curriculum standards framework committee · approach associate professor helen carter and professor...

CURRICULUM STANDARDS FRAMEWORK COMMITTEE

Meeting: Monday, 24 March 2014 10:00am – 11:00am W6B 357

A G E N D A

1. Welcome/Apologies

2. Minutes of the Previous Meeting and Matters Arising

• Attached: Minutes of meeting held on 4 March 2014

3. Membership of CSFC

4. Framework for 2015 Curriculum Renewal - Stage Two • Attached: Draft Stage Two Guidance Document

Samples – Program Learning Outcomes mapped to Units

5. Framework for Recognition of Prior Learning (RPL) • Attached: Draft RPL Framework

6. Framework for AQF Transition

• Attached: Draft AQF Transition Issues Paper

7. Framework for Ratification of Results

8. Framework for Transition of Unit Approvals to Faculties • Attached: Draft Quality Assurance Framework: Faculty Unit Proposals and

Approvals Draft Faculty Guidelines: Unit Proposals and Approvals

9. Any other business

10. Next Meeting • 12noon – 1pm, Wednesday, 16 April 2014, E4A 323

FUTURE ISSUES/PROJECTS FOR NOTING 1. Academic Handbook 2. Articulation Agreements with Third Parties 3. Constitution of Departmental Meetings 4. Co-Teaching 5. Deeming and Saving 6. Generic Unit Level Descriptors 7. Online Learning 8. Peer Review of Assessment and Teaching Practice 9. Program and Unit Review Cycles 10. Standards for and Reporting of Professional Accreditation Processes

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CURRICULUM STANDARDS FRAMEWORK COMMITTEE

Minutes of the meeting held on Tuesday 4 March 2014 in C8A 311, Lincoln Building at 11.00 am. PRESENT: Professor Dominic Verity (Chair) Dr Trudy Ambler Associate Professor Pamela Coutts Associate Professor Michael Hitchens Professor Anne Ross-Smith Associate Professor Ian Solomonides Professor Sherman Young APOLOGIES: Ms Jayne Freeman Ms Barb McLean IN ATTENDANCE: Ms Bonnie Liu Ms Zoe Williams

1. Welcome/Apologies/Membership

The Chair welcomed all to the first meeting of the Curriculum Standards Framework Committee (CSFC). The Committee noted the following Ex-Officio members of the CSFC, as per 4.2 in the Final Charter and Terms of Reference:

• Chair of Academic Senate (Chair of CSFC) – Professor Dominic Verity • Deputy Vice-Chancellor (Academic) - TBC • Pro Vice-Chancellor (Learning, Teaching and Diversity) – Professor Sherman Young • Associate Deans, Curriculum, Standards and Quality of the Faculties – Dr Trudy Ambler

(Arts), Professor Anne Ross-Smith (Business and Economics), Associate Professor Pamela Coutts (Human Sciences), Associate Professor Michael Hitchens (Science).

• Director of Learning and Teaching Centre - Associate Professor Ian Solomonides • Secretary to the Quality Enhancement Committee – Ms Barb McLean • Manager of Quality Assurance and Compliance – Ms Jayne Freeman

The Committee noted the Appointed Members, as per 4.1 in the Final Charter and Terms of Reference and agreed on recommendations as follows:

• Two elected or co-opted members of Academic Senate, who shall be appointed by Academic Senate – The Chair will propose and circulate to CSFC members for recommendation to Academic Senate.

• Two expert members from the Learning and Teaching Centre, who shall be appointed by the Director of the LTC and appointed by the Chair of the Committee – The Chair will approach Associate Professor Helen Carter and Professor Robyn Dowling, as nominated by Associate Professor Solomonides.

• A Student Representative, who shall be appointed by the Chair of the Committee in

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CSFC Agenda

24 March 2014 Item 2

consultation with the student representatives on Senate – Professor Ross-Smith and Associate Professor Solomonides will forward recommendations to the Chair.

• Up to 3 co-opted members, who shall be appointed by the Committee – it was agreed that the committee would consider these co-options as needs arose.

The Committee also noted the possibility of the inclusion of formal training as part of staff development in their governance responsibilities.

2. Charter and Terms of Reference for CSFC • Noted – Attached: Final Charter and Terms of Reference

The CSFC has been established as a subcommittee of Academic Senate as resolved at its meeting on 13 February 2014, as part of the recommendations in a discussion paper on the review of the Academic Standards and Quality Committee (ASQC). The Chair outlined that one of CSFC’s primary roles will be to develop and maintain the University’s Curriculum Quality Assurance Framework as approved by Academic Senate (and associated Academic Handbooks). These will lay out required standards in curriculum design and delivery, applying to areas such as assessment practice, program structures, benchmarking and peer review, professional accreditation, recognition of prior learning, curriculum documentation and the use of technologies to support learning and teaching. It will also carry responsibility for establishing the curriculum governance protocols to be applied to those curriculum responsibilities that Senate authorises Faculties Academic Boards to discharge (such as unit approval, ratification of unit results and so forth). Professor Verity also provided further guidance in regard to the relationship between CSFC and its sister committee ASQC. That latter committee is tasked with monitoring to ensure that the structure and delivery of courses meet the standards laid out in this Framework. Both committees report directly to Academic Senate and neither has oversight of the other, although it is expected that they will collaborate closely.

3. Schedule of Work

The Chair advised that Academic Senate has resolved that each of its subcommittees, at their first meeting of each calendar year, will establish a schedule of work for that year and report this schedule to Senate. The CSFC identified four priority areas for the first half of 2014:

i) Framework for 2015 Curriculum Renewal – Stage Two • More guidance needed by faculties to determine what information needs to be

provided in Stage 2; • Development of minimum standards and templates for curriculum mapping.

ii) Framework for Recognition of Prior Learning (RPL)

• Implementation of the 2015 RPL Policy – framework for the development of procedures;

• Establishment of Departmental RPL Plans – expertise resides in departments rather than at institutional level, however CSFC is responsible in setting down a framework and guidelines as a starting point, including sign off process of these plans;

• Establishment of rules and standards for approval of RPL plans, authorization of

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CSFC Agenda


individual RPL decisions and reporting / audit of outcomes; • It is expected that by the end of this year Departmental RPL Plans will include

documentation of existing practice. Departments will then be encouraged to expand and diversify their RPL practices from there to address emerging student and market requirements.

iii) Framework for AQF Transition • Transition issues as flagged in the Draft AQF Transition Issues Paper; • A policy on AQF Transition needs to be recommended to Academic Senate.

iv) Framework for Ratification of Unit Results

• Establish standards for results ratification at Department and Faculty level; • Establish common terms of reference, recording, reporting and process

expectations for Departmental results meetings; • Develop summary reporting standards and a process / calendar for considering and

responding to those reports (by ASQC); • Establish an audit and peer review regime for the Unit results process.

The Chair proposed that a working group be formed to look at each of the above priority areas. Each group will be led by a member of CSFC, to be determined once full membership of the Committee is confirmed. Other matters identified for consideration included academic handbook, constitution of departmental meetings, program and unit review cycles, peer review of assessment and teaching practice, standards for and reporting of professional accreditation processes, articulation agreements with 3rd parties and online learning. It was agreed that these areas would be examined, prioritized and scheduled at a subsequent meeting.

4. Implementation of Recognition of Prior Learning Policy • Noted – Attached: RPL Draft Framework

RPL 100 Point Check RPL Mapping and Queries

5. AQF Transition Issues

• Noted – Attached: Draft AQF Transition Issues Paper

6. Any other business • Nil.

7. Next Meeting

• To be confirmed.

The meeting closed at 12 noon.

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CSFC Agenda


Curriculum Standards Framework Committee Agenda


ITEM 4: CURRICULUM RENEWAL STAGE TWO GUIDANCE

(FOR DISCUSSION/RECOMMENDATION) BACKGROUND The Curriculum Renewal 2015 Project incorporates changes from the operational review of Macquarie University’s undergraduate degrees undertaken in 2012 and the alignment of all programs offered from 1 January 2015 to the Australian Qualifications Framework. All offerings for 2015, including Specialisations, Majors and Awards must be submitted and approved via Webforms in two Stages. The following guidance documents/links were provided within Webforms for Stage One:

• Australian Qualifications Framework • Academic Senate Structure Statement: Postgraduate Coursework Programs • 2015 Curriculum Renewal Stage One Guideline Document • Program Structure Template • Application Guide for Adding a Course of Study on CRICOS.

Stage One of the Project is now coming to an end, and from April 2014 the focus will be on Stage Two. ISSUES Following a review of the Stage Two documents/links currently provided in Webforms, the following issues were identified:

1. The 2015 Curriculum Renewal Stage Two Guideline Document is still in draft form and contains errors (for example, guidance on fields which were identified for completion in Stage One);

2. There is no template or guidance provided for the Mapping of Program Learning Outcomes to Units field, although there is the facility for Departments to upload a mapping document, and this has led to a wide divergence in both the type of information as well as in the level of detail which has been submitted to date.

3. RPL is not identified as either Stage One or Stage Two in Webforms, and there is no template

or guidance provided for the Recognition of Prior Learning field. Further, there is no facility to upload a Departmental RPL Plan.

RECOMMENDATIONS

1. That the CSFC reviews the updated Draft 2015 Curriculum Renewal Stage Two Guideline Document (ATTACHED), and provides feedback and guidance which will enable this document to be finalised and uploaded to Webforms;

CSFC Agenda


2. That the CSFC reviews the sample mapping documents (ATTACHED) and provides feedback and guidance on the preparation of a mapping template;

3. That the CSFC provides guidance on the requirements for the RPL field in Webforms.

Submitted by Professor Dominic Verity Chair, Academic Senate [email protected] + 61 2 9850 9522 For enquiries contact Ms Jayne Freeman Quality Assurance and Compliance Manager, Governance Services [email protected] + 61 2 9850 112

CSFC Agenda


mailto:[email protected]


2015 CURRICULUM RENEWAL PROJECT – STAGE TWO GUIDELINES

Preamble

The Curriculum Renewal 2015 incorporates changes from the operational review of Macquarie University’s undergraduate degrees undertaken in 2012 and the alignment of all programs offered from 1 January 2015 to the Australian Qualifications Framework (AQF).

The Stage One and Stage Two Guidelines documents are provided to guide the submission of information required for program approval as part of the Curriculum Renewal Project. All offerings for 2015, including Specialisations, Majors and Awards must be submitted and approved via Webforms in two Stages.

Webforms

The fields which require information for Stage Two approval in Webforms are listed below:

• Learning and Teaching Methods • Assessment • Support for Learning • Program Standards and Quality • Assessment Regulations • Mapping of Program Learning Outcomes to Units • Recognition of Prior Learning • External Benchmarks.

IN THE ORIGINAL STAGE TWO DRAFT THERE WERE TWO FIELDS INCLUDED WHICH WERE SINCE IDENTIFIED AS BEING PART OF STAGE ONE: PROGRAM STRUCTURE AND ADMISSION. THESE HAVE NOW BEEN REMOVED FROM THE STAGE TWO DOCUMENT.

Learning and Teaching Methods

Describe the mix of learning and teaching methods used in the program. (FROM WEBFORMS)

How are your students going to achieve the outcomes above? How will the outcomes be applied and demonstrated? This is an opportunity to describe the mix of learning and teaching methods used in the program. If possible, try and describe which methods in particular aim to develop knowledge and understanding or skills and capabilities. It may be helpful to think about the type of learning you expect students to engage with, for example, learning through1:

• Acquisition • Inquiry • Practice • Production • Discussion • Collaboration

1 Laurillard, D (2012) Teaching as a Design Science, New York, Routledge, p 96.

CSFC Agenda


The description here can be narrative, bullet point or a mixture of both, but should be as explicit as possible. The main intention is to enable students to understand what can be expected during the program, especially if the methods change as students progress from one level to the next.

Assessment

Describe the assessment methods that will be used to assess the learning outcomes. (FROM WEBFORMS)

Similar to Learning and Teaching Methods, what are the assessment methods that will be used to assess the learning outcomes?

It may be useful to describe opportunities for formative as well as summative assessment. The main purpose of this section is to describe to students how the learning outcomes may be demonstrated. Although not essential here, it is worth reflecting on the impact of assessment on student learning. Assessment is a tremendously powerful force and can be used to influence student behaviour and the quality of learning achieved.

• How does assessment enable the different types of outcomes to be achieved, or even encourage students to acquire those outcomes?

• Does your assessment regime account for assessment of learning, or assessment for learning, or both?

• What does the assessment regime across the levels in the program encourage and reward? • What is the effect on student and staff workload?

Support for Learning

Describe how learners are supported in the program. This might include descriptions of induction, staff expertise or standing, pastoral and academic support, academic advising, resources etc. (FROM WEBFORMS)

Does additional information/guidance need to be provided here?

Program Standards and Quality

Describe the principal mechanisms by which the standards and quality of provision are maintained, assured and enhanced. (FROM WEBFORMS)

Student feedback and representation and responsiveness to the view of employers and professional bodies are likely to be important sources of information.

You may also wish to describe indicators of standards and quality from recent reviews or accreditation events.

Assessment Regulations

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Identify approved dispensation from the assessment regulations that applicants are likely to need to know about or any special features of the regulations, such as accrediting body requirements. (FROM WEBFORMS)

This program is subject to the University’s Regulations, including relevant Policies and Rules. Any program-specific assessment features are described below:

The above statement must be included. Do not try and summarise the University’s Regulations. The program team should identify here any approved dispensation from the Regulations/Policies/Rules relating to assessment that applicants are likely to need to know about or any special feature of the regulations, such as accrediting body requirements.

THE FRAMED TEXT ABOVE HAS BEEN ALTERED FROM THE ORIGINAL TEXT WHICH MADE REFERENCE TO SPECIFIC POLICIES AND RULES. THIS REFLECTS A PRINCIPLES-BASED APPROACH RATHER THAN ARTICULATING THE DETAIL, WHICH COULD BE RISKY GIVEN THE CURRENT POLICY REVIEW PROJECT WHICH IS UNDER WAY.

Mapping of Program Learning Outcomes to Units (NEED TO UPLOAD A FILE)

Formal qualifications, RPL (where offered) (FROM WEBFORMS)

IS THERE A TEMPLATE OR EXEMPLAR TO BE PROVIDED?

Recognition of Prior Learning

NOT IDENTIFIED AS EITHER STAGE ONE OR TWO IN WEBFORMS. SHOULD THERE BE ANY GUIDANCE/INFORMATION IN THE STAGE TWO GUIDANCE DOC? OR LINK TO RPL POLICY AND SCHEDULES? IS THERE A TEMPLATE FOR A DEPARTMENTAL RPL PLAN?

The University may recognise prior formal, informal and non-formal learning (RPL) for the purpose of granting credit towards, or admission into, an award, provided the prior learning is current and relevant to the learning outcomes of the award. The general conditions under which RPL may be granted are detailed in the RPL Policy and in the Departmental RPL plan.

Beyond the program specific information given below, please refer to the Departmental RPL plan for detailed information about the process of documenting and assessing prior learning for admission into and credit toward this program.

Describe how the recognition of prior learning will be applied for admission to this program and for the granting of credit. Only list that information of specific relevance to this program; information of a more general nature should be provided in the Departmental RPL plan.

The use of RPL for admission into the Bachelor of Arts and Bachelor of Science is governed by policy and procedure of Academic Senate, and the details of that process need not be repeated here.

Give some indication of how RPL will be assessed, what information will be needed to evidence that prior learning and of any assessments that may be required to substantiate it. If there exist any program specific limitations to the granting of credit or admission, these should be listed here.

CSFC Agenda


Provide a link here to the Departmental RPL plan and to any specific parts of that plan that bear particular relevance to this program. External Benchmarks

NOT IDENTIFIED AS EITHER STAGE ONE OR TWO IN WEBFORMS. SHOULD THERE BE ANY GUIDANCE/INFORMATION IN STAGE TWO GUIDANCE DOC?

State the names (with links) of any external benchmarks that have been applied in the design of this program. For example, the Federal Office of Learning and Teaching has developed L&T Academic Standards2 for a range of disciplines that may be used as external benchmarks. Many professional bodies and academic societies have prepared similar benchmark standards.

2 http://www.olt.gov.au/resources/good-practice?text=LTAS

CSFC Agenda


http://www.olt.gov.au/resources/good-practice?text=LTAS

INSERT SAMPLE MAPPING DOCUMENTS

CSFC Agenda


Doctor of Physiotherapy Program Goals, Program Outcomes and Mapping to Standards and Units and Evidence of Attainment of Outcome

Australian Physiotherapy Standards (1-9)

ALTC LTAS (1-6)

MQ PG Graduate Capabilities (Cognitive, Interpersonal and Personal dispositions)

AQF level 9 Masters Degree (Extended) Criteria: Knowledge (1-2), Skills (1-5) Application of K & S (1-3)

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1.1 Competently meets all Australian Standards (and elements) for Physiotherapy in all key areas of physiotherapy. (Key areas of physiotherapy refer to musculoskeletal physiotherapy, neurological physiotherapy, cardiorespiratory physiotherapy and electrophysical agents across all ages and from acute to community contexts.)

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6

K T P C E J Knowledge:1,2; Skills:1,2,3,4,5; APP K & S:1,2

₊ ₊ ₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊ ₊ ₊₊₊ ₊₊ ₊ ₊₊₊ ₊

Meeting assessment standards for all units of study in degree

1.2 Apply your enhanced knowledge and skills of person-centred health care as an ethical and socially responsible physiotherapist. [pply your enhanced knowledge and skills of person-centred health care as an ethical and socially responsible physiotherapist.

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6

K T P C E J

Knowledge:1,2; Skills:1,2,3,4,5; APP K & S:1,2

₊ ₊ ₊₊ ₊₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊₊ ₊₊₊ ₊₊ ₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊ ₊₊ ₊₊₊ ₊₊ ₊ ₊₊₊₊ ₊₊

Assessment of Physiotherapy Practice (APP) clinical assessment demonstrating exceeds performance expected of entry-level completed for PHTY 900

2.1 Create a professional portfolio outlining your progress and reflection during the attainment of the Australian Standards for physiotherapy that demonstrates your knowledge and skills in reflective practice.

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6

K T P C E J


₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊₊₊ ₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊₊₊ ₊₊

Meeting Assessment Standard for PHTY 803, PHTY804, PHTY 811 and the eportfolio submitted during last semester on completion of PHTY900. Ongoing registration as physiotherapist with AHPRA as mandatory CPD

2.2 Apply critical, analytical and integrative thinking skills in clinical practice such that your level of performance exceeds the expectation of entry-level physiotherapists.

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6

K T P C E J


₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊₊ ₊₊₊ ₊₊₊₊ ₊₊₊

Assessment of Physiotherapy Practice (APP) clinical assessment demonstrating exceeds performance expected of entry-level completed for PHTY 900 . Employer surveys evaluating graduates

3.1Work collaboratively and communicate effectively in healthcare settings ranging from acute facilities to community settings

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6

K T P C E J


₊₊ ₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊₊ ₊₊ ₊₊₊

Assessment of Physiotherapy Practice (APP) clinical assessment for PHTY 808, PHTY809, PHTY810, PHTY900

3.2 Work collaboratively and communicate effectively with distinguished researchers and the wider community.

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6

K T P C E J


₊₊ ₊₊ ₊₊ ₊₊ ₊₊₊ ₊₊₊ ₊₊

Meeting Assessment Standards for PHTY 812, PHTY 813, PHTY 814, PHTY 819

4.1 Formulate and produce business and management plans for a future physiotherapy practice demonstrating your business and management knowledge and skills

1,2, 3,7,9 1,2,3,4,5,6

K T C E J Knowledge:1,2; Skills:1,2,3,4,5; APP K & S:1,2

₊ ₊ ₊₊ ₊₊₊₊ ₊₊

Meeting Assessment Standards for PHTY 816

4.2 Demonstrate knowledge and skills in leadership and advocacy by preparing policy documents to policymakers and health and wellbeing programs to community groups and/or industry partners

1,2, 3,7,9 1,2,3,4,5,6

K T P C E J


₊ ₊ ₊₊ ₊₊ ₊₊ ₊₊ ₊₊₊₊

Meeting Assessment Standards for PHTY 812, PHTY 813, PHTY 814, PHTY 815, PHTY 818

5.1 Identify a research problem relevant to physiotherapy and plan and execute a substantial research project to address this problem.

1,2,3,9 1,2,3,4,5,6

K T C E J Knowledge:1,2; Skills:1,2,3,4,5; APP K & S:1,2,3

₊ ₊ ₊ ₊ ₊ ₊ ₊₊ ₊ ₊₊₊ ₊₊₊₊

Meeting Assessment Standards for PHTY 815, PHTY 819, PHTY 901

5.2 Communicate effectively your research project plans and project outcomes

1,2,3,9 1,2,3,4,5,6

P C E J Knowledge:1,2; Skills:1,2,3,4,5; AP K & S:1,2,3

₊ ₊ ₊₊ ₊ ₊₊₊ ₊₊₊₊

Meeting Assessment Standards for PHTY 819, PHTY 901

Scale for contribution of Unit to programgoals and outcomes+=small contribution++= moderate contribution+++= large contribution++++= significant comprehensive contribution

2. Graduates will be reflective practitioners committed to lifelong learning and able to demonstrate advanced clinical practice.

3.Graduates will be able to communicate effectively and work collaboratively with clients and their families, healthcare colleagues, researchers, healthcare policy makers and the wider community.

Graduates will demonstrate business, management, leadership and advocacy knowledge and skills to engage with individuals and/or communities to promote health and wellbeing across the lifespan and address health inequities.

5. Graduates will demonstrate the ability to produce new knowledge or apply existing knowledge in innovative ways to enhance health and wellbeing.

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1.Graduates will be competent, ethical and socially responsible physiotherapists with enhanced knowledge and skills able to deliver person-centred healthcare in contemporary healthcare environments.

YEAR 1 YEAR 2 YEAR 3Semester 1 Semester 2 Semester 1 Semester 2 Semester 1 Semester 2

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Standards, Capabilities, CriteriaProgram Aims and Objectives: The Doctor of Physiotherapy a 3 year Masters

(extended) program aims to ensure:

Program learning outcomes By the end of this program it is anticipated

you should be able to:

CSFC Agenda


Example of Mapping Program Learning Outcomes with Unit Learning Outcomes Master of Global Health and Development Studies Core Unit Code Knowledge Skills Application

Program Learning Outcomes

Identify and evaluate the central issues in global health and development studies, including historical and contemporary trends, determinates, methods and theories (k, j) Critically analyze the current literature, evaluate the evidence, synthesize findings, draw inferences, and apply theoretical and conceptual models from a range of relevant disciplines (k, t) Assess and critically reflect on one’s social and cultural identity to identify the biases and assumptions that underline representations (including one’s own) of, for example, culture, social phenomena, vulnerability, development, globalization and poverty (k, t, e, j) Describe the relationship between poverty, inequality, health and development (k, t, e)

Develop culturally relevant professional leadership skills to work collaboratively to set priorities, identify issues, and address the practical problems within large and small organizations (t, p, c) Conduct independent research characterized by methodological and theoretical rigor and practical value, and communicate research findings and their implications to academic, professional, policy and lay audiences (k, t, p, c, e)

Appraise the role of applied anthropological methods and theory as applied to social transformation in the post-colonial world and apply theories and insights to practical issues (k, t) Interpret the role that cultural, social and political-economic processes play in shaping development and global health outcomes and critically examine the role of power, gender, poverty, inequality and changing identities, for example, across sociocultural and geographic contexts (k, t, p, e) Explain and apply the principals of ethical and responsible conduct of research in the design, implementation and dissemination of global health and development research and programs (k, p, e, j)

ANTH800: Applied Anthropology

Build depth of knowledge and expertise in the discipline of anthropology and ethnography, required for professional careers. It covers both the 'traditional' domain of applied anthropology - development aid, public health, human rights, refugees and migration - and the applications of cultural understanding and ethnography in international relations, urban planning, cultural competence, and marketing. Be aware of ethical issues in

Apply critical and creative approaches to the role of culture in professional settings at all levels. They can appraise appropriate research methodologies in the field of applied anthropology and plan and develop an independent research project that uses applied anthropology methods and its critical theory. Students have emotional intelligence and sound interpersonal skills and demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as

Discuss the role of culture in professional settings, at various levels, both from a theoretical perspective and from a practitioners point of view. They are able to explore and critque the literature and professional practices I relation to relevant theories. Discuss, debating and evaluating various theories of anthropology and applied anthropology in relation to cultural issues in professional settings at all levels. They can explain and critically access the extent to which culture matters in such settings from a

CSFC Agenda


Example of Mapping Program Learning Outcomes with Unit Learning Outcomes professional contexts and also with respect to minorities and indigenous perspectives in contemporary and historical contexts. They will be engaged with the challenges of contemporary society and with knowledge and ideas. They have respect for diversity, to be openminded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a high level of cultural literacy. They are critically aware of disadvantage and social justice, and keen to participate to help create a wiser and better society.

needed. They can design, implement, manage, monitor and evaluate projects in real world contexts. They are capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

variety of perspectives.

ANTH801: Methodology in Local & Community Studies

Understand the processes of a human research ethics application Learn about current debates over human research ethics and informed consent Reflect on the differences/similarities between applied and academic anthropology

Develop skills in ethnographic writing and oral presentation Think about the selection of “informants” and field sites and how they shape both methodologies and research outcomes

Design, implement, and write up their own research project Relate their experiences to some of the research problems and ethical dilemmas which emerge in key ethnographic texts

ANTH 815: Development Theory & Practice

Understand why international aid remains such a contested arena within international relations and such a problematic context for altruistic notions of help.

Read widely and actively participate in discussions concerning the nature of interactions between development agencies and target communities within the developed and the developing world and thereby gain detailed picture of what international aid entails.

Think critically and reflexively about recent debates informing development, the motivations behind international aid and the attendant difficulties in its delivery Examine the social outcomes that emerge from programs of international aid by looking beyond the rhetoric and developing an appreciation of the many background factors that influence these outcomes

CSFC Agenda


Example of Mapping Program Learning Outcomes with Unit Learning Outcomes ANTH816: Culture, Health and Disease

Introduce students to the scope of medical anthropology and to analyse and discus the literature and central theories related to medical anthropology and the broader study of illness and healing practices in their social and cultural contexts. Understand how biology, culture, politics, and ecology interact to shape illness and health, health systems, and patterns. To understand how healing systems often cut across categories of religion, medicine, and social organization. To understand how illness and health (and normality) are constructed within particular social, cultural, political, and environmental contexts.

Interview, analyse, and represent the illness experience of another person, emphasizing the integrative factors (culture, politics, social structure, etc.) influencing their condition.

Apply the theories and concepts of medical anthropology to critically evaluate one’s own culture and determinants of illness and health. Understand and identify how inequality, social hierarchy, and structural violence generate unequal and often unique health determinants in the global and transnational context.

ANTH83x: Anthropological Perspectives on Global Health

To be developed

ANTH84x: Gender, Sexuality and Culture

To be developed

CSFC Agenda


Example of Mapping Program Learning Outcomes with Unit Learning Outcomes HGEO802: Social Impact Assessment & Cross Cultural Negotiation

An ability to discuss the history of Social Impact Assessment and its basic theoretical and methodological foundations in Australia and internationally. An understanding of the lessons of recent negotiations about resource industry and infrastructure developments in Australia and the region for their own field(s) of practice.

An ability to explain the requirements for negotiations-based approaches to Social Impact Assessment in cross-cultural settings. An understanding of the communications issues affecting cross-cultural negotiations and Social Impact Assessment research. Written and oral communication skills and research skills at a high level.

A critical literacy in the field of Social Impact Assessment in terms of inter-cultural communication, conflict and cooperation

HGEO809 Globalization and Sustainable Development

An understanding of broad debates around concepts of sustainability and globalization A critical awareness of competing perspectives on how questions of globalisation and sustainability affect real life communities around the world.

The ability to link broad intellectual debates with everyday situations and examples. The ability to communicate clearly on issues related to globalisation and sustainability in written formats Enhanced research capacity

Experience-based knowledge of how issues of globalisation and sustainability play out in their own local contexts and everyday lives.

POL825: Health Policy Identify, explain and critically evaluate the role of the key actors and institutions involved in health governance and policy making in the Australian context, and the global context Identify, critically analyse and discuss the major debates and controversies involved in this subject, including debate around inequality; the social determinants of health; gender and health; prevention, treatment and management of communicable diseases; the securitisation of health; knowledge politics; the impact of domestic and global governance and institutional structures on health policy

Synthesise research findings into a simple, logical and coherent argument to be presented using a variety of techniques (written, spoken, visual) and technologically-supported media

Explain and critically analyse the way in which power and politics impact on health policy making and health outcomes, including the impact of inequality, wealth, gender, and the social determinants of health Develop the ability to identify research problems or gaps in extant knowledge about health policy context and the policy-making process, and to identify and use the most appropriate strategies to conduct research that will solve these research problems Using material from this course, demonstrate an enhanced awareness of local, national, global affairs and issues of political, social, and economic justice, particularly with

CSFC Agenda


Example of Mapping Program Learning Outcomes with Unit Learning Outcomes formulation and implementation; participation and marginalisation of interests in health policy making

regard to issues of inequality, gender, social determinants of health, and inclusion or exclusion from the policy process Evaluate and apply scholarly analysis of the policy process around health to real-world situations

CSFC Agenda


Example of a Curriculum Map - Mapping Program level learning outcomes to units of study

Name of Program: Bachelor of Social Science

Curriculum Map AQF Level:

Knowledge (Program Level Learning Outcomes) SSC100 SOC224 SSC200 SSC300 SOC3011 Examine theoretical and methodological linkages between a chosen specialty and social science (K, T). ✓

2 Understand key social science concepts, methods and analysis, including those related to both qualitative and quantitative approaches (K, T). ✓ ✓

3 Incorporate knowledge of both a chosen specialty and multidisciplinary social science methodologies when designing and undertaking independent practical work (P, I). ✓ ✓ ✓

45

Skills (Program Level Learning Outcomes)1 Examine and critically analyse research questions and methodologies employed in the social sciences (K, T). ✓ ✓

2 Investigate the links between research design and results derived in social science research (P). ✓ ✓

3 Critically analyse both qualitative and quantitative data using software packages that are widely used in the social sciences (P). ✓

4 Develop social research questions and design appropriate methodologies to explore responses to them, including a justification for their selection (C, J). ✓ ✓

5 Explain key research problems, research methodologies and theoretical approaches using a range of written formats that are typically directed at different audience (C, I). ✓ ✓ ✓ ✓

Application of Knowledge and Skills1 Develop appropriate research questions and methodologies for both evaluation research and applied social research (J). ✓

2 Evaluate the myriad of ethical issues that can arise in social science research and understand strategies that might reduce the risks for research participants, researchers and organisations (E). ✓ ✓ ✓

3 Analyse complex information about social problems, methodologies and social theory in applied settings, such as program evaluation (P, T, J). ✓ ✓

4 Practice ethical social research and engage in ethical workplace conduct during the research internship (J, E, A) ✓

5 Approach social science reflexively, incorporating learnings from personal and professional experiences into the practice of social research (L, E, J, T). ✓ ✓ ✓ ✓

CSFC Agenda


Graduate Certificate in Learning Difficulty Support Gr Caps SPED821 SPED822Option Set: 8 credit points from SPED824 SPED825 SPED827

Relevant Unit outcomesAssessment * all must be satisfactory Assessment

1. Select or design effective assessment, curriculum and instruction for students with learning difficulties demonstrating an awareness of evidence-based practice in special education, with particular regard to literacy and/or numeracy instruction KTPJ

3. Creatively design assessment and instructional strategies using the principles of applied behavior analysis. Assignment

2.Utilise their professional knowledge and capacity for problem solving to select, design, implement, monitor and evaluate assessment and instructional strategies to meet the needs of particular students. Assignment

2. Review, analyse, consolidate, and synthesise knowledge relevant to professional practice in special education of students with learning difficulties and generate creative solutions to complex educational problems, particularly those related to literacy and/or numeracy difficulties. KTPJ

1. Investigate, analyse, synthesis and apply behavioural learning theories to diverse areas of special education problem solving exercises

3.Creatively design or adjust curriculum, based on a deep understanding of research-based practice in special education, a careful analysis of individual student need and collaboration with professionals and parents.

assignment, problem solving exercises

3. Think critically to generate and evaluate complex ideas relevant to special education policy and practice for students with learning difficulties in literacy and/or numeracy. KT

2. Critically reflect on the principles and practices of applied behavior analysis problem solving exercises

1.Critically evaluate strengths and weaknesses in current strategies, theories and approaches to the education of students with special education needs. problem solving exercises

4. Generate creative solutions to complex educational problems, particularly those related to literacy and/or numeracy difficulties. PJ

5. Effectively communicate an understanding of theoretical concepts relevant to special education policy and practice for students with learning difficulties in literacy and/or numeracy to a variety of audience, including parents and professionals CKEJ

4. Communicate knowledge, skills, professional decisions and ideas to other educators, teacher assistants, parents and carers.

Practicum placement, online discussion

6. Make high-level and independent judgements in the areas of assessment, curriculum and instruction in special education for students with learning difficulties in literacy and/or numeracy KJP

4. Demonstrate competency in the application of the principles of applied behavior analysis to special education practice during professional experience. practicum placement

5. Apply the principles of explicit instruction and strategy instruction. 6. Demonstrate competency in the application of the principles of explicit and strategy instruction Practicum placement

7 Initiate, plan, implement and evaluate strategies for assessment, curriculum and instruction in special education for students with learning difficulties in literacy and numeracy, with professional responsibility and accountability KTPJ

4. Demonstrate competency in the application of the principles of applied behavior analysis to special education practice during professional experience. Practicum placement

5. Apply the principles of explicit instruction and strategy instruction. 6. Demonstrate competency in the application of the principles of explicit and strategy instruction during professional experience. Practicum placement

CSFC Agenda


PROGRAM LEARNING OUTCOMES

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AQF* Knowledge and Understanding MQ** MQ** GSE800 GSE810 GSE816 GSE818 GST830 HGE0808 GSE801 LAW861 HGE082 GSE807 GSE843 GSE8451 Demonstrate advanced practical and applied knowledge of environmental

planning theory incorporating legal and governance principles, processes and practice

K

2 Critically evaluate planning and sustainability theories and apply this knowledge to contemporary issues across spatial and temporal scales

K T P

3 Interpret and apply planning polcies and instruments K

4 Evaluate the implications of contemporary urban and regional planning issues and how they impact on the environment and society

K T P J

5 Demonstrate capacity to make ethical decisions in relation to professional planning practice

E J

6 Synthesise core principles of urban and regional planning within an interdisciplinary context

K PAQF* Skills and Capabilities MQ** MQ**

7 Evaluate planning instruments and policies, interpreting within an interdisciplinarya context

K P

8 Undertake research that gathers, analyses and applies data to solve complex planning problems, create strategic plans and assess development proposals

K J

9 Demonstrate skills of professional literacy, including communication (oral, written, graphical), informationtechnology (eg GIS), interpersonal (teamwork, negotiation,resolution) and ethical conduct

C

10 Devise innovative solutions to environmental problems within a planning context

P T J

AQF* Application of Knowledge and Skills MQ** MQ**11

12

13

**Macquarie University Graduate Capabilities for Postgraduate ProgramsCognitive capabilties *The AQF asks that PLOs should address the areas of Knowledge and Understanding, Skills and Capabilities, and the Application of Knowledge and Skills.

K Discipline Knowledge and skillsT Critical, analytical and integrative Thinking It is not necessary for each PLO to be classified under one of these headings. However it is important for the overall collection of PLOs for a programP Research and Problem solving capability to clearly address all of these factors.

Interpersonal and personal dispositionsC Effective Communication Each program learning outcome should be mapped to the Macquarie University graduate capabilities it fosters, using the standard letter codes given.E Engaged and responsible, active and Ethical citizensJ Capable of professional and personal Judgement and initiative

UNITS

MAPPING OF PROGRAM LEARNING OUTCOMES (PLOs) TO UNITS - POSTGRADUATE PROGRAMNAME OF PROGRAM: MASTER OF ENVIRONMENTAL PLANNING

CSFC Agenda


PROGRAM LEARNING OUTCOMES

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AQF* Knowledge and Understanding MQ** MQ** MQ** AHIS1XX D AHIS1XX W AHIS2XX W AHIS230 AHIS242 AHIS250 AHIS260 AHIS280 AHIS3xx Ca AHIS390 AHIS3xx PACE unit: Cultural Heritage 1 Explain the archaeological discipline and the development of the major theories

and trends that have shaped itK A

2 Identify and evaluate the various sources of evidence used by archaeologists, and their degree of reliability both in the field and in artefact-based studies

K P

3 Explain the principles and processes by which archaeological primary data are attained, analysed and interpreted

K A

4 Analyse the ethical, cultural and legal frameworks for archaeological research and professional practice

E

5 Recognise the frail and non-renewable nature of the archaeological record and the need for its conservation

AQF* Skills and Capabilities MQ** MQ** MQ**6 Apply suitable theoretical and scientific concepts and methods to

archaeological questions and problemsK I A

7 Perform primary archaeological laboratory techniques (such as documentation, measurement, analysis and interpretation of archaeological remains) and fieldwork techniques (such as surveying, mapping, recording, excavation and sampling)

K

8 Participate in the decision-making process and achievement of agreed and shared goals as a team member.

AQF* Application of Knowledge and Skills MQ** MQ** MQ**9 Examine and critically evaluate an array of archaeological data and the

methodologies for quantifying, analysing and interpreting themK P A

10 Competently and comparatively illustrate the archaeologies of a number of geographical regions and chronological phases

K

11 Independently design, execute and document a coherent research project P J

12 Communicate clearly and effectively to different audiences using written, oral and visual presentations

C

13 Employ appropriate cross-cultural protocols and language, and adapt to diverse and unfamiliar circumstances

E J

** Macquarie University Graduate Capabilities for Undergraduate ProgramsCognitive capabilties *The AQF asks that PLOs should address the areas of Knowledge and Understanding, Skills and Capabilities, and the Application of Knowledge and Skills.

K Discipline specific Knowledge and skillsT Critical, analytical and integrative Thinking It is not necessary for each PLO to be classified under one of these headings. However it is important for the overall collection of PLOs for a programP Problem solving and research capability to clearly address all of these factors.I Creative and Innovative

Interpersonal or social capabilities Each program learning outcome should be mapped to the Macquarie University graduate capabilities it fosters, using the standard letter codes given.C Effective CommunicationE Engaged and Ethical local and global citizensA Socially and environmentally Active and responsible

Personal capabilitiesJ Capable of professional and personal Judgement and initiativeL Commitment to continuous Learning

UNITS

MAPPING OF PROGRAM LEARNING OUTCOMES (PLOs) TO UNITS - UNDERGRADUATE PROGRAMNAME OF PROGRAM: BACHELOR OF ARCHAEOLOGY

CSFC Agenda


Overview of the Six Stages in the RPL Framework

1 Establish context

Identify the potential for RPL and determine whether RPL is being sought for the purposes of: • Admission and/or* • Credit Transfer

Admissions Office Applicant Faculty

2 Provide information to stakeholders

Provide consistent, transparent and accurate information about RPL to all stakeholders and ensure applicants understand:

• Evidence required • Different types of learning: formal,

informal, non-formal • Minimum Requirements at MQ • The assessment process • RPL kits and/or info available?? • Cost, timing • Decision/communication

Admissions Office Faculty

3 Gather evidence and submit the application

Consider what evidence will be appropriate in order to demonstrate both: • Currency, and • Relevancy Prepare the RPL application and submit.

Applicant

4 Assess the evidence and make a decision

Measure the evidence provided using appropriate methods and tools For Applications for Credit Transfer check Minimum Requirements at MQ for (ie the MINIMUM requirements a student must undertake at MQ in order to qualify for a Macquarie University Award.) Make a decision and document the reasons for decision.


5 Record the outcome

Record the outcome on the student record including reasons for decision.


6 Report to stakeholders

Communicate the decision to the applicant and any other relevant stakeholders and assist the applicant with next steps: • Option for applicant to appeal the

decision • Proceed to enrolment

Admissions Office Applicant Faculty

1

CSFC Agenda


RPL Assessment (from the AQF Framework)

• Should be undertaken by academic or teaching staff with expertise in the subject, content or skills area, as well as knowledge of an expertise in RPL assessment;

• Should be the same standard as other assessment for the qualification; • Should recognize learning regardless of how, when and where it was acquired, provided

the learning is relevant to the learning outcomes in the qualification; • Must ensure that evidence provided is valid, authentic, current and sufficient and that the

process is fair, flexible, reliable and valid.

RPL Assessment Methods (from the AQF Framework)

• Should include reasonable adjustment for the literacy levels, cultural background and experiences of applicants, and it should not be a proxy for the assessment of skills such as literacy except where these are intrinsic to the learning outcomes of the qualification component;

• Should address the specific evidence required to demonstrate prior achievement of the learning outcomes and assessment requirements of the particular qualification components for which credit is sought;

• Should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include:

o Mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components;

o Questioning (oral or written); o Observation of performance in work based and/or simulated environments; o Challenge examinations/assessments; o Consideration of third party reports and/or other documentation such as articles,

reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component;

o Consideration of a portfolio and review of contents, and o Participation in structured assessment activities that individuals normally would

be required to undertake if they were enrolled in the qualification components.

RPL for Admission (from the RPL Policy)

Currency Prior learning that has been attained within ten (10 years of the date of application for admission will generally be considered current.)

Relevancy Prior learning will be considered relevant where: • There is evidence to demonstrate that the applicant has

achieved a standard of learning comparable to the admission requirements of the award,

• The applicant can demonstrate competency and readiness for tertiary studies, and

• There is a direct relationship to the admission requirements of the award.

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CSFC Agenda


RPL for Credit Transfer (from the RPL Policy)

Currency Prior learning that has been attained within ten (10 years of the date of application for credit will generally be considered current.)

Relevancy Prior learning will be considered relevant for the granting of: Block Credit where there is evidence that:

• the applicant has achieved a quality and standard of learning equivalent to tertiary studies

• the Prior Learning is of an appropriate Level • the applicant can demonstrate the attainment of the

Learning Outcomes of a whole stage of the Program of Study, and

• the Prior Learning is assessed as equivalent in discipline content, depth and breadth.

Unspecified Credit without designation at a particular level where there is evidence to demonstrate that:

• the applicant has achieved a quality and standard of learning equivalent to tertiary studies, and

• the Prior Learning is of an appropriate Level.

Unspecified Credit with designation at a particular Level where there is evidence to demonstrate that:


• the Prior Learning is of an appropriate Level, and • for subject area designation, the Prior Learning is

equivalent to a recognised area of study offered by the University, or

• for PACE, People or Planet unit designation, the Prior Learning is equivalent to the classification criteria for Macquarie University PACE, People or Planet units.

Specified Credit where there is evidence to demonstrate that:


• the Prior Learning is of an appropriate Level • the applicant can demonstrate the attainment of the

Learning Outcomes of a specific unit or units, and • the Prior Learning is assessed as equivalent in

discipline content, depth and breadth.

* In general TEQSA would not expect that the same recognition of prior learning would be used for both entry purposes and for credit exemptions from subjects in the course. Higher education providers will need to ensure that where RPL is used as a pathway to an MBA (or any other course of study) that the extent of that previous experience is appropriately defined if it is to be recognised as both an admission criteria as well as contributing to credit (and therefore a shorter volume of learning) within the course of study.

3

CSFC Agenda


Curriculum Standards Framework Committee Agenda


ITEM 6: AQF TRANSITION ISSUES

(FOR DISCUSSION/RECOMMENDATION) BACKGROUND All requirements of the AQF are to be met from 1 January 2015, and from this date, all new enrolments will be in qualifications that meet the requirements of the AQF. The Higher Education Standards Framework (Threshold Standards) 2011 applies to the accreditation of all new awards and the reaccreditation of all current higher education awards, and requires self-accrediting institutions such as Macquarie University to demonstrate that:

1. Higher education awards delivered meet the appropriate criteria (including the levels criteria and qualification type descriptors) described in the AQF;

2. Certificate documentation issued is accurate and protects against fraudulent use; and 3. Articulation, recognition of prior learning and credit arrangements meet the appropriate

criteria. AQF and Non-AQF Awards A ‘higher education award’ is defined in Section 5 of the TEQSA Act as:

• A diploma, advanced diploma, associate degree, bachelor degree, graduate certificate, graduate diploma, masters degree or doctoral degree; or

• A qualification covered by level 5 – 10 of the AQF; or • An award of a similar kind or represented as being of a similar kind, to any of the above

awards; other than an award offered or conferred for the completion of a vocational education and training course. Examples of non-AQF awards include courses which do not meet the requirements of the AQF, as well as ELICOS and foundation studies programs. TEQSA will develop its processes for non-AQF awards during 2014. Australian Qualifications Framework (AQF) The University is currently reviewing its program profile (Awards, Majors and Specialisations) against the AQF. The following areas have been identified as areas for review:

• Program and award titles, for example the title Postgraduate Diploma of xxx is not compliant and requires a change to Graduate Diploma;

• Program duration (volume of learning) and admission criteria; • Program level, for example the requirement to change a qualification from Bachelor Degree

(Level 7) to Bachelor Honours Degree (Level 8); • Program requirements and structure, for example inclusion of research in Masters

(coursework), Masters (extended) and in honours in four or more year bachelor degrees; • Program learning outcomes, for example mapping AQF learning outcomes and threshold

learning outcomes (generic, professional or discipline specific) to programs; • Including a substantial research-based project, capstone experience and/or piece of

scholarship/professionally focused project in the Masters Degrees (Coursework/Extended).

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The work of Curriculum Review and Implementation Team (CRIT II) has been motivated by a number of core aspirations including the alignment of all programs, both undergraduate and postgraduate, with the AQF requirements as well as the approved changes to undergraduate and postgraduate programs:

• Undergraduate – 3 credit points units = 150 hours per unit; • Postgraduate – 4 credit points units = 150 hours per unit (previously 180 hours).

Curriculum Renewal and Webforms Using the online submission and approval system (Webforms) and the various reference documents provided by Academic Senate (including the AQF) Faculties are working to align their programs for 2015 as follows:

• All current Diploma, Graduate Certificate and Graduate Diploma programs (undergraduate programs) to be retired, with no new admissions from Session 2, 2014

• Postgraduate Certificate to be renamed Graduate Certificate (16 cp) • Postgraduate Diploma to be renamed Graduate Diploma (32 cp) • Masters Degree – all level 9 Masters by Coursework (64 cp):

o 2 years following a L 7 qualification in a non-cognate discipline o 1.5 years following a L 7 qualification in a cognate discipline (48 cp) o 1.5 years following a L 8 grad cert in a cognate discipline (48 cp) o 1.5 years following a L 8 grad dip or honours degree in a non-cognate discipline (or

equivalent qualifications and/or professional experience under RPL) (48 cp) o 1 year following a L 8 grad dip or honours degree in a cognate discipline (32 cp).

Changes to Qualification Type and Qualification Title When a program requires a new program and award title, the new program and award title applies only to students admitted subsequent to the changes being approved by the University. Students enrolled in a program with a non-AQF program and award title shall be advised of the status of their current program and award title, with the option to either:

• Complete the program and the award with the title and abbreviation in which they originally enrolled; or

• Transfer to a replacement program with a qualification type and qualification title which is consistent with the AQF.

Program Duration Changes When a program changes its volume of learning by extending or shortening its duration, the new duration applies only to students admitted subsequent to the change being approved by the University. Students enrolled in a program with a non-AQF program duration shall be advised of the status of their current program with the option to either:

• Complete the program with the volume of learning and duration in which they originally enrolled; or

• Transfer to a replacement program with a volume of learning and duration which is consistent with the AQF,

recognising that a replacement program with a longer duration results in additional student fees and costs.

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Honours Under the AQF no qualification type other than the Bachelor Honours Degree which meets the AQF Level 8 specification may use the term ‘honours’. Under the AQF the volume of learning of a Bachelor Honours Degree is typically one year following a Bachelor Degree. Education Services for Overseas Students (ESOS) Act Section 19 of the ESOS Act is reproduced as follows:

(1) A registered provider must give the Secretary the following information within 14 days after the event specified below occurs:

a. The name, and any other prescribed details of each person who becomes an accepted student of that provider;

b. For each person who becomes an accepted student – the name, starting day and expected duration of the course for which the student is accepted;

c. The prescribed information about an accepted student who does not begin his or her course when expected;

d. Any termination of an accepted student’s studies (whether as a result of action by the student or the provider or otherwise) before the student’s course is completed;

e. Any change in the identity or duration of an accepted student’s course; f. Any other prescribed matter relating to accepted students.

An ‘accepted student’ means a student (whether within or outside Australia):

• Who is accepted for enrolment, or enrolled in, a course provided by the provider; and • Who is, or will be required to hold a student visa to undertake the course.

Cancellation of CoEs will trigger application of this section of the ESOS Act. Post-Study Work Visa Changes under the AQF in the volume of learning (duration) of a program of study will change students’ eligibility to apply for Temporary Graduate visa (class 485). This visa permits graduates to live, study and work in Australia after they have finished their studies. In the six months before a student applies, they must meet the Australian study requirement, ie have completed one or more degrees or diplomas for award by an Australian educational institution as a result of a course(s):

• That is registered on CRICOS; • For which all instruction was conducted in English; • That was completed as a result of a total of at least two academic years (92 weeks) study; • That was completed in a total of at least 16 calendar months; • That has been undertaken while the student was in Australia as the holder of a visa

authorising them to study. Under the National Code Part D Standard 1, 1.2, the registered provider must:

(a) Clearly identify the registered provider’s name and CRICOS number in written marketing and other material for students, including electronic form

(b) Not give false or misleading information or advice in relation to: i. Claims of association between providers

ii. The employment outcomes associated with a course iii. Automatic acceptance into another course iv. Possible migration outcomes, or v. Any other claims relating to the registered provider, its course or outcomes

associated with the course.

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ISSUES See below. RECOMMENDATIONS See below.

Submitted by Professor Dominic Verity Chair, Academic Senate [email protected] + 61 2 9850 9522 For enquiries contact Ms Jayne Freeman Quality Assurance and Compliance Manager, Governance Services [email protected] + 61 2 9850 1126

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ISSUES AND RECOMMENDATIONS

NO ISSUES RECOMMENDATIONS 1 New programs for 2015 which will be consistent with

the AQF will be submitted via Webforms and approved by the relevant MQ authority during 2014.

a. That all students commencing their studies in 2015 shall be enrolled in AQF programs. b. That new programs shall be added to CRICOS if required.

2 Revised programs for 2015which will be consistent with the AQF will be submitted via Webforms and approved by the relevant MQ authority during 2014. Revisions may include changes in duration, content, qualification type and/or qualification title. Some of these revised Awards will replace a non-AQF Award with an AQF Award.

a. That renewed/revised programs shall be reviewed by the Governance Services team to determine: o Whether they should be allocated a new MQ course code, and o Whether the existing details on CRICOS will be updated or a new CRICOS code

sought from TEQSA.

b. That the Governance Services team will consult with key internal stakeholders to determine whether or not a new CRICOS code is required for revised Awards.

3 Existing students may already be enrolled in a non-

AQF program (either by award title or duration). a. That students shall be advised of the status of their current program and award title

with the option to either: o Complete the program and the award with the title and duration in which they

originally enrolled; or o Transfer from a non-AQF program to an AQF program.

4 Students may currently be enrolled in a non-AQF

program and may subsequently discontinue their enrolment and seek readmission at a later date.

a. That students seeking to re-enrol shall be readmitted to the new program and award title. On readmission the student’s requirement term will be reset to the requirement term for the current program. In such a circumstance the new program may have additional requirements that the student needs to complete to be awarded the qualification.

b. That all marketing and promotional material shall reflect these requirements.

5 Students may choose to maintain their enrolment and complete the non-AQF program.

a. That students shall be advised they will graduate with the old award and award title.

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6 International students are receiving and accepting offers into non-AQF programs during 2014 for studies commencing in 2015.

a. That the University will honour all offers if potential students wish to take them up. Otherwise the University has the option to retract and reissue offers for AQF programs once those programs have been registered on CRICOS.

b. That the University will manage reporting obligations under s 19(1) of the ESOS Act,

citing AQF compliance. c. That the University shall keep students advised about this process, and notify students

of their obligations. d. That offers to international students for non-AQF programs shall not be made beyond a

date to be agreed (perhaps 30 June 2014 if this is reasonable?)

7 Students who are admitted or transferred to a new program will graduate with the new award title.

a. That students shall graduate with the new award title which is consistent with AQF requirements.

8 The wording on the AHEGS will need to reflect whether or not the award is for an AQF program.

a. That the AHEGS for graduates from AQF awards (from 2015) shall include the AQF level for all awards in Section 2, for example: under the heading ‘Qualification Level: The Bachelor of Chiropractic Science is located at Level 7 of the Australian Qualifications Framework.’ OR ‘This qualification is accredited as a Level 7 Bachelor Degree under the Australian Qualifications Framework’.

b. That the AHEGS for graduates from non-AQF awards (from 2015) will not have an AQF level in Section 2 of the AHEGS. A notation ‘This qualification was accredited prior to the establishment of the Australian Qualifications Framework (2011)’ is to be included against the AQF level in Section 2 of the AHEGS.

9 The wording on the Testamur and Record of Results (Transcript) may not be consistent with the AQF Qualifications Issuance Policy.

a. That the wording on the Testamur and Record of Results (Transcript) shall be reviewed to ensure it is consistent with the AQF Issuance Policy.

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10 Teach out arrangements will need to be in place and visible for those students who elect to remain in a non-AQF program.

a. That the University, in conjunction with the Faculties, shall establish a timeframe for teaching out the existing program (minimum of 1, maximum of 5 years) as a general guide the length of the program plus one year. The teach out arrangements shall be approved by the relevant MQ authority.

b. That students remaining in a non-AQF program shall be advised of the maximum time in which they are to complete the program and, given the approved program teach out arrangements, this may vary from the University Rules, Policies or Regulations.

11 Staff and students will need to be aware of transition

arrangements. a. That all marketing and course information will reflect key information associated with

the transition so that staff can provide correct advice and students can make informed decisions.

12 Students may seek RPL for admission or credit transfer

for courses completed in non-AQF programs towards an AQF program.

a. That departments shall develop detailed RPL Plans which align with the 2015 RPL Policy for admission and course transfer.

b. That clear and transparent information is provided for students by the start of Semester

2, 2014 which allows them to make an informed enrolment decisions which will not disadvantage them prior to the introduction of a broader RPL Policy in 2015.

13 Students and staff will need to have visibility of the program level learning outcomes.

a. That approved program learning outcomes shall be published on the relevant MQ websites as advice to staff, future and current students about the essential requirements (knowledge, skills and application of knowledge and skills) of the program.

14 All non-AQF programs will be withdrawn and some will be replaced with new or revised AQF programs.

a. That the marketing of non-AQF programs for student admission in 2014 shall include clear statements that a final commencing intake is to be recruited and admitted.

b. That students offered a place in the final commencing intake of a non-AQF program are

to be advised that no deferral of enrolment or commencement is possible, the provisions in relation to studying the program full time or part time or discontinuing their enrolment and the maximum time in which they are to complete the program requirements.

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c. That a student who maintains their enrolment in a non-AQF program shall have the opportunity to complete the program within a reasonable time frame. These arrangements are to be specified in the student’s letter of offer.

d. That for non-AQF programs, all course information (Coursefinder, Handbook, etc) shall state that the program is not available for either a domestic or an international student intake from 2015.

e. That replacement or new AQF program shall not be marketed or offered to international students until CRICOS registration is approved. Until CRICOS registration is complete, all websites and marketing material should indicate that CRICOS registration is being sought for the course.

15 There may be changes required to Course Rules as a

result of the alignment of courses with the AQF. a. That the AQF and Glossary shall be reviewed against the University Course Rules,

Policies and Glossary to ensure alignment with the AQF for: o Definitions of terms (eg Nested) o Teach out arrangements o Qualifications Issuance (Testamur and Record of Results).

16 There may be changes required to Nesting

arrangements as a result of alignment with the AQF. a. That nested arrangements shall be reviewed to ensure they comply with AQF

requirements eg by definition and also to ensure the detailed FoE is the same for nested courses.

17 There may be changes required to articulation

arrangements with other providers. a. That articulation arrangements with other national and international providers shall be

reviewed for currency and relevance, with recommendations made for these arrangements to be renewed, varied or cancelled.

18 The Schedule of Articulated Postgraduate Award Sets may no longer be relevant as it may become redundant under the RPL Policy.

a. That the Governance Services unit shall conduct a review of the RPL Policy and recommend action for 2015 with respect to the continuance or discontinuance of the Schedule of Articulated Postgraduate Award Sets.

19 A change in program may affect the eligibility of

international students for a post-study work visa.

a. That the University shall provide information to international students with respect to the requirements for post-study work visas, but should be cautious not to provide ‘advice’ in relation to possible migration outcomes which would contravene the National Code, and be mindful that these requirements are subject to constant change.

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QUALITY ASSURANCE: FACULTY UNIT PROPOSALS AND APPROVALS

QA PRINCIPLES ASQC will focus on changes to units which might have a material impact on overall program outcomes. ASQC will quality assure unit proposals, revisions and discontinuations in line with the following key principles: academic viability, quality, and purpose.

FRAMEWORK/RESPONSIBILITIES Academic Senate delegates the responsibility for the approval and quality assurance of unit proposals to FSQC’s, Faculty Boards and ASQC. The allocation of these responsibilities is represented in the below diagram.

QUALITY ASSURANCE MECHANISMS

REPORT Faculties provide biannual reports to ASQC:

Summarised information reported using standard templates/spreadsheets:

ACADEMIC SENATE Authorises Faculties to approve unit

changes: New, Revised or Discontinued. Authorises ASQC to approve PPP or

Capstone classifications. Authorises ASQC to conduct Quality Assurance monitoring and review.

ASQC Approves/rejects PPP or Capstone classification.

Monitors Faculty decisions. Reviews Faculty decisions annually.

Conducts additional targeted reviews where the need arises.

FACULTY BOARDS Considers FSQC advice.

Approves/rejects proposals. Reports to ASQC biannually.

FSQC Considers proposals.

Provides advice to Faculty Boards.

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• New Units: Unit Code, Unit Name, Brief Overview, Unit Learning Outcomes, Unit Purpose1, Impacted Programs2

• Revised Units: Unit Code, Unit Name, Brief Overview, Unit Learning Outcomes, Major Changes3, Impacted Programs4

• Discontinued Units: Unit Code, Unit Name, Impacted Programs5 • Rested Units: Unit Code, Unit Name, Impacted Programs6

Detailed information to be stored by Faculties to enable future enquiry/investigation by ASQC, where required.

MONITOR ASQC monitors Unit Guides to ensure that the published Unit Learning Outcomes are those which were approved by Faculties. ASQC monitors changes to units which might have a material impact on overall program outcomes. ASQC may monitor other factors, including unit changes which might impact the academic viability of a program to which it belongs.

REVIEW ASQC conducts an annual review of approvals: New, Revised or Discontinued Units based on the biannual reports provided by Faculties. ASQC may conduct a targeted review of units when the need arises for quality assurance reasons, such as concerns about the viability and/or quality of a unit and/or its compliance with Unit Approval principles and/or its compliance with University Policy.

ASQC may conduct a targeted review of units when the need arises.

VISIBILITY AND CONSISTENCY ACROSS FACULTIES To ensure that units are developed and approved appropriately, and to provide transparency in this process, it is important that Faculties have visibility of proposals for new and/or revised units.

This is achieved through a Pre-approval Consultation process where summary information of new and/or revised unit proposals is to be made available to other Faculties.

• Summary information includes the unit code, unit name, a brief overview and the details of the FSQC meeting at which it will be presented.

1 For example, identifying which program the unit will belong to, or identifying it as a PPP or Capstone Unit. 2 Which programs might be impacted by the introduction of the new unit? 3 For example, a change in unit level, a change in the unit’s standing as a prerequisite or a significant change in learning outcomes and/or assessment. 4 Which programs might be impacted by the revision of this unit? 5 Which programs might be impacted by the discontinuance of this unit? 6 Which programs might be impacted by the resting of this unit?

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• Summary information circulated/provided ___ days prior to the relevant FSQC meeting.

• Summary information provided to key stakeholders, including other faculties, the MGSM, the University Library and the Learning and Teaching Centre.

• Cross-faculty observers invited to attend an FSQC meeting where a unit proposal is of interest or concern.

• Final approval process should include a ‘sign off’ that all/relevant faculties, the University Library and the Learning and Teaching Centre have been consulted via the Pre-approval Consultation process.

• Where one faculty has issue with a unit proposal from another faculty, faculty-level resolution should be the main objective. If mediation is required, ASQC will perform this role.

Comment [HH1]: Process to be determined.

Comment [HH2]: Timeframe to be determined.

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Faculty Guidelines: Unit Proposals and Approvals

Contents PRINCIPLES .............................................................................................................................................. 2

Overarching Principles ........................................................................................................................ 2

Unit Classification ............................................................................................................................... 2

People Units .................................................................................................................................... 2

Planet Units ..................................................................................................................................... 3

PACE Units ....................................................................................................................................... 3

Capstone Units (UG)........................................................................................................................ 3

Unit Levels ........................................................................................................................................... 3

Generic Unit Level Descriptors ....................................................................................................... 3

Prerequisites and corequisites ........................................................................................................ 3

Unit Learning Outcomes ..................................................................................................................... 4

All Units ........................................................................................................................................... 4

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

Unit Purpose ....................................................................................................................................... 5

Not to Count for Credit With (NCCW) ................................................................................................. 5

Co-taught Units ................................................................................................................................... 5

Designation ......................................................................................................................................... 5

Quotas ................................................................................................................................................. 5

Recodes ............................................................................................................................................... 6

Workload ............................................................................................................................................. 6

OPERATION & STYLE GUIDE .................................................................................................................... 6

Unit name ........................................................................................................................................... 6

Unit code ............................................................................................................................................. 6

Recodes ........................................................................................................................................... 7

Prerequisites and corequisites ............................................................................................................ 7

General style ................................................................................................................................... 7

General Rules .................................................................................................................................. 7

Rules for requisites with multiple components .............................................................................. 8

Specific rules to enable implementation in AMIS ........................................................................... 9

Administrative Corrections ........................................................................................................... 10

Not to Count for Credit With (NCCW) ............................................................................................... 10

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Field of Education (FOE) code ........................................................................................................... 10

Designations ...................................................................................................................................... 10

Availabilities ...................................................................................................................................... 11

Session dates ................................................................................................................................. 11

Staff contact ...................................................................................................................................... 11

Unit description ................................................................................................................................ 11

Quotas ............................................................................................................................................... 12

Grading scheme ................................................................................................................................ 12

Appendix 1: Unit prefixes .................................................................................................................. 13

Faculty of Arts ............................................................................................................................... 13

Faculty of Business and Economics and MGSM ............................................................................ 13

Faculty of Human Sciences ........................................................................................................... 14

Faculty of Science .......................................................................................................................... 14

PRINCIPLES

Overarching Principles 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 classification designation of units as People, Planet, PACE or Capstone units is determined by ASQC. All People and Planet designations for Macquarie units carry over to the equivalent OUA unit.1

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.

1 Resolution 13/117, Academic Senate, 30 April 2013.

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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, participation units are being offered to:

• 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 Senate in October 2011. Please see the criteria for PACE units which is available from: http://staff.mq.edu.au/teaching/participation_and_community_engagement/participation_units

Capstone Units (UG) ‘Capstone’ units are specific to a program of study and must 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. Components of a Capstone unit must include reviewing the scaffolding of the degree, including integrating major course material; reflecting on the development of the graduate capabilities and how these have been achieved within the degree; and preparing a portfolio or diploma supplement; in professional degrees undertaking a professional preparation program.2

Unit Levels

Generic Unit Level Descriptors ---Principles to be developed by ASQC---

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:

2 Review of Academic Programs, White Paper, 17 October 2008.

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

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

http://staff.mq.edu.au/teaching/participation_and_community_engagement/participation_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.

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.3

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.4

700-level units in the MRes:

1. Standard prerequisite to be "Admission to MRes". 5 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.6

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

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

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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 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 leaning 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.7

PACE Units 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.)8

Unit Purpose All unit proposals should identify the purpose and need of the unit through, and for required units this should include mapping to relevant Program Learning Outcomes. For undergraduate units this may be through their identification as People, Planet, or PACE units.

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.9

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 ---Principles to be developed by ASQC---

Designation All postgraduate coursework units offered by the Faculty of Arts should have an Arts designation.10 All postgraduate coursework units offered by the Faculty of Science, with the exception of the Chiropractic (CHIR) units, should have a Science designation.11

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

7 https://www.mq.edu.au/iLearn/resources/units_learning_outcomes.htm 8 Resolution 12/286, Academic Senate, 4 September 2012 9 Academic Standards and Quality Committee, 15 May 2012. 10 Resolution 12/369, Academic Senate, 13 November 2012. 11 Resolution 13/97, Academic Senate, 30 April 2013.

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1. Quotas on unit enrolments must be approved by ASQC and published in advance of commencement of enrolment so they are transparent to students.

2. Late requests for unit quotas will not be approved.12

Recodes A new unit code must be assigned where a unit undergoes significant change: it is the Faculty's responsibility to submit a recode.

Significant change includes a change of level, change that results in a change of the units standing as a prerequisite or NCCW, and major13 change in unit learning outcomes.

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.14 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. 15

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

12 Resolution 11/063, Academic Senate, 5 April 2011. 13 Any change in a unit which might have a material impact on overall program learning outcomes. 14 Resolution XX/XXX, Academic Senate 12 November 2013. 15 Resolution 13/223, Academic Senate 6 August 2013.

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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 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 Faculty16 ABC123 or equivalent17

16 Postgraduate Sub-Committee, 4 August 2011. 17 Academic Standards and Quality Committee, 13 May 2011.

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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.18

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 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

18 Academic Standards and Quality Committee, 13 May 2011.

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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

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)

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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) 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 The Faculty may suggest an FOE code. Faculties can refer to the field of education website for further information and guidance: http://heimshelp.deewr.gov.au/sites/heimshelp/resources/pages/field-of-education-types.

MQ Analytics will review and confirm 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:

Applied Linguistics (PG: but note that this designation is no longer used within general requirements from 2014 onwards)

Commerce (UG/PG) Economics (PG)

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http://heimshelp.deewr.gov.au/sites/heimshelp/resources/pages/field-of-education-types

Engineering (UG) Information Technology (UG) Medical Science (UG) Social 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 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://senate.mq.edu.au/apc/academic_program14.html

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, participation status, capstone status.

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http://senate.mq.edu.au/apc/academic_program14.html

The ‘unit description’ is not a formal listing of unit learning outcomes.

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 pass/fail or graded.

Units must be graded unless approval is granted by ASQC to allow a pass/fail grading arrangement. This is usually in cases where the assessment is predominantly competency-based.

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

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 FOAR Faculty units FREN FRN GEND GEN GRMN GMN INED INED INTS ASN, EUL, EULC & INTS ITAL ITL JPNS JPS 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

Faculty of Business and Economics and MGSM Unit prefix Disciplines ACCG Accounting and Corporate Governance ACST Actuarial Studies AFCP Applied Finance Centre AFIN Finance ECON Economics FOBE Faculty units MGMT Management MGSM Macquarie Graduate School of Management MKTG Marketing

Comment [ASQC1]: Curriculum & Planning Team to work with faculties in updating the unit prefixes

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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 EDTE Education (Teacher Education Program) EDUC Education (discipline studies) FOHS Faculty units

LING Linguistics (undergraduate and postgraduate units with a more theoretical focus than APPL)

MEDI Advanced Medicine PHTY Physiotherapy PSYC Psychology (Clinical and undergraduate) PSYN Psychology (Neuropsychology) PSYO Psychology (Organisational) PSYP Psychology (Professional Psychology) SPED Special (education)

SPHS Speech and Hearing Sciences (includes Speech Pathology)

TRAN Translating and Interpreting

Faculty of Science Unit prefix DisciplinesDepartments ASTR Department of Physics and Astronomy BIOL Department of Biological Sciences CBMS Department of Chemistry and Biomolecular Sciences CHIR Department of Chiropractic COMP Department of Computing ELEC Department of Engineering: Electrical Engineering ENGG Department of Engineering ENVG Department of Environment and Geography FOSC Faculty units GEOS Department of Earth and Planetary Sciences ISYS Department of Computing MATH Department of Mathematics MECH Department of Engineering: Mechanical Engineering PHYS Department of Physics and Astronomy STAT Department of Statistics

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