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File Ref: F68748
MINUTES OF A MEETING OF THE EDUCATION COMMITTEE HELD ON
FRIDAY 31 MARCH 2017 at 9am IN THE SENATE ROOM
PRESENT:
Acting Deputy Vice-Chancellor (Education) and Dean, Coursework Studies as Chair (Professor Grady Venville)
Chair of Academic Board (Professor Cara MacNish)
Pro Vice-Chancellor (Education Innovation) (Professor Gilly Salmon)
Pro Vice-Chancellor (International) (Mr Iain Watt)
Dean of Graduate Research School (Professor Kate Wright)
Pro Vice-Chancellors and Executive Deans of Faculties, or nominee:
Faculty of Arts, Business, Law and Education (nominee) (Professor Phil Hancock)
Faculty of Engineering and Mathematical Sciences (Professor John Dell)
Nominee of Faculty of Health and Medical Sciences (nominee) (Dr Daniela Ulgiati)
Faculty of Science (nominee) (Professor Brendan Waddell)
Pro Vice-Chancellor, Indigenous Education (Professor Jill Milroy)
President of the Guild of Undergraduates (Mr Nevin Jayawardena)
Nominee of the President of the Postgraduate Students’ Association (Ms Manpreet Kaur)
Co-opted member (Hon Dr Elizabeth Constable, Vice-Chancellor’s Fellow)
Academic Secretary as Executive Officer (Dr Kabilan Krishnasamy)
APOLOGIES
President of the Postgraduate Students’ Association (MR Owens Myles)
WELCOME
The Chair welcomed members to the first meeting of the Education Committee for 2017.
DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST
No conflict(s) or perceived conflict(s) of interest were declared.
1. CONFIRMATION OF MINUTES
Members noted that the minutes were available from the Committee’s website, and
RESOLVED – 1/17
to confirm the minutes of the meeting of the Education Committee held on 28 November 2016.
2. Items for communication dealt En Bloc
Members noted the following items in part 1 of the agenda:
· Online Induction Package – Ref F68750
· Review of performance and operation of the Curriculum Committee – Ref F68755
· Review of performance and operation of the Education Futures Strategy Group – Ref F68758
· Assessment and Feedback Futures Project – Ref F76456
· Zennith – Ref F76456
3. COMMITTEE CONSTITUTIONS
3.1. Education Futures Strategy Group Constitution – proposed amendments – Ref F68756
By R01/17 the Education Futures Strategy Group has recommended changes to its constitution as outlined in the agenda attachment. Members noted that the amendments came from the 2016 performance survey conducted by the Office of Strategy, Planning and Performance. The amendments included a Committee name change from Education Futures Strategy Group to Education Futures Strategy and Implementation Group (EFSIG).
While the proposed change was generally welcomed, members noted that more efforts would need to be undertaken to ensure that the Committee functioned effectively. It was pointed out that the proposed EFSIG would not only have a new Chair but that it would also play a major role in implementing the Vice-Chancellor’s ‘Refreshed Education Strategy’ for the University.
RESOLVED – 2/17
that the constitution for the Education Futures Strategy Group read as attached, effective immediately.
4. MODUS OPERANDI FOR THE EDUCATION COMMITTEE – Ref: F68749, F68750
In accordance with the Committee’s practice, the Chair briefly outlined the role and operation of the Committee and the expectations of its members, which had been guided by the following University policies and practices:
· Constitution of the Education Committee;
· Principles for the Operation of Committees;
· Rules for the Operation of Committees;
· University Committee Members’ Code of Conduct; and
· The Effective Committee Member
The Education Committee, as a standing committee of the Academic Council, has been subject to annual review by its members. A review of the Education Committee’s performance in 2016 was conducted in December 2016 by Performance Analytics, Performance Analytics, Office of Strategy, Planning and Performance. Members had before them a copy of the review report.
In addition to responding to a survey at the end of each year, members were encouraged, during the course of the year, to raise any issues associated with the committee’s activities and processes which might improve its efficiency and effectiveness.
In discussing the future role of the Education Committee, the Chair spoke to the ‘Refreshed Education Strategy’, which was recently announced by the Vice-Chancellor at a number of forums at the University. The ‘Refreshed Education Strategy’ comprised four key components as follows:
(i) Implementation of a comprehensive student-staff mentoring programme;
(ii) Establishment of a collegiate system;
(iii) Integrated orientation programme; and
(iv) Focus on research-led teaching.
There was brief discussion about the implementation of the ‘Refreshed Education Strategy’, and the following points were noted in the ensuing discussion:
· That the primary focus of the ‘Refreshed Education Strategy’ are twofold, as follows: (a) the student experience and (b) the teaching quality;
· It was pointed out that certain aspects of the ‘Refreshed Education Strategy’ might have implications for resources and therefore, the University should consider a ‘phased’ approach to the implementation of its ‘Refreshed Education Strategy’;
· That there would be an Executive Sponsor and a working party established for each of the above listed strategies, all of which should be working in collaboration with the Deputy Vice-Chancellor (Education);
· It was noted that the University’s Information Technology strategy formed an important part of the student experience. However, any delays in the implementation of the IT strategy should not affect the strategies that have been put in place to enhance the student experience;
· There was also a brief discussion about the need to balance between online delivery of teaching and the face-to-face mode of teaching.
· The idea of providing opportunities for PhD students to be able to acquire teaching skills, as a career path was widely welcomed. It was agreed that further discussions should occur between the Dean of the Graduate Research School and the Acting Deputy Vice-Chancellor to explore such possibilities.
RESOLVED – 3/17
that the Committee Performance Evaluation 2016 for the Education Committee and the above minuted discussion be referred to the Academic Council for its information.
5. UNIVERSITY POLICIES
5.1. Review of University Policy on Assessment: Special Consideration – Ref: F25751
As a mechanism, special consideration has enabled faculties to take into account significant factors that might have had an adverse effect on students’ academic assessment, performance or progression. Members noted that a working party was established by the Academic Secretary to review the University Policy on Special Consideration and its business processes. The review resulted in a rewrite of the policy with a view to proposing the following significant changes:
1. The removal of the provision of adjustment of marks;
2. Clearer distinction between deferred and supplementary exams and the conditions in which these may be requested; and
3. A quicker response to students on the outcome of the special consideration application.
Members were advised that the feedback provided by the Education Committee at its meeting held in August 2016 had been addressed and the revised policy (current version was noted to be available on the web) was before the members for consideration.
Members were advised that the revised policy had been widely consulted with a number of stakeholders including the Guild and the Post-graduate Students’ Association (PSA). It was also noted that the business processes for the administration of special consideration were currently being reviewed. Meanwhile, an interim arrangement would be established to support the implementation of the revised University Policy on Assessment: Special Consideration, if approved.
Members agreed to the following minor changes to the policy:
4. That section 1.1(g) be amended to read as follows: : supplementary assessment including examination, available in accordance with the University Policy on Assessment or under this policy in cases where a student is unable to complete an exam due to mitigating circumstances substantiated by appropriate documentation, such as medical certificate for feeling ill during an exam or has evidence to demonstrate, after an exam, that the mitigating circumstances may have affected their performance (note: if supplementary assessment is granted, a mark equivalent to the minimum pass mark is recorded and counted towards the student’s WAM);
5. That section 2.1 (a) of the policy be amended to read as (additions underlined): “Students applying for special consideration must submit their complete application as soon as possible but no later than three University working days after the date on which the work for assessment was due or class held; or provide evidence to substantiate incapacity to meet the submission deadline”;
It was agreed that issues relating to Supplementary Assessment, as governed by the University Policy on Assessment, might require some clarification in the future.
RESOLVED – 4/17
that the revised University Policy on Assessment: Special Consideration be endorsed and referred to the Academic Council for approval and for implementation, effective immediately.
6. UNDERGRADUATE COURSES AND Broadening at UWA: Redefining ‘Areas of Knowledge’ – Ref: F28106
Members had before them a paper titled “Broadening at UWA: Redefining ‘Areas of Knowledge’, which was proposing an amendment to the definition of ‘areas of knowledge’. The following points were noted in the ensuing discussion:
1. From 2018 the University would be introducing a revised three-year undergraduate degree structure comprising the:
· Bachelor of Arts;
· Bachelor of Biomedical Science;
· Bachelor of Commerce; and
· Bachelor of Science.
2. Consequently, the University would need to further rethink a number of issues relating to broadening. Since 2012, the concept of ‘areas of knowledge’ had been completely aligned with the undergraduate degrees. However, this might no longer be workable with the introduction of the revised degree structure from 2018.
3. It was noted that the attached paper was formulated with an aim to introduce new ‘areas of knowledge’ that would be distinct from the degrees. This was intended to provide more opportunities for expanding choices for students and making it more flexible for course designers. Further, it was noted that the concept of ‘areas of knowledge’ was revised with a view to implementing a more logical, discipline-based approach to delineating broadening units, and also to disassociating the degrees from the ‘areas of knowledge’ that delineated which units could be used as broadening units.
4. The Degree-specific majors would continue to exist for determining the exit award. The ‘areas of knowledge’ (established in line with the Department of Education’s Fields of Education) were for satisfying broadening requirements.
5. That there would be a strategy to effectively communicate the new broadening framework to students. It was noted that this would be undertaken in collaboration with the Student Guild.
6. In light of the potential growth in Work Integrated Learning units a member suggested the possibility of recognising them as broadening units in the future.
7. It was pointed out that any proposed changes to the allocation of degree-specific majors to the four degrees, as set out in Table 2, should be supported by a strong academic reasoning for consideration by the University.
An extract of the minutes of the Curriculum Committee meeting held on 24 March 2017 was tabled for members’ noting. Members unanimously supported the proposed changes to broadening and,
RESOLVED – 5/17
to endorse the following three recommendations and refer them the Academic Council for approval and implementation, effective from 2018.
(i) that the definition of an area of knowledge be amended as follows: anarea of knowledgeis a group of proximal disciplinary fields that delineates broadening units at UWA.
(ii) that the five areas of knowledge are: (a) Design and Creative Arts; (b) Life and Health Sciences; (c) Mathematical and Physical Sciences; (d) Management and Commerce; and (e) Society and Culture.
(iii) That the majors be allocated to the areas of knowledge as set out in the agenda attachment.
7. Not-for-degree study: Pre-master’s program (PMP) in business – REF: F17/905
Members were advised that this item has been placed on hold as a result of the discussions at the Curriculum Committee. The Chair asserted that there were a number of issues raised at the Curriculum Committee meeting held on 24 March 2017, a copy of the minute extract was tabled, and these were noted as follows:
1) That there was no sound academic justification for offering the PMP, which has been designed to attract international students who might not meet the requirements (in particular an average WAM of 60%) for admission into selected master’s courses. The question arose as to why the existing Graduate Certificate in Commerce (which only required an equivalent bachelor’s degree qualification, and designed to articulate into a number of master’s courses) be not used as a pathway.
2) There were many unanswered questions particularly in relation to the third-party agreement and the responsibilities for quality assurance. It was pointed out that there was no clear commitment as yet for this.
3) It was not clear how the proposed PMP would aim to bridge the disciplinary gap that resulted in the international students not obtaining a WAM of 60 in their equivalent bachelor’s degree qualification.
4) It was clarified that the proposed PMP was designed as a language-immersion program. However, there were some reservations expressed by a member with regard to the extent to which such an approach would necessarily bridge the disciplinary gap and provide adequate preparation to undertake a master’s level course.
It was agreed that the PMP proposal be placed on hold until further discussion with relevant stakeholders and the Business School. Notwithstanding the above, there was a brief discussion about the broader concept of a pre-master’s program. Members recognised the novelty of such an idea and that one should consider a University-wide approach to the establishment of a PMP. It was noted that a University-wide framework should be established, and that such a framework should address a number of issues including, but not limited to, the following:
(a) the level at which the PMP would be offered;
(b) the expertise required to deliver such a program by the Study Group (Taylors);
(c) the nature of the agreement with Study Group; and
(d) the responsibilities for quality assurance.
8. PHASE 1 PROPOSAL: mASTER OF OCEAN LEADERSHIP (COURSEWORK) – REF: F17/1031
Members considered a Phase 1 Concept Plan for offering a new course entitled ‘Master of Ocean Leadership” from 2018. It was noted that the proposed course would be cross-disciplinary in nature and therefore, there should be further consultation with relevant academics, particularly from the Faculty of Arts, Business, Law and Education. It was confirmed that the proposed course would have a minimum and maximum volume of learning ranging from 72 to 96 credit points, in recognition of the fact that the course has been designed to attract students from different disciplinary cognate backgrounds.