1. Prof Judyth Sachs, DVC (Provost) Review & Renewal of Postgraduate Curriculum – White Paper Faculty Forums, Feb-Mar 2010

2. 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 http://www.mq.edu.au/provost/reports/postgra d_review.html

3. 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

4. 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

5. 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)

6. 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 re- application process

7. 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

8. 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 multi- disciplinary ‘breadth’ P/G programs

9. 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

10. 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

11. 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

12. 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

13. 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?