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Page 44 Priorities for action 38. Revise assessment policy and procedure to accord better with ‘real-world’ approaches to learning. 39. Complete a recently-instigated initiative to identify and disseminate best-practice in project-based assessment, drawing on the earlier review of assessment practice to develop an holistic understanding of issues pertaining to the experience of students and academic and administrative personnel. 40. Use authentic workplace learning environments to foster and report on the development of generic skills. 41. Develop strategies to encourage more students to participate in cooperative education, given the advantage it conveys in gaining employment post-graduation. 42. Improve the level of support offered by Swinburne to hosts and students during IBL placements, and explore and address reasons for the recent decline in host satisfaction with the scheme. Table 4.7 – Employment rates for Swinburne graduates, 2004 – 2007, from GDS data yeAr IBL participants % graduates in full-time employment (of those available) Non-IBL participants % graduates in full-time employment (of those available) 2004 94.8 74.8 2005 92.9 77.1 2006 100.0 79.0 2007 80.0 78.7 Although the IBL program attracts academic credit, this credit does not feed into undergraduate degrees. Rather, participants receive an acknowledgement of participation on their graduation transcript. However, the University is committed to developing new models of academic credit-bearing placement more strongly aligned to the curriculum in an attempt to: w increase academic rigour and involvement w improve the student learning experience w optimise student uptake To achieve this, Swinburne Professional Learning is implementing a University-wide project called Integrating Professional Placements into the Curriculum. This initiative builds on the IBL model to develop and coordinate a wider range of curriculum-aligned professional placement opportunities. For example, in the future students will be able to undertake a placement while achieving credit towards their principal degree. This is not entirely new – programs such as the Bachelor of Information Technology and the Faculty of Design’s Industry Placement scheme already attract credit.
Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 45 4.6 Pathways to further study Further full-time study rates are highest at Swinburne for the Society & Culture and Natural/ Physical Sciences fields of education – consistently above the national average in the case of the former. Overall, however, relatively few Swinburne graduates, in comparison with those from other Australian universities, proceed to further study (Table 4.8). Table 4.8 – % undergraduates in further full-time study for Swinburne other Australian universities (All), by field of education, 2004 – 2007 brOAd fIeLd Of edUCATIOn 2004 2005 2006 2007 Swinburne All Swinburne All Swinburne All Swinburne Creative Arts 25.0 30.6 22.3 28.6 18.0 27.9 20.0 Engineering 14.7 18.6 9.5 13.3 15.9 12.3 10.9 Health 15.0 13.1 0.0 13.5 9.1 11.3 0.0 IT 15.8 25.3 11.9 21.7 20.3 19.5 19.7 Management/Commerce 9.5 18.3 9.0 18.3 11.6 16.4 10.5 Nat/Physical Sciences 45.2 51.2 30.2 50.8 36.0 48.4 22.2 Society & Culture 36.0 30.5 35.0 31.1 35.1 31.7 25.8 All undergraduates 18.9 24.1 15.8 23.3 18.5 22.0 15.4 Developing effective and engaging undergraduate pathways to research is critical to Swinburne’s growing research profile and strong professional focus for graduates. However, enticing undergraduates into higher degree candidature is challenging when many of the most capable local students undertake industry placements during their undergraduate programs. The placements lengthen the undergraduate study period and frequently result in attractive job offers from placement employers – and both factors militate against attracting able students to undertake further study on relatively low levels of scholarship support. For this reason, various strategies are under consideration to provide more effective pathways to research for Swinburne undergraduates. These include both curriculum design and pedagogical approaches such as: w developing and promoting rigorous and engaging Honours year additions to three-year degrees, and offering research options within four-year engineering degrees w offering accelerated pathways through undergraduate studies to highly capable undergraduates, to allow completion of Honours in a compressed timeframe w capitalizing on synergies between industry placement and industry-focused research opportunities to offer Honours by industry-based research w offering research experiences and research methods development to capable undergraduates w adopting enquiry-based teaching methods which model research techniques, and/or approaches that integrate research issues and outcomes into undergraduate curricula w achieving greater alignment between undergraduate curricula and the University’s priority research areas Priorities for action 43. Evaluate options, including discipline- and faculty-specific options, for improved pathways to further study.
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 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 40 and 41: Page 36 Further sources Flexible Ac
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 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
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Page 94 Appendix Table 1 - List of
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Page 96 Appendix Table 3 - List of
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