Meeting No. 6/2002 of the Education Committee was held on Wednesday, 23 October 2002 in the Sir George Lush Room, Administration Building 3A, Clayton Campus, between 2:15 pm and 4:50 pm.

Ms K Wilson-Reid

Executive Officer

There were present: Professor A Lindsay (Chair), Mr K Bensley, Dr H Kreutz, Professor A Farley, Professor S Joy, Dr D Corrigan, Dr P Richardson, Associate Professor I Prince, Mr C Avram, Associate Professor T Luff, Dr G Ives, Dr T Patti, Dr K Stewart (alternate for Associate Professor L Roller), Professor M King, Professor C Browne, Professor J Harris, Professor G Webb, Ms S Narayanasamy and Mr R Morgan.

Apologies were received from Professors M Evans, S Campbell and W Young, and Associate Professors J Hurst, M Page and L Roller. Additional apologies were received from regular attendees Mr C Vernon and Dr K Macrae.

The Chair welcomed Ms J Dixon, Dr Sid Nair, Ms C Wallace and Ms D DeZilwa, who had been invited and were in attendance at this meeting.

On behalf of the Committee, Professor Lindsay farewelled and thanked retiring student members including Mr R Morgan, Ms N Lo’Ngok and Ms S Narayanasamy, for their efforts and contributions to the work of the Committee.

The Deputy Vice-Chancellor advised that it was anticipated that a new member, Associate Dean Postgraduate Studies for the Faculty of Pharmacy, Dr D Taylor, would be able to attend his first meeting in the near future.

Members congratulated Dr G Ives, Associate Dean Postgraduate Studies, Faculty of Medicine, Nursing and Health Sciences, on the recent completion of her PhD.

The Committee paused as a mark of respect and sympathy for those who were involved and affected by the tragic events that occurred at the university on 21 October 2002.

The Committee noted that certain items had been starred as requiring discussion. No additional items were starred by the Committee.

At its Meeting 3/2002, the Education Committee endorsed a set of recommendations in relation to the ‘Protection of Courseware on the Web’. These were approved by the Academic Board at its Meeting 3/2002 (item 7.2).

The final recommendation was "that the university publish guidelines for staff about their rights and responsibilities in preparing web-based materials." The Academic Board noted that the Education Committee had established a small working party to draft appropriate guidelines for consideration. The working party included Associate Professor J Hurst (convenor), Ms A Lazar and a representative of Mr P Marshall (Ms C Wallace). The working party met on a number of occasions and drafted guidelines that were circulated (p 1-6).

The Academic Board, at its Meeting 5/2002, noted the Proceedings of the Education Committee Report. The Board approved the recommendation in relation to ‘Characterising Graduate and Postgraduate Courses and Students’. The Education Committee had endorsed this recommendation and noted that the full revised paper would be distributed. Members noted the full paper, that was approved by the Board, that was circulated for information (p 7-10).

The revised draft of the ‘Learning and Teaching Plan (LTP) 2002’ was circulated via email prior to the meeting.

The draft incorporated significant input from the Committee of Associate Deans Teaching, Faculty Boards and Executives, members of the university community, the Learning and Teaching Retreat, and the Academic Board.

Professor A Lindsay, Deputy Vice-Chancellor (Academic and Planning), introduced this item and thanked those involved with revision of the Plan, in particular the working party chairs, Professor S Joy, Associate Professor V Clifford and Ms D James, and Professor C Browne.

Professor Browne, Associate Chair of Academic Board, highlighted that the different sections of the Plan had been significantly compressed and refined since the feedback received at the Retreat. Professor Browne also thanked those who had made major contributions to the revision of the Plan.

The Committee systematically reviewed each page of the draft. Detailed discussion occurred and comments were received / noted regarding:

• effort and commitment required in relation to aspects of internationalisation, such as funding for students to travel to offshore locations/campuses for study and international experience. Professor Lindsay noted the importance of internationalisation as a key feature of ‘Leading the Way – Monash 2020’, and advised that consideration was being given to the possibility of having a sub-committee of Education Committee to deal with internationalisation (as one of the three sub-committees of Education Committee that were suggested at the retreat). The Chair noted that changes would be required either to the existing Monash Study Abroad targets or to the funding provided for this purpose;

• a background map of the more detailed strategies included in the earlier iteration of the draft had been preserved for use by groups involved with implementation;

• within the Overview, expansion of the term ‘scholarship’ in paragraph 2, page 1, to include forms of scholarship and provide breadth;

• a check should be done to ensure consistency across the two sections of the Plan in relation to the description of Assessment;

• within the Overview, amendment of the first line under ‘Assessment’ to read: "Monash has a commitment to high academic standards, sustained by high quality teaching and learning…";

• under strategy A4, a discussion paper on the nature of the teaching and research nexus would be prepared by CHEQ, by December 2002, for consideration at Academic Board;

• under strategy A4, a benchmarking project, involving Go8 universities, would be undertaken on the implementation of the teaching/research nexus. Professors Webb and Browne would work on preparation of the report by December 2003;

• within the ‘Teaching-research nexus’ section of the Overview, replacement of the word ‘should’ / ‘need to’ with ‘will’ (and similar change in relevant areas);

• within the ‘Teaching-research nexus’ section of the Overview, further clarification of how research activities will inform teaching eg. whether all students should at some point in their course be taught by a researcher (including potential implications for offshore campuses), and the importance of personal interaction and enquiry. It was also noted that students can inform research;

• within the ‘Quality cycle’ section of the Overview, change "need to adopt" to "further develop";

• under strategy B1, add "Faculty Education / Quality Committees";

• student-centredness: a student member placed emphasis on the term ‘active participation’, and noted the importance of retaining teaching and learning values rather than focussing entirely on student preferences for learning that may not provide appropriate challenge and outcomes. The Chair noted that curriculum design should be informed by student-centredness and a number of other factors such as employment needs, research, national trends etc. It was agreed that a relevant statement should be included in the section on Monash values. Further, quotes in that section would be referenced and consistently formatted, and in the last sentence, "In addition" would be changed to "More importantly";

• under the section on ‘Flexibility’, use of the term multi-modal. Discussion occurred regarding development of a strategic plan for multi-modal learning and the university’s objectives in relation to flexibility. It was noted that it was not the intention that multi-modal study should be compulsory. Rather the university wanted to ensure an informed, coordinated and financially responsible approach to development and maintenance of multi-modal learning. It was recommended that the relevant paragraph in the overview should note this. In addition, strategy D2 could be expanded beyond ‘multi-modal’ (eg. include ‘distributed learning’);

• under the section ‘Technology supported teaching and learning’, in the strategies and Overview, the need to formalise, strengthen and coordinate staff development and appropriate recognition and rewards;

• ‘Internationalisation’: the nature of internationalisation of the curriculum would depend on the faculty, the discipline, the location and professional accreditation requirements. Note should be made in the Plan that this was an ongoing task to be undertaken with faculties. The Chair noted that this was an academic responsibility that may be most appropriately linked to the role of this Committee. A couple of the most appropriate OECD points would be useful to include back in the Plan. A statement should also be included to note that initiatives in internationalisation were significantly broader than just increasing the intake of international students. The Committee noted that the intention that "[s]tudents should be encouraged to explore how knowledge is produced, distributed and used globally", held significant implications for implementation;

• an additional sentence would be included at the end of the Overview to link the two sections of the Plan;

• amendment to strategy A3 (graduate attributes) to foreshadow a model in which Education Committee would establish a planning group, followed by action at the faculty level, then further consideration by the Education Committee;

• minor and typographical amendments to sections A1, C1 and G1;

• clarification under strategy D2 that the strategic plan for multi-modal learning would be informed by, rather than based on, market research;

• amendment to strategy I1 about curriculum development and cultural inclusivity: "audit" to be changed to "development";

• the possibility of including in the brief of a relevant group, such as the (foreshadowed) internationalisation committee, a role to look into and advise about implications of changes to relevant external policy and legislation (eg ESOS); and

• addition to the responsibility section of strategy I2 of the LLS.

Professor Lindsay advised that further to faculty funds, a teaching and learning funding pool for implementation initiatives was available that currently included funds accumulated for the purpose over several years. Members were encouraged to provide feedback to the Deputy Vice-Chancellor about prioritisation for allocation of the central funds. Professor Lindsay noted that through mechanisms such as Integrated Academic and Resource Planning, and closer linkage between university and faculty planning, it was intended that major academic objectives should drive the prioritisation of resource allocation and growth. In addition, the Plan included emphasis on the achievement of realistic targets.

During discussion, a query was raised about whether faculty certificates were now considered university awards. [Secretarial Note: Subsequent to the meeting, it was re-confirmed that faculty certificates were faculty, not university, awards. Faculty certificates are listed in the university’s Qualifications Categories Policy as ‘Non-Award Programs’ offered by faculties.]

Professor Lindsay thanked the Committee for their considerable input into the draft.

Documentation was circulated including draft revised Education Committee terms of reference, together with a copy of the existing terms of reference (p 11-12).

Members noted that it was timely to review the Committee’s terms of reference in light of its continuing role in academic policy development and approval of procedures, its engagement in developing, reviewing and monitoring the Learning and Teaching Plan, and the devolution of the course and unit approval process to faculties.

Discussion occurred and the Committee agreed on (or noted) the following:

• that consultation could occur between Professors Lindsay and Evans regarding appropriate alignment of Education Committee and Admissions Committee;

• that further thought could be given to mention of the teaching / research nexus after the relevant discussion paper had been considered by the Academic Board;

• amendment of point 7 to read "Monitor undergraduate and postgraduate teaching arrangements within and between faculties";

• amendment of point 8: "Promote rationalisation and opportunities for inter-faculty teaching where appropriate", and possible incorporation of this point with point 7. The Chair noted that any rationalisation should be for a purpose and that offerings should be balanced and financially viable. The Committee agreed that Professor Lindsay would finalise this wording prior to submission of the draft to the Board;

• amendment of point 9 to read "Comment on external reports and initiatives and Monash draft responses where these concern undergraduate and postgraduate coursework matters…".

Members noted Professor Lindsay’s advice that the second stage, longer term development of the Education Committee’s terms of reference would take into account implications of implementation of the ‘Learning and Teaching Plan 2003-2005’, further to discussions at the retreat and this meeting.

A memorandum from Professor Graham Webb, Director, CHEQ, regarding the ‘Monash Experience Questionnaire (MEQ)’, was circulated (p 13-22). Subsequent to focus group discussions, some revised documentation for this item was circulated electronically to members prior to the meeting.

Professor Webb spoke to this item and members noted that the ‘Still Learning’ report of the 2002 Monash Self Review recommended the development of a Monash Student Experience Questionnaire to provide additional information for monitoring the student experience of Monash. Whereas the traditional CEQ monitored the experience of graduate students, the MEQ would seek feedback about experience of current students. Professor Webb noted that consultation had occurred with staff and students during development of the MEQ. Although it was a high level instrument, consideration had been given to ensuring that the MEQ was accessible and readily able to be completed.

Ms J Dixon, Quality Advisor, Support Services, CHEQ, and Dr S Nair, Quality Advisor, Research and Evaluation, were in attendance and provided the Committee with detail regarding consultation that had occurred during development and information sought within the different sections of the survey.

The Committee gave detailed consideration to the draft questionnaire and the following points were suggested or noted:

• the MEQ could cover both undergraduate and postgraduate coursework students. (It was noted that research students were dealt with separately.);

• the need to adequately incorporate relevant questions for off-campus students and to appropriately categorise off campus and off shore within the survey;

• the purpose and usefulness of questions about study load/number of units, and a suggestion about asking the total number of credit points enrolled per semester;

• queries about the location (p 1) of "offshore partnership site" under the faculty section, "off campus" under the "campus" section, and the definition of "other". It was noted that some sites were considered as locations, not campuses. It was recommended that the survey should also be tested with students enrolled with offshore partnership arrangements;

• taking the opportunity to incorporate questions about teaching and learning perspectives, in addition to the comparative CEQ scales used;

• clarification about methods for the collection and processing of the data and the potential for comparison between units and across years;

• the need to include LLS as an area covered by the survey;

• possible change to the heading of section C to "Administration and Support"; and

• discussion about what areas were covered under section C and whether faculty and central services should be separately defined. Members were advised that a far more specific questionnaire regarding support services was under development. It was agreed that the MEQ should remain generic in this regard.

The Education Committee noted the 2003 schedule for meetings of the Committee below, that was approved by the Deputy Vice-Chancellor (Academic and Planning):

The next scheduled meeting of the Education Committee (Meeting 1/2003) will be held at 2:15 pm on Wednesday, 5 February 2003.

Professor Alan Lindsay (Chair)

Mr Karen Bensley

Dr Heinz Kreutz

Dr Denise Cuthbert

Professor Alan Farley

Professor Sally Joy

Dr Debbie Corrigan & Dr Paul Richardson

Associate Professor Ian Prince

Professor William Young

Associate Professor John Hurst

Mr Chris Avram

Professor Susan Campbell (until December 2002)

Mr Leighton Morris (from January 2003)

Associate Professor Tony Luff

Dr Glenice Ives

Associate Professor Michael Page

Dr Tony Patti

Associate Professor Louis Roller

Dr David Taylor

Professor Max King

Professor Chris Browne

Professor Merran Evans

Professor John Harris

Professor Graham Webb

Mr Michael Josem (MONSU-Caulfield) (until December 2002)

Ms Mary Aldred (MONSU – Caulfield) (from January 2002)

Mr Chad Brooks (MONSU – Peninsula) (until December 2002)

(MONSU – Peninsula) (from January 2003) – to be confirmed

Ms Shen Narayanasamy (MSA - Clayton) (until December 2002)

Mr Chris Hurley (MSA – Clayton) (from January 2003)

Ms Natalie Lo’Ngok (MUBS - Berwick) (until December 2002)

Ms Brooke Anderson (MUBS – Berwick) (from January 2003)

Mr Terry Pritchard (MUGSU - Gippsland)

(Pharmacy Students Association) – position vacant

Mr Richard Morgan (MPA – masters by coursework) (until December 2002)

(MPA – masters by coursework) – position from January 2003 vacant

(MPA – graduate/postgraduate diploma) – position vacant

Mr Clive Vernon

Dr Kristina Macrae

Mr Peter Marshall (alternate - Mr Peter Yates)

Ms Cathrine Harboe-Ree

Associate Professor Valerie Clifford

Associate Professor Marg Lindorff

Ms Kerri Wilson-Reid (Executive Officer)

Faculty Managers/Registrars (*9)

Mr T Calder

Mr D Mernagh

Ms P Williams

Ms P Herman

Ms S Stafford