Monash University

Education Committee Meeting 2/97

Meeting 2/97 of the Education Committee will be held on Wednesday 19 March 1997 at 10:00 am in the Sir George Lush Room, University Offices, Clayton Campus.

Apologies: Telephone: 9905 2061; email: Randi.Brooks@adm.monash.edu.au.

11 March
Ms ER Brooks
Executive Officer

AGENDA

* 1. STARRED ITEMS

The Committee should note that certain items have been starred as requiring discussion. Additional items may be starred at the discretion of the Committee.

All items related to course approval and amendment have been starred for the attention of the Committee.

Recommendation:

That the Committee nominate any additional items to be starred, and then endorse the recommendations for items other than those starred.

* 2. MINUTES

The Minutes of Meeting 1/97 held on Wednesday 5 February 1997 have been circulated.

Recommendation:

That the Committee approve the Minutes of Meeting 1/97 subject to the following amendment to Minute 15.1.1:

"The Bachelor of Applied Science would have no further intake after 1997. There would be no further transfer into the tagged degrees associated with the Bachelor of Applied Science after 1997, except with the permission of the Dean of the Faculty." (Change underlined; previous minute read ". . . after 1998.")

3. MATTERS ARISING FROM THE MINUTES

3.1 Matters requiring Resolution from Meeting 1/97

There were no matters related to course and subject proposals requiring resolution from Meeting 1/97.

Recommendation:

That the Committee note that there were no matters related to course and subject proposals requiring resolution from Meeting 1/97.

* 3.2 Discipline Statute

Subsequent to Meeting 1/97 of the Education Committee, a submission has been received from the student members of the Committee, objecting to the document presented by the University Solicitor's Office.

A submission has also been received from the Student Rights Officer regarding this matter.

Further information has been received from the University Solicitor's Office regarding the timeline for submission of draft legislation.

Recommendation:

That the Committee consider the submissions made by the student members of the Committee and by the Student Rights Officer, and receive and note the information provided by the University Solicitor's Office regarding Statute 4.1 Discipline.

4. ITEMS OF INTEREST FROM MEETING 2/97 OF THE ACADEMIC BOARD

A document is attached.

Recommendation:

That the Committee note the items of interest from Meeting 2/97 of the Academic Board, held on 26 February 1997.

5. INFORMATION FROM THE COMMITTEE OF DEANS

A document is attached.

Recommendation:

That the Committee note the items of interest from Meeting 2/97 of the Committee of Deans, held on 25 February 1997.

* 6. STUDENT ACADEMIC GRIEVANCE POLICY

Council has referred the Student Academic Grievance Policy to the Education Committee for reconsideration of the issues raised by Council at its meeting 8/96 and any other relevant input that may be received. To date, there has been an indication that there may be a submission on the matter from the MPA, although this has not yet been received. Some additional questions regarding the proposed policy, raised in order to draft the necessary legislation, have been received from the University Solicitor's Office.

A report regarding any necessary amendments to the proposed policy and incorporating a final version of the Policy, is due to be received by Council at Meeting 4/97 (7 July 1997). In order to meet this deadline, a document including any necessary amendments must be submitted to Education Committee Meeting 3/97 (7 May 1997).

Recommendation:

That the Committee

7. RECOMMENDATIONS REGARDING PII GRADE

At Meeting 1/97 it was agreed that the matter of PII grades required further consideration and the development of a specific proposal for consideration by faculties. Associate Professor White, Mr Tickell, and Associate Professor Cameron were asked to form a small working party to develop a recommendation. This has now been accomplished and the documents referred to Faculties are attached for the information of the Committee. Advice regarding the proposal was sought from the Manager, Examinations and Certifications Branch prior to its circulation to Faculties.

Recommendation:

That the Committee receive and note the documents regarding the PII grade submitted to Faculties for comment before 4 April.

8. NEW MARKS AND GRADES RULES

The Manager, Examinations and Certifications Branch has provided a document regarding the implementation of the new marks and grades approved by the Academic Board at Meeting 8/96.

Members are asked to note "that examiners should commence using the University's new marks and grades scale for those subjects where teaching concludes, and the determination of final assessment grades commences, on 11 April or later."

In addition, the Registrar of the Faculty of Education has asked that the Committee note the Faculty's intended continuing use of the grade "PGO", which was not noted in Minute 10, point 3 of the Minutes of Meeting 7/96 of the Education Committee.

Recommendation:

That the Committee receive and note the information "that examiners should commence using the University's new marks and grades scale for those subjects where teaching concludes, and the determination of final assessment grades commences, on 11 April or later", and refer the Faculty of Education's intention to continue to make use of the grade "PGO" to the Examinations and Certifications Branch for information.

* 9. POLICY ON CANCELLATION OF SUBJECTS

At Academic Board Meeting 1/97, the following Minute was taken (14.1):

"The Steering Committee had discussed this matter and agreed to recommend that a University-wide statement of policy on cancellation of subjects be developed by the Education Committee following advice from the University Solicitor.

The Academic Board approved the policy of the Faculty of Business and Economics on the cancellation of subjects as detailed in the document presented (subject to the advice of the University Solicitor), and requested that the Education Committee revisit this issue with a view to the development of a University-wide statement of policy on the matter."

Recommendation:

That the Education Committee establish a small working party to prepare a short policy statement on the matter of cancellation of classes, for submission to the next meeting of the Education Committee, subsequent distribution to faculties for comment, and referral to the Academic Board from Meeting 5/97.

10. AMENDMENT TO REGULATIONS FOR THE FACULTY OF ARTS

At Meeting 8/96 of the Academic Board (Minute 25.5) and Meeting 8/96 of Council (Minute 9.6), regulations were approved for the undergraduate degrees of the Faculty of Arts. These regulations (and the amendment to Statute 6.1.2 which accompanied them) contained reference to the Bachelor of Arts (Arts Scholars Program), which has not been presented for approval by the Faculty of Arts.

Therefore, the University Solicitor's Office has submitted an amendment to the Faculty's regulations to delete reference to this course.

The Faculty has been contacted regarding this matter and is in agreement with the recommendation.

Recommendation:

That the Education Committee endorse for submission to the Academic Board the proposed amendment deleting reference to a Bachelor of Arts (Arts Scholars Program) in the Faculty of Arts (Undergraduate Degree) Regulations and Statute 6.1.2 - Courses and Degrees.

11. REPORT OF THE DISTANCE EDUCATION AND OPEN LEARNING COMMITTEE

The Report of Meeting 2/97 of the Distance Education and Open Learning Committee, held on Tuesday 25 February 1997, is attached. Meeting 1/97 of the Committee was cancelled.

Recommendation:

That the Committee receive the Report of Meeting 2/97 of the Distance Education and Open Learning Committee held on 25 February 1997, note the proceedings and note that Meeting 1/97 had been cancelled. The Committee is asked to consider each item requiring action separately for transmission to the Academic Board.

11.1 Quality Assurance in Distance Education and Open Learning Programs

The document "Policy and Procedures for Quality Assurance in Distance Education and Open Learning Programs" is attached. This specifies the contribution of various centres/departments to Distance Education and Open Learning Programs as at late 1996 and marks the beginning of an ongoing process in quality improvement.

Recommendation

That the Education Committee receive and note the attached document entitled "Policy and Procedures for Quality Assurance in Distance Education and Open Learning Programs" and endorse it for submission to the Academic Board.

11.2 Microcomputer Access Requirements for Distance Education Courses

A survey of Distance Education students undertaken in January 1996 revealed that of the 40% of Distance Education students who responded, 86% had access to a computer for study purposes, either at home or at work. Full survey results can be obtained from the Distance Education Centre.

The Committee considered the recommendation of a policy for adoption by Education Committee and Academic Board whereby Distance Education students should own or have access to a microcomputer. The Committee agreed that the making of this recommendation would be subject to satisfactory arrangements being made for the University to meet its access and equity obligations by, for example:

Subsequent to the meeting, the Director, Distance Education Centre, made a recommendation that a further proviso be added to those agreed at the meeting, namely:

Recommendation:

That the Education Committee endorse for submission to the Academic Board and implementation from 1998 the following policy:

That all Distance Education students should own or have access to a microcomputer, subject to resolution before December 1997 of the following provisos:

  1. Satisfactory arrangements being made for the University to meet its access and equity obligations by, for example:
  2. The full consultation of staff involved in the provision of Distance Education programs being undertaken.

* 12. AMENDMENT TO MEMBERSHIP AND TERMS OF REFERENCE OF EDUCATION COMMITTEE

The current terms of reference and membership of the committee are attached. The membership has been amended to take into account the disestablishment of the Subfaculty of Nursing.

The terms of reference include draft amendments resulting from the formalising of the interrelationship between the Education Committee and the PhD and Scholarships Committee with regard to course and subject approval for Masters by Research programs. The Minute relating to that change is also attached for information.

Also attached are the current terms of reference for the Associate Deans (Teaching) when they meet as a committee. It is recommended that members consider the terms of reference of both committees, bearing in mind the scope of each committee's responsibilities and the need to maintain balance between the two.

Recommendation:

That the Committee further amend if necessary and endorse for submission to the Academic Board the revised membership and terms of reference of the Education Committee.

13. FACULTY OF ARTS

The Report of Meeting 1/97 of the Board of the Faculty of Arts held on Wednesday 19 February 1997 is attached.

Recommendation:

That the Committee receive the Report of Meeting 1/97 of the Board of the Faculty of Arts and consider each item requiring action separately for submission to the Academic Board.

* 13.1 New Course Proposal

13.1.1 Bachelor of Arts (Administrative Studies)

This course is proposed for introduction from Semester One 1998on the Gippsland campus in on-campus, distance education and mixed-mode format.

A document is attached.

Recommendation:

That the Education Committee endorse for submission to the Academic Board the proposal to establish a new course, to be titled Bachelor of Arts (Administrative Studies).

* 13.2 Amendment to Existing Course

13.2.1 Master of Arts - Museum Studies and Cultural Policy stream - change to core subject

This amendment is proposed for introduction from Semester One 1997, and results from staff changes.

Recommendation:

That the Education Committee endorse for submission to the Academic Board the proposal to amend the Museum Studies and Cultural Policy stream of the existing Master of Arts by replacing the core subject VAM4021 Beyond the Museum: institutions and insurrections with MCM4000/MCM5000 Museums as exhibiting institutions.

13.3 Amendment to Existing Subject

The Faculty of Arts has agreed to recommend the following amendment to an existing subject:

Recommendation:

That the Committee note the amendment to an existing subject of the Faculty of Arts as listed above.

14. FACULTY OF ARTS

The Dean of the Faculty of Arts has submitted a memorandum asking that the title of an existing award be amended.

Recommendation:

That the Committee receive and note the memorandum dated 12 February 1997 from the Dean of the Faculty of Arts and consider its contents separately for submission to the Academic Board.

14.1 Amendment to Existing Courses

14.1.1 Bachelor of Arts (Humanities and Social Sciences) - amendment to title

The Faculty of Arts has recommended that the title of the existing Bachelor of Arts (Humanities and Social Sciences) be changed to become Bachelor of Arts.

This amendment is proposed to take effect from Semester One 1998. Continuing students in the Bachelor of Arts (Humanities and Social Sciences) will be advised to transfer into the retitled course, but would be permitted to take out the award under its existing title if they wished.

No amendments to the structure of the course have been proposed.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Arts that the existing Bachelor of Arts (Humanities and Social Sciences) be retitled to become Bachelor of Arts from Semester One 1998.

14.1.2 Amendment of double degree titles

As a result of the decision above, a number of double degrees would also require retitling from Semester One 1998.

Recommendation:

That the Committee endorse for submission to the Academic Board the retitling of existing double degree courses as follows:

14.2 No Further Intake to Existing Courses

As a result of the decision above, there would be no further intake after Semester Two 1997 for a number of existing courses of the Faculty of Arts.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Arts that there be no further intake to the following courses after Semester Two 1997:

15. FACULTY OF BUSINESS AND ECONOMICS

The Report of Meeting 1/97 of the Board of the Faculty of Business and Economics held on Wednesday 12 February 1997 is attached.

Recommendation:

That the Committee receive the Report of Meeting 1/97 of the Board of the Faculty of Business and Economics and consider each item requiring action separately for submission to the Academic Board.

* 15.1 New Course Proposal

15.1.1 Graduate Certificate in Regional Economic Development

This course is proposed for introduction from Semester Two 1997 on the Gippsland campus by distance education mode.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal to establish a new course, to be titled Graduate Certificate in Regional Economic Development.

* 15.2 Amendments to Existing Courses

15.2.1 Graduate Certificate in Public Policy and Management - additional mode of offer

This amendment is proposed for introduction from Semester Two 1997 to allow students to attempt the course entirely by distance education in addition to the current on-campus mode of offer.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the existing Graduate Certificate in Public Policy and Management by making it available in distance education mode in addition to the current on-campus mode of offer.

15.2.2 Graduate Diploma in Public Policy and Management - additional mode of offer

This amendment is proposed for introduction from Semester Two 1997 to allow students to attempt the course entirely by distance education in addition to the current on-campus mode of offer.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the existing Graduate Diploma in Public Policy and Management by making it available in distance education mode in addition to the current on-campus mode of offer.

15.2.3 Master of Public Policy and Management - additional mode of offer

This amendment is proposed for introduction from Semester Two 1997 to allow students to attempt the course entirely by distance education in addition to the current on-campus mode of offer.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the existing Master of Public Policy and Management by making it available in distance education mode in addition to the current on-campus mode of offer.

15.2.4 Graduate Certificate in Electronic Commerce - additional mode of offer and amendment to admission requirements

This amendment is proposed for introduction from Semester Two 1997 to allow students to attempt the course on-campus at either the Berwick or city campuses in addition to the current distance education mode of offer.

The admission requirements are proposed to be amended from Semester Two 1997 by the inclusion of a component of industry experience.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the existing Graduate Certificate in Electronic Commerce by making it available on the Berwick and city campuses in addition to the current distance education mode of offer, and by adding a component of industry experience to the entry requirements.

15.2.5 Graduate Diploma in Electronic Commerce - additional mode of offer and amendment to admission requirements

This amendment is proposed for introduction from Semester Two 1997 to allow students to attempt the course on-campus at either the Berwick or city campuses in addition to the current distance education mode of offer.

The admission requirements are proposed to be amended from Semester Two 1997 by the inclusion of a component of industry experience.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the existing Graduate Diploma in Electronic Commerce by making it available on the Berwick and city campuses in addition to the current distance education mode of offer, and by adding a component of industry experience to the entry requirements.

15.2.6 Master of Business (Accounting) - amendment to course structure

This amendment is proposed for immediate introduction to accommodate the change to the subject codes in use in the Faculty of Business and Economics from the beginning of 1997.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the course structure of the existing Master of Business (Accounting) as detailed in the document presented.

15.2.7 Master of Practising Accounting - amendment to course structure

This amendment is proposed for immediate introduction to accommodate the change to the subject codes in use in the Faculty of Business and Economics from the beginning of 1997.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the course structure of the existing Master of Practising Accounting as detailed in the document presented.

15.2.8 Master of Business (Banking and Finance) - amendment to course structure

This item has been withdrawn by the Faculty.

Recommendation:

That the Committee note that this item was withdrawn by the Faculty of Business and Economics.

15.3 New Subject Proposals

Documentation is available from the Executive Officer regarding these proposals for perusal by members. Handbook entries are attached where available.

15.3.1 GBU9121 Introduction to Macroeconomic Theory and Policy

15.3.2 GBU9122 Introduction to Microeconomic Theory and Policy

15.3.3 GBU9123 Regional Economic Development and Policy

15.3.4 GBU9124 Natural Resources and Environment

Recommendation:

That the Committee endorse for submission to the Academic Board the subject proposals listed in items 15.3.1 to 15.3.4 inclusive.

15.4 Amendment to Existing Subjects

The Faculty of Business and Economics has agreed to recommend the following amendments to existing subjects:

Recommendation:

That the Committee note the amendments to existing subjects of the Faculty of Business and Economics as listed above.

15.5 Code of Practice and Associated Guidelines for Fee-Paying Graduate Courses

A document is attached.

Recommendation:

That the Committee receive and note the Code of Practice and Associated Guidelines for Fee-Paying Graduate Courses developed by the Faculty of Business and Economics, and refer the document for information to other Faculties.

15.6 Disestablishment of Subjects

The Faculty of Business and Economics has agreed to recommend the disestablishment of the following subjects and/or alternative codes for subjects (full titles were not made available and typographical errors are intentional):

Recommendation:

That the Committee note the disestablishment of the subjects listed above by the Faculty of Business and Economics.

16. FACULTY OF COMPUTING AND INFORMATION TECHNOLOGY

The Report of Meetings 7/96 and 1/97 of the Board of the Faculty of Computing and Information Technology are attached.

Recommendation:

That the Committee receive the Report of Meetings 7/96 and 1/97 of the Board of the Faculty of Computing and Information Technology and consider each item requiring action separately for submission to the Academic Board.

* 16.1 Amendments to Existing Courses

16.1.1 Bachelor of Business / Bachelor of Computing - amendment to structure

This amendment is proposed for introduction from Semester One 1998 and results from changes made to the structure of the Bachelor of Computing in 1996.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Computing and Information Technology to amend the existing Bachelor of Business / Bachelor of Computing as detailed in the document presented.

16.1.2 the honours degree of Bachelor of Computing - additional mode of offer

This amendment is proposed for introduction from Semester One 1998, and would allow students to undertake the honours program by distance education in addition to the current on-campus mode of offer.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Computing and Information Technology to amend the existing honours degree of Bachelor of Computing by making it available in distance education mode in addition to the current on-campus mode of offer.

16.1.3 the honours degree of Bachelor of Computing - Software Development stream - amendment to structure

This amendment is proposed for introduction from Semester One 1998 to allow students to complete the honours program by attempting either:

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Computing and Information Technology to amend the Software Development stream of the existing honours degree of Bachelor of Computing by allowing students to complete the program by attempting either a 50% research thesis or a 25% applied research project.

16.2 New Subject Proposals

Documentation is available from the Executive Officer regarding these proposals for perusal by members. Handbook entries are attached where available.

16.2.1 LAR5001 Managing Virtual Libraries

16.2.2 LAR5007 Electronic Publishing

Recommendation:

That the Committee endorse for submission to the Academic Board the subject proposals listed in items 16.2.1 to 16.2.2 inclusive.

16.3 Amendment to Existing Subjects

The Faculty of Computing and Information Technology has agreed to recommend the following amendments to existing subjects:

Recommendation:

That the Committee note the amendments to existing subjects of the Faculty of Computing and Information Technology as listed above.

17. FACULTY OF EDUCATION

A draft Report of Meeting 1/97 of the Board of the Faculty of Education is attached. The Report will be confirmed by the Associate Dean (Teaching) of the Faculty of Education at meeting 2/97 of the Committee.

Recommendation:

That the Committee receive confirmation from the Associate Dean (Teaching) of the Faculty of Education regarding the accuracy of the draft report of Meeting 1/97 of the Board of the Faculty of Education, and subsequently consider each item requiring action separately for submission to the Academic Board.

* 17.1 New Course Proposals

17.1.1 Bachelor of Music / Bachelor of Education

This course is proposed for introduction from Semester One 1998 on the Clayton campus.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal to establish a new double degree program, to be titled Bachelor of Music / Bachelor of Education.

17.1.2 Graduate Certificate in Gifted Education

This course is proposed for introduction from Semester Two 1997 on the Clayton campus.

A document is attached.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal to establish a new course, to be titled Graduate Certificate in Gifted Education.

17.2 New Subject Proposals

Documentation is available from the Executive Officer regarding this proposal for perusal by members. The handbook entry is attached.

17.2.1 GEDxxxx Gifted Education: Identification and Programming

Recommendation:

That the Committee endorse for submission to the Academic Board the subject proposal listed in item 17.2.1 above.

17.3 Amendment to Existing Subjects

The Faculty of Education has agreed to recommend the following amendments to existing subjects:

Recommendation:

That the Committee note the amendments to existing subjects of the Faculty of Education as listed above.

18. FACULTY OF ENGINEERING

The Report of Meeting 1/97 of the Board of the Faculty of Engineering held on 24 February 1997 is attached.

Recommendation:

That the Committee receive the Report of Meeting 1/97 of the Board of the Faculty of Engineering and consider each item requiring action separately for submission to the Academic Board.

* 18.1 Amendment to Existing Course

18.1.1 Bachelor of Technology (Computer Studies) - to be discontinued on the Peninsula campus

This amendment is proposed for introduction from Semester One 1997. No intake was made to this course on the Peninsula campus in 1997.

The Faculty proposes to cease teaching of second year subjects for this degree at the Peninsula campus from Semester One 1998 and to cease teaching third year subjects for this degree at the Peninsula campus from Semester One 1999.

The course would continue to be made available at the Caulfield campus for the foreseeable future.

Recommendation:

That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Engineering to cease offering subjects for the Bachelor of Technology (Computer Studies) on the Peninsula campus as follows: first year subjects from Semester One 1997, second year subjects from Semester One 1998 and third year subjects from Semester One 1999.

18.2 Minor Amendment to Existing Course

The Faculty of Engineering has agreed to recommend a minor amendment to an existing course as follows:

Recommendation:

That the Committee note the minor amendment to an existing course of the Faculty of Engineering as listed above.

19. FACULTY OF SCIENCE

19.1 Amendments to Existing Courses - double degree titles

As a result of the amendment to the title of the Bachelor of Applied Science approved at Education Committee Meeting 1/97 (Minutes 15.1.1 and 15.1.2), the Faculty is required to make the following amendments to the titles of double degrees associated with the Bachelor of Applied Science from Semester One 1998.

Recommendation:

That the Committee endorse for submission to the Academic Board the retitling of existing double degree courses as follows:

19.2 No Further Intake to Courses

As a result of the amendment to the title of the Bachelor of Applied Science approved at Education Committee Meeting 1/97 (Minutes 15.1.1 and 15.1.2), the Faculty intends to allow no further intake after Semester Two 1997 to a number of its courses.

Students currently enrolled in the Bachelor of Applied Science may apply to the Dean of the Faculty, if they wish to transfer into one of the courses indicated below.

Recommendation:

That the Committee endorse for submission to the Academic Board the advice of the Faculty of Science, given pursuant to the decisions minuted at Education Committee Meeting 1/97 (minutes 15.1.1 and 15.1.2) that there will be no further intake after Semester Two 1997 to the following courses:

20. ANY OTHER BUSINESS

21. NEXT MEETING

The next Meeting of the Education Committee will be held at 10:00am on Wednesday 7 May 1997. Course and subject proposal submissions for that meeting are due on or before 9 April; full reports are due on or before THURSDAY 24 April.

It is very important that all final submissions include a report or draft report from the Faculty Board. Submissions must be electronically submitted. Hard copies should also be submitted for our records. Please DO NOT staple or submit double-sided hard copies.

Recommendation:

That the Committee note the information above.

* * * * * * * * * * * * * * * *

Membership

Professor P LeP Darvall (Interim Chair)

Associate Professor R Alfredson, Engineering

Mr M Cabrie, MSA, Clayton

Associate Professor N Cameron, Science

Associate Professor M Evans, Business and Economics

Associate Professor J Hurst, Computing and Information Technology

Professor M King, PhD and Scholarships Committee

Ms K McGillivray, MUGSU, Gippsland

Mr J Poussard, MUSU Inc, Peninsula

Ms B Presutto, MUBSU, Berwick

Professor J Redmond, Art and Design

Professor L Roller, Pharmacy

Associate Professor G Taylor, Medicine

Mr G Tickell, Education

Mr J Welikala, MPA, Masters

Associate Professor N White, Arts

Mr M Williams, MUSU, Inc, Caulfield

Professor R Williams, Law

Professor B Young, Co-Opted

Vacant, MPA, Graduate Diploma

Vacant, MUPSA

In Attendance

Mr R Burnet, Student Services

Professor A Sohal, Business and Economics

Professor T Threadgold, Arts

Vacant, Pharmacy

Faculty Registrar/Manager (in rotation) - Mr D Secomb, Engineering

Executive Officer

Ms ER Brooks, Secretariat

Item 3.2

Attention: Education Committee

Dear Education Committee members,

I would like to lodge a formal complaint on behalf of the student representatives of the Education Committee. At meeting 1/97, the University Solicitor's response to the Discipline Statute Working Party's submission was tabled for discussion. As newly appointed student representatives, insufficient time was given to thoroughly review the agenda prior to the meeting. In most instances, student representatives did not receive their agendas until the day before the meeting. As a result, student representatives were not adequately informed when contributing to the discussion process, and did not realise the implications of accepting the University Solicitor's proposal. In discussions after the meeting, it was our intention to raise the issue as a matter arising from the minutes. On behalf of the student representatives on the committee, I am expressing our dissatisfaction with the proposal submitted by the Solicitor's Office.

There are several reasons to support such a complaint:

1) The Discipline Statute Working Party was established by the Education Committee to review the Discipline Statute and suggest necessary changes and improvements to the statute. Approximately three years was spent formulating a recommendation, which was then approved, with minor changes, by the Education Committee. This recommendation was then forwarded to the University Solicitor's Office for implementation into University Statute form. The response from the Solicitor's Office almost completely disregarded the Working Party's proposal. It is the opinion of student representatives on the Education Committee that insufficient discussion occurred to warrant the approval of the Solicitor's recommendations, and that the distinct differences between the Working Party's submission and the Solicitor's Office's response were not adequately recognised.

2) After three years research, it is unsatisfactory to implement a Discipline Statute that does not solve the many problems outlined by the working party. ie. legal representation, words and phrases that require clear definition, rights of students.

3) There was only one past member of the Working Party, Associate Professor N Cameron, present at the brief discussion which occurred at the Education Committee meeting.

4) The Monash University Federation of Student Organisations (MUFSO) voted unanimously in opposition to the University Solicitor's recommendations, and instructed the MSA Student Rights Officer, Mr Gerry Nagtzaam, to approach a Monash law professor to draft the statute according to the Working Party's guidelines. This decision was made due to a perceived disinterest by the Solicitor's Office in drafting the statute according to the guidelines. This draft will be submitted to the Education Committee.

On behalf of the student representatives on the Education Committee, I request that discussion of the Working Party's paper and of the University Solicitor's recommendations be reopened for further debate.

Yours Sincerely,

Michel Cabrie

On behalf of:

Ms K McGillvray, MUGSU

Mr J Poussard, MUSU Inc Peninsula

Ms B Presutto, MUBSU

Mr J Welikala, MPA

Mr M Williams, MUSU Inc Caulfield

Item 3.2

Memorandum

To: Ms E R Brooks

Executive Officer

Education Committee

From: Gerry Nagtzaam

Student Rights Officer

Date: 7th March 1997

Subject: Discipline Statute

This memo is in response to the paper presented to the Education Committee by the University Solicitor's Office dated 28th January 1997 and takes issue with some of the recommendations put forth by the Solicitor's Office. When the Working Party on the Discipline Statute sent our recommendations to the Solicitor's Office it was with the assumption that the brief of the Solicitor's Office was to implement the proposals put forth in a concrete manner, not to revise the existing statute by ignoring the policy directives put forth by the Working Party and ratified by the Committee of Deans. This paper comments "on those suggestions made by the Working Party which are not specific to the draft statute."

The Working Party had in fact agreed that the draft version had been so universally disliked by academics, general staff and students alike, that it would consider recurring issues of policy which were required to underpin any revisions or redrafting in relation to those sections relating to academic misconduct. The main areas of contention which necessitated a Working Party on the discipline statute were:

There were also a number of other comments made by individuals, both relating to the draft statute and in general to discipline matters, which were referred to the Solicitor's Office for them to create the legal framework of the statute, incorporating the policy decisions made by the Working Party.

One of the main premises taken by the Working Party was the need to redraft the statute so that it would provide a broad framework within which statements of procedure and practice could be developed. These statements of procedure were not intended to form part of the statute, nor be created as regulations, but would be approved by the Board and by Council in order to allow for greater facility of amendment. Incorporated in the procedural document would be the composition of various committees, the steps to be taken in each case, beginning with the individual academic or staff member with a suspected discipline problem, the possible outcomes of a hearing, and the route to an appeal at each level.

With reference to the issue of Central/Faculty control, it was considered essential that the Faculty be in control of all hearings of its students since it was felt that like exclusions proceedings, Faculties were best equipped to investigate and decide such matters, since it was essentially an academic problem. Thus the matter, if warranted, could be dealt with internally and if appropriately, ie. a mistake dealt with at the individual academic level. Thus in the case of small infractions, the matter could be dealt with by the Faculty, without destroying the academic career of the student. Under the current statute, academics have no choice but to tell their Departmental Head of a suspected discipline breach, and the Head must take the matter to a central committee.

Under the Working Party's proposals, no actual hearing would be conducted centrally; only appeals would be heard at the central level. This would apply to all cases of academic misconduct. General misconduct might need to be treated differently, but in all cases the Solicitor's office was requested to use similar rationales as those provided by the Education Committee for academic matters. The Solicitors Office have chosen to overrule the recommendation of the Working Party and recommend that examination misconduct begin as a hearing at the central level, when the Working Party had specifically recommended that no hearings be conducted centrally. The Working Party had discussed this with the Examinations Office, specifically Nick Thorburn, and had universal support for initial control being retained within a faculty.

Powers of Individual Staff members: the only reference by the Solicitor's Office to this issue was the suggestion that no individual staff member be responsible (save the Dean or nominee in cases of intervention) for determining guilt and penalty, and that each allegation of cheating should be handled on its own merits (except in relation to penalty). The Working Party had specifically recommended that there was a place for cumulative knowledge to gain a better understanding of the nature of the offence. It may be that legally repeat offences may only be used in determination of penalty, but the academics involved considered that knowledge that a student had been accused of cheating on more than one occasion was useful to them since they felt the matter was an academic one, not a criminal matter. At law there is a place for there to be argued that a pattern of similar behaviour can go to the character and intent of the alleged offender (similar fact evidence). The Working Party was operating on the assumption that civil standards of proof and of action would apply in university-handled discipline cases.

Grounds of Appeal: The Working Party recommended that all aspects of a case be open to appeal: ie. not just on procedural grounds should an appeal be allowed, but also on the merits of the case. Students at the Faculty level sometimes are loathe to reveal the entire circumstances of the alleged offence, not knowing how serious the matter truly is or feel unable to talk in front of academics they may know personally, and it was felt that there should be available an appeal on the merits to prevent injustices occurring. All appeals should be conducted by the central discipline committee. It was considered that there would be as few appeals to the CDC as there currently are to the committee of Council drawn infrequently for the purpose of hearing appeals of the discipline Committee. The paper prepared by the Solicitor's Office specifically mentioned that there should be no further appeal to Council based on an appeal to the Discipline Committee of a faculty decision. The Working Party would have agreed with that, as there was no mention of an appeal to Council in its documentation. Further, however, the Working Party considered that if its recommendations were implemented there would be no need for such an avenue of appeal to exist as the CDC appeal would be enough. The role of the Visitor is to be a de facto ombudsman, and thus is always available as the final forum for any appeal of any nature, although it is unnecessary to include this in any legislation.

Legal Representation: The Working Party recommended that there be no barrier to legal representation at any level, and that the distinction be made rather in terms of the ability of that person to act as advocate. This is particularly important with international students who often are so intimidated by such proceedings that they are unable to speak. In the interests of keeping the proceedings as straightforward as possible, the only level at which a student could have a legal advocate was suggested to be the central appeal level. This recommendation was commended at several levels. The Solicitors Office ignored this advice, reached after substantial debate and significant consultation, and recommended that lawyers be prohibited from attendance at hearings at the Faculty level. This would be inequitable if for instance the student's parent was a lawyer and more importantly, since the Faculty may seek legal advice from the Solicitor's Office it is improper that a student cannot receive advice from a lawyer at this level. The student's representative or the Student Rights Officer often does not have legal training and the suggestion of the Solicitor's Office denies a student the best possible defence.

Sanctions: The Working Party recommended that an academic punishment be meted to those who had committed an academic "crime". This approach was universally endorsed. Suggestions for penalties were basically a scale beginning with requiring resubmission of the work in question; disallowing the work and disallowing a repeat attempt of the work; disallowing the grade in the subject overall; disallowing a repeat attempt at the subject; suspension from the course for a semester, suspension for a year, suspension for more than one year, but for a specific time; and exclusion or suspension for life. The Solicitor s Office recommended that faculties not be permitted to make such decisions affecting the students enrolled in the courses, that faculties should be permitted to disallow work only, and that the central committee continue to be permitted to impose fines. This is unacceptable in light of the recommendations of the Working Party since it took powers away from the faculties and it was felt to be inequitable to impose fines since some students could easily pay, while for others it would be a true financial hardship. Faculties must be entitled to make difficult academic decisions regarding their enrolled students. Philosophically, most if not all academics feel that academic offences warranted academic-style punishment.

Sphere of enforceability: The Working Party had recommended that the discipline statute in all cases no longer attempt to define locations where misconduct of an academic or general nature could occur, but to define the people to whom the statute applied. That is students were those enrolled in Monash subjects, since this was felt to be appropriate and solved a lot of the problems of definitions by locations eg. students on sporting functions away from Monash or carparks at off campus examination venues. This suggestion was also ignored, and worse, treated as foolish and difficult to implement. It should not matter how, precisely, discipline hearings would be conducted for an overseas student currently overseas in the process of drafting the legislation. This is a procedural matter. The Working Party's comments need to be given due consideration since they may prevent future problems and it is the job of the Solicitor's Office to draft the Statute to incorporate such definitional changes.

Rights of students: The Solicitor's Office paid lip service to the rights of students by implying that their recommendations would likely lead to less stress on the students as the process would be shorter. Not only would the stress level of a student forced into an initial adversarial hearing at the central level be unlikely to be lower, regardless of the brevity of the process, it can hardly be seen to be in the best interests of students to have different styles of hearing at each level (faculty and central), and effectively different treatment for those accused of differing academic "crimes"., By this I mean, that a student accused of plagiarism would be treated first to an investigative process within the faculty and only secondarily to an adversarial process; but a student accused of cheating goes straight to the adversarial process, with a much "heavier" array of staff ranged against him or her. Also as pointed out previously, students without proper legal counsel are hardly having their rights protected by being forced into separate types of hearings based on the accusations levelled against them.

Definitions of phrases: The whole point of giving the recommendations over to the Solicitor's Office was to give them the opportunity to draft legislation and define terms used in that draft legislation. Problem terms like plagiarism and "the burden of proof" could and should then be defined in light of the drafted document. . The Working Party felt that many terms like cheating and plagiarism have never been adequately defined, leading to many problems at Discipline Hearings as the Solicitor's Office tries to show what such terms might mean. It's time for there to be a clear definition of such terms to prevent injustices. The current statute defines what a building is, but not what constitutes plagiarism in the 1990's. The Solicitor was originally asked by the Working Party to define such terms but in their memorandum actually query whether this was intended to be their role. The Working Party had been loathe to dictate to the Solicitor's Office the terms requiring legal definition prior to examining draft legislation and considering the definitions prepared for consideration.

It was agreed by the Working Party that the definition of plagiarism must be included in the statute, and that the inclusion of the phrase "dishonest intent", while possibly necessary, in the definition of cheating would leave the university in the same position as at present , where a case is often dismissed because of the difficulty of proving dishonest intent. Another matter which must be incorporated in the statute, and is not currently, is the level of proof required. The level of proof required can determine the decision. In University Discipline matters, the burden of proof is to civil standards (to a reasonable certainty) and this must be incorporated into the statute so that there is no further confusion over the matter.

Possibly the most important point made by the Working Party was simply that the Statute should be rewritten in plainer language, eliminating many of the statements regarding procedural matters and providing a much "barer" statute. To many academics and students, the current Statute is hopelessly legalistic and both virtually impossible to understand and nearly useless in practical advice. The idea incorporated in Ms Bath's document of providing a list of definitions was considered a good one, so long as this was included at the end rather than the beginning of the document. The Solicitor's Office has also ignored the quite reasonable suggestion that students (and for that matter staff) might wish to be able to read the statute more readily than is currently the case, and have suggested "revising" the existing statute rather than redrafting it.

A quick consideration of the current statute shows five sections devoted to identifying the dollar amount which an individual member of staff may fine a student for general misconduct; six sections devoted to identifying specific areas as part of the university and their staff as university staff; a section (2.4.3), which appears almost identical to another (2.5.2); and approximately twenty sections devoted to when to appeal, how long you have to appeal, who conducts an appeal, when to convene a committee, and other procedural matters. The question remains whether it would have been so difficult to rewrite the statute as a shorter, more cohesive document, referencing the procedural documents "as approved by Council" or some such?

The statement by the Solicitor's office that a student uneasy over suspected cheating by a fellow student would take the matter to a staff member and that it would be the staff member raising the allegation, is a sound recommendation, and resolves a touchy issue. It would also seem consistent to allow provision of a new offence, assisting to cheat, provided that innocent collaborators are not penalised and this would need to be worked out as a matter of policy. Students should not be allowed to bring an allegation against another student: rather if a student observes a discipline infraction it should be brought to the attention of an academic, to be dealt with by that academic.

It would seem fair to incorporate the ability to request a medical opinion into the statute, albeit for the initial proceedings at the Faculty level, rather than solely at the central level. Certainly, this might also be a possible defence for a student (contrary to the proposal of the Solicitor's Office that it go only to the penalty conferred) if they can show that their behaviour was affected by what ails them. It is agreed that the provisions contained in Statute 2.6 should be revoked but that those provisions then be incorporated into a procedural document approved by Council.

It would also be acceptable to have the new statute divided into three rather than four sections, although it would seem more convenient to separate the four sections entirely rather than to have section A, B, C 1 and C2. This would be a decision for the drafter of the new Statute, and affects staff and students very little, so long as the new document is coherent and easy to work with.

The Solicitor's office may be excused for their response as it was prepared in such a very short time, and they had been heavily overloaded prior to Christmas with drafting course legislation. However, workload does not excuse their apparent desire to take a set of policy statements agreed to after a great deal of university-wide consultation (by academics regarding academic matters) and rewrite the statements of policy. Their brief was to implement the agreed policy statements, to draft the legislation, not to reconsider the policy decisions (one of which was to reorganise the statute and redraft it!).

As Student Rights Officer, I have discussed the changes proposed by the University Solicitor's Office with the student representatives of the Education Committee and we are agreed that the original Working Party recommendations should be incorporated into a new statute. Thus, I propose that I, as a member of the Working Party (alternate for Heather Anderson), should meet with the Solicitor's Office and discuss ways to incorporate the recommendations of the Working Party into any new Statute.

Please include this memorandum on the agenda for the next meeting of the Education Committee.

Yours Sincerely

Gerry Nagtzaam

Student Rights Officer

Item 3.2

MEMORANDUM

To: Ms E R Brooks

Executive Officer

Education Committee

From: Renn Wortley

University Solicitor

Date: 7 March 1997

Reference: REW/ab 96/1451

Subject: Amendments to Statute 4.1 - Discipline

____________________________________________________________________

When Ms Lazar and I received the Minutes of the Education Committee's meeting of 5 February 1997 it seemed to us that the Committee had not provided some of the instructions and directions we requested in our joint memorandum of 28 January 1997.

Rather than refer the matter back to the Committee, which would involve further delay, we asked Professor Darvall to meet with us to supply the missing instructions and further explain the Committee's views. He was not available to do this until last week (25 February), and he will no doubt report to the Committee on the matters we discussed and agreed.

Since then Ms Lazar, Mrs Shelton and I have met to plan our approach to the drafting work which has now to be done by the Solicitor's Office. The research misconduct division (proposed Part 4 of the Statute), being largely new, can proceed in parallel with the amendments to the balance of the Statute. Further instructions and clarification on this area may be needed from the PhD and Scholarships Committee.

The drafting work has now begun. In line with previous predictions, I am hopeful that a draft amending Statute will be available for consideration at your Committee's Meeting 3 of 1997 on 7 May.

Renn Wortley

University Solicitor

Item 4

ITEMS OF INTEREST TO THE EDUCATION COMMITTEE

from the unconfirmed Minutes of Academic Board Meeting 2/97

held on 26 February 1997

Items brought forward from the Education Committee which have not been included in this extract were approved, as recommended by the Committee, with no discussion.

5.1 Report of the Review of Council Structure and Function

The Vice-Chancellor, Professor DA Robinson, introduced this item, commending the working parties of Council for their work which had culminated in the document presented. The Board also noted the commendation of the Vice-Chancellor for the working party of the Academic Board chaired by Professor J Pilbrow, which had made a submission to the Council review, and which had seen the majority of its recommendations accepted.

The Board considered the Report of the Review of Council Structure and Function, with a view to making a final submission regarding the report to Council Meeting 2/97.

Members commented that the role of the Academic Board was not clearly defined in the review document. The Board noted the Vice-Chancellor's advice that the Board would have an opportunity to comment on its role and function as part of a corollary review of the committee structure of the University to be undertaken following the conclusion of the review of Council.

The Academic Board received and noted the Report of the Review of Council Structure and Function and made the following points to be submitted to Council Meeting 2/97 regarding the Review of Council Structure and Function:

5.2 Corporate Planning - Update

Mr D Phillips advised the Board that the group assisting in the development of the draft corporate plan was nearing the end of its consultation phase, and expected to have a first draft prepared for general distribution towards the end of April. A member of the Board suggested that it would be useful to the University community to see a brief outline of the direction of the plan placed on the WWW for general access.

The Academic Board noted the advice of Mr Phillips that the group assisting in the development of the corporate plan was nearing the end of its consultation phase and expected to present a first draft to the University community towards the end of April. The Board also asked Mr Phillips to consider placing on the WWW someinformation about the directions being taken for general access by the University community.

9.1 Faculty Structure and Appointment of Associate Deans [Faculty of Medicine]

9.1.1 Faculty Structure

The Board of the Faculty of Medicine proposed that the structure of the Faculty be amended to establish two clinical schools, one to facilitate interaction in teaching, research and clinical activities with the Inner and Eastern Health Care Network, and the other to facilitate interaction in teaching, research and clinical activities with the Southern and Peninsula Health Care Networks.

The clinical schools would each be led by an Associate Dean (see item 9.1.2 below), and would have departments as defined in the document presented.

The Academic Board approved for submission to Council the proposal of the Faculty of Medicine to establish two clinical schools of the Faculty, to be titled the "Inner and Eastern Clinical School" and the "Southern/Peninsula Clinical School".

9.1.2 Appointment of Associate Deans

The Academic Board approved for submission to Council the proposal of the Board of the Faculty of Medicine to appoint:

for terms of office from 1 January 1997 to 31 December 1998.

12.2 Calculation of Duration of Double Degrees

The Education Committee had approved for submission to the Board a proposed policy statement relating to the advertised length of double degree programs. The proposal and its background are reproduced in these Minutes as submitted in the Index of Recommendations which was circulated prior to the Academic Board meeting.

"In various faculties there has been a practice of underweighting the subjects in some degree programs which require the completion of more than 48 credit points in an academic year. In general the underweighting has applied to subjects in double degree programs, to enable students to complete both degrees in a minimum period of time. The practice has led to disadvantage for the faculty in terms of funding, to such an extent that the future of some double degree programs is in doubt. The Committee agrees with the widespread view that the current situation, in which some subjects are allocated different EFTSU weights depending upon whether they are to be undertaken by students enrolled in single degrees or in double degree programs, is inequitable.

"The Board is reminded that a student overload of up to 8 credit points per year, to a maximum of 56 points per year, was approved at its meeting 5/96 (item 14.4). This means that, for example, a double degree program of four years' duration can comprise up to a total number of 224 credit points (4 x 48 plus 4 x 8). The Education Committee also asks the Board to note that the Education Policy (Section 5.1) equates workload and credit points, and further equates 48 credit points to 1.0 EFTSU (100%) for statistical, HECS and fee purposes.

"To address the funding difficulties and inequities outlined above, the Education Committee proposes that, for the purposes of DEETYA reporting and calculation of student HECS and fee liabilities, the subjects comprising the individual degrees of a double degree program be weighted as for the same subjects in single degree programs. This change would mean that courses with an enrolment requirement of more than 48 credit points per year would advertise their true lengths in terms of a 48 point year.

"For many double degree courses, this policy will result in an extension of the advertised length of the course, so that it reflects the number of 48 point years in which the course would be completed (eg 4.5 years for a 216 point course, 5.5 for a 264 point course, 4.67 for a 224 point course). Students should be advised that a four year double degree program based on the maximum number of points (56 points per year, a total of 224) is the equivalent of over four and a half years in length.

"Under the recommended policy students might choose to undertake double degree programs in an accelerated manner (as they now do, to complete the program in minimum time), and faculties may encourage this practice. However an EFTSU enrolment / HECS overload in any year would be voluntary and will not be adjusted to equal 1.0 EFTSU."

A member of the Board queried whether this new policy would affect those students currently enrolled in double degree programs, and was advised that, as was usual, the University should make every effort to quarantine currently enrolled students from the changes. The member also questioned the proposed date of introduction, commenting that faculties might require more time to re-evaluate their double programs in order to reduce them in length. Advice on this latter point confirmed the general view that these changes should take effect from January 1998, and therefore should be reflected in the VTAC Guide currently in production. It was noted, however, that the changes did not require faculties to restructure their programs, as the policy was not intended to alter academic requirements but only the advertised lengths of the double degree programs available.

A suggestion was also made that the proposed policy might affect Monash's enrolment levels because of additional costs involved for students. In response a student member of the Board pointed out that students would be pleased to see more realistic advertising, as it would introduce a greater awareness that the courses were indeed more strenuous. The Board also acknowledged that while overpricing of courses was to be avoided, there was some merit in the argument that quality programs were worth paying a little extra to complete.

The Academic Board approved, for immediate introduction, the policy recommended by the Education Committee regarding the advertised lengths of double degree programs as follows:

The advertised length of double degree courses should be equal to the total credit points for the course divided by 48 (being the standard credit point load per academic year). EFTSU will therefore have a unique, directly proportional relationship to the credit point value of a subject (48 credit points equals 1.0 EFTSU).

12.4.4 Bachelor of Applied Science - tagged degrees - amendment to structure and title

The Faculty of Science had recommended that the tagged awards associated with the Bachelor of Applied Science be revised as part of the restructure of the existing Bachelor of Applied Science.

The new streams and titles would be available from 1998, but would not be made available for intake at the first year level. It was intended by the Faculty that existing students would transfer into the new streams at the end of 1997, although arrangements would be made for any individual who wished to continue with their current stream.

A member expressed concern that the use of the title Bachelor of Science (Biotechnology) at the Gippsland campus might have a detrimental effect on the development of similar programs at the Clayton campus. The Dean of the Faculty of Science reminded the Board that since the Gippsland programs were largely offered through distance education, the course was not intended to be campus-specific and that far from stifling future developments this course could enhance future offerings at other campuses of the University. It was also noted that this course would replace the existing Bachelor of Applied Science (Biotechnology).

The Academic Board approved the following tagged degrees, indicating streams of the Bachelor of Science to be available to studentson the Gippsland campus, noting that these tagged degrees are available only for later year intake:

13.2.1 Doctor of Psychology

This program was intended for introduction in 1998.

The Academic Board noted that the condition (viz. approval by the PhD and Scholarships Committee) placed at Academic Board Meeting 8/96 upon its approval of the establishment of a new course, Doctor of Psychology, had been met.

Item 5

INFORMATION FROM THE COMMITTEE OF DEANS

from the unconfirmed Minutes of the Committee of Deans Meeting 2/97

held on 25 February 1997

4.1.1 Admission Matters

Full fee undergraduate places. Deans had received a memorandum dated 13 February 1997 from Professor R J Pargetter, Special Adviser to the Vice-Chancellor on Admission Matters, relating to the selection of full fee-paying undergraduate students from 1998.

Professor Pargetter outlined the major issues raised in his paper. Of particular interest to Deans was his recommendation that full fee undergraduate places be handled by VTAC alongside HECS funded places, forming an integrated preference system. Deans also noted Professor Pargetter's proposal for an "early offer at predetermined levels" approach, particularly beneficial for marketing of courses. The matter of scholarships and equity places was raised, and Mr Phillips confirmed his intention to propose a suite of scholarship / exemption arrangements to assist some students and to attract particular groups of students to particular courses.

VCE Review. Tabling copies of a memorandum dated 19 February 1997 which, as Chair of the VTAC Management Committee, he had sent to Victorian Vice-Chancellors, Professor Pargetter informed Deans about the VCE review announced on 10 February by the (State) Minister of Education. Copies of the Minister's press release were also tabled. (D 14/97) (These documents are not available electronically).

Deans noted Professor Pargetter's establishment of a reference panel to facilitate the review process by communicating with universities and with the review committee.

4.1.2 Corporate Planning Update

Deans had received correspondence from the Vice-Chancellor dated 13 February 1997, which, as promised, provided additional information for Deans to assist them in their response to the earlier memorandum of 22 January. Professor Robinson confirmed the deadline for response was 14 March 1997. Mr Phillips said that three papers his group was providing as additional background - papers about resourcing scenarios, fee options, and average vs marginal costs - would be sent to Deans within about a week.

The Vice-Chancellor responded to a query about the University's international focus. He said that Professor Maloney, DVC (I&PA) would be taking a strategic approach to determine Monash's directions, and he encouraged Deans to consider all options for delivery, locations and partnerships in their proposals.

4.1.3 Open Days 1997

The Vice-Chancellor, Professor D A Robinson informed the Committee that the dates for Open Day in 1997 were Saturday 2 August (Peninsula, Berwick, Gippsland and perhaps Parkville) and Sunday 3 August (Clayton, Caulfield and perhaps Parkville). Due to local public events which might interfere with Open Day at Parkville campus, the Dean was yet to advise whether the Saturday or the Sundaywas more appropriate.

To clarify instructions to staff participating in Open Day about time taken in lieu, Professor Robinson stressed that Open Day be seen as part of the normal business of university life. He expected managers to manage staff time to enable them to take part in this essential exercise.

4.1.4 Higher Education Review Committee - Submission Guidelines

A media release, enclosing submission guidelines, which was dated 18 February 1997 from the Chair of the Committee, Mr Roderick West, was received. (D8/97 p5-12)

The Vice-Chancellor asked Deans if they wished the University to respond in particular to any of the themes or terms of reference of the review committee. In the context of the stated policy of the review committee to place all submissions on the Internet, the Vice-Chancellor agreed to ask Mr West to return all submissions from Monash staff which pre-dated the publication of the guidelines, and to inform Monash staff that their personal submissions would be made public and could reflect on Monash.

On the suggestion of Professor M Neave who was representing the Dean of Law at the meeting, it was agreed that under theme three, "Regulatory and administrative framework", a strong statement be sent about the futility and waste of time involved in certain government initiated reports and audits such as the recent research publications audit and re-collection.

4.4.2 Selection of Director, CHED

Professor P LeP Darvall informed Deans that an offer had been made for appointment to the new position of Director, Centre for Higher Education Development.

4.4.3 National Teaching Development Grant

Deans noted Professor Darvall's advice that applications had been invited for National Teaching Development Grants.

Item 7

MEMORANDUM

TO: Faculty Registrars

Director, Monash University College of Art and Design

Associate Deans (Teaching)

Mr N Thorburn, Examinations and Certifications Branch

FROM: Ms ER Brooks

Executive Officer

Education Committee

DATE: 28 February 1997

SUBJECT: Recommendations regarding PII grade

A document is attached regarding the place in the University's grading scale of the grade known as PII. Faculties are invited to respond to the suggestions contained in this paper, and to provide a response to the Executive Officer of the Education Committee before Friday 4 April 1997. Subsequently, the faculty responses will be evaluated, and a formal recommendation made to the Education Committee at its meeting to be held on 7 May.

Thankyou for your attention to this matter, and I look forward to receiving your submissions.

I can be reached on extension 59005 or by email <Randi.Brooks@adm.monash.edu.au> if you have any questions regarding the document or the suggestions contained therein.

Item 7

DISCUSSION PAPER - FACULTY/CONCEDED PASSES

The plethora of assessment grades and practices presently in use at Monash to deal with students who have achieved a borderline fail mark have evolved over many years and reflect the different pedagogical beliefs between and within campuses and faculties. They also reflect the various outcomes we seek to achieve when assessing the work of a student. The individual examiner might regard a particular grade as a measurement of achievement in an individual subject. A Board of Examiners might prefer to use a wider approach whereby the grade awarded will also be used to determine the student's progress in a course of study. Both approaches are predominantly focused on reporting information to the student.

The University has recently conducted a review of the grades and marks. This discussion paper builds on the work of that review by addressing the conventions governing the award of faculty or conceded passes. At present, there are variations and inconsistencies in the award of grades and/or supplementary assessment for marks in the range of 40 to 49. These include the type of grade, the range of marks for which the grade may be awarded and the conditions under which it may be awarded.

These variations and inconsistencies result in a situation that is intrinsically inequitable. To illustrate, five students in the same subject with the same mark (for example, 47) could at different Boards of Examiners' meetings be granted five different results, depending on their faculty of enrolment and their stage in their course progression. That is, students may be awarded:

Although the first two grades listed above are temporary grades, any one of the last three could be awarded as a final grade to a student who achieved a borderline fail mark in a given subject.

Such inconsistencies will become more transparent with the upcoming enhancement of MUSIS, when both grades and marks (where available) will be included on academic transcripts. In addition, the variations in the current practice do not allow us to provide clear, consistent information to students and to potential employers and other academic institutions.

The Education Committee has adopted the following principles in relation to the award of grades:

  1. "A mark should not be altered without both the agreement of the relevant department (that which teaches or offers the subject) and without taking into account the issue in relation to all students enrolled in the subject;
  2. The Faculty in which a student is enrolled for his or her degree has the right to make judgments regarding conceded passes in order to allow progress in the degree; and
  3. The result in the subject should reflect the actual achievement of the student."
  • (Extract from the Minutes of Education Committee Meeting 8/96, held on 18 December 1996)

    • These principles do not sit easily together and may require further consideration. It should be noted, however, that the first principle relates to the specific issue of a mark of 47 being amended to 50 for a student from a faculty without a PII grade (in order that that student might be permitted to progress or be given credit for the subject), while a student from the faculty with a grade of PII available does not have the mark amended and a third, whose mark is similarly not amended, is deemed to have failed the subject.

    Our understanding of how well we have achieved the University's educational objectives and been guided by principles two and three above is communicated to students and other stakeholders every time we provide assessment information. The suggestions made below should be viewed in the context of the University's educational mission and the role of transcripts of results in the public domain. They also should be understood as a step towards achieving consistent, equitable conventions for dealing with fail results.

    To assist in this task, Faculties are asked to respond to the following suggestions:

    1. The University declare that all marks in the range 45-49 have the assigned grade of "PII"

    AND

    1. Faculties nominate the function (if any) of PII grades permitted for progression in the degree(s) offered.

    Should these conventions be adopted, Faculties would be able to refuse permission for progression to other subjects on the basis of a PII grade, or to determine, among other functions, the number of PII grades allowable for credit within an individual degree program.

    Following Faculty consultation and adoption of the suggested conventions, the Education Committee principles detailed above would then be revised and submitted to the Education Committee and the Academic Board as follows:

    1. "The result in the subject should reflect the actual achievement of the student;
    2. A mark may not be altered except in circumstances where (a) special consideration has been granted to the student in question or (b) the department/faculty is correcting an error made on entering the mark. Furthermore, this alteration would require the agreement of the relevant department (that which teaches or offers the subject) and must take into account the implications of the changed mark for all students enrolled in the subject; and
    3. The Faculty in which a student is enrolled for his or her degree has the right to make judgments regarding conceded passes (PII grades) in order to allow progress in the degree."

    If the University adopts the suggested conventions, the PR grade would be abolished (with the assumption that this information could be recorded in Faculty databases), although such grades as PGO and NS (a temporary grade indicating eligibility for supplementary assessment) would continue to be available. Students achieving marks in the range 40-44 would be deemed to have failed the subject in question.

    Faculty responses to the suggestions italicised above are requested to be submitted to the Executive Officer of the Education Committee by Friday April 4 1997. After a recommendation has been made and accepted, further degree-specific information may be sought from faculties regarding their intended use of the PII grade.

    Working Party

    Associate Professor N White

    Associate Professor N Cameron

    Mr G Tickell

    Mr N Thorburn

    MsER Brooks

    Item 8

    EXAMINATIONS AND CERTIFICATION BRANCH

    MEMORANDUM

    TO Deputy Vice Chancellor (Academic & Planning)

    Deans

    Faculty Registrars

    Heads of Schools, Departments and Centres

    Academic Registrar

    cc Ms R Brooks

    Executive Officer, Education Committee

    FROM Nick Thorburn

    Manager

    Examinations and Certification Branch

    DATE 14 February 1997

    SUBJECT New Marks and Grades Rules

    _____________________________________________________________________

    1. New Marks and Grades

    1.1 At meeting 8/96 Academic Board endorsed a recommendation of the Education Committee that the University move to a new grading scale:

    New Current/Old

    High Distinction (HD) 80+ High Distinction (HD) 85+

    Distinction (D) 70-79 Distinction (D) 75-84

    Credit (C) 60-69 Credit (C) 65-74

    Pass (P) 50-59 Pass (P) 50-64

    Fail (N) <50 Fail (NN) <50

    1.2 For some years now Monash has used a temporary grade in the mark range 40-49. Thus, any marks in this range are printed on results registers with a corresponding grade of N as a means of drawing them to the attention of boards of examiners. They are either changed by boards of examiners to grades such as PII or NS or, if unchanged, automatically convert to a fail grade (NN) prior to release to students.

    The use of the letter N to signify a fail grade instead of the current NN necessitates the introduction of some other nomenclature to indicate a temporary grade in the 40-49 mark range.

    It is proposed that where marks fall in a range of 40-49 a grade of TEMP be used in association with such marks prior to a final grade being determined by a board of examiners. Objections or questions concerning this proposal should be forwarded to me via faculty registrars by 7 March.

    2. Implementation

    Because of the considerable variation in the delivery of courses, ( there are at least fourteen different teaching periods where teaching concludes between 11 April and 24 October this year ), it has been determined that examiners should commence using the University's new marks and grades scale for those subjects where teaching concludes, and the determination of final assessment grades commences, on 11 April or later. For the majority of subjects and examiners this means the new marks and grades scale is applicable for the 1997 Semester 1 and Study Period 1.

    3. Results Processing for Earlier Teaching Periods

    In order to implement the new marks and grades rules it will be necessary for Examinations and Certification Branch to arrange changes to various computer programs that assist with the capture and storage of results data. The systems concerned are year based so it is essential that examiners have returned all results for subjects offered in teaching periods concluding prior to 2 March by 24 March.

    4. Communications

    To ensure a smooth and equitable transition to the new marks and grades scale it is requested that Deans, Faculty Registrars and Heads of Schools and Departments circulate widely the information above. All relevant academic and general staff should be apprised of the new rules and implementation date as soon as possible.

    Examinations and Certification Branch will advise most students of the relevant changes by attaching notices to students' results published on noticeboards and the Internet.

    Faculties, schools and departments can assist in the dissemination of this information by means such as:

    Because the new scale will benefit students the only forseeable problems are where a handful of uninformed students query why they received a higher grade than they thought possible for their final mark.

    Nick Thorburn

    Item 10

    MONASH UNIVERSITY

    FACULTY OF ARTS (UNDERGRADUATE DEGREE)

    (AMENDMENT NO. 1 1997) REGULATIONS

    Pursuant to Statute 6.1.2 - Courses and Degrees, the Council hereby makes the following regulations entitled Faculty of Arts (Undergraduate Degree) (Amendment No. 1 1997) Regulations.

    The Faculty of Arts (Undergraduate Degree) Regulations are amended as follows -

    1. For subsection 8 substitute -

    "8. A candidate must accumulate a minimum of -

    8.1.1 144 credit points towards the relevant degree; or

    8.1.2 in the case of the degree of Bachelor of Letters, 96 credit points."

    2. For subsection 11 substitute -

    "11. Except as otherwise determined by the faculty board in any particular case, the course of study for a degree must be completed -

    11.1.1 in not less than three and not more than eight years of candidature; or

    11.1.2 in the case of the degree of Bachelor of Letters, in not less than two and not more than six years of candidature."

    3. In the Schedule, in Part 1 - Pass degrees delete "Bachelor of Arts (Arts Scholar Program)".

    Item 10

    MONASH UNIVERSITY

    STATUTE 6.1.2 COURSES AND DEGREES

    (AMENDMENT NO. 1 1997) STATUTE

    In exercise of the powers conferred by the Monash University Act 1958, the Council of Monash University hereby makes the following statute entitled Statute 6.1.2 - Courses and Degrees (Amendment No. 1 1997) Statute.

    1. In Statute 6.1.2 - Courses and Degrees in subsection 1.1 Faculty of Arts delete "Bachelor of Arts (Arts Scholar Program) (BA(ArtsSchProg)),".

    Item 11

    DISTANCE EDUCATION AND OPEN LEARNING COMMITTEE

    REPORT OF MEETING 2/97

    The Distance Education and Open Learning Committee met on Tuesday 25 February 1997 using a video-conference link between the Clayton and Gippsland Campuses.

    RECOMMENDATIONS

    1. Receipt of Report

    RECOMMENDATION

    That the Education Committee receive and note the Report of Meeting 2/97 of the Distance Education and Open Learning Committee.

    2. Quality Assurance in Distance Education and Open Learning Programs

    The document "Policy and Procedures for Quality Assurance in Distance Education and Open Learning Programs" is attached. This specifies the contribution of various centres/departments to Distance Education and Open Learning Programs as at late 1996 and marks the beginning of an ongoing process in quality improvement.

    RECOMMENDATION

    That the Education Committee receive and note the attached document entitled "Policy and Procedures for Quality Assurance in Distance Education and Open Learning Programs" and recommend this for adoption by the Academic Board.

    3. Microcomputer Access Requirements for Distance Education Courses

    A survey of Distance Education students undertaken in January 1996 revealed that of the 40% of Distance Education students who responded, 86% had access to a computer for study purposes, either at home or at work. Full survey results can be obtained from the Distance Education Centre.

    The Committee considered the recommendation of a policy for adoption by Education Committee and Academic Board whereby Distance Education students should own or have access to a microcomputer. The Committee agreed that implementation of this policy would be subject to satisfactory arrangements for the University to meet its access and equity obligations by, for example:

    Subsequent to the meeting, the Director, Distance Education Centre, made a recommendation that a further proviso be added to those agreed at the meeting, namely:

    RECOMMENDATION

    That the Education Committee endorse the policy that Distance Education students should own or have access to a microcomputer and recommend this for adoption by the Academic Board, subject to resolution of the following provisos:

    1. Satisfactory arrangements being made for the University to meet its access and equity obligations by, for example:

    2. The full consultation of staff involved in the provision of Distance Education programs being undertaken.

    PROCEEDINGS

    4. Credit Arrangements for International Students undertaking Open Learning Units concurrent with local study

    The Committee agreed to establish a working party to provide recommendations on the development of University policy and procedure on credit transfer, with specific reference to International Students undertaking Open Learning Units concurrent with on-campus study.

    5. Extra Costs for Open Learning Students with Local Addresses Studying Overseas

    The Committee discussed more effective collection of the overseas student surcharge and agreed to follow this up with Open Learning Australia.

    6. World Wide Web Page for the Distance Education and Open Learning Committee

    The Committee agreed to interim arrangements prior to the arrival of Professor Lindsay for the placing of the Distance Education and Open Learning Committee homepage on the Web.

    7. Grading Scale for Degrees of the University

    The Committee noted the amended grading scale for degrees of the University.

    8. Provision of Library Services to Open Learning Students

    The Committee discussed funding arrangements with regard to the provision of Library services of to Open Learning Students.

    9. Seminar on Internet Provision of Degree Programs and Multi-University Programs

    The Committee noted the advice on the proposed seminar.

    10. Forwarding of Open Learning Fees to Providers

    Committee members registered their concern with the slow pace with which Open Learning fees had been passed on to subject providers and agreed to draw this to the attention of the General Manager.

    11. Allocation of increased OLA student fees

    The Committee agreed to request that the $35 increase in fees per Open Learning student registration should be passed on in full to the relevant teaching departments.

    12. Publication of Staff Details and Regulation of Materials Published Under the Monash URL

    The Committee considered suggestions with regard to the publication of staff details on the Internet and agreed to pass these on to Faculty Registrars for comment.

    __________________________________________________________________________________

    Membership:

  • Professor P LeP Darvall (Chair)
  • Distance Education student (Vacant)
  • Professor J Anderson, Business and Economics
  • Professor G Bouma
  • Mr C Baker, Arts
  • Associate Professor B Bignall, Computing and Information Technology
  • Associate Professor L Piterman, Medicine
  • Mr R Burnet, Student Services
  • Professor L Cairns, Education (Alternate: Associate Professor David Harvey)
  • Ms Jenni Chandler, University Development (Alternate: Mr Peter Henrys)
  • Professor B Dunstan, Director, Gippsland Campus
  • Ms J Fisher, Business and Economics
  • Mr F Farrelly, Business and Economics
  • Professor J Harris, Distance Education Centre
  • Associate Professor M Hooper, Science
  • Mr D Jordan, Open Learning student
  • Ms Sally Joy, Business and Economics
  • Mr J Levine, Budget and Statistical Services
  • Professor E Lim, University Librarian
  • Associate Professor D Nation, Arts
  • Mr A Pollock, Monash International Pty Ltd
  • Associate Professor Z Pudlowski, Engineering
  • Mr L Soste, Engineering
  • Ms D Strong, Arts
  • Mr I Stagg, Business and Economics
  • Dr A Townsend, Arts
  • Mr M Vincent, Business and Economics
  • Mr E Waldmann, Business and Economics
  • Mr G Walker (Alternate for Professor C Fraser)

    • Secretary:

    Mr Michael Simmonds

    Item 11.1

    Document is available in hard copy only

    Item 12

    EDUCATION COMMITTEE

    MEMBERSHIP AND TERMS OF REFERENCE

    March 1997

    The composition of the committee is as follows:

    Current membership is as follows:

    Professor Peter Le P Darvall (Interim Chair)

    Associate Professor Robin Alfredson (Engineering)

    MsKaren McGillivray * #

    Mr Mark Williams #

    Mr Bob Burnet @

    Associate Professor Neil Cameron (Science)

    Ms Bianca Presutto * #

    Associate Professor Merran Evans (Business and Economics) *

    Vacant #

    Mr Michel Cabrie #

    Mr Jim Poussard #

    Professor Max King

    Associate Professor Sue McNicol (Law) *(maternity leave, alternate Professor R Williams)

    Associate Professor John Hurst (Computing and Information Technology)

    Vacant (Pharmacy) @

    Professor John Redmond

    Associate Professor Louis Roller (Pharmacy)

    Professor Amrik Sohal (Business and Economics) @

    Professor Grahame Taylor (Medicine)

    Mr Gerry Tickell (Education)

    Associate Professor Naomi White (Arts) *

    Mr Janeka Welikala #

    Professor Terry Threadgold (Arts) * @

    Professor Bill Young

    Much of the membership is ex officio. (Shown in italics)

    Female members are indicated with an asterisk (*).

    Student members are shown with this symbol # Their terms of office expire on 31/12/1997.

    Persons who attend meetings but are not members are shown with this symbol @

    Item 12

    Terms of Reference

    The terms of reference of the Committee are as follows:

    The Education Committee shall:

    Item 12

    Extract from Minutes of Education Committee Meeting 6/96, Item 7.

    7. RESPONSIBILITY FOR MASTERS BY RESEARCH DEGREES

    The PhD and Scholarships Committee had proposed that there be a revision to the terms of reference of the Education Committee and the PhD and Scholarships Committee, so that the Education Committee, while retaining certain responsibilities for subjects and for coursework Masters degrees, transferred to the PhD and Scholarships Committee the primary responsibility for endorsing for submission to the Academic Board new or amended Masters degrees by research.

    The Committee received a document prepared by the Secretary of the PhD and Scholarships Committee. The Committee agreed to refer to the Academic Board each of the recommendations listed below, but removed from the report to Academic Board the recommendation that the PhD and Scholarships Committee be responsible for subjects which could be undertaken in either a coursework or research masters degree. Concern was expressed that this suggestion would mean that virtually all postgraduate subjects would in fact be approved by the PhD and Scholarships Committee, since many of the graduate level subjects of the university were available to students enrolled in Graduate Certificate, Graduate Diploma or Masters programs of both types, and a number of these subjects were offered also as part of the honours programs of various faculties.

    The Education Committee

    1. The overview of research masters policy matters should become the responsibility of the PhD and Scholarships Committee;

    2. The Education Committee would retain sole responsibility for coursework masters degrees and thus the subjects offered solely within such programs;

    3. The PhD and Scholarships Committee should assume responsibility for approval and amendment of masters degrees by research;

    4. The PhD and Scholarships Committee should assume primary responsibility while inviting comments from the Education Committee for subjects in the PhD program;

    5. The PhD and Scholarships Committee should assume primary responsibility while inviting comments from the Education Committee for subjects within professional doctorate programs;

    6. The PhD and Scholarships Committee should assume primary responsibility while inviting comments from the Education Committee for subjects that are offered in research masters programs only; and

    7. In cases where comment has been invited from the Education Committee, the PhD and Scholarships Committee should, on receiving a submission from the relevant faculty, forward immediately a copy to the Education Committee. If no adverse comment has been received from the Education Committee by the time the PhD and Scholarships Committee is ready to submit its recommendation to Academic Board, the submission should proceed without further delay.

    Item 12

    TERMS OF REFERENCE AND MEMBERSHIP

    ASSOCIATE DEANS (TEACHING)

    March 1997

    As indicated in Statute 2.10 - Associate Deans (Teaching) section 2.1:

    "Subject to the general supervision of the academic board, the associate deans (teaching) shall meet to consider any matter -

    2.1.1 relating to teaching and learning in the University, or

    2.1.2 referred to them by the academic board or its education committee or by the committee of deans."

    Membership of this body is also defined in the Statute as "the associate dean or associate deans of each faculty, or in the case of the Faculty of Medicine the assistant dean, responsible for teaching in the faculty, but in relation to each particular faculty, no more than two".

    The current membership (as at 1 March 1997) is as follows:

    Professor Peter LeP Darvall (Interim Chair)

    Associate Professor Robin Alfredson (Engineering)

    Associate Professor Neil Cameron (Science)

    Associate Professor Merran Evans (Business and Economics) *

    Associate Professor Sue McNicol (Law) (maternity leave, alternate is Professor R Williams)*

    Associate Professor John Hurst (Computing and Information Technology)

    Vacancy (Pharmacy)

    Associate Professor Louis Roller (Pharmacy)

    Professor Amrik Sohal (Business and Economics)

    Professor Grahame Taylor (Medicine)

    Mr Gerry Tickell (Education)

    Associate Professor Naomi White (Arts) *

    Professor Terry Threadgold (Arts) *

    All membership is ex officio.

    Female members are indicated with an asterisk (*).

    Item 13

    FACULTY OF ARTS

    REPORT TO THE EDUCATION COMMITTEE FROM MEETING 1/97 OF THE ARTS FACULTY BOARD

    PART A - RECOMMENDATIONS

    1. Receipt of Report

    Recommendation:

    That the Education Committee receive and note the report of the Arts Faculty Board meeting 1/97 held on Wednesday 19 February 1997.

    2. Bachelor of Arts (Administrative Studies)

    Recommendation:

    That the Education Committee approve the proposal for the Bachelor of Arts (Administrative Studies), to be offered at the Gippsland campus in 1998.

    (Secretarial Note: The course approval document is already with the Secretariat)

    3. Master of Arts in Museum Studies and Cultural Policy

    Recommendation:

    That the Education Committee note that the Faculty Board approved the recommendation of the Executive Committee of the Faculty of Arts that changes to the Masters of Arts (Museum Studies and Cultural Policy) be approved for 1997.

    (Secretarial Note: Paperwork outlining these changes is already with the Secretariat)

    4. Offering of a Music Subject at the Masters Part 1 level

    Recommendation:

    That the Education Committee note that the Faculty Board approved the recommendation of the Executive Committee of the Faculty of Arts that MUS4760 be offered at the Masters level, Part 1 under the nomenclature of MUM4760 - Special Project in 1997.

    (Secretarial Note: Paperwork for this subject proposal is already with the Secretariat)

    PART B - MATTERS FOR INFORMATION

    5. Release of Honours Constituent Grades

    Recommendation:

    That the Education Committee note that, following advice from the Solicitor's Office, Faculty Board approved the wording for a letter to be used by Heads of Department for students regarding grades for Honours Constituent subjects as follows:

    "In the subjects which you have completed as constituent elements of your Honours year, you have been awarded the following provisional grades:

    (insert subjects and provisional grades)

    These grades are provisional because they have not been confirmed by a Board of Examiners. Your final Honours grade will be determined after consideration of the balance of your overall performance in all components of the Honours program."

    6. Monash College of Art and Design

    Recommendation:

    That the Education Committee note that the Faculty Board approved the academic and administrative responsibilities and reporting lines of the College of Art and Design.

    (Appendix 1)

    Carol Jordon.

    Faculty Registrar (Arts)

    Item 13.1.1

    MONASH UNIVERSITY

    FACULTY OF ARTS

    SCHOOL OF HUMANITIES AND SOCIAL SCIENCES

    SUBMISSION FOR APPROVAL OF A NEW COURSE

    Leading to the award of the

    BACHELOR OF ARTS (ADMINISTRATIVE STUDIES)

    (6 March, 1997)

    MONASH UNIVERSITY

    Request for Course Approval

    The Faculty of Arts Board, at Meeting No ../...., determined that the following new courses should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.

    COURSE NAME

    Bachelor of Arts (Administrative Studies)

    FORMAL ABBREVIATION

    BA(AdmSt)

    REASONS FOR INTRODUCTION OF COURSE

    The proposed degree responds to the increasing need to relate students' educational experience to their employment future.

    A substantial proportion of students who complete a Bachelor of Arts degree seek employment in organisations and work in jobs which involve administration and people management. Community agencies, industries and helping professions are examples of employment opportunities that Arts graduates find appropriate. However, transition into these settings is undertaken often with little knowledge of organisational settings and only basic administrative skills. The Bachelor of Arts (Administrative Studies) degree aims to meet this need by complementing the traditional Bachelor of Arts education with knowledge and skills to enable graduates to obtain employment and succeed in organisational contexts.

    Traditionally, liberal arts degrees have been valued primarily for their contribution to generalised awareness and personal competence rather than for their occupational relevance. The university is aware of the community's growing need for graduates who have a broadly-based tertiary education, but who also possess specialist skills that equip them for specific vocations. The proposed Bachelor of Arts (Administrative Studies) reflects this shift in emphasis, and provides students with a selection of subjects in the areas of organisations, administration and management to supplement their liberal arts choices. In this way the employment opportunities of graduates is enhanced while maintaining the breadth of an Arts degree.

    In the proposed Bachelor of Arts (Administrative Studies) degree, therefore, students are encouraged to structure their education with future vocational applications in mind.

    AIMS AND OBJECTIVES:

    (a) AIMS

    The aims of this course are to:

    1. develop knowledge and understanding in an area of professional specialisation which will assist students to participate in a career concerned with managing people in organisational settings;

    2. provide knowledge of historical, political, and sociological analyses of organisations, the nature of Australian society as it relates to regional and international communities, and an area of humanities and social sciences which may include LOTE, history, politics, mass communications and sociology;

    3. enable students to bring together their multi-disciplinary educational knowledge to cope in specific employment situations, and to communicate effectively with other professionals and the wider community;

    (b) OBJECTIVES

    On successful completion of this course, students should be able to:

    1. critically evaluate the relevance and appropriateness of theoretical knowledge to be applied to professional practice;

    2. demonstrate an understanding of historical, political and sociological aspects of organisations as these relate to managing people;

    3. demonstrate knowledge of professional values, ethical concerns, and legal issues of organisations in their national and international contexts;

    4. utilise research skills pertinent to the discipline within which they will be working;

    5. demonstrate commitment to their field of study and a professional approach to their work.

    METHODS OF TEACHING AND RELATIONSHIP TO OBJECTIVES

    The course will be offered by both internal and distance modes, using written and audio-visual material, with experiential and interactive teaching styles. The written texts will provide substantial background knowledge of the course.

    The range of teaching and learning methods will include lectures and seminars (objectives 1, 2 and 3), small group tutorials (objectives 3, 4 and 5).

    Subjects undertaken by internal mode will be taught through two one-hour lectures per week and a one hour seminar/tutorial session. Lectures will be based on a combination of textual and audio-visual materials.

    The distance education program calls on a variety of instruction techniques and interactions for students learning at a distance. This includes the provision of:

    a) Interaction - opportunities for effective staff/student consultation and directed learning including weekend schools, telephone tutorials, teleconferencing and computer networking. This allows student to student contact as well as contact between staff members and groups of students and provides for interactive learning between on and off-campus students;

    b) Materials - including text books, course handbooks, study guides, collections of relevant articles, audio and video materials, computer disks and CD ROMS;

    c) Facilities - including libraries, regional study centres, computer microlabs, Gippsland Research and Information Bank, the Centre for Gippsland Studies, depositories, archives and the extensive range of services provided by the computer centre through NetFace and the Distance Education Centre. (See Appendix A).

    First level subjects will provide the theoretical frameworks, methodologies, and strategies for enquiry and research on which second and third level subjects can build.

    METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES

    A variety of assessment methods will be employed, including assignments (both written and electronically submitted), participation in tutorials/seminars, and examinations (objectives 1 through 5).

    Through their progressive assessment, students will become familiar with the roles and functions of the community agencies, industries and helping professions in which they will be seeking employment (objectives 4 and 5).

    The assessment methods will also ensure that students develop sound theoretical knowledge and its application to future employment. Participation in small group tutorials/seminars will also develop a broad range of communication skills and knowledge identified in the objectives.

    STRUCTURE OF THE COURSE

    The Bachelor of Arts (Administrative Studies) is a multi-disciplinary program which comprises a specialisation sequence in Administrative Studies and an Arts major and minor.

    The basic structure of the course is set out below.

    First Level

    The first level sequence comprises eight subjects (max 48 points). Students must select four pairs from the following:

    - GSC 1201 Sociological Reflections on Everyday Life

    - GSC 1202 Sociological Issues

    - GSC 1503 Global and Regional Studies I: Modern World Events and Issues

    - GSC 1504 Global and Regional Studies II: Modern World Ideas

    - GSC 1901 Introduction to Communication Studies

    - GSC 1402 Media Studies

    - GSC 1611 Understanding University Learning OR

    - GSC 1601 Basic Statistics and Computing for Social Sciences

    - GSC 1602 Introduction to Methods of Social Research

    - GBU 1302 Management Theory and Functions

    - GBU 2304 Organisational Behaviour

    Administrative Studies Sequence

    Students will be required to select a five to six subject sequence (max 36 points) from the following:

    - GBU 1103 Ethics, Economy and Society

    - GBU 1201 Introduction to Business Law

    - GBU 2305 Management Methods and Decision-Making

    - GBU 3205 Administrative Law

    - GBU 3308 Organisational Change and Development

    - GBU 3312 Human Resource Management

    - GBU 3314 Training and Development

    - GSC 1301 Welfare Issues

    - GSC 1305 Welfare Organisational Practice I

    - GSC 2206 Health Bureaucracies

    - GSC 2307 Welfare Organisational Practice II

    - GSC 2304 Welfare Methods IIB

    - GSC 2310 Social Policy: Untangling the Threads

    - GSC 2507 Politics and Society

    Arts Major Sequence

    Students will be required to select five subjects (max 40 points) from the following list to fulfil the Major requirement in a particular discipline area:

    Sociology, for example:

    - GSC 2201 Sociology of Family and Generation

    - GSC 2202 Sociology of Race and Ethnic Relations

    - GSC 2204 Work and Technology

    - GSC 2205 Sociology of Deviance

    - GSC 2209 Environmental Sociology

    - GSC 3201 Structure and Analysis

    - GSC 3202 Interpretation and Meaning

    History/Politics, for example:

    - GSC 2501 Australian History

    - GSC 2502 United States Politics: Media and Power

    - GSC 2504 Public and Social Policy

    - GSC 2508 Australian Political Institutions

    - GSC 2509 Hearth and Home

    - GSC 3503 International Relations

    - GSC 2701 Community Studies

    - GSC 3504 Theories and Research in History and Politics

    Mass Communications, for example:

    - GSC 2410 Public Relations and Mass Communication Technologies

    - GSC 2411 Media Culture, Power

    - GSC 2407 Authorship and Writing

    - GSC 3402 Policies, audiences, and futures

    - GSC 3409 Narratives and Representations

    Arts Minor

    Students will be required to complete an Arts minor which would comprise of four subjects from the following disciplines:

    Gender Studies

    History/Politics

    Indonesian

    Journalism

    Mass Communication

    Sociology

    Writing

    Students may choose electives to complete the requirement of 144 points.

    LENGTH OF COURSE

    Three years full-time or equivalent part-time.

    ADMISSION REQUIREMENTS

    Normal Monash entry requirements of VCE or equivalent with at least a C in English.

    WORKLOAD REQUIREMENT

    The expected number of hours per week for a full-time student is 48 with appropriate adjustment for study part-time.

    LIBRARY APPROVAL

    A Library Impact Statement has been approved by the Gippsland Campus of Monash Library and the Head of School of Humanities and Social Sciences. The document is attached as Appendix C.

    COMPUTER CENTRE REQUIREMENTS

    See Appendix A and Appendix D.

    RESOURCE REQUIREMENTS

    No additional resources will be required (See Appendix A and Appendix D).

    INTER-FACULTY INVOLVEMENT

    Other faculties have been approached to provide service teaching.

    TEACHING CAMPUS AND MODE OF OFFERING

    The proposed program is well located at Monash University Gippsland Campus because of the expertise of the campus in designing courses for both on and off-campus modes of study. The campus has the capacity to bring on and off campus students together through computer mediated communication.

    The program is well placed within the School of Humanities and Social Sciences since the subjects required for the program are already offered by the School or by other Schools on the Gippsland Campus.

    FEE STRUCTURE

    $10,500 per year for a full-time load, subject to determination by the Vice Chancellor. Pro rata rates will be struck for part-time and distance education.

    PROPOSED DATE OF INTRODUCTION

    Semester 1, 1998 on-campus, by distance education and by mixed-mode.

    ANTICIPATED EFTSU ENROLMENT

    An initial target of 25 EFTSU in 1998. This EFTSU will be available through redistribution of School of Humanities and Social Sciences EFTSU.

    LEGISLATION/STATUTES AFFECTED

    Legislation will be required for the regulations of this degree.

    ATTACHMENTSAppendix A Facilities AvailableAppendix B Course Structure Appendix C Library Impact StatementAppendix D Resource Requirements

    APPENDIX AFACILITIES AVAILABLE AT GIPPSLAND CAMPUS

    1.1 Relevant Resource Centre Holdings

    1.1.1 Library

    The teaching programs of the University are supported by a well developed library collection.

    The Library is housed on two floors of the multipurpose wing of the Campus adjacent to the Computer Centre, lecture rooms and lecturers' offices.

    Library holdings (as at December 1992) were approximately 130,000 volumes, including 99,000 monographs, 25,000 serials and 6,500 microforms. Library holdings in areas related to the Humanities and Social Sciences program currently include titles in the following fields:

    Sociology 9,600 TitlesPsychology 4,600 TitlesHistory 8,500 TitlesPolitics 4,500 TitlesEnglish/Mass Communications 16,000 TitlesWelfare Studies 4,900 Titles

    The Library receives over 1400 current serial titles.

    The Library supplements its range of printed bibliographies and indexes by using the facilities of the DIALOG, OZLINE, AUSINET and AUSTRALIS information retrieval services and CD-ROM, giving staff access to a wide range of bibliographical information. Inter-library loan services are also available.

    The Library is a member of the consortium CAVAL (Cooperative Action in Victorian Academic Libraries). CAVAL administers a reciprocal borrowing scheme which allows MUGC students and staff access to the services of other libraries within CAVAL. The Library is a member of the Australian Bibliographic Network, a nationwide shared cataloguing program coordinated by the National Library of Australia, which has provided a centralised library cataloguing service with a catalogue on microfiche as an end product.

    The Monash University Library catalogue SESAME2 is available to staff and students through terminals in any Branch Library; from computers on any Monash Campus through MONET or ETHERNET; and from home or elsewhere by modem through telephone connections. For off-campus access: Dial 2622991; 5654732 (Clayton), 5732848 (Caulfield), 7844309 (Frankston). Off-campus Library Services are available to Distance Education students living beyond a 30 minute drive radius.

    A Telephone Reference Service is available to supply quick answers by telephone to factual reference questions (for example statistics, or definitions from specialised dictionaries.) Telephone 051-226313 or 008-013394 (toll free).

    Literature Searches are also available to Distance Education students; the Off-campus library staff can give general advice on items the library holds in a specific subject area. Gippsland librarians can also undertake preliminary literature searches. The staff will identify and send relevant books and photocopies of journal articles. Frequently the librarians use CD-ROM databases to find journal information.

    CD-ROMs currently available include: ASTI, ART INDEX, AUSTGUIDE, AUSTRALIAN GOVERNMENTS ON DISC, AUSTROM, BPI, CINAHL, DISTANCE EDUCATION, ERIC, INFORMATION SCIENCE ABSTRACTS PLUS, LIBRARY LITERATURE, MEDLINE, OSHROM, PSYCLIT, SCI, SOCIOFILE.

    Dial-up Access to Compact Disc (CD-ROM) databases: This service, called ROMOTE, provides access to indexes of journal articles contained in compact disc databases.

    Students wishing to use this service need an IBM compatible PC, a modem and a software program called Telereplica which is available, free, from the College. The library will also supply a comprehensive support package providing details on how to search the various CD-ROM databases. For more information on ROMOTE, contact the Library's Information/Research staff, telephone (051) 226423.

    ROMOTE is available for student access 24 hours a day.

    Copying Services: Photocopies or parts of periodicals and books that are not for loan may be ordered.

    1.1.2 The Centre for Gippsland Studies (CGS)

    The Centre for Gippsland Studies is a research facility which aims to promote the study of Gippsland, both within the academic and wider community. The CGS houses collections on the history, literature, Aborigines, environment and social sciences of Gippsland. The collection is used by academics, students, teachers, local organisations, government departments and the general public.

    The collection is both print-based and archival. It includes books, articles, essays, theses, photographs, newspapers, maps, brochures and ephemera. Among the archival holdings are the Yallourn Town Advisory Council Archive and the Carlyon Collection (2,000 photographs and a series of television scripts with supporting documentary material). The entire collection is cumulatively indexed, and four volumes listing the Centre's holdings have been published. A database has been created for the Centre's picture collection, and over 4,000 entries have been indexed.

    Staff at the CGS have been successful in attracting research funding and undertake consultancy work, especially in the areas of heritage issues, history, bibliographical work and publishing. The CGS has its own publishing program, and has published 10 titles on aspects of Gippsland, including literature, Koorie studies, history and school kits.

    There is ample opportunity for original work to be completed in the area of Gippsland and regional studies, especially suited to honours and post-graduate research. The resources of the Centre for Gippsland Studies can extensively support research in this area, as is already evidenced by the use of the Centre's collection by post-graduate students from the Clayton Campus and other universities. As well as assisting with resources, staff can undertake supervision in Gippsland history, heritage issues, public history and women's history at honours and masters level. The CGS can also alert researchers to community based information through the many networks that have been established.

    1.1.3 The Gippsland Research and Information Bank (GRIB

    The Gippsland Research and Information Bank is a research centre which has an information storage and retrieval system, and was established in 1982. GRIB has a comprehensive database of demographic and socio-economic information including a Census time series from 1961 to 1991 on the Gippsland region. Information also includes details of industries in the Latrobe Region.

    GRIB also conducts a large number of surveys and has experience in providing research support, including statistical analysis. Publications produced on a regular basis are the Gippsland Region Quarterly Profile, Latrobe Region Social indicators and the Latrobe Regional Municipal Profiles. These publications provide up-to-date statistics on the Gippsland region.

    The service that GRIB provides is available to staff and students for research purposes.

    1.2 Computer Facilities

    The Monash University Gippsland Campus has a wide range of computing resources available to support its academic and administration functions. These range from micro-computers - both stand-alone and networked - multi-user mini-computers and main-frame computers situated at the University and external to the University, accessed through AARNet which is an Australian and International link to most tertiary institutions.

    The central UNIX network consists of two Apollo 9000/720's. Each has more than 1 Gb of disc capacity, a data tape drive and three 600 line per minute line printers. The UNIX system provides mail and news services to and from the rest of the world. Other UNIX peripherals include an eight-pen digital plotter, and laser printer.

    Two terminal laboratories, one containing approximately twelve PC's, and the other approximately thirty PC's are located within the University each having its own printer shared between HP computers.

    Access to the University computer is via a Cisco router.

    Students owning a micro-computer and modem and residing in the Melbourne local call area may dial in to the Monash Clayton Campus and gain access to the Monash University Gippsland Apollos. Access may be available via remote login using AARNet facilities depending on those who own those facilities. Students in remote areas can get access via an AUSTPAC connection. Other smaller mini- and micro-computers are available to students on a more restricted basis.

    All UNIX software is available on the HP9000's including F77, C, COBOL and Starbase's Graphics, SPSS and MINITAB.

    Micro-computer based local area networks are available for academic use. Each network consists of various PC's as work stations linked via an Ethernet Novell LAN to a PC-AT file server/print station. The PC's can be used as terminals and connect to the Central Systems. Database, spread sheet and word processing software is available on the network. Access to this facility is available after hours via a security system.

    Students within a 100km radius of the Gippsland Campus are expected to use the Churchill facilities. The Computer Centre is staffed during the hours of 8.30am and 5.10pm.

    Conditions for use

    Staff and students at the University are encouraged to use the computing facilities in their academic pursuits and the Computer Services staff will assist computer users as much as resources permit. Due to third-party software licences and other matters, use of the University's computing facilities is conditional on the user accepting and agreeing to abide by the Conditions of Use. All users of the University's computer facilities are subject to the Conditions of Use of Monash University.

    NetFace

    The Monash Distance Education Centre is developing a teaching innovation project called NetFace which will allow on- and off-campus students and staff to participate in a 'virtual university' using the UNIX based HP9000 located in the Gippsland Campus Computer Centre. Oncampus participants log on via Microlab or office PC terminals and those off-campus log on through a PC and modem.

    Services developed include email, text file up and downloading (for example, to submit written work), electronic seminars, cafes, bulletin boards, Sesame2 library access, and on-line information services. Access to a range of electronic data bases is envisaged.

    NetFace provides the opportunity for staff to develop honours programs which converge traditionally separate student groups, facilitate asynchronous and collaborative learning. The relatively small numbers in each honours program make this convergence attractive.

    The Distance Education Research Centre has already developed survey instruments to evaluate usage and assist in developing pedagogy. NetFace will have particular value to those students enrolled in the Mass Communications honours program and in the proposed Bachelor of Arts (Journalism and Communication).

    1.3 Distance Education

    Current Dimensions of Distance Education within Monash University

    There are currently 6,000 students studying by this mode within the University. Fifty-five courses, ranging from Associate Diplomas to Masters degrees, are available by Distance Education, incorporating approximately 550 subjects. A further 2,350 students are currently enrolled in the closely related Open Learning programs being conducted by the University.

    Distance Education Centre

    It is the responsibility of the Monash DEC, in conjunction with Faculties, to plan, develop, deliver and administer the University's Distance Education programs. The DEC has an equivalent full-time staff of 44.6. It is based at the Gippsland Campus with a metropolitan office at the Caulfield Campus.

    The Monash Distance Education Centre provides the following centralised support services for academic programs offered in distance education mode by Schools/Departments/Centres.

    a) Distance Education Support Services

    Three full-time staff provide an extensive liaison service for distance education students, answering enquiries from both enrolled and prospective students; organising and administering Weekend and Residential School programs and pre-enrolment seminars.

    b) Production Division

    This division carries out job registration, copyright clearance, composing, graphic design, printing and dispatch of study materials for external students. These materials include:

    - teaching/learning materials e.g. printed study guides, reading lists etc;

    - reprinted articles, extracts from reference books etc. for assigned reading;

    - audiotape and videotape materials;

    - computer discs;

    The great majority of study guide/reading list material is also produced for use in on-campus classes. In addition, the DEC handles the administrative printing requirements of the University Division.

    c) Educational Development and Research Unit

    This unit provides:

    - professional development activities for academic staff

    - institutional design services to assist lecturers in improving the quality of distance teaching, particularly with regard to the design of subjects, assessment procedures, use of media etc.

    - assistance to lecturers in the evaluation of study materials

    (d) Networking

    Students taking honours by distance education will be given opportunities to network with other students.

    What is a network?

    A network is an academic and social support group of fellow students usually, but not always, from a similar area or geographical region. The members communicate with each other for the purpose of sharing ideas and resources, developing study skills and a better understanding of the subject, and providing mutual support, thus breaking down the feeling of isolation.

    Who runs the network?

    The students. It can be as large or as small, as active or informal as the members decide. It is important though that each student takes responsibility within the network for it to become effective.

    How does it operate?

    The Distance Education Centre has arranged for lists of fellow students to be distributed, to enable contact with other students. A list which includes postcode, name and telephone numbers is provided to students who wish to be networked.

    1.4 Student Administration

    a) Student Administration - Central

    Student Administration provides a central administrative service through a computer based system which allows direct access to data including individual student course records and current status, class and course lists of enrolled students, program additions and withdrawals, change of address and other statistical information.

    The Office also monitors student admissions, continuation and graduation.

    b) Student Administration - School of Humanities and Social Sciences

    The School has a general staff of eight to provide an effective and efficient service for students.

    Administrative staff within the School provide a service including the co-ordination of student matters such as recruitment, enrolments, credits and exemptions recommendations, graduation approval and provision of general course information and advice. This is done through individual contact (both in person and via the telephone) and/or via the student database.

    The School also provides a service to all students needing to contact staff members via the School Office and an electronic mail network.

    c) Counselling and Guidance Services

    Guidance is provided for students from initial enrolment until course completion in course requirements, study modes and program options. Student Services provides a confidential personal, health and welfare service as well as advice on Austudy, careers and employment and financial matters. A learning skills service is also available.

    APPENDIX C

    STRUCTURE OF THE

    BACHELOR OF ARTS (ADMINISTRATIVE STUDIES) 

                                                                                         
               Semester One            Pts          Semester Two          Pts        
                                                                                     

                                                                                     
              Arts Sequence 1           6          Arts Sequence 1         6         

Year                                                                                 
              Arts Sequence 2           6          Arts Sequence 2         6         

  1                                                                                  
              Arts Sequence 3           6          Arts Sequence 3         6         

                                                                                     
          Specialisation Sequence       6      Specialisation Sequence     6    48   

          Specialisation Sequence       6      Specialisation Sequence     6         

          Specialisation Sequence       6            Arts Major            8         

Year            Arts Major              8             Electives           6/8        
                                                                                     
  2                                                                                  

                Arts Minor              8                                       48   

                                                                                     
                Arts Major              8            Arts Major            8         

Year                                                                                 
                Arts Major              8      Specialisation Sequence     6         

  3                                                                                  
          Specialisation Sequence       6            Arts Minor            8         

                                                                                     
                                                      Elective            6/8   48   

                                                                                     
                                                                                144  
                                                       Total Points

    APPENDIX D

    FACULTY OF ARTS

    LIBRARY IMPACT STATEMENT

    FOR NEW CENTRES, DEGREES, DIPLOMAS, COURSES

    This form must be completed in consultation with the relevant branch of the Library and submitted to the relevant committee of the faculty when approval is being sought for any teaching initiatives. It should be submitted to the Library together with a description of the intended syllabus and a copy of the intended handbook entry.

    1. Name of proposed new centre, degree, diploma, course or subject.

    Bachelor of Arts (Administrative Studies)

    2. Faculty or Department/Centre proposing the new course etc.

    School of Humanities and Social Sciences

    3. Other Faculty or Departmental participation.

    School of Business

    4. Anticipated enrolment: part-time: }

    full-time: } Initial intake 30

    distance education: }

    5. Expected number of titles listed on student reading lists.

    Approximately 30

    6. Expected annual cost of current monograph titles, including multiple copies where necessary.

    Will draw on existing monograph collection.

    7. Expected cost of older titles, including standard works and reference books, and multiple copies where necessary.

    No additional cost - requirements already met in the provisions made for the existing degrees.

    8. Expected cost of journals, including subject indexes and data bases on CD-ROM:

    annual cost of subscriptions (As in 7 above.) cost of backsets

    Rationalisation of existing journal titles will need to take place before any new titles can be purchased

    9. Expected annual cost of on-line access to data bases.

    $2000

    10. Would this initiative result in any additional staff costs, for example would language specialists be needed to acquire, process and catalogue new material?

    No

    11. Can the cost of the above purchases and services be accommodated within the normal level of expenditure by the Library for the Faculty or Department or Centre?

    Yes

    12. If outside funding is available to mount this initiative, what proportion has been allocated to meet the demands placed on the Library?

    Not applicable

    13. If no additional funds are available, is there an existing area where expenditure may be cut to meet the demands placed on the Library?

    No

    14. Will this initiative impact on any other branch libraries? Have these been consulted?

    No

    15. Further comments.

    An adequate collection will require future, selective development

    ________________________________________ _______________________________________

    Signed on behalf of the Faculty, Dept or Centre Signed on behalf of the Library

    APPENDIX D

    STAFFING AND EQUIPMENT

    1. Staffing

    1.1 Academic Staff - New

    All the subjects of the joint award are currently available, students will be absorbed into existing distance education and on-campus classes.

    1.2 Support Staff - New

    No new support staff members will be required.

    2. Capital Equipment

    No additional equipment will be required.

    Item 14

    FACULTY OF ARTS

    MEMORANDUM:

    TO: Chair, Education Committee

    FROM: Professor M Quartly

    Dean of Arts

    cc: Mrs Marg Lynn, School of HUMASS

    Associate Professor N White, Associate Dean (Teaching)

    Ms C Jordon, Faculty Registrar (Arts)

    Ms R Brooks, Executive Officer, Education Committee

    DATE: 12 February 1997

    TOPIC: Generic Bachelor of Arts - Gippsland campus

    ____________________________________________________________________

    Further to a memorandum from Professor Pargetter, the then Chair of the Education Committee, dated 18 December 1996, the Executive Committee of the Faculty of Arts today considered a recommendation from the Head of the School of Humanities and Social Sciences that the tagged degree, Bachelor of Arts (Humanities and Social Sciences) be retitled to the generic form, Bachelor of Arts. This was endorsed by the Executive Committee and is referred to the Education Committee for approval.

    As the structure of the existing tagged degree is in no way different from the Bachelor of Arts already offered at Caulfield, Peninsula and Clayton, and fits the Undergraduate regulations, I do not believe any other documentation is necessary.

    Marian Quartly

    Item 15

    MONASH UNIVERSITY

    FACULTY OF BUSINESS AND ECONOMICS

    Meeting 1/97 of the Faculty Board of the Faculty of Business and Economics held on
    Wednesday 12 February 1997 at the Caulfield campus    . 

                                                 
       REPORT TO EDUCATION COMMITTEE         
                                             



    A. RECOMMENDATIONS                                                           
                                                                             

1. RECEIPT OF REPORT                                                         
                                                                             

Recommendation                                                               
That Education Committee receive and note the Report of the Faculty Board    
Meeting 1/97 of the Faculty of Business and Economics held on 12 February    
1997.                                                                        

2. NEW COURSES                                                               
                                                                             

2.1 Graduate Certificate in Regional Economic Development                    
                                                                             

The Board recommends to Education Committee that it approve a Graduate       
Certificate in Regional Economic Development degree. A document is           
attached. (Attachment 1).                                                    

3. AMENDMENTS TO EXISTING COURSES                                            
                                                                             

3.1 Graduate Certificate in Public Policy and Management                     
                                                                             

The Board recommends to Education Committee that it approve offering the     
Graduate Certificate in Public Policy and Management degree by distance      
education in addition to the current on-campus mode of offering. A document  
is attached. (Attachment 2).                                                 

3.2 Graduate Diploma in Public Policy and Management                         
                                                                             

The Board recommends to Education Committee that it approve offering the     
Graduate Diploma in Public Policy and Management degree by distance          
education in addition to the current on-campus mode of offering. A document  
is attached. (Attachment 3).                                                 

3.3 Master of Public Policy and Management                                   
                                                                             

The Board recommends to Education Committee that it approve offering the     
Master of Public Policy and Management degree by distance education in       
addition to the current on-campus mode of offering. A document is attached.  
(Attachment 4).                                                              



    3.4 Graduate Certificate in Electronic Commerce                              
                                                                             

The Board recommends to Education Committee that it approve an amendment to  
the admission criteria of the Graduate Certificate in Electronic Commerce    
degree and approve its being offered by on-campus mode in addition to the    
current distance education mode of offering. A document is attached.         
(Attachment 5).                                                              

3.5 Graduate Diploma in Electronic Commerce                                  
                                                                             

The Board recommends to Education Committee that it approve an amendment to  
the admission criteria of the Graduate Diploma in Electronic Commerce        
degree and approve its being offered by on-campus mode in addition to the    
current distance education mode of offering. A document is attached.         
(Attachment 6).                                                              

3.6 Master of Business (Accounting)                                          
                                                                             

The Board recommends to Education Committee that it approve an amendment to  
the course structure  of the Master of Business (Accounting). A document is  
attached. (Attachment 7).                                                    

3.7 Master of Practising Accounting                                          
                                                                             

The Board recommends to Education Committee that it approve an amendment to  
the course structure of the Master of Practising Accounting. A document is   
attached. (Attachment 8).                                                    

3.8 Master of Business (Banking and Finance)                                 
                                                                             

The Board recommends to Education Committee that it approve an amendment to  
the course structure of the Master of Business (Banking and Finance). A      
document is attached. (Attachment 9).                                        

4. NEW SUBJECT PROPOSALS                                                     
                                                                             

4.1 GBU9121 Introduction to Macroeconomic Theory and Policy                  
                                                                             

The Board recommends to Education Committee that it approve the subject      
GBU9121 Introduction to Macroeconomic Theory and Policy. A document is       
attached. (Attachment 10).                                                   

4.2 GBU9122 Introduction to Microeconomic Theory and Policy                  
                                                                             

The Board recommends to Education Committee that it approve the subject      
GBU9122 Introduction to Microeconomic Theory and Policy. A document is       
attached. (Attachment 11).                                                   

4.3 GBU9123 Regional Economic Development and Policy                         
                                                                             

The Board recommends to Education Committee that it approve the subject      
GBU9123 Regional Economic Development and Policy. A document is attached.    
(Attachment 12).                                                             



    4.4 GBU9124 Natural Resources and Environment                                
                                                                             

The Board recommends to Education Committee that it approve the subject      
GBU9124 Natural Resources and Environment. A document is attached.           
(Attachment 13).                                                             

5. MAJOR AMENDMENTS TO EXISTING SUBJECTS                                     
                                                                             

5.1 Additional Mode of Offering for Subjects Offered in the Graduate         
Certificate and Graduate Diploma in Electronic Commerce                      

The Board recommends to Education Committee that it approve the offering of  
the following subjects by the on-campus mode in addition to the current      
distance education mode of offering:                                         

GBU8058 Introduction to Electronic Commerce                                  
GBU8059 Change Management & Electronic Commerce                              
GBU8060 Information Exchange Technologies & Processes                        
GBU8061 Applications in Electronic Commerce                                  
GBU8062 Information Systems & Technology in Electronic Commerce              
GBU8063 Reengineering Electronic Business Processes                          
GBU8064 Advanced Change Management & Organisational Development              
GBU8065 Research Project in Electronic Commerce                              

5.2 Additional Mode of Offering for Subjects Offered in the Graduate         
Certificate, Graduate Diploma and Masters of Public Policy and Management    

The Board recommends to Education Committee that it approve the offering of  
the following subjects by the distance education mode in addition to the     
current on-campus mode of offering:                                          

PPM9000 Reading Unit                                                         
PPM9230 Public Policy                                                        
PPM9260 Public Sector Human Resources Management                             
PPM9270 Public Management                                                    
PPM9280 Public Sector Finance                                                
PPM9290 Governing the Modern State                                           
PPM9330 Business and Government                                              
PPM9360 Strategic Management in the Public Sector                            
PPM9370 Public Policy Process                                                
PPM9410 Public Enterprise Management                                         
PPM9440 Public Sector Financial Management                                   
PPM9710 Financial Management & Management Accounting Issues in Not for       
Profit Organisations                                                         
PPM9720 Law & Governance of Not for Profit Organisations                     
PPM9950 International Public Administration                                  
PPM9970 Comparative Public Policy                                            
Research Paper (12 credit points)                                            
Thesis (24 credit points).                                                   



    6. CODE OF PRACTICE AND ASSOCIATED GUIDELINES FOR FEE-PAYING GRADUATE        
COURSES                                                                      
                                                                             

The Board recommends to Education Committee that it approve the Faculty's    
Code of Practice and Associated Guidelines for Fee-Paying Graduate Courses.  
A document is attached. (Attachment 14).                                     

7. RECEIPT OF PROCEEDINGS                                                    
                                                                             

Recommendation                                                               
That Education Committee note the proceedings of the Faculty Board meeting   
1/97 as detailed below.                                                      

8. MINOR AMENDMENTS TO EXISTING SUBJECTS                                     
                                                                             

Faculty Board approved minor amendments to the subjects listed below:        

8.1 FIN4660/5600 Stamp Duty and Land Tax                                     
                                                                             

Amendment to the syllabus and name of FIN4660/5600 Stamp Duty and Land Tax.  

8.2 MKTxxx Database Strategy and Development                                 
                                                                             

Change of name from MKTxxx Database Strategy and Development to MKTxxx       
Marketing Database Strategy.                                                 

8.3 Deletion of Subjects with Zero Enrolments                                
                                                                             

The Board endorsed the action of the Faculty Registrar in deleting the       
subjects from the MUSIS database. A document is attached. (Attachment 15).   

9. ACADEMIC BOARD                                                            
                                                                             

Faculty Board recommended the following items to Academic Board:             
Membership of Faculty Board for 1997                                         
Outside Studies Program Report

    Educ197.rpt

    13 March, 1997

    Item 15.1.1

    MONASH UNIVERSITY

    Request for Course Approval

    The Faculty of Business and Economics Board, at Meeting No..../...., determined that the following new course should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.

    COURSE NAME:

    Graduate Certificate in Regional Economic Development

    FORMAL ABBREVIATION:

    GradCertRegEcDev

    REASONS FOR INTRODUCTION OF THE COURSE:

    The School of Business and Electronic Commerce offers a range of Graduate/Executive Certificate and Graduate Diploma courses by distance education in various areas of business studies. They target executive and medium level managers employed with businesses and state and local government institutions who wish to gain formal qualifications and/or to increase their knowledge in accounting, management and banking. The proposed Graduate Certificate in Regional Economic Development will meet the perceived demand for graduate courses covering the economic issues of regional economic development and policy.

    The course corresponds to the regional nature of the Gippsland Campus and reflects the regional economic development research interests of the School of Business and Electronic Commerce staff. The course will also enhance the fee paying segment of the School's offering.

    COURSE OBJECTIVES:

    On completion of the course students should have:

    METHODS OF TEACHING AND RELATIONSHIP TO OBJECTIVES:

    These courses will be offered by distance education only. Students will be provided with printed study materials which introduce subject content and direct attention to appropriate readings in each subject area. Independent work on assignments and essays will develop students' ability to apply macroeconomic and microeconomic principles to contemporary regional issues from an Australian and International perspective. Students will be guided through actual case studies in regional economic development and policy to develop the link between theory and application.

    Students will be offered four contact sessions per semester at weekend schools where the following teaching techniques will be used:

    METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:

    Assessment for the two foundation subjects will be a combination of assignment work and examination. This is to ensure that a grounding in the microeconomic and macroeconomic principles is mastered, upon which the specialist subject areas may then be built. Assignments will develop key analytical skills and provide feedback to students on their progress. The examination will assess individual knowledge and skills in addition to providing an incentive to complete the course.

    Assessment for the two specialist subjects will require students to complete essay work and case studies. Essay work will require that students demonstrate their ability to apply macro- and microeconomic principles to current regional policy issues. Case studies will be used to develop the students' skills applicable to changing contemporary regional economic development patterns.

    COURSE STRUCTURE:

    Graduate Certificate in Regional Economic Development courses will normally be completed by distance education during one academic year, two subjects each semester, which corresponds to one semester of full time study. Each subject (4) will require approximately 12 hours of study per week.Students will be required to complete the course during a period of time not longer than one and a half years. Students will be required to complete the following 4 subjects:

    First semester

    Second semester

    Students satisfactorily completing the Graduate Certificate in Regional Economic Development may then advance to the Graduate Diploma level of studies. In particular, it is proposed that the Graduate Diploma in Applied Economics and Regional Economic Development program will be proposed for offering from the commencement of 1998 academic year, which will enable Graduate Certificate in Regional Economic Development graduates to articulate to the Graduate Diploma course.

    LENGTH OF COURSE:

    The normal length of the course will be 1 year (2 semesters) of part-time study by distance education.

    ADMISSION REQUIREMENTS:

    Admission to the course is open to applicants who have qualified for a pass degree from a recognised tertiary institution. A key selection criterion will be an assessment of whether the applicant possesses the experience and ability to successfully complete the course. Previous academic achievements and work experience will be considered in this assessment.

    CREDIT PROVISION

    Candidates may be eligible for a maximum of two credit exemptions for subjects considered to be the equivalent of particular subjects in the course of study.

    LIBRARY APPROVAL:

    A library statement is attached for consideration with this proposal.

    COMPUTER CENTRE REQUIREMENTS:

    N/A

    RESOURCE REQUIREMENTS:

    This is a full fee paying course and all resources will be met from those fees.

    INTER-FACULTY INVOLVEMENT:

    There is no service teaching from other faculties.

    TEACHING CAMPUS AND MODE OF OFFERING:

    This course will be offered by distance education only from the Gippsland campus.

    FEE STRUCTURE:

    This course will be offered on a full fee basis only. The fee will be consistent with other full fee paying programs offered by the School of Business and Electronic Commerce.

    PROPOSED DATE OF INTRODUCTION:

    Semester 2, 1997.

    ANTICIPATED EFTSU ENROLMENT:

    This course would initially attract up to 40 students (10 EFTSU) each semester from local and international students.

    LEGISLATION/STATUTES AFFECTED:

    New legislation will be required for this new course.

    Handbook Entry.

    Graduate Certificate in Regional Economic Development

    (GradCertRegEcDev)

    Campus and modes by which the course will be offered

    Gippsland campus, by distance education.

    Course code

    TBA

    Course director

    Dr Gennadi Kazakevitch

    Introduction to Course / Rational for Course

    This fee-paying postgraduate course by distance education has been designed to provide to graduates in business, state and local governmental institutions who wish to gain formal qualifications and/or to increase their knowledge in the theoretical principles and policies of regional economic development.

    Aims and Objectives

    On completion of the course students should have:

    Course Structure

    Students will be required to complete the following 4 subjects:

    First semester

    Second semester

    Length of the Course/Workload required

    Graduate Certificate in Regional Economic Development course will normally be completed by distance education during one academic year, two subjects each semester, which corresponds to one semester of full time studies. Students will be required to complete the course during the period of time not longer than one and a half years.

    Admission Requirements

    Admission to the course is open to applicants who have qualified for a pass degree from a recognised tertiary institution. A key selection criterion will be an assessment of whether the applicant possesses the experience and ability to successfully complete the course. Previous academic achievements and work experience will be considered in this assessment.

    Credit Provision

    Candidates may be eligible for a maximum of two credit exemptions for subjects considered to be the equivalent of particular subjects in the course of study. Please refer to the course director for further details.

    Fee Structure

    This is a fee-paying graduate course for which no additional liability under the Higher Education Contribution Scheme (HECS) will be incurred. Course fees are set and reviewed annually and are therefore subject to change. For a student undertaking the normal workload of two subjects per semester, fees of $800 per subject will apply. An additional fee will apply for amenities and library services. Fees paid may be tax deductible in accordance with Section 51(i) of the Income Tax Assessment Act, but students will need to determine their own tax position.

    Item 15.2.1

    MEMORANDUM

    TO: Graduate Studies Committee

    Faculty of Business and Economics

    FROM: Professor E W Russell

    Director, Graduate School of Government

    DATE: 6 November 1996

    SUBJECT: Proposal to provide Graduate Certificate in Public Policy and Management by Distance Education

    ___________________________________________________________________________

    This memorandum seeks the concurrence of the Graduate Studies Committee to providing the Graduate Certificate in Public Policy and Management by distance education through the Distance Education Centre, Gippsland Campus. This will be in addition to the existing delivery of the Course by on campus teaching.

    Reasons for Introduction of Course by Distance Education

    The Graduate Certificate in Public Policy and Management is designed to cater for graduates working in the public and not for profit sectors who wish to undertake study in public policy and management at graduate level by distance education, without necessarily proceeding to a Graduate Diploma or Masters Degree. No other University in Australia offers such a programme. This course is now proposed for delivery by distance education to meet a significant demand from leaders in the public (all levels of government ) and not for profit sectors in Victoria, other Australian States and territories and overseas, not able to attend on campus classes in post graduate courses offered by the graduate school of government. These people wish to develop their competence in dealing with the major issues in public policy and management, both in Australia and in the Asia-Pacific region. The provision of this Course by distance education is consistent with the mission of the Graduate School of Government which is to advance the public interest by preparing leaders for government and the public service. The introduction of this subject is also consistent with the Faculty's mission to anticipate then address the needs of its markets in an appropriate and relevant manner. In addition it is consistent with the mission to be a provider of distance education and also to be an international university.

    Objectives of Course by Distance Education

    The objectives of the course by distance education are the same as for those for its on campus

    Delivery. They focus on the key principles of public policy and management and some of the more significant contemporary developments in the field. On completion of the Course, students should be able to

    Course Structure

    The Course is a one year part time fee paying programme designed to cater for graduates who wish to undertake study in public policy and management at graduate level without necessarily proceeding to a Graduate Diploma or Masters degree. Students undertake two core subjects per semester.

    The sequence of subjects is:

    PPM 9270 Public Management.

    PPM 9280 Public Sector Finance

    PPM 9230 Public policy

    and either: PPM 9330 Business and Government or

    PPM 9260 Public Sector human Resource management./

    Each subject is worth 6 credit points in the Graduate Certificate in Public Policy and Management.

    The course progression is designed to introduce students firstly to some of the key principles of public policy and management, and secondly to some of the more significant contemporary developments in the field. The foundations established by the subjects in the first semester are subsequently built upon by the subjects in the second semester.

    In all cases, course content and subject assessment will be geared to relating the material to relevant workplace applications.

    Existing methods of teaching On- Campus Course and relationship to Objectives

    Each subject is taught in a three hour seminar over a thirteen week semester. The seminars are supplemented by readings and case study each week. Students are provided with extensive reading lists and selected readings. Case studies and assignments create a link between learning and application. Learning activities meet the course objectives through the application of the following methodologies:

    Proposed Method of Teaching by Distance Education and Relationship to Objectives

    The methods of teaching will be those of the Distance Education Centre, Gippsland Campus. Initially teaching material will be provided in the print mode consisting of an overall study programme, study guide for each topic to be covered in the subject, reading guide, assignments for completion by students, textbooks and assigned reading from academic journals. Students will have rapid access to lecturers through telephone contact, E- mail, or the Distance Education Centre's student- course lecturer rapid contact system. If occasion warrants, because of the geographic locations of students in a subject, tutorial classes may be held in particular locations at which students, depending on their own volition, may attend. However, it is stressed that such attendance will be voluntary, and in no way influence the final result in any subject. Overall, the course design, subject content and assessments will be formulated to ensure that the Course objectives are met.

    Students will also be provided with study guides, copies of selected readings, text material and text books. Case studies will provide the link between learning and application. Learning activities will meet the course objectives through the application of the following methodologies;

    Methods of Assessment and Relationship to Objectives

    In each of the four subjects, students will be expected to meet assessment requirements which will include at least one written assignment and an examination. The assessment will seek to offer students the opportunity to demonstrate their ability to apply the content of each course to their own work environment, as indicated in the course objectives.

    Student assessment will involve the submission of written work which will indicate the achievement of subject objectives through tasks which require :

    An examination will be held in each subject. In summary, the methods of assessment for distance students will be the same as for on campus students.

    Length of Course

    One year of part time study- the same as for on campus students.

    Admission Requirements

    As in the case of on campus students, applicants should possess a first degree or equivalent qualification from a registered tertiary institution and should also have had a minimum of two years' work experience after completion of that degree. A candidate with a four honours degree of at least IIA ( or equivalent) standard may be exempted from this provision. Where students have had substantial managerial work experience for at least five years prior to or during the acquiring of an undergraduate degree, the requirement for two years' work experience after completion of that degree may be waived.

    Workload Requirement

    As for on campus students. Twelve hours on average for each subject, covering study of distance education study material, required reading, completion of essays and course assignments to be submitted for correction/ examination.

    Teaching Campus and Mode of teaching

    Graduate School of Government, 30 Collins St. Melbourne, by distance education through Distance Education centre, Gippsland Campus. There will be no residential requirements. Depending on the geographical patterns of enrolment in any subject, it is possible that the Course lecturer may conduct occasional classes in a particular locality. However it is not planned that such classes should be a regular feature of teaching and attendance would not be compulsory, nor have any bearing on a student's final assessment.

    Fee Structure

    Course would be a fee paying course. Fees per subject in 1997 for a semester subject would be $1,000, the same fee as for on campus delivery of the subject. This course would be funded from student fees and would be external to any existing loads.

    Proposed Date of Introduction

    Semester 2, 1997.

    Summary

    In summary there is a significant demand for provision of this qualification of this qualification by distance education.

    Recommendation

    That the Graduate Studies Committee support the provision of the Graduate Certificate in Public Policy and Management by Distance Education.

    This proposal is made following consultation with the Distance Education Centre, Gippsland Campus, and after full discussion with, and concurrence of both the Advisory Council and staff of the Graduate School of Government.

    Professor E W Russell.

    Director

    Graduate School of Government.

    Item 15.2.2

    MEMORANDUM

    TO: Graduate Studies Committee

    Faculty of Business and Economics

    FROM: Professor E W Russell

    Director, Graduate School of Government

    DATE: 6 November 1996

    SUBJECT: Proposal to provide Graduate Diploma in Public Policy and Management by Distance Education

    __________________________________________________________________________________

    This memorandum seeks the concurrence of the Graduate Studies Committee to providing the Graduate Diploma in Public Policy and Management by distance education through the Distance Education Centre, Gippsland Campus. This will be in addition to the existing delivery of the Course by on campus teaching.

    Reasons for Introduction of Course.

    The Graduate Diploma in Public Policy and Management is designed for graduates who wish to undertake study in public policy and management at graduate level. Non-graduate managers who successfully complete the Executive Certificate in Public Policy and Management with credit grades and above, may proceed towards a Masters degree by completing the Graduate Diploma. This course is now proposed for delivery by distance education to meet a significant demand from leaders in the public (all levels of government ) and Not for profit sectors in Victoria, other Australian States and Territories and overseas, not able to attend on campus classes in post graduate courses offered by the Graduate School of Government These people wish to develop their competence in dealing with the major policies and issues in public policy and management, both in Australia and also in the Asia- Pacific region. The provision of this course by distance education is consistent with the mission of the Graduate School of Government which is to advance the public interest by preparing leaders for government and public service. The introduction of this programme is consistent with the Faculty's mission to anticipate and then address the needs of its markets in an appropriate and relevant manner. It is also consistent with the mission of the university to be a provider of distance education and to be an international university.

    Objectives of Course by Distance Education

    The objectives of the course by distance education are the same as for those for its on campus delivery. They focus on providing broad training in the range of disciplines important to public policy and public management. In all cases course content and semester assessment is geared to relating the material to current public sector issues and, where relevant, to workplace applications.

    On completion of this Course, students should:

    Course Structure

    The Course is a one year full time or two years part time fee paying program designed to cater for graduates who wish to undertake study in public policy and management at graduate level.

    Students enrolled on a full time basis will undertake four subjects per semester, part-time students undertake two subjects per semester.

    Students will undertake four compulsory core subjects:

    They must choose two further core subjects from the following:

    The remaining two subjects are to be chosen from the following electives:

    Each subject is worth 6 credit points in the Graduate Diploma of Public Policy and Management.

    The Course progression is designed to introduce students firstly to some of the key aspects of public policy and public management, and secondly to some of the more significant contemporary developments in the field. The foundations established in the first semester are subsequently built upon by the remaining four subjects. By choice of electives, students can achieve some degree of specialisation related to their own specific educational and workplace needs.

    In all cases course content and subject assessment will be geared to relating the material to relevant workplace applications.

    Existing Methods of Teaching On- Campus Course and Relationship to Objectives

    Each subject is taught in a weekly seminar over a thirteen week semester. The seminars are supplemented by readings and case material each week. Students are provided with extensive reading lists and selected readings. Case studies and assignments create a link between learning and application.

    Learning activities meet the course objectives through the following methodologies:

    Proposed Method of Teaching by Distance Education and Relationship to Objectives

    The methods of teaching will be those of the Distance Education Centre, Gippsland Campus. Initially teaching material will be provided to students in print mode consisting of an overall study programme, study guide for each topic to be covered in the subject, reading guide, assignments for completion by students, textbooks and assigned reading from academic journals. Students will have rapid access to lecturers through telephone contact, E- Mail, or the Distance Education Centre's student- course leader rapid contact system. If occasion warrants, because geographic location of groups of students in a subject, tutorial classes may be held at particular locations at which students, depending on their own volition, may attend. However it is stressed that such attendance will be voluntary, and in no way influence the final result in any subject. Overall the course design, subject content and assessments will be formulated to ensure that the Course objectives are met.

    Students will also be provided with study guides, copies of selected readings, text material and text books. Case studies will provide a link between learning and application. learning activities will meet the course objectives through the application of the following methodologies:

    Methods of Assessment and Relationship to Objectives

    In each of the course subjects, students will be expected to meet assessment requirements which will include at least one written assignment and an examination. The assessment will seek to offer students the opportunity to demonstrate their ability to apply the content of their own work environment, as indicated in the course objectives.

    Student assessment will involve the submission of written work which will include the achievement of subject objectives through the tasks which require:

    An examination will be held in each subject.

    In summary the methods of assessment for distance education students will be the same as for on campus students.

    Length of Course

    One year of full time study , or two years of part time study- the same as for on campus students.

    Admission Requirements

    Applicants should possess a degree or equivalent qualification from a registered tertiary institution and should have had a minimum of two years' work experience after completion of that degree. A candidate with a four year honours degree of at least IIA (or equivalent) standard may be exempted from this provision. Where students have had substantial managerial work experience for at least five years prior to or during the acquiring of an undergraduate degree, the requirement for two years work experience after completion of that degree may be waived.

    Non graduates need to have completed an Executive Certificate offered by the faculty attaining a minimum grade of credit.

    Workload Requirement

    As for on campus students. Twelve hours on average for each subject, covering study of distance education study material, required reading, completion of essays and course assignments to be submitted for correction/ examination.

    Teaching Campus and Mode of offering

    Graduate School of Government , 30 Collins St. Melbourne, by distance education through the Distance Education Centre, Gippsland Campus. There will be no residential requirements. Depending on the geographic patterns of enrolments in any subject, it is possible that the course lecturer may conduct occasional classes in a particular locality. However it is not planned that such classes should be regular feature of teaching and attendance would not be compulsory, nor have any bearing on a student's final assessment. Distance educational instructional material will be developed in each subject under guidance and quality control of the Distance Education specialist staff. because of the Centre's proven methods, distance education students should be at no disadvantage, compared with on campus students.

    Fee Structure

    Course would be a fee paying Course. Fees per subject in 1997 for a semester subject would be $1,000 , the same as for an on campus subject. This course would be funded from fees and

    would be external to any existing loads.

    Proposed Date of Introduction

    Semester 2, 1997.

    Summary

    In summary, there is a significant demand for provision of this qualification by distance education. Students enrolling in the Course by distance education should be at no learning disadvantage compared with on campus students.

    That the Graduate Studies Committee of the Faculty support the provision of the Graduate Diploma in Public Policy and Management by distance education.

    This proposal is made following consultation with the Distance education Centre, Gippsland Campus, and after full discussion with, and concurrence of both the Advisory Council and staff of the Graduate School of Government.

    Professor E W Russell

    Director

    Graduate School of Government

    Item 15.2.3

    MEMORANDUM

    TO: Graduate Studies Committee

    Faculty of Business and Economics

    FROM: Professor E W Russell

    Director, Graduate School of Government

    DATE: 6 November 1996

    SUBJECT: Proposal to provide Master of Public Policy and Management by Distance Education

    __________________________________________________________________________________

    This memorandum seeks the concurrence of the Graduate Studies Committee to providing the Master of Public Policy and Management degree by distance education through the Distance Education Centre, Gippsland Campus. This will be in addition to the existing delivery of the Course by on campus teaching.

    Reason for Introduction of Course by Distance Education

    The Master of Public Policy and Management, which is already offered in on campus mode, is designed for a mix of Australian and international graduate who have experience as managers in the public and not for profit sectors, and who wish to undertake studies in public policy and management by distance education at this level. No other University in Australia currently offers such a programme. This course is now proposed for delivery by distance education to meet a significant demand from leaders in the public (all levels of government) and not for profit sectors in Victoria, other Australian States and Territories and overseas, not able to attend on campus classes in of graduate courses offered by the Graduate School of Government. These people wish to develop their competence in dealing with the major policies and issues in public policy and management, both in Australia and also in the Asia- pacific region. The provision of this Course by distance education is consistent with the mission of the Graduate School of Government which is to advance the public interest by preparing leaders for government and public service. The introduction of this programme is consistent with the Faculty's mission to anticipate and then address the needs of its markets in an appropriate and relevant manner. It is also consistent with the mission of the university to be a provider of distance education and also to be an international university.

    Objectives of Course by Distance Education

    The objectives of the Course by distance education are the same as those for its on campus delivery. They focus on providing students with the analytical skills to meet the challenges of public policy and management in an evolving economic, political and social world.

    On completion of the course, students should:

    Course Structure

    The course will consist of eight subjects made up as follows:

    Two core subjects:

    Six elective graduate subjects of the Graduate School of Government.

    Alternatively students may undertake the following:

    Options within the course structure will include:

    1. MPPM Thesis- offered as an option in the second half of the program to stimulate, develop and to test the candidate's ability to plan, to carry out and to report on a piece of research. It also provides an opportunity to apply new knowledge and skills to an empirical problem.
    2. Research paper- up to 10,000 words within the area covered by a course subject and is designed to provide the opportunity for a student to further develop his or her research skills, culminating in presentation of a report of 10,000 words on a substantial piece of work.

    The MPPM thesis is offered as an option in the second half of the programme to stimulate, to develop and to test the candidate's ability to plan, to carry out and to report on a piece of research. It also provides an opportunity to apply new knowledge and skills to an empirical problem. The thesis must normally be within the area covered by a subject in the programme and represent a substantial piece of work up to 20,000 words. It will be supervised by a person lecturing in the subject to which it is attached or by another suitable member of staff of the School. The thesis must be submitted within twelve months of its commencement.

    The research paper (or project) normally must be within the area covered by a subject in the programme and represent a substantial piece of work of up to 10,000 words. It will be supervised by a person lecturing in the subject to which it is attached or by another suitable member of staff of the School. The research paper must be submitted within twelve months of its commencement.

    Each subject is worth 6 credit points in the Master of Public Policy and Management, except the MPPM thesis which is worth 24 credit points, and the Research Paper which is worth 12 credit points.

    In all cases of subjects, course content and subject assessment will be geared to relating the material to relevant workplace applications.

    Existing Methods of Teaching on- Campus Course and Relationship to Objectives

    Each subject is taught in a weekly three hour seminar over a thirteen week semester. The seminars are supplemented by readings and case material each week. Students are provided with extensive reading lists and selected readings. Case studies and assignments create a link between learning and application. Learning activities meet the objectives through the application of the following methodologies:

    Proposed Methods of teaching by Distance Education and relationship to Objectives

    The methods of teaching will be those of the Distance Education Centre, Gippsland Campus. Initially teaching material will be provided to students in print mode consisting of an overall subject study programme, study guide for each topic to be covered in the subject, reading guide, assignments for completion by students, textbooks and assigned reading from academic journals. Students will have rapid access to lecturers through telephone contact, E- Mail, or the Distance Education Centre student-course leader rapid contact system. If occasion warrants, because of geographic location of groups of students in a subject, tutorial classes may be held in particular locations at which students, depending on their own volition, may attend. However it is stressed that such attendance will be voluntary, and in no way influence the final result in any subject. Overall the course design, subject content and assessments will be formulated to ensure that the course objectives are met.

    Students will also be provided with subject study guides, copies of selected readings, text material and text books. Case studies and assignments will provide a link between learning and application. Learning activities will meet the course objectives through the application of the following methodologies:

    Methods of Assessment and Relationship to Objectives

    In each of the course subjects, both on campus and distance education students will be expected to meet assessment requirements which will include at least one written assignment and an examination.The assessment will seek to offer students the opportunity to demonstrate their ability to apply the content of each course to their own work environment, as indicated in the course objectives.

    Student assessment will involve the submission of written work which will indicate the achievement of subject objectives through tasks which require:

    An examination will be held in each subject.

    Distance education students electing to present a Thesis and /or Research Paper as part of the assessment for the Masters degree will have their submissions assessed in the same manner as for on campus students.

    In summary, the methods of assessment for distance education students will be the same as for on campus students.

    Length of Course

    One year of full time study, or two years of part- time study - the same as for on campus students.

    Admission requirements

    Students wishing to enrol in the Master of Public Policy and Management will be required to have completed an honours degree or a graduate diploma in an appropriate discipline at credit average or above.

    Workload requirement

    As for on campus students. Twelve hours per week for each subject, covering study of distance education study material, required reading, completion of essays and course assignments to be submitted for correction/ examination or thesis/ research paper where these are taken.

    Teaching Campus and Mode of Offering

    Graduate School of Government, 30 Collins St. Melbourne by distance education through the Distance Education Centre, Gippsland Campus. There will be no residential requirements. Depending on the geographical patterns of enrolments in any subject, it is possible that the course lecturer may conduct occasional classes in a particular locality. However it is not planned that such classes should be a regular feature of teaching and attendance would not be compulsory, nor have any bearing on a student's final assessment.

    Fee Structure

    Course would be a fee paying Course. Fees per subject in 1997 for a semester subject would be $1,000, the same as for an on campus subject. This course would be funded from student fees and would be external to any existing loads.

    Proposed Date of Introduction.

    Semester 2, 1997.

    Summary

    In summary, there is a significant demand for provision of this qualification by distance education. Students enrolling in the Course by distance education should be at no learning disadvantage compares with on campus students.

    Recommendation

    That the Graduate Studies Committee of the Faculty support the provision of the Master of Public Policy and Management by distance education.

    This proposal is made following consultation with the Distance Education Centre, Gippsland Campus, and after full consultation with, and concurrence of, both the Advisory Council and staff of the Graduate School of Government.

    Professor E W Russell

    Director

    Graduate School of Government.

    Item 15.2.4

    Memorandum

    DATE: March 13, 1997

    TO: Graduate Studies Committee

    Faculty of Business and Economics

    FROM: Professor John Anderson

    Head, School of Business and Electronic Commerce (SOBEC)

    RE: Amendments to the entry requirements and mode of offering for the Graduate Certificate in Electronic Commerce

    ___________________________________________________________________________

    1. AMENDMENT TO ADMISSION REQUIREMENTS

    To bring the Graduate Certificate of Electronic Commerce into line with faculty guidelines regarding equivalent experience and into line with other Graduate Certificates offered in SOBEC, it is proposed that the entry requirement for the Graduate Certificate in Electronic Commerce be altered.

    Existing situation:

    Admission Requirements:

    Admission to the Graduate Certificate is open to applicants who have a pass degree from a recognised tertiary institution; or an equivalent qualification.

    Proposed situation:

    Admission Requirements:

    Admission to the Graduate Certificate is open to applicants who have a pass degree from a recognised tertiary institution; or an equivalent qualification. Candidates also require at least three years of appropriate industry experience in Electronic Commerce or IT and/or management experience at middle to senior level.

    Rationale:

    Subjects in the Graduate Certificate in Electronic Commerce are accelerated learning subjects designed to take the student to the end of the fourth year academic level in Electronic Commerce and that students who do not have this level of experience find it more difficult to cope academically with the program. Industry and/or managerial experience is important in this context because it complements the accelerated learning process and ensures that students reach standards that will enable articulation into the Graduate Diploma in Electronic Commerce and the proposed Master of Business and Electronic Commerce degree.

    2. ADDITIONAL MODE OF OFFERING

    Following proposals made and discussed in the Schools of Business and Electronic Commerce and at the School Board, it is proposed that the course Graduate Certificate in Electronic Commerce, currently offered by distance education only, also be offered by on-campus mode from Semester 2 1997 and at either or both of the Berwick and City Campuses from Semester 2, 1997.

    The existing objectives, teaching and assessment methods for this course resulted from developments including professionals in the field of Electronic Commerce. The course was developed in such a way that all students were envisaged as being in a virtual situation. The object of the teaching was for students to be learning Electronic Commerce by using the technologies of Electronic Commerce. Thus the Objectives for all students in this course remains the same. The Assessment methods for all students remains the same as this too relies on a virtual teaching mode. The teaching methods will vary in so much that on-campus students will have the opportunity to engage in face to face seminars and discussion on a weekly basis AND group discussion in WWW format with all other students, whereas distance education students will have their discussion/ seminar sessions in a concentrated from at weekend classes AND group discussion in WWW format with all other students. A paper reporting on this method of teaching at Monash is attached. The course was originally written to include on-campus teaching and requires no alteration to the section below.

    Methods of teaching and relationship to objectives:

    Students will be provided study material which introduces subject content and directs attention to current readings in each subject area. The link between learning and application will be through actual industry case studies in electronic commerce, field and research activities, projects, and a range of practical exercises including student and lecturer interactive computer communication via the internet.

    Classroom method across subjects will be varied combinations of lectures, industry case studies and visiting industry experts in electronic commerce, field activities, student research and project presentations, and computer laboratory sessions. Throughout the course, between classes, basic student support, guidance and direction will include traditional means of communication (telephone) but wherever feasible it is intended that written communication , including assignment submission, take place using Email via the internet. Regular student and lecturer networking, via the internet, will be a feature of the course.

    Initially, part time students may be provided with three hours of formal class contact per week. Distance Education students may be provided with an intensive, five day, residential school. As technology and resources permit, a carefully phased-in and continuous move towards content design and presentation incorporating audio, video conferencing and related multimedia applications is anticipated.

    Directed learning activities to achieve the course objectives will focus on :

    As the course will make extensive use of computer mediated communication, including on-line assessment, students will be required to have access to a personal computer and modem. Access to the internet will be provided: each student will be issued with a UNIX account.

    Item 15.2.5

    Memorandum

    DATE: February 18, 1997

    TO: Graduate Studies Committee

    Faculty of Business and Economics

    FROM: Professor John Anderson

    Head, School of Business and Electronic Commerce (SOBEC)

    RE: Amendments to the entry requirements and mode of offering for the Graduate Diploma in Electronic Commerce

    __________________________________________________________________________________

    1. AMENDMENT TO ADMISSION REQUIREMENTS

    To bring the Graduate Diploma of Electronic Commerce into line with faculty guidelines regarding equivalent experience and into line with other Graduate Diplomas offered in SOBEC, it is proposed that the entry requirement for the Graduate Diploma in Electronic Commerce be altered to:

    Existing Situation:

    Admission requirements:

    Admission to the Graduate Diploma is open to applicants who have a pass degree from a recognised tertiary institution; or an equivalent qualfication; or an Executive Certificate offered by the Faculty of Business and Economics completed with an average grade of credit or above.

    Proposed Situation:

    Admission requirements:

    Admission to the Graduate Diploma is open to applicants who have a pass degree from a recognised tertiary institution; or an equivalent qualfication; or an Executive Certificate offered by the Faculty of Business and Economics completed with an average grade of credit or above. Candidates also require at least three years of middle and/or senior management experience.

    Rationale:

    Subjects in the Graduate Diploma in Electronic Commerce are accelerated learning subjects designed to take the student to the end of the fourth year academic level in Electronic Commerce and that students who do not have this level of experience find it more difficult to cope academically with the program. Industry and/or managerial experience is important in this context because it complements the accelerated learning process and ensures that students reach standards that will enable articulation into the proposed Master of Business and Electronic Commerce degree.

    2. ADDITIONAL MODE OF OFFERING

    Following proposals made and discussed in the Schools of Business and Electronic Commerce and at the School Board, it is proposed that the course Graduate Diploma in Electronic Commerce, currently offered by distance education only, also be offered by on-campus mode from Semester 2 1997 and at either or both of the Berwick and City Campuses from Semester 2, 1997.

    The existing objectives, teaching and assessment methods for this course resulted from developments including professionals in the field of Electronic Commerce. The course was developed in such a way that all students were envisaged as being in a virtual situation. The object of the teaching was for students to be learning Electronic Commerce by using the technologies of Electronic Commerce. Thus the Objectives for all students in this course remains the same. The Assessment methods for all students remains the same as this too relies on a virtual teaching mode. The teaching methods will vary in so much that on-campus students will have the opportunity to engage in face to face seminars and discussion on a weekly basis AND group discussion in WWW format with all other students, whereas distance education students will have their discussion/ seminar sessions in a concentrated from at weekend classes AND group discussion in WWW format with all other students. A paper reporting on this method of teaching at Monash is attached. The course was originally written to include on-campus teaching and requires no alteration to the section below.

    Methods of teaching and relationship to objectives:

    Students will be provided study material which introduces subject content and directs attention to current readings in each subject area. The link between learning and application will be through actual industry case studies in electronic commerce, field and research activities, projects, and a range of practical exercises including student and lecturer interactive computer communication via the internet.

    Classroom method across subjects will be varied combinations of lectures, industry case studies and visiting industry experts in electronic commerce, field activities, student research and project presentations, and computer laboratory sessions. Throughout the course, between classes, basic student support, guidance and direction will include traditional means of communication (telephone) but wherever feasible it is intended that written communication , including assignment submission, take place using Email via the internet. Regular student and lecturer networking, via the internet, will be a feature of the course.

    Initially, part time students will be provided with three hours of formal class contact per week. Distance Education students may be provided with an intensive, five day, residential school. As technology and resources permit, a carefully phased-in and continuous move towards content design and presentation incorporating audio, video conferencing and related multimedia applications is anticipated.

    Directed learning activities to achieve the course objectives will focus on :

    As the course will make extensive use of computer mediated communication, including on-line assessment, students will be required to have access to a personal computer and modem. Access to the internet will be provided: each student will be issued with a UNIX account.

    Item 15.2.6

    M E M O

    Reference: 2157LW

    Date: 18 February, 1997

    To: Graduate Studies Committee

    From: Sheikh Rahman

    Course Director, Master of Business (Accounting)

    ___________________________________________________________________________

    Subject: Master of Business (Accounting)

    Current Structure:

    ACC5200 Issues in Competitive Advantage I and

    ACC5401 Issues in Competitive Advantage II

    An additional six subjects shall be completed from the following provided that at least four are from the Syme Department of Accounting:

    ACC5100 Advanced Strategic Management Accounting

    ACC5110 Advanced Information Systems

    ACC5120 Advanced Auditing and Professional Practice

    ACC5130 Financial Statement Analysis

    ACC5140 International Finance

    ACC5150 Financial Reporting Issues

    ACC5190 Research dissertation (two-subject equivalent research report)

    ACC5210 Advanced Treasury Management

    ACC5220 Advanced Corporate Finance

    ACC5231 Financial Product Analysis

    Proposed Structure:

    ACC5200 Issues in Competitive Advantage I and

    ACC5401 Issues in Competitive Advantage II

    An additional six subjects shall be completed from the following provided that at least four are from the Syme Department of Accounting:

    ACC5100 Advanced Strategic Management Accounting

    ACC5110 Advanced Information Systems

    ACC5120 Advanced Auditing and Professional Practice

    ACC5130 Financial Statement Analysis

    ACC5140 International Finance

    ACC5150 Financial Reporting Issues

    ACC5190 Research dissertation (two-subject equivalent research report)

    ACC5210 Advanced Treasury Management

    ACC5220 Advanced Corporate Finance

    ACC5231 Financial Product Analysis

    *except for: ACC5001 CPA-Core 1; AAF5002 CPA-Core 11; AAF5003 CPA-Taxation; AAF5004 CPA-Treasury; AAC5005 CPA-Management Accounting; and AAF5006 CPA-Auditing.

    Rationale

    The current structure is based on an outdated 'subject coding' listing, which refers to numeric prefix '4' subjects. The Faculty of Business and Economics will be changing all its subject codes to a new format from January 1997.

    This Masters degree has been classified as a cumulative degree within the Faculty's taxonomy, which requires that all subjects undertaken must have a fifth-year level content, i.e. a numeric prefix '5' in the new subject coding structure.

    Item 15.2.7

    M E M O

    Reference: 2157LW

    Date: 18 February, 1997

    To: Graduate Studies Committee

    From: Laurie Webb

    Course Director, Master of Practising Accounting

    ___________________________________________________________________________

    Subject: Master of Practising Accounting

    Current Structure:

    ACC9020 Business Law

    ACC9500 Introductory Accounting and Financial Information Systems I

    ACC9510 Quantitative Methods in Accounting

    ACC9521 Introductory Accounting and Financial Information Systems II

    ACC9530 Economics

    ACC9541 Company and Commercial Law

    ACC9601 Financial Accounting I

    ACC9611 Managerial Accounting

    ACC9621 Auditing

    ACC9631 Financial Accounting II

    ACC9641 Business Finance

    ACC9651 Taxation Law and Practice

    Four electives shall be chosen from the following Master of Business (Accounting) subjects:

    ACC5100 Advanced Strategic Management Accounting

    ACC5110 Advanced Information Systems

    ACC5120 Advanced Auditing and Professional Practice

    ACC5130 Financial Statement Analysis

    ACC5140 International Finance

    ACC5150 Financial Reporting Issues

    Proposed Structure:

    ACC9020 Business Law

    ACC9500 Introductory Accounting and Financial Information Systems I

    ACC9510 Quantitative Methods in Accounting

    ACC9521 Introductory Accounting and Financial Information Systems II

    ACC9530 Economics

    ACC9541 Company and Commercial Law

    ACC9601 Financial Accounting I

    ACC9611 Managerial Accounting

    ACC9621 Auditing

    ACC9631 Financial Accounting II

    ACC9641 Business Finance

    ACC9651 Taxation Law and Practice

    Four electives chosen from the Bachelor of Business (Honours); Postgraduate Diploma in Advanced Accounting; Postgraduate Diploma in Financial Management; or the Accounting and Finance specialisation within the Postgraduate Diploma in Commerce and the Postgraduate Diploma in Economics.

    Rationale

    This will allow students to have access to a wider choice of elective subjects that are now available from the Master of Business (Accounting) program, than was first prescribed when all subjects available at that stage were listed. The choice available is continuously changing due to changing curriculum demands.

    Appropriate subjects will need to be approved by the Course Director of the Master of Business (Accounting) and its related programs. Reference should be made to the handbook entry for the MBus (Acc) program for details of subjects and content.

    Item 15.3.1

    Handbook Entry

    GBU 9121 Introduction to Macroeconomic Theory and Policy

    Dr Shirley Richardson

    Jasmine Rushdi

    6 points . Distance: approximately 12 hours per week

    .Second Semester . Gippsland . Co-requisite: GBU 9122.

    Objectives. On completion of this subject students should gain the following knowledge and skills: a rigorous, theoretical and practical grounding in macroeconomic principles; ability to apply those principles to judge the usefulness and limitations of contemporary macroeconomic policy debates; and ability, in further studies, to apply those principles to the issues of regional economic development, natural resources and environmental policy from both an Australian and International perspective.

    Synopsis. The subject covers principles of macroeconomic analysis of product, capital, money and labour markets. It also deals with the concepts of national accounts, governmental expenditure, economic growth, inflation, unemployment, interest rates, currency exchange rates and balance of payments. Contemporary macroeconomic policy issues from both a small open economy and a regional perspectives are especially emphasised.

    Assessment. Essay work - 4000 words 40%, Three hours examination - 60%

    Prescribed Text

    McTaggart, D. and others, Economics, Second edition, Addison-Wesley, 1995

    Item 15.3.2

    Handbook Entry

    GBU 9122 Introduction to Microeconomic Theory and Policy

    Associate Professor Bill Battersby

    Dr Shirley Richardson

    6 points . Distance: approximately 12 hours per week

    Second Semester . Gippsland . Co-requisite: GBU 9121.

    Objectives. On completion of this subject students should gain the following knowledge and skills: a rigorous, theoretical and practical grounding in microeconomic principles; ability to apply those principles to judge the usefulness and limitations of contemporary microeconomic policy debates; and ability, in further studies, to apply those principles to the issues of regional development, natural resources and environmental policy from both an Australian and International perspective.

    Synopsis. The subject covers the theory of consumer choice and its relationship to demand, production, costs and supply. It looks at pricing and output decisions of firms in various market structures, including perfect competition, monopoly, monopolistic competition and oligopoly. The subject considers the issue of efficiency, from the regional perspective, of resource allocation and the problems of externalities, public goods and imperfect information. Contemporary microeconomic policy, issues from the regional perspective are especially emphasised.

    Assessment. Essay work - 4000 words - 40%, Three hours examination - 60%

    Prescribed Text

    McTaggart, D. and others, Economics, Second edition, Addison-Wesley, 1995

    Item 15.3.3

    Handbook Entry

    GBU 9123 Regional Economic Development and Policy

    Dr Gennadi Kazakevitch

    6 points . Distance: approximately 12 hours per week

    .Second Semester . Gippsland . Prerequisites: GBU 9121, GBU 9122.

    Objectives. This subject builds upon microeconomic and macroeconomic concepts, enabling students to analyse the problem of regional economic development within an international, national and regional context. Students will further cultivate the ability to: understand how economic principles can be extended to address specialised problems of regional development; develop strong analytical and research skills within an economic framework; apply economic analysis to contemporary regional economic development issues; use economic tools to assist decision making in regional economic development policy; use economic tools to critically evaluate contemporary regional policy debates.

    Synopsis. The subject involves the study of processes shaping the economic growth and development of regions with special emphasis on policy issues from the Australian perspective and on international comparison. A variety of questions are considered including:

    Assessment. Essay work - 2000 words 40%, Case Study - 4000 words 60%

    Prescribed Text

    Harvey Armstrong and Jim Taylor, Regional Economics and Policy, Second edition, Harvester Wheatsheaf, 1993

    Item 15.3.4

    Handbook Entry.

    GBU 9124 Natural Resources and Environment

    Carol Jeffs

    6 points . Distance: approximately 12 hours per week

    .Second Semester . Gippsland . Prerequisites: GBU 9121, GBU 9122.

    Objectives. This subject builds upon microeconomic and macroeconomic concepts, enabling students to analyse the problem of global resource scarcity within an international, national and regional context. Students will further cultivate the ability to: understand how economic principles can be extended to address specialised problems of natural resources and environment; develop strong analytical and research skills within an economic framework; apply economic analysis to contemporary environmental and natural resource issues; use economic tools to assist decision making in the use of environmental and natural resources; use economic tools to critically evaluate environmental and natural resources policy.

    Synopsis. The subject uses economics as a framework to explore the issue of global resource scarcity within a regional and national context. The problem of economic growth within a finite environment will be the overarching theme of the subject's three foci: environment, natural resources and policy.

    Environment

    An understanding of the relationship between human actions and the environment as facilitated by an economic system is used to analyse environmental problems. From this base, the suitability of the market system to deal with such problems is discussed and the need for government intervention evaluated.

    Natural Resources

    Microeconomic principles are used to assist decision making in the management of renewable and non-renewable natural resources having application to both private and public resource ownership.

    Policy

    International, national and regional policies addressing natural resources and environment are critically evaluated using economic tools collected and analytical skills developed in the previous two sections.

    Assessment. Essay work - 2000 words 40%, Case Study - 4000 words 60%

    Prescribed Text

    Kahn, James R. The Economic Approach to Environmental and Natural Resources. The Dryden Press Harcourt Brace College Publishers Orlando FL 1995

    Item 15.5

    MONASH UNIVERSITY

    FACULTY OF BUSINESS AND ECONOMICS

    CODE OF PRACTICE WORKING GROUP

    REPORT OF THE WORKING GROUP TO GRADUATE STUDIES COMMITTEE

    1. BACKGROUND AND CONTEXT

    The Code of Practice Working Group was established by Graduate Studies Committee at meeting 8/95, held on Friday, 8 December 1995 to address Recommendation 20 as contained within the University's Graduate Studies Policy document. This recommendation requires faculties to develop, and have ratified by the Academic Board, a Code of Practice and Associated Guidelines for all fee-paying graduate courses.

    Membership of the Review Group is comprised of:

    Ms Anne Pilgrim (Chair) Faculty Registrar

    Ms Ann Bardoel Department of Business Management

    Ms Mary-Louise Brien School of Business and Electronic Commerce

    Ms Suzanne Parker Manager Graduate Studies

    Professor Janek Ratnatunga Head, Syme Department of Accounting

    The Working Group considered the following issues:

    The Working Group met several times and submitted a draft Code of Practice to Graduate Studies Committee at meeting 5/96, held on Friday, 19 July 1996. The draft was also submitted to and accepted by a meeting of Heads of Departments and Schools. The Committee considered the draft and referred it back to the Working Group for further development. In particular, the Working Group was requested to consider whether graduate course fees should be maintained at the same level for the duration of enrolment, or raised whenever the course fees were raised.

    The Working Group last met on Thursday, 29 August and now makes the following recommendations to Graduate Studies Committee.

    2. RECOMMENDATIONS

    Recommendation 1

    that Graduate Studies Committee receive and note the Report of the Code of Practice Working Group.

    Recommendation 2

    that Graduate Studies Committee accept the recommendation of the Working Group to request the Quality Assurance Committee to develop Quality Assurance Guidelines to cover all courses (graduate, postgraduate, undergraduate, open learning, off-shore etc) offered by the Faculty.

    The Working Group expresses concern to the Committee that there are no Quality Assurance Guidelines in place to cover all courses offered by the Faculty. Although this matter is addressed in the draft Code of Practice for fee-paying graduate courses, the Working Group agrees that this matter should be addressed by the Faculty to ensure that all courses are covered by Quality Assurance Guidelines in the future.

    Recommendation 3

    that Graduate Studies Committee accept the recommendation of the Working Group to maintain graduate course fees for the duration of a student's enrolment in a particular graduate course.

    At present graduate course fees are set and reviewed by a meeting of Heads of Departments and Schools in March each year. There is no Faculty policy in place to determine whether existing students should have their course fees maintained at the present level when course fees are raised for the upcoming year. In November each year the Manager, Income Section writes to each faculty requesting information on whether existing students are to be charged the current fee level or an increased course fee if applicable. Decisions on this issue vary according to the particular department/school and the Working Group recommends the development of a Faculty policy to cover all fee-paying graduate courses.

    Suzanne Parker

    Manager Graduate Studies

    14 November 1996

    MONASH UNIVERSITY

    FACULTY OF BUSINESS AND ECONOMICS

    CODE OF PRACTICE AND ASSOCIATED GUIDELINES

    FOR

    FEE-PAYING GRADUATE COURSES

    1. Rationale for Determining Fee Basis

    The Faculty offers a wide range of graduate and postgraduate courses in business and economics which differ in terms of objectives, prerequisites, content and fee levels. Some of these courses are offered by research with the majority offered by coursework or a combination of coursework and research subjects. The Faculty strongly supports its contribution to community education in the business area through its offering of professionally oriented coursework degrees. These courses are offered on a fee-paying basis with many students able to claim their tuition fees as a legitimate employment expense or have their tuition fees fully or partly reimbursed by their employer. The Faculty also has a commitment to increasing its research activity generally, and in particular, to providing opportunities for research development in areas without strongly established research cultures. With these considerations in mind, the Faculty has developed the following guidelines to be used when determining the fee status of existing and proposed graduate and postgraduate courses:

    1.1 that all graduate diplomas and postgraduate diplomas that lead to masters by coursework degrees be offered to students on a fee-paying basis.

    1.2 that all masters by coursework degrees be offered to students on a fee-paying basis.

    1.3 that all graduate diplomas and postgraduate diplomas that lead directly to masters by research degrees may be offered to students either on a HECS basis or a fee equivalent to HECS.

    1.4 that all masters by research degrees be offered to students on a HECS basis in line with DEETYA requirements.

    1.5 that all professional doctorates by research be offered to students on a HECS basis in line with DEETYA requirements and all professional doctorates by coursework be offered to students on a fee-paying basis.

    2. Ethical Standards for Fee-Paying Graduate Courses

    Fee levels are set and reviewed annually each March for the following academic year by the Executive of the Faculty on recommendation from Departments and Schools after consideration of academic concerns and market demand. The Faculty has determined that the following ethical standards be applied for fee-paying graduate courses:

    2.1 that fees be determined sufficiently in advance for accurate information to be provided to enquirers.

    2.2 that a statement on the fee status of the course be included in all advertisements, the Faculty Handbook and Faculty Information Handouts.

    2.3 that the current subject fee be stated in the Faculty Handbook, course brochures, and other publications giving detailed information on the course, with a statement that the fee is reviewed annually and therefore subject to change.

    2.4 that all increases in graduate course fees be communicated to prospective students as soon as they have been determined by the Faculty.

    2.5 that graduate course fees be maintained for the period of a student's enrolment.

    3. Quality Assurance

    The faculty is responsible for the protection of academic standards for all its graduate and postgraduate courses and fee-paying courses are bound by the same University Statutes and Legislation, Faculty policies and guidelines as all other courses offered by the University. With these responsibilities in mind the Faculty has determined that the following guidelines apply to all fee-paying graduate courses to ensure that academic standards are maintained:

    3.1 the Faculty will ensure that academic standards are maintained by monitoring information provided in the annual reports to Graduate Studies Committee on course admissions, course completions, credit exemptions, change of status, research supervision, teaching evaluations etc.

    3.2 the Faculty will ensure that all graduate courses offered off-shore maintain equivalent standards of quality to local presentation and that appropriate annual submissions are made to the Off Shore Quality Assurance Committee of Council after consideration by Graduate Studies Committee and Faculty Board.

    3.3 Departments and Schools will ensure that an experienced member of staff is made responsible for the administration of the course and overall supervision.

    3.4 Departments and Schools will ensure that mentoring is available for sessional and contract staff with little prior teaching experience.

    3.5 Departments and Schools will ensure that the content and quality of fee-paying graduate courses is maintained at a high level. Students undertaking fee-paying graduate courses are making a sizeable financial contribution and the Faculty needs to ensure that part of the income generated by these students is earmarked to update teaching materials, provide good teaching facilities and ensure the same high standards are met across all campuses for these courses.

    3.6 Departments and Schools will ensure that all exiting students in fee-paying graduate courses are given the opportunity to provide feedback.

    3.7 Departments and Schools will ensure that the views of relevant professional and industrial bodies are sought for the development and delivery of courses.

    3.8 Departments and Schools will ensure that new students are directed to the Faculty Handbook for information on:

    4. Equity and Access

    The Faculty is committed to providing equity and access to fee-paying graduate courses for disadvantaged groups within the community and therefore endorses the report of Education Committee's Working Party to Develop Equity Places in Fee-Courses. The Faculty notes that the Working Party has recommended that faculties:

    The Faculty has determined that the following guidelines apply to all fee-paying courses to ensure that equity and access are maintained:

    4.1 that the Faculty will accept the recommendations relating to equity and access to fee-paying graduate courses once they are finalised and endorsed by the University.

    4.2 that Departments and Schools will endeavour to provide greater flexibility for the payment of course fees, for example by instalment over the semester, for students experiencing difficulties in the payment of fees.

    4.3 that Departments and Schools will monitor and evaluate fee-paying graduate courses with regard to the profile of students within courses against a baseline profile to determine whether any group of people is being disadvantaged in gaining access to these courses.

    Item 16

    MONASH UNIVERSITY

    FACULTY OF COMPUTING & INFORMATION TECHNOLOGY

    Report to Education Committee of the Meetings No 7/96 & 1/97 of the

    Board of the Faculty of Computing & Information Technology

    1.0 COURSE PROPOSALS FOR 1998

    None

    2.0 SUBJECT PROPOSALS

    Faculty Board has approved the following subject proposals:

    2.1 LAR5001: Managing virtual libraries

    2.2 LAR5007: Electronic publishing

    3.0 AMENDMENTS TO COURSES

    3.1 Bachelor of Business/Bachelor of Computing

    Attachment 1

    3.2 The Honours Degree of the Bachelor of Computing by Distance Education

    Attachment 2

    3.3 Change to SFT4000

    Faculty Board has approved the proposal to introduce two models for the Honours Program in Software Development, as follows:

    a)50% research thesis, and

    b)25% applied research project.

    4.0 AMENDMENTS TO SUBJECTS

    4.1 Change to assessment in CSC1011 and CSC1030

    Faculty Board has approved the proposal to change the assessment for CSC1011 and CSC1030 from 30% continuous assessment and 70% final exam, to 40% continuous assessment and 60% final exam.

    4.2 Change to prerequisites for Industrial Project in Bachelor of Computing

    The proposal that the three second year, eight-point subjects, SFT2201, COT2138 and SYS2168, should be the prerequisites for any Industrial Project in the Bachelor of Computing at the Caulfield Campus, is recommended to Faculty Board.

    4.3 Change to handbook entries for GCO1011 and GC01012

    Faculty Board has approved the proposal to change the programming language taught in GCO1011 and GCO1012, from C++ to Java.

    4.4 Change in assessment in BUS4560

    Faculty Board has approved the proposal to change the assessment for BUS4560 from 50% assignments and 500% examination to 30% final exam and 70% assignments.

    Item 16.1.1

    Bachelor of Business / Bachelor of Computing

    The Faculty of Business and Economics Board, at Meeting No. .../... and the Board of the Faculty of Computing and Information Technology, at Meeting No. .../..., determined that the following changes to the schedules for the Bachelor of Business / Bachelor of Computing double degree should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.

    REASONS FOR THE CHANGES

    1. The schedule of subjects for the System Development major of the Bachelor of Computing was modified and updated in 1996. The schedule for the double degree program needs to be updated to reflect this change. The change involve the replacement of GCO2817 Computer Programming 3 with GCO2816 Object-Oriented Analysis and Design. In addition, the subject GCO3800 Industry Project is recommended for inclusion in place of the six point project subject GCO3819 Computing Project.

    2. At present, the only Computing major available to students in the double degree is in System Development. The extension to the schedule of subjects that is proposed will allow students in the double degree the option of completing a major in Business Systems. This new major was approved for the Bachelor of Computing in 1996.

    The schedule of Business subjects is not affected by these changes.

    STRUCTURE

    The course involves four years of full-time study or the equivalent part-time study. Students complete a total of at least 192 points of study, comprising at least a 96 point business sequence and a 96 point computing sequence. The sequences must meet the following requirements.

    Business Sequence

    (a) Completion of the following seven business core subjects

    GBU1001 Introductory Accounting A

    GBU1101 Introduction to Economics

    GBU1201 Introduction to Business Law

    GBU1302 Management Theory and Functions

    GBU1401 Introduction to Marketing

    GAS1751 Quantitative Methods

    GCO1815 Computer Technology

    (b) Either (1). Completion of two business major sequences of at least six subjects (but usually including at least one subject from (a) above, selected from Accounting, Economics, Marketing, Management and Electronic Commerce; or

    1. Completion of one business major of six subjects drawn from the strands in (1) above, combined with two sub-major sequences of at least four subjects (but usually including one core subject from (a) above) drawn from: Accounting, Economics, Marketing, Management, Electronic Commerce, Business Computing and Law.

    Computing Sequence

    The computing sequence must meet the requirements of either the system development major or the business systems major.

    (a) System Development Sequence (96 points; each subject is worth six points)

    First Level

    GCO1063 Human Communications

    GCO1811 Computer Programming 1

    GCO1812 Computer Programming 2

    GCO1813 Information Systems 1

    GAS1614 Discrete Mathematics

    Second Level

    GCO2811 Commercial Programming

    GCO2812 Computer Organisation

    GCO2813 Information Systems 2

    GCO2814 Operating Systems

    GCO2815 Database Management Systems

    GCO2816 Object Oriented Analysis and Design

    Third Level

    GCO3811 Software Engineering

    GCO3819 Computing Project. Students may take the 12 point subject GCO3800 Industry Project in place of GCO3819

    At least one subjects (6 points) selected from:

    GCO3812 Data Communications and networks 1

    GCO3813 UNIX Systems Programming

    GCO3814 Human Computer Interaction

    GCO3815 Artificial Intelligence

    GCO3816 Information Systems Management

    GCO3817 Computer Graphics

    GCO3821 Object-Oriented Programming

    GCO3822 Multimedia Concepts and Applications

    GCO3823 Client-Server and Mobile Database Applications

    GCO3824 Data Communications and Networks 2

    Plus a minimum of 12 points of other approved third level computing electives, normally selected from the above list.

    1. Business Systems Sequence

    96 points of Computing, plus the six point core subject GBU1601. Each subject is worth six points, except GCO3900, which is worth 12 points

    Core subject: GBU1601 Introduction to Electronic Commerce

    First Level

    GCO1063 Human Communications

    GCO1811 Computer Programming 1

    GCO1813 Information Systems 1

    Second Level

    GCO2811 Commercial Programming

    GCO2812 Computer Organisation

    GCO2802 Computer Models for Business Decisions

    GCO2813 Information Systems 2

    GCO2815 Database Management Systems

    GCO2816 Object Oriented Analysis and Design

    Third Level

    GCO3900 Business Systems Project (12 points)

    GCO3806 General Operations Management

    GCO3816 Information Systems Management

    plus two subjects (12 points) selected from:

    GCO3601 Infrastructure for Electronic Commerce

    GCO3803 Inventory Management Systems

    GCO3811 Software Engineering

    GCO3812 Data Communications and networks 1

    GCO3822 Multimedia Concepts and Applications

    GCO3823 Client-Server and Mobile Database Applications

    GCO3824 Data Communications and Networks 2

    or other approved third level computing or business systems electives

    A typical course structure over four years of full-time study is shown in Appendix A.

    APPENDIX A

    Typical B Bus / B Comp Course Structure - System Development Major 

                                                                                     
              Semester 1       GCO1811        GCO1815     GBU1001    GBU1302     
Year 1                                                                           

48 points                                                                        
              Semester 2       GCO1812        GAS1614     GBU1101    GBU1201     

                                                                                  
                                                                                  
                                                                                  

                                                                                 
              Semester 1       GCO2812        GCO1063   GAS1751      GBU1401     
Year 2                                                                           

48 points                                                                        
              Semester 2       GCO2814        GCO1813     Business    Business   
                                                          Major 1      Major 2   

                                                                                   
                                                                                   
                                                                                   

                                                                                 
              Semester 1       GCO2813       Business     Business    Business   
Year 3                                        Major 1     Major 1      Major 2   

48 points                                                                        
              Semester 2       GCO2815        GCO2816     Business    Business   
                                                          Major 1      Major 2   

                                                                                  
                                                                                  
                                                                                  

                                                                                 
              Semester 1       GCO3819       GCO3811     Computing    Business   
Year 4                       (full year)                  Elective     Major 2   

48 points                     Computing      Computing    Business     Business  
              Semester 2       Elective      Elective     Major 1      Major 2   
                               (either                                           
                              semester)

    Typical B Bus / B Comp Course Structure - Business Systems major 

                                                                                      
              Semester 1       GCO1063        GCO1815     GBU1001    GBU1302      
Year 1                                                                            

48 points                                                                         
              Semester 2       GCO1813        GCO1811     GBU1601    GBU1201      

                                                                                   
                                                                                   
                                                                                   

                                                                                  
              Semester 1       GCO2811        GCO2813   GAS1751      GBU1401      
Year 2                                                                            

48 points                                                                         
              Semester 2       GCO2815        GCO2802   GBU1101        Business   
                                                                       Major 1    

                                                                                    
                                                                                    
                                                                                    

                                                                                  
              Semester 1       GCO2812       Business     Business     Business   
Year 3                                        Major 1     Major 2      Major 2    

48 points                                                                         
              Semester 2       GCO3806       GCO2816      Business     Business   
                                                          Major 1      Major 2    

                                                                                   
                                                                                   
                                                                                   

                                                                                  
              Semester 1       GCO3900       Computing    Business     Business   
Year 4                       (full year)     Elective     Major 1      Major 2    

54 points                     Computing                                           
              Semester 2       Elective       GCO3816     Business     Business   
                               (either                    Major 1      Major 2    
                              semester)

    Item 16.1.2

    MONASH UNIVERSITY

    Proposal for a Bachelor of Computing Honours Program by Distance Education

    The Board of the Faculty of Computing and Information Technology, at Meeting No. .../..., determined that offering of the Honours program of the Bachelor of Computing by distance education should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.

    Introduction

    The Bachelor of Computing (Honours) is an existing course of the Faculty of Computing and Information Technology, currently offered only in the on campus mode. It is proposed to also deliver a Bachelor of Computing Honours program in the distance education mode. The course would normally be undertaken on a part-time basis over two years, since it is anticipated that most of those enrolling would be in full time employment as computing professionals.

    Reasons for the Development of the Proposed Program

    Computing professionals have an on-going obligation to develop and upgrade their knowledge and skills, in order to enhance their professional competence and keep abreast of new developments and advances in the rapidly changing Information Technology field. As a result, there is a clearly identified demand from computing graduates working in the information technology industry to pursue further studies.

    Many computing graduates are not in a position to study an Honours or postgraduate diploma course in the conventional on-campus mode, due to work, career or family commitments. In some cases their location or working hours preclude travel to a University campus. In others, regular travel in association with their job makes consistent attendance at on-campus classes impractical or impossible.

    The Faculty, through the Gippsland School of Computing and Information Technology, currently offers the Bachelor of Computing to students throughout Australia and also in Singapore using distance education delivery techniques. Consequently, there is considerable experience of distance education strategies and techniques that may be drawn upon. A large pool of computing graduates exists within Australia who could take advantage of the opportunity to pursue study at the Honours level if such a program was accessible to them.

    The proposed program is also a response to the need for Honours graduates who live and work in countries other than Australia. The South-East Asia/Pacific region is seen as particularly significant in terms of developing information technology services.

    There are significant numbers of Monash Bachelor of Computing graduates in Singapore, where the Faculty conducts a very successful undergraduate distance education program that receives comprehensive support from a local provider. This support includes access to computing laboratories, library facilities, administrative services, local tutors and a communication server that allows students and tutors to freely communicate via e-mail and news groups with academic staff and other students in Australia. Feedback from the local partner and from past graduates of this program suggests that strong demand for an Honours program may be expected. The undergraduate Computing program has enrolled over 560 students in Singapore since it was first offered there by distance learning in 1991.

    A further consideration in proposing the program is that every year a number of the Faculty's Honours students decide to take up an offer of employment and subsequently drop out of their course. The part-time distance education mode would provide a practical means for some of these people to continue their studies.

    The distance education Honours program would also provide participants who achieve a H1 or H2A grade with a pathway to postgraduate study, including a Masters degree by course work or a research degree

    Clientele

    Students for the course would be drawn from:

    Typical sources of such graduates would be

    Employment Prospects

    It is expected that almost all students in the program will already be in full time employment in a Computing field. Career advancement will be the primary employment outcome of the proposed program. In addition, some of those graduating from the program may be expected to pursue a higher degree.

    Experience indicates that there would be good support from employers for the program. The majority of the distance education students currently enrolled in the Bachelor of Computing work in information technology jobs and a significant number enjoy some level of sponsorship of their studies from their employer.

    General Aims and Objectives

    The general aims and objectives of the proposed course of study will be the same as those in place for the existing Honours year. Students will

    Ÿ have an advanced knowledge of selected areas of computing and information technology

    Methods of Teaching and Relationship to Objectives

    The course will be taught both on-campus and by distance education.

    Each student in the Honours program will be assigned an individual academic staff member to act as a supervisor for that student's Honours project and to provide guidance and advice with regard to the student's study program and subject choices.

    On-campus students in the existing Honours program are required to attend combinations of lectures, seminars, tutorials and workshops appropriate to the objectives of individual subjects. Students also attend research seminars and complete a project and thesis worth twenty four points, but under the proposed structure will have the option of undertaking a twelve point industry oriented applied research project instead, together with twelve points of extra course work.

    In most computing subjects students will interact regularly with their supervisor, academic staff and other students, including on-campus and off-campus students, via newsgroups, electronic bulletin boards, and via the Internet. Distance Education students will be taught using a range of instructional techniques and will have opportunities for interactions which support the distance learning mode, including the following.

    a) Interaction - opportunities for effective staff/student consultation and directed learning will be provided through residential schools, teleconferencing and computer networking. These allow student to student contact as well as contact between staff members and groups of students and provide for interactive learning between both on-campus and off-campus students. Students undertaking the research project will have opportunities for regular personal contact with their appointed supervisor;

    b) Materials - including text books, course handbooks, study guides, collections of relevant articles, audio and video materials, computer disks and CD-ROMs;

    c) Facilities - including libraries, regional study centres, computer microlabs, archives and the extensive range of services provided through NetFace and the Distance Education Centre. (See Appendix A: 'Facilities Available')

    1. Electronic communications with staff and other students via e-mail and newsgroups. Off-campus students are required to have regular access to a personal computer and modem. The Gippsland School of Computing and Information Technology has developed a suite of computer mediated communications software to support this process, and to simplify assignment submission, library catalogue access, computer mediated conferencing, e-mail exchange and access to on-line course materials, including multimedia based materials. Off-shore students in Singapore are similarly supported via a communications server and a modem link between Singapore and the Gippsland campus. A World Wide Web server is being established by the GSCIT in Singapore at the start of 1997 to support the delivery of distance education programs there.

    e) An applied research project, normally involving work on the solution of a problem for an industry based client.

    Methods of Assessment and Relationship to Objectives

    To assist in and ensure the development of the skills and knowledge identified in the Objectives section a variety of methods of assessment will be employed, including examinations, assignments, documentation of team and project work, and audio/visual presentations using appropriate media.

    Examinations, plus some assignment work, will be used to test objectives relating to the course work component of the program, while project reports and associated project documentation will be the primary means of testing objectives related to the industry oriented project component. These objectives will also be assessed through individual student presentations at workshops and seminars, some of which may be conducted via video or audio conferencing.

    In general, assessment of students studying in the distance learning mode will be identical to that undertaken by on-campus students. However, distance education students will normally undertake 12 extra points of course work and will complete an industry oriented project worth 25% of their final Honours grade, rather than a research oriented project worth 50%. The objectives relating to research skills will be met through the research project and through a research methods and reading subject that will require students to demonstrate proficiency in locating and accessing information from a range of sources, including electronic journals and other on-line publications, as well as the ability to read, understand and discuss material published in the technical and research literature.

    Structure

    The Honours program will require students to undertake one of the following options.

    1. Completion of 24 points of approved fourth level subjects or the equivalent, plus a research oriented Honours project worth 24 points that is assessed by a 10,000 to 20,000 word thesis. This is the normal structure for on-campus students.
    2. Completion of thirty six points of approved fourth level subjects or the equivalent, plus an applied research project worth twelve points. The industry oriented applied research project will be assessed via a set of detailed reports that may be supported by system and user documentation appropriate to the work undertaken.

    The applied research project will normally involve the solution of a practical problem for an industry client and will include an investigation and review of the relevant literature as a part of the process of identifying feasible solution strategies. It is anticipated that the applied research project will often be undertaken at the student's place of work.

    Approved third level Computing subjects may be included with permission, but these must comprise no more than 6 points. Up to twelve points of fifth level subjects may be included with permission, where the Honours Coordinator is satisfied that necessary prerequisite requirements have been met.

    Students will be able to switch between the part-time external mode and full-time on-campus modes.

    Honours students studying on campus may, with permission, transfer to the part-time distance education mode. Conversely, students studying in the distance education mode will have the option of switching to full-time on-campus enrolment in order to undertake a research project within the Gippsland School of Computing and Information Technology or, by arrangement, another department of the Faculty. Students undertaking a 24 point research project will normally be required to spend a minimum period of six weeks studying full-time on-campus. The Dean may reduce or waive this requirement where it can be demonstrated that suitable facilities and supervision arrangements are available to complete the research component of the project elsewhere; for example where a student undertakes a project in association with a computer science department in another tertiary institution or in the research and development division of an appropriate corporation.

    Length of Course

    Full-time students complete the Honours program over two semesters. Students studying by distance education in the part-time mode will normally complete over four semesters.

    Admission Requirements

    Normal Faculty requirements for admission to Honours will apply.

    Workload Requirement

    The expected number of hours per week for a full-time student is 48, with proportional adjustment for part-time study.

    Library Approval

    The proposal represents a realignment of some existing subjects and EFTSUs. Where new subjects are involved a Library Impact Statement will be submitted for approval. A small quota of additional DEETYA EFSTUs are being sought for allocation to the program.

    In the case of students studying off-shore, suitable references and texts will be provided directly by the School, for inclusion in a library provided by the local support provider. Where necessary references are not on the shelves, purchases will be financed by the fee income generated. This procedure already applies in the case of undergraduate programs offered in Singapore.

    Computer Centre Requirements

    See Appendix A.

    Resource Requirements

    A good range of Honours subjects suitable for the proposed program already exist, the exception being the Honours Applied Research Project. Honours subjects to be offered in the distance education mode will be based on existing honours subjects offered by the GSCIT and other departments of the Faculty. These can be delivered via distance education once suitable print based and electronic learning materials are developed. Development costs for seven DE subjects will total approximately $85,000 over two years. It is proposed to draw on the expertise of subject area specialists across the Faculty by contracting a number of departments to assist with the development of the necessary materials.

    The off-shore Library will be supplemented by additional specialist titles at a recurring cost of $2,000 per annum. Students will also have the option of becoming associate members of the National University of Singapore Library.

    In 1998 and 1999 it will be necessary to appoint a total of two new staff members to support the teaching of subjects in the honours programme. The new staff positions will be funded from the fee based income.

    Inter-Faculty Involvement

    All teaching will be by staff in the Faculty of Computing and Information Technology. Subject area experts in a number of departments will be contracted to assist with the development of teaching materials.

    Teaching Campus and Mode of Offering

    The course will be offered from the Gippsland campus by distance education. Honours subjects offered by distance education will usually also be offered concurrently to on-campus honours students via normal on-campus teaching methods, either within the GSCIT or in other departments of the Faculty. The proposed off-campus programme is well located at Gippsland because of the expertise on the campus and within the Gippsland School of Computing and Information Technology in designing courses for combined on and off campus modes of study. The capacity exists to bring on and off campus students together through computer mediated communication.

    Students studying in the Melbourne metropolitan area will have the option of taking some subjects offered by other departments of the Faculty in the on-campus mode.

    Fee Structure

    The international student fee for the Bachelor of Computing (Honours) is currently set at $13,600 per year for a full-time load. Pro rata rates are struck for part-time distance education students. A slightly lower fee level may apply in the case of locally supported off-shore distance education programmes.

    The course will also be offered to domestic students outside of available DEETYA load on a fee paying basis, in accordance with government policy and regulations that may be in force from the start of 1998.

    Course fees are subject to determination by the Vice Chancellor.

    Proposed Date of Introduction of the Distance Mode

    An initial intake in Semester 1, 1998 is requested.

    Anticipated EFTSU Enrolment

    21 EFTSU in Semester 1998, made up of 16 part-time international students enrolling in semester 1, and a further 16 in semester 2; 9 part-time domestic DEETYA funded students enrolling at the start of the academic year and a further 9 mid-year; 3 domestic fee paying admission at the start of the year and a further 3 mid-year.

    49 FFPOS EFTSU in 1999 made up pipeline (28 EFTSU) plus 21 EFTSU of new admissions following the pattern set in 1998.

    Enrolments will reach steady state in 2000, with 35 continuing EFSTU and 21 new EFTSU each year. International off-shore enrolments will stabilise at 32 EFTSU, and domestic EFSTU will stabilise at 24, of which 25% will be made up fee paying students.

    Eighteen domestic DEETYA EFSTU will need to be reallocated from existing distance education load in the Bachelor of Computing, with the reduction in DEETYA funded load in the undergraduate program being partially compensated for by the offering of domestic fee paying places in that course.

    Legislation/Statutes Affected

    The existing statute for the Bachelor of Computing Honours program will require a minor amendment to its schedules.

    Schedule 1: Honours Subjects

    Compulsory subject (6 points)

    GCO4010 Research Methods and Reading in Information Technology

    Project Subjects

    Either

    GCO4500 Honours Research Project (24 points)

    or

    GCO4600 Applied Research Project (12 points)

    Optional Subjects (6 points)

    The schedule of course work honours subjects to be offered will be developed in consultation with other departments of the Faculty.

    Proposed fourth level subjects include the following.

    GCO4011 Database Programming and Performance

    GCO4012 Image Processing and Computer Vision

    GCO4013 Formal Methods in Software Engineering

    GCO4014 Multimedia Programming

    Students may, with permission, include up to two fifth level subjects if they have the necessary prerequisite knowledge. Approved fourth and fifth level subjects from other departments of the Faculty may be chosen.

    Approved third level Computing subjects may be included with permission, but these must total no more than 6 points in value.

    COURSE MAPS

    BACHELOR OF COMPUTING HONOURS

    Part-time distance education mode

    Semester 1 Entry

    First year: 24 points

    Semester 1

    GCO4010 Research Methods and Reading in Information Technology

    Elective

    Semester 2

    Two electives

    Second Year 24 points

    Semester 1

    Elective

    Semester 2

    Elective

    Full year

    GCO4600 Applied Research Project (12 points)

    Semester 2 Entry

    First year 12 points

    Semester 2

    Two Electives

    Second Year 24 points

    Semester 1

    GCO4010 Research Methods and reading in Information Technology

    Semester 2

    Elective

    Full year

    GCO4600 Applied Research Project (12 points)

    Final Year 12 points

    Semester 1

    Two Electives

    Variations

    Students may switch between part-time external mode and full-time on-campus mode. Students undertaking a 24 point research project will normally be required to spend a minimum period of six weeks on-campus. The Dean may waive or reduce this requirement where a student can demonstrate that suitable facilities and supervision are available to complete the research component of the project elsewhere.

    Appendix A

    FACILITIES AVAILABLE AT GIPPSLAND CAMPUS

    1.1 Relevant Resource Centre Holdings

    1.1.1 Library

    The teaching programs of the University are supported by a well developed library collection.

    The Gippsland Campus Branch of the Library is housed on two floors of the multipurpose wing of the Campus adjacent to the Computer Centre, lecture rooms and lecturers' offices. Construction of a new Library building commenced in 1996.

    Library branch holdings (as at December 1992) were approximately 130,000 volumes, including 99,000 monographs, 25,000 serials and 6,500 microforms. The Library receives over 400 current serial titles.

    The Library supplements its range of printed bibliographies and indexes by using the facilities of the DIALOG, OZLINE, AUSINET and AUSTRALIS information retrieval services and CD-ROM, giving staff access to a wide range of bibliographical information. Inter-library loan services are also available.

    The Library is a member of the consortium CAVAL (Cooperative Action in Victorian Academic Libraries). CAVAL administers a reciprocal borrowing scheme which allows students and staff access to the services of other libraries within CAVAL. The Library is a member of the Australian Bibliographic Network, a nationwide shared cataloguing program coordinated by the National Library of Australia, which has provided a centralised library cataloguing service with a catalogue on microfiche as an end product.

    The Monash University Library catalogue SESAME2 is available to staff and students through terminals in any branch Library; from computers on any Monash Campus through the University wide ethernet; and from home or elsewhere by modem through telephone connections. A Telephone Reference Service is available to supply quick answers by telephone to factual reference questions (for example statistics, or definitions from specialised dictionaries.)

    Literature Searches are also available to Distance Education students; the Off-campus library staff can give general advice on items the library holds in a specific subject area. Gippsland librarians can also undertake preliminary literature searches. The staff will identify and send relevant books and photocopies of journal articles. Frequently the librarians use CD-ROM databases to find journal information.

    Dial-up Access to Compact Disc (CD-ROM) databases: This service, called ROMOTE, provides access to indexes of journal articles contained in compact disc databases.

    Students wishing to use this service can so via an IBM compatible PC, a modem and a software program called Telereplica which is available free. The library will also supply a comprehensive support package providing details on how to search the various CD-ROM databases. Access via the Internet to all CD-ROM services is also available.

    Copying Services: Photocopies or parts of periodicals and books that are not for loan may be ordered.

    1.2 Computer Facilities

    The Gippsland Branch of the Computer Centre

    The Gippsland Branch of the Monash University Computer Centre supports computing platforms ranging from high end Unix servers to DOS based microcomputers. At Gippsland the Computer Centre maintains seven Computing Laboratories comprising five PC Labs, a Mac Lab and a Multimedia and Unix Lab.

    The Labs are open from 6:00 am to 11:00 pm (normally) on weekdays and for most Labs 9:00 am to 5:00 pm on weekends. Two PC Labs are available for 24 hour access on weekdays and weekends. Other Labs are available for out of hours access, on request, to the students.

    The students and staff have access to network printers maintained by the Branch. High quality postscript/laser printing is available to the students at the cost of 10 cents per page. Every student receives a free quota of 30 pages before being charged for the print outs.

    The PC Labs are equipped with 486 or 586 PCs running MS-Windows and Windows based software packages such as Word for Windows and Excel among other DOS and Windows based packages. All the computers in the Micro Labs are connected to the University's wide area network. The students are provided access to Internet software packages such as Netscape and E-mail on world-wide access basis. These Labs are supported by a dedicated high performance Novell server. The Multimedia laboratory is equipped with 15 Pentium PC work stations with 16 inch high resolution colour monitors, sound cards, speakers and CD-ROM drives.

    In order to support distance education students, campus network services, teaching and research on the campus, two DEC Alpha servers and two HP9000 Unix systems are maintained by the Branch.

    The Gippsland Campus is connected to other campuses via a 32 Megabit link which provides voice and data circuits. This high speed link caters for the advanced networking requirements of the staff and the students on the campus.

    NetFace

    The Monash Distance Education Centre in conjunction with the Gippsland School of Computing and Information Technology has developed a software system called NetFace which allows on and off campus students and staff to participate in a 'virtual university' using the UNIX servers located in the Gippsland Campus Computer Centre. Oncampus participants log on via a Microlab or office PC and those off-campus log on through a PC and modem, or via a telnet session if they have Internet access. From 1997 NetFace will be accessible via the World Wide Web.

    Services developed include email, file up loading and down loading, assignment submission and management, electronic seminars, cafes, bulletin boards, Sesame2 library access, and on-line information services. Access to a range of electronic databases is envisaged.

    The Distance Education Research Centre has developed survey instruments to evaluate usage and assist in developing pedagogy.

    1.3 Distance Education

    Current Dimensions of Distance Education within Monash University

    There are currently 7,500 students studying by this mode with the University, amounting to 3,200 EFTSU. More than fifty-five courses, ranging from Diplomas to Masters degrees, are available by Distance Education, incorporating approximately 550 subjects. Approximately 1,500 of these distance education students study off-shore. In addition, in 1995 there were approximately 6,000 unit enrolments in Open Learning subjects offered by the University.

    Distance Education Centre

    It is the responsibility of the Monash DEC, in conjunction with Faculties, to plan, develop, deliver and administer the University's Distance Education programs. The DEC had an equivalent full-time staff of 44.6 in 1996. It is based at the Gippsland Campus with metropolitan offices at the Caulfield and Clayton campuses.

    The Monash Distance Education Centre provides the following centralised support services for academic programs offered in distance education mode by Schools, Departments or Centres.

    a) Distance Education Support Services

    Three full-time staff provide an extensive liaison service for distance education students, answering inquires from both enrolled and prospective students; organising and administering Weekend and Residential School programs and pre-enrolment seminars.

    b) Production Division

    This division carries out job registration, copyright clearance, composing, graphic design, printing and dispatch of study materials for external students. These materials include:

    - teaching/learning materials e.g. printed study guides, reading lists etc;

    - reprinted articles, extracts from reference books etc. for assigned reading;

    - audiotape and videotape materials;

    - computer discs;

    The great majority of study guide/reading list material is also produced for use in on-campus classes. In addition, the DEC handles the administrative printing requirements of the University Division.

    c) Educational Development and Research Unit

    This unit provides:

    - professional development activities for academic staff

    - institutional design services to assist lecturers in improving the quality of distance teaching, particularly with regard to the design of subjects, assessment procedures, use of media etc.

    - assistance to lecturers in the evaluation of study materials

    (d) Networking

    Students studying by distance education are given opportunities to network with other students. A network is an academic and social support group of fellow students usually, but not always, from a similar area or geographical region. The members communicate with each other for the purpose of sharing ideas and resources, developing study skills and a better understanding of the subject, and providing mutual support, thus breaking down the feeling of isolation.

    The Distance Education Centre has arranged for lists of fellow students to be distributed, to enable contact with other students. A list which includes postcode, name and telephone numbers is provided to students who wish to be networked.

    Appendix B

    FACULTY OF COMPUTING AND INFORMATION TECHNOLOGY

    LIBRARY IMPACT STATEMENT

    FOR NEW CENTRES, DEGREES, DIPLOMAS, COURSES

    This form must be completed in consultation with the relevant branch of the Library and submitted to the relevant committee of the faculty when approval is being sought for any teaching initiatives. It should be submitted to the Library together with a description of the intended syllabus and a copy of the intended handbook entry.

    1. Name of proposed new centre, degree, diploma, course or subject.

    Bachelor of Computing (Honours)

    2. Faculty or Department/Centre proposing the new course etc.

    School of Computing and Information Technology

    3. Other Faculty or Departmental participation.

    4. Anticipated enrolment: part-time:

    full-time:

    distance education: Initial intake of 16 students domestic students, rising to a total of 28 EFTSUs

    5. Expected number of titles listed on student reading lists.

    Approximately 40

    6. Expected annual cost of current monograph titles, including multiple copies where necessary.

    Will draw on existing monograph collection supplemented by specialist titles: $2000 estimated

    7. Expected cost of older titles, including standard works and reference books, and multiple copies where necessary.

    No additional cost - requirements already met in the provisions made for the separate degrees.

    8. Expected cost of journals, including subject indexes and data bases on CD-ROM:

    annual cost of subscriptions (As in 7 above.) cost of backsets

    Rationalisation of existing journal titles will need to take place before any new titles can be purchased

    9. Expected annual cost of on-line access to data bases.

    $1000

    10. Would this initiative result in any additional staff costs, for example would language specialists be needed to acquire, process and catalogue new material?

    No

    11. Can the cost of the above purchases and services be accommodated within the normal level of expenditure by the Library for the Faculty or Department or Centre?

    Yes

    12. If outside funding is available to mount this initiative, what proportion has been allocated to meet the demands placed on the Library?

    Not applicable

    13. If no additional funds are available, is there an existing area where expenditure may be cut to meet the demands placed on the Library?

    No

    14. Will this initiative impact on any other branch libraries? Have these been consulted?

    No

    15. Further comments.

    An adequate collection will require future, selective development

    Appendix C

    STAFFING AND EQUIPMENT

    1 STAFFING

    1.1 Academic Staff - New

    Two additional staff members will need to be appointed over the years 1998 and 1999 as the course comes on stream. These appointments will be financed by international and domestic student fees.

    1.2 Support staff - New

    No new support staff members will be required.

    2 CAPITAL EQUIPMENT

    Students in the programme will be studying off-campus and will be required to provide their own computer system and modem. In the case of off-shore students, additional equipment or computing laboratories required is primarily the responsibility of the off-shore partner. The School currently operates its own Netface communications and WWW server in Singapore. This server provides local caching of relevant Web pages and local mirroring of student accounts and files.

    It may be expected that demand for Computer Centre modem banks will decrease as students make greater use of the Internet to access University services. The current communications infrastructure within the University has sufficient capacity to support the proposed program.

    The GSCIT operates three World Wide Web servers, including a server for the Centre for Electronic Commerce. In addition, it operates a pair of Netface communication servers to support off-shore programs. The WWW servers are upgraded from time to time in response to increases in load. As noted above, one of the three WWW servers has been installed in Singapore to support the delivery of off-shore programs there.

    Item 16.2.2

    FACULTY HANDBOOK ENTRY

    LAR 5001, Managing Virtual Libraries

    Edward Lim and Hans Groenewegen

    8 points 8-10 hours per week working through course material (on campus this may involve 2 hours per week in seminar), 3 hours per week in private study and directed reading and 3 hours per week in project/assignment work First or Second Semester Clayton; Distance Education

    Objectives:

    At the completion of this subject, students should be able to:

    1. understand the principles for implementing and managing a virtual university library service that will meet the requirements of a flexible learning environment and remain relevant in the 21st century
    2. understand the infrastructure that is required to make information resources accessible and be aware of the economic and legal implications
    3. develop innovative user training programs
    4. design gateways and the common interface with the virtual library that are user friendly and ergonomically sound.

    Synopsis:

    In this subject, the student is presented with a model of the virtual library and its components in which the issues associated with its development and management in a pervasive networked environment are explored. The model takes advantage of the increasing use of information technology to deal with the explosive growth in the cost and volume of publishing in all formats, and to deliver library and information services to local and remote users. It incorporates new methods of managing and organising information resources for the primary clientele, and examines some of the economic and legal implications. The technologies underpinning the model are also examined.

    Topics explored in this subject are:

    Assessment:

    Project Report: 60%; Practical Assignments: (40%)

    Reading Lists:

    A considerable amount of information resources can be found on the world wide web. Only the printed materials are listed here.

    Prescribed:

    Crawford, Walt & Gorman, Michael. Future libraries: dreams, madness & reality. Chicago: American Library Association, 1995.

    Negroponte, Nicholas. Being digital. London: Hodder & Stoughton, 1995.

    VALA National Conference on Library Automation, 1996, Melbourne. Electronic dreams? virtual nightmare, the reality for libraries: conference proceedings. Melbourne, VALA, 1996.

    Recommended:

    Block, R. Howard & Hesse, Carla, editors. Future libraries. Berkeley, Ca.: University of California Press, 1995.

    Brown, David J. Electronic publishing and libraries: planning for the impact and growth to 2003. London: Bowker-Saur, 1996.

    Electronic library: the international journal for minicomputer, microcomputer, and software applications in libraries. Oxford, Learned Information, 1983-

    Filling the pipeline and paying the piper: proceedingsof the fourth [Electronic Publishing] symposium. Washington, D.C.: Association of Research Libraries, 1995.

    Information for a new age: redefining the librarian / compiled by Fifteenth Anniversary Task Force, Library Instruction Round Table, American Library Association, Englewood, Colo.: Libraries Unlimited, 1995.

    Networking and the future of libraries 2: managing the intellectual record: an international conference held at the University of Bath, 19-21 April, 1995, edited by Lorcan Dempsey, Derek Law and Ian Mowat. London:Library Association Publishing, 1995.

    Okerson, Ann S. & O'Donnell, James J. Scholarly journals at the crossroads: a subversive proposal for electronic publishing, an internet discussion about scientific and scholarly journals and their future. Washington, D.C.: ARL, 1995.

    Pitkin, Gary M., ed. The National Electronic Library: a guide to the future for library managers. Westport., CT: Greenwood Press, 1996.

    Reed, Sally Gardner, ed. Creating the future: essays on librarianship in an age of great change. Jefferson, N.C.: McFarland & Co, 1996.

    Schiller, Herbert I. Information inequality: the deepening social crisis in America. New York: Routledge, 1996.

    Item 16.2.2

    FACULTY HANDBOOK ENTRY

    LAR 5007, Electronic Publishing

    Professor Don Schauder

    8 points 8-10 hours per week working through course material (on campus this may involve 2 hours per week in seminar), 3 hours per week in private study and directed reading and 3 hours per week in project/assignment work First or Second Semester Clayton; Distance Education

    Objectives:

    At the completion of this subject, students should be able to:

    i) assess the suitability of material for publishing electronically.

    ii) develop strategies for the publishing of material electronically with regard to:

    type of media;

    type of software; and

    level of interactivity.

    iii) develop a basic World Wide Web site in terms of its content and software requirements.

    iv) understand current indexes and indexing techniques so as to most efficiently publicise and locate electronic products.

    Synopsis:

    The course provides a broad overview of the current state of the art in electronic publishing. It deals with technical, legal and commerical issues in electronic publishing in addition to the implications of the changing nature of publishing.

    The course will have a practical focus, and will examine a range of products published on CD ROM and the Internet, with a view to evaluating their effectiveness. Students will also jointly develop and publish a World Wide Web site, allowing hands on access to the software and a more immediate examination of the issues.

    Electronic publishing will cover:

    Assessment:

    Project Report: 60%; Practical Assignment: 40%

    Reading List:

    Prescribed:

    Commerce in Content: Building Australia's International Future in Interactive Multimedia Markets Cutler and Company. September 1994. http://www.nla.gov.au/lis/govnii.html

    Recommended:

    Networking Australia's Future: Final Report of the Broadband Services Expert Group. December 1994. http://www.n;a/gov.au/lis/govnii.html

    Hyper Text Markup Language (HTML). World Wide Web Consortium. 1997. http://www.w3.org/pub/WWW/MarkUp/

    Item 17

    FACULTY OF EDUCATION

    REPORT TO EDUCATION COMMITTEE

    RECOMMENDATIONS

    The following recommendations are forwarded by the Board of the Faculty of Education to be ratified at its Meeting 1/97:

    Memorandum from Associate Dean (Teaching) Mr G Tickell to the Education Committee re additional proposed courses (attached);

    Memorandum from Dean, Professor R T White to the Vice Chancellor, Professor D Robinson requesting variations to EFTSU requirements (attached).

    COURSE PROPOSALS

    Bachelor of Music/Bachelor of Education

    That the Education Committee approve the new course proposal for the course Bachelor of Music/Bachelor of Education. [The CUGS of the Arts Faculty will see this proposal before Education Committee Meeting 2/97]

    Graduate Certificate of Gifted Education

    That the Education Committee approve the new course proposal for the course Graduate Certificate of Gifted Education

    COURSE AMENDMENTS

    In line with the Arts Faculty's decision to change the name of the Gippsland single degree, from Bachelor of Arts (Humanities and Social Sciences) to a generic Bachelor of Arts, the corresponding double degree will now be called Bachelor of Arts/Bachelor of Education.

    SUBJECT PROPOSALS

    GEDXXXX Gifted Education: Identification and Programming

    That the Education Committee approve the new subject proposal for the subject, GEDXXXX Gifted Education: Identification and Programming

    MINOR AMENDMENTS

    GEC4101 Teaching and Curriculum IV

    That the Education Committee approve the recommendation that GEC4101 Teaching and Curriculum IV which is currently worth 6 credit points be increased to 12 credit points.

    Explanation: (1) This subject was first taught in 1996 during which time it became clear that the workload was considerably heavier than anticipated. It is intended to deal with the content in greater detail to enable the subject to qualify for 12 credit points. (2) GEC 4201 which is the companion subject for primary teaching (GEC4101 is designed for secondary) is a 12 point subject.

    GEC4475 Multicultural Education

    That the Education Committee approve the recommendation that GEC4475 Multicultural Education which is currently worth 6 credit points be increased to 8 credit points.

    Explanation: The current assessment tasks are commensurate with a credit point value of eight points rather than the six currently assigned to the subject.

    Item 17.1.1

    TO: Executive Officer

    Education Committee

    FROM: Faculty of Education

    DATE: 13 March, 1997

    SUBJECT: Course proposal - Bachelor of Music/Bachelor of Education

    ___________________________________________________________________________

    The Board of the Faculty of Education at its meeting ....../96 has endorsed for transmission to the Education Committee, and subsequently to the Academic Board, the proposal to establish a Bachelor of Music/Bachelor of Education.

    The Faculty proposes to offer this course beginning in 1998,as an on-campus course on the Clayton campus.

    The signatures following are confirmation that all procedures have been complied with in this matter, and that the course complies with University policy statements, including the Education Policy.

    ___________________________________________________________________________ 

    I certify:                                                                    
that all resource issues have been considered;                                
that Library and Computer resources have been investigated, and agreement     
has been reached with the Library and the Computer Centre;                    
that I am satisfied that there will be no impediment to adequately teaching   
or funding this program, for at least the next three (3) calendar years; and  
that this faculty will guarantee no less than _____ number of places to be    
made available for each of the next three years, in order not to              
inconvenience our potential students.                                         
                                                                              

Dean (or Dean's Nominee)    Signature, Name and Date                          



    I certify:                                                                    
that the academic issues relating to the introduction and adequate teaching   
of this course have been fully considered by this Faculty;                    
that all appropriate procedures have been followed;                           
that this proposed course conforms to University policies as stated,          
including the Education Policy; and                                           
that this version of the course proposal is the correct and final version,    
as agreed to by the Faculty Board.                                            
                                                                              

Associate Dean (Teaching)     Signature, Name and Date                        



    As this proposal has implications for our faculty, I hereby certify that I    
and my Faculty Board have also endorsed this final version of the proposal    
to establish this subject.                                                    
                                                                              

Associate Dean (Teaching), Faculty of Education    Signature, Name and Date

    MONASH UNIVERSITY

    FACULTY OF ARTS

    FACULTY OF EDUCATION

    SUBMISSION FOR APPROVAL OF A NEW COURSE

    Leading to the award of the

    BACHELOR OF MUSIC/

    BACHELOR OF EDUCATION

    Double Degree

    Faculty of Arts

    Faculty of Education

    MONASH UNIVERSITY

    FACULTY OF EDUCATION

    Request for Course Approval

    The Faculty of Education Board, at Meeting No...../......., determined that the following new course should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.

    COURSE NAME:

    Bachelor of Music/Bachelor of Education

    FORMAL ABBREVIATION:

    BMus/BEd

    REASONS FOR INTRODUCTION OF COURSE:

    In general, combined degrees increase career options for their graduates. This double degree, to be offered jointly by the Faculty of Education and the Faculty of Arts, represents an important aspect of the University's philosophy of preparing graduates for a diversified and ever-changing workforce. There is an established and ongoing demand for qualified music educators, in Australian schools. This qualification will enable graduates to teach in both primary, secondary and TAFE systems.

    The Education Department and Independent Schools require that teachers of the two VCE Music subjects possess music performance qualifications to BMus level and a good knowledge of music composition, arranging, and musicology/ethnomusicology. Music teachers in the schools have to be versatile as performers, arrangers/composers and have to have a broad knowledge of the history, repertoire and theory of music. Quite a few schools now have well-equipped music computers/technology studios and therefore require teachers to acquire those skills at university too. The Monash Music Department teaches those skills in its composition, musicology and ethnomusicology majors.

    In addition, school music teachers these days need to know a good deal about popular music, several courses of which are included in the Monash BMus. For these reasons the Department of Music recommends that this double degree include two majors in Music, as in the single BMus degree.

    Each of the individual degrees enjoys a fine reputation within the University, within the respective professions, in the community and among applicants for tertiary places. The expressed goals of Monash University in equipping its graduates with an intellectual and cultural curiosity and a broad and critical understanding of knowledge are reflected in this combined degree.

    Students will have the opportunity to study across a range of disciplines to a significant depth of understanding in order to achieve these expressed goals. Graduates, on completion of the combined degree, should have developed a sound preparation for entry into education and training professions as well as having experienced a broad cross-disciplinary approach to professional and community involvement.

    OBJECTIVES:

    Aims:

    The aims are:

    (a) to facilitate the acquisition of an in-depth understanding of and skills in music performance and one other music area, either composition, musicology or ethnomusicology (or approved combinations of these) which are sufficient to satisfy the professional requirements for teachers in a variety of settings.

    (b) to provide a program of studies which will prepare its graduates with the knowledge, competence, skills and attitudes that will enable them to operate confidently and competently in one or more education sectors.

    Objectives:

    On completion of the course, students are expected to have acquired a general education in music suitable for employment in teaching and other professions involving:

    (A) MUSICAL SKILLS AS FOLLOWS:

    1. a practical, theoretical, critical, historical and contextual knowledge and understanding of music;

    2. a range of solo and ensemble musical performance skills of a high standard;

    3. academic skills leading to postgraduate study and research in music.

    4. a comprehensive understanding of the various areas of Western music history, such as early and late medieval music, renaissance music, music of the baroque era, classical music, romantic music, and music of the twentieth century, as well as music other cultures.

    5. a basic understanding of the various roles and functions of different types of music and an ability to articulate these roles in written form and verbally to specialists and the general public.

    6. analysis music with the view to increasing the student's interpretative skills in performance and conducting, and the ability to think independently about various issues associated with music performance and the promotion of musical activities in the community.

    (B) EDUCATIONAL SKILLS AS FOLLOWS:

    • be able to relate their own views of and experiences in education to those of others;

    • understanding of the role of education in a diverse, complex society which is undergoing rapid and continuous social and technological change;

    • knowledge of the key issues in and theoretical foundations of education;

    • attitudes that foster a positive view of continued personal and professional development.

    METHODS OF TEACHING AND RELATIONSHIP TO OBJECTIVES:

    All subjects in this course are existing approved subjects from the BMus and the BEd and no alteration in teaching methods is proposed.

    In summary, the subjects from the BMus and the BEd are taught by lectures, tutorials, seminars and other modes of teaching peculiar to particular disciplinary studies.

    (A) MUSIC

    The Music component of the double degree program requires students to major in two of four streams of which one stream - performance - is compulsory. The other streams are composition, musicology and ethnomusicology.

    In the performance stream, students receive individual Chief practical Study lessons of 45 minutes a week in semester time with a studio teacher. They also attend master classes, in which they perform before a specialist instrument or vocal teacher and receive constructive criticisms of their performance. They write program notes and essays on the pieces they play. They play chamber music in small ensembles. In addition they either play in one of the Department's orchestras ((String) Sinfonia, New Monash Orchestra or Wind Symphony) or sing in one of the Department's choirs (Viva Voce and the Women's Choir), and may play in Asian orchestras and ensembles, e.g. Javanese gamelan or Indian vocal music. Students also learn concert management skills, both in practice and in classes. (c.f. Objectives: 1, 2, 4, 6)

    In first to fourth year lectures and seminars as well as via private study in the Music Technology Laboratory, all students learn how to (i) compose music (both for acoustic instruments and by computer), (ii) arrange music, and (iii) analyse music. They write analytical assignments and play each others compositions in public concerts. (Objectives: 4 & 6).

    Aspects of musicology and ethnomusicology are taught to all students in lectures and seminars. Their studies of the history, sociology, aesthetics, criticism, psychology of music are related to their performance assignments by lecturers who teach in two or three of the four streams and design assignments to this end. (Objectives: 1, 3, 4, 5, 6)

    When students perform they are expected to explain aspects of their works to the public, thus acquiring experience in communicating ideas about music in public.

    (B) EDUCATION

    A variety of teaching and learning modes will be used in the delivery of this course and in the attainment of the listed objectives.

    In particular, students will experience workshop and tutorials sessions in which they can develop their thinking about specific themes and, where appropriate, utilise a problem-based learning approach. These sessions will be tied to input sessions in which key issues and ideas are presented.

    To assist students in making appropriate connections between various concepts and practical experiences within Teaching & Curriculum studies, including fieldwork, and Education Studies, links across these studies will be emphasised.

    For example, in the first semester, whilst students are studying the Teaching and Curriculum study of English and Studies of Society & Environment, they will also be examining the role of the family in the development of children's language and the influences of culture and society on family life and values in Education Studies. The fieldwork experiences at this stage also will provide students with an opportunity to look at how 'family' as a concept is presented to children and how language is developed within school and other settings. At the same time, students will be encouraged to draw on their discipline studies for examples of, and contributions to, their understanding language, family, culture and society.

    Early in the course a similar connection will be highlighted between the concepts and experiences students bring with them to the course and those concepts and experiences developed in their studies. An illustration of this, for example, is that part of the fieldwork program during the first year will focus on the students making comparisons between what they observe in educational settings and their own educational experiences.

    An emphasis in this course will be on the student being involved in a combination of input sessions in which key issues and concepts are presented as well as in workshop (including, for example, experiences in a multi-media laboratory) and tutorial discussion group sessions where students are able to examine concepts and issues within a supportive environment provided by their peers and tutor.

    The encouragement for students to adopt a positive attitude towards life-long learning will be achieved particularly in the emphasis throughout the course on students developing skills of independent inquiry which they then can use in group sessions and in their assessment.

    Students' communicative skills will develop alongside of their critical thinking skills as students are asked to articulate in oral, written, visual or other formats, their ideas and understandings.

    The provision of fieldwork experiences in all years of the course will reinforce at a practical level, the concepts and issues presented throughout the program.

    METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:

    (A) MUSIC

    1. The Music Performance Major

    Since students are required to develop their chief practical study skills as well as interactive skills in orchestra, chamber or other ensemble groups and to acquire accompanying skills in appropriate cases, they are examined on both solo and ensemble or orchestral work, culminating each semester in ensemble or solo performance events, some of which are organised by the students. There is continuous assessment in performance units.

    In fourth-year honours, each student is required to present a recital with his/her own program notes and a research essay on a topic related to the program or an associated aspect of performance practice. (Objectives: 1, 2, 4, 6)

    2. Composition Major

    Students undertaking this specialisation can expect to acquire experience and skills to develop a career as a composer. Thus the program offers individual assessment of students' compositional projects including work in various media, including traditional, acoustic instruments, electronic instruments, and in solo and ensemble combinations. Honours students' folios of compositions are assessed each semester with concert performance by students of their works. (Objectives 4, 6)

    3. Ethnomusicology/Musicology Stream

    Musicology students attend lectures and seminars to study the music history of various genres, research methods, and aspects of systematic musicology such as performance practice, analysis, aesthetics, criticism, music sociology and psychology of music. They are examined in these areas by the essays and exercises they write. Students at honours level submit a thesis of 15 000 words on an approved research topic in musicology. In ethnomusicology subjects, students are assessed on their performance skills on a range of Asian and other ensembles. They are also examined on their study of ethnomusicological theory of literature on selected musical cultures of Asia and Africa.

    (B) EDUCATION

    The overall assessment regime for the course consists of a variety of assessment approaches to ensure that all course objectives are being met.

    Written Assignments

    These are essential components in a number of subjects and provide students with an opportunity to reflect on and write about questions and issues which they could not be expected to answer or consider satisfactorily under time-limited, invigilated examination conditions or to implement a teaching/learning regime under which development or research/writing skills is a declared objective.

    Group Presentations

    These are used during the semester to assess the ability of students, as individuals or as part of a team, to complete independent research, to critically analyse collected information and to communicate effectively to their peers.

    Practical Assignments

    These are given in a number of subjects to assess the level of personal skill development and competency.

    Tests or Examinations

    Class tests and formal examinations are used to assess student knowledge and understanding of concepts introduced in a particular subject. Class tests are usually given during the semester to enable feedback about students' grasping of concepts and knowledge to be given.

    Practicum

    Students are assessed by Monash academic staff and supervisors in various educational settings on their performances during fieldwork placements. This is an integral part of the assessment regime in subjects offered in the Teaching & Curriculum Studies, and in some instances, in the Education Studies strand.

    STRUCTURE:

    The charts below show the structure of the two 52-point majors in the Music component of the double degree, totalling 104 points, and the two 52 point majors in the Education component totalling 104 points. The second major study sequence in music may be musicology (see Chart 1), Composition (see Chart 2) or Ethnomusicology (see Chart 3).

    Bachelor of Music / Bachelor of Education

    Chart 1 

      Points per              MUSIC                       EDUCATION            
     Year                                                                  

                Performance    Musicology     Teaching &     Ed. Studies   
                                                 Cur.                      

               MUS1160.06    MUS1100.06     GED1010 How    GED1011 Beyond  
      48                                    learners       the classroom   
                                            learn           6              
                6             6                                            
                                             6                             

               MUS1170.06    MUS1110.06     GED1020 How    GED1021 The     
                                            teachers       teachers world  
                6             6             teach           6              
                (12)          (12)           6              (12)           
                                             (12)                          

               MUS2980.06    MUS2110.04     Maths &                        
               MUS2510.04    MUS2140.08     Computing                      
      56                                                                   
                10            12             8                             

               MUS2990.06    MUS2120.04     Music          Structure &     
                                            Pedagogy       Education       
                6             4                             8              
                (16)          (16)           8              (8)            
                                             (16)                          

               MUS3980.06    MUS3310.08     Art &          Education &     
                                            Technology     Change          
      56                                                                   
                6             8                             8              
                                             8                             

               MUS3990.06    MUS3170.08                    Elective        
               MUS3470.04                                                  
                10            8                             8              
                (16)          (16)                          (16)           

               MUS3510.04                   Practicum      Elective        
                                                                           
                                                                           
      48        4                            8              8              

               MUS3520.04    MUS3390.08     Practicum      Elective        
                                                                           
                4             8              8              8              
                (8)           (8)            (16)           (16)           

                 52 points     52 points      52 points       52 points

    Bachelor of Music / Bachelor of Education

    Chart 2 

      Points per              MUSIC                       EDUCATION            
     Year                                                                  

                Performance   Composition     Teaching &     Ed. Studies   
                                                 Cur.                      

               MUS1160.06    MUS1100.06     GED1010 How     GED1011        
                                            learners learn  Beyond the     
      48                                                    classroom      
                6             6              6               6             

               MUS1170.06    MUS1110.06     GED1020 How     GED1021 The    
                                            teachers teach  teachers       
                6             6              6              world          
                (12)          (12)           (12)            6             
                                                             (12)          

               MUS2980.06    MUS2110.04     Maths &                        
               MUS2510.04    MUS2660.04     Computing                      
                                                                           
      56        10            12             8                             

               MUS2990.06    MUS2120.04     Music Pedagogy  Structure &    
                             MUS2670.04                     Education      
                6             8              8               8             
                (16)          (16)           (16)            (8)           

               MUS3980.06    MUS3310.08                     Education &    
                             MUS3660.04                     Change         
                                                                           
      56        6             12                             8             

               MUS3990.06    MUS3670.04     Art &           Elective       
               MUS3470.04                   Technology                     
                10            4                              8             
                (16)          (16)           8               (16)          
                                             (8)                           

               MUS3510.04                   Practicum       Elective       
                                                                           
                                                                           
      48        4                            8               8             

               MUS3520.04    MUS3390.08     Practicum       Elective       
                                                                           
                4             8              8               8             
                (8)           (8)            (16)            (16)          

                 52 points     52 points       52 points      52 points

    Bachelor of Music / Bachelor of Education

    Chart 3 

      Points per              MUSIC                       EDUCATION            
     Year                                                                  

                Performance   Musicology/     Teaching &     Ed. Studies   
                             EthnoMusicolog   Curriculum                   
                                   y                                       

               MUS1160.06    MUS1100.06     GED1010 How     GED1011        
                                            learners learn  Beyond the     
                                                            classroom      
      48        6             6              6               6             

               MUS1170.06    MUS1110.06     GED1020 How     GED1021 The    
                                            teachers teach  teachers       
                6             6              6              world          
                (12)          (12)           (12)            6             
                                                             (12)          

               MUS2980.06    MUS2110.04     Maths &                        
               MUS2510.04    MUS2140.08     Computing                      
                                                                           
      56        10            12             8                             

               MUS2990.06    MUS2120.04     Music Pedagogy  Structure &    
                                                            Education      
                6             4              8               8             
                (16)          (16)           (16)            (8)           

               MUS3980.06    MUS3310.08     Art &           Education &    
                                            Technology      Change         
                                                                           
      56        6             8              8               8             

               MUS3990.06    MUS3830.08                     Elective       
               MUS3480.04                                                  
                10            8                              8             
                (16)          (16)                           (16)          

               MUS3510.04                   Practicum       Elective       
                                                                           
                                                                           
      48        4                            8               8             

               MUS3520.04    MUS3390.08     Practicum       Elective       
                                                                           
                4             8              8               8             
                (8)           (8)            (16)            (16)          

                 52 points     52 points       52 points      52 points

    THE MUSIC SUBJECT NAMES ARE LISTED FOR INFORMATION:

    MUS1100/1110: Exploring Western music (6 points each)

    MUS1160/1170: Solo, orchestral and choral performance & repertoire (6 points each)

    MUS2110/2120: Analytical & Compositional techniques (4 points each)

    MUS2140: From Schobert to Strauss: music of the romantic ideal (8 points)

    MUS2510: Orchestral, choral & chamber performance & repertoire (4 points)

    MUS2660/2670: Music Composition Workshop (4 points)

    MUS2980/2990: Solo & duo performance and literature (6 points each)

    MUS3170: Chamber Music (8 points)

    MUS3310: Twentieth Century Compositional techniques (8 points)

    MUS3390: Music aesthetics, criticism, sociology & psychology (8 points)

    MUS3470: Performance Studies - early music ensemble (4 points)

    MUS3480: Performance Studies - Indonesian gamelan (4 points)

    MUS3510/3520: Orchestral, choral and chamber performance (4 points each)

    MUS3660/3670: Music Composition Workshop (4 points each)

    MUS3830 Music of Southeast Asia I: Indonesia (8 points)

    MUS3980/3990: Solo and duo performance (6 points)

    LENGTH OF COURSE:

    Four years full-time and eight years part-time

    ADMISSION REQUIREMENTS:

    Normal Bachelor of Education and Bachelor of Music entry requirements i.e. VCE or equivalent at Faculty cut off point and music audition and interview.

    Entry is made directly in first year. Students should prepare for an audition involving not more than three pieces of music drawn from a varied repertoire, e.g. a work form the classical period, a work from the Romantic period, and another written in the twentieth century. The standard is normally at least 7th grade AMEB (Performance) or equivalent. Singers and players must provide their own accompanists. Students intending to specialise in composition are required to submit to the department up to three compositions that show the range of proficiency of their work, accompanied by a declaration that they are entirely their own work. For students wishing to specialise in musicology or ethnomusicology there are no entry tests.

    CREDIT PROVISION:

    No articulation agreements have been entered into. Application for credit transfer and recognition of prior learning will be considered by the relevant Faculty committee.

    WORKLOAD REQUIREMENTS:

    In order to satisfy the requirements of each course, students will be required to undertake a subject workload of 24-30 credit points each semester. This means that during a semester, students will be required, on average, to complete a total of 40-48 hours per week of input sessions, workshops, tutorials, fieldwork, independent study, practice and rehearsal.

    LIBRARY APPROVAL:

    A library impact statement is attached.

    COMPUTER CENTRE REQUIREMENTS:

    No additional demand on the Computer Centre is anticipated.

    RESOURCE REQUIREMENTS:

    No additional resources required.

    INTER-FACULTY INVOLVEMENT:

    The Faculty of Education and the Faculty of Arts will contribute equally to the degree. The combined degree will be administered by the Faculty of Education.

    TEACHING CAMPUS AND MODE OF OFFERING:

    The double degree will be offered for day students on the Clayton Campus. Some subjects may also be offered in the evening.

    The Department also offers three OLA Music courses which can be credited to this double degree if a student so desires.

    FEE STRUCTURE:

    International student fee $12,500 p.a. (at present the BMus fees are $12,500 p.a. and the BEd $12,500). $A12,500 per year for international or full-fee paying students.

    PROPOSED DATE OF INTRODUCTION:

    Semester One 1998

    ANTICIPATED EFTSU ENROLMENT:

    10 EFTSU from 1998

    LEGISLATION/STATUTES AFFECTED:

    Faculty Regulations

    Statute 6.1.2 - Course and Degrees.

    COURSE CO-ORDINATORS:

    Name:

    Music Education

    Dr Carol Williams Ms Jane Southcott

    Department of Music Faculty of Education

    Faculty of Arts

    HEAD OF DEPARTMENT(S) / CENTRE(S):

    Name: Professor Margaret Kartomi Name: Professor Richard White

    Head, Department of Music Dean of Education

    Signature: _____________________ Signature: _____________________

    Date: _____________________ Date: _____________________

    Item 17.1.2

    MEMORANDUM

    TO: Executive Officer

    Education Committee

    FROM: Faculty of Education

    DATE: 12 March, 1997

    SUBJECT: Course proposal - Graduate Certificate of Gifted Education

    ________________________________________________________________________________

    The Board of the Faculty of Education at its meeting ....../96 has endorsed for transmission to the Education Committee, and subsequently to the Academic Board, the proposal to establish a Graduate Certificate of Gifted Education.

    The Faculty proposes to offer this course beginning in Second Semester 1997, as an on-campus course on the Clayton campus.

    The signatures following are confirmation that all procedures have been complied with in this matter, and that the course complies with University policy statements, including the Education Policy.

    ________________________________________________________________________________ 

    I hereby certify:                                                                 
that all resource issues have been considered;                                    
that Library and Computer resources have been investigated, and agreement has     
been reached with the Library and the Computer Centre:                            
that I am satisfied that there will be no impediment to adequately teaching or    
funding this program, for at least the next three (3) calendar years; and         
that this faculty will guarantee no less than ______ number of places to be made  
available for each of the next three years, in order not to inconvenience our     
potential students.                                                               

                                                                                  
Dean (or Dean's Nominee)                                                          
[Signature, Name and Date]                                                        
                                                                                  



    I certify:                                                                        
that the academic issues relating to the introduction and adequate teaching of    
this course have been fully considered by this Faculty;                           
that all appropriate procedures have been followed;                               
that this proposed course conforms to University policies as stated, including    
the Education Policy; and                                                         
that this version of the course proposal is the correct and final version, as     
agreed to by the Faculty Board.                                                   

                                                                                  
Associate Dean (Teaching)                                                         
[Signature, Name and Date]

    MONASH UNIVERSITY

    FACULTY OF EDUCATION

    SUBMISSION FOR APPROVAL OF A NEW COURSE

    Leading to the award of the

    GRADUATE CERTIFICATE OF GIFTED EDUCATION

    MONASH UNIVERSITY

    FACULTY OF EDUCATION

    Request for Course Approval

    The Faculty of Education Board, at Meeting No...../......., determined that the following new course should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.

    COURSE NAME:

    Graduate Certificate of Gifted Education

    FORMAL ABBREVIATION:

    Grad.Cert.Gift.Ed.

    REASONS FOR INTRODUCTION OF COURSE:

    This course is for teachers and psychologists who wish to commence postgraduate studies in gifted education but do not wish at this stage to commit themselves to long term study.

    The Victorian "Bright Futures" policy for the education of gifted students was launched in 1995 resulting in a greater awareness amongst the community regarding the intellectual, social and emotional needs of gifted students. This has had an impact on teachers, psychologists and educational administrators who are now expected to identify gifted students and provide appropriate educational programs. The aim of this course is to enable these professionals to develop expertise in the field of gifted education.

    OBJECTIVES:

    The purpose of this course is to help students who are experienced teachers, psychologists or educational administrators develop their knowledge and understanding regarding the development and education of gifted learners through information and experience in the following areas:

    • Conceptions and definitions of Giftedness

    • Characteristics of gifted and talented students

    • Identification of gifted and talented students

    • Different learning styles of gifted students

    • Learning needs of diverse types of gifted students - multiple intelligences

    • Classroom based approaches for the gifted - enrichment and extension

    • Differentiating the curriculum

    • Acceleration and extension - examples from the experts

    • Models of giftedness - instructional models - appropriate teaching strategies

    • Development of thinking skills

    • Development of a school policy

    • Social and emotional development of gifted students

    • An understanding of basic issues in counselling gifted children and their families

    • Special gifted populations

    • Evaluation/assessment methods for students and special programs

    Participants in the Graduate Certificate of Gifted Education will be expected to be able to:

    • Describe the nature of giftedness in terms of current conceptions and definitions

    • Recognise behavioural characteristics of gifted students

    • Design learning experiences appropriate for highly able learners who are in the regular classroom or a special program which enhances thinking and learning skills within and across curriculum areas

    • Describe and implement the types of instruments and procedures often used in the design of a process for identifying gifted and talented students

    • Develop indepth knowledge in a specialised area in the field of gifted education. For instance: identification of the gifted, effective curriculum for the gifted, acceleration and extension programs, gifted girls, social and emotional development of the gifted, special gifted populations.

    METHODS OF TEACHING AND RELATIONSHIP TO OBJECTIVES:

    Methods of teaching and learning used in the course will be related to the course objectives and assessment methods. They will be aimed at modelling ways to cater for the individual differences and learning styles of the students in the group. Hence a broad range of methods will be used throughout the course. These will include: lectures, weekly journal writing based on selected reading topics (as listed in objectives) related discussion, experiential use of checklists and procedures for identifying gifted students, as well as discussion with "experts from the field of gifted education". Teaching strategies which encourage active listening, questioning, reflection, thinking and discussion will be included.

    METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:

    Assessment will be closely related to the objectives of the course. The students' comprehensive knowledge and understanding regarding the development and education of gifted learners will be assessed by a Triple-Entry Journal and class projects which are individualised relating to the student's interests in gifted education. This may be in the form of a case study, the development of a practical program for a gifted student or group of students, a unit of study for gifted or talented students in the student's class, a small research project or an independent study contract on a particular topic. Students' attendance and participation in group and class discussion related to objectives would also be considered in the assessment process.

    STRUCTURE:

    The course is directed towards experienced teachers, psychologists and educational administrators who are from varied backgrounds, but with an interest in the needs of the gifted related to their particular experience. Hence, the course will provide a focus on education of the gifted child and adolescent, as well as a more in depth understanding of some specific topics regarding the gifted and talented.

    It is proposed that the completion of two subjects of study will lead to the award of Graduate Certificate of Gifted Education.

    1. Gifted Education: Identification and Programming.

    2. Advanced Studies in Gifted Education.

    (Prerequisites: Subject 1)

    LENGTH OF COURSE:

    The course will involve two semesters of part-time study.

    ADMISSION REQUIREMENTS:

    The course will be available to trained teachers and psychologists.

    CREDIT PROVISION:

    The subjects taught in the Graduate Certificate of Gifted Education are assessed at a Masters level, hence students can receive credit of 12 points for each subject. These subjects can also be taken for credit by students for the MEdSt and MSpEd Programs. Candidates for the Grad Cert Gift Ed who show satisfactory performance (credit level and above) assessed at the Masters level in both subjects may, at the discretion of the Course Coordinator, make application to convert to candidature for the MEdSt.

    WORKLOAD REQUIREMENTS:

    Three hours face-to-face plus twenty hours individual study.

    LIBRARY APPROVAL:

    During 1996 the library extended its list of titles in regard to the reading list used by the students in the Certificate of Gifted Education: Identification and Programming Course. Twenty-five students attended this course in first semester and ten students in second semester.

    COMPUTER CENTRE REQUIREMENTS:

    Nil.

    RESOURCE REQUIREMENTS:

    Present facilities are sufficient.

    INTER-FACULTY INVOLVEMENT:

    N.A.

    TEACHING CAMPUS AND MODE OF OFFERING:

    The course will be offered at the Clayton Campus.

    FEE STRUCTURE:

    The course fee for international students is $5,500. Australian students will be liable for HECS (Band 1). The course will be funded by the recurrent grant.

    PROPOSED DATE OF INTRODUCTION:

    1997, Semester 2.

    ANTICIPATED EFTSU ENROLMENT:

    6 EFTSU per semester

    24 students per semester.

    LEGISLATION/STATUTES AFFECTED:

    An appropriate amendment to Statute 6.1.2 - Courses and Degrees will be required.

    Item 17.2.1

    GEDXXXX

    Gifted education: identification and programming

    Ms L Kronborg

    12 points • 3 hours per week • Second semester • Clayton

    Objectives Upon successful completion of this subject, students should be able to describe the nature of giftedness in terms of current conceptions and definitions of giftedness and talent; be able to recognise behavioural characteristics of gifted and talented students; be able to describe the types of instruments and procedures used for identifying gifted and talented students; have an understanding of different learning styles of gifted students; have an understanding of how to differentiate the curriculum for gifted and talented students; have an understanding of different types of "acceleration" processes for gifted students; be aware of a range of instructional models in educating the gifted; be able to recognise learning needs of diverse types of gifted students.

    Synopsis Gifted and talented students introduce complex challenges for educators. How are they different from their peers? How are they the same? How can educators recognise and appropriately challenge these students? Student questions and these will become the focus for readings, discussions and class projects. In this subject, the following topics will be explored: the nature of giftedness as it is understood today and in the past; the intellectual and social and emotional characteristics of gifted and talented students that necessitate the modification and design of learning experiences which reflect their differentiated educational needs; procedures and materials frequently used to select students for enriched and accelerated learning opportunities; teaching strategies and materials appropriate for the regular classroom.

    Assessment Triple-entry notebook (4000 words): 40% • Class project/paper (2500 words): 50% • Class attendance and participation in discussion: 10%

    Recommended texts

    Colangelo N and Davis GA (eds) Handbook of gifted education Allyn & Bacon, 1991

    Davis G and Rimm S Education of the gifted and talented 3rd edn, Allyn and Bacon, 1994

    Piirto J Talented children and adults: Their development and education Merrill/Macmillan, 1994

    Item 18

    FACULTY OF ENGINEERING

    SUBMISSION TO THE EDUCATION COMMITTEE

    (from Faculty Board meeting no. 1/97 held on 24 February 1997)

    1. Course Proposals

    Nil.

    2. Course Amendments

    2.1 B Tech (Computer Studies) - Peninsula Campus

    The Board of the Faculty of Engineering has approved a proposal to phase out teaching of the Bachelor of Technology (Computer Studies) at the Peninsula campus from 1998. The Board noted that class sizes have dropped considerably in recent years and the teaching of the course is currently not financially viable. It should be noted that this course is articulated with the Associate Diploma in Technology (Computing) which is run at the Holmesglen and Peninsula institutes of TAFE. The first year of the program is common to both the Associate Diploma and the degree. There has been no intake to the Bachelor of Technology (Computer Studies) degree at Peninsula in 1997. The implication for staff is nil as currently staff from Caulfield travel down to Peninsula campus to teach. The course is currently also partly taught at the Caulfield campus and will be taught solely at that campus in future. Students returning in 1997 will receive an explanation regarding the phasing out of the course at Peninsula.

    It is proposed to cease second year teaching of the Bachelor of Technology (Computer Studies) at the Peninsula campus from 1998 and third year in 1999. The Faculty Board recommends that the Education Committee approve the proposal.

    3. Subject Proposals

    Nil

    4. Subject Amendments

    Nil.

    5. Reports of Minor Amendments

    5.1 Amendments to Elective Subject List in the Bachelor of Environmental Engineering

    The Board of the Faculty of Engineering has approved a proposal to make a number of minor amendments and updates to the non-engineering subjects available within the elective streams at levels 3 and 4 as outlined in Appendix A. The Faculty Board recommends that the Education Committee note the minor amendments.

    Appendix A

    Item 18.2