 units of the Masterof Public Health.



Level 8 Graduate Diploma




1 year FTE


Owning Faculty Faculty of Medicine and Health Sciences

Owning Department Department of Health Systems and Populations


Rationale



The Department of Health Systems and Populations will offer a Graduate Diploma of Public Health asan exit award for those completing 32cps of the Master of Public Health, providing a qualification forthose who do not wish to go on to complete the Masters Degree.

The Graduate Diploma Qualification will provide an important public health qualification at highereducation diploma level recognising that:a) Increasing challenges to our health at both national and international scales require an everexpanding workforce;b) There is a need to strengthen our public health infrastructure to respond to future health threats;c) Approximately 50% of the public health workforce will research retirement age within the next fiveyears and as such, there is a great demand for the next generation of public health practitionersready to meet the challenges of the 21st century;d) Public Health qualifications will continue to grow in value and in enrolment during the 21st centuryas societies, organisations, and individuals increasingly focus on population health and health care askey concernse) In its 2013 review of Graduate Certificates and Graduate Diplomas, the AQF Council reported thatCommonwealth higher education statistics indicate that Graduate Diplomas are importantqualifications for higher education students as they allow for graduates to have specialised knowledgeand that student participation in the qualifications has increased.

The Graduate Diploma proposed will be based on completing 32cps of the Master of Public Health,which offers a rigorous, structured, carefully sequenced curriculum that reflects the philosophicalstandpoint that public health education should have strong connections to public health practice. Theprogram also recognises that ‘global health’ is public health, and as such will include both domesticand international issues as well as global health perspectives and content. To this end, it will also bedesigned to be in line with expected international competencies and standards across the globe,making it attractive to international and domestic students.The program will be designed on the basis of extensive worldwide research that has been conductedon what public health education should look like in the 21st century and forms the common core offoundational areas of public health, one that underpins the Macquarie Master of Public Health degree.The Macquarie Graduate Diploma of Public Health will be attractive to students who:1) Wish to engage in the specialised knowledge of an advanced nature in public health which willassist them developing skills and knowledge relevant to the modern public health workforce;


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Details

Specification

2) Seek training in skills essential to public health practice;3) Understand the importance of public health; and4) Are looking for a qualification designed with the future of public health education and practice inmind.

Replacement Does the proposed award replace an existing award? No

Program Structure Is the award structured on Specialisations? No

Requirements



To view the requirements download the file FOM PG A GraPubHea ID358-1.xlsx

Program Learning Outcomes

Provide Program Learning Outcomes underthe categories shown. The GraduateCapabilities should be referenced againsteach relevant Program Learning Outcome.Refer to senate.mq.edu.au/apc/resources.html.

The Graduate Diploma of Public Health will be awarded as an exit award. A student will havecompleted all core units of study from the MPH units plus an elective, and have decided to exit thedegree. The PLOs reflect those from the MPH (and logically are not different to them), however thedepth achieved will reflect that of a Diploma and not that of the entire MPH. The MPH has additionalPLOs relevant to an area of specialisation which will not be achieved by students exiting at theDiploma stage.

The PLOs for the Diploma include:

1. Describe the history and philosophy of public health as well as its core values, concepts,functions, and leadership roles;2. Explain and apply concepts, methods, and tools of public health data collection, analysis andinterpretation, and the evidence based reasoning and informatics approaches essential to publichealth practice;3. Evaluate and apply population health concepts, and the processes, approaches, andinterventions that identify and address the major health related needs and concerns ofpopulations;4. Critically review biological, environmental, socioeconomic, behavioural, cultural, and otherfactors that impact human health, influence the global and societal burden of disease, andcontribute to health disparities;5. Design opportunities for promoting health and preventing disease across the life span and forenhancing public health preparedness;6. Demonstrate concepts of project implementation and management, including planning,budgeting, resourcing, assessment, and evaluation;7. Compare the characteristics and organisational structures of the national health care system tohealth care systems in other countries;8. Examine the legal, ethical, economic, and regulatory dimensions of health care and publichealth policy, the roles, influences, and responsibilities of the different agencies and branches ofgovernment, and approaches to developing, evaluating, and advocating for public health policies;9. Construct public health specific communication and social marketing, including technical andprofessional writing and the use of mass media and electronic technology;10. Reflect on the cultural context of public health issues and respectful engagement with people ofdifferent cultures and socioeconomic strata;11. Exhibit and apply principles of effective leadership, teamwork and functioning within andacross organisations and as members of interdisciplinary and interprofessional teams;12. Analyse principles of globalisation and sustainable development and their relationship topopulation health.

The number of PLOs that a program should have is not specified. As a guide, between eight andtwelve PLOs would be a reasonable number.

PLOs are made publicly available and so will be read by a wide audience. When writing PLOs it isuseful to ask "is this written in a way which would be intelligible, accessible and meaningful to ourstudents and prospective students?". Generally speaking, learning outcomes should be expressed ina form that includes action verbs, describing something your students can actually do, and can beassessed to have successfully done, like "identify", "describe" or "differentiate".

The AQF asks that PLOs should address the areas of Knowledge and Understanding, Skills andCapabilities, and the Application of Knowledge and Skills. It isn't necessary for each PLO to beclassified under one of these headings. However it is important for the overall collection of PLOs for aprogram to clearly address all of these factors.

Each program learning outcome should be mapped to the graduate capabilities it fosters, using thestandard letter codes given.


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RPL


Justification


Consultation


International





Certification




Other


Full Time Mode


Yes

Internal Mode


Yes



No


CommentsInternational Compliance Manager


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Approvals

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Sat - 23/1/16 Director

Comment:

Name: Linda Barton Ext: 5555 Email: [email protected] Date: Mon - 1/2/16 Faculty Board

Comment: amendment by Program Director requested 23/1/2016

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Mon - 1/2/16 Director

Comment:


Comment: returned after minor typographical modification.

Name: Linda Barton Ext: 5555 Email: [email protected] Date: Fri - 5/2/16 Faculty Board

Comment: Faculty Board approval has not yet been granted and will be sought following FSQC approval on12/2/2016.

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Fri - 5/2/16 Director

Comment:


Comment: Faculty Board reviewed and supported the EOI for the two exit awards on 22 February 2016

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Wed - 23/3/16 Director

Comment:

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Wed - 23/3/16 Head of Department

Comment:

Name: Hayley Harris Ext: 1126 Email: [email protected] Date: Mon - 18/4/16 FSQC

Comment: Recommended to Faculty Board

Name: Hayley Harris Ext: 1126 Email: [email protected] Date: Mon - 18/4/16 Faculty Board

Comment: Recommended to ASQC for approval


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Postgraduate Award Template

AWARD NAME:




Required HSYP801 Foundations of Public health 4 4Required HSYP802 Quantitative and Qualitative Methods 4 4Required HSYP803 Determinants of Health 4 4Required HSYP804 Health Law, Governance and Policy 4 4Required HSYP805 Disease Prevention and Health Promotion 4 4Required HSYP806 Understanding Health Systems 4 4Required HSYP807 Leadership, Innovation & Teamwork 4 4

Required 4 4TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM 32

Credit Points

Graduate Diploma of Public Health

4cp Elective - chosen from relevant level 800/900 units across campus with the permission of the program director

37

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Rebecca Ball

General


Faculty: Faculty of Medicine and Health Sciences

Department: Department of Health Systems andPopulations

Award Name: Graduate Certificate of Public Health

Name of Award Graduate Certificate of Public Health

Exit Award Status Is this award an exit award only (ie. not available for admission)? Yes

List specific awards for which this award is an exit pathway Master of Public Health

Additional information about exit award status (if required)Graduate Certificate to be awarded as an exit award after completion of at least 4 units of the Masterof Public Health.



Level 8 Graduate Certificate




6 months FTE


Owning Faculty Faculty of Medicine and Health Sciences

Owning Department Department of Health Systems and Populations


Rationale



The Department of Health Systems and Populations will offer a Graduate Certificate of Public Healthas an exit award for those completing 16cps of the Master of Public Health, providing a qualificationfor those who do not wish to go on to complete the Masters Degree.

The Graduate Certificate Qualification will provide an important public health qualification at highereducation certificate level recognising that:a) Increasing challenges to our health at both national and international scales require an everexpanding workforce;b) There is a need to strengthen our public health infrastructure to respond to future health threats;c) Approximately 50% of the public health workforce will research retirement age within the next fiveyears and as such, there is a great demand for the next generation of public health practitionersready to meet the challenges of the 21st century;d) Public Health qualifications will continue to grow in value and in enrolment during the 21st centuryas societies, organisations, and individuals increasingly focus on population health and health care askey concernse) In its 2013 review of Graduate Certificates and Graduate Diplomas, the AQF Council reported thatCommonwealth higher education statistics indicate that Graduate Certificates are importantqualifications for higher education students as they allow for graduates to have specialised knowledgeand that student participation in the qualifications has increased.

The Graduate Certificate proposed will be based on completing 16cps of the Master of Public Health,which offers a rigorous, structured, carefully sequenced curriculum that reflects the philosophicalstandpoint that public health education should have strong connections to public health practice. Theprogram also recognises that ‘global health’ is public health, and as such will include both domesticand international issues as well as global health perspectives and content. To this end, it will also bedesigned to be in line with expected international competencies and standards across the globe,making it attractive to international and domestic students.The program will be designed on the basis of extensive worldwide research that has been conductedon what public health education should look like in the 21st century and forms the common core offoundational areas of public health, one that underpins the Macquarie Master of Public Health degree.The proposed Macquarie Graduate Certificate will be attractive to students who:1) Wish to engage in the specialised knowledge of an advanced nature in public health which willassist them developing skills and knowledge relevant to the modern public health workforce;


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Details

Specification

2) Seek training in skills essential to public health practice;3) Understand the importance of public health; and4) Are looking for a qualification designed with the future of public health education and practice inmind.

Replacement Does the proposed award replace an existing award? No

Program Structure Is the award structured on Specialisations? No

Requirements



To view the requirements download the file FOM PG A GraPubHea ID357-1.xlsx

Program Learning Outcomes

Provide Program Learning Outcomes underthe categories shown. The GraduateCapabilities should be referenced againsteach relevant Program Learning Outcome.Refer to senate.mq.edu.au/apc/resources.html.

The Graduate Certificate of Public Health will be awarded as an exit award. A student will havecompleted four units of study from the core MPH units, and have decided to exit the degree. Theactual learning outcomes achieved will depend upon which units of the core have been undertaken,noting that as the curriculum is integrated they will have touched upon to varying degrees. The MPHhas additional PLOs relevant to an area of specialisation which will not be achieved by studentsexiting at the Graduate Certificate of Public Health stage.

The PLOs included within the core include:

1. Describe the history and philosophy of public health as well as its core values, concepts,functions, and leadership roles;2. Explain and apply concepts, methods, and tools of public health data collection, analysis andinterpretation, and the evidence based reasoning and informatics approaches essential to publichealth practice;3. Evaluate and apply population health concepts, and the processes, approaches, andinterventions that identify and address the major health related needs and concerns ofpopulations;4. Critically review biological, environmental, socioeconomic, behavioural, cultural, and other factorsthat impact human health, influence the global and societal burden of disease, andcontribute to health disparities;5. Design opportunities for promoting health and preventing disease across the life span and forenhancing public health preparedness;6. Demonstrate concepts of project implementation and management, including planning,budgeting, resourcing, assessment, and evaluation;7. Compare the characteristics and organisational structures of the national health care system tohealth care systems in other countries;8. Examine the legal, ethical, economic, and regulatory dimensions of health care and publichealth policy, the roles, influences, and responsibilities of the different agencies and branches ofgovernment, and approaches to developing, evaluating, and advocating for public health policies;9. Construct public health specific communication and social marketing, including technical andprofessional writing and the use of mass media and electronic technology;10. Reflect on the cultural context of public health issues and respectful engagement with people ofdifferent cultures and socioeconomic strata;11. Exhibit and apply principles of effective leadership, teamwork and functioning within andacross organisations and as members of interdisciplinary and interprofessional teams;12. Analyse principles of globalisation and sustainable development and their relationship topopulation health.

The number of PLOs that a program should have is not specified. As a guide, between eight andtwelve PLOs would be a reasonable number.

PLOs are made publicly available and so will be read by a wide audience. When writing PLOs it isuseful to ask "is this written in a way which would be intelligible, accessible and meaningful to ourstudents and prospective students?". Generally speaking, learning outcomes should be expressed ina form that includes action verbs, describing something your students can actually do, and can beassessed to have successfully done, like "identify", "describe" or "differentiate".

The AQF asks that PLOs should address the areas of Knowledge and Understanding, Skills andCapabilities, and the Application of Knowledge and Skills. It isn't necessary for each PLO to beclassified under one of these headings. However it is important for the overall collection of PLOs for aprogram to clearly address all of these factors.

Each program learning outcome should be mapped to the graduate capabilities it fosters, using thestandard letter codes given.


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RPL


Justification


Consultation


International





Certification




Other


Full Time Mode


Yes

Internal Mode


Yes



No


CommentsInternational Compliance Manager


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Approvals

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Sat - 23/1/16 Director

Comment:


Comment:

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Wed - 23/3/16 Director

Comment:

Name: Sonia Allan Ext: 2404 Email: [email protected] Date: Wed - 23/3/16 Head of Department

Comment:

Name: Hayley Harris Ext: 1126 Email: [email protected] Date: Mon - 18/4/16 FSQC

Comment: Recommended to Faculty Board

Name: Hayley Harris Ext: 1126 Email: [email protected] Date: Mon - 18/4/16 Faculty Board

Comment: Recommended to ASQC for approval


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Postgraduate Award Template

AWARD NAME:




Required HSYP801 Foundations of Public health 4 4Required HSYP802 Quantitative and Qualitative Methods 4 4

Two of the followingHSYP803 Determinants of Health 4 4HSYP804 Health Law Governance & Policy 4 4HSYP805 Disease Prevention & Health Promotion 4 4HSYP806 Understanding Health Systems 4 4

TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM 16

Credit Points

Graduate Certificate of Public Health

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26 April 2016 Item 7.2.3

ITEM 7.2.3 CHANGES TO AWARD: BACHELOR OF ENGINEERING – HONOURS CRITERIA AND OFFERINGS

The Faculty of Science and Engineering has proposed that Macquarie University award a Bachelor of Engineering with Honours degree to all students who fulfil the requirements of the four-year professional engineering program. The proposal:

· requires changes to the criteria for the Bachelor of Engineering Honours; and· impacts on the Bachelor of Engineering degree offerings.


Changes to criteria for the Bachelor of Engineering Honours That the Academic Standards and Quality Committee resolve to endorse, and recommend that Academic Senate, approve:

i. Graduating students of the four year Bachelor of Engineering program only do so with the award Bachelorof Engineering with Honours;

ii. the introduction of a Class 3 Honours grade be introduced (with grading awarded to each student to bedetermined by a WSNG calculation).


Consequent changes to the Bachelor of Engineering Degree offerings

Subject to the approval of the changes to the requirements of the four year profession engineering program , that the Academic Standards and Quality Committee resolve to recommend that Academic Senate:

i. only retain the Bachelor of Engineering with Honours, and its associated double degree programs;and

ii. approve the deletion of following programs:

· Bachelor of Engineering,

· Bachelor of Engineering with the Bachelor of Arts,

· Bachelor of Engineering with the Bachelor of Commerce, and

· Bachelor of Engineering with the Bachelor of Science.

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26 April 2015 Item 7.2.3

ITEM 7.2.3 CHANGES TO BACHELOR OF ENGINEERING Issue Bachelor of Engineering Qualification Standard Currently Macquarie University enrols all students who wish to commence study in undergraduate engineering in the Bachelor of Engineering with Honours, possibly as part of a double degree. If students fail to maintain a certain level of achievement, they will graduate with Bachelor of Engineering. According to the Australian Higher Education Graduations Statement (AHEGS) the Bachelor of Engineering with Honours is an Australian Qualification Framework (AQF) level 8 award, while the Bachelor of Engineering is an AQF level 7 award. The Faculty of Science and Engineering contends that all students who satisfy the requirements of either the Bachelor of Engineering or Bachelor of Engineering with Honours at Macquarie University achieve a standard consistent with AQF Level 8, as discussed later in this document. The Faculty of Science and Engineering requests that Macquarie University award a Bachelor of Engineering with Honours degree to all students who fulfil the requirements of the four-year professional engineering program. These requirements are benchmarked with quality assurance through the accreditation process. The Faculty of Science and Engineering proposes that:

· All students who graduate from four year bachelors engineering programs at Macquarie University do so with the award Bachelor of Engineering with Honours.

· The grades of honours to be awarded to be Class 1, Class 2 Division 1, Class 2 Division 2, Class 3, the grade awarded to each student to be determined by a Weighted Standard Numerical Grade (WSNG) calculation as specified below.

· That the Bachelor of Engineering program and its associated double degrees be deleted, as they will be unnecessary if point one of these proposals is adopted and only the Bachelor of Engineering with Honours and its associated double degree programs be retained.

Background Australian Professional Engineering Programs are accredited by Engineers Australia against The Australian Engineering Stage 1 Competency Standard for a Professional Engineer. This standard is recognised internationally under The Washington Accord, the Sydney Accord and the Dublin Accord. The Stage 1 Competency Standard for a Professional Engineer has 16 demonstrable generic graduate attributes that are considered by the AQF Council to be consistent with AQF Level 8 Bachelor Honours degree standard. For this reason, and to maintain compliance with the international accords, only an AQF Level 8 qualification is accredited at the level of a Professional Engineer. An AQF Level 7 qualification is not considered beyond the Engineering Technologist level, which is normally attained within a three-year program. By the AQF and AHEGS, a Bachelor Degree (without honours) is level 7. Therefore a Bachelor of Engineering (without honours) is not accorded accreditation as a Professional Engineer, regardless of whether it meets the AQF level 8 criteria or not. Macquarie’s engineering qualification is regularly reviewed by Engineers Australia to satisfy the requirements of the Stage 1 Competency Standard for a Professional Engineer (with the next general review due later in 2016). This review cycle assures that the program remains consistent with an AQF Level 8 Bachelor Honours degree. The Macquarie Engineering Honours Year The final year of the Bachelor of Engineering Honours study pattern is a 24 credit point program consisting of 21 credit points at 400 Level and a 50% research component. That is

– 12 credit points, ENGG411 - Engineering Research Thesis, in which students conduct individual research and submit an honours thesis

– 3 credit points, ENGG460 - Engineering Principles and Practice, which develops communication and problem solving skills as well as research skills for ENGG411.

– 6 credit points, 400 Level Advanced Engineering units, which include the Capstone for the Major for the program, and an advanced technical unit.

– 3 credit point, Engineering Option unit, which is any 300 Level or above engineering designated unit.

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Entry Requirement to the Honours Year The entry requirement to the Honours year is a program of 69 credit points up to 300 Level that is consistent with the requirement for an AQF 7 qualification. The pre- and co-requisite requirements of ENGG460 and the Capstone units for the Major, which are conducted in the first-half year, form an entry barrier to the Honours year. Both require 69 credit points and the Capstone is a required co-requisite for ENGG460. Together, the prerequisites for these units follow a chain back to foundation units that meet a minimum requirement of

– 69 credit points overall – 45 credit points of a qualifying Major – 33 credit points at 200 Level or above – 15 credit points at 300 Level

Entry into the Engineering Research Thesis, ENGG411, which is conducted in the second-half year, requires successful completion of both ENGG460 and the Capstone unit. Research Thesis To ensure that the thesis project develops research skills and has an appropriate element of discovery, the topics and supervisor allocations are individually preapproved. Each project must articulate a research challenge and require a high level of specific technical background. The background requirement is usually met by alignment with the Capstone unit. AQF 8 Specific Outcomes in the Honours Year In addition to building on the AQF 7 outcomes from the previous year, the engineering Honours year develops the attributes that are specific to the AQF 8 qualification standard. That is, the Honours Year qualifies individuals who apply knowledge in a specific context as a pathway for research. Specific attributes and skills are developed in the Honours Year units and research thesis. The standard is verified by the accreditation review, which examines specific indicators of attainment. As required by the AQF 8 standard, qualifying students will have advanced knowledge in an engineering discipline, which is developed in the 400 Level course-work units, and will have knowledge of research principles and methods which is developed in the Research Thesis, and the preparatory unit, ENGG460.

The indicator of attainment for Stage 1 Competency 1.3 is proficient application of advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline. An indicator of attainment for Stage 1 Competency 2.1 is an ability to investigate complex problems using research-based knowledge and research methods. Indicators of attainment for Stage 1 Competency 2.2 are ability to Design and conduct experiments, analyse and interpret result data and formulates; ability to analyse sources of error in applied models and experiments; and ability to safely apply laboratory, test and experimental procedures.

As required by the AQF 8 standard qualifying students will have cognitive and technical skills to: – Identify and provide solutions to complex problems with intellectual independence,

which is developed in 400-level technical units, one of which deals specifically with systems design and complexity. The Capstones deal with complexity within their discipline. The Research Thesis engages with complex problems in an individual project.

Indicators of attainment for Stage 1 Competency 2.1 are ability to apply established engineering methods to complex engineering problem solving; ability to competently address complex problems which involve uncertainty and ambiguity; and ability to partition problems, processes or systems into manageable elements for the purposes of analysis, modelling or design.

– Demonstrate advanced understanding of theoretical concepts in some areas, which is developed in 400-level technical units. The Capstone and Advance Engineering units develop advanced concepts in specialised areas that are aligned with the current research activity in the Department. The Research Thesis project is chosen to align with these areas in order to apply the advanced theoretical concepts.

Indicators of attainment for Stage 1 Competency 1.3 are an in-depth understanding of specialist bodies of knowledge; and an ability to proficiently apply advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline.

– Develop new understanding, which is an element of the Research Thesis attained through the investigation of a project with an identified research challenge.

Indicators of attainment for Stage 1 Competency 3.3 are an ability to apply creative approaches to identify and develop alternative concepts, solutions and procedures; to identify new technological opportunities; and ability to seek out new developments in the engineering discipline and specialisations and applies fundamental knowledge and systematic processes to evaluate and report potential.

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– design and use research in a project, which is developed in all the 400 Level units and the Research Thesis.

Indicators of attainment for Stage 1 Competency 1.4, discernment of knowledge development and research directions, are ability to identify and critically appraises current developments, advanced technologies, emerging issues and interdisciplinary linkages; and an ability to interpret and apply selected research literature. An indicator of attainment for Stage 1 Competency 3.1 is awareness of the fundamental principles of intellectual property rights and protection Indicators of attainment for Stage 1 Competency 3.4 is proficiency in locating and utilising information - including accessing, systematically searching, analysing, evaluating and referencing relevant published works and data; is proficient in the use of indexes, bibliographic databases and other search facilities.

– Communication to a variety of audiences, which is develop throughout the program and demonstrated by a variety of reports and written submissions and by oral presentations and demonstrations to peers and wider audiences.

Indicators of attainment for Stage 1 Competency 3.2, effective oral and written communication in professional and lay domains, are proficiency in expressing information effectively and succinctly; and ability to prepare high quality engineering documents.

As required by the AQF 8 standard graduates will have demonstrated application of knowledge and skills to plan and execute project work and/or a piece of research and scholarship with some independence. This is demonstrated through successful completion of the Research Thesis. Honours Grading Successful completion of the Honours Year does require achievement of the stated outcomes at an advanced level. The entry barrier ensures that only students who are well prepared for this are admitted to the 400-level units. The 400-level units are delivered as graduate (400-level) units with graduate level standards applied to the assessment. Students can only progress to the final Research Thesis once they successfully complete the technical component. The Research Thesis is graded by an Honours Committee, which ensures that appropriate standard is maintained. A rigorous process is followed, and students not meeting the standard have failed to qualify. Honours Classification is based on the calculation of a “Weighted Standard Numerical Grade” (WSNG) for all qualifying units. That is, units studied at Macquarie University which are recognised as required or optional units (those designated as Engineering and excluding electives and People and Planet units) for which a standardised numerical grade (SNG) has been recorded. For each qualifying unit, the weight to be applied is given by the credit points for that unit multiplied by the level (2, 3, or 4) of that unit, where the level is 2 for any 200-level unit, 3 for any 300-level unit or 4 for units at 400-level and above. The weight for 100-level units is zero. The only units included in the calculation are those designated as engineering units. The effect of this scheme is that the net weight of the Honours Year toward the WSNG is 50%. Performance in the Research Thesis has an additional influence on the Honours grading. If a student obtains a grade of at least Cr (an SNG of at least 65) in the final semester Research Thesis (ENGG411 Engineering Research Thesis), then they will graduate with Honours Class I if their WSNG is 75 or higher, or Honours Class II (Division 1) if their WSNG is 70 or higher, or Honours Class II (Division 2) if their WSNG is 65 or higher. A student with exceptional performance, a WSNG of 85 or higher, may be recommended for the award of a University Medal. In summary:

· Honours Class I: WSNG of at least 75 and at least 65 in the research thesis · Honours Class II (Division 1): WSNG of at least 70 and at least 65 in the research thesis · Honours Class II (Division 2): WSNG of at least 65 and at least 65 in the research thesis · Honours Class III: all other students who complete the degree

Note that the requirements above are comparable to other institutions. For example, the University of Sydney has the same WSNG requirements, but does not have a thesis result requirement. The University of New South Wales also has the same WSNG requirements and thesis requirement marks of 65 for class I and 60 for both divisions of class II. Experience so far suggests that the majority of students do achieve Class 1, 2.1, or 2.2 awards. Less than 20% of the cohort do not achieve this standard but do achieve an outcome consistent with AQF 8 (either a WSNG less than 65 or SNG for the Research Thesis less than 65). These students should be awarded a Class 3 Honours rather than an AQF 7 qualification, which in essence is the level that they had already achieved in order to be admitted to the final year.

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Competitor Situation Macquarie University is one of only a very small number of institutions Australia wide, that do not award an AQF Level 8 qualification to all students who successfully complete the program. All other Engineering Departments in Australia and New Zealand, with the notable exception of Macquarie University and The University of Sydney and at most two others, award an AQF Level 8 qualification to ALL graduates who successfully complete their Professional Engineering programs (that is, four year Bachelor of Engineering degrees). This situation was confirmed at the Australian Associate Deans of Learning and Teaching, Engineering Meeting, 2015. Consultation Process:

FLTC Recommendation Approval Operation Impact Bachelor of Engineering (Honours), Bachelor of Engineering Submitted by: Adrian Boyd (x7784, [email protected]) For enquiries contact: Associate Professor Michael Hitchens (x9538, [email protected])

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ITEM 7.3 2017 SCHEDULE OF PROGRAMS, MAJORS OR SPECIALISATIONS FOR APPROVAL – SPECIALISATIONS CHANGE OF NAME

The Faculty of Human Sciences is seeking program name changes for 2017 (attached).


That the Academic Standards and Quality Committee endorse and recommend that Academic Senate:

i. approve the change of name of the following program from 1 January 2017; and

ii. approve the deletion of the former programs from 31 December 2016:

From To Program

• EDL11S EducationalLeadership

Leading Teaching and Learning

(Master of Education program)

• LET31S Leading Teacher Leading Teaching andLearning

(Graduate Certificate of Education Studies program)

• ADP11S AdvancedPractices in Learningand Teaching

Advanced Practices in Teaching and Learning

(Master of Education program)

• ADP31S AdvancedPractices in Learningand Teaching

Advanced Practices in Teaching and Learning

(Graduate Certificate of Education Studies program

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MEMORANDUM TO: Pamela Coutts, Faculty of Human Sciences Standards and

Quality Committee Chair COPY: Michael Cavanagh, School of Education HOD DATE: 23 March 2016 FROM: Greg Robertson, School of Education Postgraduate Coursework Studies Director SUBJECT: Program name changes for 2107 The School of Education is making a series of planned changes to its schedules of programs and units per the 2017 Academic Program Procedures and Timetable for Curriculum Proposals document, however, changes to the names of four programs cannot be made in this way and I have been advised by Curriculum and Planning to submit them for approval by way of this memorandum which outlines late changes to the 2017 schedule of programs. Certain changes to some of our programs are being made for 2017 in order to better align them with the Australian Institute of Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers and Australian Professional Standards for Principals. These documents define and describe the stages of career development and progression for teachers and educational leaders in all States. In 2016, two new programs were introduced which enabled the School to cover more levels of professional accomplishment described by these standards. The Educational Leadership specialisation [EDL11S] in the Master of Education and the Leading Teaching specialisation [LET31S] in the Graduate Certificate of Education Studies were designed to support teachers progressing from Highly Accomplished to Lead levels on the Professional Standards for Teachers. However, students enrolling in 2016 were confused by the similarity in the names of the Educational Leadership specialisation [EDL11S] and the Master of Educational Leadership award (EDLE12MV1), the latter being aligned with the Australian Professional Standards for Principals. To resolve this confusion we seek to rename the Educational Leadership specialisation [EDL11S] in the Master of Education to “Leading Teaching and Learning” and, correspondingly, to change the name of the

Approved 24.3.16 P Coutts, Chair FSQC. This Late Change will be noted at FSQC on 28 April 2016.

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Leading Teaching specialisation [LET31S] in the Graduate Certificate of Education Studies to “Leading Teaching and Learning”. Further, in order to ensure consistency of nomenclature we also seek to change the name of both the Advanced Practices in Learning and Teaching specialisation (ADP11S) in the Master of Education and the Advanced Practices in Learning and Teaching specialisation (ADP31S) in the Graduate Certificate of Education Studies to “Advanced Practices in Teaching and Learning”. In summary we are seeking to change the names of the following specialisations:

- EDL11S to Leading Teaching and Learning - LET31S to Leading Teaching and Learning - ADP11S to Advanced Practices in Teaching and Learning - ADP31S to Advanced Practices in Teaching and Learning

These changes will not alter the nature and structure of our programs, or their learning outcomes, but it will result in a suite of names which better reflect the relevant professional standards, thus making them more readily marketable to teachers.

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ITEM 7.4 ADMISSION REQUIREMENTS FOR THE MASTER OF SUSTAINABLE DEVELOPMENT

Issue

The admission requirements for the Master of Sustainable Development were to be changed as part of the standard update due in February this year. Previously the degree required a period of work experience before entry. This should have been removed as part of the AQF alignment process but was overlooked at that time.

The Faculty of Science and Engineering would like to remove the requirement now, to bring the program into line with other programs within the department and Faculty.


The following offices have been consulted prior to the submission of this paper:

Curriculum and Planning

Recommended resolution That the Academic Standards and Quality Committee endorse and recommend that Academic Senate approve the following admission requirements for the Master of Sustainable Development:

• Australian level 7 bachelor's qualification or recognised equivalent, and

• GPA of 2.50 (out of 4.00)

Operational Impact


Future Students

Macquarie International

Submitted by Associate Professor Michael Hitchens, Associate Dean Quality and Standards, Faculty of Science and Engineering

For enquiries contact: Associate Professor Michael Hitchens,

Associate Dean Quality and Standards, Faculty of Science and Engineering

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ITEM 7.5 CHANGES TO THE 2017 SCHEDULE OF PROGRAMS, MAJORS OR SPECIALISATION: AWARDS FOR DELETION

The Faculty of Business and Economics has proposed the deletion of the Master of Accounting (Professional) and the Master of International Accounting.

Background At the 1 March 2016 meeting, ASQC noted that it was proposed that these programs be repackaged as the Master of Accounting, allowing students to select their required specialisations. At that meeting, the renaming of the following specialisations was noted:

· Professional Accounting to be named Professional Practice· Certified practicing Accountants (CPA) to be named Business Practice· Association of Chartered Certified Accountants (ACCA) to be named International Practice.

At its 5 April 2016 meeting, Academic Senate resolved (Academic Senate Resolution 16/152) resolved to approve the academic case for the Master of Accounting for implementation from 1 January 2017 by the Deputy Vice-Chancellor (Academic).

Recommended resolution That the Academic Standards and Quality Committee endorse, and recommend that Academic Senate approve, the deletion of:

· The Master of Accounting (Professional); and· The Master of International Accounting.

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Rebecca Ball


General

Approvals


Comment: Submitted on behalf of Catriona Lavermicocca


Comment:


Comment:

Name: Anne Ross-Smith Ext: 1149 Email: [email protected] Date: Wed - 20/4/16 Faculty Board

Comment:



Award Name: Master of Accounting (Professional)

Name of Award Master of Accounting (Professional)



Discontinuance Checklist

Upload Discontinuance Checklist, availablefrom http://senate.mq.edu.au/apc/resources.html.

Deletions file has been uploaded.

To view the requirements download the file Del FBE PG A AccPro ID407-2.pdf

Additional Information The award is being replaced by the Master of Accounting with a specialisation in ProfessionalAccounting.


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Checklist for Discontinuing Academic Programs

SECTION 1: Program Details

Title of Award (as it appears on degree testamur: e.g. Master of Arts)

Master of Accounting (Professional)

Program Code ACCP12M (MACCGPRO)

CRICOS Code (if applicable)

083773A

Faculty FBE Program Lead (Responsible for managing change process)

Catriona Lavermicocca

Title of Replacement Award (if applicable ‐ should be approved prior to withdrawal)

Master of Accounting with a specialisation in Professional Practice

New Program Code (if applicable)

TBA New CRICOS Code (if applicable)

TBA

SECTION 2: Consultation

It is important that wide consultation takes place before the program is discontinued so that stakeholders who are impacted by the program are fully aware of the proposed change at the earliest possibility. For example students in another Faculty will be affected if the discontinued program provided course units they wanted to take in future years, and if the program is offered to International Students there may be additional considerations.

1. Is this Program part of an articulated pathway, or have any associated Major/Minor specialisations? (This should include any Majors/ Minors etc that can be taught with this Program)

NO

If YES, Program Leads in all associated programs should be informed of the proposed withdrawal, and date, by email. Please list each associated program (e.g. Major Bachelor of Arts), the name and title of the person who has been informed, and the date of the email: Name of associated Program

Person contacted Date of Email

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2. Is this Program taught off‐Campus, and/or have any External partners? NO If YES, the appropriate officer/contact should be informed of proposed withdrawal, and date, by email. Please list each associated off‐campus location, and/or External partner, the name and title of the person who has been informed, and the date of the email: Name of Off‐Campus Location, and/or External Partner Person Contacted Date of Email

3. Is this Program available to International Students? YES If Yes, advise Macquarie International of anticipated date to stop making offers. (Note: This should be at least +18 months before Date of Discontinuance as International students may be given package offers with early start dates.) Person contacted: Date of Email: Agreed Last Offer date: Irene Ho

22 Feb 2016 Offers can continue to be made until such time as the replacement award has been approved.

Number of Outstanding Offers: 2017 – 55 (7 acceptances)

Will Offers be Retracted? (Note: MI Must be informed of this)

YES

Can Offers be Re‐issued for Replacement Program? (Note: MI Must be informed of this)

YES

4. Advise Admissions of anticipated date to stop admitting students with details of all associated programs (Note: This should be at least +1 year after Date of Discontinuance, e.g. if Program is submitted for discontinuance in 2014, the earliest last admission date would be December 2015) Person contacted: Date of Email Agreed anticipated last admission date: Sally Kwan 22 Feb 2016. 31 December 2016. No deferments to 2017

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5. Advise Marketing of anticipated date to stop marketing the program with details of associated programs (Note: This should be at least +1 year before Date of Discontinuance) Person contacted: Date of Email Agreed anticipated last advertisement date: Laura Deane 22 Feb 2016 TBA

SECTION 3. Student Cohorts

1. Teaching arrangements for existing students: Based on the course length, structure and the nature of the student cohort, determine an achievable end date. This would normally be the full‐time duration plus one further year (or its part‐time equivalent). Estimated enrolments should include students who are studying the program as part of a Major/Minor specialisation and should be based on actual student numbers not equivalent FT students. (Note: The example below may need several years of teach out in practice, and would need to be adjusted to provide for any failure or disruption of study, but will be useful to calculate individual student teach out plans): Current Enrolment Estimated Enrolment

Year 1 of Teach Out Estimated Enrolment Year 2 of Teach Out

Estimated Enrolment Year 3 of Teach Out


MACCGPRO (2015‐16 admissions)

626 admitted plus S2 2016 offers ‐ 175

200+383=583 100+300=400 50+200=250 100

MACCGPROF (2012‐14 admissions)

74 20 5 ‐ ‐

2. Mapping of Available Course Units:

Based on the course length, structure and the nature of the student cohort, determine the Course Units which will be available in each year of Teach Out. If Course Unit offerings are reduced consideration must be given to allow students to complete the program on time. Students must have the

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opportunity to achieve the Program Learning Outcomes so the Core Units must be available. Where optional Course Unit offerings are reduced consideration must be given to any pre‐requisites, and where necessary alternative Course Units should be made available. Current Units Offered that

are to be taught out 2016

Planned Units Year 1 of Teach Out 2017



Level/ Year 1 ACCG615 ACCG922 AFIN858

ACCG615 ACCG922 AFIN858

ACCG922 AFIN858

AFIN858

Level/ Year 2 N/A N/A N/A N/A


SECTION 4: Approval Sign Off

1. Submitted by Program Lead: __________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

__________________________________________________________ Faculty/ Department/ Research Centre

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__________________________________________________ Email

__________________________________________________________ Phone

2. Endorsed by Head of Department:

__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Department

3. Approved by Faculty Standards and Quality Committee (FSQC)/ Faculty Board:

__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

4. Reported to Academic Standards and Quality Committee (ASQC): __________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

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SECTION 5: Post Approval Checklist:

Once disestablishment has been approved by ASQC, the Faculty/Department will need to:

1. Contact all of the stakeholders identified in the consultation above that the program is closed for admission, with an effective from date, and the anticipated closure of the program.

2. Run a report to identify every enrolled student, and all applicants in case the figures have changed since disestablishment was first discussed. If the program is taught at an off‐campus location any report must include students at that location.

3. Write a communication plan for students and applicants to explain the changes. 4. When “teach out” has been completed, confirm with Governance Services

For Enrolled Students:

1. Contact all students to inform them of the change and to provide advice on approved “teach out” plans, based on section 3 This should include: (i) The timeframes for teach out plans, and information on actions that would be taken if a student’s progress is delayed for any reason. (ii) Clear information about Core Course Units that must be completed to satisfy Learning Outcomes (iiI) Clear information about any anticipated restrictions to the availability of Optional Course Units in future years, so students can plan options in advance. (iv) Emphasis on the importance of individual progress meetings to discuss teach out arrangements on at least an annual basis

For Existing Applicants:

Situation Course of Action Responsibility 1. For any students with conditional or

unaccepted offers that are due to commence after the last admission date

Contact students to: ‐ Explain the change ‐ Cancel the Offer ‐ Issue new Offer (if a replacement program has been

approved)

Faculty to contact Admissions and/or MI if program available to International students

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2. For any students with accepted offers that are due to commence after the last admission date

Contact students to: ‐ Explain the change, Cancel the Offer and one of 1, 2, or 3: 1) If the student’s start date (VAC for International Student) has

not passed and there is a replacement/ alternative program, Offer student a choice of (a) Full Refund (b) A place on the alternative program for the same start date

2) If the student’s start date (VAC for International Student) has not passed and there is not a replacement/ alternative program, issue Full Refund

3) If the International student’s COE start date has passed (including as part of a package offer), issue Full Refund. Do not suggest/offer an alternative program as MQ will be responsible for any additional tuition fee and living expenses

Faculty to contact Admissions and/or MI if program available to International students MI will coordinate refunds/ offers etc

3. For any student who was due to transfer to the disestablished program from a pathway program

Contact students to: ‐ Explain the change ‐ Cancel the Offer


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Rebecca Ball


General

Approvals




Comment:


Comment:


Comment:



Award Name: Master of International Accounting

Name of Award Master of International Accounting






To view the requirements download the file Del FBE PG A IntAcc ID410-3.pdf

Additional Information The award is being replaced by the Master of Accounting with a specialisation in ACCA.


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Master of International Accounting

Program Code INAC11M (MINTACCG)


087965E




Master of Accounting (pending approval)


TBA New CRICOS Code (if applicable)

TBA




NO



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22 Feb 2016 Offers can continue to be made until such time as the replacement award has been approved.

Number of Outstanding Offers: 2017 – 4 offers (2 acceptances)

Will Offers be Retracted? (Note: MI Must be informed of this)

YES


YES

4. Advise Admissions of anticipated date to stop admitting students with details of all associated programs (Note: This should be at least +1 year after Date of Discontinuance, e.g. if Program is submitted for discontinuance in 2014, the earliest last admission date would be December 2015) Person contacted: Date of Email Agreed anticipated last admission date: Sally Kwan 22 Feb 2016. 31 December 2016. No deferments to 2017

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5. Advise Marketing of anticipated date to stop marketing the program with details of associated programs (Note: This should be at least +1 year before Date of Discontinuance) Person contacted: Date of Email Agreed anticipated last advertisement date: Laura Deane 22 Feb 2016 TBA


1. Teaching arrangements for existing students: Based on the course length, structure and the nature of the student cohort, determine an achievable end date. This would normally be the full‐time duration plus one further year (or its part‐time equivalent). Estimated enrolments should include students who are studying the program as part of a Major/Minor specialisation and should be based on actual student numbers not equivalent FT students. (Note: The example below may need several years of teach out in practice, and would need to be adjusted to provide for any failure or disruption of study, but will be useful to calculate individual student teach out plans): Current Enrolment

2016 Estimated Enrolment Year 1 of Teach Out ‐2017

Estimated Enrolment Year 2 of Teach Out ‐ 2018



MINTACCG (2015‐16 admissions)

3 admitted plus S2 2016 offers ‐ 9

7 7 3 1

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Based on the course length, structure and the nature of the student cohort, determine the Course Units which will be available in each year of Teach Out. If Course Unit offerings are reduced consideration must be given to allow students to complete the program on time. Students must have the opportunity to achieve the Program Learning Outcomes so the Core Units must be available. Where optional Course Unit offerings are reduced consideration must be given to any pre‐requisites, and where necessary alternative Course Units should be made available. Current Units Offered that

are to be taught out 2016




Level/ Year 1 ACCG615 ACCG922 AFIN858

ACCG615 ACCG922 AFIN858

ACCG922 AFIN858

AFIN858



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___________________________________________ Signature

______________________ Date

__________________________________________________ Position


__________________________________________________ Email

__________________________________________________________ Phone


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Department


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

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___________________________________________ Signature

______________________ Date

__________________________________________________ Position

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approved)


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ITEM 7.6 CHANGES TO THE 2017 SCHEDULE OF PROGRAMS, MAJORS OR SPECIALISATION: FACULTY SUPPORTED EXPRESSIONS OF INTEREST

The Faculty of Human Sciences has proposed a Master of Disabilities Studies program, with three specialisations:

· Education: Deaf and Hard of Hearing;

· Education: Blind and Vision Impaired; and

· Sensory Disability.


That the Academic Standards and Quality Committee:

i. note the proposal for the Master of Disabilities Studies program; and

ii. appoint a critical friend to the Master of Disability Studies.

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ITEM 7.7 COURSE AVAILABILITIES: OFFERINGS FOR 2017 AWARDS – NAME CHANGE: MASTER OF POLICING, INTELLIGENCE AND COUNTER TERRORISM WITH THE DEGREE OF MASTER OF INTERNATIONAL SECURITY STUDIES (OUA)

Recommended Resolution

That the Academic Standards and Quality Committee endorse, and recommend that Academic Senate:

i. approve the renaming of the following program from 1 January 2017 for inclusion on the schedule of Course Availabilities – Offerings from 2017 Awards; and

ii. approve the deletion of the former program from 31 December 2016:

From To

· Master of Policing, Intelligence and CounterTerrorism with the Degree of Master ofInternational Security Studies (OUA)

Master of Cyber-Security, Policing, Intelligence and Counter Terrorism with the Degree of Master of International Security Studies (OUA)

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ITEM 7.8 2017 PROGRAMS FOR DELETION

Recommended resolution That the Academic Standards and Quality Committee endorse, and recommend that Academic Senate approve the deletion of the following programs from 31 December 2016:

· Bachelor of Arts – Media;· Bachelor of Arts – Media with the Bachelor of Laws:· Bachelor of Arts – Media with the Bachelor of Laws with Honours; and· Master of Accounting (Professional) with the Master of Commerce.

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Rebecca Ball


General

Approvals

Name: Nicole Anderson Ext: 2258 Email: [email protected] Date: Wed - 30/3/16 Director

Comment:

Name: Nicole Anderson Ext: 2258 Email: [email protected] Date: Wed - 30/3/16 Head of Department

Comment:

Name: Trudy Ambler Ext: 7938 Email: [email protected] Date: Wed - 20/4/16 FSQC

Comment:

Name: Trudy Ambler Ext: 7938 Email: [email protected] Date: Wed - 20/4/16 Faculty Board

Comment: For noting at the next Faculty Board in July

Faculty: Faculty of Arts

Department: Department of Media, Music, Communicationand Cultural Studies

Award Name: Bachelor of Arts - Media

Name of Award Bachelor of Arts - Media

Owning Faculty Faculty of Arts

Owning Department Department of Media, Music, Communication and Cultural Studies




To view the requirements download the file Del FOA UG A ArtMed ID359-1.pdf

Additional Information This program is being replaced by the Bachelor of Media and a series of qualifying majors. The newstructure is just a repackaging of existing units and thus there are no issues with teaching outstudents continuing in older programs.


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Bachelor of Arts - Media

Program Code ARME01 CRICOS Code (if applicable)

072063M

Faculty Arts Program Lead (Responsible for managing change process)

A/Prof Nicole Anderson

Title of Replacement Award (if applicable - should be approved prior to withdrawal)

Bachelor of Media


MEDI01 New CRICOS Code (if applicable)


It is important that wide consultation takes place before the program is discontinued so that stakeholders who are impacted by the program are fully aware

of the proposed change at the earliest possibility. For example students in another Faculty will be affected if the discontinued program provided course

units they wanted to take in future years, and if the program is offered to International Students there may be additional considerations.

1. Is this Program part of an articulated pathway, or have any associated Major/Minor specialisations? (This should include any Majors/ Minors etc. that can be taught with this Program)

NO

If YES, Program Leads in all associated programs should be informed of the proposed withdrawal, and date, by email. Please list each associated program (e.g. Major Bachelor of Arts), the name and title of the person who has been informed, and the date of the email:

Name of associated Program


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2. Is this Program taught off-Campus, and/or have any External partners? NO

If YES, the appropriate officer/contact should be informed of proposed withdrawal, and date, by email. Please list each associated off-campus location, and/or External partner, the name and title of the person who has been informed, and the date of the email:

Name of Off-Campus Location, and/or External Partner Person Contacted Date of Email

3. Is this Program available to International Students? YES

If Yes, advise Macquarie International of anticipated date to stop making offers. (Note: This should be at least +18 months before Date of Discontinuance as International students may be given package offers with early start dates.)

Person contacted: Date of Email: Agreed Last Offer date:

Jason Ray and Irene Ho

1st February 2016

Number of Outstanding Offers: Will Offers be Retracted? (Note: MI Must be informed of this)

YES

Can Offers be Re-issued for Replacement Program? (Note: MI Must be informed of this)

YES

4. Advise Admissions of anticipated date to stop admitting students with details of all associated programs (Note: This should be at least +1 year after Date of Discontinuance, e.g. if Program is submitted for discontinuance in 2014, the earliest last admission date would be December 2015)

Person contacted: Date of Email Agreed anticipated last admission date:

Sally Kwan 1st February 2016 Session 2, 2016

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5. Advise Marketing of anticipated date to stop marketing the program with details of associated programs (Note: This should be at least +1 year before Date of Discontinuance)

Person contacted: Date of Email Agreed anticipated last advertisement date:

Rebecca Barnes 1st February


1. Teaching arrangements for existing students:

Based on the course length, structure and the nature of the student cohort, determine an achievable end date. This would normally be the full-time duration plus one further year (or it’s part-time equivalent). Estimated enrolments should include students who are studying the program as part of a Major/Minor specialisation and should be based on actual student numbers not equivalent FT students. (Note: The example below may need several years of teach out in practice, and would need to be adjusted to provide for any failure or disruption of study, but will be useful to calculate individual student teach out plans): As the new Bachelor of Media is a repackaging of existing units there are no issues with teaching out students in older degrees.

Current Enrolment Estimated Enrolment Year 1 of Teach Out




Level/ Year 1

Level/ Year 2

Level/ Year 3


Based on the course length, structure and the nature of the student cohort, determine the Course Units which will be available in each year of Teach Out. If Course Unit offerings are reduced consideration must be given to allow students to complete the program on time. Students must have the opportunity to achieve the Program Learning Outcomes so the Core Units must be available. Where optional Course Unit offerings are reduced

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consideration must be given to any pre-requisites, and where necessary alternative Course Units should be made available. As the new Bachelor of Media is a repackaging of existing units there are no issues with teaching out students in older degrees.

Current Units Offered Planned Units Year 1 of Teach Out

Planned Units Year 2 of Teach Out


Level/ Year 1

Level/ Year 2

Level/ Year 3


1. Submitted by Program Lead:

Steve Collins Name

___________________________________________ Signature

1st February 2016 Date

Senior Lecturer Position

Arts/MMCCS Faculty/ Department/ Research Centre

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[email protected] Email

9850 2165 Phone


_Nicole Anderson_________________________ Name

__________________ Signature

_16/3/16_____________________ Date

__________________________________________________ Department


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

4. Reported to Academic Standards and Quality Committee (ASQC):

__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

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1. Contact all of the stakeholders identified in the consultation above that the program is closed for admission, with an effective from date, and the

anticipated closure of the program.

2. Run a report to identify every enrolled student, and all applicants in case the figures have changed since disestablishment was first discussed. If the

program is taught at an off-campus location any report must include students at that location.

3. Write a communication plan for students and applicants to explain the changes.

4. When “teach out” has been completed, confirm with Governance Services


1. Contact all students to inform them of the change and to provide advice on approved “teach out” plans, based on section 3

This should include:

(i) The timeframes for teach out plans, and information on actions that would be taken if a student’s progress is delayed for any reason.

(ii) Clear information about Core Course Units that must be completed to satisfy Learning Outcomes

(iiI) Clear information about any anticipated restrictions to the availability of Optional Course Units in future years, so students can plan options in

advance.

(iv) Emphasis on the importance of individual progress meetings to discuss teach out arrangements on at least an annual basis


Situation Course of Action Responsibility

1. For any students with conditional or unaccepted offers that are due to commence after the last admission date

Contact students to: - Explain the change - Cancel the Offer - Issue new Offer (if a replacement program has been approved)



Contact students to: - Explain the change, Cancel the Offer and one of 1, 2, or 3: 1) If the student’s start date (VAC for International Student) has

Faculty to contact Admissions and/or MI if program available to

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International students MI will coordinate refunds/ offers etc


Contact students to: - Explain the change - Cancel the Offer


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Rebecca Ball


General

Approvals


Comment:

Name: Natalie Klein Ext: 9931 Email: [email protected] Date: Wed - 30/3/16 Head of Department

Comment:


Comment:


Comment: For noting at the next Faculty Board in July 2016


Department: Macquarie Law School

Award Name: Bachelor of Arts-Media with the degree ofBachelor of Laws

Name of Award Bachelor of Arts-Media with the degree of Bachelor of Laws


Owning Department Macquarie Law School




To view the requirements download the file Del FOA UG A ArtMedLaw ID370-1.pdf

Additional Information The BA-Media is being repackaged into a Bachelor of Media with a series of qualifying majors. Thiswill no affect student completions as no units are being deleted and continuing will be able tocontinue their studies unaffected.


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Bachelor of Arts – Media with the degree of Bachelor of Laws

Program Code ARML01 CRICOS Code (if applicable)

072062A




Bachelor of Media


MELA01 New CRICOS Code (if applicable)






NO




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1st February 2016


YES


YES




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Level/ Year 1

Level/ Year 2

Level/ Year 3



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Level/ Year 1

Level/ Year 2

Level/ Year 3



Steve Collins Name

___________________________________________ Signature




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9850 2165 Phone



__________________ Signature

_16/3/16_____________________ Date

__________________________________________________ Department


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

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advance.










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Rebecca Ball


General

Approvals


Comment:

Name: Natalie Klein Ext: 9931 Email: [email protected] Date: Wed - 30/3/16 Head of Department

Comment:


Comment:


Comment: For noting at the next Faculty Board in July 2016


Department: Macquarie Law School

Award Name: Bachelor of Arts-Media with the degree ofBachelor of Laws (Hons)

Name of Award Bachelor of Arts-Media with the degree of Bachelor of Laws (Hons)


Owning Department Macquarie Law School




To view the requirements download the file Del FOA UG A ArtMedLawHon ID371-1.pdf

Additional Information The BA-Media is being repackaged into a Bachelor of Media with a series of qualifying majors. Thiswill no affect student completions as no units are being deleted and continuing will be able tocontinue their studies unaffected.


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Bachelor of Arts – Media with the degree of Bachelor of Laws with Honours

Program Code LHAM01 CRICOS Code (if applicable)




Bachelor of Media


LHME01 New CRICOS Code (if applicable)






NO




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1st February 2016


YES


YES




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Level/ Year 1

Level/ Year 2

Level/ Year 3



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Level/ Year 1

Level/ Year 2

Level/ Year 3



Steve Collins Name

___________________________________________ Signature




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9850 2165 Phone



__________________ Signature

__16/3/16____________________ Date

__________________________________________________ Department


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position

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advance.










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Rebecca Ball


General

Approvals




Comment:

Name: Catriona Lavermicocca Ext: 8528 Email: [email protected] Date: Wed - 20/4/16 FSQC

Comment:


Comment:



Award Name: Master of Accounting (Professional) with thedegree of Master of Commerce

Name of Award Master of Accounting (Professional) with the degree of Master of Commerce






To view the requirements download the file Del FBE PG A AccProCom ID401-2.pdf

Additional Information The Master of Accounting (Professional) will cease to be offered from 2017, and is being replacedwith a Master of Accounting with specialisations. As a result, the double degree with MCom can nolonger be offered.Demand for this double degree has markedly dropped since the duration was changed to 2.5 years.There is no current plan to replace with a double degree with the new Master of Accounting.


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Master of Accounting (Professional) with the degree of Master of Commerce

Program Code ACPC13M (MAPRMCOM)


083774M




We are still considering options for a 2.5 year degree. It will not be a direct replacement of the existing.


N/A New CRICOS Code (if applicable)

N/A




NO – MCom specialisations will continue to be offered



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22 Feb 2016 22 Feb 2016

Number of Outstanding Offers: 2017 ‐ 7 (seven) Will Offers be Retracted? (Note: MI Must be informed of this)

YES


Offers could be made for one of the single degrees.

4. Advise Admissions of anticipated date to stop admitting students with details of all associated programs (Note: This should be at least +1 year after Date of Discontinuance, e.g. if Program is submitted for discontinuance in 2014, the earliest last admission date would be December 2015) Person contacted: Date of Email Agreed anticipated last admission date: Sally Kwan 22 Feb 2016 31 Dec 2016

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5. Advise Marketing of anticipated date to stop marketing the program with details of associated programs (Note: This should be at least +1 year before Date of Discontinuance) Person contacted: Date of Email Agreed anticipated last advertisement date: Laura Dean 19 February 2016 End February 2016


1. Teaching arrangements for existing students: Based on the course length, structure and the nature of the student cohort, determine an achievable end date. This would normally be the full‐time duration plus one further year (or its part‐time equivalent). Estimated enrolments should include students who are studying the program as part of a Major/Minor specialisation and should be based on actual student numbers not equivalent FT students. (Note: The example below may need several years of teach out in practice, and would need to be adjusted to provide for any failure or disruption of study, but will be useful to calculate individual student teach out plans): Current Enrolment Estimated Enrolment

Year 1 of Teach Out ‐2017




MAPRMCOM 2015‐16 admissions

71 70 70 55 40

MACCGPMCOM 2013‐2014 admissions

92 50 20 10 ‐


Based on the course length, structure and the nature of the student cohort, determine the Course Units which will be available in each year of Teach Out. If Course Unit offerings are reduced consideration must be given to allow students to complete the program on time. Students must have the opportunity to achieve the Program Learning Outcomes so the Core Units must be available. Where optional Course Unit offerings are reduced consideration must be given to any pre‐requisites, and where necessary alternative Course Units should be made available.

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Current Units Offered 2016

Planned Units Year 1 of Teach Out ‐ 2017



All levels ACCG615, ACCG922, AFIN858

ACCG615, ACCG922, AFIN858

ACCG922, AFIN858

AFIN858





___________________________________________ Signature

______________________ Date

__________________________________________________ Position


__________________________________________________

__________________________________________________________

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Email Phone

2. Endorsed by Head of Department: __________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Department


__________________________________ Name

___________________________________________ Signature

______________________ Date

__________________________________________________ Position


___________________________________________ Signature

______________________ Date

__________________________________________________ Position

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approved)


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ITEM 8.1 UNIVERSITY HANDBOOK PROPOSAL – UNIT PREREQUISITES

Issue

Over one hundred units, across all Faculties, have, as all or part of their pre-requisite, “Permission of Executive Dean of Faculty”. This leads to confusion, as some students conclude that they are required to directly contact the appropriate Executive Dean for permission to enrol in the unit. This wastes both the time of the students and the Executive Deans, and is misleading, as the Executive Deans do not actually play an active part in the decision making process as to whether students are allowed to enrol in these units.

In the handbook this phrase appears as a live link in the pre-requisite field which leads to http://ask.mq.edu.au/kb.php?record=ce2e46e1-f552-7a29-9239-4e698ee7b309 where students are informed that they need to apply for a Special Approval, through ask.mq.edu.au, to be allowed to enrol in the unit.

However, it is likely that many students do not obtain this information from the handbook. They will encounter this pre-requisite in student1, when they attempt to enrol in such a unit. In student1, the information appears as plain text field, with the wording simply being “Permission of Dean”, as can be seen in the screen shot accompanying this submission.

This text provides no information about how the permission is obtained and does not mentioned special approvals or ask.mq.edu.au. It appears that the text field cannot be turned in to a live link. Students are left in a situation with no clear indication of how to proceed, due to the misleading nature of the current text.

In order to give students more clear and accurate information the pre-requisite term should be replaced with one which the reality of how students obtain enrolment in these units. The Faculty of Science and Engineering requests that the phrase “Permission of Executive Dean of Faculty” be replaced in unit pre-requisites by “Permission by Special Approval”.



Deputy Vice-Chancellor, Academic

Pro Vice-Chancellor, Learning and Teaching

Associate Deans (Standards and Quality)



That the Academic Standards and Quality Committee recommend that Academic Senate approve that where the phrase “Permission of Executive Dean of Faculty” appears as a unit pre-requisite, it be replaced by “Permission by Special Approval.”

Operational Impact

Associate Deans (Standards and Quality)


Submitted by: Associate Professor Michael Hitchens, Associate Dean Quality and Standards Faculty of Science and Engineering

For enquiries contact: Associate Professor Michael Hitchens, Associate Dean Quality and Standards,

Faculty of Science and Engineering

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ITEM 8.2 CURRICULUM STANDARDS FRAMEWORK - UPDATE

The Academic Standards and Quality Committee considered a earlier version of the Curriculum Standards Framework at the 2 February 2016 ASQC meeting.

At that meeting, ASQC:

· endorsed the appointment of a Project Officer within the Office of the Pro Vice-Chancellor, Learning andTeaching to support the Steering Group to develop the Curriculum Standards Framework resource, and

· endorsed the Principles in the Curriculum Standards Framework and the development of the FrameworkStructure Model as an online resource, and requested that another iteration of the paper be provided to afuture ASQC meeting for consideration, prior to recommending it to Academic Senate for approval, and

The updated Curriculum Standards Framework paper is provided to the Academic Standards and Quality Committee for consideration.

For discussion.

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ITEM 8.2 CURRICULUM STANDARDS FRAMEWORK - UPDATE Issue

A Curriculum Standards Steering Group (SG), consisting of the Associate Deans (Standards and Quality) and the Director of Learning and Teaching Centre was formed in 2015 by the Chair of Senate to initiate a project to develop the Curriculum Standards Framework.

The following draft documents have been developed by the Steering Group:

i. Curriculum Standards Framework

This document articulates the strategic intent of the Framework. The document outlines the principles that underline the University’s curriculum and the proposed structure of the Framework as a living reference tool. The document outlines the need to review all curriculum reference documents to ensure alignment with the principles, once approved.

ii. Framework Structure Model

This draft model is a conceptual representation of an online reference resource of curriculum documents which could be hosted under Senate’s website. The online Framework is intended to combine Policy and Procedure documents with guidance and best practice references as well as templates and exemplars to assist all staff access policy statements and relevant operational documents. The online framework can therefore act as an academic handbook operationally. An example of the proposed structure and resource mapping is attached as Appendix A (attached) and will require further consideration and development.

This document has been revised to address matters raised during discussion at the 2 February 2016 ASQC meeting.



Deputy Vice-Chancellor, Academic Associate Deans (Standards and Quality) Pro Vice-Chancellor, Learning and Teaching February 2016 ASQC meeting

Recommended Resolutions

i. Curriculum Standards Framework That the Academic Standards and Quality Committee discuss and endorse the Principles in the Curriculum Standards Framework.

ii. Online Structure Draft Model That the Academic Standards and Quality Committee discuss and endorse the development of the Framework Structure Model as an online resource.

iii. Development of an Implementation Plan That the Academic Standards and Quality Committee and the Senate Learning and Teaching Committee endorse the appointment of a Project Officer within the Office of the Pro Vice-Chancellor, Learning and Teaching to support the Steering Group to develop the Curriculum Standards Framework resource. This should include:

· Identifying and developing a review process for existing curriculum documents to ensure alignment with Framework principles

· Identifying any overarching Policies, Procedures and/or Guidance documents that need Academic Standards and Quality Committee or Senate Learning and Teaching Committee approval.

· Developing a detailed Implementation Plan to publish an online Curriculum Standards Framework

[Note: ASQC endorsed this recommendation at its 2 February 2016 meeting (Resolution (ASQC 16/13) refers].

Operational Impact Associate Deans (Standards and Quality) Pro Vice-Chancellor, Learning and Teaching

Submitted by Associate Professor Michael Hitchens, Associate Dean Quality and Standards Faculty of Science and Engineering

For enquiries contact Paul Fairweather, Quality Assurance and Compliance Manager, ext 1126

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1

Curriculum Standards Framework Introduction In outlining the principles that underline this Curriculum Standards Framework, the University, acknowledges and has built on the extensive curriculum renewal work at both undergraduate and postgraduate levels carried out by many academic and professional staff colleagues across campus from 2008 to 2014. Groundwork laid in particular by unit conveners, program coordinators and members of the relevant committees (Department and Faculty Learning and Teaching Committees, Faculty Standards and Quality Committees, Senate Learning and Teaching Committee and Academic Standards and Quality Committee) has underlined the development of this document. The curriculum standards framework is both a statement of strategic intention and a process which defines curriculum design, accreditation, delivery and review requirements. It provides a set of values and beliefs about what and how students should learn. It outlines the procedures by which program development and review is enacted. As such, the Curriculum Standards Framework promotes a number of learning outcomes that Macquarie University is seeking for its students, inspired by the vision of the Learning and Teaching Framework. The principles it embodies are used to guide the creation of detailed policies, procedures and guidelines for use in the design, delivery and review of the Macquarie Curriculum. These documents will be available to staff as a living online resource. Macquarie students and graduates will be:

· Scholarly, with discipline and trans-disciplinary experiences; · Entrepreneurial, creative, inquisitive, innovative and adaptable; · Willing to take risks and to learn from challenges; and, · Resilient and confident, ethical and empathetic.

In addition they will have:

· A strong sense of belonging and connectedness to each other, teachers, disciplines and the University;

· Engagement with industry, life, community and service beyond the University; and, · The ability to converse effectively using academic and professional discipline and digital

literacies. · The ability to productively work in teams and groups

To support the vision of the Learning and Teaching Framework, the Macquarie University curriculum is underpinned by a number of principles. It will promote the aspirations of the Connected Learning Community through:

· Being program based with clear alignment and organisation of learning, assessment and outcomes;

· Developing work and life skills supported by authentic experiences; · Being research and enquiry led with embedded breadth and context; · Making the most of digital and blended teaching and learning approaches; · Enabling the sharing of curriculum resources internally and externally; · Being based on best practice of scholarship in the discipline; · Enabling the best in pedagogic practice for active learning; and, · Providing support and recognition for staff and students as partners and co-creators in

teaching, learning and discovery.

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2

Programs and Program-Based Design Program-based design is an approach to building a curriculum which focusses on student learning outcomes and views all components of student learning as working together to that end. By taking a holistic view, a program-based approach enables better design of a cohesive student experience, and pathways to assured graduate outcomes. It allows the university to connect, embed and scaffold the depth of disciplinary knowledge and the breadth of skills that all graduates require - whilst simultaneously ensuring that staff and student are not required to duplicate effort. In the Macquarie context, a program-based curriculum is one which understands a program as the primary focus and units of study as program components which, together, form a cohesive whole across activities, assessments and experiences. Such an approach to curriculum ensures coherence, quality, viability - for both students and staff. It makes it easier for students to understand and articulate their learning outcomes and achievements throughout their time at the University. Effective curriculum design, especially when it is aimed at meeting a coherent set of learning outcomes, requires input from diverse stakeholders, including staff, student, industry, program advisory boards and statutory bodies. Definition of a Program: A substantial and coherent sequence of required learning undertaken in the completion of an award. It is organised around a set of specified learning outcomes encompassing both discipline related and generic outcomes. It provides the core of an award and may be structured as a major, specialisation or set of specified units within the award. Each program has a distinct set of learning outcomes. Structure of the Curriculum Standards Framework Operationally, the Curriculum Standards Framework is a living online reference resource that can act as an academic handbook, and seeks to draw upon policies, guidelines, procedures and other documents in support of program and curriculum development and review, including but not limited to:

· Program level and authentic assessment; · Professional, statutory and regulatory body (PSRB) expectations (including the

Australian Qualifications Framework); · Recognition of Prior Learning (RPL); · Stakeholder evaluation (including students, peers and industry); · Viability criteria for programs and units; · Employability criteria and employment data; and, · Academic integrity.

As well as referencing policy and procedure documents the Curriculum Standards Framework will provide links to relevant operational documents, such as how to guides, exemplars of relevant forms, and where applicable a timeframe/ schedule for when particular curriculum activities should be planned and undertaken. Some of these documents may need to be restricted to Macquarie access only. All relevant documentation will be grouped by curriculum based categories and headings. A draft model of the online structure is attached as Appendix A. Renewal of the Curriculum Standards Framework An important component of the Curriculum Standards Framework is that it remains a living resource and all information is regularly reviewed to ensure the principles are being applied effectively. Formal policies and procedures will have a schedule of review under the Policy

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3

Framework, and a similar review schedule should be applied to any less formal documents (e.g. how to guides) that are part of the Curriculum Standards Framework. All such reviews should consider how effectively the Principles of the Curriculum Standards Framework have been reflected in the document and are being achieved in the curriculum. Under the Curriculum Standards Framework criteria and documentation for such reviews will be developed.

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Online Framework Structure – Page 1 (DRAFT)

CURRICULUM STANDARDS FRAMEWORK PROGRAMS AND UNITS

PROGRAM DESIGN AND APPROVAL

PROGRAM DELIVERY

PROGRAM REVIEW

FEEDBACK RE-DESIGN

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Sub-sections of main headings


PROGRAM DELIVERY

PROGRAM REVIEW FEEDBACK RE-DESIGN

· Plan/Scope · Plan · Review, Recommend and Respond

· Structure · Deliver · Improve · Benchmark/Refere

nce · Assess and Ratify · Implement

· Complete/Approve · Reflect and Improve

Relevant headings from Higher Education Standards Framework (Threshold Standards) 2011 Provider Course Accreditation Standards References: · Course Design · Teaching and

Learning · Course Monitoring

and Review

· Course Resourcing · Assessment and Learning Outcomes

· Admission Criteria

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+ not currently available/to be developed

ELEMENT Policy/ Procedures Operational Documents/Guidelines Templates/Exemplars/Deadlines

Useful Contacts

Academic and Business Case

· +Delegation of Authority? · Expressions of interest with ASQC o Approval documentation (Webforms) – programs o Approval documentation (Webforms) – units

· Business Case submission procedures

· 2015 Curriculum Renewal: Stage One Advice

· 2015 Curriculum Renewal: Stage Two Advice

FSQC/ ASQC C&P DVC(A)

L&T strategy & resource projections

· Learning Technologies Policy · Learning Technologies Procedure

· Technologies in Learning and Teaching – Guidelines for Good Practice

+ LTC

ELEMENT Policy/ Procedures Operational Documents/Guidelines Templates/Exemplars/ Deadlines

Useful Contacts

Program structure statements

· Academic Senate Program Structure Statement: Postgraduate Coursework

· Academic Senate Resolution: Undergraduate Statement · Academic Senate Program Structure Statement:

Undergraduate Diploma Programs

· 2015 Curriculum Renewal: Stage One Advice · Faculty Guidelines: Undergraduate Bachelor Award

Proposals · Learning and Teaching – Curriculum and Assessment · Principles of Shared Teaching – Approved by Academic

Senate 10 November 2015 – Item 11.4 in agenda

+ FSQC/ASQC C&P LTC

Program learning outcomes

· +Program Learning Outcomes Statement?

· 2015 Curriculum Renewal: Stage One Advice · 2015 Curriculum Renewal: Stage Two Advice · Program Learning Outcomes Mapping Template · Learning and Teaching – Curriculum and Assessment


FSQC/ASQC C&P LTC

Mapping + · 2015 Curriculum Renewal: Stage Two Advice · Program Learning Outcomes Mapping Template · Learning and Teaching – Curriculum and Assessment


FSQC/ASQC C&P LTC

Generic Level +Generic Level Descriptor Statement (draft) · 2015 Curriculum Renewal: Stage One Advice · Learning and Teaching – Curriculum and Assessment

+ C&P


Plan/Scope Benchmark/Reference Structure Complete/Approve

Plan/Scope Benchmark/Reference

Structure Complete/Approve

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Descriptors LTC

Assessment Policy/ Regime

· Assessment Policy · Assessment Procedure · Final Examination Policy · Unit Guide Policy · Unit Guide Procedure

· Assessment Guideline · 2015 Curriculum Renewal: Stage Two Advice · Learning and Teaching – Curriculum and Assessment


C&P LTC Examination

ELEMENT Policy/Procedures Operational Documents/Guidelines Templates/Exemplars/ Deadlines

Useful Contacts

L&T strategy & resource projections

· Learning Technologies Policy · Learning Technologies Procedure

· Technologies in Learning and Teaching – Guidelines for Good Practice

+ LTC

Benchmarking/ consultation statement

· Benchmarking for Quality Assurance Procedure · Benchmarking for Quality Enhancement Procedure

+ · 2015 Curriculum Renewal: Stage Two Advice

FSQC/ ASQC LTC

AQF/discipline subject reference

+ · Australian Qualifications Framework, Second Edition January 2013

+ QA&C

Professional accreditation standards

+ · 2015 Curriculum Renewal: Stage Two Advice · 2015 Curriculum Renewal: Stage Two Advice

FSQC/ Faculty Boards/ ASQC C&P

Admission policy/criteria

· Admission (Coursework) Policy + + C&P

English language policy · +English Language Policy? · English Language Requirements + FSQC MI

RPL Policy · Recognition of Prior Learning Policy · Schedule of Minimum Requirements at Macquarie · Schedule of Exceptions to Currency · Schedule of Equivalencies: Formal Learning for

Undergraduate Programs · Development of International Articulation Agreements

Procedure · Recognition of Prior Informal and Non-Formal Learning,

Guidance and Instructions

+ Admissions

Graduate Capabilities Framework

· Graduate Capabilities Framework · 2015 Curriculum Renewal: Stage One Advice + LTC



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Quality Assurance & Enhancement Policies

· Quality Enhancement Framework Policy · Benchmarking for Quality Assurance Procedure · Benchmarking for Quality Enhancement Procedure

+ LTC

Consult Library Services, Faculties

+ · Approval documentation (Webforms) – programs · Approval documentation (Webforms) – units

+ C&P

Notify Admissions + Marketing/recruitment notification · Approval documentation (Webforms) – programs · Approval documentation (Webforms) – units

+ Admissions

ELEMENT Policy/ Procedures Operational Documents/Guidelines Templates/Exemplars/ Deadlines

Useful Contacts

FSQC & ASQC approval · +Delegation of Authority? · Faculty Guidelines: Unit Proposals and Approvals · Faculty Guidelines: Undergraduate Bachelor Award

Proposals · Approval documentation (Webforms)

o Approval documentation (Webforms) – programs o Approval documentation (Webforms) – units

· CRICOS registration

+ FSQC/ ASQC C&P QA&C

Program Specification · Academic Senate Program Structure Statement: Postgraduate Coursework

· Academic Senate Program Structure Statement: Undergraduate Diploma Programs - Approved by Academic Senate 18 December 2014 - Item 10.7 in agenda

+ + FSQC/ASQC C&P



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ITEM 8.3 FACULTY GUIDELINES: UNIT PROPOSALS AND APPROVALS

The Faculty Guidelines: Unit Proposals and Approvals document is provided to the Academic Standards and Quality Committee for consideration.

Recommended resolution That the Academic Standards and Quality Committee approve the Faculty Guidelines: Unit Proposals and Approvals.

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Faculty Guidelines: Unit Proposals and Approvals

Document History

Revision date

Version Summary of Changes

21 April 2016 2.3 SPHS prefix removed and SPHL prefix added.

19 April 2016 2.2 Amended recodes, page 8.

22 February 2016

2.1 Amendment to appendix 1 (unit prefixes) as per ASQC 17 November 2015; amendment to unit quotas section as per ASQC 17 February 2015; update URLs due to reorganisation of MQ website

29 January 2015

2.0 Approved by ASQC 29 January 2015. Amendments/clarifications to the following sections: capstone units, unit purpose, grading scheme, appendix 1 (unit prefixes)

22 October 2013

1.0 Document presented to ASQC 22 October 2013

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Contents PRINCIPLES .............................................................................................................................................. 5

Overarching Principles ........................................................................................................................ 5

Unit Classification ............................................................................................................................... 5

People Units .................................................................................................................................... 5

Planet Units ..................................................................................................................................... 5

PACE Units ....................................................................................................................................... 5

Unit Levels ........................................................................................................................................... 6

Generic Unit Level Descriptors ....................................................................................................... 6

Prerequisites and corequisites ........................................................................................................ 6

Unit Learning Outcomes ..................................................................................................................... 7

All Units ........................................................................................................................................... 7

PACE Streams .................................................................................................................................. 8

Unit Purpose ....................................................................................................................................... 8

Not to Count for Credit With (NCCW) ................................................................................................. 8

Co-taught Units ................................................................................................................................... 8

Designation ......................................................................................................................................... 8

Quotas ................................................................................................................................................. 9

Recodes ............................................................................................................................................... 9

Grading scheme .................................................................................................................................. 9

Workload ............................................................................................................................................. 9

OPERATION & STYLE GUIDE .................................................................................................................. 10

Unit name ......................................................................................................................................... 10

Unit code ........................................................................................................................................... 10

Recodes ......................................................................................................................................... 10

Prerequisites and corequisites .......................................................................................................... 10

General style ................................................................................................................................. 10

General Rules ................................................................................................................................ 11

Rules for requisites with multiple components ............................................................................ 11

Specific rules to enable implementation in AMIS ......................................................................... 13

Administrative Corrections ........................................................................................................... 14

Not to Count for Credit With (NCCW) ............................................................................................... 14

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Field of Education (FOE) code ........................................................................................................... 14

Designations ...................................................................................................................................... 14

Availabilities ...................................................................................................................................... 15

Session dates ................................................................................................................................. 15

Staff contact ...................................................................................................................................... 15

Unit description ................................................................................................................................ 15

Quotas ............................................................................................................................................... 16

Grading scheme ................................................................................................................................ 16

Appendix 1: Unit prefixes for new units ........................................................................................... 17

Faculty of Arts ............................................................................................................................... 17

Faculty of Business and Economics and MGSM ............................................................................ 18

Faculty of Human Sciences ........................................................................................................... 18

Faculty of Medicine and Health Sciences ..................................................................................... 19

Faculty of Science and Engineering............................................................................................... 19

PACE ................................................................................................. Error! Bookmark not defined.

Master of Research ....................................................................................................................... 19

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PRINCIPLES

Overarching Principles Faculties have authority for the approval of units.1 The development and approval of units must adhere to, and align with, all relevant University policies, including the Assessment Policy, the Grading Policy, the Unit Guide Policy, and the Coursework Unit – New Mode of Offering Policy.

Unit Classification The designation of units as People, Planet, PACE or Capstone units is determined by ASQC.2 All People and Planet designations for Macquarie units carry over to the equivalent OUA unit.3

People Units People units should enable students to develop cultural or social literacy.

‘People’ units of study should focus on the development of what it means to be engaged and ethical local and global citizens. Specifically in relation to ‘People’ units of study, Departments should be able to demonstrate that units proposed for consideration would contribute to the development of graduates who will be engaged with the challenges of contemporary society and with knowledge and ideas; open to other cultures and perspectives; and have a sense of connectedness with others and country.

People and Planet units must provide the opportunity to develop all of the following graduate capabilities: Effective communication; Engaged and Ethical and Local Global citizens; Socially and Environmentally Active and Responsible.

Planet Units Planet units should enable students to develop scientific literacy.

‘Planet’ units of study should help us to understand the nature of science and the challenges and issues facing the world at present. Specifically in relation to ‘Planet’ units, Departments should be able to demonstrate that units of study being put forward for consideration would contribute to the development of graduates who will have a level of scientific and information technology literacy, and who will be informed and active participants in moving society towards sustainability. Please refer to the following links for information regarding scientific literacy: http://www.literacynet.org/science/scientificliteracy.html and http://www.curriculumsupport.education.nsw.gov.au/investigate/index.htm

People and Planet units must provide the opportunity to develop all of the following graduate capabilities: Effective communication; Engaged and Ethical and Local Global citizens; Socially and Environmentally Active and Responsible.

PACE Units PACE units will allow a specific focus on the development of interpersonal and social capabilities. Specifically, PACE units are being offered to:

1 Resolution 13/396, Recommendation 4, Academic Senate, 13 December 2013. 2 Resolution 13/396, Recommendation 4, Academic Senate, 13 December 2013. 3 Resolution 13/117, Academic Senate, 30 April 2013.

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http://www.literacynet.org/science/scientificliteracy.html

http://www.curriculumsupport.education.nsw.gov.au/investigate/index.htm

• develop the capabilities of Macquarie students to actively contribute to the well-being of people and the planet

• enhance students' educational experience and work-readiness by offering them opportunities to apply their academic learning to real world situations

• assist our local, regional and international partners build their capacity • transform the learning, teaching and research experience at Macquarie to enable us to

better contribute to a socially inclusive and sustainable society.

PACE units are academically rigorous and must meet the criteria as approved by Academic. Please see the criteria for PACE units which is available from: http://staff.mq.edu.au/teaching/professional_and_community_engagement/stepping_into_pace/

Capstone Units (UG) ‘Capstone’ units are specific to a program of study and intend to ensure that students experience an appropriate transition to the next stage of their careers, and are equipped, as far as possible, for success in that next stage.

Capstone unit must include:

• Activities that review the scaffolding, structure and/or major knowledge components of the program,

• Reflection on students’ development of the graduate capabilities and how these have been achieved within the program

• Integration and synthesis and, where relevant, application of the knowledge gained over the course of the program

• Assessment that includes: o A component or components requiring reflection on the knowledge gained over the

course of the program and how it equips the student for transition to future career and/or studies.

o A major task or set of tasks that align with the above capstone criteria (minimum weighting 40%).

o For professional programs, a professional preparation activity.

Capstone units may also be designated as PACE units.

Unit Levels

Generic Unit Level Descriptors ---Principles to be developed by CSFC in 2015---

Prerequisites and corequisites All units above 100 level must have a prerequisite and/or a corequisite. These should be as simple as possible. The following specific principles apply:

200 level units:

1. The maturity prerequisite must be a minimum of 12 credit points for 200 level units that have no corequisites and rely on a maturity prerequisite only.

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http://staff.mq.edu.au/teaching/professional_and_community_engagement/stepping_into_pace/

2. If individual units are specified without a maturity prerequisite the prerequisite must include a minimum of 3 credit points at 100 level.

3. Units with a corequisite requirement do not require a prerequisite requirement as long as the corequisite unit(s) are at 200 level or above.4

300-500 level units:

1. All Capstone units must have a 300 or 400 level prerequisite or corequisite from the major/ program to ensure that students complete the unit towards the end of their program.

2. The maturity prerequisite must be a minimum of 39 credit points for 300 level units that have no corequisites and rely on a maturity prerequisite only.

3. If individual units are specified without a maturity prerequisite as prerequisites the prerequisite should normally include a minimum of 6 credit points at 200 level.

4. Prerequisites of admission to a graduate-entry Bachelor Degree are suitable as it stipulates a maturity requirement. However prerequisites requiring admission to a Bachelor program are not sufficient at 300 level.5

700-level units in the MRes:

1. Standard prerequisite to be "Admission to MRes". 6 2. Prerequisites of 700-level units are acceptable.

800-900 level units:

Postgraduate prerequisites must have at a minimum one of the following: 1. Admission to a particular specialisation or named master degree program; 2. An 800- or 900- level unit(s); 3. Specific undergraduate or graduate unit(s) at a sufficiently advanced level; 4. Permission of Executive Dean of Faculty.7

Unit Learning Outcomes

All Units A learning outcome is a clear and specific statement of what students are expected to learn in a unit and to be able to demonstrate at its completion. As a general guideline, between four and six learning outcomes is about right.

Learning outcomes should be appropriate to the level. Bloom’s Taxonomy of Educational Objectives is frequently used for writing learning outcomes, since it provides a ready-made structure and list of verbs. As the Taxonomy provides useful guidance about the difference between learning outcomes that encourage ‘lower order level thinking’ and those that encourage ‘higher order level thinking’, having the taxonomy to hand when writing your learning outcomes will save time and help you focus

4 Resolution 13/205, Academic Senate, 12 July 2013. 5 Resolution 11/332, Academic Senate, 15 November 2011; Resolution 12/146, Academic Senate, 7 June 2012. 6 Resolution 13/50, Academic Senate, 5 March 2013. 7 Resolution 11/111, Academic Senate, 7 June 2011.

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on the learning you wish to support. The learning outcomes for a unit may include cognitive skills at any of these levels but there is generally a progression through a program as the learning outcomes become more sophisticated, building on those from previous units.

Learning outcomes in a unit will also contribute to the graduate capabilities which describe the overall aims of a program. Graduate Capabilities are meant to be taught across a whole program, so not all of Macquarie’s Graduate Capabilities will be reflected in a single unit or mapped to a single unit’s learning outcomes.8

PACE Streams In some disciplines a unit may, under some circumstances, have a PACE stream. All learning outcomes of the 'mainstream' version of the unit must be included, but an additional learning outcome in the 'PACE stream' may be listed to reflect the PACE focus (NB. Some learning and teaching activities and/or assessment tasks may differ between the two versions of the unit.)9

Unit Purpose All unit proposals should identify the purpose and need of the unit through specifying the programs, majors and/or specialisations to which this unit will contribute and its mapping to relevant Program Learning Outcomes. For undergraduate units this may be through their identification as People, Planet, or PACE units.

Units should not duplicate material taught elsewhere. Faculties should consult before approving new units to ensure content is not already covered in a unit offered by another faculty.

Not to Count for Credit With (NCCW) There should be no NCCWs between undergraduate and postgraduate units because the learning outcomes and assessments between levels ought to be qualitatively different.10

Where a unit has been recoded the previous code must be an NCCW for the new unit.

NCCWs must be two-way: where a unit lists another current unit as NCCW, the other unit will also have an NCCW.

An NCCW is valid for a period of 5 years unless otherwise determined.

Co-taught Units Co-taught units must be approved by ASQC.

---Principles to be developed by CSFC in 2015---

Designation All postgraduate coursework units offered by the Faculty of Arts should have an Arts designation.11 All postgraduate coursework units offered by the Faculty of Science, with the exception of the Chiropractic (CHIR) units, should have a Science designation.12

8 https://www.mq.edu.au/iLearn/resources/units_learning_outcomes.htm 9 Resolution 12/286, Academic Senate, 4 September 2012 10 Academic Standards and Quality Committee, 15 May 2012.

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Quotas Placing quotas on units requires careful planning due to the potential impacts. The following principles apply to setting quotas on units:13

1. The rationale for quotas may include resources (for example, building/lab space) or workload considerations.

2. In principle there needs to be at least one offering for a required unit in either session 1 or 2, that has no quota.

3. Quotas need to be transparent to students and published in advance. 4. Faculty Boards have delegated responsibility for the ongoing management of unit

quotas.

Recodes A new unit code must be assigned where a unit changes designation as a People, Planet, or PACE unit or under exceptional circumstances with ASQC approval.

Where units use a prefix which no longer appears in the list of approved prefixes in appendix 1, and there are five or fewer units remaining which use this prefix, the Faculty may elect to submit a change of these prefixes to the current approved prefix. In this instance ASQC approval is not required.

Grading scheme Units are either graded or non-graded (pass/fail).14

Units are generally graded unless the attainment of learning outcomes is most appropriately expressed as satisfactory vs unsatisfactory.

Workload Undergraduate programs will be designed around 3 credit point units or multiples thereof, where the workload is equivalent to 150 hours per 3 credit points.15 Postgraduate programs will be designed around 4 credit point units or multiples thereof, where the workload is equivalent to 150 hours per 4 credit points. 16

11 Resolution 12/369, Academic Senate, 13 November 2012. 12 Resolution 13/97, Academic Senate, 30 April 2013. 13 ASQC Tuesday 17 February 2015 14 http://mq.edu.au/policy/docs/grading/policy.html 15 Resolution 13/347, Academic Senate 12 November 2013. 16 Resolution 13/223, Academic Senate 6 August 2013.

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OPERATION & STYLE GUIDE

Unit name Unit names are capitalised in headline style. Capitalise the first and last words, and all other major words. Lowercase the following:

- articles: the, a, an - conjunctions: and, but, for, or, nor - prepositions, eg: on, to, from, in, with

Please Note: A new unit code (see ‘Recodes’) is required where there are significant changes to a unit. Changing the name only is not sufficient.

Unit code The unit code for a new unit must be unique and must not have been used previously. Faculties can check within the AMIS system for appropriate (never-used) codes to allocate.

From 2013 all new units must use a four alpha unit prefix from the list of approved prefixes, attached as appendix 1 to this document. For example, ABCD101.

New OUA units should follow the list of approved prefixes, but omitting the final letter from the four alpha prefix and replacing it with an "X". The unit number should match the unit number for the equivalent Macquarie unit. For example, ABCX101.

In some instances a unit will be proposed both with and without a PACE stream. In such cases, two units are required: one following the normal coding conventions (without a PACE component) and one with the same code except replacing the final letter from the four alpha prefix with a "Z" (with the PACE component). For example, ABCD101 and ABCZ101.

Recodes Any time a unit changes unit code the following should be done:

- Add the old code as an NCCW to the new unit code. - Check the Schedule of Units for prerequisites which reference the old code. Does the new

unit code need to be added to/replace the old unit code in the prerequisite? - Check the Schedule of Units for NCCWs which reference the old code. Does the new unit

code need to be added to/replace the old unit code in the NCCW? - Check for programs and majors where the unit appears. Faculties must submit updated

structures to the Curriculum and Planning team. - Unit Convenors should be notified of the change.

Prerequisites and corequisites

General style Use the following formats:

admission to BBA 15cp

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a GPA of 2.50 ABEC123 ABEC123(Cr) ……… A credit in the unit is required ABEC123(P) ……… A pass in the unit is required. This is to keep out

students who have only achieved a concessional pass (PC) in the prerequisite unit. Note that PC grades have not been used since 1 Jan 2011, so the need to use the (P) will diminish in future years.

3cp in ABEC units at 300 level permission of Executive Dean of Faculty

Use lowercase for "permission" and "admission" unless they appear as the first word in the prerequisite.

PSY104 and admission to BBA Admission to MRes and permission of Executive Dean of Faculty Permission of Executive Dean of Faculty

General Rules Do not use the following in prerequisites as they are implied for all prerequisites:

ABC123 or permission of Executive Dean of Faculty17 ABC123 or equivalent18

Do not use the following in prerequisites as it is not appropriate:

"Relevant prior experience" or similar. Where such experience is required, permission of the Executive Dean of Faculty should instead be used as the prerequisite.19

Avoid the use of ATARs in prerequisites. Due to early enrolments students will be enrolling in units prior to the publication of ATARs.

Rules for requisites with multiple components Avoid the use of commas or semicolons. Options for requisites with multiple components are:

Separate components with 'and':

OPTO221 and OPTO222 and OPTO321 Admission to BBA and 15cp and permission of the Executive Dean of Faculty

Separate components with 'or':

LAW550 or LAW551 or admission to LLM

17 Postgraduate Sub-Committee, 4 August 2011. 18 Academic Standards and Quality Committee, 13 May 2011. 19 Academic Standards and Quality Committee, 13 May 2011.

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36cp or BIOL330

Separate components with 'including':

39cp including ACCG200 6cp in ACCG units at 200 level including (ACCG200 or ACCG253) 39cp including (3cp in MUS units at 300 level)

Use 'including' in preference to 'and' where there could be ambiguity (such as where one unit could potentially count towards two components of the requisite).

The prerequisite "39cp and ACCG200" should be redrafted as one of the following:

39cp including ACCG200 Student must have completed ACCG200, plus an additional 36cp, for a total of 39cp

42cp including ACCG200 Student must have completed ACCG200, plus an additional 39cp

For complex requisites (such as those that use a combination or 'or' and 'and') use parentheses to clarify the intention:

Admission to BBA or (18cp and GPA of 2.50) (CAUD802 and CAUD803 and CAUD819) or admission to MSpchLngPath 4cp from (ABEC100-120 and ABEC250-299) CHIR874 and (CHIR876 or CHIR892) and (CHIR878 or CHIR919) and (CHIR880 or CHIR917)

The requisite "ACCG100 and ACCG101 or ACCG201" should be redrafted as one of the following:

(ACCG100 and ACCG101) or ACCG201 Student must have completed the unit ACCG201 or both of the units ACCG100 and ACCG101

ACCG100 and (ACCG101 or ACCG201) Student must have completed the unit ACCG100 and completed either of the units ACCG101 or ACCG201

Admission to a choice of awards may require parenthesis to help communicate meaning, depending on the complexity:

GSE804 or admission to MA or MSc GSE804 or GSE807 or (admission to MSc or PGDipSc or PGCertSc or MClimCh or

MMarScMgt or MEnv or MWldMgt or PGDipWldMgt) (Admission to MBiotech or MRadiopharmSc) and (16cp at 800 level or above with a GPA

of 3.0) and permission of the Executive Dean of Faculty

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Admission to a specialisation may require parenthesis, where multiple specialisations under the one award are listed:

Admission to MA in (Ancient History or ECJS or Egyptology) or PGDipArts in (Ancient History or ECJS) or PGCertArts in Ancient History

Admission to MA in (History or Modern History) or PGDipArts in Modern History or PGCertArts in Modern History

GSE804 or admission to MA in (Ancient History or Archaeology) or MSc

Sometimes multiple parentheses will be needed to nest requirements. Multiple sets of round brackets are usually fine. Square brackets are generally not required, but if it is particularly complex they may help:

Admission to GDipPsych or ((PSY104 or PSYC104) and (PSY105 or PSYC105) and (PSY222 or PSY248))

((8cp in PHL or PSY units at 300 level) or (42cp in LAW units at 400 or 500 level)) and a GPA of 2.50

[BCA808 and BCA809] or [((STAT271 and STAT272) or STAT371 or STAT810) and (STAT411 or STAT811))]

Specific rules to enable implementation in AMIS Avoid the repetition of unit codes within a prerequisite:

Do not use: (ABC123 and XYZ123) or (QWE123 and XYZ123) Instead use: (ABC123 or QWE123) and XYZ123

It is however possible for repeated unit codes to be codes into prereqs using a wildcard. There may be no other option where one unit is used for different cohorts of students. (ABC123 and QWE123 and XYZ123) or (admission to GradDipSpComm and ABC123) or

(admission to GDipPsych and XYZ123)

The limitation in this instance is that if any units within the prereq have a (P) condition then all units in the prereq must have a (P) Condition

Cannot be implemented: (ABC123(P) and QWE123 and XYZ123) or (admission to GradDipSpComm and ABC123(P)) or (admission to GDipPsych and XYZ123)

An "and permission" component to a prerequisite must apply to the whole prerequisite, not individual requirements within it: Cannot be implemented: ABC123 or (XYZ123 and permission of Executive Dean of

Faculty)

Admission requirements can only be used where students are admitted into the same in AMIS. Cannot be implemented: 12cp and admission to GDipArts in Philosophy

(Students are admitted to the GDipArts only, not the GDipArts in Philosophy)

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Can be implemented: Admission to MA in Ancient History (Students are admitted to the Ancient History specialisation of the MA)

Administrative Corrections For units with an admission prerequisite, where the unit is a required unit in a program and that program is not currently listed in the admission prerequisite, it may be added administratively to avoid it having to be returned to the Faculty for amendment. For example, ABC899 is a required unit in the Master of Applied Anthropology. Current prerequisite for ABC899 is "Admission to MPP". This may be administratively updated to "Admission to MAppAnth or MPP".

(See the ‘Principles’ section for further information)

Not to Count for Credit With (NCCW) NCCWs must be separated by commas. For example, ABC123, ABC224.


Field of Education (FOE) code MQ Analytics will advise FOE codes for all new units and units with name changes.

Designations Units are given designations to allow them to become part of a particular program. For example, units designated Commerce will be part of the Master of Commerce offerings, by virtue of the following general requirement in that award:

Minimum number of credit points at 800 level or above designated as commerce: 28

It is not necessary for a unit to have a designation unless there is an intention that it be available to count for credit in the relevant award.

The following designations are available for UG units and/or PG units as indicated below:

Arts (PG) Applied Linguistics (PG: but note that this designation is no longer used within general

requirements from 2014 onwards) Commerce (UG/PG) Economics (PG: but note that this designation is no longer used within general

requirements from 2015 onwards) Engineering (UG) Information Technology (UG) Medical Science (UG) Science (UG/PG)

Note that all postgraduate units which appear in a specialisation for an award with a designation requirement need to have the relevant designation requirement. Similarly, all undergraduate units

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which appear in a qualifying major for an award with a designation requirement need to have the relevant designation requirement.


Availabilities Only established offerings should be used. See the document "Unit offering codes" at

http://www.mq.edu.au/about/about-the-university/governance/academic-senate/committees-of-academic-senate/academic-standards-and-quality-committee/academic-program-resources

Note that if the unit will not be offered until after the current year, the offering should be the year that the unit commences, even if specific session offerings are known. For example, in the 2014 edition of the handbook, a unit which will be offered in S1 Day 2016, should list “2016” as the offering.

“TBD” should be used as the offering where a unit is rested and the Faculty does not know what the next year of offering will be.

Session dates Specific dates are not required to be provided to the Curriculum and Planning team. Every unit with an external offering should have one of the following against each external offering:

• Voluntary • Compulsory • None

Specific dates are required for timetabling purposes and will be sought directly from Faculties by Timetabling.

Staff contact Use the following format for staff contact details: Title Firstname Lastname. For example, Associate Professor Joe Jones or Ms Jane Smith. If the name of the staff member is unknown, use the discipline name followed by "staff". For example, Earth and planetary sciences staff or Indigenous studies staff.

Unit description Unit descriptions must be a maximum of 1400 characters. The unit description should contain a summary of the subject matter in the unit. Faculties should avoid including the following information in unit descriptions, as this information is captured fully in the appropriate fields: credit points, designations, prerequisites, corequisites, NCCWs, offerings, people/planet status, PACE status, capstone status.

The ‘unit description’ is not a formal listing of unit learning outcomes.

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Quotas Identification of a quota prompts the auto inclusion of text within unit descriptions to alert the student: "This unit is subject to a quota. Limited places are available. Please refer to the Faculty for further information".

The quota information is captured in the AMIS system, which is then used to feed the timetabling system.


Grading scheme Units are either or graded or non-graded (pass/fail).

A unit identified as pass/fail will prompt the auto-inclusion of text at the top of the unit description to alert the student: "This unit is offered on a pass/fail basis." The grading information is also captured in the AMIS system.


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Appendix 1: Unit prefixes for new units Notes

1. OUA units should use the relevant prefix from the lists below, replacing the final letter with “X”. Eg: COGX for Cognitive Sciences units offered through OUA

2. The PACE stream of a unit should use the same code as the non-PACE stream, replacing the final letter with “Z” Eg: LAWZ448 is the PACE stream of LAWS448

Faculty of Arts Unit prefix Previous prefixes ABST ABST AHIS AHIS, AHMG, AHPG & ECJS ANTH ANTH BACM BCM CHIN CHN CROA CRO ENGL CWPG, ENGL, ENGL & LIT GEOP Geography and Planning EXLW Exchange Law FOAR FOAR FREN FRN GEND GEN GRMN GMN INED INED INTS ASN, EUL, EULC & INTS ITAL ITL JPNS JPS KORE Korean Studies LAWS LAW MACE MCD MECO CUL, ICOM, MAS & MMCS MGRK MGK MHIS MHIS & MHPG PERF DAN & MUS PHIL PHL & PHIL PICT PICT & PIC PLSH PLH POIR POL & IRPG RUSS RSN SLAS SPN SOCI GEN and SOC SSCI SSC

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Faculty of Business and Economics and MGSM Unit prefix Disciplines ACCG Accounting and Corporate Governance AACG Accounting and Corporate Governance (to use only

where there are no ACCG codes available at the required level)

ACST Actuarial Studies AFCP Applied Finance Centre AFIN Finance BUSL Business Law ECON Economics ECMN Economics (to use only where there are no ECON

codes available at the required level) FOBE Faculty of Business and Economics MGMT Management MGNT Management MGSM Macquarie Graduate School of Management MKTG Marketing

Faculty of Human Sciences Unit prefix Disciplines APPL Applied Linguistics (exclusively postgraduate with a

more practical focus than LING units) CAUD Clinical Audiology COGS Cognitive Science ECHE Early Childhood Education ECHP Early Childhood Practicum EDIT Editing and Publishing EDTE Education (Teacher Education Program) EDUC Education (discipline studies) FOHS Faculty of Human Sciences LING Linguistics (undergraduate and postgraduate units with a

more theoretical focus than APPL) PSYC Psychology (Clinical and undergraduate) PSYN Psychology (Neuropsychology) PSYO Psychology PSYP Psychology (Professional Psychology) SPED Special (education (postgraduate only)) SPHL Speech and Hearing Sciences (includes Speech

Pathology) TRAN Translating and Interpreting

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Faculty of Medicine and Health Sciences Unit prefixes for new units

The new unit prefix encompasses the following discipline areas

HSYP Health Systems and Populations MEDI Advanced Medicine PHTY Physiotherapy

Faculty of Science and Engineering Unit prefix Departments ASTR Physics and Astronomy BIOL Biological Sciences CBMS Chemistry and Biomolecular Sciences CHIR Chiropractic CHDR Chiropractic (to use only where there are no CHIR codes

available at the required level) COMP Computing ELEC Engineering: Electronic Engineering ENGG Engineering ENVS Environmental Sciences FOSC Faculty of Science GEOS Earth and Planetary Sciences HLTH Health Sciences ISYS Computing MATH Mathematics MECH Engineering: Mechanical Engineering PHYS Physics and Astronomy STAT Statistics

PACE Unit prefixes for new units


PACE Interdisciplinary units offered by the PACE Office (outside of the faculty)

Master of Research Unit prefixes for new units


MRES Specific units for the Master of Research

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ITEM 8.4 PROGRAM REVIEW FRAMEWORK

Issue

The Academic Standards and Quality Committee (ASQC) has identified the development of a Program Review Framework as a primary focus in 2016 to ensure that the University is a in a position to meet the program development and review-based targets of the Macquarie Learning and Teaching Strategic Framework.

At its meeting of 1 March 2016, ASQC agreed to convene a Working Party to consider drafting the Program review Framework.

ASQC also endorsed the following approach to develop the framework:

1. identification of relevant targets in the Learning and Teaching Strategic Framework;

2. analysis of external regulatory requirements;

3. benchmarking with Australian and overseas peer institutions;

4. investigation of other appropriate frameworks which exist in higher education quality (e.g. UK QualityCode for Higher Education)

5. identification of institutional data that will contribute to the education of programs for quality assurancepurposes

The Working Group met on 11 April 2016 after conducting analysis of external regulatory requirements and the UK’s Quality Code for Higher Education, and extensive benchmarking of Australian and overseas peer institutions.

The Working Group has provided a preliminary report which provides a summary of the benchmarking and identifies the next steps required to develop the framework (attached).


That the Academic Standards and Quality Committee resolve to:

i. note the report on the Program Review Framework, including the recommended next steps for theWorking Groups activities; and

ii. endorse that the Working Group:

a. liaise with Deputy Vice-Chancellor (Academic) and Director of Risk and Assurance to discussFramework Principles in line with emerging Quality Enhancement Framework and AcademicRisk Register;

b. undertake further benchmarking of systems of Program Review, particularly by professionalaccrediting bodies;

c. develop over-arching framework principles that align with the Learning and Teaching StrategicFramework and enhance staff and student engagement in program review;

d. scope operational framework principles to align with the key categories/headings in the report onthe Program Review Framework ; and

e. report on their progress at the next Academic Standards and Quality Committee meeting of 31May 2016.

Operational Impact: Curriculum and Planning ASQC Faculties

Submitted by: Program Review Framework Working Group

For enquiries contact: Paul Fairweather, Quality Assurance and Compliance Manager, ext 1126

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ITEM 8.4 PROGRAM REVIEW FRAMEWORK – REPORT FROM WORKING GROUP

Background

The Working Group has followed the approach to develop the framework endorsed by at its meeting of 1 March 2016. The Working Group has undertaken analysis of the external regulatory requirements and extensive benchmarking of Australian and UK-based peer institutions as well as the UK’s Quality Code for Higher Education.

Over-Arching Principles

The Working Group has determined that although there were specific strategic and regulatory drivers that require a system of program review the Framework should include an overall statement of purpose or over-arching principles that would promote a culture of meaningful engagement for staff. For example:

That staff are supported in undertaking review activities that promote a culture of excellence and continual enhancement and build meaningful learning communities.

The Working Group determined there is also a need to provide guidance as to:

• the overarching scope of the review (e.g. to assess whether programs are meeting intended PLOs,industry/community expectations, student/market demands, financial sustainability, etc.);

• the means by which reviews are conducted (e.g. with an emphasis on collective and inclusive effort,mechanisms for enabling student and industry input), and

• the mechanisms through which the efforts involved in conducting the reviews are resourced andrecognised.

Summary of Benchmarking

The Working Group collated benchmarking under specific headings. The full benchmarking report is attached (Appendix A), and summarised within the following six areas within in Table 1.

Table 1: Summary of Benchmarking

HEADING SUMMARY 1. Review Cycles

and Scope ofReview

a. Benchmarking of Australian HEPs demonstrated program review cycles setbetween 5 and 7 years.

b. Benchmarking of UK HEPs demonstrated cycles set between 5 and 6 years.c. In both sectors it was common for the HEP to shorten the review cycle either to

schedule the review of common programs together, or particularly to align withexternal accreditation reviews where these are required.

d. This minimised workloads and allowed comparisons to be made across programsbased on themes to identify and share good practice.

2. Risk-basedTriggers for“Early Review”

a. It is common in both Australian and UK HEPs benchmarked that a review eventcan be brought forward within a 7 year maximum cycle.

b. This is often to align with external accreditation requirements but additionally ifevidence or concerns emerge about the viability, academic standards or thestudent experience/ outcomes of the program.

c. Some Australian HEPs had set specific risk criteria that would trigger an earlyreview such as student retention rates or particular student satisfaction scores.

d. Few UK HEPs had specific risk criteria, however most operated annual coursemonitoring processes that were used to schedule more in-depth reviews ifrequired.

3. Composition ofReview Panels/Committee

a. It was common in both Australian and UK HEPs benchmarked for the minimummembership requirements of a review panel to be set within the Policy, but forFaculties to have flexibility in setting additional membership.

b. The minimum size in Australian HEPs ranged from 2 to 7 members.c. It was common in Australian HEPs benchmarked for “external” members to be

required. Many defined “external to the Faculty” as well as “external to theUniversity”.

d. Most HEPs benchmarked require at least one student member, typically thiscould include a current student or recent graduate. It was also a requirement toutilise student feedback in the review process.

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4. ReportingRequirements

a. It is a common requirement in both Australian and UK HEPsbenchmarked that there should be university-level oversight of thequality assurance process.

b. Common practice was for: Faculties to consider recommendationsfrom the Review Group and devise a response or action. Facultieswould then report to the University-level on those plans (EducationCommittee or DVC(A) – or their equivalent). It was common for theUniversity’s peak body to review a Faculty’s plan on an annual basis.

c. Most HEP’s had developed common reporting template pro formasthat would elicit comment on a main theme such as “discuss 5 yeartrends of student load including participation, retention andcompletion rates” or “discuss how Research is embedded in thecurriculum.

d. Several HEP’s had a pro forma for reporting and monitoring Facultyaction plans as a means to close the quality loop and explicitly statedthat the reports should be considered by the review team in futurereviews.

e. Several HEP’s also set out a Self Evaluation Document (SED) forcompletion by the Program team/ director

5. Topics of Review a. It was common in both Australian and UK HEPs benchmarked for key topics orthemes of review to be identified. These would often be set within the form of a SED which Program Teams would complete for the Review team.

b. In one UK HEP where an SED was not used there were detailed “Terms ofReference” for the review group itself.

c. Common topics were:i. Performance Data and previous reviews (student demand, load,

retention, experience);ii. Course Quality (structure, assessment, benchmarking of learning

outcomes and graduate capabilities);iii. Course Viability (fees and costs, staff and facility profiles and academic

viability, sustainable demand and growth);iv. Strategic alignment (University/ faculty priorities, Needs of industry/

community, Program distinctiveness).

6. Student Data a. It was common practice in both Australian and UK HEPs benchmarked forrequired sets of student data to be considered under program review.

b. Some HEP’s appeared to have specific data packages designed for that purpose.Some HEP’s referenced student data by Faculty KPI’s but did not tend to publishthese.

c. In the UK HEP’s there was a strong emphasis to student data and surveys beingassessed across equity groups

d. Common data were:i. Student retention and success (pass rates, completions, grade

distribution)ii. Current student surveys (SECaT/s, UES, SELT)

iii. Student/ Staff ratioiv. Graduate and employment satisfaction (SELS, Employer surveys,

Graduate satisfaction and destinations)

Next Steps for Working Group

1) Liaise with DVC(A) and Director of Risk and Assurance to discuss Framework principles in line withemerging Quality Enhancement Framework and Academic Risk Register

2) Undertake further benchmarking of systems of Program Review, particularly by professionalaccrediting bodies

3) Develop over-arching principles of Framework that will align with the Learning and TeachingStrategic Framework and enhance staff and student engagement in program review

4) Scope operational principles of framework based on the headings in this report

5) Report on progress at next ASQC meeting

For enquiries contact: Paul Fairweather, Quality Assurance and Compliance Manager, ext 1126

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Appendix A

PROGRAM REVIEW BENCHMARKING SUMMARY

PART A: AUSTRALIA A review was conducted of the published information on program reviews by the GO8 (Sydney, UNSW, Melbourne, Monash, Adelaide, ANU, Queensland, Western Australia). All institutions with the exception of that of the University of Western Australia made published some information on their public website. In addition, the University of Newcastle and the University of Wollongong webpages provided relatively comprehensive course review procedures.

1. Timing of ReviewsOf the institutions benchmarked:

i. 5 to 7 year review cycle is common amongst all universitiesii. a number have a differentiated cycle for certain groups of programs – USYD has a 7 year cycle for

all programs except it is 5 years for education programs, UQ has a 7 year cycle for generalistdegrees (BA, BSc), a 5 year cycle for all other teaching programs and an annual cycle for schoolbased programs.

iii. One institution (Monash’s programs) must be reviewed within the two years before the expiry ofthe current Coursework Course Review Procedures accreditation.

2. Review by Cognate Groups of CoursesOf the institutions benchmarked:

i. Monash, Adelaide, Wollongong promote review by cognate groups of courses wherever practical.ii. Wollongong states related courses include:

a. Related double degree courses owned by the Faculty,b. Nested courses,c. Courses in the same or related disciplines,d. Areas of major study in the same or related disciplines, ande. Cognate courses (for example, related Dean ’s Scholar, Scholar, Advanced and/or Honours

course).

3. Triggers for Early/Out-of-Sequence ReviewOf the institutions benchmarked:

i. Triggers for early/out-of-sequence review are referenced by most universities.

ii. The most common reason relates to alignment with external accreditation/registration processesand requirements. Flexibility in bringing forward a review is also available where there may beevidence/concerns over the viability, academic quality standards, student outcomes and studentexperience.

iii. Monash also states that a shorter review/re-accreditation cycle may be appropriate toaccommodate the requirements of any offshore teaching locations.

iv. ANU sets the following criteria for early review:

a. commencing EFTSL under 5; orb. evidence of student retention rates under 80%; andc. a majority of the courses within the program with an agreement rate of <50% for Overall

Satisfaction in SELT for the past three years.d. Graduate Certificates and Graduate Diplomas that do not meet the threshold criteria specified.

v. Adelaide lets Faculty/School decide if an in-depth or light-touch review is required. In-depthreviews are indicated for:

a. Core coursesb. Courses appearing in the High Fail Rate reportc. Course being offered for the first time.d. Other possible factors to consider when deciding if an in-depth review is desirable:e. Program and accreditation review outcomesf. Low or decreasing enrolmentsg. High attrition ratesh. Previous review outcomes (follow-up investigation may be desirable).

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4. Reporting Structure Of the institutions benchmarked:

i. Generally the outcome of the program review will be considered by the Faculty Board/Faculty Learning and Teaching Committee/Faculty Education Committee and recommended to either a DVC(A) or peak Academic Body for approval.

ii. Two institutions (ANU and Monash) specifically reaccredit the approval of their programs through the program review process

5. Reporting Tools and Pro Formas Of the institutions benchmarked:

i. Most institutions published pro formas for review reports. The Pro formas would typically elicit comment on the main themes of review such as “alignment of academic plans with the university strategy”, or “discuss 5 year trends of student load including participation retention and completion rates”.

ii. The Pro formas typically elicit recommendations from the review group and a Faculty response in terms of a strategy or implementation plan

iii. Some Pro formas included a proposed deadline for any strategy and comments on the outcome to close the quality loop

iv. Several institutions also monitored the progress of implementation plans on an annual basis v. Several institutions used self evaluation reports to form the basis of a review.

Examples include: Adelaide Academic Program Review Faculty Submission to Review Panel Adelaide In-depth Course Review Template Adelaide light-touch Course Review Template Monash Guidelines for Drafting the Self Review Report Newcastle External Program Review Self-Review Report Template

vi. It was common for institutions to publish deadlines for the self-evaluation document to be provided to the review team, and responses to recommendations by review teams

6. Composition of Review Panels/Committees Of the institutions benchmarked:

i. 8 of the 10 institutions reviewed published information on the composition of review panels. The size of panels ranged from 2 (Adelaide) to a minimum of 7 members (Newcastle)

ii. Monash specifies criteria for the selection and appointment of Review Panel members based on the following attributes: Impartiality/objectivity; Expertise in relevant field(s); and Experience in academic and/or quality assurance leadership.

iii. Four institutions make specific references to the Chair of the Panels:

a. someone not directly involved in program under review (UNSW);

b. Chair of School Teaching and Learning Committee or nominee (UQ); c. (normally external to University) senior academic with relevant experience and expertise,

including in university management, and who has previously served as a member on at least one quality assurance review panel within the higher education sector (Monash);

d. appointed by the PVC from among the senior academic members of the External Review Panel (Newcastle).

iv. All of the institutions reference the inclusion of internal members, only one (Monash) stipulates that the Panel members cannot have been involved in the management or teaching of the program under review.

v. The inclusion of an ‘external’ member, (defined as external to the University or external to the Faculty of the program under review) was a common approach.

vi. Examples of “external to the University” were: academic with expertise in the program's field; a representative of industry or a relevant profession; alumnus of the program; independent external reviewer who is appropriately qualified and experienced; prominent persons held in high esteem in their field of relevant expertise (including relevant professional bodies or relevant expertise in government or industry); and indigenous representative nominated by the indigenous unit at the University;

vii. Examples of “external to the Faculty” were: Associate Dean Education or other senior academic; Associate Dean or Head of School from another faculty; Associate Dean (International) or nominee

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(where program is delivered offshore); and an individual with an international perspective and expertise in the discipline under review.

viii. Most of the universities require at least one student member on the panel, typically this could include a current student or a recent graduate from the awarded course or Faculty

7. Topics of Review

Of the institutions benchmarked: i. Common topics of review identified from central policies, procedures and terms of reference

include: performance data and prior reviews; course quality, course viability and strategic alignment. Other topics included in reviews were academic governance (UQ, ANU and Monash), joint program responsibilities (ANU) and compliance with government requirements (UNSW).

ii. Performance Data and Prior Reviews a. demand and load trends b. student retention c. student progression d. student experience e. student outcomes f. graduate destinations and outcomes

iii. Course Quality

a. Course structure (including the AQF) and assurance of learning

b. Admission criteria

c. Course content

d. Academic and discipline standards

e. Benchmarking/best practice in program and curriculum design, learning and teaching

f. Student experience

g. Admissions, pathways, credit arrangements

h. Teaching practices

i. Assessment design

j. Delivery

k. Academic and English language

l. Achievement of learning outcomes and graduate capabilities

m. Meet accreditation requirements

n. First year transition (undergraduate)

o. Infrastructure/Library resources/ Learning support and learning and other resources

p. Teaching quality

q. Innovation

r. Delivery and assessment methods

s. Delivery locations, including offshore

iv. Course Viability

a. Fees and costs b. Academic viability c. Sufficient and sustainable demand d. Future demand and growth opportunities

v. Strategic Alignment a. With University/Faculty strategic priorities b. Meeting the needs of external stakeholders/industry/community c. Program objectives d. Program positioning e. Program distinctiveness

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At Macquarie we could potentially add: · Staff Profiles – qualifications, demographics (including gender), research output

· Student Profiles – source of admissions, demographics etc, disability information

· Facilities – Fitness to purpose of learning facilities

· PACE information

· Academic discipline metrics

· Fitness to Practise requirements

· RPL reports (appropriateness of RPL grant based on performance

vi. Student Data a. Learning analytics data b. Ad hoc assessments of learning spaces c. Focus group surveys d. Annual course experience questionnaire e. Current student satisfaction (SECaT/s, UES, SES, SELT) f. International Student Barometer Survey g. Graduate satisfaction and destinations (GDS, CEQ) h. Australian Graduate Survey data i. SELS Overall Satisfaction agreement rate j. Employer Satisfaction Survey k. Admissions data l. Access and participation m. student load (total EFTSL; breakdown by international vs. domestic; U/G, P/G

coursework and RHD); n. student staff ratio o. student demand for U/G programs co-ordinated by, or contributed to heavily, by the

school (admission levels/trends) p. student retention and success (pass rates, completions and grade distributions) q. weighted and unweighted average marks and GPA r. average course progress rates s. student success (pass rates, completions and grade distributions) t. AUSSE results for first and final year U/Gs in programs/courses co-ordinated by the

school u. annual commencing and continuing EFTSL from the year of last review or accreditation

(whichever is later) to the current year PART B: UNITED KINGDOM QA&C has benchmarked five HEPs in the UK (University of Birmingham, King’s College London, University College London, Westminster University, and the University of Greenwich). These institutions were selected as their approach to program review aligns with the Australian system. 1. Context The UK’s Quality Assurance Agency (QAA) has a detailed Code for Higher Education which contains detailed “good practice indicators” on a wide section of quality assurance processes, but the current Code is less stringent in terms of specific detailed requirements than previous iterations. The chapter dedicated to Program Monitoring and Review is linked to another chapter on Program Approval that references inherent program review practice existing in Program Approval. There are significant differences between the UK and the Australian approach to Higher Education Quality Assurance. Perhaps the biggest difference between the two sectors is that in the UK it has been a requirement for many years for subject reviews to be a significant component of QAA institutional audits; though this is not a specific focus currently. Additionally academic standards in programs are monitored and assured by a senior academic from another institution. The “External Examiner” system is embedded in most program review systems. Perhaps for this reason the benchmarked HEP’s and the Codes of Practice have less detailed references in program review of risk based indicators than their Australian comparators. The Code of Practice references distinct difference between “monitoring” (typically an annual health check on operational aspects of a program) and “review” (typically cyclical broad review of trends over time).

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2. Timing of Reviews Of the institutions benchmarked:

i. All had cycles of program review set at either 5 or 6 years.

This seemed to reflect institutional review cycles set by the QAA of every six years. Several HEP’s promoted their equivalent of Faculties to set their own schedules within that overview, and shorten review cycles.

ii. One HEP actively publishes review schedules on its website which is a transparent means of ensuring compliance. Two explicitly permitted exceptional extensions to the usual cycle by approval of a DVC Academic or peak institutional quality committee.

iii. One HEP provided detail about changes to an academic program that would and would not permit an extension to the review cycle. For example a change to a program title would not lead to extending the review schedule

3. Review by Cognate Groups of Courses Of the institutions benchmarked:

i. There was a range of practice in this regard with two HEP’s either determining groupings of programs centrally, or reviewing all programs in a Department, and others encouraging Faculties to determine appropriate groupings/ schedules.

ii. Two HEPs specifically encouraged reviewing suites of program together in “meaningful clusters” as well as minimising workloads it allowed comparisons to be made, and identification and sharing of good practice.

iii. Only One HEP specifically referred to risk indicators in scheduling reviews, but most identified risk factors through annual program monitoring and or institutional thematic review.

4. Triggers for Early Review Of the institutions benchmarked:

i. There were few examples of specific “triggers”, however most HEPs encouraged to conduct reviews at any time within its usual cycle as noted above. A common reason was to align with other programs or a PRSB/ accreditation visit.

ii. One HEP listed specific instances where early review could be triggered. In addition to PRSB and an administrative benefit of concurrent reviews across programs were: · Where a change identified in one program would have a significant impact on the overall aims,

objectives and outcomes of another program · Where there is a large scale and persisting risk to quality or standards

5. Reporting Structure

i. There was a range of practice in reporting requirements/ structures, however of the institutions benchmarked: a. All HEPs benchmarked sent at least a summary report to a university-level quality committee. b. One HEP had detailed guidance about Faculties considering review reports, devising and

agreeing departmental action plans (if required), and monitoring any actions/ recommendations. Several HEPs required a Department/ program team response to the review report as part of the QA process.

c. Several HEPs had embedded program approval/re-approval with program review. Where this was the case a review report was typically sent to the relevant academic approval committee for consideration. Where a review highlighted issues requiring action the re-approval would be with conditions or perhaps for a shorter period.

6. Reporting Tools and Pro Forma Templates Of the institutions benchmarked:

i. Most HEP’s had a pro-forma for the review report, and/or detailed definitions of material to be reviewed. In two cases it was clear that Faculties could amend (add to) the information that was considered about programs.

ii. The main focus of reviews was on a critical self-appraisal (SED) by the program team. Most HEP’s did not provide a sample pro forma for this exercise, but most provide clear definitions of the information/ topics that an SED should respond to.

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iii. In one case the reporting structure with deadlines for escalation was clearly stated and included recommendations, departmental response, an agreed action plan, and the timeframe. The pro-forma also provided a function for closing the quality loop by reviewing the timeframes if not met.

7. Composition of Review Panels/ Committees Of the institutions benchmarked:

i. With one exception the composition of review panels/ groups were stated in detail in the HEP’s policy.

ii. In most cases the stated composition was a minimum requirement which could be extended by the Faculty (or equivalent) rather than changed depending on the program needs.

iii. An external member (non-university) was not commonly used unless for PSRB/accreditation requirements. External (to the Faculty) academic members were a common requirement. Often this would be taken from the external examiner pool who also approved programs

iv. One HEP required the Faculty Director of Administration to be a member. Several HEP’s promoted central admin support for Panels.

8. Topics of Review Of the institutions benchmarked:

i. Most HEP’s have identified detailed terms of reference or scope of review panels. ii. Asking the program team/ department to complete a Self-Evaluation Document (SED) is very

common to ask for critical appraisals of issues and successes. It was also common to review previous review reports.

iii. One HEP that did not appear to use an SED had a detailed agenda for the Review Group of specific points to consider in a review. This was to ensure that pre-requested documentation could be considered correctly. E.G. “effectiveness of means of gathering, recording, and responding to student feedback”.

iv. It was difficult to discern the extent to which the “topics of review” could be changed or amended, either by the Review group, or the HEP (for example to ask for a common theme to be considered by each team that year?). However all of the topics/scope were open ended evaluations and reflections, and/or strategic developmental, which would suggest scope for the Review Group is inherent in the questions.

v. The most detailed scopes/ SEDs requested: a. Rationale for the program including aims and market demand

b. Assessment of the effectiveness of teaching, learning and assessment including:

· achievement of program aims

· LO’s and fit between units and PLOs

· embedding research skills, global dimension in the curriculum

· identifying opportunities for interdisciplinary learning

· progression, attainment, and completion of students

· equality of opportunity and access

(These should include reference to: The College criteria for degrees; Framework for HE qualifications; and if applicable, subject benchmark statements and PSRB guidelines; College and Faculty objectives

vi. Assessment of the effectiveness of learning environment including:

a. student support mechanisms, to include pastoral support and monitoring of progress and attendance

b. learning resources including information services, staff and accommodation

c. how to facilitate equality of opportunity and access

vii. Assessment of the QA and enhancement arrangements including a. student input into various processes and the use made of student feedback

b. external input, including responsiveness to comments by EE’s, and PSRBs where applicable and level of engagement with employers and graduates

c. if applicable monitoring collaborative teaching activity and/or student placements

d. ways in which enhancement of provision is achieved and good practice disseminated

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viii. Programs involvement with Study Abroad provision ix. Consideration of statistical data to include consideration of progression and completion rates and

achievements of students in relation to LO’s x. Discussion of any future developments

9. Student Data Used by Review Teams Of the institutions benchmarked:

i. All the HEPs referred to specific student data that should be used in reviews, however many appeared to have specific data packages that were provided from relevant student system(s) and did not provide detail of the information sets. One HEP’s had defined the student data by specific KPI’s only available to internal staff.

ii. All HEP’s relied on student surveys and feedback heavily in the review process. Common student data that was collated were: a. Pass rates at first attempts that fall outside specified boundaries (e.g. 75% for UG Level 4, and

80% for UG at level 5. b. Median marks for courses that lie outside specified range (e.g. 45-70% at UG and 55-75% at

PG level) c. Progression rates of students by program – showing numbers who completed on time, needed

extra time, withdrawal and failure – often categorised by age, gender, ethnicity etc d. National student survey results at particular level e. Applications profile – comparison between applications and actual enrolments f. Entry profile of students – analysing qualifications, age, gender ethnicity, fee paying g. Student attainment – often categorised by age, gender, ethnicity etc h. Destination of leavers. i. Consistent use of RPL

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ITEM 9.1 REPORT OF THE CHAIR, MACQUARIE UNIVERSITY INTERNATIONAL COLLEGE (MUIC) SUBCOMMITTEE

A report of the 24 February 2016 meeting of the Macquarie International College (MUIC) Subcommittee is attached.

The report includes: · ratification of results;· overarching framework for MUIC moderation;· transition of SIBT Diploma students; and· clarity of information for MUIC Diploma students.

For discussion.

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ITEM 9.1: REPORT OF THE MACQUARIE INTERNATIONAL COLLEGE (MUIC) SUBCOMMITTEE MEETING OF 24 FEBRUARY 2016

Chairperson: Dr Catriona Lavermicocca

Present: Mr Jake Garman Professor Associate Michael Hitchens Dr Phil Chappell Dr Rowan Tulloch Dr Jana Bowden Ms Kate Roth Ms Noni Przybylski Ms Mirjana Jovancevic

Apologies: Professor Sherman Young

Minutes: Paula Jimenez Plaza

The MUIC Subcommittee of ASQC held its fourth meeting including the ratification of results on 24 February 2016. The key matters discussed were as follows:

1. Mirjana Jovancevic presented Term 1 2016 Foundation results and grade distributions noting:

- High engagement of students as per feedback provided by teaching staff.

- Low failure rate (13%), high attendance rate (95% average), 2 students with incomplete supplementary and one student outstanding assessment task.

- Strict enforcement of requirements to pass units (e.g. pass in final examination, 80% attendance).

- High achieving cohorts (WFCH001 and AFAC001).

- Anomalous grade distributions in WFAC001 resulting from a cohort of Intensive Foundation program students who had previously studied Accounting and of whom the majority wished to articulate into Applied Finance.

- Procedures for moderation including pre moderation and moderation meetings, pre-checking of examination papers by program managers & senior teachers, cross marking of assessment tasks by staff teaching on unit to ensure that papers are double marked and an individual student’s paper is not always marked by the same marker.

It was agreed that the subsequent offerings of units such as accounting would be closely monitored and a review undertaken once a few cohorts including Standard Foundation program students had undertaken units such as Accounting.

2. Delegation of result changes:

It was noted that the Committee has agreed (ex-meeting, via email) to the Chair’s delegation of change-of-grade approval to the College Director.

3. Overarching Framework for MUIC Moderation

Noni Przybylski noted that Sherman Young had indicated previously that a standards based approach to moderation was being proposed for the University and that this should also be adopted for the College.

The general response of the subcommittee was that the discipline expert from the Faculties needed to be involved in the moderation and it was proposed that the assessments throughout the session offering would not need to be reviewed each session but that the final exam be reviewed. Michael Hitchens noted that given the College was an integral part of the university, an annual moderation meeting with discipline relevant Unit Convenors from each Faculty would be sufficient along with review of results by Associate Deans (Quality and Standards) or appropriate person in each Faculty. A combination of the annual review and a person appointed from each Faculty to facilitate and co-ordinate appeared to receive the most

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consensus. A revised moderation procedure would be drafted and circulated to Faculties before the next meeting

4. Transition of SIBT Diploma Students.

The options for SIBT Diploma students during the transition period were explained:

(i) Stay with SIBT and move into its new city campus to continue their studies.

(ii) If they have passed at least 4 units and achieved a GPA of ≥ 2.0 they can apply to articulate into an UG Macquarie program early.

(iii) Transfer from the SIBT Diploma into a MUIC Diploma with full credit. Around 70 students have been mapped and 21 have applied to transfer.

5. Clarity of articulation information for MUIC Diploma students

It has been identified that some students will need to complete more 100 level units on transfer to Faculties and/or their undergraduate program will take more than 2 years to complete, e.g. actuarial studies. It was confirmed that the offers made to students by Macquarie International do make clear to students the detail of the pathway into the Bachelor program and the fact, where relevant, that students may not complete in two years.

Michael Hitchens also raised the issue of the impact for MUIC graduates articulating into undergraduate programs that have had a change of structure. AMIS is configured to admit these students into the new (current year) version of the program but the MUIC students will have completed Diploma units that are equivalent to the previous version of their program. This could result in them not meeting the requirements of their degree when they finish their studies. MUIC to raise this issue and seek permission for students in this situation to be permitted to be admitted into the most relevant (previous) version of their undergraduate program.

The next meeting of the Macquarie International College Subcommittee will be held on 13 April 2016.

Dr Catriona Lavermicocca

Chair, Macquarie International College Subcommittee

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ITEM 9.2 MACQUARIE UNIVERSITY INTERNATIONAL COLLEGE – PARTIAL EXEMPTION FROM THE REQUIREMENT TO PUBLISH ALL FINAL EXAMINATION PAPERS

Macquarie University International College (MUIC) is seeking a partial exemption from the Final Examination Policy requirement to publish final exams and only be required to publish one final exam paper per unit offered in an academic year, irrespective of the number of offerings of the unit in the year. (Note: MUIC operates on a seven term calendar year).

MUIC proposes the final examination paper from the first offering of a unit in the academic year be published unless there is a significant change to a paper (e.g. a new examination format) in which case the first version of the revised paper would also be published.

For discussion.

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ITEM 9.2 MUIC – PARTIAL EXEMPTION FROM REQUIREMENT TO PUBLISH ALL FINAL EXAMINATION PAPERS

Issue

As per the Final Examination Policy, the University makes past final examination papers publicly available to provide students with the type of questions that may be encountered in the final examination and aid the revision process.

Macquarie University International College (MUIC) supports the principle of publishing final examination papers. However, given the fact that the College operates on 7 Term calendar and has the potential to offer a given unit seven times in a single year, concerns exist with respect to the requirement to publish final exam papers for all offerings of a unit.

Publishing a large volume of final exam papers would potentially compromise the integrity of assessments within a relatively short period of time, and in the case of Diploma units, the impact could be extended to counterpart Level 100 units whose content and assessment they mirror.

Given the above, it is proposed that MUIC be granted a partial exemption from the Final Examination Policy requirement to publish final exams and only be required to publish one final exam paper per unit offered in an academic year, irrespective of the number of offerings of the unit in the year. It is suggested that the final examination paper from the first offering of a unit in the academic year be published unless there is a significant change to a paper (e.g. a new examination format) in which case the first version of the revised paper would also be published.

Consultation Process The following offices/staff have been consulted prior to the submission of this paper:

· Jake Graman, MUIC Director· MUIC Subcommittee of the ASQC· Associate Professor Pamela Coutts, Chair ASQC

Recommended Resolution That the Academic Standards and Quality Committee resolve to approve a partial exemption for all Macquarie University International College (MUIC) Foundation and Diploma units from the Final Examination Policy requirement to publish final exams, allowing MUIC to publish only one final exam paper per unit offered in an academic year (unless significant change in examination format occurs).

Operational Impact

· MUIC Academic Team· Library

Submitted by: Mirjana Jovancevic, Associate Director Academic Programs, MUIC

For enquiries contact: Mirjana Jovancevic, Associate Director Academic Programs,

[email protected], ext. 5056

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ITEM 9.3 PROPOSAL FOR RECOGNITION OF THE INTERNATIONAL FOUNDATION PROGRAM CONDUCTED BY THE SCHOOL OF CONTINUING EDUCATION AT SHANGHAI JIAO TONG UNIVERSITY

Recommended resolution To recognise the International Foundation Program (IFP) from the School of Continuing Education of Shanghai Jiao Tong University for entry to Macquarie University, at the following levels;

UNDERGRADUATE: · Students need to have completed Year 12 in China, have at least 65% in Gaokao, and have met English

requirement, and the required results in IFP to obtain direct entry to undergraduate study at Macquarie. · Programs require ATAR 75 – 83: 80% in IFP· Programs require ATAR 84 – 90: 85% in IFP· Programs require ATAR 91% +: 90% in IFP

Notes: The students who have Gaokao 65% or higher are eligible for direct entry into MQ’s undergraduate study condition upon meeting English requirements. Those who have Gaokao 65% and have spent one year in this program with a satisfactory results and have obtained the required English proficiency should be able to obtain direct entry into MQ’s undergradudate.

For discussion. Note: this report was updated at the ASQC meeting of 26 April 2016. Refer minutes.

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ITEM 9.3 PROPOSAL FOR RECOGNITION OF THE INTERNATIONAL FOUNDATION PROGRAMME CONDUCTED BY THE SCHOOL OF CONTINUING EDUCATION AT SHANGHAI JIAO TONG UNIVERSITY

Issue The recognition of the Shanghai Jiao Tong International Foundation Program (IFP), delivered by the School of Continuing Education, Shanghai Jiao Tong University (SJTU), for entry to Macquarie University. The School of Continuing Education (SCE) is connected with overseas universities including; the University of California-Berkley, Massachusetts Institute of Technology, Oxford University, McGill University, and Waseda University. SJTU is ranked number 70 is the QS World Rankings.

Background on Relationship between Macquarie University and the Foundation program provider The Regional Director for Macquarie International has visited SCE on two occasions and met with the Director, Director of Studies, as well as Student Administrators, and the marketing department. At present, IFP is recognised by Monash College/Monash University in Australia. Macquarie University will be the second partner they have in Australia and the only one in NSW.

Market Segmentation High school graduates from Shanghai and surrounds, predominantly the Southern Yangtze Economic Zone.

Size of Market Segment: The enrolment and marketing team of SCE has 6 selected sister-pathway senior high schools and 3 sister universities, each pathway school sending about 15-45 students every year. The first year’s target from IFP for MUIC is 30 students and 60 in the second year.

Expected recruitment: SCE has already begun the enrolment plan for 2016, the total number of students will target with at least 850. It will have 1 class of about 30 students registered on April 6th, aiming to enter higher ranking of Australian universities after studying for 2 semesters. Three classes (about 90 students) with the same purpose will begin their study in July, August and September respectively. Therefore, at least 30 students will be entitled to enroll in MQ pathway program for 2016 if we are able to recognise the IFP asap (by mid-March)

It is anticipated that SCE will meet the target of 30 in 2016, double it in 2017 and then maintain a 30% growth each year onwards.

PROGRAM INFORMATION

Education Provider Name: School of Continuing Education, Shanghai Jiao Tong University

Name of Foundation program: International Foundation Program (IFP)

Address and Campus Locations (include url): 5F, Haoran Hig-tech Building, No. 1954 Huashan Road, Xuhui District, Shanghai, PR China, 200030. URL: http://sce.sjtu.edu.cn/

Existing Foundation Program Recognition: Monash College diploma Part1, Part 1A, Part 2 Once students successfully graduate from IDP they can directly enter in Diploma 1 or 2 at Monash College depending on their previous high school study performance and meeting English requirements.

Accrediting Requirements and Accrediting Agency: Please indicate whether the foundation program is accredited and by which Agency (e.g. UK Naric, AEI NOOSR) n/a

Language of Instruction: English, Chinese

English Language Requirements: English scores reach 65% of the total score of college entrance examination (Gaokao) in math and English subjects, or pass the entrance examination of SJTU (equivalent to TOEFL IBT 50 or IELTS 4.5 to 5.0) Note: Gaokao Tier 1 scores in many provinces are around 67% and higher.

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Admission Requirements for Foundation Program: 1. High school graduates (finish Year 12); attended college entrance examination (Gaokao)

a. Min 65% in Math and English2. High school graduates (finish Year 12), overall performance at high school reach 75%3. Year 11 graduates (Gao Er), overall performance reach 75%, have passed the High School Unified

examination (for graduation qualification, with a common test paper for all students from differentschools)

Instructional Hours The International Foundation Program (IFP) is a one-year campus-based foundation program designed to prepare Chinese learners of a proper basis for future learning in international top universities. The target audience are students have finished Year 12 study, have done well in Gaokao (Chinese university entrance exam) and intend to study a Bachelor degree overseas. The IFP is a one-year full-time program with 35 weeks in all, 19 weeks in the first term and 16 weeks in the second term. Each term is concluded with a final examination week. An average of 30 class hours is set for the first term and 25 for the second term.

In addition, students are required to complete 20 class hours’ independent study per week. All students follow 6-7 compulsory core courses and in addition choose 1-2 courses from Physics and Calculus.

Proposed Pathway Course & Qualification:

UNDERGRADUATE: Students need to have completed Year 12 in China, have at least 65% in Gaokao, and have met English requirement, and the required results in IFP to obtain direct entry to undergraduate study at Macquarie. Programs require ATAR 75 – 83: 80% in IFP Programs require ATAR 84 – 90: 85% in IFP Programs require ATAR 91% +: 90% in IFP Note: the students who have Gaokao 65% or higher are eligible for direct entry into MQ’s undergraduate study condition upon meeting English requirements. Those who have Gaokao 65% and have spent one year in this program with a satisfactory results and have obtained the required English proficiency should be able to obtain direct entry into MQ’s undergraduate.

All students will be required to produce an IELTS overall of 6.0 or equivalent.

Consultation Process The following offices have been consulted prior to the submission of this paper: Macquarie International Macquarie International University College.

Recommendation: To recognize the International Foundation Program (IFP) from the School of Continuing Education of Shanghai Jiao Tong University for entry to Macquarie University, at the following levels;

UNDERGRADUATE: Students need to have completed Year 12 in China, have at least 65% in Gaokao, and have met English requirement, and the required results in IFP to obtain direct entry to undergraduate study at Macquarie. Programs require ATAR 75 – 83: 80% in IFP Programs require ATAR 84 – 90: 85% in IFP Programs require ATAR 91% +: 90% in IFP

Note: the students who have Gaokao 65% or higher are eligible for direct entry into MQ’s undergraduate study condition upon meeting English requirements. Those who have Gaokao 65% and have spent one year in this program with a satisfactory results and have obtained the required English proficiency should be able to obtain direct entry into MQ’s undergraduate.

Operational Impact: Macquarie International Macquarie International University College.

Submitted by: Kate Roth, Academic Programs, Ext 6456

For enquiries contact: Kate Roth, Academic Programs, Ext 6456

Note: this report was updated at the ASQC meeting of 26 April 2016. Refer minutes.

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International Foundation Programme

School of Continuing Education,

Shanghai Jiao Tong University

(2015)

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Table of Contents

I. Institutional Background.………………………………………………………………………3

1.1 Shanghai Jiao Tong University (SJTU).……….………………………….………...…..3

1.2 School of Continuing Education.……………………………………………………..…3

II. Introduction to International Foundation Programme (IFP)………………………………4

2.1 Background…………………………………………………………………………….4

2.2 Curriculum……………………………………………………………………………..4

2.2.1 Aim……………………………………………………………….…………….…..4

2.2.2 Entrance Requirements.............................................................................................4

2.2.3 Course Structure……………………………………………………………………4

2.2.4 Teaching and Learning Methods…………………………………………………...7

2.2.5 Learning Outcomes………………………………………………………………...7

2.2.6 Assessment…………………………………………………………………………7

III. Introduction to IFP Team…………………………………………………………………….8

3.1 Management Team……………………………………………………………………..8

3.2 Academic Team…………………………………………………………………......... 8

3.3 Marketing Team………………………………………………………………………10

3.4 Administration Team…………………………………………………………………10

Appendix 1: Course Books List....................................................................................................11

Appendix 2: Individual Course Description……………………………………………………..13

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I. Institutional Background

1.1 Shanghai Jiao Tong University

Shanghai Jiao Tong University (abbreviated as SJTU), one of the oldest and most prestigious

research universities in China, was founded in 1896. Affiliated to the Ministry of Education of

China, SJTU is ranked among the top 5 out of more than 2,200 universities and colleges in China.

Taking up an area of about 3,225,833 square meters, SJTU is composed of five beautiful

campuses: Xuhui, Minhang, Luwan, Qibao, and Fahua. A number of disciplines have been

advancing towards the top echelon internationally, and some burgeoning branches of learning

have taken an important position domestically. Today SJTU boasts 31 schools (departments), 63

undergraduate programmes, 250 master-degree programmes, 203 Ph.D. programmes, 28

post-doctorate programmes, and 11 state key laboratories and research centers. Twelve state-level

teaching bases and talent cultivation bases are well established nationally. Meanwhile, forty

courses have been recognized as National Model Courses.

SJTU is also renowned for its faculty, featuring 15 members of the Chinese Academy of Sciences,

19 members of the Chinese Academy of Engineering, 88 accredited professors and chair

professors of “Cheung Kong Scholars Programme,” 59 laureates of National Science Funds for

Outstanding Youth, 16 leading scientists of the National Programme 973, 6 scientists of the Key

Scientific Research Programme and 7 winners of National Master Teacher Award.

SJTU now has an enrollment of 20,300 full-time undergraduate students, 19,100 master degree

candidates, 9,000 Ph.D. candidates and 5,500 overseas students. Students have distinguished

themselves in a variety of national contests. 28 Ph.D. dissertations have been awarded National

100 Excellent Doctoral Dissertations. Famous alumni include Jiang Zemin, Qian Xuesen, Mao

Yisheng and more than 200 academicians from Chinese Academy of Sciences or Chinese

Academy of Engineering respectively.

1.2 School of Continuing Education

School of Continuing Education was founded in April 2009 from a merger of three affiliated

schools: School of Network Education, School of Adult Education, and School of Vocational Study.

SCE enjoys superior advantages of SJTU's academic strengths, picturesque campus environment and

the latest information technology. She maintains “Quality is the lifeline of education” and sticks to the

strategy of striving to develop non-degree training programs while maintaining degree education

programs.

SCE maintains a stable connection with overseas universities and nongovernmental organizations,

including UC Berkley, MIT, Oxford, McGill, and Waseda. SCE keeps her commitment to motivat

ing, energizing and promoting individuals and organizations in all walks of life toward their best.

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II. Introduction to International Foundation Programme (IFP)

2.1 Background

International Foundation Programme (hereafter referred to as IFP) is a one-year campus-based

foundation programme designed to prepare Chinese learners of a proper basis for future learning

in International top universities. It is developed by joint collaboration of Shanghai Jiao Tong

University (SJTU) and Overseas universities to connect SJTU foundation with international top

universities that are approved by Chinese Ministry of Education. IFP renders one-year learning

opportunities in SJTU with a serious and close-to-the-native English speaker education

environment so as to facilitate learners to acquire learning skills efficiently and adjust themselves

to overseas study.

The programme consists of four core modules (English proficiency, academic skills, culture and

communication and subject) and two supporting modules (orientation and throughway). IFP

started in 2009, though before that it had been running TOEFL, IELTS and SAT training courses

for years. The total recruitment for the first year was 24 students; the intake increased to 100 in

2010, 200 in 2011, and 350 in 2012. IFP aims to achieve a steady 1000-student yearly intake in

the near future.

2. 2 Curriculum

2.2.1 Aims

The International Foundation Program (IFP) aims to prepare students to successfully and

competently negotiate the journey between Chinese pedagogical approaches and those employed

by overseas universities. English language and Academic Study Sills are important features of the

course, which aims to improve the language, study skills and specialist subject knowledge

required to succeed at an international university. Students choose one of the Foundation routes to

also prepare them for specific subject in the field of Business management, Humanities, Science

and Engineering.

2.2. 2 Entrance Requirements

1. High school graduates;

2. English and mathematics scores reach 65% of the total score of college entrance examination

(for students learning science and engineering);

3. Or pass the entrance examination of SJTU (equivalent to TOEFL IBT 50 or IELTS 4.5 to 5.0)

2.2.3 Course Structure

IFP is a one-year full-time programme with 35 weeks in all, 19 weeks in the first term and 16

weeks in the second term. Each term is concluded with a final examination week. An average of

30 class hours is set for the first term and 25 for the second term. In addition, students are required

to complete 20 class hours independent study per week. All students follow 6-7 compulsory core

courses and in addition choose 1-2 courses from Physics and Calculus.

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上海交通大学继续教育学院国际教育部留学桥教学计划 (2015 SJTU）International Foundation Program

Module Number Subject Elective /Compulsory Credits Credit Hours

Term 1 2

Week 18 12

Weekly Credit Hours

Language

Skill

Building

Module

1 Note Taking & Listening Elective 0 36 4

2 Pronunciation & Speaking Elective 0 36 4

3 Vocabulary & Reading Elective 0 36 4

4 Grammar & Writing Elective 0 36 4

5 Advanced Listening Compulsory 0 36 2

6 Advanced Speaking Compulsory 0 36 2

7 Advanced Reading Compulsory 0 36 2

8 Advanced Writing Elective 0 36 2

Academic

Study Skill

Module

9 English for Academic Purpose Compulsory 2 30 2

10 Academic Study Skills

（Presentation & Speech） Compulsory 2 30 4

11 Analytic Writing Elective 2 30 4

Test

Preparation

Module

12 IELTS Listening Compulsory 0 72/40 4 4

13 IELTS Speaking Compulsory 0 72/40 4 4

14 IELTS Reading Compulsory 0 72/40 4 4

15 IELTS Writing Compulsory 0 72/40 4 4

Academic

Subject

Module

16 British American History & Culture Elective 3 45 4

17 Advanced Mathematics Elective 3 45 4

18 Calculus Elective 3 45 4

19 Statistics Elective 3 45 4

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20 Economics (Micro & Macro

Economics) Elective 3 45 4

21 Physics Elective 3 45 4

22 Finance Elective 3 45 4

23 Marketing Elective 3 45 4

24 Business English Elective 3 45 4

25 Management Elective 3 45 4

26 Accounting Elective 3 45 4

Overseas

Study

Bridging

Module

27 Guide to Overseas Study Elective 0 36/30 4 4

28 International Class (Cross Culture

Distant Learning) Elective 2 30 4

29 Cross-Cultural Communication Elective 2 30 4

Quality

Enrichment

Module

30 Physical Education Elective 0 36/30 2 2

31 Social & Global Issue/ Computer Club Compulsory 2 36/24 2 2

Teaching

Assistant

Module

32 Teaching Assistant Time Compulsory 0 180/120 10 10

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2.2.4 Teaching and Learning Methods

The courses are taught in English by an international academic staff. The delivery methods are as

follows: textbook-based lectures, group seminars, workshops, individual / group learning sessions

and one-on-one tutorials. The tutorials give students the opportunity to receive individual feedback

on their progress and solve the problems they may have.

2.2.5 Learning Outcomes

Upon successful completion of the programme, students will be able to:

acquire academic study skills to effectively adapt to overseas undergraduate study

improve English level comprehensively in order to better adjust to life and study in an

English speaking context

reach the entry scores required by overseas universities

acquire self-study ability, research skills, critical and creative thinking skills and

problem-solving ability with a goal of laying a solid foundation for their further academic

study

be familiar with the history and culture of the target country

have a better understanding of overseas educational system and future learning environment

form a basic understanding of business knowledge and science including economics,

management, calculus, physics, statistics and marketing

adopt a holistic approach to life for improving their emotional and physical well-being

2.2.6 Assessment

In order to successfully complete the Foundation programme, students must pass all courses

required. Marks will be given as percentage as follows:

Percentage Level

85-100% Distinction

70-84% Merit

50-69% Pass

0-49% Fail

Assessment is made up of a combination of classroom attendance, testing, examination and

coursework. Coursework includes essays, group and individual project work, presentations,

seminar skills and research projects.

Assessment elements and weightings are listed in individual course specifications. Informal

assessment is also made on classroom attendance, punctuality, attitude and how well the

individual takes responsibility for his / her own learning.

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III. Introduction to IFP Team

3.1 Management Team

Dean: Professor Li Haiwei

PhD. (East China Normal University, P.R.C)

Vice-president of School of Continuing Education, Shanghai Jiao Tong University

General Director: Professor Liu Tianming

PhD. (Fu Dan University, P.R.C)

Vice-president of School of Continuing Education, Shanghai Jiao Tong University

3.2 Academic Team

Professor Raymond Kolter

M.A. (Fudan University, P.R.C)

PhD. (Pepperdine University, U.S.A)

Faculty of Shanghai Jiao Tong University

Associate Professor Yanjun Li

M.A. (Tsing Hua University, P.R.C)

PhD. (Shanghai Jiao Tong University, P.R.C)

Faculty of School of Continuing Education, Shanghai Jiao Tong University

Lecturer Liang Guo

M.A. (Central Michigan University, USA)

PhD. (Georgia State University, USA)


Lecturer Jinjin Feng

M.A. (Xi’an Jiao Tong University, P.R.C)

PhD. (Shanghai Jiao Tong University, P.R.C)

Visiting scholar of University of Essex, UK


Lecturer Jian Zu

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M.A. (University of Bristol, UK)


Lecturer Jun Xu

M.A. (University of Sydney, Australia)


Lecturer Chun Zhou

M.S. (Dakota State University, USA)


Lecturer Jiaping Sheng

M.A. (University of Tasmania, Australia)


Lecturer Yuhao Duan

M.A. (Loughborough University, U.K)


Lecturer Jia Zhou

M.A. (Michigan State University, USA)


Lecturer Qingsong Gu

M.A. (Shanghai Maritime University, P.R.C)


Lecturer Jing Wang

M.A. (Shanghai International Studies University, P.R.C)


Lecturer Junxing Yu

M.A. (East China Normal University, P.R.C)


Lecturer Yun Wang

M.A. (Shanghai Institute of Foreign Trade, P.R.C)


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3.3 Marketing Team

The marketing team includes three groups of staff. The first group (4 staff) is responsible for

establishing a national network of public and private high schools and training centers which will

provide potential target students. The second group (4 staff) is responsible for promoting IBP via

paper and Internet media. The third group (6 staff) is responsible for call-ins and call-outs, along

with receiving site visits on campus.

3.4 Administrative Team

The administration team is responsible for the arrangements of classrooms, accommodation,

teaching materials and other daily administrative work.

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Appendix 1: Course Book List

Course Title Textbook

Title

ISBN Authors Publishing

House

Year of

Publication

English for

Academic

Purpose

EAP Now

Preliminary

97807339

78050

Kathy K Cox

David Hill

Pearson 2007

Analytical

Writing

Writing

Analytically

97873011

42677

David

Rosewasser Jill

Stephen

Peking University

Press

2008

Management Fundamentals of

Management

97873001

23202

Stephen P.

Robbins

China Renmin

University Press

2010

Economics

AP Barrons

Economics

97875100

04964

Frank Musgrave

Elia Kacapyr

World Book Inc 2009

Advanced

Mathematics

Core 2 for AQA 05828368

08

Janet

Crawshaw,

Karim Hirani

Pearson Longman 2004

Statistics

Business

Statistics

97873001

20676

David M.

Levine

China Renmin

University Press

2010

Marketing

Basic Marketing 97873005

2851

William D.

Perreault

China Renmin

University Press

2010

Physics

（Optional）

Physics 1

97805217

8718

David Sang Cambridge

University Press

2001

Calculus

(Optional）

Calculus 97875062

66253

James Stewart World Book Inc 2011

Academic

Study Skills

(Presentation

& Speech)

Presenting in

English

97871151

62656/F

Mark Power Posts & Telecom

Press

2002

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IELTS

Cambridge

IELTS 1-9

97805216

98894

Cambridge

ESOL

Cambridge

University Press

2013

Advanced

Listening

(For IELTS)

Collins English

for Exams

Speaking for

Listening

97800074

23262

Fiona Aish & Jo

Tomlinson

Harper Collins

Publishers

2011

Advanced

Speaking

(For IELTS)

Collins English

for Exams

Speaking for

IELTS

97800074

23255

Karen Kovacs Harper Collins

Publishers

2011

Advanced

Reading

(For IELTS)

Collins English

for Exams

Reading for

IELTS

97800074

23279

Els Van Geyte Harper Collins

Publishers

2011

British History

and Culture

Introduction to

the History of

the UK

97878107

86614

Chang Junyue Peking University

Press

2007

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Appendix 2: Individual Course Description (Part 1)

Economics (Microeconomics and Macroeconomics)

Course Title Microeconomics

Teaching Hours 30 Self Study Hours 30

Course Length 8 weeks Credits 2

Course Description

This course is basically concerned with the study of how households and firms

make choices to attain their goals, given their scarce resources, how they

interact in markets, and how the government attempts to influence their

choices. The topics covered in this course are the interaction of demand and

supply, economic efficiency, externalities, elasticity, consumer choice and

behavior economics, costs, firms in perfectly competitive markets, firms in

monopolistic competition markets, firms in oligopoly markets, firms in

monopoly markets, the markets for labor, the economics of information. These

topics are interesting as well as important, with numerous practical,

technological and scientific applications.

Learning

Outcomes

Upon successful completion of the course students will be able to: know basic ideas, concepts and analytical methods in microeconomics understand the latest trends of microeconomic theory demonstrate a basic understanding of the interaction of supply and

demand, economic efficiency, price elasticity, consumer choice and behavior economics, costs, competition and monopoly, labor markets, the labor market, etc

acquire the ability of making observations of economic behavior and

phenomenon in the real world

Modes of Delivery

Whole class teaching; Workshops; Supported open learning (independent, pair work or small group

tasks);

Individual tutorials.

Assessment

The students will be assessed from following aspects： Assessment elements: Weightings

Attendance 10% Homework & Essay 10% Chapter Test 20% Final Exam 60%

Textbook &

References

AP Barrons Economics

Mankiw, 2009, Principles of Economics, 9th Ed. South-Western

Samuelson,P., Nordhaus, W., 2009, Economics, McGraw-Hill/Irwin

Stiglitz, J., Walsh, C., Principles of Microeconomics, Overseas Publishing

House

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http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=Paul%20Samuelson

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=William%20Nordhaus

14

Teaching Contents and Schedule

Themes Teaching Contents Course Hours

PART 1 Introduction

1. The Discipline of Economics 2

2. Thinking Like an Economist 2

3. Specialization and Trade 2

PART 2 How Markets work

4. Demand, Supply, and Price 2

5. Using Demand and Supply 2

6. Theory of Consumer Choice 2

7. The Firm’s Behavior: Costs 2

8. Efficiency of Markets 2

PART 3 Firm Behavior and the Organization of Industry

9. Firms in Perfect Competitive 2

10. Product Markets: Types, Characteristics 2

11. Imperfect Markets: Monopoly 2

12. Imperfect Markets: Monopolistic Competition 2

13. Imperfect Markets: Oligopoly 2

PART 4 Topics in Microeconomics

14. Labor Markets 2

15. Government and Public Sector 2

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Course Title Macroeconomics



Course Description

This course provides an introduction to macroeconomic analysis. The topics

covered in this course are national income (GDP/GNP), inflation, price index,

unemployment, aggregate supply, aggregate demand, economic system, fiscal

policy, monetary policy. It is basically concerned with the study of how an

economy works from the perspective of the overall, such as: How to measure a

nation’s economy? What determines economic growth? What drives

employment and wages, saving and investment? How fiscal and monetary

policies work? What causes inflation and why is it a problem? What, if

anything, can governments do to improve the performance of an economy?

Learning

Outcomes

Upon successful completion of the module students will be able to:

demonstrate knowledge of basic ideas, concepts and analytical methods in macroeconomics, and understand macroeconomic principles;

identify appropriate techniques to analyze macroeconomic equilibrium in the various markets;

show an understanding of mathematical, diagrammatic and verbal forms of analysis;

be able to analyze and explain the common economic phenomena of a market economy;

understand the latest trends of macroeconomic theory and global

economics

Modes of Delivery

Whole class teaching; Workshops; Supported open learning (independent, pair work or small group

tasks);


Assessment

The students will be assessed from following aspects：

Assessment elements: Weightings

Attendance 10%

Homework & Essay 10% Chapter Test 20% Final Exam 60%

Textbook &

References

AP Barrons Economics

Mankiw, Principles of Economics, 9th Ed. South-Western 2009

Samuelson, P & Nordhaus W, Economics, McGraw-Hill/Irwin 2009

Stiglitz, J.& Walsh, C., Principles of Macroeconomics, W W Norton & Co Ltd

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Themes Teaching Contents Course Hours

PART 1 Introduction

1. Macroeconomics and Economic Perspective 1

2. Economic System 2

3. The National Economic Accounts 1

PART 2 The Real Macroeconomics

4. Money and Financial System 1

5. Economic Growth and Productivity 1

6. Inflation 1

7. Unemployment 1

8. Aggregate Supply and Aggregate Demand 1

PART 3 Macroeconomic Fluctuations

9. Introduction to Macroeconomic Fluctuations 1

10. The Role of Fiscal Policy 1

11. The Role of Monetary Policy 1

12. The Trade-off between Inflation and

Unemployment 1

13. Controversies in Macroeconomic Policy 1

PART 4 Topics in Macroeconomics

14. International Trade 1

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Management

Course Title Management



Course Description

This course aims to give a brief introduction on enterprise management theories, techniques, concepts and managers’ role in technology-oriented society. Course definition, reasons for learning, and contents and learning methods will also be introduced.

Furthermore, different roles and functions of managers will be introduced; the

Programming, organization, control, leadership, human resources etc. of

contemporary corporations will be included; the management ideas to boost

organizational efficiency and the basic contents of management procedure will

be reviewed.

Learning

Outcomes

Upon successful completion of the course students will be able to:

Comprehend the basic principles of business management and analyze the basic functions of management

Distinguish the features of different types of management such as operating management and Research and Development management

Use crucial management principles to make rigorous analysis on professional experience and explain different management styles and theories

Apply basic management skills

Interpret different views on organizational behaviors

Make comments on theories of motivation and discuss leadership skills and other relevant questions

Be clear about the role and function of managers

Show the basic management functions in different environments through example analysis

Define the basic elements in communication

Modes of Delivery

Class lecture Workshop

Open-ended learning（independent learning, pair learning or group learning) One-to-one tutoring

Assessment

The students

will be

assessed

from

following

aspects:

Assessment Elements Weightings

Case study 40%

Participation and attendance 10%

Speech 20%

Final exam 30%

Textbook &

References

Robbins, S. etc. 2010, Fundamentals of Management, 7th

Ed., Prentice Hall.

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Mathematics

Daft, R. L. & Marcic, D. Understanding Management, Harcourt Brace & Co.

Hall, D., Jones, R., Raffo, C. Business Studies, Causeway Press

Naylor, J. Management. FT Prentice Hall

Course Title Mathematics



Course Description

This module covers all the requirements for pure mathematics from all the latest

advanced level specifications. Including the number system and surds, simultaneous

equations, coordinate geometry, inequalities, trigonometry functions, etc. The course

provides the necessary skills and training for further study or research in at least one

specialist area of Mathematical Science.

Learning

Outcomes

On successful completion of the module, students are supposed to: Be familiar with explanations of the many pure mathematics topics and skills

Possess comprehensive formulas that students need to know.

Achieve numerous exercises and worked examples with questions and clear diagrams.

Use mathematics to help develop solutions to practical problems

Possess the necessary skills and training for further study or research in Pure Mathematics

Possess the ability to communicate ideas and arguments in a well-structured and reasoned manner

Interpret and evaluate numerical or graphical information

Possess the ability to apply general analytic skills to problem

solving

Modes of Delivery

Whole class teaching; Workshops; Supported open learning (independent, pair work or small group tasks); Individual tutorials.

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Themes Teaching Content Course Hours

Algebra

1. The Number System and Surds

8

2. Indices

3. Polynomials

4. Factorization

5. Solving Quadratic Equations

6. Simultaneous Equations

7. Polynomial Division

8. Algebraic Fractions

9. Partial Fractions

10. Curve Sketching

Coordinate

Geometry

11. Coordinate Geometry

5

12. The Equation of a Straight Line

13. More on the Straight Line

14. Inequalities

15. The Equation of a Circle

Trigonometry

16. Trigonometric Functions

8

17. Equations and Identities

Assessment

The students will be assessed from following aspects:


Assignments and quizzes 25%


Final exam 60%

Textbook &

References

Andy Martin, Kevin Brown, Paul Rigby and Simon Riley, Pure Mathematics,

Stanley Thornes

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18. Compound and Double Angle Formulas

19. The Cosine Rule and The Sine Rule

20. The Area of a Triangle

21. Radian Measure

Functions

22. Mappings and Functions

8

23. Inverse Functions

24. Composite Functions

25. Transformations of Graphs and Functions

26. Even, Odd and Periodic Functions

Differentiation

27. Finding the Gradient of a Curve

8

28. Stationary Points

29. Further Applications of Differentiation

30. The Chain Rule and Related Rates of Change

31. Differentiation of Trigonometric Functions

Integration

32. Indefinite Integration

8

33. The Area Under a Graph

34. The Area Between the Vertical Axis and a Curve

35. Area Between Two Curves

36. Volumes of Revolution

37. Integration of Sine and Cosine

38. Indefinite Integration

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Statistics

Course Title Statistics



Course Description

Statistics aims to introduce major concepts and tools for collecting, analyzing, and

drawing conclusions from data and students will thus develop analytical and critical

thinking skills. Through this course students should acquire the knowledge about

different source of information and how to apply them in real problem solving.

Learning Outcomes


Describe patterns and departure from patterns

Anticipate random phenomena using probability and simulation

Estimate parameters and test hypotheses

Develop analytical and critical thinking skills

Describe the concept of statistical inference

Calculate and explain a confidence interval around a sample mean and a sample percentage

Modes of Delivery

Class lecture will set out basic topics and provide worked examples which illustrate them.

In the weekly, small seminar groups, students will be expected to raise issues relating to questions provided in problem sheets.

Private study should involve reading and comprehension of the relevant notes and textbooks and working on the seminar problem sheets.

Practical and tutorial sessions will consolidate lecture content.

Assessment

1) Continuous assessment is made by the tutor throughout the module on

the student’s ability to actively take part in group discussions;

2) Students prepare and deliver an individual 10-minute oral presentation

on a topic agreed between the student and the tutor. The topic can be

related to Business Management and will require students to conduct

some basic research. Students will be assessed on knowledge and

understanding of the topic, evidence of research, structure of

presentation, clear and comprehensible explanation of topic and

appropriacy of language;

3) Students write an academic essay of about 750 words. The title will be

jointly agreed between the tutor (EAP tutor and/or specialist subject

tutor) and student and can be related to Business Management. The

essay will be assessed on content, organization and use of language;

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4) 2-hour final examination testing academic reading, writing, listening

and note-taking skills.




Chapter Test 20%

Final exam 50%

Textbook & References

Business Statistics

Burton G, Carrol G and Wall S, 2002, Quantitative Methods for Business and Economics, Upper Saddle River NJ, Prentice Hall

Douglas A, William G, Samuel A, Statistical Techniques in Business and Economics

14th

, McGraw-Hill

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Marketing

Course Title Marketing



Course Description This course aims to give a fundamental introduction of the principles and

guidelines of marketing.

Learning Outcomes


Comprehend the basic principles of marketing

Understand the marketing concept, identify marketing problems, apply marketing research and define marketing strategies

Distinguish the features of different types of marketing approaches

Use crucial marketing principles to make rigorous analysis on professional experience and explain different marketing styles and theories

Apply basic marketing skills

Modes of Delivery

Lectures will be applied on theory study and explanation of business process and marketing communication planning.

In-class exercises and case studies will be applied to the application of the theories.

Students will be tested based on in-class tests as well as coursework individually or as a group.

Students’ oral explanation (presentations) will also be applied during the

teaching. Extra reading is required to gain more understanding of marketing.

Assessment



Coursework 20%


Final exam 60%


Basic Marketing

Brassington F., S. Pettitt (2003), Principles of Marketing 3rd

edition, Prentice Hall

Karan C. (2010), Exploring Business, 1st edition, The People’s Posts and

Telecommunications Press.

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Physics

Course Title Physics



Course Description This course provides students with grounding in the fundamentals of physics and

mechanics required to study subjects within the fields of Science and

Engineering at undergraduate level.

Learning Outcomes

Upon successful completion of the module, students should be able to:

Demonstrate knowledge and understanding of mathematical modeling

as applied in mechanics

Demonstrate knowledge and understanding to A Level standard of

the major areas of physics including mechanics, mechanical energy,

matter, oscillations, waves, electricity and magnetism

Demonstrate development and understanding of specialist

terminology and language related to the study fields of Science and

Engineering

Modes of Delivery 1) Whole class teaching;

2) Individual tutorials.

Assessment

Students will be given 3 separate assignments. Each assignment will be in

the form of a problem for the student to solve using what they have learnt

during the input sessions

Close-book 3-hour written examination

Assessment based on: Weightings

Coursework 40%

Final exam 60%


Sang (ed.), Physics 1, CUP

Mee et al, AS/A2 Physics, Hodder Stoughton

Holland and Bryden, MEI Mechanics, Hodder education

Croft and Davison, Foundation Maths, Pearson Longman

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Calculus

Course Title Calculus



Course Description This course provides students with grounding in the fundamentals of Calculus

required to study subjects within the fields of Science and Engineering at

undergraduate level.

Learning Outcomes

Be familiar with explanations of the many calculus topics and skills

Possess comprehensive formulas that students need to know

Achieve numerous exercises and worked examples with questions and clear

diagrams

Use calculus to help develop solutions to practical problems

Possess the necessary skills and training for further study or research in related

fields

Possess the ability to apply general analytic skills to problem solving

Modes of Delivery Whole class teaching;


Assessment





Final exam 60%

Textbook & References Calculus

179

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British History and Culture

Course Title British History and Culture



Course Description The course is designed to give students a grounding in the subject matter of

British history and culture in major interpretive questions that derive from the study

of selected Theme.

Learning Outcomes

Upon successful completion of the course, students should:

gain an overview of British history and culture

understand basic facts and values that shaped the British nations and still

influence the United Kingdom’s society today

be able to establish the context and significance of specialized interpretive

issues

develop abilities to read critically texts assigned and to analyze and

synthesize the ideas and concepts in them

be able to strike a balance between factual knowledge and critical analysis



Assessment





Final exam 60%


Introduction to the History of the U.K.

Chang Junyue

Peking University Press

180

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Teaching Content and Schedule of British History and Culture

Theme Teaching Content

The Birth of

a Nation

1. Ancient Briton and the Invasions

2. Anglo – Saxon England

3. King Arthur and Knights of Round Table

4. The Venerable Bede

5. William and the Conquest

The Normans

6. The Norman Monarchs

7. William the Conqueror

8. Feudalism after the Norman Conquest

9. The Doomsday Book

The Early

Plantagenet

10. The Rule of Law

11. The Feudal Way of Life

12. The Canterbury Tales

13. The Crusades

The House of

Plantagenet

14. The Birth of Parliament

15. The Magna Carta

16. King John

The 14th

Century

England

17. The Hundred Years War

18. The Black Death and Wat Tyler Uprising

19. A Horrible Disease – The Black Death

20. Wat Tyler and His Revolting Peasants

21. Joan of Arc – Maid of Orleans

The House of

Lancaster

and York

22. The Wars of the Roses

23. The Mystery of the Princes in the Tower

24. The Middle Ages

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The Tudor

Age

25. The Tudor Monarchy

26. The Reformation in England (1517 – 1563)

27. King Henry VII

28. Henry VIII and His Marriage

29. Thomas More and the Utopia

The

Elizabethan

Ag

30. The Reign of Elizabeth I

31. Queen Elizabeth

32. Entertainment in Elizabethan Age

33. Defeat of the Spanish Armada

The House of

Stewart

34. The Age of Revolution

35. King James VI Scotland (James I England)

36. The English Civil War

37. Oliver Cromwell

The House of

Hanover

38. The Hanoverian Monarchs

39. Napoleon Bonaparte (1769 – 1821)

40. King George III

The

Industrial

Revolution

41. The British Industrial Revolution

42. Machines for the Industrial Revolution

43. The Consequences of the Industrial Revolution

The Victorian

Age (1837 –

1901)

44. Queen Victoria and Her Reign

45. Everyday Life in Victorian England

46. Charles Dickens (1812 – 1870)

47. Florence Nightingale (1820 – 1910)

The World at

War

48. The Great Britain in the World Wars

49. The Causes of World War I

50. Winston Churchill

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Towards the

New

Millennium

51. House of Windsor

52. Long Live the Queen!

53. Margaret Thatcher

54. Growth of Great Britain in American’s Eyes

55. The English Conquest of Wales

56. The Story of Scotland

57. The Ties between Ireland and Great Britain

58. History of Wales

Guide to Overseas Study

Course Title Guide to Overseas Study



Course Description

The module includes basic knowledge of simple introduction of

Australia/America/Britain, Australian/American/British customs,

universities, prospective majors and its future career path and etc. It focuses

on familiarizing students with their future learning environment and career

development.

Learning Outcomes

Identify the relationship between professional studies and employment;

Understand cultural differences between the East and West;

Independently communicate with universities;

Choose universities and courses appropriate to their situation and needs



Textbook & References Supplementary material from a selection of textbooks and journals as

provided by SJTU

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Cross-Cultural Communication

Course Title Cross-Cultural Communication



Course Description This course aims to introduce necessary study skills in overseas

universities.

Learning Outcomes

Identify different offices and departments of a university

Explain the good reading, note-taking, and test preparation habits

Analyze, summarize, and evaluate objective and subjective

information for a research paper or presentation

Locate useful sources in the library and on the internet

Positively and actively participate in class discussions



Assessment

Assessment Weightings

Assignments 25%

Quizzes 20%


Final exam 40%


Steer, Jocelyn, Strategies for Academic Communication

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International Class

Course Title International Class



Course Description It focuses on developing students’ communication and facilitation skills in social

and global issues with people of various cultural backgrounds under e-learning

settings.

Learning Outcomes

Build up confidence in communicating with people of different cultural

background

Improve listening and speaking competence for both general and

academic use

Develop communication and facilitation skills to negotiate cultural

issues

Play an active part in seminar discussions

Give an effective oral presentation on a topic

Learn to utilize information technology in learning



Assessment


Assignments 25%

Quizzes 20%


Final exam 40%


Cross-Cultural Distance Learning: Social and Global Issues; Waseda

University International Corporation Press

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Physical Education

Course Title Physical Education

Teaching Hours 30 Self Study Hours


Course Description

This module is to help students acquire the knowledge, processes, and skills

needed to engage in meaningful physical activity both in the present and for a

lifetime. The process of participating regularly in a physically active lifestyle will

lead to personal enjoyment, challenge, satisfaction, and a health-enhancing level of

personal fitness.

Learning Outcomes

On successful completion of the module, students are supposed to:

Perform and enjoy a variety of physical activities with understanding

Develop and maintain physical health and fitness through regular

participation in physical activities

Demonstrate positive self-esteem through body awareness and control

Understand and apply thinking skills to PE

Demonstrate the spirit of fair play, teamwork and sportsmanship

Acquire safe practices during physical activities

Modes of Delivery Whole class teaching.

Assessment

Final examination will include short answer questions and short essay questions.

Assessment based on: Weightings

Attendance 40%

Term exam 60%


Pangrazi, R.P. & Daur, V.P. (1995). Dynamic physical education for elementary school children. Boston : Allyn and Bacon.

Werner, P.H. (2004). Teaching children gymnastics (2nd Ed.). Human Kinetics.

Wright, J.P. (1996). Social dance instruction: steps to success. Champaign, IL: Human Kinetics.

Clanton, R.E. (1997). Team handball: steps to success. Champaign, IL: Human

Kinetics.

Thomas, D.G. (1996). Swimming: steps to success (2nd Ed.). Champaign, IL:

Human Kinetics.

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Teaching Content and Schedule of Physical Education

Theme Teaching Content

Fundamental

movements

1 Walking

2 Running

3 Jumping

4 Sliding

5 Hopping

6 Bending

7 Twisting

8 Turning

9 Balancing

10 Throwing

11 Catching

12 Bouncing/Dribbling

Educational

gymnastics

13 Space

14 Shape

15 Time or Speed

16 Flow

Games (Territorial, 17 Badminton

Fleck, S.J. & Kraemer, W.J. (1997). Designing resistance training programmes

(2nd Ed.). Champaign, IL: Human Kinetics.

187

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Net/Wall, Striking &

Fielding) 18

Football

19 Basketball

20 Table – tennis

21 Tennis

22 Volleyball

23 Rugby

Dance

24 Waltz

25 Cha-Cha

26 Rock & Roll

Health & fitness

management

27 Identify personal fitness needs

28 Nutrition

29 Range of possible lifetime physical activities

Athletics

30 Running

31 Jumping

32 Throwing

Swimming

33 Recognized stroke

34 Water Safety

35 Water Confidence

36 Swimming/Basic Survival Techniques

37 Rescue Techniques

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Listening & Note Taking

Course Title Listening & Note Taking



Course Description The course aims to help student improve general and academic listening skills.

Learning Outcomes

Grasp the top-down processing listening skills

Grasp the bottom-up processing listening skills

Grasp the note taking skills to get ready for overseas academic life

Modes of Delivery

Whole class teaching; Supported open learning (independent, pair work or small group tasks);


Assessment





Final exam 60%


SJTU material

189

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Pronunciation & Speaking

Course Title Pronunciation & Speaking



Course Description The course is designed to foster solid foundations for consolidating and

developing communicative competence orally in English.

Learning Outcomes

Grasp the principles of pronunciation

Improve speaking skills for both general and academic use

Enlarge the vocabulary

Modes of Delivery



Assessment





Final exam 60%


College Oral Communication

190

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Grammar & Writing

Course Title Grammar & Writing



Course Description The course aims to introduce to students basic academic writing principles and

skills.

Learning Outcomes

3. Build a solid foundation of grammar

4. Be familiar with the process of writing including brainstorming and

collecting information about a topic; planning, drafting or writing multiple

drafts and revising and editing

5. Write sentences, paragraphs and passages logically and coherently

Modes of Delivery



Assessment





Final exam 60%


College Writing

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Advanced Listening

Teaching Content and Schedule

Theme Teaching Content Credit

Hours

On the move Theme studies: holidays and travel

Skill learning: completing forms 3

Being young Theme studies: Youth

Skill learning: matching 3

Credit Hours 36 Credits 0

Course Length

(week)

18 weeks Course Description The course aims to help

students improve the academic

listening skills and enhance

them in an authentic listening

context.

Learning

Outcomes

Advanced Listening specifically develops high-level listening skills for students in academic

environments, and help them be familiar with the general layout and question types on the test.

Through analysis of the language skills and strategies needed for the IELTS test, this course

help students achieve best score.

Assessment




Final exam/term paper 60%

Textbook

Listening for IELTS, Collins English for Exams, Fiona Aish & Jo Tomlinson, HarperCollins

Publishers

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Climate Theme studies: Nature and the environment

Skill learning: answering multiple-choice questions 3

Family structures Theme studies: Family matters

Skill learning: completing tables 3

Starting university Theme studies: Education

Skill learning: labeling maps or plans 3

Fame Theme studies: Culture and modern society

Skill learning: completing flow charts 3

Alternative energy Theme studies: Science and technology

Skill learning: labeling a diagram 3

Migration Theme studies: People and places

Skill learning: completing notes 3

At the gym Theme studies: Health and fitness

Skill learning: classifying 3

At the office Theme studies: Employment and finances

Skill learning: answering short questions 3

Local languages Theme studies: Language and communication

Skill learning: completing summaries 3

Practice Session Complete practice listening test 3

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Advanced Speaking


Theme Teaching Content Hours

Task-based practice

1. Introduction

2

2.

Vowel sound and IELTS speaking Part 1- How to

give examples

2

Hours 36 Credits 0

Course Length 18 weeks Course Description The course aims to foster solid

foundations of oral English for IELTS

taker

Learning

Outcomes

Improve the fluency and cohesion

Enlarge vocabulary for oral English

Grasp the fundamentals of pronunciation

Solid the foundations of grammar used in oral English

Provide examination strategies

Assessment




Final exam 60%

Textbook Speaking for IELTS, Karen Kovacs, Harper Collins Publishers

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3.

Diphthongs and IELTS speaking Part 1- How to give

reasons

2

4.

“Th” sound and IELTS speaking Part 2 – How to

make notes

2

5.

“L” sound and IETLS speaking Part 2 – How to

connect your points

2

6.

Stress and IELTS speaking Part 3 – How to prepare

Part 3

2

7.

Intonation and IELTS speaking Part 3- Different ways

to express your opinion

2

8. Linking word and IELTS speaking Part 1,2,3 review 2

Topic-based practice

9.

People and relationship

Practice Part 1&2

2

10.

Health and fitness

Practice Part 3

2

11.

Education

Practice Part 3

2

12.

Nature and the environment

Practice Part 1&2

2

13.

Language and communication

Practice Part 3

2

14.

Science and technology

Practice Part 3

2

15.

Employment and finances

Practice Part 1&2

2

16.

Youth

Practice Part 3

2

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17.

People and places

Practice Part 1&2

2

18.

Culture and modern society

Practice Part 3

2

Advanced Reading

Credit Hours 72 Credits

Course Length

(week)

18 weeks Course Description Prepare students for IELTS

Academic Reading test

whether they are taking the

test for the first time, or

re-sitting the test.

Learning

Outcomes

It has been written for students with band score 5-5.5 who are trying to achieve band

score 6 or higher.

Assessment




Final exam/term paper 60%

Textbook

Collins English for Exams Reading for IELTS Van Geyte

196

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Theme Teaching Content Credit

Hours

1. Orientation to the

text

Using titles and subheadings

Using parapraphs and main ideas

Dealing with unfamiliar words

Vocabulary builder

1.5

2. Scanning for a

specific detail and

skimming fror

general

understanding

Scaning

Skimming

Vocabulary builder

Following referencing

1.5

3. Identifying main

and supporting

ideas

Understanding paragraph structure Extracting key

information

1.5

4. Improving global

reading skills

Paraphrasing the main ideas

Getting gapfilling answer right

1.5

5. Summarising Understanding summaries

Vocabulary builder

1.5

6. Understanding

argument

Recognising text types

Recognising arguments in texts

Dealing with a range of views

1.5

7. Identifying the

writer’s views and

claims

Interacting with the passage

Analysing the passage

1.5

8. Family matters Family and relationships 1.5

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9. Healthcare Health and fitness 1.5

10. Getting an

education Education

1.5

11. Water Nature and environment 1.5

12. Non-verbal clues Language and communication 1.5

13. Scientists at work Science and technology 1.5

14. The job market Employment and finances 1.5

15. Twenty-something

s Youth

1.5

16. Community spirit People and places 1.5

17. Cultural

differences Holidays and travel

1.5

18. Practice test Culture and modern society

1.5

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English for Academic Purpose


Teaching Content

Hours

Theme Reading Writing Listening Speaking

Hours 30 Credits 2

Course

Length

15 weeks Course Description It focuses on developing the

organization, logical development,

vocabulary and grammatical

accuracy in listening, speaking,

reading and writing.

Learning

Outcomes

Develop the vocabulary of humanities and business studies

Improve the level of academic English in order to cope more effectively with the

academic demands of undergraduate education in universities

Comprehend the content and structure of academic lectures and take effective notes;

Play an active part in seminar discussions

Give an effective oral presentation on an academic topic

Read and understand academic texts more effectively

Write basic academic texts

Assessment




Final exam 60%

Textbook

EAP Now Preliminary, Kathy K Cox, David Hill, Pearson

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Customs Introductio

n to a

global

approach to

reading

Introduction to

text structure

& purpose

Predict

Find main ideas

Find specific

information

Discussions

about customs

and traditions 3

Trade Reading a

case study

and an

information

report:

Information

report

Numbers

Identify stages

Discussions

about global

trade 3

Commun

ication

Reading to

summarize

Correspondenc

e

Specific

information

Expressions for

phone calls

Communication

Making requests 3

Politics Reading a

discussion

Discussion Take notes Politics

Agreeing and

disagreeing

3

Media Reading

different

text types

Procedure Taking notes

Identifying stages

Obtaining specific

details

Discussion about

use of the media

3

Art Reading a

review

Review Expressing

options

Identify opinions

Tag questions

Voice intonation

Building the

field: art,

expressing

opinions 3

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Architect

ure

Reading

historical

information

Historical

information

Differentiating

between

hypothesis

Locating certainty

Critically weigh

up an issue

Building the

field:

architecture,

offering value

judgments

3

Indigeno

us/

Aborigin

al people

Reading for

facts VS

opinion

Information

report

Main points

Spoken

information that

links to visual

information

Building the

field: indigenous

3

Landsca

pes

Reading

factual

information

Problems and

solutions

Solutions

Explanations

Examples

Discussion about

proposing 3

The

world

Meaning in

context

Skimming

Scanning

Note-takin

g

Review of

genres

Matching

genre to task

Specific

information

Building the

field: the world

General

knowledge quiz 3

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Academic Study Skills (Presentation & Speech)

Course Title Speech Eloquence



Course Description This course is designed to equip the participants with practical and useful

language for delivering presentations in English. It will also develop communication

skills related to public speaking.

Learning Outcomes

●Have pronunciation exercises focusing on suitable word stress, sentence

stress and intonation patterns

●Build up confidence in using appropriate grammar and vocabulary for

different topics

●Increase the fluency and accuracy in the interview

●Organize the talk by using signals that are common and appropriate for

speaking

Modes of Delivery



Assessment





Final exam 60%


Presenting Skills

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Analytical Writing

Course Title Analytical Writing


Course Length 15weeks Credits 2

Course Description

In Analytical Writing, students will learn how to: locate major ideas in the readings in academic texts; understand test question types (e.g., identification, short answer, and short essay); read and write critically; recognize and analyze writing strategies, and write academic essays. Students also learn academic vocabulary needed to compare, classify, define, exemplify, show cause and effect, and attribute ideas to their sources.

Learning Outcomes

Upon successful completion of the module, students should be able to: Recognize and use academic language in academic reading and writing Use conventional vocabulary for signaling attribution, causes,

comparisons, classification, definitions, examples, and effects Write answers to different types of questions such as definitions and

identifications, short-answers, and short essays Write organized essays which include key terms, main ideas,

explanations, examples, and graphic organizers

Modes of Delivery

Whole class lectures Individual learning Collaborative learning（in pairs or in small groups） One on one conference

Assessment


Assignments 25%

Quizzes 20%


Final exam 40%


Writing Analytically, with readings by Rosenwasser, Stephen, and Babington (Thomson Nelson 2008)

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IELTS Listening

Teaching Contents and Schedule of IELTS Listening Section

Teaching Content Course Hours

1. Getting ready to listen 4

2. Listening for specific information 4

3. Identifying detail 4

4. Following a conversation 4

Hours 72 Credits 0

Course Length 18 weeks Course Description To consolidate students’ English

listening ability and to achieve

effective learning outcomes.

Learning

Outcomes

Be familiar with the test papers of IELTS listening section

Master some practical skills and strategies for success in IELTS Listening section

Do timed practice of IELTS test

Enhance listening ability through receiving feedback in listening simulation test

Assessment




Final exam 60%

Textbook

Cambridge IELTS 1-10

New Insight into IELTS,Vanessa Jakeman, Cambridge University Press

The Official Cambridge Guide to IELTS, Pauline Cullen, Cambridge University Press

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5. Recognizing paraphrase 4

6 Places and directions 4

7. Listening for actions and processes 4

8. Attitude and opinion 4

9. Following a description: diagrams , maps and plans 4

10. Seeing beyond the surface meaning 4

11. Following signpost words 4

12. Following a lecture or talk 4

13. Contrasting ideas 4

14 Practice Tests 1 4





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IELTS Speaking

Hours 72 Credits

Course Length 18 weeks Course Description This course aims to prepare

students for the IELTS speaking

test and generally improve

spoken English

Learning Outcomes

Be confident and ready for the IELTs speaking test

Talk about yourself and familiar topics with ease

Discuss more abstract ideas in an interesting but clear way

Be easy to follow and make the listener’s job easier when you talk

Give reasons for your ideas and support them clearly and fully

Assessment




Final exam 60%

Textbook

_________

Teaching Contents and Schedule of IELTS Speaking Section

Teaching Content Hours

1. Introductions and course outline 4

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2. My studies and describing teachers

-Advice for Part 1 and 2 4

3. Talking about Education as an abstract issue

- Advice for part 3 4

4. Multiple Intelligences and Personality

- Vocabulary variety and complex answers 4

5. Confronting problems and Jobs

( Grammar focuses and sentence structure) 4

6. Role models, If conditionals and Superheroes 4

7. Family and cultural differences 4

8. Pronunciation& Intonation , Recap 4

9. Entertainment, comparing before and now 4

10. Story telling, Reporting and the News 4

11. Truths, Lies & Regrets 4

12. Environment 4

13. Discussing Social Problems 4

14. Travel and describing places 4

15 Money and companies 4

16 Festivals and Review 4

17 Testing / Review 4

18 Testing / Review 4

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IELTS Reading

Teaching Contents and Schedule of IELTS Reading Section

Teaching Content Hours

1. Introduction 4

2. skimming &scanning 4

Hours 72 Credits 0

Course Length 18 weeks Course Description To consolidate students’ English

reading ability to achieve effective

learning outcomes.

Learning

Outcomes

Be familiar with the test papers of IELTS reading section

Master some practical skills and strategies for success in IELTS reading section

practice IELTS reading section within allotted time

Enlarge vocabulary

Enhance reading ability through receiving feedback in reading simulation test

Assessment




Final exam 60%

Textbook

Cambridge IELTS 1-10

New Insight into IELTS,Vanessa Jakeman, Cambridge University Press

The Official Cambridge Guide to IELTS, Pauline Cullen, Cambridge University Press

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3. summarizing 4

4. understanding structure 4

5. identifying views 4

6. Task: List of Headings 4

7. Task: Summary 4

8. Task: Sentence Completion 4

9. Task: True/False/Not Given 4

10. Task: Multiple Choice 4

11. Task: Matching 4

12. Task: Short Answer 4

13. Task: Table & flow chart 4

14. Review of all skills taught. 4





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IELTS Writing

Teaching Contents and Schedule of IELTS Writing Section

Theme Teaching Content Course Hours

Phase 1

Introduction 1.

Overview: Analysis of IELTS writing types,

strategies and test requirements in terms of lexical

resources, grammar, coherence and cohesion, and

task fulfillment.

4

Phase 2 2 Writing: ideas 4

Course

Hours

72 Course Credits 0

Course

Length

18 weeks Course Description This course aims to consolidate

students’ English writing ability to

achieve effective learning

outcomes.

Learning

Outcomes

15. Be familiar with the test papers of IELTS writing

16. Master some practical skills and strategies for success in IELTS

17. Do timed practice of IELTS test

18. Enlarge vocabulary and improved organizational capacity in writing test

19. Enhance writing ability through receiving personal feedback in writing test

Assessment




Final exam 60%

Textbook Cambridge IELTS 1-9, Cambridge ESOL, Cambridge University Press

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Writing basics 3 Writing: grammar

4

4 Writing: sentence structure & variety 4

5 Writing: essay structure 4

Phase 3

Writing Analysis

for Task 1 and

Task 2

6 Task I: Line chart,

Task II: agree or disagree

4

7 Task I: Bar chart,

Task II: advantages and disadvantages,

4

8 Task I: Pie chart,

Task II: discuss both views

4

9 Task I: Table,

Task II: Report.

4

10

Task I: Flow chart,

Task II: Strategies on how to tackle it by analyzing

sample essays (1)

4

11

Task I: Map ,


sample essays (2)

4

12

Task I: Combination of charts,


sample essays (3)

4

Phase 4

Common Topics

and Categories for

Task 2

13 Task II: education, media, crime 4

14 Task II: technology, animals, environment 4

15 Task II: tourism, languages, family 4

16 Task II: culture, globalization, development 4

Phase 5 Simulated

Tests and

Conclusion

17 latest test topic review and brainstorming 4

18 Review of all skills taught. 4

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ITEM 9.4 PEOPLE EXEMPTION REQUEST – ENGINEERING DIPLOMAS AT REPUBLIC POLYTECHNIC, SINGAPORE

This item was approved by the Chair of the Academic Standards and Quality Committee on 20 April 2016 (refer agenda item 7.1).

Background

The Republic Polytechnic was established in 2002, offering a variety of programs at the technician, para-professional and professional levels. The major award is the Diploma, requiring 3 years of full time study. Programs are also offered leading to an advanced Diploma or Postgraduate Diploma.

Macquarie International submitted a request for a People exemption for Engineering diplomas from Republic Polytechnic on the basis of 1-3 electives from any school of Republic Polytechnic plus the following 3 units:

· B102 Organisational Behaviour

· G101 Cognitive Processes & Problem Solving

· G103 Introduction to Communication Practice or G107 Effective Communication

For noting.

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Item 9.4 People Exemption Request – Engineering Diplomas at Republic Polytechnic, Singapore

(Confidential attachments removed from Web version – refer Governance Services)

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26 April 2016 Item 10.1

ITEM 10.1 INDIVIDUAL STUDENT CASES - FACULTY REPORTS

Individual Case Reports have been received from the following Faculties:

• Faculty of Arts

• Faculty of Human Sciences

• Faculty of Science and Engineering

Recommended resolution That the Academic Standards and Quality Committee note the individual case reports from the Faculty of Arts, Faculty of Human Science and the Faculty of Science and Engineering.

For noting.

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Web Version · 2016-04-29 · ACADEMIC STANDARDS AND QUALITY COMMITTEE A meeting. of the Academic...

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Transcript of Web Version · 2016-04-29 · ACADEMIC STANDARDS AND QUALITY COMMITTEE A meeting. of the Academic...