strategic overview of education

Joan Beaumont22 June 2010

1. Education in a research intensive university: the implications for CASS.

2. National leadership3. Quality4. Educational innovation5. Access and equity6. Postgraduate coursework7. Research training8. Internationalization

Addressed in plans?The need to consolidate education around critical mass in areas of research excellence: “ we teach what we research”

Not directly

Intellectual flexibility Working party report The role of former Research School staff in education

Not directly

The importance of all major sequences preparing students for research training, including the role of Honours

Yes, considerable focus on Honours

The role of the PhB A little. Do we want to keep it?

Addressed in plans?Issues of national priority covered in core curriculum

Indirectly

PGC programs customized to government needs and delivered flexibly.

A little

Addressed in plans?International benchmarking of standards

Occasionally and little detail of how.

The role of student evaluation in improving education

A little

Academic reviews Yes Professional development in education

No

Addressed in plans?The use of digital technology in education

A little, mostly through flexible delivery of PGC. Nexus between digital research priority of College and the enhancement of teaching through digital technology?

Innovative models of applied learning (internships etc.) through links with government and cultural institutions

Yes

Addressed in plans?Low SES student participation In some but no clear strategiesReconciliation Action Plan In 3 but few strategiesCollaboration with ANU regional alliances partners

No

Addressed in plans?Development of new programs in flexible delivery

Yes but not a large number of ideas for new programs, program “renewal”. Few plans for flexible delivery of a program in its entirety.

Graduate Studies Select and Master of Studies

Yes but few details

Targets and strategies for recruitment, domestically and internationally.

No. Do we want growth?

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

147 167 192 203 223 245 270 297 326 359

What will each School contribute to the College target?

A target for each program, national and international.

What new programs can we offer? What can we offer fully in flexible mode? How do we staff growth in PGC?

Addressed in plans?Pathways in and out of HDR programs. NoResearch skills training Yes, unevenlyIncreased numbers to align College profile with University

Yes but only some have actual targets and few strategies

Improved completion rates Occasionally and few strategiesTeaching fellowships for graduate students

Rarely

More scholarships Occasionally and few strategies

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

395 376 393 424 442 486 535 588 647 712

How do we attract new students? Australian? International? From which countries? For which disciplines?

How do we find more scholarships? How do we find supervisors? Space?

Addressed in plans?Priorities in international education: by country and program

No

Linking research and education internationally

No

Strategies for recruitment internationally.

No

There will be a common length across all Colleges of the major sequence of 48 units (normally 8 courses @ 6 units each).

There will be a common length across all Colleges of a minor sequence of 24 units (normally 4 courses @ 6 units each), should Colleges wish to offer defined minor sequences.

All programs should allow 60 units of study (normally 10 courses @ 6 units each) at first-level given that pre-requisites at second level may inhibit students’ exploring new disciplines.

In all three- and four-year programs students will have the option of studying a minimum of 48 units as electives. These electives may be taken from the College/s offering the program in which the student is enrolled or any other Colleges.

The single three-year Bachelor’s degree rules (including named degrees) should consist of 96 units (16 courses) from the host College and 48 units (8 courses) as electives. Electives may be chosen from the host College or other Colleges.

Acknowledging that students value the current practice of receiving two testamurs on the completion of a combined award, and that this appears to be a marketing advantage for the ANU, the four-year combined awards will remain shared equally (96 units each) between the two awarding Colleges. However, the option should be available for any student of a combined award to take 48 units as electives of free choice from a third College. In this case their award will consist of 72:72:48 units and students should be awarded a single testamur, Bachelor X/Bachelor Y (with X and Y being the names of the Colleges from which 72 units are taken).

Recognize as Arts majors: Asian languages (French and Spanish to be deemed

Asian languages Mathematics Psychology

Exemplars of interdisciplinary study To count towards all awards (exceptions for

professional awards) CASS to develop one in 2011?

Greater spread of classes across timetable: late afternoon and early evening classes for undergraduates?

Some course on offer via HECS in summer and winter

Each major (and minor) sequence should have a designated host College.

A major (or minor) need not be confined to the courses offered by the host College.

For the purposes of curriculum planning and the determination of the content of a major or minor sequence, the Education Committee of the host College should establish a discipline committee which will include appropriate representation of relevant disciplinary/area staff from other Colleges of the University.

Decisions as to the structure and content of major and minor sequences will be approved by the host College’s Education Committee.