Quality Assurance, Teaching and Learning Working Group
(QATL)
A Working Group of the Faculty Education Committee
AGENDA - Meeting 4/2015
Meeting to be held 11.00am, Wednesday, 16 September 2015, S9 Conference Room, Building S, Level 9, Caulfield
Campus.
In attendance: Ms Sarah Barnett (Secretary), Professor Keryn Chalmers (Chair), Ms Teresa Calvert-Pidduck, Ms
Shana Chong, Dr Andrew Coleman, Ms Ing-Fah Lam, Dr Gennadi Kazakevitch, Dr Nell Kimberley,
Mr Peter Krueger, Dr Susan Mayson, Ms Debra McCormick, Ms Ellen McKeon, Mr Nikolas
Michalik, Dr Zoltan Murgulov, Mr Cameron Nichol, Dr Stephen Saunders and Ms Helen Vella
Apologies:
Ms Cathy Barratt, A/Pro Ralph Kober, Ms Jacqueline Perdriau, Ms Elsa Phung, Ms Gerrie Roberts, Dr
Kerstin Steiner and Mr Gerald Williams
Action
Item
Comments
Item
Number
Required
The Chair will welcome:
1
•
Welcome
•
2
3
Outcomes: Meeting
1/2015
Actions arising
Andrew Coleman, Department of Business
Taxation and Law
Helen Vella, Department of Banking & Finance
For
consideration
Members are invited to confirm outcomes of Meeting
3/2015 (22 July 2015).
Page 5
For noting
Members are invited to note Actions Arising from Meeting
3/2015 not dealt with elsewhere in the agenda.
Page 9
4
4.1
4.2
Quality Assurance
AoL revised mapping
template
AoL Processes
(mapping learning
outcomes) and
mapping definitions
Members are invited to note the revised mapping template.
For noting
Page 10
Presented by the Departments of Economics,
Management and Marketing. Members are invited to
discuss the mapping of learning outcomes.
For discussion
and
consideration
Page 17
Members are invited to discuss the definitions of
Development and Assurance.
Page 98
4.3
AoL and AAoL AACSB
seminars
Members are invited to provide feedback on the AoL and
AAoL seminars attended.
For discussion
Members are invited to note the following reports:
4.4
AoL reports
•
For noting
•
1
AoL evaluation of the BCom economics quasicapstone ECC3640 Economics of climate change
AoL Paper submitted to Research Degrees Committee
•
•
AoL Report MKC3130 Sem 1
AoL Report MKF3131 Sem1
Page 32
4.5
4.6
Presented by the Department of Banking and Finance
members are invited to discuss:
Continuous
Improvement - Grade
Distribution and End of
Semester Reporting
For discussion
AoL planning cycle
For noting
•
•
Grade Distribution Report
http://goo.gl/forms/KbKJqj8qry
Single & multi campus end of semester reporting
Page 85
Members are invited to note the updated AoL planning
cycle.
Page 99
5
Accreditation / Memberships
5.1
For noting
The 2015 Global Forum for Responsible Management
Education – 6th PRME Assembly took place during 23-24
June in New York.
Page 116
For discussion
The graduate representative will report on the
“Sustainable Games: The Business Model Challenge”
which is open to undergraduate and postgraduate
students. The final event will be held in New York
November 2015 Sustainable Games,
PRME update
5.2
6
Curriculum
7
Teaching & Learning Innovation, Policies & Resources
7.1
Hurdle policy
7.2
Associate Dean
(Learning & Teaching)
report
7.3
Board of Examiners
software solution
7.4
Report on “Flipping”
BTF5903 Sem 1 2015
For discussion
Members are invited to discuss the various departments'
hurdle policies.
Page 117
For discussion
The Associate Dean (Learning & Teaching) will report on
teaching and learning activities, including briefing
members on the ‘Innovation Incubator” residential
workshop being held Monday 9 & Tuesday 10 November
at Cape Schanck resort.
Members are invited to discuss a faculty-wide pre-Board
of Examiner software solution to reduce errors.
For discussion
Page 119
Presented by the Department of Business Law and
Taxation, members are invited to discuss “Report:
Flipping the classroom in BTF5903 Sem 1 2015”.
For discussion
Page 120
7.5
Chief Examiners
booklet
Members are invited to discuss feedback on the
Department of Accounting’s Chief examiners handbook,
and adaptation for faculty wide use.
For discussion
Page 132
7.6
Faculty’s grading
descriptors table
Members are invited to discuss the Faculty’s grading
Page 153
descriptors table.
For discussion
Other business
8
Members are invited to raise other business not currently
tabled.
Other business
2
9
Next meeting
Wednesday,11 November at 2.30pm, Venue TBC
For noting
3
Quality Assurance, Teaching and Learning Working Group
(QATL) – 2015 Membership
A Working Group of Faculty Education Committee
Role
Name
Deputy Dean (External and International)
Chair
Professor Keryn Chalmers
Associate Dean (Learning and Teaching)
Dr Nell Kimberley
Group Manager, Executive Services
Ms Jacqueline Perdriau
Accreditation Officer
Ms Shana Chong
School representative - MUM
Ms Elsa Phung
School representative - MSA
Ms Teresa Calvert-Pidduck
Department representative - Accounting
Associate Professor Ralph
Kober
Mr Peter Krueger and Dr
Lisa Powell
Department representative - Banking and Finance
Dr Zoltan Murgulov
Dr Maria Strydom
Department representative - Business Law and Taxation
Mr Gerald Williams
Dr Kerstin Steiner
Department representative - Econometrics and Business
Statistics
Ms Gerrie Roberts
Prof Duangkamon
Chotikapanich
Department representative - Economics
Dr Gennadi Kazakevitch
Dr Vinod Mishra
Department representative - Management
Dr Susan Mayson
Dr Lakmal Abeysekera
Department representative - Marketing
Dr Stephen Saunders
Faculty nominee
Ms Catherine Barratt
Faculty nominee
Ms Debra McCormick
Faculty nominee
Mr Cameron Nichol
Student representative - undergraduate
Ms Ellen McKeon
Student representative - graduate
Mr Nikolas Michalik
Secretary
Ms Sarah Barnett
4
Alternate
Quality Assurance, Teaching and Learning Working Group
(QATL)
A Working Group of the Faculty Education Committee
OUTCOMES - Meeting 3/2015
Held 2.30pm, Wednesday, 22 July 2015, S9 Conference Room, Building S, Level 9, Caulfield Campus.
In attendance: Dr Lakmal Abeysekera, Ms Sarah Barnett (Secretary), Ms Cathy Barratt, Professor Keryn Chalmers
(Chair), Ms Teresa Calvert-Pidduck, Ms Shana Chong, Dr Gennadi Kazakevitch, Dr Nell Kimberley,
Associate Professor Ralph Kober, Ms Debra McCormick, , Mr Cameron Nichol, Ms Elsa Phung, Ms
Gerrie Roberts, Dr Stephen Saunders, Dr Kerstin Steiner and Mr Gerald Williams
Apologies:
Item
Number
Dr Susan Mayson, Ms Ellen McKeon, Mr Nikolas Michalik , Ms Jacqueline Perdriau, Dr Zoltan
Murgulov, Dr Maria Strydom
Item
Comments
The Chair welcomed:
1
Welcome
2
Outcomes: Meeting
2/2015
Members confirmed outcomes of Meeting 2/2015 (20 May 2015). Page 7
3
Actions arising
Members noted the Actions Arising from Meeting 2/2015 not dealt with
elsewhere in the agenda.
Page 10
4
SCALE
The Chair reported on discussions at FEC on SCALE (Student Centred
Approach to Learning Enhancement). FEC raised concerns about
introducing a new acronym. The outcome is the faculty won’t use the term
SCALE but will try to infiltrate the terminology and talk about a ‘student
centred approach to enhanced learning’ when discussing initiatives and
developments such as blended learning and flipping. The faculty wants to be
known as having a student centred approach as opposed to having a
didactic or content driven approach.
5
Quality Assurance
•
•
Debra McCormick
Dr Stephen Saunders, Department of Marketing
Members discussed and endorsed the revised AoL guiding principles
document informed by comments gratefully received from QATL and FEC
members. The following changes and comments were noted:
5.1
AoL Guiding Principles
•
•
•
Principle 2: Learning outcomes will be picked up in the capstone units.
Principle 2d: A discussion around AoL is being had about the doctoral
program.
Principle 4: It was noted a population approach was preferred and members
noted the advice provided by the Department of Accounting representative in
relation to their seamless implementation of AoL evaluation through both
sampling and student population results.
5
•
Principle 12: Who is the dedicated AoL person in each department and is
this reasonable? It was agreed that the QATL member would be the
designated AoL department representative for advice and assistance.
The guiding principles for AoL implementation are to be shared to create an
awareness and appreciation of AoL.
Action item
Secretary Research degrees committee to provide information from discussions to
be held at a future meeting.
Members noted the following AoL reports:
•
•
•
•
•
•
•
Summary-Management S1-2014 MGW3401
Summary-Management S2-2014 MGP3684
AoL Report BBus ACF3491 & ACF3431 2014 Sem2
AoL Report BCom ACC3160 2014 Sem2
AoL Report MBus(Acc) ACF3130 2014 Sem2
AoL Report MPA ACF5956 2014 Sem2
AoL Report BBusCom BFW3121 Sem1, 2015
The Chair reported that AoL reports are made available to accreditation peer
review team members so their content is important. The Accounting AoL
reports showed the loops were closed and a clear guidance as to the
processes that had occurred.
5.2
AoL reports
Members discussed:
•
•
•
•
an acceptable sample approach, noting that the AoL principles support a
population approach.
setting an appropriate benchmark for student performance (currently 75%). It
was noted that UWA has a 100% mark for their masters programs
Progress on mapping curriculum and assessment tasks to program learning
outcomes, noting the Department of Accounting had completed the mapping
of assessment tasks
The need for greater variety in AoL assessment tasks. AoL does not need to
be all exam based.
Item for next meeting: setting a benchmark in the faculty and an accepted
definition for exceeding and meeting expectations.
Action item
Accreditation Officer: Clarify the inconsistent numbers in the MGW3401 AoL report
Members noted the updated AoL schedule.
5.3
AOL schedule
Action item
Completed: The secretary to circulate the updated AoL schedule to QATL members
5.4
AOL template
Members noted the new AoL template for reporting. Members were asked to
start using the template and to provide feedback on its ease of use and
fitness for purpose. Members discussed a need for the template to have a
definition around the term ‘faculty’. Members discussed creating a template
for the mapping of learning outcomes, employability and career success and
readiness.
Action item
AoL template is to remain a future agenda item
6
Accreditation / Memberships
6
Members discussed the results of the PRME Survey of Business Academics
and had a general discussion about our involvement with PRME.
The results of the survey showed:
•
•
The majority of respondents were from Monash Business School
The responses suggest a lack of awareness that the faculty is a PRME
signatory and Monash is a signatory of the UN Global compact.
The Chair reported Shana sits on the Australian PRME chapter.
Members raised the following questions and comments around our
involvement with PRME:
•
•
•
6.1
•
•
•
PRME Update
•
How do we get PRME more infiltrated across the whole faculty?
Do we need PRME champions in the departments?
How do we take it forward is it in the capstones and how do they embrace
PRME and GRLI
What should we do at staff orientation to help staff understand our
commitment to this.
Members noted that we don’t use the PRME or GRLI logos on our
promotional material the way we do our accreditation logos. Members
suggested a banner at open day advertising our involvement with PRME and
GRLI. At Open day students are very green and environmental and we
should be telling students about Monash being a signatory.
When we embark on mapping we need to be explicit around PRME and
GRLI.
Commitment at the Dean’s level and make sure everyone is across it.
Action items
Accreditation officer to bring laminated cards to the next meeting
Chair to forward PRME newsletters to QATL members for distribution within their
department.
Members noted the Flourish Stories www.aim2flourish.com
The Chair briefed members that Monash has been asked to participate in
aim2flourish. A faculty member is needed to volunteer to participate and for
students to work with the faculty member to uncover stories and activities
businesses are doing in line with PRME. Members discussed whether there
is a unit that this could sit in.
6.3
Action item
The Chair to circulate a general email to identify a faculty member interested
in aim2flourish. This could be done in house in the capstone unit.
Members noted the Sustainable Development Goals
6.4
6.5
8
8.1
Members did not discuss the GRLI Values in Action report.
Teaching & Learning Innovation, Policies & Resources
HERBE seminar
The Associate Dean (Learning & Teaching) briefed members on the HERBE
seminar scheduled for Wednesday, 4 November. Members noted that the
QATL meeting scheduled for the 4th November will be rescheduled to the 11th
November. Members recommended further information to be added to the
flyer. HERBE has come about as a consequence of pressure to research
and research into teaching practise.
Action item
7
Members to promote the HERBE seminar within their department.
Cameron Nichol presented to members a report on the proposed restructure
of the BusEco Teaching and Learning Intranet. Members agreed to be a
working group for the intranet and provide feedback on the intranet as it is
developed. Cameron informed members he is available for department
meetings to explain the intranet.
8.2
Faculty Teaching and
Learning website
The proposed intranet is to provide a place for staff to visit for information
around teaching issues and to find information as quickly as possible. The
intranet is to provide information on the following areas:
•
•
•
•
•
Problem solving
EFR roles and promotion
AoL
Events
Software for Camtasia and Office mix
Debra McCormick informed members she will be organising skills workshops
and making more videos.
8.3
Learning Systems
Reference Group
Members noted the Learning Systems Reference Group.
https://docs.google.com/document/d/1rvCg5ez2wr1ApZ7cm97Ik5fyP0kdvTk
oF3XfJLz1aSo/edit
Other business
9
Faculty’s grading
descriptors table
Members agreed to postpone discussions on the Faculty’s grading
descriptors table until QATL 4/2015.
10
Dissemination of
Monash IP
Members briefly discussed the dissemination of Monash IP. The Chair
reported there would be a team put together to work through practises the
faculty wouldn’t support and will make recommendations to the university.
Members discussed designing and how to brand IP.
The chair raised the following items:
•
•
11
Other business
Hurdle requirements
Information booklet for CEs
Action items
Members to provide information about their department or campus hurdle
requirements across courses and major pieces of assessments.
Members to provide feedback on the Department of Accounting Chief Examiners
handbook in order to create a generic handbook for Monash Business School.
12
Next meeting
Wednesday,16 September at 2.30pm, Conference room,
Building S, Level 9
8
Meeting
Action
ACTIONING OFFICER
STATUS
3/2015
Department representatives to provide information on hurdle requirements within their departments.
Secretary
In progress
3/2015
Department representatives to provide feedback on the Department of Accounting CE’s handbook.
Secretary
In progress
1/2015
Graduate student representative to report on the Sustainable Games.
Graduate student
representative
In progress
Outcomes items for subsequent meetings:
•
•
•
•
•
3/2014
•
•
•
•
•
Hurdle requirements
Grading descriptors
Dissemination of IP
Revised approach to AoL
Opportunities for EFR. Opportunities will arise as MEA evolves. EFR numbers have increased
slightly and the requirements are becoming more stringent.
Department of Management mapping of learning outcomes (September)
Department of Marketing mapping of learning outcomes (September)
Department of Economics mapping of learning outcomes (September)
Department of Banking & Finance mapping of learning outcomes (September or November)
Department of Business Law & Taxation mapping of learning outcomes ( early 2016)
Chair and Associate
Dean (Learning and
Teaching)
Complete
3/2015
Members to provide feedback on the Guiding Principles document.
Members
Completed
3/2015
MGW3401 – Clarification of 34 samples. AoL report updated
Accreditation Officer
Completed
9
ITEM 4.1
Assurance of Learning (AoL) Report
Year
[Year]
Semester
[Semester]
Program
[Insert program name] – [specialisation]
Unit code
[Insert unit code]
Unit title
[Insert unit title]
Unit synopsis
[Insert unit synopsis from handbook]
Unit location
[Campus/es]
Unit objectives
The learning goals associated with this are to:
[insert from handbook]
Number of students
enrolled in the unit
[insert number of students]
Assessment summary
This unit has [insert number of] assessment tasks:
[insert from unit guide]
Activity(ies) assessed for
AoL
[Description]
Sample size
Chief examiner
[Name of academic staff]
Program Director
[Name of academic staff]
Academic staff involved in
AoL activities
[Name of academic staff]
Academic staff responsible for AoL
Position
Signature
Head of Department
Director of Teaching and Learning in the
Department
Program Director
10
Assurance of Learning: Department of [Department] (Insert semester and year)
Closing the loop on student performance
Identify what changes, if any, have been made as a direct result of AoL since the last cycle of evaluation. List
as appropriate.
AoL process or plan
Curricular
improvements
(assessment activities,
unit, delivery, major)
Describe the process
your department has
used to develop and
implement the changes
Other
[insert changes]
[insert changes]
insert changes]
insert changes]
Learning outcomes
Program Learning Outcomes
Unit Learning Outcomes
Unit Assessment
Item
Graduates of the Bachelor/Master of Program
will:
On successful completion of the
unit, you should be able to:
This learning outcome
will be assessed in the
following item/s :
Eg: Develop critical thinking
skills in analysing,
communicating and presenting
arguments based on accounting
information;
Eg. Tutorial
participation, midsemester test, final
examination
(a) be critical and creative scholars
•
•
•
produce innovative solutions to problems
apply research skills to business challenges
communicate effectively and perceptively
(b) be responsible and effective global citizens
•
engage in an internationalised world
•
exhibit cross cultural competence
•
demonstrate ethical values
(c) have a comprehensive understanding of
their discipline and discipline based solutions
relevant to the business, professional and
public policy communities that we serve
(d) [Insert program specific learning goal]
11
Assurance of Learning: Department of [Department] (Insert semester and year)
AoL assessment questions
Insert exam or in-semester assessment task question/s.
(XX marks)
[Total=XX marks]
12
Assurance of Learning: Department of [Department] (Insert semester and year)
AoL rubric – Insert unit code and title
Graduates of the Bachelor/Master of
Program will:
(a) be critical and creative scholars
•
•
•
produce innovative solutions to
problems
apply research skills to business
challenges
communicate effectively and
perceptively
EXCEEDS REQUIREMENTS
MEETS REQUIREMENTS
DOES NOT MEET REQUIREMENTS
Students in this cohort:
Students in this cohort:
Students in this cohort:
Example: critique complex problems
and create innovative and perceptive
solutions and transmit
recommendations that are in accord
with contemporary corporate finance
theory and practice
Example: analyse complex problems,
and with a modicum of innovative and
perceptive thinking, produce solutions
and transmit recommendations that are
largely in accord with contemporary
corporate finance theory and practice
Example: lack perception in evaluating
straightforward problems and
consequently produce misconceived
solutions and recommendations that
are not in accord with contemporary
corporate finance theory and practice
(b) be responsible and effective global
citizens
•
•
•
engage in an internationalised world
exhibit cross cultural competence
demonstrate ethical values
(c) have a comprehensive
understanding of their discipline and
discipline based solutions relevant to
the business, professional and public
policy communities that we serve
(d) [Insert program specific learning
goal]
Assurance of Learning: Department of [Department] (Insert semester and year)
13
Option 1 AoL results (student population)
For the purposes of this exercise it was deemed that an appropriate outcome was to have 75 per cent of the student sample classified as having met or exceeded requirements.
Faculty benchmark <75%
Overall: EXCEEDS REQUIREMENTS
/ MEETS REQUIREMENTS
Overall: DOES NOT MEET
REQUIREMENTS
Insert %
Insert %
Insert %
Insert %
(c) have a comprehensive understanding of their discipline and discipline based solutions
relevant to the business, professional and public policy communities that we serve
Insert %
Insert %
(d) [Insert program specific learning goal]
Insert %
Insert %
Graduates of the Bachelor/Master of Program will:
(a) be critical and creative scholars
• produce innovative solutions to problems
• apply research skills to business challenges
• communicate effectively and perceptively
(b) be responsible and effective global citizens
• engage in an internationalised world
•
exhibit cross cultural competence
•
demonstrate ethical values
or Option 2 AoL results (sample-based):
STUDENT
Learning goal (a)
Learning Goal (b)
Question
Question
Learning Goal (c)
Example: Question 1 (part A)
1
2
3
4
Assurance of Learning: Department of [Department] (Insert semester and year)
14
Question 2 (part B)
Learning Goal (d)
Question
STUDENT
Learning goal (a)
Learning Goal (b)
Question
Question
Learning Goal (c)
Example: Question 1 (part A)
5
6
7
8
9
10
Assurance of Learning: Department of [Department] (Insert semester and year)
15
Question 2 (part B)
Learning Goal (d)
Question
AoL closing the loop
Graduates of the
Bachelor/Master of Program –
[specialisation] specialisation
will:
(a) be critical and creative
scholars who:
•
produce innovative solutions
to problems
•
apply research skills to
business challenges
•
communicate effectively and
perceptively
(b) be responsible and effective
global citizens who:
•
engage in an
internationalised world
•
exhibit cross cultural
competence
•
demonstrate ethical values
(c) have a comprehensive
understanding of their discipline
and discipline based solutions
relevant to the business,
professional and public policy
communities that we serve
(d) [Insert program specific
learning goal]
Identify areas for
improvement
Cycle X – Year
Cycle X – Year
Overall % of
students
deemed to
meet/exceed
requirements
Overall % of
students
deemed to
meet/exceed
requirements
>75%
XX%
<75%
XX %
XX%
XX%
XX%
XX%
• [insert
description]
• [insert
description]
• [insert
description]
• [insert
description]
END OF SEMESTER 1 2015 UNIT REPORT
16
Summary matrix for the B.Com. (Economics major) program highlighting Development (D) and Assurance (A) of Monash graduate attributes, general skill and knowledge areas
for Core, Mandatory, Capstone and/or Elective units
CORE
ECC1000 Principles of
Microeconomics
CORE
ECC1100
Principles of
Macroeconomics
CORE
CORE
ECC2010 Intermediate
ECC2000
Intermediate
Macroeconomics
Microeconomics
ECC3660
Monetary
Economics
ECC3670
ECC3810
ECC3830
Economics of Public Finance
Industrial
Developing
Organisation &
Countries
Regulation
ECC3640 Economics
of Climate Change;
Sustainability Major
Capstone
ECC3690 International
Economics; Economics
Discipline Capstone
D
D
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
Monash Graduate Attributes & Program
Learning Outcomes
1.responsible and effective global citizens who:
a) engage in an internationalised world
b) exhibit cross-cultural competence
c) demonstrate ethical values
2. critical and creative scholars who:
c) communicate perceptively and effectively
D
D
D
D
3. have a comprehensive understanding across a broad
range of business and management disciplines and be
able to provide multi discipline-based solutions that are
relevant to the business, professional and public policy
communities we serve
D
D
D
D
A
A
A
A
A
A
4.be able to construct conceptual frameworks and use
these to analyse complex issues in the corporate sector,
government and the professions
D
D
D
D
A
A
A
A
A
A
D
D
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
5. interpersonal relations and teamwork
D
D
D
A
A
A
A
A
A
6. diverse and multicultural work environments
D
D
D
D
A
A
A
A
A
A
7. reflective thinking
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
1. economic, political, regulatory, legal, technological, and
social contexts of organizations in a global society
D
D
D
D
A
A
A
A
A
A
2. social responsibility, including sustainability, and ethical
behaviour and approaches to management
D
D
D
A
A
A
A
A
A
D
D
a) produce innovative solutions to problems
b) apply research skills to a range of challenges
AACSB Standard 9
Skills
1. written and oral communication
2. ethical understanding and reasoning
3. analytical thinking
D
4. information technology
8. application of knowledge
Business and management knowledge
3. financial theories, analysis, reporting, and markets
D
A
17
A
A
CORE
ECC1000 Principles of
Microeconomics
CORE
ECC1100
Principles of
Macroeconomics
CORE
CORE
ECC2010 Intermediate
ECC2000
Intermediate
Macroeconomics
Microeconomics
4. systems and processes in organizations, including
planning and design, production/operations, supply
chains, marketing, and distribution
5. group and individual behaviours in organizations and
society
ECC3660
Monetary
Economics
ECC3670
ECC3810
ECC3830
Economics of Public Finance
Industrial
Developing
Organisation &
Countries
Regulation
ECC3640 Economics
of Climate Change;
Sustainability Major
Capstone
ECC3690 International
Economics; Economics
Discipline Capstone
D
D
D
6. information technology and statistics/quantitative
methods impacts on business practices to include data
creation, data sharing, data analytics, data mining, data
reporting, and storage between and across organisations
including related ethical issues
D
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
D
7. other specified areas of study related to
concentrations, majors, or emphasis areas
Economics Discipline Threshold Learning Outcomes
1. Able to identify, coherently explain and synthesise core
general economic concepts
2. Be able to identify, coherently explain and synthesise
microeconomic concepts
3. Able to identify, coherently explain and synthesise
macroeconomic concepts
4. Able to frame problems in terms of core economic
concepts and principles
D
D
D
D
D
D
D
D
D
A
A
A
D
D
D
D
A
A
A
A
A
A
5. Able to apply economic reasoning and analytical skills,
in order to make informed judgments and decisions
D
D
D
D
A
A
A
A
A
A
6. Able to use economic data to address typical problems
faced by economists
7. Aware of, and able to implement, basic empirical
techniques and interpret the results
D
D
D
D
A
A
A
A
8. Able to present a clear and coherent exposition of
economic knowledge, ideas and empirical evidence
D
D
D
D
A
A
A
A
A
A
9. Be able to reflect: on the nature and implications of
assumptions and value judgments in economic analysis
and policy; interactions between economic thinking and
economic events, both historical and contemporary; and
the responsibilities of economists and their role in society
D
D
D
D
A
A
A
A
A
A
D
A
A
A
PRME: Sustainable Development Goals
Describe curricula covering any of the
following related to a summary of SDGs listed
below
A
A
1. poverty
2. food security and sustainable agriculture
3. healthy lives and well-being
18
A
CORE
ECC1000 Principles of
Microeconomics
CORE
ECC1100
Principles of
Macroeconomics
CORE
CORE
ECC2010 Intermediate
ECC2000
Intermediate
Macroeconomics
Microeconomics
ECC3660
Monetary
Economics
ECC3670
ECC3810
ECC3830
Economics of Public Finance
Industrial
Developing
Organisation &
Countries
Regulation
ECC3640 Economics
of Climate Change;
Sustainability Major
Capstone
ECC3690 International
Economics; Economics
Discipline Capstone
4. diversity and inclusion
A
5. gender equality
6. sustainable management of natural resources
D
7. sustainable development
D
A
D
D
D
D
8. sustainable economic growth and employment
A
A
A
A
A
A
A
9. sustainable industrialization and innovation
A
10. reduce inequality
11. sustainable consumption and production
12. climate change
A
D
D
D
D
D
A
A
A
A
A
A
A
13. peaceful societies and justice
EQUIS: Corporate connections (Std 10)
A
Corporate involvement and/or input in the subject
GRLI
Responsible leadership of change
19
CORE
ECC1000 Principles of
Microeconomics
CORE
ECC1100
Principles of
Macroeconomics
CORE
CORE
ECC2010 Intermediate
ECC2000
Intermediate
Macroeconomics
Microeconomics
ECC3660
Monetary
Economics
ECC3670
ECC3810
ECC3830
Economics of Public Finance
Industrial
Developing
Organisation &
Countries
Regulation
D
D
D
D
A
A
A
A
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
ECC3640 Economics
of Climate Change;
Sustainability Major
Capstone
ECC3690 International
Economics; Economics
Discipline Capstone
A
A
A
A
A
A
A
Employability skills
1. communication
2. teamwork
3. problem solving
4. initiative and enterprise
5. self-management
6. learning
A
A
A
A
7. technology
Assessment tasks and weightings
Tute participation
Tutorial tests
(10%)
(10%)
Pre-class testing via Online tests (5%)
Aplia (10%)
Mid-semester
test (30%)
Mid-semester test
(15%)
Examination (70%) Tute attendance &
participation (5%)
Mid-sem test (20%) Mid-sem test
(20%)
Examination (60%) Participation
(5%)
Mid-semester
test (25%)
Examination
(75%)
Project (30%) Project (40%) Mid-semester Tutorial group work Mid-semester test
test (30%)
(10%)
(30%)
Examination
Examination
Examination
Examination (70%)
Research Essay
(70%)
(60%)
(70%)
(25%)
Group presentation
(5%)
Examination (60%)
Examination (80%)
Examination (60%)
Teaching and learning methods
1. lectures
2. co-teaching
3. case studies
4. activities
5. service learning
6. field trips
7. competitions
8. simulations
9. e-learning
10. blogs
11. virtual communities
12. insert other methods
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
Yes
Yes
No
No
No
Yes
Yes
No
No
No
Yes
No
No
Yes
No
No
No
Yes
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
20
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
Yes
Yes
No
Yes
Yes
Yes
Yes
No
No
Yes
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Summary matrix for the B.Bus. (Economics major) program highlighting Development (D) and Assurance (A) of Monash graduate attributes, general skill and knowledge areas
for Core, Mandatory, Capstone and/or Elective units
CORE
ECF1100
Microeconomics
CORE
ECF1200
Macroeconomics
CORE
ECF2331 Macroeconomics
and Monetary Policy
CORE
ECF2731 Managerial
Economics
ECF3120 Consumer
Economics
ECF3143 Economics of
Money & Banking
ECF3900 Business,
Competition &
Regulation
ECF3121 Economics of
International Trade.
Economics Discipline
Capstone.
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
Monash Graduate Attributes & Program
Learning Outcomes
1.responsible and effective global citizens who:
a) engage in an internationalised world
b) exhibit cross-cultural competence
c) demonstrate ethical values
2. critical and creative scholars who:
c) communicate perceptively and effectively
D
D
D
D
3. have a comprehensive understanding across a broad
range of business and management disciplines and be
able to provide multi discipline-based solutions that are
relevant to the business, professional and public policy
communities we serve
D
D
D
D
A
A
A
A
4. have a well developed understanding of multi
disciplinary decision making in organisations
D
D
D
D
A
A
A
A
D
D
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
5. interpersonal relations and teamwork
D
D
A
A
A
A
6. diverse and multicultural work environments
D
D
D
D
A
A
A
A
7. reflective thinking
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
1. economic, political, regulatory, legal, technological, and
social contexts of organizations in a global society
D
D
D
D
A
A
A
A
2. social responsibility, including sustainability, and ethical
behaviour and approaches to management
D
D
A
A
A
A
a) produce innovative solutions to problems
b) apply research skills to a range of challenges
AACSB Standard 9
Skills
1. written and oral communication
2. ethical understanding and reasoning
3. analytical thinking
4. information technology
8. application of knowledge
Business and management knowledge
D
3. financial theories, analysis, reporting, and markets
4. systems and processes in organizations, including
planning and design, production/operations, supply
chains, marketing, and distribution
5. group and individual behaviours in organizations and
society
D
D
A
A
D
D
D
21
A
A
CORE
ECF1100
Microeconomics
CORE
ECF1200
Macroeconomics
6. information technology and statistics/quantitative
methods impacts on business practices to include data
creation, data sharing, data analytics, data mining, data
reporting, and storage between and across organisations
including related ethical issues
CORE
ECF2331 Macroeconomics
and Monetary Policy
CORE
ECF2731 Managerial
Economics
ECF3120 Consumer
Economics
ECF3143 Economics of
Money & Banking
ECF3900 Business,
Competition &
Regulation
ECF3121 Economics of
International Trade.
Economics Discipline
Capstone.
D
A
A
A
A
D
A
A
A
A
A
A
D
7. other specified areas of study related to
concentrations, majors, or emphasis areas
Economics Discipline Threshold Learning Outcomes
1. Able to identify, coherently explain and synthesise core
general economic concepts
2. Be able to identify, coherently explain and synthesise
microeconomic concepts
3. Able to identify, coherently explain and synthesise
macroeconomic concepts
4. Able to frame problems in terms of core economic
concepts and principles
D
D
D
D
D
D
D
D
D
D
D
A
A
A
A
5. Able to apply economic reasoning and analytical skills,
in order to make informed judgments and decisions
D
D
D
D
A
A
A
A
6. Able to use economic data to address typical problems
faced by economists
7. Aware of, and able to implement, basic empirical
techniques and interpret the results
D
D
D
D
A
A
A
A
A
A
8. Able to present a clear and coherent exposition of
economic knowledge, ideas and empirical evidence
D
D
D
D
A
A
A
A
9. Be able to reflect: on the nature and implications of
assumptions and value judgments in economic analysis
and policy; interactions between economic thinking and
economic events, both historical and contemporary; and
the responsibilities of economists and their role in society
D
D
D
D
A
A
A
A
PRME: Sustainable Development Goals
Describe curricula covering any of the
following related to a summary of SDGs listed
below
A
1. poverty
2. food security and sustainable agriculture
3. healthy lives and well-being
4. diversity and inclusion
A
5. gender equality
6. sustainable management of natural resources
D
7. sustainable development
D
8. sustainable economic growth and employment
D
D
9. sustainable industrialization and innovation
22
D
A
A
A
D
A
A
A
A
A
A
CORE
ECF1100
Microeconomics
CORE
ECF1200
Macroeconomics
D
D
D
CORE
ECF2331 Macroeconomics
and Monetary Policy
CORE
ECF2731 Managerial
Economics
ECF3120 Consumer
Economics
ECF3143 Economics of
Money & Banking
ECF3900 Business,
Competition &
Regulation
D
D
A
A
A
A
A
A
ECF3121 Economics of
International Trade.
Economics Discipline
Capstone.
10. reduce inequality
11. sustainable consumption and production
12. climate change
A
13. peaceful societies and justice
EQUIS: Corporate connections (Std 10)
Corporate involvement and/or input in the subject
GRLI
Responsible leadership of change
23
CORE
ECF1100
Microeconomics
CORE
ECF1200
Macroeconomics
CORE
ECF2331 Macroeconomics
and Monetary Policy
CORE
ECF2731 Managerial
Economics
ECF3120 Consumer
Economics
ECF3143 Economics of
Money & Banking
ECF3900 Business,
Competition &
Regulation
ECF3121 Economics of
International Trade.
Economics Discipline
Capstone.
D
D
D
D
A
A
A
A
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
Employability skills
1. communication
2. teamwork
3. problem solving
4. initiative and enterprise
5. self-management
6. learning
7. technology
Assessment tasks and weightings
Aplia Quizzes (10%)
Mid-semester test
(20%)
Mid-semester test
(20%)
Tutorial participation
(10%)
Mid-semester test (30%) Mid-semester test
(30%)
Examination (70%)
Tutorial attendance
(10%)
Tutorial participation Online assessment
(10%)
(10%)
Assignment (10%)
Examination (60%)
Examination (60%)
Research Proposal
(10%)
Research Essay
(30%)
Mid-semjester test
(40%) (QY: MidParticipation (10%)
Examination (60%)
Examination (60%)
Mid-semester test
(30%)
Examination (70%)
Homework tasks
(10%)
Mid-semester test
(25%)
Tutorial participation
(5%)
Examination (60%)
Examination (50%)
Teaching and learning methods
1. lectures
2. co-teaching
3. case studies
4. activities
5. service learning
6. field trips
7. competitions
8. simulations
9. e-learning
10. blogs
11. virtual communities
12. insert other methods
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
24
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
Yes
No
Yes
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
No
Yes
No
No
No
MGC1010
Bachelor of Commerce Course
Graduate Attributes
(Course Code 0179)
Introduction to
management
Management studies major
MGC2021
MGC2230
Organisations
and society
Organisational
behaviour
MGC3110
Strategic
management
Bachelor of Business Course
(Capstone unit)
Graduate Attributes
(Course Code 0179)
MGF1010
MGF1100
Introduction to
management
learning
objectives to
change with
review???
Managerial
communication
Business management major
MGF2111
MGF3621
Organisational
behaviour
Organisational
change
MGX3100
MGF3684
MGF2661
Management
ethics and
corporate
governance
Business
strategy
(Capstone
unit)
Human
resource
management
Human resource management major
MGF2341
MGF2656
MGF3450
MGX3100
Managing
employee
relations
HRM and
managing
global
workforces
Managing
conflict
MGX3441
Management
ethics and
corporate
governance
Human
resource
strategy
(Capstone
unit)
International business major
MGF2351
MGF3681
MGX3121
International
business
International
management
International
business
strategy
(Capstone unit)
MGP1010
Introduction to
management
Business management and strategy major
MGP2279
MGP3249
MGP3113
Inclusive
Project and
management innovation
To be revised management
for 2016
Organisation
governance
and ethics
MGP3684
Business
strategy
(Also core of
Sports
Management
major)
(Capstone
unit)
Bachelor of Business and
Commerce (Course Code
2224) /
Bachelor of Business
Science (Course Code 4415)
Course Graduate Attributes
MGW1010
Management major
MGW2230
MGW3401
MGW1100
International business major
MGW2351
MGX3121
MGW3681
Introduction to
management
Organisational
behaviour
Strategic
management
(Capstone unit)
Managerial
communication
International
business
International
business
strategy
(Capstone unit)
International
management
(a.) be critical and creative scholars
who:
(a.) be critical and creative scholars
who:
• produce innovative solutions to
problems

• produce innovative solutions to
problems




















• produce innovative solutions to
problems








• apply research skills to business
challenges









NED




NED

NED



• apply research skills to business
challenges








• communicate effectively and
perceptively

• communicate effectively and
perceptively







• apply research skills to business
challenges
• communicate effectively and
perceptively









(b.) be responsible and effective global
• engage in an internationalised world
• exhibit cross cultural competence
• demonstrate ethical values
(c.) have comprehensive understanding
of their discipline and be able to provide
discipline based solutions relevant to the
business, professional and public policy
communities that we serve
(d.) be able to construct conceptual
frameworks and use these to analyse
complex issues in the corporate sector,
government and the professions
(a.) be critical and creative scholars
who:


NED















(b.) be responsible and effective global


NED

N/A

N/A
N/A


NED
NED
Introductory
Introductory
Introductory
Introductory




• engage in an internationalised world
• exhibit cross cultural competence
• demonstrate ethical values
(c.) demonstrate broad knowledge and
technical skills in at least one area of
business and be able to provide
discipline based solutions relevant to
the business, professional and public
policy communities that we serve
(d.) demonstrate a well-developed
understanding of multi-disciplinary
decision making in organisations via
application of knowledge from core
business discipline areas from outside
your major area of study
(b.) be responsible and effective


NED
NED





NED






Need more
info
Need more
info


Need more
info

N/A
Need more
info




NED

NED

N/A

NED
N/A

NED




Need more
info







NED



NED




Need more
info

N/A

N/A

NED





NED

N/A

N/A








 = Demonstrated
NED = not explicitly demonstrated
N/A = not included/covered
25







N/A








• engage in an internationalised
world
• exhibit cross cultural competence
• demonstrate ethical values
(c.) have comprehensive
understanding of their discipline and
be able to provide discipline based
solutions relevant to the business,
professional and public policy
communities that we serve
(d.) have capacity to integrate and
synthesise knowledge from across
disciplines to create innovative
applications in organisational
settings



NED




N/A
N/A
NED





NED
NED



Introductory






Introductory
N/A
N/A


NED

MBus Core
(also choice core
of Resp Mgt
specialisation)
Master of Business
Course Graduate
Attributes (Course Code
3844)
MGX5991
Personal
development critical thinking
and
communication
MBus Core
MBus Core
(also choice
(also choice
core of Resp
core of Resp
Mgt
Mgt
specialisation) specialisation)
Managing Human Capital Specialisation
Responsible Management Specialisation
MGF5020
MGX5962
MGF5921
MGF5130
MGX5220
MGX5950
MGF5630
MGF5610
MGX5992
People
Personal
Business ethics Foundations of Foundations in
Managing
Managing
Human
Principles of
in a global
Management
Human
Diversity and Work, Family
Resource
Negotiation management development and work in a managing self
environment
Resource
Inclusion
and Life
Development
global context
and
Management (choice core of (choice core of
relationships
Resp Mgt
Resp Mgt
specialisation) specialisation)
Supply Chain Mgt Specialisation
MGF5030
Corporate
social
responsibility
MGF5928
Leadership
Theory and
Practice
MGF5600
Managing
Innovation
MGX5961
Supply Chain
Management
MGX5690
Services and
Operations
Management
MGX5691
Sustainable
operations and
supply chain
management
MGX5611
Advanced
Supply Chain
Management
(a.) be critical and creative
scholars who:
• produce innovative solutions
to problems

















• apply research skills to
business challenges
N/A








N/A


NED




• communicate effectively and
perceptively

















• engage in an
internationalised world
N/A






NED

NED







• exhibit cross cultural
competence

N/A
N/A
N/A
N/A
N/A
N/A
N/A

N/A


N/A
N/A
N/A
N/A
N/A
• demonstrate ethical values






NED





N/A
N/A
N/A

N/A
(c.) have a comprehensive
understanding ofof the
discipline and offer disciplinebased solutions relevant to
stakeholders
N/A
















(d.) have advanced knowledge
to master's level in the
Business Disciplines

















(b.) be responsible and
effective global citizens who:
 = Demonstrated
NED = Not explicitly demonstrated
N/A = Not included/covered
26
MGX5985
Master of Human
Resource Management
(Course Code 2099)
Human resource
management
MGX5960
MGX5261
MGX5631
Managing
Human resource International
people and
management human resource
organisations
issues
management
MGX5551
Strategic
human
resource
management
(Capstone
Unit)
MGX5920
MGF5610
(a.) be critical and creative
scholars who:
• produce innovative solutions
to problems
• apply research skills to
business challenges
• communicate effectively and
perceptively
• exhibit cross cultural
competence
• demonstrate ethical values
(c.) have a comprehensive
understanding of the discipline
and offer discipline-based
solutions relevant to
stakeholders
(d.) have advanced knowledge
to master's level in human
resource management
Managing
people and
organisations
MGX5680
MGX5690
Managerial
Services and
problem solving operations
and decision- management
making
MGX5972
MGX5670
Managing
organisational
change
Leadership


















Strategic
management Master of International
(Capstone Business (Course Code
Unit)
2098)
N/A


NED
N/A

• produce innovative solutions to
problems






• produce innovative solutions
to problems

• apply research skills to
business challenges


NED



• apply research skills to
business challenges

• communicate effectively and
perceptively

• communicate effectively and
perceptively

N/A
N/A
N/A

NED
N/A
NED





















• engage in an internationalised
world
• exhibit cross cultural
competence
• demonstrate ethical values
(c.) have a comprehensive
understanding of their discipline
and be able to provide disciplinebased solutions relevant to the
business, professional and
public policy communities we
serve
(d.) have advanced knowledge
to master's level in management.
International
business
strategy
(Capstone Unit)
International
management
International
business theory
and practice
MGF5470
Cross-cultural
International
management
manufacturing
communication
(Choice Core) (Choice Core)
MGX5171
Managing the
multinational
enterprise:
Cases and
issues
(Choice Core)
(a.) be critical and creative
scholars who:


NED


(b.) be responsible and effective
global citizens who:

MGM/MGS/MGX5 MGM/MGS/MGX5 MGM/MGS/MGX5 MGM/MGS/MGX5
181
310
966
640
MGX5976
(a.) be critical and creative
scholars who:
(b.) be responsible and effective
global citizens who:
• engage in an internationalised
world
MGX5960
Work and
Work and
employment
employment
relations
relations in a Master of Management
(Choice Core) global context (Course Code 0105)
(Choice Core)






NED

















(b.) be responsible and
effective global citizens who:

NED




• engage in an
internationalised world
• exhibit cross cultural
competence

NED
N/A
NED

N/A


NED
NED














 = Demonstrated
NED = Not explicitly demonstrated
N/A = Not included/covered
27
• demonstrate ethical values
(c.) have comprehensive
understanding of their
discipline and be able to
provide discipline based
solutions relevant to the
business, professional and
public policy communities that
we serve
(d.) have advanced
knowledge to master's level in
international business.




NED

NED
NED


NED













Summary matrix for the Bachelor of Business (Marketing) program highlighting Development (D) and Assurance (A) of Monash graduat
For Core, Mandatory, Capstone and/or Elective units
MKF3121
Marketing
Planning MKF3461 Marketing
and
Communication
Implementa
tion
MKF1120
Marketing
Theory and
Practice
MKF2111
Buyer
Behavior
MKF2121
Market
Research
Methods
MKF2131
Marketing
Decision
Analysis
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D
D
D
D
D&A
D
D&A
D&A
D&A
D&A
D&A
D
D
D
D&A
D
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D
D&A
D
D
MKF3131 Strategic
Marketing
Monash Graduate Attributes
1.be critical and creative scholars who:
a) produce innovative solutions to problems
b) apply research skills to a range of challenges
c) communicate perceptively and effectively
2.be responsible and effective global citizens who:
a) engage in an internationalised world
b) exhibit cross-cultural competence
c) demonstrate ethical values
BBus Graduate Attributes
3. have comprehensive understanding of their discipline and
be able to provide discipline based solutions relevant to the
business, professional and public policy communities that we
4. have a well-developed understanding of multi-disciplinary
decision making in organisations
Marketing Threshold Learning Outcomes
Social responsibility: - Evaluate relevant ethical and legal
considerations in an impartial way for routine marketing tasks
D
D
D&A
D
Analysis: Obtain, analyse and interpret data relevant to
making evidence-based decisions for routine marketing tasks
in straightforward contexts
D
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
D&A
Knowledge: Critically apply a broad and coherent knowledge
of foundational marketing theories, concepts, practical
principles and processes
Judgement: Exercise judgement to recommend appropriate
solutions for routine marketing tasks in straightforward
contexts
Communication: Effectively communicate straightforward
marketing ideas in selected personal and group contexts
28
Summary matrix for the Master of Marketing program highlighting Development (D) and Assurance (A) of Monash graduate attributes,
For Core, Mandatory, Capstone and/or Elective units
MKF5926
MKF5911 Theory
Integrated
and Processes of
Marketing
Buyer Behaviour
Communication
MKF5916
Foundations of
Marketing
MKF5912
Marketing
Research
D/A
D/A
D/A
D/A
D/A
D
D
D
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D
D/A
D/A
D/A
D/A
MKF5760
Marketing
Leadership in
society
MKF5371
Business
Marketing
MKF5251 Case
studies in marketing
Monash Graduate Attributes
1.responsible and effective global citizens who:
a) engage in an internationalised world
b) exhibit cross-cultural competence
c) demonstrate ethical values
D/A
D
A
A
A
D/A
D/A
D/A
D/A
A
A
D
D/A
D
D/A
A
A
A
A
D/A
D/A
D/A
A
D/A
2. critical and creative scholars who:
a) produce innovative solutions to problems
b) apply research skills to a range of challenges
c) communicate perceptively and effectively
3. have a comprehensive understanding of their discipline
and be able to provide discipline-based solutions relevant
to the business, professional and public policy
communities we serve
4. have capacity to integrate and synthesise knowledge
from across disciplines to create innovative applications in
organisational settings.
D/A
D/A
D/A
D/A
Marketing Threshold Learning Outcomes
Social responsibility
Analysis
Knowledge
Judgement
Communication
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
D/A
29
Summary matrix for the Bachelor of Commerce (Marketing Science major) program highlighting Development (D) and Assurance (A) of Monash graduate attributes, general skill and
1)
knowledge areas
For core units only - 6 core units including MKC3130 as the capstone unit
MKC1200
MKC2110
MKC2500
MKC2130
MKC2210
MKC3130
Principles of Marketing
Buyer Behaviour
Marketing Research Analysis
Marketing Decision Analysis
Marketing Management
Strategic Issues in Marketing
a) engage in an internationalised world
D
A
D
D
A
A 5)
b) exhibit cross-cultural competence
D
A
D
D
A
A 5)
c) demonstrate ethical values
D
A
D
D
A 5)
A
A
A
A
A
A
A
A
A
A
A
A
Monash Graduate Attributes
1.responsible and effective global citizens who:
2. critical and creative scholars who:
a) produce innovative solutions to problems
b) apply research skills to a range of challenges
c) communicate perceptively and effectively
A
D
A
A
A
A
Marketing Threshold Learning Outcomes
Social responsibility - Evaluate relevant ethical and legal
considerations in an impartial way for routine marketing
tasks
D
A
D
D
A5)
Analysis - Obtain, analyse and interpret data relevant to
making evidence-based decisions for routine marketing
tasks in straightforward contexts
D
A
A
A
A
Knowledge - Critically apply a broad and coherent
knowledge of foundational marketing theories, concepts,
practical principles and processes
A
A
A
A
A
A
30
Additional information about core units evaluated for the AOL Course exercise
MKC1200
MKC2110
MKC2500
MKC2130
MKC2210
MKC3130
Principles of Marketing
Buyer Behaviour
Marketing Research Analysis
Marketing Decision Analysis
Marketing Management
Strategic Issues in Marketing
Teaching format
Lecture
Tutorial
Online lessons
Workshops (optional)
No
2 hours
2 hours
1.5 hours
1.5 hours
No
1.5 hours
1 hour
2 hours
1.5 hours
1.5 hours
2 hours
Yes
No
Yes (partially)
Relevant youtube links
No
Yes
1 hour
No
No
No
No
No
Assessments
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Assessment 5
Assessment 6
Essay 2000 words (25%) - individual
Marketing research proposal (15%) 3000 words - groups of two
Online quizzes - (10%) - individual
SPSS survey data analysis (10%) Multiple choice test (20%) - individual individual
Mini cases (40%) - individual
Mini tasks (5%) - individual for 5
weeks
Final exam (50%) - hurdle
Final exam (50%) - hurdle
Online quizzes -(10%) - individual
Group based assessment - 1.5% for 10
weeks (15%)- groups
Literature review 2000 words (30%) individual
SPSS task (2%) - individual
Online quizzes - 8% - individual
Final exam (60%) - hurdle
31
Final exam (50%) - hurdle
Case study presentation (15%) groups
Class participation (15%) - individual
Mid semester test (10%) - individual
Case report (20%) - individual
Marketing Plan (25%) - groups
Group presentation (15%)
Final exam (50%) - hurdle
Final exam (50%) - hurdle
DEPARTMENT OF ECONOMICS
CYCLE 2 - ASSURANCE OF LEARNING
REPORT ON SEMESTER 2, 2014
[Updated August 2015]
In accordance with AACSB requirements, the Department of Economics undertook Assurance of
Learning evaluations of selected units offered in Semester 2, 2014. The process followed by the
Department of Economics in measuring AOL comprised the following:
1.
Staff and sample selection
2.
Rubric design
3.
AOL measurement
4.
Reporting back to the Faculty
1.
STAFF AND SAMPLE SELECTION
The task was delegated to the Department’s Education Committee to form review groups that would be
responsible for measuring the performance of individual students against course learning objectives.
Each group was led by unit co-ordinators, with a peer group consisting of two academic staff with
knowledge of the discipline.
In the Bachelor of Business and the Bachelor of Commerce/Bachelor of Economics majors,
quasi-capstone units were identified as a sampling framework and were used to carry out the
assessments against rubric criteria.
The following is a list of the Review Teams and selected units:
Unit
Review Leader
Review Team
Bachelor of Commerce/Bachelor of
Economics
ECC3690 International Economics
Mita Bhattacharya
Siew Ling Yew
Horag Choi
ECC3640 Economics of Climate Change
Anke Leroux
Jaob Madsen
Rebecca Valenzuela
[measurements to be undertaken in S1, 2015]
Bachelor of Business
ECF3121 Eco of International Trade
Lutfunnahar Begum
Laura Puzzello
Jakob Madsen
END OF SEMESTER 1 2015 UNIT REPORT
32
The unit co-ordinators then chose assessment tasks that would be subjected to this exercise. The review
groups used assessment rubrics to determine how the framework would be identified and generated
random lists of at least 20 students to be sampled for each unit. The Review Team marked the
assessment samples against the rubric.
2.
RUBRIC DESIGN
The Department’s AOL assessment team reviewed the measurement rubric used in the 2011 Cycle 1
exercise pilot study and adopted them without change.
3.
AOL MEASUREMENT
The assessment items for AOL measurement were selected [See Attachment 1] and measured
independently by each member of each review group. The Review Leader selected random assessment
items and ranked them according to the agreed criteria, giving one of three outcomes to each student
assessment:
- Exceeding expectations
- Meeting expectations
- Below expectations
The individual teams then met to discuss the process and submit their assessments for use in the final
report back to the Faculty.
4.
REPORTING BACK TO THE FACULTY
The Summary of AOL outcomes for Semester 2, 2014 are reported in details in Attachment 2. Detailed
AOL outcomes for each unit are shown in Attachment 3.
Comments on the AOL outcomes were received from the following Review Teams:
(a)
ECC3690 INTERNATIONAL ECONOMICS
Review Team: Mita Bhattacharya [Leader], Horag Choi, Siew-Ling Yew
Method of sampling
A random selection of 20 papers from 136 within-semester test scripts were collected by a Teaching
Assistant and given to a departmental administrator for copying. Three sets of copies were provided to the
Review Team for independent assessment.
The review team assessed the 20 randomly selected test answers and based their outcomes on whether
the students exceeded (E), just met (M) or did not meet (N) the four criteria listed under the AOL rubric.
On average, 7.9% of students exceeded the criteria, 64.175% satisfied the criteria required, and 27.92%
of students did not meet requirements. A spreadsheet of the Cycle 2 results for ECC3640 is attached.
END OF SEMESTER 1 2015 UNIT REPORT
33
The table below summarizes the Review Team’s findings and shows a comparison between the Cycle 1
results in 2011 and the Cycle 2 results in 2014:
Unit
ECC3690
International
Economics
(b)
Exceeds
Meets
Requirements
Requirements
Does not meet
Requirements
CYCLE 1
CYCLE 2
CYCLE 1
CYCLE 2
CYCLE 1
CYCLE 2
Nil
7.90%
60%
64.175%
40%
27.92%
ECC3640 ECONOMICS OF CLIMATE CHANGE
Review Team: Anke Leroux (Leader), Rebecca Valenuela, Jakob Madsen
The AOL process for this unit will be undertaken in Semester 1, 2015.
Update Note: AOL results for 2015 are now included in this report for the Cycle 2 process.
Method of sampling
A random selection of 20 papers from 47 examination scripts were collected and given to a departmental
administrator for copying. Three sets of copies were provided to the Review Team for independent
assessment.
Questions 2 and 3 from the final examination were reviewed according to the “exceeds”, “meets” and “does
not meet” requirements. However, Question 2 was assessed against rubrics (a) and (b), whilst Question 3
was assessed against the rubrics (c) and (d). The table below summarises the Review Team’s findings and
shows a comparison between the Cycle 1 results in 2011 and the Cycle 2 results performed in 2015 (as part
of the 2014 process):
Unit
ECC3640 Economics of
Climate Change
Exceeds
Meets
Requirements
Requirements
Does not meet
Requirements
CYCLE
1
CYCLE 2
CYCLE 1
CYCLE
2
CYCLE
1
CYCLE 2
27.05%
40.85%
57.50%
51.25%
15.40%
7.90%
The above results show a clear improvement in the overall results for Cycle 2.
(c)
ECF3121 ECONOMICS OF INTERNATIONAL TRADE
Review Team: Lutfunnahar Begum [Leader], Rebecca Valenzuela, Jakob Madsen
Method of sampling
END OF SEMESTER 1 2015 UNIT REPORT
34
A random selection of 23 papers were collected from the 238 final examination scripts. Administrative staff
scanned the relevant questions in each of the 20 papers before final exam marking commenced, thus avoiding
any bias relating to allocated marking
•
The count and percentage of “grades” (from the sample) in each category (“exceeds requirements”;
“meets requirements”; and “does not meet requirements”)
The table below summarizes the Review Team’s findings and shows a comparison between the Cycle 1
results in 2011 and the Cycle 2 results in 2014:
Unit
ECF3121 Economics of
International Trade
Exceeds
Meets
Requirements
Requirements
Does not meet
Requirements
CYCLE
1
CYCLE 2
CYCLE 1
CYCLE
2
CYCLE
1
CYCLE 2
12.5%
17.725%
49.57%
69.95
37.92%
12.325%
END OF SEMESTER 1 2015 UNIT REPORT
35
ATTACHMENT 1
ASSESSMENT ITEMS FOR AOL MEASUREMENT : CYCLE 2, SEMESTER 2, 2014
ASSURANCE OF LEARNING GRADING RUBRIC: ECC3640 Economics of Climate Change
Assurance of Learning Group: Chief Examiner Dr Anke Lerous; Peer reviewers: Dr Rebecca Valenzuela, Professor Jakob Madsen
Assessment Items:
Q.2: Why are developing countries generally more vulnerable to climate change than more developed countries? Given this greater vulnerability,
should developing countries also play a greater role in the global greenhouse gas abatement effort? Why or why not?
Q.3: Why is emissions trading often considered to be more cost efficient in reducing greenhouse gas emissions than a command and control approach?
Use a graph to illustrate your answer
Graduates of the Bachelor of
Economics/Bachelor of Commerce
will:
EXCEEDS REQUIREMENTS
MEETS REQUIREMENTS
DOES NOT MEET REQUIREMENTS
Students in this cohort:
Students in this cohort:
Students in this cohort:
(a) be critical and creative
scholars
critique complex problems and create
innovative and perceptive solutions and
transmit recommendations that are in
accord with the theory of economics of
climate change in national and
international policy contexts
analyse complex problems, and with a
modicum of innovative and perceptive
thinking, produce solutionsand transmit
recommendations that are largely in accord
the theory of economics of climate change in
national and international policy contexts
lack perception in evaluating
straightforward problems and consequently
produce misconceived solutions and
recommendations that are not in accord
with the theory of economics of climate
change in national and international policy
contexts
b) be responsible and
effective global citizens
critique arguments for and against
climate change policies and exhibit a
well-developed understanding of the
influence of diverse financial, cultural
and ethical environments on these
arguments
analyse arguments for and against climate
change policies and exhibit a modicum of
knowledge and understanding of the
influence of selected financial, cultural and
ethical environments on these arguments
are unable to construct arguments for and
against climate change policies and exhibit
little understanding of the influence of
financial, cultural and ethical environments
on these arguments
c) have a comprehensive
understanding of their
discipline and discipline
exercise critical thinking and judgement
in applying comprehensive knowledge
and understanding of generally
exercise critical thinking and judgement in
applying knowledge and understanding of
generally accepted the theory of economics
are unable to apply knowledge and
understanding of generally accepted the
theory of economics of climate change
END OF SEMESTER 1 2015 UNIT REPORT
36
based solutions relevant to
the business, professional
and public policy
communities that we serve
accepted the theory of economics of
climate change concepts to complex
problems and produce accurate and
perceptive solutions and
recommendations
of climate change concepts to complex
problems
d) be able to construct
conceptual frameworks and
use these to analyse
complex issues in the
corporate sector,
government and the
professions
have well developed capacity to
integrate and synthesise knowledge
from across disciplines to create
innovative solutions in the area of
economics of climate change theory
and policy
have capacity to integrate and synthesise
knowledge from across disciplines to create
innovative solutions in the area of economics
of climate change theory and policy
and produce largely accurate solutions and
recommendations
END OF SEMESTER 1 2015 UNIT REPORT
37
concepts to straightforward problems and
consequently produce inaccurate solutions
and recommendations
lack capacity to integrate and synthesise
knowledge from across disciplines to create
innovative solutions in the area of
economics of climate change theory and
policy
ECC3690 International Economics: AOL Grading Rubric
AOL Group: Chief Examiner: Dr Mita Bhattacharya (Peer reviewers: Dr Horag Choi, Dr Siew-Ling Yew)
ASSESSMENT: Within-semester test
Question: Identify four major sources of economies of scale. Distinguish between internal and external economies of scale with diagrams and
examples. Explain why the American film industry is a dominant exporter in the world market.
Graduates of the Bachelor of
Economics/Bachelor of Commerce
will:
EXCEEDS REQUIREMENTS
MEETS REQUIREMENTS
DOES NOT MEET REQUIREMENTS
Students in this cohort:
Students in this cohort:
Students in this cohort:
(a) be critical and creative
scholars
critique complex problems and create
innovative and perceptive solutions and
transmit recommendations that are in
accord with international economics in
contemporary business and public
policy contexts
analyse complex problems, and with a
modicum of innovative and perceptive
thinking, produce solutions and transmit
recommendations that are largely in accord
with international economics in contemporary
business and public policy contexts
lack perception in evaluating straightforward problems and consequently
produce misconceived solutions and
recommendations that are not in accord
with inter-national economics in
contemporary business and public policy
contexts
(b) be responsible and effective
global citizens
critique arguments for and against
international economic policies and
exhibit a well-developed understanding
of the influence of diverse financial,
cultural and ethical environments on
these arguments
analyse arguments for and against
international economic policies and exhibit a
modicum of knowledge and under-standing of
the influence of selected financial, cultural and
ethical environments on these arguments
are unable to construct arguments for and
against international economic policies and
exhibit little understanding of the influence
of financial, cultural and ethical
environments on these arguments
(c) have a comprehensive
understanding of their
discipline and discipline based
solutions relevant to the
business, professional and
exercise critical thinking and judgement
in applying comprehensive knowledge
and understanding of generally
accepted concepts of inter-national
economics to complex problems and
exercise critical thinking and judgement in
applying knowledge and understanding of
generally accepted concepts of international
economics to complex problems and produce
largely accurate solutions and
recommendations
are unable to apply knowledge and
understanding of generally accepted
concepts of international economics to
straightforward problems and consequently
produce
END OF SEMESTER 1 2015 UNIT REPORT
38
public policy communities that
we serve
produce accurate and perceptive
solutions and recommendations
inaccurate solutions and recommendations
d) be able to construct
conceptual frameworks and use
these to analyse complex issues
in the corporate sector,
government and the
professions
excel in the construction of conceptual
frameworks and use these to analyse
complex issues in the area of
international economics
be able to construct conceptual frameworks
and use these to analyse complex issues in the
area of international economics
lack ability to construct conceptual
frameworks and use these to analyse
complex issues in the area of international
economics
ECF3121 Economics of International Trade: AOL Grading Rubric
AOL Group: Chief Examiner: Dr Lutfunnahar Begum (Peer reviewers: Professor Jakob Madsen, Dr Laura Puzzello)
ASSESSMENT TASK:
Graduates of the
Bachelor of
Business:
(a) be critical
and creative
scholars
Final End of Semester Examination - Questions 3, 4(h) and 4(i) - see details below the table.
EXCEEDS REQUIREMENTS
MEETS REQUIREMENTS
DOES NOT MEET REQUIREMENTS
Students in this cohort:
Students in this cohort:
Students in this cohort:
Grading Rubric
Grading Guide
Grading Rubric
Grading Guide
Grading Rubric
Grading Guide
critique complex
problems and create
innovative and
perceptive solutions
and transmit
recommendations that
are in accord with the
process of international
policy making
show excellent ability
of critical evaluation of
liberalizing protectionist
policies designed to
address welfare
concerns
analyse complex
problems, and with a
modicum of innovative
and perceptive
thinking, produce
solutions
show ability of critical
evaluation of
liberalizing
protectionist policies
designed to address
welfare concerns
lack perception in
evaluating
straightforward
problems and
consequently produce
misconceived
lack ability of critical
evaluation of
liberalizing
protectionist policies
designed to address
welfare concerns
Grading Rubric
Grading Guide
solutions and
recommendations that
are not in accord with
the process of
international policy
making
and transmit
recommendations that
are largely in accord
with the process of
international policy
making
Grading Rubric
END OF SEMESTER 1 2015 UNIT REPORT
39
Grading Guide
Grading Rubric
Grading Guide
b) be
responsible and
effective global
citizens
critique arguments for
and against
international
economics policies and
their effect on involved
countries’ welfare,
and exhibit a welldeveloped
understanding of the
influence of diverse
financial, cultural and
ethical environments
on these arguments
c) have a
comprehensive
understanding
of their
discipline and
discipline based
solutions
relevant to the
business,
professional and
public policy
communities
that we serve
show excellent ability
of critical evaluation of
i) arguments for and
against liberalizing
protectionist policies
meant to share a large
country’s liberalization
gains with agents
otherwise worse off;
ii) the impact of
regulation on bleach
emissions in the path
of creating innovative
policies in order to
reduce water pollution.
analyse arguments for
and against
international
economics policies
and their effect on
involved countries’
welfare,
and exhibit a modicum
of knowledge and
understanding of the
influence of selected
financial, cultural and
ethical environments
on these arguments
show ability of critical
evaluation of
i) arguments for and
against redistribution
policies meant to
share a large
country’s
liberalization gains
with agents
otherwise worse off
ii) the impact of
regulation on bleach
emissions in the path
of creating innovative
policies in order to
reduce water
pollution.
are unable to construct
arguments for and
against international
economics policies and
their effect on involved
countries’ welfare, and
exhibit little
understanding of the
influence of financial,
cultural and ethical
environments on these
arguments
lack ability of critical
evaluation of
i) arguments for and
against redistribution
policies meant to
share a large
country’s
liberalization gains
with agents
otherwise worse off
ii) the impact of
regulation on bleach
emissions in the
path of creating
innovative policies
in order to reduce
water pollution.
Grading Rubric
Grading Guide
Grading Rubric
Grading Guide
Grading Rubric
Grading Guide
exercise critical
thinking and judgement
in applying
comprehensive
knowledge and
understanding of
generally accepted
international economic
theory concepts to
complex problems and
produce accurate and
perceptive solutions
and recommendations
show excellent
understanding of the
effects a protectionist
policy induces in the
large country imposing
the tariff; show
excellent ability of
critical evaluation of the
protectionist policy
exercise critical
thinking and
judgement in applying
knowledge and
show understanding
of the effects a
protectionist policy
induces in the large
country imposing the
tariff; show ability of
critical evaluation of
the protectionist
policy
are unable to apply
knowledge and
understanding of
generally accepted
international economic
theory concepts to
straightforward
problems and
consequently produce
lack understanding
of the effects a
protectionist policy
induces in the large
country imposing
the tariff; lack ability
of critical evaluation
of the protectionist
policy
Grading Rubric
Grading Guide
understanding of
generally accepted
international economic
theory concepts to
complex problems
inaccurate solutions
and recommendations
and produce largely
accurate solutions and
recommendations
Grading Rubric
END OF SEMESTER 1 2015 UNIT REPORT
40
Grading Guide
Grading Rubric
Grading Guide
d) have a welldeveloped
understanding
of multidisciplinary
decision making
in organisations
have well developed
capacity to integrate
and synthesise
knowledge from across
disciplines to create
innovative solutions in
the area of
international economic
theory and policy
have well developed
capacity to integrate
and synthesise
knowledge from across
disciplines to critically
analyse i) the impact of
liberalizing protectionist
policies;
have capacity to
integrate and
synthesise knowledge
from across disciplines
to create innovative
solutions in the area of
international economic
theory and policy
ii) the impact of
regulation on bleach
emissions in the path
of creating innovative
policies in order to
reduce water pollution.
END OF SEMESTER 1 2015 UNIT REPORT
41
have capacity to
integrate and
synthesise
knowledge from
across disciplines to
critically analyse i)
the impact of
liberalizing
protectionist policies;
ii) the impact of
regulation on bleach
emissions in the path
of creating innovative
policies in order to
reduce water
pollution.
lack capacity to
integrate and
synthesise knowledge
from across disciplines
to create innovative
solutions in the area of
international economic
theory and policy
lack capacity to
integrate and
synthesise
knowledge from
across disciplines
to critically analyse
i) the impact of
liberalizing
protectionist
policies; ii) the
impact of regulation
on bleach
emissions in the
path of creating
innovative policies
in order to reduce
water pollution.
ECF3121 Economics of International Trade [Exam Questions]
Question 3 (40 marks in total)
Consider a World with only two countries: Norway and the “Rest of the World”
(ROW). Both countries produce apples (A). Norwegian farmers are protected by
an import tariff on apples of size t. Policy makers in Norway are seriously
considering to reduce by a quarter of the tariff on apples as they believe this will
be beneficial to the economy.
In answering to questions 3a -3f, assume Norway is LARGE and an importer of
apples.
3a)
PA
Illustrate the demand and the supply for apples in both Norway and the
World market. Use the diagrams below. (5 marks)
Norway Market
World Market
PA
QA
ImportsA
•
3b)
Using the diagrams in 3a), discuss and illustrate
the initial equilibrium, i.e., the equilibrium in each market when the full tariff t
on apples is levied by the Norwegian government. What are the world price of
apples and the domestic price in Norway? Label them clearly in the diagrams.
(5 marks)
•
3c)
Using the diagrams in 3a) discuss how the price
of apples in Norway and the world market changes if Norway reduces by a
quarter of the tariff on apple imports from the ROW. (7 marks)
3d)
Using the diagrams in 3a) indicate how the reduction of the tariff by a
quarter changes:
•
•
i.
ii.
iii.
iv.
Norway’s Consumer Surplus
Norway’s Producer Surplus
Norway’s Government Revenue
Norway’s Total Welfare
END OF SEMESTER 1 2015 UNIT REPORT
42
v.
vi.
ROW’s Welfare
World Welfare
In each diagram, clearly indicate the areas corresponding to each of the
i.-vi. changes. Further, briefly explain the economic intuition behind each
change. (18 marks)
•
3e)
Considering the welfare effects the change in
trade policy generates in Norway, would you encourage Norwegian policy
makers to reduce by a quarter of the tariff on apples? Explain your answer. (5
marks)
Question 4 (h & i only)
4h)
In 1990, moving from autarky to free trade what happens to water pollution in
Germany?
In Malaysia? Use the diagram below in order to explain your answer. (7 marks)
PP/PC
QP/QC
4i)
Comparing free trade in 1990 to free trade in 2000, how did the German
regulation change water pollution in Malaysia? Use the diagrams below in
answering this question. (Hints: Assume that comparative advantage is not
affected by the German change of policy. Also, the policy changes unit costs of
production of paper in Germany.) (10 marks)
PP/PC
END OF SEMESTER 1 2015 UNIT REPORT
43
PP/PC
1990
QP/QC
END OF SEMESTER 1 2015 UNIT REPORT
44
2000
ATTACHMENT 2
SUMMARY OF AOL OUTCOMES – CYCLE 2, SEMESTER 2, 2014
Table 1: Be critical and creative scholars
Unit
Exceeds Requirements
Assessor1
Assessor2
Assessor3
Meets Requirements
Total %
Assessor1
Does Not Meet Requirements
Assessor2
Assessor3
Total %
Assessor1
Assessor2
Assessor3
Total %
ECC3690
15.0%
0.0%
0.0%
5.0%
60.0%
85.0%
85.0%
76.7%
25.0%
15.0%
15.0%
18.3%
ECF3121
17.4%
4.3%
17.4%
13.0%
69.6%
82.6%
65.2%
72.5%
13.0%
13.0%
17.4%
14.5%
ECC3640
20.0%
30.0%
45.0%
70.0%
65.0%
45.0%
60.0%
10.0%
5.0%
10.0%
8.33%
31.66%
Table 2: Be responsible and effective global citizens
Unit
Exceeds Requirements
Assessor1
Assessor2
Assessor3
Meets Requirements
Does Not Meet Requirements
Total %
Assessor1
Assessor2
Assessor3
Total %
Assessor1
Assessor2
Assessor3
Total %
ECC3690
40.0%
0.0%
0.0%
13.3%
40.0%
85.0%
75.0%
66.7%
20.0%
15.0%
25.0%
20.0%
ECF3121
21.7%
26.1%
21.7%
23.2%
69.6%
69.6%
73.9%
71.0%
8.7%
13.0%
13.0%
5.8%
ECC3640
60.0%
65.0%
55.0%
90.0%
40.0%
30.0%
45.0%
38.33%
0.0%
0.5%
0.0%
1.66%
Table 3: Have a comprehensive understanding of their discipline and discipline based solutions relevant to the business, professional and public
policy communities that we serve
Unit
Exceeds Requirements
Assessor1
Assessor2
Assessor3
Meets Requirements
Does Not Meet Requirements
Total %
Assessor1
Assessor2
Assessor3
Total %
Assessor1
Assessor2
Assessor3
Total %
ECC3690
25.0%
0.0%
0.0%
8.3%
40.0%
70.0%
70.0%
60.0%
35.0%
30.0%
30.0%
31.7%
ECF3121
21.7%
21.7%
13.0%
18.8%
69.6%
65.2%
73.9%
69.6%
8.7%
13.0%
13.0%
11.6%
END OF SEMESTER 1 2015 UNIT REPORT
45
ECC3640
20.0%
30.0%
60.0%
36.66%
70.0%
55.0%
40.0%
55.0%
10.0%
15.0%
0.0%
8.33%
Table 4: organisations: be able to construct conceptual frameworks and use these to analyse complex issues in the corporate sector, government and the professions
(ECC3690 – BCom)
Unit
Exceeds Requirements
Assessor1
Assessor2
Assessor3
Meets Requirements
Total %
Does Not Meet Requirements
Assessor1
Assessor2
Assessor3
Total %
Assessor1
Assessor2
Assessor3
Total %
ECC3690
15.0%
0.0%
0.0%
5.0%
45.0%
70.0%
45.0%
53.3%
40.0%
30.0%
55.0%
41.7%
ECC3640
10.0%
40.0%
55.0%
35.0%
85.0%
40.0%
30.0%
51.6%
5.0%
20.0%
15.5%
13.5%
Table 4: Have a well-developed understanding of multi-disciplinary decision making in organisations (ECF3121 =BBus)
Unit
ECF3121
Exceeds Requirements
Meets Requirements
Does Not Meet Requirements
Assessor1
Assessor2
Assessor3
Total %
Assessor1
Assessor2
Assessor3
Total %
Assessor1
Assessor2
Assessor3
Total %
17.4%
13.0%
17.4%
15.9%
69.6%
52.2%
78.3%
66.7%
13.0%
34.8%
4.3%
17.4%
END OF SEMESTER 1 2015 UNIT REPORT
46
ECC3640 Semester 1 Assurance of Learning
E (exceeds requirements);
M (meets requirements); or
N (does not meet requirements)
AL - Anke Leroux
JM - Jakob Madsen
RV - Rebecca Valenzuela
(a) be critical and creative scholars
Exam questions
Q.2 (15 marks)
Q.3 (15 marks)
Student
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
b) be responsible and effective
global citizens
Anke
Jakob
Rebecca
Anke
Jakob
Rebecca
E
M
E
M
E
M
M
N
M
N
M
M
M
M
M
M
M
E
M
M
E
M
M
E
E
M
M
M
M
N
E
E
E
M
M
M
M
M
M
M
M
E
E
E
E
E
E
E
E
N
M
M
E
M
M
M
M
M
N
M
E
M
E
E
E
E
E
E
E
M
E
E
E
M
M
M
M
E
M
M
E
E
M
E
E
M
M
M
E
N
E
E
E
M
E
E
E
M
E
E
M
M
E
E
E
E
E
M
E
M
E
E
E
M
M
M
E
E
M
M
c) have a comprehensive
understanding of their discipline and
discipline based solutions relevant to
the business, professional and public
policy communities that we serve
d) be able to construct conceptual
frameworks and use these to analyse
complex issues in the corporate sector,
government and the professions
Anke
Jakob
Rebecca
Anke
Jakob
Rebecca
E
M
E
M
M
E
M
M
M
N
E
M
M
M
N
M
M
M
M
M
E
M
N
M
E
M
M
E
M
M
E
M
N
E
M
M
E
M
N
M
M
E
M
M
E
E
E
E
E
E
E
M
M
M
E
E
E
E
M
M
M
M
M
M
E
M
M
M
M
M
M
M
M
M
N
M
M
E
M
M
M
N
M
M
E
M
M
E
E
N
E
E
N
E
M
M
E
M
N
E
M
E
M
M
E
E
E
E
E
M
E
N
N
E
E
E
M
E
M
N
E
M
N
4
14
2
6
13
1
9
9
2
12
8
0
13
6
1
11
9
0
4
14
2
6
11
3
12
8
0
2
17
1
1
8
8
4
11
6
3
E
M
N
20.0%
70.0%
10.0%
30.0%
65.0%
5.0%
45.0%
45.0%
10.0%
60.0%
40.0%
0.0%
65.0%
30.0%
5.0%
55.0%
45.0%
0.0%
20.0%
70.0%
10.0%
30.0%
55.0%
15.0%
60.0%
40.0%
0.0%
10.0%
85.0%
5.0%
40.0%
40.0%
20.0%
55.0%
30.0%
15.0%
E
M
N
31.7%
60.0%
8.3%
60.0%
38.3%
1.7%
36.7%
55.0%
8.3%
35.0%
51.7%
13.3%
Q.2: Why are developing countries generally more vulnerable to climate change than more developed countries? Given this greater vulnerability,
should developing countries also play a greater role in the global greenhouse gas abatement effort? Why or why not?
Q.3: Why is emissions trading often considered to be more cost efficient in reducing greenhouse gas emissions than a command and control approach?
Use a graph to illustrate your answer
47
Submission to Research Degrees Committee (RDC)
Assurance of Learning in the Doctoral program
Purpose
The purpose of this paper is to identify and recommend to RDC areas for continuous improvement in
Assurance of Learning (AoL) in the Doctoral program.
Background
The Faculty of Business and Economics will undergo its AACSB Continuous Improvement Review (CIR)
during 2018-2019. Given that the AACSB revised its standards in 2013, the Faculty has been progressively
transitioning to the new standards in preparation for the CIR. The standards addressing learning and
teaching, Standards 8-12, require business schools to demonstrate that they:
have processes for determining for each degree program learning goals that are relevant
and appropriate, as well as for designing and delivering curricula to maximize the potential
for achieving the expected outcomes. Subsequently, these schools have systems in place
to assess whether learning goals have been met. If learning goals are not met, these
schools have processes in place to improve.
For AACSB purposes, a business school is expected to undertake a systematic approach to AoL at least
twice across a five-year cycle. Further information about the Faculty’s existing AoL process is available at:
http://www.buseco.monash.edu.au/esg/accreditation/staff/index.html. As noted in RDC Meeting 2/15, the
second cycle of AoL evaluation in the Doctoral program was completed in 2015 using a sample of PhD
examiner’s reports from 2014.
Given the importance of AoL, the Faculty is reviewing its AoL activities. Consistent with continuous
improvement, the following recommendations for AoL in the Doctoral program are proposed:
1. RDC revises the Doctoral program learning outcomes with consideration of the University
graduate attributes, University doctoral training requirements, and coursework content
areas, to ensure greater alignment with the revised 2013 AACSB standards. The proposed
learning outcomes for the Doctoral program are provided in Attachment 1.
2. AoL in the Doctoral program is expanded to include assessment points at both the presubmission seminar and thesis.
Professor Keryn Chalmers
Deputy Dean, External and International
August 2015
48
Part A: Learning Outcomes for the Doctoral program
Consistent with the University’s HDR Course Accreditation Policy, Monash University seeks to offer
doctoral programs of the highest quality across all its campuses and that all courses, programs and units
are consistent with:
•
the University's strategic and research priorities, academic standards and the Academic Plan;
•
the Australian (and where relevant Malaysian and South African) Qualifications Frameworks;
•
Monash Graduate Attributes; and
•
the Bologna Process where appropriate.
Monash Graduate Attributes
Drawn from the University policy, the Monash Graduate Attributes statement is:
Our graduates will be:
1. responsible and effective global citizens who:
a. engage in an internationalised world
b. exhibit cross-cultural competence
c. demonstrate ethical values
2. critical and creative scholars who:
a. produce innovative solutions to problems
b. apply research skills to a range of challenges
c. communicate perceptively and effectively.
These graduate attributes are included as learning outcomes in all bachelor and master programs. They
are not included as learning outcomes in the Doctoral program.
AACSB requirements
In accordance with the AACSB standards, learning outcomes describe the knowledge and skills students
should develop in a program and set expectations for what students should do with the knowledge and
skills after completing a program. Not all content areas need to be included as learning outcomes. Selected
excerpts of AACSB Standard 9 - curriculum content - are highlighted below. The expectation is that schools
translate these relevant content areas into competencies consistent with the highest level of mastery
expected in a Doctoral program.
Doctoral program
In addition to the general skill and knowledge areas and additional learning experiences for specialized
master’s degrees, doctoral degree programs normally would include:
•
Advanced research skills for the areas of specialization leading to an original substantive research project
•
Understanding of managerial and organizational contexts for areas of specialization
•
Preparation for faculty responsibilities in higher education, including but not limited to teaching
Doctoral degrees normally would also include learning experiences appropriate to the type of research
emphasized, as follows:
Programs emphasizing advanced foundational discipline-based research in an area of specialization:
-
Deep knowledge of scholarly literature in areas of specialization
Programs emphasizing rigorous research for application to practice in a specified discipline:
-
Understanding the scholarly literature across a range of business and management disciplines
49
-
Preparation for careers applying research to practice.
Doctoral program learning outcomes at Monash
The current Handbook entry for the Faculty’s Doctoral program learning outcome is as follows:
Successful completion of the program will signify that the holder has completed a course of postgraduate
training in research under proper academic supervision and has submitted a thesis that the examiners have
declared to be a significant contribution to knowledge and which demonstrates the student's capacity to carry
out independent research.
This is supported by additional criteria specific to each of the disciplines:
This program provides doctoral (PhD) students with the opportunity to focus on developing
knowledge and expertise in their chosen discipline, as well as developing professional skills that
will support their career ambitions.
Each student's research will be supported by the development of a range of skills that will help
them to become more efficient researchers, ultimately improving the quality of the research and
developing generic/transferable skills of value to prospective employers.
This replaced the criteria (i.e. learning outcomes), which were current up to 2013:
The Doctor of Philosophy aims to produce graduates who will:
•
extend their knowledge, expertise and skill through the application of research to business problems and issues
•
gain experience in the design and implementation of research
•
develop the ability to carry out independent research at an advanced level, together with analytical and written
communication skills
•
make a significant contribution to knowledge.
A comparison of the learning outcomes included in the doctoral programs across Monash University shows
variation. While all faculties adopt the Handbook entry (see above), some faculties (e.g. Engineering and
IT) supplement this with more specific learning outcomes. A link to all the Monash Doctoral program
handbook entries by faculty is available at: http://monash.edu/pubs/handbooks/courses/index-bytitlep.html.
It was noted in the Faculty’s 2012 AoL report that the Doctoral learning outcomes, and hence program
content be reviewed to ensure the ability to demonstrate a global context.
Recommendation:
1.
RDC revises the Doctoral program learning outcomes with consideration of the
University graduate attributes, University doctoral training requirements, and coursework
content areas, to ensure greater alignment with the revised 2013 AACSB standards. The
proposed learning outcomes are provided in Attachment 1.
50
Part B: AoL in the Doctoral program
The AoL cycle in the Doctoral program is detailed in Table 1.
Table 1: Timeline of AACSB and AoL in the Doctoral program
Year/s
Item
Description
2018-19
AACSB Continuous
Improvement Review (CIR)
AACSB peer review team visit
2017
AoL cycle 3
Proposed implementation of AoL to include
evaluation of pre-submission seminar.
2015
AoL cycle 2
Completion of second cycle of AoL evaluated in
2014, reported to RDC in 2015. AoL assessment
items: Sample of examiners’ reports and evaluation
of the coursework program.
2013
AACSB accreditation
Monash achieves initial accreditation of business
2012
AoL cycle 1
Completion of first cycle of AoL evaluated in 2011,
reported to RDC in 2012. AoL assessment item:
Sample of examiners’ reports.
Table 1 identifies that the first two cycles of AoL have systematically evaluated student performance in the
thesis and coursework elements of the Doctoral program using a sampling approach. These have provided
insights into the critical development of our doctoral students.
AoL at business schools is increasingly being operationalised using a population approach and directed
at the pre-submission seminar in the Doctoral program for the purpose of evaluation. With the Doctoral
milestones, it is opportune to use the pre-submission seminar as an AoL activity to improve AoL in the
program. To illustrate how this would be implemented, Attachments 2 and 3 are provided.
It is proposed that each member of the pre-submission panel review complete an AoL assessment form.
Attachment 2 maps the proposed Doctoral learning outcomes to the MIGR pre-submission review criteria.
The proposed AoL evaluation form that each panel review member would complete for the PhD presubmission seminar is included as Attachment 3. At the end of the calendar year, the AoL assessments
from all the PhD pre submission seminars would be collated and aggregated for reporting purposes, and
matched to the examiner’s reports.
Recommendation:
2.
AoL in the Doctoral program is expanded to include assessment points at both the presubmission seminar and thesis.
51
Attachment 1: Proposed Learning Outcomes in the Doctoral program
Successful completion of the Doctoral program will signify that the holder has completed a course of
postgraduate training in research under proper academic supervision and has submitted a thesis that the
examiners have declared to be a significant contribution to knowledge and which demonstrates the student's
capacity to carry out independent research.
Students will also:
•
•
•
•
•
•
be responsible and effective global citizens
be critical and creative scholars
extend their knowledge, expertise and skill through the application of research to business problems and
issues in their discipline
formulate a research problem of high impact and significance
communicate their research findings in a format appropriate to their discipline to a variety of audiences
contribute new information or new ways of understanding information in the field of research.
52
Attachment 2: Mapping Doctoral program learning outcomes to Pre-Submission Seminar
Panel Review Criteria
Doctoral Learning Outcomes (based on the
proposed learning outcomes)
MIGR Pre-Submission Seminar Panel
Review Criteria
Graduates of the Doctoral program will:
Be responsible and effective global citizens (A)
• Demonstrated they are familiar with the
University’s requirements for ethical
research
Be critical and creative scholars (B)
• Demonstrated the ability to outline and
defend the project’s theoretical and
conceptual framework/s
Formulate a research problem of high impact and
significance (C)
• Formulated a sound and rigorous
research project which is supported by
an appropriate application of
methodologies
Communicate their research findings in a format
appropriate to their discipline to a variety of
audiences (D)
• Demonstrated the ability to write at a
level required for the degree (D1)
• Delivered the oral presentation to a
satisfactory level, presenting arguments
clearly and effectively (D2)
• Provided a detailed statement of
progress to date, and a realistic timetable
for submitting the thesis by current
submission date (D3)
Contribute new information or new ways of
understanding information in the field of research
(E)
• Successfully delivered the faculty specific
requirements for this milestone
Extend their knowledge, expertise and skill through • Diligently and effectively applied
the application of research to business problems
themselves to the research project and is
and issues in their discipline (F)
making satisfactory progress in the
research project
53
Attachment 3: Matrix of Pre-submission Seminar Panel Review to AoL Learning Outcomes
Doctoral
Panel Review
Learning
Outcome (by
alpha label)
-
Based on the written submission and oral presentation the student has:
Exceeds
expectations
Meets
expectations
(1)
(2-4)
Does not
meet
expectations
Strongly Agree to Strongly Disagree
A
Demonstrated they are familiar with the University’s requirements for ethical research.
1☐ 2☐ 3☐ 4☐ 5☐
B
Demonstrated the ability to outline and defend the project’s theoretical and conceptual
framework/s.
1☐ 2☐ 3☐ 4☐ 5☐
C
Formulated a sound and rigorous research project which is supported by an appropriate
application of methodologies.
1☐ 2☐ 3☐ 4☐ 5☐
D1
Demonstrated the ability to write at a level required for the degree.
1☐ 2☐ 3☐ 4☐ 5☐
D2
Delivered the oral presentation to a satisfactory level, presenting arguments clearly and
effectively.
1☐ 2☐ 3☐ 4☐ 5☐
D3
Provided a detailed statement of progress to date, and a realistic timetable for submitting
the thesis by current submission date.
1☐ 2☐ 3☐ 4☐ 5☐
E
Successfully delivered the faculty specific requirements for this milestone.
1☐ 2☐ 3☐ 4☐ 5☐
F
Diligently and effectively applied themselves to the research project and is making
satisfactory progress in the research project.
1☐ 2☐ 3☐ 4☐ 5☐
54
(5)
Assurance of Learning (AoL) Report
Year
2015
Semester
Semester 1
Program
Bachelor of Commerce - Marketing
Unit code
MKC3130
Unit title
Strategic Issues in Marketing
Unit synopsis
This subject integrates the conceptual knowledge and skills developed in
earlier marketing subjects and sharpens students' abilities to analyse,
evaluate and implement marketing strategies. The subject emphasises
strategic analysis and the process of decision making in a marketing
management context.
Clayton
Unit location
The learning goals associated with this are to:
1.
Unit objectives
2.
3.
4.
integrate the theoretical and functional aspects of marketing (and other
business disciplines) into a practical problem-solving framework
analyse a marketing problem based on supplied information
design and recommend marketing strategies within a given context
source and select relevant marketing theories to support analysis and
recommendations.
Number of students
enrolled in the unit
72
Assessment summary
This unit has 4 assessment tasks:
•
•
•
•
Class participation (15%)
Two individual case reports (20%)
Group project (15%)
Examination (50%)
Activity(ies) assessed for
AoL
Individual case report 2, Group project, Exam Q1 and Q2
Sample size
N/A
Chief examiner
Dr. Pingping Qiu
Program Director
Dr. Dewi Tojib
Academic staff involved in
AoL activities
Dr. Pingping Qiu and Dr. Dewi Tojib
Academic staff responsible for AoL
Position
Signature
Head of Department
Professor Harmen Oppewal
55
Assurance of Learning: Department of Marketing (Semester 1, 2015)
39
Director of Teaching and Learning in the
Department
Dr.Erica Brady
Program Director
Dr. Dewi Tojib
Closing the loop on student performance
Identify what changes, if any, have been made as a direct result of AoL since the last cycle of evaluation.
List as appropriate.
AoL process or plan
As advised by the Department Education Committee, unlike the previous cycle
of AoL in which the sampling approach was utilised, the 2015 AoL is conducted
using the population approach. This merely means that we now include all
students’ assessment results when assessing whether they meet AoL
expected outcomes.
Two areas of improvement were suggested by the 2013 AoL evaluation.
Designs of assessments were adjusted accordingly, as listed below.
Curricular
improvements
(assessment activities,
unit, delivery, major)
•
Group project: rather than working on a specific given case, students are required to
choose a company from one of three specified industries, analyse their problem,
and propose solutions. The industries chosen either have strong international
appeals or involve potential international opportunities. Therefore, there is a major
assessment put in place to encourage all students to be responsible and effective
global citizens.
•
Individual case reports: two individual case reports are re-designed to have different
foci, one on situation analysis that requires more critical thinking and the other on
solutions and recommendation that requires more creative thinking. Therefore, the
assessments structure creates more opportunities to improve students’ ability to be
innovative and perceptive in their analysis.
Describe the process
your department has
used to develop and
implement the changes
Collaborative and iterative process that involves chief examiner of the
respective unit, program director, teaching director and the education
committee
Other
Not Applicable
Learning outcomes
Program Learning Outcomes
Unit Learning Outcomes
Unit Assessment Item
Graduates of the Bachelor of Commerce will:
On successful completion of
the unit, you should be able to:
This learning outcome
will be assessed in the
following item/s :
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Assurance of Learning: Department of Marketing (Semester 1, 2015)
40
(a) be critical and creative scholars
Demonstration of innovative
solutions, application of
research skills and effective
communication
Individual case report 2
Evidence of global
engagement, cross-cultural
competence and ethical
values
Group project
Provision of sophisticated
discipline-based solutions for
business, professional and
public policy communities
Exam Q1
Analysis of complex issues in
(d) be able to construct conceptual frameworks corporate sector, government
and use these to analyse complex issues in the and the professions using
corporate sector, government and the
complex conceptual
professions
frameworks
Exam Q2
•
•
•
produce innovative solutions to problems
apply research skills to business
challenges
communicate effectively and perceptively
(b) be responsible and effective global citizens
•
engage in an internationalised world
•
exhibit cross cultural competence
•
demonstrate ethical values
(c) have a comprehensive understanding of
their discipline and discipline based solutions
relevant to the business, professional and
public policy communities that we serve
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Assurance of Learning: Department of Marketing (Semester 1, 2015)
41
AoL assessment questions
(a) Demonstration of innovative solutions, application of research skills and effective communication
In-semester assessment – Individual case report 2
This assignment requires you to write a case analysis report in response to the assigned case
study. The report should first provide a summary of the situation analysis by SWOT. The main
focus of this report is to identify problem/opportunity statements using the TOWS matrix, develop
alternatives, evaluate the alternatives (qualitatively and quantitatively), recommend a best viable
strategy, and outline an implementation plan and possible risks/contingencies.
Your reports must adhere to the following format and should address the following issues; failure to
do so will result in the loss of marks (also see the marking rubric).
Sections
1. Situation analysis
2. Problems /
opportunities
3. Core problem
identification
4. Alternative solutions
5. Recommendation
6. Implementation and
contingency plan
Recommended
# of words
Contents
Provide a brief summary of both the external
and internal analysis by using a SWOT table.
Must use bullet points. Label each point S1
W1 O1 T1, S2 W2 O2 T2, etc.
Identify all the issues arising from the SWOT
(state in clear, concise sentences).
Demonstrate that it is a combination of factors
from the TOWS by referring to S1 and O3, or
W3 and T1, etc.
Identify one core problem/issue to solve and
justify your choice.
Develop 3 alternative solutions (all solutions
MUST address the same core problem).
Criteria selection and justification
Evaluate solutions (quantitatively)
Discuss pros & cons (qualitatively)
Recommend the best viable solution and
justify your choice.
Briefly discuss implementation procedures.
Outline potential risks and briefly discuss
contingency plans.
100-150
100-150
50-100
600
100
150-200
[10% of the final semester mark]
(b) Evidence of global engagement, cross-cultural competence and ethical values
In-semester assessment – Group project
This is a group assignment for groups of around 4 students each. Formation of groups has to be
finalised in Week 9 in class.
This project will be an integrative study reviewing the marketing strategy of one company not
previously covered in this unit. Each group will need to choose a company, and will be assessed
for the group presentation. The presentation will take the form of a presentation to the company’s
management and will require you to assume the role of a marketing consultant. As such you will
analyse the company's background and its current marketing strategies / marketing mix /
capabilities / constraints in a logical way, identify one core problem to be solved, and
propose three alternative solutions, evaluate the alternative strategies, and choose the best
strategy to recommend. You will need to finish off by outlining an implementation plan and
possible risks/contingencies. Most importantly, you need to support your arguments and
recommendations with sound analysis, compelling evidence, and theoretical support.
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Assurance of Learning: Department of Marketing (Semester 1, 2015)
42
CHOOSE YOUR OWN ORGANISATION - You will need to choose a company from one of the
following 3 industries that fits into one of the following 4 strategic categories (your choice will need
to be discussed with the instructor in Week 10 in class).
Industries to choose from:
•
•
•
Airlines in Asia-Pacific region
Magazines in Australia
Tourist attractions in Victoria, Australia
Strategic categories to choose from:
•
•
•
•
New market entry strategies
Growth strategies
Mature/declining marketing strategies
Marketing for the digital economy
Information is expected to be gathered from a wide range of sources including: Industry reports,
Business magazines such as BRW, Newspaper articles (Factiva, Google scholar are some of the
great search engines) as well as company websites and company annual reports. But remember,
great arguments are supported by peer-reviewed materials such as journal articles.
NB: You must NOT contact the company directly (either by phone, email, Skype etc.),
information should only be accessed via public domains.
Research extensively and support your work with research material. As a minimum standard, you
are expected to refer to and use selected theories and models as conceptual frameworks (relevant
to your discussion) and to cite appropriate sources to support your arguments. A good starting point
would be the lecture notes and readings assigned to this subject. Also, use your prior commercial
or marketing education background as well as industry experience to add credibility to your
arguments. It is also important to support your own opinions with demonstrated research
(references of other people who also support your argument).
Each group will deliver a 10-minute presentation followed by a 10-minute Q&A segment. A
professional manner should be adopted.
[15% of the final semester mark]
(c) Provision of sophisticated discipline-based solutions for business, professional and public
policy communities
Exam Q1. This question is on the case Aqualisa Quartz: Simply a Better Shower
Aqualisa made significant product innovation and launched a superior Quartz shower in the U.K.
shower market. However, the breakthrough product was not selling well. Harry Rawlinson, managing
director of Aqualisa, must decide what course of action to take to create sales momentum.
A number of options were under consideration, among which Targeting DIYers and Targeting
Developers were obviously unattractive since they targeted discount channels. The other three
options were,
1)
a)
Targeting consumers directly
b)
Converting plumbers
c)
Establishing partnerships with showrooms
Evaluate the above three options by discussing the pros and cons (2-3 pros and 2-3 cons should be
discussed for each option).
(15 marks)
2)
Recommend the best viable option for Aqualisa and explain why. For the chosen option, briefly discuss the
implementation plan by focusing on how to reach the most important objective AND how to deal with the
most important constraint.
(10 marks)
[25 marks out of 100 for the exam. Exam accounts for 50% of the final semester mark. ]
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Assurance of Learning: Department of Marketing (Semester 1, 2015)
43
(d) Analysis of complex issues in corporate sector, government and the professions using complex
conceptual frameworks
Exam Q3. This question is on the case CleanSpritz.
SWOT analysis is a framework used to evaluate the strengths, weaknesses, opportunities and
threats involved in a product, a brand, or a business. By using the SWOT framework, summarise the
internal and external situation analysis that you have conducted for CleanSpritz. List no more than 3
points for each factor, and indicate the evidence and the marketing implications for each point you
identify. (20 marks)
(20 marks)
[20 marks out of 100 for the exam. Exam accounts for 50% of the final semester mark. ]
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Assurance of Learning: Department of Marketing (Semester 1, 2015)
44
AoL rubric – MKC3130 Strategic Issues in Marketing
Graduates of the Bachelor of
Commerce will:
EXCEEDS REQUIREMENTS
MEETS REQUIREMENTS
DOES NOT MEET REQUIREMENTS
(80%-100%)
(50%-79%)
(0-49%)
Students in this cohort:
Students in this cohort:
Students in this cohort:
Critique complex problems and create
innovative and perceptive solutions
and transmit recommendations that are
in accord with contemporary marketing
theory and practice
Analyse complex problems, and with a
modicum of innovative and perceptive
thinking, produce solutions and
transmit recommendations that are
largely in accord with contemporary
marketing theory and practice
Lack perception in evaluating
straightforward problems and
consequently produce misconceived
solutions and recommendations that
are not in accord with contemporary
marketing theory and practice
Address cultural/international/ethical
implications in analysis and/or
solutions
Identify cultural/international/ethical
implications of problem
Failure to identify any
cultural/international/ethical
implications
(c) have a comprehensive
understanding of their discipline and
discipline based solutions relevant to
the business, professional and public
policy communities that we serve
Exercise critical thinking and
judgement in applying comprehensive
knowledge and understanding of
generally accepted marketing concepts
to complex problems and produce
accurate and perceptive solutions and
recommendations
Exercise critical thinking and
judgement in applying knowledge and
understanding of generally accepted
marketing concepts to complex
problems and produce largely accurate
solutions and recommendations
Are unable to apply knowledge and
understanding of generally accepted
marketing concepts to straightforward
problems and consequently produce
inaccurate solutions and
recommendations
(d) be able to construct conceptual
frameworks and use these to analyse
complex issues in the corporate sector,
government and the professions
Demonstrate well developed
judgement and initiative to construct
conceptual frameworks and use these
to analyse complex strategic marketing
issues in the corporate sector,
government and the professions
Demonstrate judgement and initiative
to construct conceptual frameworks
and use these to analyse complex
strategic marketing issues in the
corporate sector, government and the
professions
Fail to demonstrate judgement and
initiative to construct conceptual
frameworks and use these to analyse
straightforward strategic marketing
issues in the corporate sector,
government and the professions
(a) be critical and creative scholars
•
•
•
produce innovative solutions to
problems
apply research skills to business
challenges
communicate effectively and
perceptively
(b) be responsible and effective global
citizens
•
•
•
engage in an internationalised
world
exhibit cross cultural competence
demonstrate ethical values
Assurance of Learning: Department of Marketing (Semester 1, 2015)
61
45
AoL results (student population)
For the purposes of this exercise it was deemed that an appropriate outcome was to have 75 per cent of the student sample classified as having met or exceeded requirements.
Faculty benchmark <75%
Graduates of the Bachelor of Commerce will:
Overall: EXCEEDS REQUIREMENTS
/ MEETS REQUIREMENTS
Overall: DOES NOT MEET
REQUIREMENTS
(a) be critical and creative scholars
• produce innovative solutions to problems
• apply research skills to business challenges
• communicate effectively and perceptively
96 %
4%
100 %
0%
(c) have a comprehensive understanding of their discipline and discipline based solutions
relevant to the business, professional and public policy communities that we serve
96 %
4%
(d) be able to construct conceptual frameworks and use these to analyse complex issues in
the corporate sector, government and the professions
96 %
4%
(b) be responsible and effective global citizens
• engage in an internationalised world
•
exhibit cross cultural competence
•
demonstrate ethical values
Learning goal (a)
Learning Goal (b)
Learning Goal (c)
Learning Goal (d)
Individual case report 2
Group project
Exam Q1
Exam Q3
1
72
79
77
68
2
66
69
75
70
3
49
79
45
48
4
88
79
90
100
5
82
76
76
71
STUDENT
Assurance of Learning: Department of Marketing (Semester 1, 2015)
62
46
Learning goal (a)
Learning Goal (b)
Learning Goal (c)
Learning Goal (d)
Individual case report 2
Group project
Exam Q1
Exam Q3
6
90
79
84
95
7
68
66
64
35
8
79
78
67
63
9
85
74
74
40
10
85
84
97
90
11
69
69
76
80
12
75
80
72
88
13
88
84
64
50
14
55
74
79
73
15
84
79
67
78
16
78
83
86
85
17
82
69
86
65
18
74
81
73
78
19
68
74
74
61
20
68
78
78
64
21
79
76
44
53
STUDENT
Assurance of Learning: Department of Marketing (S1 2015)
63
47
Learning goal (a)
Learning Goal (b)
Learning Goal (c)
Learning Goal (d)
Individual case report 2
Group project
Exam Q1
Exam Q3
22
76
76
75
58
23
76
71
70
75
24
81
83
62
89
25
73
81
73
68
26
81
79
93
74
27
65
76
70
81
28
93
84
80
83
29
73
66
59
71
30
78
74
82
64
31
79
70
75
63
32
75
83
87
75
33
90
71
71
79
34
87
76
88
69
35
74
84
72
69
36
73
68
75
63
37
62
83
72
60
STUDENT
Assurance of Learning: Department of Marketing (S1 2015)
64
48
Learning goal (a)
Learning Goal (b)
Learning Goal (c)
Learning Goal (d)
Individual case report 2
Group project
Exam Q1
Exam Q3
38
79
78
77
75
39
79
83
80
75
40
78
78
78
73
41
75
76
77
80
42
81
79
72
73
43
79
70
77
71
44
78
66
59
58
45
75
79
68
73
46
68
80
67
67
47
66
69
61
70
48
77
66
70
76
49
68
79
74
81
50
85
78
71
75
51
60
76
75
66
52
82
70
74
100
53
72
71
65
65
STUDENT
Assurance of Learning: Department of Marketing (S1 2015)
65
49
Learning goal (a)
Learning Goal (b)
Learning Goal (c)
Learning Goal (d)
Individual case report 2
Group project
Exam Q1
Exam Q3
54
69
84
64
65
55
44
76
0
80
56
77
68
64
65
57
74
71
70
80
58
85
83
73
70
59
78
66
68
90
60
85
76
73
81
61
87
84
73
75
62
76
66
71
75
63
68
84
66
78
64
77
68
79
74
65
81
70
72
75
66
72
80
78
70
67
69
70
50
71
68
75
80
75
84
69
60
68
77
58
STUDENT
Assurance of Learning: Department of Marketing (S1 2015)
66
50
Learning goal (a)
Learning Goal (b)
Learning Goal (c)
Learning Goal (d)
Individual case report 2
Group project
Exam Q1
Exam Q3
70
77
66
DEF*
DEF *
71
73
83
71
75
72
44
84
81
68
STUDENT
*) This student was granted a deferred exam hence for this particular section, this student was not included in the analysis
Assurance of Learning: Department of Marketing (S1 2015)
67
51
AoL closing the loop
Identify areas for improvement
Graduates of the Bachelor
of Commerce – Marketing
specialisation will:
(a) be critical and creative
scholars who:
•
produce innovative
solutions to problems
•
apply research skills to
business challenges
•
communicate
effectively and
perceptively
(b) be responsible and
effective global citizens who:
•
engage in an
internationalised world
•
exhibit cross cultural
competence
•
demonstrate ethical
values
• The teaching approach and
assessments are mainly based
on case study methodology. In
each week, students are
expected to go through the
online self-learning materials
that focus on useful
tools/theories and prepare for a
case before they come to a 2hour tutorial. Tutorials are
designed with intensive class
discussions on solving complex
problems posed by the cases.
This approach seems to be
working well as it gives students
the opportunity to conduct
critical analysis of business
issues and propose creative
solutions.
Semester 1 –
2013
Semester 1 –
2015
Overall % of
students
deemed to
meet/exceed
requirements
Overall % of
students
deemed to
meet/exceed
requirements
100%
 96%
83%
 100%
• The assessment chosen to
demonstrate this learning
outcome is the second
individual case report. Students
are expected to identify core
problem in a case, propose
feasible and innovative
solutions, evaluate the solutions
and recommend the best option
with sound justification – just as
what they have been trained to
do through class discussions in
the tutorials. More emphasis on
critical thinking and creativity
could be highlighted in both
tutorial discussions and the
assessment instructions and
marking rubric.
• The assessment chosen to
demonstrate this learning
outcome is the group project
which requires the students to
choose a company from one of
the three specified industries,
identify a core problem and
propose solutions to solve the
business problem. The three
industries either have strong
international appeals or involve
potential international
opportunities. Students were
expected to conduct a macrolevel analysis and address
68
Assurance of Learning: Department of Marketing, S1 2015
Identify areas for improvement
Graduates of the Bachelor
of Commerce – Marketing
specialisation will:
Semester 1 –
2013
Semester 1 –
2015
Overall % of
students
deemed to
meet/exceed
requirements
Overall % of
students
deemed to
meet/exceed
requirements
100%
 96%
100%
 96%
international/cross-cultural
concerns in their presentations.
• More still needs to be done to
ensure all students are given an
equal opportunity to showcase
their ability to demonstrate
global/ethical concerns and
engagement. For example, use
more case studies particularly
from developing markets that
directly relate to ethics or
sustainability issues. Also,
incorporate a component that
discusses ethics as part of
online learning materials and/or
tutorials as well as
assessments. Lastly, there is a
need to emphasise that
students should also include
other non-financial measures
such as sustainability,
community, and social impact
on their strategic
analysis/recommendation.
(c) have a comprehensive
understanding of their
discipline and discipline
based solutions relevant to
the business, professional
and public policy
communities that we serve
(d) be able to construct
conceptual frameworks and
use these to analyse
complex issues in the
corporate sector, government
and the professions
• Since this is a capstone unit,
assessments were designed to
emphasise the application of
various knowledge accrued not
only from marketing but also
from other business or
economics subjects.
• Online learning materials could
incorporate more readings
and/or videos on interdisciplinary or multi-disciplinary
theoretical frameworks to
broaden students’ scope of
knowledge.
• Students were trained to
identify and apply conceptual
frameworks to solve challenging
marketing issues faced by
various companies operating in
various settings.
• Compared to the construction of
conceptual frameworks,
application has been more
emphasised in both learning
activities and assessments.
Design of learning activities and
assessments could encourage
more pro-active learning,
including meaningful and
69
Assurance of Learning: Department of Marketing, S1 2015
Identify areas for improvement
Graduates of the Bachelor
of Commerce – Marketing
specialisation will:
Semester 1 –
2013
Semester 1 –
2015
Overall % of
students
deemed to
meet/exceed
requirements
Overall % of
students
deemed to
meet/exceed
requirements
creative construction of
conceptual frameworks that can
be used to solve complex
problems in the corporate
sector, government and the
professions.
NOTE:
•
Results should be considered with note that the 2015 AOL was conducted using a population approach while
the 2013 AOL was conducted using a sample-based approach.
•
For the next AOL cycle, this unit will no longer be the capstone unit for the Marketing Science major. Instead,
MKC3140 Marketing Strategy Implementation will replace MKC3130 as the capstone unit.
70
Assurance of Learning: Department of Marketing, S1 2015
Assurance of Learning (AoL) Report
Year
2015
Semester
1
Program
Bachelor of Business (Marketing)
Unit code
MKF3131
Unit title
Strategic Marketing
Unit synopsis
Using the case study method this unit provides an analytical framework
from which students can explore how marketing strategy is applied
throughout a variety of industries. Students will be taught how to analyse,
evaluate and implement marketing strategy. A theoretical grounding in
introductory marketing, marketing research, buyer behaviour and
communications is essential to students undertaking this unit.
Unit location
Caulfield
The learning goals associated with this unit are to:
1.
integrate the theoretical and functional aspects of marketing (and other
business disciplines) into a practical problem-solving framework
2.
analyse information supplied from a case and identify the core marketing
problem
3.
design, evaluate and recommend marketing strategies that solve the
identified core marketing problem
4.
source and select relevant marketing theories and marketing tools to
support analysis and recommendations.
Unit objectives
Number of students
enrolled in the unit
123
Assessment summary
This unit has 5 assessment tasks:
Class participation (20%), mini theory workshop (10%), case reports (25%), case
presentation (20%), examination (25%)
Activity(ies) assessed for
AoL
Exam questions and case reports
Sample size
123
Chief examiner
Junzhao Ma
Program Director
Gerri Spassova
Academic staff involved in
AoL activities
Junzhao Ma, Gerri Spassova
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Assurance of Learning: Department of Marketing, S1 2015
Academic staff responsible for AoL
Position
Signature
Head of Department
Harmen Oppewal
Director of Teaching and Learning in the
Department
Erica Brady
Program Director
Gerri Spassova
72
Assurance of Learning: Department of Marketing, S1 2015
Closing the loop on student performance
Identify what changes, if any, have been made as a direct result of AoL since the last cycle of evaluation. List
as appropriate.
AoL process or plan
Curricular
improvements
(assessment activities,
unit, delivery, major)
Describe the process
your department has
used to develop and
implement the changes
We went from the sampling approach to the population approach. So instead
of sampling a number of student assignments and assessing whether they
meet AoL goals, we now map the AoL criteria to assessment criteria and
outcomes for all students undertaking this unit
Major changes in instruction material and the design of assignments to
enhance students’ ability to be critical and creative scholars.
Collaborative and iterative process that involves unit coordinator, program
director, teaching director and the education committee
Other
Learning outcomes
Program Learning Outcomes
Unit Learning Outcomes
Unit Assessment
Item
Graduates of the Bachelor of Business
(Marketing) Program will:
On successful completion of the
unit, you should be able to:
This learning outcome
will be assessed in the
following item/s :
•
analyse information
supplied from a case and
identify the core marketing
problem
•
design, evaluate and
recommend marketing
strategies that solve the
identified core marketing
problem
(a) be critical and creative scholars
•
•
•
produce innovative solutions to problems
apply research skills to business
challenges
communicate effectively and perceptively
(b) be responsible and effective global citizens
•
engage in an internationalised world
•
exhibit cross cultural competence
•
demonstrate ethical values
(c) have a comprehensive understanding of
their discipline and discipline based solutions
relevant to the business, professional and
public policy communities that we serve
Case report
design, evaluate and
recommend marketing
strategies that solve the
identified core marketing
problem
Exam question 1
source and select relevant
marketing theories and
marketing tools to support
analysis and recommendations
Exam question 4
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Assurance of Learning: Department of Marketing, S1 2015
(d) Multi-disciplinary decision making in
organisations
integrate the theoretical and
functional aspects of marketing
(and other business disciplines)
into a practical problem-solving
framework
74
Assurance of Learning: Department of Marketing, S1 2015
Exam question 5
AoL assessment questions
Insert exam or in-semester assessment task question/s.
Exam questions
1. Recall the “Nestlé Refrigerated Foods” case. A main focus of the discussion was on the
market positioning of the refrigerated pizza concept. A key issue is whether the
refrigerated pizza product offers a unique value proposition relative to alternatives such
as takeout pizza and frozen pizza. Answer the questions below.
a. Based on the information provided in table 1.1 and 1.2 below, draw a market
positioning (perceptual) map for the pizza category (refrigerated, takeout and
frozen pizza). The dimensions are quality and price. Describe the attributes used
for your quality measure (6 marks)
Price
Takeout
Refrigerated
F
Quality
b. What can you infer from this exercise? Is launching the refrigerated pizza a good
idea? Briefly explain (6 marks)
c. A survey on customers’ willingness to pay for the proposed refrigerated pizza
product is conducted using a sample of 186 respondents. The distribution of their
responses is provided in Table 1.3. The case states that the targeted retail price
for pizza and toppings is $8.00. Is it realistic? Briefly explain. (8 marks)
Table 1.1 Mean Concept Attribute Ratings Before Trial (based on a 10-point scale where
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Assurance of Learning: Department of Marketing, S1 2015
10 = Agree Strongly)
Attributes
Takeout Pizza
Contadina Kit
(Refrigerated)
Frozen
Pizza
Is a product kids like
9.4
9.0
7.5
Would taste fresh
9.3
8.7
4.7
Is convenient
9.1
8.8
7.6
Has the type of crust I like
9.0
8.2
5.1
Is made from high quality
ingredients
8.4
8.1
4.9
Would taste good
9.0
7.9
5.2
Is easy to serve
9.1
8.5
7.2
Source: the Nestlé Refrigerated Foods Case (exhibit 13)
Table 1.2. Average retail price
Average Retail Price (12’’ pizza)
Takeout Pizza
Contadina Kit
(Refrigerated)
Frozen
Pizza
$8 - $10
$8 (proposed)
$2 - $3
Source: the Nestlé Refrigerated Foods Case
•
•
Table 1.3. Willingness to Pay for Refrigerated Pizza and Toppings (12’’)
Price Range
Total
(n=186)
Favourable
(n=130)
Unfavourable
(n=56)
$6.00 or Less
49.8%*
44.0%
62.1%
$6.01 – 7.00
14.2%
12.6%
18.1%
$7.01 – 8.00
12.8%
14.1%
9.7%
$8.01 – 9.00
7.0%
9.4%
1.3%
Over $9.00
16.2%
19.5%
8.8%
Source: the Nestlé Refrigerated Foods Case (exhibit 24)
*percentage of respondents whose stated willingness to pay is in this price range
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Assurance of Learning: Department of Marketing, S1 2015
2. Recall the customer life time value (CLTV) framework discussed in week 2. Use the
framework to estimate the value of a Kingsford charcoal customer based on the
following information: an average Kingsford customer purchases 4 times per year and
the gross profit per transaction is $25. Due to customers moving away or switching to
gas grill, only 77% of all previous year’s customers return the next year. We discount
future cash flow by 10%. Only profits within the first 3 years are taken into consideration
in figuring a customer’s life time value
a. Compute the life time value of an average Kingsford customer (10 marks)
b. Brand differentiators and brand energizers are among strategies that firms use to
energize established brands (week 4 lecture). Suppose that Kingsford plans to
spend $10 million to hire basketball star Andew Bogut to be their brand
ambassador for the next 10 years. Is this an example of brand differentiator or
brand energizer? Briefly explain (5 marks)
c. Briefly explain how this decision might affect the value of a customer to Kingsford
(Hint: discuss its impact on each component of the CLTV model) (5 marks)
Customer Life Time Value Model
*m is the gross profit per customer per year; r is the retention rate and i is the discount rate
3. Recall the topic of market positioning and the “Tweeter etc” case (week 3) and answer
the following questions
a. One common positioning strategy for a brand is to position itself as a value brand.
Name at least three different ways that brands communicate the value positioning
(5 marks)
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Assurance of Learning: Department of Marketing, S1 2015
b. In the case, it is found that despite being competitive in prices, Tweeter was still
seen as expensive by consumers. Briefly explain why. (5 marks)
c. Table 3.1 below (exhibit 8 of the case) contains information on the customer base
composition for Tweeter and its main competitors. Based on this information, can
you conclude that Tweeter is dominant in the Quality/Service segment? Briefly
explain why or why not. (5 marks)
d. We know that Tweeter’s market share in the New England market is 3.6%.
Calculate Tweeter’s market share in the Quality/Service segment (5 marks).
Table 3.1 Makeup of Customer Bases Across New England Retailers
Customer
Segment
Total Market
Tweeter
Lechmere
Circuit City
Entry Level
50%a
5%b
40%
35%
Price-Biter
15%
20%
10%
35%
Convenience
25%
5%
40%
15%
Quality/Service
10%
70%
10%
15%
Source: Tweeter etc. case
a.To
be read, 50% of all New England consumer electronics customers are Entry-level customers.
b.To
be read, 5% of all Tweeter customers are Entry-level customers.
4. The challenge faced by Reed supermarket in Columbus (this question is based on the
Reed Supermarket case that you have received along with the exam paper)
•
a. Reed’s CEO had set a Columbus market share goal of 16% by 2011. What are
the main impediments/challenges for Reed to reach this growth target? Name at
least three and explain why they are important (Hint: consider both internal and
external factors) (15 marks)
•
•
b. Given that Reed’s current market share in Columbus is 14%, is this growth target
realistic? Briefly discuss (no more than a short paragraph) (Hint: think about
Reed’s performance in recent years) (5 marks)
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Assurance of Learning: Department of Marketing, S1 2015
5. The “Dollar Special” program (this question is based on the Reed Supermarket case
that you have received along with the exam paper)
•
a. Recall the “Automatic Price Protection” (APP) program discussed in the Tweeter
case. Compare and contrast the “Dollar Special” program and APP. Do they
achieve the same objective? Briefly explain. (8 marks)
•
b. Financial analysis – Before “Dollar Special” was introduced, the average price of
an item at Reed is $2.7 and its gross margin is 22.7% (exhibit 2). Compute the
gross margin for the item when it is put on “Dollar Special” (i.e., when its price
drops to $1.5) (5 marks)
•
•
c. The case states that 4% of sales are from items on “Dollar Special.” Use this
information and the gross margins from above to calculate Reed’s gross margin
after “Dollar Special” is introduced. Is Reed still profitable? (Hint: make use of the
information in exhibit 2) (7 marks)
6. Reed supermarket vs. dollar stores (this question is based on the Reed Supermarket case
that you have received along with the exam paper)
a. Describe the market positioning of dollar stores (8 marks)
b. What can we learn from exhibit 2 of the case about the differences between Reed’s
business model and that of dollar stores? Be sure to first describe what the difference is
before interpreting it, and be as detailed as you can (for example, why is the gross margin
of dollar stores higher than that of Reed’s? What does it say about their cost structure or
the type of products that they sell? ) (Hint: read the relevant sections in the case about
dollar stores and Reed supermarket) (12 marks)
Instruction for Case Report 2
Case Report
Your need to submit a written report for the case “The New York Times Paywall” (512-077) by
the end of week 9 (11:59pm of Sunday, May 10th).
It is absolutely imperative that you submit the assignment no later than early morning on the
Monday following the due date. No submission will be accepted after that because the New York Times
case will be discussed in class that week. For exceptional circumstances that warrant special
consideration, a different case will be assigned to you by the unit coordinator.
The best way to approach this assignment is to imagine yourself as a junior marketing analyst
writing a proposal to the management (the big boss) about the situation described in the case. The big
boss has a rudimentary familiarity of the basic facts of the case but lacks in-depth understanding of the
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Assurance of Learning: Department of Marketing, S1 2015
situation and is even less sure about how to tackle the problem. It is your job in the proposal to first
educate her on the core issues (why should the company care about this problem?) and propose a detailed
solution or plan to solve the problem.
Structure of the Assignment
Your write-up is to consist of the following three sections. The percentages in the parenthesis
approximately represent the amount of space you should allocate to each section.
•
Executive summary (10%) – a brief summary of the core issues you identified and the
proposed solution (absolutely no more than 150 words for this section. 5% penalty applies
if you exceed the limit)
•
In-depth analysis (diagnosis) (50%) - identify the key challenges/core issues that you believe
the company should focus on in this situation. And justify your answer. Your justification
needs to be based on some of the following considerations (you can also add your own.
Quantify the size of the effect when possible. Make sure that you use a wide of range of
evidence and data from the case to support your argument*)
o Whether the issue represents a major threat to the company’s profit, market share, or
other key strategic goals.
o Whether the issue is critical for the industry that the company is in.
o Whether the issue affects a significant number of your customers
o Address alternative viewpoints and discuss why those issues are less important
•
•
•
Solution (40%) – propose a solution to the problem. This section should consist of the
following components
o Make sure that your solution addresses the core issues identified in the previous
section
o Describe your proposed solution
o Evaluate your solution relative to other options and explain why you believe it is the
best solution for the issues identified in the previous section
o Use quantitative/ financial analysis as part of your
o Identify any criticism or argument—both real and potential—against your proposed
solution and provide a rebuttal
*Note that your analysis and solution section can also be “negative,” in the sense that you argue against a
prevailing notion (for example, an issue that is generally perceived to be important is in fact not so critical
as people believe). Similarly, you could conclude that the best solution is to maintain status quo (do
nothing).
Word Count
If you follow the instruction and write in a concise manner, you don’t need more than 1200 words
to meet the requirements above. The absolute maximum word count is 2000. There is a 10% penalty if
you exceed it.
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Assurance of Learning: Department of Marketing, S1 2015
Study Questions
In case you still feel a bit lost about this assignment or the Porsche Cayenne case, I have provided
you with some study questions below. Working through these questions should give you some hints about
the topics you need to focus on in your case report.
1. Is the Paywall working?
2. How would you evaluate the current Paywall compared with the two prior ones? Do you think
it is appropriately designed compared with the Financial Times or the Wall Street Journal?
3. Should the Times actively manage its transition from print to digital?
4. Does the paywall seem like a good strategy for newspapers in general?
81
Assurance of Learning: Department of Marketing, S1 2015
AoL rubric – MKF3131 Strategic Marketing
Graduates of the Bachelor of
Business (Marketing) will:
(a) be critical and creative scholars
•
•
•
produce innovative solutions to
problems
apply research skills to business
challenges
communicate effectively and
perceptively
(b) be responsible and effective global
citizens
•
•
•
EXCEEDS REQUIREMENTS
MEETS REQUIREMENTS
DOES NOT MEET REQUIREMENTS
Students in this cohort:
Students in this cohort:
Students in this cohort:
State the relevant problem and suggest Identify and clearly state relevant
innovative solution/s.
problem
Failure to identify main or relevant
problem. Failure to identify any
problem.
Address cultural/ international/ ethical/
implications in analysis and/or
solutions.
Identify cultural/ International/ ethical
implications of problem
Failure to identify any cultural/
international/ ethical implications.
Explore multiple solutions and provide
discipline based recommended
solutions
Provide a discipline based analysis to
address the problem.
Failure to provide a discipline based
solution to the problem.
engage in an internationalised
world
exhibit cross cultural competence
demonstrate ethical values
(c) have a comprehensive
understanding of their discipline and
discipline based solutions relevant to
the business, professional and public
policy communities that we serve
Apply other discipline understanding to
problem solution.
Statement of implications from other
business core disciplines.
(d) Multi-disciplinary decision making in
organisations
Assurance of Learning: Department of Marketing, S1, 2015
82
No statement/ insights from other
discipline areas.
Option 1 AoL results (student population)
For the purposes of this exercise it was deemed that an appropriate outcome was to have 75 per cent of the student sample classified as having met or exceeded requirements.
Faculty benchmark <75%
Overall: EXCEEDS REQUIREMENTS
/ MEETS REQUIREMENTS
Overall: DOES NOT MEET
REQUIREMENTS
97 %
3%
95%
5%
(c) have a comprehensive understanding of their discipline and discipline based solutions
relevant to the business, professional and public policy communities that we serve
96%
4%
(d) Multi-disciplinary decision making in organisations
66 %
34 %
Graduates of the Bachelor/Master of Program will:
(a) be critical and creative scholars
• produce innovative solutions to problems
• apply research skills to business challenges
• communicate effectively and perceptively
(b) be responsible and effective global citizens
• engage in an internationalised world
•
exhibit cross cultural competence
•
demonstrate ethical values
These percentages are based on students marks. >=50 on the question is deemed to have met the requirement
Assurance of Learning: Department of Marketing, S1, 2015
83
AoL closing the loop
Graduates of the
Bachelor/Master of Program –
[specialisation] specialisation
will:
(a) be critical and creative scholars
who:
•
produce innovative solutions
to problems
•
apply research skills to
business challenges
•
communicate effectively and
perceptively
(b) be responsible and effective
global citizens who:
•
engage in an
internationalised world
•
exhibit cross cultural
competence
•
demonstrate ethical values
(c) have a comprehensive
understanding of their discipline
and discipline based solutions
relevant to the business,
professional and public policy
communities that we serve
Identify areas for
improvement
2015, S1
Overall % of
students
deemed to
meet/exceed
requirements
Overall % of
students
deemed to
meet/exceed
requirements
98%
97%
89%
95 %
98%
96%
65%
66%
• none. Differences
likely statistically
insignificant
• none. Differences
likely statistically
insignificant
•
•
(d) Multi-disciplinary decision
making in organisations
2013, S1
none. Differences
likely statistically
insignificant
none. Differences
likely statistically
insignificant
END OF SEMESTER 1 2015 UNIT REPORT
84
DEPARTMENT OF ACCOUNTING
END OF SEMESTER 1 2015 UNIT REPORT
SINGLE CAMPUS UNIT
The purpose of this report is to:
•
provide information that will be used to enhance our teaching programs and thereby provide better value to
students and satisfy international accreditation standards;
encourage staff to view teaching enhancement in line with the Monash quality cycle of plan, act, evaluate and
improve; 1
enable a record of teaching improvements to be maintained by you and by the department; and
enable the production of a Department summary report that will be submitted to the faculty.
•
•
•
Each Chief Examiner is asked to complete and return this report to the Academic Development Office at busecoado.acc@monash.edu by close of business on Friday,
21st August 2015.
PART 1
(To select double click on the box and select ‘checked’)
Discipline:
FA&A
MA&AIS
Unit Code:
Unit Title:
Semester & Year:
Campus:
S1 2015
Berwick:
Caulfield:
Clayton:
Gippsland:
Peninsula:
South Africa:
Sunway:
OCL:
No. of Enrolments:
Chief Examiner:
Other Lecturer(s):
Tutors:
1
1.
Copies of marking guides for each item of assessment, including each final examination question, have been
NO
retained in my files:
YES
2.
Copies have been forwarded to:
3.
Storage locations of final examination scripts are:
http://www.adm.monash.edu.au/cheq/quality/quality-cycle.html
END OF SEMESTER 1 2015 UNIT REPORT
85
PART 2: UNIT ASSESSMENT
A glossary published by the California State University at Sacramento provides the following two
definitions of assessment:
“Assessment is an ongoing process aimed at understanding and improving student learning. It
involves making our expectations explicit and public; setting appropriate criteria and standards for
learning quality; systematically gathering, analysing, and interpreting evidence to determine how
well performance matches those expectations and standards; and using the resulting information
to document, explain, and improve performance.” (Tom Angelo, 1995)
“Assessment is the systematic collection, review, and use of information about educational
programs undertaken for the purpose of improving student learning and development.” (Palomba
& Banta, 1999) 2
PLEASE ASSESS DELIVERY OF UNIT:
2
1.
Is the teaching of this unit compatible with
the learning goals defined in the unit
outline?
2.
Are you satisfied that the learning goals are
achieved by all students who are awarded a
passing grade?
3.
Are the components used to determine each
student’s final grade appropriate given the
learning goals?
4.
Are the resources available for the delivery
of this unit adequate?
• Academic staff
•
Administrative staff
•
Computer facilities
•
Library materials
•
Rooms
•
Timetable
•
Other
YES
NO
COMMENTS
California State University, Sacramento viewed 11 August 2006 <http://www.csus.edu/acaf/Portfolios/GE/glossary.htm>
END OF SEMESTER 1 2015 UNIT REPORT
86
PART 3: UNIT ENHANCEMENT
At the end of Semester 2, 2014 the Chief Examiner may have proposed to implement enhancements. If so, please
comment on your progress in implementing those enhancements.
PLANNED ENHANCEMENT
COMMENTS
1.
2.
3
4.
END OF SEMESTER 1 2015 UNIT REPORT
87
Review the results of the on-line student evaluations for Semester 1, 2015 for your unit, at:
https://emuapps.monash.edu.au/unitevaluations/index.jsp
Select two of the five University Wide items from the report and use the student feedback to suggest enhancements
that might be made to the unit.
1.
2.
3.
4.
5.
The unit enabled me to achieve its learning objectives.
I found the unit to be intellectually stimulating.
The learning resources in this unit supported my studies.
The feedback I received in this unit was useful.
Overall I was satisfied with the quality of this unit.
From the five items listed (above):
a.
b.
c.
copy and paste the selected items in the boxes (**) where indicated
type the median where indicated
describe your enhancements on the right.
UNIT EVALUATION REPORT: TWO ITEMS
ENHANCEMENTS
median:
**
median:
**
END OF SEMESTER 1 2015 UNIT REPORT
88
Summarise and respond to the Semester 1, 2015 Open Ended Comments made by students to “Q6: What were
the best aspects of the unit?”
MAJOR THEMES
CHIEF EXAMINER’S RESPONSE
Summarise and respond to the Semester 1, 2015 Open Ended Comments made by students to “Q7: What
aspects of this unit are most in need of improvement?”
MAJOR THEMES
CHIEF EXAMINER’S RESPONSE
89
DEPARTMENT OF ACCOUNTING
END OF SEMESTER 1 2015 UNIT REPORT
MULTI–CAMPUS UNIT
The purpose of this report is to:
•
provide information that will be used to enhance our teaching programs and thereby provide better value to
students and satisfy international accreditation standards;
encourage staff to view teaching enhancement in line with the Monash quality cycle of plan, act, evaluate and
improve; 3
enable a record of teaching improvements to be maintained by you and by the department; and
enable the production of a Department summary report that will be submitted to the faculty.
each Chief Examiner is asked to complete and return this report to the Academic Development Office at busecoado.acc@monash.edu by close of business on Friday 21st August 2015.
•
•
•
•
PART 1
(To select double click on the box and select ‘checked’)
Discipline:
FA&A
MA&AIS
Unit Code:
Unit Title:
Semester & Year:
Campus
S1 2015
Lecturer’s Name(s)
Tutor Name(s)
Enrolment No.
Berwick
Caulfield
Clayton
Gippsland
Peninsula
Sunway
South Africa
OCL
3
4.
Copies of marking guides for each item of assessment, including each final examination question, have been
retained in my files:
YES
NO
If answered NO, complete Q2.
5.
Copies have been forwarded to:
6.
Storage locations of final examination scripts are:
http://www.adm.monash.edu.au/cheq/quality/quality-cycle.html
END OF SEMESTER 1 2015 UNIT REPORT
90
PART 2: UNIT ASSESSMENT
A glossary published by the California State University at Sacramento provides the following two
definitions of assessment:
“Assessment is an ongoing process aimed at understanding and improving student learning. It
involves making our expectations explicit and public; setting appropriate criteria and standards for
learning quality; systematically gathering, analysing, and interpreting evidence to determine how
well performance matches those expectations and standards; and using the resulting information
to document, explain, and improve performance.” (Tom Angelo, 1995)
“Assessment is the systematic collection, review, and use of information about educational
programs undertaken for the purpose of improving student learning and development.” (Palomba
& Banta, 1999) 4
PLEASE ASSESS DELIVERY OF UNIT:
4
5.
Is the teaching of this unit compatible with
the learning goals defined in the unit
outline?
6.
Are you satisfied that the learning goals are
achieved by all students who are awarded a
passing grade?
7.
Are the components used to determine each
student’s final grade appropriate given the
learning goals?
8.
Are the resources available for the delivery
of this unit adequate?
•
Academic staff
•
Administrative staff
•
Computer facilities
•
Library materials
•
Rooms
•
Timetable
•
Other
YES
NO
COMMENTS
Specify campus where appropriate.
California State University, Sacramento viewed 11 August 2006 <http://www.csus.edu/acaf/Portfolios/GE/glossary.htm>
END OF SEMESTER 1 2015 UNIT REPORT
91
PART 3: CONTRIBUTION
Where appropriate, indicate what contributions were made by staff from individual campuses for each of the
categories noted below.
Teaching Materials
Within Semester Assessment – Setting of Questions
Examination – Setting of Questions and Preparation of Solutions (final & deferred)
Were these submitted on time?
Examination – Review of Questions and Solutions (final & deferred)
Examination – Marking of Questions (final & deferred)
END OF SEMESTER 1 2015 UNIT REPORT
92
Were these submitted on time?
93
PART 4: UNIT ENHANCEMENT
At the end of Semester 2, 2014 the Chief Examiner may have proposed to implement enhancements. If so, please
comment on your progress in implementing those enhancements.
PLANNED ENHANCEMENT
COMMENTS
1.
IMPLEMENTED
Berwick
Caulfield
Clayton
Gippsland
Peninsula
Sunway
South Africa
OCL
2.
Berwick
Caulfield
Clayton
Gippsland
Peninsula
Sunway
South Africa
OCL
3.
Berwick
Caulfield
Clayton
Gippsland
Peninsula
Sunway
South Africa
OCL
END OF SEMESTER 1 2015 UNIT REPORT
94
Review the results of the on-line student evaluations for Semester 1, 2015 for your unit, at:
https://emuapps.monash.edu.au/unitevaluations/index.jsp
Select two of the five University Wide items from the report and use the student feedback to suggest enhancements
that might be made to the unit.
6.
7.
8.
9.
10.
The unit enabled me to achieve its learning objectives.
I found the unit to be intellectually stimulating.
The learning resources in this unit supported my studies.
The feedback I received in this unit was useful.
Overall I was satisfied with the quality of this unit.
From the five items listed (above):
d.
e.
f.
g.
copy and paste the selected items in the boxes (**) where indicated
type the median where indicated
describe your enhancements on the right.
indicate the campus where the enhancements are proposed
UNIT EVALUATION REPORT
ENHANCEMENT
IMPLEMENTED
**
Median Overall:
Median Berwick:
Berwick
Median Caulfield:
Caulfield
Median Clayton:
Clayton
Median Gippsland:
Gippsland
Median Peninsula:
Peninsula
Median South Africa:
Sunway
Median Sunway:
South Africa
Median OCL:
OCL
**
Median Overall:
Median Berwick:
Berwick
Median Caulfield:
Caulfield
Median Clayton:
Clayton
Median Gippsland:
Gippsland
95
Median Peninsula:
Peninsula
Median South Africa:
Sunway
Median Sunway:
South Africa
Median OCL:
OCL
96
Summarise and respond to the Semester 1, 2015 Open Ended Comments made by students to “Q6: What were
the best aspects of the unit?”
MAJOR THEMES
CHIEF EXAMINER’S RESPONSE
Summarise and respond to the Semester 1, 2015 Open Ended Comments made by students to “Q7: What
aspects of this unit are most in need of improvement?”
MAJOR THEMES
CHIEF EXAMINER’S RESPONSE
97
ITEM 4.2 AoL Mapping Definitions
Are the following draft definitions for Development and Assurance suitable as used in the AoL
mapping exercise?
Development : demonstrates curricula in which student learning expectations are realised and
identification of curricula and assessment items in which the degree program learning goal(s) will be
taught
Assurance : demonstrates curricula in which students' learning expectations are enhanced and
identification of curricula and assessment items in which the degree program learning goal(s) will be
evaluated (Standard 8).
98
Faculty of Business and Economics
AOL Planning Cycle 2010-2016
Program
Major
Location
BCom
Accounting
Clayton
2009
2010
X
2011
2012
2013
BCom
Finance
Clayton
X
BCom
Business law and taxation
Clayton
X
BCom
Econometrics, business modelling
Clayton
X
BCom
Econometrics and business statistics
Clayton
BCom
Actuarial studies
Clayton
BCom
Sustainability
Clayton
X
BCom
Economics
Clayton
X
X
BCom
Management studies
Clayton
X
X
BCom
Marketing
Clayton
X
BCom
International commerce
Clayton
X
BCom
Human resource management
Clayton
BCom(Accounting)
Accounting
Malaysia
BCom
Behavioural commerce
Clayton
BCom
Eonometrics
Clayton
BCom
Marketing science
Clayton
BBus
Business strategy / sports management /
marketing and communication/ tourism
Peninsula
BBus
International business
Caulfield
BBus
Marketing
Caulfield
X
X
BBus
Management
Caulfield
X
X
BBus
Accounting
Caulfield
X
BBus
Banking and finance
Caulfield
X
BBus
Economics
Caulfield
X
BBus
Econometrics
Caulfield
X
BBus
Human resource management
Caulfield
X
X
BBus
Business law
Berwick, Caulfield,
Clayton, Peninsula
X
XX
BBus
Business management
Caulfield
(absorbed by Capstone)
BBus
Business statistics
Caulfield
(absorbed by Capstone)
BBus
Economics and business strategy
Caulfield
(absorbed by Capstone)
BBus
Taxation
Caulfield
(absorbed by Capstone)
BBus
Business management and strategy
Peninsula
(absorbed by Capstone)
BBus
Marketing and communication
Peninsula
(absorbed by Capstone)
BBus
Sports management
Peninsula
(absorbed by Capstone)
X
2014
2015
2016
X
X
X
(Law major disetablished 2013)
ETC3490 not offered
X
X
X
X
Pending
X
X
(HRM major disestablished 2013)
X
Will be disestablished
(absorbed by Capstone)
X
X
(absorbed by Capstone)
X
Pending
Pending
Pending
X
X
X
X
X
Pending
X
X
Caulfield
BBus
Capstone
* For AoL purposes, students enrolled in the BBus(Psych) are assessed through the Management or Marketing major streams in the BBus.
(absorbed by Capstone)
BBusCom
Accounting
Berwick, Peninsula & Malaysia
X
BBusCom
Finance & macroeconomics
Berwick & Malaysia
X
BBusCom & BBusSci
Business law
BBusCom & BBusSci
Management
Malaysia
Berwick, Malaysia &
MSA
BBusCom
Malaysian taxation
Malaysia
X
X
BBusCom
Quantitative economics
Berwick
X
X
BBusCom
Econometrics and business statistics
Malaysia
X
X
BBusCom
International business
Malaysia, Peninsula
X
BBusCom
Economics
Berwick
X
BBusCom
Human resource management
Berwick & Gippsland (until 2013)
X
BBusCom
E-business
Malaysia
X
BBusCom & BBusSci
Tourism
Berwick & MSA
X
BBusCom
Marketing communication
Berwick
X
BBusCom & BBusSci
Marketing
Berwick, Peninsula,
Gippsland (until 2013),
Sunway & MSA
X
BBusCom
Economics
Malaysia
BBusSci
Accounting
MSA
BBusSci
Economics
MSA
BBA
Management - capstone
Berwick
X
BBA
Accounting
Berwick
X
BBA
Finance and economics
Berwick
X
BBA
Marketing
Berwick
X
BIB
International business, Professional accounting City campus
X
BActuarial Science
Capstone
Clayton
X
BFinance
Capstone
Clayton
X
BAccounting
Capstone
Caulfield
X
BBanking&Finance
Capstone
Caulfield
X
BMarketing
Capstone
Caulfield
X
MDipl&Trade
Management
Caulfield
X
MMktg
Marketing
X
X
X
X
X
X
X
X
X
X
X
(Teachout
X
for Gippsland - out of scope)
X
(Tourism major disestablished 2013)
X
Pending
X
X
X
X
MASTERS
Caulfield
X
MProfAcc
Accounting
MBus(Acc)/Macc (effective
2015)
Accounting
Caulfield
X
X
X
Caulfield
X
X
X
MBus(Bkg&Fin)
Banking and finance
Caulfield
X
X
MAppFin
Banking and finance
Caulfield
X
MMgt
Management
Caulfield & Gippsland (until 2013)
MHRM
Human resource management
Caulfield & Gippsland (until 2013)
MBA
X
Caulfield
X
International business
Caulfield, Malaysia
X
MIB
International business
Suzhou, MSA
MBus
Management
MBus(Sci&Tech)/MBus(Co
mmercialisation
specialisation)
Management
Caulfield
Caulfield
EMBA
Caulfield
MBA
Malaysia
X
X
X
X
(Teachout
X
for Gippsland - out of scope)
(Teachout
for
Gippsland out of
scope)
X
X
X
MIB
X
X
X
X
X
X
X
X
X
X
X
X
HONOURS
BComHons, BBusComHons and BBusSciHons
X
BBusComHons
X
X
X
PhD
Doctoral program
Including MM
X
X
X
Units not yet assessed
99
Current as at 31/08/2015
X
Faculty of Business and Economics
AOL Planning Cycle 2014 onwards
2014
Semester 1, 2014
Department
Undergraduate Major
Program
Department advised of
upcoming evaluation
Evaluation report received-Loop closed
Econometrics and Business Statistics
ETF3600
Quantitative models for business research
Econometrics
BBus
N/A
Report received Oct 2014
Management
MGC3110
Strategic management
Management Studies
BCom
N/A
MGW3401
Strategic management
Management
BBusCom
N/A
Report received Aug 2014
Report received May 2015; Department requested
another evaluation in 2015 as results did not
evidence graduate attributes
Marketing
MKW3841
E-business performance measurement
E-business
BBusCom
N/A
Report received Oct 2014
Master of Management
N/A
Report received Sept 2014
Undergraduate Major
Program
Department advised of
upcoming evaluation
Evaluation report received-Loop closed
Masters programs
MGX5670
Leadership
2014
Semester 2, 2014
Department
Accounting
ACF3491
ACW3021
ACC3120
ACC3160
ACW3041
AFS3750
Advanced financial accounting theory and practice
Performance and measurement control
Advanced financial accounting
Auditing and assurance
Auditing and assurance
Advanced accounting for management information
Accounting
Accounting
Accounting
Accounting
Accounting
Accounting
BBus
BBusCom
BCom, BCom(Acc)
BCom, BCom(Acc)
BBusCom
BBusSci
Last update 3/3/2015
N/A - ACW3041 result used
Last update 3/3/2015
Last update 3/3/2015
N/A
N/A
Report received June 2015
Not assessed
Report received June 2015
Report received June 2015
Report received Mar 2015
Pending - unit not offered in 2014
Banking and Finance
BFF3121
BFW3121
BFC3140
Investments and portfolio management
Investments and portfolio management
Advanced corporate finance
Banking and finance
Banking and finance/finance and macroeconomics
Finance
BBus
BBusCom
BCom
N/A
Sunway advised Mar 2015
N/A
Report received May 2015
Report received July 2015
Report received May 2015
Business law and taxation
BTW3303
BTW3201
South African taxation c
International trade law
Accounting
Business law
BBusSci(Acc)
BBusCom
N/A
N/A
Report received Mar 2015
Report received Mar 2015
Economics
ECC3690
ECF3121
International economics
Economics of international trade
Economics
Economics
BCom
BBus
N/A
N/A
Report received Mar 2015
Report received Mar 2015
Current100
as at 31/08/2015
Management
MGP3684
MGF3681
Business strategy
International management
Business strategy / sports management / marketing and
communication/tourism
BBus
International Business
BBus
N/A
N/A
Report received May 2015
Report received May 2015
Marketing
MKW3440
MKX3671
Marketing strategy
Advertising campaigns
Marketing
Marketing communication
N/A
N/A
Pending
Report received Mar 2015
BBusSci/BBusCom
BBusCom
Honours programs
Thesis/ research project
BEW4100
Accounting, banking and finance, BLT, Mgt, Mktg, EBS & Eco
BComHons
BBusComHons
Pending finalisation of PhD AoL
evaluation
Clayton & Caulfield
Malaysia
BEW4100
BBusSciHons
Pending finalisation of PhD AoL
evaluation
South Africa
Masters programs
Program
Department advised of
upcoming evaluation
Evaluation-Closing the loop report
received
Master of Applied Finance
Master of Professional Accounting
Master of Business (Accounting)
Master of Business (Banking and Finance)
Master of Business (Science and Technology)
Master of Management
N/A
Last update 3/3/2015
Last update 3/3/2015
N/A
N/A
N/A
Report received May 2015
Report received June 2015
Report received June 2015
Report received May 2015
Report received Mar 2015
Report received Mar 2015
Undergraduate Major
Program
Department advised of
upcoming evaluation
Evaluation-Closing the loop report
received
BFF5300
ACF5956
ACF5130
BFF5935
MGX5011
MGX5976
Case studies in finance
Advanced financial accounting
Financial statement analysis and business valuation
Portfolio management and theory
Pathways from science to wealth
Strategic management
2015
Semester 1, 2015
Department
Business law and taxation
BTX3900
Research project in business law and taxation
Business law
BBus
Last update 30/05/2015
Pending
Econometrics and business statistics
ETC3410
Applied econometrics
Econometrics
BCom
Last update 13/5/2015
Pending
Economics
ECC3640
ECW3830
Economics of climate change
Business competition and regulation
Sustainability
Economics
BCom
BBusCom
Last update 13/5/2015
Last update 8/6/2015
Report received August 2015
Pending
International management
Strategic management
International Business
Management
BBus
BBusCom and BBusSci
QATL meeting 2/2015
Last update 19/1/2015
Pending
Pending
Strategic marketing
Strategic issues in marketing
Marketing
Marketing
BBus
BCom
Last update 10/3/2015
Last update 10/3/2015
Pending
Pending
MMktg, MAdvMktg
MHRM
EMBA
Last update 13/5/2015
Last update 13/5/2015
Last update 22/7/2015
Pending
Pending
Pending
Management
MGF3681
MGW3401
Marketing
MKF3131
MKC3130
Masters programs
MKF5251
MGX5551
MBA5005
Case studies in marketing strategy
Strategic human resource management
Strategic management
Current101
as at 31/08/2015
2015
Semester 2, 2015
Department
Undergraduate Major
Program
Department advised of
upcoming evaluation
Econometrics and Business Statistics
ETC3530
Contingencies in insurance and pensions
Actuarial studies
BCom
Advised May 2015
Economics
ECS3121
Economics of international trade
Economics
BBusSci
Advised August 2015
Management
MGX3121
International business strategy
International business
BBusCom
Advised August 2015
BEX3000
Business decision making
Capstone
BBus
Pending
International business strategy
Business ethics in a global environment
Corporate social responsibility
Business strategy
MIB
MBus
MBus
MBA
Advised May 2015
Advised May 2015
Advised May 2015
Pending
Accounting, banking and finance, BLT, Mgt, Mktg, EBS & Eco
BComHons
BBusComHons
Evaluation-Closing the loop report
received
Masters programs
MGM5181/MGS5181/MGZ5181/MGX5181
MGF5020
MGF5030
MBA5706
Honours programs
Thesis/ research project
BEW4100
Pending
Malaysia
BBusSciHons
Pending finalisation of PhD AoL
evaluation
Pending
Undergraduate Major
Program
Department advised of
upcoming evaluation
Evaluation-Closing the loop report
received
BEW4100
2016
Pending finalisation of PhD AoL
evaluation
Semester 1, 2016
Department
Econometrics and Business Statistics
ETF3600
Quantitative models for business research
Business statistics
BBus
Economics
ECB3121
ECC3640
Economics of international trade and finance
Economics of climate change
Economics
Sustainability
BBA
BCom
Management
MGC3110
Strategic management
Management Studies
BCom
Marketing
MKW3444
International marketing
Marketing
BBusCom/BBusSci
Advised 26/05/2015
MMgt
MBus(Commercialisation specialisation)
MBA - Sunway
To be advised
Program
Department advised of
upcoming evaluation
Aug-15
Aug-15
Masters programs
MGX5976
MGF5011
MBA5706
Strategic management
Commercialisation
Business strategy
2016
Semester 2, 2016
Department
Undergraduate Major
Current102
as at 31/08/2015
Evaluation-Closing the loop report
received
BEX3000
Business decision making
Capstone
BBus
Accounting
Accounting
Accounting
BCom
BBus
BBA
ACW3041/ OR ACW3021
Performance measurement and control
Advanced financial accounting theory and practice
TBA
Auditing and assurance/OR Performance and
measurement control
Accounting
BBusCom
Banking & Finance
BFC3140
BFF3121
BFW3121
BFB3121
Advanced corporate finance
Investments and portfolio management
Investments and portfolio management
Investments and portfolio management
Finance
Finance
Finance
Finance
BCom
BBus
BBusCom
BBA
Economics
ECC3690
ECF3121
International economics
Economics of international trade
Economics
Economics
BCom
BBus
Aug-15
Aug-15
Management
MGB3684
MGX3121
Business strategy
International business strategy
Capstone
International business
BBA
BBus, BIB
Aug-15
Aug-15
Accounting
AFC3431
ACF3491
TBA
Masters programs
ACF5510
ACF5350
BFF5300
BFF5935
MGX5551
ETF5550 or ETF5555
Integrated accounting
Applied contemporary accounting
Case studies in finance
Portfolio management and theory
Strategic human resource management
Research project / minor thesis (TBA)
2017
Semester 1, 2017
Department
MPA
MAcc
MAF
MBkg&Fin
MHRM
MActSt
Undergraduate Major
Program
Business law and taxation
BTX3900
Research project in business law and taxation
Business law
BBus
Economics
ECC3640
ECC3830
ECW3830
Economics of climate change
Industrial organisation & regulation
Business competition and regulation
Sustainability
Economics
Economics
BCom
BCom
BBusCom
Marketing
MKC3130
Marketing planning and strategy development
Marketing science
BCom
Department advised of
upcoming evaluation
Evaluation-Closing the loop report
received
Department advised of
upcoming evaluation
Evaluation-Closing the loop report
received
Masters programs
MKF5251
MGM5181/MGS5181/MGZ5181/MGX5181
MGX5020
MGX5030
Case studies in marketing strategy
International business strategy
Business ethics in a global environment
Corporate social responsibility
2017
Semester 2, 2017
Department
MMktg / MAdvMktg
MIB
MBus
MBus
Undergraduate Major
Program
Current103
as at 31/08/2015
Economics
ECS3121
Business, competition and regulation
Economics and business strategy
BBusSci
Masters programs
MGX5976
Strategic management
2018
Semester 1, 2018
Department
Economics
ECB3121
ECC3640
Economics of international trade and finance
Economics of climate change
2018
Semester 2, 2018
Department
MMgt
Undergraduate Major
Program
Economics
Sustainability
BBA
BCom
Undergraduate Major
Program
BEX3XXXX
Current issues in commerce
Capstone
BCom
BEX3000
Business decision making
Capstone
BBus
AFC3431
Performance measurement and control
Accounting
BCom
ACF3491
Advanced financial accounting theory and practice
Accounting
BBus
ACW3041
Auditing and assurance
Accounting
BBusCom
Banking & Finance
BFC3140
BFF3121
BFW3121
BFB3121
Advanced corporate finance
Investments and portfolio management
Investments and portfolio management
Investments and portfolio management
Finance
Finance
Finance
Finance
BCom
BBus
BBusCom
BBA
Econometrics and Business Statistics
ETC3530
Contingencies in insurance and pensions
Actuarial science
BActuarial Science
Economics
ECC3690
ECF3121
International economics
Economics of international trade
Economics
Economics
BCom
BBus
Business strategy
Strategic management
International business strategy
Capstone (Acc, Fin/Eco, Mktg)
Management Studies
International Business
BBA, BBus
BCom
BIB, Bbus
Strategic marketing
Sport marketing and sponsorship
Social marketing
Marketing
Sports management
Marketing and communication
BMarketing
BBus
BBus
Accounting
Management
MGB3684/MGP3684/MGF3684
MGC3110
MGX3121
Marketing
MKF3131
MKP3200
MKP3800
Masters programs
ACC5350
ACF5956
BFF5300
BFF5935
MGX5551
Applied contemporary accounting
Advanced financial accounting
Case studies in finance
Portfolio management and theory
Strategic human resource management
MAcc
MPA
MAF
MBkg&Fin
MHRM
Current104
as at 31/08/2015
Department advised of
upcoming evaluation
Evaluation-Closing the loop report
received
Department advised of
upcoming evaluation
Evaluation-Closing the loop report
received
MGX5976
MGX5011
MBA5706
MBA5005
Strategic management
Pathways from science to wealth
Business strategy
Strategic management
MMgt
MBus(Commercialisation specialisation)
MBA
EMBA
Current105
as at 31/08/2015
Department of Accounting
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop
closed
Evaluation report received-Loop
closed
No units scheduled
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
Program
Department AoL nominee
advised of upcoming
evaluation
ACF3491
Advanced financial accounting theory and practice
Accounting
BBus
Last update 3/3/2015
ACC3120
Advanced financial accounting
Accounting
BCom, BCom(Acc)
Last update 3/3/2015
ACC3160
Auditing and assurance
Accounting
BCom, BCom(Acc)
Last update 3/3/2015
ACF5956
Advanced financial accounting
Master of Professional Accounting
Last update 3/3/2015
ACF5130
Financial statement analysis and business valuation
Master of Business (Accounting)
Last update 3/3/2015
Report received & presented QATL
3/15
Report received & presented QATL
3/15
Report received & presented QATL
3/15
Report received & presented QATL
3/15
Report received & presented QATL
3/15
Program
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop
closed
Program
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop
closed
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop
closed
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
No units scheduled
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
Closing the loop of S2, 2014 evaluations
AoL Unit Schedule S2, 2016
Unit title
Undergraduate Major
Program
ACF3160
ACF3491
AFC3431
ACF5350
ACF5510
TBA
Auditing and assurance
Advanced financial accounting theory and practice
Performance measurement and control
Applied contemporary accounting
Integrated accounting
TBA
Accounting
Accounting
Accounting
Accounting
Accounting
Accounting
BCom
BBus
BBus
MAcc
MPA
BBA
106
Aug-15
Department of Banking and Finance
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop closed
Evaluation report received-Loop closed
No units scheduled
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
Program
Department AoL nominee
advised of upcoming
evaluation
BFF3121
BFC3140
BFF5300
BFF5935
Investments and portfolio management
Advanced corporate finance
Case studies in finance
Portfolio management and theory
Banking and Finance
Banking and Finance
BBus
BCom
Master of Applied Finance
Master of Business (Banking and Finance)
N/A
N/A
N/A
N/A
Report received & presented QATL 2/15
Report received & presented QATL 2/15
Report received & presented QATL 2/15
Report received & presented QATL 2/15
Program
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop closed
Program
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop closed
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
No units scheduled
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
Closing the loop of S2, 2014
evaluations
AoL Unit Schedule S2, 2016
Unit title
Undergraduate Major
Program
BFC3140
BFF3121
BFF5300
BFF5935
BFB3121
Advanced corporate finance
Investments and portfolio management
Case studies in finance
Portfolio management and theory
Investments and portfolio management
Finance
Finance
Finance
Finance
Finance
BCom
BBus
MAF
MBkg&Fin
BBA
107
Aug-15
Department of Business Law and Taxation
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Evaluation report received-Loop closed
No units scheduled
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
No units scheduled
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
BTX3900
Research project in business law and taxation
Business law
BBus
Last update 30/5/2015
Pending
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
No units scheduled
108
Department of Econometrics and Business Statistics
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
ETF3600
Quantitative models for business research
Econometrics
BBus
N/A
Report received Oct 2014
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Evaluation report received-Loop closed
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
Evaluation report received-Loop closed
No units scheduled
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
ETC3410
Applied econometrics
Econometrics
BCom
Last update 13/5/2015 & 22/7
Pending
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
Closing the loop of S1, 2014
evaluations
109
Department of Economics
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Evaluation report received-Loop closed
No units scheduled
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
ECC3690
ECF3121
International economics
Economics of international trade
Economics
Economics
BCom
BBus
N/A
N/A
Report received Mar 2015
Report received Mar 2015
Evaluation report received-Loop closed
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
ECC3640
Economics of climate change
Sustainability
BCom
Last update 13/5/2015
Report received August 2015
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Undergraduate Major
Sustainability
Program
BCom
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop closed
Aug-15
Economics
BBA
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
Closing the loop of S2, 2014 & S1,
2015 evaluations
AoL Unit Schedule S1, 2016
ECC3640
ECB3121
AoL Unit Schedule S2, 2016
ECC3690
ECF3121
Unit title
Economics of climate change
Economics of international trade and finance
Unit title
Undergraduate Major
Program
International economics
Economics of international trade
Economics
Economics
BCom
Bbus
Note:
For the second round of AOL, the Department chose only one Year 3 unit that constitutes a quasi-capstone for each of the economics majors.
ECC3690 for Economics major in BCom;
ECF3121 for Business Economics major in BBus; and
ECC3640 for Sustainability major in BCom.
110
Aug-15
Department AoL nominee
advised of upcoming
evaluation
Evaluation report received-Loop closed
Aug-15
Aug-15
Department of Management
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
MGC3110
Strategic management
Management Studies
BCom
N/A
Report received Aug 2014
BBusCom
Master of Management
N/A
N/A
Report received May 2015; Department
requested another evaluation in 2015 as
results did not evidence graduate attributes
Report received Sept 2014
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
BBus
BBus
Master of Business (Science and Technology)
Master of Management
N/A
N/A
N/A
N/A
MGW3401
MGX5670
AoL Unit Schedule S2, 2014
MGP3684
MGF3681
MGX5011
MGX5976
Strategic management
Leadership
Unit title
Business strategy
International management
Pathways from science to wealth
Strategic management
Management
Undergraduate Major
Business strategy / sports
management / marketing and
communication/tourism
International Business
Report received May 2015
Report received May 2015
Report received Mar 2015
Report received Mar 2015
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
MGF3681
MGW3401
MGX5551
Closing the loop of S1, 2014 evaluations
International management
Strategic management
Strategic human resource management
International Business
Management
BBus
BBusCom and BBusSci
MHRM
QATL meeting 2/2015
Last update 19/1/2015
Last update 13/5/2015
AoL Unit Schedule S2, 2015
Unit title
MGM5181/MGS5181/MGZ5181/MGX5181
MGF5020
MGF5030
Closing the loop of S2, 2014 evaluations
International business strategy
Business ethics in a global environment
Corporate social responsibility
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
MIB
MBus
MBus
Last update 18/5/2015
Advised May 2015
Advised May 2015
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S1, 2016
Unit title
Undergraduate Major
Program
MGC3110
MGX5976
MGF5011
Strategic management
Strategic management
Commercialisation
Management Studies
BCom
MMgt
MBus(Commercialisation specialisation)
AoL Unit Schedule S2, 2016
Unit title
Undergraduate Major
Program
MGB3684
MGX3121
MGX5551
Business strategy
International business strategy
Strategic human resource management
Capstone
International business
BBA
BBus, BIB
MHRM
111
Pending
Pending
Pending
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Aug-15
Aug-15
Department of Marketing
AoL Schedule S1, 2013
Unit title
Undergraduate Major
Program
Department advised of
upcoming evaluation
Evaluation report received-Loop closed
MKC3130
MKF3131
MKW3444
MKX5251
Strategic Issues in Marketing
Strategic Marketing
International marketing
Marketing strategy
Marketing
Marketing
Marketing
Marketing
BCom
BBus
BBusSci/BBusCom
BBusSci/BBusCom
-
Completed
Completed
Completed
Completed
AoL Schedule S2, 2013
Unit title
Undergraduate Major
Program
Department advised of
upcoming evaluation
Evaluation report received-Loop closed
MKW3440
Marketing strategy
Marketing
BBusSci/BBusCom
Last update 10/3/2015
Not completed
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
No units scheduled
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
MKX3671
MKW3440
Advertising campaigns
Marketing strategy
Marketing communication
Marketing
BBusCom
BBusCom (B, P, M), BBusSci
Last update 10/3/2015
Report received Mar 2015
Pending advice from Erica re: data from CE
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
MKF3131
MKC3130
MKF5251
Strategic marketing
Strategic issues in marketing
Case studies in marketing strategy
Marketing
Marketing
BBus
BCom
Master of Marketing, Master of Advanced Marketing
Last update 10/3/2015
Last update 10/3/2015
Last update 13/5/2015
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
Program
Closing the loop of S2, 2013 & S2, 2014
MKW3440
Marketing strategy
Marketing
BBusSci/BBusCom
112
Pending
Pending
Pending
MBA/EMBA Program
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
Program Director advised of
upcoming evaluation
Evaluation report received-Loop closed
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
No units scheduled
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
No units scheduled
AoL Unit Schedule
Unit title
MBA5005 - S1, 2015
MBA5706 - T4, 2015
Strategic management
Business strategy
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
Undergraduate Major
Program
CE/Department Education
Director advised of upcoming
evaluation
EMBA
MBA
Last update 22/7/2015
CE to be advised following QATL
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Program
CE/Department Education
Director advised of upcoming
evaluation
Evaluation report received-Loop closed
Evaluation report received-Loop closed
Assessment tasks collected
No units scheduled
AoL Unit Schedule S1, 2016
Unit title
Undergraduate Major
Closing the loop of S1, 2015 evaluation
113
Monash Malaysia
AoL Unit Schedule S1, 2014
Unit title
Undergraduate Major
Program
School advised of upcoming
evaluation
Evaluation report received-Loop closed
MKW3841
E-business performance measurement
E-business
BBusCom
N/A
Report received Oct 2014
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
Program
School advised of upcoming
evaluation
Evaluation report received-Loop closed
ACW3021
ACW3041
BTW3201
BFW3121
Performance and measurement control
Auditing and assurance
International trade law
Investments and portfolio management
Accounting
Accounting
Business law
Banking and finance/finance and macroeconomics
BBusCom
BBusCom
BBusCom
BBusCom
N/A - ACW3041 result used
N/A
N/A
Sunway advised Mar 2015
Not assessed
Report received Mar 2015
Report received Mar 2015
Report received July 2015
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
Program
School advised of upcoming
evaluation
Evaluation report received-Loop closed
ECW3830
Closing the loop of S1, 2014 evaluation
Business competition and regulation
Economics
BBusCom
Last update 21/7/15
In progress - report expected 5/8/15
AoL Unit Schedule S2, 2015
Unit title
Undergraduate Major
Program
School advised of upcoming
evaluation
Evaluation report received-Loop closed
MGX3121
Closing the loop of S2, 2014 evaluation
International business strategy
International business
BBusCom
Last update 24/8/2015
AoL Unit 2016
Unit title
Undergraduate Major
Program
School advised of upcoming
evaluation
ACW3041 - S2
BFW3121 - S2
Auditing and assurance
Investments and portfolio management
Accounting
Finance
BBusCom
BBusCom
MBA5706 - TBA
Business strategy
MBA
114
To be advised
Evaluation report received-Loop closed
South Africa
Unit title
Undergraduate Major
Program
CE/Head of School advised of
upcoming evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S2, 2014
Unit title
Undergraduate Major
Program
CE/Head of School advised of
upcoming evaluation
Evaluation report received-Loop closed
AFS3750
BTW3303
Advanced accounting for management information
South African taxation c
Accounting
Accounting
BBusSci
BBusSci(Acc)
N/A
N/A
AoL Unit Schedule S1, 2015
Unit title
Undergraduate Major
Program
CE/Head of School advised of
upcoming evaluation
Evaluation report received-Loop closed
AoL Unit Schedule S1, 2014
No units scheduled
No units scheduled
AoL Unit Schedule S2, 2015
ECS3121
Pending
Unit title
Economics of international trade
Undergraduate Major
Economics
Program
BBusSci
Closing the loop of S2, 2014 evaluation
Note: New quasi capstone for scheduling:
BEX3120 TBA
Pending - unit not offered in 2014
Report received Mar 2015
Perspectives on global business issues
BBusSci
115
CE/Head of School advised of
upcoming evaluation
Evaluation report received-Loop closed
ITEM 5.1 Principles for Responsible Management Education (PRME)
The 2015 Global Forum for Responsible Management Education – 6th PRME
Assembly took place during 23-24 June in New York. Representatives from business
schools, private sector, government and civil society (the PRME community)
endorsed their support for the UN’s emergent Sustainable Development Goals
(SDGs). The article, Sowing the Seeds of Sustainability, discusses the role business
schools can play in assisting to achieve these goals. As a signatory to PRME,
Monash Business School is committed to integrating universal values into curriculum
and research to contribute to a more stable and inclusive global market and help
build prosperous and thriving societies. Members from the Australia/New Zealand
PRME chapter took the opportunity to meet and scope future activities.
116
ITEM 7.1 Hurdle Policy
Accounting
The Department of Accounting hurdle policy is that students must attain a mark of at least 50% in the
final examination.
Business Law and Taxation
BLT does not have a departmental hurdle policy. It is in the discretion of the CE to set a hurdle in
accordance with faculty and university policies for the units they are responsible for.
Management
In response to the QATL request for information about hurdle requirements in the Department of
Management. We did a survey of all of the units running in 2015 (n = 91 units) and found the
following:
Units with hurdles = 42.9%
Units without hurdles = 46.1%
Types of hurdles
Exam hurdle (must achieve 40% or 50% in exam) = 71.4%
In semester final task hurdle (eg must achieve 40%) = 10.2%
Multiple hurdles (eg hand in all pieces of assessment and 40% in final exam) 18.4%
Marketing
There is no hurdle policy in the department, and left to the CE to decide. In general the BBA has NO
hurdles, while the other degrees (BCom BBus) have hurdles.
The Faculty Assessment Policy at:
http://www.buseco.monash.edu.au/esg/agu/policies/assessment.html
states:
A hurdle requirement can only be specified for the final summative assessment task of the unit (i.e. final
examination or final assessment task).
117
PASS Hurdle Information Name of School: __BuseEco_____________
No.
Name of Unit
Unit code
Name of lecturers,
sessionals, tutors
Is there a hurdle
requirement for this
unit? (Y / N)
Description of hurdle requirement
Y
Students must attain a mark of at least 40%
in the final summative assessment.
Jennifer
Y
Students must attain a mark of at least 40%
in the final summative assessment.
Suzaan
Y
Students must attain a mark of at least 40%
in the final summative assessment.
Mazanai
Y
Students must attain a mark of at least 40%
in the final summative assessment.
Frances
Y
Students must attain a mark of at least 40%
in the final summative assessment.
Dina
Y
Students must attain a mark of at least 40%
in the final summative assessment.
1.
Introduction to Management
MGW1010
Organisational Behaviour
MGW2230
Strategic Management
MGW3401
Entrepreneurship
MGX3651
Leadership Principles and Practices
MGX3991
International Business
MGW2351
2.
3.
4.
5.
6.
Angela
7.
8.
9.
10.
118
ITEM 7.3
17
Board of Examiners software solution
Reports from Course Advisory Groups
17.1
Report on the Bachelor of Business and Bachelor of Commerce
Combined Course Advisory Group
The Committee received and noted a report on the Bachelor of Business and
Bachelor of Commerce combined Course Advisory Group meeting held 29 July 2015.
Members discussed the proposal to investigate options for a faculty-wide pre-Board of
Examiner software solution to reduce errors. It was agreed that sharing best practice
and a collaboratively developed checklist would also be beneficial. The Chair referred
the matter to the Quality Assurance of Teaching and Learning (QATL) Working Group
for further consideration.
119
ITEM 7.4
Report on “Flipping” BTF5903 Sem 1 2015
1.0 Introduction
I am writing this report at the request of Dr Nicola Charwat, Director of Post-Graduate studies,
Department of Business Law and Taxation (BLT). The purpose of the report is to provide feedback
about “flipping” BTF5903, Law and Business Decisions, a first level law unit offered by BLT in the
various configurations of a Masters of Business and also Masters of Professional/Practising
Accounting (MPA). BTF5903 is a core unit and compulsory within the MPA, a degree that has an
overwhelmingly high percentage of international students from mainland China (PRC). The Unit was
established several years ago by Dr Shelley Marshall, assisted by Dr Kerstin Steiner. I took over Unit
coordination in 2013. I should note here that other staff members within BLT have also experimented
with different variants of the “flipped” approach. Mark Bender for BTF1010, and Paul Sugden who has
really done much of the pioneering, has “flipped” BTB1010 at Berwick since Sem 2 2014, well before
the current “official” Faculty initiative to “flip”. Before moving to the details of the report it should be
noted that this report is incomplete since I am in the process of obtaining more detailed feedback from
students.
2.0 Some Remarks about “Flipping”
•
In order for people to decide whether to flip or not it is appropriate to discuss the concept of flippingand perhaps dispel some misconceptions.
“Flipping” is short for “Flipping the Classroom” (another name is “inverted” classroom). I am not sure
who “invented” the name or developed the concept, 5 but here is a simple definition:
‘In the inverted classroom, lecture and homework switch places, with lectures taking place
outside of class through prerecorded video and class time, in its place, being spent on active
work.’ 6
The key concept driving this “reversal” from the more traditional approach is this:
‘The most difficult tasks students have to perform generally appear on the work they do
outside of class, on their own and separated from the instructor’s help. . It would almost seem
that a reversal of the traditional setup would be an improvement: have students acquire basic
information through lectures, reading and other sources outside of class, and put them to
work on challenging, high-level cognitive tasks during class. ….’ 7
• Thus it would appear that the inspiration to adopt this reversal was to improve student learning by structuring
the learning process through focusing on the teaching of skills in class (a task where it was believed students
needed greater guidance) rather than information transferal.( Information transferal is considered the traditional
lecture/tutorial method), where students didn’t need as much guidance. 8 And not because flipping would
improve the University’s “bottom line”- and yet this perception- that flipping is a deliberate attempt- or at the
very least –enables the University to engage in more mass teaching for less cost, or lowering staff student
ratios etc.- is what a lot of staff assume to be the true motivation and outcome of flipping. I’ll speak more about
this later. However, before doing so I would like to list firstly: (1) a quick summary of what various
5
The term inverted is said to have been first used by economics professors at Miami University,
Robert Talbert, ‘Inverted Classroom’, Colleagues, 9 (1) Article 7, (2012) 18, at 18.
6 Robert Talbert, ‘Inverted Classroom’, Colleagues,, 9 (1) Article 7, (2012) 18, at 18.
7 Robert Talbert, ‘Inverted Classroom’, Colleagues, 9 (1) Article 7, (2012) 18, at 18.
8 Research by a study by Edwards & Smith stated: “… it led us to conceive our task as to support the
border crossing of literacy practices from vernacular and informal to formal. These include literacy
practices associated with the screen, as well as with the page, and the hybrid forms of multimodality,
eg text, icons, pictures, through which, people read and write these days. This enables these literary
practices to become resources for learning and teaching and assessment associated with attainment
in particular subject areas.” Richard Edwards & June Smith “Swamping and spoon-feeding: literacies
for learning in further education Journal of Vocational Education and Training 57 (1) 2005, 50.
120
commentators have expressed are the motivations for flipping, and (2) some of the reasons colleagues and
commentators have put forward for NOT flipping.
3.0 Why “Flip”
•
The advantages of this reversal have been listed to include:
•
•
•
•
•
•
•
Flexibility- students can view the lecture on a mobile device rather than in a fixed location (or trapped in
an unsuitable classroom)
Time- students can pause, rewind and replay the lecture as many times as they need, thus enabling
them to reflect on what has been said, and not miss out on what is said next.
Instruction can be personalized- the class is no longer “one-size fits all lecture” the instructor can take
the “role of the guide on the side” rather than the “sage on the stage”. 9
Early correction of misperceptions- because the class is interactive and problem-based learning. 10
The current Uni student generation (Gen Y) are tech savvy and educationally the swamping and
spoon-feeding methodologies need to consider;
o different literary practices that have changed over time- issues of technology;
o different learning styles and methods of literary;
o students/people make sense of life (‘legal issue in our case”) through a variety of ways writing
and reading. 11
To place information transfer in to videos or films that even use of the vernacular to describe concepts is
still a valid form of teaching useful with GenY.
To enable greater concentration on skill based training in the extended class contact (the tutorials).
4.0 Why not “flip”
The disadvantages of this reversal have been listed to include:
•
•
•
•
•
Effort/Time-Consuming- preparing high quality thoughtful videos as part of a whole package is very time
consuming. 12 (Script or edit choice.)
Educational baggage- students’ past experience may create expectations of spoon feeding and rote
learning, 13 and more importantly a class room- “Chalk and talk” or “like this do that” approach. Or
learning without thinking.
Abandonment- lecturer has abandoned the students and thus decreased student engagement.
Feedback lacking- lecturers in the videos cannot “read the classroom” to discover what points need
greater attention or revision. 14
Students don’t read the text now –why will they watch the videos? This is the new version of “swamping’
students in addition to readings etc. on line. (Edwards and Smith recognise the swamping of students
with material is a recognised teaching method that does not ensure the material is viewed, used or
read. 15)
The above reflect criticisms from a pedagogical perspective. There are more serious criticisms that
should be noted. Many academic members within BLT are sceptical of flipping, and are quite cynical
of the University’s motivation to promote flipping. They see it as an excuse to enable the Uni to
continue the industrial approach to education-more “bums on seats” for less cost.
Here’s a quick summary of some thoughts from my discussions with staff that were/are sceptical of
the Uni’s motives:
9
Robert Talbert, ‘Inverted Classroom’, Colleagues, 9 (1) Article 7, (2012) 18, at 18.
Dan Berrett, ‘How “Flipping” the Classroom Can Improve Traditional Lecture[s]’, The Chronicle of
Higher Education, Feb 19 2012,
11 Richard Edwards & June Smith “Swamping and spoon-feeding: literacies for learning in further
education Journal of Vocational Education and Training 57 (1) 2005 p47
12 Robert Talbert, ‘Inverted Classroom’, Colleagues, 9 (1) Article 7, (2012) 18, at 18.
13 Robert Talbert, ‘Inverted Classroom’, Colleagues, 9 (1) Article 7, (2012) 18, at 18.
14 Robert Talbert, ‘Inverted Classroom’, Colleagues, 9 (1) Article 7, (2012) 18, at 18.
15 Richard Edwards & June Smith, ‘Swamping and Spoon-Feeding: Literacies for Learning in Further
Education’, Journal of Vocational Education and Training, 57(1) (2005) 47.
10
121
a. Uni’s do not need to build/maintain large lecture theatres that require
maintenance and will become unsuitable in a relatively short period of time.
b. Don’t need as many staff.
c. Don’t need as many qualified (read expensive) staff: or
d. Can make greater use of “cheaper” “junior” sessional staff (i.e. no Long service
leave no super costs etc.) can even use student “mentors”.
e. Greater student enrolment per unit.
f. It looks “good”- form over substance.
g. It is merely just trying to “keep up with the Jonses” – other Uni’s are adopting it
and we need to – for marketing purposes only.
h. It is nothing new
i. True teaching can only be performed/achieved by committed, experienced,
talented teachers.
j. No recognition for doing all the work required to flip- so why do it.
k. If the spoon- feeding method is not broken why change it.
In sum flipping is not about education but about delivering an “educational product” for the least cost
that maximises return. In a way of using technology to extend the concept of traditional “lectures” to
its ultimate conclusion, to simply create a larger almost limitless virtual “lecture theatre”. Flipping is
merely a continuation of an industrial business model for tertiary education.
5.0 Why I “Flipped”
My reasons were similar to the points expressed in para 3.0 above. Also whilst I have always enjoyed
lecturing and by and large am “ok” at lecturing- recently I have become tired of being, or wanting to
be, the “Sage on Stage” (this expression is not my creation, but do you think I can find where I read
it!? NO!). But perhaps the major reason was that I liked the idea that students could stop, rewind and
play the material to their hearts’ content. I felt that this ability was particularly important to international
students, who tend to miss a lot in lectures, and also to part time students who were fully employed
and thus could listen to the classes at home. Finally, I thought that by preparing videos carefully and
in a deliberate structured fashion would be superior to simply using the Monash library to record
existing classes. In the past students complained that they often get so bored listening to the recorded
lectures and do not pick up the questions asked in class or the answers given and their relationship to
the material presented.
Also I felt tutorials were not successful. Whilst I have had positive outcomes for my conduct of
tutorials (according to SETU and informal feedback) I have never felt that they were truly successful
because most students (both international and local) viewed them as where the answers would be
handed out rather than be a consideration of skills based training. Such an approach conflicts with my
personal perception of what I should be doing as a teacher: teaching someone to fish rather than
giving them a fish (apologies for murdering that proverb). Or as one commentator has noted: students
should learn: “… to solve problems that are not template problems”. 16
Furthermore, there appeared to me some (intuitively) strength to the argument that class time should
be devoted to skill development to using knowledge/content- rather than solely content delivery, and
that content delivery is best done using pre recoded material, which the student could revisit
whenever they needed to do so.
•
6.0 My Personal Experiences “Flipping”
What follows is not an exhaustive list, merely the highlights.
Firstly, flipping requires a lot of careful thought and preparation regarding just how you structure the
learning experience, and careful consideration of what are the essential concepts that need to be
16
Dan Berrett, “How ‘Flipping’ the Classroom Can improve the Traditional Lecture’, Feb 1, 2012, The
Chronicle of Higher Education’, available at http://chroncile.com/article/How-Flipping-the Classroom/130857/ (Accessed 25 July 2015).
122
learned, how best to deliver these concepts, and identifying what skills need to be imparted. I would
suggest a semester or three months- a “summer” at least. Flipping also requires a careful selection of
equipment, (microphones, cameras, laptop or desktop) software and technology in general. For
example, there are a number of various software packages that enable capturing screen shots (for
power point slides) video content, i.e. the presenter, and also enables you to embed video or other
content. Here’s a short list: Video Communicator, Snaggit, Camtasia, and Presenter. In the end, after
a short and unsuccessful experiment Video Communicator, I chose Camtasia. I did so mainly on the
recommendation of Peter Wagstaff (“Wags”) from the department of Marketing, and because the
software appeared to provide the flexibility, and scope that I needed together with an ease of use,
which a time poor “Luddite” like myself required.
Preparing the videos can take longer than you realise- especially when first starting. I found I had a
choice: either prepare detailed scripting before recording, or perform detailed editing after recording. I
ended up doing both, but the result is worth it, less embarrassment! 17
Secondly, flipping requires careful and thorough lesson planning. I found I revisited all my old lecture
plans/notes/slides and rewrote them all. This was due to a number of reasons:
•
•
•
•
I was dividing a traditional 2 hr lecture into a series of shorter components- and whilst there are
“natural” divisions within a topic’- offer, acceptance, etc., often the material in one topic is much greater
than others, and the theory is to keep the videos short- no more than 10 minutes each. This problem
was reinforced by the need to incorporate the videos into the Moodle lesson plan. However, I found the
revision was actually very healthy and whilst annoying and a lot of work, was I think beneficial because
I removed a lot of “junk” from my lesson plans.
A video doesn’t respond to the audience- so I had to design a series of videos that was more
“generalist” rather than one pitched to the specific audience. When you add in the time factor this made
the choice of explanations and examples a difficult one at times. “Standard or time tested” examples
were what I chose (fell back on) and by and large they worked I think. This inability to respond/tailor
examples in “real time” is a limitation.
Future-proofing- I wanted to remove any page numbers, para numbers or references even to “weeks of
the semester” so that I could use/extend the life of the videos to extend beyond one semester. This is a
serious limitation, and is perhaps one that other disciplines- like marketing- don’t have to factor into
when deciding whether to flip. Put simply you don’t want to spend all summer and EVERY summer
preparing new videos, and students will pick up constant editing and then potentially complain about
using “dated” materials etc.
In relation to this last point my solution was to use the study guides that I had developed and used
previously. They were a fantastic way of future proofing the materials- all cases and reference to text
were placed on the Moodle lesson plan, and thus can be altered much more easily than re-shooting a
video if the textbook is changed or a new edition comes out. I have also kept the “raw video files” so
that I can edit my materials if need be- i.e. a new case or change in legislation etc. (I guess I just have
to wear the same shirt and have the same haircut!)
Revisiting my materials (because I had chosen to flip) also meant that I could revisit the Unit as a
whole- I redesigned the tutorial programme- revision classes, skill based sessions and by and large I
think these revisions added value to the course. I had done many of things before, but flipping made
me look at the “whole package” much more closely, and thus ensure or attempt to ensure that it
“worked “ more seamlessly. The tutorials are much better than previously, and I could factor in much
needed skill development- although this is still in need of tweaking.
•
Thirdly, I had to rethink ways of engaging the students’ interests (in a lecture depending on the
presenter this is normally achieved through the charisma and individual style of the presenter).
Camtasia enables you to embed videos. So I could now include video clips from YouTube, or
wherever and also voice overs or thought bubbles to highlight important points. I could use sound
17
Since drafting this report I attended a seminar where a member of the Law Faculty provided his
feedback on “Flipping the classroom” – and discovered that he had hired an “editor” a family friend’s
son/daughter to do the editing for him. I really wish I had had that option!! (C’mon BLT give me some
“luv” and cough up money please!)
123
tracks, advertisements and build them into a seamless presentation- no stopping or starting like in a
traditional lecture. In sum I could really craft what was a “short film”. Anecdotal feedback from
students suggests this creative approach was beneficial and students enjoyed the tone of the videos.
Fourthly, due to the more general nature of the slides and lessons (see above this actually had the
mostly unintended benefit of forcing students to read the text, and other materials. Although I have no
hard data, and this finding is based on interacting with students in my tutorials and anecdotal
evidence from other teaching staff, the use of videos seemed to “break” the reliance on lecture notes,
and forced students to be more independent learners. I think this is a fantastic result, but, caution
should be exercised in trying to maximise it! If the extent and detail of content is chosen carefully and
deliberately “reduced” –with follow-up in tutorials/face to face classes- I think this could be an
important step forward.
The fifth point I would mention is that despite some minor problems the technology worked, and there
were very little complaints from students saying that they lacked the equipment/software and so on to
access the Moodle site or to watch the videos. It is important to become familiar with the technology
through dry runs. For example it is easy to forget to check that the microphone is working, or has
been activated, and you end up afterwards with no audio. This also reinforces the point of editingcheck the lesson works- this requires sitting there and listening to the entire video- as whilst preparing
it you may not realise there are background noises that need to be removed- dogs barking,
jackhammers, noisy neighbours or even a gurgling stomach!
Six, flipping was expensive for me. I purchased with my own funds a green screen, and microphones.
This could be avoided in the future I guess, but at the time buying the items I wanted was easier than
trying to persuade people in the time of transition for HOD or Dir of Education etc. (However, I would
like to sincerely like to thank Vince for his support.) Also whilst the Faculty and at the Uni level may
support flipping they don’t have enough or the right equipment, and the micro studio is/was
disappointing (even though opened with much fanfare- see http://monash.edu/news/show/thelangham-melbourne) as it did not enable the recorded material to operate on Monash staff computers
without the need of translation by tech services. I expressed my concern and disappointment
regarding he micro studio to Darrell Evens and I am partially through a list of recommended
equipment/ ideas/menus for him and his crew.
Before concluding, here are some comments from other staff as mentioned above (Paul Sugden and
Mark Bender) regarding their experiences.
7.0 More experiences “Flipping”
It has been a period of transition over 18 months from the first flipping of BTB1010 in semester 2 2014
under the requirements of the BBus Administration- a complete degree focused on flipping. This year
the second rendition of BTB1010 will enable the lessons learned from BTF5903 to be implemented
and to enable further development and refinement for next year. A flipped approach was used for
Marketing law subjects on all campuses- the response has been varied a number of students have
found the online lectures very helpful in providing the essential structure and focus for then
approaching the text and problems for class.
An important issue is to explain the learning system to the students and how the structure supports
the Gen Y’s mantra- “what is in it for them”- the identification of how the learning and skills base will
assist them in practice ( beyond Uni) and with each form of assessment. This is particularly
interesting with the strong focus on the implementation of the graduate attributes stated by the
university and educational committees. Some students in BTF1010 at Caulfield commented that they
thought flipping was a cost cutting exercise and not really intended to benefit students.
Some students have complained about the timing being too long if it went over 14 minutes, whilst
others did not worry about the timing and enjoyed the rewind function if they missed something.
Students have expressed enjoyment at the “rapstone” videos used as a device to extend learning
used in BTF5903 this semester. Others thought they were too light hearted. And then again others
really enjoyed this approach. (“Rapstones” was a term Paul and I coined to describe a video that
124
“wrapped” up a topic, and functioned like a mini capstone unit- and we liked using the expression “It’s
a wrap/rap!“ at the end of the videos- hence “rapstone”.) These rapstones have now been shown to
various staff outside the dept- even to people within the Law Faculty, and were part of a presentation
at the Brown Bag Seminars- the “jury” is still out!
An issue that needs consideration is that Australian students adapted to this method but others
predominately international students found it more difficult due to their past teaching experiences
were similar to “like this –do that” approach of replicating the best answer or following a model as
prescribed by the “Sage on Stage”- that is the lecturer.
8.0 Student Feedback
Sadly I have only gathered anecdotal evidence and a small survey for students in my classes, to use
to answer this very important question: what do the student think? However I do plan to prepare a
longer more detailed survey, so for the moment all I can send is the SETU’s for your information. I
spoke to Christine Clinton and the student comments will be prepared next week and sent out then. I
will be keen to access those, and if parties are interested I can add forward these on.
I know there is a perception that flipped had scored a low score for BTF5903, and had “failed”. I think
this is untrue, but will leave you to determine yourselves whether the scores received were “low”.
Please see the attachment. However, when forming your opinion please note the following:
1. This semester BTF5903 was merged with BTX9500 Business and Corporations law.
This had the effect of bumping the number to approx. 370 students, much higher than in
previous semesters especially eg 2012 – approx. 70 students. Also the majority of these
increased numbers were MPA students- which were problematic (the whole “perfect storm”
of poor English skills, preference for numbers not words, and it is a compulsory unit in a
degree with 80-90% international students) as I recall from taking BTX 9020 for many years.
In Sum: quite a challenge.
2.
This info is from the Faculty I think:
From these data, a ‘median’ score was calculated for each unit offering. Unit offerings were
then classified into one of the four groups using the following median score cut-offs:
· Outstanding: ≥4.70
· Meeting aspirations: 3.60 – 4.69
· Needing improvement: 3.01 – 3.59
· Needing critical attention: ≤3.00
According to the above BTF5903 “met” aspirations quite comfortably.
3.
These are the SETU scores for past semesters: (Que 5: “Overall I was satisfied with the quality
of this unit”)
125
Sem 2 2014: Unit Leader 1
Response Scale
Responses
Percent
(1) Strongly disagree
2
2.67%
(2) Disagree
0
0.00%
(3) Neutral
4
5.33%
(4) Agree
34
45.33%
(5) Strongly agree
35
46.67%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
75
100.00%
Total (N)
Median: 4.43
Mean: 4.33
Campus
Caulfield
Sem 1 2014: Unit Leader 2
Response Scale
Responses
Percent
(1) Strongly disagree
1
1.27%
(2) Disagree
1
1.27%
(3) Neutral
10
12.66%
(4) Agree
31
39.24%
(5) Strongly agree
36
45.57%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
79
100.00%
Total (N)
Campus
Caulfield
Median: 4.39
Mean: 4.27
126
Median
4.39
Median
4.43
Sem 2 2013: Unit Leader 3
Response Scale
Responses
Percent
(1) Strongly disagree
1
3.13%
(2) Disagree
0
0.00%
(3) Neutral
4
12.50%
(4) Agree
11
34.38%
(5) Strongly agree
16
50.00%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
Campus
32
100.00%
Caulfield
Total (N)
Median
4.50
Median: 4.50
Mean: 4.28
Sem 1 2013: Unite Leader 4
Campus
Caulfield
Response Scale
Responses
Percent
(1) Strongly disagree
1
1.59%
(2) Disagree
2
3.17%
(3) Neutral
12
19.05%
(4) Agree
32
50.79%
(5) Strongly agree
16
25.40%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
63
100.00%
Total (N)
Median: 4.02
Mean: 3.95
127
Median
4.02
Sem 2 2012: Unit Leader 5
Response Scale
Responses
Percent
(1) Strongly disagree
0
0.00%
(2) Disagree
4
21.05%
(3) Neutral
6
31.58%
(4) Agree
7
36.84%
(5) Strongly agree
2
10.53%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
19
100.00%
Total (N)
Campus
Median
Caulfield
3.42
Median: 3.42
Mean: 3.37
Sem 1 2012: Unit Leader 6
Response Scale
Responses
Percent
(1) Strongly disagree
1
3.85%
(2) Disagree
3
11.54%
(3) Neutral
6
23.08%
(4) Agree
10
38.46%
(5) Strongly agree
6
23.08%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
26
100.00%
Total (N)
Campus
Caulfield
Median
3.80
Median: 3.80
Mean: 3.65
•
9.0 Should “You” Flip?
This question depends very much on who “you” are because I am a firm believer that good teaching
comes from the heart and thus reflects your own personality to some extent. Students can also spot a
fake a mile away so good teachers must not pretend to be somebody else- even if that somebody
else is considered to be a “model” to follow. It is the same with flipping- with the added dimension of
“camera- shock”: some people should be in front of the camera and many would “rather not”, and
some perhaps should not be. (Seeing my ugly mug the first time was a real shock, but you get use to
it I guess, the students have to!)
Secondly, flipping was intended to improve the educational experience, and it was intended to
achieve this by “freeing up” the lecturer from simple information delivery. Thus contrary to some
128
misperceptions stated above, flipping was not intended to “replace” the teacher- but to allow them to
reallocate and dedicate their allotted (eg three hours per week) class time to actual teaching- using
examples problems, engaging students in learning to solve problems, to “learn how to do it” rather
than simply repeat what they had learned, and most importantly, enabling immediate feedback
through interaction between students and teachers. Secondly, flipping was intended to allow
innovative teaching methods that could only be used in a non-lecture format- i.e. in small groups like
tutorials, where lower teacher/staff ratios enabled a more complete interaction with students, and thus
increase student engagement. Thus it probably won’t improve the Uni’s bottom line- at least not
initially. In many respects flipping can be compared to Distance Education- and like DE if not done
properly it will be a disaster, an unsatisfying experience for both staff and students. But if sufficient
money, time, sincerity, SUPPORT, are all invested then flipping could be fantastic, and add value to
an existing course- even breathe new life into the whole “Uni experience”.
In other words flipped was intended for the students and not for Staff, and not for the University. At
least that is how I interpret the literature and the concept. To actually “flip” properly will require more
time, money and a greater commitment to teaching than the traditional lecture/tutorial model.
Flipping is not for the faint-hearted. And if staff are uncomfortable with the work required, or feel
confident that their skills as a lecturer are superior to flipping- then don’t flip.
One caveat: keep an open mind because there are potentials that I have only just begun to explore,
and remember you can always “flip” as much as you want. Nell Kimberley, our Faculty’s Associate
Dean, Learning and Teaching, has stated that the Faculty, whilst wanting to implement a flipped
model of teaching, has expressed a desire to not introduce a “cookie cutter” one approach fits all in
implementing a flipped model. You can’t ask for a better policy than that in my opinion.
So my answer to the question of whether you should flip is simple: would flipping add value to your
course? If “yes” flip, if “no” then don’t. It’s as simple as that.
9.0 Conclusion
Flipping was fun and creative, but since I was also introducing other changes to the Unit, exhausting,
and quite a stressful challenge. A challenge that got the better of me at times (Apologies to Nicola and
Sunil, my neighbours, for swearing and carrying on like a child at times). And I must admit to finishing
this semester with the feeling of frustration because I felt I had not explored flipped’s full potential. I
got a glimpse of a whole range of ideas for new videos, new formatting of skill development in class,
better allocation of time in the tutorials to writing… and so on. In fact it will provide a solid foundation
for the much more radical restructuring of the unit that up until now I have only dreamed about.
So whilst I can see how flipping can encourage and even enable the University to go even further
down the path of industrialised teaching and efficient “delivery” of an “educational product”- an
approach/philosophy that I hate, and think is self-destructive- I see the potential of flipping and the
opportunities it provides.
Accordingly I will continue with this mode of teaching in the future.
129
Law And Business Decisions - BTF5903 - Unit Evaluation Report
Faculty Of Business And Economics
Number of Students Enrolled: 373
Administered: Semester 1, 2015 - WEB
Overall response: 42.09%
Number of questionnaires completed: 157
University Wide Items
1. The unit enabled me to achieve its learning objectives
Response Scale
Responses
Percent
(1) Strongly disagree
0
(2) Disagree
2
1.27%
(3) Neutral
19
12.03%
(4) Agree
76
48.10%
(5) Strongly agree
61
38.61%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
158
100.00%
Total (N)
0.00%
Campus
Caulfield
Median
4.26
Median: 4.26
Mean: 4.24
2. I found the unit to be intellectually stimulating
Response Scale
Responses
Percent
(1) Strongly disagree
0
(2) Disagree
2
1.27%
(3) Neutral
23
14.56%
(4) Agree
69
43.67%
(5) Strongly agree
64
40.51%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
158
100.00%
Total (N)
0.00%
Campus
Caulfield
Median: 4.28
Mean: 4.23
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Median
4.28
Law And Business Decisions - BTF5903 - Unit Evaluation Report
Administered: Semester 1, 2015 - WEB
3. The learning resources in this unit supported my studies
Response Scale
Responses
Percent
(1) Strongly disagree
2
(2) Disagree
4
2.53%
(3) Neutral
21
13.29%
(4) Agree
71
44.94%
(5) Strongly agree
60
37.97%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
158
100.00%
Total (N)
1.27%
Campus
Caulfield
Median
4.23
Median: 4.23
Mean: 4.16
4. The feedback I received in this unit was useful
Response Scale
Responses
Percent
(1) Strongly disagree
1
(2) Disagree
3
1.90%
(3) Neutral
25
15.82%
(4) Agree
67
42.41%
(5) Strongly agree
60
37.97%
(6) Not applicable
1
0.63%
(7) Don't know
1
0.63%
158
100.00%
Total (N)
0.63%
Campus
Caulfield
Median
4.23
Median: 4.23
Mean: 4.17
5. Overall I was satisfied with the quality of this unit
Response Scale
Responses
Percent
(1) Strongly disagree
2
(2) Disagree
5
3.18%
(3) Neutral
21
13.38%
(4) Agree
68
43.31%
(5) Strongly agree
61
38.85%
(6) Not applicable
0
0.00%
(7) Don't know
0
0.00%
157
100.00%
Total (N)
1.27%
Campus
Caulfield
Median: 4.24
Mean: 4.15
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Median
4.24
ITEM 7.5 Chief Examiners Booklet
Monash South Africa
I have reviewed the CE booklet from the Department of Accounting. I have no specific changes or
comments as the CE’s on the MSA campus seem to be performing these duties too. However, the
timelines in some departments may be slightly different. This might mean that we might want to use
the dates/timeline as a guideline instead of a minimum requirement given the circumstances in each
department.
Department of Marketing
The CE booklet is great, and we would like to use it for our department. There is some information
that is specific to accounting but easily changed to suite us.
Department of Management
The Department of Accounting Chief Examiner Guide. - our view is that the guide is too detailed and
that DOM staff would most likely be put off by such an extensive document. We have a C/E document
in use in the department since 2012 (it may require some updating) that works for us. We have
protocols that distribute information to staff about exams, the unit guide etc as responses are needed.
We do not think that the information needs to be repeated again in another form.
Below is the document for information.
Department of Management
Chief Examiner Responsibilities
This document outlines the responsibilities of Chief Examiners in relation to the teaching
program, unit materials, assessment, records maintenance, and processing of results.
The Chief Examiner (CE) is responsible for the academic management of the unit,
consistent with Statute 6.1.5 and the Faculty Assessment Policy (section 7.2)
Appointment of Chief Examiners
Chief Examiners are appointed pursuant to the University’s Examination regulations. Chief
Examiners are appointed by Faculty Board and assistant examiners by the Dean or Faculty
Board on the recommendation of the Head of Department. Where only one staff member is
involved in the teaching of a unit over a given teaching period, that person is usually
appointed as the Chief Examiner in the unit. Chief Examiners will usually be appointed well
in advance of the relevant teaching period.
Unit Responsibility Relationships
Where the CE does not have sole responsibility for the unit, there are coordinated
responsibilities with the Unit Coordinator and/or the Campus Coordinator.
Unit Coordinator: The unit coordinator is an academic staff member assigned to
coordinate all unit academic and administrative activities. In most cases the CE is also
132
the Unit Coordinator; when this is not the case the Unit Coordinator works under the
direction of the Chief Examiner.
Campus Coordinator: Where the unit runs on multiple campuses in a given
semester, the Campus Coordinator typically has the responsibility of overseeing the
local running of the unit. These units will also list a CE who may be one of the
Campus Coordinators.
Responsibilities in relation to the teaching program
o
o
o
o
o
o
provide final unit details for publication in each annual electronic edition of the
Handbook
consult within the relevant Discipline Group prior to submitting changes to unit details
(unit details include Unit Synopsis; Unit Objectives; Unit Assessment; Prerequisite
and Corequesite requirements)
finalise unit delivery details and timetable each semester
ensure that Unit Coordinators and other teaching staff in the unit are familiar with the
syllabus and assessment requirements for the unit
convene meetings with Unit Coordinators and other teaching staff in the unit to
discuss the teaching program
establish a multi-campus unit management group (for multi-campus units only), and
collaborate with the group to ensure equivalence and consistency of unit content and
materials, with campus-specific variations of examples, case studies, texts,
references and other learning resources (if any) approved by the multi-campus unit
management group
o
complete the Faculty ‘End of Semester Checklist for Multi-campus Unit Management’ (for multicampus units only)
o
ensure that Unit Objectives, Prerequisite and Corequesite requirements, reading
guides, assessment details, and administrative requirements are provided to
students in the first week of the semester
Responsibilities in relation to unit material
o
o
o
o
update the Unit Outline prior to the commencement of each semester
finalise the Unit Outline for multi-campus units (including OCL and multi-campus
version in consultation with Unit Coordinators at the other campus locations)
update the Blackboard (MUSO) site prior to the commencement of each semester
provide textbook details and reading guide material to the University bookshop prior
to the commencement of each semester
Records to be maintained
o
o
o
o
o
o
o
a list of teaching staff and examiners (if applicable) in the unit
copies of the Unit Outline, reading guides, and other in-house teaching materials
issued to students in the unit, whether these materials are issued free of charge or
are sold
copies of all class tests, assignments, etc. set during the teaching period and the
weight accorded to each
a register of marks for all assessable pieces of work
photocopies of any pieces of assessable work that have been failed as a result of
second-marking
a list of students who have applied for Special Consideration in the unit (n.b.
applications are held by the relevant Faculty administrative office)
a list of students who have been awarded Supplementary Assessment or Deferred
Examination in the unit
133
o
o
o
o
copies of official final results in the unit
analysis of distribution of grades in the unit (the analysis can be completed after the
results of the Supplementary Assessment and Deferred Examinations are finalised)
copies of the Unit Results Report and Unit Grade Distribution Report (if applicable)
submitted to the Department of Management pre-Board of Examiners
copies of the Chief Examiner’s written correspondence in relation to the unit
Responsibilities in relation to assessment
o
o
o
o
o
o
o
o
o
o
o
o
consult within the relevant Discipline Group prior to submitting changes to Unit
Assessment
prepare assignment questions, class tests, and other assessable exercises
establish a multi-campus unit management group (for multi-campus units only), and
collaborate with the group to ensure equivalence and consistency of assessment
requirements and standards across all campuses (in accordance with the Faculty policy
for Academic Programs Offered from Multiple Campuses)
finalise details of Final Examination, including duration and timing
prepare and submit for approval Final, Supplementary, and Deferred Examination
Papers (in consultation with Unit Coordinators and other teaching staff in the unit
where applicable)
ensure that a Different Examination Paper is set at the affected campuses where
examinations are being run on campuses where there is a significant difference in
the time scheduled for the exam (Chief Examiners can change the critical information
on the examination in one campus location, and/or consult staff at the other locations
to help vary the questions in those locations)
ensure availability by telephone for contact during the times of examinations
distribute Examination Scripts to other teaching staff in the unit, as per the Head of
Department’s allocation of assessment duties, together with notes of guidance
ensure the second-marking of the assessable work of students who have failed on
first-marking - it is the Chief Examiner’s responsibility to recall assessable work that
needs to be second-marked (if the Chief Examiner has first-marked assessable work,
he/she must arrange for a second examiner to second-mark that work)
identify and handle cases of suspected plagiarism in accordance with the University
policy and procedures on plagiarism (where a Chief Examiner has determined and is
reasonably satisfied that the plagiarism was, more likely than not, done with the
intention to obtain an unfair advantage in assessment, the matter must be reported
as suspected cheating pursuant to University Statute 4.1 - Discipline)
provide regular reports to the course director and course management group on the
performance of students in multi-campus units, and the extent to which multi-campus
governance was implemented and consistency achieved
Chief Examiners are expected to familiarise themselves with the University and
Faculty policies and procedures relating to Examination:
Faculty policy
http://www.buseco.monash.edu.au/asg/agu/policies/
University policy
http://policy.monash.edu.au/policy-bank/academic/education/assessment/index.html
134
Responsibilities in relation to processing of results
o
o
o
o
o
o
collate and moderate all results for assessable work in the unit, including results for a
student who has failed a hurdle requirement (n.b. professional staff cannot collate
results on behalf of a Chief Examiner)
return final results to the Head of Department/pre-Board of Examiners via the
Academic Services Office
provide a written report on any anomalies in the results of a unit where requested by
the Department of Management pre-Board of Examiners
attend Department of Management pre-Board of Examiners Meeting (or arrange
appropriate alternate representation)
ensure availability for the period between the Faculty Board of Examiners Meeting
and the publication of final results and respond to queries raised by the Board of
Examiners
ensure availability (via email, telephone, or face-to-face) for student consultation after
the publication of final results
Miscellaneous responsibilities of chief examiners
o
o
o
o
o
o
o
o
ensure that the unit is reviewed/evaluated as required by Faculty policy and
Department practice
advise on the appropriateness of awarding Credit for units completed in other
institutions
liaise with other teaching staff within the unit
advise staff who are new to the teaching of the unit
deal with student complaints in relation to teaching and assessment in the unit
resolve any issues as referred by the Course Director
engage with Unit Prize sponsors and potential sponsors in consultation with the
Academic Services Office.
approve award of prizes to students who have completed the unit
135
Department of
AccountingMarketing version
Information Booklet for
Chief Examiners
July 2015
136
Department of Accounting
Information Booklet for Chief Examiners
Commented [MU1]: Header is accounting specific (henceforth
“acc”)
Contents
Introduction ............................................................................................................................................ 3
Appointment of Chief Examiners ........................................................................................................ 3
Key Responsibilities of Chief Examiners.................................................................................................. 3
Schedule of Activities to Support Teaching Commitments .................................................................. 65
Teaching ................................................................................................................................................ 97
Text books and Reading Lists ............................................................................................................ 97
Unit Guide ......................................................................................................................................... 97
Assessment ......................................................................................................................................... 108
Examinations ....................................................................................................................................... 119
Department contact information: .................................................................................................. 119
Examination papers ........................................................................................................................ 119
Storage of examination papers ..................................................................................................... 1210
Exam viewing by students after results released ......................................................................... 1210
Results and Grade Distribution Reports ........................................................................................... 1311
Board of Examiner’s Software Tool (BEST) ................................................................................... 1311
Download BEST ......................................................................................................................... 1311
BEST Training............................................................................................................................. 1311
Grade Distribution Reports (GDRs) ............................................................................................... 1412
Result Amendments ...................................................................................................................... 1412
Timetabling ....................................................................................................................................... 1513
Department contact information: ................................................................................................ 1513
MUTTS ........................................................................................................................................... 1513
Allocate + ...................................................................................................................................... 1614
Ad Hoc Room bookings ................................................................................................................. 1614
Student Evaluations of Teachers and Units (SETU)........................................................................... 1614
July 2015
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Department of Accounting
Information Booklet for Chief Examiners
Introduction
Chief Examiners have chief hold responsibility for the quality, relevance and
currency of academic unit content. In doing so, they need to ensure anThey need to
be awareness of professional body requirements and other employability issues that
impacting on curriculum.
Chief Examiners also hold ultimate responsibility for the overall assessment regime,
including setting of assessment tasks and examinations within their specified unit.
They are responsible for the accuracy of final marks recommended to the Board of
Examiners.
This booklet is designed to provide useful guidance to chief examiners in the
Department, as well as links to relevant resources.
Appointment of Chief Examiners
The Deputy Head of Department or delegate decides onrecommends the chief
examiner for each subject, taking into account staff preferences and needs of the
Department. Chief Examiners are officially appointed by the Dean on the advice of
the Faculty Education Committee (pursuant to section 2.1 of Statute 6.1.5 Assessment).
The list of the department’s Chief Examiners is located on the department intranet at:
http://app.buseco.monash.edu.au/acc/intranet/education/assessments/examinersreviewers.html
Commented [MU2]: This is acctg
Key Responsibilities of Chief Examiners
These include:


primary responsibility for setting assessment tasks with these often exposedin
consultation with and often to peer reviewed by colleagues;
ultimate responsibility for the accuracy of all marks submitted to the Faculty
Board of Examiners, which will normally include checking all formulas in
spreadsheets and a random check of marking and data entry performed by
others

providing details of the relevant unit(s) for the annual publication of the
Handbook;

ensuring that the unit guide is prepared, approved and available to students
by Week 0 (orientation week) of each semester the unit is taught. In addition,
reading guides and assessment details should be available to students
through the learning management system (Moodle) by this date;
July 2015
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Complex Script Font: Arial, 12 pt
Department of Accounting
Information Booklet for Chief Examiners

providing input in assurance of learning processes, if and when requested;

reporting on curricula changes as part of the assurance of learning actions for
improvement, if and when required;


participation in assurance of learning processes, where necessary;
ratifying, if prepared by other staff in the unit, draft class tests, assignments
and other assessable exercises;

identifying and handling (including reporting, where appropriate) cases of
suspected plagiarism, academic misconduct in in-semester assessment tasks,
and any other suspected academic or general misconduct;

recommending the award of student prizes, if any, for the unit;

maintaining an accurate and comprehensive record of assessment tasks;

providing detailed assessment criteria to students in advance on the Learning
Management System;

assessing and actioning all applications for special consideration of insemester assessment tasks;

checking assessment results to ensure all are correctly marked, and no
results are missing;

second mark all failed exam papers; and failed assessment tasks weighted
greater than 10%;

completing and submitting the BEST spreadsheet;

analysing the distribution of grades in the unit plus and completing a grade
distribution report;

coordinating, and liaising with other academics/ teaching associates involved
in the delivery of the unit;

coordinating staff and overseeing the delivery of the unit where offered across
multiple campuses;

dealing withresponding to student complaints related to teaching and
assessment in the unit;

ensuring that the unit is reviewed/evaluated as required by policy. This entails
preparing a report at the end of semester, commenting on SETU feedback
Commented [MU3]: Only acctg
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from students; suggested improvements; and reporting on the outcomes of
improvements made; and

contribute to assurance of learning and continuous improvement processes
related to such mechanisms as Achievement Matters, for instance.
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Commented [MU4]: ??
Department of Accounting
Information Booklet for Chief Examiners
Schedule of Activities to Support Teaching Commitments
Timeframe
September of
previous year
Three months before
semester
6 – 8 weeks prior to
semester
Over the 3 weeks
prior to semester
Orientation week
Week 1
End Week 2
Throughout semester
Activity
 Contact timetabling to confirm classroom space requirements for the
next year – buseco-timetabling.acc@monash.edu
 Contact bookshop to order textbooks – online order form
 Prepare Unit Guide and submit for approval
 Preparation of unit guide also requires scheduling of assessment tasks.
Therefore the following need to be considered:
o
Public holiday dates
o
Religious holiday dates to ensure don’t clash with tests
o
If appropriate, apply to hold mid-semester test outside class time
 Set up recording of lectures through MULO if appropriate
 Complete Update library reading list for withany additional resources
and readings required
 Confirm staffing arrangements for units – do you need to find and seek
approval for other teaching associates?
 Check teaching associate preferences; allocate staff to each stream or
tutorial
 Ensure you and other staff have Allocate+ access
 Advise details of teaching associates to Deputy Head and HR (Edward
Louey)
 If appropriate, apply for additional workshops/voluntary tutorials
 Access Moodle site for unit and do the following:
 Add Moodle access for staff
 Update site to ensure relevant items are hidden prior to student access
 Update Check lecture slides (may beand continuously throughout
semester)
 Update tutorial program and solutions
 Add welcome message to Moodle
 Hold teaching team meeting to discuss requirements for the semester
 Check public holiday dates and make alternative arrangements with
timetabling staff for classes that fall on a public holiday
 Upload specific assignment requirements to Moodle
 Schedule rooms for voluntary workshops/tutorials, if appropriate
 Speak to library learning skills unit about appropriate support
workshops for students and advertise on Moodle (e.g. preparing for
assignment, note-taking, exam preparation etc.)
 Promote other programs as appropriate, such as Conversational English
Programs
 Confirm classes and venues; as last day to add subjects is end Week 2
 Confirm venues for mid-semester tests if approved to be held outside
class time
 Update and upload weekly tutorial/self-assessment question solutions
 Update and upload lecture materials as appropriate
 Update and upload weekly tutorial/self-assessment question solutions
 Update and upload lecture materials as appropriate
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Commented [MU5]: acc
Commented [MU6]: there’s a calendar somewhere on the
intranet but I cant find it
Commented [MU7]: acc
Commented [MU8]: ac only
Commented [MU9]: acc
Department of Accounting
Information Booklet for Chief Examiners
 Update in-class exercises and solutions
Timeframe
Throughout semester
cont’d
Week 4-6
Week 6-8
Week 12
SwotVac and
Examination Period
Following semester
Activity
 Prepare mid-semester tests and solutions – ensure reviewed by other
teaching staff
 Arrange printing of mid-semester tests at least two weeks before
required
 Weekly approval of timesheets for teaching associates when prompted
by payroll system (through ESS Administrative function)
 Regular consultation with students
 Arrange teaching associates to invigilate mid-semester tests as
appropriate
 Arrange marking of assessment tasks as appropriate
 Moderate marking of all assessment tasks for consistency
 Independent remarking of failed internal assessment tasks weighted
more than 10%
 Ensure all staff are registered for SETU evaluations when prompted by
administrative team
 Prepare main and deferred exam and solutions; have reviewed; make
amendments as appropriate
 Submit exam and solutions for proof reading within timelines advised
by administrative team
 Organise exam consultation timetable and make available to students
 Finalise marks for internal assessment tasks
 Obtain class list and BEST spreadsheet template
 Import class list and internal assessment marks into BEST
 Coordinate marking of exams
 Meet with markers early in the marking timeframe to review
reasonableness and address any issues early
 Second mark failed exam papers and a random selection of others to
ensure consistency, or arrange someone to second mark exam papers
(needs to be someone who did not mark these questions initially)
 Complete BEST spreadsheet with results
 Record individual question marks for each paper, either in BEST
spreadsheet or a separate sheet (if large number of students can seek
assistance from administrative team)
 Prepare Grade Distribution Report
 Submit results by deadline advised by administrative team
 Review unit evaluations and open-ended comments when received and
take action as appropriate
 Prepare End of Semester report
 Determine appropriate actions to review and enhance unit offering
 Prepare multi-campus checklist, if appropriate
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Commented [MU10]: acc
Commented [MU11]: Better to do this together with results,
isn’t it? (although SETU won’t be included if so)
Department of Accounting
Information Booklet for Chief Examiners
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Teaching
Text books and Reading Lists
Staff need to advise their relevant bookshop details of any prescribed textbooks a
number ofseveral months prior to the commencement of semester to ensure they are
available to students upon commencement of the semester. Different contractors run
each bookshop for the university, so different orders will need to be placed for each
campus. The Bookshop will require details about of prescribed textbooks or other
resources, the unit details (code and name) and approximate number of students
enrolled. Online submission links are provided for all bookshops, however you can
also email details to the relevant bookshop.
To submit text lists for Peninsula, Caulfield and City use the following link:
http://submission.thecampusbookstore.com.
Alternatively the information can be emailed to:
textbuyer@thecampusbookstore.com.
To submit text lists for Berwick and Clayton units use the following link:
http://www.retail.monash.edu.au/staff
Alternatively email to:
Berwick campus: textbuyer.berwick@monash.edu
Clayton campus: textbuyer@monash.edu
Cut off dates for orders are:
Semester 1: End October the previous year
Semester 2: End April
If you require students to read journal articles, chapters of additional texts that are
not prescribed, or digitised versions of additional resources (e.g. news articles), to
comply with copyright restrictions, these are to be made available to students via an
online library reading list, in which the library embeds links to the relevant resources.
This information should be provided to the library 6-8 weeks prior to the
commencement of semester, though the library team are generally very amenable to
changes closer to the start of semester if necessary.
For information on ordering and digitising reading lists, please refer to the following
link for details of the relevant Reading and Reserve Services staff for your campus:
http://www.monash.edu/library/about/contacts/rrs
Unit Guide
The Unit Guide is our contract with the student. It is prepared before the start of each
semester, and must be consistent with information outlined in the Handbook.
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The Unit Guide must be made available to students on the Learning Management
System (Moodle) by the start of Week 0 each semester at the latest. The Unit Guide
includes: a timetable for the unit delivery, topics, recommended and prescribed
resources, assessment submission dates, word limits and requirements for
presentation. If there is provision for some negotiation of assessment tasks (e.g.
allowing students to nominate topics) the procedures for this negotiation shall must
be clearly stated. If assessment tasks are group activities then methods for
managing groups or teams also need to be outlined in the Unit Guide. How group
conflicts should be addressed should also be included.
Date of any class test(s), and the dates on which any assignments will be distributed
and due must also be outlined in the Unit Guide.
At the present time, unit guides are prepared on the online Unit Guide Editor, which
is available at:
https://unit-guide-editor.monash.edu.au/buseco/.
A new unit guide editing system is anticipated to be in use for 2016, with further
details available at a later date.
Assessment
Assessment is guided by a range of policies and procedures. These include:
The University Assessment oif Coursework Units Policy:
http://policy.monash.edu.au/policybank/academic/education/assessment/assessment-in-coursework-units-policy.html
The University Unit Assessment Procedures
http://policy.monash.edu.au/policy-bank/academic/education/assessment/unitassessment-procedures.html
The Faculty Assessment Policy
http://www.buseco.monash.edu.au/esg/agu/policies/assessment.html
Group Assessment Guidelines:
http://www.buseco.monash.edu.au/esg/agu/policies/group-assess-guidelinesrevised-mar2013.pdf
The Chief Examiner, together in consultation with the unit teaching team, are is
responsible for developing the assessment regime, keeping in mind principles of
good assessment practice outlined in the Assessment in Coursework Units Policy,
requirements for assurance of learning, developing and assessing graduate
attributes and accounting threshold learning outcomes.
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When group assessment tasks are set, the above Group Assessment Guidelines
should be followed, which include providing mechanisms to assess the development
of teamwork and the team process, not just the outcome of that process.
Examinations
Department contact information:
Janine Alexander ext. 32526
Chelsea Stevens ext. 31089
Email:
buseco-exams.acc@monash.edu
Commented [MU13]: acc
Examination papers
Under the university Unit Assessment Procedures, a number of general principles
are provided. These include:

Exams must contain questions that assess the unit learning outcomes, and must
contain an indicative breakdown of marks across all examination questions and
sub-questions (if used). A mixture of question types should be included to reflect
the variationdifferences in learning outcomes. These might include calculations,
and written answers requiring analysis, interpretation or synthesis.

Exams must be reviewed by a staff member other than the Chief Examiner for
accuracy, level of difficulty, balance and conformity to the objectives for the unit.
(A reviewer is nominated every semester by the Deputy Head of Department.)

The exam paper must be prepared on the appropriate template, provided by
administrative staff early in the semester.

Where deferred or supplementary exam papers are produced, while the content,
question formats and level of difficulty of the exam papers should be consistent
equivalent with the main paper, but there must also be sufficient variation in the
papers to maintain integrity. As a guide these main and deferred papers should
be no more than 30% equivalentsimilar.

Consistency of marking across papers must be ensured by the Chief Examiner.
Possible approaches might include using the same assessor to mark the same
question across all papers; second marking by a different assessor of a selected
sample of questions.

All papers must be blind marked.

When exam papers are submitted electronically, they should be protected by a
password that is communicated to the recipient by a different mechanism from
the paper itself; for example an emailed exam paper could have the password
transmitted in hard copy or by voicemail.
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Commented [MU14]: acc
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
Information Booklet for Chief Examiners
All failed papers must be independently remarked to ensure the marking scheme
has been applied appropriately, all questions and parts of questions have been
marked, and no errors have been made, for instance through failure to consider
consequential errors.
This process ensures that no fail grades can be
successfully challenged by a student.
In addition to the examination, model solutions for the examination questions must
be prepared and approved by the same staff memberChief Examiner. A list of Chief
Examiners and moderators for each semester are available on the staff intranet prior
to each semester commencing.
Commented [MU15]: need definition of role and responsibility
The department has a quality assurance process in place where all exam papers,
once submitted to the department exam coordinators (see above contact details),
are formatted in line with department and Examinations guidelines and proofread.
Exam coordinators then liaise with Chief Examiners regarding any of the proof
reader’s suggested changes until the final exam papers are ready for submission to
Eexaminations Bbranch.
Storage of examination papers
All examination scripts must be stored securely. They must be retained for at least
six months after the final result is published. They should be stored centrally in
locked cupboards or storage rooms provided by the department for this purpose.
Staff members are discouraged from storing examination papers in their office. If
they do so, they must be in a locked cupboard.
Exam viewing by students after results released
Upon request, students will be given access to their paper via an exam viewing
session at the end of each semester. The department does not offer students the
option to purchase a copy of their exam script.
Students from Caulfield and Clayton must first complete an online Application to
Sight Examination Script, which will be available from the official result release date
of each semester. Please do not offer alternative dates for viewing a paper. If you
would like to give a student an alternative, the responsibility lies with Chief
Examiners to make themselves available for the session. Students studying at
Berwick and Peninsula are arrangedmake arangements directly with their lecturer at
the campus on which the unit was offered.
Details are provided at the following link:
http://www.buseco.monash.edu.au/acc/student/exam-view/index.html
Commented [MU17]: acc
For units offered at Clayton and Caulfield, once applications close, Chief Examiners
will be provided with a list of students who have requested to review their
examination; and these papers should be provided to the administrative team by the
date indicated.
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Commented [MU16]: this implies the CE is present. Other
depts. (eg Marketing) do not require CE attendance during exam
viewing. Students can request a subsequent meeting with the CE to
obtain general advice, usually (but not always) without the exam
script to avoid unproductive attempts at negotiating mark
adjustments. I think this is preferable, but that’s a personal opinion.
Commented [MU18]: this is inconsistent with the desirable
practice of not storing exam scripts in academics offices
Department of Accounting
Information Booklet for Chief Examiners
Each exam script must contain a copy of the exam paper for students to
review. During the viewing sessions students will not be allowed to discuss their
paper with another student. They are also not permitted to take copies of their paper
(e.g. by taking photos of them). If a student has any enquiries regarding their paper,
they will be advised in the first instance to put their concerns in writing (email) to the
Chief Examiner. Students should be provided with the opportunity to discuss their
performance, if necessary, after they have reviewed their exam.
Commented [MU19]: I don’t think this is standard practice
across the Faculty – the dept of marketing doesn’t
Results and Grade Distribution Reports
Board of Examiner’s Software Tool (BEST)
The Board of Examiner's Software Tool (BEST) is an enhanced excel spreadsheet
for use in managing student’s results for unit assessment. BEST aims to provide a
generic tool for the recording and reporting of results, and for assisting to prepare
Grade Distribution Reports.
The tool allows import of Callista and Allocate+ information, configuration of grading
for assessments and the entering of results. Final marks, grade distribution and
some fail analysis data is generated dynamically. The system provides tools for
individual and bulk grade manipulation. Final marks can be exported for electronic
upload to Callista.
Download BEST
Commented [MU20]: Acc only.
The BEST spreadsheet is incompatible with Macs. Therefore Mac users should
access use a PC to prepare their spreadsheet. The BEST template can be
downloaded from the following link:

BEST Spreadsheet
BEST Training


BEST Instruction Manual V1.11
BEST Quick Reference Guide
Some common issues to consider when completing the BEST spreadsheet:
1. Any spreadsheets used to record within-semester results need to be
in .xls format (i.e. Excel 97-2003 format), NOT .xlsx format as BEST will
not be able to read .xlsx versions when attempting to import.
2. If you record within-semester results for multiple classes on multiple
spreadsheets, all need to be combined onto ONE sheet prior to upload
(with no blank rows between classes). BEST will ignore multiple sheets
in the workbook.
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3. Make sure something is in cell A1 or BEST will not import.
4. Student IDd must be the first column of data
5. Marks for each student have to be in columns D to M
(otherwise BEST will not import the column of marks)
6. The column headings for internal marks in BEST should be EXACTLY
the same as the headings in the tutor file.
7. Be very aware that if you use the overwrite option when importing, you
may lose data if a student has performed some internal tasks with one
tutor and then changed tutes and performed further internal tasks with a
different tutor.
Commented [MU21]: This must be reworded to guide staff in
how to avoid the problem!
Grade Distribution Reports (GDRs)
The Deputy Dean (Education) holds the delegated authority of the Dean to approve
grade distribution guidelines for the faculty.
In accordance with Section H.6 of the Unit Assessment Procedures, the faculty has
an indicative grade distribution, which has been benchmarked against available data
from Monash and the University of Melbourne. It is important to note that the grade
distribution is a guideline. Examiners are not expected to mark to the curve.
However, the faculty monitors variations from the indicative grade distribution at the
two extremes, namely the HD and N grade ranges, and requires Chief Examiners to
report on variances.
Chief Examiners are required to report to the Board of Examiners:



for all units where the proportion of HD grades is less than 5%;
for first year units where the proportion of N grades is greater than 17%;
for all other units where the proportion of N grades is greater than 15%.
In doing so Chief Examiners should indicate reasons they believe students
performed in the way the results suggest. This could include support mechanisms
provided to students, student engagement with the subject (and mechanisms the
teaching team propose to implement in future to assist in addressing any of these
issues). Merely indicating the results are consistent with prior years/semesters is not
sufficient.
Result Amendments
Any requests for amendments to student results made after the Board of Examiners
meeting must be approved by the Chair of the Board of Examiners. Appropriate
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forms are provided on the Department intranet. There must be a full and detailed
explanation for the request for amended result amendment on this form, together
with an indication of the strategy/ strategies undertaken to avoid the problem from
arising in the future. The Chair of the Board of Examiners will not approve result
amendments if insufficient grounds are not provided.
Timetabling
Commented [MU22]: acc
Department contact information:
Caulfield and Clayton Campuses:
Janine Alexander ext. 32526
Chelsea Stevens ext. 31089
Email:
buseco-timetabling.acc@monash.edu
Berwick Campus:
Jan Ottrey
ext. 47106
Email: Jan.Ottrey@monash.edu
Peninsula Campus
Narelle Krueger
ext. 44074
Email:
Narelle.Krueger@monash.edu
Chief examiners are responsible for the following:
 Provide full and accurate information on specific timetable requirements for each
unit (this will usually occur in September/October the previous year);

Read and check the timetable for each unit they are involved in when it is first
published and advise of any problems;

Educate students to check the timetable for any amendments before the start of
semester.
MUTTS
Unit timetables can be found on the Monash University TimeTable System (MUTTS)
To access MUTTS use the following link and log on using your staff authcate and
password
https://mutts.timetable.monash.edu/MUTTS/
Click on the relevant year Timetable (e.g. 2015 Timetable) >View by Unit >Type in
unit number in Units cell >Click Search > select relevant unit offering from the box on
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left (e.g. day, evening, S1, S2) > use the arrow to move to the box on the right >
Click ‘View Grid Timetable’ or ‘View flat timetable’ to view your timetable.
MUTTS also provides staff with location information. This is useful if a staff member
needs a room with specific equipment, or is timetabled to teach in a particular venue
and would like more detailed information.
Click on location information, choose the campus and MUTTS will provide
information such as the capacity, and information to gauge the suitability, such as if
the venue has a computer, data projector and whiteboard etc.
Allocate +
Allocate + is the one stop shop to see your class plan sizes, class lists, photo lists,
tutorial and lecture allocations.
To access Allocate + use the following link and log on using your staff authcate and
password
https://allocate.timetable.monash.edu/aplus-2015/admin/adminLogin.do
Ad Hoc Room bookings
There may be occasions when ad-hoc room bookings may be required throughout
the year for example: workshops, within semester tests and Easter replacement
activities. These should be arranged by discussing with the relevant timetabling staff
at each relevant campus.
Student Evaluations of Teachingers and Units (SETU)
Student Evaluation of Teaching and Units (SETU) is a teaching and unit evaluation
survey administered in each unit, each semester. It is designed to assist in
improving learning and teaching by recognising outstanding units so that successful
practices can be examined and disseminated. It enables the departmentstaff to
identify where improvement needs to be made to ensure a quality education
experience.
The University’s Evaluation of teachingers and units policy is set out at:
http://www.opq.monash.edu.au/mqu/evaluations/setu/index.html
It is department policy that each semester all units being taught and all teachers
(academic staff and Teaching Associates) will be evaluated.
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Informal Student Evaluations of Teachers and Units (iSETU). A self-administered,
informal evaluation of teaching will be available to be used prior to week 6 of
semester and by staff not included in the SETU process. This will consist of four
open-ended questions and one closed question.
Details can be found at
http://www.opq.monash.edu.au/mqu/evaluations/setu/index.html
It is important that Chief Examiners ensure all teaching staff are recorded for the
purposes of SETU administration.
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Commented [MU23]: this is inconsistent with the dept policy
that all teaching staff be evaluated
ITEM 7.6
Faculty Grading Descriptors Table
Examples of grades and corresponding achievement levels are shown in the following table.
HD
High Distinction
80 - 100%
D
Distinction
70 -79%
C
Credit
60 - 69%
P
Pass
50 - 59%
N
Fail
0 - 49%
General
Description
Outstanding or
exceptional work
in terms of
understanding,
interpretation
and
presentation.
A very high
standard of work
which
demonstrates
originality and
insight.
Demonstrates a
high level of
understanding
and presentation
and a degree of
originality and
insight.
Satisfies the
minimum
requirements.
Fails to satisfy
the minimum
requirements.
Reading
Strong evidence
of independent
reading beyond
core texts and
materials.
Evidence of
reading beyond
core texts and
materials.
Thorough
understanding of
core texts and
materials.
Evidence of
having read core
texts and
materials.
Very little
evidence of
having read any
of the core texts
and materials.
Knowledge
of topic
Demonstrates
insight,
awareness and
understanding of
deeper and more
subtle aspects of
the topic. Ability
to consider topic
in the broader
context of the
discipline.
Evidence of an
awareness and
understanding of
deeper and more
subtle aspects of
the topic.
Sound
knowledge of
principles and
concepts.
Knowledge of
principles and
concepts at least
adequate to
communicate
intelligently in the
topic and to
serve as a basis
for further study.
Scant knowledge
of principles and
concepts.
Articulation
of argument
Demonstrates
imagination or
flair.
Demonstrates
originality and
independent
thought.
Evidence of
imagination of
flair. Evidence of
originality and
independent
thought.
Well-reasoned
argument based
on broad
evidence.
Sound argument
based on
evidence.
Very little
evidence of
ability to
construct
coherent
argument.
Analytical
and
evaluative
skills
Highly developed
analytical and
evaluative skills
Clear evidence
of analytical and
evaluative skills.
Evidence of
analytical and
evaluative skills
Some evidence
of analytical and
evaluative skills.
Very little
evidence of
analytical and
evaluative skills.
Problem
solving
Ability to solve
very challenging
problems.
Ability to solve
non-routine
problems.
Ability to use and
apply
fundamental
concepts and
skills.
Adequate
problem-solving
skills.
Very little
evidence of
problem-solving
skills.
Expression
and
presentation
appropriate
to the
discipline
Highly developed
skills in
expression and
presentation.
Well-developed
skills in
expression and
presentation.
Good skills in
expression and
presentation.
Accurate and
consistent
acknowledgeme
nt of sources.
Adequate skills
in expression
and
presentation.
Inadequate skills
in expression
and
presentation.
Inaccurate and
inconsistent
acknowledgeme
nt of sources.
We expect different levels of demonstrated performance of a first year student to obtain an HD, as compared to a
Masters student
153
•
•
•
We should broadly communicate the different levels of demonstration at the different levels
Guide staff further to using the spectrum of marks available
Guide students further to see a needed enhancement in demonstration at each year level
Gradation of Grades and Criteria Dependent upon Year Level
Expected Performance Spectrum
1st Year
N
2nd Year
P
C
D
HD
N
P
C
D
HD
N
P
C
D
HD
N
P
C
D
3rd Year
HonoursMasters
HD
Examples of grades and corresponding achievement levels are shown in the following table.
First Year Achievement Levels
Second Year Achievement Levels
Third Year Achievement Levels
Honours/Masters Year Achievement Levels
General
Description
Reading
Reading
masters
year High
Distinction
Reading
masters
year
Distinction
Reading
masters
year Credit
Reading
masters
year
Pass
Knowledge
of topic…
154
Reading
third
year
Pass
Reading
second
year
Pass
Reading
first year
Pass
Reading
first year
Fail
155