2011
Master of Social Practice,
Postgraduate Diploma in Social Practice,
Postgraduate Certificate in Social Practice
Faculty of Social and Health Sciences
Department of Social Practice Student Handbook
TABLE OF CONTENTS
1.
Introduction And Welcome..........................................................................3
2.
Master Of Social Practice Staff – 2011 .......................................................4
3.
Timetables ................................................................................................ 17
4.
Overview................................................................................................... 19
5.
Academic Quality Management Structure ................................................ 19
6.
Programme Committee ............................................................................ 20
7.
Student Assistance & Communication ...................................................... 20
8.
The Master In Social Practice ................................................................... 22
9.
Graduate Profile ....................................................................................... 25
10.
Postgraduate Diploma In Social Practice ................................................. 27
11.
Postgraduate Certificate In Social Practice............................................... 27
12.
Courses Aims .......................................................................................... 28
12.1
CSTU8001 Te Tiriti O Waitangi And Social Practice In Aotearoa/New Zealand .......... 28
12.2
CSTU8002 Transdisciplinary Research........................................................................ 28
12.3
CSTU9003 Research Thesis ........................................................................................ 28
12.4
CSTU8004 Spirituality And Social Practice .................................................................. 28
12.5
CSTU8005 The Politics Of Talk .................................................................................... 28
12.6
CSTU8006 Social Change And Social Policy ............................................................... 28
12.7
CSTU8007 Social Practice, Gender Studies And Feminist Theories ........................... 28
12.8
CSTU8008 Kaupapa Maori Praxis ................................................................................ 28
12.9
CSTU8009 Transcultural Social Practice ..................................................................... 28
12.10
CSTU8010 Capacity Building For Social Practice ........................................................ 29
12.11
CSTU8011 Contemporary Issues In The Management Of Community Organisations 29
12.12
CSTU8012 Supervision ................................................................................................ 29
12.13
CSTU8013 Reflecting On Practice ............................................................................... 29
12.14
CSTU8014 Theorising Practice .................................................................................... 29
12.15
CSTU8015 Negotiated Study ....................................................................................... 29
12.16
CSTU8018 : Narrative And Collaborative Styles In Counselling And Community Work:
The Ideas And The Practices (An Introduction) ......................................................................... 29
13.
Methods Of Delivery, Selection And Work Experience ............................. 30
14.
Assessment .............................................................................................. 31
15.
APA In-Text Reference Style Sheet (6th Edition) ...................................... 33
16.
Moderation................................................................................................ 42
17.
Course Regulations .................................................................................. 42
19.
Table 1: Course Grades ........................................................................... 49
1
20.
Progress Through Qualification ................................................................ 51
21.
Special Assessment Circumstances......................................................... 53
22.
Appeals Against Decisions For Thesis, Dissertation Or ........................... 54
23.
Grievance Procedures .............................................................................. 55
24.
Misconduct (Taken From The Student Disciplinary Statute) ..................... 55
25.
Student Responsibilities ........................................................................... 56
26.
Programme Evaluation ............................................................................. 57
27.
USU: Students’ Association At Unitec ...................................................... 58
28.
Need Help?............................................................................................... 58
29.
Health And Safety..................................................................................... 60
30.
FAQs ........................................................................................................ 62
2
1.
INTRODUCTION AND WELCOME
Nau mai Haere mai ki Te Whare Wanaga O Wairaka, ki raro hoki i nga manaakitanga o te
Atua. Kia kaha, kia toa, kia manawanui.
The Masters degree in Social Practice, (incorporating the Postgraduate Diploma and
Postgraduate Certificate in Social Practice) has immediate relevance to the current and
future needs for effective social practice in Aotearoa/New Zealand. The programmes have
been developed primarily for advanced practitioners who need to be able to make
informed, ethical and integrated responses to the complex situations they encounter and
to provide on-going professional development opportunities for social practitioners. The
social practice postgraduate programmes challenge the traditional concept of further
specialisation within a particular discipline. Building on the Bachelor of Social Practice
philosophy of interdisciplinary practice, new ways of conceptualising the role of an
advanced and flexible, transdisciplinary practitioner are explored. The programmes are
predicated on the assumption that students have a thorough grounding in their initial
professional discipline. This expertise will form the context for reflective and collaborative
learning, theorising and research for advanced transdisciplinary practice. Prior experience
will create a springboard for students to both extrapolate and critically evaluate diverse
theories and practices. The focus of this ongoing critique will be driven by the ethics of
social justice.
Students will include qualified and experienced practitioners in disciplines such as social
work, counselling, community development, nursing and teaching. They will be employed
or experienced in a range of settings such as statutory agencies, non-governmental
organisations, health and mental health care, care of the elderly and counselling
agencies.
The Master of Social Practice (and the Postgraduate Diploma and Certificate in
Social Practice) programmes aim to:
•
•
•
•
•
•
•
enhance advanced practitioners’ abilities to reflect on and theorise practice in the
context of social justice and the wider policy issues of social practice;
develop advanced practitioners’ research skills and knowledge predicated on the
principles of social justice and community collaboration;
empower students through the development of deeper understanding of concepts,
issues and relationships to exercise leadership in promoting the well-being of
individuals, families and communities;
provide a transdisciplinary context for students to develop their understanding and
strategies for working across traditional lines of programmes, agencies, disciplines
and cultures;
enhance advanced practitioners’ abilities to work confidently with individuals, families
and communities in the cultural contexts of New Zealand;
develop competence to identify and work with the multiple facets of a situation and to
follow a problem wherever it leads rather than making it fit an established or preferred
paradigm; and
enable the advanced practitioner to enhance their own specialist knowledge by
recognising its wider application
We are confident that your period of study on the postgraduate programmes will enhance
your skills, knowledge and competencies and reflective and critical practice in the ever
changing contexts of contemporary Aotearoa New Zealand and international social practice.
Dr Helene Connor, Programme Leader
3
2.
MASTER OF SOCIAL PRACTICE STAFF – 2011
Academic and Professional Qualifications
Bachelor of Social Work, Massey University
Bachelor of Divinity, (Distinction) University of Otago
Post Grad. Dip. in Arts in Social Work, Massey University
CQSW
Membership of Professional Organisations
Aotearoa NZ Association of Social Workers
David McNabb
Professional and Industry Experience
Head of Department
Phone
09 815 4321 ext 5024
Mobile
021 820 723
Email
dmcnabb@unitec.ac.nz
1999-2009 Social Work Professional Leader and Social
Work Practitioner, Mental Health Services Auckland District
Health Board (ADHB).
1992-2002 Social Work Consultant, Self Employed. Social
work consultant; consultant supervision; education and
training; social service agency development and consultancy;
facilitation; individual, couple and family counselling (ACC,
Family Court).
1984-1999 Social Worker, Child Youth and Family
Palmerston North (1984-1985) and Hamilton (1987-1999).
1978 Community Worker, Community Volunteers Inc.,
Christchurch.
Involvement with ANZASW includes the roles of: National
President; Chair, Course Approval Board (CAB) and
Chair, CAB visits to: the University of Otago, Unitec, and the
University of Auckland; National Competency Assessor
Areas of research interest
My research interests focus on the development of
professional social work and the workplace context, social work
education and programme approval, social work and mental
health services, social work leadership, and clinical
governance and quality improvement in health services.
4
Helene Connor
Academic and Professional Qualifications
PhD, University of Auckland
M.Ed (1st Class Honours) University of Auckland
Postgraduate Diploma Women’s Studies, Massey University
Diploma of Teaching, Auckland College of Education
BA, University of Auckland
Registered Psychiatric Nurse
Professional and Industry Experience
Programme Leader
Master of Social Practice
Phone Number:
•
•
•
•
09-815 4321 ext 5010
Or ext 8076
•
•
E-Mail:
hconnor@unitec.ac.nz
•
•
Ko Taranaki toku maunga
Ko Waitara toku awa
Ko Owae Whaitara toku
marae
Ko Tokomaru toku waka
Ko Te Atiawa me Ngati
Ruanui oku iwi
Ko Ngati Rahiri me Ngati
Te Whiti oku hapu
Ko Helene Connor toku
ingoa
Lecturer: UNITEC Department of Social Practice
Qualitative Researcher: South Auckland Mental Health
Research Unit
Lecturer: Women’s Studies Department University of
Auckland
Equity Coordinator Maori/Pacific Island Liaison: University
of Auckland
Publisher: New Zealand Books in Print
Lecturer: Re Rapunga o Poutama Work and Education
Trust, Auckland
Secondary School Teacher, Auckland
Registered Psychiatric Nurse. Auckland.
Areas of Research Interest
Exploring constructions of identity, which legitimate a
multiethnic identity and the intersections between gender and
ethnicity and cultural representation. Oral/life histories and
narrative and auto/biographical research.
5
Personal Statement and Areas of Research Interest
Over the last thirty years, I have been drawn to the mysteries
and vagaries of language, the creation and maintenance of
change within the unique context provided by the therapeutic
relationship and the enactment of justice and compassion within
the therapeutic relationship.
Johnella Bird
Part-time Lecturer
Each one of these passions has its roots firmly planted in the
whisperings of generations past and the louder memories and
stories of childhood. The community I lived in as a child was
geographically isolated by horizon defining folds of mountain
ranges that plateaued briefly before the sea. It was here that
fortunes were often hard won and loosely lost. I mention my
childhood because the resources and values that have enabled
my pursuit of therapeutic ideas and practices developed within
my extended family living in this unique environment; a place of
laughter, appreciation of language, conversations on justice and
compassion, demonstrations of the importance of love and
connection, and a steady relationship with the possibility of injury
or death.
In 1976 I was employed as an ‘intern’ Child Psychotherapist and
gained membership of the Child & Adolescent Psychotherapist
Association in 1978. I have travelled a complex professional
path from 1978 to the present day.
This path is most readily accessed through my three books, ‘The
Heart’s Narrative’, ‘Talk That Sings’, and ‘Constructing The
Narrative In Super-vision’.
Another glimpse into the activities that presently occupy me can
be obtained through reviewing the Plenaries I gave between
2002 – 2007.
Plenaries 2007 - 2002.
2007
*
Therapeutic
Conversations
8:
Vancouver,
Canada: Title,
‘Creating Storylines In The Present Moment’,
*
Therapeutic Conversations 8: Toronto, Canada:
Title,
‘Creating Storylines In The Present Moment’,
2006
*
Relationships New Zealand Conference: Love,
Loyalty and Lust.
2005
*
The International Association Of Family Therapy
and The American Association Of Family
Therapy, Washington, U.S.A.
Title: ’Gimme Shelter But Don‘t Fence Me In’.
2003
*
Practice & Prevention Of Violence Conference:
Sydney, Australia. Title: Relational Talk’.
2002
*
Chicago Narrative Therapy Conference: Chicago,
U.S.A. Title: ‘Challenging Orthodoxy’.
*
The International Association Of Family Therapy:
Melbourne, Australia. Title: ‘To Do No Harm’.
6
Academic and Professional Qualifications
PhD, University of Auckland
MA (Hons), University of Auckland
BA, University of Auckland
Auckland Hospital Board Advanced Management Programme
Professional and Industry Experience
Lecturer
1998 1997 - 2004
1993 - 1996
1990-1993
Phone Number:
09-815 4321 ext 5071
1988-1989
Geoff Bridgman
E-Mail:
gbridgman@unitec.ac.nz
1984-1988
2001 2002 2004 -
Senior Lecturer
Director Mental Health Research & Development
Director of Research, Mental Health Foundation
Contract researcher and part-time Research
Officer,
Mental Health Foundation
Consultant/trainer for: IHC, Auckland College of
Education, Kelston School for the Deaf and World
Vision
Regional Advisor, Northern Region (IHC Service)
President and Vice-President, National illness
(Schizophrenia Fellowship) Auckland Branch
President and Vice-President , National Council,
Schizophrenia Fellowship
Member National Mental Health Advisory
Committee to the Ministry of Health
Areas of Research Interest
Maori, Pacific Nations, Deaf Consumer, Mental Health Issues,
Mental
health service developments. Service monitoring. Training
issues.
Impact of Television violence on children. Pornography, Analysis
of social services and systems.
7
Academic and Professional Qualifications
MCounselling, Waikato University
DipEd (Guidance & Counselling), Massey University
DipTchng
BA, Canterbury University
Membership of Professional Organisations
Aileen Cheshire
New Zealand Association of Counsellors (NZAC)
Lecturer &
Co-Coordinator of the
Counselling Major
Professional and Industry Experience
Phone Number:
09-815 4321 ext 5012
E-Mail:
acheshire@unitec.ac.nz
20022001Practice
2000
1991-2001
Private Practice
Part Time Lecturer Department of Social
Winston Churchill Fellow
School Counsellor
Workshops on Narrative Therapy and Antiharassment programmes
Publishing industry
Secondary School Teaching
1988-1991
1973-1988
8
Academic and Professional Qualifications
M.Sc in Development Practices, Oxford Brookes University
B.Ed., Massey University
DipTchng, Palmerston North Teacher’s College
Advanced Certificate in Adult Education, West Sussex Institute
of Higher Education
Sue Elliot
Lecturer
Membership of Professional Organisations
Australian Evaluation Society
Professional and Industry Experience
2000
1996-1999
1987-1995
1982-1987
1984-1987
1975-1979
Lecturer Unitec Department of Social Practice
Independent Consultant
Co-Director of NGO
Head of School of refugee Education
Adult Education Coordinator
ESOL Teacher
Primary and Secondary School Teacher
9
Academic and Professional Qualifications
DLitt (honoris causa) John F. Kennedy University Orinda
California USA
MA (Applied Social Studies) Warwick University UK
BA (Anthropology) University of Auckland
Diploma in Community Development (Distinction) (Edinburgh
University) UK,
CQSW (UK)
David Epston
Membership of Professional Organizations
New Zealand Association of Counsellors (NZAC)
Part-time Lecturer
Professional and Industry Experience
1999-2002
Studies
1995 -
1988-
Adjunct Professor UNITEC School of Community
Visiting Professor Graduate School of Professional
Psychology
John F Kennedy University California USA
Co-Director The Family Therapy Centre Westmere,
Auckland
Areas of Research Interest
Narrative Therapy. Developments in theory and practice with
special reference to children and young persons and their
families, schools and communities.
The development of an alternative approach to the problems of
'anorexia' and 'bulimia'. Relapse prevention with chronic severe
asthma in children and adolescents. Innovations in training and
consultation. Internet application.
10
Academic and Professional Qualifications
Ph.D., Stanford University, Department of Anthropology (1996)
M.A., University of Chicago, Department of Anthropology
(1991)
B.A., Boston University, University Professors Program (1998)
Professional and Industry Experience
Helen Gremillon
8
Associate Professor
8
Phone Number:
09-815 4321 ext 5137
4
E-mail:
hgremillon@unitec.ac.
8
nz
8
Peg Zeglin Brand Chair and Associate Professor of Gender
Studies,
Indiana University, Bloomington (U.S.A.)
Director of Graduate Studies, Gender Studies, Indiana
University,
Bloomington
Peg Zeglin Brand Chair and Assistant Professor of Gender
Studies,
Indiana University, Bloomington
Lecturer, Department of Anthropology, Stanford University.
Program in Cultures, Ideas, and Values.
Consultant, Narrative Therapy Training Workshops, San
Francisco,
CA
Areas of Research Interest
Feminist theories and gender studies, narrative therapy,
constructionist theories of the body and of sexualities, gender
and science, consumer culture, medical anthropology, and
feminist ethnographies. How conventional therapies for eating
disorders can unwittingly recreate the cultural conditions of the
problem.
11
Academic and Professional Qualifications
MA (Sociology)
Certificate in Community Studies, Auckland University
Diploma in Public Health (RSH)
Diploma in Professional Ethics
David Haigh
Lecturer
Membership of Professional Organisations
Grafton Residents Association
Auckland District Health Board
Unitec Ethics Committee
Newmarket Arts Trust
Social & Civic Policy Institute
Professional and Industry Experience
2006 1994 - 2005
1975 - 1991
1975 - 1991
1968 - 1975
Lecturer, Unitec in Not-for-Profit Management &
BSocP and MSocP
Consultant/Policy Analyst
Manager, Social and Economic Policy
Community Adviser, Auckland Regional Authority
Community Adviser, Manukau City Council
Areas of Research Interest
Research Community Development
Problem Gambling, Social impact assessment of gambling
Housing
Crime Prevention
12
Academic and Professional Qualifications
MPP (1st class hons) Massey University
LLB, University of Auckland
Dip. Soc. Sci (Social Policy and Social work)-DistinctionMassey University
Professional and Industry Experience
Ian Hyslop
2001-2004
Lecturer
1989-2001
Phone Number:
09-815 4321 ext 5006
1985-1989
1984-1985
E-Mail:
ihyslop@unitec.ac.nz
1981-1982
Practice manager, Child, Youth and Family,
Waitakere
Child, youth and Family, in various
capacities from generic social worker
through supervisor to practice consultant
Social Worker, Department of Social
Welfare, Otara Office, Auckland
Contract Report Writer Probation Service,
Department of Justice
Assistant Warden Emerson Bainbridge
House, West London Mission ex-offenders
hostel Stockwell
Areas of Research Interest
Empowering practice in child protection – how to walk the
talk. Structure and functioning of Practice Teams. The role
of the State in social service provision.
13
Academic and Professional Qualifications
MGuidCouns Massey University
MA (Hons) University of Auckland
DipEd Monash University, Melbourne
Membership of Professional Organisations
Dorothea Lewis
NZ Association of Counsellors
Lecturer and
Coordinator
Counselling Major
Professional and Industry Experience
Phone Number:
09-815 4321 ext 5011
2001
Fax: 09-815 4327
2002
2000
1998
E-Mail:
dlewis@unitec.ac.nz
1998-2001
Part Time Lecturer Unitec School of
Community Studies
Counsellor in private practice
Winston Churchill Fellow
Workshops on Narrative Therapy and
Anti-harassment programmes in
schools
School Counsellor, Selwyn College,
Auckland
Secondary School Teacher
Secondary School Teacher
1984-87
1975-81
14
Academic and Professional Qualifications
PhD Massey University
MSc University of Zagreb (Social Psychiatry)
BSW University of Zagreb
Membership of Professional Organisations
Ksenija Napan
The William Glasser Institute USA and New Zealand
Higher Education Research and Development Society of
Australasia incorporated
Senior Lecturer
Phone Number:
09-815 4321 ext 5080
Fax: 09-815 4327
E-Mail:
knapan@unitec.ac.nz
Professional and Industry Experience
Psychotherapy cybernetics Certified psychotherapist.
Advanced supervisor for reality therapy, choice theory and
quality management.
Instructor for the William Glasser Institute.
1998Senior Lecturer Unitec School of Community
1997 Tutor: Department of Social Policy and Social
Work Massey
University Albany, Auckland
1996-1997
Consultant supervisor for students on
placement
Department of Social Policy and Social Work
Massey University
1996 Relief Worker II-IC Respite Home North Shore
1990-1995
Lecturer in Social Work University of Zagreb
1989-1995
Professional Development Trainer for
psychotherapists, social workers,
nurses and other helping professions in Croatia
1989-1993
Psychotherapist and Counsellor in private
practice
1987-1990
Trainee Assistant Faculty of Law University
of
Zagreb
1985-1990
Counsellor-volunteer Red Cross
Organisation
Areas of Research Interest
"Integration of seemingly opposing polarities like science
and spirituality, order and chaos, internal and external,
individual and communal. Intercultural communication.
Collaborative learning and collaborative research
methodologies like cooperative inquiry, action research and
appreciative inquiry. Transformation, just practice, social
practice as a tool for improvement of quality of life."
15
Academic and Professional Qualifications
MTh Maryknoll School of Theology
Dip Soc.Sci. Massey University
BA University of Auckland
CQSW
Membership of Professional Organisation:
Gavin Rennie
Aotearoa NZ Association of Social Workers
Senior Lecturer
Professional and Industry Experience
Phone Number:
09-815 4321 ext 5070
Fax: 09-815 4327
E-Mail:
grennie@unitec.ac.nz
2002
2002 Head of School, UNITEC School of
Community Studies
Board member International Association of Schools of
Social Work (IASSW) Treasurer since 2006
1996 Chairperson, Aotearoa New Zealand
Association of Social Education
1992-1993 Member of NZCETTS Working party on
RPL
1990-1991 Self Employed Consultant
1990
National COGS Committee
1984-1991 Director, Friendship House, Manukau City,
Auckland
1988-1989 Chair, South Auckland COGS Committee
1982-1983 Community Adviser, Methodist Central
Mission, Auckland
1977-1982 Community Adviser, Waitemata City,
Auckland
1979
Past National Chair, Community
Volunteers
Areas of Research Interest
The impact of the free market on Church social
services. Church-State relations.
The links between social practice and theology.
The political activities of social workers.
16
3.
TIMETABLES
MASTER OF SOCIAL PRACTICE
(incorporating the PGDipSocP & PGCertSocP)
SEMESTER ONE TIMETABLE, 2011
SUMMER SCHOOL 2011
CSTU 8010-2300 Capacity Building for Social Practice
AIM: To
establish a critical understanding of the theories and practices of capacity building in community developments.
This course provides participants with the opportunity to evaluate current models and advance their skills in developing
models for capacity building for a range of communities and situations.
Lecturer: Gavin Rennie
Times: 9.30am-4.00pm
Dates: 11,12, 13 January and 15, 16, 17 February 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
MSocP Orientation, (incorporating the PGDipSocP & PGCertSocP)
Friday, 11 February 2011, Mt Albert campus Postgraduate Centre, 180 - 3022
CSTU 8002-2301 Transdisciplinarity research (Compulsory and prerequisite for research thesis)
AIM: To explore a range of research methodologies and identify and justify an appropriate methodology for a
transdisciplinary research project in the field of social practice.
Lecturers: Dr Geoff Bridgman and Associate Professor Helen Gremillion
Times: 9.30am-4.00pm
Dates: 11, 12 March; 8, 9 April; 13, 15 May; 10, 11 June; 8, 9 July 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8013-2302 Reflecting on Practice (Enrolment restricted to students in current practice)
AIM: To create a space for Advanced Practitioners to reflect on their practice based on Jan Fook’s structure:
How can professionals learn more easily from their own experience? How can critical reflection be performed in a
structured way? How can professionals maintain a critically reflective stance when contexts may be restrictive?
Lecturers: David Epston and Ksenija Napan
Times: 9.30am-4.00pm
Dates: 4, 5 March; 1, 2 April; 5, 6 May; 1, 2 July 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8023-3347 Social Analysis for Community Development
AIM: To explore the theory and practice of social analysis. This course provides participants the opportunity to
advance their knowledge and practice of social, economic and ethical analysis. The course will be of value to students
who wish to develop their skills in community development, policy analysis and not for profit management.
Lecturer: David Haigh
Times: 9.30am-4.00pm
Dates: 18, 19 March; 15, 16 April; 20, 21 May; 17, 18 June 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8024-3364 Human Rights, Social Justice and Advocacy Practice
AIM: Linking Human rights frameworks to advocacy the course will examine examples and practical possibilities for the
use of human rights as a powerful enabler of the practice of socially just advocacy. A range of practices, theories and
models of advocacy will also be critically examined.
Lecturers: Sue Elliot and David Kenkel
Times: 9.30am-4.00pm
Dates: 25, 26 February; 25, 26 March; 27, 28 May; 24, 25 June 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8015-2303 Negotiated Study (available both semesters)
AIM: To enable students to study an area of relevance and personal interest to his or her programme of study and
professional context that is not formally taught in the qualification. This area of interest may be a specialisation of a taught
topic or it may be study in a related discipline or field. This course is not timetabled as there are no lectures. Students
work one-on-one with a lecturer in the field of their negotiated study.
CSTU 9003-2304 (120 credits) and CSTU 9005-2306 (90 credits) Research Thesis
CSTU 9003ENR-2305
CSTU9005ENR-2307
(available both semesters)
AIM: To conduct a substantial piece of transdisciplinary research in a field of social practice
This course is not timetabled as there are no lectures. Students work one-on-one with a Principal and Associate
supervisor on their chosen research topic
17
MASTER OF SOCIAL PRACTICE
(incorporating the PGDipSocP & PGCertSocP)
SEMESTER TWO TIMETABLE, 2011
MSocP Orientation, (incorporating the PGDipSocP & PGCertSocP)
Friday, 15 July 2011, Mt Albert campus Postgraduate Centre
CSTU 8009-5982 Transcultural Social Practice
AIM: To explore concepts of cultural competence and processes for developing cultural competence.
To establish personal strategies for enhancing cultural competence and implementation of these in
a range of cultural contexts.
Lecturers: Dr Helene Connor, Dr Ksenija Napan, Faye Hunt-Ioane
Times: 9.30am-4.00pm
Dates: 12, 13 August; 9, 10 September; 14, 15 October 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8011-5984 Contemporary Issues in the Management of Community Organisations
AIM: To explore recent developments in the theory and practice of management of social practice
agencies in the community sector. This course gives participants the opportunity to evaluate and
advance their management styles and skills. A range of paradigms in management are explored
and evaluated as they relate to transdisciplinary practice.
Lecturers: Sue Elliot and David Haigh
Times: 9.30am-4.00pm
Dates: 22, 23 July; 26, 27 August; 23, 24 September; 28, 29 October 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8004-5986 Spirituality and Social Practice
AIM: To explore the meaning and relevance of spirituality in social practice, explore the social and
cultural constitution of spirituality by deconstructing ideas, beliefs and practices in order to enable
conversations about spirituality.
Lecturer: Dr Ksenija Napan
Times: 9.30am-4.00pm
Dates: 29, 30 July; 19, 29 August; 16, 17 September 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8022-5987 Advanced Child Protection Practice
AIM: To engage in a process of collaborative enquiry which considers the historical connections
between social work and social science in the humanist tradition and to explore policy options and
practice skills which promote solutions to the contemporary challenges for child protection practice
in Aotearoa / New Zealand.
Lecturer: Ian Hyslop
Times: 9.30am-4.00pm
Dates: 5, 6 August; 2, 3 September; 7, 8 October, 4, 5 November 2011
Venue: Postgraduate Centre, Mt Albert campus, 180 - 3022
CSTU 8015-5989 Negotiated Study (available both semesters)
AIM: To enable students to study an area of relevance and personal interest to his or her programme
of study and professional context that is not formally taught in the qualification. This area of interest
may be a specialisation of a taught topic or it may be study in a related discipline or field. This
course is not timetabled as there are no lectures. Students work one-on-one with a lecturer in the
field of their negotiated study.
CSTU 9003-5990 (120 credits) and CSTU 9005-5993 (90 credits) Research Thesis
CSTU9003ENR-5992
CSTU 9005ENR-5994
(available both semesters)
AIM: To conduct a substantial piece of transdisciplinary research in a field of social practice
This course is not timetabled as there are no lectures. Students work one-on-one with a Principal
and Associate supervisor on their chosen research topic
18
4.
OVERVIEW
Welcome to postgraduate study in Social Practice. The three postgraduate programmes
available for social practitioners at Unitec are:
•
•
•
Master of Social Practice
Postgraduate Diploma in Social Practice
Postgraduate Certificate in Social Practice
These programmes were accredited in 2004.
The full Masters programme consists of either four courses and a thesis, or six courses
and a smaller research component (dissertation).
The Postgraduate Diploma in Social Practice consists of four courses.
The Postgraduate Certificate in Social Practice consists of two courses with no
compulsory course.
Progression between the programmes is possible and subject to approval by programme
committee.
5.
ACADEMIC QUALITY MANAGEMENT STRUCTURE
Each programme/s is required to have a Programme Committee. Each Programme(s)
Committee shall be responsible to the Faculty of Social and Health Sciences Academic
Committee for ensuring that the curriculum is continually developed and maintained and is
relevant to the approved objectives of the Programme(s), and for enhancing and tracking
student retention, progress and success. In addition, each Programme(s) Committee shall
be responsible to the Faculty Academic Committee for:
ensuring that the Programme regulations and relevant sections of the Academic statute
are implemented;
• ensuring that the formal requirements of the Programme(s) and its courses are
communicated in written form to students;
• establishing and applying appropriate procedures for the admission, enrolment
and selection of Students to the Programme;
• considering and approving applications for Credit recognition for Course(s);
• excluding a Student from any Course for which it is responsible, including off-site
practical or work experience;
• ensuring the Programme(s) is/are regularly evaluated and include/s provision for
Student Course evaluations and external peer review;
• ensuring the maintenance of required standards of assessment and grading of
Students including setting up an efficient system for assessment and its
moderation;
• approving the suspension or extension of a regulation where a Student on a
postgraduate degree programme is prevented by ill health or other cause from
completing requirements within the maximum period of registration;
• formally approving Students' passes and grades for Courses other than Level 9 or
10 theses, dissertations or research projects and any subsequent amendments to
passes or grades;
19
• ensuring the fair treatment of Students in the awarding of credits;
• ensuring Student records are correctly maintained in accordance with Unitec’s
policies and procedures;
• recommending to the Academic Board the award of qualifications for Students who
have met the requirements for the award of a qualification set out in the
Programme’s regulations;
6.
PROGRAMME COMMITTEE
Who is on the Programme Committee?
•
•
•
•
•
•
•
the Programme Leader and/or Curriculum Leader;
any Heads of Department, or their delegates, who have responsibility for a
significant number of courses offered in the Programme(s);
one or more academic staff members who have a major teaching involvement in
the Programme(s);
an elected Student representative enrolled in the Programme(s);
additional members appointed by the Faculty Executive Dean as necessary;
the Programme Administrator; and
additional members co-opted by the Programme(s) Committee as necessary for a
defined period.
The Programme Leader and/or Curriculum Leader shall be responsible to the
Programme(s) Committee for the management of the Programme
The Student Member
The student member of the Programme Committee is usually the student year or student
from the relevant semester (one representative per student cohort) and may be elected by
the student body or asked to take on the role by the Programme Leader/Curriculum
Leader. The student’s role on the committee is to add the student perspective to the
committee discussions.
7.
STUDENT ASSISTANCE & COMMUNICATION
Students are encouraged to establish local peer study groups and to communicate with
each other in order to benefit from collaborative learning.
Your lecturers will welcome approaches for assistance. You can write, phone or email us,
or make an appointment to see us personally.
The Programme Leader and staff are located in Building 510 at Henderson. Some
teaching is held in Building 180, the Postgraduate Centre at Mt Albert and some courses
are offered at alternate cites.
Postal Address
Department of Social Practice
Attention Dr Helene Connor
Programme Leader
Master of Social Practice
Unitec New Zealand – Waitakere Campus
Private Bag 92025
AUCKLAND
20
For help with:
• a particular course
• your studies generally
• problems about assessments
• administrative matters, for
example enrolment, cross credits
• personal matters affecting your study
•
financial matters
Contact
Course Co-ordinator
Programme Leader
Course Co-ordinator
Student Central
Programme Leader or
Unitec counselling service
Student financial advisor or
Unitec counselling service
The Unitec Library
The library provides a comprehensive service to help you with your information needs for
your study. Resources such as books, videos and print journals are supplemented by
online databases providing access to approximately 7000 journal titles and 17 000
electronic books, which are available via the Internet. Professional library staff provide
training and help you with your research needs. Also available in the library are study
rooms, photocopiers, study space and computers for research.
Your liaison librarian can help if you need help finding information or learning to use the
library's resources. The liaison librarian for the Department of Social Practice is Fiona
Brooke (phone 815 4321, ext 5108, Email: fbrooke@unitec.ac.nz) and she is based at the
Waitakere library.
Items in high demand are usually available from the issues desk on short loan, and must
be used in the library. You may borrow other books for one month, but they may be
recalled from you if someone else wants them. You just need your student identity card to
borrow from the library.
The Main Library is open:
Monday - Thursday
Friday
Saturday
Waitakere Library
Monday - Thursday
Friday
Saturday
Sunday
8.00am - 9.00pm
8.00am - 5.00pm
9.00am - 4.30pm
8.30am - 8.00pm
8.00am - 5.00pm
10.00am - 4.00pm
10.00am - 4.00pm
Sunday (Semesters 1 & 2) 9.00am - 4.00pm (Shorter hours over the summer break.)
Phone: 815 4321, ext 5022 or 8625
Library staff are here to help you – please ask them for assistance, and see also our
guides and library webpage (http://www.Unitec.ac.nz/library) for further information.
The library offers a distance service to those who live outside of Auckland (ie north of
North Shore City, and south of Manukau city). Books and articles will be posted to you
upon request. Please see the library’s distance brochure for further information.
21
Phone
Fax
(09) 814 4185 (for general enquiries)
(09) 815 2903
On-Campus Services, Mount Albert Campus
Bookshop
Copy centre
Drop-in Centre Open Laboratory for Computer Users
Medical Centre
National bank (with Cashpoint facility)
Student Union Shop
Recreation Centre
Cafeterias/Food Hall
On-Campus Services, Waitakere Campus
Drop-in Centre Open Laboratory for Computer Users
Cafetarias/Food Hall located at Westfield, Henderson
8.
THE MASTER IN SOCIAL PRACTICE
Programme Overview
The Master of Social Practice is designed for graduates with a first degree in a social
science discipline or a related professional field, work or practical experience in an applied
setting and a commitment to extend their professional understandings and capabilities in
order to realise their potential as leaders within and across the various fields of social
practice.
Many students of the Master of Social Practice will have an awareness, from their initial
training and experience, of Te Tiriti o Waitangi and of tikanga Maori and of the
implications of these for professional practice.
Social Practice is an emergent discipline, blending core disciplines of social work,
counselling and community development and including broader input from the theories
and philosophies of disciplines such as Sociology, Economics, Political Science,
Philosophy, Psychology, Indigenous and Cultural Studies, Linguistics, and Organisational
and Systems Theory.
Social Practice aims to reduce the inherent imbalances in society through the
empowerment of individuals, families, groups and communities to enable them to realise
their potential and to address, manage and resolve the structural inequalities of society
that prevent this.
The clients of Social Practitioners will include a large number of Maori and non-Maori who
will need to work through issues relating to biculturalism in order to realise their potential.
Social Practice is highly important for migrant and refugee communities within New
Zealand. Greater understanding and respect for Te Tiriti o Waitangi gained through the
Master of Social Practice will enable Social Practitioners to support individuals, families,
groups and communities in the multicultural environment.
22
Programme Analysis
The Master of Social Practice programme will require students to complete 240 credits of
study at Level 8 and 9 of the National Qualifications Framework.
The programme will incorporate one compulsory courses: CSTU 8002 Transdisciplinary
Research (30 credits).
Students will undertake either a Research Thesis (120 credits) or a Dissertation (60
credits).
Further courses will be selected by students from a range of electives. Not all of these will
be offered every year by Unitec so students will need to plan their individual programme
carefully.
At the discretion of the Programme Committee up to 30 credits towards the Master of
Social Practice may be taken as courses offered by other schools of Unitec. This
provision does not apply to the Postgraduate Certificate or Postgraduate Diploma.
Coherence
All courses involve reflection on practice. Team teaching will ensure that students are
exposed to a variety of disciplines with the context of Social Practice.
The elective courses of the degree are aimed at offering students opportunities to select
their particular fields of interest and, through their reading, reflection and assessment
activities, apply and integrate relevant theories to their professional practices so as to
meet the aims of the programme philosophy. Pre-requisite study requirements have been
deliberately kept to a minimum to enable students to enter the programme at any point. It
is envisaged that many students will choose to enroll in the programme on a part-time
basis, perhaps treating the programme as part of their professional development.
Possible Student Pathways
Several possible student pathways are envisaged.
Students will be expected to discuss their individual programmes of study with the
programme director who will provide guidance on the selection of electives in relation to
students’ professional and research interests and the overall aims of the graduate profile.
Example One: A community development practitioner employed in a local authority
A useful pathway for this student would be to commence with the core, compulsory paper:
CSTU 8002
Transdisciplinary Research
The student could then proceed to the community development focused papers:
CSTU 8010
CSTU 8011
Capacity Building for Social Practice
Contemporary Issues in the Management of
Community Organisations
23
A useful complement to these papers would be
CSTU 8009
Transcultural Social Practice
The student would then be ready to undertake the 120 credit thesis:
CSTU 9003
Research thesis
This student would graduate with the:
Master of Social Practice
Example Two: A counsellor interested in some personal professional development
This student may be one who is initially interested in undertaking some post-graduate
study but not strongly focused on achieving a full Master of Social Practice qualification.
The initial enrolment could be in the Postgraduate Certificate in Social Practice working
with colleagues and others through two papers:
CSTU 8013
CSTU 8014
Reflecting on Practice
Theorising Practice
The student may at this stage choose to accept the award of:
Postgraduate Certificate in Social Practice
After some time applying and consolidating the newly enhanced competencies in work,
the student may choose to recommit to another bout of study and take some more papers.
At this stage it may be useful to take the compulsory paper and one other paper such as
a special topic with a counselling or narrative focus.
CSTU 8002
CSTU 8017
Transdisciplinary Research
Special Topic
The student may at this stage choose to accept the award of:
Postgraduate Diploma in Social Practice
To upgrade to a Master in Social Practice the student could then follow with a thesis
CSTU 9003
Research Thesis
This student would graduate with the:
Master of Social Practice
Example Three: A social worker with a strong bicultural focus
This student may be one who is initially interested in undertaking some postgraduate
study but not strongly focused on achieving a full Master of Social Practice qualification.
The initial enrolment could be in the Postgraduate Certificate in Social Practice working
with colleagues and others through two papers:
24
CSTU 8001
CSTU 8008
Te Tiriti o Waitangi and Social Practice in
Aotearoa/New Zealand
Kaupapa Maori Praxis
The student may at this stage choose to accept the award of:
Postgraduate Certificate in Social Practice
After some time applying and consolidating the newly enhanced competencies in work,
the student may choose to recommit to another bout of study and take some more papers.
At this stage it may be useful to take the compulsory paper for the Diploma and one other:
CSTU 8002
CSTU 8007
Transdisciplinary Research
Social Practice, Gender Studies and Feminist
Theories
The student may at this stage choose to accept the award of:
Postgraduate Diploma in Social Practice
To upgrade to a Master in Social Practice the student could then follow with a thesis
CSTU 9003
Research Thesis
This student would graduate with the:
Master of Social Practice
Research
Students will choose between a 120 credit Research Thesis and a 60 credit Dissertation.
The Research Thesis provides advanced practitioners the opportunity to undertake and
gain appropriate academic credit for a substantial research project. The Dissertation
allows students to undertake a wider range of elective courses.
The programme has a strong focus on reflecting on practice and research. Where
appropriate, Unitec will engage with employers and community groups to ensure that
potential risks arising from this approach are appropriately and ethically managed.
9.
GRADUATE PROFILE
A graduate of the Unitec Master of Social Practice will be:
1.
Advanced in the knowledge, skills, and values needed to practice flexibly
across disciplines, in a range of settings, and in assuming a range of roles.
2.
Advanced in the knowledge, skills and values needed for successful social
practice in a developing bi-cultural Aotearoa/New Zealand.
25
3.
Advanced in the knowledge, skills, and values needed for the collaborative
building of systems to promote the well-being of individuals, families,
groups and communities.
4.
Conversant with the various meanings of social justice and the knowledge
and skills needed to pursue the aims of social justice.
5.
Knowledgeable about, and sensitive to, the cultural contexts for social
practice.
6.
Able to carry out independent and collaborative research related to
advancing theories and practice in relation to the emerging discipline of
social practice.
7.
Able to collaborate with clients and others in the social context to negotiate
and meet mutual aims and objectives.
8.
Able to analyse wider social policies and social discourses that limit client
capacities and potentials.
9.
Able to enhance their own specialist knowledge by recognising its wider
applications.
Course Schedule
Programme Summary - Master of Social Practice
Schedule A – select one
Course no.
Course Title
Level
Credits
CSTU 9003
CSTU 9005
CSTU 9002
9
9
9
120
90
60
Research Thesis
Research Thesis
Dissertation
Schedule B: Choose 90 credits from the following courses:
CSTU 8001
CSTU 8002
CSTU 8004
CSTU 8005
CSTU 8006
CSTU 8007
CSTU 8008
CSTU 8009
CSTU 8010
CSTU 8011
Te Tiriti o Waitangi and Social
Practice in Aotearoa/ New
Zealand
Transdisciplinary Research
Spirituality and Social
Practice
The Politics of Talk
Social Change and Social Policy
Social Practice, Gender Studies
and Feminist Theories
8
30
8
8
30
30
8
8
8
30
30
30
Kaupapa Maori Praxis
Transcultural Social
Practice
Capacity Building for Social
Practice
Contemporary Issues in the
Management of Community
8
8
30
30
8
30
8
30
26
Prerequisites
CSTU 8002
CSTU 8002
CSTU 8002
CSTU 8012
CSTU 8013
CSTU 8014
CSTU 8015
CSTU 8016
CSTU 8017
CSTU 8018
CSTU8023
CSTU8024
Organisations
Supervision
Reflecting on Practice
Theorising Practice
Negotiated Study
Special Topic
Special Topic
Introduction to Narrative and
Collaborative Approaches
An approved course from another
Unitec Masters programme
Social Analysis for Community
Development
Human Rights, Social Justice and
Advocacy Practice
8
8
8
8
8
8
8
30
30
30
30
30
30
30
8
30
8
30
CSTU8013
Courses are available every 2 – 3 years subject to demand.
10.
POSTGRADUATE DIPLOMA IN SOCIAL PRACTICE
The Postgraduate Diploma in Social Practice programme will require students to complete
120 credits of study at Level 8 or 9 of the National Qualifications Framework.
There are no compulsory courses for the award of a Postgraduate Diploma but students
who are contemplating doing a thesis in the future and changing their enrolment to a
Master of Social Practice will need to enrol in CSTU 8002, Transdisciplinarity Research,
before they can enrol in CSTU9005 (90 credit research theis).
Other courses will be selected from Schedule A and B of the courses for the Master of
Social Practice programme.
A graduate of the Postgraduate Diploma in Social Practice will be aware of the
knowledge, skills, and values needed:
•
•
•
•
11.
to practice flexibly across disciplines and in a range of settings.
to collaborate in building of systems to promote the well-being of individuals,
families, groups and communities.
to pursue the aims of social justice.
to be able to enhance their own specialist knowledge by recognising its wider
applications.
POSTGRADUATE CERTIFICATE IN SOCIAL PRACTICE
The Postgraduate Certificate in Social Practice programme will require students to
complete 60 credits of study at Level 8 of the National Qualifications Framework.
There are no compulsory courses for the award of the Postgraduate Certificate.
Courses will be selected from Schedule B of the courses for the Master of Social Practice
programme.
27
A graduate of the Postgraduate Certificate in Social Practice will be aware of the
transdisciplinary issues involved in social practice and will have explored a range of these
at an advanced level.
12.
COURSES AIMS
Please note that not all courses are offered each year.
CSTU 8001 Te Tiriti o Waitangi and Social Practice in Aotearoa/New Zealand
To explore the relationships between contemporary perspectives on social practice in
Aotearoa/New Zealand, theories of power and culture and te Tiriti o Waitangi, and to
introduce the emergent theories and practice of transdisciplinarity.
CSTU 8002 Transdisciplinary Research
To explore a range of research methodologies and identify and justify an appropriate
methodology for a transdisciplinary research project in the field of social practice.
Transdisciplinary research is collaborative, involving expertise across a range of
disciplines, with the possibility of joint projects and action research approaches using
more than one methodology.
CSTU 9003 Research Thesis
To conduct a substantial piece of transdisciplinary research in a field of social practice
CSTU 8004 Spirituality and Social Practice
To explore the meaning and relevance of spirituality in social practice, explore the social
and cultural constitution of spirituality by deconstructing ideas, beliefs and practices in
order to enable conversations about spirituality.
CSTU 8005 The Politics of Talk
To provide a framework for critique of diverse theoretical, philosophical, ethical and policy
dimensions of social practice and to explore the contradictions and paradoxes within and
across disciplines through an exploration of the wider politics of culture, gender and power
relations.
CSTU 8006 Social Change and Social Policy
To explore the interrelationship between social change and social policy and the tendency
for the development and implementation of social policy to lag behind social change. This
course will evaluate the consequent risk to client groups and provide a framework for
strategic intervention from a transdisciplinary perspective.
CSTU 8007 Social Practice, Gender Studies and Feminist Theories
To explore the implications for Social Practice of feminism and interaction with individuals,
families, groups and communities.
CSTU 8008 Kaupapa Maori Praxis
To explore the application of Kaupapa Maori philosophies and theories in whanau, hapu,
iwi and community reconstructive processes.
CSTU 8009 Transcultural Social Practice
To explore concepts of cultural competence and processes for developing cultural
competence. To establish personal strategies for enhancing cultural competence and
implementation of these in a range of cultural contexts.
28
CSTU 8010 Capacity Building for Social Practice
To establish a critical understanding of the theories and practices of capacity building in
community developments. This course provides participants with the opportunity to
evaluate current models and advance their skills in developing models for capacity
building for a range of communities and situations.
CSTU 8011 Contemporary Issues in the Management of Community Organisations
To explore recent developments in the theory and practice of management of social
practice agencies in the community sector. This course gives participants the opportunity
to evaluate and advance their management styles and skills. A range of paradigms in
management are explored and evaluated as they relate to transdisciplinary practice.
CSTU 8012 Supervision
To explore the meaning and need for supervision in social practice, to assess one’s own
practice and needs for supervision. To critically reflect on a range of models of
supervision.
CSTU 8013 Reflecting on Practice
To evaluate and extend knowledge in a particular field of social practice, for example
addiction, domestic violence, Maori counselling, Pasifika social practice etc., through
group reflection and the development of case studies of work in progress.
NB.
This course will only be offered if groups of students can be formed who are able
to undertake collective projects or who share a common professional interest.
CSTU 8014 Theorising Practice
To theorise practices for culturally enabling social practice in a specified area of practice,
by co-researching with clients and practitioners, and by accessing the living and recorded
literature in that field.
NB.
Course CSTU 8013 is a pre-requisite. This course will only be offered if groups of
students can be formed who are able to undertake collective projects or who share a
common professional interest.
CSTU 8015 Negotiated Study
To enable students to study an area of relevance and personal interest to his or her
programme of study and professional context that is not formally taught in the
qualification. This area of interest may be a specialisation of a taught topic or it may be
study in a related discipline or field.
Policy for CSTU 8015 Negotiated Study
The option of a Negotiated Study under the MSocP regulations has potential for creativity
and flexibility.
Pre requisites:
1. That no student be permitted to do a Negotiated Study until they have
satisfactory completed at least one other MSocP course.
2. That students require at the time of enrolling in Negotiated Study an overall B
average in Graduate courses.
CSTU8018 Narrative and Collaborative Styles in Counselling and Community Work:
the Ideas and the Practices (an introduction)
To explore and critique the ideas and practices originally developed by Michael White and
David Epston that have become known as Narrative Therapy. To study and critically
evaluate the work of other practitioners who have contributed to the broader field of
collaborative practices. To develop therapeutic skills and practices.
29
CSTU8022 Advanced Child Protection Practice
To engage in a process of collaborative enquiry which considers the historical connections
between social work and social science in the humanist tradition and to explore policy
options and practice skills which promote solutions to the contemporary challenges for
child protection practice in Aotearoa / New Zealand.
CSTU8023 Social Analysis for Community Development
To explore the theory & practice of social analysis. This course gives participants the
opportunity to advance their knowledge and practice of social, economic and ethical
analysis.
CSTU8024 Human Rights, Social Justice and Advocacy Practice
Linking Human rights frameworks to advocacy – the course will examine examples and
practical possibilities for the use of human rights as a powerful enabler of the practice of
socially just advocacy.
CSTU8025 Developing Leaders
To develop an understanding of leadership theories and concepts and how these apply to
your own professional leadership and towards leading effective teams
13.
METHODS OF DELIVERY, SELECTION AND WORK
EXPERIENCE
Work Experience
a. Before being considered for admission into the Master of Social Practice a
candidate shall have a minimum of two years appropriate work experience at a
graduate level.
Selection Criteria
a. The following criteria will be used to judge suitability of applicants:
• professional qualifications that are relevant to the proposed field of study;
• assurance of commitment to undertaking all aspects of the programme and
to meeting the learning outcomes;
• recommendation from employers or two referees;
• research interests which affiliate with those of the teaching staff;
• academic and professional aptitude.
b. Preference shall be given to applicants who meet all or most of the criteria.
Selection Process
a. Selection on to the programme will be by written application, and, at the
discretion of the Programme Committee, a telephone or face-to-face interview
may be conducted.
b. Applicants entering the programme under Special Admission criteria shall be
interviewed.
30
c. Where telephone or face-to-face interviews are used, these shall be conducted
by the Programme Director.
Delivery Modes
Several teaching/learning modes are adopted for delivery of the programme. The four
predominant modes are:
• on-campus teaching
• independent, self directed learning
• supervised research
• web-based and distance learning
Students are encouraged to establish study circles within their disciplines to foster the cooperative exchange of ideas.
Learning and Teaching Approaches
A range of learning and teaching approaches will be used. These include:
•
•
•
•
•
•
•
•
•
•
•
lectures (predominantly interactive)
small group work
tutorials
web-based learning
workshops
seminars and presentations
case studies
independent research
supervision of research
visiting speakers
self-directed learning
14.
ASSESSMENT
Assessment Rationale
The assessment process is designed to:
•
•
•
•
•
evaluate the achievement of the programme aims and objectives
assess the capabilities of the students in a fair, valid and reliable manner
stimulate and enhance learning
provide students with feedback regarding their own learning for diagnostic and
developmental purposes
evaluate student achievement and the demonstration of specified learning outcomes
in order to generate a grade
Assessment Procedures
The assessment process is comprised of both formative and summative elements.
All courses are internally assessed, with assessment items related to specific learning
outcomes and assessment criteria. Theses and dissertations will also be marked by an
external examiner. They are closely integrated with appropriate teaching and learning
methods. Assessment procedures will emphasise a critical, conceptual and evaluative
31
approach which integrates theory with professional practice. These will be demonstrated
by a variety of assessment methods that will include assignments, projects and seminar
presentations, which can be debated, critiqued and assessed by both peers and lecturers.
Each academic course is assessed by a schedule specific to that course. The
components of the schedule may draw upon various methods of assessment, however
the main purposes of the assessment process are to provide:
•
•
•
•
•
•
•
clearly defined statements to students about assessment methods, criteria and
purpose
a balance of formative and summative assessment methods
scope for student negotiated topics reflecting areas of professional interest in the
assessment process
a consultative approach to clinical assessment
mechanisms for well defined internal and external moderation of assessment
provision for resubmission of assessment items which have been awarded fail grades,
where appropriate
achievement-based assessment designed for specific learning outcomes
Referencing and Plagiarism
All assignments must be referenced appropriately using the APA guidelines in this
handbook (page 32). Failure to do so will result in loss of marks.
Plagiarism is seen as academic misconduct. In all academic writing you must
acknowledge your use of another author’s work. Failure to do so will be interpreted as
cheating and places a student at risk of immediate failure of the course. This includes
material taken from the Internet with or without copyright. Ensure you reference all texts,
web sites etc that you have used in the completion of your assignments.
Assessment Standards
Achievement-based assessment will be used in all assessment items to measure the
learning achievement of students. This will measure how well the learner has achieved in
relation to the standards and related achievement criteria. This performance is reported
as a grade, as detailed below. Course grades are calculated by aggregating the weighted
grade of each assessment item within the course.
32
15.
APA IN-TEXT REFERENCE STYLE SHEET (6TH EDITION)
N.B. The BSocP and the MSocP use the APA (American Psychological
Association) style of Referencing.
The APA system of citing sources indicates the author's last name and the year of
publication, and sometimes the page number, usually in parentheses (brackets), within
the text of your written work. This enables readers to note the source without being
distracted from the main focus of the text. They can obtain the full reference details by
checking the reference list at the end of the assignment.
Where you have paraphrased (used someone else’s ideas but put them into your own
words), the author’s last name and year of publication are sufficient. Where you have
used more than three words as they were written by the author, you will also need to add
the page number of the source material (and use quotation marks to show the beginning
and end of the quotation).
A typical citation of an entire work consists of the author's name and the year of
publication
Example:
Charlotte and Emily Bronte were polar opposites, not only in their personalities but also in
their sources of inspiration for writing (Taylor, 1990).
or
Example:
According to Taylor (1990), the personalities of Charlotte. . .
B.
If both the name of the author and the date are used in the text, parenthetical
reference is not necessary.
Example:
In a 1989 article, Gould explains Darwin's most successful. . .
C.
When referencing a quotation, remember to include the author’s name, year of
publication and page number.
Examples:
Panckhurst (2002, p. 14) reported that the Waikato University project was “a classic story
of science and business fusing to create new business opportunities offshore”.
School pupils have benefited as “the prescriptive science curriculum of the 1980s has
given way to more flexibility” (De Boni, 2002, para. 7).
*Note, when there is no page number available, use the section heading and/or paragraph
number. Prefix the paragraph number with para.
*Note the use of double quotation marks.
D.
When referencing two authors, cite both names each time the reference appears.
Example:
Sexual-selection theory has often been used to explore patterns of various insect mating
(Alcock & Thornhill, 1983)…
Or
Alcock and Thornhill (1983) also demonstrate...
E.
When referencing the work of three to seven authors, cite all the authors the first
time the reference appears. In a subsequent reference, use the first author's last name
followed by et al. (meaning "and others").
Examples:
First reference:
33
Community colleges in Texas have a long history of political infighting (Douglas, Fryer,
Halpin, Brown & Vercoe, 1997).
Subsequent reference:
Intrigue has long plagued the internal politics of community college administration in
Texas (Douglas et al., 1997).
F.
When referencing work by an organisation, with no personal author, use the name
of the organisation as the author.
Example:
“Retired officers retain access to the university” (Columbia University, 1987, p.
54).
G. When referencing work when there is no author, use the first few words of the title of
the work and the year.
Examples:
Use italics for the title of a book, brochure or report
.. . the book University-Bound Students (1979)
Use double quotation marks for the chapter of a book, article or a webpage.
. . . on free care (“Study Finds,” 1982)
H.
When referencing the work of one author, a subsequent reference of the
same work by the same author in the same paragraph does not need to include the
date.
Example:
Many 7th form students choose tertiary courses based on their parents'
expectations (Graham, 1998). However, research has shown that “success in tertiary
study is much more likely when students have researched and decided on a course of
study themselves” (Graham, p. 67).
I.
Parenthetical references may mention more than one work, particularly when
ideas have been summarised after drawing from several sources. Multiple citations
should be arranged as follows.
Examples:
List two or more works by the same author in order of the date of publication:
(Gould, 1987, 1989).
Differentiate works by the same author and with the same publication date by adding an
identifying letter to each date:
(Bloom, 1987a, 1987b).
List works by different authors in alphabetical order by last name, and use semicolons to
separate the references:
(Gould, 1989; Smith, 1983; Tutwiler, 1989).
J.
When referring to material that has been quoted or paraphrased in another
text both sources must be acknowledged.
Examples:
34
Where the date of the quoted work is the same as that of the text it is quoted in:
Brown (1996, as cited in Cray & Hunn, 1996) argues that immunisation is
not always safe.
Where the date of the quoted work is different to that of the text it is quoted in:
According to Mann (1994) all immunisation is safe (cited in Cray & Hunn,
1996).
Or
“Immunisation rarely results in serious side effects” (Mann, 1994, quoted in
Cray & Hunn, 1996, p. 17).
In the reference list at the end of your paper only the work by Cray and Hunn would be
referenced, i.e.:
Cray, H., & Hunn, U. (1996). Immunisation Handbook. New York:
Wiley.
K.
When referencing a quote within a quotation.
Example:
Doctor Brian Connor asserted that “because of measures to counter pollution by ozonedepleting chemicals… ‘We would expect the ozone hole to be gone in something like 50
years or possibly a little longer’” (English, 2001, paras.16, 17).
*Note, the quote within the quote is marked by single quote marks while the other uses
double quote marks, to avoid confusion. Words missed out are indicated by three dots
(four if the gap is up to the end of a sentence).
L.
Long quotations of 40 or more words should stand out from the body
of the text. Indent longer quotations by five spaces and do not use quotation marks.
Example:
An interview with the Programme Leader for the Certificate in Foundation Studies:
Whitinga revealed that:
Students who have completed the certificate, and graduated to study for degrees in
nursing, business, engineering and design, report that one of the most valuable areas of
learning for them has been referencing. They find they are at an advantage compared to
their classmates who have gone into degree study straight from school and find it a
difficult area to master along with all the other first year topics (Keating, 2004, p. 3).
M.
When referencing personal communications, such as letters, emails,
telephone calls or other material that cannot be retrieved, they need to be fully
referenced in-text only and not in the reference list
Examples:
Jesse Moore (telephone conversation, April 17, 1989) confirmed that the ideas. . .
Daycare workers are “often poorly paid” (Mary Janes, personal communication,
June 2, 2000).
APA REFERENCE LIST STYLE SHEET
35
The reference list that appears at the end of your assignment should include all
references cited or quoted from in the text of the assignment. There must be complete
agreement between your in-text references and the reference list.
The references should be listed in alphabetical order.
REFERENCING HARDCOPY SOURCES
Reference: Single-Author Book
Author. (Date of publication of book). Title of book. City where book published: Name of
publisher.
Example:
Altered, A. (1970). The savage god: A study of suicide. New York: Random House.
*Note, the title of the book uses capital letters only at the beginning of the title and the
subtitle, unless it contains names of places or people.
Reference: Book with More than One Author
Example:
Helen, J., Carpenter, K., Mariner, H., & Milksop, A. (1983). Computers in the
world. Hartford, CT: Capital Press.
business
*Note, the abbreviation for the state Connecticut follows the city in this case, as there are
several cities with the same name.
Smith, A., Brown, B., Chan, C., Williams, D., Tahatai, M., Jones, A., . . .
Singh, R. (2056). The decline and fall of the modern generation.
Sydney, Australia: New Media Press.
*Note, after the sixth author insert three ellipses (full stops/periods) and add the
last author’s name.
Reference: Multiple Editions
Example:
Creech, P. J. (1975). Radiology and technology of the absurd (3rd ed.).
Boston: Houghton-Mifflin.
Reference: An Edited Book
Example:
Stanton, D. C. (Ed.). (1987). The female autograph: Theory and practice of autobiography.
Chicago: University of Chicago Press.
If you are referring to an article or signed chapter in an edited book, your reference would
look like this:
Author of the article. (year of publication). Title of the article. In editors of the book which
the article is in (Eds.), Title of book (page numbers of article). City where book published:
Name of publisher.
Example:
36
Pepin, R. E. (1998). Uses of time in the political novels of Joseph Conrad. In C. W.
Darling, Jr., J. Shields, & V. B. Villa (Eds.), Chronological looping in political novels (pp.
99-135). Hartford, CT: Capital Press.
Reference: Book Without Author or Editor Listed
Title of book. (Date of publication of book). City where book published: Name of publisher.
Example:
Merriam-Webster's new collegiate dictionary (10th ed.). (1993). Springfield, MA: MerriamWebster.
Reference: Multi-Volume Work
To refer to a single volume, include only the relevant date and volume number; to refer to
another volume in the work, create another entry.
Example:
Nadeau, B. M. (Ed.). (1994). Studies in the history of cutlery (Vol. 4). Lincoln: University of
Nebraska Press.
Reference: Multi-Author Article in a Multi-Author Volume
Example:
Pepin, R. E., Darling, C. W., & Villa, V. (1997). Poe and the French symbolistes. In P.
Wursthorn, Jr., J. Darling, & J. Brother (Eds.), The era of decadence (pp. 110-145).
Hartford, CT: Woodland Press.
Reference: Dissertation or Dissertation Abstract
Example:
Darling, C. W. (1976). Giver of due regard: The poetry of Richard Wilbur. Unpublished
doctoral dissertation, University of Connecticut, Storrs.
Reference: Journal/Periodical Article
Use inclusive page numbers. Do not use the abbreviations "p." or "pp."
Author of article. (Date of publication of the journal in which the article is found). Title of
the article. Title of the journal, volume number of the journal, (issue number of the journal),
page numbers for the article.
Examples:
Predeger, E. (1996). Womanspirit: A journey into healing through art in breast cancer.
Advances in Nursing Science, 18 (3), 48-58.
*Notes: The volume number is italicised with the title but the issue number is not. All main
words in the journal title should begin with a capital letter.
Dixon, W., Heppner, P., Burnett, J., Anderson, W., & Wood, P. (1993). Distinguishing
among antecedents, concomitants, and consequences of problem-solving appraisal and
depressive systems. Journal of Counselling Psychology, 40, 357-364.
37
*Note, the issue number is only included if each issue begins at page 1 – many journals
start each new volume at page 1 and then follow the page numbering through for the
remainder of that volume
Reference: Periodical Without Volume
Include month and day (if any) as well as the year.
Months are not abbreviated.
Dates are formatted as the month and then the day i.e., April 2 not 2 April.
Page numbers are not condensed i.e., 178-188 not 178-88.
Discontinuous pages are cited in full ie,1A, 9A; not 1A+.
Examples:
Maddux, K. (1997, March). True stories of the internet. NetGuide Magazine, 88-92.
Grover, R. (1988, September 19). A megawatt power play. Business Week, 34-35.
Reference: Articles in periodicals Without Author Listed
Title of the article. (Date of publication of the journal in which the article is found). Title of
the journal, volume number of the journal, (part number of the journal), page numbers for
the article.
Examples:
Another audience award for Whale Rider (2003, May). OnFilm, 6.
‘Whale Rider’ scoops awards (2003, December). Illusions : a New Zealand magazine of
film, television and theatre criticism, 35(26) 17-33.
Reference: Brochure or Pamphlet
Example:
The Writing Center of Capital Community-Technical College. (1997). Writing: The goal is
variety (4th ed.) [Brochure]. Hartford, CT: Author.
*Note, here the author is also the publisher. In this case, you do not need to rewrite the
author’s name in the publisher’s place, you just put Author.
*Note, if there is no available date of publication, write (n.d.) to signify “no date”.
Reference: Newspaper Article
If the article has an author, begin the reference with the author's name. (Notice the page
number begins with p. for one page, or pp. for more than one page.)
Example:
Bailey, R. (2002, July 27). Small craft come out of storage, p. A13.
If the author's name is not available, begin the reference with the headline or title in the
author position.
Example:
New exam for doctor of future. (1989, March 15). The New York Times, p. B10.
Reference: Nonprint Media
38
Motion Picture:
Example:
Redford, R. (Director). (1980). Ordinary People [Motion picture]. United States:
Paramount.
Motion Picture of Limited Circulation:
Example:
Holt, D. (Producer), & Ehlers, E. (Director). (1997). River at high summer [Motion Picture].
(Available from Merganser Films, Inc., 61 Woodland Street, Hartford, CT 06105.)
Cassette:
Example:
Lake, F. L. (Author and speaker). (1989). Bias and organizational decision making [Audio
Cassette]. Gainesville: Edwards.
Free online video:
Example:
Norton, R. (2006, November 4). How to train a cat to operate a light switch
[Video file]. Retrieved from http://www.youtube.com/watch?v=IkMOd
Note: Youtube videos are like blog posts where the subject line of the
message is not in italics.
Reference: Government Documents
Report from the Government Printing Office, corporate author:
Example:
National Institute of Mental Health. (1982). Television and behavior: Ten years of scientific
progress (DHHS Publication No. A 82-1195). Washington, DC: U.S. Government Printing
Office.
Report from a Document and Deposit Service (NTIS, ERIC):
Example:
Gottfredson, L. S. (1980). How valid are occupational reinforcer pattern scores? (Report
No. CSOS-R-292). Baltimore, MD: Johns Hopkins University, Center for Social
Organization of Schools. (ERIC Document Reproduction Service No. ED 182 465)
APA REFERENCING ELECTRONIC SOURCES
General Forms for Electronic References
Electronic sources include aggregated databases, online journals, websites or web pages,
newsgroups, web or email-based discussion groups and web or email- based newsletters.
In 2009 there were changes to the APA referencing system for Electronic references.
These are explained below. For more information go to the library site
(http://libguides.unitec.ac.nz/apareferencing)
39
APA now requires the use of a DOI (Digital Object Identifier) if one is available from the
database or website. Sometimes the DOI will be printed on the article itself and this
should be used even if the database or website does not include it.
Example:
Sie, I., Thorstad, M., & Andersen, B. M. (2008). Infection control and methicillin-resistant
Staphylococcus aureus in nursing homes in Oslo. Journal of Hospital Infection, 70(3),
235-240. doi:10.1016/j.jhin.2008.06.009
If the article does not have a DOI but comes from a subscription database or a website
you need to find the URL of the homepage of the journal and put that in
Example:
Sie, I., Thorstad, M., & Andersen, B. M. (2008). Infection control and methicillin-resistant
Staphylococcus aureus in nursing homes in Oslo. Journal of Hospital Infection, 70(3),
235-240. Retrieved from http://www.elsevier.com
NB In all cases there is no longer a need to put in a retrieval date.
Electronic books
An entire book taken from a website
Example:
Arnold, S. E. (2005). The Google legacy. Available from http://www.infonortics.com/
publications/google/google-legacy.html
Please note that is says Available from not retrieved from and no date is required.
Entire books taken from a subscription database
Example:
Knutson, J. (2001). Project management for business professionals: A comprehensive
guide. Retrieved from Ebrary database.
Please note that here Retrieved from is still used but again no date.
In both cases of electronic books the publisher and place of publication do not have to be
included.
Reference: Online documents
Generally, if a website could change, do include the date you retrieved it.
html websites are likely to change or be updated → do usually include a date of retrieval.
PDF documents are not likely to change → do not include a date of retrieval.
Stand-alone Document:
Author. (Date of publication). Title. Retrieved month day, year, from source.
Example:
Jones, A. (2000). An early fragment from central Nepal. Retrieved June 8, 2001, from
http://www.ingress.com/~astanart/pritzker/pritzker.html
40
* Notes: Put (n.d.) here if the electronic publication date is not available. Do not put a full
stop at the end of the reference if it ends in an internet address.
Stand-alone Document, No Author and/or No Date:
If no author is shown for a document, begin the reference with the title of the document.
Example:
GVU’s 8th www user survey. (n.d.). Retrieved August 8, 2000, from http://www.cc.
gatech.edu/gvu/user_surveys/survey-1997-10/
Document with Multiple Web Pages:
When an internet document is made up of multiple pages that have different web
addresses, provide the web address for the home page for the document.
Example:
New Milford Task Force on Teen and Adolescent Issues. (2000). Who has time for a
family meal? You do! Retrieved October 5, 2000, from http://www.family
mealtime.org
Section or Chapter of an Internet Document:
If you have used only one chapter or section of an internet document with multiple web
pages, provide the web address for that chapter or section, if possible, otherwise give the
home page web address.
Example:
Benton Foundation. (1998, July 7). Barriers to closing the gap. In Losing ground bit
by bit: low-income communities in the information age (chap. 2). Retrieved
August 18, 2001, from http://www.Benton.org./Library/Low-Income/two.html
Reference: Wiki
A wiki (such as wikipedia) is a website that any one can contribute to, by writing, reviewing
or editing an entry. The name of the wiki should be included before the web address.
Example:
Stress testing. (2008). Retrieved October 15, 2008, from Wikipedia:
http://en.wikipedia.org/ wiki/Stress_test
Reference: Newspaper articles
If taken from the internet or a database without a DOI, do not include a retrieval date.
Example:
Orsman, B., & Vaugh, G. (2005, June 21). Rata blamed for latest Telecom blackout. The
New Zealand Herald. Retrieved from http://www.nzhearald.co.nz
Reference: Press release
Example:
World Health Organization. (2008, June 11). WHO to review its work in the Western
Pacific region [Press release]. Retrieved from
http://www.wpro.who.int/media_centre/news/news 20081106.htm
41
16.
MODERATION
The Programme Committee oversees the operation of programmes and receives reports
related to programme evaluation and programme assessment from the Programme
Director. The committee is also responsible for the appointment of an external moderator
to review assessment standards and procedures in the programme.
Each assessment event will be checked by an internal moderator (another lecturer) to
ensure it is a fair and valid assessment of the learning outcomes for which it is intended.
This moderator will also review a selection of assessment material to ensure that it meets
the programme aims and objectives, and is at the appropriate level, as benchmarked
against other tertiary institutions. The information from both forms of moderation will be
assessed by the Programme Committee.
Communication of Assessment Details
Students will be provided with specific details of assessment events at the beginning of
each course. These will include the timing and nature of the assessment, the
requirements, standards and achievement criteria. Assessment items are scheduled to
ensure a manageable workload throughout the year.
Information regarding grading and feedback on marked assessment items will be
communicated by the Course Co-ordinator of the course involved. Final grades will be
notified by the Academic Registrar.
Receipt and Return of Assessment Items
Students are required to submit assessment items by specified dates which are
communicated at the beginning of each course. Extensions to submission dates may be
made in keeping with the guidelines specified. Normally, non-receipt of an assessment
item by a due date will result in a fail grade unless the student has communicated with the
Course Co-ordinator or Programme Director.
Marked assessment items will be returned to students within four weeks of receipt, except
where extensions have been granted, or in special circumstances such as when marking
or moderation is undertaken by external lecturers.
Note: Always make a copy of assessment material before sending it.
17.
COURSE REGULATIONS
Regulations for the Degree of Master
These regulations apply to all masters’ degrees at Unitec and come into force
from Semester 1, 2011.
The Academic Statute of Unitec should be read in conjunction with these
regulations.
In these regulations the term ‘Programme Schedule’ means the schedule to
these Master’s regulations for each degree award containing the special and
42
supplementary regulations relating to that degree.
The relevant Programme Schedule should be read in conjunction with these
regulations.
Definition of Terms
In these regulations, unless the context otherwise requires, the following
definitions shall apply:
‘Dissertation’ means a record of a course of study in which a candidate
undertakes an independent scholarly investigation of an appropriate topic, and/or
a small-scale research project deemed equivalent to 60 credits, level 9.
‘External Examiner’ means a person external to Unitec appointed to assess
student work.
‘Research Project’ means a record of a course of study in which a candidate
undertakes a practice-based, applied scholarly investigation of an appropriate
topic, deemed equivalent to at least 45 credits, level 9.
‘Supervisor’ means an academic staff member who fulfils the role of adviser,
mentor and motivator, thereby guiding the academic progress of the candidate to
reach his or her research potential.
‘Thesis’ means a record of sustained independent research in which the
candidate’s own work forms, as a point of origin or reference, a significant part of
the intellectual enquiry of an appropriate topic. It is normally 120 credits at Level
9.
18.
ADMISSION
Limitation on places
Admission to each degree is limited by the number of places available. These
places may be apportioned between different categories of eligibility and modes
of study.
Admission Requirements
In order to be admitted to a master’s degree, the applicant must meet either:
•
The general admission requirements
and
•
The English language requirements
and
•
The selection criteria
and
•
The work experience or registration requirements in the programme
schedule for each degree, where applicable.
General admission
An applicant shall be eligible for admission if s/he:
43
a. has a recognised bachelor degree in the same or similar discipline, with
merit achievement, deemed to be an average grade of B or higher in all
level 7 courses;
or
b. holds a professional qualification in a relevant discipline, recognized as
being equivalent to at least merit achievement in bachelor degree;
Special admission
There are no special admission provisions for the Master of Social Practice.
English language requirements
Applicants must have achieved a minimum standard of English as demonstrated by
one of the following, or equivalent:
a.
at least 8 NCEA credits at Level 2 in English of which at least 4
must be in Reading and at least 4 in Writing; or a grade 5 or better
in New Zealand Sixth Form Certificate in an English-rich subject or
equivalent; or
and overall IELTS (Academic) band score of no less than 6.5 (with
at least 6.0 in Writing); or a TOEFL score of no less than 575; or
studied successfully at Level 5 or higher in English medium; or
an appropriate Unitec English language qualification (refer to
Unitec’s Admissions Requirements policy).
Credit Recognition Assessment of Prior Learning
Although candidates may be awarded credit through credit recognition (as
specified in clauses 5.2 and 5.3 below, and in the programme schedule for the
degree), a
minimum of fifty per cent of the credits required for the award of the degree,
including all required Level 9 credits, must be achieved in courses offered by
Unitec.
the Programme Committee may award a student credit recognition in recognition
of successful equivalent study, at the same or a higher level in the context of
another programme.
The credit recognition may be
i.
specified, where there is direct equivalence of the learning outcomes of a
completed course and a course in the degree; or
ii.
unspecified, where the previous study has taken place in a
programme with a similar philosophy but there is no exact match in
the programme’s courses.
Credits gained from Level 7 courses in a Postgraduate Diploma programme
cannot be credit recognised to a masters programme.
44
Unspecified credits will be awarded at the discretion of the Programme
Committee
Assessment of Prior Learning is not available for masters dissertations, theses or
research projects.
(Masters Generic Regulations effective Semester 1 2011)
Approval of Courses of Study
A candidate shall obtain approval from the Programme Committee or by those
with authority delegated by the Programme committee, for the selection of
courses to be undertaken in any 12 month period.
In exceptional circumstances, the Programme Committee may recommend to the
Faculty Academic Committee for a candidate, a personal programme of study
which does not conform to these regulations. Such approvals shall be granted
only by the Faculty Academic Committee.
Registration Periods
The maximum period of registration for a master’s degree will normally be 5
years from the date of the commencement of study. In exceptional circumstances
the Postgraduate Research and Scholarships Committee may agree to an
extension to the registration period for a definite period of no more than 12
months.
Where a candidate is undertaking the degree by full-time study, the maximum
period of registration for the award of the degree with honours is 36 months.
Where a candidate is undertaking the degree by part-time study, the maximum
period of registration for the award of the degree with honours is 60 months, this
period being reduced to account for periods of full-time study.
The maximum period of registration to be eligible for the award of the degree with
honours, shall be reduced in proportion to the number of credit recognition
gained.
Enrolment for a master’s degree will normally be continuous. Postgraduate
Research and Scholarships Committee may, on the receipt of an application from
a candidate, approve a suspension of enrolment for up to a maximum of 12
months. In such cases the period of suspension will not count towards the
registration period of the degree.
On the recommendation of the chair of the relevant programme committee, and
with the approval of the relevant Faculty Dean, a student may be permitted to
enrol for 15 credits in dissertation, thesis, or research project. This approval will
apply in cases where the student already has paid for the full number of research
credits required for their degree, and the supervisors state that the dissertation,
thesis or research project will be submitted no later than two months after the
semester begins. Should that deadline not be met, the student will be required to
enrol for a further 15 credits.
45
Requirements for the Award of Qualification
To be awarded the Master of Social Practice (Level 9 240 credits) a candidate
must have successfully completed 240 credits comprised of: The compulsory
courses listed in Table 1 including either CSTU9003
Research Thesis (120 credits) or CSTU9002 Dissertation (60 credits) and
approved courses from the electives listed in Table 1.
Table 1: Courses for Master of Social Practice
Compulsory courses are shown in bold.
Elective courses are shown in italics.
Schedule A – select one
Course no.
Course Title
Level
Credits
CSTU 9003
CSTU 9005
CSTU 9002
9
9
9
120
90
60
Research Thesis
Research Thesis
Dissertation
Prerequisites
CSTU 8002
CSTU 8002
CSTU 8002
Schedule B: Choose 90 credits from the following courses:
CSTU 8001
CSTU 8002
CSTU 8004
CSTU 8005
CSTU 8006
CSTU 8007
CSTU 8008
CSTU 8009
CSTU 8010
CSTU 8011
CSTU 8012
CSTU 8013
CSTU 8014
CSTU 8015
CSTU 8016
CSTU 8017
CSTU 8018
CSTU8023
CSTU8024
Te Tiriti o Waitangi and Social
Practice in Aotearoa/ New
Zealand
Transdisciplinary Research
Spirituality and Social
Practice
The Politics of Talk
Social Change and Social Policy
Social Practice, Gender Studies
and Feminist Theories
8
30
8
8
30
30
8
8
8
30
30
30
Kaupapa Maori Praxis
Transcultural Social
Practice
Capacity Building for Social
Practice
Contemporary Issues in the
Management of Community
Organisations
Supervision
Reflecting on Practice
Theorising Practice
Negotiated Study
Special Topic
Special Topic
Introduction to Narrative and
Collaborative Approaches
An approved course from another
Unitec Masters programme
Social Analysis for Community
Development
Human Rights, Social Justice and
Advocacy Practice
8
8
30
30
8
30
8
30
8
8
8
8
8
8
8
30
30
30
30
30
30
30
8
30
8
30
46
CSTU8013
CSTU8025
Developing Leaders
8
30
Courses are available every 2 – 3 years subject to demand.
Award of a Masters Degree with Honours
Masters study of 240 credits which includes the completion of a thesis,
dissertation of at least 60 credits at level 9 may lead to the award of the masters
degree with Honours.
The master’s degree shall be awarded with First Class Honours if there is an
achievement of an A- minimum grade average in all courses, with no less than a
B+ in any one course, and an A- for the thesis, dissertation or research project
and completion of the requirements within the time limits.
The master’s degree shall be awarded with Second Class Honours if there is an
achievement of a B minimum grade average in all courses, with no less than a Bin any one course and a B in the thesis, dissertation or research project within the
time limits.
The master’s degree shall be awarded if all courses and the thesis, dissertation
or research project achieve a passing grade, and all requirements are completed
within the time limits.
A candidate who has failed any course, or has failed or resubmitted a thesis,
shall not be eligible for honours.
The overall award of the degree with or without honours shall be determined and
approved by the Faculty Academic Committee.
Award of Postgraduate Diploma
To be awarded the Postgraduate Diploma in Social Practice, a candidate shall
have successfully completed 120 credits, preferably comprised of Paper CSTU
8002 and three other courses
Transfer from Postgraduate Diploma in Social Practice
a
Graduates of the Unitec Postgraduate Diploma in Social Practice may
apply to the Programme Committee for a transfer credit of up to a
maximum of 120 credits towards the Master of Social Practice provided
that the period between the award of the postgraduate diploma and
applying for admission to the master’s programme does not exceed three
years.
b
Candidates who have not completed CSTU8002 as part of the
postgraduate diploma shall be required to complete this course, in addition
to the thesis or dissertation, to be awarded the Master of Social Practice.
c
In exceptional circumstances, the Programme Committee may approve the
transfer of credit from a postgraduate diploma completed more than three
years prior to application for admission to the master’s degree.
d
For postgraduate diploma graduates who are subsequently awarded the
degree, Unitec’s academic record shall show only the qualification of the
47
Master of Social Practice, and the award of the postgraduate diploma shall
be revoked.
Award of Post Graduate Certificate
To be awarded the Postgraduate Certificate in Social Practice, a candidate shall
have successfully completed 60 credits from the schedule of available courses.
Transfer from Postgraduate Certificate in Social Practice
Graduates of the Unitec Postgraduate Certificate in Social Practice may apply to
the Programme Committee for a transfer credit of up to a maximum of 60 credits
towards the Master of Social Practice provided that the period between
completing the award of the postgraduate certificate and applying for admission
to the master’s programme does not exceed three years.
a
In exceptional circumstances, the Programme Committee may approve the
transfer of credit from a postgraduate certificate completed more than three
years prior to application for admission to the master’s degree.
b
For postgraduate certificate graduates who are subsequently awarded the
degree, Unitec’s academic record shall show only the qualification of the
Master of Social Practice, and the award of the postgraduate certificate
shall be revoked.
Supervision of Theses, Dissertations and Research Projects
The proposal for the thesis or dissertation and its implementation, supervision
and submission must be recorded in writing and approved by the Faculty
Academic Committee and, where appropriate, the Research Ethics Committee.
Prior to commencement of a thesis or dissertation the Proposals, Examinations
and Scholarships Committee shall appoint supervisors on the recommendation
of the Programme Committee.
A candidate undertaking a thesis or dissertation shall have a minimum of two
supervisors.
a.
At least one supervisor shall have experience of supervising candidates to
the successful completion of a postgraduate degree;
b.
One supervisor shall be the principal supervisor with responsibility to
supervise the candidate on a regular and frequent basis;
c.
The principal supervisor shall be registered on the Unitec Register of
Supervisors
If the absence or unavailability of a supervisor would be likely to disadvantage
student progress, a substitute supervisor will be appointed. Any change of
supervisor will be approved by Postgraduate Research and Scholarships
Committee.
In the case of candidates whose work is not proceeding satisfactorily due to an
ineffective working relationship with their supervisor(s), the Faculty Academic
Committee may, where necessary, arrange for a suitably qualified replacement
supervisor to be appointed.
48
Assessment and Granting of Credits
General
For coursework, all assessment is standards based, and shall be achievement
based.
Coursework
The due dates for all summative assessment work shall be notified in course
information.
Except in exceptional circumstances beyond the control of the candidate, late
work will not be accepted unless an extension has been granted by the
Programme Leader.
Course grades
8.9.3.1 Final course grades in all courses shall use the 11 point grading system
as outlined in Table 1 below, except that where a student’s first enrolment in a
thesis, dissertation or research project commenced prior to semester one 2005
that student shall not be awarded a final grade of A-, B- or C- for his or her
thesis, dissertation or research project, being awarded instead a grade of A, B or
C respectively.
No restricted passes shall be awarded for courses in a master’s degree.
Final course grades are calculated by the mathematical aggregation of weighted
summative assessment grades based on the following grading system:
19.
TABLE 1: COURSE GRADES
Grade Percentage Result
A+
A
AB+
B
BC+
C
CD
E
W
CR
90 – 100
Pass
85 – 89
Pass
80 – 84
Pass
75 – 79
Pass
70 – 74
Pass
65 – 69
Pass
60 – 64
Pass
55 – 59
Pass
50 – 54
Pass
40 – 49
Fail
0 - 39
Fail
Withdrawn from course
Credit recognition from another
qualification
DNC – The grade DNC (Did Not Complete) is recorded if a student has either withdrawn
after the 75% date of the course has been taught; or not attempted a compulsory item of
assessment within a course. No Credits earned.
49
W – The grade W (Withdrawn) is recorded if a student withdraws from a course after the
10% date of the course is completed and up to or at the 75% date of the course as
described in section 4.2.11 (3) of the Academic statute. No Credits earned.
Resubmission for Failed Course Assignments
An assignment which has been awarded a fail grade may be rewritten and
resubmitted.
Either
Only one failed assignment per course may be resubmitted,
or
no more than 50 percent of the course value of assessment may be submitted for
reassessment.
The maximum grade allowable for a reassessed failed assessment is C-.
An assessment may not be resubmitted more than once.
If a fail grade is awarded, the candidate shall receive a copy of the assessed work
and the original shall be held.
The candidate shall make a request for a resubmission to the Programme Leader, in
writing, within 7 working days of the return of the assignment, and negotiate a
resubmission date with the lecturer responsible for the assignment.
Thesis and Dissertation Examination Regulations
The Postgraduate Reseach and Scholarships Committee shall appoint all examiners,
on the basis of recommendations made by the Programme Committee.
Theses, dissertations, and research projects will not be accepted for examination
unless the student is enrolled on the relevant course at the time he/she submits the
work and unless a signed Declaration Form as found in Policy 12d “Guide to the
Presentation of Theses/Dissertations/Research Projects” is provided at the time of
submission.
With the exception of 240 credit research projects submitted for Masters by Project
degrees, all theses, dissertations and research projects shall be assessed by a
minimum of two examiners, at least one of whom shall be an independent external
examiner who is not a member of the academic staff of Unitec. Persons who have
acted as a candidate’s supervisor or adviser normally will not be appointed as
examiners of that candidate’s research.
When a thesis, dissertation or research project has been submitted by a candidate
who also is a Unitec staff member, all examiners appointed to assess the work
normally would be external to Unitec.
The examiners shall be appointed on the basis of postgraduate qualifications,
experience in research or independent scholarship and practice in the general area of
the candidate’s study and at least one examiner must have experience as a specialist
in the area to be examined.
50
At least one examiner for a thesis, dissertation or research project shall have
substantial experience of examining postgraduate degree candidates.
Each examiner for a thesis, dissertation or research project shall read and examine
the submitted work, and present an independent report to Postgraduate Research
and Scholarships Committee. In completing the report, each examiner shall consider
whether the work satisfies the requirements of the degree and shall make an
appropriate recommendation in accordance with guidelines to examiners.
Where the examiners’ recommendations are not consistent, Postgraduate Research
and Scholarships Committee, having read the examiners’ reports, shall progress the
following steps in sequence until a result is reached:
a.
Award the middle grade where the range in recommended grades is three grade
levels and the higher grade where the range is two grade levels;
except in cases where one examiner has returned a failing grade and an attempt to
negotiate a consensus regarding a passing grade has been unsuccessful, a decision
on the final grade will be reached through third party adjudication. Effective after close
of meeting (3 October 2006), or,
b.
seek to negotiate a consensus; or
c.
In cases where more than two examiners initially were appointed, accept a
majority recommendation, provided the majority recommendation includes at least
one examiner who is external to Unitec; or
d.
recommend the appointment of an independent adjudicator (normally
external to Unitec), who will be provided with both the student’s research work and
anonymous copies of the previous examiners’ reports and grade recommendations,
and whose decision within the range of the recommended grades, will be final. The
adjudicator will be an academic in a relevant field, and will be appointed on the basis
of a recommendation from the Programme Committee and after careful consideration
by Postgraduate Research and Scholarships Committee.
In cases where a candidate is awarded the grade of D, Postgraduate Research and
Scholarships Committee may permit that candidate to re-submit the thesis,
dissertation or research project and be re-examined with a maximum grade of C being
awarded for the resubmitted work, except where the candidate’s first enrolment in the
thesis, dissertation or research project was prior to semester one,
2004, in which case the maximum grade for the resubmitted work will be a C. Only
one resubmission will be allowed and clause 11.6 of these regulations will apply.
Candidates who receive the grade of E for a thesis, dissertation or research project
normally will not be permitted to resubmit that work for re-examination.
20.
PROGRESS THROUGH QUALIFICATION
Exclusion from Programmes Involving Assessed Courses
1)
Any Student who, over the period covered by the last four semesters of his or her
studies at Unitec, including relevant study at other institutions, when Programme
regulations specify, has not achieved a pass grade in Courses equivalent to one
half or more of the Credits in which he or she has been enrolled over that period,
shall be excluded from enrolment in assessed Courses in any Programme, and
51
shall not be permitted to re-enrol in any Programme without the prior permission of
the relevant Programme(s) Committee.
Subject to section 4.2.6 (3) of this statute, a Student who has not achieved a Pass
Grade in the same course on two occasions shall not be enrolled again for that
Course except with the permission of the Programme(s) Committee. A Student
who is enrolled in a Course that comprises part of a postgraduate programme, and
has not achieved a Pass Grade for that Course shall not be enrolled again for that
course except with the permission of the Programme(s) Committee.
The Programme(s) Committee will advise the Student in writing of its decision, and
the reasons for such decision, and any orders made.
Exclusion or Suspension from a Course Comprising Practice-based Learning
2)
Any Student who does not meet the prerequisite requirements in preparation for
off-site practice-based learning will not proceed to the off-site practice-based
learning experience and will not be awarded Credits for that Course.
Where a Programme Leader and/or Curriculum Leader considers, in his or her
absolute discretion that a Student’s performance or participation in any off-site
practice-based learning experience is unsatisfactory the Programme Leader and/or
Curriculum Leader may temporarily suspend that Student’s attendance at the off
site practice-based learning experience. At the time of being notified of his or her
suspension, the student shall be advised of the reasons for such temporary
suspension. Except where not practicable in the circumstances, a Student should
not be temporarily suspended without being given the opportunity to improve his or
her performance.
Where a Student is so temporarily suspended, the matter(s) giving rise to the
temporary suspension shall be investigated as soon as is reasonably practicable
by the Programme(s) Committee. In investigating the situation, and before making
any decision in relation to the matter, the Programme(s) Committee shall satisfy
itself that the Student has had an opportunity to be heard, either orally or in writing.
Having carried out its investigation, the Committee shall determine the matter by
making one or more of the following orders:
remove the temporary suspension;
require the Student to undertake further study in prerequisite requirement;
suspend the Student from the off-site practice-based learning experience for such
a period that it thinks fit;
exclude the Student from the Programme.
The Programme(s) Committee will advise the student in writing of its decision, and
the reasons for such decision, and any orders made.
Application to have Exclusion Waived
3) Any excluded Student who wishes to apply for permission to re-enrol in one or
more assessed Courses for a Programme from which he or she has been excluded
shall lodge a written application with the office of the Programme Leader and/or
Curriculum Leader at least one month before the start date of the semester or the
official start date of classes for which he or she seeks admission, together with the
fee specified, if any.
Any excluded Student who wishes to enrol in one or more assessed Course(s) for
a Programme other than that from which he or she is excluded shall apply for
admission in the normal way. However, the Programme(s) Committee may at its
discretion require the Student to demonstrate that he or she has a reasonable
chance of success in the Programme and Course(s) being applied for.
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21.
SPECIAL ASSESSMENT CIRCUMSTANCES
Special Assessment Circumstances
This section relates to Student performance in Summative Assessment being
affected by factors beyond the control of the Student.
Special Assessment Circumstances – Definitions
1)
"Affected" means influenced in some way. For time constrained items such as
tests, examinations, and presentations this may include the inability to attend any
or all of the assessment events, or diminished performance. For other items it
may be the inability to meet deadlines, or diminished performance within
deadlines.
2)
"Factors beyond the control of the Student" means any circumstance or situation,
which the Student could not have reasonably prevented, including sickness or
injury to the Student, or bereavement.
Special Assessment Circumstances – Process
1)
In the first instance, the application for consideration of affected performance
shall be made by the student to the office of the Programme Leader and/or
Curriculum Leader. Except in exceptional circumstances this must be no later
than 5 working days after the due date of the summative assessment, and with
appropriate documentary evidence of both the circumstances and the effect on
performance. Except in exceptional circumstances appropriate documentary
evidence such as a medical certificate must be dated within 24 hours or one
working day of the due time of that assessment item.
The Programme Leader and/or Curriculum Leader shall decide the validity of
each application. To be considered valid, the application shall be capable of
being verified as bona fide and must be supported by such evidence as the
Programme Leader and/or Curriculum Leader shall require.
If the student is dissatisfied with the decision of the Programme Leader and/or
Curriculum Leader, the student may request that the Programme(s) Committee
reconsider the decision.
The Programme(s) Committee shall consider valid applications in the context of
the proportion of total assessment that the student has completed, or may
complete. On the basis of this the Programme(s) Committee may:
agree to further consideration; or
hold the application pending completion of the rest of the assessment items in the
course; or
decline to consider the application further.
If section 4.4.9 (4) (c) applies, the application shall be returned to the student,
who may appeal to the Academic Board Appeals Committee.
If either section 4.4.9 (4) (a) or (b) applies, the Programme(s) Committee shall
select the method to be used to determine the mark or grade to be awarded.
Under normal circumstances the methods are:
a)
extension of the relevant deadline for completion;
53
completion of the assessment or an equivalent assessment at another time;
completion of an alternative form of assessment;
determination of the final grade by mathematical extrapolation if the student has
completed the substantial majority (which, except in exceptional circumstances
shall be at least 80%) of the summative assessment of the course; or
estimation of a mark or grade in accordance with section 4.4.9. (7).
If a Student has completed the majority of course assessments, and these
assessments are individual rather than group assessments, the Programme(s)
Committee may use one of the following methods (taking into account section
4.4.3 (1) regarding recording of estimated grades):
a)
estimation of the mark or grade that the student would have gained had the
circumstances not arisen;
changing the weighting of the assessment items completed to estimate a grade
for the complete course,
And, in either case, the determination of the mark or grade shall be conservative.
If the mark or grade for the assessment item determined in accordance with
section 4.4.9 (7) is lower than that achieved by the student despite the
circumstances, the mark or grade actually achieved shall stand.
The result shall be notified to the student in writing.
22.
APPEALS AGAINST DECISIONS FOR THESIS,
DISSERTATION OR
Research Project
Candidates may appeal against a decision of Postgraduate Research and
Scholarships Committee in accordance with Section 4.5 of the Academic Statute.
Applications for appeal must be received by the Chair of Academic Board within 15
working days of the mailing of the decision of Postgraduate Research and
Scholarships Committee. In exceptional circumstances the Chair of Academic Board
may extend the time for receipt of the application for appeal.
The only allowable grounds for appeal are that:
Except as allowed for in section 4.1.4 (1) (b) of the Academic Statute, there shall be two
grounds of appeal only. These grounds are:
(a) that additional information has become available which was not available
and could not reasonably have been made available at the time the original
decision was made; or
(b) that there was a material irregularity in the conduct of summative
assessment on the course or in the procedures of the Programme
Committee or the Postgraduate Research and Scholarships Committee.
If in the opinion of the Chair of Academic Board the grounds for appeal have not been,
satisfied the Chair of Academic Board shall notify the student within 5 working days, that
the appeal will not be heard, otherwise the Chair of the Academic Board shall arrange for
the Appeals Committee to be convened.
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23.
GRIEVANCE PROCEDURES
Unitec is committed to ensuring that student grievances are dealt with both fairly
and promptly.
1.
LODGING A GRIEVANCE
In general and where practicable a grievance should be made in the first
instance to the person directly responsible. If this is not practicable the
grievance should be made to a staff member/their manager. The grievance
can be escalated if the student is not satisfied with the response.
2.
In lodging or preparing to lodge a complaint a student is encouraged to seek
advice and support from Unitec’s support services.
3.
If a student has a grievance about another student’s behaviour the student
should raise it with their lecturer, Programme Leader or Head of Department.
4.
If the grievance is against Unitec services and administration the grievance
should be lodged in the first instance with the appropriate staff member,
lecturer or Programme Leader and may be escalated to Director Student
Services or Executive Director Student and Community Engagement.
5.
If the grievance is about an Academic decision, the student should refer to
the appeals process in the Academic Statute.
6.
If the grievance is about other academic matters (learning, teaching, course
relevance) this should be raised with the lecturer or Programme Leader in the
first instance and may be escalated to the Head of Department, or Faculty
Executive Dean.
7.
If a student has a grievance against a staff member’s behaviour, this
should be raised with the staff member or their manager and may be
escalated.
8.
Where a grievance is made the staff member approached will complete the
Student Grievance Form and ensure that it is recorded and responded to
appropriately.
9.
The investigation into the grievance will commence immediately after it has
been lodged and the student will be notified of progress and actions within 3
days of lodging a grievance.
For further information about student grievance, refer to the Student Grievance
Policy which can be accessed from Student Central.
24.
MISCONDUCT
“Misconduct” means conduct, which in the reasonable opinion of the Head of
Department, Programme Leader or other relevant manager and after consideration
of all relevant circumstances, falls within the description of Misconduct set out in
the Appendix of the Student Disciplinary Statute.
Examples of Academic misconduct are:
55
Plagiarism
• Cheating
Plagiarism
Plagiarism is the presentation of the (unpublished or published, including on the Internet)
thoughts, ideas, writings, inventions or work of another person or other persons without
proper acknowledgement and includes copying of the whole or part of the work of another,
whether directly copying or summarising another's work, and using experimental results
obtained by another;
If you have any questions or are in any way unclear on what is or is not acceptable, then
contact your lecturer for that course.
Turn it in: include information on Turnitin if used by the programme
25.
STUDENT RESPONSIBILITIES
Rules and Policies at Unitec
As a student at Unitec, you need to know about a variety of policies, procedures, statutes
and rules that cover enrolment, fees, programme regulations, rights and responsibilities,
complaints, vehicle use and other important topics. Some of these are applicable under
the Education Act 1989; others have been created by Unitec's Council.
A full list of these policies and statute are available under the Unitec’s policies and
procedures website you should make a point of familiarising yourself with them.
www.unitec.ac.nz Current Students > Rules and Policies
Academic Statute
Unitec’s Academic Statute contains rules and regulations relating to academic matters
including admission, enrolment, programme regulations, roles of committees, conduct of
examinations and student appeals.
Electronic Devices and Systems Policy
This policy prescribes the responsibilities of Unitec students in terms of computing
systems and communication, including email, internet, mobile devices and any other
information technology software or hardware controlled or owned by Unitec, including
Unitec’s networks, and the services provided via these facilities.
Admission, Enrolment and Fees Policy
This policy provides Unitec students and staff with rules relevant to admission, enrolment,
withdrawal and fees matters. This policy recognises relevant external regulatory and
legislative requirements
Fee Protection Policy (International students only)
Unitec has a fee protection policy to guarantee that any tuition fees held by Unitec will be
protected.
Student Disciplinary Statute
It is expected that students at Unitec will manage their conduct so as not to impede the
work or enjoyment of any other members of the Unitec community. Students are also
expected to maintain high standards of conduct when completing assessment items. The
56
Disciplinary Statute sets out the rules and procedures to deal with complaints of
misconduct at Unitec.
Harassment Policy
Sexual, racial or other types of harassment are unacceptable at Unitec. Unitec has a
policy and procedures to counter harassment and these are available from human
resources, the Unitec Student Union office and the counselling service.
Privacy of Information Policy and Procedures
Policy Prospective students are advised that Unitec collects personal information from
students at enrolment and other times of the year. Such personal information is required
to enable Unitec to comply with its purposes and functions under the Education Act 1989
and to ensure that Unitec is able to match student needs with its services. Further details
about how the information is used, agencies to which Unitec may be required to supply
information, and other reasons for supplying information are detailed in the Privacy of
Information and Procedures. Failure to supply information requested by Unitec, or the
supply of incomplete or false information may result in Unitec declining or cancelling the
enrolment. Unitec undertakes to collect, update, use, store, disclose and exchange
personal information in accordance with the provisions of the Privacy Act 1993 and its
Privacy of Information Policy and Procedures. You may have access to the personal
information that Unitec holds about you, and may request to correct the information.
Unitec has a Privacy Officer who may be contacted on any matters regarding the
information held about you and its use. Please phone +64 9 815 4321 ext 7785 for an
appointment.
Vehicle Use and Parking Statute
Vehicle users at Unitec are bound by the Vehicle Use and Parking Statute to ensure that
vehicles are used safely within Unitec precincts. This statute covers the responsibilities of
vehicle users, including penalties and charges for not following the statute.
Code of Practice for the Pastoral Care of International Students
(International students only)
Unitec is a signatory and has agreed to observe and be bound by the Code of Practice for
the Pastoral Care of International Students published by the Ministry of Education. Copies
of the Code are available from the New Zealand Ministry of Education website at
www.minedu.govt.nz/NZEducation/EducationPolicies/International
Education/ForInternationalStudentsAndParents.
Unitec has processes in place to ensure that international students are maintaining their
course requirements, and will follow up with students in the event that they cease
attendance before course completion.
26.
PROGRAMME EVALUATION
With the potential removal of SEQUAL in the near future, departments may include
information about their own processes or on SEQUAL if they opt to use SEQUAL in 2011.
Students are encouraged to communicate any concerns initially to either their student
representative or the relevant course coordinator.
57
27.
USU: STUDENTS’ ASSOCIATION AT UNITEC
USU operate independently from Unitec to protect your rights as a student and as a
paying customer of Unitec, by running the student representative programme, sitting on
committees and providing advocacy services if you ever have a problem. The other main
function of the Students' Association is to provide the 'student life' side of being a student
which includes everything from festivals, kids' day out, parties, sports tournaments and
clubs, to In Unison, the free student magazine. The Student President and Executive
committee of the Students' Association are made up of elected students and any student
can run for office and use all of USU's services. For more information about USU and to
check out what's going on around campus, visit www.usu.co.nz
Have a query about your assignment results? Want to improve your grades next time?
You could:
• Talk it over with your lecturer or programme leader
28.
•
Visit Te Puna Ako or Maia for learning advice and support
•
Visit the Centre for Pasifika Development and Support
•
Contact the USU Advocate for independent advice
NEED HELP?
To get help:
Contact
* With a particular course
The Course Lecturer and/or Tutor
* With your studies in general
The Course Lecturer and/or Tutor first,
Then Te Puna Ako, Learning Centre
* With problems about assessments
The Course Lecturer and/or Tutor first,
Then the Programme Leader
* Planning your programme, enrolling,
fees, refunds, withdrawals,
Credit Recognition/APL
Student Central/ Te Pae Korero
* Personal matters affecting your studies
A Course Lecturer and/or Tutor,
or Programme Leader or the
Institute Counselling Service
* Financial matters
Allowances Ph. 0800 88 99 00
Loans officer, Counsellors
(particularly for scholarships)
To get your username and password:
Email the IT help desk on askit@unitec.ac.nz
58
You will need to give them your student ID number, your full name and your date of birth.
Your first password will be the day, month and year of your birth (dd/mm/yyyy). You can
change your password at any time.
Your student ID number can be found on your invoice or you could call Student Central on
0800 10 95 10.
How to Log on
Each student gets a login name at enrolment. The method for student logins is as follows:
The Pre-login Screen
The Novell Netware pre-login window appears on the screen at the beginning of a
session. It shows a warning message reminding users about the Unitec Policy for
Computing and Communication Systems. All students need to be aware and follow this
policy. If you are unsure of any aspect of this policy contact a member of the teaching
staff.
To continue, hold down the <Ctrl>, <Alt> and <Delete> keys together.
Logging into the Network
A student must have a valid network login and password to access the Unitec Network. A
login is necessary to prevent unauthorised access to the system, its data and resources.
Each student is assigned a unique username e.g. smithj01 and an initial Password e.g.
01051972 after they have enrolled.
The login consists of the first five characters of the student surname, (or full surname if
less than 5 characters) followed by the first letter of the students first name and two
numbers. There are no spaces, hyphens etc in the login code.
The student password is the date of birth given at the time of enrolment by the student.
The password is 8 characters long. E.g. 01091984 = 1/9/84
To connect to the network follow these instructions: (See Figure 1)
Type your username in the Username field.
Press the <Tab> key.
Type the Password in the Password field.
Press the enter key or click on the OK button.
Figure 1. The network login screen (Image screen shot provided by Unitec IT)
IMPORTANT
• After you login for the first time, it is very important to change your password for
security reasons.
59
•
Do not give your username and password to anyone else to use, treat this information
the same way you protect your banking details.
Changing Your Password
Please read the following rules before you change your password:
Your password must be at least 8 characters long
It can be a mixture of letters, numbers and symbols
It can not contain blank spaces
Do not choose your name, your phone number, your pet’s name, name of a relation or a
colleague, your car plate number, your date of birth, dictionary words or anything common
as a password
It is better to use a mixture of letters and numbers or symbols
To change your password, once you have logged onto the system:
Hold down the <Ctrl>, <Alt> and <Delete> keys together.
Click on the Change Password button.
Enter in your old password, a new password and confirm new password.
Click on the OK button.
When you have successfully changed your password, remember to use your new
password the next time you login. You may change your password at any time.
Distance students/off campus
To access the library go to www.unitec.ac.nz
Column click on the library
Searching the catalogue is open to anyone, you will be asked for your user name and
password to access e-books and journals etc.
To check your records go to www.unitec.ac.nz
Click on my Unitec portal; enter your user name and password to login; click on my
records; then academic summary; unofficial transcripts and view transcript.
To send and receive emails go to www.unitec.ac.nz
Click on student email
The first time you use this you will need to click on “set up my account” on the bottom
page.
29.
HEALTH AND SAFETY
Unitec is committed to maintaining a safe work environment and to protecting the health of
all employees, students, contractors and visitors to Unitec. Key health and safety
information for students, including emergency procedures, will be posted in each lecture
theatre and classroom near the fire fighting equipment.
Unitec Smoke-Free Policy
Unitec is committed to providing a safe and healthy environment for staff, students and
visitors. Unitec recognises the significant risks associated with smoking and exposure to
second hand smoke and for this reason has adopted a “smoke free” policy in accordance
with the provisions of the Smoke-free Environments Act 1990 and the Smoke-free
Environments Amendment Act 2003.
60
All persons on campus shall respect Unitec’s aim to promote a smoke-free lifestyle and
provide a smoke-free environment.
All indoor areas of Unitec’s campus sites are 100% smoke-free.
Smoking is not permitted:
In any internal area within Unitec buildings and vehicles or other enclosed space;
In the internal area or open area of any Unitec childcare facility;
Within five (5) metres of any Unitec building or other enclosed space;
Within five (5) metres of any covered walkway or other area providing access
to any Unitec building or other enclosed space; and
In any area where no-smoking signs are displayed.
Any person smoking shall, in addition to above:
Not smoke near building entrances, windows and air take vents;
Not smoke in an area where hazardous substances are stored or present;
Use the cigarette disposal receptacles provided;
Show consideration for non-smokers in close proximity by smoking as far
away from these persons as is reasonably practicable; and
Not smoke when a request not to smoke has been verbalised
Respect any smoke-free policies of other organisations with whom Unitec shares
buildings and/or other facilities (e.g. Waitakere Library).
61
30.
FAQS
The following is a list of frequently asked questions and directions for action:
1. I can’t log on to a computer:
a. Check the log-on procedures to make sure you have followed all instructions
b. Contact Student Central to ensure you are properly enrolled and in the system.
c. If the above fails, contact IT (09 815 4321 extension 8484)
2. I want to access Moodle/Blackboard:
a. Check with Student Central that you are properly enrolled for that course and
in the system.
b. Check with the curriculum leader or your lecturer to make sure the course is
‘active’.
c. If you still can’t access Blackboard/ Moodle, contact IT.
3. I want assistance with writing reports and assignments
a. First discuss with lecturer or course coordinator.
b. Contact Te Puna Ako (Student Learning Centre) who offer a range of things
from advice through to workshops and one-on-one tutoring sessions
4. I am snowed under with work:
a. Every effort is made to spread the workload as much as possible. Try to
timetable your work requirements near the beginning of the course
b. Prioritise your work
c. Contact Te Puna Ako (student learning centre) for advice or practical help
d. Speak with your lecturer or course coordinator
e. If there is a special reason you could consider applying for an extension
i. Get an “Application for Extension (if applicable) or Special Assessment
Circumstances’ form from Student Central.
ii. Complete and submit to Student Central with supporting evidence
f. If you have to miss an important deadline due to unexpected circumstances
follow the same procedure as outlined in point ‘e’ above
5. I want to change my course:
a. First course of action is to discuss options with Programme Leader/Curriculum
Leader
b. Get a Verification of Enrolment (VOE) form from Student Central and complete
and return to Student Central
c. Please note the rules regarding refunds are in the Enrolment/Fee Policy
located on Unitec’s website www.unitec.ac.nz
d. For International Students, contact the International Office.
6. I want to better organise my finances:
a. Contact Student Central to discuss your situation. They can offer advice and
may suggest allowances and scholarships which may help your situation
b. For anything about student loans see the Unitec Studylink liaison, Work and
Income New Zealand or Student Services
c. For any problems relating to course fees etc. contact Student Central
7. My living circumstances have changed and I may need to re-assess my priorities:
a. Student Support Services offer advice if you feel you need help or support
b. Discuss your options regarding your study commitments with the Programme
Leader/Curriculum Leader
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8. I have changed my address:
a. Please inform Student Central of your new address or change it online through
your Unitec student portal (under MyRecords).
9. I have changed my email contact:
a. Your personal email address is entered in our Blackboard & Moodle systems
and is an important means of communication. Please inform Student Central of
your new contact details or you should change it online through your Unitec
student portal (under MyRecords).
10. I want to find out my results:
a. The turn-around time for assignments is 3 weeks after the hand-in date
b. Final results for each semester are first ratified by the Programme Committee
then made available on-line in ‘My Records’. Official results are mailed out at
the same time (depending on department process).
11. I have a complaint about a course:
All courses have avenues available for student feedback:
a. If your concerns are more immediate, speak to the lecturer or your student
representative
b. If not satisfied, contact your course coordinator followed by the Programme
Leader/Curriculum Leader
c. In serious cases, contact the Head of Department (HOD)
12. I am unhappy with my lecturer:
a. If you feel confident, approach the lecturer with your concerns in the first
instance
b. Approach your student rep about your concerns
c. Approach your Programme Leader/Curriculum Leader with your concerns,
preferably in writing.
d. When other avenues have failed, contact the HOD
13. I disagree with the grade I received in an assignment:
a. All assessments are moderated to ensure fairness. Approach your lecturer in
the first instance if you feel you have been marked unfairly
b. If you are not satisfied, discuss it with the Programme Leader/Curriculum
Leader.
c. If there are serious issues, there are formal grievance procedures
14. I think the official grade I have received is incorrect:
a. Notify your Programme Leader/Curriculum Leader immediately if you suspect
an error has been made
15. I have failed a course, what now?
a. If you have narrowly missed passing, the Programme Committee may, at its
discretion, offer you a re-sit or resubmission if by passing that assessment item
with a C- grade; your overall grade would allow you to pass. (note: not all
programmes offer resits)
b. You can consider repeating the course at a later date
16. I am having trouble with another student on the course:
a. Approach your student rep or lecturer if the complaint is about disruption of
learning
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b. Incidents of a serious nature should be reported to Course Coordinator or the
Programme Leader/Curriculum Leader as soon as possible
17.
18.
I have been wrongly accused of plagiarism:
a. Plagiarism is taken seriously. If you feel you have been wrongly accused,
discuss it with your lecturer and/or Programme Leader/Curriculum Leader
straight away.
Where do I find the Policies outlined in this handbook?
All policies are available from the Unitec website www.unitec.ac.nzCurrent
StudentsRules and Policies
Disclaimer
Unitec has used reasonable care to ensure that the information in this publication
is accurate at the time of publication. However, to the extent permitted by law,
Unitec is not liable for, and makes no warranties or representations as to such
accuracy and may change or correct any such information without prior notice.
Changes will be available on www.unitec.ac.nz and from Course Information.
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