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Page 30 Priorities for action 27. Develop and implement, in each faculty, communication strategies to raise staff and student awareness of the Professional Leaning Model. 28. Expand professional development in support of the pedagogy associated with the Model. 29. Strengthen industry input, across all faculties and disciplines, to ensure that programs and pedagogy maintain industry relevance. Curriculum Framework Project initiatives have led to the various components of Swinburne’s Professional Learning Model. Each initiative, and the Model as a whole, is overseen by the University’s Deputy Deans’ Committee and supported by Swinburne Professional Learning (a unit within the Higher Education Divisional Office). The Dean, Learning and Teaching, undertakes an annual review of Curriculum Framework Project progress, and reports to Council, Academic Board and senior management. The University is currently involved in several relevant collaborative benchmarking projects with other Australian and overseas universities. Some of these are supported by Carrick Institute funding, including the following: w Work Integrated Learning: a National Framework for Initiatives to Support Best Practice – Australian Collaborative Education Network with Griffith, QUT and Swinburne as lead partners w The Development of Academics and Higher Education Futures – Council of Australian Directors of Academic Development, led by Swinburne w Increasing Institutional Success in the Integration and Assessment of Graduate Attributes across the Disciplines by Identifying Academic Staff Beliefs and Attitudes about Graduate Attributes and Addressing the Impact of these on Efforts to Develop Graduate Attributes – a new collaboration of 18 universities including Swinburne, led by CQU, Murdoch, RMIT and UNSW As the Professional Learning Model evolves it should add considerable value to student learning and also benefit industry and community stakeholders. The prospect of employment post-graduation should increase, and long-term career skills and options should be enhanced. These outcomes are central to aim 5 in Swinburne in 2015, which sees “…CEQ and GDS performance enhanced at a rate of 1% per annum in each of the relevant indicators over the next 7 years”.
Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 31 4.2 Program structure, development and accreditation Program structure The first major Curriculum Framework Project activity was a review of all undergraduate programs against the objectives detailed in Table 4.1. Based on the findings, an action plan was prepared to restructure programs as required. The necessary work was accomplished by December 2006, and all faculties are currently reviewing implementation. With the accreditation of a new BSc program in 2007, the University commenced the phased adoption of a common modular degree structure based around majors, co-majors and minors for most of its (300 credit-point) undergraduate degree programs – to enhance flexibility and choice for students within the scope of the Professional Learning Model. This initiative is supported by Commonwealth Government Workplace Productivity Program funding, and the common degree structure: w provides students with wide choice in combining majors and minors from different disciplines and faculties w facilitates development of new ‘tagged’ marketable degrees via combinations of majors and minors from different disciplines and faculties w simplifies the administration of degrees by reducing the former very divergent rule-based complexity across the faculties and disciplines To construct a degree program, students complete a major (14 – 18 units; 175 – 225 credit points) and either: 1) a co-major (8 – 10 units; 100 – 125 credit points); 2) a co-major plus a minor (normally 4 units; 50 credit points); 3) up to three minors (normally 12 units; 150 credit points); 4) the requisite number of electives (Section 4.3); or 5) a second major if there is sufficient overlap for both to be completed for a total of 300 credit points. Moreover, many students articulate into the University’s undergraduate degree programs from TAFE diploma and advanced diploma programs with advanced standing of 100 – 150 credit points (Section 4.7). In the new common modular degree structure, this will occur on the basis of ‘block credit’, so that articulants need only complete a relevant major to complete their degree. Further sources Modular degree structure www.swinburne.edu.au/corporate/ spq/auqaportfolio/modulardegree.pdf
Page 1 and 2: Cycle 2 AUQA audit portfolio Februa
Page 3: Swinburne University of Technology
Page 6 and 7: Page 2 1.2 Scope of the cycle 2 aud
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Page 10 and 11: Page 6 Further sources 2008-2010 Un
Page 12 and 13: Page 8 2.4 Campuses Swinburne opera
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Page 24 and 25: Page 20 Further sources Risk Manage
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Page 46 and 47: Page 42 The aim of capstone project
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Page 52 and 53: Page 48 Generally, articulants from
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Page 80 5.6 Student mobility progra
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Page 82 Priorities for action 68. C
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Page 84 Currently, Swinburne Resear
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Page 86 Table 5.20 - International
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Page 88 5.8 Internationalisation of
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Page 96 Appendix Table 3 - List of
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