ACADEMIC STANDARDS AND QUALITY COMMITTEE...Recommendation That the minutes of the meeting held 28 April be signed as a true and correct record. That the updated MUIC timetable and

ACADEMIC STANDARDS AND QUALITY COMMITTEE A meeting of the Academic Standards and Quality Committee (ASQC) will be held at 10.00 am on Tuesday 19 May 2015, in the

Senate Room, Lincoln Building C8A, Level 3.

Members who are unable to attend the meeting are requested to send their apologies to Ms Amanda Phelps, University

Committee Secretary (phone +61 2 9850 7316 or e-mail [email protected]).

AGENDA

1. WELCOME / APOLOGIES

1.1 Disclosure of conflicts of interest

1.2 Adoption of unstarred items

2. MINUTES OF THE PREVIOUS MEETING

Pages 4 to 16 2.1 Minutes of meeting held on Tuesday 28 April 2015

FOR APPROVAL

3. BUSINESS ARISING FROM THE MINUTES

(not dealt with elsewhere in the Agenda)

Page 17 3.1 Report to Academic Senate

Academic Senate has not met since the last ASQC meeting, Tuesday 28 April 2015 The next Academic Senate meeting will be held on Tuesday 2 June 2015.

FOR NOTING

4. 2015 SCHEDULE

Pages 18 to 19 4.1 Late changes to the schedule of programs, majors or specialisations

TECE01 – Bachelor of Teaching (ECE)

ECEC01 – Bachelor of Education (ECE)(Birth-12)

FOR NOTING

5. 2016 SCHEDULE

Pages 20 to 24 5.1 Program changes – Bachelor of Science and related double degrees.

Changes to the Bachelor of Science minimum requirements.

FOR APPROVAL

Page 25 5.2 Program update – New Major

From the 28 April ASQC meeting, A/Prof Estela Valverde and Dr Jane Handley will provide more information to the Committee about the proposed new Major in English as a Foreign Language.

FOR DISCUSSION

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mailto:[email protected]

Pages 26 to 29 5.3 Program update – Name Change

At its 28 April meeting ASQC requested more information be provided regarding the name change from the Master of Accounting (ACCA Extension) to the Master of International Accounting.

FOR APPROVAL

Pages 30 to 31 5.4 Program update – Name Change

The Proposal to change postgraduate program title from the Master of Creative Media (CRME13M) to the Master of Creative Industries was approved by the Chair on Wednesday 13 May 2015.

FOR NOTING

Page 32 5.5 Proposal to amend the program structure

At its 28 April meeting ASQC requested more information be provided regarding the Proposal to amend the program structure for the Master of International Relations (MIR).

FOR APPROVAL

Pages 33 to 34 5.6 Program update – updated structure to the Master of Banking and Finance

FOR APPROVAL

Pages 35 to 75 5.7 Unit proposals – People, Planet, PACE or Capstone

New units - Capstones

ENGL875 – Literature and Writing in Professional Contexts

MECO845 – Creative Production Portfolio

PHTY301 – Human MovementNew units - PACE

PICT312 – Dynamic Simulation and Strategic Planning

PICX312 – Dynamic Simulation and Strategic Planning (OUA)New units - People

LAWX101 – Law, Human Rights and Global Governance (OUA)Capstone units:

HLTH310 – Health Promotion

People units:

PICTT101 – Introduction to CriminologyPACE units:

PHL354 – Philosophy Capstone

FOR APPROVAL

Pages 76 to 77 5.8 2016 Curriculum Changes Summary The marked up documents with changes can be found via this link

Faculty Changes:o Postgraduate Programs and Specialisations (200 pages)o Undergraduate Schedule of Majors (78 pages)o Undergraduate Schedule Programs of Study (162 pages)

Open Universities Australia – Awards (20 pages)

Pages 78 to 79 5.9 Co-taught Units

FOR DISCUSSION AND APPROVAL

6. STRATEGY AND POLICY

Page 80 6.1 Approval of MGSM Units and Programs

Unit and Program approval procedure

MGSM units approved to date (22) can be accessed via this link

FOR DISCUSSION

Pages 81 to 138 6.2 Ratification of Results Quality Assurance Framework – reporting templates

From the previous meeting, Associate Deans, Standards and Quality were asked to provide reporting templates for discussion.

FOR DISCUSSION

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https://truth.mq.edu.au/share/id/mqu25r09

Pages 139 to 143 6.3 ASQC Charter and Terms of Reference

Brought forward from the previous ASQC meeting 28 April 2015

FOR DISCUSSION AND RECOMMENDATION

7. INDIVIDUAL STUDENT CASES

Pages 144 to 158 7.1 Faculty Reports

Individual Case Reports have been received from the Faculty of Arts and the Faculty of Science and Engineering.

FOR NOTING

8. GENERAL BUSINESS

9. FUTURE ISSUES FOR ASQC

Review of Faculty Examination reports

Analysis of academic risk – assistance from Trudy de Vries and available data fromAnalytics Team

Regular review cycle for review of units and programs

Review of Capstone units

Review of saving (people and planet) and deeming decisions

Roles and responsibilities – possible mitigation of risk in Governance

Joint meetings with other Academic Senate sub-committees to have a sharedunderstanding of roles and discussion of issues in common

Oversight of the new Faculty Unit Proposals

Faculty reports – timelines and scope Unit guides

FOR NOTING

10. ANY OTHER BUSINESS

11. NEXT MEETING

The next meeting of the Academic Standards and Quality Committee will be held on Tuesday 16 June 2015.

Agenda items are due by Thursday 4 June 2015.

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Academic Standards and Quality Committee Agenda

19 May 2015 Item 2.1

ITEM 2.1 MINUTES OF THE ACADEMIC STANDARDS AND QUALITY COMMITTEE

Attached are the minutes of the meeting held on 28 April 2015 as well as an updated attachment from Item 4.3 MUIC timetable and programs.

Recommendation That the minutes of the meeting held 28 April be signed as a true and correct record.

That the updated MUIC timetable and program document be noted.

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ACADEMIC STANDARDS AND QUALITY COMMITTEE Minutes of the meeting of the Academic Standards and Quality Committee held on 28 April 2015 in the Senate Room, Level 3

Building C8A, from 10:00 am to 12:07pm

PRESENT

Associate Professor Pamela Coutts (Chair)

A/Professor Carlos Bernal-Pulido

Dr Gordon Brooks

Fiona Burton

Dr Trevor Case

Lindie Clark

Dr Stephen Collins

Dr Paul Hesse

Tom Kerr

Dr Catriona Lavermicocca

Dr Rahat Munir

Lynn Negus

Cathy Rytmeister

Dr Anne-Louise Semple

Sue Spinks

Professor Dominic Verity

A/Professor Manjula Waniganayake

APOLOGIES

Deidre Anderson

Dr Peter Rogers

Professor John Simons

Professor Kirsty Forrest

Amanda Phelps

Ros Smith

Kathryn Whittingham

Jonathan Wylie

IN ATTENDANCE Clare Clendinning

Trudy De Vries

Paul Fairweather

Jake Garman

Hayley Harris

Ainslie Harvey

Bonnie Liu

Noni Przybylski

A/Professor Robert Trevor

Kylie Shorrock

Zoe Williams

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MINUTES

1. WELCOME / APOLOGIES

The Chair noted that apologies were received from Deidre Anderson, Dr Peter Rogers, Professor John Simons, Professor Kirsty Forrest, Amanda Phelps, Ros Smith, Kathryn Whittingham and Jonathan Wylie.

The Chair welcomed Associate Professor Robert Trevor, Jake Garman and Noni Przybylski to the meeting.

1.1 Disclosure of conflicts of interest

The Chair sought declarations of any conflicts of interest to be recorded.

The following disclosures were noted:

Associate Professor Pamela Coutts, Item 4.2 – Qualifying Majors for the BABEd (Sec) and BScBEd (Sec)

Cathy Rytmeister, Item 5.1 Program update – New specialisations – Master of Education

Dr Catriona Lavermicocca and Dr Rahat Munir, Item 5.5 – Program update Name Change – Master of Accounting (ACCA Extension)(ACCA11M) to Master of International Accounting

Dr Paul Hesse, Item 5.8(ii), – Unit Prefixes – A distinct prefix for the new Department of Environmental Sciences

Dr Stephen Collins, Item 5.10(ii) – Proposal to change major titles – Proposal to change the undergraduate major title from Arts Practice and Management (APM02) to Arts Industries and Management.

1.2 Adoption of unstarred items

The following Agenda items were starred for discussion:

2.1 – Minutes of meeting held on Tuesday 17 March 2015

4.2 - Qualifying Majors for the BABEd (Sec) and BScBEd (Sec) 4.3 – MUIC Programs Changes and Recommendations 5.1 – Program update – New Specialisations – Educational Leadership, Leading Teaching 5.2 – Program update – New Major – Major in English as a Foreign Language 5.3 – Program update – New Award – Graduate Certificate of Applied Finance Post - MAppFin 5.4 – Proposal for the Classification of Engineering Honours 5.5 – Program update – Name Change – Master of Accounting (ACCA Extension) to Master of

International Accounting 5.6 – People and Planet Units with a change of Faculty ownership 5.7 – Proposals for consideration – Faculty of Medicine and Health Sciences 5.8 – Unit prefixes 5.9 – Proposal to amend the program structure – Master of Politics and Public Policy (MPP) and

the Master of International Relations (MIR) 5.10 – Proposal to change major titles 6.1 – Ratification of Results Quality Assurance Framework – reporting templates 6.2 – Quality Assurance Principles for Programs Taught in Languages Other Than English 6.3 – ASQC Charter and Terms of Reference. 6.4 – Review of New Units

RESOLUTION

That the items not starred for discussion be noted and, where appropriate, be adopted as recommended.

2. MINUTES OF THE PREVIOUS MEETING

2.1

Minutes of meeting held on Tuesday 17 March 2015

The following amendments were noted:

Item 7.5 – Unit and Program approvals

Previously, “Faculties are to be advised that any new programs and units are to be entered into webforms with a unit title and code so that tracking know there is a unit coming”

Amended to “Faculties are to be advised that new units for new programs are to be entered in webforms with a unit title and code with the year of first offering noted”.

RESOLUTION

The Committee RESOLVED TO APPROVE the minutes of the meeting held on Tuesday 17 March 2015 as a true and accurate record, subject to some minor amendments.

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3. BUSINESS ARISING FROM THE MINUTES

3.1

Report to Academic Senate

Academic Senate at its meeting on Tuesday 21 April approved the recommendations from the ASQC meeting held on Tuesday 17 March 2015.

The introduction of: o Master of Banking and Finance (MbkgFin) o Bachelor of Clinical Science (BClinSc) o From 1 January 2016. Bachelor of Engineering with Honours

Bachelor of Engineering with Honours with the degree of Bachelor of Arts Bachelor of Engineering with Honours with the degree of Bachelor of

Commerce Bachelor of Engineering with Honours with the degree of Bachelor of Science

Non-honours awards are no longer available for new admissions with effect 1 January 2015 The report “Quality Assurance Principles for Programs Taught in Languages Other Than English

(LOTE)

NOTED

4. 2015 SCHEDULE

4.1 Late changes to the schedule of programs, majors or specialisations

Bachelor of Education (Early Childhood Education)(Birth to 12) BEd(ECE)(Birth-12)

Bachelor of Teaching (Early Childhood Education) (BTeach)(ECE)

Mid-year intake for existing MQ students for: o ARTS25, AREP01, ARES01, SCES01

NOTED

4.2 Qualifying Majors for the BABEd (Sec) and BScBEd (Sec)

The Committee discussed the proposal to amend the way “qualifying majors” are listed in the handbook to ensure students understand which Bachelor of Arts and Bachelor of Science majors are suitable for teaching. There is a risk of students having offers to study for teaching degrees subsequently enrolling online in programs that do not provide them with the teaching component of the degree.

RESOLUTION

The Committee RESOLVED TO APPROVE that the general requirements for the BABEd (Sec) and the BScBEd (Sec) be changed to, “Completion of a qualifying major for the Bachelor of Arts with the degree Bachelor of Education (Secondary)” and “Completion of a qualifying major for the Bachelor of Science with the degree of Bachelor of Education (Secondary).

The Committee endorsed the proposed list of qualifying majors for these two double degrees

4.3 MUIC Programs Changes and Recommendations

Jake Garman and Noni Przybylski discussed the MUIC changes to the timetable and program.

It is proposed that the ‘Extended Foundation Program’ be discontinued immediately and that students who do not meet the IELTS 5 .5 requirement be required to do additional English prior to being admitted to the college and commencing the Standard Program.

The Committee discussed the new Foundation structure. Concerns were raised about the reduction in the amount of English and Maths and that there is little time for critical thinking and reflection. It was noted ‘Critical Thinking’ is embedded throughout the program and included in, ‘Research for University Studies’.

The Committee was assured that delivery will provide intensive instruction encompassing 30 hours per week, 20 hours face to face plus 10 hours of extension activities which exceeds the required volume of learning for English and Maths.

It was noted that:

Articulation from a completed Diploma into the agreed Bachelor degrees will result in credit for all completed units

Diploma students who have the required GPA over 18cps of Diploma units can transfer into the

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nominated bachelor degree programs without completing the Diploma. However they must complete the remaining Diploma units as part of their degree.

It was also recommended that the Diploma of Tertiary Studies be rested for 2016 due to the lack of Commonwealth Supported Places. The DVC(A) and PVC (LTD) are looking into some of the issues around pathways, including funding.

It was noted that until MUIC is set up ASQC will act in the role of FSQC hence the level of detail brought forward to this Committee.

The Committee moved to accept all the recommendations put forward.

RESOLUTION

The Committee RESOLVED TO APPROVE the revised MUIC timetable, the discontinuation of the Extended Foundation Program effective immediately, the changes outlined to the Foundation and Diploma programs and units, the proposed progression arrangements for 2016, and the resting of the proposed Diploma of Tertiary Studies until further notice.

As part of the discussion around MUIC and English proficiency levels, questions around testing of students after English short courses were raised.

ACTION

It is proposed the English Proficiency at admission be added to the list of issues for ASQC’s consideration.

5. 2016 SCHEDULE

5.1 Program update – New Specialisations

The Committee discussed the new Specialisations, Educational Leadership in the Master of Education and Leading Teaching in the Graduate Certificate of Education Studies for introduction in 2016. It was noted that the new specialisations comprised existing units.

RESOLUTION

The Committee RESOLVED TO RECOMMEND FOR APPROVAL TO ACADEMIC SENATE the new specialisations Educational Leadership and Leading Teaching, effective 1 January 2016.

5.2 Program update – New Major

The proposed Major in English as a Foreign Language for introduction in 2016 was discussed. Various concerns were raised, the major concern being ways of ensuring the major was available to EFL speakers, rather than native speakers of English. There were suggestions that this new major be put forward as a second Major rather than a Qualifying Major for any award as well as the possibility of the introduction of a Diploma of English as a Foreign Language as a stand alone award.

The Committee would like to discuss this item in more detail with A/Prof Estela Valverde and Dr Jane Hanley at the next ASQC meeting on Tuesday 19 May 2015.

ACTION

A/Prof Estela Valverde and Dr Jane Hanley will be invited to the next ASQC meeting on Tuesday 19 May 2015.

ASQC recommends that CSFC investigate how informal/formal RPL is recognised for the purpose of granting credit towards an undergraduate major.

5.3 Program update – New Award

A/Prof Rob Trevor outlined the proposal for a New Award, the Graduate Certificate of Applied Finance Post – MAppFin for introduction in 2016. The “critical friend” for the new award expressed no concern to the proposal and recommended the academic case to the Committee.

RESOLUTION

The Committee RESOLVED TO RECOMMEND TO ACADEMIC SENATE the academic case for the Graduate Certificate of Applied Finance Post – MAppFin, effective 1 January 2016

A/Prof Rob Trevor departed the meeting at 10.09am

5.4 Proposal for the Classification of Engineering Honours

From the previous ASQC meeting more information was requested regarding the honours calculation. Benchmarking information was provided indicating that honours is weighted and there is a requirement for students to obtain at least a Credit grade for the project unit.

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RESOLUTION

The Committee RESOLVED TO APPROVE the proposal for the classification of Engineering Honours.

5.5 Program update – Name Change

The Committee discussed the proposal for the name change from the Master of Accounting (ACCA Extension) to the Master of International Accounting.

Dr Catriona Lavermicocca outlined the proposal for the name change. The Committee noted that in 2014 the Master of Accounting (ACCA Extension) was approved as a new program for 2015, the rationale being to have a separate degree distinguishing Association of Chartered Certified Accountants (ACCA) accreditation from Certified Practicing Accountants (CPA) accreditation. ACCA is a key international professional accounting body offering an international professional accounting qualification. Following discussion with ACCA, Macquarie International, the Department and Faculty and receiving feedback from students, it was decided to change the program name to reflect the focus on international aspects of accounting. The program has not been offered to students under the existing name so any proposed change in name will not cause confusion in the market. The Committee, while generally supportive, requested more detail to be presented at the next meeting.

ACTION

More information is to be provided regarding the changed study pattern, any modified program learning outcomes as well as an expanded rationale for the next ASQC meeting on Tuesday 19 May.

5.6 People and Planet Units with a change of Faculty ownership

Over 2014 and 2015 three People and Planet units changed owning Faculty from Faculty of Science/Faculty of Science and Engineering, to Faculty of Arts. So as not to disadvantage students it was recommended that from 2015 students be able to count these units as belonging to either Faculty for the purpose of satisfying the People and Planet criteria, It was also recommended that these units be recoded in 2016, to ensure students taking these units in 2016 and after can be confident in the owning Faculty for the purpose of satisfying the People and Planet criteria. Further it was recommended that People or Planet units that change owning Faculty in the future be recoded.

RESOLUTION

The Committee RESOLVED TO APPROVE that students undertaking the units ENV200 (Planet), ENVG262 (Planet) and ENVG111 (People) from 2015 be able to count these units as belonging to either to the Faculty of Arts or the Faculty of Science and Engineering.

The Committee RESOLVED TO APPROVE that People or Planet units that change owning Faculty be recoded.

5.7(i) Proposals for consideration

At the 17 March 2015 meeting of ASQC, the Bachelor of Clinical Science (BClinSci) was recommended to Academic Senate for approval. ASQC requested that details with respect to the proposed admission requirements be provided once these had been determined by the Faculty.

The Faculty provided an overview of the admission requirements which included the submission of a Personal Statement and an anticipated rank of 95.0. Further, the Committee noted that the total bonus points across all schemes had been limited to 6.

The Chair suggested that Extension Mathematics be added to the HSC subjects which permit bonus points through the Academic Advantage scheme.

RESOLUTION

The Committee NOTED the admission requirements for the Bachelor of Clinical Science (BClinSci), and recommended that Extension Mathematics be added to the list of HSC subjects for the Academic Advantage scheme.

5.7(ii) Minor amendment to the Bachelor of Clinical Science structure

NOTED

5.8(i/ii) Unit prefixes

The Committee considered the requests for two new unit prefixes for Geography and Planning (GEOP) and Environmental Sciences (ENVS).

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In January 2015, the new Department of Geography and Planning came into existence, within the Faculty of Arts, while the Department of Environmental Sciences, resides within the Faculty of Science and Engineering, it was decided it would be an opportune time to clarify codes between the departments. and therefore the introduction of the new prefix for Geography and Planning (GEOP) and a distinct unit code prefix for the Department of Environmental Sciences (ENVS) is recommended.

RESOLUTION

The Committee RESOLVED TO APPROVE a new unit prefix for Geography and Planning (GEOP) and a new unit prefix for Environmental Sciences (ENVS) to take effect from1 January 2016.

5.9 Proposal to amend the program structure

The Committee discussed the proposal to amend the program structure for the Master of Politics and Public Policy (MPP) and the Master of International Relations (MIR).

The proposal contained a change to the research requirement for both programs, with the stand-alone research project being an elective rather than a required unit. The Chair noted that these requests raised the issue about protocols by which Faculties outline how these decisions around amending program structures are made.

The Committee agreed to approve the amendments to the program structure of the Master of Politics and Public Policy (MPP). With respect to the proposed changes to the program structure of the Master of International Relations (MIR) the Committee would like more detailed information on how the research component will be satisfied, revised mapping against the program learning outcomes and double degrees with the MIR.

ACTION

More information about the MIR is requested for the next ASQC meeting on Tuesday 19 May, including how the research component is to be satisfied, revised mapping against the program learning outcomes and details on the double degrees with the MIR.

RESOLUTION

The Committee RESOLVED TO APPROVE the amended program structure of the Master of Politics and Public Policy (MPP) whereby the stand-alone research project POIR902 Policy Research Project (4cp) is an elective rather than a required unit, effective 1 January 2016.

5.10(i) Proposal to change postgraduate program titles

The Committee discussed the proposal to change the postgraduate program titles for the Graduate Certificate/Master of Global Health and Development Studies (GLHD31C /GLHD11M) to Development Studies and Global Health.

RESOLUTION

The Committee RESOLVED TO RECOMMEND TO ACADEMIC SENATE that the Graduate Certificate of Global Health and Development Studies and the Master of Global Health and Development Studies be renamed the Graduate Certificate of Development Studies and Global Health and the Master of Development Studies and Global Health respectively, effective from 1 January 2016.

5.10(ii) Proposal to change undergraduate major titles

The Committee discussed the proposal to change the undergraduate major title from Arts Practice and Management (APM02) to Arts Industries and Management. The rationale for the change was to reduce the confusion around the term ‘practice’ by replacing it with the term ‘industries’. This aligns with the unit content and is more broadly accepted and understood in relevant sectors.

RESOLUTION

The Committee RESOLVED TO RECOMMEND TO ACADEMIC SENATE that the undergraduate Major title Arts Practice and Management (APM02) be changed to Arts Industries and Management, effective from 1 January 2016.

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6. STRATEGY AND POLICY

6.1 Ratification of Results Quality Assurance Framework – reporting templates

The Committee discussed the need to determine the reporting templates, the type of information ASQC would like and the associated timeframes, to enable ASQC to fulfil its role in the monitoring and review of the Faculty ratification of results processes.

ASQC would like to receive reports from Faculties which cover the following:

The Criteria around how standards are applied

Information around how practices align with the standards

How unexpected results are managed/addressed, including the definition of ‘unexpected result’.

The three Committee members working on this Dr Trevor Case, Dr Catriona Lavermicocca and Cathy Rytmeister will provide a verbal report at the next ASQC meeting on Tuesday 19 May 2015.

The Committee noted the Moderation Framework referenced in the Ratification of Results Quality Assurance Framework and Supporting Documents was in development.

ACTION

The Associate Deans, Standards and Quality from each of the Faculties are asked to provide any existing and draft reporting templates for the next ASQC meeting.

ACTION

The three Committee members working on this Dr Trevor Case, Dr Catriona Lavermicocca and Cathy Rytmeister will provide a verbal report at the next ASQC meeting on Tuesday 19 May 2015.

6.2 Quality Assurance Principles for Programs Taught in Languages Other Than English (LOTE)

The Quality Assurance Principles for Programs Taught in Languages Other Than English (LOTE) has been approved by Academic Senate at its meeting of 21 April 2015.

The Committee approved amendments to the document based on feedback from ASQC. Feedback provided by the Library was noted which will go into an operational guidance document for ASQC to review Faculty plans.

ACTION

Governance services to draft guidance document.

6.3 ASQC Charter and Terms of Reference

This item was deferred to the next meeting.

6.4 Review of New Units

Cathy Rytmeister, Chair of the working party provided a verbal update on the review of new units. She advised that a representative sample of session 1 units had been selected for the review and that a template has been proposed to obtain the information needed.

The Working Party also proposed to approach various stakeholders to gather a range of information required for the review which might involve the use of an email survey.

The Working Party acknowledged that there was much work involved in the review and the additional point in the terms of reference to consider the extent to which content may be duplicated across units (as approved at the last ASQC meeting). The Working Party therefore agreed that more than 3 meetings would be required and requested an extension of time to complete the review.

ACTION

A short written progress report by the Working Party is requested for the 16 June ASQC meeting.

7. INDIVIDUAL STUDENT CASES

7.1 Faculty Reports

NOTED

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8. GENERAL BUSINESS

9. FUTURE ISSUES FOR ASQC

Review of Faculty Examination reports

Analysis of academic risk – assistance from Trudy de Vries and available data from Analytics Team

Regular review cycle for review of units and programs

Review of Capstone units

Review of saving (people and planet) and deeming decisions

Roles and responsibilities – possible mitigation of risk in Governance

Joint meetings with other Academic Senate sub-committees to have a shared understanding of roles and discussion of issues in common

Oversight of the new Faculty Unit Proposals

Faculty reports – timelines and scope

Unit guides

FOR NOTING

10. ANY OTHER BUSINESS

11. NEXT MEETING

The next meeting of the Academic Standards and Quality Committee will be held on Tuesday 19 May 2015.

Agenda items are due by Friday 8 May 2015.

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Week Start Date Monday

End Date Sunday

MUIC Calendar Term

ActivityFoundation Intensive -‐

One Off intake

Foundation Standard Oct intake

Foundation Intensive Feb intake

Foundation Standard June intake

Foundation Intensive Sept intake

Diploma Feb intake

Diploma July intake

Diploma October intake

35 31/8/15 6/9/15 Orientation36 7/9/15 13/9/15 5 Teaching37 14/9/15 20/9/15 5 Teaching38 21/9/15 27/9/15 5 Teaching39 28/9/15 4/10/15 5 Teaching40 5/10/15 11/10/15 5 Teaching41 12/10/15 18/10/15 5 Teaching42 19/10/15 25/10/15 5 Exams/Break43 26/10/2015 1/11/2015 Break Orientation44 2/11/2015 8/11/2015 6 Teaching45 9/11/2015 15/11/2015 6 Teaching46 16/11/2015 22/11/2015 6 Teaching47 23/11/2015 29/11/2015 6 Teaching48 42338 42344 6 Teaching MQ S3 201549 7/12/2015 13/12/2015 6 Teaching50 14/12/2015 20/12/2015 6 Exams/Break51 21/12/2015 27/12/2015 Break52 28/12/2015 3/01/2016 Break

2016 20161 4/1/16 10/1/16 Break2 11/1/16 17/1/16 1 Teaching3 18/1/16 24/1/16 1 Teaching4 25/1/16 31/1/16 1 Teaching5 1/2/16 7/2/16 1 Teaching6 8/2/16 14/2/16 1 Teaching7 15/2/16 21/2/16 1 Teaching8 22/2/16 28/2/16 1 Exams/Break Orientation Orientation MQ S1 20169 29/2/16 6/3/16 2 Teaching10 7/3/16 13/3/16 2 Teaching11 14/3/16 20/3/16 2 Teaching12 21/3/16 27/3/16 2 Teaching13 28/3/16 3/4/16 2 Teaching14 4/4/16 10/4/16 2 Teaching15 11/4/16 17/4/16 2 Exams/Break16 18/4/16 24/4/16 3 Teaching17 25/4/16 1/5/16 3 Teaching18 2/5/16 8/5/16 3 Teaching19 9/5/16 15/5/16 3 Teaching20 16/5/16 22/5/16 3 Teaching21 23/5/16 29/5/16 3 Teaching22 30/5/16 5/6/16 3 Exams/Break Orientation23 6/6/16 12/6/16 4 Teaching24 13/6/16 19/6/16 4 Teaching25 20/6/16 26/6/16 4 Teaching Repeats Repeats26 27/6/16 3/7/16 4 Teaching Term & Term & 27 4/7/16 10/7/16 4 Teaching Option into Option into28 11/7/16 17/7/16 4 Teaching Dip (July) Dip (July)29 18/7/16 24/7/16 4 Exams/Break Orientation30 25/7/16 31/7/16 5 Teaching MQ S2 201631 1/8/16 7/8/16 5 Teaching32 8/8/16 14/8/16 5 Teaching33 15/8/16 21/8/16 5 Teaching34 22/8/16 28/8/16 5 Teaching35 29/8/16 4/9/16 5 Teaching36 5/9/16 11/9/16 5 Exams/Break Orientation37 12/9/16 18/9/16 6 Teaching38 19/9/16 25/9/16 6 Teaching39 26/9/16 2/10/16 6 Teaching Repeats40 3/10/16 9/10/16 6 Teaching Term41 10/10/16 16/10/16 6 Teaching42 17/10/16 23/10/16 6 Teaching43 24/10/16 30/10/16 6 Exams/Break Orientation Orientation44 31/10/16 6/11/16 7 Teaching45 7/11/16 13/11/16 7 Teaching46 14/11/16 20/11/16 7 Teaching47 21/11/16 27/11/16 7 Teaching48 28/11/16 4/12/16 7 Teaching MQ S3 201649 5/12/16 11/12/16 7 Teaching50 12/12/16 18/12/16 7 Exams/Break MQ Summer51 19/12/16 25/12/16 Break52 26/12/16 1/1/17 Break

2017 20171 2/1/17 8/1/17 Break2 9/1/17 15/1/17 1 Teaching3 16/1/17 22/1/17 1 Teaching4 23/1/17 29/1/17 1 Teaching Repeats Repeats5 30/1/17 5/2/17 1 Teaching Term Term6 6/2/17 12/2/17 1 Teaching7 13/2/17 19/2/17 1 Teaching8 20/2/17 26/2/17 1 Exams/Break Orientation Orientation MQ S1 20179 27/02/2017 5/03/2017 2 Teaching10 6/03/2017 12/03/2017 2 Teaching11 13/03/2017 19/03/2017 2 Teaching12 20/03/2017 26/03/2017 2 Teaching13 27/03/2017 2/04/2017 2 Teaching14 3/04/2017 9/04/2017 2 Teaching15 10/04/2017 16/04/2017 2 Exams/Break16 17/04/2017 23/04/2017 3 Teaching17 24/04/2017 30/04/2017 3 Teaching18 1/05/2017 7/05/2017 3 Teaching19 8/05/2017 14/05/2017 3 Teaching20 15/05/2017 21/05/2017 3 Teaching21 22/05/2017 28/05/2017 3 Teaching22 29/05/2017 4/06/2017 3 Exams/Break Orientation

2017

Dra@

only

2016

Dra@ on

ly

ASQC 28 April 2015Item 4.3 - amendmentsPage 1 of 4

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23 5/06/2017 11/06/2017 4 Teaching24 12/06/2017 18/06/2017 4 Teaching25 19/06/2017 25/06/2017 4 Teaching Repeats Repeats Repeats26 26/06/2017 2/07/2017 4 Teaching Term & Term & Term27 3/07/2017 9/07/2017 4 Teaching Option into Option into28 10/07/2017 16/07/2017 4 Teaching Dip (July) Dip (July)29 17/07/2017 23/07/2017 4 Exams/Break Orientation30 24/07/2017 30/07/2017 5 Teaching MQ S2 201731 31/07/2017 6/08/2017 5 Teaching32 7/08/2017 13/08/2017 5 Teaching33 14/08/2017 20/08/2017 5 Teaching34 21/08/2017 27/08/2017 5 Teaching35 28/08/2017 3/09/2017 5 Teaching36 4/09/17 10/09/17 5 Exams/Break Orientation37 11/9/17 17/9/17 6 Teaching38 18/9/17 24/9/17 6 Teaching39 25/9/17 1/10/17 6 Teaching Repeats40 2/10/17 8/10/17 6 Teaching Term41 9/10/17 15/10/17 6 Teaching42 16/10/17 22/10/17 6 Teaching43 23/10/17 29/10/17 6 Exams/Break Orientation Orientation44 30/10/17 5/11/17 7 Teaching45 6/11/17 12/11/17 7 Teaching46 13/11/17 19/11/17 7 Teaching47 20/11/17 26/11/17 7 Teaching48 27/11/17 3/12/17 7 Teaching MQ S3 201749 4/12/17 10/12/17 7 Teaching50 11/12/17 17/12/17 7 Exams/Break MQ Summer 51 18/12/17 24/12/17 Break52 25/12/17 31/12/17 Break

2018 20181 1/1/18 7/1/18 Break2 8/1/18 14/1/18 1 Teaching3 15/1/18 21/1/18 1 Teaching4 22/1/18 28/1/18 1 Teaching Repeats Repeats5 29/1/18 4/2/18 1 Teaching Term Term6 5/2/18 11/2/18 1 Teaching7 12/2/18 18/2/18 1 Teaching8 19/2/18 25/2/18 1 Exams/Break Orientation Orientation MQ S1 20189 26/2/18 4/3/18 2 Teaching10 5/3/18 11/3/18 2 Teaching11 12/3/18 18/3/18 2 Teaching12 19/3/18 25/3/18 2 Teaching13 26/3/18 1/4/18 2 Teaching14 2/4/18 8/4/18 2 Teaching15 9/4/18 15//4/18 2 Exams/Break16 16/4/18 22/4/18 3 Teaching17 23/4/18 29/4/18 3 Teaching18 30/4/18 6/5/18 3 Teaching19 7/5/18 13/5/18 3 Teaching20 14/5/18 20/5/18 3 Teaching21 21/5/18 27/5/18 3 Teaching22 28/5/18 3/6/18 3 Exams/Break Orientation23 4/6/18 10/6/18 4 Teaching24 11/6/18 17/6/18 4 Teaching25 18/6/18 24/6/18 4 Teaching Repeats Repeats Term 5 26 25/6/18 1/7/18 4 Teaching Term & Term & Repeats27 2/7/18 8/7/18 4 Teaching Option into Option into28 9/7/18 15/7/18 4 Teaching Dip (July) Dip (July)29 16/7/18 22/7/18 4 Exams/Break Orientation30 23/7/18 29/7/18 5 Teaching MQ S2 201631 30/7/18 5/8/18 5 Teaching32 6/8/18 12/8/18 5 Teaching33 13//8/18 19/8/18 5 Teaching34 20/8/18 26/8/18 5 Teaching35 27/8/18 2/9/18 5 Teaching36 3/9/18 9/9/18 5 Exams/Break Orientation37 10/9/18 16/9/18 6 Teaching38 17/9/18 23/9/18 6 Teaching39 24/9/18 30/9/18 6 Teaching Repeats40 1/10/18 7/10/18 6 Teaching Term41 8/10/18 14/10/18 6 Teaching42 15/10/18 21/10/18 6 Teaching43 22/10/18 28/10/18 6 Exams/Break Orientation Orientation44 29/10/18 4/11/18 7 Teaching45 5/11/18 11/11/18 7 Teaching46 12/11/18 18/11/18 7 Teaching47 19/11/18 25/11/18 7 Teaching48 26/11/18 2/12/18 7 Teaching49 3/12/18 9/12/18 7 Teaching50 10/12/18 16/12/18 7 Exams/Break51 17/12/18 23/12/18 Break52 24/12/18 30/12/18 Break

2017

Dra@ on

ly

2018

Dra@ on

ly


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FOUNDATION PROGRAMS -‐ NEW vs EXISTING (28/04/2015)

FOUNDATION PROGRAMS AND UNITS -‐ NEW VERSIONUnit Name MQ Unit

CodeUnit code Unit Type # Weeks Credit

PointsStandard (8 units)

Intensive (4 units)

Extended deleted

1 Academic English 1 N/A WFEN001 Core 6 3 X1 Mathematics 1 N/A WFMT001 Core 6 3 X2 Information Technology N/A WFIT001 Core 6 3 X2 Do one unit appropriate to the stream of study from: N/A Core per Stream 6 3 X

Biology (Science/Engineering) N/A WFBG001 Economics (Commerce) N/A WFEC001 History (Arts) N/A WFHS001

3 Academic English 2 N/A WFEN002 Core 6 3 X X3 Mathematics 2 N/A WFMT002 Core 6 3 X X4 Research for University Studies N/A WFRS001 Core 6 3 X X4 Do one unit appropriate to the stream of study from: N/A Core per Stream 6 3 X X

Chemistry (Science/Engineering) N/A WFCH001 Accounting (Commerce) N/A WFAC001 Media (Arts) N/A WFMD001

FOUNDATION PROGRAMS AND UNITS -‐ PREVIOUS VERSIONUnit Name MQ Unit

CodeUnit code Unit Type # Weeks Credit

PointsStandard (8 units)

Intensive (4 units)

Extended(12 units)

1 Academic English 1 N/A WFEN001 Core 6 3 X

1 Mathematics 1 N/A WFMT001 Core 6 3 X2 Australian Studies N/A WFAS001 Core 6 3 X2 Critical Thinking for University Studies N/A WFCT001 Core 6 3 X3 Academic English 2 N/A WFEN002 Core 6 3 X X3 Mathematics 2 N/A WFMT002 Core 6 3 X X4 Do one unit appropriate to the stream of study: N/A 6 3 X X

Biology (Science/Engineering) N/A WFBG001 Business Management (Commerce) N/A WFMG001 History (Arts) N/A WFHS001

4 Do one unit appropriate to the stream of study N/A 6 3 X X Chemistry (Science/Engineering) N/A WFCH001 Economics (Commerce) N/A WFEC001 Media (Arts) N/A WFMD001

5 Academic English 3 N/A WFEN003 Core 6 3 X X X5 Mathematics 3 N/A WFMT003 Core 6 3 X X X6 Research for University Studies N/A WFRS001 Core 6 3 X X X6 Do one unit appropriate to the stream of study: N/A 6 3 X X X

Physics (Science/Engineering) N/A WFPH001 Accounting (Commerce) N/A WFAC001 Society & Culture (Arts) N/A WFSC001

NOTESChanges to the existing Foundation offerings include: (i) (ii)

(iii) (iv) Information Technology added, unit code to be WFIT001

Core per Stream

Core per Stream

Core per Stream

Extended Foundation Program will not be offered, instead students have option of English + Standard FoundationAustralian Studies and Critical Thinking for University Studies will be removed; Academic Engiish and Mathematics units will be adjusted (reduced from 3 to 2); unit codes WFEN003 and WFMT003 no longer used.One elective from each stream removed -‐ Business Management (Commerce); Physics (Science/Engineering); Society & Culture (Arts)


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MUIC Diploma Programs

DIPLOMAS CONSOLIDATED -‐ NEW VERSION

Term Unit Name MQ equiv unit code

MUIC Unit Code

Diploma of Accounting, Commerce & Business

Administration (8 units)

Diploma of Engineering (8 units)

Diploma of Info Technology (8 units)

Diploma of Media & Communication

(8 units)

Prereq (P) /Coreq (C) NCCW

1 Academic Communication in Business & Economics ACBE100 WACB100 Core WACH100, WACS1001 Microeconomic Principles ECON111 WECO111 Core1 Academic Communication in Social Sciences and

HumanitiesACSH100 WACH100 Core

WACB100, WACS1001 Introduction to International Communication ICOM100 WMEC100 Core1 Academic Communication in Science ACSC100 WACS100 Core Core WACH100, WACB1001 Introduction to Computer Science COMP115 WCOM115 Core Core2 Principles of Management BBA102 WMGM102 Core2 Business Statistics STAT150 WSTA150 Core2 Australian Media MAS104 WMEC104 Core2 Introduction to Global Politics OR PLI108 WPOL108 Elective2 Introduction to Video Games OR MAS111 WMEC111 Elective Elective2 Introduction to Engineering ENGG100 WENG100 Core Elective2 Mathematics 1E OR MATH 130 WMAT130 Elective Elective WMAT1232 Mathematics 1A MATH135 WMAT135 Elective Elective3 Marketing Fundamentals MKTG101 WMKT101 Core3 Techniques & Elements of Finance ACST101 WACT101 Core3 Media Cultures MAS105 WMEC105 Core3 Introduction to Digital Media MAS110 WMEC110 Core Core3 Mathematics 1A OR MATH135 WMAT135 Elective3 Mathematics 1B MATH136 WMAT136 Elective WMAT135 (P)3 Digital Fundamentals & Numerical Techniques OR ENGG141 WENG141 Elective3 Introduction to Database Design & Mgt. ISYS114 WISY114 Elective Core4 Accounting Information for Decision Making OR ACCG106 WACC106 Elective Elective WACC1004 Accounting 1A ACCG100 WACC100 Elective WACC1064 Introduction to Business Information Systems OR ISYS104 WISY104 Elective Elective4 Mathematics 123 MATH123 WMAT123 Elective WMAT1304 Thinking Politically POL107 WPOL107 Core4 Intercultural Relations ICOM101 WMEC101 Core4 Physics 1B PHYS143 WPHY143 Core WMAT130 or

WMAT135 (P or C)4 Electromechanics OR ENGG150 WENG150 Elective WMAT135 (P or C)4 Fundamentals of Computer Science COMP125 WCOM125 Elective Elective WCOM115 (P)

DIPLOMA PROGRAMS AND UNITS -‐ EXISTING VERSION

Unit Name MQ equiv Unit Code

MUIC Unit Code

Diploma of Accounting, Commerce & Business

Administration (8 units)

Diploma of Engineering (8 units)

Diploma of Information Technology (8 units)

Diploma of Media &

Communications (8 units)

Academic Communication in Business & Economics ACBE100 WACB100 CoreMicroeconomic Principles ECON111 WECO111 CorePrinciples of Management BBA102 WMGM102 Core ElectiveQuantiative Business Decisions STAT150 WSTA150 Core ElectiveMarketing Fundamentals MKTG101 WMKT101 CoreTechniques & Elements of Finance ACST101 WACT101 Core Accounting Information for Decision Making ACCG106 WACC106 Elective ElectiveAccounting 1A ACCG100 WACC100 ElectiveIntroduction to Business Information Systems ISYS104 WISY104 Elective ElectiveMathematics 123 MATH123 WMAT123 ElectiveAcademic Communication in Social Sciences and Humanities

ACSH100 WACH100 CoreIntroduction to International Communication ICOM100 WMEC100 CoreAustralian Media MAS104 WMEC104 CoreIntercultural Relations ICOM101 WMEC101 CoreMedia Cultures MAS105 WMEC105 CoreThinking Politically POL107 WPOL107 CoreIntroduction to Digital Media MAS110 WMEC110 Core CoreIntroduction to Global Politics POL108 WPOL108 ElectiveIntroduction to Video Games MAS111 WMEC111 Elective ElectiveAcademic Communication in Science ACSC100 WACS100 Core CoreIntroduction to Engineering ENGG100 WENG100 Core ElectiveIntroduction to Computer Science COMP115 WCOM115 Core CoreMathematics 1E MATH130 WMAT130 Elective ElectiveMathematics 1A MATH135 WMAT135 Elective ElectiveMathematics 1B MATH136 WMAT136 ElectiveDigital Fundamentals & Numerical Techniques ENGG141 WENG141 ElectiveIntroduction to Database Design & Management ISYS114 WISY114 Elective CorePhysics 1B PHYS143 WPHY143 CoreElectromechanics ENGG150 WENG150 ElectiveFundamentals of Computer Science COMP125 WCOM125 Elective Elective

NOTESChanges to Diplomas(1) Quantitative business Decisions and Principals of Management deleted as electives for the Dip IT.(2) Intro to Engineering and Intro to Computing swapped between terms 1 and 2(3)Number of electives on offer and order of units amended in some diplomas.


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19 May 2015 Item 3.1

ITEM 3.1 REPORT TO ACADEMIC SENATE

Academic Senate has not met since the last ASQC meeting, Tuesday 28 April 2015

The next Academic Senate meeting will be held on Tuesday 2 June 2015

RecommendationFor noting.

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19 May 2015 Item 4.1

ITEM 4.1 LATE CHANGES TO THE SCHEDULE OF PROGRAMS, MAJORS OR SPECIALISATIONS

• TECE01 – Bachelor of Teaching (ECE)• ECEC01 – Bachelor of Education (ECE)(Birth-12)

For completion purposes


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2015 Program changes

Faculty of Human Sciences Handbook Code

Name of Program/Major/Specialisation

Rationale/Request Actioned

TECE01 Bachelor of Teaching (ECE) Add ECH126 back into program as an alternate to EDUC106. For completion purposes only.

4/5/2015

ECEC01 Bachelor of Education (ECE)(Birth -12) Add ECH120 and ECH126 back into program as alternates to ACSH100 and EDUC106 respectively. For completion purposes only.

4/5/2015

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19 May 2015 Item 5.1

ITEM 5.1 PROGRAM UPDATE – NEW UNIT

The Faculty of Science and Engineering is proposing changes to the Bachelor of Science minimum requirements.

RecommendationFor approval

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19 May 2015 Item 5.1

ITEM 5.1 PROGRAM UPDATE NEW UNIT MATH111 QUANTITATIVE METHODS FOR SCIENCE AND CHANGE TO BACHELOR OF SCIENCE REQUIREMENTS

Issue:

MATH111 Quantitative Methods for Science and changes to Bachelor of Science requirements

Consultation Process:

Consultation with

Department of Mathematics

Department of Statistics

Department of Biological Sciences

Department of Environmental Sciences

Department of Chemistry and Biomolecular Sciences

Department of Earth and Planetary Sciences

Trudy Ambler, AD Q&S, FoA

Pamela Coutts, AD Q&S, FoHS

Recommendation:

Approve measures proposed in accompanying memo

Operational Impact:

Change to structure of Bachelor of Science and the following associated programs Bachelor of Arts with the degree of Bachelor of Science Bachelor of Science with the degree of Bachelor of Education (Secondary) Bachelor of Science with the degree of Bachelor of Laws

Submitted by:

Michael Hitchens, Associate Dean Q&S FoSE, [email protected], x9538

For enquiries contact:

Michael Hitchens, Associate Dean Q&S FoSE, [email protected], x9538

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MEMORANDUM

TO: ASQC

FROM: Michael Hitchens, ADQ&S Faculty of Science

SUBJECT: MATH111 Quantitative Methods for Science and changes to Bachelor of Science requirements

DATE: 12 May 2015

Dear ASQC

The Faculty of Science and Engineering has observed issues with the Quantitative skills of students across a range of its programs. While this can be handled within existing structures for those programs which include an explicit early requirement for quantitative study, it is less easily handled in programs which do not include such requirements, and cannot introduce it within the structures of majors due to the limit of 24cp on their size. This particularly applied to the Bachelor of Science and many of its majors.

To address this issue the Faculty of Science and Engineering is introducing a new unit, MATH111 Quantitative Methods for Science The delivery of which will be shared by the Departments of Mathematics and Statistics. This unit will markedly improve students’ quantitative skills and assist them in the study of units within their discipline area. More generally the associated change requested for the Bachelor of Science will ensure that all graduates of the Bachelor of Science from Macquarie University possess basic skills in this area, either from MATH111 or other required study in their program. For reference the proposed unit learning outcomes for MATH111 are:

1. Able to demonstrate knowledge of basic principles and concepts of fundamentalmathematical and statistical techniques

2. Apply introductory statistical/mathematical concepts to problems in multiple sciencedisciplines

3. Identify the mathematical/statistical principles underlying basic discipline-specificproblems

4. Able to model and interpret scientific data at an introductory level5. Extract and present qualitative information from a model and/or data set, including

the use of graphical methods and appropriate software6. Able to present and explain simple examples of the role of mathematics/statistics in

multiple science disciplines

To ensure that students take undertake some quantitative study we are requesting the following addition to the requirements of the Bachelor of Science:

Specific minimum requirements:

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100 level Required one of MATH111 Quantitative Methods for Science (3)

MATH132 Mathematics 1A (Advanced) (3) MATH135 Mathematics 1A (3) DMTH137 Discrete Mathematics 1 (3) STAT170 Introductory Statistics (3) STAT171 Statistical Data Analysis (3) (both PSYC104 Introduction to Psychology I (3) and PSYC105 Introduction to Psychology II (3))

This is similar in principle to the required units in the Bachelor of Commerce, but is only one unit instead of six. Unfortunately this is not simply adding a requirement for MATH111. As noted above the requirement for this unit cannot be included in the relevant majors. A requirement at the degree level is the only other option. However, many qualifying majors in the Bachelor of Science have an existing quantitative requirement and making the students undertaking those majors study the new unit as well is unnecessary. The other units in the above list cover those majors. We also request that the same requirements be added to the following three programs:

Bachelor of Arts with the degree of Bachelor of Science Bachelor of Science with the degree of Bachelor of Laws Bachelor of Science with the degree of Bachelor of Education (Secondary)

The following programs associated with the Bachelor of Science do not need this requirement added as they already include a requirement for explicit quantitative study. We are therefore not requesting any change to their requirements:

Bachelor of Actuarial Studies with the degree of Bachelor of Science Bachelor of Commerce with the degree of Bachelor of Science Bachelor of Engineering with the degree of Bachelor of Science Bachelor of Science - Psychology

This change will allow us to make a general statement about graduates from the Bachelor of Science and associated programs. To reflect this we request that the following Program Level Learning Outcome be added to the Bachelor of Science and associated programs: Identify and apply appropriate quantitative concepts and techniques to solve problems and communicate solutions, both individually and in teams. We would also request that STAT170 remain as eligible planet unit for those programs where it was so before the change requested in this submission. The faculty is aware of the rule that required units are not to be counted as planet units, however the presence of STAT170 in the list above is to avoid an unnecessary requirement on students undertaking certain majors. That requirement then should not rule this unit out as a planet unit for a much greater number of students where that is currently the case. We note the proposals in the L&T green paper around People and Planet. If ASQC has another solution to this problem then we are happy to discuss it.

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We recognise that some students, no matter how diligent, will struggle with quantitative study. We would like to ensure a route to graduation for these students. Some disciplines already have at least one qualifying major in the BA (for example, the major in Environmental Management). Transfer to the BA would allow students who cannot fulfil the new requirement of the BSc to graduate in their chosen discipline while still allowing us to have a program learning outcome achieved by the all BSc graduates. To allow this alternative for all affected students we would request that the majors in Human Biology and Environmental Geology be made qualifying majors for the Bachelor of Arts. These majors, and existing qualifying majors in the BA, should provide a route for all students in this category. Summary: The Faculty of Science and Engineering requests the following:

1. Changes to the specific minimum requirements of the Bachelor of Science, Bachelor of Arts with the degree of Bachelor of Science, Bachelor of Science with the degree of Bachelor of Laws, Bachelor of Science with the degree of Bachelor of Education (Secondary) programs as specified above.

2. Addition of a Program Learning Outcome to the Bachelor of Science (and other associated programs) as specified above.

3. That students in the programs mentioned in points 1 and 2 still be able to count STAT170 as their planet unit where they could have done so before this change.

4. That the majors in Human Biology and Environmental Geology be qualifying majors for the Bachelor of Arts.

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19 May 2015 Item 5.2

ITEM 5.2 PROGRAM UPDATE – NEW MAJOR

The proposal for a new Major in English as a Foreign Language was discussed at the 28 April ASQC meeting. The Committee requested more information including information regarding native English speakers . The Committee also discussed the structure including the possibility of a second Major rather than a Qualifying Major and the possibility of a Diploma as English as a Foreign Language as a stand alone award.

A/Prof Estela Valverde and Dr Jane Hanley have been invited to attend the meeting to discuss.

RecommendationFor discussion

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19 May 2015 Item 5.3

ITEM 5.3 PROGRAM UPDATE – NAME CHANGE

At its 28 April meeting ASQC requested more information be provided regarding the name change from the Master of Accounting (ACCA Extension) to the Master of International Accounting.

Additional information has been provided, including a modified program learning outcome, an expanded rationale and the changed study pattern.

RecommendationFor approval.

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19 May 2015 Item 5.3

ITEM 5.3 PROPOSAL FOR THE CHANGE IN NAME OF THE MASTER OF

ACCOUNTING (ACCA EXTENSION)(ACCA11M) TO MASTER OF INTERNATIONAL ACCOUNTING – EFFECTIVE SESSION 1 2016 (PROGRAM HAS NOT PREVIOUSLY BEEN OFFERED)

Set out below is the additional information requested concerning the proposed change in the name of the

Master of Accounting (ACCA Extension), including a modified program learning outcome and an expanded

rationale as well as the changed study pattern (attached). This program has not yet been offered to students and the first offering will be for Session 1 2016.

The proposed change in the name of the Master of Accounting (ACCA Extension) program to the Master of

International Accounting is based on the recognition that this degree will appeal to a variety of domestic

and international students wishing to complete a postgraduate qualification in accounting that has an

international focus, using the international accounting qualification, ACCA as basis for the content in a number of units.

Students who enrol in this program may complete the ACCA professional qualification at the same time or

at a later date or not complete the ACCA professional qualification at all. Accordingly it is appropriate to

change the name of the program to better reflect the outcomes of the student’s completing this program and remove the reference to ‘ACCA’ in the name of the program

The only change in the structure of the program is to change one unit, ACCG835 International Accounting

from an elective to a required unit (details of the changed study pattern is attached). As a consequence students will complete one elective rather than two electives as originally proposed.

Of the nine learning outcomes for the program only one will change (as highlighted below) and this change to the learning outcome better reflects this program’s outcomes.

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Program Learning Outcomes prior to name change

By the end of this program it is anticipated you should be able to:

1. demonstrate advanced and integrated theoretical and technical knowledge related to the core disciplines of professional accounting (K)

2. apply expert and specialised technical skills in the core disciplines of professional accounting (K)

3. demonstrate knowledge of research principles and methods as used in professional accounting practice (K)

4. fulfill the educational requirements for professional membership of the Association of Chartered Certified Accountants (ACCA) (K)

5. effectively interpret and appraise recent developments in accounting (T)

6. execute independent research and exercise professional judgement in solving complex accounting problems (P, J)

7. demonstrate communication skills relevant to an appropriate professional environment

8. demonstrate an awareness of emerging social, ethical and regulatory issues relevant to an accounting practitioner (E)

9. apply teamwork knowledge and skills for effective collaboration to achieve diverse purposes in a range of contexts (E)

Program Learning Outcomes post name change to Master of International Accounting

By the end of this program it is anticipated you should be able to:

1. demonstrate advanced and integrated theoretical and technical knowledge related to the core disciplines of professional accounting (K)

2. apply expert and specialised technical skills in the core disciplines of professional accounting (K)

3. demonstrate knowledge of research principles and methods as used in professional accounting practice (K)

4. demonstrate knowledge of key international issues that relate to professional accounting (K)

5. effectively interpret and appraise recent developments in accounting (T)

6. execute independent research and exercise professional judgement in solving complex accounting problems (P, J)

7. demonstrate communication skills relevant to an appropriate professional environment

8. demonstrate an awareness of emerging social, ethical and regulatory issues relevant to an accounting practitioner (E)

9. apply teamwork knowledge and skills for effective collaboration to achieve diverse purposes in a range of contexts (E)

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AWARD NAME:

Handbook code (for renewals):

General requirements:

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

Specific minimum requirements:

Status Selection Unit Code Unit Title

Unit CP Select Total

Required ACCG611 Principles of Accounting 4 4Required ACCG614 Business and Corporation Law 4 4Required ACCG615 Quantitative Methods 4 4Required ECON649 Economic Analysis 4 4 16

Credit Points

ACCA11M

Master of Accounting (ACCA Extension)

as at 12/05/2015 Page 129


19 May 2015 Item 5.4

ITEM 5.4 PROGRAM UPDATE – NAME CHANGE

The Proposal to change postgraduate program title from the Master of Creative Media (CRME13M) to the Master of Creative Industries was approved by the Chair on Wednesday 13 May 2015

RecommendationFor noting

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19 May 2015 Item 5.4

ITEM 5.4 PROPOSAL TO CHANGE POSTGRADUATE PROGRAM TITLE

Recommendation Change the name of the ‘Master of Creative Media’ (CRME13M) to ‘Master of Creative Industries’ Expansion of disciplinary pathways into the program The name change is necessary to accommodate new disciplinary streams (Performance, Arts Industries and Management, Music) within the current masters structure. This will increase pathways into the program in order to increase enrolments. A corresponding curriculum review is establishing these pathways without additional units by achieving a range of efficiencies in the MMCCS suite of masters programs. Foregrounding employment opportunities Few Australian programs are capitalising on the strength of the creative sector as an industry cluster of significance. According to recent Creative Industries Innovation Centre (CIIC) research data, the Creative Industries sector is worth $1.36 trillion globally, while Australia’s domestic market is $22.6 billion. $3.2bn exports are generated from Australia annually, and in 2011 there were 122,564 registered business in the Australian creative industries sector. The creative industries constitutes 6.2% of Australia’s workforce and generates over 3% of Australia’s GDP. This is larger than the agriculture sector in Australia and it is growing at twice the rate of that sector. Aligning the program title with the employment sector foregrounds employment opportunities for graduates. Competitive context / Improving market positioning Competing masters programs tend to adopt a ‘fine arts’ style model that emphasises content over industry context. In addition, many institutions see masters coursework almost exclusively in the context of international student recruitment. Evidence would suggest that these two positions are unsustainable in the longer term and do not yield a solid enrolment base, nor do they respond properly to an opportunity to generate solid and sustainable domestic demand. The reality is that masters coursework programs are an expensive proposition in the marketplace and enrolment constitutes a significant investment for the student. Students want to see that they will gain skills that will make them more competitive in the employment marketplace. Successful masters programs must demonstrate this value to prospective applicants and it is proposed that a shift to Master of Cultural and Creative Industries will assist in this. The name change and corresponding curriculum review seeks to drive demand by

1. Foregrounding the size and value of industry sector that the program addresses and the employment opportunities

2. Positioning Macquarie as a market leader in addressing the rapidly shifting industry context of the creative industries

3. Articulating a core value proposition to prospective applicants around the required units in creative entrepreneurship, digital media strategies, a critical overview of the industry, and the opportunity for an international creative sector experience. Why Macquarie? Because we are the only university in Australia to prepare entrepreneurial graduates who are up to date with current practices and trends and equipped with a mix of creative production and business skills.

4. Providing a high level end-on experience for Bachelor level graduates who wish to articulate to higher degrees and improve their competitive edge.

5. Increase the articulation pathways for MMCCS and outside students into the MCCI by providing disciplinary pathways in music, performance, arts management and design (when it comes on stream)

The Program Outcomes are unchanged.

Program Outcomes The Program Outcomes are unchanged.

Consultation Process: ADL&T, FoA, Executive Dean,

Recommendations: None.

Operational Impact: Arts, Student Services team

Arts, Teaching Support Curriculum and Planning Team, Macquarie University

Submitted by: Nicole Anderson, Head of the Department of MMCCS For enquiries contact: Nicole Anderson, HoD MMCCS, ext 2258

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19 May 2015 Item 5.5

ITEM 5.5 PROPOSAL TO AMEND THE PROGRAM STRUCTURE

At its 28 April meeting ASQC requested more information be provided regarding the Proposal to amend the program structure for the Master of International Relations (MIR).


32


19 May 2015 Item 5.6

ITEM 5.6 PROGRAM UPDATE – UPDATED STRUCTURE TO THE MASTER OF BANKING AND FINANCE


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Postgraduate Award

Revised

structure Original Submitted

AWARD NAME:AWARD NAME:


Minimum number of credit points 64 Minimum number of credit points 64Minimum number of credit points at 600 level 16 Minimum number of credit points at 600 level 16Minimum number of credit points at 800 level or above 48 Minimum number of credit points at 800 level or above 48Completion of other specific minimum requirements as set out below Completion of other specific minimum requirements as set out below

Specific minimum requirements: Specific minimum requirements:

Status Selection Unit Code Unit Title Status Selection Unit Code Unit Title

Unit CP Select Total Unit CP Select Total600 level 600 level

Required ACST603 Principles of Finance 4 4 Required ACCG615 Quantitative Methods 4 4Required AFCP613 Financial Statement Analysis and Modelling 4 4 Required AFCP613 Financial Statement Analysis and Modelling 4 4Required ECON634 Econometrics and Business Statistics 4 4 Required AFIN658 Financial Management and Policy 4 4Required ECON649 Economic Analysis 4 4 16 Required ECON633 Intermediate Macroeconomics 4 4 16

800 level or above 800 level or above

Capstone AFIN899 Current Issues in Banking and Finance 4 4 Capstone AFIN899 Current Issues in Banking and Finance 4 4Required AFIN803 Banking and Financial Intermediation 4 4 Required AFIN803 Financial Intermediation and Risk Management 4 4Required AFIN805 Research in Banking and Finance 4 4 Required AFIN805 Research in Finance 4 4Required AFIN808 Corporate Finance 4 4 Required AFIN808 Corporate Finance 4 4Required AFIN818 Investments 4 4 Required AFIN818 Investments 4 4Required AFIN837 Capital Markets 4 4 Required AFIN837 Capital Markets 4 4Required AFIN881 Professional Development in Banking and Finance 4 4 Required AFIN881 Internship Preparation 4 4Required 12cp from ACST834 Financial Institutions Management and Regulation 4 Required 20cp from ACCG848 Business and Professional Ethics 4

AFIN806 Risk Management and Derivatives 4 ACCG930 Enterprise Risk Management – Corporate Governance Perspectives 4AFIN828 International Investment and Risk 4 ACCG951 Legal Governance for Business Enterprises 4AFIN832 Business and Financial Analysis 4 ACCG952 International Trade and Governance Policy 4AFIN838 Business Valuation 4 ACST834 Financial Institutions Management and Regulation 4AFIN839 Portfolio Management 4 ACST851 Mathematics of Finance 4AFIN867 International Financial Management 4 ACST861 Mathematical Theory of Risk 4AFIN875 Investing in Emerging Markets 4 AFIN806 Risk Management and Derivatives 4AFIN882 Banking and Finance Internship 4 AFIN828 International Investment and Risk 4AFIN890 Corporate Financial Modeling and Forecasting 4 12 AFIN832 Business and Financial Analysis 4

Required 8cp from ACCG848 Business and Professional Ethics 4 AFIN838 Business Valuation 4ACCG930

Enterprise Risk Management – Corporate Governance Perspectives 4 AFIN839 Portfolio Management 4

ACST834 Financial Institutions Management and Regulation 4 AFIN867 International Financial Management 4ACST851 Mathematics of Finance 4 AFIN875 Investing in Emerging Markets 4AFIN units at 800 level or above 4 AFIN882 Internship 4BUS832 Leadership and Management 4 AFIN890 Corporate Financial Modeling and Forecasting 4ECON840 Applied Econometrics 4 BUS828 Population and Workforce Planning 4ECON844 Monetary and Financial Policies 4 BUS832 Leadership and Management 4ECON846 International Monetary Policy 4 ECON840 Applied Econometrics 4ECON847 International Trade Policy 4 8 48 ECON844 Monetary and Financial Policies 4

ECON846 International Monetary Policy 4ECON847 International Trade Policy 4STAT828 Data Mining 4 20 48

TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM 64

TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM 64

Master of Banking and Finance

Credit Points


Credit Points

Master of Banking and Finance

34


19 May 2015 Item 5.7

ITEM 5.7 UNIT PROPOSALS – PEOPLE, PLANET, PACE OR CAPSTONE

The following unit updates have been submitted for approval.

Faculty of Arts

• New units - Capstone

o ENGL875 – Literature and Writing in Professional Contexts

o MECO845 – Creative Production Portfolio

o PICT312 – Dynamic Simulation and Strategic Planning

o PICX312 – Dynamic Simulation and Strategic Planning (OUA)

• New units – People

o LAWX101 – Law, Human Rights and Global Governance (OUA)

• People unit

o PICTT101 – Introduction to Criminology

• PACE unit

o PHL354 – Philosophy Capstone

Faculty of Human Sciences

• Capstone unit

o HLTH310 – Health Placement

Faculty of Medicine and Health Sciences

• New unit - Capstone unit

o PHTY301 – Human Movement


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Online Unit Submission System

Faculty: Faculty of Arts

Department: Department of English

Unit Name: Literature and Writing in Professional Contexts

Unit Code: ENGL875

Handbook

Unit Name: Literature and Writing in Professional Contexts

Unit Code: ENGL875

OUA Unit? No

Level: 800/900 level

Credit Points: 4

Prerequisites:1 16 cp from 800 level CWPG, ENGL or LIT coded units.

Corequisites:

NCCW2:

Working with Children:Will students require a Working with Children Check?

No

Field of Education (FOE) Code: 109900, 091523

Designations3 (only check if applicable): Arts (PG)

Year the unit will first be offered: 2016

Availabilities: S1 Evening, S1 External

For external offerings, provide campus session details: None

Will there be a field trip? None

Primary staff contact for handbook: Dr Jane Messer

Additional staff contacts for handbook: Dr Victoria Flanagan

Unit Description:

The unit promotes professional writing and research skills through the production of scholarly and/or creative projects in the fields of Children’sLiterature and Creative Writing. Students demonstrate the advanced learning, skills and knowledge gained in their prior and concurrent Mastersprogram studies through the application of their learning in a major project. Independent study is required, and students negotiate an individualcurriculum.

In consultation with the unit convenors, each student designs a research-based or creative writing project, working individually or collaboratively tocompletion. Involvement in industry is encouraged, and projects might include the production of a paper for journal publication, journal editing andproduction, a conference paper presentation, or curriculum and assessment design.

The aims and context for the major project will complement and extend each student’s individual research and vocational aims. The final works areshowcased in professional contexts, such as journal publication or the application of the new curriculum in a school setting.

The unit’s iLearn site is the focus for student collaborations and discussions on the progress of their individual or collaborative projects. Assessment isbased on the quality of participation, reports and reflections on the learning process, and the final project's aims and outcomes.

1 800/900 level units are expected to have prerequisites.2 New unit to be listed as NCCW with former unit and any other units with which the unit is co-taught.3 Units are given designations to allow them to become part of a particular program. For example, units designated Arts will be part of the Master of Arts offerings. Checkthe designation that applies to your unit. If this is not a designated unit leave all boxes unchecked.

Planning

Is this unit to be taught by staff from more than oneDepartment?Discussions need to be held with the other Department(s) involvedin teaching.

No

Staff membersconsulted:

Is there substantial overlap with units taught in other No

APC Web Forms http://senate.mq.edu.au/apc/webforms_units/pages/onepage.php?id=120

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Departments?Discussions need to be held with the other Department(s) involvedin teaching.


Please report any issues raised by the other Department(s) and the outcome of discussions held.

Does this unit replace in all instances a unit being deleted inthe next academic year?If yes the unit will be treated as a recode of the deleted unit. Thedeleted unit code will not be listed on the Schedule of Units.Program structures will be updated to include the new code. Pleaseensure that the old code is listed in the NCCW field. Please alsoensure that a request is submitted to update requisites which referto the old code.

NoExisting unit code: Existing unit name:

If yes does this unit replace all instances where the existingunit appears in programs?

(No option selected)

If not, please explain where and how it is to be used in place of the existing unit and how this change will impact programs containingthe original unit.

Frequency of Offering: Yearly S1

Is this unit a placement unit which will be managed viaSONIA?

No

Outcomes

Specify the programs, majors and/or specialisations to which this unit will contribute, including whether the unit will be required orpart of an option set:

The unit is the Capstone unit for the Master of Children's Literature and the Master of Creative Writing. Students from the two Masters take units fromeach of the programs; for this reason and for efficiency of unit management, the unit will be offered to both cohorts through a shared iLearn site. It is ajointly convened unit, convened by the two Masters Program Directors (or nominees).

To which program-level learning outcome does this unit most contribute?

1. Demonstrate advanced knowledge and understanding of the varied practices, genres and techniques engaged in by writing practitioners in the field ofcreative writing (K,T,J) and Demonstrate a coherent and advanced knowledge of the range and types of narratives produced for children, as evident in avariety of different multi-media modes (novels, picture books, graphic novels, films, etc.) (K)

Outline the expected learning outcomes for the unit

1. Demonstrate the capacity to think creatively, critically and reflectively about language, literary texts and writing practices, in the design andmanagement of a major work.

2. Produce a major written work that demonstrates advanced research skills and specialist knowledge of literary and creative practices.

3. Apply complex cultural, social or global perspectives to the disciplines of children’s literature and/or creative writing.

4. Recognise the social, cultural and ethical issues and global perspectives, relevant to the production of narratives for adults and/or children, and in avariety of modes including digital and online modes.

5. Capacity to communicate, respond to and engage with peers about processes, aims and outcomes of the research and writing project.

6. Interpret, communicate and present ideas in written language or symbolic representations appropriate to specific readerships or audience contexts.

7. Gain knowledge of career development opportunities in the Arts, Media, Information or Education industries.

Demonstrate how these are aligned with the level of the unit (i.e. undergraduate/graduate/postgraduate)

The Unit’s Learning Outcomes closely align with the Program Learning Outcomes at an advanced Postgraduate Level 8.

The Outcomes challenge each student to build upon and extend the learning, skills and knowledge developed prior to and concurrently with theCapstone unit.

Students apply the unit resources and aims to their own individual needs and interests at an advanced level of conceptualisation and execution.Students demonstrate and practice sophisticated independent thinking skills and seek out opportunities that relate to both their studies and graduatevocational or further study aims.

For information about writing learning outcomes, see http://www.mq.edu.au/ltc/about_lt/setting_outcomes.htm

PPP/Capstone

Please note: this page is only relevant for 100-500 level units.

PPP Capstone Will you be submitting this new unit for consideration as a People, Planet, PACE or Capstone unit?


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Workload

Student Workload: Number of Hours per Semester

Lectures (scheduled contact hours) 5

Seminars/Tutorials (scheduled contact hours) 25

Assessment tasks (excluding exams) 100

Class Preparation: 20

Laboratory Sessions / Practicals (scheduled contact hours)

Other (specify):

Note: Workload for a standard length unit (ie: 3cp Undergraduate unit or 4cp Postgraduate unit) is expected to be 150 hours.

Unit Assessment: Graded

Forms of Assessment Used: (eg.Essay, Assignment or Exam)

Description (eg. word length for essay)Total % ofoverall unitassessment

Comments (if required)

Led Discussion & Discussion ParticipationLead a discussion and weekly discussionposts throughout the unit.

20 %This task will include a reflective component onProgram learning.

Collaboration—Peer AssessmentAssess the work in progress of a studentpeer

15 %This is a mid term task that encourages peerengagement and provides key feedback to majorwork development.

Major Project Plan

Scaffolded planning for the project whichincludes a time frame, aims andobjectives, and statement of significancerelevant to the genre

15 %This is an early assessment task completed byWeek 5.

Major Projective writing project, workingindividually or colla

A research-based or creative writing-basedproject, working individually orcollaboratively

50 %Assessment criteria will include mark %weighting of components of the project

%

%

Note: MQ Assessment Procedure stipulates the use of at least three assessment tasks involving diverse modes of performance.

Resource Details

Are there multiple teaching departments for thisunit?

No (If yes, please provide details in the table below)

Department: Teaching split expressed as a %

%

%

Nominate Unit Convenor(s): Name Email Phone

Jane Messer [email protected] 98508738

Victoria Flanagan victoria.flanagan.mq.edu.au 98506804

Yes

Specify the Nomination: If Yes, specify the Nomination: Capstone

Explain how this unit will fulfill thefunction of a Capstone:

Refer to www.mq.edu.au/ pubstatic/public/download.jsp?id=164322, page 3.

The unit's activities and resources encourage students to review the scaffolding, structure and majorknowledge components of their Program, through reflective discussion and reports;

Students reflect on the development of their graduate capabilities through the design and completionof their major project.

Application of the knowledge gained over the course of the Program is integrated and synthesedthrough the online activities, involvement with industry, and completion of the major work.

Assessment of reflection, participation and the major work aligns with these criteria.


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How many other staff would be able and available to teach the unit? 2

What is the estimated enrolment in this unit? 25

Does this unit have a quota? No

Is this unit co-taught with another unit?No (specify):Unit name: Unit code:

Outline the proposed differences in the teaching and assessment practices of these two units (if any):

Is any class teaching accommodation required? No (If yes, please complete details in table below)

Activity (Lecture1, Lecture2, Tute1,Prac1, etc)

Day orEvening

Length(hours)

No. classes (1 or more ifrepeats)

MaximumClassSize

Planned TeachingLocation

If this unit is to be offered externally, please confirm that on campus requirements can be accommodated? Yes

For external offerings: has the Centre for Open Education been consulted? No

Will the unit be fully supported for study online? Yes

Specify any other additional resources required, e.g. computer laboratories, audiovisual support, including lecture recording:

Regular level of support from Learning & Teaching staff needed for aspects of the learning and assessment design of the iLearn site.Specialist Learning & Teaching staff needed for the embedding of the proposed e-portfolio component. A pilot e-portfolio project is underway in S12015; extension of the e-portfolio in to the Capstone unit will depend on the pilot outcomes and Learning & Teaching resources. Please refer to JamesMeek's comments in L&T Resources Impact, which gives a broader context to the e-Portfolio component.

Resources Impact

These sections need to be filled in by Library and LTC staff respectively prior to submission to your Head of Department. Relevant staff members can befound as follows:

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

Learning and Teaching Centre: view a list of faculty Educational Developers at www.mq.edu.au/about_us/offices_and_units/ltc/ltc_contacts#eddev orcontact [email protected]

Please contact the relevant staff members with:

The name and unit code for this unit1.

The link to this webform (http://senate.mq.edu.au/apc/webforms_units)2.

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

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

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

Research Librarian: [email protected] Date: 16/04/2015

Summary Impact Information

Resources: The Library's book, journal and database collections should be adequate to support the teaching and research needs of this unit. Noadditional journals or databases have been identified as being required to support this unit. Should new subscriptions be required, please advise us bythe 30th of April 2015.

Normal collection development processes will keep the supporting collections up to date:http://www.mq.edu.au/on_campus/library/collections/order_new_material/

The unit convenors are encouraged to provide early advice of reading list requirements to the Library's Reserve and Unit Readings team so thatresources can be made available for students.

Services / Staffing: Library services and staff, including training and research advice, are available to support the requirements of the proposed unit.Current levels will be sufficient to support this course.

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

Educational Developer: James Meek Date: 17 April 2015


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Resources: 1. E-portfolio embedded architecture embedded in to the iLearn site with any necessary Quick Guides from Week 0, S1, 2016. (Ane-portfolio pilot is currently underway, led by Jane Messer and Ollie Coady. The pilot unit is Short Form Writing, CWPG822.)

2. Assistance in the design and building of the iLearn site to take account of the varied cohort of students (coming from 2 Programs) and projects.

Services / Staffing: Staff person skilled with the e-portfolio and iLearn integration.

The above are proposer Jane Messer’s comments. Following are some further/related points from James Meek on behalf of LTC:

It is evident that the PVC(L&T) is backing moves toward developing and committing to ePortfolio infrastructures, however the University has made nocommitment to providing ‘enterprise level’ support in the area. Not as yet.

A consequence of this is that the LTC has no explicitly related funding and it can make no iron-clad guarantees re provision specific platforms or,indeed, re providing staff with detailed knowledge or experience to support these.

This is a risk to be aware of, however this particular unit development is making a significant contribution to an important task of clarifying the path theUniversity will take in this area and Jane and company have secured funding and staff commitment via various Teaching Development and pilot-supporting funds to assure (insure?) progress on their current plans.

Although only a small part of the substance of the proposed unit, the ePortfolio tool ENGL875 is currently working towards using is WordPress. Atpresent LTC is only able to provide only limited support for this software, however indications in current discussions are that Arts IT will likely install andsupport a local ‘multisite’ if current pilot activities yield and should LTC (for whatever reason) not be able to provide the basic/continuing support for it.

Approvals

Name: Jane Messer Ext: 8738 Email: [email protected] Date: Fri - 17/4/15 Convenor

Comment:

Name: Antonina Harbus Ext: 6802 Email: [email protected] Date: Mon - 20/4/15 Head of Department

Comment: Please modify prerequisites to read:16 cp from CWPG, ENGL8xx or LIT coded units.Please discuss with me and explain how the X only offering will operate.

Name: Jane Messer Ext: 8738 Email: [email protected] Date: Mon - 20/4/15 Convenor

Comment: 800 level pre-req clarification included.

Name: Antonina Harbus Ext: 6802 Email: [email protected] Date: Mon - 20/4/15 Head of Department

Comment:

Name: trudy ambler Ext: 7938 Email: [email protected] Date: Thu - 23/4/15 FSQC

Comment:

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


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Department: Department of Media, Music, and Cultural Studies

Unit Name: Creative Production Portfolio

Unit Code: MECO845

Handbook

Unit Name: Creative Production Portfolio

Unit Code: MECO845

OUA Unit? No

Level: 800/900 level

Credit Points: 8

Prerequisites:1 Admission to the Master of Creative industries or the Master of Future Journalism and 32credit points of units at 800 level.

Corequisites:

NCCW2:


No

Field of Education (FOE) Code: 1001, 1003, 1005

Designations3 (only check if applicable):

Year the unit will first be offered: (No option selected)

Availabilities: S1 Day

For external offerings, provide campus sessiondetails:

None


Primary staff contact for handbook: Professor Julian Knowles

Additional staff contacts for handbook: Associate Professor Nicole Anderson

Unit Description:

This capstone unit provides a platform for students to complete a significant production folio to professional standards in a chosen area of specialisation.Students apply and integrate concepts from their program into real-world contexts through the production of a major work or collection of smallerworks. Students research, design, and produce a folio and develop a multi-platform audience engagement plan. The production processes and outcomesare publicly distributed and students critically evaluate the quality and level of engagement.


Planning

Is this unit to be taught by staff from more than oneDepartment?Discussions need to be held with the other Department(s)involved in teaching.

No


Is there substantial overlap with units taught inother Departments?Discussions need to be held with the other Department(s)involved in teaching.

NoNo overlap at all. MMCCS is the only department in Arts toprovide production and theory units in Creative Industries



Does this unit replace in all instances a unit beingdeleted in the next academic year?If yes the unit will be treated as a recode of the deletedunit. The deleted unit code will not be listed on the



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Schedule of Units. Program structures will be updated toinclude the new code. Please ensure that the old code islisted in the NCCW field. Please also ensure that a requestis submitted to update requisites which refer to the oldcode.

If yes does this unit replace all instances where theexisting unit appears in programs?



A review of the program by Julian Knowles and Nicole Anderson has identified an issue with the existing 16cps unit MECO844 in that it does not allow apart time student enrolment. The solution is to break this single 16cps unit up into two new 8cps units that replace MECO844 and divide the contentaccordingly.

At the same time, a review of the entire suite of MMCCS masters programs has been undertaken and we have identified benefits in making changes tothe Master of Creative Media to adopt this unit within the structure. This change will allow for greater student collaboration across various creativeindustries program areas within the department to align with industry practices.

Frequency of Offering: Yearly

Is this unit a placement unit which will be managedvia SONIA?

No

Outcomes


Master of Creative Industries (previously Master of Creative Media) - required unitMaster of Future Journalism - required unit


A2 Differentiate between a range of approaches to production, distribution and audience engagementA3 Demonstrate an effective understanding of creative media project design and managementA4 Describe and differentiate between a range of different creative entrepreneurship strategiesA5 Demonstrate a critical understanding of contemporary production approaches and aestheticsB1 Conceive, produce and deliver creative projects to professional standards across a range of platformsB3 Conduct professional research appropriate to creative media projectsB4 Document, describe, and evaluate creative media projects in effective ways


1. Identify and scope a suitable portfolio that is responsive to resource and time limitations2. Analyse and engage with advanced theories of production and audience development3. Evaluate and refine approaches to production in a networked context4. Design, plan, and create content for professional creative industries environments5. Synthesize and apply theoretical knowledge to an area of production specialization6. Deliver production outcomes that meet professional standards


These learning outcomes are consistent with 800 level masters coursework units and articulate into the existing program learning outcomes.


PPP/Capstone


Workload


PPP Capstone Will you be submitting this new unit for consideration as a People, Planet, PACE or Capstone unit? Yes




This unit requires students to integrate knowledge from the program and apply it within an authenticprofessional context. The Production Portfolio assessment is weighted at 45%, meeting the minimumrequired weighting. This portfolio is professionally focused and prepares students for transition toemployment contexts.


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Other (specify):



Forms of Assessment Used: (eg. Essay, Assignment orExam)

Description (eg. word length foressay)

Total % ofoverall unitassessment


Project proposal and plan Written assignment 20 %

Production journal Reflective online journal 15 %

Audience engagement folio Social media and distribution plan 20 %

Production portfolio Folio of production work 45 %

%

%


Resource Details




%

%


Prof. Julian Knowles [email protected] 0410522478






Is any class teaching accommodation required? Yes (If yes, please complete details in table below)


Day orEvening

Length(hours)


MaximumClassSize


Lecture Day 1 1 50

Studio Prac Day 2 2 25 Futures Lab Y3A

If this unit is to be offered externally, please confirm that on campus requirements can be accommodated?

For external offerings: has the Centre for Open Education been consulted? (No option selected)

Will the unit be fully supported for study online? (No option selected)



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Music Recording Studios Y3AScreen Production Facilities Y3A

Resources Impact










Research Librarian: Geraldine Marsh Date: 16/04/2015


Resources: The Library's book, journal and database collections should be adequate to support the teaching and research needs of this unit. Noadditional journals or databases have been identified as being required to support this unit. Should new subscriptions be required, please advise us bythe 30th of April 2015.Normal collection development processes will keep the supporting collections up to date:http://www.mq.edu.au/on_campus/library/collections/order_new_material/

Services / Staffing: Library services and staff, including training and research advice, are available to support the requirements of the proposed unit.Current levels will be sufficient to support this course.




Resources: No obvious additional or special impact on LTC Resources.

The LTC can provide an iLearn site with ECHO available to deliver audio-visual resources and online lectures if required. There are also online resourcesavailable to teaching staff involved in developing and teaching the unit. These resources can be accessed on the university website. http://mq.edu.au/about_us/offices_and_units/ltc/

Services / Staffing: No obvious additional or special impact on LTC Services/ Staffing.

There are centralized curriculum development workshops and iLearn training sessions available to teaching staff on the unit if required. Staff can enrolin workshops on the university website. http://www.mq.edu.au/ltc/LTCWorkshops/Workshops.php

The faculty Educational Designer is also available to assist with iLearn related support needs.

Approvals

Name: Julian Knowles Ext: 2196 Email: [email protected] Date: Thu - 16/4/15 Convenor

Comment:

Name: Nicole Anderson Ext: 2157 Email: [email protected] Date: Mon - 20/4/15 Head of Department

Comment:

Name: Donna Houston Ext: 8322 Email: [email protected] Date: Wed - 22/4/15 FSQC

Comment: Could you please clarify that the two unit numbers 845 and 846 are the actual units that are replacing 844.



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Department: Centre for Policing, Intelligence and Counter Terrorism

Unit Name: Dynamic Simulation and Strategic Planning

Unit Code: PICT312

Handbook


Unit Code: PICT312

OUA Unit? No

Level: 300 level

Credit Points: 3

Prerequisites:1 48cp including 24cp from PICT coded units

Corequisites:

NCCW2:


No

Field of Education (FOE) Code:



Availabilities: S2 Day, S2 External



Primary staff contact for handbook: John Hardy

Additional staff contacts for handbook:

Unit Description:

Dynamic Simulation and Strategic Planning is the capstone for the Security Studies program. It simulates a major security project which spansgovernment-industry collaboration, operational planning, crisis response and policy evaluation.

This Capstone project will take everything you’ve learned in the Security Studies program out of the classroom and into an industry-relevant scenariowhich pits you against the uncertainty, complexity and dynamism which characterises real life security challenges. Throughout the course of thescenario you will make security arrangements, plan for contingencies, respond to incidents, activate continuity plans and perform an after action reviewand a policy evaluation.

Each scenario is designed in consultation with industry representatives from state and federal governments, private businesses and the not-for-profitsector. It will take insight, analysis, interpersonal skills, creativity and innovation to complete the project. The reward will be an unmatched andinvaluable professional experience in security analysis.


Planning


No


Is there substantial overlap with units taught in otherDepartments?Discussions need to be held with the other Department(s) involvedin teaching.

No




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No

Outcomes


Bachelor of Security Studies (required)Bachelor of Security Studies with Bachelor of Laws (required)Bachelor of Business Analytics with Bachelor of Security Studies (required)


7. present informed, considered and logical judgements within a framework relevant to a dynamic security environment (P)


Apply key conceptual approaches to security analysis in government and private sector contexts.Apply security planning and crisis response principles to a security event simulation.Formulate an operational plan for a major security event in collaboration with government, industry and not-for-profit stakeholders.Develop creative and adaptive security responses to a dynamic situation across a range of threats and vulnerabilities to ensure public safety andcontinuity of government or business operations.Critique public and private sector emergency management and major event planning policies.Critically reflect on simulated strategic planning processes to evaluate individual and project team performance and create policy recommendations.


This unit is the capstone for the Security Studies program. It builds directly on content from earlier year level units and provides a coherent simulationlearning experience which combines the skills and capabilities developed throughout the program with industry-relevant training and employability-focused reflective learning activities and assessments.


PPP/Capstone



Specify the Nomination: If Yes, specify the Nomination: PACE + Capstone



PICT312 Dynamic Simulation and Strategic Planning uses a session-long scenario-based simulationand reporting exercise to deliver a capstone experience which combines the skills and capabilitiesdeveloped throughout the program with industry-relevant training and employability-focusedreflective learning activities and assessments.

The planning and simulation project will demonstrate students’ ability to apply their analytical andinterpersonal skills, creativity and innovation to a dynamic scenario which will be designed inconsultation with industry representatives from state and federal governments, private businessesand the not-for-profit sector.

The unit will not introduce new discipline knowledge. It will build on knowledge, skills and capabilitiesdeveloped throughout the program (particularly on the main learning activities and assessments fromPICT 210, PICT211 and PICT213) by combining them into a realistic continuous process.

PICT312 will introduce some new content on the process of a participating in a dynamic simulationand managing relationships in a project team. However, the primary focus will be on developing newskills and experiences: by promoting higher-order skills through application; by switching betweenlevels of analysis; through in-scenario challenges which add to complexity and promote innovation;


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with in-scenario feedback mechanisms for students’ decisions; by rewarding creative responses tocompounding security events with limited resources; through guidance from industry professionalsthroughout the scenario; and through reflective learning activities which focus on developing andrecognising personal and professional experience.

The project will demonstrate a large portion of the program-level learning outcomes and will providestudents with a range of experiences in applying their knowledge, skills and capabilities which arerelevant to security analysis in a wide range of workplaces.

Please see the criteria for PACE units for details of the requirements: www.staff.mq.edu.au/teaching/participation_and_community_engagement/participation_units

How does the unit fulfil the CommunityEngagement criteria?

PICT312 involves a semester-long scenario-based training exercise, similar to those used in industry.

The unit will invite a reference panel, composed of members from state and federal governmentorganisations, the private sector and the NGO/Not-for-profit sector, all of whom are significantstakeholders in national security.

The panel will fulfil four roles in the unit:1. It will influence the design of the scenario to ensure that the issues presented to student reflectcurrent industry requirements and practice.2. It will offer guidance to students on the role of their organisation and the contextual and ethicalfactors which influence their policies and decision-making processes.3. It will ask students to engage with questions of current relevance to partner institutions.4. It will provide feedback to student groups on their application of industry-relevant skills andknowledge to the scenario exercise.

This arrangement will serve two purposes. It will allow students to interact directly with industryrepresentatives relevant to their work groups and representative from other stakeholders who needto be consulted during the course of their activities. It will also replicate the current industry trainingundertaken for professionals the national security community, who conduct scenario-based trainingexercises and report on their training outcomes to board of senior executives from theCommonwealth public service.

Involvement of key government, industry and non-government stakeholders provides an opportunityfor these stakeholders to have direct input into the skills that students develop through the PACEactivity embedded within the Capstone and provides them with an opportunity for workforcedevelopment.

This is particularly for the Bachelor of Security Studies, which has been designed, in consultation withindustry, to address employer concerns about shortcomings in the industry-relevant skills andcapabilities of graduates (of other programs) entering the workforce.The PACE component of the Capstone project aligns with the increased emphasis on employability asa graduate attribute in the recent Learning & Teaching Green Paper. It also aligns with Target 1.1.3of the Learning and Teaching Green Paper requiring that ‘at least one assessment task per programto have the involvement of relevant external partners in its design or implementation.’

How does the unit fulfil the Learningand Teaching criteria?

Introduction/OrientationThe introductory session will explain the administrative requirements for completing the unit andensure that all students are organised into teams and have access to briefing materials.Students will meet their industry representatives and will be briefed on the requirements andexpectations of their partner organisation in addition to the University’s requirements for completingthe project.

Scaffolding for skill and knowledge developmentThe scenario builds onto skills developed throughout the program by combining tasks and requiringteams to respond to a dynamic scenario environment across four time periods.Students will already be familiar with each individual aspect of the scenario, but will need to combinedifferent tasks and skills in order to respond effectively to the simulated environment. This buildshigher-order skills in applying the core knowledge and skills from across the program and alsocreates an experience of application in a realistic professional situation which students can reflect onand learn from.

The experience/s or project/sThe capstone unit demonstrates students’ ability to apply their analytical skills, creativity andadaptiveness to a dynamic scenario.

The capstone also develops higher-order skills by switching between levels of analysis, providingin-scenario feedback for students’ decisions and rewarding creative responses to compoundingsecurity events with limited resources.

The capstone demonstrates students’ capabilities by moving through four phases of a security event(such as an APEC Meeting or G-20 Summit in a major city), with each culminating in a decision-point.

These decision points require a short brief from students outlining their actions and response to thesituation, which will be presented to the industry reference panel for feedback. Unit staff will alsooffer targeted guidance for each team and adjust the scenario to accommodate each team’s actionsand decisions.

The scenario phases will follow a linear time-scale from pre-operational planning, to event simulation,post-crisis recovery and policy evaluation.

1. Operational Pre-Planning Phasea. Student groups represent a variety of public and private sector stakeholders


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b. Groups appraise the situation and make a risk assessmentc. Groups liaise with each otherd. Groups allocate tasks and resources to an operational plan2. Security Operation (Event) Phasea. Groups respond to multiple and compounding security incidents by allocating their availableresourcesb. Groups may need to coordinate emergency repairs, evacuations, decontamination, mediareporting of the incident(s), investigations, large scale emergency medical care, crowd control,overloaded mass transit networks, damage to critical national infrastructure, or violent tacticalengagements.c. Groups attempt to remain resilient to changing needs during crisis management actionsd. Groups coordinate crisis-response activities through a lead agency3. Recovery Phasea. Groups liaise with each other to implement continuity of government or business continuitystrategiesb. Groups may need to plan for continuity operations while conducting time-consuming repairs orresponding to ongoing negative media commentary, loss of ICT resources, restrictions on themovement of people and goods, increased demand for services, or incapacitation of key personnelc. Groups respond to recovery challenges by designing and implementing a continuity plan4. Evaluation Phasea. Groups evaluate their organisations’ performance during the crisis and capture lessons learned toinform future policyb. Groups reflect on useful analytical techniques for responding to dynamic security challenges andidentify areas for policy improvement based on any shortcomings in their original planningc. Groups use their evaluation to make policy recommendations for future security policy andoperational planning

Assessment tasks1. Team-based scenario reports (x4, 500 words each)2. Individual final report (1,000 words)3. Self-reflection questionnaires4. Reflective assignment

Team-based scenario briefings (x4, 1,000 words each)Each team will prepare a 1,000 word briefing on each of the four phases of the scenario. Eachbriefing will outline the team’s interpretation and evaluation of their circumstances, the processthrough which they reached a judgment about their plans/action/decisions, and a brief summary oftheir decisions and actions in response to the decision point.

These briefings will be presented to the industry reference panel for comment and discussion. Unitstaff will adjust the scenario to reflect the actions and decisions of teams and provide updatedinformation for the subsequent scenario phase.

Individual final report (1,000 words)Each student will prepare an individual report explaining their experience of the scenario exercise.This report will explain their role in their team, how they understood their organisational objectives,the processes through which their team made decisions through the exercise, and whether or not anysituational factors influenced their understanding of their own professional practice.

Self-reflection questionnairesStudents will complete two online questionnaires: one at the beginning and one near the end of thesession. These questionnaires will identify students’ perceptions of their own abilities to applyprogram skills and knowledge to professional circumstances.

The first questionnaire will measure students’ confidence in: a) their ability to apply their capabilitiesin a professional context and b) their ability to communicate their skills and capabilities to aprofessional audience.The second questionnaire will reflect on their experience of the professional simulation and identifyany changes in their perceptions of their own abilities, particularly in acknowledging their ability toapply the skills they have developed throughout the program to realistic security situations.

Reflective assignmentAfter completing the scenario and debrief, students will prepare a short report with three sections.The first section ask students to prepare a short narrative reflecting on their questionnaires and anychanges in their own behaviour, abilities or confidence they observed throughout the exercise.

The second section will ask students to select one provided criterion (related to a program leveloutcome) and prepare a short statement explaining their ability to demonstrate that outcome in theSTAR format, which is the industry standard for selection and recruitment activities (note that theSTAR format will be taught earlier in the program and a refresher module will be available tostudents throughout the session).

The third section will ask students to write a brief personal statement identifying their capabilities asa graduate, their career goals, and the next steps in realising their goals. This is a slight modificationon an earlier exercise in the program which asks students to develop an “elevator pitch” forthemselves as new entrants into the sector.

Mechanisms through which students can reflect, document, evaluate and/or critically analyse whatthey have learned over the course of the Participation activity.Throughout their activities and assessments, student will reflect on:• Their skills and capabilities as a graduate• Their ability to apply their capabilities to a simulated professional environment• Their participation in a work-based project team• Their (simulated) role in a real organisation• Their (simulated) relationships with other stakeholders, both individuals and institutions


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• Their level of confidence in their own abilities after working through a dynamic and challengingsecurity operation and policy evaluation scenario• How they evaluate their own performance after completing the in-scenario and post-scenarioevaluation processes• How they can use their PACE experience to demonstrate their skills and capabilities to prospectiveemployers• Their own personal brand as individuals entering the workforce

Final wrap-up or debriefThe unit will have an in-scenario evaluation phase and a final post-scenario debrief which covers theentire unit.Each student team will have collected “hot wash” notes from each scenario phase which can bere-used to reflect on the scenario from an external viewpoint. Although these notes are takenin-scenario for evaluative purposes, they are extremely valuable for evaluating learning experiencesafter the scenario has concluded.The in-scenario evaluation is used to reflect on the “product” of the scenario, while the post-scenarioevaluation reflects on the “process” of the scenario as a learning experience.

Describe the distribution of student workload for this unitTotal unit workload should be equivalent to 150 hours per 3cp: Academic Senate, 12/11/13. At least 50% of the total workload of the unit should bespent on the PACE activity components (ie, orientation, scaffolding, experience, debrief and assessment), with a minimum of 20% of the workloadspent on the experiential component. In the case of a 3cp unit, the minimum 30 hours of experience should involve at least 18 hours of two-wayinteraction between students and the partner organisation and/or the community it serves. (See Criteria, p 6 'Guidelines for Implementation').

ActivityStudent

Workloadhours per week

Overall StudentWorkloadtotal hours

Comments(if required)

Orientation/introduction 10

Scaffolding for skills andknowledge development

20

Experience/Project 80

Assessment 35

Wrap-up/debrief 5

TOTAL 0 10

Learning Outcomes

How does this unit contribute to the learningoutcomes of the program of study within thediscipline?:

This unit is the Capstone for the Bachelor of Security Studies program.

This unit is the capstone for the Security Studies program. It provides an experiential learningactivity which combines the skills developed in level 100 and 200 units in a dynamic simulationexercises.

The capstone provides students with the knowledge and experience of applying their skills andknowledge at the tactical, operational, strategic and policy levels.

Which of the following graduate capabilities are developed in this unit?

Cognitive Capabilities (at least two)

Discipline Specific Knowledge and Skills Yes

Critical analytical and integrative thinking Yes

Problem solving and research capability Yes

Creativity and Innovation Yes

Interpersonal and Social Capabilities (at least two)

Effective Communication Yes

Student Engagement as ethical local and global citizens Yes

Student engagement as socially and environmentally active and responsible citizens No

Personal Capabilities (at least one)

Professional and personal judgement and initiative Yes

Commitment to continuous learning No

Provide examples and supporting comments for the capabilities you have indicatedCognitive capabilties (all)The exercise combines discipline knowledge and skills with critical thinking, problem solving and creative and innovative responses to dynamiccircumstances.

Interpersonal and Social Capabilities - Effective CommunicationStudents work in teams and will use interpersonal communication skills within and amongst teams and also exercise professional communication withindustry experts and teams representing key stakeholder organisations

Interpersonal and Social Capabilities - Student Engagement as ethical local and global citizensStudents will be engaging with significant ethical tensions in society and will need to maintain their personal, professional and organisation’s integritywhen faced with difficult challenges.

Personal Capabilities - Professional and personal judgement and initiativeStudents will be required to exercise professional and personal judgment and initiative in a simulated professional environment

Certification


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Workload


Lectures (scheduled contact hours)





Other (specify):

Project team communication 13

Unscheduled communication with reference panel 3



Forms of Assessment Used: (eg. Essay, Assignment orExam)

Description (eg. word length foressay)

Total % ofoverall unitassessment


Team-based scenario reports (x4)1,000 word reports for each scenariophase

40 %

Individual final report 1,000 word report 30 %

Self-reflection questionnaires 2 online questionnaires 5 %

Reflective assignment 1,000 word assignment 25 %

%

%


Resource Details




%

%


How many other staff would be able and available to teach the unit?

What is the estimated enrolment in this unit?



This section needs to be filled in by your Faculty Academic Director of PACE prior to submission to your Head of Department. View a list of FacultyAcademic Directors of PACE at www.mq.edu.au/about_us/offices_and_units/professional_and_community_engagement/contact_us/the_pace_team/

Please contact the relevant staff member with:



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


Name of Faculty Academic Director of PACE: Dr Michaela Baker Date: 20/4/2015Comments: I have consulted extensively with Dr Hardy about this unit, and believe that it will provide and excellent experience for students and thatit responds clearly to industry needs and to the increased emphasis on collaboration with industry in the L&T Green Paper.


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Is any class teaching accommodation required? Yes (If yes, please complete details in table below)


Day orEvening

Length(hours)


MaximumClassSize

Planned Teaching Location

Seminar Day 3 13 500Lecture Theatre with BreakoutRooms


For external offerings: has the Centre for Open Education been consulted? Yes



Resources Impact










Research Librarian: Melinda Stewart Date: 22/04/15


Resources: The Library's book, journal and database collections should be adequate to support the teaching and research needs of this unit and normalcollection development processes will keep the supporting collections up-to-date.The unit's convenors are encouraged to provide early advice of reading list requirements to the Library's Learning Resources Team so that resourcescan be made available in online Unit Readings and the Reserve Collection.Resources for Reserve and online Unit Readings need to be identified/sent to the Library at least 4 weeks prior to the commencement of each session(Email: [email protected]).No additional journals or databases have been identified as requirements for supporting this unit.Should new subscriptions be required, please note that the deadline each year for new journal and database subscription requests (for commencementthe following year) is 30 April.For eg., requests for subscriptions required for the 2016 academic year will need to be received by the library no later than 30th April 2015.

Services / Staffing: Library services and staff, including training and information research advice, are available to support the requirements of theproposed unit. Library staff are available to participate in campus workshops and in the development of tailored online information about Libraryservices and collections.







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[Extra Note - James Meek, LTC: This Unit proposal is one in a suite submitted together for consideration at April’s Arts FSQC. On first reading I had acouple of queries to make in response - for example re possible need for support for (especially) OUA students re making Videos and Screencasts. Ihave alerted proposer John Hardy to the substance my ‘worries list’, however, and I am happy to respond in ‘boilerplate’ above, given his generallyexpressed assurance that “everything we are putting up has been on the cards for a long time and arrangements are place to support these units”.]

Approvals

Name: John Hardy Ext: 1428 Email: [email protected] Date: Mon - 20/4/15 Convenor

Comment: Submitted pending comments from Library and LTC staff (due to my delay, not theirs)

Name: Natalie Klein Ext: 9931 Email: [email protected] Date: Mon - 20/4/15 Head of Department

Comment:

Name: Rebecca Vogel Ext: 1422 Email: [email protected] Date: Wed - 22/4/15 FSQC

Comment: Pls organise Library and LTC approvals.

Name: John Hardy Ext: 1428 Email: [email protected] Date: Thu - 23/4/15 Convenor

Comment:

Name: Natalie Klein Ext: 9931 Email: [email protected] Date: Fri - 24/4/15 Head of Department

Comment:

Name: trudy ambler Ext: 7938 Email: [email protected] Date: Tue - 28/4/15 FSQC

Comment:



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Unit Code: PICX312

Handbook


Unit Code: PICX312

OUA Unit? Yes Equivalent MQ Unit Code: PICT312

Level: 300 level

Credit Points: 3

Prerequisites:1 36cp with 18cp from PICX coded units

Corequisites:

NCCW2:


No




Availabilities: SP3 OUA (UG)



Primary staff contact for handbook: John Hardy


Unit Description:

Dynamic Simulation and Strategic Planning is the capstone for the Security Studies program. It simulates a major security project which spansgovernment-industry collaboration, operational planning, crisis response and policy evaluation.

This Capstone project will take everything you’ve learned in the Security Studies program out of the classroom and into an industry-relevant scenariowhich pits you against the uncertainty, complexity and dynamism which characterises real life security challenges. Throughout the course of thescenario you will make security arrangements, plan for contingencies, respond to incidents, activate continuity plans and perform an after action reviewand a policy evaluation.

Each scenario is designed in consultation with industry representatives from state and federal governments, private businesses and the not-for-profitsector. It will take insight, analysis, interpersonal skills, creativity and innovation to complete the project. The reward will be an unmatched andinvaluable professional experience in security analysis.


Planning


No



No




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No

Outcomes


Bachelor of Security Studies OUA (required)


7. present informed, considered and logical judgements within a framework relevant to a dynamic security environment (P)


Apply key conceptual approaches to security analysis in government and private sector contexts.Apply security planning and crisis response principles to a security event simulation.Formulate an operational plan for a major security event in collaboration with government, industry and not-for-profit stakeholders.Develop creative and adaptive security responses to a dynamic situation across a range of threats and vulnerabilities to ensure public safety andcontinuity of government or business operations.Critique public and private sector emergency management and major event planning policies.Critically reflect on simulated strategic planning processes to evaluate individual and project team performance and create policy recommendations.


This unit is the capstone for the Security Studies program. It builds directly on content from earlier year level units and provides a coherent simulationlearning experience which combines the skills and capabilities developed throughout the program with industry-relevant training and employability-focused reflective learning activities and assessments.


PPP/Capstone






PICX312 Dynamic Simulation and Strategic Planning uses a session-long scenario-based simulationand reporting exercise to deliver a capstone experience which combines the skills and capabilitiesdeveloped throughout the program with industry-relevant training and employability-focusedreflective learning activities and assessments.

The planning and simulation project will demonstrate students’ ability to apply their analytical andinterpersonal skills, creativity and innovation to a dynamic scenario which will be designed inconsultation with industry representatives from state and federal governments, private businessesand the not-for-profit sector.

The unit will not introduce new content knowledge. It will build on knowledge, skills and capabilitiesdeveloped throughout the program (particularly on the main learning activities and assessments fromPICT 210, PICT211 and PICT213) by combining them into a realistic continuous process.

PICT312 will introduce some new discipline on the process of a participating in a dynamic simulationand managing relationships in a project team. However, the primary focus will be on developing newskills and experiences: by promoting higher-order skills through application; by switching betweenlevels of analysis; through in-scenario challenges which add to complexity and promote innovation;with in-scenario feedback mechanisms for students’ decisions; by rewarding creative responses tocompounding security events with limited resources; through guidance from industry professionals


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Workload


Lectures (scheduled contact hours)





Other (specify):

Project team communication 16



Forms of Assessment Used: (eg. Essay,Assignment or Exam)



Team-based scenario reports 4 scenario reports of 1,000 words each 40 %

Individual final report 1,000 word report 30 %

Self-reflection questionnaires2 online questionairres (near the beginningand end of the session)

5 %

Reflective assignment A reflective assignment of 1,000 words 25 %

%

%


Resource Details




%

%


John Hardy [email protected] 1428


What is the estimated enrolment in this unit? 150-200





Activity (Lecture1, Lecture2, Tute1, Day or Length No. classes (1 or more if Maximum Planned Teaching

throughout the scenario; and through reflective learning activities which focus on developing andrecognising personal and professional experience.

The project will demonstrate a large portion of the program-level learning outcomes and will providestudents with a range of experiences in applying their knowledge, skills and capabilities which arerelevant to security analysis in a wide range of workplaces.


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Prac1, etc) Evening (hours) repeats)ClassSize

Location





Resources Impact










Research Librarian: Melinda Stewart Date: 24/04/15


Resources: The Library's book, journal and database collections should be adequate to support the teaching and research needs of this unit and normalcollection development processes will keep the supporting collections up-to-date.The unit's convenors are encouraged to provide early advice of reading list requirements to the Library's Learning Resources Team so that resourcescan be made available in online Unit Readings and the Reserve Collection.Resources for Reserve and online Unit Readings need to be identified/sent to the Library at least 4 weeks prior to the commencement of each session(Email: [email protected]).No additional journals or databases have been identified as requirements for supporting this unit.Should new subscriptions be required, please note that the deadline each year for new journal and database subscription requests (for commencementthe following year) is 30 April.For eg., requests for subscriptions required for the 2016 academic year will need to be received by the library no later than 30th April 2015.

Services / Staffing: Library services and staff, including training and information research advice, are available to support the requirements of theproposed unit. Library staff are available to participate in campus workshops and in the development of tailored online information about Libraryservices and collections.









[Extra Note - James Meek, LTC: This Unit proposal is one in a suite submitted together for consideration at April’s Arts FSQC. On first reading I had acouple of queries to make in response - for example re possible need for support for (especially) OUA students re making Videos and Screencasts. I


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have alerted proposer John Hardy to the substance my ‘worries list’, however, and I am happy to respond in ‘boilerplate’ above, given his generallyexpressed assurance that “everything we are putting up has been on the cards for a long time and arrangements are place to support these units”.]

Approvals

Name: John Hardy Ext: 1428 Email: [email protected] Date: Mon - 20/4/15 Convenor

Comment: Submitted pending comments from Library and LTC staff (due to my delay, not theirs)


Comment:


Comment: Please organise Library and LTC approvals.

Please correct spelling of "questionnaire" in Assessment description area.

Name: John Hardy Ext: 1428 Email: [email protected] Date: Sun - 26/4/15 Convenor

Comment:

Name: Natalie Klein Ext: 9931 Email: [email protected] Date: Sun - 26/4/15 Head of Department

Comment:

Name: trudy ambler Ext: 7938 Email: [email protected] Date: Tue - 28/4/15 FSQC

Comment:



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Faculty: Faculty of Medicine and Health Sciences

Department: Department of Health Professions

Unit Name: Human movement

Unit Code: PHTY301

Handbook

Unit Name: Human movement

Unit Code: PHTY301

OUA Unit? (No option selected)

Level: 300 level

Credit Points: 3

Prerequisites:139 cps including HLTH108, HLTH109, PHTY302

Corequisites:

NCCW2:


No

Field of Education (FOE) Code: 069903



Availabilities: S2 Day


Will there be a field trip? (No option selected)

Primary staff contact for handbook: Prof Catherine Dean


Unit Description:

This unit provides students with a broad overview of motor learning and performance. The unit integrates the student’s prior study of anatomy,biomechanics, physiology, neuroscience and behavioural sciences as it pertains to human movement. The aim of the unit is to provide a behaviouraland physiological understanding of the acquisition and execution of skilled motor actions. The unit explores the classification of motor skills, theneuromotor processes that underpin motor performance and features of the learning environment that can be manipulated to promote motor learning ina coaching and/or rehabilitation context. Students will have the opportunity to apply their learning through a group project in which they train a healthyperson to improve a motor skill.


Planning


No



No




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No

Outcomes


Programs: Bachelor of Human Sciences, Bachelor of Arts-Psychology with the BHuman Sc, Bachelor of Psychology (Hons) with the BHuman Sc

Majors: Human Movement (unit required for this major)

From 2017 this unit will also be included in the Bachelor of Clinical Sciences as part of an option set.


3. Examine and evaluate key concepts and practices in the health and human movement fields by evaluating information from a range of sources (T,P)


Upon successful completion of this unit, students should be able to:

1. Define the concepts of motor skill and motor learning and describe the stages of motor skill acquisition2. Analyse and classify motor skills according to the relevant anatomical, biomechanical, environmental, physiological and psychological requirements.3. Describe strategies to optimise motor learning and performance in healthy people4. Design an evidence-based motor skill training program which is specifically tailored to a healthy person’s goals and current ability level5. Implement, and progress an evidence-based motor skill training program in healthy people6. Critically evaluate a motor skill training program7. Reflect on the development, implementation and evaluation of a motor skill training program and make recommendations to improve future trainingprograms and outcomes.


As a third year undergraduate unit the learning outcomes are designed to enable students to develop and extend knowledge from earlier units in theprogram. The learning outcomes are aligned with AQF level 7 criteria.


PPP/Capstone






This unit fulfils the University’s requirements for a capstone unit as it requires integration andsynthesis of knowledge and skills developed in all the core units in the BHumSc and all the units inthe Human Movement Major. This capstone unit is built around a major project involving the design,development, implementation and evaluation of an ethical, evidence-based motor skill trainingprogram. The project has group and individual components and the learning outcomes andassessment tasks are scaffolded to assist the student to reflect not only on the development ofknowledge and skills relevant to human movement but also to equip them with knowledge and skillsto successfully transition to a future career in the broad area of health,education of communityservices or future studies in the allied health professions. First, students are required to analyse amotor skill which draws on their knowledge and skills in anatomy developed in HLTH108 andHLTH109, in physiology developed in BIOL247 and BIOL 354, in neuroscience developed in PSYC354.Second, students develop and implement a motor skill training program with a healthy person toimprove performance further integrating knowledge and skills developed in health ethics andpsychology developed in HLTH350, PSYC104 and PYSC105 as well as the communication knowledgeand skills developed in LING289. Third, students are required to evaluate the program drawing onskills in design and statistics developed in PSYC 248. Finally, students are required to undertake a


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Workload







Other (specify):






Written assignment motor skill analysis, 1500 words 30 %

Written assignment Training program and evaluation plan, 2000 words 30 %

Developed in pairs but reportedindividually including individualjustification of program and evaluationplan

Seminar

10 minute presentation focussed on implemntationand results of the training program as well asreflection on development, implementation andevaluation of the program. Submission of individual2 page written summary of results and discussion offinding as well as reflections on program andrecommendations to improve future trainingprograms

40 %Students present in pairs but will beassessed separately for presentation andalso for submitted 2 page summary.

%

%

%


Resource Details




Health Professions %

%


Prof Catherine Dean [email protected] 98506620





comprehensive reflection of development, implementation and evaluation of the motor skill trainingprogram by drawing on the knowledge and skills as well as the graduate capabilities they haveacquired over the program. Students are also required to make recommendations to improve futuremotor skill training programs and outcomes. This reflection is the major component of the finalsummative assessment (40%) which aligns with the University’s requirements for the assessment ofcapstone units.


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Day orEvening

Length(hours)


MaximumClassSize


Lecture Day 2 75 Lecture theatre

Tutorial Day 2 3 25

If this unit is to be offered externally, please confirm that on campus requirements can be accommodated?

For external offerings: has the Centre for Open Education been consulted? (No option selected)

Will the unit be fully supported for study online? No


Resources Impact










Research Librarian: Mary Simons Date: 21/4/15


Resources: The Library’s current collection of journals, databases and monographs (including online formats) will support this program. Any additionalresource requirements will fall within normal collection development activities.

Services / Staffing: Current Library staffing and services will support this unit. Unit conveners are encouraged to provide early advice of reading listrequirements to the Library's Learning Resources team so that these materials can be made available in a timely manner in e-Reserve and the ReserveCollection.


Educational Developer: Deidre Seeto Date: 23/4/15


Resources: LTC resources are available to support the proposed award. The LTC can provide an iLearn site with ECHO360 available to deliver lectures ifrequired.

There are centralised iLearn training workshops and online resources available to staff developing the units if required. Staff can enrol in workshops onthe university website.http://www.mq.edu.au/ltc/LTCWorkshops/Workshops.php

There are also online resources available to staff involved in the unit. These resources can be accessed on the university websitehttp://staff.mq.edu.au/teaching/

Services / Staffing: The LTC staff will provide support in the areas of curriculum design, review, implementation and evaluation. In addition, acomprehensive program of themed activities such as the face-to-face and/or online Unit Convenors Program will assist unit convenors in developingtheir practice as leaders of learning in the higher education context.


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Approvals

Name: Catherine Dean Ext: 6620 Email: [email protected] Date: Fri - 24/4/15 Convenor

Comment:

Name: Catherine Dean Ext: 6620 Email: [email protected] Date: Fri - 24/4/15 Head of Department

Comment:

Name: Pamela Coutts Ext: 8444 Email: [email protected] Date: Thu - 30/4/15 FSQC

Comment: Considered by FHS FSQC.The capstone component of reflection does not seem adequately captured either in the LO, the capstonejustification or in the assessment. The committee considered the major assessment task could be modifiedto include this

Name: Catherine Dean Ext: 6620 Email: [email protected] Date: Fri - 1/5/15 Convenor

Comment: Modifications of LO ( edit of LO6, addition of LO7)6. Critically evaluate a motor skill training program7. Reflect on the development, implementation and evaluation of a motor skill training program and makerecommendations to improve future training programs and outcomes.

Improved justification of capstone unit

Changes to assessment to align with capstone requirments with summative assessment increased to 40%and reflection and recommendations a major component

Name: Catherine Dean Ext: 6620 Email: [email protected] Date: Fri - 1/5/15 Head of Department

Comment:

Name: Pamela Coutts Ext: 8444 Email: [email protected] Date: Wed - 6/5/15 FSQC

Comment: Changes required by Human Sc FSQC now made. Recommended to ASQC as capstone



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Department: Macquarie Law School

Unit Name: Law, Human Rights and Global Governance (OUA)

Unit Code: LAWX101

Handbook

Unit Name: Law, Human Rights and Global Governance (OUA)

Unit Code: LAWX101

OUA Unit? Yes Equivalent MQ Unit Code: LEX101

Level: 100 level

Credit Points: 3

Prerequisites:1 N/A

Corequisites: N/A

NCCW2: N/A


No




Availabilities: SP1 OUA (UG), SP3 OUA (UG)



Primary staff contact for handbook: Dr Maryam Khalid


Unit Description:

In this unit we examine systems of global governance and question whether law and other instruments of governance can protect and provide forhuman rights. We examine Australia's place in the international law system and discuss law, rights and institutions in relation to socio-political andeconomic issues including questions of self-determination, indigenous rights, sexuality and free speech. In multidisciplinary teams students will bementored to develop a major socio-legal reform submission addressing challenges for human rights, democracy and justice.


Planning


No



No



Does this unit replace in all instances a unit being deleted inthe next academic year?If yes the unit will be treated as a recode of the deleted unit. Thedeleted unit code will not be listed on the Schedule of Units.Program structures will be updated to include the new code. Pleaseensure that the old code is listed in the NCCW field. Please also



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ensure that a request is submitted to update requisites which referto the old code.




This unit already exists as a very successful internal unit. This will be its OUA iteration. We will monitor potential cannibalisation of other units andmodify OUA scheduling as appropriate.

Frequency of Offering: Other: Every second Study Period (twice a year)


No

Outcomes


BA(OUA)


This unit is a People Unit in its LEX101 form and contributes to the same learning outcomes in a generic BA degree


Define and describe various conceptions of global governance, human rights and the role of law in each.Define and describe Australia’s role in the international law system.Describe the historical development of human rights principles and instruments, in the context of contemporary civil and political, and economic andsocial rights.Critique key views concerning the governance of human rights associated with indigenous rights, self-determination, sexuality, free speech and refugeerights.Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.Develop, in collaboration with other students, a practical law-reform project associated with a key issue in human rights governance.


The learning outcomes align with the following graduate capabilities expected of a level 100 student:

Discipline Specific Knowledge and Skills- Define and describe various conceptions of global governance, human rights and the role of law in each.- Define and describe Australia’s role in the international law system.- Describe the historical development of human rights principles and instruments, in the context of contemporary civil and political, and economic andsocial rights.- Critique key views concerning the governance of human rights associated with indigenous rights, self-determination, sexuality, free speech andrefugee rights.

Critical, Analytical and Integrative Thinking- Define and describe various conceptions of global governance, human rights and the role of law in each.- Describe the historical development of human rights principles and instruments, in the context of contemporary civil and political, and economic andsocial rights.- Critique key views concerning the governance of human rights associated with indigenous rights, self-determination, sexuality, free speech andrefugee rights.- Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.

Problem Solving and Research Capability- Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.- Develop, in collaboration with other students, a practical law-reform project associated with a key issue in human rights governance.

Creative and Innovative- Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.- Develop, in collaboration with other students, a practical law-reform project associated with a key issue in human rights governance.

Effective Communication- Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.- Develop, in collaboration with other students, a practical law-reform project associated with a key issue in human rights governance.

Engaged and Ethical Local and Global citizens- Define and describe various conceptions of global governance, human rights and the role of law in each.- Define and describe Australia’s role in the international law system.- Describe the historical development of human rights principles and instruments, in the context of contemporary civil and political, and economic andsocial rights.- Critique key views concerning the governance of human rights associated with indigenous rights, self-determination, sexuality, free speech andrefugee rights.- Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.- Develop, in collaboration with other students, a practical law-reform project associated with a key issue in human rights governance.


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Socially and Environmentally Active and Responsible- Define and describe various conceptions of global governance, human rights and the role of law in each.- Define and describe Australia’s role in the international law system.- Describe the historical development of human rights principles and instruments, in the context of contemporary civil and political, and economic andsocial rights.- Critique key views concerning the governance of human rights associated with indigenous rights, self-determination, sexuality, free speech andrefugee rights.- Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.- Develop, in collaboration with other students, a practical law-reform project associated with a key issue in human rights governance.

Commitment to Continuous Learning- Assess established theoretical frameworks about current responses to human rights claims, and communicate law reform and/or policy critiqueseffectively in written and verbal form.- Develop, in collaboration with other students, a practical law-reform project associated with a key issue in human rights governance.


PPP/Capstone


Workload







Other (specify):






Quiz 1Students will be required to demonstrate their knowledgeof the material canvassed in the unit so far by answering15 multiple choice questions online.

15 %

Referencing Exercise

Students will be required to identify appropriate sources(journal articles, books, media sources, governmentreports and so on) related to current debates in humanrights, law and global governance, and produce anannotated bibliography (word length: approximately 800words)

20 %

Quiz 2

Students will be required to demonstrate their knowledgeof the material canvassed in the unit since the time of thelast quiz, by answering 25 multiple choice questionsonline.

25 %


Specify the Nomination: If Yes, specify the Nomination: People

Explain how this unit meets the PeopleUnit designation criteria:


As per LEX101, which is an approved People unit. This unit will be identical in all respects and wetherefore rely on the approved case for LEX101 as a People Unit. No additional documentation shouldtherefore be necessary at this stage.


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Major Research ProjectStudents will develop a 2000 word Law Reform Proposaladdressing one of a selection of topics, whichconsolidates their learning in this subject.

40 %

%

%


Resource Details




%

%


Dr Maryam Khalid [email protected]

How many other staff would be able and available to teach the unit?

What is the estimated enrolment in this unit? 25 per study period






Day orEvening

Length(hours)


MaximumClassSize


Online - all activities.





All material is drawn from the internal iteration of the unit

Resources Impact










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Research Librarian: Date:


Resources: n/a - This unit will not add additional resource requirements as they are already covered for LEX101.

Services / Staffing:


Educational Developer: Date:


Resources: n/a - This unit will not raise any additional LTC resourcing issues as they are already covered for LEX101.

Services / Staffing:

Approvals

Name: Maryam Khalid Ext: 4587 Email: [email protected] Date: Wed - 18/3/15 Convenor

Comment:

Name: Shawkat Alam Ext: 8890 Email: [email protected] Date: Mon - 30/3/15 Head of Department

Comment:

Name: Joel Harrison Ext: 7100 Email: [email protected] Date: Wed - 22/4/15 FSQC

Comment:



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Faculty: Faculty of Human Sciences

Department: Institute of Early Childhood

Unit Name: Health Placement

Unit Code: HLTH310

Handbook

Unit Name: Health Placement

Unit Code: HLTH310

PPP/Capstone






Delivery mode: S1 Day; Enrolment: 50-60Summary: HLTH310 Health Promotion is undertaken toward the end of the degree(s). It typically hasmostly domestic students with a few international students each offering.The learning outcomes focus on examining key theories of contemporary health promotion and theirconnection with health determinants. Students critically analyse examples of health promotionprograms in terms of their application of theories and practices of contemporary health promotion.Students examine and critically evaluate some of the social, cultural, economic and political factorsthat may influence health promotion initiatives locally, nationally and internationally.Students identify and analyse the various elements that are needed to plan, implement and evaluatea health promotion initiative. They integrate and apply knowledge from other disciplines which arepart of their required units to be able to critique academic and other contributions to the process andapplication of evidence-based approach to health promotion initiatives.Scaffolding: In other required units the students gain insights into the multi-faceted determinants ofcommunity welfare and community challenges through both foundational and more in-depth studiesin psychology, sociology, linguistics (communication) and the legal, ethical and policy directions incontemporary health. They have the opportunities to add education study units as well as business,finance and marketing to these through required unit option sets. The required study units developstudents’ understanding of the complexity, ambiguities, stakeholder needs, needs and impactassessments over the course of the program.Assessment: HLTH310 challenges students to apply and extend their analytical and strategic thinkingto complex problems in the public health and health promotion areas of community. They have theopportunity to apply desk-based research practices, theories, issues-based learning and soundevaluation practices to a range of assessment tasks.Communication for different audiences and through varied media is a critical element of goodcommunity services practices. Similarly, the interest in and commitment to continuous learning in afast changing field is necessary to professional practice and sound contribution to the field.Apart from an early task of a critique of two articles from peer reviewed health promotion and publichealth journals, students undertake a large group work project. This allows them to undertake areal-life aligned assessment task that closely replicates the research, planning, implementation andevaluation of a health promotion project as it occurs in local or international settings. They areprovided with roles to enable their understanding of complex stakeholder needs in any public healthor health promotion issue. The group work project is further aligned with the development ofgraduate capabilities by allowing their creativity to find expression in both project design andpresentation to colleagues of their efforts. Their peers provide brief written feedback at the time ofthe presentation. Students provide individual reflection reports on both the substantive matter oftheir group work and the process of collaboration on complex and challenging health and communitymatters.The group work presentation is worth 25% of the final mark. An additional 10% contribution to thefinal mark for this task comes from an individual reflection report on the process of the group workand an associated individual self-assessment matrix. The follows university grading policies, allowsfor group members from a group to be awarded different marks and permits a reflective opportunityfor each student.The final assessment task is an essay in which students research a particular body of work in healthpromotion practices, find an appropriate case study from the field, and apply their analytical andcritical skills to assess its use of best practices, its attention to evaluation and its overall contribution


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Approvals

Name: Jette Bollerup Ext: 4425 Email: [email protected] Date: Wed - 25/3/15 Convenor

Comment:

Name: Pamela Coutts Ext: 8444 Email: [email protected] Date: Tue - 28/4/15 Head of Department

Comment:

Name: Lia Saunders Ext: 7962 Email: [email protected] Date: Thu - 30/4/15 FSQC

Comment: Please note that the proposed prerequisite includes a reference to the BHealth degrees with a 200 level unitonly. These degrees are in teach-out mode and to list a 300-level unit as pre/corequisite would causedifficulties for students completing the old study patterns where the unit is not capstone


to evidence-based practices. This provides the students with opportunities to engage with theprofessional practices in health and community through the use of case studies which often remainunder-reported in academic literature but find expression through professional publications,government and non-government reports.The essay is worth 35% of the overall mark which reflects the substantial nature of engagement withcurrent academic literature in the chosen essay topic as well as the opportunity to study a real-lifecase study and offer informed critique of its key elements.

The pre-requisite for HLTH31039 cp including either [(Admission to BHumanSc or BA-PsychBHumanSc orBAPsych(Hons)BhumanSc) and (HLTH350 or SOC322.) OR (Admission to BHealth orBA-PsychBHealth or BAPsych(Hons)BHealth) and HLTH200)].


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Unit Name: Introduction to criminology

Unit Code: PICT101

Handbook

Unit Name: Introduction to criminology

Unit Code: PICT101

PPP/Capstone


Approvals

Name: James Martin Ext: 1439 Email: [email protected] Date: Mon - 13/4/15 Convenor

Comment:


Comment:


Comment:


Specify the Nomination: If Yes, specify the Nomination: People

Explain how this unit meets the PeopleUnit designation criteria:


PICT101 Introduction to Criminology shares a number of characteristics that make it ideal forinclusion as a People Unit. The learning outcomes of PICT101 relate specifically to the relevantuniversity graduate capabilities in the following ways:

Effective communication: The unit has a strong emphasis on developing effective, scholarlycommunication skills. These are developed through a scaffolded assessment structure thatincorporates in-class oral debate as well as written communications in the form of annotatedbibliographies, essay plans and culminating in a major research essay on an offence chosen by thestudent.

Engaged and ethical local and global citizens: The unit focuses on theories of crime causation thatchallenge students to reflect on the nature of crime, deviance, ethics, morality and collectiveresponses through our criminal justice system in 21st century Australia. Students learn about thesubjective operation of the criminal justice system and how inequalities related to class, gender andage affect how crime is understood in contemporary society.

Socially and environmentally active and responsible: Introduction to criminology places a strongemphasis on critical understanding social and environmental issues, and how harmful practicesassociated with the post-industrial economy negatively impact social cohesion and environmentalsustainability. As well a focusing on conventional 'street offences' such as homicide, domestic assaultand alcohol and drug related violence, students learn about 'crimes of the powerful', including stateand white collar crimes, as well as environmental crimes that impact local ecosystems and the globalclimate.


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Department:

Unit Name: Philosophy Capstone

Unit Code: PHL354

Handbook

Unit Name: Philosophy Capstone

Unit Code: PHL354

PPP/Capstone



Specify the Nomination: If Yes, specify the Nomination: PACE

Please see the criteria for PACE units for details of the requirements: www.staff.mq.edu.au/teaching/participation_and_community_engagement/participation_units

How does the unit fulfil the CommunityEngagement criteria?

This unit aims to give students the opportunity to understand and apply their philosophical skillsbeyond the lecture hall and seminar room. The notion of philosophy as an esoteric and insularsubject is an unfortunate but pervasive myth, and certainly doesn’t resonate with philosophy as it isstudied at Macquarie. This unit will give students the chance to see where and how their philosophicalskills are applied beyond the academic setting, and to see the impact that they, as trainedphilosophers, can have in the world around them. The course will require participants to undertakeand complete a series of academic studies and reflections upon the key philosophical areas of theirdegree, and how it might be applied in contexts beyond the degree. Students will simultaneouslyundertake a practical experience placement, either with partner organisations, such as governmentalinstitutions, not-for-profit organisation, research institutions and associations, and communityorganisations, or as part of internal projects run by Macquarie University scholars. A key part of thispractical experience component will involve reflective assessments of the applicability of philosophicalskills and knowledge in these practical placements. By the end of the unit students will be able tounderstand how to utilise their philosophical knowledge and skills in contexts beyond their degree,and see how their status of philosophers can extend to the world of work, or to further academicendeavour.

Not all students who undertake a Philosophy degree intend to go on to careers in academia. The skillsthat Philosophy develops (critical thinking, analysis, problem-solving, and creative skills) aretransferable across a wide range of contexts, and providing students with an opportunity both toapply these skills and to gain valuable experience outside of the University will benefit students whogo on to seek employment outside of the discipline. Additionally, there is benefit for prospectiveemployers in having the opportunity both to experience firsthand the ways in which Philosophystudents’ skills can be mobilised in a workplace setting, and to engage in workforce development. Forstudents who do plan to undertake graduate study with a view to a career in academia, having theopportunity to work on an actual research project in an area that is of interest to them, therebycoming to understand both the research process and the ways in which academia operates (e.g.writing of grant applications), will be of great benefit in their ongoing professional development asacademic philosophers.

How does the unit fulfil the Learningand Teaching criteria?

This unit is situated within a rigorous academic framework. It aims to equip students to engage withtheoretical and practical perspectives related to philosophical practice. It includes an introduction andorientation component, which is undertaken during the first two face-to-face seminars, andsupported through the online unit.

Scaffolding for skills and knowledge development takes place throughout the unit in weekly reflectivecontributions that develop students’ research and reflective skills. Students will undertake the PACEEthical Practice Module and the PACE Reflective Practice Module. The unit includes a PACE activity of75 hours in an organisation that provides an opportunity for students to connect philosophical theory,the skills they have developed over the course of their major, and the practical application of theirknowledge and skills. The students will engage in reflection before, during and after theirparticipation activities, and this will be assessed through their final assessment task.


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Students will produce a final written assignment which comprises analysis of the activity undertakenwith the partner organisation, and requires them to connect their philosophical knowledge and skillsto this practical context, consolidating the learning that students will have done, both in terms oftheory and practice, as well as connections between the two.

The final seminar of the unit will provide an opportunity for students to debrief and share theirdiverse experiences with each other.

Describe the distribution of student workload for this unitTotal unit workload should be equivalent to 150 hours per 3cp: Academic Senate, 12/11/13. At least 50% of the total workload of the unit should bespent on the PACE activity components (ie, orientation, scaffolding, experience, debrief and assessment), with a minimum of 20% of the workloadspent on the experiential component. In the case of a 3cp unit, the minimum 30 hours of experience should involve at least 18 hours of two-wayinteraction between students and the partner organisation and/or the community it serves. (See Criteria, p 6 'Guidelines for Implementation').

ActivityStudent

Workloadhours per week

Overall StudentWorkloadtotal hours

Comments(if required)

Orientation/introduction 0.26 4 2 x 2 hour seminars

Scaffolding for skills andknowledge development

1.6 24

12 x 2hr Scaffolding exercises whichInclude: face-face seminars; preparation, online skills courses(e.g. PACE Ethical Practice Module, PACE Reflective PracticeModule)

Experience/Project 5 75Negotiated between student and partner(but a recommended average of 5 hours per week)

Assessment 3 45 Weekly Reflections, Final Written assessments

Wrap-up/debrief 0.13 2 1 x 2 hour Face-

TOTAL 0.26 4

Learning Outcomes

How does this unit contribute to the learningoutcomes of the program of study within thediscipline?:

PHL354 is the philosophy capstone unit and is a required unit for the Philosophy Major. Its primaryaim is to enable students in philosophy to develop an assimilative understanding of the materialcovered throughout their major, and to see how this understanding can be extended beyond theirundergraduate degree. The unit is open to anyone who meets the pre-requisites of 39cp with 12cp inPHIL or PHL units, and the co-requisite of 6cp in PHIL or PHL units at 300 level.

This unit contributes to the following learning outcomes of the Philosophy major and aims atdeveloping the Graduate Capabilities listed in brackets (see table below):

KNOWLEDGEA. Identify and characterise core questions, concepts and ideas from across the breadth of the threephilosophical streams represented in the program - Normative and Applied Ethics; EuropeanPhilosophy; Mind, Meaning and Metaphysics (1,2,5)

SKILLSB. Reconstruct philosophical ideas and questions, and define the key concepts and philosophicalpositions introduced across the three streams (1,2,3,5)

C. Analyse and evaluate the philosophical idea and questions, and key concepts and philosophicalpositions from across the three streams by using the standards of sound argument and reasoning(1,2,3,4,)

D. Propose creative answers and insights to the core philosophical problems introduced from acrossthe three streams by using high-level reasoning and theoretical knowledge (1,2,3,4,5,8)

E. Express with clarity and precision the philosophical ideas acquired and developed in the programthrough scholarly writing, debate, and high level discussion (1,2,3,4,5)

APPLICATIONF. Modify, adapt, and apply philosophical knowledge and skills to questions and problems from otherareas of inquiry or practice (1,2,3,4,5,6,7,8,9)

G. Reflect on feedback and identify opportunities for extending and applying the knowledge and skillsacquired in the program (1,2,3,4,6,7,8,9).

Which of the following graduate capabilities are developed in this unit?


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Approvals

Name: Michaela Baker Ext: 7039 Email: [email protected] Date: Wed - 15/4/15 Convenor

Comment: Dear JeanettePlease could you sign off on this by CoB today (15 April)?Thanks and best wishes,Michaela

Name: Jeanette Kennett Ext: 1047 Email: [email protected] Date: Wed - 15/4/15 Head of Department

Cognitive Capabilities (at least two)

Discipline Specific Knowledge and Skills Yes

Critical analytical and integrative thinking Yes

Problem solving and research capability Yes

Creativity and Innovation Yes

Interpersonal and Social Capabilities (at least two)

Effective Communication Yes

Student Engagement as ethical local and global citizens Yes

Student engagement as socially and environmentally active and responsible citizens Yes

Personal Capabilities (at least one)

Professional and personal judgement and initiative Yes

Commitment to continuous learning Yes

Provide examples and supporting comments for the capabilities you have indicatedDiscipline Specific Knowledge and Skills – The unit enablesstudents to understand the knowledge and skills acquired and developed during the course of their Philosophy major as applicable to either furtherresearch questions in the discipline, or as applicable in a practical, non-academic context.

Critical analytical and integrative thinking – The unit will encourage students to draw and reflect upon the connections between their experiences inthe practical component of the course, and the philosophical skills and knowledge they have developed studied across their major.

Problem solving and research capability – The unit will require that students apply their philosophical skills and knowledge to problems that arise in apractical context. Moreover, part of the assessment and weekly reflections will be devoted to an analysis of the research and problem solvingconducted by the student.

Creativity and Innovation – The units will encourage and support students to see their philosophical skills and knowledge as tools for creative andinnovative problem solving during the practical component of the course.

Effective Communication – The unit will require that students reflect and communicate on their learning and practical projects using a variety of avariety of media. Students will need to use verbal communication during seminars, as well writing skills in different genres for their reflections andformal assessments.

Student Engagement as ethical local and global citizens – The unit requires that students engage with relevant partner organisations or internalprojects. During the course of this engagement, students will demonstrate understanding of ethical practice at both local and global levels. Thisunderstanding will be further explored and supported with the PACE Ethical Practice Module.

Student engagement as socially and environmentally active and responsible citizens – during their placements, students are expected, to demonstrateunderstanding and awareness of social and environmental responsibility, including the development of skills in cooperation and teamwork.

Professional and personal judgement and initiative – Extending philosophical skills and knowledge beyond the undergraduate degree context, eitherthrough external placements or through internal research projects will requires students to exercise personal and professional judgement in a varietyof contexts.

Commitment to continuous learning – The unit, functioning as both a PACE and a Capstone unit, has a key aim of enabling students identification ofopportunities for extending and applying the knowledge and skills acquired in the program to new contexts. In particular, the unit aims to foster instudents a commitment to extending their skills and knowledge to areas of further and future research in a local university context, or to practicalapplications in the world of work.

Certification

This section needs to be filled in by your Faculty Academic Director of PACE prior to submission to your Head of Department. View a list of FacultyAcademic Directors of PACE at www.mq.edu.au/about_us/offices_and_units/professional_and_community_engagement/contact_us/the_pace_team/

Please contact the relevant staff member with:



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


Name of Faculty Academic Director of PACE: Dr Michaela Baker Date: 15/4/2015Comments: I have consulted with Dr Atkin and the Philosophy Department about the proposed accreditation of the Philosophy Capstone Unit. Iendorse their proposal, and believe it will provide students majoring in Philosophy at Macquarie with valuable opportunities to apply their philosophicalskills in context, as well as distinguish the Department's offerings from those of its competitors.


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Comment: I'm happy to approve this unit proposal

Name: trudy ambler Ext: 7938 Email: [email protected] Date: Thu - 23/4/15 FSQC

Comment:



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19 May 2015 Item 5.8

ITEM 5.8 2016 CURRICULUM CHANGES SUMMARY

The proposed annual schedule update for 2016, showing tracked changes from the 2015 structure can be accessed via this link

Faculty changes • Postgraduate Programs and Specialisations• Undergraduate Schedule of Majors• Undergraduate Schedule of Programs of Study

Open Universities Australia

RecommendationFor approval.

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2016 Curriculum Changes Summary

Undergraduate Schedule of Programs

PACE has now been included in the general requirements of all degrees Web Design and Development has been added as a qualifying major for the Bachelor of Arts Significant change to Bachelor of Marine Science Bachelor of Science is introducing a required 100 level unit (Foundation unit) from a selection of 100 level units.

(see separate paper) for rationale and impact on other programs. Bachelor of Engineering with the degree of Bachelor of Commerce and Bachelor of Engineering with Honours

with the degree of Bachelor of Commerce with reduce to 120cp (previously 123cp) following the reduction in the size of the engineering majors.

Undergraduate Schedule of Majors

Engineering majors reducing from 54cp to 48cp This includes 3cp of any 100 level unit (is this necessary)(major could be 45cp)

Postgraduate Schedule of Programs and Specialisations

Actuarial Studies specialisations is being deleted (MCom) Information Systems specialisation is being deleted (MIT) Web Engineering specialisation is being deleted (MIT) Information Systems specialisation is being deleted (GDIT) Web Engineering specialisation is being deleted (GDIT)

Awards changing English Language Proficiency: Master of Development Studies and Global Health (1 offer and 3 applications for 2016 as at 8/5/15) Graduate Certificate of Development Studies and Global Health (1 application in Student one for 2016 as at 8/5/15)

Awards changing Admission Requirements: Master of Actuarial Practice (2 offers and 19 applications in Student one for 2016 as at 8/5/15) Master of Early Childhood (1 application in Student one for 2016 as at 8/5/15) Master of Conservation Biology (2 applications and 1 offer in Student one for 2016 as at 8/5/15) Graduate Diploma of Conservation Biology (no applications in Student one for 2016 as at 8/5/15) Graduate Certificate of Conservation Biology (no applications in Student one for 2016 as at 8/5/15) Master of Information Technology (3 offers and 12 applications in Student one for 2016 as at 8/5/15)

Awards changing Study Period Offerings Master of Applied Finance (no offers in Student one for 2016 as at 8/5/15) Graduate Diploma of Applied Finance (no offers in Student one for 2016 as at 8/5/15) Master of Clinical Science (no offers in Student one for 2016 as at 8/5/15)

Awards being Rested in 2016

Master of Advanced Translation (no offers in Student one for 2016 as at 8/5/15)

Graduate Certificate of Community Interpreting (no offers in Student one for 2016 as at 8/5/15)

Doctor of Clinical Practice (no offers in Student one for 2016 as at 8/5/15)

Master of Medical Practice (no offers in Student one for 2016 as at 8/5/15)

Doctor of Medical Science (no offers in Student one for 2016 as at 8/5/15) Master of Data Science (no offers in Student one for 2016 as at 8/5/15) Master of Engineering Management (no offers in Student one for 2016 as at 8/5/15)

Awards Removing Attendance Modes Master of Early Childhood (will be ext. only) (1 application in Student one for 2016 as at 8/5/15) Graduate Certificate of Early Childhood (will be ext. only) (1 application in Student one for 2016 as at 8/5/15)

Master of Management is requesting a change to its degree abbreviation. Changing from MMgt to MMgmt

Prepared by: Kylie Shorrock, Curriculum and Planning 12 May 2015

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19 May 2015 Item 5.9

ITEM 5.9 CO-TAUGHT UNITS

Recommendation

For discussion and approval

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19 May 2015 Item 5.9

ITEM 5.9 CO-TAUGHT UNITS Issue: The following units have been received via the annual 2016 schedule of units submissions received from Faculties and have requested that these units be co-taught from 1 January 2016. LAWS553 Taxation and LAW851 Climate Change Law LAWS575 Advanced Topics in Environmental Law and LAW853 Comparative Environmental Law LAWS582 Special Seminar 2 and LAW852 Trade and Environment Law PICT601 Foundations of Modern Security and PICT709 Foundations of Modern Security: Challenge and Practice PICT850 Foundations of Security Studies and PICT705 Understanding Foundations of Security Studies POIR701 Advanced Studies in International Relations and POL821 Case Studies in Politics and Policy AFCP613 Financial Statement Analysis and Modelling and AFCP813 Financial Statement Analysis and Modelling ECED834 Organisation of Early Childhood Education and ECED745 Organisation of Early Childhood Education

Recommendation: For discussion and approval. Submitted by: Curriculum and Planning.

For enquiries contact:

Kylie Shorrock, Curriculum and Planning Manager, ext 4262

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19 May 2015 Item 6.1

ITEM 6.1 APPROVAL OF MGSM UNITS AND PROGRAMS

Unit and Program approval procedure

MGSM units approved to date (22) can be accessed via this link

MGNT602 - Strategy Frameworks and Evaluation

MGNT605 – Operations and Value Stream Design

MGNT606 – People and Organisations

MGNT607 – Marketing and Customer value

MGNT901 – International Study Tour

MGNT801 – Economics and Markets

MGNT803 – Financial Statements and Analysis

MGNT804 – Data Based Decision Making

MGNT808 – Financial Markets and Valuation

MGNT810 – Professional Placement

MGNT821 – Project Management

MGNT822 – Career Management

MGNT823 – Leadership and Teams in Action

MGNT825 – Contemporary Perspectives in Strategy

MGNT826 – Contemporary Perspectives 0n Leadership

MGNT827 – Contemporary Perspectives on Global Mindset

MGNT828 – Contemporary Perspectives on Sustainable Value Creation MGNT906 – Management Consulting Project

MGNT907 – Management Internship

MGNT908 – Management Research Report

MGSM978 – Current issues in Accounting and Finance

MGSM980 – Empirical Research Methods in Accounting and Finance

Recommendation

For discussion.

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19 May 2015 Item 6.2

ITEM 6.2 RATIFICATION OF RESULTS QUALITY ASSURANCE FRAMEWORK – REPORTING TEMPLATES

From the previous meeting, Associate Deans, Standards and Quality were asked to provide reporting templates for discussion.

Faculty of Arts Report from Faculty Board

Faculty Executive Report

Report from the Head of Department

Unit Convenor Report

Faculty of Business and Economics Exam Reporting Schedule

Exam Reporting Summary

Senate Report

Faculty of Health Sciences Convenor Report Template

Sample Convenor Report

Examinations Meeting Memo

Faculty Examination Meeting Agenda (2014, S2)

Example Google Doc to be made available prior to Department meetings

Faculty of Science and Engineering Units Result Report

Departmental Results Report

RecommendationFor discussion.

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Ratification of Results

The Faculty of Arts

Report from Faculty Board

Year and Session: _______________ Date of Report: _______________

Executive Dean:

Signature:

Unit Convenors

☐ FoA Unit Convenors have overseen assignment of marking against approved

standards.

☐ FoA Unit Convenors have considered student performance against Quality

Standards.

☐ Unit Convenors have documented unit-level performance against Quality

Standards and submitted the ‘Unit Convenor’s Report’.

Department

☐ FoA Departments have reviewed, robustly and objectively discussed, and

minuted the discussion of ‘Unit Convenor’s Reports’ (with reference to the

Moderation Framework).

☐ FoA HoDs have summarised and documented department level performance

against the Quality Standards and submitted the ‘HoD Report’.

Faculty Executive

☐ Faculty has reviewed, robustly and objectively discussed, and minuted the

discussion of ‘Departmental Summary Reports’ (with reference to the

Moderation Framework) [Report from Faculty Executive attached]

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Did significant issues/proposed strategies trigger changes to a unit/s?

☐ YES, action Item recorded. Follow-up required after change/strategy has

been implemented. – see minutes attached

☐ NO

Faculty Board

☐ Faculty Board considered the ‘Faculty Executive Quality Summary Report’

(Final Grade Recommendations Reports attached)

Did significant issues trigger recommendations for changes to the process, or to

University rules or policy?

☐ YES, action Item recorded. Outcome of recommendations will be provided

at next Faculty Board meeting/communicated to impacted Departments.

☐ NO

☐ Faculty Board has ratified results.

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The Faculty of Arts


Faculty Executive Report

Year and Session: Date of Report:

Associate Dean, (S&Q) : Signature:

The following report is based on the Head of Department reports and discussion

at the Faculty marks meeting.

1. Were there any noteworthy issues in relation to:

a. Moderation processes in departments

i. in setting standards

Unit Convenors provided tutors with all the materials for the

semester including; unit outline, supplementary handouts and class

attendance lists

Time allocated to marking each task, in compliance with Dept grading workload allocation, was agreed with Tutors

The learning outcomes for the unit were discussed and agreed with

tutors

A sample of student work was circulated amongst markers in the unit,

and a comparison of recommended results was undertaken

A rubric or rubrics were discussed with the tutors in this unit and grading

standards agreed

Other (please specify)

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ii. in designing assessment tasks

Assessment design criteria and standards were agreed with Tutors The assessment task was aligned with the unit learning outcomes and MQ graduate capabilities


iii. in grading student work

Prior to grades being submitted to AMIS the Unit Convenor and Tutors arrangeda meeting to review the final grades for the unit.

At least 10% of work in this unit was checked by another marker, or at least

10% of students had their assessment tasks marked by more than one

marker.

Prior to commencement of marking each task, a sample were reviewed by the unit convenor and the tutors.

At least one task was assessed or checked by an external marker or

moderator.

All fail grades were double marked.

Marks and final grades were submitted for review by the Head of Department

b. First time unit offerings?

c. Significant unit changes which impacted on cohort performance?

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2. Confirmation that departmental marks meetings occurred, were minuted and HoD

reports submitted

Ancient History

Anthropology

English

Indigenous Studies

International Studies

Law

MHPIR

MMCCS

Philosophy

PICT

Sociology

3. Suggestions made to amend units or teaching practices in light of cohort

performances?

Department summaries and/or minutes from the exam marking meetings attached.

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The Faculty of Arts

Report from the Head of Department

Department Name:

Year and Session: Date of Report:

Head of Department :

Signature:

Based on the Unit Convenor reports and discussion at the Departmental marks

meeting, please complete the following, identifying units of particular interest

where necessary.

A reminder that the University's Policy is for standards-based assessment. There is no bell curve.

Departments should discuss how appropriate learning outcomes are met and any specific issues that arise

from the discussion

1. The following moderation processes took place in all units within the Department:

a. in setting standards

Unit Convenors provided tutors with all the materials for the

semester including; unit outline, supplementary handouts and class

attendance lists.

Time was allocated to marking each task, in compliance with Department grading workload allocation, and agreed with Tutors.

The learning outcomes for the unit were discussed and agreed with

tutors.

A sample of student work was circulated amongst markers in the unit,

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and a comparison of recommended results was undertaken.

A rubric or rubrics were discussed with the tutors in this unit and grading

standards agreed.


b. in designing assessment

Assessment design criteria and standards were agreed with Tutors. The assessment tasks were aligned with the unit learning outcomes and MQ graduate capabilities.


c. in grading? (please tick only those options that were undertaken)

Prior to grades being submitted to AMIS the Unit Convenor and Tutors arranged a meeting to review the final grades for the unit.

At least 10% of work in this unit was checked by another marker, or at least

10% of students had their assessment tasks marked by more than one

marker.

Prior to the commencement of marking each task, a sample were reviewed by the Unit Convenor and the tutors.


moderator.


Marks and final grades were submitted for review by the Head of

Department.

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2. Report on any action points from the previous Marks meeting.

3. Were any changes made to units that significantly impacted cohort performance?

4. Were there any issues identified with first time unit offerings?

5. In light of cohort performance, suggest amendments to teaching strategies, units

and/or relevant policies or rules of the University.

6. Comment on unexpected or noteworthy student results or experiences eg late

submissions, the effect of the use of rubrics on student grades, the predominant

learning outcomes that were met etc.

7. Comment on the strategies that were used to identify and assist students at

academic risk?

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8. What formal and/or informal unit evaluation strategies were used in the Department

(please indicate the number of units that used each strategy)

LEU (Learner Evaluation of Unit)

LET (Learner Evaluation of Teaching)

Non LEU feedback from students (eg minute papers, group

discussion)

Peer Review/Peer Observation of Teaching

Personal Reflection by Staff


9. An electronic copy of all marks breakdown files in Excel format have been

submitted to the Faculty Student Administration Manager.

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1


The Faculty of Arts

Unit Convenor Report

Unit Code and Name: _

Year and Session of Offering:

Unit Convenor : Signature:

1. Comment on any issues that were raised in the UC’ s report from the lastoffering of this unit and how these were addressed in the unit’ s currentoffering.

2. Comment on any changes to the unit and how these changes impacted on theperformance cohort (compared with previous offerings)

3. What moderation processes took place within the unit:

a) in setting standards

The Unit Convenor provided tutors with all the materials for

the semester including; unit outline, supplementary handouts

and class attendance lists

Time was allocated to marking/feedback for each task and was agreed with Tutors.

The learning outcomes for the unit were discussed and agreed

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2

with tutors.

A sample of student work was circulated amongst markers in

the unit, and a comparison of recommended results was

undertaken.

A rubric or rubrics were discussed with the tutors in this unit and

grading standards agreed.


b) in designing assessment

Assessment design – The assessment task was aligned with the unit learning outcomes and MQ graduate capabilities

The criteria and standards for assessing work were agreed.


c) in grading (please tick only those options that were undertaken)

Prior to grades being submitted to AMIS the Unit Convenor and Tutors arranged a meeting to review the final grades for the unit.

At least 10% of work in this unit was checked by another marker, or at

least 10% of students had their assessment tasks marked by more

than one marker.

A sample of marked work was reviewed by the unit convenor and the tutors.


moderator.

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3



4. Comment on unexpected or noteworthy student results or experiences eg

late submissions, the effect of the use of rubrics on student grades, what

were the predominant learning outcomes that were met/not met etc.

5. What strategies were used to identify and assist students at academic

risk (for example: early assessment and feedback, identification of

repeating students, provision of information on academic support

services).

6. What formal and/or informal unit evaluation strategies were used? (please

tick only those options that were undertaken).

LEU (Learner Evaluation of Unit)

LET (Learner Evaluation of Teaching)

Non LEU feedback from students (eg minute papers, group

discussion)

Peer Review/Peer Observation of Teaching

Personal Reflection by Staff


7. Comment on any aspects of the unit that might change in the light of this

session’ s offering.

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4

8. A copy of the Student Study Package Results Report has been reviewed,

signed and submitted to the Head of Department.

9. An electronic copy of the full marks breakdown for the unit in Excel

format has been supplied to the Head of Department.

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Exam Reporting Schedule Individual Units

Unit Convenor SummaryUnit Code:

Unit Name:

Unit Convenor:

Date Submitted:

Session:

Year: 2014

1. Attach and comment on the Unit Convenor Summary for the unit’s previous offering. Specificallycomment on any issues raised and how these issues have been addressed in the unit’s currentoffering.

2. Comment on the distribution of grades with reference to earlier years if appropriate.

3. Provide details of all components of each assessment task. Include the overall weighting of eachtask, and provide a breakdown of each section where applicable. For example, the relativeweightings of multiple choice, short answer and long answer questions in a final exam. Comment onany changes from the previous offering.

4. Moderation:(a) What moderation took place in the assessment tasks and what moderation took place of grades within this unit? (b) Did anyone check your final distribution of the grades? If so, who? (c) In the end, how many samples of your examination scripts of different grades were counter-checked by another person? If so, who?

5. Were any students results or experience unexpected or worth noting?

6. What strategies do you have in place to identify and assist students at academic risks?

7. What formal unit evaluation strategies were used?LEU LET Peer Review Other (please specify below)

8. Comment on any aspects of the unit that might change in light of experience this session.

9. Proposed Prizes- For noting

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Exam Reporting Summary Departmental Summaries

HoDs Summary Department:

Head of Department:

Session:

Year:

1. Report on:1.1. Any ongoing issues1.2. Outstanding Action Items from the last exam FSQC meeting.

2. Report on any issues with new units being offered for the first time

3. Report on:3.1. Units where the failure rate is 20% or greater. (F grade only). Differentiate between the FW, FA

and F grades in these units. 3.2. Units with unusually high number of FA and/or FW grades.

Department to also include an appendix to this section including a list from units in this category in the previous session. Provide commentary on changes.

4. Report on units with a pass rate of 95% or greater

Department to also include an appendix to this section including a list from units in this category in the previous session

5. Report on units with significant grade distribution changes (change 15% or greater from the previoussession)

6. Report on any issues, point of concern, or positive outcome that the department wishes to highlight(regardless of any other criteria).

7. Departmental Prizes for noting

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MEMO

TO: Chair Academic Senate

FROM: Professor Mark Gabbott, Executive Dean, FBE

SUBJECT: Final Grade Report for FBE Session 1 2014

DATE: 11 July 2014 ________________________________________________________________________

FBE Examination Results for Session 1 2014

Report to Senate

I present herewith the report to Senate of the final results for the Faculty of Business and Economics Session 1 2014. All student marks were collated by the unit conveners and presented to four Departmental Examination meetings. Once reviewed and approved by the relevant Head of Department as the Chief Examiner, the results were forwarded to the FBE FSQC for recommendation to Faculty Board for approval before being submitted to Senate under my signature.

I have attached the standard reporting template to FSQC which provides considerable detail on the results for consideration by Senate. The template is broken down into five key sections and under each section the four departments plus the Applied finance Centre and the Master of Research (MRes) are reported.

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General Comments

(1) Communication skills

Ongoing concerns over communication skills have been raised consistently in exam meetings over the past few years. Recent HoD and Unit Coordinator reports seem to have narrowed down the problem to written communication in invigilated assessment. In early 2015 the A/Dean C&QA will scope a project to address this issue.

(2) Disruptions Policy

The University Disruptions Policy has impacted the Faculty quite considerably and the Faculty is concerned that the scope of the policy may need some adjustment. In particular staff were concerned about a number of practices; students sitting the main exam, then claiming disruption requiring double marking, claiming work disruption for assignments requiring new assessments and re-marking, or claiming disruption for supplementary exams requiring another exam to be set. FBE deals with over 3,000 disruption applications per session, and some of the grounds contained in the policy appear over generous and at the scale we operate cause significant additional workload for staff.

(3) Low Student Engagement

There are ongoing concerns over student engagement and attendance raised consistently in exam meetings over the past few years. For example the lack of attendance at lectures was signalled, and this was coupled with low access rates to Echo360 which suggests students are neither attending lectures nor accessing them online later. There is a clear correlation between attendance and unit performance.

(4) Units with High Failures Rates

HoDs reported on failure rates of 20% or greater. Of concern were units that had a failure rate of 30% or greater. This included ACST851 and BUSL250.

(5) Units with Pass Rates 95% or greater

20 units in the Department of Marketing of Management have a pass rate of 95% or greater, in comparison to 30 in Session 2, 2013. Most of the units with high pass rates are PACE, internship or capstone units with very high levels of student engagement; or postgraduate units with small class sizes allowing for individualised attention feedback.

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(6) Group Work

At the Session 1 FSQC exam meeting, HoDs reported that all units comply with the University assessment policy requirement that no more than 30% of the mark be derived from group work.

It is worth noting that the examinations review process at the Departmental and Faculty level has become considerably more streamlined. Despite this the pressure on academic staff to meet the tight marking and reporting deadlines is of concern to Heads of Department and the Faculty. The number of scripts marked and the extensive data handling and coordination involved shouldn’t be underestimated. I would like to thank all my academic, adjunct and professional staff for their work.

MG

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1. Report on:1.1. Any ongoing issues1.2. Outstanding Action Items from the last exam FSQC meeting

Economics

There are no ongoing issues or outstanding action items for Economics.

Applied Finance and Actuarial Studies

All units have been audited to ensure percentage of group work is compliant with Assessment Policy. AFIN310 in particular is now compliant (20% group work).

All units have been audited to ensure that participation marks are not awarded for attendance. AFIN329 in particular is compliant in this regard.

The implementation of the “satisfactory performance in the final exam to pass the unit” rule in AFIN838 has been reviewed. The definition of “satisfactory performance” has been moderated, and as a result this unit has fallen out of the group of units with pass rates in excess of 95%.

The finance foundation unit ACST101 remains under review. The role of AFIN100 is included in that review. Discussions are on-going within the Department as well as with the ED and AD-L&T, with a view to implementation in S1 2015.

Applied Finance Centre

High fail rates in initial units. There were high fail rates in the Financial Instruments core unit in Session 1 2014. The AFC contacted these students. Student feedback indicates that students underestimated the demands of part time study with full time work and family commitments. The AFC will continue its practice of running advisory sessions for new students and the active monitoring of students at risk.

As reported in Session 2 2013, there were high levels of FA’s in the first two core units, ECFS865 Investments and ECFS867 Financial Instruments, in both the Melbourne and the Sydney part time programs. The level of FA’s in these units decreased in Session 1 2014. As mentioned above, the AFC continues its practice of running advisory sessions for new students.

Marketing and Management

Concerns about English language proficiency: Numerous staff continued to express serious concerns about language proficiency and comprehension levels of international students and some also noted issues with domestic students. A number commented that evidence of poor English language skills became particularly evident in exam performance. Staff continued to

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question the value of IELTS testing results suggesting that students who passed the tests did not have a high level of competence. One adjunct who also teaches at SIBT noted that the quality of English comprehension had deteriorated so that pass rates at SIBT had decreased to 56%. The adjunct noted that the quality of SIBT students’ English skills had a knock on effect for our 2nd and 3rd year students. A number of staff noted that they had introduced early diagnostics to identify students with language issues. These units included: BBA 280 Business Models and Organisation structure; BBA340 Cross Cultural Management; HRM328 – Strategic HRM; BUS 832 – Leadership and Management; BUS851– Comparative Human Resource Management;MKTG801 – International Marketing; MKTG 811- Brand Management; MKTG833 – Social Media Management. Two convenors of HRM units noted that they had recommended students avail themselves of relevant University services but that students did not follow up. Another staff member teaching across MKTG and Entrepreneurship units noted that this problem had an impact on inter-cultural relations particularly in the context of group work. Another staff member recommended that an English skills unit be embedded in the programs much like maths is for the more quantitative units.

Groupwork in BBA 360 and MKTG 309:

BBA 360 (PACE Unit): This unit had previously been given permission to exceed the 30% cap on group work from Senate. Nevertheless, this year the group work in this unit was reduced to 30%.

MKTG 309 (People Unit): Group work compliant with 30% cap and new weekly Online Discussion Board introduced to enhance participation. This initiative was extremely successful.

o over 1300 online posts across 80 topicso over 200 people contributed with half posting quality commentso 22 is the maximum number of posts by any one individualo 6 is the maximum number of quality comments made by one individualo 80 different threads were initiatedo 7 is the maximum number of different threads initiated by one individual

Incorporate room booking process into induction: Information continues to be incorporated into Department induction for casual and adjunct staff events and in the Department Induction Kit

Friday scheduling of units: Numerous staff commented on the impact of timetable scheduling on enrolments and attendance at lectures. This session the focus was extended beyond Friday scheduling, although serious concerns were expressed about late afternoon Friday and evening times for lectures. Numerous staff also commented that 8am schedules had an immense impact

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Accounting and Corporate Governance

Ongoing issues:

Poor attendance by students at lectures: The Department has implemented alternative teaching structures in an attempt to engage with students. ACCG326 and ACCG340 moved to a 3 hour seminar which has proven to be effective in reducing the fail rate in these units. Other units have decreased the lecture time to allow greater focus on teaching in smaller groups.

Poor communication skills of students have always been an issue. Students struggle to interpret final exam questions, especially theory / discussion type questions.

Outstanding Action Items from the last exam FSQC meeting:

Request for feedback concerning the use of group work within accounting units: A review of the use of group work in S2, 2013 revealed that 6 undergraduate units and 12 postgraduate units had group assessment tasks. In the Assessment Policy group assessment has to be limited to 30% and only graded as pass/fail if individual student's contribution cannot be identified. The review indicated that all units were complying with the assessment policy.

Requested feedback on the change in format of ACCG260: This unit was not offered in Session 1 and hence the feedback will be provided at the end of Session 2, 2014.

Masters of Research

There are no outstanding items from the last meeting.

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2. Report on any issues with new units being offered for the first time

Economics

There are no units being offered for the first time in Session 1, 2014.


No new units offered this session.


AFCP859 Advanced Valuation for Corporate Finance was offered for the first time in Sydney and Melbourne. Student feedback on this new unit was excellent.


MKTG216 (Consumer Demographics) is a new unit in this session. It has successfully achieved all learning outcomes specified in the Unit Guide, including:

o knowledge and appreciation of the relationships between population trends and changes inmarkets and consumers;

o knowledge of the applications of demographics techniques in understanding consumerpopulations in Australia and other countries;

o skills in accessing data, information and literature and ability of analysing different segmentsof consumer populations;

o competence in writing reports/essays on topics related to consumer demographics; ando ability to communicate results/findings in research projects through an oral presentation.

Students in this unit gained much hands-on skills and knowledge on data analysis and research through a group project on income distribution/inequality and mortgage expenditure in two Local Government Areas (LGAs), which requires students' accessing to ABS Census data using TableBuilder program. Cross-tabulations generated by each individual student in the group, a 5000-6000 words written group report, and a 10 minutes oral group presentation are required as part of group project assessment. Anticipating the potential challenges of the group project, a very detailed instruction was provided to students, a staged progressive submission method was implemented, and all groups were monitored and supervised closely by teaching staff throughout the period of completing the group project. Consequently, most of the groups performed very well and delivered high standard written reports and presentations. The better-than-expected results in group project largely contributed to the elevated the overall grade distribution.

As MKTG216 is a new unit, there is no previous reference in terms of students' capacity in handling the course materials that involve analysing numerically-based data and information

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and incorporating the results in report writing. There were some degree of "over cautious" and "hand-holding" when preparing students for the group research project largely due to lack of prior information on students' capacity in this unit. The experience gained and lessons learned from this unit this will provide valuable information and reference for the future offerings. The issues encountered in this session could be avoided in the future.


ACCG315 Accountants in the Profession was offered for the first time in this session with no issues reported. It is a PACE unit created in conjunction with industry partners to help undergraduate accounting students understand what life as an accountant or business professional will be like. A number of industry professionals were invited to the lectures, delivering presentations that captured the breadth, scope and challenges of the accounting profession.

Masters of Research

This is the second time that the MRes has been run in the first session as the program commenced at the beginning of 2013. The first session consists of FOBE710, 720 and 730, as well as shell units FOBE751-754. MRes students enrol in the shell units and then attend the 4 specified 800 level unit offered within each department (last year they were able to choose any 800 level unit). We will need to run with shell units for the remainder of 2014. For 2015, each department has developed specific 700 level units that will be co-taught with the 800 level electives (see attached) with differences being in the nature of the assessments Therefore students will be able to enrol in the units directly, and we will not need to have shell units for 2015.

This year’s shell units were restricted to the specified 4-8 units in each department from the full range of 800 level units available last year. The assessment criteria for the MRes students in S1/2014 has changed from the other students enrolling in the 800 level units directly, with a greater emphasis on research based assessment. For 2015 this assessment criteria will change further with the design of specific 700 level discipline specific MRes units.

There were 2 students in FOBE710 Research Frontiers (Research Seminar), being the seminar unit which was offered by AFAS in second session as they only had 2 MRes student doing that unit. The other MRes students did FOBE710 in first session. The failed student didn’t turn up to class and is being managed within the department.

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3. Report on:Units where the failure rate is 20% or greaterDifferentiate between FW, FA, and F grades in these units

Economics

ECON110: Macroeconomic Principles. Enrolment 551. Failed 28% (F_20%, FA_7%, FW_2%). The failure rate is practically the same as that of the previous offering (S2, 2013) and somewhat higher than for the offering prior to that (S1, 2013) which had a failure rate of 20%. There was a tendency among the group of students who failed to perform poorly on all of the assessment tasks and not to access the resources available to reinforce learning. The text was considered weak and is under review.


ACST851 FW 0%, FA 0%, F 31% Small cohort of 13 students (co-taught with ACST202) where the grade distribution can show significant variability from year to year. Poor lecture/tutorial attendance and poor English language skills were noted.

ACST859 FW 0%, FA 0%, F 20% Small cohort of 15 students where the grade distribution can show significant variability from year to year.

AFIN252 FW 0%, FA 4%, F 29% The grade distribution is consistent with corresponding session in 2013. The assessment was changed with the essay being replaced by a group project and the class test weighting increasing from 10% to 15%.

AFIN329 FW 1%, FA 3%, F 26% Grade distribution is very similar to previous offerings. A new textbook was introduced this session and the course topics revised to reflect the requirements of the new Bachelor of Applied Finance Program. Poor lecture attendance was noted.

AFAS300 FW 0%, FA 0%, F 20% Grade distribution is slightly weaker than the last offering. In this session, students were required to pass the final exam in order to pass the unit.


ECFS867 SYD FT ECFS867 28% F, 7% FA, 3% FW; SYD ECFS867 21% F, 9% FA, 2% FW;

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ECFS867 Financial Instruments is one of the first two core units in the Master of Applied Finance program. Higher failure rates reflect a number of factors: students commence the program with varying academic backgrounds; students are adjusting to the demands of study and full time work; over commitment in terms of units taken. The results for these units are consistent with past semesters. AFC continues to monitor the situation and actively monitors students identified as “at risk”.

SYD FT ECFS868 Financial Risk Management 25% F 5 out of 22 students failed this unit. The unit convenor confirmed these students did not display the learning standards required to pass this unit. Two of the failed students performed poorly in prerequisite units.


None of the units in the Department of Marketing and Management have a failure rate of 20% or greater.


ACCG100 Accounting 1A – the fail rate (21%) is slightly lower than both S1, 2013 (22%) and S2, 2013 (26%). There is a high percentage of students who were absent from the final exam, and did not apply for a supplementary exam (FA 5%), while 3% of students received an FW. The assessment tasks were similar to the last offering.

ACCG224 Intermediate Financial Accounting – the failure rate (21%) is slightly higher than both S1, 2013 (20%) and S2, 2013 (19%). 7% of students were awarded an FA and 1% received an FW. A number of students who have obtained good course work marks (50% or above) performed poorly on the final exam and hence failed the unit. A higher weighting was given to the theoretical component of the final exam and students performed poorly on these questions. The assessment tasks were similar to the last offering, although a 10% participation mark replaced the random homework collection.

BUSL250 Business Law – the failure rate (32%) is significantly higher than both S1, 2013 (24%) and S2, 2013 (18%). Only 3% of students received an FA and 0% (2 students) were awarded an FW. Fortnightly two hour tutorials were introduced in replacement of weekly one hour tutorials this session. Students had difficulty understanding the fortnightly timetabling structure on e-student, consequently taking longer to settle into their correct tutorial classes. The fortnightly timetabling structure also caused lower tutorial attendance due to students forgetting their tutorial weeks. Some students found that the gap between fortnightly tutorials interrupted their focus on the unit. There was no change in the assessment from the previous offering. This unit had PAL in session 1, and the UCs StAR program. The UC has indicated that despite the assistance

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provided, many students failed to complete their online quizzes, and not bothering to turn up to tutorials. Those that worked consistently, attended consultations and came to lectures performed very well.

BUSL301 Corporations Law – the failure rate (26%) is consistent with S1 2013 (26%) while significantly higher than S2 2013 (16%). Only 1% of students received an FA and 1 student received an FW (0%). Students performed poorly on the final exam. Students were not keen to engage in tutorial class discussions, which resulted in poor class participation marks (out of 20%).

ACCG611 Principles of Accounting – the fail rate (26%) is higher compared to Session 2, 2013 (22%) but lower when compared to Session 1, 2013 (27%). This high fail rate could be attributed to students’ being new to accounting and the ‘open book exam’ employed. The FW and FA are both 1% in the session. It is also worth noting that the Fail rate of Macquarie City Campus for session 1, 2014 is 42% compared to the 26% fail rate here at the main campus.

ACCG615 Quantitative Methods – the fail rate (20%) is higher compared to Session 2, 2013 (17%) and Session 1, 2013 (13%). The FWs are 1% while the FAs are 2%. The UC indicated that it was a poor cohort of students who struggled to cope with the contents of the course. It was also noticed that the face to face consultations were more than usual which indicated that the students were struggling to cope with the course contents.

Masters of Research

FOBE710 had a pass rate of 100% and this is a seminar unit run across each of the 4 departments. FOBE751, 753 AND 754 had pass rates of 100%, but these were shell units.

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4. Report on Units with a pass rate of 95% or greater

Economics

ECON336: Economic Development. Enrolment 65. Passed 97%. For the second year in a row, the failure rate is significantly lower than it had been in earlier years (8% and 9% in 2011 and 2012). This is possibly attributable to the fact that one-third of the student cohort had a GPA greater than three.

ECON350: Money and Finance. Enrolment 523. Passed 93%, (Failed 2% and Incomplete 3%). The grade distribution is practically identical to the previous offering. In particular, the failure rate is practically unchanged when the proportion of incompletes is included in it.

ECON632: Intermediate Microeconomics. Enrolment 41. Passed 93%, Failed 5% and Incomplete 2%. In the two previous offerings of this unit the pass rate was 100%. The enrolment in the unit has steadily increased from 13 in S1, 2012 to 42 currently. As in previous years, the student cohort is strong with 25% having a GPA better than 3.5 and 75% better than 1.5. ECON846: International Monetary Policy. Enrolment 45. Passed 96%. The grade distribution is practically unchanged from last offering where the pass rate was 95%.

ECON857: Economic Development and World Economic Order. Enrolment 14. Passed 100%. The Pass rate is the same as the last time the unit was offered.

ECON991: Economics for Actuaries. Enrolment 61. Passed 93%, Failed 5%, Incomplete 2%. Pass rate is similar to the previous offering of the unit.


The below units are all small (enrolment under 100) or excellent cohorts, most of which are consistent with previous offerings:

ACST152 (96) 96% ACST402 (22) 95% ACST603 (87) 95% ACST834 (19) 95% AFIN890 (28) 96% FOBE301 (9) 100% (This is the last offering of this unit)

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Core Units: SIN ECFS874 Legal Risk in Finance 100% (19 students): Higher pass rate than normal in this unit. This Singapore cohort was extremely engaged in class, which resulted in good performances in all assessment components of this unit.

Elective Units: The class sizes for elective units are small. Students enrol in these units after completing core units and self-select elective units based on their area of expertise and interests. The pass rate in electives is therefore generally much higher than core units. The following units had pass rates of 95% or greater:

SYD ECFS842 Mergers and Acquisitions 100% (14 students) SYD ECFS880 97% (29 students) SYD ECFS886 Debt Capital Markets 96% (45 students) SYD ECFS888 Economics of Financial Markets 95% (20 students) SYD ECFS899 Modelling Prices and Risk 100% (17 students) SYD ECFS908 Interest Rate Portfolio Management 100% (8 students) SYD ECFS991 Equity Capital Markets 96% (25 students) MLB ECFS842 Mergers and Acquisitions 100% (20 students) MLB ECFS888 Economics of Financial Markets 96% (23 students) SIN ECFS902 Resource industry Investment Analysis 100% (9 students) SIN ECFS991 Equity Capital Markets 100% (19 students)


There are 20 units in Session (1, 2014) that had pass rates of 95% or greater, compared to 30 units last session (2, 2013).

Of the 20 units this session (S1, 2014), 5 of the units were new occurrences in this report (BUS851, MGMT255, MKTG804, MKTG811, MKTG833)

Of the 20 units this session (S1 2014), 15 of the units were common with units in S2 2013 that had pass rates of 95% or higher.


ACCG315 Accountants in the Profession – This unit was offered for the first time in Session 1, 2014. Overwhelmingly positive feedback was obtained from both staff and students. Students have expressed their appreciation of being given chances to meet and engage with industry partners. The unit has no final exam, 31% of students have achieved higher grades (HDs and Ds), while only 2% of students failed the unit.

ACCG399 Issues in Accounting Theory and Practice – This capstone unit has no final exam and the failure rate (1%) has slightly improved compared to both S1, 2013 (2%) and S2, 2013 (2%).

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Embedded in an interactive learning environment, students have perceived a real integration of accounting content across their studies, its application to the real world and relevance to the accounting profession. A great deal of international students have indicated that this unit enables them to see things in a different way, induce their creativity, allow them the ability to more readily express themselves in a classroom environment and creates a capacity to form deeper relationships with fellow peers through conversation and a free exchange of ideas.

BUSL377 Japanese Trade Law – While the failure rate (3%) is the same as S1, 2012 it is higher than S1, 2013 (0%). This could be attributed to an increase (decrease) in the weighting of short answer questions (multiple choice questions) in the Class Test (30%), and an increase in the weighting of essay type questions in the final exam (50%).

ACCG613 Intermediate Managerial Accounting - The unit has a fail rate of 0% in Session 1, 2014 while the fail rate was 7% last session and 29% in Session 1, 2013. This good performance is attributed to the fact that all the students (7 students enrolled) had a good understanding of the fundamentals of accounting and hence performed well in the course work and final exam.

ACCG847 Forensic Accounting - The unit has a fail rate of 4% in Session 1, 2014 while the fail rate was 6% last session and 11% in Session 1, 2013. This good performance is attributed to the fact that nearly all the students (25 students enrolled) were involved in good class interactions and were well motivated to learn and hence performed well in the course.

ACCG848 Business and Professional Ethics - The unit has a fail rate of 0% in S1, 2014 and S2, 2013. There were 9 students in the unit and all the students were quite engaged in the course.

ACCG811 Advanced Auditing and Assurance Services - which is co-taught with ACCG925 (Auditing and Assurance Services) – The unit has a fail rate of 0% in session 1, 2014 while the fail rate was 18% in session 2 2013. Only 6 students were enrolled in this unit.

ACCG930 Enterprise Risk Management - The unit has a fail rate of 0% in Session 1, 2014 while the fail rate was 4% last session and 0% in Session 1, 2013. Only 16 students were enrolled in this unit.

ACCG951 Legal Governance for Business Enterprises – The unit has a fail rate of 3% in Session 1, 2014 but the fail rate was 0% in last session and in session 1 2013. This course had 29 students and all the students were quite engaged in the course throughout the session. The enrolment doubled this session compared to session 2, 2013. Students who were at academic risk were identified early in the session and were provided with study support and were monitored closely.

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ACCG877 Emerging Issues in Financial Crime – The unit has a fail rate of 0% this session. This unit was offered for the first time last session and also had a failure rate of 0%. There were 7 students enrolled in the unit and all performed quite well. The unit was based on a series of seminars based on a different case study each week. Guest lecturers from both industry (ICAC, Fraud Squad) and academia (PICT, ACG- cybercrime) presented on relevant fraud topics using the political, economic, social, cultural and environmental theme underpinning the unit. A number of students had industry experience in various fields and this experience enhanced seminar discussions. The quality of discussions in the online forums was outstanding and students became quite competitive in their other assessment tasks.

Masters of Research

None were noted.

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5. Report on units with significant grade distribution changes (change 15% or greater fromthe previous session)

Economics

ECON110: Macroeconomic Principles. The proportion of Pass’s fell from 49% (S1, 2013) to 32% currently (S1, 2014). Correspondingly, there was an increase at both the top and bottom ends of the grade distribution. Specifically, the proportion of HD’s and D’s increased together by 8% while the proportion of F’s increased by 6%. The top end is stronger due to changes in the unit. The assessment program was changed to include weekly homework submissions and the lecture slides and examples were re-worked. (Enrolment 551).

ECON111: Microeconomic Principles. The failure rate fell from around 30% in S1, 2013 to 18% in S1, 2014. The distribution of grades moved upwards with proportionately more HD’s, D’s and CR’s and proportionately less P’s, although the current distribution is almost identical to the distribution in S1, 2012, which was the last time this unit convenor took charge of the unit. The improved distribution, particularly the reduction in the percentage of F’s, is likely due to the introduction of a more pronounced strategy of identifying students at risk. This involved an assignment in Week 5 which was both encouraging and challenging and which gave students a reliable indication of where they stood and what was expected of them. In addition, the final examination was re-structured so that there was a more even level of difficulty across sections of the exam. The content and level of difficulty of the unit matched those of earlier offerings. (Enrolment 1269).

ECON356: Evolution of Economic Ideas. While the failure rate remained low, the proportion of Pass grades increased with the proportion of CR grades falling commensurately, which the unit convenor attributed to a somewhat lack of engagement by students in this range. The proportion of HD’s and D’s also increased somewhat indicating that the best students were fully engaged. (Enrolment 41).

ECON361: Economic and Business Forecasting. There is an upward shift in the distribution of grades with the failure rate remaining low. The proportion of Pass and CR grades fell by 13% and 8%, respectively, while the proportion of HD’s and D’s both increased by around 5%. This upward drift in the grade distribution is consistent the improved distribution of GPA’s. The unit is of moderate size. (Enrolment 55).

ECON632: Intermediate Microeconomics. The enrolment increased from 17 (S1, 2013) to 42 (S1, 2014). The grade distribution moved down with the proportion of P’s increasing from 24% (S1, 2013) to 40%. This was matched by small falls in the proportion of HD’s, D’s and CR’s. This likely reflects the shift downwards in the GPA distribution. In 2014, 25% of students had a GPA greater than three compared with 75% in

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2013. (Enrolment 42).

ECON840: Applied Econometrics I. While the failure rate was slightly higher than in the previous offering, the most noticeable difference is that the proportion of D’s and CR’s fell while the proportion of HD’s and P’s increased which may be due to the higher proportion of students with a GPA between 2.5 and 3 in the current cohort. (Enrolment 32).

ECON857: Economic Development and World Economic Order. There has been an upward shift in the grade distribution with most notably a much higher proportion of D’s and a much lower proportion of CR’s. As there were only 14 students in the unit, comparisons with previous offerings should be interpreted cautiously. (Enrolment 14).

ECON860: Advanced Microeconomics. While the failure rate was unchanged from the previous offering, the proportion of HD’s, and particularly D’s, increased and the proportion of P’s correspondingly decreased. This was attributable to somewhat more emphasis being placed on economic applications and the empirical validation of key economic concepts and to a stronger group of students (in terms of GPA) at the upper end. (Enrolment 41).

ECON991: Economics for Actuaries. There is a downward movement in the grade distribution with proportionately more P’s and CR’s and correspondingly proportionately less HD’s and D’s. This is primarily due to the unit being available this session to a wider variety of students, not just those with an actuarial training. (Enrolment 61).


AFIN818 (169) Grade distribution is consistent with the Session 2 2013 offering, where assessment changed to include an invigilated class test and final exam.

FOBE302 (127) Grade distribution is consistent with the Session 2 2013 offering, where assessment was tightened along with the moderation standards. In addition, students were required to pass the case study to pass the unit.

Smaller Units ACST402 (22) CR from 22% to 55%, P from 33% to 9% ACST818 (36) CR from 48% to 33%, P from 22% to 39% ACST851 (13) CR from 37% to 15%, F from 5% to 31% ACST859 (15) D from 38% to 20%, F from 0% to 20% ACST860 (13) D from 18% to 0%, P from 45% to 69% ACST861 (41) P from 55% top 39%

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AFIN806 (23) P from 36% to 52% AFIN828 (29) P from 60% to 31% AFIN832 (46) P from 35% to 17% AFIN838 (88) P from 32% to 17% AFIN839 (29) P from 47% to 31% AFIN890 (28) P from 35% to 54% FOBE301 (9) D from 63% to 22%, CR from 13% to 33%, P from 25% to 44%


Core Units :

SIN ECFS865 Investments: Significant % changes in this distribution result from a small class size in this unit (11 in Session 1 2014, 15 in Session 1 2013).

SYD ECFS865 Investments: Credits were higher and passes were lower in Session 1 2014 in comparison to Session 2 2013. Students were better prepared for the mid session exam and carried this performance though to the final exam.

ECFS866 Corporate Finance: The following comments are applicable to the Corporate Finance unit in all teaching centres. In Session 1 2014 assignments were modified to provide students with more formative assessments, thereby assisting students to be more prepared for examinations. The assessments were modified in two ways: (1) a pre-course assignment was included (with a weighting of 5%), which focussed on building financial modelling skills and (2) the format of two other assignments (with weightings of 15% and 10%) were changed to provide students with a greater range of skills to assist in their exam preparation. These assessment changes resulted in students performing much better in examinations.

The Melbourne class (with a class size of 15) had four high distinctions in Session 1 2014. The students who were awarded these high distinctions have performed extremely well in other units in the Master of Applied degree.

The change in grade distributions for ECFS866 Corporate Finance are:

SYD ECFS866 Corporate Finance HD D CR P F FA FW I TOTAL

S1 2014 3% 32% 32% 24% 5% 0% 0% 5% 100% S2 2013 8% 8% 33% 40% 10% 0% 0% 3% 100%

SYD FT ECFS866 Corporate Finance HD D CR P F FA FW I TOTAL

S1 2014 10% 38% 29% 19% 5% 0% 0% 0% 100%

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S2 2013 0% 17% 44% 28% 6% 0% 0% 6% 100%

MLB ECFS866 Corporate Finance HD D CR P F FA FW I TOTAL

S1 2014 27% 13% 20% 33% 7% 0% 0% 0% 100% S2 2013 4% 17% 33% 29% 8% 8% 0% 0% 100%

SIN ECFS867 Financial Instruments: Significant % changes in this distribution result from a small class size in this unit (8 in Session 1 2014, 25 in Session 1 2013). Two students in Session 1 2014 received FA’s.

SYD FT ECFS867 Financial Instruments: This is one of the first core units that full time students study in the Master of Applied Finance degree. This was a mature group of students will strong work experience which resulted in great class discussions. Many students however, had not studied formally for some time, which affected their performance in examinations.

MLB ECFS867 Financial Instruments: There were more passes (and less credits) in Session 1 2014 in comparison to Session 2 2013. Students in this cohort performed poorly in the mid session exam (worth 20%) even though the level of difficulty of this mid session exam was consistent with prior sessions and in other teaching centres. The majority of students performed much better in the final exam, resulting in less fails than the previous session. Overall, the poor performance in the mid session exam resulted in fewer credits but more passes.

SYD FT ECFS868 Financial Risk Management: Curriculum and assessment changes in Session 1 2014 make it difficult to compare Session 1 2014 to Session 2 2013. This involved changes to topics, introducing the flipped classroom and using quizzes for formative assessment. These changes were implemented for the full time cohort only in Session 1 and will be rolled out in other teaching centres in Session 2.

MLB ECFS868 Financial Risk Management: Distinctions were lower and passes were higher in Session 1 2014 in comparison to Session 2 2013. Significant percentage changes in this distribution result from a small class size in this unit (15 in Session 1 2014, 22 in Session 1 2013).

SYD ECFS874 Legal Risk in Finance: No discernable reasons for the change in grade distribution. There was no change in unit convenor or assessment types.

Elective units: The class sizes for elective units are in general much smaller than core units. These small class sizes can result in significant variations in the distributions across sessions for many of our elective units. These distribution changes have not been reported here.

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Units with significant grade distribution changes (change of 15% or greater from the previous session):

BBA 360 – Business Project (87 students)

20% increase in Credits 16% decrease in Passes In 2014.1 there were no failures and a swing occurred towards more students attaining a Credit grade (52% compared to 32% in 2013.1). The HD and D grades were steady, with only change being between Credit and Passes. Up until 2014 Session 1 this unit had a group project weighted at 50% (approved). This session a decision was taken to reduce the weighting to 30% and this work is also peer assessed. Interesting to note, that this has had a positive effect on final grade outcomes. Students have appeared to embrace the many student consultation times set aside for this Unit (being both a PACE and a Capstone unit) by ensuring they are conferring with Unit staff at every available opportunity. The Unit Co-ordinator also met with their respective external partner organisations as needed, to ensure the students were task focussed and embracing the partner organisation’s needs.

BUS 651 – Work, Organisation and Management (35 students)

16% increase in Distinctions 26% decrease in Credits Results are consistent with earlier years. The slightly higher number of Distinctions stems from the high standard of the students’ major essay. Students’ work improved in response to poor performance in an earlier assessment and the feedback that was provided.

BUS 832 – Leadership and Management (36 students)

UC compared with S2 2013:

26% increase in Credits 19% decrease in Passes An early diagnostic was introduced to identify students with poor English. The cohort was overall stronger than previous sessions’ offerings with higher percentage of Credits as compared to last year’s with a number of non-English speaking students progressing quite well during the session. On the other hand there were at least 3 students who were very close to getting the Distinctions but their accumulative marks did not result in higher marks.

BUS 851 – Comparative Human Resource Management (38 students)

16% increase in Distinctions

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19% decrease in Credits The distributions of grades is similar to previous years 2012 and 2011. The difference in grade distribution with 2013 mainly due to the use of in-class test in 2013, instead of a formal final exam scheduled during the exam period.

BUS 854 – Leading and Managing in Culturally Diverse Environments (46 students)

17% decrease in Passes This unit now runs both F2F and online, which led to a change in assessments and the inclusion of reflective exercises. This resulted in an increase in Ds and a decrease in passes.

FOBE200 – Professional and Community Engagement (69 students)

17% increase in High Distinctions 16% decrease in Credits These students have been selected for internships from a competitive application process, therefore the students are not a representation of the entire student population so do not fit the normal distribution.

FOBE300 – Student Leadership in Community Engagement (77 students)

20% increase in High Distinctions 20% decrease in Credits These students have been selected for internships and other business community engagement experiences through a competitive application process. Accordingly they are not a normal representation of the entire student population, and do not fit the normal distribution. This session also included students who were invited to participate in the Deloitte Fastrack Experience, which was highly competitive and attracted over 150 applicants for a maximum of 50 places and all applicants had a GPA of 3.5 or greater (actually most had 4.0 GPA). This skewed results towards the top end of the gradings.

HRM 300 – Human Resources Learning and Development (15 students)

25% increase in Distinctions 19% decrease in Passes There is a marked change in the distribution of grades – with a much larger proportion of distinctions leading to smaller proportions of credits and passes. This is explained by the size of the cohort. There were only fifteen students and attendance was extremely high (perhaps because absence was so obvious). The class size permitted extensive discussion and clarification, which probably facilitated learning. Also, one of the project groups contributed an exceptionally good group report. This drop in numbers is a one-off linked to the shift of this unit from 2nd year to 3rd year and its transformation to a PACE unit. All those who had completed the unit in 2nd year could not do it as a third year unit. Numbers will increase with the new cohort of

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students.

MKTG202 – Marketing Research (406 students)

17% increase in Credits 17% decrease in Passes This session, significantly fewer students failed this unit that in previous sessions. Decrease in failures attributed to an exceptionally good cohort and the non-grades weekly quiz that students need to complete in order to access materials needed for the following week.

MKTG204 – Integrated Marketing Communications (184 students)


24% decrease in Credits 26% increase in Passes The number of distinctions and credits is also lower than the previous offering (i.e. S2, 2013) while the number of passes has increased. One possible reason for this change is that an individual assignment task weighted at 20% was introduced in place of class presentation.

MKTG208 – Marketing Management (131 students)

16% decrease in Distinctions This unit was scheduled on Fridays at 3pm and the numbers decreased because the number of units in the required units list was expanded giving students a greater choice of units. Harvard cases were introduced to this unit and many students found this a difficult exercise.

MKTG696 – Introduction to Marketing Management (58 students)

27% decrease in Credits Grades are slightly lower, partly as a result of a tougher mid-term quiz.

MKTG801 – International Marketing (80 students)

19% decrease in Passes Decrease in number of Ps and slight increase in number of CRs and Ds. This is attributed to an early diagnostic test in week 4 and a higher degree of personal consultation with UC. This unit was offered online as well as F2F. Exam was removed. Slightly different assessments were used for the two offerings. The online outcomes inflate the results

Face to face Total: 68 students H= 1; D= 10; CR= 32; P 24; F=1 Online

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Total : 12 students H=0; D=4; CR=4; P=4 If the online cohort is removed the results are fairly within the range of Sem 1, 2012 (they had 2 H.D and 9 Distinctions) and Sem 1 2013 (for credits and pass). The online students had nearly 33.33% with D grade (4 out 12). In S2 the assessments between the two delivery modes will be aligned more effectively. The students who attained Ds were very strong students.

MKTG804 – E-Business Marketing (25 students)


15% decrease in Distinctions 25% increase in Passes Relatively higher number of “P”. This was due to poor performance in the final exam (fail average of 15/35). Many students performed poorly in questions which they were expected to demonstrate some integrated thinking (i.e., broader questions that require application of knowledge from more than one topic). This is rather disappointing, given that MKTG804 is a postgraduate unit. In addition, students were allowed to bring “one-A4 double-sided handwritten note. The use of notes did not appear to have helped their performance in final exam.

MKTG806 – Applied Marketing Strategy (35 students)

18% increase in Credits The distribution reflects the change in Assessment focus to a format the blends both individual and group work. Increase in credits attributed to Group work and peer assessment of group work

MKTG833 – Social Media Management (21 students)

17% decrease in Credits 30% increase in Passes This year the unit was taught by a new full-time staff member. This year only 1 student (5%) achieved a grade of HD, compared to 5% in 2013 and 8% in 2012, and grades distributions compare well with previous offerings. Distinction grades (19%, 4 students) are in line with distributions in 2012 – but vary from 2013 offering (31%). Credit (24%) grades are lower than in previous offerings (41% and 38% respectively). Pass (48%) grades vary from 2013 offering (18%) and is slightly lower than from 2012 offerings. There is only one Fail grade (5%, 1 student), which reflects the Fail rates in previous offerings. The failing student had serious psychological problems that affected her study. Overall feedback suggests students enjoyed the unit – the vast majority enjoyed the variety of case study topics, and put in a strong effort into their assessments tasks and produced very good work during the

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session. We see this in the overall spread of marks and grades, with over 24% achieving a Distinction grade or higher.


ACCG200 Fundamentals of Management Accounting – the failure rate has decreased from 34% (in session 2, 2013) to 19%. This failure rate is in line with the first session offering in 2013. The failure rate in first session is traditionally lower.

ACCG250 Accounting Systems Design and Development – A lower percentage of students (24% compared to 39% in S2, 2013) received a Pass grade. A higher percentage of students (52%) were awarded higher grades (CR, D, and HDs) than in S2, 2013 (33%).

ACCG326 International Accounting – While a higher percentage of Ds (23% compared to 3% in S2, 2013) and a lower percentage of F grades (15% compared to 32% in S2, 2013) were awarded it should be noted that only 13 students were enrolled in this unit.

ACCG811 Advanced Auditing and Assurance Services (co-taught with ACCG925) – The D grades have increased from 0% in Session 2, 2013 to 17% in Session 1, 2014 while the F grades have decreased from 18% in Session 2, 2013 to 0% in Session 1, 2014. There were only 6 students enrolled in this unit.

ACCG925 Auditing and Assurance Services - The P grades have decreased from 61% in Session 2, 2013 to 44% in Session 1, 2014. A higher percentage of students received a D or CR grade (46%) compared to S2, 2013 (30%).

ACCG927 Current Issues in Accounting - The D grades have decreased from 26% in Session 2, 2013 to 5% in Session 1, 2014. The CR grades have decreased from 47% in Session 2, 2013 to 24% in Session 1, 2014 while the P grades have increased from 19% to 62%. The percentage of students obtaining D and CR grades has decreased significantly and this has resulted in a substantial increase in P grades. Feedback from the teaching staff and from the Unit Convenor’s own analysis of the scripts indicated that students’ performance on two questions was not satisfactory. These two questions had a number of components and a significant number of students simply focused too narrowly on the questions.

ACCG612 Intermediate Financial Accounting – The D grades have increased from 0% in Session 2, 2013 to 17% in Session 1, 2014. The CR grades have increased from 0% in Session 2, 2013 to 33% in Session 1, 2014 while the P grades have decreased from 50% in Session 2, 2013 to 33% in Session 1, 2014 and the F grades have also decreased from 50% in Session 2, 2013 to 17% in Session1, 2014. There were only 6 students enrolled in this unit.

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ACCG613 Intermediate Managerial Accounting - The HD grades have increased from 0% in Session 2, 2013 to 29% in Session 1, 2014. The CR grades have increased from 20% in Session 2, 2013 to 57% in Session1, 2014 while the P grades have decreased from 53% in Session 2, 2013 to 0% in Session 1, 2014.

ACCG822 Information Systems in Business - The D grades have decreased from 30% in Session 2, 2013 to 9% in Session 1, 2014.

ACCG825 Management Accounting: Strategy and Control – The CR grades have decreased from 56% in Session 1, 2013 to 33% in Session 1, 2014. There were only 12 students enrolled in this unit.

ACCG828 Management Control Systems – The CR grades have decreased from 43% in Session 2, 2013 to 29% in Session 1, 2014. The P grades have increased from 27% in Session 2, 2013 to 43% in Session 1, 2014. This cohort of students seemed to experience challenges with critical, analytical and integrative thinking which may account for the change in the grade distribution. In some instances students really seemed to struggle with their English Language skills.

ACCG835 International Accounting - The CR grades have increased from 14% in Session 2, 2013 to 30% in Session 1, 2014 while the F grades have decreased from 31% in Session 2, 2013 to 12% in Session 1, 2014. In Session 1, 2013 the Unit Convenor had commented that ACCG835 is a theory based unit and students often struggle to understand the reading materials and have a tendency to rote learn lecture materials. Students were exposed to more reading materials in this session and were also discouraged to rote learn in the weekly lectures and the final revision lecture.

ACCG847 Forensic Accounting - The P grades have increased from 29% in Session 2, 2013 to 44% in Session 1, 2014. In this session the final examination was replaced with 2 class tests. These tests were moderated. The tests were set and invigilated at a standard equivalent to final examinations. Both tests were case based short answers questions. There were no multiple-choice questions in any part of the assessment. There were 25 students enrolled in this unit.

ACCG848 Business and Professional Ethics - The D grades have decreased from 60% in Session 2, 2013 to 44% in Session 1, 2014 while the CR grades have increased from 0% in Session 2, 2013 to 22% in Session 1, 2014. There were 9 students enrolled in this unit.

ACCG871 Advanced Corporate Accounting - The D grades have decreased from 26% in Session 2, 2013 to 4% in Session 1, 2014. The CR grades have decreased from 43% in Session 2, 2013

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to 25% in Session1, 2014 while the P grades have increased from 4% in Session 2, 2013 to 50% in Session 1, 2014. There were 28 students enrolled in this unit.

ACCG877 Emerging Issues in Financial Crime - The D grades have decreased from 29% in Session 2, 2013 to 14% in Session1, 2014 while the CR grades have increased from 29% in Session 2, 2013 to 57% in Session 1, 2014. There were 7 students enrolled in this unit.

Masters of Research

There were excellent results for FOBE710 Research Frontiers (Seminar Series) with 80% of students obtaining a HD or D, up from 73% in S1/2013. For FOBE720 Qualitative Research, 56% of students obtained a HD or D, up from 45% last year. For FOBE730 Quantitative Research 1, 52% of students obtained a HD or D, up from 47% last year There were excellent results for the MRes students across 751-754 with many D and HDs, and an increase in performance from last year, but these are shell units so they cannot be assessed as a unit per se, as they are a line grouping of various units across departments.

6. Report on any issues, point of concern, or positive outcome that the department wishes tohighlight (regardless of any other criteria)

Economics

The department is pleased with the reduction in the failure rate for ECON111: Microeconomic Principles to below 20% at this offering. To achieve this, the unit convenor (Andrea Chareunsy) put in place a more pronounced risk management strategy to help those students at the lower end. This involved students undertaking a comprehensive assignment early in the session (Week 5) that was carefully designed to reflect what was expected of them and which would provide them with a reliable and accurate indication of how they were performing in the unit. A discussion forum was specifically opened for the assignment to assist the weaker students. The assignment and the discussion forum meant that students were more likely to start the unit well and maintain steady progress throughout.

The department would also like to acknowledge the efforts of Prashan Karunaratne in ECON131: Quantitative Methods in Economics, Business and Finance. An issue in this unit arises from the wide disparity in the mathematical backgrounds of the students who undertake this unit. This was to some extent addressed by introducing some NCCW conditions. Even so, considerable disparity remains. Prashan addressed this issue by introducing a specific tutorial that he himself taught, which weaker students could self-select. The tutorial material was presented in a way that was specifically designed to reach weaker students and it was followed-up straight after by an hour of consultation that Prashan also conducted. This tutorial and

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follow-up consultation proved very popular. It also had the effect of making the tutorial groups more homogenous across the unit which was a positive externality.


As foreshadowed last session, a document outlining Departmental “best practices” in assessment was developed in S1 2014 (with credit and acknowledgement to Leonie Tickle for her excellent work). While not prescriptive, it identifies non-standard assessment schemes situations that need to be discussed and agreed with the HoD, as well as providing a framework for consistent practice and standards across the Department.

A detailed process is now in place to ensure that all unit outlines are reviewed before publication to ensure compliance with relevant policies, as well as consistency with the Departmental “best practices” document.

The “best practices” document acknowledges open book exams and formula sheets as good practice. A number of units have adopted this practice, with what appears to be an associated decrease in rates of academic dishonesty.

In the Departmental Examination Meeting a number of general issues were raised that are worth of note: o Some deterioration in cohort quality was noted;o The negative implications for assessment of the new “Disruptions to Studies” Policy were

noted by many UCs;o As the analytics out of iLearn dealing with usage improve, it is becoming clear that overall

use of available (often vital) resources as well as the bias to usage late in the session(“cramming”) are significant issues;

o Student engagement continues to be a concern (with a number of noteworthy exceptions);o The English language capabilities of many international students continues to be a concern;o There was perceived to be on excessive focus by PAL on past exams. Apart from this being

seen as poor practice generally, it is particularly dangerous when the style of assessmentchanges from previous sessions;

o More generally, the lack of coordination between UCs and PAL, and potentialuncertainly in the eyes of students as to the status and role of PAL was seen as being ofconcern;

o Some concerns in particular units about timetabling were expressed;o Some discussion took place regarding the lack of a pre-requisite structure in the MCom,

and a “two cohorts” problem in some units arising out of the units students had previouslyundertaken as well as their background generally.

o There remains some uncertainty around the implementation of the group workpolicy, and in particular the requirement to grade on a pass/fail basis if individualcontributions cannot be identified;

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o Some incidents of calculators being confiscated for a significant portion of an exam whilethey were investigated for compliance were noted.


At this stage, results for the units ECFS845, ECFS908 and AFCP859 have not been submitted as these units commenced late in the session. In line with agreed procedures, these results will be released initially as Incompletes.

Marketing & Management

Disruption to Study: An extensive number of UCs reported that students in their units either i) requested a supplementary prior to the exam and then sat for the final exam OR ii) sat the final exam and then sought a supplementary.

Units affected were as follows: BBA111, BBA 310, BBA 315, BBA 340 HRM 201, HRM 222, HRM 300 MKTK 101, MKTG 306, MKTG 311, MKTG 203.

Online delivery: Staff reported generally very positive outcomes. However, staff were extremely concerned about the instruction from Associate Dean L & T to hold online open book exams. BUS 800 UC noted that over the past 8 years online exams had been closed book and invigilated. This session with the requirement for open book exams there were a number of plagiarism cases being investigated (5 students). The UC for this unit noted that the recommended approach for open book exam questions from L & T Centre to circumvent this problem did not assist in preventing it. Similar development occurred in MKTG 696. Problems referred to Discipline committee

Intensive mode delivery: Reduction from 13 weeks to 6/7 weeks: UCs noted that (i) exam timetabling for these units needed to be developed so the exams can be held closer to the end of the delivery; (ii) Communications systems need to be improved. Many students were not aware that the units had been shifted to intensive mode. This information needs to be conveyed more effectively to students during enrolment. 2 units – BUS 800 and MKTG303 (marketing strategy)

Re: MKTG303 (marketing strategy) in Session 1 experiment with an intensive mode of delivery combined of 3 hour seminars (lecture plus tutorial) held over a seven week period. The seminars were compulsory and attendance taken with a maximum class size of 50 students. The course assessment consisted of 3 case studies, a simulation game, a reflective journal and a final exam held in the normal exam period. Student results compared with last session using a conventional 13 week approach showed a 2 point increase in overall results and the failure rate decreased

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from 9% to 5%. From a teaching perspective lecturer feedback was overwhelming in favour of the seminar approach for senior undergraduates. They commented that the increased 3 hour time allowed a much closer engagement with the students than the conventional mode of delivery and more time to work with students during the simulation game phase of the course. In addition, we experienced close to 100% class attendance for all seminars. Anecdotal student feedback showed strong positive support for the changed format. They really liked the fact that they could finish most of the assessment items in the first half of the session however they were a little insecure having the exam in the normal exam period. In terms of improvement to the intensive mode course design for 1st session 2015 we intend to remove the final exam and reduce the number of assessable cases to one so that the course can be fully completed within 7 weeks. Given the nature of the simulation game and the time required to adjust to its complexity it would be difficult to squeeze the course down to six weeks.

Problems with Turnitin: A number of UCs experienced problems when Turnitin went down. Students could not submit by deadline. Those who had previously submitted lost their submissions and when they resubmitted the results showed a high rate of similarity. This created immense anxiety for students and increased the workload for the staff who had to deal with an immense increase in students queries via email.

Issue of high pass rates for internship units (eg. FOBE 200): Extensive number of HDs because students on international internships do exceptionally well and usually achieve far higher results than is normal for their other units. Staff expressed concerns and suggested that these units need clearer criteria and perhaps a pass/fail regime.

Prizes for MRES students: Staff expressed concerns that top students in their Masters units who were MRES students could not be awarded the prize for the unit. Staff requested attention to this issue.

Peer Observation initiative: The department’s peer observation initiative working very well and being rolled out to include units run by adjuncts. Issue remains vis-à-vis tutors. Large numbers of requests from casual tutors for LETs criticized by L & T Centre. Question is how do they get feedback without conducting LET’s as it is not logistically possible to undertake peer observation for all tutorials.

Outstanding Engagement with Industry: The Department has mapped its extensive continuous engagement with industry through its four PACE units and guest lectures in units across all programs.

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Undergraduate units: The 21 units averaged 4% HDs, 15% Ds, 29% CRs, 31% Ps and 16% Fs. This represents a slight improvement (by 3%) on the previous session in respect to the higher grades (HDs, Ds, and CRs).

The Department successfully introduced the PACE unit ACCG315 Accountants in the Profession for the first time. Students performed extremely well in this unit and the capstone unit, ACCG399.

The failure rate decreased in 9 units, and remained at a similar level (within 3%) in 8 other units, and only increased by more than 3% in 3 units (BUSL250, BUSL301 and ACCG330). The failure rate was only 6% and 7% in the latter two of these units.

Postgraduate units:

Positive Outcomes o A number of PG Units have come up with innovations in teaching and as a result of the

students’ engagement in the units and performance has improved compared with previoussessions.

o A revision workshop on the fundamentals of accounting and a research seminar wereconducted during the session and are recommended in the future as well, as thestudents were very engaged and their feedback was very positive. This has been reflectedin their performance in the final exam in units such as ACCG923.

o The use of the block mode of teaching has been found to be quite effective. ACCG877(Emerging Issues in Financial Crime) was based on three key modules in compressed modeover three block Saturdays. Each module comprised of a series of seminars based ondifferent case studies. Guest lecturers from both industry (ICAC, Fraud Squad) and academia(PICT, ACG-cybercrime) presented on relevant and recent fraud topics using the political,economic, social, cultural and environmental theme underpinning the unit. The studentcohort had little industry experience so there was great interest in the seminar discussions.Once again the quality of discussions in the online forums was outstanding and studentsbecame quite competitive in their other assessment tasks.

Concerns o Students are still lacking the understanding of the theory components of the units

and the application of the conceptual framework in their learning.o International students are still struggling with both written and oral communications in

English.o The students also have poor analytical and critical thinking skills.o Students seem to experience challenges with critical, analytical and integrative thinking.

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o A greater focus on “Academic Writing Skills” is required in courses which aim to teachresearch skills.

o In line with the new Disruption to Studies Policy students who have passed the finalexam and passed overall have been awarded an IS grade and will sit a supplementaryexam. While the policy states that ‘the initial examination affected by the disruptionwill not be marked’ the timing of the notification of special considerations is such thatmany of these papers have already been marked. While the policy indicates to awardthe supplementary exam result there is concern that students who have passed theoriginal final exam may fail or perform worse in the supplementary exam and be able toview their original paper.

Master of Research

There was significant administrative work managing the shell units, but this has been eased somewhat given that the electives were streamlined in 2014 from the broader offering in 2013. In 2015 there will be no shell units and MRes students will be able to enrol in the 700 level MRes units (which mirror the designated 800 level units, albeit with different assessment criteria to emphasize research skills) directly. This should reduce the administrative burden further.

A positive outcome to funding should see an increased in MRes enrolments going forward. The DVC (R), with the backing of Executive, has moved to change stipend payments to MRes Year 2 candidates. In 2015, high performing MRes year 2 domestic full-time candidates who enter the program (either via the BPhil or from outside) who have average 85 or more in their entry score, will receive a stipend equal to the APA/MQRES. This is currently $25,392, and is indexed annually. This means that high performing students we direct into MRes year 2 rather than PhD will receive the same scholarship amount that they would get if going directly into PhD. International students who apply through the IPRS/iMQRES round for 2015, and are awarded scholarships to complete MRes Year 2 before formally entering the PhD, will also receive the higher level of stipend. In 2015, FT domestics who score 75 or above but less than 85 will still get the current offer of $16000. From 2016, we will move away from guaranteeing a stipend based on score thresholds, and award APA-equivalent stipends by merit. Payments to incoming first year BPhil students will remain unchanged.

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Example Reporting Model

Unit Summary Report Department Summary Report FSQC Summary Report Faculty Summary Report

AU

THO

RR

EPO

RT P

RO-F

OR

MA

AU

DIE

NCE

REPORT PRO-FORMA ADetailed summary of individual unit information, including: Comment on Unit Convenor Summary

Report from previous offering,Comment on any issues that werepreviously raised and how these wereaddressed in the unit’s current offering

Comparison of distribution of gradeswith earlier years

Details of all components of each assessment task, including the overallweighting of each task (including theweighting of each component in a finalexamination: multiple choice vs. shortanswer vs. long answer). Provide detailsof any changes since previous offering

Evidence of moderation practices: in assessment tasks, in grading, in checking of final distribution of grades,sampling of exam scripts at differentgrade standards etc.

Identifying noteworthy or unexpectedresults or experiences

Strategies for identifying and assistingstudents at academic risk

Formal unit evaluation strategies used(LEU, LET, Peer Review)

Any proposed amendments to unitfollowing experiences/results/evaluation for the given session

REPORT PRO-FORMA BMedium-level summary of overall departmental information, including: Report on any ongoing issues Update on any outstanding action

items from the last exam FSQC meeting Report on any issues with units being

offered for the first time units where the failure rate is 20% or

greater (differentiating between FW,FA & F grades) [attach a list from unitsin this category in the previous session]

units with unusually high number of FAand/or FW grades [attach a list from units in this category in the previous session]

units with a pass rate of 95% or greater [attach a list from units in this category in the previous session]

Units with significant grade distribution changes (>15% from the previous session)

Report on any issues, points of concern or positive outcomes that thedepartment wishes to highlight (open)

REPORT PRO-FORMA D-Ratification/Processes/Issues for noting-High-level summary of overall faculty information, including: Confirmation that a quality assurance

process has been established, and followed

Identification of common/overallthemes under a ‘General Comments’section

Highlight/extracts from DepartmentalSummary Reports (Faculty Secretarypopulates these sections from information contained in the HODreports):

ongoing issues/outstanding action items Issues with unit being offered for the

first time Units with high fail rates Units with high pass rates Units with significant grade distribution Issues/points of concern/positive

outcomes

Unit Convenor/s Head/s of DepartmentExecutive Dean, or nominee

(Support from Faculty Secretary)

Departmental Marks Meeting (HOD +Unit Convenors)

FSQCFSQC Academic Senate

REPORT PRO-FORMA CHigh-level summary of overall departmental information, including: Noteworthy issues, such as

significantly high fail rates New issues identified/observed

following the FSQC meeting Changes to Departmental Summary

Reports following meeting of FSQC Departmental Summary Reports

attached for information

Faculty Board

Associate Dean (S&Q), as Chair of FSQC

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FoHS Examinations Template

Convenor Report

UNIT CODE: UNIT TITLE:

UNIT CONVENER:

OTHER STAFF:

1. What moderation took place in the Assessment Tasks (including Exams)?

2. What moderation took place when consolidating the final grades?

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Convenor Report

UNIT CODE: FoHS101 UNIT TITLE: Contemporary Topics in the Human Sciences

UNIT CONVENER: Prof. Black

OTHER STAFF: T. Red, U. Blue and V. Green

This is an example of best practice in moderation written from the perspective of an undergraduate unit with 70 enrolled students.

1. What moderation took place in the Assessment Tasks (including Exams)?

a) Both questions and answers to the online quiz were checked for accuracy by a colleague ofProf. Black before being piloted by the tutors. Marking was automatic, although Prof. Black verified the results of 10 random students and the 7 students who failed this task.

b) Marking rubrics were used for both written tasks and provided to students and tutors. Threeannotated model answers were supplied to tutors for the final essay (a fail, a pass and a high distinction). Assignments were randomly assigned to tutors. Any fail or high distinction on either written task was marked by two tutors and, in cases of disagreement about the grade, marked by Prof. Black. Prior to the release of grades to students, Prof. Black reviewed the grade distributions of tutors and double-marked a small random sample of 15 of the short-answer assignments and 8 of the final essays to ensured individual reliability and consistency across tutors.

2. What moderation took place when consolidating the final grades?

All teaching staff were required to check the iLearn Gradebook for accuracy prior to submission of the final grades to Student Admin. Tutors were required to verify all fails in their tutorial groups.

Before the final SNGs were assigned, the pattern of each student’s results across the tasks was considered and the cutoff for the grades determined. Rank order was not affected but there were minor modifications made (eg. a student who had a pattern of results of D, HD-, HD- with a raw mark of 83 was raised to an SNG of 85 and an HD as this more accurately reflected overall performance. The top SNG was raised from a raw mark of 87 to a reported SNG of 90 and any F’s with raw marks in the range 45-49 were given an SNG of 45. Below 45, the raw mark was used as the SNG.

Prior to final sign-off, Prof. Black checked the supplied Student Study Packages Results Report against the Gradebook for each student and had a colleague check the results of 5 randomly chosen students.

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RE: Examinations Meetings

Dear Colleagues,

In line with the new examination process, department meetings and

department reports to Faculty should focus on the moderation process at a

unit level and on consistency across the department.

Units

The discussion of units should focus on the two questions in the Convenor

Report:

What moderation took place in the Assessment Tasks?

What moderation took place when consolidating the final grades?

Particular attention needs to be given to units where:

The grade distribution is inconsistent with previous offerings;

The distribution is atypical, including (but not limited to) high rates of

failures, HD or incompletes, and bulges (especially at the credit level).

Such units should be discussed in detail and, unless the department is

satisfied with the explanations of the distribution, the unit should be

returned for further moderation. Where a unit is returned for moderation,

students should be given an incomplete grade until moderation is completed

to the satisfaction of the Head of Department (or nominee).

Consistency

Beyond individual units, attention should be given to consistency of grading

across the department as a whole. Specific attention should be paid to

whether the appropriate standards have been applied across levels, e.g.

undergraduate, advanced undergraduate (i.e. MRes year one), etc.

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Of particular interest are units that are inconsistent with the distributions of

units at the same level and/or units that contain student outliers (especially in

the failure band). For example:

FOHS710 has a 40% failure rate while no other 700 unit has a failure

rate above 10%

Student M. Jones has a failure in FOHS710, but has a DN or HD in all

other 700 level units.

Again, such units should be discussed in detail and, unless the department is

satisfied with the explanation, the unit should be returned for further

moderation. Where a unit is returned for moderation, students should be

given an incomplete grade until moderation is completed to the satisfaction

of the Head of Department (or nominee).

Faculty Meeting

Detailed Minutes of department meetings need to be forwarded to the

Executive Dean and Associate Deans Course Quality Assurance and Learning

& Teaching prior of the Faculty meeting. Department reports should

reference these Minutes and focus on units identified as requiring justification.

Specific attention should be given as to why the grade distributions in these

units were accepted or why they were returned for moderation, together with

the present status or outcome of the moderation process. In addition, a very

brief report on general moderation practices and distribution patterns across

the levels or the entire department can be included if necessary.

Dr Mitch Parsell

AD Learning & Teaching

3 December 2014

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FACULTY OF HUMAN SCIENCES EXAMINATIONS MEETING AGENDA

11:30 – 2:30, Wednesday 10 December 2014, X5B292 ATTENDEES

Name Position Apologies Nominee

A/Prof Pamela Coutts Chair, A/Dean Curriculum Quality Assurance

Prof Janet Greeley Executive Dean

Dr Peter Whiteman Head, IEC

Prof Lori Lockyer Head, Education

A/Professor Lynda Yates Head, Linguistics

Prof Julie Fitness Head, Psychology

Professor Anne Castles Head, Cognitive Science

Professor Patrick McNeil Executive Dean, ASAM ? Mrs Ros Smith

A/Professor Cath Dean Head, Health Professions

Dr Mitch Parsell A/Dean Learning and Teaching

Ms Linda Maher Manager, Student Administration

Members of FSQC

Members of Faculty Board

Key Academic Staff

IN ATTENDANCE Judy Lawrie, Executive Officer

AGENDA

1. Welcome – A/Professor Pamela Coutts, Chair and A/Dean Curriculum Quality Assurance

2. Faculty Prizes, Awards and Scholarships – Ms Linda Maher, Student Administration Manager

3. Semester 2, 2014 Results Final approval of the Semester 2, 2014 results by FSQC and Faculty Board. Each Department Head or nominee to report.

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

Linguistics Australian School of Advanced Medicine Education Institute of Early Childhood (and MUSEC) Psychology Health Professions - Physiotherapy Cognitive Science Faculty Units

4. Any other business

4.1 FSQC Business

5. Close

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Page 1 of 2 ver. 12th May 2015

FACULTY OF SCIENCE AND ENGINEERING UNIT RESULT REPORT

Please expand the text boxes as necessary. This report is expected to be no more than two pages.

Unit Details

Unit Code: Unit Name:

Year: Session:

Department:

Staffing

Unit Convenor:

Phone: Email:

Other Staff:

*electronic signature is sufficient

Compliance

Has the Macquarie University Assessment Policy (http://mq.edu.au/policy/docs/assessment/policy.html) and associated Procedure and Guideline been complied with for this unit? YES NO If No, in what way and how will this be addressed in future offerings?

Has the Macquarie University Grading Policy (http://mq.edu.au/policy/docs/grading/policy.html) been complied with for this offering YES NO If No, in what way and how will this be addressed in future offerings?

Report

Comments and Reflections. Note anything that you wish recorded in regard to assignment of results for this unit, including how standards were set and applied, and any issues that arose in the delivery of the unit. Particular areas that you may wish to comment on include: Unusual distributions in either the final results or the GPA/ATAR profile of the class and/or, any notable results or groups of students. Any new teaching methods tried or any other changes that affected the way the unit ran, including changes that were made in response to issues identified from previous offerings. Resource issues that need to be resolved. Did some students find the work too challenging or easy? Did you have to provide additional support to any identifiable cohorts of students?

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http://mq.edu.au/policy/docs/assessment/policy.html

http://mq.edu.au/policy/docs/grading/policy.html


What moderation was there of assessment tasks (incl. Exams) and final grades? ‘Moderation’ in this context means review by an academic staff member not involved in the delivery of the unit.

Describe any changes planned to future offerings of the unit to address issues identified.

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FACULTY OF SCIENCE AND ENGINEERING DEPARTMENTAL RESULTS REPORT

Please expand the text boxes as necessary.

Department and Session

Department:

Year: Session:

Department Process

In this section please outline the process by which your Department administers Standards Based Assessment (i.e., how standards are set, approved and applied and how these activities are monitored).

Department Context

In this section please comment on any issues that are particular to your department that may not be known to the faculty and should be taken into account in considering the results from your department (for example, changes to units that may have significantly impacted cohort performance, any issues with units being offered for the first time, significant changes in the student cohort).

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Issues Arising from Results Consideration

In this section please comment on any issues that arose from the marks meeting and other aspects of the processing of results in your department. These may include outstanding results, issues of concern, updates on action items from previous assessment meetings, suggested amendments to teaching strategies, units and/or University policies, positive outcomes that you wish highlighted or other matters that you wish to note.

Summary

Has the Macquarie University Assessment Policy (http://mq.edu.au/policy/docs/assessment/policy.html) and associated Procedure and Guideline been complied with in all units in your department? YES NO If No, please list which unit(s) have not complied with the Macquarie University Assessment Policy

Has the Macquarie University Grading Policy (http://mq.edu.au/policy/docs/grading/policy.html) been complied with in all units in your department? YES NO If No, please list which unit(s) have not complied with the Macquarie University Grading Policy

Were the results for all units considered at the departmental marks meeting?

YES NO If No, which units in your department did not have their marks considered at the departmental marks meeting? Briefly describe the circumstances that prevented their consideration.

Head of Department

Name:

Phone: Email:

Signature: Date:

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http://mq.edu.au/policy/docs/assessment/policy.html

http://mq.edu.au/policy/docs/grading/policy.html


19 May 2015 Item 6.3

ITEM 6.3 ASQC CHARTER AND TERMS OF REFERENCE

The ASQC Charter and Terms of Reference are provided for discussion.

RecommendationFor discussion.

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1 Approved by Academic Senate XX 2015

Academic Standards & Quality CommitteeTerms of Reference

The Academic Standards and Quality Committee (ASQC – the Committee) (formerly known as the Academic Program Committee prior to April 2010) was established by the Academic Senate of Macquarie University (the University) in December 1987 under Rule 23A(b) of the Act of Incorporation, Macquarie University Calendar 1987, and is directly responsible and accountable to Academic Senate for the exercise of its responsibilities.

This Charter and Terms of Reference sets out the objective, role and responsibilities, membership, tenure, authorisations and rules of operation of the Committee.

1. Objective

The Committee is to promote high quality teaching practice and program delivery across the University. The Committee is tasked with monitoring and ensuring that the structure and delivery of all academic programs, at Undergraduate and Postgraduate levels, meet the standards laid out in the Higher Education Standards Framework and align with the University’s quality assurance principles.

2. Role and responsibilities

The Committee is to:

(1) Advise Academic Senate and the Deputy Vice-Chancellor (Academic) on:

(a) The activities of Faculties and Offices established within the University that support curriculum development, design, approval and delivery;

(b) The challenges raised by external regulation, particularly the requirements of the Tertiary Education Quality and Standards Agency Act 2011 (including the Australian Qualifications Framework and the Higher Education Standards Framework) and the Education Services for Overseas Students Act 2000 (including the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2007); and

(c) The evolving risk profile of the University’s academic programs and on measures to effectively manage those risks.

(2) Appoint working groups to support and collaborate with Faculties in developing proposals for new and revised academic programs;

(3) Consider proposals for new academic programs and advise Academic Senate on the case for their adoption;

(4) Establish, and co-ordinate the implementation of, a regular cycle to review and reaccredit academic programs;

Comment [AH1]: This term should be given a more specific definition for the purpose of this terms of reference. ASQC to discuss.

ASQC 19 May 2015Item 6.3 ASQC Terms of Reference Page 1 of 4

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(5) Identify the need for, and establish, ad-hoc reviews of academic programs on the basis of emerging risk, including significant internal or external change, or identified performance issues;

(6) Oversee the implementation of the University’s quality assurance principles as they apply to the conduct of academic programs, and ensure their compliance with external regulatory requirements;

(7) Receive and respond to reports arising out of academic standards processes, such as those that apply to unit results, assessment practice, English language requirements, recognition of prior learning, admission, and so forth;

(8) Support the implementation of the policies and frameworks that govern the conduct of academic programs of study, by overseeing the development of templates, systems and documentation;

(9) Contribute to the development and maintenance of those aspects of the University’s academic risk register that relate to academic programs;

(10) Require the Faculties and Offices of the University to report on their activities as they relate to the role and responsibilities of the Committee.

(11) Consider and report on any matters referred to it by Academic Senate, from time to time, as required.

3. Membership

Members must be not responsible for the carriage of curriculum development and/ or academic standards within a Faculty, without the express approval of the Chair of Academic Senate.

4. Tenure

(1) The term of appointment of all appointed members, excluding student representative and co-opted members, shall be two (2) years.

(2) The term of appointment of appointed student representative and co-opted members shall be one (1) year.

(3) Any such term of appointment may be renewed by the Chair of the Committee.

5. Authorisations

The Committee is authorised to:


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(1) Approve amendments to, or the retirement/resting of, the University’s academic programs;

(2) Approve amendments to the schedule of People, Planet, PACE and Capstone units;

(3) Approve new majors provided that the Executive Dean of the Faculty has signed off on a supporting business case;

(4) Approve the reaccreditation of academic programs under the University’s regular cycle of program review.

6. Rules of operation

The Committee shall conduct its business subject to the Standing Orders for Committees of

Academic Senate.


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ASQC Membership

Standing Orders Composition

Chair, who shall be appointed by the Chair of Academic Senate Associate Professor Pamela Coutts

Up to five (5) ex-officio members Chair of Academic Senate - Professor Dominic Verity Pro-Vice Chancellor (L&T) – Professor Sherman Young DVC Academic – Professor John Simons DVC Students & Registrar – Deidre Anderson Director of PACE – Lindie Clarke

One (1) member per Faculty appointed by the Executive Dean Faculty of Arts: Associate Professor Carlos Bernal-Pulido Faculty of Business and Economics: Dr Rahat Munir Faculty of Human Sciences: Dr Trevor Case Faculty of Science and Engineering: Dr Paul Hesse + 1 nomination from Faculty of Medicine + Health Sciences

One (1) member per Faculty who shall be appointed by the Faculty Board Dr Gordon Brooks (FBE) Dr Stephen Collins (Arts) Dr Anne-Louise Semple (Academic Director of PACE – Science + Engineering) Associate Professor Manjula Waniganayake (FoHS) Paul Hesse – (Science and Engineering)

Members of Academic Senate as appointed by the Chair of Academic Senate Cathy Rytmeister

Up to four (4) members in a specialist capacity as nominated by the Chair Nominee of LTC – Tom Kerr Nominee of COE – Lynn Negus Nominee of the University Librarian - Fiona Burton Nominee of Macquarie International

Up to three (3) co-opted members who shall be appointed by the Committee Sue Spinks (HoHS) Dr Catriona Lavermicocca (FBE) Dr Peter Rogers (Arts)

At least one student representative, of an appropriate class To be confirmed


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http://www.mq.edu.au/about_us/how_mq_works/academic_senate/committees_of_academic_senate/academic_standards_and_quality_committee/


19 May 2015 Item 7.1

ITEM 7.1 INDIVIDUAL STUDENT CASES – FACULTY REPORTS

Individual case reports:

• Faculty of Arts

• Faculty of Science and Engineering


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Student ID 40106357 The circumstances as to how this occurred The student began the degree pursuing a major in Environmental Geology and it is on track to finish. Later (effectively 2014), the student decided to pursue a second major in Climate Science and it will have completed all the 300 level units for that major by the end of 2015. However, the student was able to gain entry to the core 200 level units in the Climate Science major without completing the required unit GEOS112. This request is to deem GEOS126 for GEOS112 on the basis that it would be meaningless now to require the student to finish the 100 level GEOS112 now that the student has completed all the 200 level and 300 level units in both Climate Science and Environmental Geology which it may have otherwise served as a prerequisite for. Admitted Course BSc Award student is seeking to qualify with BSc Type of Case Deeming Resolution Approved. That GEOS126 be deemed equivalent to GEOS112 to enable the student to meet requirements for the Bachelor of Science Climate Science major, provided that all other requirements have been met. FSQC Decision Approved

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Student ID 40969495 The circumstances as to how this occurred The student was initially enrolled to study the Master of Environmental Management. They have since sought to change her degree to the Graduate Certificate of Environment and has completed the necessary units. Admitted Course Master of Environment (Environmental Management) Award student is seeking to qualify with Graduate Certificate of Environment Type of Case Other/Deeming Resolution Other: That the student be assessed against the 2014 rules for the Postgraduate Certificate of Environment to determine qualification for the award. Deeming: That ENV875 be deemed equivalent to GSE843 and that ENV876 be deemed equvialent to GSE831 to enable the student by meet requirements of Postgraduate Certificate of Environment, provided that all other requirements have been met. FSQC Decision Approved

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