Review & Renewal of Postgraduate
Curriculum – White Paper
Faculty Forums, Feb-Mar 2010
Prof Judyth Sachs, DVC (Provost)
Purpose of Faculty Forums
• To discuss the Recommendations of the
White Paper
• To outline implementation plans
• To follow-up previous faculty forums –
see
http://www.mq.edu.au/provost/reports/postgra
d_review.html
Prof Judyth Sachs, DVC (Provost)
The White Paper
• Draws conclusions and makes
recommendations
• Provides the framework for postgraduate
coursework programs
• Outlines the governance, principles and
process to be used by the faculties to
implement the White Paper
Prof Judyth Sachs, DVC (Provost)
Bases for development of P/G
Curriculum
• Graduate Capabilities – programs to
develop cognitive capabilities and
interpersonal and personal dispositions
• Integrated Ethics – scaffolded approach to
integrate development through certificates,
diplomas and masters degrees
Prof Judyth Sachs, DVC (Provost)
Academic Program Models
1. Terminology
– Graduate: to be applied the certificates &
diplomas (undergraduate units of 3 credit point
value)
– Postgraduate: to be applied to certificates ,
diplomas and masters units of 4 credit point
value)
Prof Judyth Sachs, DVC (Provost)
Academic Program Models
2. Structure and Shape
– Duration of qualification (i.e. alignment with
Bologna) is not the primary criterion
– Capabilities drive content and duration
– Standardisation based on workload (student and
staff) for credit points
– Retain nested qualification but streamline reapplication process
Prof Judyth Sachs, DVC (Provost)
Academic Program Models
3. Credit Points
– 4 credit point unit is appropriate for P/G units
– Apply the current U/G model – 3 hours of
student learning is required for 1 credit point,
i.e. a 4 credit point P/G unit will require 12
hours per week
Prof Judyth Sachs, DVC (Provost)
Academic Program Models
4. Named Vs Generic Degrees
– Named degrees for ‘depth’ programs i.e.
professional degrees
– Generic degrees for ‘breadth’
– Arts and Science to review their other named
degrees to limit their number & shift to generic
degree
– Need for market research to develop new multidisciplinary ‘breadth’ P/G programs
Prof Judyth Sachs, DVC (Provost)
Academic Program Models
5. Modes of Delivery
Flexibility in modes of delivery is central to
meeting the needs of the P/G student:
– Flexible delivery, incl packaging, timing and use
of technology
– Use of COE and AccessMQ
– Use of OUA
Prof Judyth Sachs, DVC (Provost)
Articulation
• Entry - Flexibility re entry criteria (interviews,
referee reports, U/G student record, work
experience, portfolio)
• Entry - Consider the need for qualifying units
• Articulation to HDR - Equivalence to Honours
with 25% research project
Prof Judyth Sachs, DVC (Provost)
Implementation: Departments/Disciplines
responsible for:
• Planning new units and programs
• Review each program/unit every 3 years
• Developing ‘lab-based’ or ‘lecture-based’
shell units
• Rationalise units and programs (recommend
to FSQC)
• Show cause why units or programs with few
students should be continued
Prof Judyth Sachs, DVC (Provost)
Implementation: Faculties responsible for:
• Working with central Marketing to clarify roles
• Consider establishing Faculty Graduate Schools
(clearly delineating central & dept’l responsibilities)
• Work with AccessMQ and COE to provide a range of
lifelong learning opportunities
• Review provision of transition programs
• Work with CME to provide academic literacy
• Develop means of early identification of language &
academic literacy needs
• Identify opportunities for new interdisciplinary units &
programs
• FSQCs to develop process for reduction of units and
programs
Prof Judyth Sachs, DVC (Provost)
Conclusion
• Implementation 1 Jan 2012
• See White Paper on Provost’s Website:
http://www.mq.edu.au/provost/reports/docs/WhitepaperFinal.doc
• Any Questions?
Prof Judyth Sachs, DVC (Provost)