CUAP Postgraduate Degrees Review 2015
The University of Canterbury
College of Arts
(July 2015)
Panel Chair: Professor Ursula Cheer
CUAP Postgraduate Degrees Review 2015
The University of Canterbury
College of Arts
BA Honours/Master of Arts (and related qualifications)
(MFA Creative Writing; Master of Social Work (by thesis); Postgraduate Diploma in Art
Curatorship; Te Poutahi: Certificate in Arts (Maori Studies); Postgraduate Diploma in Maori
and Indigenous Studies; Postgraduate Diploma in Te Reo Maori; Te Pourua Reo Diploma in
Arts (Maori Studies); Master of Maori and Indigenous Studies; Master of Te Reo Maori;
Master of Music; Bachelor of Music with Honours; Bachelor of Fine Arts with Honours;
Master of Fine Arts).
1. Panel
The panel met and heard submissions for three days from Monday 27-Wednesday 29 March
2015. Panel members were:
Professor Ursula Cheer, School of Law, University of Canterbury(Chair).
Associate Professor Jock Macleod, School of Humanities, Griffith University.
Dr Scott Wilson, Performing and Screen Arts, Unitec Institute of Technology.
Dr Ruth Watson, Elam School of Fine Arts, University of Auckland.
Dr Susan Foster-Cohen, Adjunct Department of Linguistics (NZILBB), University of
Canterbury.
Ms Sacha McMeeking, previously General Manager of Strategy and Influence at Te Rūnanga
o Ngāi Tahu, Independent.
2. Table of Contents
Executive Summary p. 2
Terms of Reference p. 3
Context of Programme Reviews p. 4
Importance of Arts Education p. 5
Procedures p. 6
Findings and Recommendations p. 7
Strategic Considerations p. 8
Strategic Evaluation Tool p. 11
General Recommendations p. 12
Structure p. 12
Quality control p. 12
Cohort coherence and pastoral care p. 13
Recruitment and employability p. 14
Course commentaries p. 14
Appendix p. 17
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3. Executive Summary
The Review Panel had a very broad remit involving numerous Post-graduate offerings within the
College of Arts. For this reason, the summary below presents general recommendations
intended to apply across all offerings, followed by more specific recommendations.
3.1 General recommendations for all Post-graduate degrees
The Review Panel makes recommendations in four critical areas for application within each
degree.
3.1.1 Structure –
(a) Each degree should be revised to better meet the University’s strategic goals
and, specifically, Rautaki Whakawhanake Kaupapa Māori.
(b) Revisions should include the introduction of a compulsory research methods
course. This could be one to be shared across programmes or the College might
consider three such courses: one each for the humanities, the creative arts, and the
social sciences.
(c) There should also be an audit of the word length of any thesis to check that this is
in line with comparable programmes, especially those in other New Zealand Colleges
of Arts.
3.1.2. Quality Control – The College should ensure that degrees offered feature:
(a) a uniform application process which includes entry standards that are consistent
and coherent within the School but also within the College;
(b) a uniform and formalised supervision agreement which includes a requirement
for a formal presentation by candidates of their research proposal.
(c) content with good fit between graduate profile and NZQA guidelines (see specific
course comments at p. 14 below).
3.1.3. Cohort coherence and pastoral care –
Each School should establish a staff/post-graduate student committee and a process
to gather formal, regular candidate feedback.
3.1.4. Recruitment & Employability –
There should be greater promotion of career opportunities and greater recognition
of post-graduate offerings as part of the College of Art’s strategic plan.
3.2 Specific recommendations arising from course commentary
3.2.1. Aotahi courses –
(a) A deeper assessment of the alignment of these programmes and a potential 180
point Masters against Rautaki Whakawhanake Kaupapa Māori, and the impact the
strategy is having on the recruitment and retention of Māori students should be
carried out as a first step before making decisions on the continuation or
augmentation of these programmes.
(b) We encourage the College of Arts to conduct market research to assess market
relevance and demand for these courses.
3.2.2. Masters of Social Work –
(a) This should be evaluated to test suitability for a 180 point Masters degree using
the strategic evaluation tool described at 8.2.3 (c) below.
(b) The graduate profile should be rewritten to meet national standards.
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3.2.3. Master of Music and Bachelor of Music (Hons) –
(a) The School should move towards a reduction of course offerings.
(b) An academic component should be added to the Masters of Music.
(c) Development of any 180 point Masters degree should be rigorously tested using
the strategic evaluation tool described at 8.2.3 (c) below.
3.2.4. Post-graduate Diploma in Arts Curatorship –
(a) There should be a discussion with the School of Fine Arts about potential
crossovers with contemporary art as part of course content and therefore teaching
implications.
(b) Development of any 180 point Masters degree should be tested using the
strategic evaluation tool described at 8.2.3 (c) below.
3.2.5. Bachelor of Fine Arts (Hons) –
Clarification is needed in the CUAP process around graduate profile expectations
appropriate to this level and these should be developed using NZQA guidelines.
3.2.6. Master of Fine Arts –
(a) Clarification is needed around graduate profile expectations appropriate to this
level and these should be developed using NZQA guidelines.
(b) Development of any 180 point Masters degree should be tested using the
strategic evaluation tool described at 8.2.3 (c) below.
3.2.7. MFA (Creative writing by thesis) –
(a) The revival of this course is strongly supported, subject to a rigorous analysis of
whether staffing levels can support this immediately and into the future.
(b) Development for distance learning should be tested using the strategic
evaluation tool described at 8.2.3 (c) below.
4. Panel Terms of Reference for BA Honours, Master of Arts and
Associated Postgraduate Degrees
4.1 The key review statement asked us to address the overall question whether the Bachelor of
Arts (Honours), Master of Arts and numerous related postgraduate qualifications continue to be
relevant to the success and enrichment of graduates and the communities in which they
participate.
4.2 To that end, we were asked to answer three questions:
1. To assure the University of the quality of the BA Honours, Master of Arts and related
postgraduate qualifications, by assessing whether they meet expected standards
a. at the University of Canterbury/Te Whare Wananga o Waitaha
b. nationally
c. internationally;
2. To make recommendations on ways in which the qualifications can be improved in terms
of the key review statement.
3. In reporting on 1 and 2 above, the panel was asked to consider and provide advice on the
following: the number and choice of specializations offered in the BA Honours degree,
consideration of innovations such as team-teaching, cross-coding, and cross-department
Arts honours courses; reflection on the issue of how best to respond to low-enrolment
Honours courses, and the relationship between the Honours programmes and the
development of 180 point (coursework) Masters degrees.
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5. Context of Programme Review
5.1 This academic review was commissioned by the Deputy Vice-Chancellor (Academic &
International) Dr Hamish Cochrane and Professor Jonathon Le Cocq, Pro-Vice Chancellor, College
of Arts, as a five-yearly review to be carried out in accordance with the current Academic
Reviews Policy (September 2014).
5.2 The panel wishes to take special notice of the context in which these College of Arts postgraduate offerings have been reviewed.
5.2.1. The Canterbury Earthquakes 2010-2011 devastated the region and the University.
Both are still on the path of a long, slow recovery. The Canterbury earthquakes, four years
on, continue to impact on every aspect of policy and operation in the University. The
earthquakes have had and continue to have, profound effects on morale and wellbeing,
staffing levels, student and staff recruitment, resources, timetabling, and teaching and
research spaces.
5.2.2. One inevitable effect of the earthquakes was that the University experienced reduced
enrolments. Comparatively, the College of Arts was affected particularly severely. From
being the largest College in 2010 with approximately 3500 EFTS, by 2013 it was the fourth
largest with approximately 2310 projected EFTS. Although in 2013 enrolments in Arts began
to stabilize, they were lower than forecast, and below a level required for the University to
meet its 10-year plan to return to financial viability. Additionally, the College could not
achieve its financial obligations within the University. In 2013, the College put forward a
Proposal for Strategic Development and Financial Sustainability, incorporating formal
recommendations for Faculty and Academic Board consideration and for Council approval,
including to disestablish or suspend existing programmes and to introduce replacement
programmes, followed by a formal change proposal to disestablish some positions in the
College. The major restructuring undoubtedly caused further damage to existing morale,
although ultimately it appears to have also brought some stability with the reassurance that
Arts will continue as an independent College within the University, together with the
opportunity for rejuvenation and growth and a relief from further review until at least 2017.
5.2.3. This review has therefore been conducted in extraordinary times. As well as dealing
with past events, there is continuing stress for the College because of the need to adapt to
changing strategic objectives and new administrative structures, and a need for ongoing
review of policies in connection with the University’s post-earthquake strategic priorities.
The Panel wishes to explicitly recognise these circumstances and pay tribute to the
outstanding work of staff in the College of Arts in maintaining an extensive variety of
postgraduate programmes in extreme and unforeseeable circumstances.
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6. Importance of Arts Education and the Arts Degree at the University of
Canterbury
6.1 Without hesitation, panel members agreed that a vibrant and sustainable College of Arts is
of critical importance to the success of the University of Canterbury, to the recovery of the
Canterbury region and to national development and sustainability generally. The University of
Canterbury has a vital role to play in the future of New Zealand: in its prosperity, in the quality of
its leadership, in its ethical stance, and in the physical and mental health of its citizens. The
unique offerings of the College of Arts, including both the courses and subjects that are taught
and the collective expertise of the college’s many excellent staff, make it a vital part of
Christchurch and the nation’s social and cultural life and fabric.
6.2 Internationally, there is a growing swing back to the Arts, as well as general Sciences, as
academic and business leaders begin to recognise the value of programmes that provide
thinking, communication and numeracy skills in a world where career change and flexibility will
be the order of the day. In the UK, Dame Marina Warner (Novelist, Professor of English and
winner of the Holberg Prize in 2015) has likened the importance of investing in the humanities to
investing in infrastructure. We suggest that the analogy can be extended to all of the Arts and in
post-earthquake Christchurch is particularly apt. As with the city rebuild, there is a need to think
not just about the science and engineering infrastructure but about how real people with real
concerns will live and work in our re-emerging city. Fundamentally, the courses, programmes
and degrees of the College of Arts at the University of Canterbury provide infrastructure for the
rebuild of Christchurch and more broadly sustain the infrastructure for New Zealand’s
contributions to the world.
6.3 The University of Canterbury has shown leadership within New Zealand and internationally
in demonstrating its commitment to Arts education, and now has a further opportunity to
demonstrate to the funders and consumers of higher education the fundamental value of Arts,
Humanities and Social Science degrees. The Panel therefore strongly endorses the College of
Arts Change and Renewal Proposal (2013) which says: “A vibrant and sustainable College of Arts
is of critical importance to the success of the University of Canterbury. Through excellence in
research and instruction, staff in the humanities, social sciences and creative arts prepare
students to become educated citizens able to think critically and analytically, to develop creative
solutions to challenging problems, to express ideas effectively, and to inspire through creativity.”
6.4 A healthy, ethical, vibrant society relies on people who can think, can argue, can express
their ideas through language, music and art, and who understand their place in history and their
role in making change. It is Colleges of Arts, and the teaching and learning that take place in
them, that provide the basis for functioning and healthy society and therefore the College of
Arts at Canterbury deserves the highest respect and the strongest support. We believe that
without a robust college of arts, any university runs the risk of becoming simply a training
institution.
6.5 We urge the University of Canterbury to continue to invest in the infrastructure of our city,
our region and our nation by supporting, and where relevant, expanding, the impact of its
College of Arts at both the undergraduate and the graduate levels.
6.6 The College of Arts has adopted ‘The Year of the Postgraduate’ as a strategic theme for 2015
and identified the following strategic initiatives to enhance the post graduate offering:
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
Promote 2015 as ‘Year of the Postgraduate’: develop a calendar of quality academic and
social events, opportunities for greater interaction with staff and other students and
actual or scheduled improvement in space/facilities and other resourcing;
 Focus on increased recruitment into unique graduate opportunities in areas such as
Human Animal Studies, Digital Humanities, 400-level internship programme, and TA
Mentoring and Scholarship programme;
 Review and develop strategy re Honours programme and relationship between Hons.
and taught (180pt) Masters;
 Promote existing and potential PG pathways, inc. Certs., Dips., Hons., Masters (180pt &
thesis) in relation to target markets;
 Implement piloted Teaching Assistant (TA) Mentoring and Scholarship programme and
market to prospective PG students.
This review process is seen by the College of Arts as informing their strategic direction regarding
post-graduate offerings and initiatives.
7. Procedures
7.1 The Review process was coordinated by Ms Anna-Maria Covich (Assistant Academic
Manager, Arts), in accordance with the ‘Academic Reviews Policy and Guidelines’, subsection
2.1. All documentation required by the Review Panel and listed in Appendix A of the latter was
supplied in a timely and efficient manner. Full cooperation and assistance was extended to the
Review Panel at all times by both the Assistant Academic Manager, the Deputy Pro-Vice
Chancellor Paul Millar and by the programme directors. However, the Panel Chair notes that the
self-review reports presented to the panel on each post-graduate offering varied a great deal in
terms of content and level of detail, and very few addressed the specific questions raised in the
Panel’s terms of reference (see 4. above). The Panel has therefore worked with the information
before it and attempted to produce recommendations which may be of use wherever possible.
7.2 In line with the requirements set out in subsection 3.1, clause 7 of the ‘Academic Reviews
Policy and Guidelines’, the Review Panel met for three days between 23-25 March 2015 to hear
submissions and take part of a site visit. In addition to the self-review reports, portfolios and
required documentation outlined in Appendix A of the ‘Academic Reviews Policy and
Guidelines’, oral submissions were received from:
Professor Paul Millar, Deputy/Acting PVC and Head of School, Humanities and Creative Arts.
Associate Professor Lyndon Fraser,(Associate Dean (Research & Postgraduate)
Alison Holcroft, Associate Dean (Academic).
Liz Bond, Academic Manager
Professor Beth Hume, Head of School of Language, Social and Political Sciences.
Lynne-Harata Te Aika, Head of School of Maori and Indigenous Studies and Kaiārahi.
Professor Bryce Williamson, Associate Dean of Postgraduate Research, (Scholarships)
Dr Hamish Cochrane, Deputy Vice-Chancellor (Academicand International).
Ms Yvonne Chrichton-Hill, Head of School, Human Services and Social Work.
Dr Francis Yapp, Lecturer, School of Music.
Mr Aaron Kreisler, Director, School of Fine Arts.
Dr Rosie Ibbotson, Art History and Theory.
Professor Patrick Evans, English Programme, School of Humanities and Creative Arts.
Ms Kaylene Sampson, Senior Researcher & Acting Survey Coordinator, Academic Services
Group.
Dr Jeremy Moses, Senior Lecturer and ILAP Coordinator, Political Science.
Dr Jane Buckingham, Senior Lecturer, History.
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Dr Rachel Payne, Senior Lecturer, Japanese, Co-Head of the Department of Global, Cultural
and Language Studies, European and European Union Studies.
Associate Professor Annie Potts, Cultural Studies Coordinator.
Dr Kevin Watson, HOD, Linguistics.
Distinguished Professor Jack Copeland, Postgraduate Coordinator, Philosophy.
Associate Professor Natalia Chaban
Garrick Cooper, Māori and Indigenous Studies Programme Co-ordinator.
Alison McIntyre, Academic Liaison Manager, Library.
Tim Winfield, Marketing and Outreach Coordinator.
Dr Stephen Hardman, International and Internships Coordinator.
Craig Forman, Student Development Advisor.
Azeen Tashakkor, Student Advisor.
Students:
Josephine Clarke
Louis O’Brien
Timothy Whale
Ruth Agnew
Hannah Herchenbach
Julian Vesty
Sarah Platt - UCSA
Sam Hampson - Postgrad rep
7.3 In addition to these submissions, members of the Review Panel were shown two Postgraduate rooms. The Review Panel’s business was conducted in line with the guidance set out in
the ‘Academic Reviews Policy & Guidelines’ section 8. However, the requirement in subsection
8.4 that the report be delivered within four weeks of the site visit was impossible to meet, due in
part to other responsibilities and priorities of work of both the Chair and panel members. The
final report was submitted in July 2015. Revisions following feedback from the relevant PVCs
and Deans were completed in
. The Chair’s position is that the current time limit in the
policy is an unrealistic one to impose on senior members of University staff who have extensive
teaching, research and administrative obligations. It is understood that the time limit is regularly
observed in the breach when such reviews are completed. The Chair is of the view, as have been
other Chairs in similar reviews, that the matter of time limits in the policy should itself be
reviewed.
7.4 With regard to subsection 5.1 of the ‘Academic Reviews Policy and Guidelines’, it is the
opinion of the Review Panel Chair that there are no matters to be brought to the attention of
the DVC Academic & International that fall outside the terms of reference of the review.
8. Our findings and recommendations
8.1 The Review Panel is of the opinion that, apart from the degree offerings discussed at 8.4
below, the post-graduate degrees examined all remain viable academic degree programmes that
meet minimum quality thresholds when compared to similar degrees at the University of
Canterbury and to other similar tertiary offerings both nationally and internationally. At the
same time, the Review Panel is of the view that all of the Arts post-graduate offerings could be
improved. This section has three parts: Strategic Considerations, General Recommendations,
followed by Course Commentaries.
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8.2 STRATEGIC CONSIDERATIONS
8.2.1 The submissions to the review panel focussed heavily on strategic issues which we
consider fall within the third part of our terms of reference:
3. In reporting on 1 and 2 above, the panel was asked to consider and provide advice on the
following: the number and choice of specializations offered in the BA Honours degree,
consideration of innovations such as team-teaching, cross-coding, and cross-department
Arts honours courses; reflection on the issue of how best to respond to low-enrolment
Honours courses, and the relationship between the Honours programmes and the
development of 180 point (coursework) Masters degrees.
8.2.2 The themes emerging in discussions included:
(a) 180pt taught Masters—the majority of submitters raised 180 point taught Masters as
a important strategic issue for the College of Arts. Two 180 point Masters were
progressing through the approval process at the time of the Review, and the majority of
Departments raised a 180 point taught Masters as a potential new offering. Through
these discussions, we observed that there was broad enthusiasm for this offering, with
an acknowledged risk for the integrity and viability of the Honours programme. We also
noted that there were a variety of strategic and structural approaches to the 180 point
Masters, ranging from narrow named Masters to broad interdisciplinary opportunities.
(b) Coherence of post graduate offerings—a number of submitters raised the number,
diversity and variance of the post graduate offerings within the College of Arts. Concern
was expressed about the implications this raised for staff workload, and about the
internal competition depleting limited resources and energy within the College.
The Review Panel was encouraged to make bold recommendations on these strategic issues
to stimulate dialogue within the College.
8.2.3 The Panel therefore encourages the College to consider the following approaches to
enhance strategic management of the College’s post-graduate offerings:
(a) Top down and bottom up opportunity identification. We formed the impression
that there is a risk of the College of Arts investing time and resource developing new
post-graduate offerings that may not be the ‘biggest bang for the buck’. We believe this
risk arises because most investigation of new offerings appears to occur bottom up from
the responsible department. While we recognise the criticality of departmental
leadership and insight, we strongly encourage the College of Arts to develop a process
for identifying strategic opportunities that brings together top down and bottom up
opportunity identification processes to ensure that the most strategic offerings are
identified. In particular, we strongly encourage the University of Canterbury to invest in
market research to explore high level opportunity identification. We heard submitters
identify three potential market segments for new post-graduate offerings: international
students, potential students currently in the workforce seeking additional study
opportunities, and existing students. However, with the exception of the two proposals
already put forward, the depth and appetite of these market segments does not appear
to have been scoped. We believe market research that explores these matters will assist
the College to develop sound design principles for the post-graduate offerings that
resolve key strategic issues, such as: narrow named degrees vs interdisciplinary
programmes; the balance of applied content in post graduate programmes and the like.
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(b) Developing 180 point Masters. When the Panel met in March 2015, we were
advised that two Arts 180 point Masters proposals were being processed for University
approval. These were a Masters in Linguistics and a Masters in European Union Studies,
both of which proposals had clearly identified structures and markets. The possibility of
the 180 point Masters programme in other areas of the College was also raised in
several submissions: Maori and Indigenous Studies; Museum and Curatorial Studies;
Music; and Social Work. What was clear from the discussions around the 180 point
Masters as a solution to low enrolments in current postgraduate programmes or as a
means of generating new postgraduate cohorts, is that the specific nature and
requirements of the 180 point Masters are not well understood when considering this
option. The Panel therefore encourages the College to address the following in any
consideration of 180 point Masters:
(i) In a Masters programme at least 45 points must be at NZQA Level 9. There is a
general expectation of Academic Quality that the coursework in a 180 point
Masters will overlap with that for Honours (and therefore the first year of the
current two year Masters). The most common pattern is likely to be 90 points of
coursework and a 90 point thesis. In some cases Honours students may be able
to do a first semester and then move into the 180 pt Masters instead, or indeed,
the reverse may apply.
(ii) Relation to 240 point Masters: As with the 240 point Masters, the 180 point
Masters must meet the requirements of 45 points at Level 9 for an outcome at
NZQA Level 9, but is taken over three semesters rather than four.
(iii) Coursework Masters: The 180 point Masters can be entirely coursework
provided that at least 45/180 points is at NZQA Level 9.
(iv) Research Masters: The 180 point Masters can be a combination of coursework
and thesis. This could be 120 points of courses plus a 60 point dissertation.
However, in order to attract completion funding, postgraduate research
programmes must have theses of 90 points or above, so the most attractive 180
point Masters with a research component would be one with 90 points of
coursework (NZQA Level 8) and 90 points of thesis (NZQA Level 9).
(v) Relation to Honours: Ideally, it will be to the College’s benefit to have a structure
where some Honours and 180 point Masters courses are shared. A 180 Masters
either fully coursework or with 120 points of courses plus 60 points of
dissertation would fit easily with the current Honours structure, but would be
ineligible for completion funding. For 180 point ‘research’ Masters programmes,
the 90+90 model is consequently the most likely model. However it will bear a
more complicated relationship to Honours, though in many cases the sharing of
first semester courses (including appropriate methods courses) would make
sense. This would also enable students to decide after the first semester if they
wish to continue in either the Honours stream or the Masters stream,
potentially an attractive option for students who are not sure of their direction
at the end of their undergraduate programme. We encourage the College to
explore how the first semester courses of proposed 180 point Masters
programmes might overlap with first semester Honours courses.
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(vi) Offering testing: While the new 180 point Masters had clear demand for their
programmes, it does not appear that there is adequate central investment in
market testing potential offerings. In addition to market research to explore
high level opportunities, we believe it is critical for the College to have greater
ability to test and shape potential new offerings through market testing and
engagement with potential students.
(c) General strategic evaluation tool. We also recommend that the College of Arts
explores the use of a strategic evaluation tool to assess all postgraduate offerings, not just
180 point masters programmes. We set out below a possible tool for this purpose. We
believe this tool could complement top-down-bottom-up processes by identifying criteria
that ensure the strategic direction and priorities of the College of Arts are integrated into
the scoping and decision making process.
The tool identifies four types of critieria:
(i)
(ii)
(iii)
(iv)
Strategic alignment and impact;
Capability to deliver;
Risks, including the risks of predatory impact on other offerings; and
Financial implications, including forecast EFTs.
We note that this tool will require further refinement/adaptation to meet the needs of the
College of Arts.
Strategic Evaluation Tool on next page
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Strategic Evaluation Tool:
Cypher:
Excellent strategy
Reasonable strategy
Poor strategy
Issue
Details
Impact
 Contribution to CoA academic goals
 Demonstrated
resonance
with
prospective students
 Enrichment value to students
Strategic fit
 Are these new EFTS?
 Low risk of ‘cannibalisation’ of existing
EFTS?
 Good relationship with existing CoA
offerings?
 Delivery costs cf. revenue
 Robustness of forecast EFTs
Financial
viability
Low
1-3
Med
4-6
High
7-10
Delivery risk
 Department/School/Academic capacity
to deliver in short/medium term
 Resources – library, lab
 ICT
 Suitable pastoral care arrangements
 Marketing plan in place
(d) Coherence of post graduate offerings. We did not have sufficient information before us to
make specific recommendations on which particular specializations should go or stay. Additionally, we
believe such decisions are ultimately a matter for the College. However, we suggest the evaluation
tool above should be used to assist in general strategic decisions about possible rationalisation of
courses. We also make directly relevant recommendations at 8.3.1(c)(i)-(ii) below.
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8.3 GENERAL RECOMMENDATIONS
8.3.1 Structure
(a) We consider that there are structural improvements that could be made to the College of
Arts postgraduate offerings that will engage with the following issues identified during the
review:
(i) Small class sizes;
(ii) Large number of offerings;
(iii) Staff workload concerns
(iv) Resourcing
(b) As general guidance, we believe that steps should be taken to ensure each offering meets
the University’s strategic goals with regard to the ‘UC Futures’ strategy and, specifically, Rautaki
Whakawhanake Kaupapa Māori.
(c) The specific structural improvements we encourage the College of Arts to consider include:
(i)
The introduction of a compulsory research methods course for all students. This could
be a course shared across programmes or the College might consider three such
courses: one each for the humanities, the creative arts, and the social sciences. We
consider that this will ensure all students, no matter what their ability or experience, will
have adequate skills to engage with their post-graduate learning experience. This in
turn will free supervisors to supervise, rather than engage in remedial instruction.
(ii)
Exploration of modular teaching that enables core courses to be taught across
departments at Honours and Masters level. In such a model, within each course, there
could be (for example) 3 x 4 week ‘modules’ or blocks. Some of these modules could be
common to several disciplines, while one or two might be more discipline-specific. Such
models allow one core course (with some internal flexibility) to serve across several
disciplines or departments.
(iii) The word length of theses should be checked against the following things:
A. the length of comparable theses and papers in other institutions in New Zealand;
B. the need to meet Learning Objectives
C. the NZQA level expectations to inform and furnish the graduate profile for each
course to ensure course aims match what is expected for Masters level study
D. that where appropriate any requisite practice-based portfolio matches with a written
exegetical document of appropriate length.
8.3.2 Quality Control
(a) We consider that there are generic improvements that could be made to the quality of
postgraduate students’ experience.
(b) The issues that were raised during submissions include:
(i) Inconsistent admissions practices; and
(ii) Inconsistent access to supervisors and broader academic support.
(c) The improvements we encourage the College of Arts to consider are:
(i) The establishment of a uniform application process, including determining whether
this should be administered in the College. Under such a system, students would see
potential supervisors from their department first, but instead of going through the
departments (which we observed created differences in requirements), the application
(including requirements) would be processed by the College. Such an investigation
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could look at the various current department processes and work out ‘best practice’
which would then be applied generally and consistently through the College.
(ii) Consistent entry standards. Whether application processes are administered at
College or departmental level, they must include entry standards that are consistent and
coherent within each School and across the College. Under National standards, a B grade
is the usual minimum entry level for Honours or Masters study, and a B+ for doctoral
study. A presumption should therefore apply that the requirement for entry to a
Masters programme is a B grade. However, if HoDs exceptionally need other kinds of
evidence for entry, this can apply but should be spelt out clearly in all relevant
documentation.
(iii). The introduction of a uniform and formalised supervision agreement to ensure that
the responsibilities of both supervisors and candidates are clearly established.
(iv) The introduction of a formal presentation by candidates relating to their research
proposal.
8.3.3 Cohort coherence and pastoral care
(a) The unique and specific circumstances of the College of Arts make efficient and coherent
student pastoral care services more important than ever. The panel pursued information
regarding the kinds of support offered to students across all of the conversations and the broad
picture that emerged was, unsurprisingly, of a dispersed set of pastoral practices operating with
the best intentions, but with few resources and little cross-unit contact, communication or
support. This is not to criticise the work currently being undertaken and the panel wishes to
acknowledge the excellent work currently being done by those staff members and colleagues
who take student welfare so seriously.
(b) Nevertheless, the College of Arts has a duty of care to all of its students and it must recognize
that this duty is exacerbated by the local and unique situation the College finds itself in. Each of
the strategies identified as having the potential to increase College EFTs (i.e.: attracting students
already in the workforce; attracting increased numbers of international students) will place
unique demands on the pastoral care services currently in place. The different Departments and
Schools who participated in the review all provided information on their internal pastoral
practices and these range from relatively passive open door policies through to highly engaged
retreat and team building events and individualized enrolment practices. These are, in their way,
useful tools for ensuring that students remain both engaged and visible in their movement
through the College, but without increased resources (and here we refer specifically to increased
staff numbers within the College’s pastoral care centres) and much greater levels of crossCollege communication and information sharing, these initiatives remain piecemeal and
inadequate.
(c) The Panel therefore recommends:
(i) A College-wide initiative to assess Departmental and School pastoral care processes and
needs. This assessment should take as its terms of reference both the Ministry of
Education’s own Guidelines on Pastoral Care and also other best practices currently
utilized by comparable New Zealand institutions.
(ii) As a result of this assessment, where possible the College should centrally monitor all
Departmental and School pastoral care practices, so that through information gathering
and sharing, individual students can be monitored, tracked and supported throughout
their studies. Again, this should be in line with current national best practice.
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(iii) The College of Arts should explore and make available professional development
opportunities for staff (or for selected staff) within each Department or School to ensure
best practice is maintained within each unique environment.
(iv) The University should seek to increase the current available resources for the College of
Arts’ pastoral care networks until the above assessment is completed. The limited
number of staff currently available to students works against longer term development
and increased efficiency. Once the pastoral care needs of the College have been
assessed, the University and the College should work to agree resourcing for
implementation of new and improved processes.
(v) The gathering of formal, regular candidate feedback to inform supervision and pastoral
care processes.
(vi) Establishment of a staff-student committee to address feedback issues relating to the
programme and to address issues of pastoral care.
(vii) The maintenance of dedicated work space for thesis students.
8.3.4 Recruitment & employability
At 8.2.3 (a) above we strongly encourage the University of Canterbury invest in market research
to explore high level opportunity identification. Connected with this, we record here a need for
greater promotion of career advancement connected with obtaining Arts Post-graduate degrees,
greater recognition of post-graduate degrees as part of the School’s strategic plan, and
consistent in-class marketing and promotion of post graduate opportunities. We recommend in
particular that the College develop both web pages and a glossy brochure developing a
‘narrative’ about the benefits of its programmes to employability. This would include brief
snippets from alumni.
8.4 COURSE COMMENTARIES
8.4.1 Due to the format of some documents, several courses remain opaque to the review panel
and are not discussed. Others were not substantially in question, such as the BA (Hons)/Master
of Arts, and the review panel supports the continuation of those courses as currently developed.
Below is commentary on those courses where attention to aspects of their structure or content
is recommended.
Note: Any comments regarding180 point Masters degrees should be read in light of section 8.2.3
(c), specifically the recommendation to use the evaluation tool in decision making and planning
for such an initiative.
8.4.2 Aotahi courses
The Review Panel considered the following offerings by Aotahi:




Postgraduate Diploma in Maori and Indigenous Studies;
Master of Maori and Indigenous Studies;
Postgraduate Diploma in Te Reo Maori;
Master of Te Reo Maori).
We were also invited to consider certificate offerings from Aotahi. However, as these offerings
are at an undergraduate level, we do not offer commentary on them in this review.
One submitter recommended that the post graduate diplomas and Masters programmes named
above be removed, due to low student uptake.
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One submitter also identified the opportunity to create a specialist 180 point taught masters, in
addition to these named programmes.
Our view is that these programmes were established as a recruitment and retention strategy
that respond to the unique characteristics of post graduate students in this field, particularly
Māori. We note that the since the introduction of these programmes, the University of
Canterbury has adopted Rautaki Whakawhanake Kaupapa Māori to provide university wide
strategic direction to matters Māori, including the recruiment and retention of Māori students.
We consider that a deeper assessment of the alignment of these programmes and a potential
180 point masters against Rautaki Whakawhanake Kaupapa Māori, and the impact the strategy
is having on the recruitment and retention of Māori students is an important first step before
making decisions on the continuation or augmentation of these programmes. Consistent with
our general recommendations above, we also encourage the College of Arts to conduct market
reserch with potential employers of Māori and Indigenous studies post graduate students to
assess market relevance and demand for higher level education, as well as potential students,
including those already in the workforce and international indigenous students.
8.4.3 Masters of Social Work
The panel considered that this was the course considered most likely for 180 degree assessment
to be undertaken, as it could considerably meet the needs of a new student cohort, those
working in the field in need of higher study.
Currently the graduate profile does not meet national standards; these should be rewritten
using NZQA guidelines.
8.4.4 Master of Music and Bachelor of Music (Hons)
The panel notes that Music has an extremely difficult staffing situation, with seriously decreased
staff numbers from recent years, and support is needed to effect these changes.
The review panel recommends moving towards a reduction and consolidation of course
offerings with particular attention paid to currently listed courses that are unable to be offered.
The panel noted the fact that the assessment of the M(Mus) does not require the delivery of a
written exegetical work beyond the presentation of a performance programme. We recommend
that an academic component be added to this degree to provide for (a) alignment with national
and international practices and (b) transparency of assessment processes. Such an addition
would retain the current practical distinction between the M(Mus) and the MA(Music) but
would provide for independent moderation and monitoring of quality and consistency.
The panel noted the Music School’s willingness to engage with the development of a new 180
credit Masters programme. However, it was felt that until such time as the current programme
offerings were reduced and staff numbers either increased or stabilised, no institutional
pressure should be placed on this School to develop beyond its current capacity. As with other
Schools and Departments, any 180 point Masters development should be assessed using the
evaluation tool presented above.
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8.4.5 Postgraduate Diploma in Art Curatorship
The document provided to the panel outlined a reduced demand for the PGDipAC as it currently
stands, and a wish to develop a 180 point Masters in Museum and Curatorial Studies.
The review panel agrees that this may be of use to a new student cohort but recommends use of
the evaluation tool mentioned above.
Discussion with the School of Fine Arts about potential crossovers with contemporary art as part
of course content and therefore teaching implications, is recommended.
8.4.6 Bachelor of Fine Arts (Hons)
It is noted that the BFA (Hons) is currently at CUAP proposal development stage.
Clarification however is needed around graduate profile expectations appropriate to this level
and these should be developed using NZQA guidelines – currently these appeared to be set a
little too high for this level.
8.4.7 Master of Fine Arts
Clarification is needed around graduate profile expectations appropriate to this level and these
should be developed using NZQA guidelines. (In the case where Fine Arts does not offer a
doctoral degree, care must be taken not to escalate the profile for courses that should be set at
lower levels of expectation, irrespective whether any individual student may exceed
expectations for that level).
In assessing if this course could be developed for distance learning, the panel recommends use
of the evaluation tool mentioned above for use with 180 point Masters degrees (of which this is
not an example).
8.4.7 MFA (Creative Writing by thesis)
Please note: the panel was somewhat confused to be presented with a plea to reinstate this
course when it is listed as active in the current calendar. The course appears to be an attractive
component within the English department offerings and the panel supports its continuation,
although this does appear to depend a great deal on whether there is are sufficient numbers of
qualified staff able to take on the required teaching.
In assessing whether this course could be developed for distance learning, the panel
recommends use of the evaluation tool mentioned above for use with 180 point Masters
degrees (of which this is not an example).
Additionally, we query whether the term ‘thesis’ is necessary within the title; an MFA in Creative
Writing seems clear enough.
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Appendix
Main documents made available to the panel
Terms of Reference
UC Academic Reviews Policy
Self Review documentation
BA(hons) and MA self review
MusB(hons), MMus self review
BFA(hons) and MFA self review
MFA creative writing self review
Aotahi courses self review
Graduate Profiles
Postgraduate Diplomas
Postgraduate Diploma of Art Curatorship
Postgraduate Diploma of Maori and Indigenous Studies
Postgraduate Diploma of Te Reo Maori
Honours degrees
Bachelor of Arts with Honours
Bachelor of Music with Honours
Bachelor of Fine Arts with Honours
Masters degrees
Master of Arts
Master of Music
Master of Fine Arts
Master of Fine Arts in Creative Writing
Master of Social Work
Master of Maori and Indigenous Studies
Master of Te Reo Maori
Learning resources for Postgraduate students - January 2013
UCPEQ 2012 - supporting future directions - Arts
2012 BA (Hons) Survey
Graduate Destinations Survey (extract)
UCPEQ 2014
College of Arts 'Change and Renewal' Proposal (Aug 2013)
College operational plan
MLing proposal (180 point)
MEuro proposal (180 point) - pages 1-17
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