ACADEMIC STANDARDS AND QUALITY COMMITTEE DATE AND

Transcription

NOTICE OF MEETING:
ACADEMIC STANDARDS AND QUALITY COMMITTEE
DATE AND TIME:
Tuesday 23 October 2012 at 9.30 am
PLACE:
Room 310, Lincoln Student Services Building
D Anderson
REGISTRAR
14 October 2012
AGENDA
1.
MINUTES OF MEETING HELD ON 18 SEPTEMBER 2012
The minutes of the meeting held on 18 September 2012 are attached (Attachment 1).
FOR APPROVAL
2.
BUSINESS ARISING FROM THE MINUTES
2.1
Report to Academic Senate
Academic Senate at its meeting on 2 October 2012 approved the recommendations of the
ASQC meeting held on 18 September 2012.
FOR NOTING
3.
INDIVIDUAL STUDENT CASES
3.1
Faculty Reports
Individual Case Reports have been received from the Faculty of Arts and Faculty of Human
Sciences. (Attachment 2)
FOR NOTING
3.2
Student Appeal (s/n 41487818)
An appeal against a Faculty decision has been received.
Chair will report.
3.3
An appeal against a Faculty decision has been received.
Chair will report.
FOR DISCUSSION
S:\APS\ASQC\Agenda\2012\10 - 23_Oct\Agenda 23 Oct 2012.docx
4.
REPORT OF THE UNDERGRADUATE SUB-COMMITTEE
The Undergraduate Sub-Committee met on 9 and 16 October 2012. The agenda and
associated papers for the Sub-Committee’s meetings can be found for review by members
on the ASQC web site at: http://senate.mq.edu.au/apc/sub_committees.html
The report of the Sub-Committee’s meetings will be tabled.
FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE
5.
REPORT OF THE POSTGRADUATE SUB-COMMITTEE
The Postgraduate Sub-Committee met on 11 October 2012. The agenda and associated
papers for the Sub-Committee’s meeting can be found for review by members on the ASQC
website at: http://senate.mq.edu.au/apc/sub_committees.html
The report of the Sub-Committees meeting will be tabled.
6.
2013 DRAFT DEGREE RULES
Part 2 of the discussion paper has been prepared for consideration. (Attachment 3)
A summary paper has been prepared for discussion. (Tabled Paper 3)
A Calendar of Governance 2012 tracked changes document is available on the asqc website
http://senate.mq.edu.au/apc/agendas/2012/10_23_Oct.html for your information.
FOR DISCUSSION
7.
MASTER OF RESEARCH EXIT AWARD
Professor Nick Mansfield has been invited to attend the meeting and provide an update on
the recent changes to the Master of Research and the exit award of Bachelor of Philosophy.
(Attachment 4)
7.1
Program
The Research Office has submitted the attached program structure for the Master of
Research. (Attachment 4A)
FOR DISCUSSION
8.
GLOSSARY PROJECT – UPDATE TO ENTRIES FOR 2013
The Marketing Unit has submitted a proposal for an update to entries in the Glossary for
2013 (Attachment 5).
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9.
ADDENDUM TO AQF – GRADUATE CERTIFICATE AND GRADUATE DIPLOMAS
The Australian Qualifications Framework (AQF) First Edition July 2011 has released an
addendum regarding Graduate Certificates and Graduate Diplomas which all requirements
must be implemented by 1 January 2015. (Attachment 6)
FOR DISCUSSION
10.
ENGLISH PATHWAY STRATEGY
Macquarie International has revised its English Pathway strategies with providers and a
paper has been submitted for noting. (Attachment 7)
FOR NOTING
11.
MQC – FOUNDATION PROGRAM
11.1
Changes to Credit Points
MQC is proposing to change the credit points for three units currently available in the
Foundation Program with effect from 1 January 2013. (Attachment 8)
11.2
Changes to Grading of Units
MQC is proposing to change the grading of several units currently available in the
Foundation Program with effect from 1 January 2013. (Attachment 9)
11.3
New Units
MQC is proposing the addition of new media units (FPME001 and FPME002) to be
introduced with effect from 1 January 2013. (Attachment 10)
11.4
Changes to Program Structure
MQC is proposing amending the program structure for the Fast Track and Standard
Foundation Program to include the new media units (FPME001 and FPME002) to be
introduced with effect from 1 January 2013. (Attachment 11)
12.
PROPOSAL FOR DIRECT ENTRY QUALIFICATION FOR INTERNATIONAL STUDENTS
This proposal has previously been considered by the Coursework Admissions Committee
(CAC) in May 2012. CAC requested further information on the curriculum, calculations and
other Universities utilising this qualification. This briefing provides further information as
requested by the committee as well as a Quality Assurance Assessment. (Attachment 12)
13.
ANY OTHER BUSINESS
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14.
NEXT MEETING
The next meeting is scheduled for Tuesday 20 November 2012 commencing at 9.30am. The
meeting will be held in Room 310 Lincoln Student Services Building.
FOR NOTING
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ASQC - 23 October 2012
Agenda Item 1
Attachment 1 Page 1 of 14
ACADEMIC STANDARDS AND QUALITY COMMITTEE
Minutes of the meeting of the Academic Standards and Quality Committee held on Tuesday, 18
September 2012 in Room 310, Lincoln Student Services Building, from 9.35am to 11:35am.
PRESENT:
Mr K Baird
Ms J Bowden-Everson
Ms M Brodie
Associate Professor H Carter
Ms L Clarke
Associate Professor P Coutts
Professor J Fitness (Chair)
Associate Professor M Hitchens
Associate Professor N Klein
Professor A Ross-Smith
Ms S Spinks
Mr G Tomossy
APOLOGIES:
Ms D Anderson
Dr N Anderson
Dr A Bosanquet
Mr A Burrell
Ms F Burton
Professor J Sachs (Provost)
Dr A Semple
IN ATTENDANCE:
Mrs R Grewal
Mrs H Harris
Mrs S Kelly
Mrs B Liu
Mrs K Shorrock
Ms Z Williams
Mr J Wylie
1.
MINUTES OF MEETING HELD ON 14 AUGUST 2012
The minutes of the meeting held on 14 August 2012 were approved.
2.
BUSINESS ARISING FROM THE MINUTES
2.1
Report to Academic Senate
The Committee noted that Academic Senate at its meeting on 4 September 2012 approved
the recommendations of the ASQC meeting held on 14 August 2012, with the following
amendments:
4.3
Session 3 – Limitations on Required Units Offered in Session 3
ASQC Recommendation:
…The Committee RECOMMENDS THAT ACADEMIC SENATE approves that a guideline be
S:\APS\ASQC\Minutes\2012\9 - 18 Sep 2012\ASQC minutes 18 September 2012 Final.docx
Agenda Item 1
established stating that a required unit cannot be offered in Session 3 only; it must also be
offered in Session 1 or Session 2, noting that this guideline will become part of the policy
regarding Session 3 offerings.
Academic Senate Resolution 12/275
A required unit would not normally be offered in Session 3 only; it should also be offered in
Session 1 and Session 2. However a case can be presented for approval for offering a
required unit exclusively in Session 3 in particular circumstances.
7.
Guidelines for Variation to Examination Policy
ASQC Recommendation:
…the Committee RECOMMENDS THAT ACADEMIC SENATE approves the following
principles and guidelines for both implementation and consideration of exception requests:
1.
Any case for a request for an exception to the provisions of the Final Examination Policy
must be approved by the Faculty Standards and Quality Committee or the Executive
Dean and submitted for consideration to the Academic Standards and Quality
Committee which will make a recommendation to Academic Senate.
2.
Any request for an exception, and consequent decision, will be valid for one teaching
session only for units offered in 2012.
3.
Any request for an exception to the policy must be made on the basis of a sound
pedagogical or operational argument.
4.
In the case of a request for an exception to the requirement to publish final examinations
because of the use of particular question types (e.g. multiple choice items) the
department must:
a.
Provide evidence that the assessment regime for the unit is consistent with the
University Assessment Policy, Procedure and Guidelines;
b.
Provide evidence and a sound pedagogical framework or sound operational
argument to support the re-use of the question sets;
c.
Provide information about the measures that will be taken to ensure that the
integrity of the unseen examination paper is not compromised once the first cohort
of students has sat the examination.
Academic Senate Resolution 12/276
Academic Senate approved the above recommendation subject to removal of point 2.
3.
INDIVIDUAL STUDENT CASES
3.1
Faculty Reports
The Committee noted Individual Case Reports that have been received from the Faculty of Arts
and Faculty of Business and Economics.
The Committee noted that there was a large number of deeming cases for PICT students in
the Faculty of Arts report and agreed that there is a need for the Faculty to backmap the
relevant units to avoid the need to invoke the Deeming provision in the future.
Members discussed the role of ASQC in relation to overseeing the Faculty-based Individual
Case processes. It was noted that in accordance with its terms of reference, ASQC will
monitor faculty based processes for the consideration of individual student cases involving
the invocation of the Saving clause or the Deeming provision. Faculties have been providing
periodic Individual Case Reports to ASQC for this purpose. In addition to this oversight role,
it had been resolved that ASQC will consider the effectiveness of the operation of the
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Agenda Item 1
Individual Case arrangements through an annual review.
The Committee also noted the following extract from the 15 May 2012 ASQC minutes, as
observed by Ms Clarke:
“3.2
FSQC Individual Student Case Template
The Committee noted the revised template FSQC Individual Student Cases, Report to
Academic Standards and Quality Committee (tabled) as prepared by APS. The Committee
agreed that the template be forwarded to faculties along with guidelines on the individual
student cases process and information to be included in the monthly reports to ASQC.
Faculties need to be reminded that while Deeming and “Other” cases are approved by FSQCs,
Savings cases are to be recommended by FSQCs for approval by Academic Senate. They
should also be reminded to ensure that relevant consultation with the individual student takes
place in the course of processing a case. Faculties are also requested to provide a link in their
reports to ASQC that will allow ASQC members to access the background documentation
reviewed by FSQCs for each individual case.”
The Committee noted that justification for each decision has not been included in all reports
provided by faculties. The Committee agreed that a brief summary of the justification for
each decision should be provided by faculties in their reports to facilitate review processes
by ASQC (Note: subsequent to the meeting APS staff confirmed that the above template
does include an explanation of what information should be provided under the Details of
Request section, including justification for each decision).
The Deputy Registrar reported that an implementation plan of the annual review process will
be developed following review of the Academic Senate’s terms of reference.
3.2
The Chair reported on an appeal against a Faculty decision. The Chair on behalf of the
Committee had approved that the appeal be upheld, allowing the unit DANC220 Contemporary
Dance 1 to be counted as a people unit to enable the student to satisfy the requirements of the
Bachelor of Commerce, provided that all other requirements have been met.
The Chair advised that the mechanism for appeals will be considered as part of the review of
governance structures.
4.
REPORT OF THE UNDERGRADUATE SUB-COMMITTEE
The Committee reviewed the minutes of the Undergraduate Sub-Committee meetings held
on 21 August and 28 August 2012. The agenda and associated papers for the SubCommittee’s meetings can be found for review by members on the ASQC web site at:
http://senate.mq.edu.au/apc/sub_committees.html
4.1
2013 Academic Program
Emergency Changes to the 2013 Schedule of Units
Faculty of Arts
ANT202 The Anthropology of Illness and Healing (OUA)
The Faculty submitted a request to amend the unit name to “Culture and Healing”.
SGY120 Introduction to Popular Culture and Society (OUA)
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Agenda Item 1
The Faculty submitted a request to amend the unit name to “Sociology of Everyday Life”.
Faculty of Human Sciences
ECHP422 Early Childhood Reflective Practice 5
The Faculty submitted a request to amend the NCCW to ECHP421.
ECH218 Child Development 4-12 Years
The Faculty submitted a request to amend the NCCW to ABEC311, ABEC312, ECH228 and
ECST101.
ECH216 Infancy and Early Development
The Faculty submitted a request to amend the NCCW to ECH226.
ENGL390 Writing Portfolio
The Subcommittee discussed the request to change the unit name to “Writing for Production
and Publication”.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Emergency
Change requests for the above units, with effect from 1 January 2013.
Late Amendments to Programs/Majors/ Specialisations
Bachelor of Speech and Hearing Sciences
The Subcommittee discussed the request and also noted that under the general
requirements, the minimum number of credit points at 300 level or above should be changed
to 21.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above late
amendment request, including the amendment to the general requirements as noted above,
with effect from 1 January 2013.
Honours Degree of Bachelor of Psychology PSYC01 (recoded to PSYC02)
The Faculty of Human Sciences has requested the minimum requirements for PSYC02 be
amended to “42 credit points required at 100, 200 and 300 level PSY”.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves that the general
requirements for the Honours Degree of Bachelor of Psychology PSYC02 be amended to “42
credit points required at 100, 200 and 300 level PSY”, with effect from 1 January 2013.
Proposal to Discontinue an Award
Bachelor of Arts–Media (Honours)
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the discontinuance of
the Bachelor of Arts-Media (Honours), with effect from 31 December 2012.
The Committee agreed that Executive Deans be reminded that the Bachelor of Arts
(Honours) and the Bachelor of Science (Honours) are owned by the University and will be
subject to discontinuance effective 31 December 2013.
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Agenda Item 1
New Units 2013
Faculty of Arts
AHIS150 The Archaeology of Ancient Israel and the Near East
PICT101 Introduction to Criminology
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the introduction of the
above units, with effect from 1 January 2013.
Schedule of Participation Units 2013
MAS390 Public Relations Practice
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the addition of the
above unit to the Schedule of Participation Units, with effect from 1 January 2013.
Glossary description for People and Planet Units
The Sub-Committee agreed that the glossary terms for People and Planet Units be updated to
align with the description in the Handbook, with the following text:
People units enable students to understand the challenges and issues facing the world at
present and develop the capacity to be engaged and ethical local and global citizens. In
essence, People units are designed to give students an understanding of what it means to live
in the social world, and to develop cultural or social literacy.
Planet units enable students to understand the challenges and issues facing the world at
present and develop the capacity to be engaged and ethical local and global citizens. In
essence, Planet units enable students to develop scientific literacy and to understand what it
means to live in the physical world.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves that the glossary for
people and planet units be amended for 2013 as outlined above.
4.2
People Units
Faculty of Arts
ABST100
AHIS120
ANTH151
CUL260
CUL399
DANC101
EUL101
LEX101
MAS214
PHL132
SOC175
SOC182
SOC297
SOC315
ANTH202
Introducing Indigenous Australia
Antiquity’s Heirs: Barbarian Europe, Byzantium and Islam
Human Evolution and Diversity
Health, Bodies and Identities
Decisions! Decisions! Practical Wisdom for Everyday Life
Dance History and Aesthetics (previously DANC100)
Societies of Europe
Law, Institutions and People – A Global Perspective
Free Cultures
Philosophy, Morality and Society
Australia and Global Societies: An Introduction to Sociology
Economy and Society
Migration and Multicultural Studies (renamed Migration, Human Rights and
Diversity from 2013)
Love, Sex and Friendship
Illness and Healing
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Agenda Item 1
ENGL108
MHIS202
MHIS211
MUS205
Literature and the Political
Australian Environmental History
War and Peace in World History
Introduction to Vocal Studies
Faculty of Business and Economics
BCM310
FBE204
MKTG309
Social Marketing and Sustainability
Learning and Teaching in Business
Social Marketing and Sustainability
PSY250
PSY350
ECH113
ECH126
ACBE100
ACSC100
ACSH100
LING248
ECH130
LING332
Music, Mind and Message
The Psychology of Human Relationships
Play and Inquiry in Early Childhood
Early Childhood in Australia: the Social Context
Academic Communication in Business and Economics
Academic Communication in Science
Academic Communication in the Social Sciences
Social Networking and Cyberlanguage
Health in Early Childhood
Anthropological Linguistics
Faculty of Science
ENVG111
GEOS251
Geographies of Global Change
Minerals. Energy and the Environment
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above units as
People Units, with effect from 1 January 2014.
Planet Units
Faculty of Arts
ANTH106
LEX102
PHL260
SOC254
Drugs Across Cultures
Sustainability, Science and the Law
Bioethics and Biotechnology
Science, Society and Environment
EDUC108
EDUC261
LING337
Science, Today and Tomorrow
Information and Communication Technologies and Education
Language of Science and Technology
Faculty of Science
PHYS242
MATH123
BIOL108
BBE100
BIOL260
ISYS100
STAT175
CBMS123
The Tradition of Science (renamed as Big Idea in Science from 2013)
Mathematics 123
Human Biology
Introduction to Brain, Behavior and Evolution
Science of sex
IT and Society
Gambling, Sport and Medicine
History and Philosophy of the Molecular Sciences (renamed Alchemy, Drugs
and the Quest for Immortality from 2013)
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Agenda Item 1
ENVE214
ENV200
ENVG262
MSM310
ASTR178
BIOL261
SCOM100
GEOS204
GEOS112
Climate Change
Environment and Sustainability
The Ecological Humanities: Australians and their Environment
Museology of Natural History
Other Worlds: Planets and Planetary Systems
Paleontology
Science in the Public Sphere
Life, the Universe and Everything
The Planet Earth
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above units as
Planet Units, with effect from 1 January 2014.
2013 Draft Timeline for 2014 Academic Program
The Subcommittee discussed the time line for the 2014 academic year. It was recommended
that:
An ASQC meeting be held in the last week of January 2013 to consider Subcommittee
recommendations for new awards, majors and specialisations.
Undergraduate and Postgraduate subcommittee meetings be held in the last week of
January/ early February to consider proposals for recommendation to ASQC.
Two separate submission dates for new unit proposals will be introduced for 2014. New
unit proposals for Session 1, 2014 are due on 17 December 2012. New unit proposals for
Session 2 or Session 3 are due by 31 May 2013.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the draft academic
program time line with the incorporated amendments as noted above.
4.3
Draft Session 3 Policy
Ms Barb McLean presented the draft Session 3 policy to the Sub-Committee for discussion.
The Sub-Committee’s recommendations were as follows:
Overview
Amend the first sentence to remove reference to CSP places and cross-institutional
students for clarity. Therefore the sentence should read “Session 3 Replaces the Old
Summer School and Vacation Units.”
Amend the fifth bullet point to include reference to Participation Units and Fieldwork.
Policy
The construction of item 3 needs to be amended for clarity. Ms Barb McLean will contact
A/Prof Pamela Coutts to discuss re-phrasing this item.
Remove item 4 as the Subcommittee felt that allowing more flexibility for enrolment would
result in students missing out on a significant amount of unit content and it would also be difficult
to manage administratively.
Item 5 should be amended to “Required units may be offered in Session 3…” to clarify the
meaning.
Item 6 should be amended to include an exemption for fieldwork units only.
Item 7 requires minor grammatical amendment.
Item 11 needs to be amended to increase the number of enrolments from 5 to 10 for units
that can be considered for cancellation. Additionally the Faculty Executive Deans should be
consulted for their advice on cancelling Session 3 units with small enrolment numbers.
Item 13 requires amendment to clarify that 20% of the unit materials/ content needs to be
made available to students before the Census date (including units offered in block mode).
Therefore, except for field work units, students must be provided with at least 20% of the unit
content (e.g., iLectures or readings).
Item 16 should be rephrased to convey that Faculties will specify which programs are open
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Agenda Item 1
for admission for Session 3. Consequently not all courses will have an admission but any
course that does have an admission in Session 3 will also allow students the opportunity to
enrol in Session 3.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the draft Session 3
Policy with the incorporated amendments as outlined above.
(Note: Subsequent to the meeting Ms McLean advised that the draft Session 3 Policy with
the above amendments were considered by the Senate Learning and Teaching Committee
at their 5 September 2012 meeting, where further amendments were recommended.
Feedback to the draft policy had also been received from faculties.
A set of
recommendations regarding Session 3 will be considered by Academic Senate at their 2
October 2012 meeting.)
5.
REPORT OF THE POSTGRADUATE SUB-COMMITTEE
The Committee reviewed the minutes of the Postgraduate Sub-Committee meeting held on
30 August 2012. The agenda and associated papers for the Sub-Committee’s meeting can
be
found
for
review
by
members
on
the
ASQC
website
at:
http://senate.mq.edu.au/apc/sub_committees.html
5.1
Late Amendments to Programs 2012
Faculty of Arts
Master of Development Studies and Culture Change
Postgraduate Diploma of Development Studies and Culture Change
Master of International Relations
The Subcommittee discussed the late amendments to the Master and Postgraduate Diploma of
Development Studies and Culture Change and the necessity for working within the principle of
50% distinctiveness between named awards. The Sub-Committee suggested that a review of
the Master of Applied Anthropology and the Master of Development Studies and Culture
Change be undertaken. These 2012 amendments were recommended as retrospective
amendments to deal with individual student issues.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the late amendments
to the above programs, with effect from 1 January 2012.
The Committee also recommends that the Faculty of Arts review the programs of study for the
Master of Applied Anthropology and the Master of Development Studies and Culture Change in
relation to the principle of distinctiveness.
Professor Ross-Smith commented on the approach that has been initiated by the Faculty of
Business and Economics in defining distinctiveness between programs. A bottom up process is
involved, where learning goals are firstly set at the program level, while it is demonstrated that
the content of the units meets this goal. The Committee agreed that this process be
recommended as part of the curriculum simplification project. The Committee also noted that
the Chair will discuss with the Provost to express the Committee’s concern over the logistics of
the October deadline for a 2014 implementation of the simplification project.
Master of International Business with the degree of Master of International Relations
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Agenda Item 1
to the above program, with effect from 1 January 2012. It was noted that the amendments also
apply to 2013.
5.2
Late Amendments to Programs 2013
Faculty of Arts
Master of Development Studies and Culture Change
Postgraduate Diploma of Development Studies and Culture Change
Master of International Relations
Doctor of Advanced Surgery
Faculty of Science
Master of Laboratory Quality Analysis and Management
to the above programs, with effect from 1 January 2013.
Late Amendments to Specialisations 2013
Faculty of Science
Master of Science with Specialisation in Remote Sensing and GIS
Postgraduate Diploma of Science with Specialisation in Remote Sensing and GIS
The late amendments to the above specialisations were approved by the Chair of ASQC on
behalf of the Committee.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the late amendements
to the above specialisations, with effect from 1 January 2013.
Late Amendments to Admission Requirements 2013
Master of Commerce with Specialisation in Financial Crime and Governance
Master of Commerce with Specialisation in Corporate Governance
Master of Clinical Neuropsychology
Master of Clinical Psychology
Master of Organisational Psychology
Postgraduate Diploma of Professional Psychology
Master of Social Health and Counselling
Postgraduate Diploma of Social Health and Counselling
to admission requirements for the above specialisations and programs, with effect from 1
January 2013.
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Agenda Item 1
Proposal for the Establishment of Specialisations 2013
Faculty of Human Science
Master of Advanced Surgery with the following Specialisations:
Orthopaedic Surgery: Upper Limb
Orthopaedic Surgery: Knee and Arthroplasty
General Surgery
Cosmetic Surgery
Master of Surgery with the following Specialisations:
Cardiothoracic Surgery
Orthopaedic Surgery
Otolaryngology Head and Neck Surgery
Paediatric Surgery
Plastic & Reconstructive Surgery
Vascular Surgery
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the establishment of
the above specialisations, with effect from 1 January 2013.
Emergency Changes to the 2013 Schedule of Units
Faculty of Arts
Unit Code
Existing Title
ANTH801
Methodology
in
Community Studies
Revised Title
IRPG854
Conflict and Violence in World
Politics
Local
and
Research Methods in Anthropology
War and Violence in World Politics
The below Emergency Changes were approved by the Chair of ASQC on behalf of the
Committee.
Unit Code
Existing Title
Revised Title
ENGL714
Writing: Text and Context
Writing
Creative
Introduction
ANTH805
Migration and Transnationalism
Race, Nation and Ethnicity
ANTH705
State, Ethnicity and Citizenship
Race, Nation and Ethnicity
Non-Fiction:
An
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Emergency
Change requests for the above units, with effect from 1 January 2013.
Unit Renewals 2013
MGSM826
MGSM876
Sales Management
Leadership and Motivation
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the renewal of the
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Agenda Item 1
Units for Deletion
Faculty of Arts
ICOM891
Glocalisation and Communication Technologies
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the deletion of the
above unit, with effect from 31 December 2012.
New Units 2013
Faculty of Arts
MECO800
PICX845
PICX848
International Discourse
Intelligence Product and Decision Making (OUA)
Cyber Security (OUA)
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the introduction of the
2013 Schedule of Graduate and Postgraduate Units to be offered at MQC
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the 2013 Schedule of
Graduate and Postgraduate units to be offered at MQC (Attachment 1).
5.3
Designations on Postgraduate Units
The Committee noted that the Sub-Committee discussed the function of postgraduate unit
designations and where the responsibility for determining appropriate designations lies. The
Sub-Committee considered a situation where only some postgraduate units offered by the
Faculty of Arts are currently designated as Arts units. The general requirements for the Master
of Arts require a student to complete a minimum of 28 credit points at 800 level or above in
units designated as Arts. This may potentially cause issues for students wishing to be awarded
the Master of Arts if they have completed a broad range of units. The Sub-Committee
suggested a review of the number of students who may be seeking to qualify with a Master of
Arts who may need to have units deemed as Arts for the purposes of satisfying award
requirements.
5.4
AUQA Recommendation 10 to Macquarie University
The Committee noted that the Sub-Committee discussed the AUQA recommendation that
Macquarie University consider the appropriateness of one Master degree articulating into
another Master degree, ensuring that all dual degree program arrangements meet the
Australian
Qualifications
Framework
requirements.
(http://www.mq.edu.au/about_us/strategy_and_initiatives/quality_enhancement/reviews_repo
rting/auqa2/ )
The Sub-Committee discussed this proposed policy and identified some areas of concern, in
particular articulated awards and the amount of permissible credit for prior learning (RPL). It
was noted that articulated awards are not specified in the degree rules. The Sub-Committee
suggested that further discussion should be held to review these and associated issues.
6.
2013 DRAFT DEGREE RULES
A Discussion Paper: Review of Rules (Stage 1) has been prepared by the Governance
Services for consideration. The Committee was also presented with the tabled documents
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Agenda Item 1
Overview of Rules with Proposed Changes (Stage 1) and Overview of Rules with Proposed
Changes (Stage 2). The Committee was directed to the Calendar of Governance 2012
tracked
changes
document
available
on
the
asqc
website
at
http://senate.mq.edu.au/apc/agendas/2012/09_18_Sep.html.
Ms Williams outlined the context of the review of the Calendar of Governance, Legislation
and Rules for publication in 2013. It was acknowledged that due to the condensed
timeframe, this review is limited in scope to urgent changes in relation to the organisational
structure of the University, revisions to program offerings and transition issues surfacing from
the implementation of the new undergraduate and postgraduate curricula. The Office of
General Counsel has advised that a major revision of the rules is scheduled within a
timeframe to be confirmed.
The Committee was invited to review some initial changes as part of Stage 1 of the review, to
be considered for approval by Academic Senate and Council at their 2 October 2012 and 17
October 2012 meetings respectively. A further suite of changes will be presented in a Stage
2 Discussion Paper at the 23 October 2012 ASQC meeting for review, to be considered for
approval by Academic Senate and Council at their 13 November 2012 and 5 December 2012
meetings respectively.
The Committee RECOMMENDS THAT ACADEMIC SENATE approves the revisions in the
Discussion Paper: Review of Rules (Stage 1), with the following amendments:
Point 11:
a) Transition timeframes
i. Proposed amendment to BDR 23(3): Amendment to encompass students in cohort
(c) [>72cp and 1st enrolled 2008: transitioned on 1.1.14]:
‘(3) A candidate first admitted to a program of study of greater than 72 credit points in
2008 or 2009 will:
(a) in 2008 will:
(i)
be able to continue in their old program of study until 31 December 2013, and
will then be transferred by default to a program of study offered from 1
January 2014 where they are eligible to be admitted to that program of study,
and
(ii)
until 31 December 2013 will be able to qualify for an award under a program
of study which was offered for new admissions when or after they initially
enrolled.
(b) in 2009 will:
(ia) be able to continue in their old program of study until 31 December 2014, and will
then be transferred by default to a program of study offered from 1 January 2015 where
they are eligible to be admitted to that program of study, and
(iib) until 31 December 2014 will be able to qualify for an award under a program of
study which was offered for new admissions when or after they initially enrolled.’
b) People & Planet Unit Exemption timeframes:
Students who are transferred by default to the new curriculum in 2013 are provided with
an additional year to complete with exemption from the People & Planet unit
requirements (Bachelor Degree Rule 23.(11)).
There is currently no equivalent exemption for students in programs of 72cp or more.
Bachelor Degree Rule 23.(11) covers cohorts (a) & (b) for the purposes of People &
Planet unit exemptions.
i.
Proposed amendment to BDR 23(11): Amendment to encompass
students in cohort (c) [>72cp and 1st enrolled 2008: transitioned on
1.1.14] & (d)[ >72cp and 1st enrolled 2009: transitioned on 1.1.15]:
12
Agenda Item 1
‘(11) For the purposes of Rule 23(10) students who transfer voluntarily or are
transferred into a new program of study will not be required to fulfil the People
unit and Planet unit requirements of that program of study as stipulated in the
Schedule of Programs of Study Currently Open For New Admissions and the
Schedule of People Units and Planet Units of these Rules:
(a) if they otherwise qualify for an Award before 1 January 2014, or
(b) if they were first admitted to a program of study of greater than 72 credit
points in 2008, and if they will otherwise qualify for an award before 1 January
2015, or
(c) if they were first admitted to a program of study of greater than 72 credit
points in 2009, and if they will otherwise qualify for an award before 1 January
2016.
The Academic Senate may also stipulate exemptions to other requirements for
students who otherwise qualify for an Award as per the aforementioned
timeframes.’
Point 12:
Bachelor Degree Rule 23.(11): The ‘spirit’ of this Rule is to ensure continuing students who
were transferred by default to the new curriculum on 1 January 2013 would not be
disadvantaged by certain additional requirements of the new program of study (e.g. People
Unit & Planet unit exemption).
a. From 1 January 2012, Participation Units are included as a general requirement of
various programs of study (e.g. Bachelor of Arts-Psychology).
b. On 1 January 2013, continuing students will be transferred by default to a program of
study offered from 1 January 2013, or as per cohort timeframes.
c. Should Bachelor Degree Rule 23.(11) be amended to include a Participation Unit
exemption?
i. NB: The Participation Unit is generally a requirement of the program,
regardless of its branding.
1. Are there programs of study where such a unit would not have had to
be completed, other than to meet the requirements of ‘completion of a
Participation Unit’?
Point 17:
Proposal to repeal Bachelor degree rule 11(3)(a)(ii) and Associate degree rule
11(3)(a)(ii).
a. Places responsibility of enrolment and withdrawal, within specified timeframes, on the
student.
b. Mitigates inconsistencies within the WWOP procedure.
c. Procedure for WWOP, where genuine cases are supported by evidence of unavoidable
disruption, is not impacted by repealing this rule.
The Committee also agreed that all references to “cosmetic changes” be replaced by “minor
changes” in the documents.
7.
PROPOSED MEETING DATES FOR 2013
The Committee noted the proposed meetings dates for 2013. It was noted that these dates
have not yet been approved by Senate and will be considered at the next Senate meeting to
be held on 2 October 2012. The Committee suggested that the proposed 29 January 2013
ASQC meeting date be made reserve or be used for a Sub-Committee meeting.
Members requested that they be granted an exemption from teaching commitments in the
University timetable against their official scheduled University meeting dates.
The
Committee RECOMMENDS THAT ACADEMIC SENATE requests that members of the
Academic Senate Sub-Committees, ASQC and SLTC, be granted an exemption from
13
Agenda Item 1
teaching commitments in the University timetable against the relevant meeting dates.
8.
ANY OTHER BUSINESS
8.1
Status of Honours
The Committee clarified that the last intake into honours programs is 2013 for full time study
and that there is no provision for deferment in 2013.
8.2
Master of Engineering Management
Associate Professor Hitchens asked the Committee to consider approving the amended
program structure of the Master of Engineering Management with effect from 1 January
2013. The request for the amendment was necessitated by an accreditation requirement of
MGSM.
Subsequent to the meeting the Chair on behalf of the Committee approved the amended
program structure of the Master of Engineering Management, with effect from 1 January
2013. The change in credit points of the unit ENGG801 Engineering Management Thesis
from 4cp to 8cp was not approved. This would require the proposal of a new unit for 2014.
As ENGG801 is to remain as 4cp, the “8 credit points from ITEC units at 800 level” option set
was changed to “12 credit points from ITEC units at 800 level”. The Committee
RECOMMENDS THAT ACADEMIC SENATE approves the amended program structure of
the Master of Engineering Management, with effect from 1 January 2013.
8.3
Faculty of Arts Representative
The Committee noted that Dr Ian Wells has resigned from Macquarie University. The Chair
on behalf of the Committee thanked and acknowledged Dr Wells for all his work and
contribution and wished him well in his future endeavours. Mr George Tomossy was
accepted as Dr Wells’ replacement as Faculty of Arts representative on the Committee.
9.
NEXT MEETING
The Committee noted that the next meeting is scheduled for Tuesday 23 October 2012
commencing at 9.30am. The meeting will be held in Room 310 Lincoln Student Services
Building.
14
Agenda Item 3
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Agenda Item 3
Agenda Item 3
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Agenda Item 3
Agenda Item 6
DISCUSSION PAPER: REVIEW OF RULES
Stage 2
Background
A review of the Calendar of Governance, Legislation and Rules is currently being undertaken to
address the immediate need to publish this information in 2013. In undertaking this review it is
acknowledged that the Office of General Counsel has indicated that a major revision of the
University’s legislation is scheduled with the timeframe for delivery to be confirmed.
As this review is being undertaken within a condensed timeframe, it is limited in scope to
amendments that reflect recent changes to the University’s organisational structure; revisions to
program offerings; transition issues resulting from the implementation of the new undergraduate
and postgraduate curricula; and minor revisions to improve consistency. The review also seeks to
ensure that the resolutions of Academic Senate, where pertaining to Program Rules, are addressed
and included.
Approval Process
To progress the required revisions through the consultation and approval process, the review has
been divided into two stages, with minor and substantial revisions being identified in both Stage 1
and Stage 2. Stage 1 amendments were presented to the Academic Standards and Quality
Committee (ASQC) meeting of 18th September, the Academic Senate meeting of 2nd October and
University Council for approval on 17th October. The purpose of this paper is to identify the
amendments proposed for approval and the timeframe for approval for Stage 2 revisions. It is
anticipated that these revisions will be presented to ASQC on 23rd October, Academic Senate on 13th
November and University Council for approval on 5th December 2012.
1
Agenda Item 6
Index of Proposed Changes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Affiliation of residential colleges rule
Council rules
Fees rules
Nominations Committee rules
Rules for the election of Chancellor
Rules governing the enrolment of students
Student misconduct and discipline rules
Social Legislation
Certificate rules
Diploma rules
Graduate certificate rules
Graduate diploma rules
Exit Award rule
References to ‘Examination’
Rules relating to Appeals
Bachelor degree rules
Late enrolment timeframes
Designation of students as full-time or part-time
References to ‘External’ and ‘Distance’
1. AFFILIATION OF RESIDENTIAL COLLEGES RULES (ARCR)
Proposed amendments are informed by consultation with the Head of Accommodation.
1.1. Style and terminology is inconsistent with other rules, including ‘in-reference’ to rules, and
use of ‘course of study’.
1.1.1. Proposal to update for purposes of consistency, as follows:
1.1.1.1. ‘ 3(2)(a): is enrolled for in a course program of study leading to a degree or
diploma of the University;’
1.1.1.2. ‘3(2)(d): is a member of the research, teaching, library or administrative
academic or professional staff of a recognised university.’
1.1.1.3. ‘3(3): In admitting persons to resident membership, a college shall give
preference to applicants of the categories described in sub-paragraphs (a)
and (b) of paragraph (2) 2(a), 2(b) and 2(c) of this rule, over applicants of
the category described in sub-paragraph (c) 2(d) thereof.’
1.1.1.4. ‘4(a): any person who is not disqualified for admission to residential
membership under the last preceding paragraphRule 3(4); and’
2
Agenda Item 6
1.2. ARCR 2 governs eligibility for resident membership. Currently, it is not inclusive of the
following student cohorts, despite these cohorts being eligible for resident membership:
 Postgraduate Coursework;
 Macquarie University English Language Centre;
 Sydney Institute of Business & Technology, or
 Non Award.
1.2.1. Proposal to add sub-paragraphs to ARCR 3(2) to include Postgraduate Coursework,
ELC, SIBT and Non Award students in eligibility for resident membership:
1.2.1.1. ‘A college shall not admit a person to a resident membership unless he or
she:
(a)
(b)
(c)
is enrolled for a course program of study leading to a degree,
associate degree or diploma of the University;
is enrolled in a program of study leading to a masters,
postgraduate diploma or postgraduate certificate of the
University;
is enrolled in a unit, or units, at:

the Macquarie University English Language Centre (ELC), or
 the Sydney Institute of Business & Technology (SIBT);
(d) is enrolled in a unit, or units, as a Non Award student;
(be) is engaged in research at the University; or
(cf) is a member of the research, teaching, library or
administrativeacademic or professional staff of a recognised
university.’
1.2.1.2. Proposal to amend ARCR 3(3) in relation to the changes to sub-paragraphs
in ARCR 2:
1.2.1.2.1.
‘In admitting persons to resident membership, a college shall give
preference to applicants of the categories described in sub-paragraphs (a)
and (b) of paragraph (2)2(a), 2(b) and 2(c) of this rule over applicants of
the category described in sub-paragraph (c)2(d) thereof.’
2. COUNCIL RULES (CR)
Proposed amendments are informed by consultation with the University Secretary.
The rules have been updated to reflect:



the allocation of responsibilities between the Registrar and the University Secretary,
the approval by Council to adopt the University Governing Bodies Act 2011, and
the consent of Council members to use of technology for calling and holding meetings.
2.1. Proposal to update delivery of information clauses, and delivery of meetings, to include
electronic means, as follows:
3
Agenda Item 6
2.1.1.‘4(1): The Registrar shall transmit by post, electronic or other means of delivery or
deliver to each member of the Council a written or printed notice of the date, time
and place of, and agenda for, the next ensuing meeting of the Council, whether such
meeting is an ordinary or a special meeting.’
2.1.2.‘9: Subject to the provisions of the Act the Council may make rules for the procedure
at and in respect of Council meetings, for the convening and holding of meetings of
any committee of the Council and for the conduct of the proceedings of any such
committee. Meetings of Council may be called or held using any technology
consented to by all members of the Council. The consent may be a standing one.’
2.2. Proposal to replace reference to ‘Registrar’, as follows:
2.2.1. ‘3: A special meeting of the Council shall be convened by either the Chancellor or the
Vice-Chancellor or, in their absence, by the Council SecretaryRegistrar, upon the
written request of six members setting forth the objects for which the meeting is
required to be convened and the meeting shall be held within fourteen days after
the receipt of such request.’
2.2.2. ‘4(1): The Council Secretary Registrar shall transmit by post…’
2.2.3. ‘6: No member shall make any motion initiating a subject for discussion at any
meeting of the Council except in pursuance of notice given to the Council
SecretaryRegistrar at least ten days previously, except that at any meeting the
Chancellor, or the Council, may permit the introduction of any subject for discussion.’
3. FEES RULES (FR)
Proposed amendments are informed by consultation with the Manager, Commonwealth Loans
Scheme and the Assistant Director, Revenue Service.
The Fees rules have been amended for the purposes of clarity of structure and wording; to
differentiate between fees and penalties; to reflect changes in the way fee liability is assigned,
and to reflect the introduction of the Student Services and Amenities Fee (SAF).
3.1. Responsibility for tertiary education has been transferred from Department of Education,
Employment and Workplace Relations (DEEWR) to Department of Industry, Innovation,
Science, Research and Tertiary Education (DIISRTE).
3.1.1. Proposal to replace reference to DEEWR with DIISRTE, within FR 5(b)(i).
3.2. The late fee rule covers three types of late fee: late application, late enrolment, and late
payment of fees. In its current form, the differentiation is unclear and, as such, there is risk
that the relevant due dates and consequences may be difficult to determine and, hence,
the meaning of the rule could be taken out of context. For example, information pertaining
to late enrolment was positioned under late fee payment.
3.2.1. Proposal to amend FR 8 for the purposes of clarity and accuracy, separating late
fees into three categories: late application, late enrolment and late payment, as
follows:
4
Agenda Item 6
3.2.1.1. ‘Late fees
7.
(1)
Late A late fee may be payable if an application for
admission is lodged after the day specified by the Registrar. Late fee
amounts are generally aligned with the Universities Admissions Centre’s
schedule of—late fees similar to the UAC late fees for the relevant
admission period.
The late application fee will not be refunded under any circumstances.
(2)
Late A late fee may be payable if enrolment in a unit after
the day specified by the Registrar is requested, and approved, by the
Registrar. A late enrolment request will not be approved beyond one
month after the dates specified for the completion of enrolment except
with the approval of the Registrar.
In exceptional circumstances the Vice-ChancellorDeputy Registrar
may waive the payment of the late enrolment fee.
(3)
Late A late fee is payable if tuitionor if fees or student
contribution fees are outstanding by beyond the due date specified by the
Chief Financial Officer. The late payment fee shall be— $200. provided that
in no case will enrolment be accepted more than one month after the day
specified for the completion of enrolment except with the approval of the
Registrar. In exceptional circumstances the Vice-Chancellor may waive the
payment of the late enrolment fee.’
3.2.2. The late enrolment rule states that late enrolment will not be approved beyond ‘one
month after the day specified for the completion of enrolment except with the approval
of the Registrar’, however it does not define or reference this date as stated within the
rules.
3.2.2.1. Proposal to amend FR 8(2) to ensure consistency with changes relating to
Late Enrolment as identified in this Discussion Paper, as follows:
‘Late fee may be payable if enrolment in a unit after the day specified by the
Registrar is requested, and approved, by the Registrar. A late enrolment
request will not be approved beyond one month after the dates specified for
the completion of enrolment except with the approval of the Registrar.’
3.3. As of 2012, fee liability is not determined by award alone but also by program of study for
some postgraduate coursework awards. For example, students in the Master of Arts may be
offered a Commonwealth Supported Place or a Domestic Fee Paying Place dependent on
the specialisation they select.
Given this, the wording of the rules needs to encompass both award and program of study
where references to assignment of fee liability category appear.
3.3.1. Proposal to amend Fees rules to ensure references to assignment of fee liability is
award OR program of study, where students are ‘admitted to an award’ and ‘enrol in
a program of study’, as follows:
5
Agenda Item 6
3.3.1.1. ‘1(2)(a): a student, who is a candidate for a degree or diploma, shall be
regarded as full-time, part-time, or external as designated by the rules
pursuant to the award in which the student is admitted, which the course
or the unit or program of study in which the student is enrolled is offered;’
3.3.1.2. ‘4(2)(a): Students who are admitted to an award, or are enrolled in a
program of study, offered as a Domestic Fee Paying Place fee paying
programs’
3.3.1.3. ‘4(2)(a)(v): The Vice-Chancellor may determine special conditions under
which refunds of tuition fees may be made in respect of a particular
program of study, or award, where the Vice-Chancellor considers that the
provisions of sub-rule (4) are inappropriate for that program of study or
award.’
3.3.2. Proposal to replace ‘program of study’ with ‘award’ in Fees 1(2)(e), as international
student fee liability is based on award only, not award and/or program of study.
3.3.2.1. ‘an international student is a student who is not an Australian or New
Zealand citizen, nor the holder of permanent residence status in Australia,
and who is enrolled in a program of studyadmitted to an award on a feepaying basis.’
3.4. The rules required significant changes to wording and structure to ensure clarity, accuracy
and a logical connection between related content. Additionally, some rules need to be
updated to reflect current procedures, and to replace instances of ‘discontinuance’ with
‘withdrawal’ terminology, for consistency with Stage 1 changes.
3.4.1. Proposal to consolidate Tuition fees Rule 4 and Rule 5 under the banner of ‘Fees for
domestic students’, as follows:
3.4.1.1.
Fees for domestic students
4. (1)
All awards offered by the University for domestic students shall be
defined as either a Domestic Fee Paying Place (DFP) or a Commonwealth
Supported Place (CSP).
(12)
(a) Students who are admitted to an award, or are enrolled in a
program of study, offered as a Domestic Fee Paying Place shall observe the
following:
(i) enrolled in fee paying programs Students shall be liable
to pay tuition fees as approved by the Vice-Chancellor. These rates
can be foundare published on Macquarie University’s website:
www.mq.edu.au/unifees.
(2)
(ii) Tuition fees shall be payable each study period by a
date specified by the Chief Financial Officer.
(3)
(iii) Tuition Fees fees shall be payable for the total
Equivalent Full-Time Student Load (EFTSL) value for which a student is enrolled
in each study period.
6
Agenda Item 6
(4)
(iv) Save as provided in Rule 4(52)(a)(v), a student who
discontinueswithdraws from a unit for a program of study or award for which
tuition fees are payable, by the relevant study period census date, a unit for a
program for which tuition fees are payable, shall be granted a refund of fees
paid in respect of that unit.
(5)
(v) The Vice-Chancellor may determine special conditions
under which refunds of tuition fees may be made in respect of a particular
program of study, or award, where the Vice-Chancellor considers that the
provisions of sub-ruleRule (4)(2)(a)(iv) are inappropriate for that program of
study or award.
(6)
(vi) The Higher Education Loan Programme (HELP), via FEEHELP, allows eligible students to defer their tuition fees. The Higher Education
Loan Program which is administered by the Australian Taxation Office.
Commonwealth supported places
5.
(1)
(b) Students who are admitted to an award, or are enrolled in a
program of study, offered as a Commonwealth Supported Place shall observe the
following:
(i) In accordance with the Higher Education Support Act
2003 (as amended), students who receive a Commonwealth
sSupported pPlace will be liable to pay a contribution based on the
indexed rates provided by the Department of Industry, Innovation,
Science, Research and Tertiary Education Education, Employment
and Workplace Relations (DEEWRDIISRTE) and approved by the
Vice-Chancellor.
(2)
The Higher Education Loan Programme (HELP), via HECS-HELP,
allows eligible students to defer their student contribution which is
administered by the Australian Taxation Office.
(3)
(ii) The student contribution shall be payable for the total
Equivalent Full-Time Study Load (EFTSL) for which a student is enrolled in each
study period.
(4)
(iii) Where the student withdraws from a unit, or other
component, for a program of study on or before the relevant study period
census date, a unit or other component of a program taken, no student
contribution shall apply in respect of that unit or component.
(iv) The Higher Education Loan Program (HELP), via HECSHELP, allows eligible students to defer their student contribution. The Higher
Education Loan Program is administered by the Australian Taxation Office.
3.4.2. Proposal to repeal FR 5 given that content has been consolidated under FR 4, as
above.
3.4.3.Proposal to change the title of FR 4 and FR 6 to ‘Fees for domestic students’ and
‘Fees for international students’, for consistency and accuracy (rules are not only
referencing ‘tuition fees’).
7
Agenda Item 6
3.5. Proposal to amend formatting of clauses within FR 1, for the purposes of consistency with
other rule, replacing ‘(i)’ with ‘(a)’ and so forth. For example:
‘1. (1) The fees to be paid to the University by students shall be as prescribed by
these rules.
(2) For the purpose of these rules:
(ia)
a student, who is a candidate for a degree or diploma, shall
be regarded as full-time, part-time, or external as designated by the rules
pursuant to which the course or program of study in which the student is
enrolled is offered;’
3.6. Domestic higher degree research students do not fall neatly under the categories of FR 4.
Given the differences between various HDR cohorts it was decided that it would be best to
apply a rule similar to FR 6, Fees for international students, as this provides for flexibility of
the application of the rule.
3.6.1.Proposal to add ‘Fees for higher degree research students’ as FR 7. Wording to align
with FR 6, ‘Fees for international students’, as follows:
‘The fees to be paid by higher degree research students shall be determined,
pursuant to By-law 35(2), by the Vice-Chancellor who shall also determine the
conditions under which refunds of such fees shall be made.’
3.6.2.Reference to exception to be added to FR 4, Fees for domestic students, as follows:
‘…with the possible exception of students referred to in Rule 7.’
3.6.3.Amendment of FR numbers (8-14) as a consequence of the addition of FR 7, ‘Fees for
higher degree research students.’
3.7. Students who are indebted to the University for amounts greater than $200 will receive a
notification in writing, and will be denied permission to re-enrol, and denied access to
examination results and official academic transcripts.
3.7.1. Proposal to update FR 13(2) to clarify that the notification will be in writing, as
follows:
3.7.1.1. ‘Students who are indebted to the University for amounts totalling $200 or
more will be warned in writing that their enrolment will be cancelled, and if
they remain indebted…’
3.7.2.Proposal to update FR 13 to include the ‘no access to official academic transcripts’
consequence, and general rewording for clarity, as follows:
3.7.2.1. ‘13(1): Students who are indebted to the University for less than $200 will
be denied permission to re-enrol, and denied access to examination results
and official academic transcripts and permission to re-enrol.’
3.7.2.2. ‘13(2): Students who are indebted to the University for amounts totalling
$200 or more will be warned in writing that their enrolment will be
cancelled, and if they remain indebted beyond a date determined by the
Chief Financial Officer, that their enrolment will be cancelled, and that they
8
Agenda Item 6
will be denied permission to re-enrol, and they will be denied access to
examination results and official academic transcripts.’
3.8. In October 2011, the Australian Government passed the Higher Education Legislation
Amendment (Student Services and Amenities) Bill 2010, allowing universities to charge a
compulsory Student Services and Amenities Fee (SAF).
The fee is intended to provide the University with additional funding to support nonacademic student services and facilities.
Macquarie University decided to adopt the SAF, implementing it from Session 1, 2012.
At present there is no reference to SAF within the Fees rules.
A SAF rule is proposed, informed by the Higher Education Support Act 2003 (as amended),
and following consultation with the Commonwealth Loans Scheme Manager and the
Assistant Director, Revenue Service, and as reviewed by the Chief Financial Officer.
3.8.1. Proposal to add a ‘Student services and amenities fee’ rule to the Fees rules suite, as
FR 14. Proposal for wording of FR 14 as follows:
3.8.1.1. ‘Student services and amenities fee
14.
(1)
In accordance with the Higher Education Support Act 2003
(as amended), students may be liable to pay a Student Services and
Amenities Fee (SAF) as determined and approved by the Vice-Chancellor.
(2)
The fee amount for any given year shall be as determined
and approved by the Vice-Chancellor, but shall be no more than the
maximum amount as specified each year in the Higher Education Grants
Index.
(3)
The fee amount shall be calculated in accordance with a
student’s classification as full-time or part-time, or as otherwise
determined by the Vice-Chancellor. Where a student enrols in, or
withdraws from, a unit or units for a program of study within the relevant
timeframes for a study period, and where this results in the student being
reclassified as full-time, part-time or discontinued, the fee shall be
adjusted accordingly.
(4)
The Higher Education Loan Program (HELP), via SA-HELP,
allows eligible students to defer their Student Services and Amenities Fee.
The Higher Education Loan Program is administered by the Australian
Taxation Office.’
4. NOMINATIONS COMMITTEE RULES (NCR)
4.1. The rules have been updated to reflect the allocation of responsibilities between the
Registrar and the University Secretary.
Proposed amendments as per consultation with the University Secretary.
9
Agenda Item 6
4.1.1.Proposal to replace reference to ‘Registrar’, as follows:
4.1.1.1. ‘2: For the purposes of By-law 15 the Registrar Council Secretary (or
nominee) will convene the Committee.’
4.1.1.2. ‘3: The Registrar Chancellor (or nominee) will seek expressions of interest
from suitable persons who would be qualified to hold office under the
specified category.’
4.1.1.3. ‘4: It must be received by the Registrar or Council Secretary, as
appropriate, by the due date for the particular round of considerations.’
4.1.1.4. ‘6: Contact with nominees will be through the Registrar or Council
Secretary (or nominee), as appropriate, unless otherwise authorised by the
Chancellor.’
4.1.2. Proposal to make expressions of interest optional in the process.
4.1.2.1. The Chancellor (or nominee) will may seek expressions of interest from
suitable persons who would be qualified to hold office under the specified
category.’
5. RULES FOR THE ELECTION OF CHANCELLOR (REC)
5.1. The rules have been updated to reflect:
that the Deputy Chancellor may nominate for the role of Chancellor, and
practical amendments.
5.1.1. Proposed amendment to REC 2 to enable the Deputy Chancellor to nominate for the
role of Chancellor.
Proposed amendment to REC 2 to qualify the reference to an ‘external member’.
5.1.1.1. ‘A Search Committee for Chancellor will comprise:
the Deputy Chancellor (Chair). In the event that the Deputy Chancellor is
unavailable to or unwilling to act or wishes to nominate for the role of Chancellor,
then the Council shall nominate an external member of Council (in addition to the
external member already appointed in the Search Committee) to be Chair:
the Vice-Chancellor;
the Vice-President of Academic Senate;
one graduate member of Council;
one external member of Council.’
5.1.2.Proposed amendment to REC 10 to restrict nominations, in this circumstance, to
current Council members only.
5.1.2.1. ‘In the case where the incumbent Chancellor has indicated that he or she
wishes to continue in office at the completion of the current term, the
Council Secretary will formally call for nominations from current Council
members for election or not as Chancellor by the Council.’
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Agenda Item 6
6. RULES GOVERNING THE ENROLMENT OF STUDENTS (RGES)
6.1. Proposed amendment to RGES 3(1) to update the list of undergraduate rules, as follows:
6.1.1. ‘Candidates for any of the awards under the Bachelor Degree Rules, the Associate
Degree Rules, or the Graduate Diploma Rules, the Graduate Certificate Rules or for
any of the undergraduate diplomasthe Diploma Rules awarded by the University
shall satisfy such requirements for admission to candidature as may be prescribed
from time to time by the Academic Senate after considering a recommendation by a
relevant committee appointed by Academic Senate.’
7. STUDENT MISCONDUCT AND DISCIPLINE RULES (SMDR)
Proposed amendments are informed by changes to the University’s Academic Honesty Policy
approved by Senate Learning and Teaching Committee and to be presented to Academic Senate on
13 November 2012, and endorsement by the University Discipline Committee.
7.1. Proposal to remove the automatic referral of academic misconduct in a final examination
to the Vice Chancellor, in SMDR 4(3), as follows:
‘The Registrar shall forthwith report to the Vice-ChancellorExecutive Dean of Faculty in
writing any instance coming to the Registrar’s notice of breach or suspected breach of
discipline or misconduct or suspected misconduct at a University final examination.’
7.2. Proposal to remove reference to misconduct within a final examination from SMDR 6(3)
and SDMR 6(4), as follows:
‘(3)
The Vice-Chancellor may refer to the Discipline Committee any matter involving
any question as to breach of discipline or misconduct of any kind by any student, or by a
candidate at any University final examination. The Vice-Chancellor, upon or after making
such reference, may suspend the student from the use of all or any of the facilities of the
University and from attendance within the University premises and grounds pending
investigation of and decision on the matter by the Discipline Committee and pending any
appeal to the Council by the student from that decision. Any such suspension may be
varied during its currency by the Vice-Chancellor or may be lifted by him or her.
(4)
On such reference the Discipline Committee shall investigate matters
which involve any question as to breach of discipline or misconduct of any kind by any
student, or by a candidate at any University final examination, and may impose penalties
in accordance with academic usage.’
8. SOCIAL LEGISLATION (SL)
Proposed amendments are informed by consultation with the Records and Archives Manager,
Memory and Manager, Health and Safety.
8.1. The Social Legislation section is divided into ‘Discrimination and harassment’, ‘Equity and
diversity’, ‘Government information public access’ and ‘Occupational health and safety’.
11
Agenda Item 6
8.1.1. ‘Occupational health and safety’: New legislation came into effect on 1 January 2012,
replacing the ‘Occupational’ with ‘Workplace’. Given that Macquarie University is more
than just a workplace, it was decided that the policy would be entitled ‘Health and
Safety’. The new legislation also impacted some of the terminology.
Additional amendments have been made to ensure consistency with the
Occupational Health and Safety Policy.
Proposed amendments as per consultation with the Manager, Health and Safety.
8.1.1.1. Proposal to replace all references to ‘Occupational health and safety’ or
‘OHS’, with ‘Health and Safety’, including the title of this section.
8.1.1.2. Proposal to tighten up the language of this section, as follows:
8.1.1.2.1.
Delete ‘As an institution of higher education, Macquarie University
operates in an environment comprising of a diverse range
of risks and hazards.’
8.1.1.2.2.
Delete ‘as is possible.’
8.1.1.3. Proposal to encompass ‘contractors’, as per current ‘Occupational Health
and Safety Policy’.
8.1.1.3.1.
‘Macquarie University is committed to ensuring the health, safety
and wellbeing of its employees, contractors, students and visitors by
providing a safe a place to work, study and visit.’
8.1.1.4. Proposal to include the concept of ‘safety’, and ‘performance targets’ in
the terminology of this section, as follows:
8.1.1.4.1.
‘Macquarie University is committed to ensuring the health, safety
and wellbeing of its employees, students and visitors…’
8.1.1.4.2.
‘…implement key safety performance targets and indicators for
OHS…’
8.1.1.4.3.
‘The University will outline its OHS Health and Safety objectives,
and key performance indicators targets through its strategic OHSHealth
and Safety plan…’
9. CERTIFICATE RULES (CR)
9.1. Changes to Commonwealth Policy resulted in the Certificate of Languages and Certificate of
Ancient Languages no longer meeting eligibility criteria for Commonwealth Supported
Places.
On 17 April 2012, the Executive Dean, Faculty of Arts proposed the retention of these
awards as ‘exit only’ awards from their respective Diplomas. This proposal was
recommended by ASQC (17 April 2012), and later approved by Academic Senate (7 June
2012), as per Academic Senate Resolution 12/140.
9.1.1.Proposal to create CR 1(1)(b), to list certificate awards as Exit Awards.
9.1.1.1. 1.
(1)
(a) (Repealed) There shall be the following Certificates;
the Certificate in Ancient Languages (CertAnc Lang);
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Agenda Item 6
the Certificate in Languages (CertLang).
(b) There shall be the following Exit Award Certificates;
the Certificate in Ancient Languages (CertAncLang);
the Certificate in Languages (CertLang).
9.1.2.Proposal to repeal the remaining Certificate Rules.
10.BACHELOR DEGREE RULES (BDR)
Proposed amendments are informed by consultation with the Academic Program Information
Manager and the Examinations Manager.
The concept of ‘years of effective enrolment’ is referred to within the various rules pertaining to
Exclusion from enrolment. The definition of this term is critical in enabling the University to
justify a decision to exclude a student for unduly long time; however there is no record of the
definition within Bachelor degree rule 1(a): Interpretation and precedence of terms, nor within
the Glossary or any other official record.
10.1.
Proposal to add a definition of ‘effective enrolment’ to BDR 1(a), as follows:
10.1.1. ‘1.(a)(xxi)
A “year of effective enrolment” means any year within which a
student remains enrolled in a unit, or units, beyond the study period census date and
hence records a grade or status, including an ‘F’ grade or ‘W’ status. ‘
10.2.
Proposal to update all Exclusion from enrolment rules to reference this definition.
Addition of ‘as per definition in Bachelor Degree Rule 1(a)’ to Diploma rule 10, Bachelor
degree rule 12(1), Associate degree rule 12(1), and Graduate diploma rule 10(1). For
example:
10.2.1. ‘BDR 12(1): A candidate who is taking an unduly long time to complete a program
of study may be excluded from further enrolment in any units, with an appeal
process as outlined in Bachelor Degree Rule 14. For the purpose of this Rule, an
unduly long time will be regarded as 10 years of effective enrolment, as per
definition in Bachelor Degree Rule 1(a)(xxi).
10.3.
BDR 9(6)(c) is an outdated rule, referring to the awarding of Honours to students in a
program that no longer exists, the Bachelor of Legal Studies.
10.3.1. Proposal to repeal BDR 9(6)(c).
10.4.
The Honours degree of Bachelor of Ancient History is no longer available for new
admissions.
10.4.1. Proposal to remove the Honours degree of Bachelor of Ancient History entry from
the ‘Requirements for all honours degrees’ section within the Bachelor degree rules.
10.5.
BDR 13(2) references a “schedule of prescribed practicum units”, however there is
no such schedule in existence, as confirmed by the Academic Programs Section.
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Agenda Item 6
10.5.1. Proposal to remove reference to this schedule from BDR 13(2)(a), as follows:
‘who commenced candidature after 1 January 2001 for the degree of Bachelor of
Teaching (Early Childhood Services) or for the degree Bachelor of Teaching (Early
Childhood Education: Birth to School Age), and who has failed to complete a unit
offered by the Faculty of Human Sciences after having been enrolled therein twice
because of a failure in the practicum component of that unit, (these units are listed in
the schedule of prescribed practicum units for the degrees listed above) is excluded
from the degrees listed in Rule 13(2) and the Graduate Diploma in Education and the
Graduate Diploma in Early Childhood Education.’
10.6.
Additional awards need to be added to the list of awards, in BDR 13(2)(b), where
exclusion for double failure of a practicum component is possible. With this addition, BDR
13(2)(b) becomes wordy, and would be better structured as per BDR 13(2)(a).
10.6.1. Proposal to add the Bachelor of Teaching (Birth to Five), and the Bachelor of
Education (Early Childhood Education) (Birth to Five Years), and to restructure, BDR
13(2)(b), as follows:
‘who commenced candidature after 1 January 2001 for one of the following
awards:the degree of
the Bachelor of Teaching (Early Childhood Services) or for the degree
the Bachelor of Teaching (Early Childhood Education: Birth to School Age)
the Bachelor of Education (Early Childhood Education) (Birth to Five Years), or
the Bachelor of Teaching (Birth to Five),
, and who has failed to complete a unit offered by the Faculty of Human Sciences
after having been enrolled therein twice because of a failure in the practicum
component of that unit, is excluded from the degrees awards listed in Rule 13(2)
and the Graduate Diploma in Education and the Graduate Diploma in Early
Childhood Education.’awards listed in Graduate Diploma Rule 10(7).
11.DIPLOMA RULES (DR)
11.1.
DR 5(3) states that a ‘completed diploma is not eligible for credit for previous studies
under the provisions of bachelor degree rule 16.’
The point that a completed diploma does not provide CPS towards a diploma at the
University is already articulated in 5(2): “and where the unit or units do not form part of a
completed award.” Furthermore, reference to BDR 16 is incorrect, as BDR 16 actually
contradicts this rule.
11.1.1. Proposal: Repeal DR 5(3).
11.2.
Proposal to replace ‘discontinuance’ terminology with ‘withdrawal’ terminology
within DR 8, as per Stage 1 Review of Rules, as follows:
14
Agenda Item 6
‘Where a candidate discontinues withdraws from one or more units in the program
of studies such discontinuance shall be determined in accordance with Bachelor
Degree Rule 11.’
12.GRADUATE CERTIFICATE RULES (GCR)
Manager.
As a result of the new curriculum, some generic Graduate Certificates have been introduced
which allow students to select a major, similar to the Bachelor of Arts or Bachelor of Science.
Reference to ‘majors’ needs to be present within GCR.
12.1.
Proposal for rule to be included within the Program of Studies section, as Rule
5(7). Proposal for rule to be a tailored version/culmination of Bachelor Degree Rules 4(3)
and 5(7), as follows:
“(7) (a) The Academic Senate prescribes a Schedule of Majors.
(ii) Within Part 1 of the Schedule stipulated by Rule 4(3)5(7)(i), the
Academic Senate may prescribe criteria for completion of majors and/or minors in a
program of study.
(iii) Within part 2 of the Schedule stipulated by Rule 4(3)5(7)(i), the
Academic Senate may prescribe specific majors and the units and any other
requirements for completion of each such major, and which program of study each
such major is a qualifying major for.
(b) Except where provided by Rule 23, iIf a candidate is admitted for the first time
in a program of study which requires a major, or is transferring or transferred by
default to such a program of study, on 1 January 2010 or later, the candidate must
satisfy the following requirements to qualify for an award:
(i) a candidate must complete a qualifying major for that award;
(ii) a candidate must complete a qualifying major in each single degree comprising a
double degree, where those single degrees require completion of a major;
(iii) to complete a major and/or minors, a candidate must satisfy all the
requirements for each major or minor respectively as stipulated in Part 1 and Part 2
of the Schedule of Majors, of these Rules;
(bc)
Completed majors will be recorded on the candidate’s academic transcript
and testamur.”
15
Agenda Item 6
13.GRADUATE DIPLOMA RULES (GDR)
Manager and the Examinations Manager.
13.1.
As a result of the new curriculum, some generic Graduate Diplomas have been
introduced which allow students to undertake a major, similar to the Bachelor of Arts or
Bachelor of Science. Reference to ‘majors’ needs to be present within GDR.
13.1.1. Proposal for rule to be included within the Program of Studies section, as Rule
5(7).
Proposal for rule to be a tailored version/culmination of Bachelor Degree Rules 4(3)
and 5(7), as follows:
“(7) (a) The Academic Senate prescribes a Schedule of Majors.
(ii) Within Part 1 of the Schedule stipulated by Rule 4(3)5(7)(i), the
Academic Senate may prescribe criteria for completion of majors and/or minors in a
program of study.
(iii) Within part 2 of the Schedule stipulated by Rule 4(3)5(7)(i), the
Academic Senate may prescribe specific majors and the units and any other
requirements for completion of each such major, and which program of study each
such major is a qualifying major for.
(b) Except where provided by Rule 23, iIf a candidate is admitted for the first time
in a program of study which requires a major, or is transferring or transferred by
default to such a program of study, on 1 January 2010 or later, the candidate must
satisfy the following requirements to qualify for an award:
(i) a candidate must complete a qualifying major for that award;
(ii) a candidate must complete a qualifying major in each single degree comprising a
double degree, where those single degrees require completion of a major;
(iii) to complete a major and/or minors, a candidate must satisfy all the
requirements for each major or minor respectively as stipulated in Part 1 and Part 2
of the Schedule of Majors, of these Rules;
(bc)
Completed majors will be recorded on the candidate’s academic transcript
and testamur.”
13.2.
Proposal to remove duplicate of ‘approval’ from GDR 1(4), replacing it with
‘decision, as follows:
‘Any approval, recommendation, , approvaldecision or other determination, authorised in
any of these Rules to be given or made by an Executive Dean of Faculty, may be given or
made by a member of the academic staff who has been duly delegated by that Executive
Dean of Faculty to give or make approvals, recommendations, decisions or
determinations for the purposes of that Rule.’
16
Agenda Item 6
13.3.
Prior to 2002, the period of time classified as ‘unduly long time’ was worded as ‘for
the following total number of equivalent part-time years, aggregated by counting each year
of full-time candidature as equivalent to two part-time years’, and the list of degrees ranged
between 8 & 14 part-time years (or 4 & 7 full-time equivalent years).
In 2002, the period was reworded as ‘10 years of effective enrolment’.
In 2002, the Graduate diploma rules were not updated in line with the changes to the
Bachelor degree rules, and have not been amended since.
At the Academic Senate meeting on 4 October 2011 it was resolved that students admitted
in a diploma be given 5 years of effective enrolment. (Resolution 11/285)
The diploma and graduate diploma programs are both 24 credit points and, as such, this is a
comparable award for the purpose of determining a timeframe for unduly long time.
13.3.1. Proposal to update GDR 10 to reflect the concept of ‘years of effective enrolment’,
and format, of the Bachelor degree rules and Diploma rules.
Proposal to set the period for unduly long time as ‘5 years of effective enrolment’,
aligning with the timeframe for a diploma.
13.3.1.1.
(1)
A candidate who is taking an unduly long time to complete
the a program of studies study for a specific graduate diploma shall may be
excluded from further enrolment in that graduate diploma.any units, with
an appeal process as outlined in Diploma Rule 14. For the purpose of this
Rule, an unduly long time will be regarded as 5 years of effective
enrolment.
(2)
(Repealed)For the purpose of this Rule, a candidate will be deemed
to be taking an unduly long time to complete a program of study if the
candidate has been enrolled for the graduate diploma for more than 4
equivalent part-time years aggregated by counting each year of full-time
candidature as equivalent to two part-time years.
13.4.
GDR 9, which relates to exclusion for double failure, is missing the word ‘fail’.
13.4.1. Proposal to amend GDR 9, as follows:
‘A candidate who has twice had a fail grade recorded for a unit pursuant to Rule 6
may not enrol again in that unit, save with the permission of the Executive Dean of
Faculty offering the unit; provided that a candidate not permitted to enrol again may
appeal to the Academic Appeals Committee which may determine the matter as it
thinks fit.’
13.5.
Additional awards need to be added to the list of awards, in GDR 10(7), where
exclusion for double failure of a practicum component can take place. As per a report
produced by AMIS on 10 October 2012, there are still some students admitted to the old
programs of Graduate Diploma in Education and Graduate Diploma in Early Childhood. As
such, these old awards will need to remain within the rule for 2013.
GDR 10(7) references a “schedule of prescribed practicum units”, however there is no such
schedule in existence, as confirmed by the Academic Programs Section.
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Agenda Item 6
GDR 10(7) is wordy, and would be better aligned with the structure of the equivalent
Bachelor Degree Rule, BDR 13(2)(a).
13.5.1. Proposal to add the Graduate Diploma of Education, Graduate Diploma of Early
Childhood Teaching and the Graduate Diploma of Advanced Studies in Early
Childhood to GDR 10(7), as follows:
‘A student who commenced candidature after 1 January 2000 for the Graduate
Diploma in Education or, the Graduate Diploma in Early Childhood, the Graduate
Diploma of Education, the Graduate Diploma of Early Childhood Teaching or the
Graduate Diploma of Advanced Studies in Early Childhood, and who has failed to
complete a unit (these units are listed in the schedule of prescribed practicum
units for the diplomas listed above) offered by the Faculty of Human Sciences,
after having been enrolled therein twice, because of failure in the practicum
component of that unit is excluded from the Graduate Diploma in Education, the
Graduate Diploma in Early Childhood, the Graduate Diploma of Education, the
Graduate Diploma of Early Childhood Teaching or the Graduate Diploma of
Advanced Studies in Early Childhood and the degrees listed in Bachelor Degree
Rule 13(2).’
13.5.2. Proposal to remove reference to this schedule from GDR 10(7), as follows:
‘A student who commenced candidature after 1 January 2000 for the Graduate
Diploma in Education or, the Graduate Diploma in Early Childhood, the Graduate
Diploma of Education, the Graduate Diploma of Early Childhood Teaching or the
Graduate Diploma of Advanced Studies in Early Childhood, and who has failed to
complete a unit (these units are listed in the schedule of prescribed practicum units
for the diplomas listed above) offered by the Faculty of Human Sciences, after having
been enrolled therein twice, because of failure in the practicum component of that
unit is excluded from the Graduate Diploma in Education, the Graduate Diploma in
Early Childhood, the Graduate Diploma of Education, the Graduate Diploma of Early
Childhood Teaching, the Graduate Diploma of Advanced Studies in Early Childhood
and the degrees listed in Bachelor Degree Rule 13(2).’
13.5.3. Proposal to remove reference to this schedule from GDR 10(7), and to restructure,
as follows:
‘A student who commenced candidature after 1 January 2000 for one of the following
awards:
the Graduate Diploma in Education or,
the Graduate Diploma in Early Childhood,
the Graduate Diploma of Education,
the Graduate Diploma of Early Childhood Teaching, or
the Graduate Diploma of Advanced Studies in Early Childhood,
and who has failed to complete a unit (these units are listed in the schedule of
prescribed practicum units for the diplomas listed above) offered by the Faculty of
Human Sciences, after having been enrolled therein twice, because of failure in the
practicum component of that unit is excluded from the Graduate Diploma in
18
Agenda Item 6
Education, the Graduate Diploma in Early Childhood, the Graduate Diploma of
Education, the Graduate Diploma of Early Childhood Teaching or the Graduate
Diploma of Advanced Studies in Early Childhoodthe awards listed in this rule, and the
degrees awards listed in Bachelor Degree Rule 13(2).’
14.EXIT AWARD RULE
Proposed amendments are informed by consultation with the Postgraduate Sub-Committee on
Thursday 11 October.
The absence of an Exit Award rule from the 2013 Calendar of Governance, Legislation and Rules
poses several risks.
The inclusion of an interim rule would ensure that the awards identified as ‘exit awards only’ are
officially documented, would formalise the removal of certificate awards, and would provide a
legislative foundation for enacting the intended process of allowing students to qualify with a
lesser award. The interim rule is intentionally generic to encompass the undergraduate cohorts,
and the cohorts of postgraduate students exiting from Masters with Postgraduate Diplomas or
Postgraduate Certificates, as is current practice.
A comprehensive rule will need to be developed in the future given that the Recognised Prior
Learning (RPL) Policy has not yet been finalised. RPL is particularly relevant to postgraduate exit
awards, nested programs and articulation.
14.1.
Proposal to create an interim Exit Award Rule for 2013, with the intent that this is
further developed in 2013 following finalisation of the RPL Policy.
14.2.
Proposal to document Exit Awards within the relevant rules, as per schedules
provided by the Academic Program Information Manager. For example:
Graduate certificate rule 1(1):
“ (a) There shall be the following graduate certificates:
Graduate Certificate of Arts (GCertArts);
Graduate Certificate of Biotechnology (GCertBiotech);
Graduate Certificate of Chiropractic Science (GCertChiroSc);
Graduate Certificate of Geoscience (GCertGeosc);
Graduate Certificate of Information Technology (GCertIT);
Graduate Certificate of Science (GCertSc);
Graduate Certificate of Teaching (8 to 12 years) (GCertTeach(8-12)).
(b) There shall be the following Exit Award graduate certificates:
Graduate Certificate of Commerce (GCertCom);
Graduate Certificate of Speech and Communication (GCertSphComm).”
19
Agenda Item 6
11.3.
Proposal to add an Exit Award Rule to rules pertaining to awards where students
can elect to qualify with a lesser award, including Diploma rules, Graduate diploma rules,
Rules for the degree of masters by coursework, and Postgraduate diploma rules. For
example:
Graduate diploma rules:
‘1.
(5) The University shall offer certain Exit Awards as defined in Rule 5(a),
and as scheduled in these Rules.
(a) “Exit Award” means an approved lesser award that a student
may elect to qualify with provided the requirements of the Exit Award have been
met. Some Exit Awards are exit qualifications only and are not offered for
admission.
(b) A student may elect to qualify with an Exit Award referred to in
Graduate Certificate Rule 1(1)(b) provided the requirements of the Exit Award
have been met.’
15.REFERENCES TO ‘EXAMINATION’
Proposed amendments are informed by consultation with the Examinations Manager.
On 30 July 2012, the Final Examination Policy was implemented. Within the policy, a final
examination is defined as ‘an examination held within a specified examination period that is
defined by the University and conducted in compliance with this Policy. This excludes what is
referred to as a ‘take home examination’. Final examinations only are managed through the
Academic Programs Section; all other examinations are managed locally by the relevant
department/faculty.’
Currently, the rules refer to ‘examinations’, where the meaning is more closely aligned with the
definition of a ‘final examination’ (as defined by the new Policy).
15.1.
Proposal to replace references to ‘examination’ with ‘final examination’, where
appropriate. Impacted rules as follows:
15.1.1. Fees rules: 13(1)
15.1.2. Student misconduct and discipline rules: 1, 4(1), 4(2), 4(3), 5, 6(3), 6(4)
15.1.3. Bachelor degree rules: 8(1), 8(2), 9(5)(b), 10(1)(v), 10(2)(iii)
15.1.4. Associate degree rules: 8(1) 8(2), 9(3)(b), 10(1)(v), 10(2)(iii)
15.1.5. Rules for the degree of master by coursework: 6(3), 7(6)(b), 8(1)(v), 8(2)
15.1.6. Postgraduate diploma rules: 7(6)(b), 8(2)
15.1.7. Postgraduate certificate rules: 7(6)(b), 8(2)
16. RULES RELATING TO APPEALS
Proposed amendments are informed by consultation with the Examinations Manager.
Some rules relating to Appeals contain inaccurate information, namely suggesting that students,
upon notice of an unsuccessful appeal, can appeal again. This is in conflict with current practice
where the decision of the Academic Appeals Committee is a final one.
20
Agenda Item 6
16.1.
Proposal to remove inaccurate clause from rules relating to Appeals, as follows:
16.1.1. ‘Bachelor degree rule 14:
(1) A candidate who is excluded pursuant to Rule 12 or Rule 13 may appeal to the
Academic Senate. The appeal is to be submitted in writing to the Registrar no later
than the date specified by the Registrar.
(2) The Academic Senate shall establish the Academic Appeals Committee which may
dismiss the appeal, determine that the candidate may apply for permission to re-enrol
after the expiration of one calendar year, or permit the candidate to re-enrol, and may
impose conditions upon such re-enrolment.
(3) A candidate excluded pursuant to Rule 12 or Rule 13 may apply to re-enrol after
the expiration of two calendar years following such exclusion, or after the expiration
of one calendar year if so determined pursuant to Rule 14. Any application for
permission to re-enrol after the expiration of the period of exclusion shall be
determined by the Academic Senate. Any applicant who is refused permission to enrol
again pursuant to Rule 14 may appeal to the Academic Appeals Committee which may
determine the matter as it thinks fit.
(4) A candidate, upon approval to re-enrol pursuant to Rule 14, shall be given two
years of effective enrolment to complete the program of study, or a period of time as
may be determined by the Academic Senate.’
16.1.2. ‘Diploma rule 11:
(1) A candidate who is excluded pursuant to Rule 10 may appeal to the Academic
Senate. The appeal is to be submitted in writing to the Registrar no later than the date
specified by the Registrar.
(2) The Academic Senate shall establish the Academic Appeals Committee, which may
dismiss the appeal, determine that the candidate may apply for permission to re-enrol
after the expiration of one calendar year, or permit the candidate to re-enrol, and may
impose conditions upon such re-enrolment.
(3) A candidate excluded pursuant to Rule 10 may apply to re-enrol after the
expiration of two calendar years following such exclusion, or after the expiration of
one calendar year if so determined pursuant to Rule 11(2). Any application for
permission to re-enrol after the expiration period of exclusion shall be determined by
Academic Senate. Any applicant who is refused permission to enrol again pursuant to
Rule 11 may appeal to the Academic Appeals Committee which may determines the
matter as it thinks fit.’
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Agenda Item 6
17. LATE ENROLMENT TIMEFRAMES
Proposed amendments are informed by consultation with the Enrolment Planning Manager, the
Manager, Student Administration and Systems and the Coursework Student Enquiry Service
Manager.
Late enrolment timeframes have been included in the Rules as a duty of care to ensure students
are not commencing their studies at a late stage in the session and, hence, being academically
disadvantaged or at risk.
The activity of late enrolment has grown significantly in recent times. Protagonists for this
growth include administrative delay (approval/processing of waivers, timeframes for the release
of grade appeal outcomes, and timeframes for the release of supplementary exam results), and
delays in visa processing for international students. This is further impacted by the
implementation of Session 3, with timeframes for administrative processes becoming tighter.
The activity of late enrolment has changed in recent times, particularly with the introduction of
PACE units. Students requesting to enrol late in professional placement and/or PACE units may
fall outside of the principles where late enrolment timeframes are restricted. That is, enrolling
late into a unit that does not require consistent participation from Week 1, as was the traditional
practice, should not pose any academic risk for the student.
Furthermore, late enrolment is currently only referred to within the Fees Rule.
17.1.
Proposal to reconsider the principles of the restricted late enrolment timeframe in
line with the changing nature of studies, and the condensed academic calendar.
Proposal to amend Bachelor Degree Rule 5(3), Diploma Rule 4(2), Graduate Certificate
Rule 5(6), Graduate Diploma Rule 5(6), Associate Degree Rule 5(3), Rules for the degree of
Master by Coursework 4(3), Postgraduate Diploma Rule 4(3), and Postgraduate Certificate
Rule 4(3) to reference late enrolment, and to provide more autonomy to the Registrar to
approve late enrolment requests as they deem appropriate, as follows:
17.1.1.1.
“(a)
A candidate who wishes to add an internal unit may do so
only in the first two weeks of the study period. A candidate who wishes to
add an external unit may do so only in the first week of the study period.
No approval is required to add a unit within these time periods.
(b)
In exceptional cases, late enrolment may be approved by the
Registrar, pursuant to Fee Rule 8(2).”
18. DESIGNATION OF STUDENTS AS ‘FULL-TIME’ OR ‘PART-TIME’
Proposed amendments are informed by consultation with the Manager, Statutory Reporting, the
Manager, Student Administration and Systems and the Coursework Student Enquiry Service
Manager.
The various references to designation of students as full-time or part-time are inconsistent and,
in some cases, inaccurate.
22
Agenda Item 6
The definitions should align with the concept of Equivalent Full Time Study Load, as provided by
the DEEWR Glossary entry for ‘Types of Attendance.’1
The definitions should move away from quoting credit point amounts given that EFTSL of awards
can vary. For example, the Standard Annual Load of a Graduate Diploma is generally 24cp;
however the Graduate Diploma of Education is 27cp.
18.1.
Proposal to update all instances of designation of students as full-time or parttime, including Bachelor Degree Rule 3(3), Diploma Rule 2(2), Graduate Certificate Rule
5(3), Graduate Diploma Rule 5(3), Rules for the Degree of Master by Coursework 2(7),
Postgraduate Diploma Rule 2(7), with a consistent definition, as follows:
(a) A candidate shall be designated as full-time where the candidate is enrolled in units in
an academic year which comprise at least 0.75 of an Equivalent Full Time Student Load for
the award for which they are admitted.
(b) A candidate shall be designated as part-time where the candidate is enrolled in units in
an academic year which comprise less than 0.75 of an Equivalent Full Time Student Load
for the award for which they are admitted.
17.2.
Proposal to add definition of full-time and part-time to the Postgraduate
certificate rules, as Rule 2(7) for consistency with the PGDR’s, as follows:
‘2(7) (a) A candidate shall be designated as full-time where the candidate is enrolled in
units in an academic year which comprise at least 0.75 of an Equivalent Full Time Student
Load for the award for which they are admitted.
(b) A candidate shall be designated as part-time where the candidate is enrolled in
units in an academic year which comprise less than 0.75 of an Equivalent Full Time Student
Load for the award for which they are admitted.’
17.2.1. Proposal to amend following consecutive rules which are impacted by the addition
of the new Rule 2(7):
17.2.1.1. PGCR 2(7) changed to PGCR 2(8);
17.2.1.4. Reference to PGCR 2(8) in PGCR 2(10) amended, as follows:
‘Academic Senate may, Rule 2(89) notwithstanding...’
1
DEEWR Glossary, accessed 8 October 2012,
http://heimshelp.deewr.gov.au/sites/heimshelp/resources/glossary/pages/glossaryterm?title=Type%20of%20Attendance
23
Agenda Item 6
19. REFERENCES TO ‘EXTERNAL’ AND ‘DISTANCE’
The Rules contain inconsistent references to ‘external’ and ‘distance’/’distance education’ when
referring to awards and programs of study, including within the Fees rules.
Proposal to update rules according to appropriate nomenclature decided upon by members of the
Academic Standards and Quality Committee (ASQC).
24
Agenda Item 7
HIGHER DEGREE RESEARCH OFFICE (HDRO)
MACQUARIE UNIVERSITY NSW 2109 AUSTRALIA
Phone +61 (0)2 9850 9781 / 9784
Fax
+61 (0)2 9850 6198
Email
[email protected]
CRICOS Provider No 00002J
16 October 2012
To:
cc:
Prof Julie Fitness (Chair, ASQC)
Suzanne Kelly
From:
Prof Nick Mansfield
RE:
Bachelor of Philosophy Exit Award – Research Training Pathway
In item 20 of the minutes of the meeting of the Academic Standards and Quality
Committee, 15 May, 2012, the committee noted that the Bachelor of Philosophy was
proposed to be available as an exit award for students who have successfully completed
the first year of the Master of Research but are not continuing with the Master degree.
In line with Australian Government funding regulations and the requirement for this
program to be packaged as a Bachelor of Philosophy/Master of Research (BPhil/MRes),
it is proposed that the Bachelor of Philosophy to be available as an exit award for
domestic students who have completed the first year, Bachelor of Philosophy, but are not
continuing with the Master degree.
Please advise if you have any questions or concerns.
Yours sincerely,
Sincerely,
Professor Nick Mansfield
Dean, Higher Degree Research
Professor of Critical and Cultural Studies
Agenda Item 7.1
Attachment 4A Page 1 of 1
NAMED DEGREE ‐ Degree Awarded:
Faculty responsible:
Program Code:
Bachelor of Philosophy/Master of Research (Domestic)
Master of Research (International)
DVC‐R
General Requirements for the Degree:
Minimum number of credit points for the degree
Minimum number of credit points at 700 level Minimum number of credit points at 800 level
Completion of other specific minimum requirements as set out below
64
32
32
In order to graduate students must ensure that they have satisfied all of the general requirements of the degree: see the general requirements listed above.
Specific Minimum Requirements:
Status
Selection Unit Code
Prefix Number
700 level
Required
Required
Required
800 level
Required
Electives
4cp from
Unit Title
Credit Points
Select
Total
Options
MRES
700
Research Communications
BIOL
700
4
CBMS
COMP
700
700
Research Frontiers in Biology
Research Frontiers in Chemistry and Biomolecular Sciences
Research Frontiers in Computing 1
ENVG
FOAR
FOBE
FOHS
700
700
710
700
4
4
4
4
GEOS
MATH
MEDI
MEDI
PHIL
700
700
711
712
702
Research Frontiers in Environment and Geography 1
Research Frontiers 1
Research Frontiers A in Business and Economics
Research Frontiers in Human Sciences
Research Frontiers: Advances in Earth and Planetary Sciences
Research Frontiers in Mathematics
Research Frontiers in Medical Science 1
Research Frontiers in Medical Science 2
Frontiers of Research in Mind and World
4
4
4
4
4
PHIL
PHIL
PHYS
STAT
704
706
700
700
Frontiers of Research in Modern European Philosophy
Frontiers of Research in Ethics
Research Frontiers in Physics and Astronomy 1
Research Frontiers in Statistics
4
4
4
4
24cp from Units at 700 level
32cp from FOHS
FOAR
FOSC
FOBE
899
899
899
899
Master of Research Planning & Project HUS
Master of Research Planning & Project ARTS
Master of Research Planning & Project SCI
Master of Research Planning & Project FBE
Balance of credit points required
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
4
4
4
4
24
24
32
32
4
4
0
64
Agenda Item 8
Glossary Project
Submission to Academic Standards and Quality Committee
___________________________________________________________________________
Attachments
Updated glossary entries for 2013
___________________________________________________________________________
Purpose
This paper provides a summary of the outcomes of the University-wide call out for updates
to the glossary, with a recommendation for ASQC to approve (or edit where necessary) the
submissions.
Background
The glossary is an integral tool with which the University can continue to provide clear and
equitable communications to its students, better align its business practice and ensure
consistency of its message to the wider community.
In 2010 Academic Senate ratified the glossary procedure which now sits within policy
central. This procedure was developed to ensure the consistency and relevance of the
glossary to staff and students. Submissions for new terms or edits to the glossary are
collated by the Publications Officer, reviewed by the Glossary Working Group, submitted to
a committee with expertise in the area (in this instance the ASQC) and then submitted to
Academic Senate for approval.
Once the relevant committee gives approval to the updates, the Publications Officer makes
a formal submission to Academic Senate.
Annual approval of terms
The University-wide call-out for updates the glossary was issued on 16 August 2012 with a
closing date of 31 August 2012. Since then the Glossary Working Group has reviewed
submissions and formulated a list of drafts and edits ready for approval from relevant subcommittees and then Academic Senate.
Recommendations
1. The Glossary Working Group asks that ASQC approve the glossary entries
(attached) as the second stage in the procedure for inclusion in the print
Handbook of Undergraduate Studies and for display online in 2013.
Notes
Contact: Sarah Masters Publications Officer
Agenda Item 8
1. Re-writes of definitions
Attendance mode
Existing entry
Refers to whether a program of study offers units internally (on campus) or
externally (by distance).
Related terms
Composite mode, External, Internal, Program of study
Proposed entry
Refers to whether a program of study offers units internally (on campus) or
externally (by distance).
Related terms
External, Internal, Program of study
(nb: submitted to reflect changes to offering codes)
Automatic Retrieval Collection
Existing entry
The name of the collection that is stored in the Library’s automated storage and
retrieval system (ASRS). Items in this collection have their location identified in the
Library catalogue as: “Automated Retrieval Collection – place a request”
Proposed entry
Automated Retrieval Collection
The name of the collection that is stored in the Library’s automated storage and
retrieval system (ASRS). Items in this collection have their location identified in the
Library catalogue as: ‘Automated Retrieval Collection – place a request’
(nb: submitted to correct an error)
Centre for Macquarie English
Existing entry
CME
Abbreviation only
Proposed entry
English Language Centre
ELC
Abbreviation only
Description
Formerly known as the Centre for Macquarie English (CME)
(nb: submitted to reflect change in Centre name)
Credit for Previous Studies
Existing entry
CPS
General credit given in the form of Macquarie credit points for accredited tertiarylevel studies undertaken at other institutions. When granted, CPS counts towards
the credit point requirement for the degree in which a student is enrolled.
Also known as
Agenda Item 8
Advanced standing, Credit
Related terms
Exemption
Proposed entry
Credit for Prior Learning
CPL
General credit given in the form of Macquarie credit points for accredited tertiarylevel studies undertaken at other institutions. When granted, CPL may count
towards the credit point requirement for the degree in which a student is enrolled.
Also known as
Advanced standing, Credit, Credit for Previous Studies
Related terms
Exemption
(nb: submitted to reflect changes in government requirements)
Distance education
Existing entry
A unit of study offered on a fully external basis. These are identified with an 'X' code
in the schedule of undergraduate units and schedule of postgraduate units in the
handbook.
Related terms
Composite mode, External, Internal, Mode of offering
Links
Refer to: www.handbook.mq.edu.au/2010/
Proposed entry
A unit offered on a fully external basis. These are identified with an 'external'
offering in the schedule of undergraduate units and schedule of postgraduate units
in the handbook.
Related terms
External, Internal, Mode of offering, Unit
Links
Refer to: www.handbook.mq.edu.au
Examination
Existing entry
A time limited and individual assessment task conducted under supervision and
within a specified examination period that is defined by the University.
Proposed entry
A time limited and individual assessment task conducted under supervision.
Related terms
Final examination
(nb: submitted to reflect changes to the University’s examination policy)
External
Existing entry
Agenda Item 8
Study not conducted on campus. The symbol designating the external mode of
study is 'X' (eg X1).
Related terms
Attendance mode, Composite mode, Distance education, Internal, Mode of offering
Proposed entry
A mode of offering which indicates that classes and learning activities are
undertaken off campus. Supplementary on-campus sessions may be provided.
Related terms
Attendance mode, Distance education, Internal, Mode of offering, On-campus
session
Honours
Existing entry
An honours year is usually completed at the conclusion of a bachelor degree
program. A high level of achievement is usually considered necessary before being
invited to complete an honours year.
Proposed entry
An honours year is completed at the conclusion of a bachelor degree program.
From 2013, the Master of Research will replace most honours degrees as the
pathway to higher degree research. A high level of achievement is necessary before
completing an honours year or the Master of Research.
Related terms
Master of Research, Pass degree
Links
mq.edu.au/masterofresearch
(nb: submitted to reflect change to the University’s pathway to research)
Internal
Existing entry
Classes (eg lectures, tutorials) conducted on campus. The symbol designating the
internal mode of study is 'D' (eg D1).
Related terms
Attendance mode, Composite mode, Distance education, External, Mode of
offering
Proposed entry
A mode of offering which indicates that classes (eg lectures, tutorials) are conducted
on campus. A unit may be offered as a day offering (classes between 8am and 6pm)
or an evening offering (classes between 6pm and 10pm).
Related terms
Attendance mode, Distance education, External, Mode of offering
Mode of offering
Existing entry
Agenda Item 8
The mode of offering for a unit of study indicates whether it is a day (D), evening (E),
distance education (external, X), composite mode (Xc), vacation or field work (V2)
unit or winter vacation (WV) unit.
Related terms
Composite mode, Distance Education, External, Internal
Proposed entry
The mode of offering for a unit indicates whether it is a day, evening, or distance
education (external) unit.
Related terms
Distance Education, External, Internal
Offering
Existing entry
Identifies in which part of the academic year a unit is offered eg D1 indicates a unit is
offered with day time classes in session 1, E2 indicates a unit is offered with evening
classes in session 2.
Also known as
when offered
Proposed entry
Identifies in which part of the academic year a unit is offered eg S1 Day indicates a
unit is offered with day time classes in Session 1, S2 Evening indicates a unit is
offered with evening classes in Session 2.
Also known as
when offered
People unit
Existing entry
People units focus on the challenges of contemporary society and on what it means
to be ethical local and global citizens.
Proposed entry
People units are designed to give students an understanding of what it means to live
in the social world, and to develop cultural or social literacy. People units enable
students to understand the challenges and issues facing the world and to develop
the capacity to be engaged and ethical, local and global, citizens.
(nb: submitted to better reflect content in the Handbook)
Planet unit
Existing entry
Planet units help students to understand the nature of science and the challenges
and issues facing the planet, with a particular focus on sustainability.
Proposed entry
Planet units enable students to develop scientific literacy and to understand what it
means to live in the physical world. Planet units enable students to understand the
challenges and issues facing the world and to develop the capacity to be engaged
and ethical, local and global, citizens.
Agenda Item 8
(nb: submitted to better reflect content in the Handbook)
Study abroad
Existing entry
A student exchange program with partner universities in countries worldwide.
Studies completed at another institution outside Australia. Students must obtain
academic advice beforehand if they want the study abroad to count towards their
Macquarie degree.
Proposed entry
Approved studies completed at a university other than a student's home university
conducted outside of an official bilateral exchange agreement between Macquarie
University and a partner university.
Study Abroad – inbound
An inbound study abroad student is a student who enrols for one or two sessions at
Macquarie University, pays tuition to Macquarie University, but credits their study
back to their home institution.
Study Abroad – outbound
Macquarie does not facilitate outbound study abroad.
Related terms
Credit for Prior Learning, Exchange
(nb: submitted to better reflect the University’s study abroad offering)
Unavoidable disruption
Existing entry
An event or set of circumstances that meets all the following: (a) could not have
reasonably been anticipated, avoided or guarded against by the student (b) was
beyond the student's control (c) caused substantial disruption to the student's
capacity for effective study and/or the completion of required work (d) substantially
interfered with the otherwise satisfactory fulfilment of unit or course requirements
(e) was of at least three consecutive days duration within a study period and/or
prevented completion of the formal examination.
Proposed entry
An event or set of circumstances that meets all the following: (a) could not have
reasonably been anticipated, avoided or guarded against by the student (b) was
beyond the student's control (c) caused substantial disruption to the student's
capacity for effective study and/or the completion of required work (d) substantially
interfered with the otherwise satisfactory fulfilment of unit or course requirements
(e) was of at least three consecutive days duration within a study period and/or
prevented completion of the final examination.
(nb: submitted to reflect changes to the University’s examination policy)
2. Submitted terms
Alternative pathways
Proposed entry
Alternative pathways offer another avenue for entry into Macquarie for students
who do not meet the standard entry requirements.
Agenda Item 8
Bachelor of Philosophy
Proposed entry
The Bachelor of Philosophy is the exit award for students who do not wish to
complete the second year of the Master of Research.
Related terms
Doctor of Philosophy, Master of Philosophy, Master of Research
Commencement fee deposit
Proposed entry
The commencement fee is a portion of the tuition fee that international students
need to pay when they accept an offer to study at Macquarie University. Students
have the option to pay a proportion of their commencement fee in the form of a
commencement fee deposit, which is paid before accepting an offer and indicates a
student's intention to accept.
Related terms
Commencement fee
Cotutelle
Proposed entry
Cotutelle study involves joint enrolment by a student in a Doctor of Philosophy
(PhD) at Macquarie University and an overseas partner university. Students have
supervisors at both universities, spend time at both universities, and submit a single
thesis for examination by each university. Students may be eligible to graduate
from both universities (ie with two testamurs).
Related terms
Doctor of Philosophy
PhD
Proposed entry
The Doctor of Philosophy is an ungraded postgraduate research degree awarded for
independent research which forms a distinct contribution to the knowledge of the
subject and which affords evidence of coherence and originality shown either by the
discovery of new facts or by the exercise of independent critical power
Related terms
Cotutelle, Joint Programs, Master of Philosophy, Master of Research, Postgraduate
Exchange
Proposed entry
Approved studies completed at a university other than a student's home university,
as part of an official bilateral exchange agreement between Macquarie University
and a partner university. Students are required to pay full fees to their home
university while studying at their host university.
Related terms
Agenda Item 8
Study abroad
Final Examination
Proposed entry
An examination held within a specified examination period that is defined by the
University. This excludes what is referred to as a ‘take home examination’, ‘in-unit
quiz’, ‘test’, and ‘practical assessment’.
Related terms
Examination
Guideline
Proposed entry
Additional information, detail or further context on aspects of a policy or procedure.
Guidelines are informative rather than mandatory.
Related terms
Policy, Procedure, Schedule
Link
mq.edu.au/policy
Higher Degree Research Office
HDRO
Abbreviation only
Higher education provider
HEP
Abbreviation only
Joint programs
Proposed entry
Joint programs involve simultaneous enrolment in a coursework program provided
by Macquarie University and an overseas partner university. Students study for part
of the time in another country and then complete the qualification at Macquarie.
Joint PhD programs
Joint PhD programs involve joint enrolment by students in a Doctor of Philosophy
(PhD) at Macquarie University and selected international partner universities.
Students have supervisors at both universities and spend time at both universities.
The final thesis is jointly examined and the two universities may jointly award a
degree of Doctor of Philosophy with a single testamur bearing the crests of both
universities.
Related terms
Master of Philosophy
MPhil
Agenda Item 8
Proposed entry
The Master of Philosophy is an ungraded postgraduate research degree awarded for
research that demonstrates that a contribution has been made to knowledge in a
particular field of study by presenting new facts or by demonstrating an
independent critical ability to evaluate existing material in a new light.
Related terms
Doctor of Philosophy, Master of Research, Postgraduate
Master of Research
MRes
Proposed entry
The Master of Research is an international-standard two-year full-time research
training pathway program. This is the new core pathway to a Doctor of Philosophy
(PhD) and Master of Philosophy (MPhil) from 2013.
For domestic students, this program attracts Australian Government funding,
packaged as a Bachelor of Philosophy/Master of Research (BPhil/MRes) to meet
regulations. International students will be enrolled in the Master of Research
program throughout the two years. In both cases, students who successfully
complete the program will be awarded the Master of Research degree.
Related terms
Bachelor of Philosophy, Doctor of Philosophy, Master of Philosophy
Policy
Proposed entry
A statement of the principles, values and standards that govern decision making at
the University. Policies set out what the University will do to comply with its legal
and statutory responsibilities, and fulfil its responsibilities under the Macquarie
University Act 1989 (as amended). A policy is a strategic, long-term document that
requires approval by University Council, Academic Senate or a member of the
Executive. Compliance with policies is mandatory.
Related terms
Guideline, Procedure, Schedule
Link
mq.edu.au/policy
Procedure
Proposed entry
A statement of the responsibilities and actions that must be undertaken to
implement the operational activities of the University. Procedures mandate
operational activities (what will be done) and assign responsibilities (who will do it),
and thereby assist University operations and compliance with the internal and
external requirements of the University. Compliance with procedures is mandatory.
Related terms
Guideline, Policy, Schedule
Link
mq.edu.au/policy
Agenda Item 8
Schedule
Proposed entry
A supplementary policy or rule that is subject to frequent (generally annual) change.
A schedule has the same authority as the associated policy or rule.
Related terms
Guideline, Policy, Procedure
Link
mq.edu.au/policy
Student Services and Amenities Fee
Abbreviation
SSAF
Proposed entry
The Student Services and Amenities Fee provides the University with additional
funding to support non-academic student services and facilities.
Third-party programs
Proposed entry
A third party arrangement is where a higher education provider (HEP) enters into an
arrangement with another organisation for the delivery of some or all of a course.
Students undertaking such a course must be enrolled with the HEP. The HEP is the
principal and must carry full responsibility for all aspects of delivery, including
quality and standards, teaching by qualified staff, adequate resources and facilities,
and adequate measures to protect the welfare of students. The provider, who can
be a wholly owned subsidiary of the HEP, delivers the course, however the HEP
grants the academic award eg courses delivered by Macquarie City Campus.
Transnational programs
Proposed entry
Macquarie programs taught by staff approved by Macquarie University in a location
provided by an international partner.
Also known as
Off-shore programs
3. Terms to be deleted
Composite mode
Refers to whether a unit requires both on-campus attendance and external study.
Arrangements for these units vary considerably, and students should consult the
unit description and/or the staff in charge of the unit for full details.
Related terms
Distance education, External, Internal, Mode of offering, Unit
Agenda Item 9
Addendum to AQF First Edition July 2011
Amended Qualification Types:
Graduate Certificate and Graduate Diploma
Agenda Item 9
Published by the Australian Qualifications
Framework Council (a Council of the
Standing Council on Tertiary Education,
Skills and Employment), South Australia.
Contact: Executive Director, Australian
Qualifications Framework Council
Website: www.aqf.edu.au
© Australian Qualifications Framework
Council for the Standing Council on
Tertiary Education, Skills and Employment,
August 2012.
All rights reserved. Prior written permission
must be obtained from the Australian
Qualifications Framework Council for any
substantial reproduction of material from
this text. The text is also available for
viewing and printing from the Australian
Qualifications Framework website.
This work has been produced by the
Australian Qualifications Framework Council
with funding from the Australian Government
and each State and Territory Government.
National Library of Australia
Cataloguing-in-publication data
Addendum to AQF First Edition July 2011.
Amended Qualification Types: Graduate
Certificate and Graduate Diploma.
ISBN: 978-0-9870562-1-4
2
Agenda Item 9
Amended AQF qualification types
Graduate and Vocational Graduate Certificates and Diplomas
The AQF Council, under its delegated authority from the Standing Council on Tertiary Education Skills and Employment, in
August 2012 approved the removal of the Vocational Graduate Certificate and Vocational Graduate Diploma from the AQF
and minor amendments to the specifications for the Graduate Certificate and Graduate Diploma.
he amended Graduate Certificate and Graduate Diploma AQF level 8 qualification types are available for accreditation and
T
regulation in both the higher education and vocational education and training sectors and may be delivered and issued by
appropriately authorised issuing organisations in both sectors.
Implementation arrangements
The removal of the Vocational Graduate Certificate and Vocational Graduate Diploma qualification types from the AQF is
effective from 1 January 2013.
The amended Graduate Certificate and Graduate Diploma qualification types are available for use from 1 January 2013.
The implementation arrangements for the Australian Qualifications Framework First Edition July 2011 apply, that is:
• all requirements for the qualification types will be met from 1 January 2015
• from 1 January 2015 all new enrolments will be in qualifications that meet the requirements of the AQF specifications
for all qualification types.
The regulatory authorities may require the use of the amended specifications for the Graduate Certificate and Graduate
Diploma to commence from 1 January 2013 for the accreditation of new qualifications.
Transition arrangements
Holders of Vocational Graduate Certificates and Vocational Graduate Diplomas are considered to hold, respectively,
Graduate Certificates or Graduate Diplomas.
The AQF Qualification Type Specifications for the Vocational Graduate Certificate and Vocational Graduate Diploma are
available in the Australian Qualifications Framework First Edition July 2011.
3
Agenda Item 9
II
e
gre
De
Ce
ral
rti
fic
to
ate
c
Do
Certificate I
Location of AQF qualification types
in the levels structure
C
ree
eg
re
e
rD
elo
tio
f Educ
a
Cert
ificat
e IV
a
om
pl
Di
ch
Certifica
AQF
Advanced Diploma
Associate Degree
Ba
ry
Seconda
or
ree
s Deg
r
u
o
Hon
ate
elor
Bach te Certific
a
ua
Grad te Diplom
a
u
d
Gra
4
I
te II
ica
ertif
Deg
n > Sen
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ters
o
te
Mas
Agenda Item 9
AQF specification for the
Graduate Certificate
1
This Specification informs the design and accreditation of Graduate Certificate qualifications.
he principal users of the AQF Qualification Type Specifications are the accrediting authorities in each education
T
and training sector which are responsible for the accreditation of AQF qualifications and the developers of AQF
qualifications in each education and training sector.
The
other users of the Specifications are the authorised issuing organisations, industry and professional bodies,
licensing and regulatory bodies, students, graduates and employers.
he purpose of the Graduate Certificate qualification type is to qualify individuals who apply a body of knowledge in
T
a range of contexts to undertake professional or highly skilled work and as a pathway to further learning.
Graduate Certificate qualifications are located at level 8 of the Australian Qualifications Framework.
raduate Certificate qualifications must be designed and accredited to enable graduates to demonstrate the
G
learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level
8 criteria and the Graduate Certificate descriptor.
raduate Certificate qualifications are available for accreditation and issuance in both higher education and
G
vocational education and training.
AQF level 8 criteria
Summary
Graduates at this level will have advanced knowledge and skills for professional or highly skilled
work and/or further learning
Knowledge
Graduates at this level will have advanced theoretical and technical knowledge in one or more
disciplines or areas of practice
Graduates at this level will have advanced cognitive, technical and communication skills to
select and apply methods and technologies to:
Skills
Application
of knowledge
and skills
1
•
•
•
analyse critically, evaluate and transform information to complete a range of activities
analyse, generate and transmit solutions to complex problems
transmit knowledge, skills and ideas to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy,
well-developed judgement, adaptability and responsibility as a practitioner or learner
he Vocational Graduate Certificate qualification type is removed from the AQF and replaced by the Graduate Certificate as of 1 January 2013.
T
The AQF specification for the Vocational Graduate Certificate is in the Australian Qualifications Framework First Edition July 2011.
5
Agenda Item 9
AQF specification for the Graduate Certificate
Graduate Certificate qualification type descriptor
Purpose
The Graduate Certificate qualifies individuals who apply a body of knowledge in a range of
contexts to undertake professional or highly skilled work and as a pathway for further learning
Knowledge
Graduates of a Graduate Certificate will have specialised knowledge within a systematic and
coherent body of knowledge that may include the acquisition and application of knowledge
and skills in a new or existing discipline or professional area
Graduates of a Graduate Certificate will have:
•
Skills
•
•
•
•
cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and
provide solutions to complex problems
cognitive skills to think critically and to generate and evaluate complex ideas
specialised technical and creative skills in a field of highly skilled and/or professional
practice
communication skills to demonstrate an understanding of theoretical concepts
communication skills to transfer complex knowledge and ideas to a variety of audiences
Graduates of a Graduate Certificate will demonstrate the application of knowledge
and skills:
Application
of knowledge
and skills
•
•
•
Volume of learning
to make high level, independent judgements in a range of technical or management
functions in varied specialised contexts
to initiate, plan, implement and evaluate broad functions within varied specialised
technical and/or creative contexts
with responsibility and accountability for personal outputs and all aspects of the work or
function of others within broad parameters
The volume of learning of the Graduate Certificate is typically 0.5 – 1 year
Qualification nomenclature
The title used for a Graduate Certificate must be consistent with the AQF Qualifications Issuance Policy.
Pathways
Each qualification accredited as a Graduate Certificate will include documented pathways consistent with the AQF
Qualifications Pathways Policy.
Issuing organisations offering a Graduate Certificate qualification must meet the requirements of the AQF Qualifications
Pathways Policy.
6
Agenda Item 9
AQF specification for the Graduate Certificate
Responsibility for accreditation and development
Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for
this qualification type and any government accreditation standards for higher education or for vocational education
and training when accrediting a Graduate Certificate qualification.
Accrediting authorities are responsible for monitoring the quality of issuing organisations against any government
regulatory and quality assurance arrangements.
When accrediting AQF Graduate Certificate qualifications accrediting authorities must ensure that:
• Graduates of a Graduate Certificate qualification will achieve learning outcomes at level 8.
• A
ll the learning outcomes (knowledge, skills and the application of knowledge and skills) of the Graduate Certificate qualification type are evident in each qualification accredited as this type. Some may have more emphasis than
others in different Graduate Certificate qualifications depending on their purpose. A Graduate Certificate may be
designed to provide a program of learning for either deepening of knowledge and skills in the same discipline or
profession or for broadening of knowledge and skills in a different discipline or profession.
• G
eneric learning outcomes are explicitly identified in the qualification and align with the level of the qualification
type, the purpose of the qualification and the discipline. Generic learning outcomes fall into four broad categories:
fundamental skills; people skills; thinking skills; and personal skills. In the vocational education and training sector
they are expressed as employability skills as defined by the National Quality Council (2008). In the higher education
sector they are generally known as graduate attributes and are defined by each higher education institution.
• T
he relationship between the learning outcomes in the level 8 criteria, the qualification type descriptor, and the
discipline is clear.
• T
he design of the components of the qualification will provide coherent learning outcomes for the level and
qualification type and will enable graduates to demonstrate them.
• T
he volume of learning is sufficient for graduates to achieve the learning outcomes for a qualification of this level
and type. The volume of learning must take into account the level of the previous qualification and/or experience
required for entry and whether the purpose is for deepening or broadening of knowledge and skills.
Once a qualification is accredited it must be placed on the AQF Register in a form consistent with the AQF
Qualifications Register Policy.
Authority to issue the qualification
A Graduate Certificate qualification may only be issued by an organisation that is authorised by an accrediting authority
to do so, and meets any government standards for the sector.
Assessment leading to the award of the qualification lies with the issuing organisation. The issuing organisation is
responsible for ensuring the quality of the learning outcomes and that the graduate has satisfactorily completed any
requirements for the awarding of the qualification.
Issuing organisations must issue qualifications consistent with the AQF Qualifications Issuance Policy.
Issuing organisations will maintain a register of the AQF qualifications they have issued consistent with the AQF
Qualifications Register Policy.
7
Agenda Item 9
AQF specification for the
Graduate Diploma
2
This Specification informs the design and accreditation of Graduate Diploma qualifications.
The principal users of the AQF Qualification Type Specifications are the accrediting authorities in each education and
training sector which are responsible for the accreditation of AQF qualifications and the developers of AQF qualifications
in each education and training sector.
The other users of the Specifications are the authorised issuing organisations, industry and professional bodies, licensing
and regulatory bodies, students, graduates and employers.
The purpose of the Graduate Diploma qualification type is to qualify individuals who apply a body of knowledge in a
range of contexts to undertake professional or highly skilled work and as a pathway for further learning.
Graduate Diploma qualifications are located at level 8 of the Australian Qualifications Framework.
Graduate Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning
outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 8 criteria and
the Graduate Diploma descriptor.
Graduate Diploma qualifications are available for accreditation and issuance in both higher education and vocational
education and training.
AQF level 8 criteria
Summary
Graduates at this level will have advanced knowledge and skills for professional or highly skilled
work and/or further learning
Knowledge
Graduates at this level will have advanced theoretical and technical knowledge in one or more
disciplines or areas of practice
Graduates at this level will have advanced cognitive, technical and communication skills to
select and apply methods and technologies to:
Skills
Application
of knowledge
and skills
2
8
•
•
•
analyse critically, evaluate and transform information to complete a range of activities
analyse, generate and transmit solutions to complex problems
transmit knowledge, skills and ideas to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy,
well-developed judgement, adaptability and responsibility as a practitioner or learner
he Vocational Graduate Diploma qualification type is removed from the AQF and replaced by the Graduate Diploma as of 1 January 2013.
T
The AQF specification for the Vocational Graduate Diploma is in the Australian Qualifications Framework First Edition July 2011.
Agenda Item 9
AQF specification for the Graduate Diploma
Graduate Diploma qualification type descriptor
Purpose
The Graduate Diploma qualifies individuals who apply a body of knowledge in a range of
contexts to undertake professional or highly skilled work and as a pathway for further learning
Knowledge
Graduates of a Graduate Diploma will have advanced knowledge within a systematic and
coherent body of knowledge that may include the acquisition and application of knowledge
and skills in a new or existing discipline or professional area
Graduates of a Graduate Diploma will have:
•
Skills
•
•
•
•
cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and
provide solutions to complex problems
cognitive skills to think critically and to generate and evaluate complex ideas
specialised technical and creative skills in a field of highly skilled and/or professional
practice
communication skills to demonstrate an understanding of theoretical concepts
communication skills to transfer complex knowledge and ideas to a variety of audiences
Graduates of a Graduate Diploma will demonstrate the application of knowledge
and skills:
Application
of knowledge
and skills
•
•
•
Volume of learning
to make high level, independent judgements in a range of technical or management
functions in varied specialised contexts
to initiate, plan, implement and evaluate broad functions within varied specialised
technical and/or creative contexts
with responsibility and accountability for personal outputs and all aspects of the work or
function of others within broad parameters
The volume of learning for the Graduate Diploma is typically 1 – 2 years
Qualification nomenclature
The title used for a Graduate Diploma must be consistent with the AQF Qualifications Issuance Policy.
Pathways
Each qualification accredited as a Graduate Diploma will include documented pathways consistent with the AQF
Qualifications Pathways Policy.
Issuing organisations offering a Graduate Diploma qualification must meet the requirements of the AQF Qualifications
Pathways Policy.
9
Agenda Item 9
AQF specification for the Graduate Diploma
Responsibility for accreditation and development
Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this
qualification type and any government accreditation standards for higher education or for vocational education and training
when accrediting a Graduate Diploma qualification.
Accrediting authorities are responsible for monitoring the quality of issuing organisations against any government regulatory
and quality assurance arrangements.
When accrediting AQF Graduate Diploma qualifications accrediting authorities must ensure that:
• Graduates of a Graduate Diploma qualification will achieve learning outcomes at level 8.
• A
ll the learning outcomes (knowledge, skills and the application of knowledge and skills) of the Graduate Diploma
qualification type are evident in each qualification accredited as this type. Some may have more emphasis than others in
different Graduate Diploma qualifications depending on their purpose. A Graduate Diploma may be designed to provide a
program of learning for either deepening of knowledge and skills in the same discipline or profession or for broadening of
knowledge and skills in a different discipline or profession.
• G
eneric learning outcomes are explicitly identified in the qualification and align with the level of the qualification type, the
purpose of the qualification and the discipline. Generic learning outcomes fall into four broad categories: fundamental
skills; people skills; thinking skills; and personal skills. In the vocational education and training sector they are expressed
as employability skills as defined by the National Quality Council (2008). In the higher education sector they are generally
known as graduate attributes and are defined by each higher education institution.
• T
he relationship between the learning outcomes in the level 8 criteria, the qualification type descriptor, and the discipline
is clear.
• T
he design of the components of the qualification will provide coherent learning outcomes for the level and qualification
type and will enable graduates to demonstrate them.
• T
he volume of learning is sufficient for graduates to achieve the learning outcomes for a qualification of this level and
type. The volume of learning must take into account the level of the previous qualification and/or experience required for
entry and whether the purpose is for deepening or broadening of knowledge and skills.
Once a qualification is accredited it must be placed on the AQF Register in a form consistent with the AQF Qualifications
Register Policy.
Authority to issue the qualification
A Graduate Diploma qualification may only be issued by an organisation that is authorised by an accrediting authority to do
so, and meets any government standards for the sector.
Assessment leading to the award of the qualification lies with the issuing organisation. The issuing organisation is responsible
for ensuring the quality of the learning outcomes and that the graduate has satisfactorily completed any requirements for the
awarding of the qualification.
Issuing organisations must issue qualifications consistent with the AQF Qualifications Issuance Policy.
Issuing organisations will maintain a register of the AQF qualifications they have issued consistent with the AQF Qualifications
Register Policy.
10
Agenda Item 9
AQF qualification titles
The AQF qualification titles Vocational Graduate Certificate and Vocational Graduate Diploma have been removed from the
AQF. All other titles remain as listed in the AQF First Edition July 2011, AQF Qualifications Issuance Policy section 2.3.
AQF
level
Qualification Type
Qualification Title
Senior Secondary Certificate
of Education
Titles will vary across jurisdictions; the use of the titles will be accompanied
by the statement: ‘(Certificate Title) is a Senior Secondary Certificate of
Education within the Australian Qualifications Framework.’
1
Certificate I
Certificate I (Field of study/discipline)
2
Certificate II
Certificate II (Field of study/discipline)
3
Certificate III
Certificate III (Field of study/discipline)
4
Certificate IV
Certificate IV (Field of study/discipline)
5
Diploma
Diploma (Field of study/discipline)
6
Advanced Diploma
Advanced Diploma (Field of study/discipline)
6
Associate Degree
Associate Degree (Field of study/discipline)
7
Bachelor Degree
Bachelor (Field of study/discipline)
8
Bachelor Honours Degree
Bachelor (Field of study/discipline) (Honours)
8
Graduate Certificate
Graduate Certificate (Field of study/discipline)
8
Graduate Diploma
Graduate Diploma (Field of study/discipline)
9
Masters Degree (Research)
Master (Field of study/discipline)
9
Masters Degree (Coursework)
9
Masters Degree (Extended)
10
Doctoral Degree
Doctor (Field of study/discipline)
10
Higher Doctoral Degree
Doctor (Field of study/discipline)
11
Agenda Item 9
Australian Qualifications Framework Council
www.aqf.edu.au
Agenda Item 10
To Academic Standards and Quality Committee From Carlos Perez, Macquarie International Subject Plans for Macquarie University English Pathway Providers – Registered as Business Partners for SVP Date 4 October 12 Background Macquarie University (MQ) has 9 English Pathway providers approved by the Academic Senate on 15 December 2011 and Registered as Business Partner with Co-‐Opt 14 February 2012 (please see attachment A). This approval provided curriculum recognition. This document provides further information about the plan of action for these providers. An MQ English Pathway Provider is to complement MQ’s strategic plan to attract high quality students. Price: The range of prices offered by the providers, vs MQs own English Language Centre (ELC), sends a message that MQ is expensive compared to other providers. This is irrespective to the fact that ELC has the statistics to demonstrate that their students have a higher classroom success rate and achieve higher GPAs that their counter parts when they finish at MQ. Brand: Based on historical numbers some Providers appear to use MQ’s brand to attract students to their schools. Those students do not proceed to study at MQ. They either cannot afford MQ to start or they are persuaded to study at other universities. MQ’s providers should have a clear target of results and strict guidelines in the use of MQ’s trademarks. Financial risk: The financial capability of the Providers has not been considered. This creates a potential risk to MQ’s brand, as some of these businesses may not be able to sustain the international student decline in numbers. Channel Conflict: Some of the providers use the same agents as MQ to recruit students. This inherently creates confusion and directly competes against the MQ ELC programs. This contradicts the MQ strategy of maintaining a perceived value for money of our products and creates, price competition and commission pressures. Actions Macquarie International is to ensure that: •
•
•
•
Providers meet a minimum number of students per session; Financial viability is demonstrated via submission of financial statements and six monthly reporting of student numbers; 6 monthly reviews are performed; A binding legal agreement is executed with Providers. The Vice President International and Strategy appoints (only after ASQC approves academic credentials), or cancels existing English Pathway providers in order to ensure that MQ's strategic imperatives are met. Recommendation For noting Commercial in confidence File: English Pathway Strategy CP 21092012.doc ASQC - 23 October 2012
Agenda Item 10
Attachment A Current Providers Provider English Language Centre (ELC) Ability English Australian International College of English (AICE) College Browns Greenwich College UTS: Insearch Kaplan Aspect Sydney Milton College Sydney English Language Centre (SELC) Australian Pacific College Navitas English Universal English College UNSW Language Centre Commercial in confidence Location Ryde Sydney / Melbourne Sydney / Shanghai / Seoul Southport / Brisbane Sydney Sydney Manly Sydney Sydney Sydney Sydney/Brisbane/Perth/Melbourne Sydney Sydney File: English Pathway Strategy CP 21092012.doc ASQC - 23 October 2012
Agenda Item 11.1
MEMORANDUM
TO:
Academic Standards and Quality Committee
FROM:
Nathan Asher, Macquarie City Campus Director
Justin Devlin, MQC Academic Manager
DATE:
Thursday, September 20, 2012
RE:
Macquarie University Foundation Program – Changes to Credit
Points of Units
Proposal:
To change the credit points associated with three units in the Macquarie Foundation
Program from 2013 in order to make the units more equivalent in weight.
Rational for changes:
Currently some English units in the program have just 1 or 2 credit points associated,
and others have 4. As far as possible, we would now like to change each of these
units to 3 credit points.
As we have developed the curriculum for English units in order to suit the needs of
our learners best over the past two years, the English units have generally become
more equivalent in terms of number of class contact hours and in the nature of our
assessment. In order words, FPEN032 (originally a 1 credit point unit) have
increased in contact hours per week and now contain additional assessment items
that put it on a par with the other units.
Details of proposed changes:
Unit
Code
Unit Title
Currently
Proposed
FPEN001
English Studies 1
3CP
No change
FPEN002
English Studies 2
3CP
No change
FPEN021
Advanced Academic
Communication 1A
1CP (weekly
2hr class only)
No change
FPEN022
Advanced Academic
Communication 1B
1CP (weekly
2hr class only)
No change
Agenda Item 11.1
FPEN031
Academic English 1A
3CP
No change
FPEN032
Academic English 1B
1CP
3CP
FPEN033
Advanced Academic
Communication 2A
4CP
3CP
FPEN034
Advanced Academic
Community 2B
4CP
3CP
This does not change the overall number of credit points in the program, and
maintains the same proportion of the program that consists of English units:


All Standard Track Foundation students still need to complete 51 credit points
in total of which 18 points are for English language units.
These changes do not impact units in the Fast Track Foundation Program in
any way.
Recommendation:
ASQC approve change of the credit points of these 3 highlighted units as proposed
for the Macquarie University Foundation Program
Regards
Nathan Asher
Campus Director & Principal
Agenda Item 11.2
MEMORANDUM
TO:
FROM:
DATE:
RE:
Macquarie University Foundation Program – Changes to
Grading of Units
Proposal:
To change the grading of Units in the Macquarie Foundation Program from 2013
Currently all electives Stage 1 are non-graded. I,e. in the first Session a student takes the
elective. Electives Stage 2 are fully graded. (For example FPCH001 – Chemistry 1 is nongraded and FPCH002 – Chemistry 2 is a fully graded unit). This model is based on the NSW
Higher School Certificate where students are graded (and then awarded an ATAR) based on
their final examinations.
However some core units (English language, Tertiary Preparation units) don’t currently
comply with the above model. The reason for this was because it was originally decided and
approved by ASQC that so long as students who required English Language and Tertiary
Preparation achieved a satisfactory pass they were deemed to have met the English
Language entry requirements (remembering that the Foundation program has a heavy focus
on developing English Language skills).
The proposed highlighted changes below attempt to do three things:
(1) Demonstrate to our learners the importance of their performance in compulsory units
such as Tertiary Preparation which have a focus on academic literacies required in
their Undergraduate studies
(2) bring the grading models across core and elective units into alignment to a greater
extent
(3) show the coherency of each sequence of units, particularly in the English language
units in the program
Agenda Item 11.2
Details of proposed changes:
Unit
Code
FPTP021
FPTP031
FPTP032
Unit
Code
FPEN001
FPEN002
FPEN021
FPEN022
FPEN031
FPEN032
FPEN033
FPEN034
Unit Title
Currently
Proposed
Tertiary Skills
Workshop
Tertiary Preparation 1
Tertiary Preparation 2
Non-graded
Fully Graded
Non-graded
Non-graded
Non-graded
Fully Graded
Unit Title
Currently
Proposed
English Studies 1
English Studies 2
Advanced Academic
Communication 1A
Advanced Academic
Communication 1B
Academic English 1A
Academic English 1B
Advanced Academic
Communication 2A
Advanced Academic
Community 2B
Non-Graded
Fully Graded
Fully Graded
Non-Graded
Fully Graded
Non-Graded
Non-Graded
Fully Graded
Fully Graded
Fully Graded
Non-Graded
Non-Graded
Fully Graded
Non-Graded
Non-Graded
Fully Graded
Recommendation:
ASQC approve change of the grading of these 6 highlighted units as proposed for the
Macquarie University Foundation Program
.
Regards
Nathan Asher
Agenda Item 11.3
FPME001
Media 1
Unit Outline
Session 1, 2013
1
Agenda Item 11.3
UNIT DETAILS
Unit Code:
FPME001
Unit Name:
Media 1
Semester:
Session 1
Year:
2013
Program:
Macquarie Foundation Program
Credit Points:
X
Pre requisite
None
Unit Lecturer:
Unit Webpage:
Unit materials, suggested solutions, announcements and other
information can be found on your Blackboard account for this unit
(http://learn.mq.edu.au/). You should visit this unit site regularly.
Students in this unit should read this unit outline carefully at the start of the session. It contains
important information. If anything is unclear, please consult with the Unit Lecturer (details
below).
TEACHING STAFF
Name
Role in unit
Phone
Lecturer
(optional)
Email
List all teaching staff
CONTACTING TEACHING STAFF
Lecturers and tutors are available to answer questions or provide additional support
each week outside of normal class times. The times allocated will be given to students
in the first week of lectures.
Should you have any questions about the unit, need further clarification about the
content or need to inform the lecturer about any matter, we advise you to contact your
Lecturer or Tutor using the details provided above.
You must email the lecturer & tutor using your official MQ email account. (To
access your Macquarie University student email go to the Macquarie University Student
Portal http://students.mq.edu.au/home/, select “Student Email”).
2
Agenda Item 11.3
CLASSES
Weekly contact will be 5 hours consisting of a 2 hour lecture, a 2 hour tutorial and 1
hour consultation session. Each weekly class (five hours) will include an analysis of
media examples, a discussion workshop and practical hands-on exercises.
During the lecture, examples of media will be presented and explained by the lecturer
while during the tutorial participants will engage in related discussion and activities. In
the one-hour consultation session, students will be given individual guidance and
assistance with their assessment and homework tasks and assignments. This hour is
also an opportunity for students to engage in independent research and reading related
to the unit, complete additional tasks to extend their knowledge of the field or catch up
on any work they have missed.
Attendance of all three sessions (lectures, tutorials and consultation sessions) is
compulsory. In some cases a number of consultation sessions may be offered but you
must attend at least one of these sessions as attendance will be taken in each class.
Timetables for lectures and tutorials as well as consultation sessions can be found on
the Noticeboard on the MQC Student portal at http://student.mqc.edu.au
ATTENDANCE
A minimum level of 80% attendance is compulsory for all classes. Attendance will be
recorded in every class. If any scheduled class falls on a public holiday they will be
rescheduled. Unavoidable non-attendance due to illness or circumstances beyond your
control must be supported by appropriate documentation to be considered for a
supplementary test.
Detailed records of student attendance will be kept by all teaching staff. Where a
student arrives late to class or leaves early from a class, this absence will be noted and
taken into consideration.
3
Agenda Item 11.3
CONSULTATION SESSION TIMETABLE
Consultation sessions are an integral and compulsory part of this unit. All students must
attend at least one consultation session per week. The Consultation Session Timetable
for all Foundation Program units is available in the Timetable menu on the MQC
Noticeboard (https://student.mqc.edu.au/noticeboard/frameset_Timetable.htm).
Refer to the Consultation Session Timetable and write in all the consultation sessions
available for this unit in the table below. Please note that if more than one consultation
session is available, you may choose which one you wish to attend. If you require
additional support with your unit, you may attend more than one consultation session
where available. If you cannot attend any of the scheduled consultation sessions for a
particular unit, you must advise the university by emailing [email protected] by
the end of week 2.
Time
Monday
Tuesday
Wednesday
Thursday
Friday
UNIT DESCRIPTION
This unit is designed to introduce students to a range of media and associated
technologies in contemporary culture. At first students will focus on familiarizing
themselves with different media industries and specific texts to help understand some of
their features, how they are composed, and how they function within culture. In this
context, students will then be asked to produce their own forms of media. Throughout
this subject students are encouraged to read, reflect and engage with the tools of
contemporary media.
PURPOSE
This unit will prepare students for studies in Media and Communications studies at
tertiary level. Students will develop skills in viewing, analyzing and composing diverse
media, including social media, new and online media, contemporary advertising, and
recent forms of auditory and visual media.
4
Agenda Item 11.3
TEXTS AND SUPPORTING MATERIALS
Prescribed textbook:
Students will be provided with a Unit Reader.
Recommended textbook(s):
Film Art: An Introduction, Bordwell and Thompson
Image and Representation: Key Concepts in Media Studies, Nick Lacey
New Media: Culture and Image, Kelli Fuery
Interpreting News, Graham Meikle
War and the Media: Reportage and Propaganda, 1900-2003.
Diana: The Making of a Saint. Richards, Wilson, Woodland.
You may view a full list of textbooks for all units in the Macquarie Foundation
Program on the Noticeboard link on the Student Portal at http://student.mqc.edu.au/
TECHNOLOGY USED AND REQUIRED
Students will be required to make use of the internet, Web 2.0 tools, blogs and other
forms of online media.
LEARNING OBJECTIVES & OUTCOMES
The learning outcomes are achievable and measurable abilities students should be able to
demonstrate upon successful completion of this unit:
Learning Objective
To develop students’ ability to
communicate about media
texts and technologies
effectively
Learning Outcomes
1.1 Identify, select, consider and describe the features
of a range of media texts
1.2 Communicate information, ideas and opinions
about a range of media texts effectively and
appropriately
To develop students’ skills at
2.1 2.1 Creatively and critically respond to a range of
responding to and producing
media texts using the tools of new media
their own media texts
Link to
Graduate
Capabilities
1, 2, 3, 4, 5
1, 2, 3, 4, 5
5
Agenda Item 11.3
independent investigation
through individual and
collaborative learning
3.1 Investigate and analyse the differences in forms of
traditional and new media
3.2 Undertake independent research on the difference
between a range of media texts, tools and campaigns
1, 2, 4
To develop students’
imaginative, critical and
reflective thinking about the
meaning of media texts
4.1 Research, select and compare a range of new media
texts
4.2 Creatively construct a response to an existing media
text
1, 2, 3, 4, 5
To develop students’ skills in
evaluating a media text
through the process of
composition, response and
reflection
5.1 Produce an individual media project that engages
with and responds to an existing media text.
5.2 Review and reflect on the process of composing a
response to a media text
1, 3, 4, 5
GRADUATE CAPABILITIES
In addition to the discipline-based learning objectives, all academic programs at
Macquarie University seek to develop the capabilities of their graduates enabling them
to address the challenges, and to be effective, engaged participants in their world.
Throughout your studies in this unit you will begin to develop the following skills:
1.
2.
3.
4.
5.
Discipline Specific Knowledge and Skills
Critical, Analytical and Integrative Thinking
Creative and Innovative
Effective Communication
Engaged and Ethical Local and Global citizens
6
Agenda Item 11.3
GRADING
This unit will use the grading system outlined below. This grading policy corresponds to
the Grading Policy approved by the Macquarie Academic Senate for all coursework
units which can be found at http://www.mq.edu.au/policy/docs/grading/policy.html
Non-Graded Units
Description
Satisfactory
The learning attainment is considered satisfactory in relation to the
specified outcomes. Provides sufficient evidence of the achievement of
learning outcomes. There is demonstration of understanding and
application of fundamental concepts of the field of study
Fail
There is missing or partial or superficial or faulty understanding and
application of the fundamental concepts in the field of study; missing,
undeveloped, inappropriate or confusing argumentation; incomplete,
confusing or lacking communication of ideas in ways that give little
attention to the conventions of the discipline
Grade
Mark
S
No mark
awarded
F
No mark
awarded
7
Agenda Item 11.3
PROGRAM PROGRESSION
You are reminded that satisfactory Program Progression requires that attendance in
classes is maintained at equal to or greater than 80%, and that in any study period you
pass 50% or more of your enrolled units. Refer to MQC Course Progress Policy for
more information (http://www.city.mq.edu.au/policies-procedures.html).
INDEPENDENT STUDY
You are expected to reinforce your learning gained during class time by studying and
working through your textbook and exercises, that is, undertake independent study. For
this unit, in addition to the 5 hours per week of formal classroom contact, you will need
to spend at least an additional 2 hours each week of independent study. In this time you
will be expected to engage in activities that will help your learning and fulfill the unit
objectives. This may include homework activities, extra reading, research, journal
writing.
8
Agenda Item 11.3
WEEKLY TEACHING SCHEDULE
Week
Topic
1
Introduction
What is Media Studies? What will we do in this subject? Meet
and greet morning tea.
2
Reinventing Traditional Media Forms 1: New forms of
Television?
This week is the first in a series of four weekly topics
investigating the changing face of older media forms. This
week we will examine the role of contemporary television. We
will examine how television is attempting to ensure its survival
alongside newer online media platforms. We will consider the
changing face of television as it adopts new genres and adapts
to new platforms. Topics will include the emergence of ‘Reality
T.V.’, the impact of television on demand (ABC online and
iview) and pay T.V., amongst other topics.
Reinventing Traditional Media Forms 2: Online radio/podcasts
3
This week will examine the role of public radio in contemporary
culture. It will examine the role of public radio in everyday life.
It will also examine the changing face of public radion= as it
adapts to new platforms, including online radio and podcasts.
Reinventing Traditional Media Forms 3:
Newspapers and Magazines
4
This week we will examine the current crisis facing print news.
Newspapers are no longer generating the revenue they once
did. We will examine the role of contemporary newspapers in
the context of online news forums as well as magazines and
their counterparts in contemporary digital culture.
We will also consider the rise of tabloid journalism in
contemporary newspapers and the role of new social medias
(like pinterest) which challenge the relevance of magazines.
Activity
Activity: Group work to
unpack ways of thinking
about/experiences
of/expectations of Media
Studies.
Screening: Comparisons of
clips from reality T.V.
repurposed for different
nations
Reading: TBA
Activity: In-class group work
activities in response to
frame-by-frame clips showed
in class.
Group discussion
Podcast: This American Life
(Public Radio, Chicago).
Reading: TBA
Activity: Students examine
the role of radio in continuing
storytelling practices.
Students will work in groups
to prepare a radio story based
on a series of short stories
disseminated during class
Screening: TBA
Reading: TBA
Activity: Close study of news
stories and several magazine
covers. Students will work in
groups to undertake a close
analysis of different news
spreads and magazine covers
and discuss the design
techniques and marketing
formulas applied.
9
Agenda Item 11.3
5
6
7
8
9
New Media 1: Creative Cultures. Art in a digital age
This week will examine the blurring of boundaries between
digital media and contemporary art. We will visit the Museum
of Contemporary Art to investigate contemporary art practices
that utilize new media.
New Media 2: Creative Cultures Online
This week we will examine new media and the emergence of
creative cultures online. We will examine the extent to which
new media enable new forms of creativity, focusing on
examples like ‘pinterest’, ‘youtube’ and ‘instagram’.
Blog Discussion and Reflection
This week we will review the themes of old and new media,
and consolidate blog posts in light of the examples discussed in
class.
Creative Media Project
Students will commence discussions about themes and
proposals for their Creative Media Project. A work in progress
seminar will be conducted.
Advertising: Guerilla Advertising and Viral Marketing
This week will examine new directions in advertising, as
traditional forms of embedded advertising cease to have the
impact they once had. We will consider the role of social
media in contributing to new forms of guerilla advertising and
viral marketing.
Reading: TBA
Activity: Students will
complete an excursion study
sheet whilst at the MCA and
undertake other interactive
activities and games in the
museum relating to digital art.
Reading: TBA
Activity: Students will use
pinterest to create a pinboard
showcasing new media.
Activity: Students will be
provided the opportunity to
receive feedback from the
class on existing blog entries.
Activity: Students will share
ideas, research their proposed
topics and forms of media and
seek help for their projects
from each other and from the
instructor.
Activity: Students will work
in groups to create their own
advertising campaign.
10
Independent Cinema in the New Media Milieu?
This week will examine the role of new media in generating
new forms of independent film-making outside of the
dominant Hollywood industry. It will consider the extent to
which Hollywood controls the production and distribution of
the majority of film-making, and it will examine the extent to
which independent forms of media are likely to emerge in the
new media environment.
Activity: Students will watch
Tarnation, focusing on the
film’s means of production
and distribution.
11
Social Media 1: Searching and Sharing
This will be the first week on the role that social media plays in
creating online communities. We will examine social medias
like Facebook, Twitter, Instagram, Youtube and Pinterest, in
addition to search engines like Wikipedia and Google. We will
examine the role of these media in opening up new forms of
searching and sharing and we will examine some of the threats
posed to these online communities.
Screening: The Social Network
participate in a class debate
12
Social Media 2: Is Social Media the New Mainstream Media?
This week will examine the extent to which informal social
media take on the role of the mainstream media in breaking
Reading: TBA
undertake group work
10
Agenda Item 11.3
13
news and shaping public opinion. We will examine key
instances where social media have played a decisive role in
informing the public. Examples include the role of Twitter and
Facebook in the creation of the Arab Spring, and the role of
Facebook in investigating the case of Jill Meagher’s murder.
activities.
Video Games
This week will examine some of the most popular video games,
and it will examine key debates (both critical and celebratory)
relating to gaming culture, including theories of user agency,
media debates surrounding violence and addiction, and
questions of creativity.
Reading: TBA
in groups to create their own
video game concepts,
addressing some of the issues
discussed in class.
Conclusion
Class celebration: Students present their Creative Media
Projects to the class.
11
Agenda Item 11.3
ASSESSMENTS
Summary of Assessment
Assessment
Task & Size
Weight
Type
Due/Held
Feedback
Given
Learning
Outcomes
Graduate Capabilities
Persuasive
Text
15%
Individual
Week 5
Week 6
1.1, 1.2,
2.1, 3.1
1, 2, 4, 5
Blog
25%
Individual
Week 8
Week 9-10
1.1, 1.2, 2.1,
3.2, 4.1, 4.2
1, 2, 4, 5
Proposal 10%
Individual
Task 30%
Week 9
Week 13
Week 10
Week 14
1.1, 1.2, 2.1,
4.2, 5.1, 5.2
1, 2, 3, 4, 5
Ongoing
Ongoing
1.1, 1.2, 3.1,
3.2, 5.1, 5.2
1, 2, 4, 5
Creative Media
Project
Participation
20%
Individual
Assessment Details
1.
Persuasive Text Students will prepare a persuasive or argument piece of
writing (e.g. editorial, letter to the editor, newspaper or magazine article) which
explores the nature and role of new and old media in today’s society.
2.
Blog Students will produce 5-6 reflective and creative blog posts. This
assessment will be in the form of a blog. Students will be asked to incorporate
additional examples of media discussed in class so far, and explore the features
of the chosen text(s) in detail.
3.
Creative Media Project Students will select two forms of media examined
throughout the course so far (a film, blog, pinterest collection, wiki, newspaper or
magazine article, radio podcast, new media artwork, youtube clip, etc.), which
both examine one topic. Compose a creative response in a third new media
format which:
 reflects your personal understanding of the subject matter
 compares and contrasts the way the two texts treat the subject matter
 discuss the aim of the two texts, the intended audience, and any other
salient features
Your topic will be negotiated with the Lecturer and submitted as a Proposal in
Week 9. The Proposal should specify (1) the subject matter; (2) the two media
you have found which discuss this content; (3) the form the creative response will
take.
4.
Participation – Students will be marked on their ongoing engagement in class
and completion of in-class activities
12
Agenda Item 11.3
Requirements for a Pass or Higher
To pass this course, you need an overall mark of at least 50% for the course.
You must attempt all assessable components of this unit. Failure to do so will result in
an F (fail) grade being recorded.
Final Examinations
End of session examinations will be held during week 13 and during the first three days
of week 14. Students must be available to come to campus and undertake examinations
up to and including Wednesday 30 January 2013.
Submission and Return of Assessment Items
Information about submission of assessments will be given to you when you receive
details about the assessment tasks in your first tutorial class.
Please note: You may be required to submit assignments electronically to a collusion
detection tool to allow the detection of possible instances of collusion/plagiarism. This
will also involve MQC or its nominee storing your work on a secure database for use in
testing assessment submitted by others in the future. For further information please
refer to Macquarie’s Academic Honesty Policy which you can find at this link:
http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
.
Retention of Originals
You must be able to produce another copy of all work submitted if requested. Copies
should be retained until after the release of final results each Session.
Special Consideration
Macquarie University and Macquarie City Campus are committed to equity and fairness
in all aspects of its learning and teaching. In stating this commitment, the University
recognises that there may be circumstances where a student is prevented by
unavoidable disruption from performing in accordance with their ability. A special
consideration policy exists to support students who experience serious and unavoidable
disruption such that they do not reach their usual demonstrated performance level. This
policy can be found here: http://www.city.mq.edu.au/policies-procedures.html
Assignment Extensions
To apply for an extension of time for an assessment item you must submit a written
request to your lecturer at least 48 hours before the date the assessment item is due.
Grounds for extensions are usually: serious illness, accident, disability, bereavement or
other compassionate circumstances and must be able to be substantiated with relevant
13
Agenda Item 11.3
documentation (e.g. medical certificate). Please refer to the Special Consideration
policy on the MQC website for guidelines about applying for extensions and deferred
assessment.
The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this
commitment, the University recognises that there may be circumstances where a student is prevented by
unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to
support students who experience serious and unavoidable disruption such that they do not reach their usual
demonstrated performance level. The policy is available here.
If you feel you have been disadvantaged due to an event or illness, or not able to reach your usual demonstrated
performance level, you can apply for Special Consideration. In your application, you will need to show that your
circumstances meet all of the following criteria:
• You could not have reasonably anticipated, avoided or guarded against what happened
• The events were beyond your control
• Your study and completion of work were severely disrupted
• The events interfered with the otherwise satisfactory fulfilment of your unit or program requirements
• The situation lasted at least three consecutive days within a study period and/or prevented completion of a formal
examination.
You will need to lodge your request for special consideration by
logging into http://ask.mq.edu.au with your
OneID.
Notification and Availability of Feedback on Assessment
Marks awarded for assessment items will also be available on the on-line grades
system on the Blackboard within fourteen (14) days of the due date. Typically you will
also be able to collect your submitted assignments in this same timeframe.
Appeals against a Final Grade
The Appeals against Final Grades procedure in place at Macquarie City Campus
remains in line with the Macquarie University Appeals policy found at
http://mq.edu.au/policy/docs/grade_appeal/policy.html
This policy exists to address very rare cases where a procedural irregularity has
occurred. If you honestly believe there is an error in your final grade or that it is unfair,
you may initiate a Grade Review application according to this procedure. If you strongly
feel a procedural irregularity has occurred, you can ask your Lecturer for a Grade
Review.
For
more
information
about
this
process,
please
visit
http://www.city.mq.edu.au/reviews-appeals.html. During this review, you should ask
your Lecturer to review your examination paper.
14
Agenda Item 11.3
ADDITIONAL PROGRAM INFORMATION
Student Support Services
Students who require assistance are encouraged to contact the Student Services team
at the earliest opportunity. If you would like to make an appointment with a Student
Advisor, please call (02) 9964-6533 or email [email protected]
Evaluations
At the end of each session you will be asked to complete a LET: Learner Experience of
Teaching survey and/or an LEU: Learner Experience of Unit survey. Your feedback is
respected and valued by your lecturers and/or tutors. You are encouraged to provide
your thoughts on the course and teaching, both positive and critical, directly to your
lecturer and tutor or by completing these evaluations when they arise.
IT Conditions of Use
Students are expected to act responsibly when utilising Macquarie City Campus IT
facilities. The following regulations apply to the use of computing facilities and online
services:
●
Accessing inappropriate web sites or downloading inappropriate material
is not permitted. Material that is not related to coursework for approved
unit is deemed inappropriate.
●
Downloading copyright material without permission from the copyright
owner is illegal, and strictly prohibited. Students detected undertaking
such activities will face disciplinary action, which may result in criminal
proceedings.
Academic Misconduct (Cheating and Plagiarism)
Academic misconduct covers, but is not limited to, acts of plagiarism, cheating,
fabrication of data or research, unauthorised collaboration (e.g. collusion),
misrepresentation of student status, and academic qualifications falsification.
What is Cheating?
15
Agenda Item 11.3
You will be guilty of cheating if you do any of the following:
 Copy from another student during a test or examination. This is cheating whether
or not there is collusion between the students involved. Collusion with another
student who wishes to cheat from you exposes both parties to penalties under
the MQC Academic Integrity Policy.
 Use or paraphrase the work of others, including any document, audio-visual or
computer-based material, when preparing an assignment or writing an
examination, and pretend it is your own work by not acknowledging where it
came from.
 Copy from another student’s coursework whether that copying is with or without
the knowledge of that student. This includes:
1. copying all or part of someone else’s assignment;
2. allowing someone else to copy all or part of your assignment;
3. providing your assignment (or other materials for an assignment) to
another student;
4. having someone else do all or part of an assignment for you, and
5. doing all or part of someone else’s assignment for them.
 Make up data and fabricate results in research assignments.
 Impersonate someone else in a test or examination, whether in printed or
electronic form. For example, attempting to use a non-standard calculator in a
restricted calculator examination.
What is Plagiarism?
If you take and use the work of another person without clearly stating or acknowledging
your source, you are falsely claiming that material as your own work and committing an
act of plagiarism. This is wrong because it:
 Violates the principle of intellectual and scholarly integrity;
 Devalues the grades and qualifications gained legitimately by other students; and
fails to allow you to demonstrate your own understanding of the material.
What are the Penalties?
Penalties include:
 A formal warning to the student;
 Requirement to attend compulsory academic skills workshop;
 Any students found guilty of fraud will be report to the police
 A mark reduction or a mark of zero (0) awarded for the assessment in which
the academic misconduct occurred;
 A Fail (F) grade for the unit in which the academic misconduct occurred;
 Exclusion from enrolling in the program of study for a specified period of time;
 Expulsion from MQC (readmission is at the discretion of the Campus Director
on consideration of the student’s case for readmission).
16
Agenda Item 11.3
For further information please refer to the Macquarie Academic Integrity Policy found
here: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html.
17
Agenda Item 11.3
FPME002
Media 2
Unit Outline
Session 1, 2013
1
Agenda Item 11.3
UNIT DETAILS
Unit Code:
FPME002
Unit Name:
Media 2
Semester:
Session 1
Year:
2013
Program:
Macquarie Foundation Program
Credit Points:
X
Pre requisite
None
Unit Lecturer:
Unit Webpage:
Unit materials, suggested solutions, announcements and other
information can be found on your Blackboard account for this unit
(http://learn.mq.edu.au/). You should visit this unit site regularly.
Students in this unit should read this unit outline carefully at the start of the session. It contains
important information. If anything is unclear, please consult with the Unit Lecturer (details
below).
TEACHING STAFF
Name
Role in unit
Phone
Lecturer
(optional)
Email
List all teaching staff
CONTACTING TEACHING STAFF
Lecturers and tutors are available to answer questions or provide additional support
each week outside of normal class times. The times allocated will be given to students
in the first week of lectures.
Should you have any questions about the unit, need further clarification about the
content or need to inform the lecturer about any matter, we advise you to contact your
Lecturer or Tutor using the details provided above.
You must email the lecturer & tutor using your official MQ email account. (To
access your Macquarie University student email go to the Macquarie University Student
Portal http://students.mq.edu.au/home/, select “Student Email”).
2
Agenda Item 11.3
CLASSES
Weekly contact will be 5 hours consisting of a 2 hour lecture, a 2 hour tutorial and 1
hour consultation session. Each weekly class (five hours) will include an analysis of
media examples, a discussion workshop and practical hands-on exercises.
During the lecture, examples of media will be presented and explained by the lecturer
while during the tutorial participants will engage in related discussion and activities. In
the one-hour consultation session, students will be given individual guidance and
assistance with their assessment and homework tasks and assignments. This hour is
also an opportunity for students to engage in independent research and reading related
to the unit, complete additional tasks to extend their knowledge of the field or catch up
on any work they have missed.
Attendance of all three sessions (lectures, tutorials and consultation sessions) is
compulsory. In some cases a number of consultation sessions may be offered but you
must attend at least one of these sessions as attendance will be taken in each class.
Timetables for lectures and tutorials as well as consultation sessions can be found on
the Noticeboard on the MQC Student portal at http://student.mqc.edu.au
ATTENDANCE
A minimum level of 80% attendance is compulsory for all classes. Attendance will be
recorded in every class. If any scheduled class falls on a public holiday they will be
rescheduled. Unavoidable non-attendance due to illness or circumstances beyond your
control must be supported by appropriate documentation to be considered for a
supplementary test.
Detailed records of student attendance will be kept by all teaching staff. Where a
student arrives late to class or leaves early from a class, this absence will be noted and
taken into consideration.
3
Agenda Item 11.3
CONSULTATION SESSION TIMETABLE
Consultation sessions are an integral and compulsory part of this unit. All students must
attend at least one consultation session per week. The Consultation Session Timetable
for all Foundation Program units is available in the Timetable menu on the MQC
Noticeboard (https://student.mqc.edu.au/noticeboard/frameset_Timetable.htm).
Refer to the Consultation Session Timetable and write in all the consultation sessions
available for this unit in the table below. Please note that if more than one consultation
session is available, you may choose which one you wish to attend. If you require
additional support with your unit, you may attend more than one consultation session
where available. If you cannot attend any of the scheduled consultation sessions for a
particular unit, you must advise the university by emailing [email protected] by
the end of week 2.
Time
Monday
Tuesday
Wednesday
Thursday
Friday
UNIT DESCRIPTION
This unit is designed to build upon students’ familiarity with a range of issues in media
and associated technologies in contemporary culture. Students should already be
familiar with different media industries and the types of texts found in each. They are
now asked to develop further their critical literacy skills and an understanding and
analysis of theoretical frameworks and concepts in media and film studies. Students will
also increase their technical and production skills through the development of a mini
documentary. Throughout this subject students are encouraged to read, reflect and
engage using the tools of contemporary media.
PURPOSE
This unit will prepare students for studies in Media and Communications studies at
tertiary level. Students will further develop their verbal and written communication skills
as well as with analyzing and communicating concepts found in Media Studies and Film
Theory.
4
Agenda Item 11.3
TEXTS AND SUPPORTING MATERIALS
Prescribed textbook:
Students will be provided with a Unit Reader.
Recommended textbook(s):
Film Art: An Introduction, Bordwell and Thompson
Image and Representation: Key Concepts in Media Studies, Nick Lacey
New Media: Culture and Image, Kelli Fuery
Interpreting News, Graham Meikle
War and the Media: Reportage and Propaganda, 1900-2003.
Diana: The Making of a Saint. Richards, Wilson, Woodland.
You may view a full list of textbooks for all units in the Macquarie Foundation
Program on the Noticeboard link on the Student Portal at http://student.mqc.edu.au/
TECHNOLOGY USED AND REQUIRED
Students will be required to make use of the internet, Web 2.0 tools, blogs and other
forms of online media.
Students will also be asked to record a news segment using a video camera and the
video-editing software available in Lab 311.
LEARNING OBJECTIVES & OUTCOMES
The learning outcomes are achievable and measurable abilities students should be able to
demonstrate upon successful completion of this unit:
Learning Objective
To develop students’ ability to
communicate effectively
about media texts and critical
themes
Learning Outcomes
1.1 Identify, describe and critique a range of themes
emerging from media studies
1.2 Communicate information, ideas and opinions
about a range of media texts effectively and
appropriately
1.3 Engage in an active viewing and articulate an
Link to
Graduate
Capabilities
1, 2, 3, 4, 5
5
Agenda Item 11.3
analysis of media
2.1 2.1 Identify the main terminology and features of core
theoretical frameworks in media and film studies
To develop students’ skills
knowledge of terminology 2.2 2.2 Creatively and critically respond to a range of
media texts through the production of a news
and frameworks in media
presentation
and film studies
2.3
2.4
independent research and
investigation through
individual and collaborative
learning
To develop students’
technical skills in producing
and evaluating media texts
3.1 Investigate, analyse and develop opinions on the
changing media landscape over time
3.2 Undertake independent research to discover a
range of media texts over time for analysis
4.1 Produce a news presentation that identifies,
describes and critiques the development of a form of
media
4.2 Review and reflect on the process of composing the
news presentation
4.3 Provide critical constructive feedback to other
students on the script and news presentation
production process
1, 2, 4
1, 2, 3, 4, 5
1, 3, 4, 5
GRADUATE CAPABILITIES
In addition to the discipline-based learning objectives, all academic programs at
Macquarie University seek to develop the capabilities of their graduates enabling them
to address the challenges, and to be effective, engaged participants in their world.
Throughout your studies in this unit you will begin to develop the following skills:
1.
2.
3.
4.
5.
Discipline Specific Knowledge and Skills
Critical, Analytical and Integrative Thinking
Creative and Innovative
Effective Communication
Engaged and Ethical Local and Global citizens
6
Agenda Item 11.3
GRADING
This unit will use the grading system outlined below. This grading policy corresponds to
the Grading Policy approved by the Macquarie Academic Senate for all coursework
units which can be found at http://www.mq.edu.au/policy/docs/grading/policy.html
Graded Units
Description
High Distinction
A superior performance. Indicates that the student has demonstrated
superior ability to consider the course and its assessment requirements
from a number of perspectives and to explore their interrelation.
Distinction
An outstanding performance. Indicates that the student has produced
outstanding work, and has demonstrated a high level of understanding
across the entire content of the course.
Credit
A good performance. Indicates that the student has demonstrated the
ability to think analytically, and contextually about the course and its
assessment requirements, and to understand/present alternative points of
view/perspectives and supporting evidence.
Pass
An acceptable level of performance. Indicates that the student has
addressed the assessment requirements of the course and has
demonstrated an acceptable understanding of the issues entailed.
Fail
Unsatisfactory performance, below the minimum expected level. This
grade characterises work which shows a significant lack of understanding
of the topic or its context, and is therefore unsatisfactory.
Grade
Mark
HD
85 - 100
D
75 - 84
CR
65 - 74
P
50 - 64
F
0 - 49
7
Agenda Item 11.3
PROGRAM PROGRESSION
You are reminded that satisfactory Program Progression requires that attendance in
classes is maintained at equal to or greater than 80%, and that in any study period you
pass 50% or more of your enrolled units. Refer to MQC Course Progress Policy for
more information (http://www.city.mq.edu.au/policies-procedures.html).
INDEPENDENT STUDY
You are expected to reinforce your learning gained during class time by studying and
working through your textbook and exercises, that is, undertake independent study. For
this unit, in addition to the 5 hours per week of formal classroom contact, you will need
to spend at least an additional 2 hours each week of independent study. In this time you
will be expected to engage in activities that will help your learning and fulfill the unit
objectives. This may include homework activities, extra reading, research, journal
writing.
8
Agenda Item 11.3
WEEKLY TEACHING SCHEDULE
Week
1
Topic
Introduction
Students will be introduced to the aims and expectations
of the unit. Students will be placed in their groups for the
news presentation assignment.
Blogging and Activism
This class will examine the role of online publishing,
considering the extent to which blogs enable new forms
of activism. We will examine a number of online blogs
during class time.
Reading:
Activity:
“Let’s Talk About Newsworthiness…”
This week will examine principles of newsworthiness in
order to understand how and why particular news stories
are selected and presented.
Reading: TBA
Activity: A simulated
newsroom. Students will
play a game in which they
have limited time to
compose a series of news
stories from random
information sources.
Big Business: Media Concentration
Reading:
work in groups to create a
graph of statistics mapping
out trends in media
concentration.
2
This week will introduce students to the topic of media
concentration.
The Media as Spectacle?
3
Activity
This week will examine how the media thrives on
spectacles and sensationalized images. We will focus on
a range of examples from war reportage, including the
Vietnam War, the Gulf War and September 11. We will
examine the impact that this focus has on the media in
general
Reading: “The Media as
Spectacle” from Schirato
and Webb’s Visual Culture;
“Reading the Visual War.”
select a sensationalized
media spectacle to study.
They will then be asked to
write a fictionalized, firstperson narrative in
response to the image
(from the imagined
perspective of someone
involved in the
sensationalized event). We
9
Agenda Item 11.3
will discuss how these
narratives give rise to
different perspectives of
war.
Public Sphere: Do we have a public sphere?
4
This week will introduce students to Habermas’ concept
of the public sphere. We will begin to think about some
of the factors that threaten the public sphere, including
the commercialization of the media, tabloid journalism
and media concentration. Wikileaks will be discussed and
the coverage of the photos of Abu Ghraib will be
discussed.
5
Tabloid Media: Scandalous Media
This week will continue last week’s focus on the
contemporary factors that threaten the public sphere.
We will discuss examples where the media has played an
active role in covering-up significant news stories for
political purposes; cases where it has fabricated stories
and cases where it has broken the law in order to
generate profit. The Australian coverage of the Tampa
crisis will be briefly discussed, along with News of the
World’s recent phone hacking scandal.
6
Documentary Workshop
This week will prepare students for their final
assessment: their documentaries. Students will be given
information on how to construct a filmed news story, and
an introduction to some of the important themes that
could be relevant in your documentary.
7
Truth or Fiction? The Case of Documentary
This week will take issue with the conventional
understanding of documentary film as a ‘truthful’,
‘factual’ and ‘objective’ form of media. We will consider
the controversy surrounding Michael Moore’s 1989
documentary Roger and Me, and we will debate the
extent to which Moore’s film exploits and parades the
fiction of all forms of documentary (and media generally).
Reading: TBA
Screening: Wikileaks: BBC
documentary on Julian
Asange
engage in a class debate.
Assessment: Quiz
Screening: BBC
documentary on the phone
hacking scandal.
Reading: TBA
Activity: Students work in
groups to answer written
questions about the
newspaper reporting of the
Tampa crisis.
Reading:
Activity:
Students will be given time
to begin development of
scripts for their
documentaries.
Screening: Roger and Me
(dir. Michael Moore).
Reading: TBA
engage in a class debate
about the fictional and
narrative qualities of the
media.
Students will also be given
time this week to continue
10
Agenda Item 11.3
work on their news
presentation scripts.
8
‘Moral Panic’ in the Media
This week will examine how the media plays a key role in
creating a sense of moral panic around sensitive public
issues. We will examine the way Australia’s media has
played a formative role in the moral panic surrounding
the topic of asylum seekers and the protection of
children. We will also examine the unique role of
talkback radio in creating moral panic around sensitive.
Media Representations 1: Representing Race in the
Media
9
This week will adopt a critical examination of the way
race is represented in the media. We will examine the
way Arab Muslims have been represented in the media
since September 11. We will also consider the way the
global media plays a key role in mediating and/or creating
conflict.
Podcast: Listening to
talkback radio
Reading: TBA on talkback
radio
Activity: Students listen to
talkback radio and answer
scripted questions about
the role of talkback radio in
creating moral panic.
Reading: TBA
in groups to undertake a
close analysis of a range of
media texts representing
Arab Muslims, including
newspaper articles,
cartoons, live news footage
and youtube clips.
Students will identify racial
stereotypes in stories.
Blog assessment is due in
class.
10
Media Representations 2: Representing Gender in the
Media
This week will adopt a critical examination of the way
gender is represented in the media. We will examine key
cases in which gender has played a shaping role in media
coverage, focusing specifically on the media’s
representation of murder/crime victims. We will discuss
the representation of missing female children and/or/as
murder victims, we will discuss the representation of
Princess Diana’s death and we will discuss the O.J.
Simpson trial.
Reading: excerpts from
Diana: The Making of a
Saint, eds. Richards, Wilson
and Woodland.
Activity: The class will
develop a concept map of
the principles of
newsworthiness relating to
a range of focus stories
handed out in class.
Students will identify
gender stereotypes.
Students will be given
opportunity to give
feedback on other groups’
projects in class
11
Agenda Item 11.3
11
Witnessing War: The Case of Animation
This week will examine the role of contemporary
animation in offering new ways of representing war and
conflict.
12
Social Media and Youth Culture
Facebook is often criticized for the role it plays in
exacerbating the vulnerability of young people. Critics
take issue with facebook for a number of reasons,
including its capacity to enable young people to come
into contact with virtual strangers, for its pressure on
young people to fashion themselves as marketable
images and for enabling harmful forms of anonymous
bullying. This week will examine some of the debates
surrounding the relationship between social media and
youth culture. We will examine the extent to which social
media enables new and enabling forms of communication
for young people.
13
Screening: Waltz With
Bashir
Reading: Waltz With Bashir
in groups to create a mindmap. Students will
compare and contrast the
way the conventional news
represents war and conflict
in Lebanon, with the way
animation offers new ways
of representing war and
conflict.
Reading: TBA
Activity: Students will log
onto their facebook pages
and analyse the ways in
which their friends fashion
themselves/construct their
identities through images
and products.
Students will submit their written scripts.
Groups will screen their documentary for the rest of the
class and class will provide feedback and discussion.
12
Agenda Item 11.3
ASSESSMENTS
Summary of Assessment
Assessment
Task & Size
Weight
Type
Due/Held
Feedback
Given
Learning
Outcomes
Graduate Capabilities
Quiz
10%
Individual
Week 4
Week 5
1.1, 1.2, 2.1
1, 2, 4, 5
Blog
30%
Individual
Week 9
Week 11
Script
and
Documentary
Script 10%
Pres 30%
Group
Week 13
Week 14
Participation
20%
Individual
Ongoing
Ongoing
1.1, 1.2, 1.3,
2.1, 2.2
1.1, 1.2, 1.3,
2.1, 2.2, 3.1,
3.2, 4.1, 4.2,
4.3
1.1, 1.2, 1.3,
2.2, 4.2, 4.3
1, 2, 3, 4, 5
1, 2, 4, 5
Assessment Details
1.
Quiz Short written quiz on topics discussed from Weeks 1 to 4.
2.
Blog Students will produce a public blog detailing the factors that threaten a
healthy public sphere. Topics addressed should reflect the themes discussed in
class including distortions and newsworthiness, media concentration, biased
representations, moral panics and notable media scandals. Students will be
asked to incorporate examples of media found through independent research.
3.
Feature Story / Documentary Students will work in groups of 3 and develop a
script which explores and articulates key issues relating to one particular form of
media since the 1990s. Students will be given an opportunity to workshop their
script with the class during Weeks 6 and 7 and feedback received should be
incorporated in further drafts of this script. The script is to be submitted in Week
13 alongside a filmed news segment. This presentation should:
 Be focussed on one particular media
 Explain in detail the features of that media type
 Discuss how use of this form of media has changed in nature since the
1990s. Important themes to think about include the commercialisation
and concentration of media; the presentation of news and its impact;
representations of race and gender and war in the media.
 Include 5-6 examples researched by the group which were not discussed
in class
4.
Participation – Students will be marked on their ongoing engagement in class
and completion of in-class activities
13
Agenda Item 11.3
Requirements for a Pass or Higher
To pass this course, you need an overall mark of at least 50% for the course.
You must attempt all assessable components of this unit. Failure to do so will result in
an F (fail) grade being recorded.
Final Examinations
End of session examinations will be held during week 13 and during the first three days
of week 14. Students must be available to come to campus and undertake examinations
up to and including Wednesday 30 January 2013.
Submission and Return of Assessment Items
Information about submission of assessments will be given to you when you receive
details about the assessment tasks in your first tutorial class.
Please note: You may be required to submit assignments electronically to a collusion
detection tool to allow the detection of possible instances of collusion/plagiarism. This
will also involve MQC or its nominee storing your work on a secure database for use in
testing assessment submitted by others in the future. For further information please
refer to Macquarie’s Academic Honesty Policy which you can find at this link:
http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
.
Retention of Originals
You must be able to produce another copy of all work submitted if requested. Copies
should be retained until after the release of final results each Session.
The University is committed to equity and fairness in all aspects of its learning and
teaching. In stating this commitment, the University recognises that there may be
circumstances where a student is prevented by unavoidable disruption from performing
in accordance with their ability. A special consideration policy exists to support students
who experience serious and unavoidable disruption such that they do not reach their
usual demonstrated performance level. The policy is available here.
If you feel you have been disadvantaged due to an event or illness, or not able to reach
your usual demonstrated performance level, you can apply for Special Consideration. In
your application, you will need to show that your circumstances meet all of the following
criteria:

You could not have reasonably anticipated, avoided or guarded against what
happened
14
Agenda Item 11.3




The events were beyond your control
Your study and completion of work were severely disrupted
The events interfered with the otherwise satisfactory fulfilment of your unit or
program requirements
The situation lasted at least three consecutive days within a study period and/or
prevented completion of a formal examination.
You will need to lodge your request for special consideration by logging into
http://ask.mq.edu.au with your OneID.
Assignment Extensions
To apply for an extension of time for an assessment item you must submit a written
request to your lecturer at least 48 hours before the date the assessment item is due.
Grounds for extensions are usually: serious illness, accident, disability, bereavement or
other compassionate circumstances and must be able to be substantiated with relevant
documentation (e.g. medical certificate). Please refer to the Special Consideration
policy on the MQC website for guidelines about applying for extensions and deferred
assessment.
Notification and Availability of Feedback on Assessment
Marks awarded for assessment items will also be available on the on-line grades
system on the Blackboard within fourteen (14) days of the due date. Typically you will
also be able to collect your submitted assignments in this same timeframe.
Appeals against a Final Grade
The Appeals against Final Grades procedure in place at Macquarie City Campus
remains in line with the Macquarie University Appeals policy found at
http://mq.edu.au/policy/docs/grade_appeal/policy.html
This policy exists to address very rare cases where a procedural irregularity has
occurred. If you honestly believe there is an error in your final grade or that it is unfair,
you may initiate a Grade Review application according to this procedure. If you strongly
feel a procedural irregularity has occurred, you can ask your Lecturer for a Grade
Review.
For
more
information
about
this
process,
please
visit
http://www.city.mq.edu.au/reviews-appeals.html. During this review, you should ask
your Lecturer to review your examination paper.
15
Agenda Item 11.3
ADDITIONAL PROGRAM INFORMATION
Student Support Services
Students who require assistance are encouraged to contact the Student Services team
at the earliest opportunity. If you would like to make an appointment with a Student
Advisor, please call (02) 9964-6533 or email [email protected]
Most requests for support or information can also be resolved by lodging an enquiry
with http://ask.mq.edu.au
Evaluations
At the end of each session you will be asked to complete a LET: Learner Experience of
Teaching survey and/or an LEU: Learner Experience of Unit survey. Your feedback is
respected and valued by your lecturers and/or tutors. You are encouraged to provide
your thoughts on the course and teaching, both positive and critical, directly to your
lecturer and tutor or by completing these evaluations when they arise.
IT Conditions of Use
Students are expected to act responsibly when utilising Macquarie City Campus IT
facilities. The following regulations apply to the use of computing facilities and online
services:
●
Accessing inappropriate web sites or downloading inappropriate material
is not permitted. Material that is not related to coursework for approved
unit is deemed inappropriate.
●
Downloading copyright material without permission from the copyright
owner is illegal, and strictly prohibited. Students detected undertaking
such activities will face disciplinary action, which may result in criminal
proceedings.
Academic Misconduct (Cheating and Plagiarism)
Academic misconduct covers, but is not limited to, acts of plagiarism, cheating,
fabrication of data or research, unauthorised collaboration (e.g. collusion),
misrepresentation of student status, and academic qualifications falsification.
What is Cheating?
You will be guilty of cheating if you do any of the following:
 Copy from another student during a test or examination. This is cheating whether
or not there is collusion between the students involved. Collusion with another
16
Agenda Item 11.3




student who wishes to cheat from you exposes both parties to penalties under
the MQC Academic Integrity Policy.
Use or paraphrase the work of others, including any document, audio-visual or
computer-based material, when preparing an assignment or writing an
examination, and pretend it is your own work by not acknowledging where it
came from.
Copy from another student’s coursework whether that copying is with or without
the knowledge of that student. This includes:
1. copying all or part of someone else’s assignment;
2. allowing someone else to copy all or part of your assignment;
3. providing your assignment (or other materials for an assignment) to
another student;
4. having someone else do all or part of an assignment for you, and
5. doing all or part of someone else’s assignment for them.
Make up data and fabricate results in research assignments.
Impersonate someone else in a test or examination, whether in printed or
electronic form. For example, attempting to use a non-standard calculator in a
restricted calculator examination.
What is Plagiarism?
If you take and use the work of another person without clearly stating or acknowledging
your source, you are falsely claiming that material as your own work and committing an
act of plagiarism. This is wrong because it:
 Violates the principle of intellectual and scholarly integrity;
 Devalues the grades and qualifications gained legitimately by other students; and
fails to allow you to demonstrate your own understanding of the material.
What are the Penalties?
Penalties include:
 A formal warning to the student;
 Requirement to attend compulsory academic skills workshop;
 Any students found guilty of fraud will be report to the police
 A mark reduction or a mark of zero (0) awarded for the assessment in which
the academic misconduct occurred;
 A Fail (F) grade for the unit in which the academic misconduct occurred;
 Exclusion from enrolling in the program of study for a specified period of time;
 Expulsion from MQC (readmission is at the discretion of the Campus Director
on consideration of the student’s case for readmission).
For further information please refer to the Macquarie Academic Integrity Policy found
here: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html.
17
Agenda Item 11.4
MEMORANDUM
TO:
FROM:
DATE:
RE:
Macquarie University Foundation Program – Changes to
Program Structure
Proposal:
To include two new units – FPME001 – Media 1 and FPME002 – Media 2 as permitted
electives for students in the Macquarie Foundation Program from 2013
Currently there is a need for students who choose to not undertake studies in Mathematics,
who might be more interested in the humanities rather than Science, to have an additional
elective available to them. We believe that a Media unit, which has an emphasis on critical
thinking skills, digital literacies and media production skills would be of most use and interest
to students studying at this level. This elective sequence will also suitably tie in with
Macquarie City Campus’ current offerings at Undergraduate level.
Current Program Structure
Proposed Program Structure
2-Semester (Fast-Track Program)
2-Semester (Fast-Track Program)
Core Units
FPEN001/002: English Studies 1 & 2
FPEN021/022: Advanced Communication 1A &1B
FPCW001: Computing Skills Workshop
FPTP021: Tertiary Skills
Elective Units
Choose 4 of the following elective sequences:
FPSC001/002: Society & Culture 1 & 2
FPBI001/002: Biology 1 & 2
FPCH001/002: Chemistry 1 & 2
FPIT001/002: Information Technology 1 & 2
FPEC001/002: Economics 1 & 2
FPAC001/002: Accounting 1 & 2
FPLW001/002: Law 1& 2
Core Units
FPEN021/022: Advanced Communication 1A &1B
FPTP021: Tertiary Skills
Elective Units
FPLW001/002: Law 1& 2
FPME001/002: Media 1&2
Only 1 of the following mathematics sequences
may be chosen to count towards these 4
sequences:
FPMT001/002: General Mathematics 1 & 2
FPMT003/004: Intermediate Mathematics 1 & 2
FPMT005/006: Advanced Mathematics 1 & 2
Only 1 of the following mathematics sequences may
be chosen to count towards these 4 sequences:
Minimum Credit Points required for
Completion = 34cps; Total Award = 14 units.
Minimum Credit Points required for Completion =
34cps; Total Award = 14 units.
Agenda Item 11.4
Current Program Structure
Proposed Program Structure
3-Semester (Standard-Track Program)
3-Semester (Standard-Track Program)
Core Units
FPEN031/032: Academic English 1A & 1B
FPEN033/034: Advanced Academic
Communication 2A &2B
FPTP031/032: Tertiary Preparation 1 & 2
Elective Units
FPLW001/002: Law 1& 2
Core Units
FPEN031/032: Academic English 1A & 1B
FPEN033/034: Advanced Academic Communication
2A &2B
FPTP031/032: Tertiary Preparation 1 & 2
Elective Units
FPLW001/002: Law 1& 2
FPME001/002: Media 1&2
Only 1 of the following mathematics sequences
may be chosen to count towards these 4
sequences:
Only 1 of the following mathematics sequences may
be chosen to count towards these 4 sequences:
Minimum Credit Points required for
Completion = 51cps; Total Award = 17 units.
Minimum Credit Points required for Completion =
51cps; Total Award = 17 units.
Recommendation:
ASQC approve change of the program structures to include these new electives for both
Macquarie University Foundation Program Fast-Track and Macquarie University Foundation
Program Standard-Track.
.
Regards
Nathan Asher
Agenda Item 12
!
To
From
Macquarie International
Subject Proposal for Direct Entry Qualification – Senior Unified
Examination Certificate (UEC) - Malaysia
Date
17 October 12
Background
At the May 2012 meeting Macquarie International proposed that the Coursework
Admissions Committee (CAC) approve UEC qualification from Malaysia for entry to
Macquarie University an utilise the proposed the scores for UEC on a scale similar
to that used by other universities. CAC requested further information on the
curriculum, calculations and other Universities utilising this qualification. This
briefing provides further information as requested by the committee as well as a
Quality Assurance Assessment.
Discussion
Quality Assurance Assessment Requirements – International Admissions
Overview
Education Provider Name: Malaysian Independent Chinese Secondary School
United Examination Certificate
Address and Campus Locations (include url): United Chinese School
Committees’ Association Of Malaysia; Lot 5, Seksyen 10, Jalan Bukit, 43000
Kajang, Selangor D.E. Malaysia. Tel:03-87362337 Fax: 603-87362779 E-mail:
[email protected] http://www.djz.edu.my
Ranking: Not/Applicable
Existing Partnerships: Australian National University, the University of Adelaide,
Monash University, and the University of Melbourne.
Accrediting Requirements and Accrediting Agency:
The MICSS Unified Examination is conducted by the MICSS Working Committee
which comprises representatives from the United Chinese School Committees'
Association of Malaysia (UCSCAM), the United Chinese School Teachers'
Association of Malaysia (UCSTAM) and the Chinese Schools Alumni Association.
The Malaysian Qualification Agency is yet to release the results of their
assessment of the UEC. However “The Government is aware that the UEC is a
high standard certificate. Therefore, it now allows UEC students to take National
Higher Education Fund Corporation (PTPTN) loans, grants scholarships to the top
50 UEC students annually and also allows those who scored four credits in the
examination to apply for teacher training course,”
http://thestar.com.my/news/story.asp?sec=nation&file=/2011/8/10/nation/9272295
The private universities of Malaysia such as Multimedia University, International
Medical University, University Tun Abdul Razak (UNITAR), Monash University
(Sunway Branch) have recognised UEC as academic qualification for direct entry
to their degree programmes.
Proposed Pathway Course & Qualification:
The UEC be considered for entry to Macquarie University equivalent to the New
South Wales Higher School Certificate in Australia.
Page 1 of 2
Agenda Item 12
Language of Instruction:
The learning of the three languages, viz. Chinese, Malay and English, which
takes up almost 50% of class contact hours, is compulsory for all students in the
MICSS system.
English Language Requirements:
Nil for UEC. Students for Macquarie would be required to meet IELTS
requirements as well as UEC marks.
Admission Requirements for Courses:
Students move through a series of Examinations conducted by the MICSS, the
UEC is the final Examination.
Curriculum
The curriculum for this qualification has been provided and is attached to this
summary document at Attachment A.
Grading System
The Unified Examination Certificate (UEC) lists the subject(s) passed by the
candidate. Grading of the Senior Middle and Vocational UEC is based on a 9-point
scale, from the highest (A1) to the lowest (F9) as follows:
A1 A2
B3 B4 B5 B6 C7 C8 F9
Distinction Credit
Pass
Fail
Further Background and structure of the examination is provided at Attachment B.
Suggested Entry Level
The calculations proposal is based on the evidence of other universities and their
calculation of the UEC compared to an ATAR score.
That the best five subjects in the UEC are utilised to calculate the UEC score and
that the UEC requirements ranging from 12-20 points, compared to the ATAR as
follows;
UEC 20 = ATAR 74-78
UEC 15 = ATAR 79-84
UEC 14 = ATAR 85-90
UEC+12= ATAR 90+
This proposal is in line with other Australian University UEC comparisons to the
ATAR, for example utilising selected programs from other universities publicly
available information, as described in Table 1
Table 1: ATAR and UEC entry requirements
University Program
ATAR/TER UEC
ANU
Bachelor of Commerce 90
12
ANU
Bachelor of Arts
86
16
Adelaide
Bachelor of Economics 75 (TER)
20
Adelaide
Bachelor of Commerce 80 (TER)
15
Adelaide
Bachelor of Arts
70 (TER)
25
Other universities accepting the qualification
Other Universities information is complied for the consideration of the committee
and attached to this brief (Attachment C). The attachment includes information
from the Australian National University, the University of Adelaide, Monash
University, and the University of Melbourne.
Recommendation
That the United Examination Certificate be approved for direct entry to Macquarie
University according to the scale provided.
Page 2 of 2
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Attachment A Curriculum
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Attachment B Background and Structure
THE MALAYSIAN
INDEPENDENT CHINESE
SECONDARY SCHOOL (MICSS)
&
THE UNIFIED EXAMINATION
CERTIFICATE
(UEC)
!"#$%&'()*+,+
UNITED CHINESE SCHOOL COMMITTEES’ ASSOCIATION OF MALAYSIA
LOT 5, SEKSYEN 10, JALAN BUKIT, 43000 KAJANG, SELANGOR D.E. MALAYSIA.
TEL:03-87362337 FAX: 603-87362779 E-mail: [email protected] http://www.djz.edu.my
Agenda Item 12
CONTENTS
About us
Pg1
The Malaysian Education System & MICSS
Pg2
The Malaysian Independent Chinese Secondary Schools(MICSS)
Pg3
The MICSS Unified Examination Certificate(UEC)
Pg5
Appendix I
Pg9
Malaysian Independent Chinese Secondary School (MICSS)
Working Committees Organization Structural Chart
Appendix II
The Sixty Schools in MICSS
Pg10
Appendix III
Pg12
Higher Education For The High School Graduates Of Malaysian
Independent Chinese Secondary Schools
Agenda Item 12
About us…
Dong Zong
United Chinese School Committees’ Association of Malaysia (UCSCAM) or better
known as Dong Zong in Malaysia was established in 22nd August 1954. It is the body
that lead the development of Chinese Education in Malaysia. Its members include the
Chinese school committees from Johor, Melaka, Negeri Sembilan, Selangor, Kuala
Lumpur, Penang, Kedah, Perlis, Kelantan, Pahang, Sarawak and Sabah.
Jiao Zong
United Chinese School Teacher Association of Malaysia (UCSTAM) or known as
Jiao Zong in Malaysia was established earlier in 25th December 1951. Dong Zong and
Jiao Zong have been working closely for the past few decades in fighting for the right of
the Chinese Education. Like Dong Zong, its 40 members comply of teacher associations
from all part of Malaysia. The members of the teacher associations come from the
Chinese Independent School and the primary SRJK (C) schools.
Dong Jiao Zong
Together Dong Zong and Jiao Zong work hand in hand for the advantages of the
Chinese Education in Malaysia. Since then, both associations were known as Dong Jiao
Zong which play the leading role in the Chinese Education movement. Dong Jiao Zong
have become the spoke person for the community especially the Chinese community in
preserving mother tongue language education in Malaysia.
Malaysian Independent Chinese Secondary Schools (MICSS)
MICSS came into being after the Education Act 1961, determined to use their
mother tongue to preserve the Malaysian Chinese culture. In 1973, Dong Jiao Zong
formed the MICSS Working Committee, to develop the examination and syllabus of the
60 Independent Schools in Malaysia. The “Unified Examination started in 1975 and has
continued to be run every year since. (Please refer to Appendix I for the organization
structural chart)
1
Agenda Item 12
THE MALAYSIAN EDUCATION SYSTEM & MICSS
There are three levels in the Malaysian education system: primary, secondary and
tertiary. Children enter primary school when they are seven years old and go through six
years of primary education. The national secondary education system consists of three
years of lower secondary, two years of upper secondary and a further two years of
pre-university education. On completion of the different levels of primary and
secondary education, students are required to sit for the following public examinations:
(1) UPSR – Primary Standard 6;
(2) PMR – Lower Secondary Form 3;
(3) SPM – Upper Secondary Form 5;
(4) STPM – Pre-university form 6.
Primary schools using the Bahasa Malaysia, the national language, as the main medium
of instruction are termed National Primary Schools whereas schools in which the main
medium of instruction is Chinese or Tamil are called National-type Primary Schools.
National Primary Schools are completely funded and subsidized by the government
while the National-type Primary Schools are given grants-in-aid to cover current
expenditure and a negligible amount of capital grants for new buildings or equipments.
Consequently the Malaysian Chinese and Tamil communities have to constantly raise
funds in order to maintain their primary schools.
At present, the total enrolment in primary schools in Malaysia is nearly 3 million, of
which about 21% are in Chinese-medium primary schools. On completion of their
primary education, pupils from these schools can either enter National Secondary
Schools, National-type Secondary Schools or Malaysian Independent Chinese
Secondary Schools (MICSS). Parents are free to choose the type of school for their
children.
National Secondary Schools and National-type Secondary Schools are run by the
government. Malay is their main medium of instruction. In these schools, in which the
school land belongs to the government, all expenditures are borne by the government,
but if the land does not belong to the government, only grants-in-aid to cover current
expenditure and a nominal amount of capital grant are given.
The MICSS are non-profit-making institutions completely maintained by the Chinese
community itself. The main medium of instruction used in these schools is Mandarin
but English and Malay are compulsory subjects. In these schools, students go through
three years of Junior Middle and three years of Senior Middle secondary education.
2
Agenda Item 12
THE MALAYSIAN INDEPENDENT CHINESE SECONDARY
SCHOOLS (MICSS)
The Malaysian Chinese community has shown such a strong commitment to the
Malaysian Independent Chinese Secondary Schools (MICSS) system through the years
because they believe fervently in upholding mother tongue education. Malaysians of all
ethnic communities are welcome to study in these schools and no one is excluded on the
basis of race or religion. The sixty schools in the MICSS system exist as an essential
secondary-level link for the over 1,284 Chinese primary schools in the country. They
therefore play a very crucial role in the cultural and educational development of the
Malaysian Chinese.
The MICSS do not receive any government aid at all. Before 1962, they did receive
financial subsidies from the government but with the promulgation of the 1961
Education Act, government financial assistance has been denied to all secondary
schools which do not use Malay as the main medium of instruction.
Today, these independent schools are wholly maintained by the Malaysian Chinese
community as non-profit-making educational institutions. Students do have to pay
nominal fees but the community still has to subsidise the running and development of
the schools.
There is a total student population of more than 60,000 in the sixty schools. Students
enter the MICSS system after they have completed six years of education in the Chinese
primary schools. This school system offers six years of secondary education, three years
of Junior Middle and three more years of Senior Middle. The curriculum of the MICSS
conforms to the Government curriculum for secondary schools. The academic standard
achieved by MICSS students upon graduation is sufficient to enable them to further
their studies in universities or colleges of tertiary education around the world.
Examinations
MICSS students sit for the Junior Middle Three (Secondary III) Unified Examination
and Senior Middle Three (Secondary VI) Unified Examination or Vocational Unified
Examination, which are held in October every year. In 2000, 15, 802 candidates sat for
the said three types of Unified Examinations. At the same time, many MICSS students
also sit for the Government (Public) Examinations such as the PMR, SPM and STPM.
MICSS Curriculum
The learning of the three languages, viz. Chinese, Malay and English, which takes up
almost 50% of class contact hours, is compulsory for all students in the MICSS system.
At the Senior Middle level, students are streamed into Science, Arts, and Commerce or
Vocational classes. The various independent schools display different specialities. For
example, most of the schools today conduct computer courses for their students. Apart
from this, technical and vocational courses are also available in various MICSS.
3
Agenda Item 12
The MICSS Working Committee has compiled a set of standardized textbooks in
Science, Arts and Commerce in Mandarin for use by students at both the Junior and
Senior levels.
(Please refer to Appendix II for the list of 60 MICSS)
Technical and Vocational Education
A Technical and Vocational Education Department was set up in 1987 to promote
technical and vocational education in the MICSS with the aim to develop different
specialties and talents of students other than those in the traditional Arts and Science
Streams and pave the way for them to pursue higher education or seek employment after
completing a three-year course at the Senior Middle level.
Today, out of the 60 MICSS, 23 of them are conducting different technical and
vocational courses according to the prevailing conditions. The subjects taught are
Computing & Information Technology, Basic Circuit Theory, Principle Electronic,
Digital Logic, Fundamentals of Electrical Engineering, Car Repair & Maintenance, Car
Repair & Maintenance (Practical), Fine Art & Craft, Fine Art & Craft (Practical).
Students in the Technical and Vocational stream sit for the Vocational Unified
Examination which was first held in 1993.
4
Agenda Item 12
THE MICSS UNIFIED EXAMINATION CERTIFICATE (UEC)
The MICSS Unified Examination is conducted by the MICSS Working Committee which
comprises representatives from the United Chinese School Committees' Association of
Malaysia (UCSCAM), the United Chinese School Teachers' Association of Malaysia
(UCSTAM) and the Chinese Schools Alumni Association. In 2000, a total of 8632 and
6724 students sat for the Junior Middle Three and Senior Middle Three Unified
Examinations respectively while 446 students sat for the Vocational Unified Examination.
Objectives of the MICSS Unified Examination:
(i)
(ii)
To assess and evaluate the academic standard of students in Independent Chinese
Secondary Schools;
To provide a reliable accreditation standard for entry into local as well as foreign
higher educational institutions.
The Organisation of the MICSS Unified Examination
The Unified Examination is organised and managed by the MICSS Unified Examination
Board. The Board consists of experienced academicians and professionals from various
institutions of higher learning, experienced teachers from Chinese Independent Secondary
Schools as well as representatives from both UCSCAM and UCSTAM.
The Examination Board has five sub-committees, which are responsible for carrying out
the following tasks:
1.
Setting Examination Questions:
Academicians of high standing, who are experts in their own field, undertake this task.
The highest confidentiality is maintained and observed.
2.
Evaluating Examination Papers:
This task is undertaken by an advisory panel. The panel members include professors
and senior lecturers from prestigious universities. The quality and validity of the
examination papers is strictly monitored.
3.
Invigilation:
This Sub-committee is entrusted with the task of invigilating the examinations. A
State/District Examination Chief is appointed for each and every state/district
throughout Malaysia. Similarly, a Chief Invigilator and a Deputy Chief Invigilator are
appointed for each examination centre. They are directly responsible to the
Examination Chief of the state/district concerned. These Chief Invigilators are, in turn,
assisted by invigilators who are teachers chosen from schools other than the one in
which they are invigilating.
4.
Assessment:
This Sub-committee is entrusted with the task of marking and scoring the examination
answer scripts submitted by the various examination centres. Every year, 300-400
teachers are appointed as examiners to mark the question papers at a chosen
Centralised Examination Assessment Centre where strict security is observed.
5
Agenda Item 12
5.
General Affairs:
This Sub-committee is in charge of registering examination candidates, examination
fee collection, results compilation, printing of question papers and issuing of
certificates. This process has been completely computerised.
UEC Grading System
A total of 23 subjects are offered in the Senior Unified Examination: Chinese Language,
Malay (National) Language, English Language, Mathematics, Advanced Mathematics,
Advanced Mathematics (I), Advanced Mathematics (II), History, Geography, Biology,
Chemistry, Physics, Commerce, Commercial Studies, Book-keeping, Accounting,
Economics, Art, Basic Circuit Theory, Principle Electronic, Digital Logic & Fundamentals
of Electrical Engineering. The UEC is an open certificate. Candidates are allowed to
register for any number of subjects up to a maximum of 14. The examination papers for
Mathematics, Advanced Mathematics, Advanced Mathematics (I), Advanced Mathematics
(II), Biology, Chemistry, Physics, Book-keeping, Accounting and Commerce are set in
both Chinese and English versions. Candidates who are taking these subjects may choose
to answer in either of the languages.
The Vocational & Technical Unified Examination offers 17 subjects: Chinese Language,
Bahasa Malaysia, English Language, Industrial English, Mathematics, Advanced
Mathematics, Computing & Information Technology, Basic Circuit Theory, Principle
Electronic, Digital Logic, Fundamentals of Electrical Engineering, Car Repair &
Maintenance, Car Repair & Maintenance (Practical), Fine Art & Craft, Fine Art & Craft
(Practical). Candidates are allowed to register for any number of Subjects.
The Junior Unified Examination offers 8 subjects: Chinese, Malay, English, Science,
Mathematics, Geography, History and Art. Candidates are allowed to register for any
number of Subjects up to maximum of 8.
The MICSS Unified Examination Certificate (UEC) lists the subject(s) passed by the
candidate. Grading of the Senior Middle and Vocational UEC is based on a 9-point scale,
from the highest (A1) to the lowest (F9) as follows:
A1
A2
B3
B4
B5
B6
C7
C8
F9
Distinction
Credit
Pass
Fail
while grading of the Junior Middle UEC is based on a 5–point scale from A to E as
follows:
A
B
C
D
E
Distinction
Credit
Required Level
Attained
Good
Required Level Not
Attained
Registration for the three types of Unified Examination is scheduled for January each year.
The UEC results are normally released in mid-December.
For those candidates with access to computer, they may obtain their results by visiting our
website at www.djz.edu.my using their index number and I.C. No.
6
Agenda Item 12
Higher Education Opportunities for MICSS Graduates
Ever since the fifties, students from the MICSS have graduated from universities and
colleges in Singapore, Taiwan, United Kingdom, United States of America, Canada,
Australia, New Zealand and other countries. They have a reputation for being hardworking
and disciplined in their studies as well as being sociable in their interaction with fellow
students and staff.
A Higher Education Advisory Board and Student Affairs Department have been set up to
provide counselling service for MICSS students.
Recognition by Foreign Universities
For many years now, the UEC has been accepted for entry into more than 500 universities
and colleges all over the world.
 China and Taiwan
The universities and colleges in China and Taiwan have all along accepted the UEC as the
principal academic document in considering a Malaysian student for enrolment into their
bachelor degree courses. For instance, Beijing University, Tsinghua University, Beijing
China, National Taiwan University, National Normal University and etc.
 United Kingdom
In recent years, the UEC has been recognised by London University and the U.K. Joint
Matriculation Board to be on a par with / in lieu of the G.C.E. Certificate and also by the
British Council to be equivalent to the Scottish Certificate as an essential component of
entry requirements for U.K. tertiary education. Many universities in the U.K. such as
University of Stirling, University of Glasgow, University of Aberdeen, University of
Leicester, Coventry University, University of Nottingham, University of Sheffield,
University of Edinburgh, etc accept UEC holders with good grades for direct entry into
their bachelor degree courses on fulfilling language requirements.
 Australia & New Zealand
The status of the UEC has, more recently, been accepted as having met the matriculation
requirement for enrolment into bachelor degree courses at quite a number of universities
in Australia such as the University of Tasmania, University of Melbourne, University of
Wollongong, La Trobe University, Monash University, University of Adelaide, University
of Newcastle, Deakin University, etc and in New Zealand such as Victoria University of
Wellington,University of Otago, University of Waikato, University of Canterbury, Lincoln
University, Canterbury, etc.
 Canada
Universities in Canada such as University of Toronto, University of Alberta, University of
Saskatchewan, Brock University, University of Prince Edward Island, St. Francis Xavier
University, etc also accept UEC holders for direct entry into their undergraduate courses
on fulfilling language requirements.
7
Agenda Item 12
 Singapore
The National University of Singapore (NUS) , Nanyang Technological University (NTU)
and Singapore Management University(SMU) now widely accept UEC holders with good
grades for direct entry into their undergraduate programme without the need to sit for a
Common University Entrance Examination as was the case previously.
 Others countries & Professional Bodies
Institutions of higher learning in Japan, France and the United States of America, which
share a similar 12-year education system with our MICSS system, accept UEC holders
with five credits plus the requisite language qualification.
At the level of professional education, the United Kingdom CIMA (The Chartered
Institute of Management Accountants), ACCA (The Chartered Association of Certified
Accountants), NCC (National Computing Centre), etc have likewise recognised the UEC
as sufficient entrance qualification.
Recognition by Local Private Universities and Colleges
More than 600 private universities and colleges in Malaysia accept UEC holders to pursue
professional courses, twinning programmes and others programmes offered by them as the
UEC is considered to be equivalent to STPM or A Level in terms of entry requirements.
Indeed, The private universities of Malaysia such as Multimedia University, International
Medical University, University Tun Abdul Razak (UNITAR), Monash University (Sunway
Branch) have recognised UEC as academic qualification for direct entry to their degree
programmes.
A fuller list of Universities throughout the world, which recognises the UEC for direct
entry into their undergraduate courses, is provided below.
Please refer to Appendix III
8
Agenda Item 12
Appendix I
Malaysian Independent Chinese Secondary School (MICSS) Working Committees
Organization Structural Chart
Dong Zong
Jiao Zong
MICSS Working Committee
Educational Affairs Working Committee
Indicates collaborating
Administration Board
Indicates direct instruction
Administration Board
(Chief Executive Officer)
General Affairs Division
Educational Division
Head of Departments
1. Organization Affairs Department
2. Finance Department
3. Publishing Department
4. Personnel Department
5. Resource & Information Department
6. General Affairs Department
7. Computer Unit
Head of Departments
1.Curriculum Department
2.TeacherEducation Department
3. Examination Department
4. Student Affairs Department
5. Technical Education Department
6.Physical Education Department
7.Educational Research Department
8.Scholarship and Study Loan Unit
Dong Jiao Zong Organization Structural Chart
Jiao Zong (1951)
MICSS
Working
Committee (1973)
Dong Zong (1954)
Merdeka University Berhad (1968)
Malaysian Chinese
Primary
School
Working
Committee (1994)
Dong Jiao Zong Higher
Learning Centre Bhd (1994)
New Era College
(1997)
9
Agenda Item 12
Appendix II
The Sixty Schools in MICSS
There are sixty Independent Chinese Secondary Schools in Malaysia: 37 in West Malaysia
and 23 in East Malaysia. They are located in all states of Malaysia except Perlis,
Terengganu and Pahang as follows:
1. Chung Hwa High School, Muar, Johore
2. Pei Hwa High School, Sg. Mati, Johore
3. Chong Hwa High School, Kluang, Johore
4. Yong Peng High School, Yong Peng, Johore
5. Chinese High School, Batu Pahat, Johore
6. Chong Hwa High School, Rengit, Johore
7. Pei Chun High School, Pontian, Johore
8. Foon Yew High School, Johor Bahru, Johore
9. Pay Fong Middle School, Malacca
10. Chung Hua High School, Seremban, Negeri Sembilan
11. Chung Hua Middle School, Port Dickson, Negeri Sembilan
12. Tsun Jin High School, Kuala Lumpur
13. Kuen Cheng Girls' High School, Kuala Lumpur
14. Confucian Private Secondary School, Kuala Lumpur
15. Chong Hwa Independent High School, Kuala Lumpur
16. Kwang Hua (Private) High School, Klang, Selangor
17. Pin Hwa High School, Klang, Selangor
18. Hin Hua High School, Klang, Selangor
19. Chung Hua Independent High School, Klang, Selangor
20. Shen Jai Secondary School, Ipoh, Perak
21. Yuk Choy High School (Private), Ipoh, Perak
22. Poi Lam High School, Lahat, Perak
23. Yik Ching High School, Pantai Remis, Perak
24. Tsung Wah Private Secondary School, Kuala Kangsar, Perak
25. Nan Hwa High School, Manjung, Perak
26. Pei Yuan High School, Kampar, Perak
27. San Min Independent Chinese Secondary School, Telok Intan, Perak
28. Hua Lian High School, Taiping, Perak
29. Chung Hwa Independent High School, Kota Bharu, Kelantan
30. Sin Min High School, Sungai Petani, Kedah
31. Sin Min Middle School, Alor Setar, Kedah
32. Keat Hwa Middle School, Alor Setar, Kedah
33. Jit Sin Independent High School, Bukit Mertajam, Penang
34. Han Chiang High School, Penang
35. Chung Ling (Private) High School, Penang
36. Penang Chinese Girls' Private High School, Penang
37. Phor Tay Private High School, Penang
38. Chung Hua Middle School No.1, Kuching, Sarawak
39. Chung Hua Middle School No.3, Kuching, Sarawak
10
Agenda Item 12
40. Chung Hwa Middle School No.4, Kuching, Sarawak
41. Min Lit Secondary School, Batu Kawa, Kuching, Sarawak
42. Serian Public Secondary School, Serian, Sarawak
43. Guong Ming Middle School, Sibu, Sarawak
44. Wong Nai Siong Secondary School, Sibu, Sarawak
45. Kiang Hin Middle School, Sibu Sarawak
46. Catholic High School, Sibu, Sarawak
47. Citizen Middle School, Sibu, Sarawak
48. Kai Dee Middle School, Bintulu, Sarawak
49. Pei Min Middle School, Miri, Sarawak
50. Riam Road Middle School, Miri, Sarawak
51. Ming Lik Secondary School, Sarikei, Sarawak
52. Sabah Tshung Tsin Secondary School, Kota Kinabalu, Sabah
53. Kian Kok Middle School, Kota Kinabalu, Sabah
54. Papar Middle School, Papar, Sabah
55. Beaufort Middle School, Beaufort, Sabah
56. Tenom Tshung Tsin Secondary School, Tenom, Sabah
57. Sabah Chinese High School, Tawau, Sabah
58. Pei Tsin High School, Kudat, Sabah
59. Lahad Datu Secondary School, Lahad Datu, Sabah
60. Yu Yuan Secondary School, Sandakan, Sabah
61. Foon Yew High School--Kulai, Johor Bahru, Johore
11
Agenda Item 12
Appendix III
!"#$%&'()*
+),-./012
HIGHER EDUCATION FOR THE HIGH SCHOOL GRADUATES OF MALAYSIAN INDEPENDENT
CHINESE SECONDARY SCHOOLS
…………… MALAYSIA !"#$ ……………
More than half of UEC graduates opt for local private institutions to study courses of professional
certificate, 3+0, credit transfer or twinning programmes in order to obtain degree of foreign
universities. In addition they may take up certain courses of local public universities at private
colleges to obtain the public university degree.
PRIVATE UNIVERSITY
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
AIMST University
Al-Madinah International University (MEDIU)
Asia e University (AeU)
International Centre for Education in Islamic Finance (INCEIF)
INTI International University
Malaysia University of Science and Technology (MUST)
Management and Science University (MSU)
Manipal International University (MIU), Malaysia
Multimedia University (MMU)
Perdana University
Premier International University Perak
Sunway University
Taylor's University (Universiti Taylor's)
Universiti Antarabangsa AlBukhary (AIU)
Universiti Industri Selangor (UNISEL)
Universiti Kuala Lumpur (UNIKL),
Universiti Perubatan Antarabangsa (International Medical University) (IMU)
Universiti Teknologi Kreatif Limkokwing (LUCT)
Universiti Teknologi Petronas (UTP)
Universiti Tenaga Nasional (UNITEN)
Universiti Terbuka Malaysia (UNITEM) (Open University Malaysia) (OUM)
Universiti Terbuka Wawasan (WOU)
Universiti Tun Abdul Razak
Universiti Tunku Abdul Rahman (UTAR)
Universiti UCSI (UCSI University)
Allianze University College Of Medical Sciences (AUCMS)
Asia Pacific University College of Technology & Innovation (Asia Pasific UCTI)
Binary University College of Management & Entrepreneurship (BUCME)
City Universiti College Of Science & Technology (CUCST)
International Universiti College Of Nursing
12
Agenda Item 12
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
KDU University College
Kolej Univ Sains Perubatan Cyberjaya (CUCMS)
Kolej Universiti MAHSA (MAHSA University College)
Kolej Universiti HELP (HUC)
Kolej Universiti Hospitaliti Berjaya
Kolej Universiti INSANIAH (KUIN)
Kolej Universiti Islam INSANIAH (KUIN)
Kolej Universiti Islam Antarabangsa Selangor (KUIS)
Kolej Universiti Islam Melaka
Kolej Universiti Linton
Kolej Universiti Nilai
Kolej Universiti Sains Kesihatan Masterskills
Kolej Universiti SEGi
Kolej Universiti Shahputra
Kolej Universiti TATI
Kolej Universiti Teknologi Antarabangsa Twintech (IUCTT)
Kolej Universiti Teknologi Infrastruktur Kuala Lumpur (KLIUC)
Kuala Lumpur Metropolitan University College (KLMUC)
FOREIGN UNIVERSITY MALAYSIA BRANCH CAMPUS
1.
2.
Curtin University of Technology Sarawak,Campus Lutong (CUSM)
3.
4.
Newcastle University Medicine Malaysia (NUMed)
Swinburne University of Technology (Sarawak Campus) 93576, SARAWAK.
5.
6.
University of Nottingham in Malaysia (UNIM)
FTMS –De Montfort University Campus Malaysia / FTMS –
Monash University Malaysia (MUSM)
PROFESSIONAL QUALIFICATION
▲ UEC + LCCI Higher Level
① Chartered Association of Certified Accountants, U.K. (ACCA)
② The Chartered Institute of Management Accountants, U.K. (CIMA)
▲ Malaysia Association of Company Secretaries (MACS)
PRIVATE INSTITUTIONS
SET UP BY THE CHINESE COMMUNITY
▲ New Era College
▲ Southern College
▲ Han Chiang College
▲ More Than 500 Private Institutions 500
①3+0 Degree Programmes 3+0
②Twinning Programmes/Credit Transfer
③Professional Diploma Courses
④Professional Bodies Certificate
:
/
13
Agenda Item 12
…………… SINGAPORE !"# ……………
Ever since the intake of UEC students exempt from entrance examination by NUS and NTU in
1997,each year about 500 UEC students enrolled at these two universities from 1998 to 2000.
Singapore Management University founded in 2000 and Singapore Polytechnics also accept the
application for admission of UEC students.
▲ Nanyang Technological University
▲ The National University of Singapore
▲ Singapore Management University
▲ Ngee Ann Polytechnic
▲ Singapore Polytechnic
▲ Nanyang Polytechnic
▲ Temasek Polytechnic
▲ Republic Polytechnic
…………… TAIWAN $% ……………
Taiwan had been the most popular choice of UEC graduates in the 80’s. In recent years, the
number of students furthering studies in Taiwan had somewhat dropped due to the stiff
competition with local colleges as well as Singapore universities. Our government has officially
recognised 8 Taiwanese universities’ degree in Medicine and 2 Taiwanese universities’ degree
Pharmacy courses.
▲ All Universities
▲ National Overseas Chinese Students University Preparatory School
▲ 5 Years' Junior Colleges
▲ 2 Years' Colleges
▲ Senior Vocational High Schools
▲ Technical Training Division For Overseas Chinese Youths
…………… JAPAN &' ……………
UEC is widely accepted by Japanese institutions of higher learning. In recent years the
number had dropped dramatically because of the large intake of the local private
institutions.
▲ All Universities
▲ Ritsumeikan Asia Pacific University
▲ Nanzan University
▲ Junior Colleges And Professional Schools
▲ Nagoya University
…………… KOREA () ……………
▲ Seoul National University
▲ Korea Advanced Institute of Science & Technology
▲ Pohang University of Science and Technology ▲ Yonsei University ▲ Korea University
▲ Sungkyunkwan University ▲ Kyung Hee University ▲ Hanyang University
▲ Ewha Womans University ▲Sogang University ▲ Kyungpook National University
▲ Pusan National University ▲ Inha University
▲ Chungnam National University
▲ Chonnan National University ▲ Chung-Ang University
▲ University of Seoul
▲ Chonbuk National University ▲ Chungbuk National University
14
Agenda Item 12
…………… U.S.A.!"
!" ……………
There are 3,500 Institutions of higher learning across the USA. They mostly recognise
UEC as the 12th year of high school education that meets their entry requirements. Thus,
the number of US universities recognising UEC far exceeds the list below. UEC
graduates may apply for admission by means of UEC along with TOEFL or by taking
the credit transfer programme linked up with US universities.
Arizona State University, Tempe ▲ Arkansas State University, Jonesboro ▲ Boston
University, Massachusetts
▲ California State University, Fresno
▲ City University,
Bellevue
▲ Washington Colorado State University, Fort Collins
▲ Eastern New Mexico
University, Portales
▲ Eastern Washington University, Cheney
▲ Hawaii Pacific
University, Honolulu
▲ Indiana University, Bloomington
▲ Metropolitan State
University, USA ▲ Michigan State University, East Lansing
▲ Normandale Community
College
▲ North Dakota State University, Fargo
▲ The Ohio State University,
Columbus
▲ Ohio Wesleyan University, De laware
▲ Pittsburg State University,
Kansas
▲ San Diego State University
▲ South Dakota State University, Brookings
▲ Southern Illinois University Carbondale, Carbondale
▲ Saint Louis University, Missouri
▲ State University of New York at Binghamton
▲ Syracuse University, New York ▲ The
University of Texas at Austin
▲ University of Tulsa,Oklahoma
▲ United State
International University, San Diego ▲ State University of New York at Buffalo
University of Central Oklahoma, Edmond
▲ University of Delaware, Newark
University of Evansville, Indiana
▲ University of Miami, Coral Gables, Florida
University of Minnesota, Duluth
▲ University Of Minnesota, Twin Cities Campus,
Minneapolis
▲ University of Mississippi, Oxford
▲ University of Northern Iowa,
Cedar Falls
▲ University of San Francisco, California
▲ University of Southern
Mississippi, Hattiesburg
▲ University of Toledo, Ohio
▲ University of Washington,
Seattle
▲ University of Wisconsin, River Falls UWRF
▲ Virginia Commonwealth
University, Richmond
▲ Washington State University, Pullman
▲ Western Illinois
University, Macomb
▲ Wichita State University, Kansas
▲ Winona State University,
Minnesota
▲ Hawaii Loa College, Kaneohe
▲ New Hamsphire College, Manchester
▲ Pacific Union College, Angwin, CA
▲ Union College, Lincoln, Nebraska
Upsala College, New Jersey
…………… AUSTRALIA #$ ……………
Australian universities, for the most part, accept the UEC students with IELTS
qualification. UEC graduates have two option, they may either apply for direct entry or
take up the 3+0, credit transfer or twinning programme conducted by local colleges in
collaboration with Australian universities. Twinning programme or 3+0 degree
programme are more popular with UEC students as a stepping stone to Australian
universities’ degrees.
▲ Australia National University
▲ University of Ballarat
▲ Bond University
▲ Charles Sturt University
▲ Curtin University of Technology
▲ Deakin University ▲
Edith Cowan University
▲ Griffith University
▲ University of Technology, Sydney
15
Agenda Item 12
▲ James Cook University of North Queensland
▲ La Trobe University
▲ Monash University ▲ Macquarie University ▲ Murdoch University
▲ Northern Territory University ▲ Queensland University of Technology
▲ RMIT University ▲ Southern Cross University ▲ Swinburne University of Technology
▲ Flinders University of South Wales ▲ University of Western Australia
▲ The University of New South Wales
▲ The University of Wollongong
▲ University of Adelaide ▲ University of Canberra ▲ University Of Central Queensland
▲University of Melbourne ▲ University of New Castle
▲ University of New England
▲ University of Southern Queensland ▲ University of Southern Australia ▲ University Of
Tasmania
▲ University of Western Sydney
▲ Victoria University of Technology
…………… NEW ZEALAND !"# ……………
UEC is widely accepted by the New Zealand’s universities. Most of the UEC students
take up courses linked up with New Zealand universities at local private colleges.
▲ Lincoln University
▲ Massey University
▲ The University of Waikato
▲Victoria
University of Wellington
▲ University of Canterbury
▲University of Otago ▲Manukau
Institute of Technology Auckland
▲ University of Technology
▲ Nelson Marlborough
Institute of Technology
▲ Tairawhiti Polytechnic,Gisborne
▲ Waikato Institute of
Technology
…………… BRITAIN $% ……………
The British universities accept UEC as the qualification rated between O-Level and
A-Level. Generally the Scottish universities accept UEC students. Nevertheless, the
students take up twinning programme or 3+0 degree programme linked up with
universities in the UK due to the exorbitant tuition fees and living expenses.
▲ Conventry University, England
▲ University of Greenwich
▲Heriot Watt University,
Edinburgh
▲ Middlesex University
▲ University of Aberdeen
▲ University of
Bath ▲ University of Central Lancashire
▲ University of Edinburgh, Scotland
▲ University of Exeter
▲ University of Glamorgan
▲ University of Glasgow, Scotland
▲ University of Leicester, England
▲ University of Linconshire & Humberside
▲ University of Nottingham, England
▲ University of Sheffield, England
▲ University
of Stirling, England
▲ University of West of England
▲University College of North
Wales, Bangor, Wales
▲ Dundee Institute of Technology, Scotland
▲ The North East
Wales Institute of Higher Education, Wrexham, Wales
▲Association of Accounting
Technicians, U.K. (AAT)
▲ National Computing Centre, U.K. (NCC)
16
Agenda Item 12
………… CANADA !"# ……………
Merely a total of 10 universities in Canada directly admit UEC students. The rest of
them require the students to study at pre-u for 9 months.
▲University of Alberta ▲University of Saskatchewan ▲University of Manitoba
▲University of Winnipeg ▲University of Toronto ▲Brock University ▲Saint Mary’s
University ▲University of Prince Edward Island ▲University of New Brunswick
▲St Francis Xavier University
…………… CHINA !" ……………
The minority of UEC students goes to China to further their studies. It reached the
record high from 1994 and 1996 when nearly 100 students enrolled at JiNan University
and HuaQiao University. The number has dropped gradually ever since in the
consecutive years. The students applied to other Chinese universities for admission. A
total of 560 universities in China accept the application of oversea students, they mainly
recognize UEC qualification and no Chinese Proficiency Test (HSK) certificate is
required.
*Qinghua University offers 50 places to UEC students for direct admission.
*Fudan University offers 20 places to UEC students for direct admission.
…………… FRANCE #" ……………
France mostly accepts UEC holders’ application for admission to its universities and
colleges. Those who wish to further studies in France may apply to the French Embassy
and take up 1 year of French language courses. The French government had annually
awarded 5-8 grants to UEC students from 1995 through 1998. The grants were
cancelled in 1999 due to poor response. Anyway, UEC students may still apply for
admission individually.
…………… HONG KONG $% ……………
▲ The University of Hong Kong
▲ City University of Hong Kong
▲ The Hong Kong Polytechnic University
▲ Hong Kong Baptist University
▲ The Hong Kong University of Science and Technology
▲ The Hong Kong Institute of Education
▲ The Chinese University of Hong Kong
▲ Lingnan University
17
Agenda Item 12
…………… INDONESIA !" ……………
▲ Universitas Trisakti
▲ Universitas Kristen Krida Wacana
▲ Universitas Prof Dr.Moestopo
…………… OTHERS #$ ……………
Apart from the above-mentioned countries, UEC holder may also go to countries such
as India, Germany, Indonesia, Thailand, Italy, Russia, Macau etc to further their studies.
20120118
18
Agenda Item 12
Attachment C Other Universities
Agenda Item 12
Agenda Item 12
Agenda Item 12
Admissions table for
International students
Agenda Item 12
by faculty
The Admissions Table for International Students is a quick reference guide to the entry requirements and
fees for undergraduate courses at Monash University.
Single and double degree courses are listed and colour coded by faculty.
All single and double degree courses in this table are available for intakes in first semester (February)
and second semester (July).
Methodology key
STPM, Malaysia
❽
❾
English language requirements
(or equivalent) (category)
South African National Senior
Certificate
❼
University of Melbourne Trinity FY
Ontario Grade 12
❻
UNIPREP Indonesia/UNSW FY
International Baccalaureate
❺
Monash South Africa Foundation
Indonesia, SMA3
❹
Monash University Foundation Year
Indian School Certificate (ISC)
❸
Vietnam, High School Diploma
Hong Kong Diploma of Secondary
Education
❷
SAT
All India Senior School Certificate
❶
UEC, Malaysia
A Level GCE
2011 fee (AUD)
Campus
Duration (years)
Course
Course code
At the top of each page in this guide is a row of international senior secondary and Foundation Year qualifications:
Prerequisites and extra
information
The figures under these headings indicate the entry score students require to be considered for each course.
These scores are calculated as follows:
❶
A Level GCE:
Based on the score of a maximum of three A Level subjects taken in one academic year
(an AS level subject is considered half an A Level).
Scores calculated as follows for A Levels: A = 5, B = 4, C = 3, D = 2, E = 1.
Scores calculated as follows for AS Levels: A = 2.5, B = 2, C = 1.5, D = 1, E = 0.5.
AS subjects continued to A Levels cannot be included in the calculation.
❷
All India Senior School Certificate: Based on the average of the best four academic subjects, excluding the
local language.
❸
Hong Kong Dip Sec Ed: Total of best five subjects (Category A and C only). Score calculated as follows:
Level 1 = 1, Level 2 = 2, Level 3 = 3, Level 4 = 4, Level 5 = 5, A = 5, B = 4, C = 3, D = 2, E = 1.
❹
Indian School Certificate (ISC): Based on the average of the best four academic subjects, excluding the
local language.
❺
Indonesia, SMA3: Overall average of academic subjects on final school transcript.
❻
International Baccalaureate: Based on the total score achieved for all subjects.
❼
Ontario Grade 12: Based on the average score of the six best Grade 12 subjects.
❽
South African National Senior Certificate:
Based on the number of points totalled in the best six subjects (excluding life orientation).
Bonus points, to a maximum of four, are awarded for achieving Level 5 or higher in English and mathematics
or Level 6 or higher in mathematical literacy.
❾
STPM, Malaysia: Based on the total of three SGP scores of three academic subjects, excluding the local language.
UEC, Malaysia: Average of best five subjects excluding English, Chinese and Bahasa Malaysia. Score calculated as follows:
A1 = 1, A2 = 2, B3 = 3, B4 = 4, B5 = 5, B6 = 6, C7 = 7, C8 = 8.
SAT (Scholastic Aptitude Test):
Based on the total of the Critical Reading score, Mathematics score and Writing score.
A completed Year 12 diploma must also be submitted.
Vietnam, High School Diploma: Average of six subjects shown on temporary certificate by relevant provincial education and training department.
Monash University Foundation Year (MUFY): Final MUFY score shown on academic record.
Monash South Africa Foundation: Average of percentage grades for all subjects completed including fails.
UNIPREP Indonesia/UNSW FY: Based on the final Grade Point Average as reflected on the transcript.
University of Melbourne Trinity FY: Based on the average of the best four subjects.
English language requirements: Refer to page 22 for an explanation of the categories used in the table.
25
Agenda Item 12
Agenda Item 12
Agenda Item 12

ACADEMIC STANDARDS AND QUALITY COMMITTEE DATE AND

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