Enhancing Postgraduate Curriculum: Implementation & Development Strategies White Paper Review

1. Review & Renewal of Postgraduate Curriculum – White Paper Faculty Forums, Feb-Mar 2010

2. 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/postgrad_review.html

3. 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

4. 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

5. Academic Program Models • 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)

6. Academic Program Models • 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 re-application process

7. Academic Program Models • 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

8. Academic Program Models • 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 multi-disciplinary ‘breadth’ P/G programs

9. Academic Program Models • 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

10. 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

11. 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

12. 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

13. Conclusion • Implementation 1 Jan 2012 • See White Paper on Provost’s Website: http://www.mq.edu.au/provost/reports/docs/WhitepaperFinal.doc • Any Questions?