2007 Annual report (PDF 8.1 Mb) - University of Melbourne

LEARNING &
teACHING
In 2006 the University’s Curriculum
Commission worked closely with faculties
to review the existing curricula, define the
core elements of the Melbourne Model and
devise a 10-year transition plan Learning
and teaching priorities in 2007 focussed
on implementing the recommendations of
the 2006 Curriculum Commission Report
for the transition to the Melbourne Model,
and on making the administrative reforms
necessary to implement the Model in 2008.
Improvements to the University’s physical
infrastructure and student management
systems to support learning, and the
internationalisation of academic programs
to promote international awareness and
openness to cultural diversity were also key
strategic aims.
New Generation
Undergraduate Degrees
Strategic Priorities
> Approve the structure and content of New
Generation undergraduate degrees
> Define strategies and programs by
the faculties for the transition to the
Melbourne Model and incorporate these
into Business Plans
> Define majors and capstone subjects for
New Generation undergraduate degrees
> Define content and criteria for breadth
component of New Generation
undergraduate degrees and development
of breadth subjects and subject sequences
Achievements
Following the Curriculum Commission’s
comprehensive review of the University’s
programs in 2006, in March 2007 the
Academic Board approved six New
Generation undergraduate degrees
in Arts, Biomedicine, Commerce,
Environments, Music and Science based
on a recommendation by the Interim Board
of Undergraduate Studies (IBUGS) that
the new degrees fulfilled the University’s
expectations for the Melbourne Model.
During 2007 the structure and content of the
new undergraduate degrees was developed
in preparation for their introduction in
2008. Course Standing Committees
for each of the degrees consulted with
participating faculties to develop detailed
course proposals and business cases for
the transition to the Melbourne Model.
Breadth subjects and subject sequences, as
well as majors and capstone subjects were
developed for each degree.
Breadth subjects are academic subjects that
students can select from outside their major
study areas and are an important feature of
the new degrees. They may be offered
by more than one faculty and are designed
to build multiple competencies in students
by exposing them to different ways of
understanding through cross-disciplinary
learning and teaching. University breadth
subjects are taught by multiple faculties
and available to all students in all courses.
Eleven University breadth subjects will
be available in 2008. The breadth subject
Catastrophes, Cultures and the Angry Earth,
for example, draws on academic expertise
from a range of disciplines including history
and engineering to examine how society
interprets natural disasters and what this
tells us about our relationships with religion,
science and technology.
Capstone activities, bringing together the
various strands of students’ undergraduate
education and preparing them for life as
graduates, have also been incorporated into
each of the New Generation degrees. The
New Generation Bachelor of Commerce,
for example, offers a range of capstone
experiences for students completing
their final year of undergraduate study
through subjects offering work experience
opportunities and exposure to local and
international industry practitioners.
Entry to Melbourne
Model Degrees
Strategic Priorities
> Re-examine selection criteria for New
Generation undergraduate degrees (for
2010 entry) and graduate degrees (for
2008 entry)
> Define pathways into undergraduate
and postgraduate courses for students
returning to study
> Approve the structure and content of
new professional graduate courses
> Establish and approve appropriate
guaranteed pathways to professional
graduate courses
Achievements
Processes to facilitate admission and
accessible pathways into the new
undergraduate degrees were put in place in
2007. A policy defining non-school leaver
admissions pathways under the Melbourne
Model was also developed, promoting
selection into undergraduate programs
for non-school leavers and establishing
appropriate processes for assessing the
prior learning and current skills of nonschool
leavers.
Faculties also continued to define
the content and selection criteria for
graduate degrees commencing in 2008.
Requirements for guaranteed entry of
school leavers into graduate professional
degrees such as the Juris Doctor were
confirmed by the Academic Board, along
with a policy for attracting and recruiting
high-achieving secondary students.
A strategy was adopted for resolving
whether degrees will offer an honours year
or a two-year masters pathway.
Make the necessary
administrative reforms so
that the Melbourne Model
can be implemented in 2008.
Expert leadership during a period of
significant change is imperative. A
new executive committee structure
was established in 2007 to meet the
administrative requirements of the
Melbourne Model – undergraduate degrees
managed on behalf of the University, a
graduate school model of professional
education, cross-faculty graduate programs
and a more consistent and studentfocussed
delivery of services.
GRADUATES IN FULL-TIME EMPLOYMENT
%
100
80
60
40
20
0
40
35
30
25
20
15
10
5
0
2002 2003 2004 2005 2006 2007
University of Melbourne
Other Victorian institutions (average)
Other Australian institutions (average)
GRADUATES IN FULL-TIME STUDY
2001 2002 2003 2004 2005 2006
University of Melbourne
Other Victorian institutions (average)
Other Australian institutions (average)
Data shows % of total graduates
The University of Melbourne Annual Report 2007 33