MACQUARIEUNIVERSITY

REVIEW OF GRADUATE/POSTGRADUATE

CURRICULUM

GREEN PAPER

VERSION 2

November 2009

REVIEW OF POSTGRADUATE CURRICULUM

GREEN PAPER

INTRODUCTION

We are issuing this second version of the Green Paper to the University Community - Staff and Students- to seek your views and comments. The paper contains the views of a working party drawn from across the University on the broad framework that the University might apply in thinking about and renewing our Postgraduate Coursework Curriculum and Services in order to better meet the needs of students and other stakeholders.

The Review is being undertaken as the final piece in renewing our Academic Programs, with the aim of ensuring that they are aligned with our vision and structure, and as part of the re-positioning of Macquarie as a research-intensive university,

This paperis an important part of the conversation with the wider University community. The paper outlines the review process being followed; considers desirable graduate capabilities and values, academic program models, articulation into and from graduate/postgraduate programs, good practices in management and administration, and needs for student support.

This Green Paper Version 2 contains significant new material and some changed approaches. You are strongly urged to read it and provide considered responses.

Your comments are sought, particularly on the conclusions drawn throughout. Please respond to by1 December2009.

TABLE OF CONTENTS

1. RATIONALE: Why a Review of Postgraduate Curriculum and Services is Necessary

2. TERMS OF REFERENCE AND SCOPE

3. GUIDING PRINCIPLES

4. PROCESS AND STEPS TO DATE

5. GRADUATE CAPABILITIES

6. VALUES

7. ACADEMIC PROGRAM MODELS

7.1 TERMINOLOGY: GRADUATE & POSTGRADUATE CERTIFICATES AND DIPLOMAS

7.2 STRUCTURE AND SHAPE

7.3 NESTED QUALIFICATIONS

7.4 CREDIT POINTS

7.5NAMED VS GENERIC DEGREES

7.6 MODES OF DELIVERY

8. ARTICULATION INTO GRADUATE/POSTGRADUATE PROGRAMS

9. THE RESEARCH-TEACHING NEXUS and ARTICULATION FROM GRADUATE/POSTGRADUATE PROGRAMS

10. PLANNING, MANAGEMENT, MARKETING and QUALITY ASSURANCE: A STUDENT CENTRED APPROACH

11. STUDENT SUPPORT AND THE FACULTY GRADUATE SCHOOL CONCEPT

11.1 TRANSITION: ACADEMIC ORIENTATION AND MENTORING

11.2 ACADEMIC LITERACY and ENGLISH LANGUAGE PROFICIENCY

12. OPPORTUNITIES

12.1 NEW OFFERINGS

12.2 DELETIONS

APPENDIX 1

APPENDIX 2

APPENDIX 3

APPENDIX 4

1. RATIONALE: Why a Review of Postgraduate Curriculum and Services is Necessary

At the time of the project to review and renew the undergraduate curriculum, it was foreshadowed that the project would be followed by a review of the postgraduate coursework curriculum. It is now time to complete the process, ensuring that our curriculum at all levels serves to position us to achieve the goals for excellence in teaching and research as set out in Macquarie@50. Our quality enhancement framework requires a systematic assessment of curriculum.

We are working in a highly competitive environment locally, nationally and internationally. Yet graduate coursework students, who already make up some 28.8% of the total Macquariestudent numbers (or22% of the total student load), are known to be a highly diverse body of students with specific needs to which universities in general have been slow to pay attention, despite the fact that they are a major fee-paying cohort. Undergraduate and research students have been the focus of most developments. Considerable opportunities exist to strengthen our offerings, strengthen our support services and increase student numbers.

As with the undergraduate curriculum, postgraduate coursework programs have developed since 1964 largely by adding and only occasionally by subtracting programs, to reach the present number of over 400 programs. We need to identify and remove units or programs for which there is little demand, and to examine inter-disciplinary opportunities and areas of growing interest. There is also a need to consider the possible impact of developments in the international higher education environment on potential partnerships and sources of international students.

In recent years there has been significant growth in postgraduate coursework enrolments but there is no agreed strategy in place to oversee the overall standards required and consistency in, for example, entry requirements, credit points, and workload. While Macquarie can still claim to be more flexible than many other universities, increased flexibility in structure and modes of delivery may well make coursework studyeven more attractive to a variety of students.

In recent years, the coursework Masters degree in many fields has increasingly become a conduit into postgraduate research degrees. Macquarie is continuing to make significant progress as a research intensive university. We need to ensure the research-teaching nexus is systematically addressed within the curriculum, and that articulation requirements and pathways are clearly identified and understood.

2. TERMS OF REFERENCE AND SCOPE

The review will complete the broad reform and renewal agenda of academic activities across Macquarie. We have already put in place a new academic structure, and quality enhancement framework, and we are implementing the new undergraduate curriculum. This project represents the final piece in the framework.

It will cover Coursework:

  • Graduate and Postgraduate Certificates
  • Graduate and Postgraduate Diplomas
  • Masters Degrees

The project will not examine matters to do with funding, or flows of funds between faculties and departments.

The project will examine:

  • The models currently in place for:

-Clarity, coherence, and consistency of credit points and workload (including contact hours, student self study and assessment)

-Structure, shape and modes of delivery for flexibility, compatibility with Australian Qualifications Frameworkrequirements, Bologna framework requirements, and competitiveness with other Australian and international offerings.

-Effectiveness and standards of nested awards and double Masters degrees

-Application of consistency and standards in the use ofthe terms “graduate” and “postgraduate” in relation to certificates and diplomas.

-The extent to which we should have named versus generic degrees

  • Articulation into and from our postgraduate coursework offerings:

-What pathways are available?

-What are our entry criteria?

-What policies are in place and who makes decisions re entry, recognition of prior learning, and advanced standing?

-To what extent are research streams embedded in coursework degrees?

-Do the research streams meet requirements for entry into higher degree research programs?

-What processes do we have in place to identify potential higher degree research students?

-How might we improve articulation into higher research degrees?

  • The competitiveness of our offerings:

-To what extent do they align with our strategic direction?

-How do they align with changes occurring in the national and international market?

-What opportunities are there for new and distinctive offerings?

-How do we maximize inter-disciplinary offerings?

-What opportunities are there for rationalisation?

-Competitiveness of our fee structures and consistency within programs?

-How we ensure our graduates are exposed to the Macquarie values and have the capabilities we see as desirable in Macquarie graduates.

  • The consistency, efficiency and effectiveness of our

-planning,

-management,

-marketing and

-quality assurance processes

  • The support structures we need to ensure a high quality student experience.
  • The nature of the student body, and draw comparisons with other major Australian universities.

Interpretation of the term “curriculum” can vary according to perspective and context. In this project our focus will be the learning experiences and outcomes we require of our students to complete a postgraduate coursework degree, certificate or diploma successfully, and the way in which those experiences are structured.

We will also be examining the support structures necessary to ensure a smooth learning experience.

3.GUIDING PRINCIPLES

It is intended that the resulting curriculum should

  • Be student-focused, and meet the long term needs of students, employers and other stakeholders
  • Support the vision and goals of Macquarie@50
  • Align with Macquarie’s ethical framework
  • Better align with the new academic plan
  • Provide a learning experience that meets students’ personal and professional expectations and aspirations
  • Develop life-long learners

It is important that the curriculum structure and content should be

  • Intellectually robust
  • Transparent and accessible
  • Coherent
  • Distinctive
  • Flexible

4. PROCESS AND STEPS TO DATE

The project will take part in 2 stages. The end product of Stage 1 will be a White Paper accepted by the Academic Senate. A methodology to be applied in Stage 2 will be agreed as part of Stage 1. In response to comment following Green paper Version 1, the process has been extended by inclusion of the preparation of a second version of the Green Paper and its circulation, to enable more time for staff and student input. It is now envisaged that Stage 1 will be completed by February2010

In Stage 2 faculties will work with the agreed process to identify changes required to ensure their curriculum aligns with the framework outlined in the White Paper. A project manager will facilitate this process. It is envisaged that Stage 2 will commence in February 2010.

It is acknowledged that many staff in faculties are still engaged in implementing changes to the undergraduate curriculum. Since focus and commitment are required to ensure a thorough review with valuable outcomes, the time required to complete Stage 2 may vary depending on the faculty and the extent of work required to planand implement change. Althoughsome faculties may be ready to commence the new postgraduate curriculum from January 2011, input from Senior Administrative staff has made it clear that it is impractical to run two systems in parallel. Since it is acknowledged that completion of necessary processes will make January 2012 a more realistic commencement date for most faculties, for an orderly implementation, January 2012 will now become the date for implementation throughout the university.

It is intended that the process will be evidence based and widely consultative, commensurate with a tight time-frame. The key steps involved in the review are outlined below:

1. ProjectInitiation

Project Framework paper made available on the Provost’s website following discussions with key senior staff and Working Party. Student and staff surveys launched on website. Staff and Student Forums held at Faculty level to launch project.(Completed)

2. DataCollection and Workshop1

Data on existing MQ models and course offerings gathered and analysed. Information on models from international and other Australian universities gathered and analysed.Working Party held (1-2 September) to discuss key issues arising from Terms of Reference and data. (Completed)

  1. Green Paper 1andConsultation

First draft Green Paper is developed from workshop, circulated to working group members, and presented to Staff and Student Review Forums (12-13 October) for discussion and feedback. Survey responses are analysed.

(Completed)

4. Consultation with Industry Employer Groups

Groups nominated by faculties are interviewed. This takes place in parallel with Step 3. (Completed)

5. Consultation with Administrative Staff

This proved to be a very necessary step in the previous undergraduate curriculum review. It is important that consultation take place before the White Paper is developed, so any issues arising from recommendations can be identified and addressed sufficiently early. (Completed)

6. Green Paper2 and Consultation

A second workshop is held to consider feedback received from the university communityconcerning the Green Paper Version 1 from forums and any other sources, from responses to surveys, and input from employer groups. A second Version of the Green Paper is developed, circulated to working group members for comment, and then made available to the university community for further comment.(Completed)

7. Preparation of the White Paper

A third Workshop is held to consider feedback received from the university communityconcerning the Green PaperVersion 2, from forums and any other sources, from responses to surveys, and input from employer groups. A White Paper is prepared for presentation and distribution.

  1. Presentation of Findings

White Paper findings will be presented to a Staff and Student Review Forum and Academic Senate (February 2010) before finalisation. Paper distributed.

  1. Faculties Commence Stage 2 of Review in 2010 Using the process outlined in the White Paper, faculties will examine all existing postgraduate courses against the framework agreed in the White Paper. Changes to curriculum will be discussed by Faculty Learning and Teaching Committees then put to Faculty Quality and Standards Committees, then to Academic Program Committee of Senate (APC) for subsequent implementation in 2012.

5.GRADUATE CAPABILITIES

As with the Undergraduate Review of Academic Programs, the Working Party considers that our view of the capabilities to be developed by our postgraduates, together with the university’s key directions and defining values, form an integrative framework which will serve to differentiate our curriculum. The framework identifying our ”vision” of the Macquarie postgraduate, should provide the focus for postgraduate learning and teaching strategy, allowing us to profile our programs at various levels in terms of the capabilities intended to be developed through the curriculum.

In discussing the Capabilities the university would want to see demonstrated by Postgraduate (PG) coursework graduates,the working party considered those adopted in the Review of Academic Programs for Undergraduates, the discussion paper on HDR Graduate Capabilities, and the outcomes outlined in the Australian Qualifications Framework for PG Certificate, PG Diploma and Masters students.

Thus the Macquarie core values of Scholarship, Ethical Practice, Sustainability and Engagement continue to be seen as the Guiding Principles within which the Curriculum is developed. They serve as a reference point to guide interpretation of both undergraduate and postgraduate capabilities. For example, ethical practice should be seen as fundamental to all activities at Macquarie. It should be reflected in the student learning experience and underpin all postgraduate capabilities.

Although the time available for development is less than in undergraduate programs it remains the case that the same mix of cognitive capabilities, personal dispositions, and interpersonal or social dispositionsisdesirable.However, the graduate capabilities cannot be assumed as a starting point since postgraduates enter from many different points and with a wide variety of skill sets and experiences.What can be assumed is that there will be prior knowledge and a level of life experience which can be reflected on, together with skills which the curriculum should serve to enhance.

While the undergraduate foci of People Planet and Participation are not appropriate for coursework at higher level and of shorter duration, the Working Group did see that responding to the principle of Engagement and the university’s positioning as a research intensive university would align well with the thrust of existing programs, and if strengthened, could provide a particular differentiator.

Conclusions

Learning experiences in Masters, Diploma, and Certificate programs should be reviewed by faculties to ensure they provide opportunities for development and demonstration of the capabilities outlined below.

The review should take into account a scaffolded approach to the development of postgraduate capabilities that integrates their development through certificates, diplomas, and masters degrees.

Acting with integrity underpins all thefollowing capabilities.

COGNITIVE CAPABILITIES

Discipline Specific Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanceddepth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments.

Research and Problem Solving Capability

Our postgraduates willbe capable of systematic enquiry;able to use research skills to create new knowledge that can be applied to realworld issues, or contribute to a field of study or practice to enhance society.

INTERPERSONAL and PERSONAL CAPABILITIES

Effective Communication

Our postgraduates will be able to communicate effectivelyand convey their views to different audiences.

Engaged and Responsible, Activeand Ethical citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community.They will have a sense of connectedness with others and country and have a sense of mutual obligation.

Capable of Professional and Personal Judgment and Initiative

Ourpostgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment.

6. VALUES

We considered:

  • the MacquarieUniversity Ethics Statement,
  • the Australian Code for Responsible Conduct of Research,
  • the approach adopted to the development or elicitation of valuesand the capacity to think and behave ethically in the (one day) Central Commencement Program for new higher degree research candidates,
  • the approach adopted in the undergraduate curriculumrenewal process
  • the implementation of a Student Charter
  • the need to model ethical behaviour

The Working Party is of the view that an integrated approach is the most effective model:it is best to deal with making value judgments and ethically based decisions when issues arise naturally in program content. However, there are some academic programs where relevant issues are more embedded than others. For example,Psychology, Linguistics, Sociology and Anthropology naturally give rise to consideration of values and intercultural issues. Where consideration of values and ethical decision making do not form an integrated part of content then it may be necessary to make them part of a core unit in a program, which may also address academic literacy. It was envisaged that in the case of certificates and diplomas there was a need to scaffold the development, as with other capabilities.

The concept of a one or two day introductory program(as with the Central Commencement Program for HDR students), was discussedas one possible option in the event that core units were difficult to achieve. An example of this is in potential generic Master of Arts and Master of Science programs where students may build programs from many options. It would need to be accessible online for part time or distance students,