University of Canberra
Academic Policy and Review Group
REACCREDITATION FORM (cover sheet)
COPY OF ‘GOOD/EXEMPLAR FEEDBACK’ ̶ 1. STRATEGIC ASPECTS
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Bachelor of
Midwifery,
953AA
1. Strategic
Aspects
General
comments –
minor
amendments
required – to be
followed up out
of session and
members to be
informed of
updates.
Sections 1-3 and
4 answered
thoroughly
(with the
proviso re 4b
below) – We
commend the
Faculty and
course convenor
for completing
this so
thoughtfully
Text from the Submission Form (reaccreditation form )
(from feedback
form)
Comment on the operating environment for the relevant profession or industry (current state and prospects).
 What is distinctive about this course and why would students choose it over competitors in the region and
further afield?
Operating Environment for the Profession of Midwifery - When the Bachelor of Midwifery course was first offered
at UC in 2010, a national workforce shortage of midwives was evident with the imminent retirement of many ‘baby
boomers’ and this shortage continues in 2012. For over a decade, there has been a desire for a university-based
undergraduate midwifery course in the Australian Capital Territory and surrounding areas. For example,
undergraduate midwifery was the topic of discussions at the ACT Branch of the Australian College of Midwives
meetings in the late 1990s, meetings to discuss undergraduate midwifery education commenced at UC in 2001, and
consultations with the ACT Nursing and Midwifery Office and other major stakeholders were held in 2006. In 2007,
the University ran an advertisement in the local paper to gauge interest in such a course and 107 submissions were
received in support of a course. From 2007 – 2008, the foundation Bachelor of Midwifery course at UC was
developed for accreditation and this process was completed in 2008. The first cohort of the Bachelor of Midwifery
students commenced in Semester One 2009 and graduated in March 2012.
In 2012, interest in the Bachelor of Midwifery course at UC remains strong as the national workforce shortage
continues and unlike the Bachelor of Nursing course, not all universities in Australia offer a BMid course. These
factors have helped increase the sustainability of the BMid course at UC and in 2013, it is anticipated that there will
be approximately 90 BMid students enrolled at UC.
The distinctive features of the Bachelor of Midwifery course include the following.
•
As undergraduate midwifery continues to grow across the country, the University’s move to a
bachelor degree was both a natural progression and timely. Recent legislative changes in the ACT means
registration as a midwife no longer requires a prior nursing qualification, bringing UC into line with the UK,
many EU countries and New Zealand;
Page 1 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
•
In recognition of the increasing globalisation, the course is also designed for international
compatibility. As such, it is founded on the Australian College of Midwives Standards for the Accreditation
of Bachelor of Midwifery Education Programs and it is also designed so that graduates can meet the
European Union’s standards of midwifery education;
•
The BMid course employs a Continuity of Care Model meaning that a midwife works in a midwifery
relationship with a childbearing woman from early pregnancy through to the early parenting time. This
model is what distinguishes midwifery as a profession because it enables midwives to work to their full
scope of practice, and because a supportive relationship in pregnancy and one-to-one support in labour are
shown to be of clear benefit to women and their babies;
•
Students are introduced to professional work experience with childbearing women from their first
semester of study.
The Bachelor of Midwifery (BMid) course was first offered at UC in 2010. In 2012, interest in the UC Bachelor of
Midwifery course remains strong as the national midwifery workforce shortage continues and unlike the Bachelor
of Nursing course, not all universities in Australia offer a Bachelor of Midwifery course. These factors have helped
increase the sustainability of the BMid course at UC and in 2013, it is anticipated that there will be approximately
90 BMid students enrolled at the University.
In addition to the above factors, the distinctive features of the Bachelor of Midwifery course include the following.
•
As undergraduate midwifery continues to grow across the country, the University’s move to a
bachelor degree was both a natural progression and timely. Recent legislative changes in the ACT means
registration as a midwife no longer requires a prior nursing qualification, bringing UC into line with the UK,
many EU countries and New Zealand.
•
In recognition of increasing globalisation, the course is also designed for international compatibility.
As such, it is founded on the Australian College of Midwives Standards for the Accreditation of Bachelor of
Midwifery Education Programs and it is also designed so that graduates can meet the European Union’s
standards of midwifery education;
Page 2 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
•
The BMid course employs a Continuity of Care Model meaning that a midwife works in a midwifery
relationship with a childbearing woman from early pregnancy through to the early parenting time. This
model is what distinguishes midwifery as a profession because it enables midwives to work to their full
scope of practice, and because a supportive relationship in pregnancy and one-to-one support in labour are
shown to be of clear benefit to women and their babies;
•
Students are introduced to professional work experience with childbearing women from their first
semester of study.
Comment on the alignment of the course with the University Strategic Plan, course and discipline profile and
faculty operational plan and relationships to other UC courses.
University Strategic Plan
The Bachelor of Midwifery course aligns with Strategy Two of the University Strategic Plan, specifically Steps 16, 17,
18, 21, and 22 (Strategic Plan Re-Vision 2011). Due to the flexibility and articulation pathways of the BMid course
that utilises the three semesters, plus its work-based learning opportunities and flexible modes of delivery with
simulated learning approaches, the course is in strong demand for domestic students. An emphasis on marketing
this course for international students will be undertaken when the BMid is granted reaccreditation in 2014.
Course and Discipline Profile
The Discipline of Midwifery sits within the Disciplines of Nursing and Midwifery in the Faculty of Health and
Midwifery has been taught at the postgraduate level at the University since 1997. The Discipline is comprised of
registered midwives who are employed at UC as midwifery academics, and midwife-clinicians, educators and
managers also play a vital teaching and learning role in the course. Academic staff from the Ngunnawal Indigenous
Higher Education Centre also teach into the BMid course and provide advice for the Midwifery staff as appropriate.
Teaching and Learning
Midwifery at UC offers evidence-based, student-centred teaching courses at both the undergraduate and
postgraduate levels. The distinctive teaching and learning strengths of the discipline reside in its contribution to
innovative approaches to simulated teaching and learning plus work-integrated learning. Regular evaluations of
Page 3 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
units and teaching via USS surveys plus reflective self-reporting and peer review are part of the teaching and
learning culture upheld by the Discipline. All staff in the Discipline of Midwifery has a role in undergraduate
teaching and they are actively encouraged to pursue teaching awards in recognition of superior performance.
Research and Scholarship
All PhD qualified midwifery academics actively participate in 1) the postgraduate supervision of HDR students, 2)
undertaking research projects and applying for external research grant funding, and 3) writing for publication.
Service to the University and Community
All staff contribute to the administration of the discipline. Staff are encouraged to demonstrate academic and
intellectual entrepreneurship and leadership. Industry links are valued as are teaching and research links with other
disciplines and universities. Community service takes many forms including consultancy work, collaborative
research projects, service health boards and committees, community-based advocacy and advisory roles.
Faculty Operational Plan and Faculty Strategic Plan
The Bachelor of Midwifery course aligns with the goals of the Faculty of Health Operational Plan and Strategic Plan
to provide high quality, evidence-based, valued and flexible educational programs in health and health related
disciplines that are responsive to the needs and expectations of students, employers, and the local, national and
international community; to take account of national health reforms and the national workforce agenda; and to
ensure all new courses will enable students to acquire cultural competence for providing health related services to
Aboriginal and Torres Strait Islander people.
At the undergraduate level in the Faculty of Health, there are entry and exit pathways for Midwifery students in the
other health-related disciplines, for example, Nursing, and students are advised of these pathways by the Bachelor
of Midwifery Course Convenor and the Head of Discipline.
At the postgraduate level in the Faculty of Health, Midwifery graduates have options to continue further study at
UC in health-related courses offered by the Faculty of Health, including postgraduate Midwifery and Nursing
courses. For example, students can enrol in postgraduate coursework Midwifery and Nursing courses at the levels
of Graduate Certificate, Graduate Diploma or Masters, or they can enrol in a health-related course in one of the
Page 4 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
other disciplines in the Faculty of Health. Students are also advised of the options of the Bachelor of Midwifery
(Hons) course, the Masters by Nursing (Research) course, and information is also given to them regarding doctoral
studies.
Bachelor of
Nursing, 885AA
1. Strategic
Aspects
Good. General
comments –
minor
amendments
required – to be
followed up out
of session and
members to be
informed of
updates.
Sections 1-3 and
4 answered very
well – We
commend the
Faculty and
course convenor
for completing
this so
thoughtfully and
ask whether
they would be
happy for the
final version of
this submission
to be made
available as an
example of good
practice to help
UC course
Comment on the operating environment for the relevant profession or industry (current state and prospects).
What is distinctive about this course and why would students choose it over competitors in the region and further
afield?
In 2012, the Bachelor of Nursing (BN) course was accredited for five years by the Australian Nursing & Midwifery
Accreditation Council (ANMAC) and the Nursing and Midwifery Board of Australia. This newly accredited course will
be offered for the first time in Semester One, 2013. From 2011-2012, the Nursing Discipline at UC conducted a
major curriculum reform of the BN course to ensure that it would align with contemporary societal expectations
and the healthcare industry, the Nursing Profession, the Faculty of Health and University Strategic Plans, the Higher
Education Standards Framework of TEQSA, and the AQF. According to the ANMAC 2012 Accreditation Report, the
restructured Bachelor of Nursing course is now responsive to changes in education, health and the nursing
profession. Furthermore, it provides the necessary knowledge, skills and attributes to ensure that students
demonstrate the required Nursing and Midwifery Board of Australia competency standards, codes, guidelines and
frameworks necessary for them to practice as beginning Registered Nurses in a variety of healthcare settings.
The Bachelor of Nursing (BN) at UC will be more attractive to potential students for its responsiveness to current
healthcare expectations and its flexibility. The specific and distinctive features of the revised BN course include the
following.
Operating Environment for the Profession of Nursing
The revised Bachelor of Bachelor of Nursing course has been developed in light of the current healthcare
environment in Australia that includes a high level of commitment to health reform in Australia with a strong
emphasis on primary health care, an emphasis on further developing and expanding the Australian health care
workforce, and a commitment by the government to address mental health needs in our communities. The Nursing
Profession is mindful of these national reforms and is also cognisant of recent changes to the national registration
requirements for healthcare professionals, and the formation of the recently established Australian Nursing and
Midwifery Accreditation Council (ANMAC). From 2011-2012, the Nursing Discipline at UC conducted a major reform
of the Bachelor of Nursing (BN) course and received ANMAC accreditation for five years in May 2012.
Page 5 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
convenors
preparing future
submissions
The specific and distinctive features of the revised Bachelor of Nursing course include the following.
1. Flexibility of the course. This includes offering full-time and part-time study options, and offering the Units
in different delivery modes, including face-to-face, online and intensive modes.
2. Elective units have been included in the revised course. This will give students the option to follow a
pattern of study to augment knowledge development within a specialised area (eg. mental health, primary
health care, critical care nursing). Furthermore, the addition of elective units will support student
progression when students wish to transfer to UC from another BN course within either an Australian
university or an overseas institution. The inclusion of electives in the revised BN course is also in response
to the 2009 ANMAC Accreditation Guidelines.
3. For the first time at UC, the BN course will utilise the three semesters of study (Semester One, Winter Term
and Semester Two). Winter Term intensive units including clinical placements will be offered to support
student enrolment and progression across a 3 semester sequence of study and this aligns with other BN
courses in Australia.
4. Elimination of clinical placement in Semester One, Year One. The results of a 2012 benchmarking exercise
show that BN courses in Australia no longer have a clinical placement in Semester One as this allows the
student to more effectively settle into university life in the first six months, thereby reducing student
anxiety. It also reduces financial costs to the student such as travel and accommodation that can be
incurred while on clinical placement.
5. The revised BN course will retain the core unit titled ‘Indigenous Health: Contemporary Practice’. This is a
second year unit and this was identified in the ANMAC Accreditation Report as a key feature of the BN
course as such a unit is not a common feature in other BN courses offered in Australia.
6. The revised BN course has a strong primary health care focus which reflects the contemporary healthcare
industry in Australia.
It needs to be noted that the Australian Nursing and Midwifery Accreditation Council (ANMAC) has fairly
prescriptive standards and requirements that have to be met so there is limited capacity to build specific features
into a BN course that do not meet ANMAC requirements.
Bachelor of
Graphic Design,
164JA
1. Strategic
Aspects
Good –pleased
to see that the
physical
resources to
Comment on the operating environment for the relevant profession or industry (current state and prospects).
 What is distinctive about this course and why would students choose it over competitors in the region and
further afield?
This was covered in the new course proposal in 2010. Please comment on any changes that may have occurred
Page 6 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
deliver the
course have
been
mentioned.
since.
In addition to the features listed in the 2010 new course proposal there are a number of characteristics of the
Graphic Design course which distinguish it in the local marketplace. The characteristics result from the ongoing
effort to refine the course offering in response to the changing operating environment of the graphic design
profession. A primary focus has been on digital design - readying graduates for a post-print graphic design industry
in which online and digital media are the primary forms. In addition to digital focus, we have continued to improve
our more traditional graphic design offerings with improved curriculum in typography, layout, packaging,
environmental graphics, and professional practice.
(b) Comment on the alignment of the course with the:
 University Strategic Plan,
 course and discipline profile and faculty operational plan and
 relationships to other UC courses.
Covered in course proposal documentation. Have there been any changes since the introduction of the course?
Further to its alignment to the outgoing UC Strategic Plan, the Graphic Design course is strongly aligned with the
new Strategic Plan (currently in final draft form). With reference to Objective 1, the course is improving its local and
national viability through its innovative progressive design curriculum, and increasingly flexible modes of delivery.
The Graphic Design course has been a flagship course in UC’s initiatives to collaborate with interstate partner
institutions, and in its current SAF initiative focusing on developing new flexible blended modes of learning
engagement.
With regard to Objective 2, internationalisation is occurring on multiple levels. The course continues to look for
workable constructive articulations with international partner institutions such as Hanan Institute of Technology in
China. The course provides “immersive international experiences focusing on Aisa” as evidenced by strong numbers
of Graphic Design participants in UC’s Study Abroad programs. In 2012 and again in 2013 the course was successful
in seeking funding for overseas study tours, to Shanghai in 2012 and to Hong Kong in 2013.
With regard to the Strategic Plan’s Objective 3, a key objective of the course has been to improve graduate
outcomes not only for industry but also for ongoing study and research. In 2013 we are beginning to see improving
interest from current students and recent graduates in Honours and Masters programs.
Page 7 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
The Graphic Design course has strong links with other UC courses, incorporating relevant units from Media Arts &
Production, and Industrial Design. The double degree with Advertising & Marketing has proven to be a highly
popular option. In 2013 the course received a minor renewal, a result of which was improved offerings for students
wanting to study Graphic Design as an elective stream.
(d) Comment on engagement (partnerships and alliances, stakeholder and employer feedback, etc).
Covered in course proposal documentation.
The course has continued to develop partnerships and alliances with industry and community. The work experience
program is being offered in both semesters in 2013 to offer greater flexibility to industry and student participants.
We are developing more opportunities for industry to participate meaningfully but without great cost or
commitment - for example, through participation in industry project briefings, feedback sessions, special lectures,
and panel reviews. The course also collaborates with the local chapter of the Australian Graphic Design Association,
supporting the mentoring program and other student focussed events and initiatives.
(e) Any other comments on strategic aspects of the course.
A key strategic direction for the course has been to represent the contemporary face of graphic design, and
particularly its continued digital evolution. The digital direction not only improves graduate preparedness for the
changing professional context but also gives the course distinction in the educational marketplace. The digital
direction aligns the GD course with its disciplinary partner course (Media Arts & Production), disciplinary Masters
course (Master of Digital Design), and the research focus/strength of the discipline.
Bachelor of
Media Arts and
Production,
985AA
1. Strategic
Aspects
Good –
particularly 1(c)
– excellent
overview of staff
qualifications,
including
sessional staff.
Comment on resources to deliver the course:

Staffing – number and qualifications of teaching staff
NB The Tertiary Education Quality and Standards Agency (TEQSA) requires staff who teach a course to be
“qualified to at least one Qualification Standard level higher than the course of study being taught or with
equivalent professional experience”. Ref TEQSA Threshold Standards p16
Page 8 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
Media Arts and Production has 7 staff members, of which one is employed on a 0.5 FTE contract and
shared between Media and Graphic Design. 4 of these staff hold PhDs in relevant disciplines and the
other three are currently enrolled in PhD programs.
Staff member
Barrass, Assoc Prof Dr
Stephen
Ennis-Butler, Ben (0.25 FTE)
AQF Level
10
Highest Qualification
PhD
8
Hinton, Dr Sam
Sanchez Laws, Dr Ana
Thomas, Mr Tim
10
10
8
Thwaites, Ms Susan
9
Whitelaw, Assoc Prof. Dr
Mitchell Whitelaw
10
BMedArts; PhD candidate
(completion: 20??)
PhD
PhD
Bachelor Visual Arts (Hons); PhD candidate
(completion: ????)
Master of Arts; PhD candidate
(completion: 2014)
PhD
In addition to permanent staff listed above, the course makes use of sessional staff who are required
to hold at least a bachelors degree with honours or who hold a bachelor’s degree plus at least 3 years
relevant industry experience within the past 5 years.
Bachelor of
Physiotherapy,
202JA
1. Strategic
Aspects
Overall proposal
is well done,
and the SubCommittee
would like
compliment you
on your
thorough
addressing of 1c
in particular,
Comment on resources to deliver the course:
 Staffing – number and qualifications of teaching staff
NB The Tertiary Education Quality and Standards Agency (TEQSA) requires staff who teach a course to be
“qualified to at least one Qualification Standard level higher than the course of study being taught or with
equivalent professional experience”. Ref TEQSA Threshold Standards p16
Number of staff: The Discipline of Physiotherapy teaches seven courses

Two entry point courses for physiotherapy: Bachelor of Physiotherapy 202JA since 2013. And Master of
Physiotherapy 768AA since 2004
Page 9 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
which is an
example of good
practice.


Three higher degree research courses:
 Master of Physiotherapy (Research) 886AA.1,
 Doctor of Philosophy in Health 180JA.1, and
 Doctor of Philosophy in Clinical Physiotherapy 252JA
Two extended scope Physiotherapy courses since 2012: Postgraduate Diploma Extended Scope
Physiotherapy 198JA and Graduate Certificate in Extended Scope Physiotherapy 197JA.
The staffing of the Discipline of Physiotherapy supports these courses. Enrolments in the Master of Physiotherapy
have in the past been the largest component, but since the Bachelor of Physiotherapy started in Jan 2013, this now
has the largest course enrolments.
Prior to the Bachelor of Physiotherapy commencing, there were 8 FTE academic staff, 3.54 FTE General staff
(including technical, administration and clinical staff supervising in the Faculty of Health Clinic), and approx. 400
hours sessional teaching. The majority of this was supporting the Master of Physiotherapy.
There is a future plan to increase staffing in the Discipline of Physiotherapy as the Bachelor of Physiotherapy rolls
out over the next four years up to a total of 19.5FTE academic staff, 5.5 FTE general staff and 800 hours of sessional
support. This increase in academic staff is due to the increase in physiotherapy units being taught.
Qualifications of staff: the eleven academic staff in the Discipline of Physiotherapy have six PhD’s and two soon to
complete PhD’s. Three have Master degrees, and the remainder have Graduate Diploma’s. All staff are therefore
compliant with the TEQSA requirement for one level higher than the level 7 of the Bachelor of Physiotherapy
degree. Furthermore, all physiotherapy staff are current registered physiotherapy practitioners with the Australian
Health Practitioner Regulation Agency. The most junior has seven years of clinical experience, and all but one have
more than 12 years at senior level. These are very experienced practitioners and academics who more than meet
the requirements of TEQSA and the policies for equivalent professional experience at University of Canberra.
Please find appendices attached
i.
Appendix 1c – staffing.
a. Discipline of Physiotherapy staffing May 2012 – 2017, as three worksheets.
b. Planner for Bachelor of Physiotherapy workloads_5Feb 2012
c. Academic Staff Qualifications
d. Practical lab timetabling 2013-2016
Page 10 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
Clinical practice.
Faculty of Health student led clinics – set to move to new Ochre Health GP Superclinic in October. Expansion of
space and resources mean current placements of 6 students at a time, increases to 8-10 students at a time.
New University of Canberra Hospital. Planned commencement 2014, for start in 2016.
Currently students each have 5 x 5 week full time clinical placement blocks. These are variously
- at UC FoH student led clinic
- at ACT and Regional public and private hospitals
- at NSW regional and national public and private hospitals
- at ACT and Regional physiotherapy practices
- at NSW regional and national physiotherapy practices
- at various other institutions, such as Duntroon, Therapy ACT, The Spastic Centre, and other facilities.
Clinical placements are intensive using personnel and financial resources. Each student costs $5500 to 7000 in
clinical training expenses.
These clinical costs are the subject of a thorough examination and modelling project across the Faculty.
Anatomy Laboratories
The Bachelor of Physiotherapy has three anatomy intensive units in the curriculum. Physiotherapists need to know
human anatomy to a level of expertise and familiarity second only to surgeons. It is critical the University of
Canberra has excellent anatomy facilities. Human cadaveric specimens for teaching are essential.
Closure of the anatomy facilities in 2012 placed at risk the continuation of the Master of Physiotherapy program.
Since closure of the anatomy facilities at UC classes have been travelling to CIT Bruce to use the facilities there, but
this is a less than ideal short term measure. The Discipline looks forward to the installation of the new anatomy
laboratory facilities in 2013.
Bachelor of Sport
Coaching and
Exercise Science,
153JA
1. Strategic
Aspects
1(a) - Good
overall,
although need
to pay attention
to the correct
terminology
regarding
Comment on the operating environment for the relevant profession or industry (current state and prospects).
 What is distinctive about this course and why would students choose it over competitors in the region and
further afield?
Operating Environment
For over thirty years there has been a desire for a university-based undergraduate sport coaching and exercise
science course in the Australian Capital Territory and surrounding areas. The need for this type of course was
Page 11 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
accreditation
with the
professional
body.
identified with the establishment of the Australian Institute of Sport in the region and in close proximity to the
University of Canberra. The close partnership between the Australian Institute of Sport and the University of
Canberra drove the success of the program. The development of other sporting organisation such as the Canberra
Raiders and the ACT Brumbies meant that the University of Canberra developed further strategic partnership. In
more recent times, the University of Canberra has continued to improve its market position with through strategic
partnerships with organisation such as the Greater Western Sydney Giants and Canberra United. The large number
of industry bodies working in partnership meant that the coaching and sport science degree grew in strength
through student placements, industry lectures and staff professional development. The Sport Coaching and Exercise
Science degree was first offered in 2010 following the redevelopment of the Coaching Science degree. This
restructuring of the degree was a result of the increasing profile of exercise scientists in the allied health sector.
This built on the strength of the original coaching and sport science program and offered students an additional
perceptive on the sport and exercise science industry.
In 2013, interest in the Bachelor of Sport Coaching and Exercise Science at the University of Canberra remains
strong as the sport and exercise science industry grows. It should be noted that not all universities in Australia offer
an equivalent program and the University of Canberra is the only tertiary provider of this type of degree in the
Canberra and surrounding region. These factors have helped to maintain the sustainability of the Bachelor of Sport
Coaching and Exercise Science program at the University of Canberra and promote growth in student enrolments
and the quality of education delivery.
Distinctive features
As undergraduate sport science and exercise science continues to grow across Australia and internationally, the
University of Canberra’s strong Sport Coaching and Exercise Science degree is well placed to capitalise on this
growth. In recognition of the increasing globalisation, the course is also designed for international compatibility.
The degree meets the Exercise and Sport Science Australia standards for undergraduate degrees. It is designed so
that graduates are eligible to apply for accreditation as an Exercise Scientist with Exercise and Sport Science
Australia. The Sport Coaching and Exercise Science degree utilises an internship program where students complete
150 hours of work based learning with an industry partner. This enables students to work to their full scope of
duties with a professional setting whilst receiving one-to-one support from their University supervisor. Students are
introduced to professional work based learning from the first semester of their third year.
Bachelor of
Building and
1. Strategic
Aspects
Generally very
good.
Comment on the operating environment for the relevant profession or industry (current state and prospects).
Page 12 of 25
Course Name &
Code
Construction
Management,
976AA
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)

What is distinctive about this course and why would students choose it over competitors in the region and
further afield?
1. The Building and Construction Management (BCM) course is the only construction course at university
degree level in the ACT and surrounding areas. It has accreditation with the Australian Institute of Building
(AIB) and the Australian Institute of Quantity Surveyors (AIQS).
2. A good working relationship with industry within Canberra has been established through this course. A
course industry advisory committee meets quarterly since the inception of the 976AA course with many of
Canberra’s building and construction leaders providing input and support.
3. This course is distinguished from other courses in construction run in Australia in that all students undertake
management, accounting, finance and law units as part of their core studies. This provides broad skills
development relevant to industry. The course has increased viability, strong linkages and integration across
several schools within the Faculty of Business, Government and Law.
4. The course has over its 5 years developed a strong reputation in the ACT and region, having grown from
under 50 students in 2008 to over 220 students currently enrolled in the degree.
5. A large percentage of the students in this course are being employed as they progress through the course.
This reflects the demand of the skills and future professional management roles that this course offers to
industry and government.
6. The open major possible in this course allows students to develop a unique set of skills depending on the
field they wish to enter. It can include majors from all the different faculties of the university.
7. A double degree with law is the first double degree in what is hoped to be more double degrees which have
great merit in the construction field but which are not combined at other universities.
8. In late 2012 the BCM Alumni has been established by the University of Canberra. A very successful launch
and networking event was held by the UC Alumni office, which resulted in many previous graduates returning
to UC and several current students gaining employment opportunities.
Comment on the alignment of the course with the:
 University Strategic Plan,
 course and discipline profile and faculty operational plan and
 relationships to other UC courses.
We include the University of Canberra’s and BGL Faculty Strategic Plan and Core Values in the Building and
Construction Management document (refer to attached file).
Page 13 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
Alignment with the UC’s Strategic Plan (2013 -17)
In the new UC strategic plan, more emphasis has been given to learning online, internationisation and research. The
BBCM course has been using and applying educational technology in its learning and teaching, such as use of the
Moodle and other forms of e-learning. BBCM also has an increasing number of international students. The future
plan for BBCM is to continue on these two strategies. Furthermore, BBCM also has an honours degree which
includes research components and research projects. In addition, BBCM staff will start supervising research
students. BBCM staff is also research active in terms of applying for research grants and publishing papers in high
quality and high impact journals as well as conferences.
Alignment with Faculty Operational Plan
BBCM has undergone a review in 2011 and the new course program is in operation from 2012. This new course
program has been integrated with the BGL’s strategies where 4 foundation Units are also part of the BBCM study.
Further the BBCM course is now an integral part of the School of Management, where more interactions with
colleagues in management, marketing, tourism, entrepreneurship.
Relationship with other courses
The new BBCM has strong relationships with other courses, for example there is a double degree BBCM and BLaw
which now has 7 students enrolled. BBCM also has several open majors allowing students to choose different units
from across the faculty as well as university at large.
In the near future, new double degrees may be considered, as such BBCM and BArch, BBCM and BMgt, BBCM and
BEntrepreneurship &Innovation.
Comment on engagement (partnerships and alliances, stakeholder and employer feedback, etc).
The profession and industry provides strong support and help, including Industry Advisory Committee, guest
lectures, good employment prospects and opportunities, good cooperation during work integrated learning
activities. The Industry Advisory Committee and staff meet regularly and for more details see section 5(e) of this
form.
The building and construction management degree has a close relationship with the Master Builders Association
(MBA) (ACT). An accreditation agreement was recently signed between the two parties to act as a pathway from
the MBA’s diploma of building course to the degree level. The MBA actively seeks students to undertake its course
from around the Canberra and Riverina area. The Master Builders Association of ACT provide the latest short
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Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
courses for studying OH&S in the construction workplace enabling the student to enter the workplace and hence
increasing their chance of employment and these course have been utilised in the Industry Based Learning 1 unit.
CIT have recently approached course representatives and we are endeavouring to meet up soon for preliminary
discussions on possible future articulation to this degree.
Any other comments on strategic aspects of the course.
Strategic aspects the discipline have undertaken include the following:

BBCM course mapping , which identified six actions:
1. Investigate overlap of Construction Procurement and Contract Administration with Construction Law
(Completed 2012).
2. New unit Building and Construction Studies 4 (to strengthen and expand several course content areas).
3. Consider major in law more targeted to the construction industry (Double degree set up).
4. Continue meetings with Estimating Measurement stream (to remove overlaps and increase the level to
which it is taught).
5. Work on IBL2 and IBL3 in the mapping (Interaction with industry bodies and research skills development).
6. Honours program.
Bachelor of
Marketing
Management,
187JA
1. Strategic
Aspects
1(a) The SubCommittee
compliments
the convenor
on a thorough
and thoughtful
answer.

Development of a Quantity Surveying Major to strengthen the prospects of graduates as this would allow the
student accreditation with the Australian Institute of Quantity Surveyors without having to study externally.

The Building and Construction management discipline is developing its mission statement and 5 year strategic
plan.
The Marketing profession is rapidly developing as more competition, accountability and transparency is demanded
in all aspects of marketing management. In addition, the professional bodies such as the Australian Marketing
Institute are increasingly repositioning the profession as a business development and strategic management
function. The Bachelor of Marketing Management is designed to develop skills and techniques required for a
graduate to meet rapidly evolving and multifaceted marketing management challenges. The course addresses
critical aspects of marketing with a focus on consumer behaviour, marketing research methods, international
marketing, Internet marketing, entrepreneurship and strategic management, underpinned by a suite of business
foundation units. It provides students with an opportunity to understand the role of marketing as part of business,
government and not for profit organisations, enhanced by a sound understanding of relevant theory and practice in
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Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
marketing management. The course provides the option of work-integrated-learning experiences which includes a
professional internship. Employment opportunities are extensive and could include work the marketing, brand
management, sales, business development, marketing research and marketing communication area of a public,
private, community or not-for-profit organisation. In light of its high international student cohort and global
employment opportunities, consideration has also been given to integrate in to the curriculum design International
marketing practices.
Why would students choose this course over its competitors?
Structure: This course is structured to include three important components expected in professional practice;
1) a theoretical and research framework in marketing enhancing a deeper understanding of consumer behaviour
and is implication to marketing practice;
2) the course has a set of foundation units that provide students which solid foundations in statistics and core
business skills such as accounting and law
3) the choice of an elective sequence, where students can complement studies in marketing and choose from a
range of business units or units offered by other faculties with other strong combinations giving them more
opportunities for related knowledge, jobs and careers. It is anticipated that there will be strong demand for this
type of graduate
Units: The units in the course reflect current literature, practice and generic skills which are applied to assessments,
internships and the capstone unit.
Internships: One of the characteristics of this course is the internship program that students undertake as an
assessed unit where they are required to demonstrate their knowledge and skills in the workplace. Through the
strong relationship between the course and the industry, students are actively sought for internships and full time
work through their internships. At the national level UC students have been successful in securing internships with
national organisation and firms..
Study abroad and exchange programs: Students actively seek study abroad programs to enhance their knowledge
and experience. These programs are highly sought after by students in this degree and are undertaken either as
short courses or semester long courses.
Industry partnerships: There are both formal and informal relationships with the business sector. Industry
members contribute by guest lecturing, offering internships to students, course advice, tutoring and facilitates
networking of our students into the sector.
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Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
Pathways to higher education: Students interested in further education have the opportunity of pursuing studies
at the honour’s, master’s and doctorate levels.
Bachelor of Arts
in Architecture,
912AA
1. Strategic
Aspects
1(a) & (b) The
Subcommittee
wished to
compliment
you, on how
well you have
addressed these
sections and to
ask if this can be
used as an
example to
other Course
Convenors.
Comment on the operating environment for the relevant profession or industry (current state and prospects).

What is distinctive about this course and why would students choose it over competitors in the region and
further afield?
The University of Canberra offers the only opportunity in the ACT to undertake the Bachelor of Arts in Architecture
(and subsequent Master of Architecture, which together comprise the five year tertiary requirement for proceeding
to registration as an architect in Australia). The course has good levels of enrolments across the three years (with
significantly increasing flow through to the Master of Architecture degree).
The program’s closest competitors are the three Sydney Architecture programs, at UNSW, UTS and the University
of Sydney, and the University of Newcastle. ANU and CSU do not offer Architecture. Students choose the University
of Canberra over competitors for a variety of reasons. These include:
1. geographic proximity to the students’ families in the ACT and region,
2. the opportunity to articulate from CIT, through the Diploma of Building Design and (former) Advanced
Diploma of Building Design, as well as articulation opportunities from NSW TAFE Building and Architecture
Technology programs
3. substantially lower ATAR entry score compared to the four NSW universities (this is a significant reason
students come from Sydney to UC)
4. students are attracted by our facilities, which include dedicated studios with 24/7 access, by the relatively
small size of the program, and by our International Exchange opportunities, as well as by the relative ease
of entry noted above.
5. a significant number of commencing students indicate that they attended the Architecture Open Day
presentations – we put considerable effort into the presentations and conversations with potential
students and their parents.
Comment on the alignment of the course with the:
Page 17 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
 University Strategic Plan,
Objective 1
to ensure UC is competitive within Australia through improved attractiveness to students nationally and
strengthened course viability
Supported by a Commonwealth Structural Adjustment Fund grant in 2013-14, this objective comprises four
components:
1. Re-brand and re-position UC in the eyes of our markets.
Re-branding and re-positioning of the Architecture program is evolutionary, rather than revolutionary.
The UC Architecture program has a good reputation in Canberra, and is well-regarded by the profession
who both employ our graduates and contribute significantly to sessional teaching, especially in studio
and technology subjects.
The Architecture program is receiving an increasing number of international applications and enrolments,
at both undergraduate and masters level.
2. Expand and improve flexible learning at UC.
The Bachelor of Arts in Architecture promotes flexible learning through offering a suite of WIT units,
including the core first year prerequisites for proceeding to second semester Design studios, as well as
offering all of the second and third year Design Studios in WIT. Students have opportunities for flexible
learning through Special Studios offerings in all semesters. Special Studies units may include individually
tailored projects (where the student works with one of the fulltime academics as a supervisor) and/or
one-off group projects, including working on ‘real’ projects in remote areas of Australia or overseas.
3. Increase student numbers through collaboration and partnerships with other tertiary providers nationally.
The program has a long established relationship with CIT, providing articulation with advanced standing
for students who have undertaken the CIT Diploma or Advanced Diploma of Building Design (the
articulation is currently being renegotiated and renewed).
The Faculty is participating in the new partnership with Holmesglen, with several of the core first year
units being delivered this year. Holmesglen has expressed interest in substantially developing articulation
with the UC Architecture program.
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Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
4. Strengthen UC College through the refurbishment of existing campus premises as the College’s
headquarters and by expanding its role in improving access to UC and supporting students whilst at UC.
Students who successfully complete the UC College Diploma of Design receive entry with advanced
standing into the Bachelor of Arts in Architecture. Diploma units are delivered in Building 7, providing
Diploma students opportunities to view the work of Bachelors and Masters students. The Diploma units are
delivered by staff who also teach into the Bachelor of Arts in Architecture, facilitating an integrated
approach to the two programs.
Objective 2
to build a truly international UC that can thrive in a new era of globalised higher education and research
Supported by deliberate initiatives to internationalise our culture and outlook, this objective comprises three
components:
1. Develop strong relationships with selected international universities, particularly within Asia, as the basis for
enduring teaching and research partnerships.
Developing formal relationships with international universities, particularly within Asia, is a future goal.
2. Provide our coursework and research students with immersive international experiences, focusing on Asia,
and thereby create cultural and global competencies as signature graduate outcomes of UC degrees.
As noted elsewhere in this document, for the past several years the Architecture program has offered
students opportunities to undertake international studio projects as part of their degree studies. Most
recently, this has included intensive immersive projects in the urban context of China and in the remote
village context of the Solomon Islands. In addition, there is an active international exchange program, with
Architecture students spending a semester (often extended to six months) in a partner university in Finland,
Sweden, the USA, UK and Turkey.
3. Develop pioneering forms of coursework curriculum and research training, based on true intellectual joint
ventures between UC and its international partners, whether offered here, there or everywhere.
This remains to be developed in the Bachelor of Arts in Architecture.
Objective 3
to achieve world ranking as a young university
Page 19 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
Supported by a strategic focus on specific research domains, strong national and international partnerships and
high-performing academic staff, this objective comprises four components:
1. Increase our competitive research grant income.
Assistant Professor Michael Jasper (an associate member of the new FAD research centre) has developed
and submitted several competitive research grant applications. With the planned appointments of several
new research-active Architecture academics, to address our current staffing shortage, it is expected that
competitive research grant applications and research income will increase.
2. Strengthen the academic impact of our research as measured through citations.
Citation indexes are not extensively used in the discipline of Architecture and Built Environment.
3. Increase the proportion of publications co-authored with international collaborators.
To date, publications by Architecture staff have been largely sole authored. As with competitive research
grant income, it is expected this will change as the new academic appointments become active in the
program.
4. Improve our international reputation for research and teaching.
Of the current four Architecture academics, three are research active, with international Conference
presentations, research, publications and conference papers, as the following examples briefly
demonstrate. Professor Gevork Hartoonian is often invited to overseas universities to deliver lectures,
recently including China and Taiwan. During the current Winter Term, Assistant Professor Michael Jasper is
delivering a paper in Finland and undertaking research as a visiting scholar at the American Academy in
Rome. Associate Professor Eugenie Keefer Bell has a chapter in a forthcoming book published by the Japan
Institute of Architects and Cambridge Scholar Press.
Completing all three of these objectives will make UC sustainable and successful in a market-driven, global higher
education system that is increasingly based on digital learning, international collaboration and strong brands

course and discipline profile and faculty operational plan and
The Bachelor of Arts in Architecture aligns with the faculty operational plan in the following manner.
•Education:
Page 20 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
In 2012, Fad will continue with curriculum renewal working towards; developing a robust suite of AQF 5/6
products for UCIT and AQF 7, 8 and 9 products for UC and H products for UC schools.
The Bachelor of Arts in Architecture continually undergoes curriculum evaluation and renewal through its
annual and five yearly architecture accreditation procedures. It fits between the Diploma of Design (as an entry
pathway for some students) and the Master of Architecture as the professional qualification leading to
registration as an architect in all Australian States and Territories.
•Quality:
We will further strengthen our quality assurance procedures by introducing formal moderation practices and
prioritise and implement generic skills development in Faculty based foundation units.
The renewal of the first year program in the Bachelor of Design and Bachelor of Arts in Architecture (with all
but one unit co-taught between the two programs), extend the development of generic skills to align with the
Faculty objectives of introducing formal moderation practices and prioritise and implement of generic skills.
 Relationships to other UC courses.
The Bachelor of Arts in Architecture aligns with the other courses at UC in the following manner.
The degree aligns with other courses at UC through the offering a minor in Architecture History and Theory
designed to be attractive to students outside the course and the faculty. Additionally, individual units,
including Design History, Introduction to Architecture History and Architecture and the Modern World, attract
students from the Bachelor of Heritage, Museums and Conservation, the Bachelor of Heritage, Museums and
Conservation and the Bachelor of Building and Construction Management, and to students in the Faculty of
Education.
The Head of Discipline participated on the recent review of the Bachelor of Building and Construction
Management. One outcome is greater interaction between the two programs, including discussion on sharing
of teaching in some units. One BCM academic has joined the newly established Design and Architecture
research group.
Bachelor of
1. Strategic
1(b) The
Comment on the alignment of the course with the:
Page 21 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Public
Administration,
210JA
Aspects
Subcommittee
wished to
compliment you
on this section,
which was very
well addressed.
Text from the Submission Form (reaccreditation form )
(from feedback
form)



University Strategic Plan,
course and discipline profile and faculty operational plan and
relationships to other UC courses.
The Bachelor of Public Administration meets a significant demand for studies in public administration, public
management and public policy suitable for those already in or seeking to join the workforce as part of the public
service working with government, parliament or wider community at national, state or territory and local levels.
The Bachelor of Public Administration course aligns the university’s Breakthrough: Strategic Plan 2013 to 2014 in
the following ways:
Under Objective 1 (improved attractiveness to students and ensure course viability) as a new course for the
university it draws on existing units in a way which offers a renewed curriculum for students learning about public
administration and management. The structure of the course offers opportunities to increase the range of modes
of delivery to enable greater flexibility. It draws on a number of units such as Government Business Relations and
Accounting for managers which form part of the SAF initiative and greater collaboration with interstate partner
institutions.
Through Objective 2 (to build a truly international UC) units in the Bachelor of Public Administration seek to
accommodate cultural and institutional experiences from outside Australia. This includes changes include
expanding the range of literatures explored in units and the opportunities within units to explore in greater depth
experience found in countries in Asia, Europe, the Americas and Africa across field such as security, civil society,
governance and the law.
In terms of Objective 3 (to achieve world ranking as a young university)
The Faculty of Business, Government and Law currently offers a number of course for study offered through the
Faculty’s international program. This provides the opportunity for the delivery of this course through international
partners such as Hong Kong Baptist University in Hong Kong or Ningbo Normal University in the People’s Republic
of China. Such partnerships offer opportunities for research and publication with international collaborators and
enhancing the university’s international reputation for research and teaching.
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Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Master of
Physiotherapy,
768AA
1. Strategic
Aspects
1(a-e) The
Subcommittee
wished to
compliment the
convenor on the
thoughtfulness
of this response
and ask if
Section 1 can be
used as an
exemplar for
others.
Text from the Submission Form (reaccreditation form )
(from feedback
form)
6. Other
Information
The
Subcommittee
wished to
compliment the
convenor on the
thoroughness
and detail in all
sections of this
reaccreditation
form and were
impressed by
your retention,
progression and
satisfaction
scores.
Comment on the operating environment for the relevant profession or industry (current state and prospects).

What is distinctive about this course and why would students choose it over competitors in the region and
further afield?
The Master of Physiotherapy is an entry level practitioner degree. It was first offered at University of Canberra in
2004 and since then it has developed a reputation for excellence in the quality of graduates. It was fully accredited
by the Australian Physiotherapy Council (APC) in 2007 on assessment of the program and then the graduates at 12
months following completion. Since then it has been accredited annually.
In the region there are many other providers of physiotherapy degrees, but the Master of Physiotherapy at
University of Canberra serves a specific local purpose. In Australia there are 29 programs, 13 of these are Master
level, 3 are extended Masters (3 years professional doctorates). The neighbouring programs are University of
Sydney, offering a Bachelor of Physiotherapy and a Master of Physiotherapy; University of Western Sydney offering
a 4-year Bachelor of Health Science/Master of Physiotherapy; Charles Sturt University, offering a Bachelor of
Physiotherapy at Orange and Albury, and Newcastle offering a Bachelor of Physiotherapy. The Master of
Physiotherapy at University of Canberra provides a local rapid career change option for people wanting to enter
physiotherapy. These people might have medical science degree, health science degree, physiotherapy qualification
from overseas or international students wanting an Australian qualification.
In the past the pathway to physiotherapy at University of Canberra was to complete a Bachelor of Applied Science
or a Bachelor of Sports Coaching and Exercise Science at University of Canberra, then the Master of Physiotherapy.
The Bachelor of Physiotherapy commencing in 2013 means there is now a direct undergraduate pathway to
physiotherapy. The reasons for the Master of Physiotherapy remaining are:
1. It has an excellent reputation for high quality graduates. They are highly sought after and fully employed.
2. It provides a rapid career pathway for someone changing careers or moving internationally.
3. It provides an alternative option for Medical Science and HealthScience graduates other than Medicine.
4. It is co-taught with the Bachelor of Physiotherapy, so it is efficient to run.
The advantages of the Master of Physiotherapy at University of Canberra compared to programs further afield, as
reported by the students are:
- It is local and students do prefer to study close to home, for family, financial or work reasons.
- It is a small class. Sydney University admitted 240 to their Graduate entry Masters’ program in 2012, which
meant impersonality, stress on clinical placements, and general dissatisfaction.
Page 23 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
-
It is taught by clinically active people, with professional currency as well as research activity and experience.
It is fully accredited, unlike Sydney and Charles Sturt University who are under conditions.
The main competition to the Master of Physiotherapy is the Doctor of Physiotherapy at Macquarie University. This
commenced in 2012. It is July entry, like University of Canberra. The number of applicants to University of Canberra
this year dropped, and the number of offers not converted to enrolments was affected by the start-up of the
Macquarie program. The advantages of the University of Canberra program over Macquarie are:
- University of Canberra is fully accredited.
- University of Canberra is two years, not three. (But it is a Master, not a Doctor also)
The Master of Physiotherapy in 2013 made 54 offers to domestic students and had an acceptance rate of -68%
Domestic Domestic
Domestic
International International
2013
2012
2011
2013
2012
Applications
(total)
74
139
120
38
41
Applications
(eligible)
59
68
60
17
41
Offered
54
58
46
17
17
Accepted
37
44
36
6
2
Rejected
17
14
10
% uptake
68%
76%
78%
35%
12%
This year the number of applications was down and the acceptance rate was down. The number of applications is
likely to be due to the Bachelor of Physiotherapy University of Canberra, and to Macquarie university opening, but
the acceptance rate is mostly due to Macquarie, as students may have applied for both universities. The grade
point average entry mark at 5.2 / 7 remained stable, due to planned reduction in the class size.
The Master of Physiotherapy is planned to reduce from 44 students in 2012, to 24 students by 2015. This is due to
growth on Bachelor of Physiotherapy and limitations to number of clinical placements available to students, which
will cap our numbers.
(e) Any other comments on strategic aspects of the course.
Page 24 of 25
Course Name &
Code
1. STRATEGIC
ASPECTS
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
This course is characterised by the integration with the local community. This integration includes
- mobility of clinical education staff within the physiotherapy student led clinics and local
physiotherapy practices
- mobility of sessional teaching staff within the academic and clinical industry
- mobility of academic staff with clinical sites, so they maintain clinical currency
- Integration of clinical education between the classroom and the clinical sites (public and private)
- Running clinical education training on site at University of Canberra
- Hosting and convening of the Australian Physiotherapy Association annual Symposium at University
of Canberra
This integration with the regional and territorial community is essential for the program, in terms of clinical
education, and also access to clinical and teaching staff and resources.
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