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Page 36 Further sources Flexible Academic Calendar www.swinburne.edu.au/corporate/ spq/auqaportfolio/flexiblecalendar.pdf flexible academic calendar With the support of Workplace Productivity Program funding, Swinburne is currently trialling a Flexible Academic Calendar which allows postgraduate coursework programs to be offered in either conventional 12-week semesters or 6-week terms, aligned to a hybrid semester/term system for undergraduate programs (Figure 4.2). Term 3 Winter Term (Term 4) Figure 4.2 – The Flexible Academic Calendar Among the benefits advanced for the new Calendar are that it will: w showcase and facilitate Electives Plus sequences through an optional Winter Term (given that timetable clashes under the traditional calendar restrict students’ ability to undertake elective sequences) w reduce the heavy demand on teaching facilities during 24 of 52 weeks each year (and under-utilisation at other times) and thus reduce facility constraints on teaching and learning styles (given that the Professional Learning Model involves collaborative project work that typically demands space for group meetings and dedicated studio and laboratory facilities) w provide opportunities for students to spread or accelerate their learning (for example, undergraduates could opt to study up to 12 additional units in a year and complete 300 credit point programs within two years) w create competitive advantage in recruiting international students for whom arrival in Australia is delayed beyond ‘normal’ intake dates for visa or other reasons (and perhaps an advantage also in the recruitment of domestic students considering a move after an unsatisfactory first semester experience elsewhere, and/or those articulating from TAFE) Term 5 Semester 1 Semester 2 Term 2 Summer Term (Term 1) Term 6
Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 37 As part of the evaluation process, student perspectives of Winter Term delivery in 2007 were canvassed via an online survey. Major findings were that: w 55% of respondents (and 72% of international respondents) enrolled to accelerate their studies, while 25% enrolled to spread their studies w 61% of respondents believed that the knowledge gained was similar to that achieved in a ‘normal’ 12-week semester, while 24% believed it to be greater w 51% of respondents believed that they received similar feedback on their work; 24% believed they received more feedback w 83% of respondents (and 71% of international respondents) rated their overall experience as mostly positive, compared with 7% who rated it as mostly negative Priorities for action 32. Promote Electives plus and the associated career benefits to students in order to improve uptake. 33. Consult more widely with industry and graduates to capture views on which electives best complement desired employment, career and further study outcomes. 34. Make elective units available (from 2009) as minors within degree structures. 35. Expand the range of units available in Winter and Summer Terms.
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
Page 8 and 9: Page 4
Page 10 and 11: Page 6 Further sources 2008-2010 Un
Page 12 and 13: Page 8 2.4 Campuses Swinburne opera
Page 14 and 15: Page 10 Creative Arts Engineering I
Page 16 and 17: Page 12
Page 18 and 19: Page 14 3.2 Swinburne’s approach
Page 20 and 21: Page 16 Academic Policy and Plannin
Page 22 and 23: Page 18 Strategic planning policy h
Page 24 and 25: Page 20 Further sources Risk Manage
Page 26 and 27: Page 22 Further sources Benchmarkin
Page 28 and 29: Page 24 Priorities for action 21. D
Page 30 and 31: Page 26 Priorities for action 25. E
Page 32 and 33: Page 28 Through Curriculum Framewor
Page 34 and 35: Page 30 Priorities for action 27. D
Page 36 and 37: Page 32 Further sources Accreditati
Page 38 and 39: Page 34 Priorities for action 30. U
Page 42 and 43: Page 38 Further sources Graduate at
Page 44 and 45: Page 40 Further sources Careers in
Page 46 and 47: Page 42 The aim of capstone project
Page 48 and 49: Page 44 Priorities for action 38. R
Page 50 and 51: Page 46 Further sources Pathways Di
Page 52 and 53: Page 48 Generally, articulants from
Page 54 and 55: Page 50 4.8 Infrastructure During 2
Page 56 and 57: Page 52 4.9 Summary of outcomes The
Page 58 and 59: Page 54 % good Teaching Scale gradu
Page 60 and 61: Page 56 employment outcomes Based o
Page 62 and 63: Page 58 Table 4.20 - University rat
Page 64 and 65: Page 60 5.2 Managing internationali
Page 66 and 67: Page 62 5.3 International students
Page 68 and 69: Page 64 non-academic experience of
Page 70 and 71: Page 66 Priorities for action 51. O
Page 72 and 73: Page 68 Table 5.4 - % progression o
Page 74 and 75: Page 70 Priorities for action 59. I
Page 76 and 77: Page 72 As a private, government-li
Page 78 and 79: Page 74 Further sources Sarawak QA
Page 80 and 81: Page 76 Priorities for action 61. E
Page 82 and 83: Page 78 Further sources SILC Framew
Page 84 and 85: Page 80 5.6 Student mobility progra
Page 86 and 87: Page 82 Priorities for action 68. C
Page 88 and 89: Page 84 Currently, Swinburne Resear
Page 90 and 91:
Page 86 Table 5.20 - International
Page 92 and 93:
Page 88 5.8 Internationalisation of
Page 94 and 95:
Page 90 5.9 Professional developmen
Page 96 and 97:
Page 92
Page 98 and 99:
Page 94 Appendix Table 1 - List of
Page 100:
Page 96 Appendix Table 3 - List of
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