ACKNOWLEDGEMENT OF LAND AGENDA MEETING ... - RMIT …mams.rmit.edu.au/02ulv7qaqjap.pdf · 2.4 RMIT...

ACADEMIC BOARD03/2016

Commercial–in-Confidence

ACKNOWLEDGEMENT OF LAND

Academic Board acknowledges the Wurundjeri people of the Kulin Nations as the custodians of the land onwhich RMIT University stands. We pay our respect to their elders, both past and present.

AGENDA MEETING 03 / 2016

The Chamber: Building 1, City Campus on Monday 4 April 2016, at 1PM

*Members are kindly requested to ensure their mobile phones are turned off during the meeting

NO ITEM PRESENTER ACTION

1 PROCEDURAL ITEMS

* 1.1 Attendance and welcome Chair / Secretary Information

* 1.2 Order of Business Chair Approval

1.3 Minutes: 7 March 2016 Chair Approval

1.4 2016 Agenda Planner Chair Information

2 ACTIONS ARISING

2.1 Register of outstanding actions Chair Discussion

2.2 SEH Future College Update PVC SEH Noting

2.3 2015 ERA 'Not Rated' FoR - CONFIDENTIAL DVC R&I Noting

2.4 RMIT Vietnam PhD Program Plans Dean, SGR Approval

2.5 Bachelor of Tourism and Hospitality Management DVC A Noting

2.6 New Award: Master of Science (Aviation) (MC264) DVC A Approval

2.7 Master of Enterprise Architecture – Change of title and introduction of Plan (MC152P16), for implementation from Semester 2, 2016

DVC A Approval

2.8 New Award: Bachelor of Engineering (Chemical Engineering) (Honours) / Bachelor of Pharmaceutical Sciences (BH122) to replace BH095 Bachelor of Engineering (Chemical Engineering) (Honours) /Bachelor of Biomedical Science (Pharmaceutical Science)

DVC A Approval

2.9 New Award: Master of Geospatial Science (MC265) to replace existing Master of Applied Science (Geospatial Information) (MC058)

DVC A Approval

2.10 New Award: Master of Fine Art (Melbourne) (MC078) to replace MC266 Master of Fine Art

DVC A Approval and Noting

3 VICE-CHANCELLOR AND PRESIDENT

3.1 Report Vice-Chancellor Noting

4 STRATEGIC CONVERSATIONS

4.1 Reconciliation Action Plan DVC A Endorsement

4.2 Vocational Education Funding Review Deputy Chair Discussion

5 STRATEGY AND GOVERNANCE

5.1 Higher Degrees by Research Policy Dean SGR Approval

5.2 Conferral and Graduation Policy DVC A Approval

6 ACADEMIC BOARD COMMITTEE MATTERS

6.1 Committee Minutes

∑ Research Committee Minutes (Confirmed): 15 February 2016∑ Education Committee Minutes (Unconfirmed): 15 March 2016

Secretary Noting

Academic Board Meeting 03/2016 - 4 April 2016 - AGENDA

1

ACADEMIC BOARD03/2016

Commercial–in-Confidence

6.2 Proposed Amendment to Academic Board Regulations Chair Endorsement

7 STUDENT MATTERS

No items

8 ANY OTHER BUSINESS

8.1 Individual Evaluation Results – Update following meeting held on 7 March 2016

Secretary Noting

8.2 Questions from members Chair Discussion

Academic Board Meeting 03/2016 - 4 April 2016 - AGENDA

2

Academic Board 02-16 – 7 March 2016 – Minutes (Unconfirmed)

ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY

ACADEMIC BOARD

MINUTES OF MEETING NO 02/2016

HELD AT 1PM ON 7 MARCH 2016

BUILDING 1, LARGE BOARDROOM, CITY CAMPUS

ATTENDANCE

Chair: Professor David Hayward

Deputy Chair: Mr Keith Cowlishaw

Attendance: See Appendix 1

Secretary: Dr Jessica Lee-Ack

1 PROCEDURAL ITEMS

1.1 Attendance and welcome

Apologies were noted and the Chair welcomed visitors. The Board acknowledged and thanked Dr Craig Anderson who is leaving RMIT for the valuable contribution that he has made to the Board.

1.2 Order of Business

The Chair withdrew Items 2.4 and 2.8 from the agenda. The Chair advised that there were some outstanding issues relating to Items 2.4 and 2.8 that required further attention. The DVC A acknowledged the significant amount of work in developing these proposals, particularly from RMIT Vietnam, and noted that further work would be undertaken to address the outstanding issues.

The Chair advised that Item 3.1 was to be deferred to the April meeting of the Board to enable Ms Stacey Campton to present the Reconciliation Action Plan to the Board.

The Board starred the following items for discussion: 2.6, 2.9, 3.1, 4.1, 5.1 and 5.2. Ms Clare Beale moved that the order of business for this meeting be approved, seconded by Dr Kai Jensen and approved by the Board.

1.3 Minutes of Meeting 1 February 2016

Academic Board approved for signing as a correct record the minutes of meeting 01/2016 held on 1 February 2016.

1.4 2016 Agenda Planner

Noted.

2 ACTIONS ARISING

2.1 Register of outstanding actions

Noted.

2.2 Bachelor of Pharmaceutical Sciences (Honours) (BP121)

The Board approved the introduction of a new award, the Bachelor of Pharmaceutical Sciences (Honours) (BP121) commencing Semester 1, 2017.

2.3 Bachelor of Pharmaceutical Sciences (BP311)

The Board approved the introduction of a new award, the Bachelor of Pharmaceutical

Academic Board Meeting 03/2016 - 4 April 2016 - PROCEDURAL ITEMS

3


Sciences (BP311) commencing Semester 1, 2017.

2.4 Bachelor of Tourism & Hospitality Management

This item was withdrawn.

2.5 National Innovation and Science Agenda (NISA) briefing paper

Noted.

2.6 Report on Research Integrity Investigations at RMIT 2014 – 2015 - CONFIDENTIAL

Noted. The Chair thanked the Executive Director, Research Office for the report which provides a sound basis for future reporting on this important issue.

2.7 Results of Pilot: Global Partner Approval Process

Noted.

2.8 Master of Science (Aviation) (MC264)

This item was withdrawn.

2.9 Learning environment interim update

Noted. The Chair thanked the Deputy Dean, Learning & Teaching for the update.

3 STRATEGIC CONVERSATION

3.1 Reconciliation Action Plan

This item was deferred to the April 2016 meeting.

3.2 Entrepreneurship and innovation

Tom Bentley introduced Charlie Leadbeater and Adam Seedsman who led a strategic conversation on entrepreneurship and innovation. The Board noted that:

∑ Good organisations are capable of asking questions about what success looks like while delivering it;

∑ Secondary education is typically modelled on teaching students how to follow instructions however education should be about learning to identify problems and solve them without instructions;

∑ Four essential elements that educators must build/develop/nurture are a) knowledge, core disciplinary knowledge and interdisciplinary perspectives, b) personal strengths linked to persistence, problem solving etc, c) social strengths vital for collaboration and d) agency in the broadest sense; and

∑ Innovative education involves “carefully structured experiences” that are dynamic.

The Board noted that RMIT is continuing to progress a range of initiatives to support entrepreneurial thinking and innovation including expanding the New Enterprise Investment Fund (NEIF), the Business Plan competition, the Fast Track Program, as well as accelerator and incubator programs in Melbourne and Vietnam. The Board noted that it is critical to have grass roots involvement in these types of initiatives to ensure they are successful.

4 VICE-CHANCELLOR AND PRESIDENT

4.1 Report

The VC informed the Board about the key findings of a landmark report by the Higher Education Commission UK that reviewed data landscapes across English Higher Education institutions. The Board noted that the report – entitled “From Bricks to Clicks: The Potential of Data and Analytics in Higher Education” – made a number of recommendations including:


4


∑ The need for universities to adopt appropriate learning analytics systems;∑ The need for clear ethical policies to govern the use of the data collected – informed

consent – and for a sound data management policy;∑ The need for staff to be equipped with digital skills; and∑ The potential for learning analytics information to identify and foster excellent

teaching.

The VC cited an example of “OU Analyse”, an initiative by Open Universities UK to identify “at risk” students using data and to target additional support to these students using a pastoral care approach.

5 STRATEGY AND GOVERNANCE

5.1 Review of special consideration scheme for RMIT students

The Board discussed the review of RMIT’s special consideration. The student members spoke in support of the proposed new approach noting:

∑ The current special consideration policy is characterised by a high level of suspicion and does not reflect common practice in workplaces;

∑ The lack of flexibility and impersonal nature of the current system impacts negatively on students;

∑ In contrast the new approach outlined in the paper seeks to identify students that are struggling and connect them to RMIT’s support services;

∑ The new approach also provides options such as accepting results of an assessment rather than having to undertake an alternative assessment;

∑ The number of special consideration applications (14,000) represents a small proportion of total assessments undertaken every year (an estimated approx. 1,296,000 assessments per annum).

The Board heard that this proposal was a historic opportunity and milestone for RMIT and signalled a move towards a pastoral care approach. The Board discussed a range of issues including:

∑ The need to take a holistic view encompassing extensions, special consideration, referrals to the Disability Liaison Unit;

∑ The need for appropriately trained staff to consider applications and make referrals to services;

∑ The need to determine whether the Impact Assessment Statement adds value to the process (if a health practitioner certificate will suffice); and

∑ The need to for management to determine how the approach will be resourced and supported.

The DVC A agreed to progress the work on the proposed new approach and bring it back to the Board as part of the new Assessment Policy (currently in development).

5.2 Scholarships and prizes policy

The Board approved the Scholarships, Prizes and Grants Policy.

The Vice-Chancellor agreed to rescind the following policies and procedures:

∑ higher degree by research fee scholarships and stipends procedure;∑ scholarships, grants and prizes policy; and ∑ scholarships, grants and prizes – coursework programs procedure.


5


6 ACADEMIC BOARD COMMITTEE MATTERS

6.1 Committee minutes

The Board noted the confirmed minutes of the Research Committee meeting of 14 December 2015.

The Board noted the unconfirmed minutes of the Education Committee meeting of 9 February 2016 and noted the discontinuations of the following programs in the College of Science, Engineering and Health:

∑ Master of Wellness (MC171)∑ Bachelor of Applied Science (Geospatial Science) (Honours) (BH011 Program)∑ Bachelor of Computer Science (BP094 Plan)∑ Bachelor of Information Technology (BP162 Plan)∑ Bachelor of Applied Science (Chinese Medicine) / Bachelor of Applied Science (Human

Biology) (BP183 ∑ Program)∑ Bachelor of Applied Science (Complementary Medicine) (BP238 Program)∑ Graduate Certificate in Wellness (GC138DE Program)∑ Master of Nursing (MC017 Plan)∑ Master of Midwifery (MCO22 Program)∑ Master of Osteopathy (MC146 Program)

6.2 Proposed amendment to Academic Board Regulations

The Board endorsed the following amendment to the Academic Board Regulations to replace the membership category “one (1) Director of a Research Institute nominated by the Deputy Vice-Chancellor, Research & Innovation” with a the following ex-officio membership category “one (1) nominee of the Deputy Vice-Chancellor, Research & Innovation”; The Board endorse the amendment to the Academic Board Regulations removing the ex-officio membership category “Head, Global Management Hub”.The Board acknowledged and thanked Professor Xing Yu for his contribution to Academic Board as the nominated Institute Director since 2014.

7 STUDENT MATTERS

No items

8 ANY OTHER BUSINESS

8.1 Individual Evaluation Results – Update following meeting held on 1 February 2016

The Board noted the feedback provided following the 1 February 2016 meeting.

CHAIR:

DATE:


6


Appendix 1 – Attendance

Ex Officio Members Represented by

Chancellor Dr Ziggy Switkowski Apology Janet Latchford

Vice-Chancellor and President Martin Bean Present

Vice-President, Resources Mr Steve Somogyi Present

Deputy Vice-Chancellor, Academic Prof Paul Gough (Acting) Present

Deputy Vice-Chancellor, Research & Innovation

Prof Calum Drummond Present

Deputy Vice-Chancellor, International

Prof Andrew McIntyre Present

Deputy Vice-Chancellor, Engagement & Voc Educ

Mr John Barnes Apology

Pro Vice-Chancellor Science Eng & Health

Prof Peter Coloe Present

Pro Vice-Chancellor Design and Social Context Prof Paul Gough Present

Pro Vice-Chancellor Business Prof Ian Palmer Apology

Deputy Dean, Learning and Teaching

A/Prof Zosh Pawlaczek Present

Dean, Students Prof Owen Hughes Present

Dean, School of Graduate Research

Prof Denise Cuthbert Apology

Executive Director, Vocational Education

Mr Keith Cowlishaw Present

University Librarian Dr Craig Anderson Apology

Academic Registrar Dr Maddy McMaster Apology Dr Kai Jensen

Vice-President Strategy and Governance

Dr Loren Miller Present

Nominee of the Vice-Chancellor Ms Claire Beale Present

Director of Research Institute Prof Xinghuo Yu Present

President RMIT Vietnam or nominee

Prof Beverley Webster Present

President, RMIT Student Union Ariel Zohar Present

Elected members Represented by

Mr Graham Airey Present

Prof Caroline Chan Present

Prof Pauline Stanton Present

Prof Robyn Healy Apology


7


Prof David Hayward Present

Prof Rob Strathdee Present

Prof Adrian Mouritz Present

Prof Charlie Xue Present

Mr Peter Ryan Apology

Assoc Prof Shona Leitch Present

Dr Tim O’Shannassy Present

Dr Alex Wake Present

Dr Kerry Mullan Present

Dr Amanda Kimpton Apology

Dr Srinivasan Madapusi Present

Dr Jessica Wilkinson Present

Dr Daryl D’Souza Apology

Dr Jeff Hughes Present

Dr Caroline Norma Present

Assoc Prof Melih Ozlen Present

Dr Ejanul Haque Present

Mr Alain Grossbard Present

Mrs Theresa Lyford Apology

Mr Andre Martin Present

Mr Peter Murphy Present

Mr Paul Hoac Present

Ella Caulfield Apology

Alan Padgham Present

Alex Borsato Present

Carl Melkonian Present

Ms Carey Walden Present

Mr Frank Buechele Present

Prof Kerry London Apology

Prof Charlie Xue Present

In attendance

Dr Jessica Lee-Ack (Secretary)Dr Michael EliottDr Sarah StowMs Amanda Way Dr Marta Fernandez

A/Prof Val ClulowMs Charlotte WhittleMs Lara Rafferty Ms Sarah FirthDr Simon Peel

Mr Steve BoucherMr Charlie LeadbeaterMr Tom BentleyMr Adam Seedsman


8

January 1‐Feb 7‐Mar 4‐Apr 2‐May 6‐Jun 27‐Jun 1‐Aug 5‐Sep 3‐Oct 31‐Oct 5‐Dec

(no meeting) (01/16) (02/16) (03/16) (04/16) (05/16) (06/16) (07/16) (08/16) (09/16) (10/16) (11/16)

Reconciliation Action PlanOutcomes of Academic Integrity Working Part (Working Party plus

Tracy Bretag, UniSA)Branch campus criteria (DVC I)

Course structure model – UWA and The University of Melbourne (DVC A)

Program Administration (Ms Carey Walden)

Vocational Education Funding Review (ED VE)

Research Integrity ‐ reflection on recent scandals regarding

industry funded research (DVC R&I)

Student feedback (Survey Services Centre) (VP Strategy & Governance)

RMIT response to the impact agenda (DVC R&I)

Casual Academic Workforce (DVC E)

RMIT’s ERA 2015 Results (DVC R&I)

Enabling Capability Platforms (DVC R&I)

Update on status of accreditations (Colleges) (DVC A

and PVCs)Programs and courses policy (DVC A)

Top 200 Project Update (DVC A) Admission and Credit Policy (DVC A)

Privacy and Information Management Policy (DVC A, DVC R&I, VP Strategy & Governance)

Assessment Policy (DVC A and Deputy Dean, Teaching and Learning)

The health of the disciplines at RMIT

InclusionProposed metrics for Disability Liaison Unit

(Dean, Students)

Bachelor of Pharmaceutical Sciences (Honours) (BH121)

Bachelor of Pharmaceutical Sciences (BP311)

Bachelor of Tourism and Hospitality Management (with nested Diploma of Tourism and Hospitality Management)

Program approval process for RMIT Vietnam (DVC A)

VE private providers – issues and lessons learned (ED VE)

Review of RMIT’s academic risk profile (DVC A)

Update on TESQA re‐registration (VP Strategy & Governance)

Guest speaker –Commissioner Lavarche (ASQA) Topic: Deregulation,

markets and tertiary education: lessons for regulators from Australia's

vocational education reform program

Guest speaker – Dr Michael Tomlinson, TEQSA

Academic Board to Council Report to Council

Research Committee Minutes (November Meeting) Minutes (December Meeting) Minutes (February Meeting)Minutes (March Meeting)

Annual ReportWorkplan 2016

Minutes (April Meeting) Minutes (May Meeting) Minutes (June Meeting) Minutes (July Meeting) Minutes (August Meeting) Minutes (September Meeting) Minutes (October Meeting)

Education Committee Minutes (December Meeting) Minutes (February Meeting) Minutes (March Meeting) Minutes (April Meeting) Minutes (May Meeting) Minutes (June Meeting) Minutes (July Meeting) Minutes (August Meeting) Minutes (September Meeting) Minutes (October Meeting) Minutes (November Meeting)

RMIT VietnamMid‐year report (VP Academic

Vietnam)End‐of‐year report (VP Academic

Vietnam)

Induction and electionsInduction session for new members (Secretariat)

Induction follow up session for new members (Secretariat)

ELECTIONS (Secretariat) ELECTIONS (Secretariat)Induction end of year session for

new members (Secretariat)

EvaluationDraft evaluation tool

(Secretariat)Complete evaluation during Board

meeting (Secretariat)Results of 2016 evaluation activities (Secretariat)

Items shown in green text are completed

Academic Board Agenda Planner 2016

Program approvals

National Innovation and Science Agenda (NISA) briefing paper (DVC R&I)

Key findings of Research Performance, Health and Wellbeing Report (DVC R&I)

RUSU priorities for 2016Strategic conversations

Hot Top

ics ‐ The

mes

Digital innovations

Research, innovation and impact

Enrolment Policy (DVC A)Teaching and Learning

Special Consideration (part of new Assessment Policy) (VP Strategy &

Governance)

Scholarships and Prizes Policy (ARG)

Teaching and Learning Infrastructure report

(including Blackboard) (DVC A)Complaints Policy (VP Strategy &

Governance)

Mem

ber

Matters

Reviews

Regulatory environment

Academic integrityReport on research integrity (annual) (DVC

R&I)

Repo

rting

EmployabilityReport on Graduate Futures and

Careers Project (DVC E)

Vision for digitally enabled learning (DVC A & Learning Futures Working Group)

RMIT's digital agenda (VC)

Student feedback (Survey Services Centre) (VP Strategy &

Governance)

Report on ARC and NHMRC outcomes (DVC R&I)

Higher Degrees by Research Policy (Dean, SGR)

Conferral and Graduation Policy (DVC A)

Enrepreneurship and Innovation

Teaching and Learning Infrastructure report (including

Blackboard) (DVC A)

STRATEGY WEEK – Reflection on strategy


9

Item 2.1

Submission to Academic Board

TITLE Register of Outstanding Actions

EXECUTIVE SUMMARY

This standing item of the agenda is revised after each meeting of the Board and provides a record of all items deferred or referred for further consideration and response.

The Register has been updated to include actions arising from discussions at the Board on 7 March 2016.

Actions marked as completed will be removed from the next iteration of the Register.

The Board is asked to review the details and status of outstanding items of business.

BACKGROUND AND PREVIOUS CONSIDERATION BY ACADEMIC BOARD

N/A

DISCUSSION/RATIONALE FOR RECOMMENDATIONS

N/A

FINANCIAL IMPLICATIONS

N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

Register of Outstanding Actions

Submitted by:

Name: Professor David Hayward

Title: Chair, Academic Board

Date: 21 March 2016

Academic Board Meeting 03/2016 - 4 April 2016 - ACTIONS ARISING

10

Status Key: On track Requires focus At riskG Y R

ACADEMIC BOARD:Summary of outstanding actions Updated after meeting: 7 March 2016

Number – New system

Meeting Reference Responsibility DescriptionDue date

Status

07-15 (1)

3 August 2015

Employability and Careers

PVC, Design & Social Context & PVC, Business

Follow up reports on the Graduate Futures and Careers Project would be provided to members in Q3 /4.

Pro Vice-Chancellor, Business to provide a report on enterprise and entrepreneurship at a future meeting.

Q42015

Complete – added to Agenda Planner (June)

08-15 (1)

7 SeptemberAcademic Misconduct and Plagiarism Taskforce

ChairThe Chair agreed to follow up collective work being considered by other Chairs of Academic Boards and Senates.

Q42015

Complete

11-15 (1)

7 December 2015

Register of outstanding actions – research integrity

DVC R&I and VP Strategy & Governance

DVC R&I and VP Strategy & Governance to report back on new ethics and integrity policy

Q1 2016

11-15 (2)

7 December 2015

Report on open access journals charging academic staff for publication

DVC R&I and ED Research Office

DVC R&I and ED Research Office to report back to the Board in 2016 with details of specific actions to address the issues highlighted within the report.

Q1 2016

N.B. report to be submitted to Research

Committee prior to tabling at Academic

Board

11-15 (3)

7 December 2015

Presentation by Disability Liaison Unit

Rick BoffaRick Boffa to report back on possible metrics relating to DLU activities that the Board could track in 2016.

Q1

2016

11-15 (4)

7 December 2015

Introducing Dr Marta Fernandez, newly appointed Executive Director, RMIT Europe

Board membersBoard members to consider the question: what does success for RMIT Europe look like in three years? (to be discussed via video conference with RMIT Europe in Q2, 2016)

Q2

2016

11-15 (5)

7 December 2015

Timetabling DVC ADVC A to report back on issue with timetabling system and plan to resolve issues in early 2016.

Q1

2016

R

R

Y

G

Y


11

Status Key: On track Requires focus At riskG Y R

Number – New system

Meeting Reference Responsibility DescriptionDue date

Status

11-15 (6)

7 December 2015

BlackboardDVC A with Chair and Deputy Chair

DVC A with Learning Futures Working Group to lead strategic conversation focused on the digital learning experience.

Q1

2016

01-16 (1)

1 February 2016

University Appeals DVC A with student members

DVC A to meet with student members to discuss the appeals process and incorporate activities to reduce the number of appeals within the Academic Portfolio workplan.

Q3

2016

01-16 (2)

1 February 2016

Update on issues relating to myotheraphyand remedial massage programs

DVC A

DVC A to report back to the Board on implications of recent review of Australian Government Rebate on Private Health Insurance for natural therapies and any implications for RMIT programs

Q2

2016

01-16 (3)

1 February 2016

RMIT ERA Outcomes 2015

DVC R&IDVC R&I to provide Academic Board with update on arrangements for ERA 2018

Q3

2016

01-16 (4)

1 February 2016

RMIT ERA Outcomes 2015

DVC R&IDVC R&I to provide Academic Board with update on changes to the Research Block Grant system and rankings

Q3

2016

01-16 (5)

1 February 2016

VC Report VCVC to table University Scorecard at future Academic Board meeting

Q2

2016

02-16 (1)

7 March 2016

2.4 Bachelor of Tourism & Hospitality Management

Chair

Chair to convene small Working Group to consider the revised proposal for the Bachelor of Tourism and Hospitality Management to determine whether the proposal should go forward to Academic Board for approval via circular resolution.

March 2016

NEW – Complete

02-16 (2)

7 March 2016

2.8 Master of Science (Aviation)

DVC A Proposal regarding Master of Science (Aviation) to be tabled at Education Committee on 15 March 2016 for further discussion.

March 2016

NEW – Complete

02-16 (3)

7 March 2016

3.1 Reconciliation Action Plan

DVC A / Secretary

Reconciliation Action Plan to be added to the agenda of the April meeting of Academic Board.

April 2016

NEW – Complete

02-16 (3)

7 March 2016

5.1 Review of Special Consideration scheme for RMIT students

DVC A DVC A and University Secretariat to refine proposal of light of feedback and further consultation with key stakeholders.

May 2016

NEW – In progress

R

G

G

G

G

G


12

of 4


TITLE Future College

EXECUTIVE SUMMARY

Key Issues

In order to support Ready for Life and Work, RMIT’s Strategic Plan to 2020, and informed by internal drivers, external challenges and an ambition to deliver leading teaching and research performance, SEH proposed in November 2014 a staged series of changes to position itself for the future.

Busi

ness

cas

eap

prov

ed.

Chan

ge in

pro

gres

s

Stage 1 July 2015 – July 2016

Restructure 10 schools to four.

New school structure and new executive structure and responsibilities designed in detail and implemented; Executive Dean recruitment; key appointments in schools and College; implement key role and process changes to tackle priority pain points in schools as identified by the College Executive. Existing school services come under new school structure.

This

bu

sine

ss

case

Stage 2September 2015 – April 2016

Restructure technical support, academic administration, student services and school services to achieve consistent service models, levels and processes, and alignment with enterprise-wide service and systems.

Stage 3May – December 2016

Implement approved changes to Student Services, Academic Administration, Research Administration and Technical Support.

ReviewJanuary – February 2017

Project Implementation Review

Benefits realisation review

The College proposes changes to Academic Administration, Student Services, School Services including WIL and HDR administration, Academic Development and Technical Support functions which will enable the College to:

∑ achieve internal role consistency, and consistent service models and standards for staff and students, regardless of school

∑ operate more strategically by empowering leaders, and clarifying operational authority and accountability,

∑ support teachers and academics to focus on core duties by reducing their administration duties, ∑ improve productivity and maximise funds available for strategic investment by eliminating duplication,

optimising internal structures and leveraging RMIT infrastructure and process improvement projects, ∑ address known operating risks and impediments to effective performance while retaining and building

on the best of current practice, and∑ drive consistent, simplified processes across the College, and alignment with University processes as

appropriate.

By 2020 the College of Science, Engineering and Health (SEH) aims to: ∑ Give our students a better experience (better teaching and supervision, better work experience and

employability, higher quality service) than they receive in 2015 (see Appendix F for measures)∑ Improve teaching delivery and learning outcomes, with all programs above 80 GTS with an average


13

of 4

5% above the national target

∑ Improve research outcomes:∑ Research income $60m

∑ Academic performance to exceed all Academic Expectations targets

∑ All submitted areas of research at ERA 4 or above

∑ Leverage the vocational education (VE)/higher education (HE) interface and create simple, aligned pathways between VE and HE so that 80% of those seeking to transition to a degree program are able to do so

∑ Reduce administration performed by academics, simplify administration processes, leverage RMIT-wide technology and eliminate duplicated functions so that a greater proportion of staff time and College income can be invested in teaching and research

∑ Improve service quality for internal and external clients by being clear about what services are available, to what standard, and who is accountable for providing them, and by ensuring that staff are appropriately trained and given the authority to do their jobs (see Appendix F for details)

∑ Take advantage of Melbourne’s North growth corridor by increasing the taught load on the Bundoora campus

∑ Use technology to deliver service where doing so improves the quality (accessibility, accuracy, consistency and speed) of the service for the client

∑ Increase SEH’s global footprint with 10% of profile offshore∑ Improve College reputation with SEH to be top 100 ranked in QS, and to have two discipline clusters

in the top 50 and 6 in the Top 100∑ Improve the quality of student intake as measured by applicant ATAR

∑ Reduce total student attrition rates to 1% lower than national STEM average

∑ Improve our management ability and capacity to attract and retain outstanding staff

Reform of SEH’s structure and operations is necessary to accelerate already positive College performance and to position the College for the next five to ten years, and beyond. To achieve its ambitions, the College needs to enable leaders to work and act strategically, enable teachers and academics to focus on teaching and research, ensure equitable, high quality service to students and staff across schools and teaching locations, leverage RMIT infrastructure and process improvement projects to improve productivity, and address known impediments to effective performance while retaining and building on the best of current practice.

The College is tackling the challenge of accelerating its performance in several ways: by working with the Students Group and ARG to align with RMIT’s plans to improve the student experience, including the proposed Student Service and Support project; by working on the Digitising the RMIT Experience suite of systems projects to support and leverage the productivity improvements systems are likely to deliver in coming years; by working with Engagement to align with RMIT’s Marketing Plan; by working with RMIT Resources Group to clarify and improve the services SEH receives; and by continuing the Future College project to deliver an SEH operational model and internal practices which will best enable the College to meet its 2020 aims.

The Future College project launched on 5 November 2014 consists of three stages each comprised of four phases: Concept, Business Case, Detailed Design, and Implementation.

The Concept phase was designed to engage a wide range of stakeholders in considering the functional scope and variety of practice in current College operations, current challenges and good practice, and opportunities and alternatives to current practice, functions and structures.

The College established working parties comprised of 123 College Executive-nominated academic and professional staff from the College Office and Schools, ARG, College of Business, Students Group and student representatives on College Board.

Working party members were encouraged to consult colleagues and other students about their deliberations during the working party process. Terms of Reference were provided to each of the working parties to guide the development of recommendations which were subsequently circulated to the College Executive and PVC.

Working party recommendations and staff feedback on the Green Paper has informed the school structure, provision of specialist IT support, clarification of executive accountability, authority and support, shift in some administration team reporting lines, additional resourcing for Business Development, reduction in academic and teacher administration, school naming, and staged implementation proposed in this Business Case.


14

of 4

Working parties also reviewed administration, student, technical and school support activities and acknowledged myriad opportunities to operate consistently (and therefore more flexibly and efficiently) across SEH, while also highlighting areas where local and/or specialist support is essential to high quality service. These recommendations inform Stages 2 and 3 of the project.

In order to improve student outcomes and enhance research performance, SEH’s strategy is to:

1. Optimise student support through simplified, standardised processes, improved digital and physical access, improved knowledge management, enhanced cooperation between services, and HDR and WIL administrative support proportionate to student volumes.

2. Improve academic staff support through provision of dedicated academic administrators, dedicated HDR and research administrators, and development of simplified, standardised administration processes.

3. Improve professional staff experience through improved position clarity and design and structures which provide opportunities for career progression.

4. Embrace digital technology as an enabler to provide a seamless student service experience RMIT-wide, enhance student outcomes and optimise blended learning environments.

5. Provide consistent, expert, equitable support to research students6. Provide consistent, expert, equitable WIL and Clinical Placement functions7. Provide consistent, equitable and expert technical support which ensures that facilities are supported

by expert staff, and that School and College risk management is strengthened. 8. Use high quality, consistent and scalable instructional design to enable nimble and effective

modification across programs in order to deliver high quality student learning experiences.9. Optimise program and course offerings to deliver high quality, cost effective programs.10. Condense coordination of those programs with substantial commonality, particularly at first and

second year level.11. Develop clusters of high performing academics that can work with and across academic disciplines to

develop and deliver the program and course materials required for the 21st century.12. Deliver high quality learning experiences that address industry needs, including cross-disciplinary

learning outcomes, without being limited by siloised disciplinary instruction.13. Provide transformational student experiences by engaging major industry and delivering work

integrated learning across the various sectors represented by the College14. Engage industry across and between sectors, unconstrained by multiple school structures within a

single area.15. Create integrated, multidisciplinary research environments and industry engagement environments

which work across boundaries for the public good.

Recommendations

For Noting

Timing of Decisions

NA

Further Information

NA

Communication and Confidentiality

This paper is not confidential. All staff in the college have been involved in the consultation process of the change. The PVC Science, Engineering and Health is responsible for communication relating to this item

REMAINDER OF PAPER



15

of 4

NA


If Phase two of future college does not occur the work done in phase 1 will be impacted and the college will not be able to deliver on the targets it has committed to in the university strategic plan


The cost of this project have been include in 2016 budget submission

INSTITUTIONAL RISKS

ATTACHMENTS

NA

Submitted by: Professor Peter Coloe

Title : Pro Vice Chancellor and Vice President , Science Engineering and Health

Date 19 MARCH 2016


16


TITLE RMIT Vietnam PhD Program Plans

EXECUTIVE SUMMARY

Key Issues

In order to meet the university’s priority for RMIT Vietnam to achieve Tier 1 status in the accreditation of all universities in Vietnam by the Government of Vietnam by 2018, it is necessary to delivery PhD programs at RMIT Vietnam this year. This proposal arises from determinations made by the Tier 1 Accreditation Steering Group (T1ASG), established at the request of the Vice-Chancellor, at its meeting of 21 January 2016. Following extensive consultation it is proposed that offshore plans be established for existing PhD programs in the three fields in which supervisory capacity in Vietnam is strongest.

Academic ownership of each program will remain with the relevant schools (Management, GSBL and Engineering (formerly Electrical and Computer Engineering) and the Vietnam plans will be owned by the Asia Graduate Centre. Supervision by fully qualified and registered RMIT VN Staff will be augmented by co-supervision by RMIT Melbourne where necessary. The Vietnam program plans have the same program architecture and will be subject to all of the same selection and admission, candidature management, examination and quality assurance processes that apply to all other PhD programs.

Research Committee has endorsed this proposal for submission to Academic Board for approval.

Recommendations (including action Academic Board must take)

Academic Board is asked to approve the establishment of RMIT Vietnam plans for the following three existing PhD programs:

∑ DR220 (Electrical and Electronic Engineering) owned by former SECE, now School of Engineering

∑ DR204 (Management) owned by the School of Management∑ DR205 (Business) owned by the Graduate School of Business and Law

Timing of Decisions

In order to meet the delivery date of the middle of the year for the first intake of candidates, Academic Board is required by the April meeting.

Further Information

Further information is included in the remainder of the paper.


This paper is not confidential to Academic Board members. The outcome will be communicated to the relevant schools and RMIT Vietnam.


20

REMAINDER OF PAPER


While the delivery of HDR programs at RMIT Vietnam has been the subject of ongoing discussions between SGR and senior leadership in Vietnam for some time, the present proposal arises in response to the plans of the Government of Vietnam to establish a three-tiered accreditationsystem for all universities in Vietnam by 2018.

Discussions between the Vice-Chancellor, President of RMIT Vietnam and other members of the VCE in December 2015 lead to the resolution that RMIT must move to position itself for Tier 1 accreditation. One criterion for this is to demonstrate the delivery of PhD education across three fields of applied science for a minimum of three years by 2018. The VC requested that a Tier 1 Accreditation Steering Group (T1ASG) be established to guide work on delivery of a Tier 1 outcome.

Following the meeting of the T1ASG on 21 January, the Dean SGR was requested by the DVC R&I to do all things necessary to ensure the expeditious approval of a mechanism for PhD delivery at RMIT Vietnam and to ensure that the model met all GoV and Australian government requirements. This is to be achieved in sufficient time for the first intake of candidate to commence in mid-2016.

This proposal was endorsed by Research Committee at the 02-16 meeting on 21 March 2016. In addition, the Committee recommendation that the proposal be approved by Academic Board.


Arising from extensive discussions within SGR and with RMT Vietnam, ARG, Statistics and Reporting, DVC I and DVC R&I and other parts of the university, it was settled that the best way to maximize ‘our capacity as a University to leverage academic resources in Melbourne to support this process’ as requested by the VC was to take a ‘whole of university’ approach to the initiative and to seek approval for offshore plans for existing programs in three fields in which supervisory capacity in Vietnam is strongest. Following a thorough risk analysis, this approach was shown to be preferable on all measures to developing new programs for RMIT Vietnam. The three programs identified in this way which are the subject of this proposal are:

∑ DR220 (Electrical and Electronic Engineering) owned by former SECE, now School of Engineering

∑ DR204 (Management) owned by the School of Management∑ DR205 (Business) owned by the Graduate School of Business and Law

Candidates will be admitted through SGR on the recommendation of the Asia Graduate Centre and relevant RMIT Australia schools (if co-supervision is required), undertake all required coursework, confirmation and progress management milestones and be subject to the same policy provisions as RMIT Australia candidates. All current supervision registration and approval requirements will apply. Examination will be coordinated by SGR.

Mandatory coursework (Research Methods) will be based on the same curriculum that is in place for Australian candidates and will be delivered by RMIT Vietnam.

This proposal has been endorsed by the PVCs of the Colleges of Business and SEH, the Heads of the relevant schools, the RMIT Vietnam President and Research Committee.


21


This paper addresses only the Academic Case for the establishment of PhD programs at RMIT Vietnam. The Business Case is being prepared for by RMIT Vietnam for consideration by VCE.

INSTITUTIONAL RISKS

RMIT Vietnam’s status as a Tier 1 University is dependent upon the approval of PhD program delivery in Vietnam.

The proposed program plan structure and consequent extension of all governance and quality control mechanisms to the Vietnam plans, mitigates any risks to the academic quality of the program.

The proposal to establish plans of existing programs also addresses all Australian regulatory compliance matters.

ATTACHMENTS

∑ Attachment 1 details the implementation plans for the establishment and academic management of the Vietnam PhD plans.

Submitted by:

Name: Professor Denise Cuthbert

Title: Dean, SGR

Date: 21 March 2016


22

Attachment 1:

RMIT VN PhD Program Delivery – Implementation Plan

Proposed Arrangements Implementation and Assurances by Professor McDonald, President, RMIT Vietnam

Program structure New VN specific program plans for existing RMIT Australia programs DR204 (Management), DR205 (Business) and DR 220 (Electrical and Electronic Engineering). Plans to mapped to the RMIT Vietnam Asia Graduate Centre (SAMS Code 820H: Asia Graduate Centre)

Asia Graduate Centre will act as the administrative hub for program delivery and support the candidates as a cohort. Depending on the subject students may be physically located nearer to their supervisors and related equipment . Strategic initiative funds are available to address the infrastructure requirements (particularly computing needs for DR220 candidates).

Supervisory capacity and strength of research environment

Where possible, supervision will be resourced within VN but co-supervision with Australian based staff will be required in some circumstances. VN must be able to draw (on a cost recovery basis) on full capacity of each of the relevant schools in Australia to augment supervision available on campus. Where Melbourne supervision is required both VN and Melbourne must endorse admissions prior to approval by the Dean SGR. Supervision is only one part of the research environment and other elements will need to be addressed.

VN supervisors will meet all the eligibility, registration and training requirements imposed on Melbourne supervisors.Cost recovery for co-supervision from Melbourne will be negotiated between VN and the relevant Melbourne School. VN has a workload model that incorporates HDR supervision. In keeping with current practice in the College of Business, the allocation will be increased to 1.6 hrs per EFTSL (pro-rata for co-supervision)

Program architecture Established and approved, new plans of existing programs only Existing program structure, eligibility criteria and admission and progress management requirements will apply to these plans.

TEQSA Offshore Provision Requires provision and support standards of existing program to be See above re provision of required resources.


23

Requirements maintained for Vietnam deliveryAdmission to be approved and examination to be managed by SGREngagement in intellectual community and provision of appropriate support programs and resources are critical.

Milestone reviews will be conducted by VN. Non-teaching Week 7 in each semester can be used for these and other HDR events. Consideration will be given to running a online 3MT

Coursework Component Delivery

Syllabus establishedResearch Methods ISYS3347 (Bus) and OENG1085 (Eng) are

currently only available in face-to-face mode – mechanism for delivery to VN required Research Techniques HUSO2362 and MATH2256 have internet delivery available) .

VN will deliver the same Research Methods courses (both in Business and Engineering). New courses codes to be established for the Vn location. Course coordinator will be Nguyen Thanh Thuy.

Approval of admissions Admission to be recommended by Asia Graduate Centre and approved by Dean SGR Application mechanism to be determined between RMIT VN and SGR.

Where RMIT Melbourne supervision is proposed, approval by appropriate school is also required.

Candidature Management Enrolment in VN through SRS with regular uploads to SAMS that will then be fed into RMRefreshable reports from RM to VN staff for candidature managementExamination conducted by SGR

To be implemented by VN and ARG

21 March 2016


24


TITLE Bachelor of Tourism and Hospitality Management

EXECUTIVE SUMMARY

Key Issues

On 16 March 2016, Academic Board was asked to consider – via circular resolution – a revised proposal for a new program the Bachelor of Tourism and Hospitality Management. In order to be passed by circular resolution each recommendation needed to have a majority of members approve them (not just the majority of respondents).

As shown in Table 1 below, the recommendations included in the proposal were not approved by a majority of the Board’s current 53 members (N.B. two Board positions are currently vacant).

Table 1 – Summary of responses

Recommendation

ResponseTotal

ResponsesApproveDo not

approveAbstain

1. That Academic Board approve the introduction of the following new awards, to commence at RMIT Vietnam in trimester 3, 2016:∑ Bachelor of Tourism and

Hospital Management∑ Diploma of Tourism and Hospitality

Management (exit award only)

22 4 6 32

2. That Academic Board approve an exemption to the English entry requirement for bachelor degree programs, of an IELTS score of 6.5 or equivalent, permitting the Bachelor of Tourism and Hospitality Management to admit students with an IELTS score of 5.5 (no band less than 5.0), or equivalent.

18 8 6 32

3. That Academic Board approve that this program be subject to ongoing monitoring through Education Committee to ensure that the model is working effectively in terms of student progression and outcomes.

22 3 631

(see Note 1)

Note 1 – One member did not respond to Recommendation 3.

Recommendation

Academic Board is asked to note the outcomes of the circular resolution to approve the Bachelor of Tourism and Hospitality Management as follows:

Recommendation Outcome

1. That Academic Board approve the introduction of the following new awards, to commence at RMIT Vietnam in trimester 3, 2016:∑ Bachelor of Tourism and Hospital Management∑ Diploma of Tourism and Hospitality Management (exit award only)

Not approved


25

DocRef: TRIM Page 2 of 3

2. That Academic Board approve an exemption to the English entry requirement for bachelor degree programs, of an IELTS score of 6.5 or equivalent, permitting the Bachelor of Tourism and Hospitality Management to admit students with an IELTS score of 5.5 (no band less than 5.0), or equivalent.

Not approved

3. That Academic Board approve that this program be subject to ongoing monitoring through Education Committee to ensure that the model is working effectively in terms of student progression and outcomes.

Not approved

Timing of Decisions

N/A

Further Information

N/A


This paper is not confidential. The Chair and University Secretariat are responsible for communication relating to this item.

REMAINDER OF PAPER


A Working Party comprising the Chairs of Academic Board and Education Committee, members of Academic Board Education Committee and expert advisors from Academic Registrar’s Group and International Portfolio was convened in mid-March to consider the revised proposal for the Bachelor of Tourism and Hospitality Management. The Working Party met on 16 March 2016 and agreed that the proposal go forward to Academic Board for consideration.

On 16 March 2016, a circular resolution to approve the revised proposal for the Bachelor of Tourism and Hospitality Management was circulated to Academic Board members.


Members raised a number of concerns regarding the proposal including IELTS entry point of 5.5 / English language requirements and library resources. A few members suggested that they would be more comfortable if the IELTS score was raised to 6.0 instead of 5.5. Feedback provided by members will be shared with RMIT Vietnam.


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

N/A

Submitted by:

Name: Professor David HaywardTitle: Chair, Academic BoardDate: 23 March 2016


26



27


TITLE

Master of Science (Aviation) (MC264)New Award for implementation from Semester 2 2016

PLR: 820, 1140, PPTL: 10541, 11064

EXECUTIVE SUMMARY

Key IssuesA new 192 credit point Master of Science program is proposed, with a nested 96 credit pointGraduate Diploma exit-only program that constitutes the first year of the Master of Science.


That Academic Board approve the introduction of a new award, the Master of Science (Aviation) (MC264) and nested award, the Graduate Diploma in Aviation (GD201), commencing Semester 2, 2016.

Timing of Decisions

Approval of Academic Board at its next meeting is sought in order in order to facilitateimplementation in Semester 2, 2016.

Further Information

N/A


The Deputy Head (Learning & Teaching) will oversee in coordination with the program team and relevant line manager(s), thus ensuring that the program is implemented successfully.


28


REMAINDER OF PAPER

BACKGROUND

The aviation industry is undergoing significant growth and there is a need for Masters-level studies to progress the skills and knowledge of aviation professionals. RMIT has no postgraduate program in aviation, as a previous program (MC045) was discontinued and converted to a program focusing on aerospace engineering.

The proposed new program is a 192 credit point Master of Science, which differentiates from other business-based competitors, reflects the industry needs for analysis and research skills, and aligns with RMIT’s successful Bachelor of Applied Science (Aviation) (BP070). There is scope for future development internationally, particularly as BP070 is offered in Singapore and Hong Kong. A 96 credit point Graduate Diploma is nested as an exit-only program, and this is seen in all other competitor programs in the market.

In the new program, all core courses and some options are proposed to be available for delivery in both face-to-face and online modes. This is to increase the appeal in the marketplace, particularly as all competitors are either online-only or have online as an option. Advice has been received from several groups on how to best manage student enrolments using different class numbers, particularly for international onshore.

The program structure includes the use of several “Any approved course” or “wildcard” course selection options, which provides for approval for courses not specifically listed. This recognises the broad scope of the program and the student cohort, and the wide range of suitable courses at RMIT. The program team is aware of the increased administrative burden of this ad hoc approval, and has prioritised instead the flexibility and overall student experience of the wildcard option.

The program provides a broad and detailed set of exemption arrangements, providing credit of between 24 credit points and 96 credit points to accommodate students with different qualifications and work experience. This is necessary to complement the very broad entrance requirements (any Bachelor degree), and also to be competitive in the marketplace in terms of credit arrangements and cost. The exemption criteria have been considered closely to ensure AQF 9 Masters-level graduate outcomes in aviation are achieved by all students regardless of credit. The arrangements provide some credit for relevant work experience in the aviation industry, and further credit for management level experience in aviation.

As part of this program proposal all course guides have been refreshed and amended, particularly with regard to the program learning outcomes and the assessment items.

The feasibility case for MC264 Master of Science (Aviation) was approved by the Pro Vice-Chancellor, Science, Engineering and Health on 3 February 2016. The feasibility case for GD201Graduate Diploma in Aviation was approved by the Pro Vice-Chancellor, Science, Engineering and Health on 8 February 2016. For both MC264 and GD201 the academic case was endorsed by the Science, Engineering and Health Academic Development Committee on 19 January 2016 and approved by the Pro Vice-Chancellor, Science, Engineering and Health on 29 February 2016.

This proposal was endorsed by Education Committee on 15 March 2016.


The proposed commencement date is Semester 2 2016. This is to assist with transition issues arising from a set of related amendments, where MC045 Master of Aviation Industry Managementwas discontinued and replaced with a new plan in MC225 Master of Engineering (Aerospace). These amendments left some students from an aviation background dissatisfied, as they were not eligible to transition to the new MC225. Some of these students have expressed interest in the new program. The amendments process also left RMIT without a program in postgraduate aviation, and allowing for semester 2 2016 intake would provide an option for a small number of local students, and assist in managing the “gap” in the program offerings that the amendment process created. It will also allow for a more rapid exploration of delivering the program outside Australia, in particular to capitalise on existing approved deliveries with partners in Singapore and Hong Kong.


29



This program draws largely on existing courses, although will require courseware development in some instances to support online delivery. Resources to support the program are already available, particularly in considering the high degree of commonality with other programs.

INSTITUTIONAL RISKSThe academic risks related to offering online delivery and co-teaching postgraduate and undergraduate courses are mitigated by significant experience in these aspects in the program team, particularly for aviation.

The program uses online course delivery, and advice has been received from RMIT International on managing the enrolment of international students studying in Australia.

The program structure includes one core course from the former School of Maths and Geospatial Sciences, and approval from the relevant Deputy Head (Learning and Teaching) has been received to include this course and have it offered in online mode.

ARG has been consulted with regards to the program structure, in particular the inclusion of the Minor studies lists and the use of “Any approved course” in several instances.

A competitor analysis as part of the business case has shown that relative to its competitors, the proposed program has marketable benefits as a Master of Science, with flexible credit arrangements, and more research-relevant units, aviation-specific units and broadening studies than most competitors.

The proposal has implications for future expansion to teaching outside Australia, as the related city-based undergraduate program is currently offered in Singapore and is also set to commence in Hong Kong in late 2016.

ATTACHMENTS

∑ Program Guide – Master of Science (Aviation)∑ Program Guide – Graduate Diploma in Aviation∑ Course Guides

Submitted by:

Name: Professor Paul Gough

Title: Deputy Vice Chancellor, Academic

Date: 21 March 2016


30

Program Guide

Program: MC264 Master of Science (Aviation)

Plan: MC264 Master of Science (Aviation)

Campus: AUSCY City Campus

Version: 1.0

Status: Endorsed

Last Updated: 22/03/2016 14:03

Published From:

Published To:

Proposed Year of Introduction: 2016

Type of Amendment:

New Program

Change Description:

Change Reason:


31

Program Guide

Page 2

Program GuideAward title: Master of Science (Aviation)

Award abbreviation: MSc(Avn)

Total credit points: 192

Career: PGRD

Duration: 2 years full time

Location: City campus

Owning school: Aerospace, Mechanical & Manufacturing Engineering (115H)

Owning school URL: www.rmit.edu.au/aeromecheng

Partnered Offering/Corporate Client:

ASCED Code: 031599

CRICOS Code:

Proposed introduction: Semester Two, 2016

Program proposer details: Dr Graham WildPhone: 9925 8051Email: [email protected]

External Accreditation and Industry Links

This program is not subject to external accreditation, and there is no accreditation body for this program.

The School has expanding Australian and international links with the Aviation industry. Key stakeholders inthe aviation industry have participated in the original development of this program, and industry is playing acontinuing role in ensuring that it remains relevant and graduates have strong career paths.

Purpose of the Program

Individuals undertaking this program will in many cases be practitioners in any of a diverse range of sectorsof the Aviation industry who are about to or have been promoted to various levels of management. You haveidentified a need to upgrade your skills and knowledge to enhance your continued transition from technicalfunctional to managerial responsibilities within an industry specific context. In order to upgrade your skills andknowledge this Program aims to integrate the skills required to analyse and implement creative solutions,enhance leadership, communication and interpersonal skills, and to develop reflective practitioners who areable to achieve results in an industry characterised by global competition, and driven by rapidly changingmarket forces.

The program is structured with a core spanning the breadth of the aviation industry, and offers specialisationsin a number of high level aspects, including airworthiness, transportation and logistics, unmanned aircraftsystems, analytics or business. The minor studies offered in the program take into account developments inthe Aviation industry sectors, pursuing the objectives of equipping you with a deeper and updated knowledgeof your own sector while exposing you to the issues faced by complementary sectors.

Graduates of the program will be highly suited for a range of operational management and planning roles inthe aviation industry. These include management-level roles in areas such as:

• airline operations planning and management• airline maintenance management and supervision• airport landside operations• airport airside operations• airport planning and management• aviation safety management

In this program you will undertake a capstone project in the 24 credit point course AERO2306 AviationResearch Project. In this project you will consolidate and expand the knowledge gained throughout theprogram through an in-depth experimental and/or analytical study of a highly technical and/or managementapplication.

This program can be completed either on-campus (face-to-face mode) or fully online (internet mode), as allcore courses and sufficient option courses will be offered in both modes of delivery.


32

Program Guide

Page 3

Program Learning Outcomes Statement

Upon successful completion of this program, you will be able to:

1. Needs, Context and Systems

• Describe, investigate and analyse complex systems and associated issues (using systems thinking andmodelling techniques)

• Exposit legal, social, economic, ethical and environmental interests, values, requirements andexpectations of key stakeholders

• Identify and assess risks (including OH&S) as well as the economic, social and environmental impactsof industry activities

2. Problem Solving and Design

• Develop creative and innovative solutions to problems• Anticipate the consequences of intended action or inaction and understand how the consequences are

managed collectively by your organisation, project or team• Develop and operate within a hazard and risk framework appropriate to industry activities

3. Analysis

• Comprehend and apply advanced theory-based understanding of engineering fundamentals andspecialist bodies of knowledge in the selected discipline area to predict the effect of industry activities

• Apply underpinning natural, physical and applied sciences, mathematics, statistics, computer andinformation sciences.

4. Professional Practice

• Initiate, plan, lead or manage industry activities• Understand the scope, principles, norms, accountabilities and bounds of contemporary industry

practice in the specific discipline• Apply systematic approaches to the conduct and management of industry projects• Demonstrate effective team membership and team leadership• Communicate in a variety of different ways to collaborate with other people, including accurate

listening, reading and comprehension, based on dialogue when appropriate, taking into account theknowledge, expectations, requirements, interests, terminology and language of the intended audience

• Display a personal sense of responsibility for your work• Demonstrate orderly management of self, and professional conduct.

5. Research

• Plan and execute a substantial research-based project, with creativity and initiative in new situations inprofessional practice and with a high level of personal autonomy and accountability

• Be aware of knowledge development and research directions within the discipline.• Develop creative and innovative solutions to industry challenges• Assess, acquire and apply the competencies and resources appropriate to industry activities• Demonstrate professional use and management of information.• Acknowledge (clearly) your own contributions and the contributions from others and distinguish

contributions you may have made as a result of discussions or collaboration with other people

This Master's program is designed to provide you with specialised knowledge and skills for research,professional practice and further learning.


33

Program Guide

Page 4

Program Learning Outcomes Matrix

Program Learning Out-comes

AQF9 * LODs RMIT GAs (#) Year 1 Courses Year 2 Courses

1. Needs, Context and Sys-tems

K1, S2 GA2, GA3 AERO2562, AERO2350,MATH1324, AERO2307,AERO2304, AERO2367

AERO2321, AERO2460,AERO2322

2. Problem Solving and De-sign

S1, S3 GA3, GA4, GA6 AERO2562, AERO2350,AERO2307, AERO2304,AERO2367

AERO2321, AERO2460

3. Analysis K2, S2, S3 GA1 AERO2562, AERO2350,MATH1324, AERO2307,AERO2304

AERO2321, AERO2460,AERO2322

4. Professional Practice S4, S5, A1 GA1, GA4 AERO2562, AERO2350,MATH1324, AERO2307,AERO2304, AERO2367

AERO2321, AERO2460,OENG1120, AERO2322, AERO2306

5. Research K2, S4, A2, A3 GA5, GA6 AERO2562, MATH1324,AERO2307, AERO2304

AERO2321, AERO2460,OENG1120, AERO2306

note: OENG1120 is equivalent to PHIL1000, HUSO2079, or any other approved research methods course.

Key:

* Australian Qualifications Framework Learning Outcome Descriptors (AQF LODs) - for more information see here

# RMIT Graduate Attributes (GAs) - for more information see here


34

Program Guide

Page 5

Work Integrated Learning

RMIT University is committed to providing you with an education that strongly links formal learning withprofessional or vocational practice. As a student enrolled in this RMIT University program you will:

• undertake and be assessed on structured activities that allow you to learn, apply and demonstrate yourprofessional or vocational practice;

• interact with industry and community when undertaking these activities;• complete these activities in real work contexts or situations

These interactions and the work context provide a distinctive source of feedback to you to assist yourlearning.Any or all of these aspects of a WIL experience may be simulated.Work integrated learning has been incorporated into the following compulsory (core) courses of the program:

• AERO2304 Aviation Strategy and Resource Management • AERO2306 Aviation Research Project

In AERO2304 you will work in teams on tasks requiring analysis of an aviation workplace. In AERO2306 youwill work on a capstone project, which is an in-depth study of a highly technical or management application.In these courses you can draw on a project relating to your work, or you can be involved in a project in whichpartner organisations are involved in the design of the simulated workplace environment and/or providefeedback during projects.

Approach to Learning and Assessment

Courses are focused on encouraging team activities. All assessment takes a work integrated approach asall assignments and exams (where they occur) are focused on employment-based situations and problemsneeding analysis and resolution. Because of the global nature of the aviation industry, an international contextis emphasised through all courseware and learning activities in specialist discipline electives devised in largepart by internationally recognised and practising aviation experts.Part of the philosophy of all postgraduate aviation programs at RMIT is that reflection is a processimprovement tool. Therefore it is a mandatory that you think about what you have done, why it worked or didnot work and what you would do differently in the future to increase the effectiveness of the outcomes. Thisprocess is called reflection and you will conduct such an exercise as part of each course. Team assessment isrequired so that you are encouraged to explore the resources of the team for problem solving and addressingissues prior to seeking the guidance or assistance of an academic staff member.Furthermore, you will engage in activities such as personal style self assessment exercises, literature analysisand case study analyses, and have exposure to industry speakers and site visits.Assessment is active, practical, workplace related, and can include:

• Individual and group assignments and projects;• Individual and group presentations;• Research-based (focused on real workplace problems) papers and assignments; and• Reflective writing• Exams

If you have a long term medical condition, disability and/or other form of disadvantage it may be possible tonegotiate to vary aspects of the learning or assessment methods. You can contact the Program Manager orthe Disability Liaison Unit if you would like to find out more.If you have already developed areas of skill and knowledge included in this program (for example, throughprior studies or work experience), you can apply for credit once you have enrolled in this program. There isinformation on the RMIT University website about how to apply for Recognition of Prior Learning (RPL).

Articulation and Pathways

If you have completed courses from the programs listed below, you may be eligible for credit towards MC264Master of Science (Aviation) on a course by course basis:

• MC225 Master of Engineering (Aerospace)• MC238 Master of Engineering (Airworthiness)

A prior postgraduate qualification in Aviation (such as a Graduate Certificate or Graduate Diploma etc.) mayalso provide you with exemptions depending on the exact nature of the courses studied.


35

Program Guide

Page 6

If you have successfully completed one of the following qualifications you will be eligible for exemptions asper the table below. In this table, qualifications in aviation and aerospace engineering are specified, andqualifications in equivalent areas will also be considered in a similar manner. Each qualification is specifiedwith a minimum amount of relevant work experience and corresponding amount of exemptions. Relevantwork experience is considered to be in aviation or a related industry, and in some cases of credit it is requiredthat experience is at manager level. Applicants claiming credit for work experience must provide a letter fromtheir employer(s) (or equivalent) verifying their roles and the duration of these.

Qualification Minimum relevant workexperience (years)[years at manager level]

Exemptions(credit points)

Remaining ProgramDuration(credit points)

Bachelor innon-cognate area

5 [1]31

964824

96144168

Bachelor inaerospace engineering

3 [1]1none

964824

96144168

Bachelor inaviation

31none

967248

96120144

Bachelor Honours innon-cognate area

3 [1]1none

964824

96144168

Bachelor Honours inaerospace engineering

3 [1]none

9648

96144

Bachelor Honours inaviation

none 96 96

Upon completion of the first year of the program (96 credit points), including core courses, you will be eligibleto exit the program with the Graduate Diploma in Aviation. If you have completed MC264 Master of Science (Aviation) you will meet the eligibility criteria to apply forDR215 PhD (Aerospace Engineering). If you require further details on programs refer to the RMIT UniversityHandbook or the relevant program manager or admissions officer.

Entrance requirements

Program Entry RequirementsAn Australian bachelor degree, or equivalent, with a GPA of 2.0 out of 4.0English Language RequirementsInternational applicants: A minimum IELTS (Academic module) overall score of 6.5, with no band below 6.0,or equivalent.For equivalents to English entry requirements, see the English equivalents web page.

Library, IT and specialist resources

Resources available from the LibraryAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. The Library is continually expanding our electronic collections to make iteasier for you to get the information you need when you need it.All RMIT University students have unlimited access to quality electronic and print resources such as books,journals, newspapers, streaming media and past exam papers. Through our document delivery service youcan also request items from any library in the world.Library staff can show you how to find information for your assignments, or you can work through Librarysubject guides and web based tutorials, or use our online Ask a Librarian service.Computers for study are available at every Library site and wireless access is available if you are workingfrom a laptop or mobile device.You can find more information on Library resources and services at: http://www.rmit.edu.au/library.Aviation journals are well represented in the database, for more informaton, please visit http://rmit.libguides.com/aviationmanagement


36

Program Guide

Page 7

Online learning tools and contentAs a student in this program you may access online learning tools and content for your program andassociated courses from the student portal, myRMIT.

Learning services available to you as a student at RMITRMIT provides a wide range of resources and opportunities to assist your learning and wellbeing so you canachieve your study and career goals.

Services are available face to face and online assisting with:

• transition to tertiary study and learning• study skills, academic skills including literacy, mathematics and basic sciences if relevant• enabling assistance if you have a disability, long term medical condition or other form of disadvantage

which may impact on your learning• career development and employment• living and wellbeing (including advice on health, housing and financial matters)• opportunities for scholarships, leadership and study abroad• opportunities for participating in arts, sport, recreation, fitness activities as well as student activism and

university governance

We also offer a friendly and supportive environment for Aboriginal and Torres Strait Islander students.

You can find more information at http://www.rmit.edu.au/browse;ID=b3mism7rz4jd

Student expenses and charges in addition to fees

Once you are enrolled as a student in this program you will need to allow for expenses other than universitytuition fees. Additional expenses may relate to the purchase of lecture notes, textbooks, stationery,consumables such as printer paper, fees levied by commercial internet service providers for internet accessoutside of the university campus, and other relevant costs.

Program Transition Plan

Program Structure

To graduate you must complete the following: All courses listed may not be available each semester. For Minor Studies option courses with face-to-face andinternet modes of instruction, both modes may not be available each semester. All courses are offered at theCity campus only. For the course AERO2306 Aviation Research Project, some projects offered may involvetravel to Bundoora campus for project meetings and lab facilities, though suitable projects will be provided forstudents who prefer projects to be exclusively city-based. Year One of ProgramComplete the following Six (6) Courses:Course Title Credit Points Course Code CampusAircraft & Air Transportation 12 AERO2562 City CampusHuman Factors in Aviation Safety 12 AERO2350 City CampusIntroduction to Statistics 12 MATH1324 City CampusAirline Operations Management 12 AERO2307 City CampusAviation Strategy and ResourceManagement

12 AERO2304 City Campus

Incident and Accident Investigation 12 AERO2367 City Campus

ANDSelect and complete Two (2) Courses from the Minor Studies list ofyour choice. Please refer to the Minor Studies list and their courses,which can be found after the year two course list:Minor Studies List ANDYear Two of ProgramComplete the following Four (4) Courses:Course Title Credit Points Course Code Campus


37

Program Guide

Page 8

Aviation Safety Systems 12 AERO2321 City CampusAirport Design and Operations 12 AERO2460 City CampusAirline Marketing 12 AERO2322 City CampusAviation Research Project 24 AERO2306 City Campus

AND{Select and Complete One (1) of the following Course:Course Title Credit Points Course Code CampusResearch Methods in Engineering 12 OENG1120 City CampusResearch Methods and Philosophy ofKnowledge (12cp)

12 PHIL1000 City Campus

Research Strategies - Social Sciences 12 HUSO2079 City Campus

ORSelect and Complete One (1) Course, following approval from theProgram Manager, from any:Research Methods Course}

ANDSelect and complete Two (2) Courses from the Minor Studies list ofyour choice. Please refer to the Minor Studies list and their courses,which can be found after the year two course list:Minor Studies List ANDMinor Studies Lists:Minor Studies: AerospaceCourse Title Credit Points Course Code CampusAerodynamics and Flight Performance 12 AERO2563 City CampusThermofluids and Propulsion Systems 12 AERO2564 City CampusAerospace Materials 12 AERO2566 City CampusFlight Dynamics and Control 12 AERO2565 City CampusEngineering Sustainability in Aviation 12 AERO2461 City Campus

ANDMinor Stuides: AirworthinessCourse Title Credit Points Course Code CampusAirworthiness Management Frameworks 12 AERO2513 City CampusAircraft Maintenance 12 AERO2347 City CampusAircraft Certification 12 AERO2519 City CampusAircraft Structural Integrity 12 AERO2514 City CampusEngineering Risk Management inAviation


ANDMinor Studies: Transportation & LogisticsCourse Title Credit Points Course Code CampusIntegrated Logistics SupportManagement

12 MANU2117 City Campus

Logistics Engineering and Systems 12 MANU2120 City CampusIntelligent Transport Systems 12 MIET2493 City CampusIntegrated Transport Planning 12 ARCH1311 City CampusSustainable Transport Systems 12 MIET2494 City Campus

ANDMinor Studies: Unmanned Aircraft SystemsCourse Title Credit Points Course Code CampusSystem Engineering Principles 12 MANU2172 City CampusUnmanned Aircraft Systems 12 AERO2572 City CampusAerospace Design and Optimisation 12 AERO2568 City Campus


38

Program Guide

Page 9

Avionics and ATM Systems 12 AERO2515 City Campus

ANDMinor Studies: AnalyticsApproved Math or Stats Course

ANDMinor Studies: BusinessApproved Business Course


39

Program Guide

Program: GD201 Graduate Diploma in Aviation

Plan: GD201 Graduate Diploma in Aviation


Version: 1.0

Status: Endorsed

Last Updated: 22/03/2016 14:07

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:


40

Program Guide

Page 2

Program GuideAward title: Graduate Diploma in Aviation

Award abbreviation: GradDipAvn


Career: PGRD

Duration: 1 year full time


Owning school: Aerospace, Mechanical & Manufacturing Engineering (115H)

Owning school URL: www.rmit.edu.au/aeromecheng


ASCED Code: 031599

CRICOS Code:

Proposed introduction: Semester Two, 2016

Program proposer details: Dr Graham WildPhone: 9925 8051Email: [email protected]


This program is not subject to external accreditation, and there is no accreditation body for this program.

The School has expanding Australian and international links with the Aviation industry. Key stakeholders inthe aviation industry have participated in the original development of this program, and industry is playing acontinuing role in ensuring that it remains relevant and graduates have strong career paths.


Individuals undertaking this program will in many cases be practitioners in any of a diverse range of sectorsof the Aviation industry who are about to or have been promoted to various levels of management. You haveidentified a need to upgrade your skills and knowledge to enhance your continued transition from technicalfunctional to managerial responsibilities within an industry specific context. In order to upgrade your skills andknowledge this Program aims to integrate the skills required to analyse and implement creative solutions,enhance leadership, communication and interpersonal skills, and to develop reflective practitioners who areable to achieve results in an industry characterised by global competition, and driven by rapidly changingmarket forces.

The program is structured with a core spanning the breadth of the aviation industry, and offers specialisationsin a number of high level aspects, including airworthiness, transportation and logistics, unmanned aircraftsystems, analytics or business. The minor studies offered in the program take into account developments inthe Aviation industry sectors, pursuing the objectives of equipping you with a deeper and updated knowledgeof your own sector while exposing you to the issues faced by complementary sectors.

Graduates of the program will be highly suited for a range of operational management and planning roles inthe aviation industry. These include management-level roles in areas such as:

• airline operations planning and management• airline maintenance management and supervision• airport landside operations• airport airside operations• airport planning and management• aviation safety management

This program can be completed either on-campus (face-to-face mode) or fully online (internet mode), as allcore courses and sufficient option courses will be offered in both modes of delivery.


Upon successful completion of this program, you will be able to:


41

Program Guide

Page 3


• Describe, investigate and analyse complex systems and associated issues (using systems thinking andmodelling techniques)

• Exposit legal, social, economic, ethical and environmental interests, values, requirements andexpectations of key stakeholders

• Identify and assess risks (including OH&S) as well as the economic, social and environmental impactsof industry activities


• Develop creative and innovative solutions to problems• Anticipate the consequences of intended action or inaction and understand how the consequences are

managed collectively by your organisation, project or team• Develop and operate within a hazard and risk framework appropriate to industry activities

3. Analysis

• Comprehend and apply advanced theory-based understanding of engineering fundamentals andspecialist bodies of knowledge in the selected discipline area to predict the effect of industry activities

• Apply underpinning natural, physical and applied sciences, mathematics, statistics, computer andinformation sciences.


• Initiate, plan, lead or manage industry activities• Understand the scope, principles, norms, accountabilities and bounds of contemporary industry

practice in the specific discipline• Apply systematic approaches to the conduct and management of industry projects• Demonstrate effective team membership and team leadership• Communicate in a variety of different ways to collaborate with other people, including accurate

listening, reading and comprehension, based on dialogue when appropriate, taking into account theknowledge, expectations, requirements, interests, terminology and language of the intended audience

• Display a personal sense of responsibility for your work• Demonstrate orderly management of self, and professional conduct.

5. Research

• Plan and execute a substantial research-based project, with creativity and initiative in new situations inprofessional practice and with a high level of personal autonomy and accountability

• Be aware of knowledge development and research directions within the discipline.• Develop creative and innovative solutions to industry challenges• Assess, acquire and apply the competencies and resources appropriate to industry activities• Demonstrate professional use and management of information.• Acknowledge (clearly) your own contributions and the contributions from others and distinguish

contributions you may have made as a result of discussions or collaboration with other people

This Graduate Diploma is designed to provide you with advanced knowledge and skills for professional orhighly skilled work and further learning.


42

Program Guide

Page 4


Program Learning Outcomes AQF9* Learning

Outcome Descriptors

RMIT GAs (#) Year 1 Courses

1. Needs, Context and Systems K1, S2 GA2, GA3 AERO2562, AERO2350,MATH1324, AERO2307,AERO2304, AERO2367

2. Problem Solving and Design S1, S3 GA3, GA4, GA6 AERO2562, AERO2350,AERO2307, AERO2304,AERO2367

3. Analysis K2, S2, S3 GA1 AERO2562, AERO2350,MATH1324, AERO2307,AERO2304

4. Professional Practice S4, S5, A1 GA1, GA4 AERO2562, AERO2350,MATH1324, AERO2307,AERO2304, AERO2367

5. Research K2, S4, A2, A3 GA5, GA6 AERO2562, MATH1324,AERO2307, AERO2304

key:

* Australian Qualifications Framework Learning Outcome Descriptors (AQF LODs) - for more information see here

# RMIT Graduate Attributes (GAs) - for more information see here


43

Program Guide

Page 5



• undertake and be assessed on structured activities that allow you to learn, apply and demonstrate yourprofessional or vocational practice

• interact with industry and community when undertaking these activities• complete these activities in real work contexts or situations

These interactions and the work context provide a distinctive source of feedback to you to assist yourlearning.

Any or all of these aspects of a WIL experience may be simulated.

Work integrated learning has been incorporated into the following compulsory (core) course in the final year ofthe program:

• AERO2304 Aviation Strategy and Resource Management

In this course you will work in teams on tasks requiring analysis of a workplace. You can draw on a projectrelating to your work, or you can be involved in a project in which partner organisations are involved in thedesign of the simulated workplace environment and/or provide feedback during projects.


Courses are focused on encouraging team activities. All assessment takes a work integrated approach asall assignments and exams (where they occur) are focused on employment-based situations and problemsneeding analysis and resolution. Because of the global nature of the aviation industry, an international contextis emphasised through all courseware and learning activities in specialist discipline electives devised in largepart by internationally recognised and practising aviation experts.

Part of the philosophy of all postgraduate aviation programs at RMIT is that reflection is a processimprovement tool. Therefore it is a mandatory that you think about what you have done, why it worked or didnot work and what you would do differently in the future to increase the effectiveness of the outcomes. Thisprocess is called reflection and you will conduct such an exercise as part of each course. Team assessment isrequired so that you are encouraged to explore the resources of the team for problem solving and addressingissues prior to seeking the guidance or assistance of an academic staff member.

Furthermore, you will engage in activities such as personal style self assessment exercises, literature analysisand case study analyses, and have exposure to industry speakers and site visits.

Assessment is active, practical, workplace related, and can include:

• Individual and group assignments and projects;• Individual and group presentations;• Research-based (focused on real workplace problems) papers and assignments; and• Reflective writing• Exams

If you have a long term medical condition, disability and/or other form of disadvantage it may be possible tonegotiate to vary aspects of the learning or assessment methods. You can contact the Program Manager orthe Disability Liaison Unit if you would like to find out more.

If you have already developed areas of skill and knowledge included in this program (for example, throughprior studies or work experience), you can apply for credit once you have enrolled in this program. There isinformation on the RMIT University website about how to apply for Recognition of Prior Learning (RPL).


Postgraduate aviation studies are offered at Masters and Graduate Diploma levels. On completion of GD201Graduate Diploma in Aviation you can articulate to the final year (full time) of MC264 Master of Science(Aviation).

If you have a Graduate Certificate of another RMIT postgraduate program, you will be considered foradvanced standing for this program with course exemption to be considered on a case-by-case basis.


44

Program Guide

Page 6

You may be eligible for credit into other RMIT University programs for successfully completing this programupon application to other RMIT University programs. Please check with admissions officer of your program ofchoice.


Entry into this program is through MC264 Master of Science (Aviation). This normally requires a relevantundergraduate degree. Students may exit the program with a Graduate Diploma in Aviation after completionof the six core and two minor option courses listed in this program guide.


Resources available from the LibraryAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. The Library is continually expanding our electronic collections to make iteasier for you to get the information you need when you need it.

All RMIT University students have unlimited access to quality electronic and print resources such as books,journals, newspapers, streaming media and past exam papers. Through our document delivery service youcan also request items from any library in the world.

Library staff can show you how to find information for your assignments, or you can work through Librarysubject guides and web based tutorials, or use our online Ask a Librarian service.

Computers for study are available at every Library site and wireless access is available if you are workingfrom a laptop or mobile device.

You can find more information on Library resources and services at: http://www.rmit.edu.au/library.

Aviation journals are well represented in the database, for more informaton, please visit http://rmit.libguides.com/aviationmanagement

Online learning tools and contentAs a student in this program you may access online learning tools and content for your program andassociated courses from the student portal, myRMIT.

Learning services available to you as a student at RMITRMIT provides a wide range of resources and opportunities to assist your learning and wellbeing so you canachieve your study and career goals.






You can find more information at http://www.rmit.edu.au/browse;ID=b3mism7rz4jd





45

Program Guide

Page 7

Program Structure

To graduate you must complete the following: All courses listed may not be available each semester. For Minor Studies option courses with face-to-face andinternet modes of instruction, both modes may not be available each semester. All courses are offered in theCity only. Year One of ProgramComplete the following Six (6) Courses:Course Title Credit Points Course Code CampusAircraft & Air Transportation 12 AERO2562 City CampusHuman Factors in Aviation Safety 12 AERO2350 City CampusIntroduction to Statistics 12 MATH1324 City CampusAirline Operations Management 12 AERO2307 City CampusAviation Strategy and ResourceManagement


Incident and Accident Investigation 12 AERO2367 City Campus

ANDSelect and Complete Two (2) Courses from the Minor Studies list ofyour choice. Please refer to the Minor Studies lists and their courses,which can be found after the Year One Course List:Minor Studies List ANDMinor Studies Lists:{Minor Studies: AerospaceCourse Title Credit Points Course Code CampusAerodynamics and Flight Performance 12 AERO2563 City CampusThermofluids and Propulsion Systems 12 AERO2564 City CampusAerospace Materials 12 AERO2566 City CampusFlight Dynamics and Control 12 AERO2565 City CampusEngineering Sustainability in Aviation 12 AERO2461 City Campus

ORMinor Studies: AirworthinessCourse Title Credit Points Course Code CampusAirworthiness Management Frameworks 12 AERO2513 City CampusAircraft Maintenance 12 AERO2347 City CampusAircraft Certification 12 AERO2519 City CampusAircraft Structural Integrity 12 AERO2514 City CampusEngineering Risk Management inAviation


ORMinor Studies: Transportation and LogisticsCourse Title Credit Points Course Code CampusIntegrated Logistics SupportManagement

12 MANU2117 City Campus

Logistics Engineering and Systems 12 MANU2120 City CampusIntelligent Transport Systems 12 MIET2493 City CampusIntegrated Transport Planning 12 ARCH1311 City CampusSustainable Transport Systems 12 MIET2494 City Campus

ORMinor Studies: Unmanned Aircraft SystemsCourse Title Credit Points Course Code CampusSystem Engineering Principles 12 MANU2172 City CampusUnmanned Aircraft Systems 12 AERO2572 City Campus


46

Program Guide

Page 8

Aerospace Design and Optimisation 12 AERO2568 City CampusAvionics and ATM Systems 12 AERO2515 City Campus

ORMinor Studies: AnalyticsApproved Math or Stats Course

ORMinor Studies: BusinessApproved Business Course


47

of 2

Course Guide Part A: Course Overview SEH PDI, 20 August 2015

Course Code(s): AERO2304

Course Title: Aviation Strategy and Resource Management

College Science, Engineering and Health

School SAMME

Course Title 30 characters maximum, including spaces

Aviation Strategy and Resource Management

Career PGRD

Credit Points 12

Enforced Requisite Courses and Assumed Knowledge and Capabilities

None

Course Description The course aims to provide you with an understanding of the strategic management of an airline. The objective of the course is to cover what aviation managers and leaders need to know about designing, implementing, managing and reviewing aviation business strategies. It will provide a comprehensive platform from which you can apply your learning in the real world of airline management both within the course and more importantly afterwards in the marketplace. This is a work-integrated learning course where you will work in teams on tasks requiring analysis of a workplace. Industry practitioners are engaged in teaching or project supervision, and assessment or feedback on student performance of tasks that are indicative of work that a graduate will do as an employee in the aviation industry.

Program Learning Outcomes

(PLOs)

This course contributes to the following Program Learning Outcomes: 1. Needs, Context and Systems

• Exposit legal, social, economic, ethical and environmental interests, values, requirements and expectations of key stakeholders

• Identify and assess risks (including OH&S) as well as the economic, social and environmental impacts of engineering activities


• Develop creative and innovative solutions to problems

3. Analysis • Apply underpinning natural, physical and engineering sciences, mathematics,

statistics, computer and information sciences. 4. Professional Practice

• Apply systematic approaches to the conduct and management of industry projects • Demonstrate orderly management of self, and professional conduct.

5. Research • Assess, acquire and apply the competencies and resources appropriate to industry

activities

Course Learning Outcomes (CLOs)

On completion of this course you should be able to:

1. Describe airline strategic management, including strategy design and implementation, airline business plans, and financial management.

2. Demonstrate understanding of airline fleet evaluation and planning. 3. Outline the key aspects airline fuel management. 4. Discuss the importance of human resource management for airlines.


48

of 2

5. Explain the key inclusions into an airline strategic business plan along with the process to design, implement, manage and review an airline strategic business plan.

6. Evaluate an existing airline’s strategic business plan. 7. Develop a business and operational plan for an airline and produce a board level

presentation of this plan

Overview of Learning Activitie You will learn this course through lectures (or equivalent for distance students), directed reading, class room discussion (or equivalent for distance students), and investigative research. The learning process is reinforced through problem-based learning using case studies.

Total study hours 120 hours

Overview of Learning Resource Course-related resources will be provided on “myRMIT Studies” Blackboard Portal. These will include course notes, and other learning materials generated by the course lecturer(s), references, and approved links to useful material on external web-sites.

Overview of Assessment

X This course has no hurdle requirements.

☐ All hurdle requirements for this course are indicated clearly in the assessment regime that follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Learning & Teaching).

Assessment tasks

Assessment Task 1: Individual paper Weighting 30% This assessment task supports CLOs 1-4.

Assessment Task 2: Analytic report and presentation Weighting 50% This assessment task supports CLOs 5-7

Assessment Task 3: Individual reflection paper Weighting 20% This assessment task supports CLOs 1-5

Course Coordinator Details Dr Glenn Baxter +61 3 9925 8349 Email: [email protected]


49

of 3


Course Code(s): AERO2306 Course Title: Aviation Research Project


School Aerospace, Mechanical and Manufacturing Engineering

Course Title Aviation Research Project

Career PGRD

Credit Points 24


This is a capstone course for Masters level Aviation studies. Under normal conditions students should only be enrolled in this course after completing (or being given advanced standing of) 96 credit points.

Course Description The course constitutes an experimental and/or analytical research project in aviation. This course is a capstone course and as such aims to provide an opportunity to integrate and apply learning from previous courses with assistance from a suitable supervisor. You will work on your project individually and submit individual reports and be assessed on your individual project work.

This is a work-integrated project done either in conjunction with industry or in a simulated industry work environment. You will receive supervision from an internal RMIT supervisor and you may also have an external supervisor (such as an industry-based practitioner). As appropriate to the level of professionalism that is required in this course, you are expected to perform your project work with a high degree of independence and with only limited guidance from staff and/or external industry supervisors.


(PLOs)

Program Learning Outcomes (PLOs): This course contributes to the following Program Learning Outcomes 4. Professional Practice

∑ Communicate in a variety of different ways to collaborate with other people, including accurate listening, reading and comprehension, based on dialogue when appropriate, taking into account the knowledge, expectations, requirements, interests, terminology and language of the intended audience

∑ Display a personal sense of responsibility for your work ∑ Demonstrate orderly management of self, and professional conduct

5. Research

∑ Plan and execute a substantial research-based project, with creativity and initiative in new situations in professional practice and with a high level of personal autonomy and accountability

∑ Develop creative and innovative solutions to industry challenges ∑ Assess, acquire and apply the competencies and resources appropriate to industry

activities ∑ Demonstrate professional use and management of information ∑ Acknowledge (clearly) your own contributions and the contributions from others and

distinguish contributions you may have made as a result of discussions or collaboration with other people


On completion of this course you should be able to: 1. Clearly define and identify the course and scope of a research project 2. Demonstrate the ability to use theory to frame an investigation and to interpret data 3. Critically analyse the research tools, methods, data, and theory applied to a research

project. 4. Demonstrate high order oral and written communication skills to disseminate the


50

of 3

findings of a research project.

Overview of Learning Activities

The learning activities can include lecturers, seminars, workshops, projects, directed research, self-directed learning, fieldwork and, online or face-to-face consultation. The lectures will introduce you to project management providing opportunities to explore varied research areas, and associated approaches and tools. Research supervisors will provide project management support for the full investigatory process. Where specific technical advice is a requirement for the successful completion of the research project, you will be expected to take responsibility for obtaining such advice. This experience will enable you to demonstrate good professional practice with relation to initiating, planning, leading and managing projects. You will be required to propose and select a topic of your choosing that will facilitate an investigative research on a topical issue within the aviation industry wherein the work should provide an original contribution to the knowledge base. Learning will take place primarily through independent research under the guidance of your research supervisor. You will:

1. prepare a project brief (research proposal) identifying the key issues to be addressed, the research problem(s), a research methodology and conduct literature review on the selected topic

2. develop a research plan for the investigation in conjunction with the appointed supervisor; design and administer a research instrument (for example, a survey) to collect the required data

3. collect information/data and objectively analyse the information and present the research findings/results in a detailed project report

4. prepare a Powerpoint presentation equivalent to 15 minutes delivery at Chief Executive Officer (CEO) or Board level.

These tasks will test your ability to solve problems of the appropriate standard while demonstrating your understanding of key research and project management concepts. The elements of the teaching and learning process mentioned above will be complemented by formal and informal processes of consultation and other processes for feedback and review. You are expected to take responsibility for your own learning and time management with the support, advice and assistance from your research supervisor and the course coordinator. You are expected to lead the project, manage day-to-day activities while the project supervisor will provide technical guidance and the broader research directions.


Overview of Learning Resources

Specific learning resources (e.g., texts, journal papers and analytical software) will be discussed with your project supervisor due to the individual nature of each project, however, general guidance can be found in:

∑ Leedy, PD & Ormrod, JE (2012), Practical research: Planning and design, 10th edn,, Pearson Higher Education. 9780132899505

Other reference textbooks include:

∑ Biggam, J (2011), Succeeding with your Master’s dissertation, 2nd edn, Open University Press. 9780335227204

∑ Murray, R (2011), How to write a thesis, 3rd edn, McGraw Hill, New York. 9780335219681

∑ Yin, RK (2014), Case study research: Design and methods, 5th edn, SAGE publication, London. 9781452242569

Overview of

Assessments



Assessment tasks


51

of 3

Early Assessment Task: Research Project Proposal (2,500 words) Weighting: 20% This assessment task supports CLO 1 Description: Definition and identification of research project scope and significance. Assessment Task 2: Final Journal Paper (7,000 words) Weighting: 50% This assessment task supports CLOs 2, 3 and 4 Description: Dissemination of research findings in the form of a journal manuscript. Assessment Task 3: A Powerpoint presentation, equivalent to 15 minute delivery at Chief Executive Officer or Board level, summarising the research undertaken. Weighting: 30% This assessment task supports CLOs 2, 3 and 4 Description: Dissemination of research findings in the form of a presentation to a professional audience.

Course Coordinator

Details

Dr Everson Kandare [email protected] Tel: 03 9925 6166


52

of 3

Course Guide Part A: Course Overview


Course Title: Airline Operations Management



Course Title 30 characters maximum, including spaces Airline Operations Management

Career PGRD

Credit Points 12


None

Course Description The course intends to show the participant the regulatory environment within which world aviation operates and to examine the growth and viability of world airlines and how that is related to changes in the world economy. The function of aircraft airworthiness and crew qualifications and training in the operation of an airline will be introduced. Efficient scheduling of an airline in changing air traffic management systems, and the development of safe aircraft operating practices will be an important part of the knowledge gained.


(PLOs)

This course contributes to the following Program Learning Outcomes of the Master of Engineering:

Needs, Context and Systems ∑ Exposit legal, social, economic, ethical and environmental interests, values,

requirements and expectations of key stakeholders ∑ Identify and assess risks (including OH&S) as well as the economic, social

and environmental impacts of industry activities Problem Solving and Design ∑ Anticipate the consequences of intended action or inaction and understand

how the consequences are managed collectively by your organisation, project or team

∑ Develop and operate within a hazard and risk framework appropriate to industry activities

Analysis ∑ Apply underpinning natural, physical and engineering sciences,

mathematics, statistics, computer and information sciences. Professional Practice ∑ Communicate in a variety of different ways to collaborate with other

people, including accurate listening, reading and comprehension, based on dialogue when appropriate, taking into account the knowledge, expectations, requirements, interests, terminology and language of the intended audience

Research ∑ Assess, acquire and apply the competencies and resources appropriate to

industry activities

Course Learning Outcomes Upon completion of this course you should be able to:


53

of 3

(CLOs)

1. Describe the relationship and influence of the international and regional

regulations and airworthiness requirements, world economic conditions, use of airspace for flight planning and ETOPS operations, and their impact on a safe and efficient airline operation.

2. Work in a team to assess the future of airline operations and the airline environment, and to plan for the changes required to meet those changes.

3. Apply the principles of system safety and human factors to the establishment of a safety organisation and culture for an airline operation.

Overview of Learning Activities The focal strategy utilised in the whole course is the Management Learning Team (MLT). This group represents a project team whose members carry a dual responsibility. Firstly, MLT members carry a responsibility to the team for the learning and development of each member, and secondly, a responsibility for their own personal learning. MLTs are encouraged to explore the resources of the team for problem solving and addressing issues prior to seeking the guidance or assistance of an academic staff member.

The specific learning activities include seminars, workshops, on-call consultation, projects, directed research, self-directed learning, fieldwork


Overview of Learning Resources

Overview of Assessment X This course has no hurdle requirements.


Assessment tasks Assessment Task 1: Assignment 1 Analytic Report

Weighting: 20%

This assessment task supports CLOs: 1 - 3

Assessment Task 2: Assignment 1 Group Presentation

Weighting: 10%


Assessment Task 3: Assignment 2 Group report

Weighting: 50%


Assessment Task 4: Assignment 2 Group Presentation

Weighting: 20%


Course Coordinator Details Glenn Baxter


54

of 3

+61 3 9925 8349 [email protected]


55

of 3

Amended by ARG (Course and Program Administration) May 2009

Course Guides Part A: Course Overview RMIT Subject Code: AERO2321 Course Title: Aviation Safety Systems

College SEH

School SAMME

Course Title (30 including spaces) Aviation Safety Systems

Career Postgraduate

Credit Points 12

Pre-requisite Courses and Assumed Knowledge and Capabilities

Nil

Course Description This course provides you with an understanding of safety management systems (SMS) by addressing to the fundamental components stipulated in the ICAO framework. You will be provided with an insight into key areas that are relevant for the implementation of a safety program in the context of small and large organisations in the aviation sector, including Risk Management, Human Factors, Security, Safety Culture and Investigation/Auditing techniques. This goes beyond a business/ quality management system and includes a focus on how people contribute to the safety performance of an organisation. The final part of this course will also cover the technical aspects impacting aviation safety, particularly the contribution of aircraft/airport safety systems to the mitigation of risks inherent to flight operations.

Program Learning Outcomes (PLO) This course contributes to the following Program Learning Outcomes:



• Identify and assess risks (including OH&S) as well as the economic, social and environmental impacts of industry activities


• Develop and operate within a hazard and risk framework appropriate to industry activities

3. Analysis

• Comprehend and apply advanced theory-based understanding of engineering fundamentals and specialist bodies of knowledge in the selected discipline area to predict the effect of industry activities


• Demonstrate effective team membership and team leadership • Demonstrate orderly management of self, and professional conduct

5. Research • Be aware of knowledge development and research directions within


56

of 3


the discipline. • Demonstrate professional use and management of information.

Course Learning Outcomes (CLO)

Upon successful completion of this course you should be able to:

1. Explain how safety management systems are structured and their benefits for the aviation industry;

2. Implement a Safety Management System adapted to the organisational and operational context of service providers;

3. Explain the six step risk management process and its benefits;

4. Compare the different safety cultures and explain how they contribute to a safety management system;

5. Identify and apply key tools to assist on the implementation of a SMS (e.g. interviews/data collection, accident causation models, risk matrices, etc.)

6. Analyse accident/incident reports and provide a critical judgement of the contributory factors and recommended preventive actions

Overview of Learning Activities You will learn in this course through lectures, directed reading, class room discussion, and investigative research. The learning process is reinforced through problem-based learning using case studies.

Total Study Hours 120 hours

Overview of Learning Resources Course-related resources will be provided on “myRMIT Studies”. These will include course notes, and other learning materials generated by the course lecturer(s), references, and approved links to useful material on external web-sites.



Assessment 1: Individual assignment Weighting of final grade (%): 40 These tasks assess the following learning outcomes: CLO 1, 4 Assessment 2: Group assignment (report) Weighting of final grade (%): 20 These tasks assess the following learning outcomes: CLO 1, 4, 5, 6 Assessment 3: Group assignment (presentation) Weighting of final grade (%): 10 these tasks assess the following learning outcomes: CLO 1, 4, 5, 6 Assessment 4: Written test (in-class) Weighting of final grade (%): 30 these tasks assess the following learning outcomes: CLO 1, 2, 3, 4, 5


57

of 3


Course Coordinator Details Dr Jose Silva +61 3 9925 8019 [email protected] City Campus: 57.03.29


58

of 2



Course Title: Airline Marketing



Course Title 30 characters maximum, including spaces Airline Marketing

Career PGRD

Credit Points 12


None

Course Description The course aims to provide you with a broad understanding of the business of marketing in the airline business. It will provide a comprehensive platform from which you can apply your learning in the world of airline or aviation management both within the course and more importantly afterwards in the marketplace.


(PLOs)

Program Learning Outcomes (PLOs)

This course contributes to the following Program Learning Outcomes: Needs, Context and Systems ∑ Describe, investigate and analyse complex systems and associated issues

(using systems thinking and modelling techniques) ∑ Exposit legal, social, economic, ethical and environmental interests, values,


and environmental impacts of industry activities Analysis ∑ Comprehend and apply advanced theory-based understanding of

engineering fundamentals and specialist bodies of knowledge in the selected discipline area to predict the effect of industry activities

Professional Practice ∑ Understand the scope, principles, norms, accountabilities and bounds of

contemporary industry practice in the specific discipline ∑ Communicate in a variety of different ways to collaborate with other


∑ Display a personal sense of responsibility for your work

Course Learning Outcomes

(CLOs)

Upon completion of this course you should be able to:

1. Discuss the importance of strategic planning and the role of marketing within the broader commercial objectives of an airline.

2. Outline the key elements of the marketing mix and the role they play within the commercial strategy of an airline.

3. Describe the relationships between products, services and customer service and their role in achieving commercial objectives.


59

of 2

4. Characterise the key indicators used to measure the performance of an airline’s marketing

5. Develop strategic marketing recommendations for an airline in the marketplace and use these to produce a board level presentation

Overview of Learning Activities The learning activities in this course include lectures and group discussion, projects and student presentations, directed research and self-directed learning


Overview of Learning Resources Learning resources to support you in this course include on-line materials, prescribed textbook and recommended references and case-study materials.



Assessment tasks Assessment Task 1: Individual Paper

Weighting: 30%


Assessment Task 2: Individual Analytic Report

Weighting: 50%


Assessment Task 3: Individual Reflective Paper

Weighting: 20%


Course Coordinator Details Dr Glenn Baxter +61 3 9925 8349 Email: [email protected]


60

of 3



Course Title: Human Factors in Aviation Safety


School SAMME


Human Factors in Aviation Safety

Career PGRD

Credit Points 12


None

Course Description Humans are an integral part to the safety of aviation. The aim of the course is to provide you with the skills and knowledge about the effects human factors have on the aviation industry and the methods by which to manage it. The course introduces you to human factors, the psychological and physiological factors that influence human performance, human error, ergonomics, and various strategies to manage human factors associated with all aspects of the aviation industry. This course will enable you to identify, assess, and develop strategies to manage the impact human factors have on the safety of aviation operations.


(PLOs)

This course contributes to the following Program Learning Outcomes: 1. Needs, Context and Systems

• Describe, investigate and analyse complex engineering systems and associated issues (using systems thinking and modelling techniques)



• Develop creative and innovative solutions to problems • Develop and operate within a hazard and risk framework appropriate to industry

activities

3. Analysis

• Comprehend and apply advanced theory-based understanding of engineering fundamentals and specialist bodies of knowledge in the selected discipline area to predict the effect of engineering activities

• Apply underpinning natural, physical and engineering sciences, mathematics, statistics, computer and information sciences.


• Understand the scope, principles, norms, accountabilities and bounds of contemporary industry practice in the specific discipline

• Communicate in a variety of different ways to collaborate with other people, including accurate listening, reading and comprehension, based on dialogue when appropriate, taking into account the knowledge, expectations, requirements, interests, terminology and language of the intended audience


61

of 3



1. Identify key human factors issues associated with different aviation activities and organisations, and how human-related issues contribute to safety performance.

2. Identify and analyse the causes of different types of human error. 3. Identify and analyse contributing human factors within accidents and incidents. 4. Develop strategies to manage human factors within the workplace environment. 5. Design tasks, systems, and working environments with an appreciation of the

wide range of factors influencing human performance.

Overview of Learning Activitie You will learn this course through in-class lectures and classroom discussion, directed reading, and assessment tasks. The learning process is reinforced through problem-oriented learning using case studies. You will develop communication, presentation, teamwork, project management and research skills through assessment activities.


Overview of Learning Resource All course-related resources will be provided on the “myRMIT Studies” / Blackboard website. These will include course notes, and other learning materials generated by the lecturer(s), references, and approved links to useful material on external web-sites. The intent is to support flexible and student-directed learning as much as possible. Whilst the primary teaching method is through face-to-face lectures, where possible, all course materials (inclusive of weekly lecture slides, lecture recordings (when available), case studies, tutorials, assignments, related readings and some assessment items) will be made available to students via the course myRMIT Studies / Blackboard website. There are no prescribed texts for this subject due to its broad and multi-disciplinary nature. Links to online articles, e-Reserve or eBooks will be provided via the course myRMIT Studies / Blackboard website.



☐ All hurdle requirements for this course are indicated clearly in the assessment regime that follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Leaning & Teaching).

Assessment tasks

Assessment tasks are designed to encourage students to undertake progressive revision of theoretical concepts. In so doing, they assist the student in achieving the key learning outcomes for the course. In addition, the assessment items are intended to support student development of key skills in research, teamwork, and written, and oral communication. There are three primary summative assessment items for this course, being a mid-semester quiz, a group assignment, and final exam. Early Assessment Task: Quiz Weighting 30% This assessment task supports CLOs 1-3. This quiz is intended to reinforce basic theoretical principles in the definition, identification, and understanding of human factors.

Assessment Task 2: Team Assignment Weighting 30% This assessment task supports CLOs 2-5. The team assignment requires students to identify and analyse the human factors associated with a series of accidents, incidents and new technologies. The students are to explore potential strategies for reducing the impact identified factors have on safety, document, and present their report to their peers.

Assessment Task 3: Exam Weighting 40% This assessment task supports CLOs 1-5. The exam provides questions that test


62

of 3

the recall and understanding of basic theoretical concepts, provides questions and case-studies to test comprehension, application, and extension of knowledge and skills to new scenarios.

Course Coordinator Details Dr Reece Clothier 03 9925 7007 [email protected]


63

of 3

Course Guide Part A: Course Overview RMIT Subject Code: AERO2367 Course Title: Incident and Accident Investigation

College Science Engineering and Health

School School of Aerospace, Mechanical & Manufacturing Engineering

Course Title (30 including spaces) Incident and Accident Investigation

Career Postgraduate

Credit Points 12


Assumed knowledge on Aviation Safety Systems and fundaments of aircraft technologies/systems

Course Description The aim of the course is to provide you with the skills and knowledge to manage aviation accident and incident investigations within a Safety Management Systems environment.

The first part of the course is focused in the regulatory framework which underpins the investigation process in an international context. We will address some basic concepts of aviation safety management systems and its articulation with the investigation process, with a special emphasis in the Human Factors component.

The second part of the course deals with basic investigation techniques, covering multidisciplinary tools to support the investigation process from a holistic perspective. This part includes: in-situ investigation, management of data, forensic analysis (structure, propulsion systems, aircraft systems), environmental factors, operational and performance characteristics and some special cases.

Finally, you will have the opportunity to apply the investigation management techniques based on case studies and/or simulated scenarios which will allow reinforcing the importance of the different steps of the investigation process to successfully produce a final report containing the main contributing factors and recommendations.

Program Learning Outcomes (PLO) This course contributes to the following program learning outcomes:


• Describe, investigate and analyse complex engineering systems and associated issues (using systems thinking and modelling techniques)




• Develop and operate within a hazard and risk framework appropriate to engineering activities


64

of 3


• Understand the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline

• Demonstrate effective team membership and team leadership

Course Learning Outcomes (CLO)


1. Differentiate between an accident and incident;

2. Apply an understanding of the different steps of an investigation process;

3. Describe the roles and responsibilities of an investigator;

4. Detail the responsibilities of operators and other authorities within investigations;

5. Describe the impact of human factors on the contributory factors behind an occurrence;

6. Apply appropriate methods and protocols by which to collect and analyse evidence within an investigation;

7. Use technical knowledge and forensic techniques across the key areas in aerospace/aeronautical engineering to identify contributory factors behind an occurrence;

8. Apply investigation management techniques to elaborate reports and implement actions to prevent further accidents and incidents;

Overview of Learning Activities The primary learning mode will be face-to-face lectures, supported by assignments and progressive assessment. As a complementary form of acquisition of knowledge in the different topics, students will be stimulated to participate on in-class forums for encouraging discussion around selected case studies which are representative of real aircraft accidents. This course will also rely on a “flipped class” methodology, where students are expected to review the course material prior to the lecture and then leaving more time to dedicate to group discussion, presentations and analysis of selected cases.

Total Study Hours 120 hours

Overview of Learning Resources Course-related resources will be provided on-line via the Blackboard platform. These may include any of the following elements: course material generated by the lecturer, reference texts, scientific and/or technical literature (e.g., journal papers, articles in specialised magazines, technical standards), and links to useful material on websites (e.g., media resources)

Overview of Assessment X This course has no hurdle requirements. ☐ All hurdle requirements for this course are indicated clearly in the assessment regime that follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Learning & Teaching). Assessment 1: Group assignment (including report and presentation) Weighting of final grade (%): 25 (Report: 15%; Presentation: 10%) these tasks assess the following learning outcomes:


65

of 3

PLO 1,2, 3 and 4. CLO 5 and 6

Assessment 2: Group Assignment (analysis of an accident), including report and presentation Weighting of final grade (%): 35 (Report: 25%; Presentation: 10%) this task assesses the following learning outcomes: PLO 1, 2, 3 and 4. CLO 2, 3, 4, 5, 6, 7 and 8. Assessment 3: Written test (in-class) Weighting of final grade (%): 40 these tasks assess the following learning outcomes: PLO 1,2, 3 and 4. CLO 1, 2, 3,4 ,5 ,6 and 7

Course Coordinator Details Dr Jose Silva Phone: +61 3 9925 8019 Email: [email protected]


66

of 2



Course Title: Airport Design and Operations



Course Title 30 characters maximum, including spaces Airport Design and Operations

Career PGRD

Credit Points 12


None

Course Description This course provides you with an understanding of the principles and practices relating to airport design and operations. The course introduces you to airport design, airport business models (including airport economics and financial management), airport site selection and runway system orientation, geometric design of the airport/air field, taxiways, apron areas, airport classification codes, structural design of airport pavements, airport lighting, marking and signage and airport design, airport master planning, aircraft ground handling, and airport security.


(PLOs)


This course contributes to the following Program Learning Outcomes: Needs, Context and Systems ∑ Describe, investigate and analyse complex systems and associated issues

(using systems thinking and modelling techniques)

Problem Solving and Design ∑ Anticipate the consequences of intended action or inaction and understand

how the consequences are managed collectively by your organisation, project or team

Analysis ∑ Apply underpinning natural, physical and engineering sciences,

mathematics, statistics, computer and information sciences. Professional Practice ∑ Initiate, plan, lead or manage industry activities ∑ Understand the scope, principles, norms, accountabilities and bounds of

contemporary industry practice in the specific discipline ∑ Apply systematic approaches to the conduct and management of industry

projects

Research ∑ Develop creative and innovative solutions to industry challenges


(CLOs)


1. Describe the importance of air traffic separation rules on airport design and operations, and the role of visual and radio aids for navigation in the


67

of 2

airport precinct and their implications on airport design.

2. Explain the various phases of the airport master planning process

3. Demonstrate an appropriate understanding of airport apron design.

4. Describe the importance of airside lighting, marking and signage requirements for airport design.

5. Discuss the importance and impact of airport financial management.

6. Critically analyse and discuss the factors considered by airports when selecting the site for a new airport.

7. Critically analyse technical characteristics of airport runways and their impact on aircraft operations.

8. Evaluate the impact of aircraft noise and emissions for airport operations and design

9. Evaluate airport taxiway configurations.

10. Evaluate airport terminal requirements.

Overview of Learning Activities You will learn this course through lectures (or equivalent for distance students), directed reading, classroom discussion (or equivalent for distance students), and investigative research. The learning process is reinforced through problem-based learning using case studies.


Overview of Learning Resources Course-related resources will be provided on “myRMIT studies”. These will include course notes, and other learning materials generated by the course lecturer(s), references, and approved links to useful material on external web-sites.



Assessment Task 1: Individual Application Paper

Weighting: 35%


Assessment Task 2: Formal Group Analytical Report

Weighting: 50%


Assessment Task 3: Group presentation

Weighting: 15%


Course Coordinator Details Dr Glenn Baxter +61 3 99258349 [email protected]


68

of 3



Course Title: Aircraft and Air Transportation



Course Title 30 characters maximum, including spaces Aircraft and Air Transportation

Career PGRD

Credit Points 12


None

Course Description In this course you will learn details of aircraft technology and air transportation essential to understand the current and future aviation and aerospace industry. This will include understanding the role, function and operation of aircraft, in addition to airports and commercial airlines. Key areas of study: • Aircraft: This aspect of the course covers aircraft anatomy, the atmosphere, aerodynamics, aircraft system, propulsion, structures, stability and control, high-speed flight, and performance. In addition, contemporary issues and emerging technologies are also discussed. • Air Transportation: This aspect of the course gives an overview of the major players that comprise the global air transport system, the types of and major functions of airports, the principles of aviation policy, airline marketing and commercial economics, flight planning and flight dispatch, and air cargo management.


(PLOs)


This course contributes to the following Program Learning Outcomes: Needs, Context and Systems ∑ Exposit legal, social, economic, ethical and environmental interests, values,


and environmental impacts of industry activities Problem Solving and Design ∑ Develop and operate within a hazard and risk framework appropriate to

industry activities Analysis ∑ Apply underpinning natural, physical and engineering sciences,

mathematics, statistics, computer and information sciences. Professional Practice ∑ Communicate in a variety of different ways to collaborate with other



69

of 3

Research ∑ Assess, acquire and apply the competencies and resources appropriate to

industry activities


(CLOs)


1. Communicate at a technical level with aviation service providers and aerospace professionals and organisations about aircraft and their systems (including engines)

2. Describe the effects the atmosphere has on aircraft operations and the implications for the air transportation industry

3. Analyse the aerodynamic and associated performance characteristics for aircraft and infer the corresponding economic implications

4. Assess the impact of contemporary challenges and practical aspects in air transportation, and consider the pros and cons of emerging technological responses

5. With regards to the global aviation industry, develop an applied knowledge of the key international air laws and policies, and airline commercial operations and their impact on airline economics and finances

6. Evaluate the various factors influencing the aviation industry, the types of and major functions of airports, the basic principles of aviation policy, airline commercial economics, flight planning and flight dispatch, and air cargo management

Overview of Learning Activities Learning activities can include lectures, tutorials and assignments. A learning and planning guide will be provided for self-directed study.


Overview of Learning Resources Course-related resources will be provided on the course Blackboard. These will include course notes, and other learning materials generated by the course lecturer(s), references, and approved links to useful material on external web-sites.



Assessment tasks Assessment Task 1: Individual Assignment 1

Weighting: 20%


Assessment Task 2: Mid-Semester Classroom Test

Weighting: 20%


70

of 3

This assessment task supports CLOs:1 – 3, 6

Assessment Task 3: Individual assignment 2

Weighting: 20%

This assessment task supports CLOs: 1, 3, 4, 5

Assessment Task 4: Final Exam

Weighting: 40%

This assessment task supports CLOs: 1- 6

Course Coordinator Details Dr Matthew Marino [email protected] Phone: +61 3 9925 4455


71

of 2



Course Title: Unmanned Aircraft Systems


School SAMME


Unmanned Aircraft Systems

Career PGRD

Credit Points 12


None

Course Description Unmanned Aircraft Systems (UAS) represent the fastest growing segment of the Aerospace industry having demonstrated many beneficial roles in civil and military applications. While UAS appear to have many elements in common with conventionally piloted aircraft, there are many unique aspects to their design, manufacture, maintenance, operation and application. This course will explore many of the technical and contemporary issues surrounding the engineering and operation of UAS. A substantial component of this course is problem-based hands-on learning, where you gain real experience of the challenges in the engineering design, manufacture, and operation of a small UAS.


This course contributes to the following Program Learning Outcomes: 1. Needs, Context and Systems ∑ Exposit legal, social, economic, ethical and environmental interests, values, requirements

and expectations of key stakeholders ∑ Identify and assess risks (including OH&S) as well as the economic, social and

environmental impacts of industry activities 2. Problem Solving and Design ∑ Anticipate the consequences of intended action or inaction and understand how the

consequences are managed collectively by your organisation, project or team ∑ Develop and operate within a hazard and risk framework appropriate to industry activities

3. Analysis ∑ Apply underpinning natural, physical and applied sciences, mathematics, statistics,

computer and information sciences. 4. Professional Practice ∑ Understand the scope, principles, norms, accountabilities and bounds of contemporary

industry practice in the specific discipline ∑ Apply systematic approaches to the conduct and management of industry projects

5. Research ∑ Develop creative and innovative solutions to industry challenges



On successful completion of this course you should be able to:

1. Characterise the components of an unmanned aircraft system and the broad range of factors influencing their design, performance, and application in various tasks.

2. Categorise and develop plans to manage the primary safety risks associated with UAS operations and relate the current aviation safety regulations to how they apply to the design, manufacture, maintenance and operation of unmanned aircraft systems.


72

of 2

3. Develop and apply knowledge to the advanced design of a small unmanned aircraft system to achieve a pre-defined performance.

4. Identify, describe and discuss management plans for the broader social, political, legal and economic issues to autonomous aviation systems

Overview of Learning Activities You will learn through a mix of lectures, laboratories/tutorials, quizzes, and a team assignment. You will be required to undertake self-directed research as part of the assessment tasks. Face-to-face lectures will be used to introduce theoretical concepts and as a forum for encouraging engineering discussion. Laboratory experiments and tutorials will provide practical demonstration and reinforcement of the theoretical concepts presented in the lectures. The laboratories and assignment will provide you with hands on experience in the design and operation of a small UAS. A quiz will be held during the semester to ensure you are progressively revising course materials. Further, and subject to the availability of local industry, you will have the opportunity to gain real world exposure to the engineering, operation and through life support of UAS through guest lectures from professionals in the UAS industry.


Overview of Learning Resources All course-related resources will be provided on the “myRMIT Studies” / Blackboard website. These will include course notes, and other learning materials generated by the lecturer(s), references, and approved links to useful material on external websites. The intent is to support flexible and student-directed learning as much as possible. Whilst the primary teaching method is through face-to-face lectures, where possible, all course materials (inclusive of weekly lecture slides, lecture recordings (when available), case studies, tutorials, related readings and some assessment items) will be made available to you via the course myRMIT Studies / Blackboard website. There are no prescribed texts for this subject. Links to online articles, e-Reserve or eBooks will be provided via the course myRMIT Studies / Blackboard website.


X This course has no hurdle requirements. ☐ All hurdle requirements for this course are indicated clearly in the assessment regime that follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Learning & Teaching). Assessment tasks

Early Assessment Task: Test Weighting 30% This assessment task supports CLOs 1, 2, 4.

Assessment Task 2: Laboratory report Weighting 20% This assessment task supports CLOs 1, 2, 4.

Assessment Task 3: Group assignment Weighting 50% The assessment task supports CLOs 1 and 3.

Course Coordinator Details Dr Reece Clothier 03 9925 7007 [email protected]


73

of 3


Course Code(s): MATH1324

Course Title: Introduction to Statistics


School School of Mathematical and Geospatial Sciences


Introduction to Statistics

Career PGRD

Credit Points 12


A working knowledge of basic mathematics and familiarity with computers.

Course Description This course will introduce you to fundamental statistical concepts and modern statistical practice. You will study statistical data investigations, summary statistics, data visualisation and probability as a measure for uncertainty. You will then build upon these topics and learn about sampling, sampling distributions and confidence intervals as the basis for statistical inference. The course will finish with a series of modules looking at common hypothesis testing methods for different types of data. There is an emphasis on conceptual understanding, interpretation of statistical output and the use of statistical technology, namely R, for statistical computation.


(PLOs)

This course contributes to the following Program Learning Outcomes for MC004 Master of Statistics and Operations Research and MC242 Master of Analytics: Personal and professional awareness ∑ the ability to contextualise outputs where data are drawn from diverse and evolving

social, political and cultural dimensions ∑ the ability to reflect on experience and improve your own future practice ∑ the ability to apply the principles of lifelong learning to any new challenge. Knowledge and technical competence ∑ an understanding of appropriate and relevant, fundamental and applied mathematical

and statistical knowledge, methodologies and modern computational tools. Problem-solving ∑ the ability to bring together and flexibly apply knowledge to characterise, analyse and

solve a wide range of problems ∑ an understanding of the balance between the complexity / accuracy of the mathematical

/ statistical models used and the timeliness of the delivery of the solution.

This course contributes to the following Program Learning Outcomes for MC264 Master of Science (Aviation): Needs, Context and Systems ∑ Describe, investigate and analyse complex systems and associated issues (using

systems thinking and modelling techniques) Analysis ∑ Comprehend and apply advanced theory-based understanding of engineering

fundamentals and specialist bodies of knowledge in the selected discipline area to predict the effect of industry activities


74

of 3

∑ Apply underpinning natural, physical and applied sciences, mathematics, statistics, computer and information sciences.

Professional Practice ∑ Communicate in a variety of different ways to collaborate with other people, including

accurate listening, reading and comprehension, based on dialogue when appropriate, taking into account the knowledge, expectations, requirements, interests, terminology and language of the intended audience

Research ∑ Be aware of knowledge development and research directions within the discipline. ∑ Demonstrate professional use and management of information.



1. Elucidate the concept of variation and identify and pose statistical questions requiring investigation

2. Plan a statistical data investigation including identifying variables and measures and proposing a method of data collection that will answer the question posed.

3. Collect, manage and store statistical data ready for analysis.

4. Apply fundamental statistical methods to explore, analyse and visualise data and test statistical hypotheses

5. Interpret statistical analysis and draw conclusions in context and in the presence of uncertainty

6. Use the free and powerful statistical package R for statistical computing and reproducible analysis.

Overview of Learning Activities This course runs both online and face-to-face. You are required to have regular and reliable access to a high speed internet connection. The delivery of this course is a little different to what you might expect in a normal lecture. Online course content and materials replace traditional lectures and labs. Class time is used for demonstrations, discussions, and working collaboratively with other students on activities, problems and investigations.

Online exercises and staggered assignments throughout the semester are provided to consolidate learning and prepare for the final exam. The course emphasises conceptual understanding, interpretation of statistical output and the use of statistical technology, namely R, for statistical computation. Students will stay in communication and actively participate in course discussions outside of class time through an online learning community.


Overview of Learning Resources There are no prescribed texts for this course. All course content, notes and learning materials will be available through the course website.

You are highly recommended to bring along a portable computing device to class, preferably a laptop, with WiFi access to the RMIT University network. Those bringing tablets are encouraged to bring a portable keyboard and mouse. If unable to bring a portable computing device you may be able to use a limited number of room computers if available, share with other students, or you will be able to work through the material in your own time. All course materials and learning activities will be available online.

This course will use the statistical software package R and the RStudio integrated development environment. R and RStudio are free. You will require R and RStudio installed on your personal computing device. You will be notified of ways to access


75

of 3

this software on campus computers and through online services.

http://rmit.libguides.com/mathstats

Overview of Assessment ☒This course has no hurdle requirements.

☐ All hurdle requirements for this course are indicated clearly in the assessment regime that follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Learning & Teaching). Assessment Tasks

Assessment Task 1: Assignments

Assignments staggered throughout the semester.

Weighting 20%

This assessment task supports CLOs 1, 2, 3, 4, 5 and 6.

Assessment Task 2: Mid-semester test

A supervised test mid semester.

Weighting 20%

This assessment task supports CLOs 1, 2, 4 and 5

Formative Assessment Task 3:Module Exercises

Course module exercises that aim to develop student understanding and practice the application of statistics using technology.

Weighting 10%

This assessment task supports CLO 4, 5 and 6.

Assessment Task 4: Final Examination

A two hour final examination during the exam period.

Weighting 50%

This assessment task supports CLOs 1, 2, 4 and 5

Course Coordinator Details Dr Mali Abdollahian +61 3 9925 2248 [email protected]


76

of 2

Course Guide Part A: Overview

Course Code(s): OENG1120

Course Title: Masters Research Methods


School SAMME


Masters Research Methods

Career PGRD

Credit Points 12


None

Course Description You will develop skills to undertake a comprehensive literature review and develop research project plans. This course introduces you to the general principles, methodologies and practices of data collection (both qualitative and quantitative) and analysis in qualitative research, analytics, content analysis, design aspects and research ethics. Data analysis tools will be covered as well as understanding the validity and reliability of data. Furthermore, you will develop skills in communicating scientific findings including writing academic publications and presentations.


(PLOs)

This course contributes to the following Program Learning Outcomes: 4. Professional Practice:

∑ Initiate, plan, lead or manage industry activities

∑ Display a personal sense of responsibility for your work

5. Research:

∑ Plan and execute a substantial research-based project, with creativity and initiative in new situations in professional practice and with a high level of personal autonomy and accountability

∑ Be aware of knowledge development and research directions within the engineering discipline.

∑ Demonstrate professional use and management of information. ∑ Acknowledge (clearly) your own contributions and the contributions from

others and distinguish contributions you may have made as a result of discussions or collaboration with other people



1. Develop tools and skills required to understand research terminology and assess published research

2. Identify the types of methods best suited for investigating different types of problems and questions

3. Develop research questions that are based on and build upon a critical appraisal of existing research

4. Design a research proposal

Overview of Learning Activities Learning activities can include lectorials and classroom discussions and other activities as well as presentations from experts in the field. You will be involved in


77

of 2

individually guided activities possibly incorporating, for example, critical analyses of bodies of literature and project planning.


Overview of Learning Resources All lecture Powerpoint slides and exercises in the lectures and tests in previous semesters are available from the RMIT Learning Management System. Multimedia files related to the topics will also be uploaded to the respective weekly folders. Except guest lectures (due to copyright restrictions), all lectures in this course will be recorded on Blackboard Collaborate. Lists of the current text books and recommended reading will provided on the learning hub, along with case studies, example journal articles and references to websites (often in the lecture notes). A library tutorial will assist you with getting the most out of the material in the library.

Overview of Assessment ☒This course has no hurdle requirements.

Assessment tasks

Early Assessment Task: Project Concept Weighting 20% This assessment task supports CLOs: 1 & 4

Assessment Task 2: Progress Presentation Weighting 20% This assessment task supports CLOs 1 & 3

Assessment Task 3: Literature Review Weighting 40% This assessment task supports CLO: 1, 2, & 3

Assessment 4: Project Proposal Weighting 20% This assessment supports CLOs: 4

Course Coordinator Details Prof. Mark Easton 03 9925 6278 [email protected]


78


TITLE

Change of Title of MC152 Master of Technology (Enterprise Architecture) to Master of Enterprise Architecture and the offering of a

new plan MC152P16for implementation from Semester 2, 2016

PLR: 520, PPTL: 10026

EXECUTIVE SUMMARY

Key Issues

The proposal is for the change of the program title from Master of Technology (Enterprise Architecture) to Master of Enterprise Architecture and the offering of a new plan MC152P16. It includes a change in program structure and minor changes to the delivery mode of the program.The structure of the nested exit award, the Graduate Diploma in Enterprise Architecture (GD160), has been amended to correspond with the first year of the new plan MC152P16.


That Academic Board approve the Change of Title of MC152 Master of Technology (Enterprise Architecture) to Master of Enterprise Architecture and the introduction of the Plan, the Master of Enterprise Architecture (MC152P16) for implementation from Semester 2, 2016.

Timing of Decisions

Approval is sought by Academic Board at its next meeting in order to facilitate implementation in Semester 2, 2016.

Further Information

There are four new courses, three amended courses and five new option courses from existing programs. The amended program will align with AQF requirements by claiming seven courses assessed at AQF 9 level. Two courses specifically address research methods and research issues relevant to enterprise architecture in addition to the planning and execution of a substantial research-based project. The structure of the nested exit award, the Graduate Diploma in Enterprise Architecture (GD160), has been amended to correspond with the first year of MC152P16.


Responsibility for the implementation and communication of the new offering will rest with the Deputy Head, Learning and Teaching School of Science.


79


REMAINDER OF PAPER


The proposed amendments to the existing postgraduate program, the Master of Technology (Enterprise Architecture), include the following.

1. For the master qualification a title change to Master of Enterprise Architecture which triggers a new Plan (MC152P16) as well as a change in program structure and more minor changes to the delivery mode of the program.

2. For the nested Graduate Diploma in Enterprise Architecture (GD160) – exit-only award - the title remains the same, as it already reflects and is congruent with the new master program title. Changes in Year 1 of MC152P16 are reflected in the amended program structure for GD160.

To reflect the needs outlined in the rationale below, the following specific program structure changes are proposed: The inclusion of:

∑ three (3) new 12 Credit Point courses,∑ one (1) new 24 Credit Point capstone project course, ∑ three (3) amended courses from the previous program, and ∑ five (5) existing option courses from the MBA (Exec) program delivered via OUA.

The program is delivered onshore using a combination of face-to-face, online, burst-mode studio, and blended delivery modes.

The proposal was endorsed by the MBA Director, Graduate School of Business and Law on 15 June 2015.

The proposal was recommended for endorsement by the College Academic Development Committee on 8 March 2016 and endorsed by the SEH Pro Vice-Chancellor on 10 March 2016.

The school will initiate the discontinuation of the superseded plans MC152P14 and MC152 at the next possible ADC meeting. There are no active students in both plans, therefore no transition arrangements are required.

On 17 March 2016, a circular resolution to endorse the proposal for the change of the program title from Master of Technology (Enterprise Architecture) to Master of Enterprise Architecture and the offering of a new plan MC152P16 was circulated to Education Committee members. On 24 March 2016, a majority of Education Committee members endorsed the proposal to go forward to Academic Board for approval.


These changes aim to meet the needs of potential students and are a direct response to the outcomes of the market survey.

Competitors world-wide use this exact title. Enterprise Architecture (EA) is emerging as a main sub-discipline within Information Technology. The requirement to have EA skills for C-level leaders (executive level leaders) is on the rise. Organisations look for degrees that provide, both business and technology leadership. The previous award title stem (Master of Technology) is seen as obsolete and out-dated, hence might turn-off our target market. Moreover, the school’s industry advisory committee and the market research (done by an external organisation: Knowledge Partners) confirm this requirement.

The program structure changes emerge from student feedback regarding the purely technical nature of the (former) Master of Technology (Enterprise Architecture) (MC152). They requested the inclusion of more courses from business, management and organizational domains. Such capabilities (besides technical content, business and management knowledge, skills and their application) are expected of potential graduates.


With the recent recruitment of two new professors and four new lecturers, the School is in a strong position to develop new courses and amend existing courses as required in 2016.

Offering a capstone project has minimal resource implications because the major input involves


80


supervision rather than lectures or face-to-face contact.

Further rationalisation of option courses is underway, resulting in higher viability of delivery and further opening up opportunities to expand into emerging areas, such as cloud computing and big data and data visualization.

The Library has advised it has resources in place to support the proposed amendments.There will be a small administrative cost of implementing these program changes, covered by the annual school operational budget.

INSTITUTIONAL RISKS

Financial: The risk of low student numbers will be mitigated by networking with industry partners who will sponsor their employees and with ICT professionals who will help to recruit new students.

Operational: Any changes in delivery model make it easier to recruit qualified industry lecturers, who will no longer need to commit to weekly lectures. The risk of retaining sufficient qualified and capable industry lecturers will be mitigated by contractual agreements and recruitment bonuses.

Reputational: The risk of reputation loss has already eventuated with the current program structure/delivery. This proposal seeks to remedy the perceived shortcomings of the current program. Key to this will be establishing and maintaining excellent relationships with industry partners and professionals. For this purpose, the School will allocate resources for engaging with industry and providing academic and operational support to industry lecturers.

Possible effect on stakeholders and consultations undertaken: Market Research was completed by Knowledge Partnership (attached). The School has regularly communicated with and updated key stakeholders in GSBL (Terry Boulter) and BITL (Deputy Head (Learning and Teaching)) and their Head of School. Industry has been regularly consulted to date and this will continue, with industry-focused events to discuss the program and its structure. Companies consulted in the past 12 months include: ANZ, IBM, Transurban, Department of Defence, Australia Post, Newcrest Mining, the Gartner Group, the ACS (Australian Computer Society) and the AIIA (Australian Information Industry Association). RMIT offers the MBA (Exec) through OUA and the proposed new structure includes several of the courses from this program.

ATTACHMENTS∑ Program Guide – Master of Enterprise Architecture∑ Program Guide – Graduate Diploma in Enterprise Architecture∑ Course Guides Part A (4 new)

Submitted by:


Title: Deputy Vice Chancellor Academic

Date: 24 March 2016


81

Program Guide

Program: MC152 Master of Enterprise Architecture

Plan: MC152P16 Master of Enterprise Architecture


Version: 1.0

Status: Submitted

Last Updated: 17/03/2016 15:26

Published From:

Published To:


Type of Amendment:

Change in existing Program title

Change Description:

Change Reason:


82

Program Guide

Page 2

Program GuideAward title: Master of Enterprise Architecture

Award abbreviation: MEntArch


Career: PGRD

Duration: 3 Semesters Full-time; 6 Semesters Part-time

Location: City Campus

Owning school: Computer Science & Information Technology (140H)

Owning school URL: www.rmit.edu.au/compsci


ASCED Code: 020305

CRICOS Code:

Proposed introduction: Semester 2, 2016

Program proposer details: Santha Sumanasekara, Deputy Head (L&T) Barti Murugesan, ProgramCoordinator


The School of Computer Science and Information Technology has substantial links with the ICT industryboth within Australia and internationally. Employers and industry professionals are members of our IndustryAdvisory Committee and those and others with Enterprise Architecture expertise have contributed to the initialdevelopment and ongoing improvement of the program. Their involvement ensures that the program remainsrelevant to your needs as a graduate and the needs of graduate employers. The committee meets quarterlyand provides feedback on the currency of the program, the changing needs of industry and has input into thedesign of new programs. It also actively contributes to the School through participation in seminars, marketingevents, industry awards and scholarships.

Many of the teaching staff within the program are practising (or have been) industry professionals withextensive industry experience and contact networks. This experience, when integrated into teaching andlearning practice, enriches your learning environment.

Successful completion of this program entitles graduates to apply for professional membership of theAustralian Computer Society in Australia:

http://www.acs.org.au/


The Master of Enterprise Architecture program is designed for IT professionals with significant relevant workexperience with a minimum of 3 years full-time senior management experience. The work experience criterionis a mandatory pre-requisite for the program. Students should be able to provide evidence of managementexperience, performance management of staff and budget responsibility.

The overall purpose of the Master's program is to develop the knowledge and skills essential for the role ofenterprise architect, that is, to enable you to:

• analyse an enterprise or organisation in order to understand its business strategy and correspondingrequired IT offerings;

• design cost-effective Enterprise IT strategy, architectures and systems, drawing on an understanding ofbusiness strategy, to assist in achieving the business goals of the Enterprise;

• develop and maintain an enterprise architecture for an organization, taking into account its strategicplan, current IT portfolio and key business and ICT industry drivers and technologies, includinghardware and software standards;

• communicate an enterprise architecture to the organisation and oversee its implementation, includinghow an enterprise architecture supports the organisation’s strategic IT objectives and plans, toinfluence both IT and business audiences;

• develop the required governance for successful enterprise architecture development and adoptionwithin organisations to support business and technology strategy.


83

Program Guide

Page 3

In this program you will undertake a capstone project in the 24 credit point course INTE2508 -- EnterpriseArchitecture Capstone Project. The emphasis is on understanding and working within a corporateenvironment, using formal project and Enterprise Architecture delivery methodologies and integrating all theskills and knowledge that you have acquired throughout the program into a solid base from which to progressyour professional life.

The program is designed in such a way that approximately 60% of the program is delivered face-to-face,whilst the remainder is online. The two MBA Electives are entirely online. The other courses are conducted inblended mode, such as face-to-face, online and intensive workshops. Specific details will be made availableto you at commencement of the program.


You are expected to develop the following Program Learning Outcomes:

Enabling Knowledge

Improve your skills in applying knowledge to new situations with creativity and initiative, subsequently:

• Demonstrating mastery of a body of knowledge that includes recent developments in enterprisearchitecture;

• Recognising and using principles and methods applicable to enterprise architecture.

Critical Analysis

Learn to accurately and objectively examine, and critically investigate enterprise architecture concepts,evidence, theories or situations, in particular to:

• Analyse and model complex requirements and constraints for the purpose of designing, implementingand integrating software infrastructure to deliver business-focussed IT solutions across an enterprise;

• Critically evaluate and compare alternative software systems architectures on the basis oforganisational strategy and enterprise requirements.

Problem Solving

Increase your capability analysing complex problems and synthesising suitable solutions by:

• Designing architectural solutions that address challenges in modern large-scale software systems;• Plan and developing solutions to deliver IT infrastructure projects in a timely and accurately estimated

manner to meet organisational cost and budget constraints;• Identify and developing strategies that resolve potential risks arising in organisational issues when

managing people, change and organisational culture.

Communication

Lead, influence and communicate effectively with a variety of audiences, in particular to:

• Interpret identified enterprise business needs, communicate architectural decisions and strategyto meet those needs, articulate risks and benefits of those decisions to the enterprise, and chooseappropriate methods of communication;

• Influence and convince internal and external stakeholders of decisions and strategies; stakeholdersincluding both IT and business personnel, clients and enterprise-level decision makers.

Team Work

Work as an effective and productive team member in a range of professional and social situations, inparticular to:

• Work effectively in different roles, to form, manage, and successfully produce outcomesfrom collaborative teams whose members may have diverse cultural backgrounds and lifecircumstances with differing levels of technical or business expertise.

Responsibility

Accept responsibility and make informed decisions with a high level of accountability. Specifically, you willlearn to:

• Effectively apply relevant standards, ethical considerations and an understanding of legal and privacyissues to develop enterprise architecture solutions with a high level of integrity;

• Maintain currency in modern enterprise architecture techniques and best practice in the field.

Research and scholarship


84

Program Guide

Page 4

Extend your technical and communication skills to design, evaluate, implement, analyse and theorise aboutdevelopments that contribute to professional practice or scholarship. Specifically you will have cognitive skillsto:

• Demonstrate mastery of theoretical knowledge and reflect critically on theory and professional practiceor scholarship;

• Plan and execute a substantial research-based project, capstone experience and/or parts ofscholarship.


85

Program Guide

Page 5


Capability Matrix

Program Learning Outcome RMIT Graduate Atrributes(#)

AQF Learning Object De-scriptors (LOD) (*)

Year 1 Courses Year 2 Courses

Enabling Knowledge GA1, GA2, GA5, GA6 K1 ISYS2377, ISYS3355,ISYS3360, ISYS2379,INTE2510

INTE2508, ISYS3361

K2 ISYS2377, ISYS3355,ISYS3360, ISYS2379,INTE2510

INTE2508, ISYS3361

S1 ISYS2377, ISYS3355,ISYS3360, ISYS2379,INTE2510

INTE2508, ISYS3361

A3 ISYS2377, ISYS3355,ISYS3360, ISYS2379,INTE2510

INTE2508, ISYS3361

Critical Analysis GA1, GA2, GA5, GA6 K1 ISYS2377, ISYS3355,ISYS3360, ISYS2379,INTE2510

INTE2508, ISYS3361

K2 ISYS2377, ISYS3355,ISYS3360, ISYS2379,INTE2510

INTE2508, ISYS3361


INTE2508, ISYS3361


INTE2508, ISYS3361


INTE2508, ISYS3361


INTE2508, ISYS3361

Problem Solving GA1, GA2, GA5, GA6 K1 ISYS3355, ISYS3360,INTE2510

INTE2508, ISYS3361


86

Program Guide

Page 6

K2 ISYS3355, ISYS3360,INTE2510

INTE2508, ISYS3361

S1 ISYS3355, ISYS3360,INTE2510

INTE2508, ISYS3361

S3 ISYS3355, ISYS3360,INTE2510

INTE2508, ISYS3361

A1 ISYS3355, ISYS3360,INTE2510

INTE2508, ISYS3361


INTE2508, ISYS3361

Communication GA1, GA2, GA3, GA4 S4 ISYS2377, ISYS3355,ISYS3360, ISYS2379,INTE2510

INTE2508, ISYS3361


INTE2508, ISYS3361


INTE2508, ISYS3361

Responsibility GA2, GA3, GA4, GA5 S1 ISYS3360, INTE2510 INTE2508, ISYS3361 S4 ISYS3360, INTE2510 INTE2508, ISYS3361 S5 ISYS3360, INTE2510 INTE2508, ISYS3361 A2 ISYS3360, INTE2510 INTE2508, ISYS3361Teamwork GA1, GA2 S4 ISYS3355, ISYS3360,

INTE2510INTE2508, ISYS3361


INTE2508, ISYS3361

Research and Scholarship GA1, GA2, GA5, GA6 K2 ISYS3355 INTE2508, ISYS3361 S4 ISYS3355 INTE2508, ISYS3361 A1 ISYS3355 INTE2508, ISYS3361 A3 ISYS3355 INTE2508, ISYS3361

(*) - Australian Qualifications Framework (AQF). For more information go to http://www.aqf.edu.au/

(#) - RMIT Graduate Attributes. For more information go to http://www.rmit.edu.au/teaching/graduateattributes

Legend

Course Code Course Title


87

Program Guide

Page 7

ISYS2377 Enterprise ArchitectureISYS3355 Software Systems ArchitectureISYS3360 Enterprise Architecture Leadership, Change and GovernanceISYS2379 Enterprise Architecture: Case StudiesINTE2510 Strategic Planning for IT InfrastructureISYS3361 Advanced Topics in Enterprise ArchitectureINTE2508 Enterprise Architecture Capstone Project


88

Program Guide

Page 8


RMIT is committed to providing students with an education that strongly links formal learning with workplaceexperience. As a student enrolled in this program you will:

• undertake and be assessed on a structured activity that allows you to learn, apply and demonstrateyour professional and/or vocational practice

• interact with industry and community when undertaking this activity• complete an activity in a work context or situation that may include teamwork with other students from

different disciplines• underpin your learning with feedback from interactions and contexts distinctive to workplace

experiences.

In this program, you will be doing specific courses that focus on Work Integrated Learning (WIL). You will beassessed on professional work in a work place setting (real or simulated) and receive feedback from thoseinvolved in your industry.

The course ISYS2379 Enterprise Architecture Case Studies is case-study based where our industry partnerspresent 'life' case studies. You will explore, analyse, solve and communicate solutions to realistic EAscenarios. Our industry experts, along with the course coordinators, will facilitate the discussion and provideregular feedback on your assessment submissions. You will learn about a variety of successful and lesssuccessful real-life EA projects and about the factors that influence their success or failure.

This course will proceed via a workshop mode consisting of a series of full-day workshops led by experiencedindustry experts, including practising enterprise architects. Each workshop will involve presentation of aspecific case study, typically used to highlight a particular issue and specific learning outcomes.

Workshops act as a simulated WIL environment,where you will proceed with analysis and discussion ofexamples and case studies to illustrate the core issues. You will form groups to perform analysis in order tolearn how to apply the core knowledge and develop critical analytical skills. You will present their results to theclass each, to develop effective oral communication.

The course INTE2508 Enterprise Architecture Capstone Project is designed to provide you with hands-on practical experience developing an Enterprise Architecture (EA) team-project from inception toimplementation. The project will be identified from an existing workplace. Your industry sponsors willjointly, with your academic advisor, supervise and assess all the deliverables of this project. Both will provideregular feedback for self and the project team. The emphasis is on understanding and working within acorporate environment, using formal project and EA delivery methodologies, integrating and applying all yourskills and knowledge into a solid base from which to progress your professional life.


Your learning experiences will contain a broad mix of study modes, including lectures, tutorials, practicalclasses, studios, project work and seminars, using face-to-face, on-line, intensive, and other flexible deliverymechanisms.

Assessment is designed to give you opportunities to demonstrate your capabilities. You will find that theforms of assessment used may be different for each course, depending on the course objectives and learningoutcomes.

Your assessment in this program will include all or some of the following:

• Examinations: an individual form of assessment where you are asked to demonstrate your ability toexplain principles and to solve problems;

• Assignments and projects: some will require you to demonstrate an ability to work alone, while somewill involve group work requiring you to be part of a team with other students;

• Reflective journals: where you pause to consider what you have learnt and reflect on the furtherdevelopment of the related capability;

• Assessed tutorials or presentations: a form of in-class test which you will be required to complete eitherindividually or as a team:

• Self-assessment and peer-assessment: for assessment activities such as seminars you may be askedto assess your own work, the work of your group, or the work of other groups. This is part of equippingyou to become more independent in your own learning and to develop your assessment skills.


89

Program Guide

Page 9

The assessment you receive, with the exception of exams, will enable the teaching staff to provide you withfeedback on your progress. This will enable you to improve your performance in the future.

If you have special needs or a disability it may be possible to negotiate to vary aspects of the learning orassessment methods. You should contact the program manager or the Disability Liaison Unit.


Articulation:There are no articulation agreements for entry into this program. However, if you have completed the RMITExecutive MBA program, you will receive credit towards Executive MBA electives on a case-by-case basis.

Applicants who have completed or have partially completed a Master of Enterprise Architecture or ExecutiveMaster of Business Administration at another institution can be accepted with some credit transfer towards theMaster of Enterprise Architecture program.

Pathways:The Graduate Diploma in Enterprise Architecture is available if you choose to exit the Master's program after96 credit points. The capabilities developed by the Graduate Diploma are consequently less comprehensivethan those developed by the Master's program.


Program Entry Requirements• An Australian Bachelor degree, or equivalent from a recognised tertiary institution, with a minimum

Credit average which equates to a grade point average (GPA) of 2.0 (GMAT 560) in computer science;software -, computer - or network engineering; or information technology or similar discipline; or5 years current relevant work experience in programming (web, application, database); softwareengineering; system, functional or business analysis; information, system or enterprise architecture;ICT management; and

• evidence of significant relevant work experience with a minimum of 3 years full-time seniormanagement experience. The work experience criterion is a mandatory pre-requisite for the program.Students should be able to provide evidence of management experience, performance managementof staff, and budget responsibility. Students are required to submit current curriculum vitae, and threecontactable referees (additional information may be requested from the candidate). Students may berequired to complete an interview.

• International qualifications are assessed according to the Australian Qualifications Framework (AQF).

English Language Requirements • A minimum IELTS (academic module) overall score of 6.5 with no band less than 6.0; or equivalent.

For equivalents to English entry requirements, see the English equivalents web page http://www.rmit.edu.au/international/english-equivalents


Resources available from the Library

As a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials, suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.Computers for study are available at every Library site, where you can access the Internet, myRMIThttp://www.rmit.edu.au/myrmit or Library e-resources. If you have a laptop you can access the RMIT wirelessnetwork in the Library.Library staff can show you how to find information for your assignments or you can work through web-basedtutorials or use our online Ask a Librarian service.The Library is continually expanding our electronic collections to make it easier for you to get the informationyou need when you need it. All RMIT students have unlimited access to quality electronic resources such as,e-books, e-journals and newspapers.


90

Program Guide

Page 10

You can find more information on Library resources and services at: http://www.rmit.edu.au/library includingspecific resources for computer science: http://rmit.libguides.com/compsci.

Online learning tools and content

As a student in this program you may access online learning tools and content for your program andassociated courses from the student portal, myRMIT http://www.rmit.edu.au/myrmit.

The School of Computer Science and Information Technology http://www.rmit.edu.au/compsci also providesyou with access to its specialised computer laboratories both for use during scheduled classes and outsidescheduled class times. These laboratories provide access to a range of computer environments including avariety of database products under different operating systems.

Learning services available to you as a student at RMIT

RMIT provides a wide range of resources and opportunities to assist your learning and wellbeing so you canachieve your study and career goals. Services are available face to face and online assisting with:





You can find more information at: www.rmit.edu.au/students.


Once you are enrolled as a student in this program you will need to allow for expenses other than universitytuition fees. Additional expenses may relate to the purchase of lecture notes, textbooks, stationery,consumables such as printer paper, fees levied by commercial internet service providers for internetaccess outside of the university campus, and other relevant costs. For example, this program offers onlineand intensive workshops which you are required to attend. Your equipment, any associated travel andaccommodation costs are at your own expense.


There are no students remaining in the previous program offering (which has been closed for new intakessince 2012). Therefore, no transition plan is required.

Program Structure

To graduate you must complete the following: All courses listed may not be available each semester Year One of ProgramComplete the following Five (5) Courses:Course Title Credit Points Course Code CampusEnterprise Architecture 12 ISYS2377 City CampusSoftware Systems Architecture 12 ISYS3355 City CampusEnterprise Architecture Case Studies 12 ISYS2379 City CampusStrategic Planning for IT Infrastructure 12 INTE2510 City CampusEnterprise Architecture Leadership,Change and Governance

12 ISYS3360 City Campus

AND


91

Program Guide

Page 11

Select and Complete Two (2) Courses from the following ExecutiveMBA Options:Course Title Credit Points Course Code CampusChange and Innovation 12 BUSM4146 City CampusAccounting for Bus Decisions 12 BUSM4126 City CampusCreating Business Strategies 12 BUSM3922 City CampusFinancial Management 12 BUSM4141 City CampusEntrepreneurship and New VentureCreation

12 BUSM1546 City Campus

ANDSelect and Complete One (1) of the following Program OptionCourses:Course Title Credit Points Course Code CampusBig Data Infrastructures 12 COSC2636 City CampusBig Data Processing 12 COSC2637 City CampusCloud Computing 12 COSC2640 City CampusCloud Infrastructures 12 COSC2642 City CampusCloud Security 12 INTE2401 City CampusData Mining 12 COSC2111 City CampusDatabase Systems 12 COSC2407 City CampusInformation Retrieval 12 ISYS1078 City CampusIntelligent Web Systems 12 COSC1165 City CampusInformation Systems Risk Management 12 INTE2396 City CampusKnowledge and Data Warehousing 12 ISYS1072 City CampusMobile Application Development 12 COSC2347 City CampusObject Oriented Software Design 12 ISYS1083 City CampusProject Management Leadership 12 BUSM1282 City CampusSecure Electronic Commerce 12 INTE1070 City CampusSoftware Requirements Engineering 12 COSC2275 City CampusWeb Services 12 COSC2279 City Campus

ANDYear Two of ProgramComplete the following Two (2) Courses:Course Title Credit Points Course Code CampusAdvanced Topics in EnterpriseArchitecture


Enterprise Architecture Capstone Project 24 INTE2508 City Campus

ANDSelect and Complete One (1) of the following Program OptionCourses:Course Title Credit Points Course Code CampusBig Data Infrastructures 12 COSC2636 City CampusBig Data Processing 12 COSC2637 City CampusCloud Computing 12 COSC2640 City CampusCloud Infrastructures 12 COSC2642 City CampusCloud Security 12 INTE2401 City CampusData Mining 12 COSC2111 City CampusDatabase Systems 12 COSC2407 City CampusInformation Retrieval 12 ISYS1078 City CampusIntelligent Web Systems 12 COSC1165 City CampusInformation Systems Risk Management 12 INTE2396 City CampusKnowledge and Data Warehousing 12 ISYS1072 City CampusMobile Application Development 12 COSC2347 City CampusObject Oriented Software Design 12 ISYS1083 City CampusProject Management Leadership 12 BUSM1282 City CampusSecure Electronic Commerce 12 INTE1070 City CampusSoftware Requirements Engineering 12 COSC2275 City CampusWeb Services 12 COSC2279 City Campus


92

Program Guide

Program: GD160 Graduate Diploma in Enterprise Architecture

Plan: GD160 Graduate Diploma in Enterprise Architecture


Version: 5.0

Status: Submitted

Last Updated: 17/03/2016 15:35

Published From:

Published To:


Type of Amendment:

Amendment to Program structure

Change Description:

Change Reason:


93

Program Guide

Page 2

Program GuideAward title: Graduate Diploma in Enterprise Architecture

Award abbreviation: GradDipEntArch


Career: PGRD

Duration: Two semesters full time; four semesters part time

Location: City Campus

Owning school: Computer Science & Information Technology (140H)

Owning school URL: www.rmit.edu.au/compsci


ASCED Code: 020305

CRICOS Code: 055772A


Program proposer details: Santha Sumanasekara - Deputy Head (L&T) Barti Murugesan, ProgramCoordinator


The School of Computer Science and Information Technology has substantial links with the ICT industryboth within Australia and internationally. Employers and industry professionals are members of our IndustryAdvisory Committee and those and others with Enterprise Architecture expertise have contributed to the initialdevelopment and ongoing improvement of the program. Their involvement ensures that the program remainsrelevant to your needs as a graduate and the needs of graduate employers. The committee meets quarterlyand provides feedback on the currency of the program, the changing needs of industry and has input into thedesign of new programs. It also actively contributes to the School through participation in seminars, marketingevents, industry awards and scholarships.

Many of the teaching staff within the program are practising (or have been) industry professionals withextensive industry experience and contact networks. This experience, when integrated into teaching andlearning practice, enriches your learning environment.

Successful completion of this program entitles graduates to apply for professional membership of theAustralian Computer Society in Australia: http://www.acs.org.au/


The Graduate Diploma in Enterprise Architecture is embedded within the Master of Enterprise Architectureprogram. It is designed for IT professionals with significant relevant work experience with a minimum of 3years full-time senior management experience. The work experience criterion is a mandatory pre-requisite forthe program. You should be able to provide evidence of management experience, performance managementof staff and budget responsibility.

GD160 - Graduate Diploma in Enterprise Architecture is an exit award within MC152- Master of EnterpriseArchitecture program. Upon completion of the first year of the program (96 credit points), including corecourses, you will be eligible to exit the program with the Graduate Diploma in Enterprise Architecture.

The overall purpose of the program is to develop the knowledge and skills essential for the role of enterprisearchitect, that is, to enable you to:

• analyse an enterprise or organisation in order to understand its business strategy and correspondingrequired IT offerings;

• design cost-effective Enterprise IT strategy, architectures and systems, drawing on an understanding ofbusiness strategy, to assist in achieving the business goals of the Enterprise;

• develop and maintain an enterprise architecture for an organization, taking into account its strategicplan, current IT portfolio and key business and ICT industry drivers and technologies, includinghardware and software standards;


94

Program Guide

Page 3

• communicate an enterprise architecture to the organisation and oversee its implementation, includinghow an enterprise architecture supports the organisation’s strategic IT objectives and plans, toinfluence both IT and business audiences;

• develop the required governance for successful enterprise architecture development and adoptionwithin organisations to support business and technology strategy.

The program is designed in such a way that approximately 60% of the program is delivered face-to-face,whilst the remainder is online. The two MBA Electives are entirely online. The other courses are conducted inblended mode, such as face-to-face, online and intensive workshops. Specific details will be made availableto you at commencement of the program.


You are expected to develop the following Program Learning Outcomes:

Enabling Knowledge


• Demonstrating mastery of a body of knowledge that includes recent developments in enterprisearchitecture;

• Recognising and using principles and methods applicable to enterprise architecture.

Critical Analysis

Learn to accurately and objectively examine, and critically investigate enterprise architecture concepts,evidence, theories or situations, in particular to:

• Analyse and model complex requirements and constraints for the purpose of designing, implementingand integrating software infrastructure to deliver business-focussed IT solutions across an enterprise;

• Critically evaluate and compare alternative software systems architectures on the basis oforganisational strategy and enterprise requirements.

Problem Solving


• Designing architectural solutions that address challenges in modern large-scale software systems;• Plan and developing solutions to deliver IT infrastructure projects in a timely and accurately estimated

manner to meet organisational cost and budget constraints;• Identify and developing strategies that resolve potential risks arising in organisational issues when

managing people, change and organisational culture.

Communication


• Interpret identified enterprise business needs, communicate architectural decisions and strategyto meet those needs, articulate risks and benefits of those decisions to the enterprise, and chooseappropriate methods of communication;

• Influence and convince internal and external stakeholders of decisions and strategies; stakeholdersincluding both IT and business personnel, clients and enterprise-level decision makers.

Team Work

Work as an effective and productive team member in a range of professional and social situations, inparticular to:

• Work effectively in different roles, to form, manage, and successfully produce outcomesfrom collaborative teams whose members may have diverse cultural backgrounds and lifecircumstances with differing levels of technical or business expertise.

Responsibility

Accept responsibility and make informed decisions with a high level of accountability. Specifically, you willlearn to:

• Effectively apply relevant standards, ethical considerations and an understanding of legal and privacyissues to develop enterprise architecture solutions with a high level of integrity;

• Maintain currency in modern enterprise architecture techniques and best practice in the field.



95

Program Guide

Page 4

Extend your technical and communication skills to design, evaluate, implement, analyse and theorise aboutdevelopments that contribute to professional practice or scholarship. Specifically you will have cognitive skillsto:

• Demonstrate mastery of theoretical knowledge and reflect critically on theory and professional practiceor scholarship.


96

Program Guide

Page 5


Capability Matrix

Program Learning Outcome RMIT Graduate Atrributes (#) AQF Learning Object Descriptors(LOD) (*)

Year 1 Courses

Enabling Knowledge GA1, GA2, GA5, GA6 K1 ISYS2377, ISYS3355, ISYS3360,ISYS2379, INTE2510

K2 ISYS2377, ISYS3355, ISYS3360,ISYS2379, INTE2510

S1 ISYS2377, ISYS3355, ISYS3360,ISYS2379, INTE2510

A3 ISYS2377, ISYS3355, ISYS3360,ISYS2379, INTE2510

Critical Analysis GA1, GA2, GA5, GA6 K1 ISYS2377, ISYS3355, ISYS3360,ISYS2379, INTE2510

K2 ISYS2377, ISYS3355, ISYS3360,ISYS2379, INTE2510





Problem Solving GA1, GA2, GA5, GA6 K1 ISYS3355, ISYS3360, INTE2510 K2 ISYS3355, ISYS3360, INTE2510 S1 ISYS3355, ISYS3360, INTE2510 S3 ISYS3355, ISYS3360, INTE2510 A1 ISYS3355, ISYS3360, INTE2510 A3 ISYS3355, ISYS3360, INTE2510Communication GA1, GA2, GA3, GA4 S4 ISYS2377, ISYS3355, ISYS3360,

ISYS2379, INTE2510 S5 ISYS2377, ISYS3355, ISYS3360,

ISYS2379, INTE2510 A2


97

Program Guide

Page 6

ISYS2377, ISYS3355, ISYS3360,ISYS2379, INTE2510

Responsibility GA2, GA3, GA4, GA5 S1 ISYS3360, INTE2510 S4 ISYS3360, INTE2510 S5 ISYS3360, INTE2510 A2 ISYS3360, INTE2510Teamwork GA1, GA2 S4 ISYS3355, ISYS3360, INTE2510 A2 ISYS3355, ISYS3360, INTE2510Research and Scholarship GA1, GA2, GA5, GA6 K2 ISYS3355 S4 ISYS3355 A1 ISYS3355 A3 ISYS3355

(*) - Australian Qualifications Framework (AQF). For more information go to http://www.aqf.edu.au/

(#) - RMIT Graduate Attributes. For more information go to http://www.rmit.edu.au/teaching/graduateattributes

Legend

Course Code Course TitleISYS2377 Enterprise ArchitectureISYS3355 Software Systems ArchitectureISYS3360 Enterprise Architecture Leadership, Change and Governance ISYS2379 Enterprise Architecture: Case StudiesINTE2510 Strategic Planning for IT Infrastructure


98

Program Guide

Page 7


RMIT is committed to providing students with an education that strongly links formal learning with workplaceexperience. As a student enrolled in this program you will:

• undertake and be assessed on a structured activity that allows you to learn, apply and demonstrateyour professional and/or vocational practice

• interact with industry and community when undertaking this activity• complete an activity in a work context or situation that may include teamwork with other students from

different disciplines• underpin your learning with feedback from interactions and contexts distinctive to workplace

experiences.

In this program, you will be doing a specific course that focusses on Work Integrated Learning (WIL). You willbe assessed on professional work in a work place setting (real or simulated) and receive feedback from thoseinvolved in your industry.

The course ISYS2379 Enterprise Architecture Case Studies is case-study based where our industry partnerspresent 'life' case studies. You will explore, analyse, solve and communicate solutions to realistic EAscenarios. Our industry experts, along with the course coordinators, will facilitate the discussion and provideregular feedback on your assessment submissions. You will learn about a variety of successful and lesssuccessful real-life EA projects and about the factors that influence their success or failure.

This course will proceed via a workshop mode consisting of a series of full-day workshops led by experiencedindustry experts, including practising enterprise architects. Each workshop will involve presentation of aspecific case study, typically used to highlight a particular issue and specific learning outcomes.

Workshops act as a simulated WIL environment,where you will proceed with analysis and discussion ofexamples and case studies to illustrate the core issues. You will form groups to perform analysis in order tolearn how to apply the core knowledge and develop critical analytical skills. You will present their results to theclass each, to develop effective oral communication.


Your learning experiences will contain a broad mix of study modes, including lectures, tutorials, practicalclasses, and seminars, using face-to-face, on-line and other flexible delivery mechanisms.

Assessment is designed to give you opportunities to demonstrate your capabilities. You will find that theforms of assessment used may be different for each course, depending on the course objectives and learningoutcomes.

Your assessment in this program will include all or some of the following:

• Examinations: an individual form of assessment where you are asked to demonstrate your ability toexplain principles and to solve problems;

• Assignments and projects: some will require you to demonstrate an ability to work alone, while somewill involve group work requiring you to be part of team with other students;

• Reflective journals: where you pause to consider what you have learnt and reflect on the furtherdevelopment of the related capability;

• Assessed tutorials or presentations: a form of in-class test, which you will be required to completeeither individually or as a team:

• Self-assessment and peer-assessment: for assessment activities such as seminars you may be askedto assess your own work, the work of your group, or the work of other groups. This is part of equippingyou to become more independent in your own learning and to develop your assessment skills.

The assessment you receive, with the exception of exams, will enable the teaching staff to provide you withfeedback on your progress. This will enable you to improve your performance in the future.

An enterprise architecture is a real-world, open problem. As an enterprise architect, you will be called uponto evaluate new cross-discipline situations, devise complex, creative solutions, and determine and implementthe most appropriate solution. You must be able to go beyond the application of a fixed “toolset” to familiar,well-defined problems. Some courses in this program involve seminar-style discussions, where you presentadditional topics in the course material, and apply your knowledge of earlier topics to recognize underlyingprinciples and potential applications of new topics. Many assignments require you to design or evaluatesolutions for problems with complex or conflicting requirements, or to compare alternative solutions for suchproblems.


99

Program Guide

Page 8

Learning activities in the key courses are group-based, to reflect industry practice and to develop essentialgeneral graduate capabilities such as communication skills, teamwork and leadership. Tutorial exercises allowyou to explore team dynamics, diagnostics, and management issues. Industry-based case studies are usedextensively, to develop your ability to reflect on and analyse issues in the context of realistic scenarios. Mostof these discussions are led by current industry practitioners and leaders.

If you have special needs or a disability it may be possible to negotiate to vary aspects of the learning orassessment methods. You should contact the program manager or the Disability Liaison Unit.


Articulation:

There is no direct entry to this program. It is an exit-only award.

Pathways:

Students who have completed the Graduate Diploma in Enterprise Architecture will receive 96 credit pointstowards the Master of Enterprise Architecture MC152P16.


This program is not available for direct entry. Entry to this program is via MC152 Master of EnterpriseArchitecture.

Students in the MC152 program who wish to exit the Masters before completion, may be eligible to take outthe intermediary award of GD160 Graduate Diploma in Enterprise Architecture.


Resources available from the LibraryAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials, suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.Computers for study are available at every Library site, where you can access the Internet, myRMIT http://www.rmit.edu.au/myrmit or Library e-resources. If you have a laptop you can access the RMIT wirelessnetwork in the Library.Library staff can show you how to find information for your assignments or you can work through web-basedtutorials or use our online Ask a Librarian service.The Library is continually expanding our electronic collections to make it easier for you to get the informationyou need when you need it. All RMIT students have unlimited access to quality electronic resources such as,e-books, e-journals and newspapers.You can find more information on Library resources and services at: http://www.rmit.edu.au/library includingspecific resources for computer science:http://rmit.libguides.com/compsci.Online learning tools and contentAs a student in this program you may access online learning tools and content for your program andassociated courses from the student portal, myRMIT http://www.rmit.edu.au/myrmit.

The School of Computer Science and Information Technology http://www.rmit.edu.au/compsci also providesyou with access to its specialised computer laboratories both for use during scheduled classes and outsidescheduled class times. These laboratories provide access to a range of computer environments including avariety of database products under different operating systems.Learning services available to you as a student at RMITRMIT provides a wide range of resources and opportunities to assist your learning and wellbeing so you canachieve your study and career goals. Services are available face to face and online assisting with:


which may impact on your learning• career development and employment• living and wellbeing (including advice on health, housing and financial matters)


100

Program Guide

Page 9

• opportunities for scholarships, leadership and study abroad• opportunities for participating in arts, sport, recreation, fitness activities as well as student activism and


We also offer a friendly and supportive environment for Aboriginal and Torres Strait Islander students.You canfind more information athttp://www.rmit.edu.au/browse;ID=b3mism7rz4jd




Not applicable.

Program Structure

To graduate you must complete the following: Year One of ProgramComplete the following Five (5) Courses:Course Title Credit Points Course Code CampusEnterprise Architecture 12 ISYS2377 City CampusSoftware Systems Architecture 12 ISYS3355 City CampusEnterprise Architecture Case Studies 12 ISYS2379 City CampusStrategic Planning for IT Infrastructure 12 INTE2510 City CampusEnterprise Architecture Leadership,Change and Governance


ANDSelect and Complete Two (2) Executive MBA Courses from:Course Title Credit Points Course Code CampusChange and Innovation 12 BUSM4146 City CampusAccounting for Bus Decisions 12 BUSM4126 City CampusCreating Business Strategies 12 BUSM3922 City CampusFinancial Management 12 BUSM4141 City CampusEntrepreneurship and New VentureCreation

12 BUSM1546 City Campus

ANDSelect and Complete One (1) of the following Program OptionCourses:Course Title Credit Points Course Code CampusBig Data Infrastructures 12 COSC2636 City CampusBig Data Processing 12 COSC2637 City CampusCloud Computing 12 COSC2640 City CampusCloud Infrastructures 12 COSC2642 City CampusCloud Security 12 INTE2401 City CampusData Mining 12 COSC2111 City CampusDatabase Systems 12 COSC2407 City CampusInformation Retrieval 12 ISYS1078 City CampusIntelligent Web Systems 12 COSC1165 City CampusInformation Systems Risk Management 12 INTE2396 City CampusKnowledge and Data Warehousing 12 ISYS1072 City CampusMobile Application Development 12 COSC2347 City CampusObject Oriented Software Design 12 ISYS1083 City CampusProject Management Leadership 12 BUSM1282 City CampusSecure Electronic Commerce 12 INTE1070 City Campus


101

Program Guide

Page 10

Software Requirements Engineering 12 COSC2275 City CampusWeb Services 12 COSC2279 City Campus


102

of 4


NB: Guidelines in blue to be deleted pre-submission

Course Code(s): INTE2508

Course Title: Enterprise Architecture Capstone Project


School Science


EA Capstone Project

Career Postgraduate

Credit Points 24


The following are required pre-requisite for this course:

∑ ISYS2379 – Enterprise Architecture Case Studies

∑ INTE2510 – Strategic Planning for IT Infrastructure

Course Description This course is designed to provide you with hands on practical experience developing an Enterprise Architecture (EA) project. Your project team of up to 4 students will complete projects from inception to implementation. The project should be identified from an existing workplace and your industry sponsors need to be prepared to supervise the requirements and implementation of this project with yourself, other members of your project team and your academic supervisor. The emphasis is on understanding and working within a corporate environment, using formal project and EA delivery methodologies and integrating all the skills and knowledge that you have acquired within this Program into a solid base from which to progress your professional life. This course includes a work integrated learning experience in which your knowledge and skills will be applied and assessed in a real workplace context and where feedback from industry and/ or community is integral to your experience .You will undertake and be assessed on structured activities that allow you to learn, apply and demonstrate your professional or vocational practice; and be involved in authentic engagement with partner organisations.


(PLOs)

This course contributes to the following program learning outcomes:

Enabling Knowledge


∑ Demonstrating mastery of a body of knowledge that includes recent developments in enterprise architecture;

∑ Recognising and using principles and methods applicable to enterprise architecture.

Critical Analysis

Learn to accurately and objectively examine, and critically investigate enterprise architecture concepts, evidence, theories or situations, in particular to:

∑ Analyse and model complex requirements and constraints for the purpose of designing, implementing and integrating software infrastructure to deliver business-focussed IT solutions across an enterprise;


103

of 4

∑ Critically evaluate and compare alternative software systems architectures on the basis of organisational strategy and enterprise requirements.

Problem Solving


∑ Designing architectural solutions that address challenges in modern large-scale software systems;

∑ Plan and developing solutions to deliver IT infrastructure projects in a timely and accurately estimated manner to meet organisational cost and budget constraints;

∑ Identify and developing strategies that resolve potential risks arising in organisational issues when managing people, change and organisational culture.

Communication


∑ Interpret identified enterprise business needs, communicate architectural decisions and strategy to meet those needs, articulate risks and benefits of those decisions to the enterprise, and choose appropriate methods of communication;

∑ Influence and convince internal and external stakeholders of decisions and strategies; stakeholders including both IT and business personnel, clients and enterprise-level decision makers.

Team Work

Work as an effective and productive team member in a range of professional and social situations, in particular to:

∑ Work effectively in different roles, to form, manage, and successfully produce outcomes from collaborative teams whose members may have diverse cultural backgrounds and life circumstances with differing levels of technical or business expertise.

Responsibility

Accept responsibility and make informed decisions with a high level of accountability. Specifically, you will learn to:

∑ Effectively apply relevant standards, ethical considerations and an understanding of legal and privacy issues to develop enterprise architecture solutions with a high level of integrity;

∑ Maintain currency in modern enterprise architecture techniques and best practice in the field.


Extend your technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship. Specifically you will have cognitive skills to:

∑ Demonstrate mastery of theoretical knowledge and reflect critically on theory and professional practice or scholarship

∑ Plan and execute a substantial research-based project, capstone experience and/or part of scholarship.



1) negotiate, agree and adhere to the project deliverables and milestones with your


104

of 4

corporate sponsor and academic supervisor and assume responsibility for a successful outcome;

2) apply key principles of EA project management; project methodologies and lifecycles; industry standard project document deliverables; industry standard EA deliverables; and best practice processes to project design, implementation and evaluation

3) identify and evaluate alternative approaches and appropriate development and project tools;

4) confront and address risks and issues associated with EA project delivery; 5) refine your documentation skills to produce agreed documentation and models and

produce and deliver presentation material to your colleagues and corporate sponsor;

6) demonstrate mastery of EA theoretical knowledge to plan and execute a substantial research-based project.

Overview of Learning Activities Face to face, where the project manager presents topics for research or application; group discussions, where you will discuss and share project issues and experiences; group presentations to colleagues, teaching staff and corporate sponsors; and guest lectures/discussion leaders from industry experts on key topics. You will be completing your project in a bespoke outsourcing environment. This means that you will complete your project in constant, dynamic interaction with your team members and regular interaction with your academic supervisor and industry sponsor.

Total study hours Twenty Four (24) hours per week for one semester comprising group discussions, team activities, interaction with the lecturers and self-study.

Overview of Learning Resources There is no single text or reference but you will be sourcing a variety of tools and materials, some of which will be provided for you and some of which you will source yourselves. You will also be sharing your ideas, skills and knowledge with your student team colleagues. You will be in regular contact with your industry sponsor and academic supervisor and other relevant contacts to collaboratively deal with issues that may arise, to ensure that project objectives are met.

Overview of Assessment You will complete a number of project documents to the satisfaction of your academic supervisor and project sponsor that include: a project charter; project definition and project schedule. Research outcomes must be specified in the project charter. Your charter may also include requirements specification; design and architecture specifications; test plans, cases and reports; project closure report and issues and risk registers; appropriate user references or manuals; and quality assurances. Your contribution as a team member will also be evaluated. ☒This course has no hurdle requirements.

Assessment tasks Assessment Task 1: Group Assignment This task has the following deliverables and the marks breakdown are listed below: Deliverable 1 – Project Charter Weighting 10% Deliverable 2 – Detailed Project plan Weighting 5% Deliverable 3 – Solution Design Weighting 40% Deliverable 4 – Test Plan and reports Weighting 5%


105

of 4

Deliverable 5 – Change Management Plan Weighting 5% Deliverable 6 – Project Closure and Hand Over Weighting 5% Deliverable 7 – Post Implementation Review Weighting 10% This assessment task supports CLOs – 1,2,3,4,5&6. Assessment 2: Class Presentation Weighting 20% This assessment supports CLOs – 5&6

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more. Further detailed information on RMIT’s assessment policy and procedures can be obtained here: RMIT Student Assessment Policy & Procedures.

Course Coordinator Details Dr. Lawrence Cavedon, 14.8.09, 9925-2325


106

of 4


NB: Guidelines in blue to be deleted pre-submission

Course Code(s): INTE2510

Course Title: Strategic Planning for IT Infrastructure


School Science


Strategic Planning for IT Infrastructure

Career Postgraduate

Credit Points 12


The following is an enforced pre-requisites for this course:

∑ Successful completion of and a subsequent understanding of key processes, knowledge and development of enterprise architectures acquired in the course ISYS2377 Enterprise Architecture.

Course Description The course will provide you with an overview of the multiple functions of IT from an Enterprise Architecture (EA) leadership perspective. The fundamental requirements of alignment will be presented including a variety of models, their similarities, differences and relevance. The importance of EA leadership for communications, shared understanding, trust, project management, business process ownership, IT process ownership business, IT and strategy will be emphasised. Diagnosing alignment related EA problems, such as project failure, loss of business edge/leadership, not reading the changing IT landscape and business impacts will also be considered.


(PLOs)


Enabling Knowledge




Critical Analysis




107

of 4

Problem Solving




Communication




Team Work



Responsibility


∑ Effectively apply relevant standards, ethical considerations and an understanding of legal and privacy issues to develop enterprise architecture solutions with a high level of integrity.



1) interrogate different EA models in order to apply best practice leadership, principles and processes of enterprise architecture in a variety of known and emerging contexts;

2) identify and elaborate corporate governance issues - ISO38500, board involvement, strategic focus;

3) interact in a professional manner with stakeholders when developing and communicating enterprise architectures;

4) critically evaluate factors which are critical to enterprise architecture leadership approaches;

5) troubleshoot issues arising in high level enterprise architectures project implementations, including a variety of stakeholder expectations;

6) generate and manage successful outcomes from diverse teams.

Overview of Learning Activities ∑ Case studies guest lecturers and discussants from industry and academia will be included to add value to the topics covered in the course.

∑ Face-to-face lectures where the lecturer presents some of the topics in the course material;

∑ Tutorial exercises where students explore team dynamics, diagnostics, and leadership;

∑ Seminar-style discussions where you will present additional topics in the course material, and apply your knowledge of earlier topics to


108

of 4

recognize underlying principles and potential applications of new topics;

∑ Group presentations to classmates, teaching staff and industry people of outcomes from assessment activities;

∑ As a Learner, you will be encouraged to display active listening and engagement with lectures; actively participate in the group discussions and contribute significantly to the analytical exercises in the tutorials; and contribute appropriately to the assessable exercise(s) which will require study time each week external to the face-to-face sessions.

Total study hours Twelve (12) hours per week/semester comprising lectures, tutorials/laboratory sessions, online activities and self-study.

Overview of Learning Resources There is currently no single textbook that covers all the material for this course. However a reading list of relevant books and articles will be provided during the lecture, seminars, tutorials, or through references during learning activities or via myRMIT. Any software required for the performance of exercises and assignments will be installed for access on RMIT servers and/or available for installation on personal computers/laptops.

Overview of Assessment The assessment for this course will involve a demonstration of the specified Learning Outcomes and Capabilities, via

∑ Assignments in which you will use appropriate communication approaches for enterprise architecture leadership, which require you to articulate different aspects, components and considerations when leading large scale enterprise architecture projects;

∑ Group presentations to classmates and teaching staff of outcomes from assessment activities;

∑ Peer-assessment will be undertaken of your contribution to the team and your contribution in a team-leader role.

☒This course has no hurdle requirements. Assessment tasks Assessment Task 1: Fortnightly report Weighting 20% This assessment task supports CLOs - 1,2&4

Assessment Task 2: Assignment Assessment Task 2.1: Group Assignment Weighting 25% This assessment task supports CLOs – 1,2,3,4,5&6 Assessment Task 2.2: Peer Review Weighting 5% This assessment task supports CLO – 4,5&6

Assessment Task 2.3: Individual Assignment Weighting 15% This assessment supports CLOs - 1,2,4&5

Assessment Task 2.4: Class Presentation Weighting 10% This assessment supports CLOs – 3,4&6

Assessment Task 3: Exam Weighting 25%


109

of 4

This assessment supports CLOs - 1,2,4&5

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

Further detailed information on RMIT’s assessment policy and procedures can be obtained here: RMIT Student Assessment Policy & Procedures.



110

of 4


Course Code(s): ISYS3360

Course Title: Enterprise Architecture Leadership, Change and Governance


School Science

Course Title EA Leadership, Change and Governance

Career Postgraduate

Credit Points 12


This course requires the following course as a co-requisite ∑ ISYS2377 – Enterprise Architecture is a co-requisite. You are expected to enrol a) in both course simultaneously or b) enrol into ISYS2377 within the same year you have enrolled in this

course.

Course Description An Enterprise Architecture (EA) is an overall framework and strategic objective for the usage of technology over time across an organisation. It provides a plan and objectives that align business goals with ICT strategy, to enable the organisation making the most effective use of ICT to support and build the business. As such, effective application of EA techniques involves significant change within an organisation, leading to a requirement of strong Governance structures and effective change management processes to ensure a successful application. The Enterprise Architect’s role in this context demands effective leadership of both people and the processes of organisational change. This course will provide you with an understanding of Governance concepts and structures and change management strategies, along with an appreciation of the complexities of managing people and driving organisational change in the context of business innovation involving IT.


(PLOs)


Enabling Knowledge




Critical Analysis


∑ Analyse and model complex requirements and constraints for the purpose of designing, implementing and integrating software infrastructure to deliver business-


111

of 4

focussed IT solutions across an enterprise;


Problem Solving





Communication




Team Work



Responsibility






1) Define in detail the roles and responsibilities for accountability in IT innovation within an organisation;

2) Understand ICT governance issues for accountability, audit, security, outsourcing, online business;

3) Demonstrate knowledge of and an ability to apply IT standards for audit and compliance;

4) Determine change management strategies associated with the adoption of IT Governance structures;

5) Effectively work with a team to develop and evaluate IT governance structures and required changes;

6) Interpret what is required to be an effective leader in a complex


112

of 4

business environment, particularly when driving organisational change and appreciating the complexities of managing people;

7) Demonstrate strategic reasoning when producing and communicating internally consistent, solution oriented advice to followers and colleagues.

Overview of Learning Activities Presentation will be face-to-face comprising of lectures, guest speakers and group presentations. A range of learning experiences will be used, including lectures, guest seminars, group problem solving exercises and group debates. The problem solving exercises and group debates in particular will develop analytical skills drawing on knowledge and frameworks offered in the lectures and seminars. A structured tutorial program will be providing opportunity to explore risk and governance issues in greater depth through active participation in small discussion groups. Students’ active and constructive participation in group discussions is expected in addition to weekly reading, group and individual exercises and careful planning and completion of assessment tasks.

Total study hours Twelve (12) hours per week/semester comprising lectures, tutorials/laboratory sessions and online activities and self-study.

Overview of Learning Resources RMIT University will provide resources and tools for learning in this course via online systems and computer laboratories. Students will have access to extensive course materials on myRMIT Studies, including digitised readings, lecture notes and a detailed study program, external internet links and access to RMIT Library online and hardcopy resources.

Overview of Assessment Assessment for this course will require you to work individually and in groups. Assessment therefore may comprise of both an individual and group project or report. Assessment may include individual business reports and essays, group projects and presentations, assignments, class participation, in-class role plays, simulations, reflective journals, case study analyses, online discussions and activities, and tests ☒This course has no hurdle requirements.

Assessment tasks Assessment Task 1: Fortnightly report Weighting 20% This assessment task supports CLOs - 1,2,3 & 4

Assessment Task 2: Assignment Assessment task 2.1: Group Assignment Weighting 30% This assessment task supports CLOs – 5,6 & 7 Assessment task 2.2: Individual Assignment Weighting 15% This assessment supports CLOs - 1,2,3,4 & 7

Assessment task 2.3: Class Presentation Weighting 10% This assessment supports CLOs – 6 & 7

Assessment Task 3: Exam Weighting 25%


113

of 4

This assessment supports CLOs - 1,2,3,4,6 & 7

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.




114

of 4


Course Code(s): ISYS3361

Course Title: Advanced Topics in Enterprise Architecture


School Science

Course Title Adv Topics in EA

Career Postgraduate

Credit Points 12


The following are enforced pre-requisites for this course:

∑ Successful completion of and a subsequent understanding of key processes, knowledge and development of enterprise architectures acquired in the course ISYS2377 Enterprise Architecture.

Course Description This course extends coursework performed as part of MC152 Master of Enterprise Architecture (EA). In particular, it provides knowledge and builds your skills associated with taking leadership of, or developing, an Enterprise Architecture capability within an organisation. This capability is applied to leverage business innovation and to minimise digital disruption. Topics you will engage with are:

∑ Developing a new EA capability ∑ Building a successful EA team ∑ Strategies to ensure long-term customer engagement ∑ Patterns of leadership that influence stakeholders and teams ∑ Making and leading innovation as a constantly evolving process

within an organisation. The course will involve presentations from Enterprise Architecture and Business Design leaders, along with critical stakeholders, such as CEO/CIO/CTOs from leading enterprises.


(PLOs)


Enabling Knowledge




Critical Analysis


∑ Analyse and model complex requirements and constraints for the purpose of designing, implementing and integrating software infrastructure to deliver business-focussed IT solutions across an enterprise;



115

of 4

Problem Solving





Communication




Team Work



Responsibility





Extend your technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship. Specifically you will have cognitive skills to:

∑ Demonstrate mastery of theoretical knowledge and reflect critically on theory and professional practice or scholarship

∑ Plan and execute a substantial research-based project, capstone experience and/or part of scholarship.



1) identify critical success factors developing an EA capability within an organisation, including the balance of skills and expertise for a successful team in a variety of organisational settings;

2) understand and apply strategies for developing successful long-term relationships with key stakeholders and external clients, based on


116

of 4

strategies for understanding needs; 3) understand and apply strategies for successful ongoing digital and

business innovation within an organisation;

4) design and follow process templates for constructing a new EA capability within an organisation, aligning that capability appropriately to the organisation’s business goals and strategies, and identifying new business opportunities enabled by that capability.

Overview of Learning Activities Face-to-face learning modes comprising lectures, guest speakers and group presentations. A range of learning experiences will be used, such as: lectures, guest seminars, group problem solving exercises and group debates. Case studies involving existing Enterprise Architecture organisations will demonstrate both successful and unsuccessful practice and techniques. Your active and constructive participation in group discussions is expected in addition to weekly reading, group and individual exercises and careful planning and completion of assessment tasks.

Total study hours Twenty (20) hours per week per semester comprising lectures, tutorials/laboratory sessions, online activities and self-study.

Overview of Learning Resources RMIT University will provide resources and tools for learning in this course via online systems and computer laboratories. You will have access to extensive course materials on myRMIT Studies, including digitised readings, lecture notes and a detailed study program, external internet links and access to RMIT Library online and hardcopy resources.

Overview of Assessment Assessment for this course will require you to work individually and in groups. Assessment therefore may comprise of both an individual and group project or report. Assessment may include individual business reports and essays, group projects and presentations, assignments, class participation, in-class role plays, simulations, reflective journals, case study analyses, online discussions and activities, and tests.

☒This course has no hurdle requirements. Assessment tasks Assessment Task 1: Fortnightly report Weighting 25% This assessment task supports CLOs – 1&2

Assessment Task 2: Assignment Assessment task 2.1: Group Assignment Weighting 40% This assessment task supports CLOs – 1,2,3&4, Assessment 2.2: Individual Assignment Weighting 25% This assessment supports CLOs - 1,2,3&4

Assessment 2.3: Class Presentation Weighting 10% This assessment supports CLOs – 2&4

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises


117

of 4

and by individual consultation. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.




118


TITLE

New Program: BH122 Bachelor of Engineering (Chemical Engineering) (Honours)/Bachelor of Pharmaceutical Sciences to replace BH095 Bachelor of Engineering (Chemical Engineering)(Honours)/Bachelor of Biomedical Science (Pharmaceutical Science)

PLR: NA, PPTL: 10950

EXECUTIVE SUMMARY

Key Issues

This proposal is for the offering of a new award, due to changing the title, credit points and program structure of the existing Bachelor of Engineering (Chemical Engineering)(Honours)/Bachelor of Biomedical Science (Pharmaceutical Science)(BH095) program to its replacement program, theBachelor of Engineering (Chemical Engineering)(Honours)/Bachelor of Pharmaceutical Sciences (BH122/BH122CEHDD). As per section 14.2 of the Program Design Procedure, there are at least 96 credit points of AQF 8 courses in this program.

A separate proposal will be submitted to discontinue the Bachelor of Engineering (Chemical Engineering) (Honours)/Bachelor of Biomedical Science (Pharmaceutical Science)(BH095). BH095 will be closed to enrolments in 2017 and discontinued in 2021. Active BH095 students will have the option to transfer into the new program and complete the additional course.

Recommendations (including action Academic Board must take)That Academic Board approve the introduction of BH122 Bachelor of Engineering (Chemical Engineering) (Honours)/Bachelor of Pharmaceutical Sciences which replaces BH095 Bachelor of Engineering (Chemical Engineering)(Honours)/Bachelor of Biomedical Science (Pharmaceutical Science) commencing Semester 1, 2017.

Timing of Decisions


Further Information

N/A


Responsibility for the implementation and communication of the new offering will rest with the Deputy Head, Learning and Teaching School of Engineering.


119


BACKGROUNDThe Pro Vice-Chancellor, Science, Engineering and Health approved the replacement program (PLR 1090) on 27 November, 2015. The academic case was endorsed by the Science, Engineering and Health Academic Development Committee on 19 February 2016 and approved by the Pro Vice-Chancellor, Science, Engineering and Health on 29 February 2016. No business case is required. This proposal was endorsed by Education Committee on 15 March 2016.

DISCUSSION/RATIONALE FOR RECOMMENDATIONSThe Bachelor of Engineering (Chemical Engineering)(Honours)/Bachelor of Biomedical Science (Pharmaceutical Science) (BH095) is a double degree program offered by the School of Engineering (formerly the School of Civil, Environmental and Chemical Engineering and the School of Medical Sciences). The change of title approved at ADC 12-15 to the former BP184 Bachelor of Biomedical Science (Pharmaceutical Science) (now BP311 Bachelor of Pharmaceutical Sciences) impacts on the title of the double degree. Amendments to the program structure of BP184 do not impact on the program structure in the Pharmaceutical Science component of the double degree, with core courses remaining the same (and equivalent to core courses in the new BP311).This submission thus proposes a change of title to the double degree (BH122 Bachelor of Engineering (Chemical Engineering) (Honours)/Bachelor of Pharmaceutical Sciences). In addition to the change of title it proposes a change of credit points for the replacement double degree from 504 credit points to 516 credit points with the inclusion of an additional course of study in the Engineering component. In accordance with RMIT Program and Course Design Policy (2015) a new program code (BH122) has been created to accommodate this change. PROC2094 Advanced Chemical Engineering Specialisation (12 credit points) is an existing course offering which allows students to explore and extend the application of chemical engineering principles to particular industry sectors or areas of specialist expertise. The addition of this course increases the workload of final year to 9 courses equivalent but it is similar to that in the first and second years of the existing program.There has been no intake to BH095 for two years while the Pharmaceutical program has been revised. There is effectively only one year cohort in BH095 making teach-out of that program a preferred option. It is anticipated that students currently enrolled in BH095 would be allowed to complete their program under the previous code and title (and 504 credit point program structure). Students will be advised that BH095 will be closed to enrolments in 2017 and discontinued in 2021 – allowing a realistic time frame for students to complete the program (accommodating those who fail courses, are studying part-time or need a period of leave of absence). Active BH095 students will have the option to transfer into the new program and complete the additional course.

FINANCIAL IMPLICATIONSDiscussions have been held with the Library, Study & Learning Centre and IT regarding this new program and there are no expected changes in resource requirements, given that this program will replace BH095. Also this reconfiguration will not lead to changes in facility usage. There will be no resource implications other than the administrative cost of implementing the program change.

INSTITUTIONAL RISKSThe double degree title should correspond with the titles of the two component programs to avoid confusion. The increase in credit points brings BH122 Bachelor of Engineering (Chemical Engineering) (Honours)/Bachelor of Pharmaceutical Sciences in line with other SCECE double degree programs.

ATTACHMENTS

∑ Program Guide

Submitted by:Name: Professor Paul GoughTitle: Deputy Vice Chancellor AcademicDate: 21 March 2016


120

Program Guide

Program: BH122 Bachelor of Engineering(Chemical Engineering)(Honours)/Bachelor of PharmaceuticalSciences

Plan: BH122CEHDD Bachelor of Engineering (Chemical Engineering(Honours)/Bachelor of PharmaceuticalSciences


Version: 1.0

Status: Endorsed

Last Updated: 21/03/2016 14:13

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:


121

Program Guide

Page 2

Program GuideAward title: Bachelor of Engineering (Chemical Engineering(Honours)/Bachelor of Pharmaceutical Sciences

Award abbreviation: BEng(ChemEng)(Hons)/BPharmSc


Career: UGRD

Duration: 5 years Full Time

Location: City Campus and Bundoora Campus

Owning school: Civil, Environmental & Chemical Engineering (120H)

Owning school URL: www.rmit.edu.au/civilenvirochemeng


ASCED Code: 030301

CRICOS Code:

Proposed introduction: Semester One, 2017

Program proposer details: John Smith, Deputy Head-Learning & Teaching Ph: +61 3 9925 1298 E:[email protected]


For the Bachelor of Engineering (Chemical Engineering):

The Institution of Chemical Engineers (IChemE), based in Rugby, UK is the primary international professionalsociety for the chemical engineer. The RMIT chemical engineering degree fully satisfies the requirement foraccreditation at the (UK) MEng level. The Chemical Engineering single degree is fully accredited by EngineersAustralia.

Accreditation from IChemE and Engineers Australia will be sought for the new program offering in 2019 withinthe accreditation time lines set by Engineers Australia. Provisional accreditation will be sought as soon aspossible after the first significant intake of students. Full accreditation will be sought as soon as possible afterthe first significant cohort of graduates.

For the Bachelor of Pharmaceutical Sciences:

Graduates of the Pharmaceutical Science program or the double degree with Chemical Engineering may beeligible to join various Australian professional societies in the medical and pharmaceutical fields. Examples ofthese societies include:

• Association of Regulatory and Clinical Scientists to the Pharmaceutical Industry (ARCS);• Australasian Pharmaceutical Science Association (APSA);• Australasian Society of Clinical and Experimental Pharmacologists and Toxicologists (ASCEPT);• Australian Physiological Society (APS);• Australian Society for Medical Research (ASMR)


The Bachelor of Chemical Engineering (Hons)/Bachelor of Pharmaceutical Sciences double degree isdesigned to prepare you for a career in large scale production of chemical products focussing on thepharmaceutical industry. As the pharmaceutical industry expands in Australia and world-wide, the industrywill require graduates able to design and operate pharmaceutical facilities. You will develop an understandingof fundamental knowledge of chemical engineering principles and apply them to design sustainable processesfor the benefit of society. This will be achieved through a combination of traditional lecturing practices,problem-based learning group work and hands-on experience.

The final year of the program includes the capstone courses PROC 2114 Research Project and PROC1025 Design Project where you will apply the knowledge and skills gained from your previous courses. Theprogram is to be accredited by both Engineers Australia (EA) and the Institution of Chemical Engineers(IChemE) and be internationally recognised.

This program is delivered on campus.


122

Program Guide

Page 3


Engineers and Scientists in the 21st century must integrate the social, environmental and economic demandswith the technical possibilities of each new challenge. Engineers and scientists have a responsibilityto themselves to maintain their own quality of life through their career and their relationships within theprofession and in the wide community.

The following program learning outcomes have been aligned with recognised standards for Bachelor ofEngineering degrees to obtain national accreditation by Engineers Australia (EA) and the Institution ofChemical Engineers(IChemE)

1 Knowledge and Skill Base

1.1. Comprehensive, theory based understanding of the underpinning natural and physical sciences and theengineering fundamentals applicable to the engineering discipline.

1.2. Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer andinformation sciences which underpin the engineering discipline.

1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.

1.4. Discernment of knowledge development and research directions within the engineering discipline.

1.5. Knowledge of contextual factors impacting the engineering discipline.

1.6. Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineeringpractice in the specific discipline.

2 Engineering Application Ability

2.1. Application of established engineering methods to complex engineering solving.

2.2. Fluent application of engineering techniques, tools and resources.

2.3. Application of systematic engineering synthesis and design processes.

2.4. Application of systematic approaches to the conduct and management of engineering projects.

3 Professional and Personal Attributes

3.1. Ethical conduct and professional accountability

3.2. Effective oral and written communication in professional and lay domains.

3.3. Creative, innovative and pro-active demeanour.

3.4. Professional use and management of information.

3.5. Orderly management of self, and professional conduct.

3.6. Effective team membership and team leadership.

The Bachelor of Pharmaceutical Sciences courses are designed to develop to the following programlearning outcomes:

1. Exhibiting Depth and Breadth of Scientific Knowledge

1.1 Develop a broad and coherent body of knowledge particularly in biochemistry, physiology, pharmacologyand toxicology.

2. Critically Analyse and Solve Scientific Problems

2.1 Adapt knowledge, concepts and skills to problem solve.

3. Communication and Teamwork

3.1 Develop skills to effectively communicate, both orally and written.

4. Investigation and Analysis

4.1 Apply initiative and judgement and adapt knowledge and skills.

5. Accountability for your own learning and professional conduct

5.1 Accountable for your own learning and demonstrating safe and ethical professional conduct.


123

Program Guide

Page 4


Program Learn-ing OutcomesBachelor of En-gineering

Bachelor of En-gineering

*AQF8 LODs #RMIT's GAs Year 1 Year 2 Year 3 Year 4 Year 5

Knowledge andSkill Base

1.1. Comprehen-sive, theory basedunderstanding ofthe underpinningnatural and phys-ical sciences andthe engineeringfundamentals ap-plicable to the en-gineering disci-pline.

K1 GA1, GA5 CHEM1030CHEM1031PROC2077

PROC2082PROC2083

PROC2079PROC2080

PROC2085

1.2. Conceptualunderstanding ofthe mathematics,numerical anal-ysis, statistics,and computer andinformation sci-ences which un-derpin the engi-neering discipline.

K1 GA1, GA5 MATH2128MATH2129

MATH1122MATH2114PROC2083

PROC2078PROC2080PROC2090

1.3. In-depth un-derstanding ofspecialist bod-ies of knowledgewithin the engi-neering discipline.

S2 GA1 PROC2089PROC2090

PROC2086 PROC2094


124

Program Guide

Page 5

1.4. Discernmentof knowledge de-velopment and re-search directionswithin the engi-neering discipline.

K2S4

GA1 PROC2076 PROC2078

PROC2088

PROC2084 PROC2091PROC2114PROC1025

1.5. Knowledgeof contextual fac-tors impacting theengineering disci-pline.

S1 GA1 CIVE1185 PROC2078

PROC2088

PROC2086 PROC2091PROC1025

1.6. Understand-ing of the scope,principles, norms,accountabilitiesand bounds ofcontemporary en-gineering practicein the specific dis-cipline.

A1 GA1 CIVE1185 PROC2078

PROC2088


Engineering Ap-plication Ability

2.1. Application ofestablished engi-neering methodsto complex engi-neering solving.

S1 GA1 PROC2078PROC2088PROC2089

PROC2091PROC1025

2.2. Fluent ap-plication of en-gineering tech-niques, tools andresources.

S2 GA1 PROC2078PROC2088PROC2089PROC2090

PROC2094

PROC2091PROC1025

2.3. Application ofsystematic engi-neering synthesisand design pro-cesses.

S3 GA1, GA6 PROC2076 PROC2078PROC2088PROC2089

PROC2091PROC1025


125

Program Guide

Page 6

2.4. Applicationof systematic ap-proaches to theconduct and man-agement of engi-neering projects.

A4 PROC2076

CIVE1185


PROC2091PROC1025

Professionaland Personal At-tributes

3.1. Ethical con-duct and profes-sional account-ability.

A1 GA1 CIVE1185 PROC2086

3.2. Effective oraland written com-munication in pro-fessional and laydomains.

S5 CIVE1185PROC2076

PROC2078PROC2088


3.3. Creative,innovative andpro-active de-meanour.

A2 GA2, GA3, GA4 CIVE1185PROC2076

PROC2078PROC2088


3.4. Professionaluse and manage-ment of informa-tion.

A4 CIVE1185PROC2076

PROC2078PROC2088


3.5.Orderly man-agement of selfand professionalconduct.

A3 GA1, GA5 CIVE1185PROC2076

PROC2078PROC2088


3.6. Effectiveteam membershipand team leader-ship.

A3 GA1, GA5 CIVE1185

PROC2076

PROC2078PROC2088


Program Learn-ing Outcomes

#RMIT GA's *AQF LOD's Year 1 Courses Year 2 Courses Year 3 Courses Year 4 Courses Year 5 Courses


126

Program Guide

Page 7

Bachelor ofPharmaceuticalSciences1.Exhibit-ing depth andbreadth of scien-tific knowledge

Develop a broadand coherentbody of knowl-edge particularlyin biochemistry,physiology, phar-macology andtoxicology.

GA1

GA5

K1

S2

CHEM1030

CHEM1031

BIOL1159/2146

ONPS2164

BIOL1177/2250

BIOL1181

BIOL2273/2374

BIOL2256/2257

ONPS2441

ONPS2443

ONPS2387

ONPS2494

ONPS2493

BIOL2043/2371

BIOL2044/2373

2. Critically anal-yse and solvescientific prob-lems

Adapt knowledge,concepts andskills to problemsolve.

GA1

GA5

A1

A2

S1

S2

S3

BIOL1177/2250

BIOL1181

ONPS2441

ONPS2443

ONPS2387

ONPS2493

ONPS2494

BIOL2043/2371

BIOL2044/2373

ONPS2305

ONPS2307

3. Communica-tion and Team-work

Develop skills toeffectively com-municate, bothorally and written.

GA1

GA2

GA4

GA5

S3

S4

ONPS2441

ONPS2443

ONPS2387

ONPS2493

ONPS2494

ONPS2305

ONPS2307

4. Investigationand Analysis

Apply initiativeand judgement

GA1

GA2

GA5

GA6

A1

A2

A3

S3

ONPS2387 ONPS2305

ONPS2307


127

Program Guide

Page 8

and adapt knowl-edge and skills.5. Accountabili-ty for your ownlearning andprofessionalconduct

GA1

GA2

GA3

GA4

GA5

GA6

S2

S3

S4

A1

A2

A3

CIVE1185

PROC2076

PROC2078

PROC2088

PROC2084 PROC2091

PROC1025

For more information on RMIT Graduate Attributes please go to http://www.rmit.edu.au/teaching/graduateattributes

* Australian Qualifications Framework Level 7 and 8 Learning Outcome Descriptors - for more information please see here: http://www.aqf.edu.au/


128

Program Guide

Page 9


RMIT University is committed to providing you with an education that strongly links formal learning withprofessional or vocational practice. As a student enrolled in this RMIT University program you will: undertakeand be assessed on structured activities that allow you to learn, apply and demonstrate your professional orvocational practice; interact with industry and community when undertaking these activitiescomplete these activities in real work contexts or situations; and in addition these interactions and the workcontext provide a distinctive source of feedback to you to assist your learning.

More specifically, work integrated learning (WIL) activities will be undertaken in these courses:

• CIVE1185 Engineering Practice 1 (Skills for Engineering): you will participate in the 'Engineerswithout Borders' project. You will work as part of a group identifying sustainable solutions to help anunderprivileged community

• PROC2089 Process Plant Design and Economics: you will work for one (1) week in industry on a smallproject and/or shadowing process engineers to learn about their role and responsibilities

• PROC1025 Design Project: you will work in a group designing an entire chemical process plant fromthe delivery of raw materials to finished product exiting the site. The project will be based on currentindustry needs. Groups will work under the guidance of professional engineers.

As part of this program you must undertake at least 12 weeks of engineering experience in a processingplant / company supervised by a professional engineer. This will enable you to obtain relevant engineeringexpertise.

Your work experience will be assessed as part of PROC2114 Research Project in Year 5.



The program consists of theoretical and practical components designed to equip you with advancedtheoretical and practical knowledge for entry into engineering careers in the pharmaceutical industry. Thepractical program is designed to help your understanding of selected theoretical components and develop keycompetencies.

Project-based learning is the dominant teaching paradigm, focused in a spine of Design courses in eachsemester of the program. Sustainability concepts provide an essential aspect of the framework for decisionmaking in this new program.

You will develop your graduate capabilities through laboratory and engineering design courses. The designcourses present successively more complex projects across the breadth of industry sectors. These projectswill include all aspects of project design, i.e. the technical, environmental, social and sustainability aspects.

Year-level integrated themes are used across the five years of the program to allow you to develop and applyyour knowledge and skills and imbue a sense of identity as a learner and emerging professional:Year 1: Developing commitmentThe aim is to assist you to make the transition to higher education and to start the process of helpingyou "think like an engineer". At the end of the year you should be able to confidently describe the roleof a pharmaceuticals engineer in industry, the skills needed to be successful in such a role and developyour commitment to become such an engineer.Year 2: Core technical conceptsYou will learn the foundational core content in pharmaceutical science and chemical engineering. Theemphasis is on conceptual understanding and quantification to a level appropriate to the task. Mathematicaland scientific rigour is important but no more so than practical application.Year 3 and 4: Extension and applicationYou will expand your knowledge and skills to relate to processes rather than principles i.e. industryconnections become much more explicit. At the end of this year you should have sufficient skills andconfidence to perform as a junior engineer in a plant, for example in vacation work.

Year 5: Preparing for the workforceYou will undertake a research project, either based at university or in industry. You will also undertake a majorteam-based design project.

Assessment activities will consist of a variety of methods such as: written tests, open-book exams, onlinetests, project reports and presentations, individual and group reports, assignments and examinations at theend of a semester.


129

Program Guide

Page 10

You will receive ongoing feedback throughout the program about your assessment outcomes. Together withtutorials, this will enable you to review and evaluate your progress and your ability to comprehend the materialpresented in order to successfully complete this program.

If you have a long term medical condition, disability and/or other form of disadvantage it may be possible tonegotiate to vary aspects of the learning or assessment methods. You can contact the Program Manager orthe Disability Liaison Unit for further information.


If you have already developed areas of skill and knowledge included in this program (for example, throughprior studies or work experience), you can apply for credit once you have enrolled. There is information on theRMIT University website about how to apply for Recognition of Prior Learning (RPL):http://www.rmit.edu.au/students/enrolment/credit/he.

Pathways from this degree include, Honours, Masters and PhD programs. On successful completion of thisprogram you may be eligible to enrol in the following post-graduate research programs:

• MR217 Master of Engineering (Chemical Engineering)• MR227 Master of Science (Biomedical Science)• DR217 PhD (Chemical Engineering)• DR227 PhD (Biomedical Science)

For more information on options available to you, contact your Program Coordinator or Discipline Head.

Students who apply to transfer to one of the single degrees that are components of this double degreeprogram, will be eligible for credit for any equivalent courses in the single degree structure, and may transfercredit for any other courses that can meet elective requirements of the single degree structure.


Program entry requirements

Successful completion of an Australian Year 12 senior secondary certificate of education or equivalent.

For information on international qualifications and corresponding entry requirements that are equivalent toAustralian academic entry requirements, see the Country equivalents web page.

Prerequisites

Victorian Certificate of Education (VCE) prerequisite units 3 and 4 — a study score of at least 20 in Chemistryand Mathematical Methods (CAS); and a study score of at least 30 in English (ESL) or at least 25 in any otherEnglish.

English language requirements

• A minimum IELTS (Academic module) overall score of 6.5, with no band below 6.0; or equivalent. • For equivalents to English entry requirements, see the English equivalents web page.


Library resources and servicesAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials, suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.Computers for study are available at every Library site, where you can access the Internet, myRMIT or Librarye-resources. If you have a laptop you can access the RMIT wireless network in the Library.Library staff can show you how to find information for your assignments or you can work through web-basedtutorials or use our online Ask a Librarian service.The Library is continually expanding our electronic collections to make it easier for you to get the informationyou need when you need it. All RMIT students have unlimited access to quality electronic resources such as,e-books, e-journals and newspapers.For text and reference books, and journals relevant to Chemical Engineering, refer to http://rmit.libguides.com/chemicaleng

You can find more information on Library resources and services at: http://www.rmit.edu.au/libraryOnline learning tools and content


130

Program Guide

Page 11

As a student in this program you may access online learning tools and content for your program andassociated courses from the student portal, myRMIT.

Chemical Engineering specific software are available for students' use in many computer labs in the CityCampus.Services for studentsRMIT provides a wide range of resources and opportunities to assist your learning and wellbeing so you canachieve your study and career goals. Services are available face to face and online assisting with:


which may impact on your learning, career development and employment• living and wellbeing (including advice on health, housing and financial matters)• opportunities for scholarships, leadership and study abroad• opportunities for participating in arts, sport, recreation, fitness activities as well as student activism and


We also offer a friendly and supportive environment for Aboriginal and Torres Strait Islander students. You can find more information at www.rmit.edu.au/students




Program Structure

For students who commence their study in this program from 1 January2016 onwards, please note that some courses listed in this structure willhave their course marks count toward your program's weighted averagemark. Your weighted average mark will determine the honours level ofyour award once you have completed the program. If a course countstoward your weighted average mark, that fact will be stated in its courseguide. In Enrolment Online, after you completed your course enrolment,you will be notified which of the enrolled courses will count toward theweighted average mark. For more information about the weighted average mark, please click hereTo graduate you must complete the following:

All courses listed may not be available each semester Year One of ProgramComplete the following Nine (9) Courses:Course Title Credit Points Course Code CampusChemistry of Materials 1 12 CHEM1030 City CampusChemistry of Materials 2 12 CHEM1031 City CampusEngineering Practice 1 (Skills forEngineering)

12 CIVE1185 City Campus

Engineering Mathematics B 12 MATH2128 City CampusMathematics and Statics 12 MATH2129 City CampusChemical Engineering Design 12 PROC2076 City CampusChemical Engineering Fundamentals 12 PROC2077 City Campus

BIOL1159 Bundoora CampusCell Structure and Function 12BIOL2146 City Campus


131

Program Guide

Page 12

Medicines, Drugs and Poisons 12 ONPS2164 Bundoora Campus ANDYear Two of ProgramComplete the following Nine (9) Courses:Course Title Credit Points Course Code Campus

BIOL2256 City CampusIntroduction to Microbiology, Immunologyand Genetics

12BIOL2257 Bundoora Campus

Biochemistry and Molecular Biology 2 12 BIOL1181 Bundoora CampusBIOL1177 Bundoora CampusBiochemistry and Molecular Biology 1 12BIOL2250 City Campus

Mathematics for Engineers 12 MATH1122 City CampusNumerical Methods/Statistics forEngineers

12 MATH2114 City Campus

Heat and Mass Transfer 12 PROC2082 City CampusReaction Engineering 12 PROC2083 City Campus

BIOL2273 Bundoora CampusPrinciples of Human Biology 12BIOL2374 City Campus

University Student Elective ANDYear Three of ProgramComplete the following Eight (8) Courses:Course Title Credit Points Course Code CampusPrinciples of Pharmacology 1 12 ONPS2441 Bundoora CampusPrinciples of Pharmacology 2 12 ONPS2443 Bundoora CampusProcess Principles 12 PROC2078 City CampusFluid Flow and Particle Mechanics 12 PROC2079 City CampusProcess Thermodynamics 12 PROC2080 City CampusProcess Systems Design 12 PROC2088 City CampusProcess Plant Design and Economics 12 PROC2089 City CampusProcess Control and Simulation 12 PROC2090 City Campus

ANDYear Four of ProgramComplete the following Eight (8) Courses:Course Title Credit Points Course Code Campus

BIOL2043 Bundoora CampusHuman Physiology 1 - Body Systems 12BIOL2371 City CampusBIOL2044 Bundoora CampusHuman Physiology 2: Body Systems 12BIOL2373 City Campus

Principles of Toxicology 12 ONPS2387 Bundoora CampusPharmacology of Therapeutic Agents 1 12 ONPS2493 Bundoora CampusPharmacology of Therapeutic Agents 2 12 ONPS2494 Bundoora CampusEngineering Experimental Investigations 12 PROC2084 City CampusTransfer Processes 12 PROC2085 City CampusEnvironmental and Hazard Analysis 12 PROC2086 City Campus

ANDYear Five of ProgramComplete the following Seven (7) Courses:Course Title Credit Points Course Code CampusDrug Research and Development 12 ONPS2305 Bundoora CampusPreclinical Drug Testing 12 ONPS2307 Bundoora CampusDesign Project 24 PROC1025 City CampusProcess Systems Integration 12 PROC2091 City CampusResearch Project 24 PROC2114 City CampusAdvanced Chemical EngineeringSpecialisation 2

12 PROC2094 City Campus

University Student Elective


132


TITLE

New Program: (MC265) Master of Geospatial Science to replace existing Master of Applied Science (Geospatial Information) (MC058) for implementation from Semester 1, 2017.

PLR: 1040, PPTL: 10903

EXECUTIVE SUMMARY

Key Issues

The proposal is for the replacement of an existing program.

A change of title, duration, credit points and program structure from the existing Master of Applied Science (Geospatial Information)(MC058) to its replacement, the Master of Geospatial Science(MC265) is proposed. As per section 15.4 of the Program Design Procedure there are at least 96credit points of AQF 9 courses in this program.

A separate proposal will be submitted to discontinue the Master of Applied Science (Geospatial Information)(MC058). MC058 will be closed to new enrolments from 2017 and taught out by December 2019 (for students electing not to transfer into MC265).


That Academic Board:

∑ Approve the introduction of MC265 Master of Geospatial Science (MC265) which replaces MC058 Master of Applied Science (Geospatial Information), commencing Semester 1, 2017.

∑ Approve an exemption from Section 16.3.1 of the Course Design Procedure which states that Graduate Diploma programs must include WIL activities that compose a minimum of 50% or more of the assessment

Timing of Decisions


Further Information

N/A


Responsibility for the implementation and communication of the new offering will rest with the Deputy Head, Learning and Teaching School of Science.


133


REMAINDER OF PAPER


The Master of Applied Science (Geospatial Information) (MC058) is currently one of a small number of RMIT postgraduate programs with a duration of 1.5 years.

In accordance with RMIT Program and Course Design Policy (2015) a new program code (MC265) has been created to accommodate these changes. The Pro Vice-Chancellor, Science, Engineering and Health approved the replacement program (PLR 1040) in November 2015. A change of title from the Master of Applied Science (Geospatial Information) to the Master of Geospatial Science better reflects the content and contemporary nomenclature within the discipline.

The duration is extended to 2 years (192 credit points) and amendments are made to the Program Structure.

In Year 1, seven (7) core courses are proposed. These comprise five (5) existing/amended Geospatial Science courses, ISYS1055 Database Concepts and a Research Methods course (MATH2318). In Year 1 students also select one (1) option from a list of nine (9) Geospatial Science options. Some of these are new offerings and arise from opportunities provided by the appointments of Professor Matt Duckham and Dr. Bernie Jenny to SMGS.

In Year 2, students complete a core 48 credit point Dissertation (GEOM 2077,2073, 2074); two (2) courses from the Geospatial Science options list; and two (2) curriculum enrichment options from a list of advanced level courses in analytics, statistics, operation research, architecture & planning, business, computer science, information technologies and environmental studies.

The Graduate Diploma in Geospatial Science (GD054P17) is an exit point only from the Master of Geospatial Science (MC265). The nested award was previously titled the Graduate Diploma in Geospatial Information (GD054). The program structure has been amended to reflect Year 1 of MC265 (seven (7) core courses and one (1) Geospatial Science option course).

The academic case was endorsed by the Science, Engineering and Health Academic Development Committee on 19 February 2016 and approved by the Pro Vice-Chancellor, Science, Engineering and Health on 29 February 2016. No business case is required.

This proposal was considered by Education Committee on 15 March 2016 and endorsed subject to two conditions:

1) Amendment of the exemption table in the Program Guide from “Up to 96 credit points (equivalent to two semesters or less of full time and/or part time study)” to “Up to 96 credit points (equivalent to two semesters or less of study) (i.e. removing reference to “full time” or “part time” study); and

2) Inclusion of a further recommendation to Academic Board namely: That Academic Board approve an exemption from Section 16.3.1 of the Course Design Procedure which states that Graduate Diploma programs must include WIL activities that compose a minimum of 50% or more of the assessment.


Following recommendations from the Program Advisory Committee (PAC), feedback from past and current Master of Applied Science (Geospatial Information) (MC058) students and discussions within the Geospatial Sciences discipline, changes to the title, duration, credit points and program structure are proposed.


There will be no resource implications other than the administrative cost of implementing the program change.

INSTITUTIONAL RISKS

There are no foreseeable risks associated with the program implementation. .


134


ATTACHMENTS

∑ Program Guide – Master of Geospatial Science∑ Program Guide – Graduate Diploma in Geospatial Science∑ Course Guides (2 new)

Submitted by:


Title: Deputy Vice Chancellor Academic Date: 21 March 2016


135

Program Guide

Program: MC265 Master of Geospatial Science

Plan: MC265 Master of Geospatial Science


Version: 1.0

Status: Endorsed

Last Updated: 22/03/2016 10:38

Published From:

Published To:


Type of Amendment:

Change in Program length

Change Description: New program due to change in program duration and program title

Change Reason:


136

Program Guide

Page 2

Program GuideAward title: Master of Geospatial Science

Award abbreviation: MGeospSc


Career: PGRD

Duration: 2 years Full-Time


Owning school: Mathematical & Geospatial Sciences (145H)

Owning school URL: www.rmit.edu.au/mathsgeo


ASCED Code: 031101

CRICOS Code:


Program proposer details: Professor Simon Jones Ph: +61 9925 2419 E: [email protected]


Whilst there is no external accreditation for this program, graduates are eligible for admission to the Surveyingand Spatial Sciences Institute of Australia (SSSI). Graduates may also be eligible for membership of theMapping Sciences Institute of Australia (MSIA). Further information is available from the MC265 ProgramLeader.

The School of Science has extensive links with industry across all aspects of this program, including thespatial sciences, remote sensing, GIS, geo-visualisation, surveying and cartography. A Program AdvisoryCommittee comprising senior industry figures representing the geospatial sciences meets regularly to ensurethe relevance of the current Masters of Geospatial Science program to industry. Industry partners have astrong link with RMIT, with a number of opportunities for you to participate in industry-related teaching andlearning activities such as field and project work.

The program enjoys an excellent academic and vocational reputation and is widely recognised by industryemployers as producing graduates who are well informed, motivated, adaptable and industry ready.


The Master of Geospatial Science is designed for professionals who already have an undergraduatequalification in a related field (for example environmental science, geography, social science, biology,geology, engineering) and who need to build their skills in managing spatial data. The Masters program aimsto provide you with the opportunity to undergo specialist studies in one or several areas of geospatial datamanagement at a higher degree level.

You will enhance your scientific knowledge and skills in geospatial information which will provide you with afoundation for a professional or research career in the spatial sciences.

You will develop:

• knowledge and advanced skills essential for all aspects of employment and higher levels of research inthe geospatial sciences;

• knowledge in all areas of geospatial science;• practical skills developed through presentations, major projects and reports;• advanced knowledge for a career in geospatial sciences and opportunities to take on a leadership role

in a changing global market shaped by economic, cultural, enviromental and regualtory dynamics.

GEOM2072 - Dissertation, GEOM2073 - Dissertation Part A (Preparation) and GEOM2074 - DissertationPart B (Implementation) serve as a capstone experience in Year 2 of your program - the culmination of yourgeospatial science studies. You will conduct research by liaising with industry to define/create a problem;undertake an analysis and create a report; and finally present your research and receive feedback fromindustry partners.


137

Program Guide

Page 3

This program is delivered on campus; some courses may be available online.


The Master of Geospatial Science degree will provide you with experiences in applying scientific principlesin geospatial science and professional practice, as well as the formulation and testing of research methods.Graduates will have a sound scientific knowledge as a foundation for a professional career in their field andas a basis for life-long learning in a changing global market shaped by economic, cultural, environmental andregulatory forces. The Master of Geospatial Science program will provide opportunities for you to graduatewith the following learning outcomes (AQF Level 9):

1 Knowledge Capability

1.1 Describe the fundamental and applied scientific knowledge that underpins the geospatial sciences.

1.2 Demonstrate in-depth understanding of the spatial models and mathematical methods used incontemporary practice.

1.3 Identify and elaborate specialist bodies of knowledge in the geospatial sciences.

1.4 Discern research directions and advances within geospatial science.

2 Technical Capability

2.1 Apply standard and advanced techniques to solve a range of measurement and data managementproblems.

2.2 Proficiently perform computations in two and three dimensions.

2.3 Be proficient in the recording, storage, management, representation and reporting of spatial information.

3 Critical Analysis and Problem Solving

3.1 Design and implement creative solutions to complex problems.

3.2 Interpret and critically analyse results and make informed judgments on the appropriateness of solutions.

3.3 Apply critical and analytical skills in a scientific and professional manner.

4 Communication Skills

4.1 Communicate effectively by means of oral, written and graphical presentations to peers and a wideraudience

5 Personal and Professional Awareness

5.1 Appreciate the environmental, social, legal and international aspects of actions and decisions in thegeospatial sciences.

5.2 Demonstrate a clear understanding of professional expectations and ethical requirements.

6 Independent and Integrated Practice

6.1 Be self-motivated and personally responsible for your actions and learning.

6.2 Professionally manage and use spatial information.


138

Program Guide

Page 4



AQF Learning Outcome De-scriptors*

RMIT's Graduate At-tributes#

Year 1 courses Year 2 courses

1. Knowledge capabilities 1.1 Describe the fundamen-tal and applied scientificknowledge that underpins thegeospatial sciences.

K1, S1, A2 GA1,GA2 MATH2318

GEOM1159

1.2 Demonstrate in-depthunderstanding of the spatialmodels and mathematicalmethods used in contempo-rary practice

K1,S1,S2,A1,A2,A3 GA1,GA2 GEOM1159

ISYS1055

GEOM1163

1.3 Identify and elaborate- specialist bodies of knowl-edge in geospatial science

K1,S1,S2,S3,A1,A2,A3 GA1,GA2 GEOM2069

GEOM1159

ISYS1055

GEOM1163

GEOM2066

GEOM2128

MATH2318

1.4 Discern research direc-tions and advances within thediscipline.

K2,S3,S4,S5,A3,A4 GA2,GA5, GA6 GEOM2069

MATH2318

GEOM2128

GEOM2072

GEOM2073

GEOM20742. Technical capabilities 2.1 Apply standard and ad-vanced techniques to solve arange of measurement, anddata management problems.

K1, S1, S2,S3,

A1, A2,A3

GA1,GA2 GEOM2069

GEOM1159

ISYS1055

GEOM1163

GEOM2128

GEOM2072

GEOM2073

GEOM2074


139

Program Guide

Page 5

GEOM20662.2 Proficiently perform com-putations in two and three di-mensions

S2,A1 GA1,GA2 GEOM2128

GEOM2066

2.3 Be proficient in therecording, storage, manage-ment, representation and re-porting of spatial information.

S2,A1 GA1,GA2 GEOM2069

GEOM1159

ISYS1055

GEOM1163

3. Critical Analysis andProblem Solving

3.1 Design and implementcreative solutions to complexproblems.

S1,S2, S3, A1,A2,A3 GA1, GA2, GA6 GEOM2072

GEOM2073

GEOM20743.2 Interpret and criticallyanalyse results and make in-formed judgments on the ap-propriateness of solutions.

S2, S3, A1, A3 GA1, GA2, GA5, GA6 GEOM1163

GEOM2128

GEOM2069

GEOM2072

GEOM2074

3.3 Apply critical and analyt-ical skills in a scientific andprofessional manner.

S2, S3, A1, A3 GA1,GA6 GEOM2128

MATH2318

GEOM2069

GEOM2072

GEOM2073

GEOM20744. Communication Skills 4.1 Communicate effectivelyby means of oral, written andgraphical presentations topeers and a wider audience

S5 GA1 GEOM2069

GEOM1159

ISYS1055

GEOM1163

GEOM2066

MATH2318

GEOM2072

GEOM2073

GEOM2074

5 Personal and Profession-al Awareness

5.1 Appreciate the environ-mental, social, legal and in-

K1, A1, A3 GA3, GA4 GEOM1159

ISYS1055


140

Program Guide

Page 6

ternational aspects of actionsand decisions in the geospa-tial sciences.

GEOM2066

MATH2318

5.2 Demonstrate a clear un-derstanding of professionalexpectations and ethical re-quirements.

K1, A1, A3 GA4, GA5 MATH2318

GEOM2069

GEOM2072

GEOM2073

GEOM2074

6 Independent and Integrat-ed Practice

6.1 Be self-motivated andpersonally responsible foryour actions and learning

A1, A3 GA1, GA5, GA6 GEOM1159

ISYS1055

GEOM2066

GEOM2069

GEOM2072

GEOM2073

GEOM2074

6.2 Professionally manageand use spatial information

S2, S5 GA1, GA2 GEOM2066

GEOM2128

MATH2318

GEOM1159

GEOM1163

GEOM2072

GEOM2073

GEOM2074

*Australian Qualifications Framework (AQF) - for more information go to http://www.aqf.edu.au/#RMIT Graduate Attributes - for more information go to http://www.rmit.edu.au/teaching/graduateattributes


141

Program Guide

Page 7




• interact with industry and community when undertaking these activities;• complete these activities in real work contexts or situations; and• these interactions and the work context provide a distinctive source of feedback to you to assist your

learning.

You will undertake specific course(s) that focus on work integrated learning (WIL). You will be assessedon professional or vocational work in a work place setting and receive feedback from those involved in yourindustry.

WIL Courses Include:GEOM2072 - Dissertation, GEOM2073 - Dissertation Part A and GEOM2074 - Dissertation Part B.

You will conduct research by liaising with industry to define/create a problem; undertake an analysis andcreate a report; and finally present your research and receive feedback from industry partners.


Geospatial Sciences is a highly practical discipline and this underpins the learning environment in theprogram. The primary modes of delivery are face-to-face lectures, tutorials and extensive practical activities.All courses use online learning materials to support the teaching and learning program. However, theseare used as additional elements to support but rarely replace face-to-face contact. Students have someopportunities to engage in field excursions, camps and other off-site activities. The approaches to teachingand learning, that will form the basis of your learning experiences include:

• activities such as practical work that engage you in real world situations;• projects that simulate, and in some cases are conducted with, industry;• learning activities that build upon the fundamental skills required for work in the geospatial sciences;• learning activities that require you to participate in team development; and• tasks that require technical competence in the field.

Assessment is multi-faceted and may consist of examinations, practical reports, field work, projects andassignments. Oral presentations are required in a number of courses. Forms of assessment used will vary foreach course, given the differing objectives.

Most of the assessment you complete (the exception is exams) will enable the teaching staff to provide youwith feedback on your progress. This will enable you to improve your performance in the future. Speak to theteaching staff if you are not receiving helpful feedback, and consult the RMIT University assessment policy:see http://mams.rmit.edu.au/mmnwcfv0fifn.pdf

The Study and Learning Centre (SLC) is able to provide support for all students with Maths, English,Chemistry, and general Study Skills.

If you have a long term medical condition, disability and/or other form of disadvantage it may be possible tonegotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator orthe Disability Liaison Unit if you would like to find out more.

If you have already developed areas of skill and knowledge included in this program (for example, throughprior studies or work experience), you can apply for credit once you have enrolled in this program. There isinformation on the RMIT University website about how to apply for Recognition of Prior Learning (RPL): http://www.rmit.edu.au/students/enrolment/credit/he.


If you have successfully completed one of the following qualifications majoring in geospatial science,geomatics, land information, surverying, geography, or a relevant discipline you will be eligible for exemptionsas follows:

Qualification level Exemptions Remaining program durationBachelor degreeGraduate certificate(AQF Level 7)

Up to 48 credit points (equivalentto one semester full time study)

144 credit points (equivalent tothree semesters full time study) ormore


142

Program Guide

Page 8

Bachelor degree (honours)Graduate DiplomaMasterPhD(AQF Level 8 or higher)

Up to 96 credit points (equivalentto two semesters full time study)

96 credit points (equivalent to twosemesters full time study) or more

If you have successfully completed one of the following qualifications majoring in environmental science,geology, earth science, environmental engineering, or relevant discipline you may be eligible for exemptionsas follows:

Qualification Level Exemptions Remaining program durationBachelor degreeGraduate CertificateBachelor degree (honours)Graduate DiplomaMastersPhD(AQF Level 7 or higher)

Up to 48 credit points (equivalentto one semester full time study)

144 credit points (equivalent tothree semesters full time study) ormore

If you choose to exit this degree after completing 96 credit points (equivalent to two semesters full time study)you are eligible to obtain a Graduate Diploma in Geospatial Science (GD054P17). Note that AQF exemptionscannot be used to exit with a Graduate Diploma.Students wishing to pursue a higher degrees by research career (PhD) can apply after successfullycompleting this program.


Program entry requirementsAn Australian bachelor degree, or equivalentORAt least 10 years of relevant work experience in geospatial science, geomatics, land information, surverying,geography, environmental science, geology, earth science, environmental engineering or a relevant disciplineInternational qualifications are assessed according to the Australian Qualifications Framework (AQF).English language requirementsA minimum IELTS (Academic module) overall score of 6.5, with no band below 6.0; or equivalent. Forequivalents to English entry requirements, see the English equivalents web page.Credit transfer and recognised prior learningSome applicants may be eligible for credit. Please refer to the Articulation and Pathways section for furtherinformation.


Library resources and servicesAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials, suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.Computers for study are available at every Library site, where you can access the Internet, myRMIT(www.rmit.edu.au/myrmit) or Library e-resources. If you have a laptop you can access the RMIT Universitywireless network in the Library.Library staff can show you how to find information for your assignments or you can work through web-basedtutorials or use our online Ask a Librarian service.The Library is continually expanding our electronic collections to make it easier for you to get the informationyou need when you need it. All RMIT University students have unlimited access to quality electronic resourcessuch as, e-books, e-journals and newspapers.You can find more information on Library resources and services at: http://www.rmit.edu.au/library.Online learning tools and contentYou can access online learning tools and content for your program and associated courses atmyRMIT: www.rmit.edu.au/myrmit.


143

Program Guide

Page 9

Services available to you as a student at RMIT UniversityRMIT University provides a wide range of resources and opportunities to assist your learning and wellbeing soyou can achieve your study and career goals.










This program replaces MC058 Master of Applied Science (Geospatial Science). If you commenced MC058Master of Applied Science (Geospatial Science) in Semester 2, 2016 or earlier, you may continue in MC058and graduate after completing 144 credit points. Alternatively you may transition into this program and graduate after completing 192 credit points and you willreceive an AQF compliant qualification. If you elect not to transfer to MC265 you will need to complete MC058 Master of Applied Science (GeospatialInformation) (which is not AQF compliant) by the end of 2019.

Program Structure

To graduate you must complete the following: Year One of ProgramComplete the following Seven (7) Courses:Course Title Credit Points Course Code CampusGIS Fundamentals 12 GEOM1159 City CampusDatabase Concepts 12 ISYS1055 City CampusSatellite Positioning 12 GEOM2066 City CampusRemote Sensing 12 GEOM2128 City CampusGIS Principles 12 GEOM1163 City CampusCartography and Visualisation 12 GEOM2069 City CampusResearch Methods 12 MATH2318 City Campus

ANDSelect and Complete One (1) Course from the following GeospatialScience Options:Course Title Credit Points Course Code CampusGIS Analytics 12 GEOM2152 City CampusResource Management 12 ENVI1096 City CampusHuman Geography 12 HUSO2150 City CampusAdvanced GIS 12 GEOM2151 City CampusPhysical Geography 12 GEOM2153 City CampusLand Development 12 GEOM2076 City CampusCartography 2 12 GEOM2080 City CampusCartography 3 12 GEOM2082 City Campus


144

Program Guide

Page 10

Distributed Mapping 12 GEOM2142 City Campus ANDYear Two of ProgramNote: Students enrolled in the Full Time program are to complete GEOM2072 in their final semester, andstudents enrolled in the Part Time program are to complete GEOM2073 and GEOM2074 in their two finalsemesters. {Complete the following One (1) Course:Course Title Credit Points Course Code CampusDissertation 48 GEOM2072 City Campus

ORComplete the following Two (2) Courses:Course Title Credit Points Course Code CampusDissertation Part A (Preparation) 24 GEOM2073 City CampusDissertation Part B (Implementation) 24 GEOM2074 City Campus

}

ANDSelect and Complete Two (2) Courses from the following GeospatialScience Options:Course Title Credit Points Course Code CampusGIS Analytics 12 GEOM2152 City CampusResource Management 12 ENVI1096 City CampusHuman Geography 12 HUSO2150 City CampusAdvanced GIS 12 GEOM2151 City CampusPhysical Geography 12 GEOM2153 City CampusLand Development 12 GEOM2076 City CampusCartography 2 12 GEOM2080 City CampusCartography 3 12 GEOM2082 City CampusDistributed Mapping 12 GEOM2142 City Campus

ANDSelect and Complete Two (2) of the following Option Courses:Course Title Credit Points Course Code CampusGIS Analytics 12 GEOM2152 City CampusResource Management 12 ENVI1096 City CampusHuman Geography 12 HUSO2150 City CampusAdvanced GIS 12 GEOM2151 City CampusPhysical Geography 12 GEOM2153 City CampusLand Development 12 GEOM2076 City CampusCartography 2 12 GEOM2080 City CampusCartography 3 12 GEOM2082 City CampusDistributed Mapping 12 GEOM2142 City CampusManaging Contemporary UrbanEnvironments

12 ARCH1261 City Campus

Heritage and Environmental Design 12 ARCH1264 City CampusPlanning Theory 12 ARCH1272 City CampusCity Building and Urban Design Process 12 ARCH1274 City CampusIntegrated Transport Planning 12 ARCH1311 City CampusEconomics of Spatial Decision Making 12 ARCH1408 City CampusScripting Language Programming 12 COSC1092 City CampusArtificial Intelligence 12 COSC1125 City CampusIntelligent Web Systems 12 COSC1165 City CampusProgramming Techniques 12 COSC1283 City CampusAlgorithms and Analysis 12 COSC1285 City CampusAdvanced Programming 12 COSC1295 City CampusData Mining 12 COSC2111 City CampusAdvanced Programming Techniques 12 COSC2207 City Campus


145

Program Guide

Page 11

Database Systems 12 COSC2407 City CampusProgramming Fundamentals 12 COSC2531 City CampusBig Data Infrastructures 12 COSC2636 City CampusBig Data Processing 12 COSC2637 City CampusStatutory Plan and Environment 12 ENVI1134 City CampusEcosystems and Human Impact 12 ENVI1162 City CampusThe Ecosphere 12 ENVI1210 City CampusThe Hydrosphere 12 ENVI1215 City CampusThe Atmosphere 12 ENVI1216 City CampusThe Lithosphere 12 ENVI1217 City CampusInformation Systems Risk Management 12 INTE2396 City CampusKnowledge and Data Warehousing 12 ISYS1072 City CampusInformation Retrieval 12 ISYS1078 City CampusThe Digital Information Environment 12 ISYS1166 City CampusProject Management 12 MANU2123 City CampusMathematical Modelling and DecisionAnalysis

12 MATH1293 City Campus

Analysis of Categorical Data 12 MATH1298 City CampusForecasting 12 MATH1307 City CampusMultivariate Analysis Techniques 12 MATH1309 City CampusRegression Analysis 12 MATH1312 City CampusTime Series Analysis 12 MATH1318 City CampusAnalysis of Large Data Sets 12 MATH1319 City CampusIntroduction to Statistical Computing 12 MATH1322 City CampusIntroduction to Statistics 12 MATH1324 City CampusEssential Mathematics 12 MATH2267 City CampusApplied Bayesian Statistics 12 MATH2269 City CampusData Visualisation 12 MATH2270 City Campus


146

Program Guide

Program: GD054 Graduate Diploma in Geospatial Science

Plan: GD054P17 Graduate Diploma in Geospatial Science


Version: 1.0

Status: Endorsed

Last Updated: 07/03/2016 15:13

Published From:

Published To:


Type of Amendment:

New Plan

Change in existing Program title

Change Description: New plan for change of program title

Change Reason:


147

Program Guide

Page 2

Program GuideAward title: Graduate Diploma in Geospatial Science

Award abbreviation: GDGeospSc


Career: PGRD

Duration: 1 year Full Time


Owning school: Mathematical & Geospatial Sciences (145H)

Owning school URL: www.rmit.edu.au/mathsgeo


ASCED Code: 031101

CRICOS Code:


Program proposer details: Professor Simon Jones Ph: +61 9925 2419 E: [email protected]


Whilst there is no external accreditation for this program, graduates are eligible for admission to the Surveyingand Spatial Sciences Institute of Australia (SSSI). Graduates may also be eligible for membership of theMapping Sciences Institute of Australia (MSIA). Further information is available from the Master of GeospatialScience Program Leader.

The School of Science has extensive links with industry across all aspects of this program, including thespatial sciences, GIS, geo-visualisation, surveying and cartography. A Program Advisory Committeecomprising senior industry figures representing the geospatial sciences meets regularly to ensure therelevance of the program to industry. Industry partners form a strong link with RMIT, with a number ofopportunities for you to participate in industry related teaching and learning activities, such as field and projectwork.

The program enjoys an excellent academic and vocational reputation. The program is widely recognised byindustry employers as producing graduates who are well informed, motivated, adaptable and industry ready.


The coursework programs in Geospatial Information are designed for professionals who already have anundergraduate qualification in a related field (for example environmental science, geography, social science,biology, geology, engineering) and who need to build their skills in managing spatial data. Professionals alsolooking to make a career change into the geospatial industry can acquire necessary skills through doing oneof these programs, as well as para-professionals looking to upgrade their qualifications.

MC265 aims to provide the opportunity for graduates from a wide range of disciplines related to, or havingdealings with, geospatial data, to undergo specialist studies in one or several areas of geospatial datamanagement at higher degree level.

Please note this GD054 Graduate Diploma in Geospatial Science is an EXIT point only from the MC265Master of Geospatial Science. There is no direct entry to this program.

This program is delivered on campus; some courses may be available online.


The Graduate Diploma Geospatial Science will engender in you an ability to apply scientific principles inprofessional practice as well as research establishments. Graduates will have a sound scientific knowledgeas a foundation for a professional career in their field and as a basis for life-long learning in a changingglobal market shaped by economic, cultural, environmental and regulatory forces. The Graduate Diplomain Geospatial Science will provide opportunities for you to graduate with the following program learningoutcomes:

1 Knowledge Capability


148

Program Guide

Page 3

1.1 Describe the fundamental and applied scientific knowledge that underpins the geospatial sciences.

1.2 Demonstrate in-depth understanding of the spatial models and mathematical methods used incontemporary practice

1.3 Identify and elaborate specialist bodies of knowledge in geospatial science

1.4 Discern research directions and advances within geospatial science.

2 Technical Capability

2.1 Apply standard and advanced techniques to solve a range of measurement and data managementproblems.

2.2 Proficiently perform computations in two and three dimensions.

2.3 Be proficient in the recording, storage, management,representation and reporting of spatial information.

3 Critical Analysis and Problem Solving

3.1 Design and implement creative solutions to complex problems.

3.2 Interpret and critically analyse results and make informed judgments on the appropriateness of solutions.

3.3 Apply critical and analytical skills in a scientific and professional manner.

4 Communication Skills

4.1 Communicate effectively by means of oral, written and graphical presentations to peers and a wideraudience

5 Personal and Professional Awareness

5.1 Appreciate the environmental, social, legal and international aspects of actions and decisions in thegeospatial sciences.

5.2 Demonstrate a clear understanding of professional expectations and ethical requirements.

6 Independent and Integrated Practice

6.1 Be self-motivated and personally responsible for your actions and learning

6.2 Work with others and contribute in a constructive manner to group and team activities.

6.3 Professionally manage and use spatial information


149

Program Guide

Page 4


Program Learning Outcomes AQF Learning Outcome Descrip-tors*

RMIT's Graduate Attributes# Year 1 Courses

1. Knowledge Capabilities 1.1 Describe the fundamental and ap-plied scientific knowledge that under-pins the geospatial sciences.

K1, S1, A2 GA1, GA2 MATH2318

GEOM1159

1.2 Demonstrate in-depth under-standing of the spatial models andmathematical methods used in con-temporary practice

K1, S1, S2, A1, A2, A3 GA1, GA2 GEOM1159,

ISYS1055

GEOM1163

1.3 Identify and elaborate specialistbodies of knowledge in geospatial sci-ence

K1, S1, S2, S3, A1, A2, A3 GA1, GA2 GEOM2069

GEOM1159,

ISYS1055

GEOM1163

GEOM2066MATH2318GEOM2128

1.4 Discern research directions andadvances within the discipline.

K2, S3, S4, S5, A3, A4 GA2, GA5, GA6 GEOM2069MATH2318

GEOM21282. Technical capabilities 2.1 Apply standard and advancedtechniques to solve a range of mea-surement, and data managementproblems.

K1, S1, S2, S3, A1, A2, A3 GA1, GA2 GEOM2069

GEOM1159,

ISYS1055GEOM2128,GEOM1163

GEOM20662.2 Proficiently perform computationsin two and three dimensions

S2, A1 GA1, GA2 GEOM2128

GEOM2066


150

Program Guide

Page 5

2.3 Be proficient in the recording,storage, management, representationand reporting of spatial information.

S2, A1 GA1, GA2 GEOM2069,

GEOM1163 GEOM1159

ISYS10553. Critical Analysis and ProblemSolving

3.1 Design and implement creativesolutions to complex problems.

S1,S2, S3, A1,A2,A3 GA1, GA2, GA6

3.2 Interpret and critically analyse re-sults and make informed judgmentson the appropriateness of solutions.

S2, S3, A1, A3 GA1, GA2, GA5, GA6 GEOM2128,GEOM1163

GEOM20693.3 Apply critical and analytical skillsin a scientific and professional man-ner.

S2, S3, A1, A3 GA1, GA6 MATH2318GEOM2128

GEOM20694. Communication Skills 4.1 Communicate effectively bymeans of oral, written and graphicalpresentations to peers and a wideraudience

S5 GA1 GEOM2069,

GEOM1159

ISYS1055GEOM1163,GEOM2066,MATH2318

5 Personal and ProfessionalAwareness

5.1 Appreciate the environmental, so-cial, legal and international aspects ofactions and decisions in the geospa-tial sciences.

K1, A1, A3 GA3, GA4 GEOM1159,

ISYS1055MATH2318

GEOM20665.2 Demonstrate a clear understand-ing of professional expectations andethical requirements.

K1, A1, A3 GA4, GA5 MATH2318

GEOM2069

6 Independent and Integrated Prac-tice


151

Program Guide

Page 6

6.1 Be self-motivated and personal-ly responsible for your actions andlearning

A1, A3 GA1, GA5, GA6 GEOM1159,

ISYS1055GEOM2066

GEOM20696.3 Professionally manage and useinformation

S2, S5 GA1, GA2 MATH2318GEOM2066

GEOM2128

GEOM1159

GEOM1163

*Australian Qualifications Framework (AQF) - for more information go to http://www.aqf.edu.au/#RMIT Graduate Attributes - for more information go to http://www.rmit.edu.au/teaching/graduateattributes


152

Program Guide

Page 7




• interact with industry and community when undertaking these activities;• complete these activities in real work contexts or situations; and• these interactions and the work context provide a distinctive source of feedback to you to assist your

learning.


You will have a WIL experience only if you complete the MC265 Master of Geospatial Science.


Geospatial Sciences is a highly practical discipline, and this underpins the learning environment in theprogram. The primary modes of delivery are face-to-face lectures, tutorials and extensive practical activities.All courses use online learning materials to support the teaching and learning program. However, these areused as additional elements and rarely replace face-to-face contact. Students have some opportunities toengage in field excursions, camps and other off site activities. The approaches to teaching and learning, thatwill form the basis of your learning experiences, include :

• Activities such as practical work that engage you in real world situations• Projects that simulate, and in some cases are conducted with, industry• Learning activities that build upon the fundamental skills required for work in the geospatial sciences• Learning activities that require you to participate in team development• Tasks that require technical competence in the field

Assessment is multi-faceted and may consist of examinations, practical reports, field work, projects andassignments. Oral presentations are required in a number of courses. Forms of assessment used will vary foreach course, given the differing objectives.

Most of the assessment you complete (the exception is exams) will enable the teaching staff to provide youwith feedback on your progress. This will enable you to improve your performance in the future. Speak to theteaching staff if you are not receiving helpful feedback, and consult the RMIT University assessment policy:seehttp://mams.rmit.edu.au/mmnwcfv0fifn.pdf

The Study and Learning Centre (SLC) is able to provide support for all students with Maths, English,Chemistry, and general Study Skills.

If you have a long term medical condition, disability and/or other form of disadvantage it may be possible tonegotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator orthe Disability Liaison Unit if you would like to find out more.

If you have already developed areas of skill and knowledge included in this program (for example, throughprior studies or work experience), you can apply for credit once you have enrolled in this program. There isinformation on the RMIT University website about how to apply for Recognition of Prior Learning (RPL) http://www.rmit.edu.au/students/enrolment/credit/he


You can exit with this award from MC265 Master of Geospatial Science only.


This is an exit point only for the MC265 Master of Geospatial Science.


Library resources and services

As a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials, such


153

Program Guide

Page 8

as DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.

Computers for study are available at every Library site, where you can access the Internet, myRMIT(www.rmit.edu.au/myrmit) or Library e-resources. If you have a laptop you can access the RMIT Universitywireless network in the Library.

Library staff can show you how to find information for your assignments or you can work through web-basedtutorials or use our online Ask a Librarian service.

The Library is continually expanding our electronic collections to make it easier for you to get the informationyou need when you need it. All RMIT University students have unlimited access to quality electronic resourcessuch as, e-books, e-journals and newspapers.

You can find more information on Library resources and services at: http://www.rmit.edu.au/library.

Online learning tools and content

You can access online learning tools and content for your program and associated courses atmyRMIT: www.rmit.edu.au/myrmit.

Services available to you as a student at RMIT University

RMIT University provides a wide range of resources and opportunities to assist your learning and wellbeing soyou can achieve your study and career goals.










Program Structure

To graduate you must complete the following: Year One of ProgramComplete the following Seven (7) Courses:Course Title Credit Points Course Code CampusGIS Fundamentals 12 GEOM1159 City CampusDatabase Concepts 12 ISYS1055 City CampusSatellite Positioning 12 GEOM2066 City CampusRemote Sensing 12 GEOM2128 City CampusGIS Principles 12 GEOM1163 City CampusCartography and Visualisation 12 GEOM2069 City CampusResearch Methods 12 MATH2318 City Campus

AND


154

Program Guide

Page 9

Select and Complete One (1) Course from the following GeospatialScience Options:Course Title Credit Points Course Code CampusGIS Analytics 12 GEOM2152 City CampusResource Management 12 ENVI1096 City CampusHuman Geography 12 HUSO2150 City CampusAdvanced GIS 12 GEOM2151 City CampusPhysical Geography 12 GEOM2153 City CampusLand Development 12 GEOM2076 City CampusCartography 2 12 GEOM2080 City CampusCartography 3 12 GEOM2082 City CampusDistributed Mapping 12 GEOM2142 City Campus


155

of 3


Course Code(s): GEOM2151

Course Title: Advanced GIS


School SMGS

Course Title (30 characters including spaces)

Advanced GIS

Career Postgraduate

Credit Points 12


You are required to have successfully completed the course GEOM1159 GIS Fundamentals or an equivalent.

Course Description This course extends your understanding of geographic information science, introduces you to principles of spatial data analysis using GIS, and enriches your skills in performing GIS operations for spatial analysis with both vector and raster datasets. Topics covered in this course include: principles, procedures and operations for vector data analysis, raster data analysis, network analysis and suitability analysis.


(PLOs)

This course contributes to the development of the following Program Learning Outcomes: 1.2 Demonstrate in-depth understanding of the spatial models and mathematical methods

used in contemporary practice. 1.3 Understand specialist bodies of knowledge in surveying and geospatial science. 2.1 Apply standard and advanced techniques to solve a range of measurement and data

management problems. 2.3 Be proficient in the recording, storage, management and reporting of spatial information. 3.2 Interpret and critically analyse results and make informed judgments on the

appropriateness of solutions. 4.1 Communicate effectively by means of oral, written and graphical presentations to peers

and a wider audience. 6.2 Work with others and contribute in a constructive manner to group and team activities.


At the successful conclusion of this course you will be able to:

1. Demonstrate an improved understanding of spatial data analysis using GIS and critical abilities within the context of geographical information science

2. Select and apply suitable GIS operations for set tasks of vector data analysis;

3. Select and apply suitable GIS operations for set tasks of raster data analysis;

4. Design, implement, and evaluate suitable GIS-based spatial data analysis procedures for set tasks of network analysis; and

5. Design, implement, and evaluate suitable GIS-based spatial data analysis procedures for set tasks of suitability analysis.


156

of 3

Overview of Learning Activities The learning activities you will be involved in are: ∑ Frequent participation in lectures, where syllabus material will be presented and

explained, and key concepts and procedures will be explained and illustrated with examples;

∑ Active engagement in laboratory sessions, where practical tutorials and projects will be demonstrated and discussed, and feedback on your progress will be provided, guiding you to develop competencies in applying GIS operations critically and solving practical problems creatively;

∑ Timely completion of written assignments consisting of problem solving tasks requiring integrated understanding of the subject matter.

Total study hours Teacher Guided Hours: 24 per semester Learner Directed Hours: 72 per semester

Overview of Learning Resources You will be able to access course information and learning materials through electronic distribution and will be provided with copies of additional materials in class. Lists of relevant reference texts, resources in the library and freely accessible Internet sites will be provided. You will also be able to use supported GIS software and computer laboratories for practical tutorials and projects and written assignments.

Overview of Assessment The assessment for this course comprises written submissions to set tasks, portfolio summarising assigned practical projects completed during the semester, and written class tests during the semester. During the semester you will also be required to give class presentations, on as assigned essay / project topics and act as a peer assessor of other students. Written assignments and the presentations will be used to provide feedback on your progress in the course during the semester. Note that: ☒This course has no hurdle requirements. ☐ All hurdle requirements for this course are indicated clearly in the assessment regime that

follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Learning & Teaching).

Assessment tasks: Early assessment task 1: Class Test 1 Weighting 20% This assessment task supports CLOs 1, 2 and 3 Assessment Task 2: Class Test 2 Weighting 20% This assessment task supports CLOs 1, 4 and 5 Assessment Task 3: Laboratory Reports 1-4 Weighting 20% This assessment task supports CLOs 2, 3, 4 and 5 Assessment Task 4: Project Submission Weighting 30% This assessment supports CLOs 1, 2, 3, 4 and 5 Assessment Task 5: Project Presentation Weighting 10% This assessment supports CLOs 1, 2, 3, 4 and 5


157

of 3

Course Coordinator Details Dr Gang-Jun Liu


158

of 3



Course Title: GIS Analytics


School SMGS

Course Title (30 characters including spaces)

GIS Analytics

Career Postgraduate

Credit Points 12


You are required to have successfully completed the course GEOM 1159 GIS Fundamentals and GEOM2151 Advanced GIS or equivalent.

Course Description This course extends your understanding of geographic information sciences, focuses on quantitative methods of spatial pattern analytics applicable to different types of geographical data (points, lines, areas, and surfaces), and emphasises spatial statistical and numerical techniques for describing, analysing and comparing spatial patterns so that spatial relationships among relevant geographical phenomena can be characterised, modelled, predicted or optimised. Topics covered in this course include: the structure of geographical data and issues of geographical data integration; statistical measures and methods for spatial pattern analysis; spatial interpolation; and surface analysis.


(PLOs)

This course contributes to the development of the following Program Learning Outcomes: 1.2 Demonstrate in-depth understanding of the spatial models and mathematical methods

used in contemporary practice. 1.3 Understand specialist bodies of knowledge in geospatial science. 2.1 Apply standard and advanced techniques to solve a range of measurement and data

management problems. 2.3 Be proficient in the recording, storage, management and reporting of spatial information. 3.2 Interpret and critically analyse results and make informed judgments on the

appropriateness of solutions. 3.3 Apply critical and analytical skills in a scientific and professional manner. 4.1 Communicate effectively by means of oral, written and graphical presentations to peers

and a wider audience. 6.2 Work with others and contribute in a constructive manner to group and team activities.


On successful completion of this course, you will be able to:

1. Outline the geographical concepts of distance, adjacency, interaction, and neighbourhood, and demonstrate an advanced critical understanding of the role of these concepts;

2. Identify and critically assess problems in the statistical analysis of spatial data associated with spatial autocorrelation, modifiable areal units, scale, and non-uniformity of geographical space;

3. Select and apply suitable statistical /quantitative / numerical measures for describing spatial patterns, quantifying spatial autocorrelation, and identifying spatial clusters;

4. Outline the concept of spatial interpolation as spatial prediction or estimation based on point samples and the importance of first law of geography in


159

of 3

interpolation.

5. Critically assess the different conceptions of near, distance or neighbourhood, identifying how they result in different interpolation methods that produce different field representations with the same set of point samples;

6. Design and implement suitable GIS-based spatial data analysis procedures for set tasks of surface analysis.

Overview of Learning Activities The learning activities you will be involved in are: ∑ Frequent participation in lectures, where syllabus material will be presented and

explained, and key concepts and procedures will be explained and illustrated with examples;

∑ Active engagement in laboratory sessions, where practical tutorials and projects will be demonstrated and discussed, and feedback on your progress will be provided, guiding you to develop competencies in applying GIS operations critically and solving practical problems creatively;

∑ Timely completion of written assignments consisting of problem solving tasks requiring integrated understanding of the subject matter.

Total study hours Teacher Guided Hours: 24 per semester Learner Directed Hours: 72 per semester

Overview of Learning Resources You will be able to access course information and learning materials through electronic distribution and will be provided with copies of additional materials in class. Lists of relevant reference texts, resources in the library and freely accessible Internet sites will be provided. You will also be able to use supported GIS software and computer laboratories for practical tutorials and projects and written assignments.

Overview of Assessment The assessment for this course comprises written submissions to set tasks, portfolio summarising assigned practical projects completed during the semester, and written class tests during the semester. During the semester you will also be required to give class presentations, on as assigned essay / project topics and act as a peer assessor of other students. Written assignments and the presentations will be used to provide feedback on your progress in the course during the semester. Note that: ☒This course has no hurdle requirements. ☐ All hurdle requirements for this course are indicated clearly in the assessment regime that

follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Learning & Teaching).

Assessment tasks: Early assessment task 1: Class Test 1 Weighting 20% This assessment task supports CLOs 1, 2 and 3 Assessment Task 2: Class Test 2 Weighting 20% This assessment task supports CLOs 4, 5 and 6 Assessment Task 3: Laboratory Reports 1-5 Weighting 20% This assessment task supports CLOs 3, 4, 5 and 6 Assessment Task 4: Project Submission Weighting 30%


160

of 3

This assessment supports CLOs 1, 2, 3, 4, 5 and 6 Assessment Task 5: Project Presentation Weighting 10% This assessment supports CLOs 1, 2, 3, 4 and 5

Course Coordinator Details Dr Gang-Jun Liu


161

of 3



Course Title: Physical Geography


School School of Mathematics and Geospatial Sciences


Physical Geography

Career PG

Credit Points 12


None

Course Description This course introduces you to the key facets of physical geography, namely geomorphology, meteorology, oceanography and hydrology. You will explore early methods used by scientists to date the age of the earth before investigating current earth formation theory; discuss reasons for geomorphological variation across the earth’s surface; review the tectonic and gradational landform processes that shape our physical environment. In meteorology you learn about concepts relating to temperature, air pressure and atmospheric moisture and the global and local effects of atmospheric variability on weather patterns, as well as global and local climatic patterns and their classification. In oceanography you discover coastal processes and how the oceans shape our coastlines. Finally in hydrology you examine the movement of water beneath and above the earth surface. The course provides you with the background for further study in physical geography and geomorphology.


(PLOs)

This course contributes to the development of the following Program Learning Outcomes for MC265 Master of Science (Geospatial). 1.1 Describe the fundamental and applied scientific knowledge that underpins the geospatial sciences. 1.4 Discern research directions and advances within geospatial sciences. 3.2 Interpret and critically analyse results and make informed judgments on the appropriateness of solutions. 4.1 Communicate effectively by means of oral, written and graphical presentations to peers and a wider audience. 5.1 Appreciate the environmental, social, legal and international aspects of actions and decisions in the geospatial sciences. 6.1 Be self-motivated and personally responsible for your actions and learning. 6.3 Professionally manage and use information.


On completion of this course you should be able to: 1. Define the broad relationships operating within and between the major

environmental systems discussed 2. Describe the basic processes operating within the atmosphere, lithosphere and the

earth surface systems and their effects in terms of landform evolution and land


162

of 3

degradation 3. Interpret basic data from the field and other sources and display it visually in the

form of maps and graphs 4. Recognise major landform features, such as hydrological features, and explain how

these landforms were developed, 5. Recognise major climatic conditions and communicate effectively, the fundamental

processes that have given rise to these climatic conditions 6. Synthesize climate change data and present an analytical report based on this

data.

Overview of Learning Activities In this course you will actively participate in a series of classroom lectures and practical classes. You will work on the practical component in fortnightly exercises. This will involve map interpretation, analysing climate statistics, analysing climate, and geomorphic landforms. You can access the course material online. This material will include lecture summaries, video links, practical exercises, and a “Blog” activity based around a geomorphic exercise conducted in the field. Tutorial exercises will also be conducted online.

Total study hours Two hours of lectures and two hours of practical exercise per week contact. There are six tutorial exercises conducted online. There will also be a “Blog” exercise and research project which is conducted as individual exercises outside class time.

Overview of Learning Resources As a student enrolled in this course at RMIT University you can access the extensive learning resources provided in the school and in the library, such as books, journals and other course-related materials (electronic and paper-based) The library offers extensive services and facilities, geared to assist you in completing your studies successfully. More specifically, recommended references are: Barry, R. G. and Chorley, R. J. (1982) Atmosphere, Weather and Climate (4th Ed.), Methuen,

London, UK. Christopherson, R. W. (2009??) Elemental Geosystems: A Foundation in Physical

Geography, Prentice Hall, USA. Dalrymple, G. B. (1991) The Age of the Earth, Stanford University Press, USA Monkhouse, F. J. (1981) Principles of Physical Geography (8th Ed.), Hodder and Stoughton

Ltd., UK. Sherbon Hills E. (1975) Physiography of Victoria, An Introduction to Geomorphology,

Whitcombe & Tombs Pty Ltd, Australia. Summerfield, M. A. (1992) Global Geomorphology, Longman, UK. A library subject guide is available at: http://rmit.libguides.com/geospatial.

Overview of Assessment This course has no hurdle requirements.

Assessment tasks

Early Assessment Task: Practical exercise 1

Weighting 7.5%

This assessment task supports CLO 3 and 4.

Assessment Task 2: Practical exercises

Weighting 22.5%

The three practical exercise assessments support CLOs 2, 3, 4, & 5.

Assessment Task 3: Class tests

Weighting 30%

These two class tests support CLOs 1, 2, 3, 4 & 5.

Assessment Task 4: Blog activity

Weighting 20%


163

of 3

This assessment task supports CLOs 2, 3, 4.

Assessment Task 5: Research project

Weighting 20%

This assessment task supports CLOs 2, 3, 5, and 6.

Course Coordinator Details Dr Colin Arrowsmith


164


TITLE

MC078 – Master of Fine Art (Melbourne) (1.5years)

∑ Approval to create replacement program MC266 Master of Fine Art (2years)

∑ Approval to discontinue existing program plan MC078 Master of Fine Art (1.5years) in Melbourne

Proposed Implementation date of new replacement MFA program:

∑ Semester 1, 2017 (Melbourne)∑ Semester 1, 2019 (Hong Kong)

PLR 1070 – Replacement program and delayed implementation in Hong KongPLR 1200 – Discontinuation of MC078 in MelbournePPTL ID 11209 – discontinuation of MC078PPTL ID 10974 - MC266

EXECUTIVE SUMMARY

Key Issues

The Master of Fine Art (MC078) is a 144 CP program delivered in Melbourne and at the Hong Kong School of Art. This submission proposes the creation of a new 192 CP replacement Master of Fine Art program with a duration of two years full-time. The program will be implemented in semester 1, 2017 in Melbourne and semester 1, 2019 in Hong Kong. The submission also proposes the discontinuation of MC078 by the end of 2018. The discontinuation date of MC078HK will be advised.

Recommendations (including action the Committee must take)

That the committee:1. Approve the creation of a new 2 years Master of Fine Art MC266 including 12 new courses to replace

the 1.5 years Master of Fine Art MC078 commencing semester 1 of 2017 for the Melbourne offering.

2. Note the discontinuation of MC078 Master of Fine Art in Melbourne

Timing of Decisions

This paper is being submitted in March 2016 so that the new program plan will be ready for implementation in Melbourne in semester 1 2017.

Further Information

The partnership agreement and contract for the current program structure in Hong Kong has just been finalised for the next 3 years. This contract, for the first time, makes provision for the program to be co-delivered by Melbourne and Hong Kong teaching staff. Changing duration will have cost implications for Hong Kong in ways that have not been covered in the current contract. Therefore, advice from International Partnerships is to delay the change in duration for the Hong Kong offering until January 2019. This manages the risk associated with varying a contract with our partner and ensures the changes can be incorporated into the new contract during 2018 in a timely, cost effective wayand pedagogically sound way. Paperwork for the changes to the Hong Kong structure will be submitted in due course once all international partnership issues have been taken into account.

Communication and ConfidentialityAssociate Professor Andrea Chester will communicate the outcome to the relevant DSC College Office staff and the School of Art program team.


165

C:\Users\BB2SER~1\AppData\Local\Temp\BCL Technologies\easyPDF 7\@BCL@9C0A3890\@[email protected]

Page 2 of 3

BACKGROUND AND PREVIOUS CONSIDERATION BY COMMITTEE/BOARD

Committee/Board Date Action by Committee/BoardSchool of Art L&T Committee and Executive

January 14th 2016 Endorsed change of duration, creation of new program, 12 Part A course guides, discontinuation of MC078, delayed implementation in Hong Kong

DSC Academic Development Group Working Party

January 18th 2016 Endorsed change of duration, creation of new program, 12 Part A course guides, discontinuation of MC078, delayed implementation in Hong Kong

International Partnerships January 28th 2016 Endorsed delayed implementation in Hong Kong

DSC College Executive February 2016 Endorsed change of duration, creation of new program, 12 Part A course guides, delayed implementation in Hong KongApproved discontinuation of MC078

DSC College Executive Pending Approved Business Case for new replacement Master of Fine Art program MC266 (2 years)


The Master of Fine Art (MFA) program is currently offered in Melbourne and Hong Kong.

Melbourne

In Melbourne the program is delivered over 12 months. This compressed delivery is equivalent to an 18-month masters degree. There are four drivers for this change:

1) Responding to student feedback: students experience issues with the compressed structure 2) Aligning School of Art courses, creating pathways and facilitating global mobility3) Gaining course efficiencies across DSC College4) Responding to increased demand from non-cognate students

The costs of this change (ie: adding 48 credit points to the program) in Melbourne have been absorbed through the sharing of resources with the Honours program and through vertical delivery. A new CRICOS application will be lodged for the new program MC266 once approved. The current MFA program MC078 will be discontinued in Melbourne.

Hong Kong

In Hong Kong the MFA program is currently delivered part-time only over 2 years. The partnership agreement and contract for the current program structure in Hong Kong has just been finalised for the next 3 years. This contract, for the first time, makes provision for the program to be co-delivered by Melbourne and Hong Kong teaching staff. Changing the program duration will have cost implications for Hong Kong in ways that have not been covered in the current contract through co-delivery. Therefore, advice from International Partnerships is to delay the change in duration for the Hong Kong offering until January 2019. This manages the risk associated with varying a contract with our partner and ensures the changes can be incorporated into the new contract during in a timely, pedagogically sound and cost effective way. Paperwork for the changes to the Hong Kong structure will be submitted in due course once all international partnership issues have been taken into account. The current MFA program plan MC078HK will


166

C:\Users\BB2SER~1\AppData\Local\Temp\BCL Technologies\easyPDF 7\@BCL@9C0A3890\@[email protected]

Page 3 of 3

remain in place in Hong Kong until semester 1, 2019.

FINANCIAL IMPLICATIONSThere is minimal impact on the delivery of this program. There will be workflow efficiencies gained by sharing courses and vertical delivery. All costs and implications associated with budget, space, equipment, implementation and staffing have been considered as part of the proposal process.

INSTITUTIONAL RISKS

Updating the program will maintain the School of Art’s market position in professional practice in the creative industries and further strengthen emerging global opportunities.

A possible risk may be negative student perceptions of the change to their program. The new structure will be explained to students through the normal transition processes and the Staff/Student Consultative Committee to mitigate this risk.

ATTACHMENTS

1. Transition Plan2. Old Program Guide MC0783. New Program Guide MC2664. 12 Part A Course Guides

Submitted by:

Name: Professor Paul GoughTitle: Deputy Vice Chancellor AcademicDate: Thursday 17th March


167

1

Discontinuation of HE program (or plan) form version 1.0, September 2014

Discontinuation of higher education program (or plan)

SECTION B – TRANSITION PLAN Instruction: The transition plan must be approved by Policy and Program Committee (PPC) before the discontinuation can proceed. Submit Section B only with a PPC submission cover sheet and other relevant documentation as outlined in the Documentation required by academic committees for RMIT accredited program proposals. Use relevant information from Section A of this form to complete the transition plan and attach samples of letters to students. 1. Program code

and title of program being discontinued

Code: MC078

Title: Master of Fine Art

2. Discontinuation type

Tick one only Discontinuation of whole program *with replacement Discontinuation of plan *with / without replacement Discontinuing offering at a partner outside Australia with* / without replacement Change of title* only

Note: if replacing with new offering or change of title to existing program complete the replacement program/ plan detail section below.

3. Insert replacement program code and title if relevant

Code: MC266

Title: Master of Fine Art

4. Arrangements for students

Teach out End date: Dec 2018

Transfer to replacement program

5. Description of the consultation with students that has occurred.

6. If some students will be allowed to complete the old program/plan, the rationale for allowing this

Due to the change in duration and the follow on effects of additional costs and time to students, we will teach out the program to currently enrolled students.

Program guide content


168

http://mams.rmit.edu.au/tmu5yb8wn5u8.docx

http://mams.rmit.edu.au/tmu5yb8wn5u8.docx

2


7. Transition statement

For the program/plan being discontinued.

Program guide for MC078 Effective from 2017 onwards the program title and code MC078 Master of Fine Art (1.5 years) will be replaced by MC266 Master of Fine Art (2 years). If you are currently enrolled in MC078 Master of Fine Art you will be able to enrol into courses up until July 2018 (for second semester 2018) and you will have until the end of Semester 2, 2018 to successfully complete your studies and exit with this qualification. As a currently enrolled student you are welcome to apply for the new replacement Masters program and may be eligible for exemptions or credit based on prior qualification and studies. Please refer to the entry requirements for MC266 Master of Fine Art for further information. If you are unable to complete MC078 by the end of 2018, academic advice will be available to you about alternative programs at RMIT or elsewhere. If you have questions or concerns regarding the changes, please do not hesitate to contact the Program Manager, Dominic Redfern, [email protected]. The following table maps equivalent courses between the old MC078 Master of Fine Art program and the replacement program MC266 Master of Fine Art.

MC078 Master of Fine Art Courses to be taught out to 2018

MC266 Master of Fine Art Equivalent courses

Course Title Course Code

Credit Points

Course Title Course Code

Credit Points

Self Directed Projects A

VART2969 24 Studio 1: Expansive Practice VART 3622 24

Self Directed Projects B

VART2971 24 Studio 2: Provocations VART 3623 24

Major Project A VART2973 24 Studio 3: Framing the Encounter

VART 3624 24

Major Project B VART2975 36 Studio 4: Resolution and Beginnings

VART 3619 24

Creating your ADR VART 3618 12 Major Project Proposal Development

VART2967 12 The Language of Creative Research

VART 3621

Professional Practice Advanced Seminars

VART2965 24 Professional Practice Seminar Series

VART 3620 12

Speaking Critically VART 3614 12 TOTAL CREDIT POINTS OLD PROGRAM

144 144

New courses created for replacement 2 year Master of Fine Art MC266 program.

Tools for Creative Research VART 3613 12 Critical Frameworks A VART 3615 12 Critical Frameworks B VART 3616 12 Critical Frameworks C VART 3617 12 TOTAL CREDIT POINTS NEW PROGRAM

192

8. Transition statement

If students are being transferred to replacement program

N/A


169

3


9. Articulation and pathways section


If you have gained one of the following qualifications in fine art or a related discipline you will be eligible for Masters exemptions relevant to your qualification level as stated in the table below.

If you have a qualification in another discipline, you may still be eligible for Masters exemptions. If you wish to have your qualification assessed for masters exemptions eligibility, please contact Info Corner on +61 3 9925 2260 or via their online form

Qualification level

Exemptions Remaining program duration

Bachelor degree

48 credit points (equivalent to one semester full time study)

144 credit points (equivalent to three semesters full time study)

Bachelor honours degree

96 credit points (equivalent to two semesters full time study)


Graduate certificate

48 credit points (equivalent to one semester full time study)

144 credit points (equivalent to three semesters full time study)

Graduate diploma



*Duration indicated is the normal study duration; for some programs spring and summer semesters may be offered, reducing the study duration.

Credit

For more information on the type of credit that may be available to you, please see RMIT’s credit policy.

Pathways

Upon successful completion of this program you may be eligible to undertake further studies in related programs at RMIT University, including DR208 - PhD (Art) subject to the program's entrance requirements.


170

4


Include table showing the relationship between courses in the discontinued program/plan and the new program/plan. This table should also be included in the Transition plan section of the relevant program guide. MC078 Master of Fine Art Courses to be taught out to 2018

MC266 Master of Fine Art Equivalent courses

Course Title Course Code Credit Points

Course Title Course Code Credit Points

Self Directed Projects A VART2969 24 Studio 1: Expansive Practice VART 3622 24

Self Directed Projects B VART2971 24 Studio 2: Provocations VART 3623 24

Major Project A VART2973 24 Studio 3: Framing the Encounter VART 3624 24

Major Project B VART2975 36 Studio 4: Resolution and Beginnings VART 3619 24

Creating your ADR VART 3618 12

Major Project Proposal Development

VART2967 12 The Language of Creative Research VART 3621

Professional Practice Advanced Seminars

VART2965 24 Professional Practice Seminar Series VART 3620 12

Speaking Critically VART 3614 12

TOTAL CREDIT POINTS OLD PROGRAM 144 144

New courses created for replacement 2 year MC266 Master of Fine Art program.

Tools for Creative Research VART 3613 12

Critical Frameworks A VART 3615 12

Critical Frameworks B VART 3616 12

Critical Frameworks C VART 3617 12

TOTAL CREDIT POINTS NEW PROGRAM 192

Letter(s) to current students and applicants

10. Teaching out

Letters to active students including those on leave of absence (both domestic and international) See attachment A

Letters to domestic Australian applicants (not yet offered, and offered – including those who have deferred their offer) Including information on replacement or alterative programs. See attachment D Please note: International Admissions will write letters to international applicants for study in Australia: there is no need to include these letters with the transition plan.


171

5


NOT TO BE SENT UNTIL APPROVED BY EDUCATION COMMITTEE Teach-out letter to all current students

< insert date > < insert name of student > < insert student address> Dear <insert name of student> I am writing to inform you of the discontinuation of MC078 Master of Fine Art. Effective from 2017, MC078 Master of Fine Art will be closed for any new intake. The program will be formally discontinued at the end of 2018. In 2017 MC078 Master of Fine Art (18mths) will be replaced by MC266 Master of Fine Art (2yr). This change of duration is in response to a number of factors including the Australian Qualifications Framework requirements for a Masters qualification, responding to student feedback, and aligning courses and creating pathways across programs in School of Art. If you are currently enrolled in MC078 Master of Fine Art will you will be able to enrol until the last day to add courses in August 2018 (for Semester 2 2018) and you will have until the end of Semester 2 2018 to complete your studies successfully and exit with MC078 Master of Fine Art. All currently enrolled students are welcome to apply for the new Master’s program and may be eligible for exemptions or credit based on prior qualification and studies. Please refer to the entry requirements for MC266 Master of Fine Art (2yr) for further information <insert link >. Academic advice will also be available to you about alternative programs at RMIT or elsewhere. If you have queries or concerns regarding the changes, please do not hesitate to contact the program manager, Dominic Redfern by email at [email protected]. I look forward to working with you as you progress towards the successful completion of your studies. Yours sincerely Associate Professor Dominic Redfern Program Director School of Art College of Design and Social Context RMIT University


172

Program Guide

Program: MC078 Master of Fine Art

Plan: MC078 Master of Fine Art


Version: 4.0

Status: Draft

Last Updated: 29/01/2016 11:58

Published From:

Published To:


Type of Amendment:

Other

Discontinuation due to being replace by MC266 MFA (new program different duration)

Change Description: Transition plan update

Change Reason:


173

Program Guide

Page 2

Program GuideAward title: Master of Fine Art

Award abbreviation: MFA


Career: PGRD

Duration: One year full time or 2 years part time. This is an accelerated program, offered over three semester

Location: Onshore, City Campus

Owning school: Art (340H)

Owning school URL: www.rmit.edu.au/art


ASCED Code: 100301

CRICOS Code: 022049A


Program proposer details: Assoc Professor Dominic Redfern Program Manager ph 61 3 9925 [email protected]


There are no professional bodies that accredit programs in fine art in Australia.

The School of Art has many close links with creative industries which take a variety of forms. Academics inthe School are practising professional artists, writers, historians and curators maintaining strong linkageswithin national and global Fine Art practice and the community. External industry experts and speakers areregularly invited to speak to staff and students through a number of fora.

MFA candidates have successfully undertaken international residencies in Krems Austria, worked on projectsin China, Japan and the USA. They are regularly curated into high profile exhibitions.


The Master of Fine Art is a postgraduate professional practice degree offering study in areas such assculpture, painting, printmaking, drawing, photography, sound, video, ceramics and gold and silversmithing.The program has a pluralistic and interdisciplinary focus and cross-disciplinary dialogue is encouraged toenrich your experience and knowledge.

The program offers you a rigorous, supportive and dynamic environment where an investigation of issuespertinent to contemporary art practice sit alongside and inform the production of art. Central to the programis a balance between studio practice and the conceptual and theoretical concerns that underpin the making ofart.

Through studio based learning and independent research you will develop the skills to locate yourartwork within appropriate contemporary, conceptual and theoretical contexts. You will engage with newdevelopments in artistic production and their associated discourses while at the same time building a body ofartwork that demonstrates a level of technical and conceptual excellence in contemporary art practice.

The program attracts candidates from diverse backgrounds, age groups and nationalities, including leading artpractitioners, students graduating directly from undergraduate programs and artists returning to postgraduatestudy to enliven their practice. You will engage with your peers to develop extended dialogues and providecritical support for each other’s practice.

The capstone experience of the course is a major project that culminates in an exhibition of work forassessment, accompanied by a detailed proposal and visual documentation of the work undertaken during theprogram.

Successful completion of the program will give you a pathway to higher degree research and see youprepared to work in national and global contexts as a practising artist.



174

Program Guide

Page 3

As a graduate, you will develop the following program learning outcomes:1. Carry out self directed studio based learning and independent research to develop your individual art

practice and locate your artwork within appropriate contemporary, conceptual and theoretical contexts.2. Test, experiment and explore formal and conceptual issues through individual studio practice. 3. Analyse and evaluate global, social, cultural, environmental and historical knowledge and contexts that

may inform your art practice.4. Research, analyse and synthesise information and select appropriate methods and resources within

your art practice.5. Produce and participate in discourse and scholarship that is globally informed, culturally and socially

aware, ethical and respecting of difference and diversity. 6. Engage in autonomous and continuous learning concerning new developments in artistic production and

associated discourses. 7. Present a body of artwork that demonstrates a level of technical and conceptual excellence in

contemporary art practice.


175

Program Guide

Page 4



Graduate Attribute # AQF Level 9 Semester 1 courses Semester 2 courses

1. Carry out self directed stu-dio based learning and inde-pendent research to devel-op your individual art prac-tice and locate your artworkwithin appropriate contempo-rary, conceptual and theoreti-cal contexts.

GA1, GA5, GA6 K1, K2 VART2969, VART2971 VART2973

2. Test, experiment and ex-plore formal and conceptualissues through individual stu-dio practice.

GA1, GA5 S1, S2, S3, S5 VART2969, VART2971 VART2973,VART2975

3. Analyse and evaluate glob-al, social, cultural, environ-mental and historical knowl-edge and contexts that mayinform your art practice.

GA1, GA2, GA3 S1, S2, S3 VART2969, VART2971,VART2965,VART2967

VART2967,VART2973,VART2975

4. Research, analyse andsynthesise information andselect appropriate methodsand resources within your artpractice.

GA1,GA5, GA6 S1, S4, S5 VART2971, VART2965 VART2967,VART2973,VART2975

5. Produce and participatein discourse and scholarshipthat is globally informed, cul-turally and socially aware,ethical and respecting of dif-ference and diversity.

GA1, GA2, GA4 S1, S4. S5 VART2965, VART2967,VART2973,VART2975

6. Engage in autonomousand continuous learning con-cerning new developments in

GA1, GA5, GA6 S1, A1, A2, VART2965, VART2967,VART2973,VART2975


176

Program Guide

Page 5

artistic production and associ-ated discourses. 7. Present a body of artworkthat demonstrates a level oftechnical and conceptual ex-cellence in contemporary artpractice.

GA1, GA6 K1, A1, A3 VART2975

VART2969: Self Directed Projects A

VART2971: Self Directed Projects B

VART2965: Professional Practice Advanced Seminars

VART2967: Major Project Proposal Development

VART2973: Major Project A

VART2975: Major Project B

# RMIT Graduate Attributes:

GA1 – Work ReadyGA2 – Global in competence and outlookGA3 – Environmentally aware and responsiveGA4 – Culturally and socially awareGA5 – Active and lifelong learnersGA6 – Innovative

For more information on RMIT Graduate Attributes go to http://www.rmit.edu.au/teaching/graduateattributes

* Australian Qualifications Framework (AQF) For more information go to http://www.aqf.edu.au/


177

Program Guide

Page 6


RMIT University is committed to providing you with an education that strongly links formal learning withprofessional or vocational practice. We call this work integrated learning (WIL). As a student enrolled in thisRMIT University program you will:

• undertake and be assessed on structured activities that allow you to learn,• apply and demonstrate your professional or vocational practice;• interact with industry and community when undertaking these activities;• complete these activities in real work contexts or situations; and in addition:

These interactions and the work contexts provide distinctive sources of feedback to you to assist yourlearning. Any or all of these aspects of a WIL experience may be simulated. The designated WIL course inthis program is:

• VART2965: Professional Practice Advanced Seminars (24 cps): Drawing on expertise from artsindustry professionals including practicing artists, curators, gallerists (including public, commercial andartist-run initiatives), theorists, critics and gallery administrators, this course examines various spheresof contemporary art and your evolving relationship to professional art practice. You will develop aproposal for an arts indsutry body that will be assessed by an expert with extensive industry experiencein government and non-government galleries, funding bodies and publishers. The arts industry expertwill provide feedback on your proposal that you will then have an opportunity to incorporte into yourfinal proposa


In this program you will experience a range of teaching and learning approaches. Central to the program isa balance between studio-based practice and conceptual, and theoretical concerns that inform the making ofart. A strong emphasis is placed on studio based self-directed learning and independent research to developyour individual art practice and locate the work within an appropriate conceptual and theoretical context.

Individual projects are developed in consultation with your academic advisor. Regular engagement withacademic staff and your peers in cross disciplinary group tutorials employ group-based discussion andreflective learning techniques to assist you in refining your art practice and clarifying appropriate concepts,materials and methodologies to produce resolved works.

Lectures, seminars, presentations, and field trips to public, commercial and artists-run galleries and cultureresources will expand your understanding of contemporary art practice and compliment the studio centredlearning on the program.

Your assessment in this program may include:

• Folio presentations: the presentation of a folio of work that demonstrates practical, theoretical andconceptual outcomes of studio-based activities.

• Reflective reports: evaluation of your individual projects, evidence of Work Integrated Learningactivities (WIL), including participation in and reflection upon feedback received during individual andgroup tutorials; an awareness of the field of knowledge through gallery visits and/or exhibiting; and anability to articulate your practice and document work.

• Essay: writing that places your work in context theoretically historically, materially and formally througha reflection on participation in the Professional Practice Advanced Seminar Program.

• Presentation: oral, written and visual presentation of your studio based practice, methodology andconceptual foci.

• Proposal and Appropriate Visual Record: the articulation and evaluation of the content of your majorproject with documentation, which reflects the qualities of the works.

• Progressive review-based assessment

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects ofthe learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit ifyou would like to find out more.



178

Program Guide

Page 7


Pathways refer to related programs for which you may be eligible once you have graduated from your currentprogram.

Upon successful completion of this program you may be eligible to undertake further studies in relatedprograms at RMIT University, including DR208 - PhD (Art) (http://www.rmit.edu.au/browse;ID=DR208) subjectto this program's entrance requirements.


Academic entrance requirements: An Australian undergraduate degree or its equivalent, in a relevantdiscipline with a minimum GPA of 3.0. Applicants with significant work experience or studio practice may alsobe considered.

International English language requirements can be found here:

English language requirements and equivalency information. (http://www.rmit.edu.au/international/english-equivalent)

Extra requirements: Applicants must complete and submit a pre-selection kit, which includes a foliocomponent. Short-listed applicants will be required to present their folio to a selection panel.

The folio should consist of the following:

• For ceramics, drawing, fine art photography, gold and silversmithing, printmaking, painting or sculpture- 10-20 images of work.

• For sound, applicants are required to supply a compiled selection of work/s of no more than 10minutes.

• For media arts, applicants are required to supply a compiled selection of work of no more than 10minutes.


Library resources and servicesAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials, suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.

Computers for study are available at every Library site, where you can access the Internet, myRMIT(www.rmit.edu.au/myrmit) or Library e-resources. If you have a laptop you can access the RMIT Universitywireless network in the Library. Library staff can show you how to find information for your assignments oryou can work through web-based tutorials or use our online Ask a Librarian service. The Library is continuallyexpanding our electronic collections to make it easier for you to get the information you need when youneed it. All RMIT University students have unlimited access to quality electronic resources such as, e-books,e-journals and newspapers. You can find more information on Library resources and services at: http://www.rmit.edu.au/library

Online learning tools and contentYou can access online learning tools and content for your program and associated courses atmyRMIT www.rmit.edu.au/myrmit

Other resourcesAs an enrolled School of Art student with an active NDS account you can access computer laboratoriesthroughout the University. For location details go to http://www.rmit.edu.au/its/studentlabs. There arealso computers for you as a School of Art postgraduate student located in Building 49 level C and Building 39level 2.

Technical AssistanceThe technical officer Mr Alan Roberts is available to you for technical assistance.Office Location: Building 49 Level CPhone 0409 772 744


179

Program Guide

Page 8

Email [email protected]

Production Facilities and EquipmentAs an enrolled student you wiil be given an individual studio space for two years. You wll also have accessto a range of facilities across the school to support your area of practice from light fabrication workshops, AVstudios, computer labs, AV recording equipment, ceramics and gold and silver-smithing studios, large formatphoto printing facilities, and printmaking studios.

RMIT will provide you with resources and tools for learning in this course through our online systems. TheUniversity Library has extensive resources for Art students and has produced a subject guide that includesquality online and print resources for your studies [http://rmit.libguides.com/sb.php?subject_id=67925]. Uponyour enrolment you will also be provided with an extensive MFA searchable reading list.

You can loan equipment from:DSC Audio Visual Tech ServicesOffice Location: Building 8 level 7 room 91phone: 9925 3419email: [email protected]

Services available to you as a student at RMIT UniversityRMIT University provides resources and opportunities to help you to achieve your study and careergoals. Services are available face to face and online for:

• transition to tertiary study and learning• study skills, academic skills including literacy, mathematics and basic sciences if relevant• enabling assistance - if you have a disability, long term medical condition or other form of disadvantage

which may impact on your learning• career development and employment• living and wellbeing (including advice on health, housing and financial matters)• opportunities for scholarships, leadership and study abroad• participating in arts, sport, recreation, fitness activities as well as student activism and university

governance

We offer a friendly and supportive environment for Aboriginal and Torres Strait Islander students. The Ngarara Willim Centre offers ongoing guidance with study, living and cultural needs.

You can find more information at http://www.rmit.edu.au/students


Once you are enrolled as a student in this program you will need to allow for expenses other than universitytuition fees. Additional expenses may relate to the purchase of lecture notes, textbooks, stationery,consumables such as printer paper, fees levied by commercial internet service providers for internet accessoutside of the university campus, and other relevant costs related to your art practice.


Effective from 2017 onwards the program title and code MC078 Master of Fine Art (1.5 years) will be replacedby MC266 Master of Fine Art (2 years).

If you are currently enrolled in MC078 Master of Fine Art you will be able to enrol into courses up untilJuly 2018 (for second semester 2018) and you will have until the end of Semester 2, 2018 to successfullycomplete your studies and exit with this qualification. As a currently enrolled student you are welcome to applyfor the new Master’s program and may be eligible for exemptions or credit based on prior qualification andstudies. Please refer to the entry requirements for MC266 Master of Fine Art for further information.

If you are unable to complete MC078 by the end of 2018, academic advice will be available to you aboutalternative programs at RMIT or elsewhere. If you have questions or concerns regarding the changes, pleasedo not hesitate to contact the Program Manager, Dominic Redfern, [email protected].

The following table shows equivalent courses between the old MC078 Master of Fine Art program and thereplacement program MC266 Master of Fine Art.

MC078 Masterof Fine Art(1.5 years)

MC266 Masterof Fine Art(2 years)


180

Program Guide

Page 9

Course to betaught out to2018

Equivalentcourses

Course Title Course Code Credit Points Course Title Course Code Credit PointsSelf DirectedProjects A

VART2969 24 Stuido 1: Expan-sive Practice

VART3622 24

Self DirectedProjects B

VART2971 24 Studio 2: Provo-cations

VARt3623 24

Major Project A VART2973 24 Studio 3: Fram-ing the En-counter

VART3624 24

Majore Project B VART2975 36 Studio 4: Reso-lution and Begin-nings

and

Creating yourADR

VART3619

VART3618

24

12

Major ProjectProposal Devel-opment

VART2967 12 The Languageof Creative Re-search

VARt3621 12

ProfessionalPractice Ad-vanced Semi-nars

VART2965 24 ProfessionalPractice Semi-nar Series

and

Speaking Criti-cally

VART3620

VART3614

12

12

New coursescreated for re-placement 2year Master ofFine Art MC266program

Tools for Cre-ative Research

Critical Frame-works A

Critical Frame-works B

Critical Frame-works C

VART3613

VART3615

VART3916

VART3617


181

Program Guide

Page 10

Program Structure

To graduate you must complete the following: Year One of Program - Full TimeComplete ALL Six (6) Courses:Course Title Credit Points Course Code CampusSelf Directed Projects A 24 VART2969 City CampusProfessional Practice AdvancedSeminars

24 VART2965 City Campus

Self Directed Projects B 24 VART2971 City CampusMajor Project Proposal Development 12 VART2967 City CampusMajor Project A 24 VART2973 City CampusMajor Project B 36 VART2975 City Campus

OR(Year One of Program - Part TimeComplete ALL Three (3) Courses:Course Title Credit Points Course Code CampusSelf Directed Projects A 24 VART2969 City CampusProfessional Practice AdvancedSeminars


Self Directed Projects B 24 VART2971 City Campus ANDYear Two of Program - Part TimeComplete ALL Three (3) Courses:Course Title Credit Points Course Code CampusMajor Project Proposal Development 12 VART2967 City CampusMajor Project A 24 VART2973 City Campus


182

Program Guide

Page 11

Major Project B 36 VART2975 City Campus)


183

Program Guide

Program: MC266 Master of Fine Art

Plan: MC266 Master of Fine Art


Version: 1.0

Status: Draft

Last Updated: 29/01/2016 11:38

Published From:

Published To:


Type of Amendment:

Change in Program length

Change Description:

Change Reason:


184

Program Guide

Page 2

Program GuideAward title: Master of Fine Art

Award abbreviation: MFA


Career: PGRD

Duration: 2 years full-time

Location: Onshore, AUSCY campus

Owning school: Art (340H)

Owning school URL: www.rmit.edu.au/art


ASCED Code: 100301

CRICOS Code:


Program proposer details: Associate Professor Dominic Redfern Ph: +61 3 9925 2022 E:[email protected]


There are no professional bodies that accredit programs in fine art in Australia.

The School of Art has many close links with creative industries which take a variety of forms. Academics inthe School are practising professional artists, writers, historians and curators maintaining strong linkageswithin national and global Fine Art practice and the community. External industry experts and speakers areregularly invited to speak to staff and students through a number of forums.

MFA candidates have successfully undertaken international residencies in Krems Austria, worked on projectsin China, Japan and the USA. They are regularly curated into high profile exhibitions.


The Master of Fine Art is a postgraduate professional practice degree offering study in areas such assculpture, painting, printmaking, drawing, photography, sound, video, ceramics and gold and silversmithing.The program has a pluralistic and interdisciplinary focus and cross-disciplinary dialogue is encouraged toenrich your experience and knowledge.

The program offers you a rigorous, supportive and dynamic environment where an investigation of issuespertinent to contemporary art practice sit alongside and inform the production of art. Central to the programis a balance between studio practice and the conceptual and theoretical concerns that underpin the making ofart.

Through studio based learning and independent research you will develop the skills to locate yourartwork within appropriate contemporary, conceptual and theoretical contexts. You will engage with newdevelopments in artistic production and their associated discourses while at the same time building a body ofartwork that demonstrates a level of technical and conceptual excellence in contemporary art practice.

The program attracts candidates from diverse backgrounds, age groups and nationalities, including leading artpractitioners, students graduating directly from undergraduate programs and artists returning to postgraduatestudy to enliven their practice. You will engage with your peers to develop extended dialogues and providecritical support for each other’s practice.

The capstone experience of the course is a major project that culminates in an exhibition of work forassessment, accompanied by a detailed proposal and visual documentation of the work undertaken during theprogram.

Successful completion of the program will give you a pathway to higher degree research and see youprepared to work in national and global contexts as a practising artist.



185

Program Guide

Page 3

As a graduate, you will develop the following program learning outcomes:

• Carry out self directed studio based learning and independent research to develop your individual artpractice and locate your artwork within appropriate contemporary, conceptual and theoretical contexts.

• Test, experiment and explore formal and conceptual issues through individual studio practice. • Analyse and evaluate global, social, cultural, environmental and historical knowledge and contexts that

may inform your art practice.• Research, analyse and synthesise information and select appropriate methods and resources within

your art practice.• Produce and participate in discourse and scholarship that is globally informed, culturally and socially

aware, ethical and respecting of difference and diversity. • Engage in autonomous and continuous learning concerning new developments in artistic production

and associated discourses. • Present a body of artwork that demonstrates a level of technical and conceptual excellence in

contemporary art practice.


186

Program Guide

Page 4


Program LearningOutcomes

Graduate Attribute # AQF Level 9 Year 1 Courses Year 2 Courses

1. Carry out self directed stu-dio based learning and inde-pendent research to devel-op your individual art prac-tice and locate your artworkwithin appropriate contempo-rary, conceptual and theoreti-cal contexts.

GA1, GA5, GA6 K1, K2 VART3622

VART3623

VART3624

VART3619

2. Test, experiment and ex-plore formal and conceptualissues through individual stu-dio practice.

GA1, GA5 S1, S2, S3, S5 VART3622

VART3623

VART3624

VART3619

3. Analyse and evaluate glob-al, social, cultural, environ-mental and historical knowl-edge and contexts that mayinform your art practice.

GA1, GA2, GA3 S1, S2, S3 VART3615

VART3616

VART3617

VART3620

4. Research, analyse andsynthesise information andselect appropriate methodsand resources within your artpractice.

GA1,GA5, GA6 S1, S4, S5 VART3622

VART3623

VART3613

VART3614

VART3615

VART3616

VART3624

VART3619

VART3621

VART3618

VART3617

VART3620

5. Produce and participatein discourse and scholarshipthat is globally informed, cul-turally and socially aware,ethical and respecting of dif-ference and diversity.

GA1, GA2, GA4 S1, S4. S5 VART3615

VART3616

VART3617

VART3620


187

Program Guide

Page 5

6. Engage in autonomousand continuous learning con-cerning new developments inartistic production and associ-ated discourses.

GA1, GA5, GA6 S1, A1, A2, VART3622

VART3623

VART3613

VART3614

VART3615

VART3616

VART3624

VART3619

VART3621

VART3618

VART3617

VART3620

7. Present a body of artworkthat demonstrates a level oftechnical and conceptual ex-cellence in contemporary artpractice.

GA1, GA6 K1, A1, A3 VART3624

VART3619


188

Program Guide

Page 6

VART 3622: Studio 1: Expansive Practice VART 3623: Studio 2: Provocations VART 3624:Studio 3: Framing the Encounter VART 3619: Studio 4: Resolution and Beginnings

VART 3613: Tools for Creative Research VART 3614: Speaking Critically VART 3621: The Language of Creative Research VART 3618: Creating your ADR VART 3615: Critical Frameworks AVART 3616: Critical Frameworks B VART 3617: Critical Frameworks C VART 3620: Professional Practice Seminar Series

# RMIT Graduate Attributes:

GA1 – Work ReadyGA2 – Global in competence and outlookGA3 – Environmentally aware and responsiveGA4 – Culturally and socially aware


189

Program Guide

Page 7

GA5 – Active and lifelong learnersGA6 – Innovative

For more information on RMIT Graduate Attributes go to http://www.rmit.edu.au/teaching/graduateattributes

* Australian Qualifications Framework (AQF) For more information go to http://www.aqf.edu.au/


190

Program Guide

Page 8


RMIT University is committed to providing you with an education that strongly links formal learning withprofessional or vocational practice. We call this work integrated learning (WIL). As a student enrolled in thisRMIT University program you will:

• undertake and be assessed on structured activities that allow you to learn,• apply and demonstrate your professional or vocational practice;• interact with industry and community when undertaking these activities;• complete these activities in real work contexts or situations; and in addition:

These interactions and the work contexts provide distinctive sources of feedback to you to assist yourlearning. Any or all of these aspects of a WIL experience may be simulated. The designated WIL courses inthis program are:

VART3620 Professional Practice Seminar Series (12cps) : Drawing on expertise from arts industryprofessionals including practicing artists, curators, gallerists (including public, commercial and artist-runinitiatives), theorists, critics and gallery administrators, this course examines various spheres of contemporaryart and your evolving relationship to professional art practice. You will develop a proposal for an arts indsutrybody that will be assessed by an expert with extensive industry experience in government and non-government galleries, funding bodies and publishers. The arts industry expert will provide feedback on yourproposal that you will then have an opportunity to incorporte into your final proposal.

VART3619 Studio 4: Resolutions/Beginnings (24cps): This studio focuses upon the resolution of yourart work for the capstone event of your program - the presentation/exhibition of your work to an industryassessor. The industry assessor will be unfamiliar with your work prior to the event; much in the way areviewer, funder, gallerist or curator would be in a gallery context. This experience therefore provides a real-world arts industry context where feedback from industry is integral to your learning.


In this program you will experience a range of teaching and learning approaches. Central to the program is abalance between studio-based practice and conceptual theoretical concerns that inform the making of art. Astrong emphasis is placed on studio based self-directed learning and independent research to develop yourindividual art practice and locate the work within an appropriate theoretical context.

Individual projects are developed in consultation with your academic advisor. Regular engagement withacademic staff and your peers in cross disciplinary group tutorials employ group-based discussion andreflective learning techniques to assist you in refining your art practice and clarifying appropriate concepts,materials and methodologies to produce resolved works.

Lectures, seminars, presentations, and field trips to public, commercial and artists-run galleries and cultureresources will expand your understanding of contemporary art practice and compliment the studio centredlearning on the program.

Your assessment in this program may include:

• Folio presentations: the presentation of a folio of work that demonstrates practical, theoretical andconceptual outcomes of studio-based activities.

• Reflective reports: evaluation of your individual projects, evidence of Work Integrated Learningactivities (WIL), including participation in and reflection upon feedback received during individual andgroup tutorials; an awareness of the field of knowledge through gallery visits and/or exhibiting; and anability to articulate your practice and document work.

• Essays: writing that places your work in context theoretically historically, materially and formallythrough a reflection on participation in the Professional Practice Seminar Series.

• Presentations: oral, written and visual presentation of your studio based practice, methodology andconceptual foci.

• Appropriate Durable Record: the articulation and evaluation of the content of your major project withdocumentation, which reflects the qualities of the works.

• Progressive review-based assessments• A literature review for the theoretical context of your practice• Written critiques of artwork as framed by your own theoretical position

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects ofthe learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit ifyou would like to find out more.


191

Program Guide

Page 9




If you have gained one of the following qualifications in fine art you will be eligible for masters exemptionsrelevant to your qualification level as stated in the table below. Please note that credit granted towardsmasters exemptions cannot be transferred to an exit award such as a graduate certificate or graduatediploma.

If you have a qualification in another discipline, you may still be eligible for masters exemptions. If you wish tohave your qualification assessed for masters exemptions eligibility, please contact Info Corner on +61 3 99252260 or via their online form.

Qualification_level Exemptions Remaining program durationBachelor degree 48 credit points (equivalent to one

semester full time study)144 credit points (equivalent tothree semesters full time study)

Bachelor honours degree 96 credit points (equivalent to twosemesters full time study)

96 credit points (equivalent to twosemesters full time study)

Graduate certificate 48 credit points (equivalent to onesemester full time study)

144 credit points (equivalent tothree semesters full time study)

Graduate diploma 96 credit points (equivalent to twosemesters full time study)

96 credit points (equivalent to twosemesters full time study)

*Duration indicated is the normal study duration; for some programs spring and summer semesters may beoffered, reducing the study duration.

Credit

For more information on the type of credit that may be available to you, please see RMIT’s credit policy.

Pathways

Upon successful completion of this program you may be eligible to undertake further studies in relatedprograms at RMIT University, including DR208 - PhD (Art) subject to the program's entrance requirements.


Academic entrance requirements: You must have successfully completed an Australian Bachelor degree(or equivalent overseas qualification) with a minimum GPA of 3.0 (out of 4.0) or have significant relevant workexperience or studio practice.

International English language requirements can be found here:

English language requirements and equivalency information. (https://www.rmit.edu.au/study-with-us/international-students/apply-to-rmit-international-students/entry-requirements/english-requirements/)

Selection tasks

You must:

• complete and submit a pre-selection kit• attend an interview• include a CV and statement that details your professional experience and/or studio practice


Library resources and servicesAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials, suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.


192

Program Guide

Page 10

Computers for study are available at every Library site, where you can access the Internet, myRMIT(www.rmit.edu.au/myrmit) or Library e-resources. If you have a laptop you can access the RMIT Universitywireless network in the Library. Library staff can show you how to find information for your assignments oryou can work through web-based tutorials or use our online Ask a Librarian service. The Library is continuallyexpanding our electronic collections to make it easier for you to get the information you need when youneed it. All RMIT University students have unlimited access to quality electronic resources such as, e-books,e-journals and newspapers. You can find more information on Library resources and services at: http://www.rmit.edu.au/library

Online learning tools and contentYou can access online learning tools and content for your program and associated courses atmyRMIT www.rmit.edu.au/myrmit

Other resourcesAs an enrolled School of Art student with an active NDS account you can access computer laboratoriesthroughout the University. For location details go to http://www.rmit.edu.au/its/studentlabs. There arealso computers for you as a School of Art postgraduate student located in Building 49 level C and Building 39level 2.

Technical AssistanceThe technical officer Mr Alan Roberts is available to you for technical assistance.Office Location: Building 49 Level CPhone 0409 772 744Email [email protected]

Production Facilities and EquipmentAs an enrolled student you wiil be given an individual studio space for two years. You wll also have accessto a range of facilities across the school to support your area of practice from light fabrication workshops, AVstudios, computer labs, AV recording equipment, ceramics and gold and silver-smithing studios, large formatphoto printing facilities, and printmaking studios.

RMIT will provide you with resources and tools for learning in this course through our online systems. TheUniversity Library has extensive resources for Art students and has produced a subject guide that includesquality online and print resources for your studies [http://rmit.libguides.com/sb.php?subject_id=67925]. Uponyour enrolment you will also be provided with an extensive MFA searchable reading list.

You can loan equipment from:DSC Audio Visual Tech ServicesOffice Location: Building 8 level 7 room 91phone: 9925 3419email: [email protected]

Services available to you as a student at RMIT UniversityRMIT University provides resources and opportunities to help you to achieve your study and careergoals. Services are available face to face and online for:

• transition to tertiary study and learning• study skills, academic skills including literacy, mathematics and basic sciences if relevant• enabling assistance - if you have a disability, long term medical condition or other form of disadvantage

which may impact on your learning• career development and employment• living and wellbeing (including advice on health, housing and financial matters)• opportunities for scholarships, leadership and study abroad• participating in arts, sport, recreation, fitness activities as well as student activism and university

governance

We offer a friendly and supportive environment for Aboriginal and Torres Strait Islander students. TheNgarara Willim Centre offers ongoing guidance with study, living and cultural needs.

You can find more information at http://www.rmit.edu.au/students


Once you are enrolled as a student in this program you will need to allow for expenses other than universitytuition fees. Additional expenses may relate to the purchase of lecture notes, textbooks, stationery,


193

Program Guide

Page 11

consumables such as printer paper, fees levied by commercial internet service providers for internet accessoutside of the university campus, and other relevant costs related to your art practice.


In 2017 the Master of Fine Art MC078 (1.5 years) program was replaced by this Master of Fine Art MC266(2 years) program. The following table shows how courses in the old Master of Fine Art MC078 (1.5 years)program are equivalent to courses offered in this replacement Master of Fine Art MC266 (2 years).

Courses to betaught out to2018MC078 Masterof Fine Art(1.5 years)

Course Code Credit Points MC266 Masterof Fine Art(2 years)

Course Code Credit Points

Self DirectedProjects A

VART2969 24 Studio 1: Expan-sive Practice

VART3622 24

Self DirectedProjects B

VART2971 24 Studio 2: Provo-cations

VART3623 24

Major Project A VART2973 24 Studio 3: Fram-ing the En-counter

VART3624 24

Major Project B VART2975 36 Studio 4: Reso-lution and Begin-nings

and

Creating yourAppropriateDurable Record

VART3619

VART3618

24

12

Major ProjectProposal Devel-opment

VART2967 12 The Languageof Creative Re-search

VART3621 12

ProfessionalPractice Ad-vanced Semi-nars

VART2965 24 ProfessionalPractice Semi-nar Series

and

Speaking Criti-cally

VART3620

VART3614

12

12

New Cours-es created forreplacementMaster of FineArt MC266 pro-gram(2 years)

Tools for Cre-ative Research

Critical Frame-works ACritical Frame-works BCritical Frame-works C

VART3613

VART3615VART3616VART3617

Program Structure

To graduate you must complete the following: Year One of ProgramComplete the following Six (6) Courses:Course Title Credit Points Course Code Campus


194

Program Guide

Page 12

Studio 1: Expansive Practice 24 VART3622 City CampusStudio 2: Provocations 24 VART3623 City CampusTools for Creative Research 12 VART3613 City CampusSpeaking Critically 12 VART3614 City CampusCritical Frameworks A 12 VART3615 City CampusCritical Frameworks B 12 VART3616 City Campus

ANDYear Two of ProgramComplete the following Six (6) Courses:Course Title Credit Points Course Code CampusStudio 3: Framing the Encounter 24 VART3624 City CampusStudio 4: Resolutions and Beginnings 24 VART3619 City CampusThe Language of Creative Research 12 VART3621 City CampusCreating your Appropriate DurableRecord


Critical Frameworks C 12 VART3617 City CampusProfessional Practice Seminar Series 12 VART3620 City Campus


195

of 24

28 February 2011 28 February 2011

Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title: Part A: Course Overview

College DSC

School Art

Course Title (30 including spaces) Studio 1: Expansive Practices

Career Postgraduate

Credit Points 24


Prerequisites: None Co-requisites: None Pre & Co requisites

Note it is a condition of enrolment at RMIT that you accept responsibility for ensuring that you have completed the prerequisite/s and agree to concurrently enrol in co-requisite courses before enrolling in a course.

For your information the RMIT Course Requisites policy can be found at: http://www.rmit.edu.au/browse;ID=twx09y07zi1c

Course Description In this course you will be given a range of discrete, short-term studio tasks. These tasks are designed to allow you to suspend presumptions and judgements about your practice and will help you engender new material and conceptual possibilities in the making of your art. You will learn techniques for generating artworks that can be applied across any medium and will be challenged to expand your existing practice by setting aside habits of thought and making. You will trial processes to produce art works quickly without pre-judging the outcomes. The emphasis is on experimentation rather than resolution, working to identify a preliminary set of research interests that animate your practice.

Objectives/Learning Outcomes/Capability Development

Learning outcomes

Upon successful completion of this course, you will be able to:

1. Suspend presumptions and judgements about your art practice 2. Apply alternative making strategies to your art practice 3. Develop a practice which is responsive to an increased range

of contexts and conditions 4. Critically evaluate conceptual and material aspects of your

practice


In this course you will develop the following program learning outcomes:

• Carry out self directed studio based learning and independent research to develop your individual art practice and locate your artwork within appropriate contemporary, conceptual and theoretical contexts.

• Test, experiment and explore formal and conceptual issues through individual studio practice.


196

of 24


Overview of Learning Activities This is studio-based learning in which you work at your art making, meeting regularly with your advisor for intensive consultations that examine, question and identify the forward trajectory of your work. In addition you will engage in peer-to-peer dialogue and develop the ability to critically and reflectively evaluate creative outcomes. This occurs through the scheduled teacher-led group critique sessions as well as student led critique sessions.

Overview of Learning Resources You will be given a studio space for the development of your artworks and will have access to a range of facilities across the school to support your area of practice including light fabrication workshops, AV studios, computer labs, AV recording equipment, ceramics and gold and silver-smithing studios, large format photo printing facilities, and printmaking studios. RMIT will also provide you with resources and tools for learning in this course through our online systems. The Library has extensive resources for art students and has produced a subject guide that includes quality online and print resources for your studies [http://rmit.libguides.com/sb.php?subject_id=67925]

Upon your enrolment you will also be provided with a very extensive MFA searchable reading list.

Overview of Assessment You will be assessed on how well you meet the course’s learning outcomes and on your development against the program capabilities. Assessment includes:

• Folio of Artworks 50% LO2, LO3 • Methodology Report 35% LO1 • Reflective Feedback Report 15% LO4

In this studio your Methodology Report will emphasise the various ways in which you’ve begun to experiment within your studio practice.

Feedback will be given on all assessment tasks.

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www.rmit.edu.au/policies/academic#assessment

Course Coordinator Details Associate Professor Dominic Redfern PH. 99252022 Email. [email protected]


197

of 24



College DSC

School Art

Course Title (30 including spaces) Studio 2: Provocations

Career Postgraduate

Credit Points 24





Course Description In this course you will undertake a number of self directed studio-based projects in consultation with an academic advisor. This process-orientated studio uses a series of provocations to question the fundamentals of your studio practice. This questioning is designed to allow room for your practice to develop materially and conceptually. It de-emphasises resolution and frames an inquiry around the assumptions that support a practice’s existing strategies, procedures and conceptual discourses.

You will create a folio of projects that will begin to locate your work within appropriate conceptual discourse.


Learning outcomes Upon successful completion of this course, you will be able to:

1. Respond to challenging provocations that expand your art practice

2. Create artworks in response to a range of provocations 3. Examine the assumptions that underpin your art practice 4. Critically reflect on efficacy and impact of the studio

experiments you undertake.

Program Learning Outcomes In this course you will develop the following program learning outcomes:

1. Carry out self directed studio based learning and independent research to develop your individual art practice and locate your artwork within appropriate contemporary, conceptual and theoretical contexts.

2. Test, experiment and explore formal and conceptual issues through individual studio practice.


198

of 24


3. Analyse and evaluate global, social, cultural, environmental and historical knowledge and contexts that may inform your art practice.

4. Research, analyse and synthesise information and select appropriate methods and resources within your art practice.

Overview of Learning Activities This is studio-based learning in which you work at your art making, meeting regularly with your advisor for intensive consultations that examine, question and identify the forward trajectory of your work. In addition you will engage in peer-to-peer dialogue and develop the ability to critically and reflectively evaluate creative outcomes. This occurs through the scheduled teacher-led group critique sessions as well as student-led critique sessions.




• Folio of Artworks 50% LO2 • Methodology Report 35% LO1 • Reflective Feedback Report 15% LO3

In this studio your Methodology Report will begin to emphasise the means by which you’ve begun to respond to provocations external to your practice.







199

of 24



College DSC

School Art

Course Title (30 including spaces) Studio 3: Framing the Encounter

Career Postgraduate

Credit Points 24


Prerequisites: None Co-requisites: None Pre & Co requisites Note it is a condition of enrolment at RMIT that you accept responsibility for ensuring that you have completed the prerequisite/s and agree to concurrently enrol in co-requisite courses before enrolling in a course.


Course Description This studio challenges notions of resolved and discrete art objects and foregrounds the artwork’s encounter with a public or audience. The parameters of this encounter including site, venue, scale, material, temporal contingencies, resolution/completion and varieties of maker/audience relationship, become the ground for experiments that push understandings of the object of a practice.


Learning outcomes


• Evaluate the effectiveness of exhibition strategies that you are currently using in your art practice

• Respond creatively to a range of conditions that relate to audience engagement

• Consider the appropriate site for the most effective presentation of your art work

• Develop self-directed projects and methodologies to sustain ongoing art practice

• Use critical reflection to enable innovative responses to shifting cultural conditions





• Research, analyse and synthesise information and select


200

of 24


appropriate methods and resources within your art practice. • Present a body of artwork that demonstrates a level of

technical and conceptual excellence in contemporary art practice.

Overview of Learning Activities This is studio-based learning in which you work at your art making, meeting regularly with your advisor for intensive consultations that examine, question and identify the forward trajectory of your work. In addition you will engage in peer-to-peer dialogue and develop the ability to critically and reflectively evaluate creative outcomes. This occurs through the scheduled teacher-led group critique sessions as well as student led critique sessions.



Overview of Assessment You will be assessed on how well you meet the course’s learning outcomes and on your development against the program capabilities.

Assessment includes:

• Folio of artworks 50% LO2, LO3, LO4 • Methodology Report 35% LO3, LO4 • Reflective feedback report 15% LO1, LO3

Your Methodology Report will emphasise the ways in which your practice has begun to focus on the various parameters that define the way your work is experienced by an audience.






Course Guides Part A: Course Overview


201

of 24


(Note only Part A of the Course Guides are attached to Program Guides.) Course Title: Part A: Course Overview

College DSC

School Art

Course Title (30 including spaces) Studio 4: Resolutions and Beginnings

Career Postgraduate

Credit Points 24


Prerequisites: None Co-requisites: None Pre & Co requisites Note it is a condition of enrolment at RMIT that you accept responsibility for ensuring that you have completed the prerequisite/s and agree to concurrently enrol in co-requisite courses before enrolling in a course. For your information the RMIT Course Requisites policy can be found at: http://www.rmit.edu.au/browse;ID=twx09y07zi1c

Course Description This is a designated work integrated learning (WIL) course which means your knowledge and skills are applied and assessed in a real /or simulated workplace context where feedback from industry is integral to your learning experience. This studio focuses upon the resolution of your work for the capstone event of your program - the presentation of your work to an industry assessor. There are two components to this presentation: the capstone exhibition which is covered by this course, and the submission of your Appropriate Durable Record (ADR) to an external examiner, which is covered in VART 3618 Creating your ADR. The component covered in this course takes the form of an exhibition/installation/presentation of your artwork for an assessor from industry. The editing, refinement and finalising of presentation strategies underpin all studio work in this final semester. Within that editing process however you will take care to ensure, with the support of your advisor, that you develop the habits that capture unresolved projects and loose threads to be cycled back upon in future. Whilst this final presentation creates a punctuation mark in your practice, it also marks the beginning of the next phase of its evolution by pointing to future questions that will animate your practice.



1. Refine and edit your arts works to create a coherent whole for exhibition.

2. Make informed, site responsive choices about the presentation of your work

3. Develop self-directed projects and methodologies to sustain ongoing art practice.

4. Internalise the habits of critical reflection to sustain your practice beyond the institution




202

of 24



• Engage in autonomous and continuous learning concerning new developments in artistic production and associated discourses.

• Present a body of artwork that demonstrates a level of technical and conceptual excellence in contemporary art practice.

Overview of Learning Activities This is studio-based learning in which you work at your art making, meeting regularly with your advisor for intensive consultations that examine, question and identify the forward trajectory of your work. In addition you will engage in peer-to-peer dialogue and develop the ability to critically and reflectively evaluate creative outcomes. This occurs through the scheduled teacher-led group critique sessions as well as student led critique sessions. Your work for this course is assessed by an external industry professional. They will be unfamiliar with your work prior to the assessment; much in the way a reviewer, funder, gallerist or curator would be in a gallery context.

Overview of Learning Resources You will be given a studio space for the development of your artworks and will have access to a range of facilities across the school to support your area of practice including light fabrication workshops, AV studios, computer labs, AV recording equipment, ceramics and gold and silver-smithing studios, large format photo printing facilities, and printmaking studios. RMIT will also provide you with resources and tools for learning in this course through our online systems. The Library has extensive resources for art students and has produced a subject guide that includes quality online and print resources for your studies [http://rmit.libguides.com/sb.php?subject_id=67925] Upon your enrolment you will also be provided with a very extensive MFA searchable reading list.

Overview of Assessment You will be assessed by an external industry professional on how well you meet the course’s learning outcomes and on your development against the program capabilities. A panel of staff from the MFA program will moderate your grade. Assessment includes:

• Folio of artworks 50% LO1, LO2, LO3 • Capstone exhibition 50% LO1, LO2, LO3

Feedback from industry professionals is given on all assessment tasks. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more. A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers. Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www.rmit.edu.au/policies/academic#assessment



203

of 24



College DSC

School Art

Course Title (30 including spaces) Tools for Creative Research

Career Postgraduate

Credit Points 12





Course Description In this course you will be introduced to a range of creative research resources and methods to support the deepening of your art practice. The principles and tools you will use are based upon the critical interplay between making and reflecting. You will be required to use creative research resources and methods to initiate the non-studio aspects of your research. Topics include online and library literature and visual research methods, how to make effective use of individual and group critiques and how to make critical use of gallery and other cultural events for your own practice.



1. Make effective use of a range of creative research resources. 2. Make critical use of gallery visits and other art events. 3. Productively apply the feedback provided on your work in

solo and group critique sessions. 4. Describe and critically analyse your own work and the work

of other artists.





• Research, analyse and synthesise information and select appropriate methods and resources within your art practice.

• Present a body of artwork that demonstrates a level of technical and conceptual excellence in contemporary art


204

of 24

28 February 2011

practice.

Overview of Learning Activities Describe the learning context, what the student will do, and how they will engage in the learning. Be careful of being too specific as things may change.

Do not describe assessment in this section.

If this is a WIL nominated course in the program guide, outline the approach to work integrated learning activities included in the course.

Overview of Learning Resources You will be given a studio space for the development of your artworks. Students have access to a range of facilities across the school to support their area of practice, from light fabrication workshops, AV studios, computer labs, AV recording equipment, ceramics and gold and silver-smithing studios, large format photo printing facilities, and printmaking studios.

RMIT will provide you with resources and tools for learning in this course through our online systems.

The University Library has extensive resources for Art students. The Library has produced a subject guide that includes quality online and print resources for your studies [http://rmit.libguides.com/sb.php?subject_id=67925]

The MFA has a very extensive searchable reading list, which is made available to all enrolled students.

Overview of Assessment Use the following text:

You will be assessed on how well you meet the course’s learning outcomes and on your development against the program capabilities. Assessment includes:

• A library search & annotated bibliography 20% LO1 • Gallery/art event visits critiques/reports 30% LO2 • Two Critical feedback Reports (1 addressing solo critique

with supervisor & 1 addressing a group critique session) 30% LO3

• Engaging with oral critical discourse 20% (engaging with ideas, constructive feedback) LO4







205

of 24

28 February 2011


College DSC

School Art

Course Title (30 including spaces) Speaking Critically

Career Postgraduate

Credit Points 12




Course Description In this course you will engage with the symposia and artist talks offered through the program. You will also develop your own artist’s talk for presentation at a symposium. Artist’s talks are a skill required for the professional artist. The work to develop a well-defined, succinct and effective talk also serves as the first step toward developing the language that will underpin your Appropriate Durable Record (ADR). You will address the ‘what, why and how’ of research in your presentation offering your audience a topic (What), a rationale (WHY is this important), and a methodology (HOW it is done). You will also begin the practice of identifying thinkers and makers that define your creative practice.


Learning outcomes


1. Identify the salient elements of your art project. 2. Use plain language to describe your art practice and projects. 3. Plan, structure and deliver an oral presentation on your

artwork. 4. Create effective visual aids to support the oral presentation of

your projects. 5. Document your artwork effectively.



• Analyse and evaluate global, social, cultural, environmental and historical knowledge and contexts that may inform your art practice.


• Produce and participate in discourse and scholarship that is


206

of 24

28 February 2011

globally informed, culturally and socially aware, ethical and respecting of difference and diversity.

Overview of Learning Activities There will be a series of guided sessions in which instruction in the pertinent technologies and instructive examples are provided. You will work with your supervisor to plan and refine your talk as well as attending the artist talk program and symposia offered throughout the semester.







• A slide presentation 20% LO4, LO5 • A plain language written exercise 20% LO2 • An oral presentation with audio-visual support 20 minutes

40% LO1, LO2, LO3, LO4 • Engaging with oral critical discourse 20% (discussing ideas

and providing critical feedback as evidenced in whole group discussion and small group comprehension and analysis tasks) LO2, LO3







207

of 24

28 February 2011


College DSC

School Art

Course Title (30 including spaces) The Language of Creative Research

Career Postgraduate

Credit Points 12




Course Description This course introduces you to the specific language of research-based creative practice. Class by class you will be given tasks based on the constituent elements of research writing: the title; the summary; the brief description; the rationale; aims and objectives; and research questions (you will be developing your writing on method in your studio courses). Piece by piece you will build your understanding of the language of research and begin to understand how it provides you with critical tools to reflect upon and deepen your practice. Over the course you will attempt each of the elements of your Appropriate Durable Record (ADR) in isolation resulting ultimately in a full draft of your ADR at its completion.


Learning outcomes


1. Articulate your creative practice in the language of research. 2. Use the appropriate language of creative research to better

articulate and communicate the concepts that underpin your creative work.




• Produce and participate in discourse and scholarship that is globally informed, culturally and socially aware, ethical and respecting of difference and diversity.

Overview of Learning Activities There are weekly classes that alternate weekly between two quite distinct learning environments. You will have 6 lectures in combination with the higher degrees research methods group looking


208

of 24

28 February 2011

at broader issues around the culture and practice of creative research. Additionally you will have 6 workshop classes in which you will learn to break down your ADR into its component parts and look at each in isolation. You will attempt a draft of each of these individual elements between classes for discussion at the next workshop.






• 6 individual writing tasks, a draft of each of the following elements of an ADR: title 10%; summary/abstract 10%; brief description 20%; rationale 20%; aims and objectives 10%; research questions 10%. LO1, LO2

• Engaging with oral critical discourse 20% (engaging with ideas, constructive feedback) LO2







209

of 24

28 February 2011


College DSC

School Art

Course Title (30 including spaces) Creating your Appropriate Durable Record (long title)

Creating your ADR (short title)

Career Postgraduate

Credit Points 12



Course Description In this course you will work with your advisor to resolve your Appropriate Durable Record (ADR) for submission to an external examiner for the capstone event of your program - the presentation of your work to an industry assessor. There are two elements to this presentation: the exhibition, covered by VART 3619 Studio 4: Resolutions Beginnings - and the submission of your ADR to an external examiner, covered in VART 3618 Creating your ADR. Having created a draft of the ADR in your previous semester the final drafts go through several levels of refinement to make it ready to be submitted for assessment and subsequently published. Expressing yourself in the language of research is a particular skill, which takes time and practice to acquire. This course provides you with the necessary time to get it right. The ADR is the result of creative research so you will find the most appropriate means to document that work - this can be a creative task all its own. You will work with your advisor on the design of your ADR in order to find the solution that best serves the material, experiential and aesthetic qualities of your work during the MFA.



1. Create a design concept for a document that gives an appropriate and clear articulation of your MFA project.

2. Edit and refine the theoretical arguments that underpin your artwork.

3. Create an appropriate durable record of your creative research for print and online access.



210

of 24

28 February 2011





Overview of Learning Activities Learning in this course will involve meetings regularly with your advisor and to work through a series of drafts of your ADR. Sessions are one to one includes a review process that sets out the work that needs to be completed for the next meeting. Additional contact may occur via email with drafts being passed back and forth as they develop.






• A draft of your ADR - mid-semester 30% LO1 • A design concept for your ADR 20% LO2 • A completed ADR for external assessment 50% LO3







211

of 24

28 February 2011


College DSC

School Art

Course Title (30 including spaces) Critical Frameworks A

Career Postgraduate

Credit Points 12



Course Description The Critical Frameworks courses rotate over three semesters. The format is the same but the content will change for each offering. You will benefit from discussions between the wider artist community across year levels and programs because the three courses (A, B & C) are co-delivered and shared with other postgraduate programs.

When you are enrolled in Critical Frameworks A, you will be expected to engage with the range of fundamental principles and contemporary concerns informing art practices at an entry level. Lectorials will encourage you to discuss issues including aesthetics, the construction of meaning in art from semiotics to affect, material innovations, philosophical discourses affecting practice, contemporary understandings of site and place and the multiplicity of art history/s. Discussions draw upon the many narratives that underpin our understanding of art today, mining history and interrogating conventions. Classes are not specific to media but draw upon the range of practices from those that result in discrete art objects to the ephemeral and the social.

You will use this course to initiate your understanding of the social and historical context in which you practice and to begin a dossier of artists that are relevant to your practice.



1. Locate appropriate contemporary theoretical frameworks that inform your practice

2. Identify and evaluate relevant material histories with which to align your practice.

3. Articulate the relationship between your own creative practice and that of others.

4. Contribute to the theoretical discourse that defines and shapes contemporary arts practice.



212

of 24

28 February 2011




Overview of Learning Activities Students meet weekly with a rotating roster of speakers drawn from regular and visiting staff for a lectorial presentation around a given topic. The lectorial format combines the formal elements of a lecture with the back and forth of a tutorial. Students are encouraged to question and challenge ideas from the presenter and eachother to get to the heart of their own sense of the material presented.

Overview of Learning Resources You will be given a studio space for the development of your artworks. Students have access to a range of facilities across the school to support their area of practice, from light fabrication workshops, AV studios, computer labs, AV recording equipment, ceramics and gold and silver-smithing studios, large format photo printing facilities, and printmaking studios. RMIT will provide you with resources and tools for learning in this course through our online systems. The University Library has extensive resources for Art students. The Library has produced a subject guide that includes quality online and print resources for your studies [http://rmit.libguides.com/sb.php?subject_id=67925] The MFA has a very extensive searchable reading list, which is made available to all enrolled students.



• An online dossier of artists relevant to your practice 40% LO1, LO2

• A concept map for your creative practice 40% LO3 • Engaging with oral critical discourse 20% (discussing ideas

and providing critical feedback as evidenced in whole group discussion and small group comprehension and analysis tasks) LO4







213

of 24

28 February 2011


College DSC

School Art

Course Title (30 including spaces) Critical Frameworks B

Career Postgraduate

Credit Points 12





You will use this course to situate your practice within appropriate contemporary theoretical frameworks and synthesise material histories that relate to art practice. You are encouraged within lectorials to consider issues relevant to practicing contemporary art and you will be expected to make informed contributions to the theoretical discourses that arise.


Learning outcomes


1. Situate your practice within appropriate contemporary theoretical frameworks

2. Analyse and synthesise the material histories with which your practice aligns.

3. Contribute to the theoretical discourse that defines and shapes contemporary arts practice.






214

of 24

28 February 2011









• Building upon and developing your online dossier of artists (see CFA). Argue for your place within this lineage and differentiate your contribution from that of your peers 30% LO1

• Designing a genealogy for your creative practice 40% LO2 • Engaging with oral critical discourse 30% (discussing ideas

and providing critical feedback as evidenced in whole group discussion and small group comprehension and analysis tasks) LO3







215

of 24

28 February 2011


College DSC

School Art

Course Title (30 including spaces) Critical Frameworks C

Career Postgraduate

Credit Points 12





You will use this course to argue your theoretical position and critique the work of other artists in the light of your own practice. In Critical Frameworks C you will be expected to critically argue a theoretical position. You will be expected to challenge existing orthodoxies and pro-actively create future directions in contemporary art. You will be expected to provoke, where appropriate, lectorial discussions by challenging ideas, critiquing arguments and asserting a position.


Learning outcomes


1. Critically argue your theoretical position. 2. Use critical analysis of material histories pertinent to your

practice to generate future directions. 3. Challenge existing orthodoxies to pro-actively create future

directions in contemporary arts practice.






216

of 24

28 February 2011









• A literature review for the theoretical context of your practice 40% LO1

• A written critique of an exhibition/body of artwork that is framed by your own theoretical position 30% LO2

• Engagement with oral critical discourse (challenge ideas, assert a position, critique arguments) 30% LO3







217

of 24

28 February 2011


College DSC

School Art

Course Title (30 including spaces) Professional Practice Seminar Series

Career Postgraduate

Credit Points 12



Course Description This is the designated work integrated learning (WIL) course in your program. This means your knowledge and skills will be applied and assessed in a real /or simulated workplace context where feedback from industry is integral to your learning experience. In this course you will be exposed to a variety of voices and positions from within the art world that contribute to your evolving relationship to professional art practice. You will engage with arts industry professionals including practicing artists, curators, gallerists (including public, commercial and artist-run initiatives), theorists, critics and gallery administrators. This course experience may consist of lectures, seminars, tutorials, student presentations, studio visits and field trips. You will also begin to incorporate your research into your field of practice identifying thinkers and makers that influence your creative practice.



1. Critically and reflectively evaluate your creative practice in relation to pertinent issues raised during the seminars

2. Apply new professional understandings of art practice with creativity and initiative

3. Participate in a critical dialogue about your creative practice 4. Develop an advanced body of knowledge with reference to

cultural, social and political spheres of the contemporary art sector





218

of 24

28 February 2011

• Engage in discourse and scholarship that is globally informed, culturally and socially aware, ethical and respecting of difference and diversity.


Overview of Learning Activities The course includes teacher guided, learner directed and peer-to-peer learning. The learning activities may include: field trips, lectures, seminars, discussion groups, studio visits, audio/visual material, presentations and workshops.






1. A written proposal for a grant/exhibition or residency (WIL task with industry assessor feedback) 50% LO2

2. An industry standard proposal for a grant/exhibition or residency (incorporating your WIL feedback) 20% LO2 LO6

3. A panel presentation 30% LO3, LO4 Feedback will be given on all assessment tasks. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more. A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers. Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www.rmit.edu.au/policies/academic#assessment



219

1

Office of the Vice-Chancellor

Vice-Chancellor’s Report to Academic Board

4 April 2016

1. Policy updates

1.1 University admission transparency

The Minister for Education and Training, Senator the Hon Simon Birmingham has instructed the Higher Education Standards Panel (HESP) to explore options for making the admissions process more transparent without increasing the red tape burden on universities. This is in response to a number of media stories about “low” ATAR students being admitted to universities and the increasing disconnect between universities’ published ATAR cut offs and the ATARs of admitted students.

1.2 National Strategy for International Education:

The Department of Education and Training anticipates the release of the National Strategy for International Education in late March or early April. This will be accompanied by an implementation plan and a refreshed coordinating council to oversee implementation of the Strategy.

The national strategy is intended to have a ten year outlook and to bring together all stakeholders to enable Australia’s international education sector to be more adaptive, innovative and globally engaged.

1.3 State VET funding and regulation reform

In an initial consultation with RMIT, the Victorian State Department of Education has outlined a three phase consultation process as it responds to the Mackenzie Review of Vocational Education and Training (VET) funding and seeks to implement a new funding and regulatory model for students commencing VET from 2017 onwards:

∑ Establishing the issues (March 2016)∑ Targeted consultation (April and May 2016)∑ Finalisation of funding and regulatory model (July 2016)

The VET Funding Review was established in February 2015 to help Government develop reforms to improve the quality, stability and sustainability of the Victorian training system. It was led by Reviewer Bruce Mackenzie, with Deputy Reviewer Neil Coulson, and undertook extensive public consultation with VET stakeholders.

2. Learning, Teaching and Research

2.1 Free Trade Agreement Training Provider Grant

RMIT has been successful in securing a commonwealth grant worth $114,000 as part of the FreeTrade Agreement (FTA) Training Provider Grant project. The grant will focus on deliveringworkshops that increase awareness and utilisation of FTAs in North Asia.

Academic Board Meeting 03/2016 - 4 April 2016 - VICE-CHANCELLOR & PRESIDENT

220

http://www.education.vic.gov.au/Documents/about/department/VET_Funding_Review.pdf


2

Training will increase technical knowledge to assist SMEs to recognise and access opportunitiesfor target sectors in professional services including legal and accounting, ICT and CreativeServices/Fintech, Food Manufacturing, Agri-Tech/Water and Mining and Energy Services (outlinedin the ANZ PwC Asialink Australia’s Jobs Future report1).

2.2 Student Load update as at 2 March 2016

This is the second report for 2016 and enrolments are as expected. VE enrolments are continuing in all cohorts.

Higher Education Load Status

∑ Research RTS (ResearchTraining Scheme) load is at107% of its target at 989 EFTSL(+63 EFTSL over target).

∑ CGS Undergraduateenrolments are slightly overtarget at 104% and Post Grad isat 118%.

∑ Sub-degree load is at 113% oftarget, meaning some load willbe taught at HECS funding only.

VE Load Status

∑ VE enrolments are continuing inall cohorts.

∑ Australian Fee Paying (Industry)enrolled load is at 34% of target.Load is not the only indicator ofperformance; the financialoutcomes should also be takeninto consideration in regard tototal performance.

Foundation Studies∑ Enrolments are at 82% of the

target, with enrolmentscontinuing.

1 Australia’s Jobs Future The rise of Asia and the services opportunityhttp://asialink.unimelb.edu.au/asialink_business/research_initiatives?a=1401688

Fund EFTSL FY %ageONSHORE Source Target of Target

Research RTS 926 107%INTON 536 105%

Post Grad CGS 874 118%AFP 1,768 112%

INTON 2,802 89%

Undergrad CGS 19,502 104%AFP 19 85%

INTON 4,355 87%

Sub-degrees CGS 1,996 113%AFP 63 103%

INTON 767 99%

VE Govt Funded 5,305 117%App / Trainees 396 74%AFP Students 544 55%AFP Industry 641 34%

INTON 594 112%

OUA PG 234 50%UG 749 48%

Foundation INTON 993 82%

OFFSHORE Fund Source

Research INTOFF 92 98%

Post Grad INTOFF 9 157%Vietnam 173 73%

Undergrad INTOFF 892 71%SIM 4,254 66%

Vietnam 2,485 105%

Sub-degrees INTOFF 85 93%Vietnam 164 105%

Foundation INTOFF 32 16%

Under targetClose to targetOver targetToo early to call

AcronymsRTS Govt Research Training SchemeINTON International Onshore

CGS Govt Commonwealth Grant SchemeAFP Aust Fee Paying

INTOFF International OffshoreINTOFF/SIM International Offshore inc Singapore Institute of Mgt


221

https://www.pwc.com.au/asia-practice/assets/anz-pwc-asialink-apr15.pdf

https://www.pwc.com.au/asia-practice/assets/anz-pwc-asialink-apr15.pdf

3

3. Other University news

3.1 New Executive Dean of Science announced

Professor Russell Crawford has been announced as the new Executive Dean of Science (SEH Portfolio). Professor Crawford joins RMIT from Swinburne University of Technology, where he has held a range of academic management and leadership roles including that of Head of School and Dean of Science. He has also held the position of President of the Australian Council of Deans of Science after spending several years serving on the Executive.

He has a strong research record as well as a fine record in innovation in teaching and learning. His scientific discipline area relates well to the school and he has maintained a strong publication and grant record while being a Dean of a Faculty undergoing a significant transformative change.

Professor Crawford commences on 2 May 2016 and brings an interesting dynamic to the role, starting as a TAFE student and progressing through a Masters at Swinburne before completing a PhD at Melbourne University.

3.2 RMIT Europe joins European University Association

RMIT Europe has been invited to join the European University Association (EUA) as an affiliate member. The EUA represents universities across 47 European countries, has 850 members and with 17 million students enrolled at EUA member universities. It is the largest organisation representing higher education in Europe.

RMIT Europe will contribute to the role the EUA plays in influencing and shaping future European Union policies on higher education, research and innovation.

3.3 RMIT showcase - Jobs of the future

RMIT’s technology and innovation was front and centre at this year’s 2016 Formula 1® Rolex Australian Grand Prix, with RMIT University as a partner of the Industry and Innovation Precinct.

The Industry and Innovation Precinct was set up to highlight Victoria’s outstanding contribution to the automotive, defence, aviation and advanced manufacturing industries.

At the event, RMIT showcased students’ innovative industry capabilities in design, engineering and manufacturing and the skills that will underpin the jobs of the future. Projects showcased included:

∑ Formula SAE racing cars (petrol and electric), designed and built by students∑ Cutting-edge drone technology∑ 3D printing, including a model F1 car∑ Virtual Reality gaming design projects∑ Smart textiles research∑ Robots∑ Road safety research

More than 6,500 local and international people visited the RMIT marquee during the four days of the event including the Victorian Minister for Industry, the Hon Lily D'Ambrosio MP and the Secretary of the Department of Economic Development, Jobs, Transport and Resources, Richard Bolt.

In addition to our exhibit in the Industry and Innovation Precinct, RMIT students and graduates participated in a fashion design contest, with the winning design by Stephanie Pavlou worn at the Grand Prix's 'Glamour on the Grid' launch party. Public Art Masters student Simon Mazzei created artwork for the Grand Prix circuit's new 'M Lane' food and beverage precinct.


222

4

RMIT also co-hosted the inaugural Victorian Startup and Innovation Roundtable with the Australian Grand Prix Corporation and Victorian Government agency LaunchVic. Government, business and education leaders identified the challenges and opportunities that must be addressed for Victoria to gain recognition as a global startup destination.

4. Achievements

4.1 RMIT researcher awarded Melbourne Knowledge Fellowship

RMIT researcher Dr Betty Sargent has been awarded the Melbourne Knowledge Fellowship worth $12,500. Dr Sargent specialises in creating digital content that encourages people to be physically active and socially engaged.

The fellowship aims to enhance local knowledge and skills in the use of creative and innovative technologies by applying learning and best practice from abroad.

Following on from her international experience, Dr Sargent will share learning and recommendations through a short series of community learning programs and also undertake a six month experience in residence at Library at The Dock.

4.2 RMIT fashion graduate wins Australia Fashion Foundation (AUSFF) scholarship

RMIT fashion graduate Vlad Kanevsky has won the prestigious Australian Fashion Foundation scholarship including $20,000 and a six month internship at a fashion house in the US or Europe.

The Master of Fashion (Design) graduate was awarded first prize alongside Panayota Theodore from UTS and is the seventh RMIT fashion graduate to win the top prize from the list of 11 recipients.

The Australian Fashion Foundation (AUSFF) scholarship has connected Australia’s emerging design talent to world leaders in fashion since 2009. Previous RMIT winners have interned with global fashion houses including Calvin Klein, Alexander McQueen and Louis Vuitton.

4.3 2015 Melbourne Press Club Quill Awards

An RMIT student and alumnus have been successful in the recent Melbourne Press Club Quill Awards. The Quill awards are one of Australia’s most prestigious media awards

Current Graduate Diploma of Journalism student Bridget Davies received the Student of the Year award for her report on women in the police force.

RMIT Journalism’s 2014 graduate, Nick Payne, along with fellow Bayside Leader colleagues won the Best Suburban Report in Writing award.

Martin Bean CBEVice-Chancellor and President


223


TITLE RMIT’s Reconciliation Action Plan

EXECUTIVE SUMMARY

Key Issues

Reconciliation is an essential part of RMIT’s new era of transformational change.

In 2015 RMIT began a project to reshape itself, culminating in the adoption of a new strategic plan.

Its vision is to become a global university of technology design and enterprise, with a mission to empower students to succeed in a world that is being transformed by technology and social change and to shape the world through the creation and dissemination of diverse forms of knowledge.

Indigenous self-determination and reconciliation are essential to this vision and mission. The strategic plan explicitly states that the university has ‘a responsibility to lead on supporting Aboriginal and Torres Strait Islander students’.

As RMIT reshapes its future, it is looking to continue and broaden these efforts towards deeper reconciliation. Enormous goodwill exists—all it needs is the right guidance to bring about the necessary degree of cultural change.

In January 2015 VCE supported the establishment of a Reconciliation Working Group to develop a Reconciliation Action Plan that would set out to provide such guidance.

The plan lists six priority areas: three relating directly to teaching, learning and research, and another three relating to RMIT’s organisational structures and internal processes.

The working group consisted of membership from executive and senior level management with consultation and engagement of Aboriginal and Torres Strait Islander community members.

Further consultation was completed across the organisation and all staff and students were invited to contribute via survey and #ShapeRMIT discussion thread.

Executive level, senior management and whole of University support is required to ensure the success and sustainability of the RAP.

In light of this the RAP working group recommended the establishment of the Reconciliation Implementation Committee (RIC).

Over the next five years the RAP will be championed internally by the RIC. RIC will function as the RAP Steering Committee and will oversee the implementation of the RAP.

The RAP working group have proposed RIC membership to include:

∑ RAP Champion – Vice Chancellor ∑ Deputy Vice Chancellor Education∑ Professor – Indigenous Studies∑ Manager Ngarara Willim Centre∑ Vice-President Strategy and Governance∑ Deputy Vice-Chancellor Research and Innovation ∑ Chief Operating Officer and Vice-President Resources∑ RUSU Student President

Academic Board Meeting 03/2016 - 4 April 2016 - STRATEGIC CONVERSATION

224

of 3

The RAP report would be overseen by Governance and Strategy and reviewed by RIC before submitting to Reconciliation Australia.

Academic Board supporting the VC in his role as RAP champion and communicating the importance of the RAP throughout their own areas will help achieve the actions and targets set out in the plan.

On the 27/01/2016 Reconciliation Australia endorsed RMIT’s RAP. Endorsement from Reconciliation Australia is a mandatory requirement for RMIT to be listed on Reconciliation Australia’s website as a participating organisation.

Reconciliation Australia supports hundreds of organisations across Australia to participate in the RAP program.

Reconciliation Australia is an independent, national not-for-profit organisation promoting reconciliation by building relationships, respect and trust between the wider Australian community and Aboriginal and Torres Strait Islander peoples.

Through their programs and initiatives they work to connect people and organisations; provide frameworks for action, resources; and policy advice and promote success and engagement activities.

Recommendations (including action VCE must take)

Academic Board is asked to:

∑ Note the development and consultation process for the RAP∑ Endorse the RAP and its recommendations before progression through Council∑ Note the establishment of the Reconciliation Implementation Committee including the draft

Terms of Reference

Timing of Decisions

The RAP is scheduled to be launched during Reconciliation Week 27th May until the 3rd June 2016.

It is scheduled for Council consideration in April and Academic Board consideration in March. VCE endorsed the RAP on 18 February.

Following Academic Board consideration, the RAP will be proofed and submitted to a design agency for publication layout prior to submission to Council.

Further Information

A copy of the report will be placed on RMIT’s reconciliation webpage and also made available to VCE.


This submission and its associated attachments is open only to the members of Council, members of the Senior Executive and Academic Board, members of the RAP working group and those members of the University staff who provide administrative and secretarial services.

The outcome of this decision should be communicated to Deputy Vice Chancellor Education, the Chair of the Reconciliation Action Plan working group, who in turn will inform the Manager of the Ngarara Willim Centre. If the recommendations are approved this will be noted in the RAP.

We also request that the Chair of the RAP working group advise RIC members of the outcome and provide them with the terms of reference attached.


225

of 3

REMAINDER OF PAPER

BACKGROUND AND PREVIOUS CONSIDERATION BY VCE

In January 2015 the following VCE recommendations were approved:

1. That the Reconciliation Action Plan Terms of Reference be approved by the Vice-Chancellor’s Executive Committee;

2. That the VC agree to be the Champion and Chair of the RAP Working Group

In February VCE endorsed the RAP.


N/A


For maximum impact and a true commitment to reconciliation, the actions and targets need to be reflected in all parts of RMIT business in order to achieve the change we desire.

Implementing the changes required is reliant upon both an individual and organisational process.

The University’s strategic plan to 2020 prioritises Aboriginal and Torres Strait Islander peoples collaboration and sets ambitious goals for Aboriginal and Torres Strait Islander student and staff participation.

Therefore responsibility for achieving these outcomes is shared across the institution, with all areas required to incorporate them into their own internal planning and reporting processes.

It is difficult to forecast the financial implications as it will require each unit to identify first their own strategy for reconciliation, guided by the RAP, and then the associated financial implications.

INSTITUTIONAL RISKS

Successful RAP organisations know that reconciliation is good for business, good for the economy and good for the nation.

A RAP is focused on long-term, sustainable activities that will have a mutual benefit for the community and the organisation—rather than philanthropy. These benefits include:

∑ Being an employer of choice by attracting talented local staff who are connected to vibrant local communities;

∑ Improved market access;∑ Meeting changed customer preferences – Gen Y expectations;∑ Staff engagement and satisfaction through social responsibility;∑ Shaping public and industry policy;∑ Value alignment with RMIT’s organisational values – Passion, Impact, Inclusion, Agility,

Courage and Imagination.

ATTACHMENTS

Draft Reconciliation Action Plan

Reconciliation Implementation Committee Terms of Reference

Submitted by:

Name: Professor Paul GoughTitle: Deputy Vice-Chancellor Academic & Vice-PresidentDate: 15 February 2016


226

1 | P a g e

RMIT

RECONCILIATION ACTION PLAN

DRAFT

2016 - 2018


227

Acknowledgement

RMIT University acknowledges the Wurundjeri people of the Kulin Nations as the Traditional Owners of the land on which the University stands.

RMIT University respectfully recognises Elders both past and present.

We also acknowledge the Traditional Custodians of lands across Australia where we conduct business, their Elders, Ancestors, cultures and heritage.

Vice Chancellor foreword

Reconciliation Action PlanVice-Chancellor’s Foreword

I am proud to introduce the RMIT University Reconciliation Action Plan (RAP).

We first expressed our vision for reconciliation in our 2009 Reconciliation Statement.

This RAP updates our vision and is an aspirational document that has practical actions with targets, against which we will measure our progress, to make a real difference across the University.

In preparing our RAP we asked ourselves some big questions about what reconciliation really means and how each of us can make a personal contribution, starting with me as Vice-Chancellor and extending right through to our first-year students.

As a leading educational institution, home to more than 80,000 students and 5,000 staff, we recognise the importance of building better relationships between the wider Australian community and Australia’s First Nation people for the benefit of all Australians. Mutual respect and understanding is required as we work to right the wrongs.

Our RAP recognises the value that Aboriginal and Torres Strait Islander students and staff bring to our community and commits to improving the levels of access, participation and outcomes for Aboriginal and Torres Strait Islander peoples.

We are committed to creating an inclusive community of learners and thinkers free from prejudice and discrimination, while supporting the right of Aboriginal and Torres Strait Islander peoples to self-determine their identities and futures.

We will ensure all staff and students are treated with dignity and respect.

We will further develop a learning environment that values and incorporates Aboriginal and Torres Strait Islander knowledges, cultures and diversity.

Every part of our University will be encouraged to meaningfully engage Aboriginal and Torres Strait Islander peoples to help us achieve our objectives.

I am confident that our RAP, with the support of each member of our community, will build positive change at RMIT.

I hope you’ll join me in working to achieve the goals set out in this important document.

Martin Bean CBEVice-Chancellor and President


228

3 | P a g e

Our business - Reconciliation is essential to RMIT’s futureReconciliation is an essential part of RMIT’s new era of transformational change.

In 2015 RMIT began a project to reshape itself, culminating in the adoption of a new strategic plan. Its vision is to become a global University of technology design and enterprise, with a mission to empower students to succeed in a world that is being transformed by technology and social change and to shape the world through the creation and dissemination of diverse forms of knowledge. Aboriginal and Torres Strait Islander self-determination and reconciliation are essential to this vision and mission. The RMIT strategic plan, Ready for Life and Work, explicitly states that the University has ‘a responsibility to lead on supporting Aboriginal and Torres Strait Islander students’. The inspiration for RMIT’s reshaping comes from its beginnings—as a meeting place for the mixing of cultures, knowledge and skills on land traditionally owned by the Wurundjeri people of the Kulin Nations. The University remains a cultural meeting place today, welcoming students and academics from all over the world, including growing numbers of Aboriginal and Torres Strait Islander students.

RMIT views its history and geography as major assets that give the University access to Aboriginal and Torres Strait Islander knowledge’s as well as a profound responsibility to use education, skills training and indeed all the University’s resources to advance the interests of Aboriginal and Torres Strait Islander peoples. RMIT will therefore play a leadership role in the reconciliation process in the very best ways a higher education institution can: by disseminating Aboriginal and Torres Strait Islander peoples knowledge throughout the community, by assisting Aboriginal and Torres Strait Islander peoplesto gain the education and skills they need to succeed in our rapidly-changing economy, by becoming an employer of choice for Aboriginal and Torres Strait Islander academics and staff, and by showing strong community leadership.

Solid strides forward have already been made.

In 2015 RMIT had 304 Aboriginal and Torres Strait Islander students (144 in Vocational Education and 160 in Higher Education1) studying for qualifications across many disciplines: in apprenticeship areas like the building trades; in services like health, welfare and education; in the arts like photography; and in areas associated with the new economy like biomedicine, engineering, information technology, architecture, business and the law. The seeds of economic

1 Statistics and Reporting Unit, February 2016.


229

4 | P a g e

empowerment and independence are being planted. Enrolment numbers have been growing strongly in recent years. In 2015, a total of 262 scholarshipswere awarded to 119 Aboriginal and Torres Strait Islander students at RMIT.2

There are currently nine undergraduate and four postgraduate Indigenous Specialisation courses that are open to all RMIT students. These are Indigenous-themed elective courses designed to embed Aboriginal and Torres Strait Islander issues into existing programs of study to provide students with an understanding of the cultural, historical and contemporary frameworks that have shaped the lives of Aboriginal and Torres Strait Islander peoples in Australia and globally. A total of 884 students studied these courses in 2014.3 It is the intent of the University to increase the amount of Aboriginal and Torres Strait Islander curriculum content across its schools and departments, under Aboriginal and Torres Strait Islander guidance. Through its Aboriginal and Torres Strait Islander Employment Strategy 2012-2015, RMIT has made a commitment to increase the numbers of Aboriginal and Torres Strait Islanderstaff members. The University currently has 16 permanent (ongoing), 1 fixed-term (contract) and 5 casual Aboriginal and Torres Strait Islander staff, totalling 22 or 21.2 FTE staff.4 At the end of 2014 there were 11 Aboriginal and Torres Strait Islander -specific positions—3 academic and 8 non-academic.5

The University also features the Ngarara Willim Centre for Aboriginal and Torres Strait Islander Peoples (Ngarara Willim means ‘gathering place’ in the language of the Wurundjeri), which provides support and encouragement for Aboriginal and Torres Strait Islander students—including ongoing guidance with study, living and cultural needs—in the manner of ‘a home away from home’. The Centre also plays a leadership role in advancing reconciliation within the University.

As RMIT reshapes its future, it is looking to continue and broaden these efforts towards deeper reconciliation. Enormous goodwill exists—all it needs is the right guidance to bring about the necessary degree of cultural change. This RAP sets out to provide such guidance. It lists six priority areas: three relating directly to teaching, learning and research, and another three relating to RMIT’s organisational structures and internal processes:

1. Governance, Management and Leadership2. Teaching & Learning3. Ethical Aboriginal and Torres Strait Islander Research4. Aboriginal and Torres Strait Islander Staff Participation and Success

2 RMIT Coursework Scholarship Office, 8 February 2016.3 2014 RMIT Indigenous Education Statement, 31 May 2015, p.3.4 2014 RMIT Indigenous Education Statement, 31 May 2015, p.3.5 2014 RMIT Indigenous Education Statement, 31 May 2015, p.9.


230

5 | P a g e

5. Community Engagement6. Aboriginal and Torres Strait Islander Student Participation and Success.

Taken together, these priority areas seek to increase the capacity of Aboriginal and Torres Strait Islander peoples and non-Indigenous members of RMIT to advance reconciliation together. Their central idea is that advancing reconciliation will benefit Aboriginal and Torres Strait Islander peoples and non-Indigenous members of RMIT alike.

This way of achieving reconciliation—by acknowledging the centrality of RMIT’s Aboriginal and Torres Strait Islander heritage and engaging with its Aboriginal and Torres Strait Islander peoples and non-Indigenous contemporaries to create a better future—is summed up by the artwork of three gum leaves produced by Carly Donovan from the Ngarara Willim Centre.

"These three Gum leaves honour our elders who kept our culture strong, our mob who've persevered, and the wider community who are ready and willing to walk with us on this journey of reconciliation"

Carly Michelle Donovan - Wiradjuri and Dunghutti

Barry Judd, Professor, Indigenous Studies - School of Global, Urban & Social Studies

In 1887 RMIT was founded on the principle that education can help all individuals find dignity and prosperity. The Reconciliation Action Plan will commit our University to ensuring this promise is firmly extended to people from Aboriginal and Torres Strait Islander backgrounds. RMIT views itself as being Australia's global University a claim that can only be made real through recognition, understanding and long-term engagement with Aboriginal and Torres Strait Islander Australia. We cannot claim to be global without understanding the local. The Reconciliation Action Plan will provide the strategic framework to help this to happen.

Kirsten Macleod - Senior Advisor Student Experience ProjectsSince joining RMIT, I've worked alongside Aboriginal and Torres Strait Islander colleagues and students who have been so generous in discussing and demonstrating how individuals can do their bit towards reconciliation every day.

Now the RAP is an opportunity for us to walk the talk as an organisation. We've come to it later than some other universities, but we're in this for the long haul. Not just the targets but the way RMIT is developing the plan already show our community's commitment to values we can all get behind.

It's the action still ahead that's really exciting, and that will bring to life those aspirations as we implement the plan's actions, and maybe even more. I'm looking forward to sharing in that journey together.

Aleryk Fricker - Coordinator Indigenous Participation. I Belong Program

I love working at RMIT and knowing that this organisation, and the people within, are committed to bettering the lives of Aboriginal and Torres Strait Islander people through reconciliation and education. I am proud in my role to be able to inspire other Aboriginal and Torres Strait Islander individuals and communities around Victoria to go to University and reclaim that which was fought for by our Ancestors.


231

6 | P a g e

OUR RECONCILIATION JOURNEYRMIT’s current efforts in reconciliation are the culmination of a 25-year journey that the University is determined to continue into the future.

1992

The Koorie Education Unit was set up at RMIT.

In 1999, the Koori Education Unit was renamed the Aboriginal and Torres Islander Support and Liaison Unit.

2006

Indigenous Access Scheme developed as an alternative entry program for Aboriginal and Torres Strait Islander students wanting to study at RMIT.

After proving to be a successful program RMIT, in 2009, formally made it part of RMIT’s business.

2007

RMIT launches its “Togip Gabaareng” Indigenous employment strategy (revised and renamed in 2012:RMIT Aboriginal and Torres Strait Islander employment strategy).

The strategy builds upon RMIT’s success in terms of equity and diversity within employment practices, introducing targeted goals to increase representation of Aboriginal and Torres Strait Islander people in employment at RMIT.

2008

The Aboriginal and Torres Strait Islander support and liaison unit was renamed the Ngarara Willim Centre for Aboriginal and Torres Strait Islander peoples.

The name is derived from “Ngarara Willim”, meaning ‘gathering place’ in the Woiwurrung language of the Wurundjeri people, the traditional custodians of the land where RMIT stands.

2008

RMIT signs a pledge and makes a commitment to “Close the Gap”.

2008

Vice-Chancellor Margaret Gardner responds to the formal apology to Aboriginal and Torres Strait Islander peoples made in the Australian Parliament by Prime Minister Kevin Rudd.

2009

Reconciliation Statement. RMIT community recognises and respects the unique culture and contribution of Aboriginal and Torres Strait Islander peoples.

2009

Indigenous Specialisation developed to enables all undergraduate students to take elective courses in the field of Australian Aboriginal and Torres Strait Islander Studies.

The elective courses provide students with an understanding of the cultural, historical and contemporary frameworks that have shaped the lives of Aboriginal and Torres Strait Islander peoples in Australia and globally.

2014

Aboriginal and Torres Strait Islander flags flown at every RMIT campus.

2015

RMIT increases financial commitment to the Ngarara Willim Centre in order to improve access, participation and outcomes in education for Aboriginal and Torres Strait Islander peoples.


232

7 | P a g e

RMIT—SHOWING LEADERSHIP ON RECONCILIATIONRMIT has a proud history of showing leadership in the reconciliation movement, which was demonstrated by the University’s response to the apology by the Australian Parliament to the Stolen Generations in 2008, and the adoption of the University’s own Reconciliation Statement in 2009.

On saying Sorry - RMIT statement in response to the apology by Parliament to the Stolen Generations

The Wurundjeri people of the Kulin nation are the custodians of the land on which RMIT University stands and we pay our respects to their elders, past and present.On this day, 13 February, 2008, the 42nd Australian Parliament will open with an apology to Australia’s Indigenous people that recognises the injustices, the discrimination, the displacement and the hurt that followed European settlement.

At RMIT we pause on this day to add our support to that apology. We recognise that there is much that has been done that cannot be undone.

We also recognise that there is much to be done to make a better future for Indigenous people. And that RMIT has a part to play in speaking to the past and contributing to that better future.

To say sorry will not erase the past experience of Indigenous people. Nor will it erase all injustice, discrimination and hurt that occurs after this day. Saying sorry is the way we take responsibility for our past and future actions.

When we pause this day at RMIT we recognise our responsibility to bring the best learning and work experiences and opportunities to Indigenous people, students and staff.

We recognise that our Indigenous staff and students have had experiences themselves, or through their families and communities, that require the apology given this day.

We hope and believe that at RMIT, with the rest of Australia, we can build respect and understanding and assist in achieving justice and equity for Indigenous people.

In Australia we have waited too many years for this day, just as we waited too long before the 1967 referendum, before reconciliation and before Mabo.

Today is a day when we all apologise to the Indigenous people of Australia and resolve to make that apology mean a new beginning.

Professor Margaret Gardner AO, Former Vice-Chancellor and President

13 February, 2008

RMIT’s Reconciliation Statement

RMIT University acknowledges the Wurundjeri people of the Kulin Nations, the traditional owners and custodians of the land on which it sits. The University acknowledges and respects Elders, past and present.

The RMIT community recognises and respects the unique culture and contribution of Aboriginal and Torres Strait Islander people. The University values cultural diversity, believes all staff and students should be treated with dignity and respect and seeks to contribute to creating a nation that provides equal life chances for all.

RMIT is therefore committed to an educational environment where contact between different cultures is seen as a key asset in broadening our knowledge of the world and in promoting personal development, celebrating a common humanity and acquiring the attributes for living and working in a globalised world.

RMIT is enriched by the diversity of Australia’s Aboriginal and Torres Strait Islander people and through engagement with the world’s indigenous peoples.

It acknowledges injustices against Aboriginal and Torres Strait Islander people and the impacts on their association with the land, their languages, their cultural traditions and their futures.

RMIT commits itself to:

» improving levels of access and participation and outcomes for Aboriginal and

Torres Strait Islander people

» providing specific education and training for and about Aboriginal and Torres Strait

Islander people;

» embedding Aboriginal and Torres Strait Islander knowledge and expertise in

education, training and research

» establishing relationships with Aboriginal and Torres Strait Islander people that

lead to negotiated partnerships relevant to the purposes of the University

» creating an inclusive community of learners and thinkers free from prejudice and

discrimination

» promoting and supporting the right of Aboriginal and Torres Strait Islander people

to self-determine their identities and futures..

Response from Traditional Elder

Congratulations, Royal Melbourne Institute of Technology. Your vison and leadership in building respectful relationships with the Aboriginal and Torres Strait Islander community has guided the development and contributed to the strength of your Reconciliation Action Plan.

Your commitment in ensuring Aboriginal and Torres Strait Islander people are provided with the best educational opportunities, in a safe and culturally aware environment provides a level playing field for Aboriginal and Torres Strait Islander students.

RMIT is now part of a much broader family on the Reconciliation journey, and through the development of RMIT’s Reconciliation Action Plan, RMIT is on target to deliver positive outcomes in the educational journey of Aboriginal and Torres Strait Islander people.

Wurundjeri Elder Colin Hunter Jr

Uncle Colin is currently the only Wurundjeri Elder to be employed in local government on Wurundjeri country. He is a strong advocate for social justice, equality and reconciliation activities. As a cultural ambassador, he is often called upon to carry out Welcome to Country and other cultural activities and is generous in sharing, with all, the rich cultural heritage of the Wurundjeri people.


233

8 | P a g e

Legislative responsibilitiesA measure of RMIT’s reconciliation journey has been the embedding in the University’s Act of Parliament of a legislated responsibility to provide educational opportunities to the Aboriginal and Torres Strait Islander community. This is a mandated requirement the University takes very seriously.

One of the objects of the RMIT Act 2010 is for the University:

(f) to use its expertise and resources to involve Aboriginal and Torres Strait Islander people of Australia in its teaching, learning, research and advancement of knowledge activities and thereby contribute to—

(i) realising Aboriginal and Torres Strait Islander aspirations; and

(ii) the safeguarding of the ancient and rich Aboriginal and Torres Strait Islander cultural heritage.

Also relevant to Aboriginal and Torres Strait Islander communities, is the requirement that the University is:

(g) to provide programs and services in a way that reflects principles of equity and social justice.

Milton Nomikoudis - Senior Advisor, Strategic Learning & Teaching

I am truly privileged to have worked for many years in Aboriginal and Torres Strait Islander education at RMIT, and this is something as non- Indigenous people we need to always remember -it is a privilege to work with Aboriginal and Torres Strait Islander colleagues and communities, and it comes with responsibilities. Key among these is to put aside personal agendas and to prioritise contributing to the work as directed by and required by "community". We must also disregard any deficit thinking in order to celebrate and prosper from the fact that Aboriginal and Torres Strait Islander students, staff, communities, cultures and knowledges enrich our own learning and the uniqueness and standing of our University. This, to me, is active reconciliation.


234

9 | P a g e


235

10 | P a g e

OUR RECONCILIATION ACTION PLANIn 2009 RMIT endorsed a Reconciliation Statement as a commitment to improving access, participation and outcomes in education for Aboriginal and Torres Strait Islander peoples. It was a natural extension to develop and implement a Reconciliation Action Plan to build on that commitment and ensure that actions and targets were set in order for our University to reach these goals.

To create positive change we needed more people talking about these issues and committing to actions and setting targets that make a difference.

So in December 2014 the Aboriginal and Torres Strait Islander Education, Research Advisor Group (ATSIERAG) Committee supported the development and implementation of a RAP at RMIT University with a recommendation that our RAP Champion be the Vice-Chancellor.

We took our cue from the Behrendt Report (Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People, July 2012) that noted the importance of having executive-level, senior management and whole of University support to ensure the success and sustainability of our RAP.

Our RAP working group included:

∑ executive support in the form of a RAP Champion∑ the Deputy Vice- Chancellor and Professor of Indigenous Studies as co-chairs∑ Aboriginal and Torres Strait Islander employees and other staff representatives∑ an external Aboriginal and Torres Strait Islander advisory panel made up of Elders and community representatives∑ a range of staff from different parts of our organisation (businesses and divisions) that are involved in, and will take responsibility for, delivering RAP

actions.

From the working group a smaller group was formed to draft the plan and report on its progress. The working group met four times throughout the development of the plan and brought guests from industries and the universities that had current plans in place to share their learning, challenges and achievements.

We also engaged Aboriginal and Torres Strait Islander community representatives who were generous with their time, support and guidance.


236

11 | P a g e

As our RAP Champion, Vice-Chancellor Martin Bean, encouraged the RMIT community to contribute to the discussion and shaping of our plan through online discussions at #Shape RMIT and to complete a RAP survey that was made available to RMIT staff and students and the broader community. Participants were asked to nominate and rank, from a list of proposed actions, their top five preferences. Over 300 people completed the survey and took up the offer to provide further comment to assist the working group make its decisions about what was to be included.

A reconciliation webpage was created with resources and information to keep the RMIT community updated on the progress of the RAP and activities related to reconciliation.

Our RAP has been endorsed by Academic Board, University Executive and the University Council.

Over the next five years our RAP will be championed internally by our Reconciliation Implementation Committee (RIC). RIC will function as the RAP Steering Committee and will oversee the implementation of the RAP.

Members of the RIC are:

RAP Champion – Vice-Chancellor Deputy Vice-Chancellor EducationProfessor – Indigenous StudiesManager Ngarara Willim CentreVice-President Strategy and GovernanceDeputy Vice-Chancellor Research and Innovation Chief Operating Officer and Vice-President ResourcesRUSU Student President


237

12 | P a g e

RMIT's Vision for ReconciliationRMIT aspires to be an organisation whose community recognises the inherent value of Aboriginal and Torres Strait Islander traditions, heritage, knowledges and perspectives to the University. We seek to learn and embrace the opportunities that this presents to enrich and benefit all staff and students. We aim to position ourselves as both an employer of choice and preferred place to study for Aboriginal and Torres Strait Islander peoples.

Our aspiration is to lead in the areas of reconciliation by:

∑ Committing our University to the goal of creating an Australiathat provides equal life chances for all.

∑ Ensuring all staff and students are treated with dignity and respect.

∑ Engaging Aboriginal and Torres Strait Islander peoples meaningfully to work towards a collaborative approach.

∑ Promoting a learning and research environment that engages partnerships and values Aboriginal and Torres Strait Islanderknowledges, cultures and diversity.

∑ Increasing the numbers of students from Aboriginal and Torres Strait Islander backgrounds obtaining post-school educational qualifications as a means of obtaining economic empowerment and independence.

Jedda Rocha Costa - Bachelor of Communication (Journalism) Student

Since beginning my studies at RMIT, I was warmly welcomed by the Ngarara Willim community. I have met a lot of like-minded inspiring Aboriginal and Torres Strait Islander people who each in their own way are passionate about working toward positive change in the community. It makes me proud and excited to know that the organisation is also fervent in actively enhancing the community's cultural diversity, to ensure that equal opportunities are commonplace within RMIT University.

I look forward to seeing growing intakes of Aboriginal and Torres Strait Islander students each year at University, and with implementations like the RAP underway, there is no doubt that these numbers will continue to blossom, with future students being made to feel embraced and proud of their culture.

Cyan Earnshaw – Student Liaison Officer Ngarara Willim Centre

I'm so proud to be a part of the RMIT Aboriginal and Torres Strait Islander community. RMIT is very accommodating to ensure that our mob is comfortable and are able to express our culture in an accepting environment. It's wonderful to work for an organisation that is always looking to improve

upon their relationship with the traditional owners of this land.


238

13 | P a g e

Key Action AreasRMIT will focus on the following key action areas:

1. Governance, Management and Leadership2. Teaching & Learning3. Ethical Aboriginal and Torres Strait Islander Research4. Aboriginal and Torres Strait Islander Staff Participation and Success5. Community Engagement6. Aboriginal and Torres Strait Islander Student Participation and Success

Guided by:

ß RMIT Act 2010

ß RMIT’s Strategic Plan (to 2020)

ß Larissa Behrendt’s recommendations (2012)

ß Universities Australia’s National Best Practice Framework for Indigenous Cultural

Competency in Australian Universities paper (October 2011)

ß Australian Institute of Aboriginal and Torres Strait Islander Studies - Guidelines for Ethical

Research in Australian Indigenous Studies (2012)

ß RMIT’s Indigenous Employment Strategy (2015 – 2020)

ß The University’s Enterprise Agreement (2014)

ß RMIT’s Equity and Diversity Plan (2011-2015)

The Action Areas will enable RMIT to demonstrate our commitment to reconciliation and the values set by Reconciliation Australia.

RMIT understands that respectful relationships are a prerequisite for success and therefore will work towards building positive and effective partnerships between Aboriginal and Torres Strait Islander peoples and the broader Australian community.

The gum leaf has been used as a symbol for the value Relationships as it is extended during Welcome ceremonies by Elders in Victoria as a sign of friendship and welcome and an invite for relationship.

At RMIT we hope and believe that, with the rest of Australia, we can build respect and understanding and engage Aboriginal and Torres Strait Islander peoples meaningfully to work towards a collaborative approach in achieving justice and equity.

The symbol of an Eagle or “Bunjil” has been used to represent the value Respect. Welcome to Country completed by Elders in the Victorian community will often include a requirement that while here as visitors we would respect the laws of Bunjil as followed by Aboriginal people of the local area from time immemorial.

RMIT commits to working together through partnerships with Aboriginal and Torres Strait Islander peoples to create opportunities for greater access and participation by Aboriginal and Torres Strait Islander peoples in all aspects of the University.

The symbol of the Yarra River has been used to represent Opportunity. The Yarra provides life and sustenance for both people and wildlife. Where there is life there are opportunities. Traditional Owners have a symbiotic relationship with the land and waters and this represents the two-way relationships required for reconciliation.


239

14 | P a g e

ACTION AREA 1: Governance, Management and Leadership:RMIT University recognises and actively involves Aboriginal and Torres Strait Islander peoples and incorporates relevant Aboriginal and Torres Strait Islander cultures at all levels of governance, management and leadership.Action Responsibility Value Target Timeline

1. RAP Implementation Committee (RIC) actively monitors RAP development, including implementation of actions, progress and reporting.

RAP Working Group (RWG)

RWG

RIC

• Oversee the development, endorsement and launch of the RAP.

• Ensure there are Aboriginal and Torres Strait Islander peoples on the RWG.

• Appoint an internal RAP Champion from senior management.

• Established Terms of Reference for the RWG.• Meet at least twice per year to monitor and report on RAP

implementation.

May 2016

June 2015

May 2016

2. Enable Aboriginal and Torres Strait Islander people to have a wider role in governance and decision-making.

VCRMIT CouncilHR

∑ Actively seek appropriately qualified Aboriginal and Torres Strait Islander representation on Council and/or its sub-committees

∑ Appoint an Aboriginal and Torres Strait Islander ex oficio member to Academic Board

∑ Provide governance and leadership training for Aboriginal and Torres Strait Islander staff.

• Aboriginal and Torres Strait Islander people are included in discussions as part of the development of Strategic Plans.

May 2016 ongoing May 2018




3. Establish a Senior Aboriginal and Torres Strait Islander leadership role who attends as a member of the Vice-Chancellor’s Executive.

Include Senior Aboriginal and Torres Strait Islander leadership in University leadership forums.

VC • Aboriginal and Torres Strait Islander leadership to be invited to participate in Vice-Chancellor’s strategy days and otherleadership forums.

Dec 2017

4. College and Portfolio Unit Vice-President ∑ College and Portfolio Unit plan objectives, outcomes and October 2016 Annually


240

15 | P a g e

ACTION AREA 1: Governance, Management and Leadership:RMIT University recognises and actively involves Aboriginal and Torres Strait Islander peoples and incorporates relevant Aboriginal and Torres Strait Islander cultures at all levels of governance, management and leadership.Action Responsibility Value Target Timeline

Plans to incorporate an outline of how they will align with the RAP and contribute to its implementation, including key projects, KPIs and dependencies in consultation with Aboriginal and Torres Strait Islander people.

Strategy and Governance

targets aligned with RAP are reported annually to the RAP Implementation Committee.

ACTION AREA 2: Teaching and Learning:RMIT University prepares graduates and staff who are able to demonstrate cultural capability.Action Responsibility Value Target Timeline1. Increase knowledge and

understanding of Aboriginal and Torres Strait Islander cultures, histories and achievements.

HRStrategy and Governance In partnership with Aboriginal and Torres Strait IslanderAcademics and NWC

∑ Develop, implement and review a cultural awareness training strategy for staff which defines continuous cultural learning needs of employees in all areas of our business and considers various ways cultural learning can be provided (online, face to face workshops or cultural immersion).

∑ Engage senior staff, including Heads of Schools/Departments, Deans and Divisional Directors in the training.

∑ All RMIT staff members by 2018 will have participated in cultural awareness training session.

∑ All staff members who are in executive positions to attend cultural awareness training specifically designed for RMIT Executives.

May 2017

May 2017

May 2018

May 2018

2. Survey all curricula to identify where Aboriginal and Torres Strait Islanderperspectives are incorporated.

Indigenous Studies UnitDVCEPVC’sIn partnership

• Report findings to RIC.• Develop a strategy and recommendations to embed curricula

inclusive of Aboriginal and Torres Strait Islander perspectives across all programs.

May 2017May 2018


241

16 | P a g e

ACTION AREA 2: Teaching and Learning:RMIT University prepares graduates and staff who are able to demonstrate cultural capability.Action Responsibility Value Target Timeline

Establish priority areas for including it in diverse (not just Aboriginal and Torres Strait Islander specific) curricula.

with NWC

ACTION AREA 3: Ethical Aboriginal and Torres Strait Islander ResearchRMIT University staff and students conduct research in ways which demonstrate cultural capability, encourage collaboration with Aboriginal and Torres Strait Islander communities, and engage with Aboriginal and Torres Strait Islander issues.Action Responsibility Value Target Timeline1. Undertake, promote and

encourage quality Aboriginal and Torres Strait Islanderresearch activities which will link research outcomes to our teaching curricula.

Investigate and undertake research that is driven and requested by the community.

DVCR&I ∑ Provide two Aboriginal and Torres Strait Islander Research Fellowships.

∑ Provide one research profile on the RMIT website per semester highlighting Aboriginal and Torres Strait Islanderresearch outcomes from both Aboriginal and Torres Strait Islander and non-Indigenous researchers at the University.

∑ Two community research projects per year.

May 2017


May 2017 annually2. Build the capability of

Aboriginal and Torres Strait Islander peoples, students and staff, to develop a cultural step change in projects, activity, courses and research related to Aboriginal

DVCR&IIn partnership with Aboriginal and Torres Strait Islander Academics and

• Undertake a feasibility study on the value and justification of establishing an Indigenous Australian Knowledge Centre (aka, Australian Indigenous Studies Centre) at RMIT.

• Refer to Report compiled and completed by Dr Jakelin Troy.

May 2017


242

17 | P a g e

ACTION AREA 3: Ethical Aboriginal and Torres Strait Islander ResearchRMIT University staff and students conduct research in ways which demonstrate cultural capability, encourage collaboration with Aboriginal and Torres Strait Islander communities, and engage with Aboriginal and Torres Strait Islander issues.Action Responsibility Value Target Timeline

and Torres Strait Islanderknowledges, culture and heritage at RMIT.

NWC

3. Build and support the development of Aboriginal and Torres Strait Islander research and researchers.

Promote, develop and celebrate Aboriginal and Torres Strait Islander research.

VC DVC R&IHRPVCs

• Appoint at least one Aboriginal and Torres Strait Islander to a senior research position.

• Compile records of all research partnerships between RMIT University, external agencies (e.g. Community Health Services), Indigenous Studies and Aboriginal and Torres Strait Islander communities, and disseminate the research findings to the Aboriginal and Torres Strait Islander and non-Indigenous community annually (or as appropriate).

• Host at least one annual Aboriginal and Torres Strait Islander graduate researchers’ workshop.

• Initiate a mentoring program for Aboriginal and Torres Strait Islander researchers.

• Begin the annual recruitment of a RMIT Aboriginal and Torres Strait Islander Research Fellow to be funded through a co-investment fund between Colleges, Industry and Government.

• Establish an enhanced suite of at least four PhD scholarships for Aboriginal and Torres Strait Islandercandidates in partnership with the Colleges and Indigenous studies.

Dec 2016

Dec 2016

Dec 2017

Dec 2017

May 2018

Dec 2016

ACTION AREA 4: Aboriginal and Torres Strait Islander Staff Participation and Success:RMIT University is committed to the appointment, retention, development and support of Aboriginal and Torres Strait Islander people and supports all staff to participate in cultural capability training.Action Responsibility Value Target Timeline1. Increase Aboriginal and

Torres Strait Islander VC HR

∑ Increase Aboriginal and Torres Strait Islander employment and meet RMIT’s targets as outlined in our

May 2016 ongoing to May 2018


243

18 | P a g e

ACTION AREA 4: Aboriginal and Torres Strait Islander Staff Participation and Success:RMIT University is committed to the appointment, retention, development and support of Aboriginal and Torres Strait Islander people and supports all staff to participate in cultural capability training.Action Responsibility Value Target Timeline

recruitment and retention. RIC Aboriginal and Torres Strait Islander Employment Strategy. ∑ Vice-Chancellor to set Key Performance Indicators

related to Aboriginal and Torres Strait Islander staff and student targets in Senior Executive Professional Development Review (PDRs).

∑ Engage with existing Aboriginal and Torres Strait Islander staff to consult on employment strategies, including professional development.

∑ Aboriginal and Torres Strait Islander targets included in PDRs of senior staff. Reporting on Senior Executive targets progressed in the PDRs included in the Annual Report to Council and the RAP implementation committee (RIC).

July 2016 ongoing to May 2018



2. Enhance career opportunities and career development for Aboriginal and Torres Strait Islanderstudents and staff

HRRIC

HR RIC

Marketing and Communications

HR

HRDVCEColleges/Schools

∑ Information about current programs that provide employment and enterprise formation opportunities for Aboriginal and Torres Strait Islander students/graduates to be widely promoted within all elements.

∑ Aboriginal and Torres Strait Islander employment targets and strategies are included in strategic/operational plans for each College/portfolio units and faculties. This will be informed and guided by RMIT’s Aboriginal and Torres Strait Islander Employment Strategy as well as broader activities to support achievement of the University’s vision and Ready for Life and Work.

∑ Stories promoting career successes of Aboriginal and Torres Strait Islander staff, cadets and graduates to be featured at least once per semester on the RMIT website homepage and other identified media.

∑ A targeted resource for Aboriginal and Torres Strait Islander staff will be developed outlining in-house and external




Dec 2016 ongoing to May 2018


244

19 | P a g e

ACTION AREA 4: Aboriginal and Torres Strait Islander Staff Participation and Success:RMIT University is committed to the appointment, retention, development and support of Aboriginal and Torres Strait Islander people and supports all staff to participate in cultural capability training.Action Responsibility Value Target Timeline

training and professional development programs.∑ Early engagement with and support for Aboriginal and

Torres Strait students through:o the offer of scholarships and traineeshipso facilitating pathways from education into

work for Aboriginal and Torres Strait Islanderstudents; and

o industry/employer engagement to build pathways from studies into work.


ACTION AREA 5 Community Engagement: RMIT University will strengthen relationships with local Aboriginal and Torres Strait Islander communities by engaging with and seeking to learn fromAboriginal knowledge, experience and perspectives.Action Responsibility Value Target Timeline1. Create an Aboriginal and

Torres Strait IslanderEvents Working Group toorganise and plan the celebration of and participation in National Reconciliation Week (NRW), providing opportunities for Aboriginal and Torres Strait Islanders and other Australians to build and maintain relationships

HRDVCEMarketingEvents

When established responsibility will be for:Aboriginal and Torres Strait Islander Events Working Group

∑ Aboriginal and Torres Strait Islander Events Working Group established.

• Communication plan developed to:• organise internal NRW events each year• register RMIT Aboriginal and Torres Strait Islander

calendar events via Reconciliation Australia’s NRW website and RMIT’s Reconciliation website;

• encourage staff and senior leaders to participate in external events to recognise and celebrate NRW;

• invite Aboriginal and/or Torres Strait Islander community members to our events to connect and share experiences;

• review HR policies and procedures to ensure there are no barriers to staff participating in NAIDOC Week;

Dec 2016 ongoing to May 2018


245

20 | P a g e

• provide opportunities for all Aboriginal and Torres Strait Islander staff to participate in local NAIDOC Week events.

2. Provide opportunities for Aboriginal and Torres Strait Islander staff to engage with their culture and communities by celebrating NAIDOC Week

HRDVCEMarketingEvents

∑ Review HR policies and procedures to ensure there are no barriers to staff participating in NAIDOC Week

∑ Provide opportunities for all Aboriginal and Torres Strait Islander staff to participate with their cultures and communities during NAIDOC Week.

∑ Provide opportunities for all staff to participate in NAIDOC Week activities.

∑ Hold an internal or external NAIDOC Week event.∑ Contact our local NAIDOC Week Committee to discover events

in our community.

May 2017

July 2016

3. Maintain and leverage mutually beneficial relationships with Aboriginal and Torres Strait Islander peoples, communities and organisations to support positive outcomes.

VCEvents ChancelleryPVCsDVCs

∑ Implement and review an engagement plan to work with our Aboriginal and Torres Strait Islander stakeholders.

∑ Meet with local Aboriginal and Torres Strait Islander organisations to develop guiding principles for future engagement.

∑ Commit to establishing formal two-way partnerships to build capacity in Aboriginal and Torres Strait Islander organisations and/or communities relevant to our sphere of influence.

Dec 2016

4. Raise internal and external awareness of our RAP to promote reconciliation across our business and sector.

RICVCCommunication and MarketingEvents

∑ Implement and review a strategy to communicate our RAP to all internal and external stakeholders.

∑ Promote reconciliation through ongoing active engagement with all stakeholders.

May 2016


5. Demonstrate respect to Aboriginal and Torres Strait Islander peoples and communities by embedding cultural protocols as part of the way our organisation functions.

Governance and StrategyVCAboriginal and Torres Strait Islander Academic in partnership

• Implement and communicate a cultural protocol document for Welcome to Country and Acknowledgement of Country.

• Invite a local Traditional Owner to provide a Welcome to Country, at significant events.

• All staff and senior leadership to provide an Acknowledgement of Country at all public events.

• Maintain and review a list of key contacts for organising a Welcome to Country.

• Include Acknowledgement of Country at the

May 2017


246

21 | P a g e

ACTION AREA 6: Aboriginal and Torres Strait Islander Student Access and RetentionThe University is committed to reviewing and promoting strategies to enhance the recruitment and retention of Aboriginal and Torres Strait Islander students, and to build, extend and sustain current efforts in order to achieve the goal of population parity in student numbers by 2050.Action Responsibility Value Target Timeline1. Review admission

procedures, requirements and enrolment articulation (including outreach to secondary schools) in view of Aboriginal and Torres Strait Islander students’ needs.

DVCEARG In partnership with NWC

∑ Undertake research on barriers in increasing Aboriginal and Torres Strait Islander undergraduates. Report to RMIT RIC on research undertaken.

∑ Implement recommendations from report.

Dec 2016

Dec 2017

with NWC commencement of important internal meetings.• Create and display an Acknowledgment of Country plaque

in our University buildings.∑ Embed Aboriginal and Torres Strait Islander cultural

protocols within a protocol document relevant to State and/or Territory and specific local communities.

6. Increase Aboriginal and Torres Strait Islander supplier diversity.

VCCOO

∑ Implement, review and update an Aboriginal and Torres Strait Islander procurement strategy.

∑ Set procurement target for goods and services from Aboriginal and Torres Strait Islander owned businesses.

∑ Support Aboriginal and Torres Strait Islander Chambers of Commerce.

∑ Become a member of Supply Nation.

May 2017


247

22 | P a g e

ACTION AREA 6: Aboriginal and Torres Strait Islander Student Access and RetentionThe University is committed to reviewing and promoting strategies to enhance the recruitment and retention of Aboriginal and Torres Strait Islander students, and to build, extend and sustain current efforts in order to achieve the goal of population parity in student numbers by 2050.Action Responsibility Value Target Timeline2. Increase visibility of RMIT

programs for future Aboriginal and Torres Strait Islander students.

DVCE Dean Students GroupRIC

∑ Aboriginal and Torres Strait Islander student recruitment targets and strategies will be included in College/portfolio units and faculties plans. Plans to be reviewed and endorsed by RIC.

∑ As part of their equity reporting all elements will report on strategies/research/programs that aim to raise aspirations of Aboriginal and Torres Strait Islander adult learners, primary and secondary students and their families and communities.

∑ Good practice examples of strategies that encourage and facilitate applications from Aboriginal and Torres Strait Islander students to professional programs will be shared at appropriate academic forums.

∑ A proposal for aspiration scholarships for future Aboriginal and Torres Strait Islander students will be developed to support existing access scholarships.

∑ A proposal for promoting Higher Degrees by Research studies to Aboriginal and Torres Strait Islander alumni and for supporting students’ re-entry as appropriate will be developed.



248

23 | P a g e

Leading Change

For maximum impact and a true commitment to reconciliation, the actions and targets need to be reflected in all parts of RMIT business in order to achieve the change we desire.

Implementing the changes required is reliant upon both an individual and organisational process.

The University’s strategic plan to 2020 prioritises Aboriginal and Torres Strait Islander peoples collaboration and sets ambitious goals for Aboriginal and Torres Strait Islander student and staff participation. Therefore responsibility for achieving these outcomes is shared across the institution, with all areas required to incorporate them into their own internal planning and reporting processes.

RMIT’s strategic plan and our RAP will inform all other plans that drive and align organisational strategies and targets. This will inform and link activities across the University which will allow us to achieve our commitments.

Ralph Horne Deputy PVC, Research and Innovation

“The RAP firmly puts cultural change and mutual respect between Aboriginal and Torres Strait Islander and non-indigenous stakeholders on the radar at RMIT. It is designed to prompt actions that, in turn, mark a step-change improvement in cross-cultural dialogue, fluency and familiarity, and a building of trust and respect for cross-cultural knowledge.”


249

24 | P a g e

GOVERNANCE, MANAGEMENT, RESOURCES AND REPORTINGAction Responsibility Value Target Timeline1. Report RAP:

a. achievementsb. challenges andc. learnings

Internally and externally to Reconciliation Australia for inclusion in the RAP Impact Measurement Report.

RIC ∑ Complete and submit the RAP Impact Measurement Questionnaire to Reconciliation Australia.

∑ Investigate participation in the RAP Barometer.∑ Develop and implement systems and capability needs to track,

measure and report on RAP activities.∑ RMIT will publically report our RAP achievements, challenges and

learnings in its Annual Report and will provide Reconciliation Australia with this information to post on its website. This report will also be made available to Vice-Chancellor to be presented at an Executive meeting.

∑ A brief report or highlight on RAP progress will be placed on RMIT’s Reconciliation website.

30 September annually

2. Review, refresh and update RAP. RICRWG

∑ Review, refresh and update RAP based on learnings, challenges and achievements.

May 2018

3. Resourcing. COOVC

Allocation is established in Vice Chancellor’s Development Fund or other appropriate source.


Contact Details:

Strategy and Governance+61 3 9925 [email protected]


250

25 | P a g e

"These three Gum leaves honour our elders who kept our culture strong, our mob who've persevered, and the wider community who are ready and willing to walk with us on this journey of reconciliation"

Carly Michelle DonovanWiradjuri and Dunghutti


251

Students Group

Reconciliation Implementation Committee (RIC) Terms of Reference

Introduction The purpose of this document is to set out the terms of reference, composition and operating arrangements of the Reconciliation Implementation Committee (RIC).

Purpose In 2009 RMIT endorsed a Reconciliation Statement as a commitment to improving access, participation and outcomes in education for Aboriginal and Torres Strait Islander peoples. It was a natural extension to develop and implement a Reconciliation Action Plan (RAP). The plan builds on that commitment and ensures that actions and targets are set in order for our University to reach these goals. Having executive-level support from the University will be the key to the success and sustainability of a RAP. The RAP Champion’s role will be to focus attention on the content of the Plan and push for its development and implementation at critical times. The Behrendt Report, (Review of Higher education access and outcomes, July 2012) also agreed that senior level management and whole of university agreement/acceptance proved the success of a RAP at an institution. Definitions

Word/Term Definition RIC Reconciliation Implementation committee RAP Reconciliation Action Plan

Governing Body This committee is an advisory group to the Vice-Chancellor, the RAP champion, and will endorse the report prepared for Council and Reconciliation Australia.

Responsibilities Over the next 2 years RMIT’s RAP will be championed internally by the Reconciliation Implementation Committee (RIC). RIC will function as the RAP Steering Committee and will oversee the implementation and reporting of the RAP.

RIC Terms of Reference Author: Stacey Campton

Page | 1


252

Students Group

Membership

Name Type of Appointment Term of Office Vice Chancellor

Appointed Life of RAP

Deputy Vice Chancellor Education


Professor Indigenous Studies


Manager Ngarara Willim Centre


Vice-President Strategy and Governance


Deputy Vice-Chancellor Research and Innovation


Chief Operating Officer and Vice-President Resources


RUSU Student President


Chair Vice Chancellor

Duties

The Chair will be responsible for making sure that each meeting is planned effectively and that matters are dealt with in an orderly, efficient manner. The Chair will draw on the expertise of all his/her committee members, building and leading the team. This also involves regularly reviewing the Committee's performance and identifying and managing the process for renewal of the Committee through recruitment of new members when or if required. If the Chair is not available, then Deputy Vice Chancellor Education (referred to as the Acting Chair) will be responsible for convening and conducting that meeting.

Term of Office Life of RAP

Method of Appointment Appointed

Secretary Vera Paulin – Executive Assistant Governance and Strategy


Page | 2


253

Students Group

Duties The Secretary will support the Chair in ensuring the smooth functioning of RIC. The Secretary is responsible for:

• Ensuring meetings are effectively organised and minuted. • Maintaining effective records and administration.

Term of Office Life of RAP

Method of Appointment

Appointed

Quorum A minimum of 4 Committee members is required for the meeting to be recognised as an authorised meeting for the recommendations or resolutions to be valid. In addition an Aboriginal and Torres Strait Islander member must be present at the meeting to be recognised as an authorised meeting for the recommendations or resolutions to be valid.

Meetings The Committee will meet twice a year in April and September. The duration of the meeting will be between 1-2 hours. Where practicable, the agenda together with reports and documents that relate to the Committee will be forwarded to members in sufficient time to enable consideration prior to meetings.

Accurate minutes will be kept of each meeting of the Committee. The minutes of a meeting shall be submitted to committee members for ratification at the next subsequent meeting of the Committee.

By agreement of the Committee, out-of-session decisions will be deemed acceptable. Where agreed, all out-of-session decisions shall be recorded in the minutes of the next scheduled Committee meeting. Decisions made at the meetings will only be valid if there is Aboriginal and Torres Strait Islander representation at the meeting or input into the decision prior to the meeting.

Reports RIC to review and endorse Reconciliation Australia’s annual report before it is submitted.

Approval The RIC Committee’s Terms of Reference were last approved by VCE on <insert date>.


Page | 3


254

of 2


TITLE VET Funding Review

EXECUTIVE SUMMARY

Key Issues

In 2009 the Victorian Government introduced student training entitlement which allowed students choice of provider, generous eligibility provisions along with a training guarantee. This approach was consistent with the COAG partnership agreement on training reform which had its roots in the policy developments of the 1990’s for VET to be seen as a training market. (Deveson 1990).

However there were a number of issues created by the fully demand-driven VET market in Victoria:

- Massive growth in training demand which placed pressure on the budget- Training growth in areas which were not aligned with need- Significant market shift from public providers to private providers and- Quality issues which undermined confidence in the VET system

In 2012 the Commonwealth extended income contingent loans (VET Fee help) to all providers.

The Victorian government in 2012 put in place a number of measures to control expenditure which saw significant cuts in TAFE budgets. These cut backs when combined with the loss of market share for the TAFE Institutes saw significant job losses and closure of some TAFE campus.

The current Government pledged to save TAFE and a review of TAFE was undertaken in 2015-VET Funding review. There were 109 recommendations in the review and the State Government are in the process of developing policy response for TAFE for introduction in 2017. The most important of these are:

- Recognition of dual sector Universities as public providers alongside the TAFE Institutions- Introduction of a new funding model in 2017- Alignment of funded courses with industry need and employment outcomes

Recommendations

∑ That Academic Board note summary of the VET funding review and reflect upon the impact of policy and market upon VET in Victoria.

∑ That Academic Board discuss/comment on the opportunities, challenges and risks for RMIT in light of the findings of the VET funding review.

Timing of Decisions

It is expected the Government will be consulting with stakeholders in June/July 2016 re the impact of their funding policy for 2017

Further Information

1. VET Funding Review 2015-Victorian State Government2. Bowman, K&McKenna, S 2016, The development of Australia’s national training system: a

dynamic tension between consistency and flexibility, NCVER, Adelaide


Not confidential

REMAINDER OF PAPER


255


http://www.ncver.edu.au/wps/wcm/connect/2b388387-8694-431d-ab8a-a25109ae64bf/Development-of-Aust-training-system-2849.pdf?MOD=AJPERES&CACHEID=2b388387-8694-431d-ab8a-a25109ae64bf


of 2



For discussion


The new funding model will impact pricing and margins for VET programs

INSTITUTIONAL RISKS

Medium

ATTACHMENTS

Attachment 1: Objectives of national Training System as at 1992

Attachment 2: VET market Victoria 2009-2015

Attachment 3: Summary of VET funding review

Submitted by: Keith Cowlishaw


256

Attachment 1- Objectives of national training System as at 1992

(NCVER, The development of Australia’s national training system, 2016)

Agreed goals, objectives and initiatives of the national training system as at 1992

Goals Objectives (summarised) Reform agenda initiativesBuild a more effective , efficient and collaborative national training system

A national VET system, with agreed objectives, priorities, funding, consistent national strategies and a network of providers delivering nationally recognised programs

Competency based training

Improve the quality of the system

A close interaction between industry and VET providers so that the training system operates within a strategic plan that reflects industry needs

Accreditation of training courses

Improve opportunities and outcomes for individuals

An effective training market with public and private providers

National recognition of qualifications

Improve responsiveness to industry needs

An increase in opportunities for target groups

National registration of training arrangements

Ensure quality within the system

An improvement in cross-sectoral links between schools, higher education and VET

Access to structured publicly recognised training

Increase public recognition of the value of vocational education and training

Access and equity

Development of a training market

Sources: Goals:national Vocational Education and Training System Agreement 1992; Objectives :the ANTA Agreement 1992, as summarised by Allen Consulting (1994); and Initial Reform Initiatives: Dawkins (1989)


257


Attachment 2: VET market Victoria 2009-2015

0

100

200

300

400

500

600

700

2009 2010 2011 2012 2013 2014

enro

lmen

ts

Enrolments Victorian VET market

C1C2

C3C4

Dip above

RMIT

Total

0

100

200

300

400

500

600

700

2009 2010 2011 2012 2013 2014

'000

enr

olm

ents

Gov.Subsidised by sector-Victoria

Univ.

Private

TAFE

RMIT

Total


258


2015 VET Funding Review (Mackenzie Review)

RMIT Internal Analysis for VE Committee

Date: March 9, 2016Prepared by: Glenn Blair - Assistant Director VE Operations

The Government has outlined its vision for training in the Education State, with the publication of the VET Funding Review and the Government’s Response, Skills and Jobs in the Education State.The independent VET Funding Review was established in February 2015 to help Government develop reforms to improve the quality, stability and sustainability of the Victorian training system.It was led by Reviewer Bruce Mackenzie, with Deputy Reviewer Neil Coulson, and undertook extensive public consultation with stakeholders from across the Vocational Education and Training (VET) sector. The Government then carefully considered the Review and released both the Report and the Response on 16 December 2015.

The review proposes 109 recommendations. Recommendations vary in terms of potential impact upon RMIT and pose a number of opportunities and possible risks.

RMIT has conducted an internal analysis of the 109 recommendations to consider impact. This analysis was conducted by a broad group of staff including representation from the Office of the Executive Director –VE, ARG, Financial Services, Strategy and Analytics, Industry Business Development, Compliance Regulation and Reporting, ODLT.

Recommendations cover a broad spectrum of issues, many of which are supported by RMIT. Others present risks and opportunities. The internal analysis continually identified concerns relating to additional workload imposed on providers to support a number of the recommendations. Whilst some of the measures are well intended compliance requirements are a concern, for example, a suggestion that upskilling may require “means testing” (Rec.33). Concerns were identified in relation to the establishment of a VET Quality Assurance Office, which would appear to oversee areas of compliance generally regulated by ASQA.

Key areas of opportunity include:Rec. 9 - That the Government adopt efficient and effective pricing, derived from a relative cost model, as its basis for setting VET subsidies.Rec. 85 - The establishment of classifications of providers. The top tier providers will be provided with exclusive opportunities, which may include the counselling of upskilling students and the delivery of upskilling programs.Rec. 40 - Establishment of a Workforce Development Fund including the possible allocation of funds for Applied ResearchRec. 54 - The Government fund the costs, obligations and restrictions imposed on TAFE Institutes (Note Dual Sectors will receive “some” of the same entitlements)Re. 89 - That from 2017 a stream of funding for Community Service Grants (CSGs) be

established from within the existing VET budget at a level determined by the Government.


259


http://www.education.vic.gov.au/Documents/about/department/Skills_and_Jobs_Ed_State_Response.pdf

http://www.education.vic.gov.au/Documents/about/department/Skills_and_Jobs_Ed_State_Response.pdf





Key areas of concern include:Rec. 20 - That the Government develop a funded course list, to be in place for the 2017 training year.Rec. 24 - That the Government place enrolment limits on providers by course as the primary means of managing budget expenditure.Rec. 44 - That the Government request the Skills Commissioner to provide regular advice on existing and future labour market needs and trends to inform targeting of training expenditure.Rec. 57 and 59 - That the Government enter into compacts with dual sector universities in relation to their TAFE operations.Rec. 62 - That the Government develop standards for fully on-the-job training and online learning as a quality assurance measure.Rec. 88 - That the Government investigate the use of performance measures to drive improvements in VET to:

a. provide incentives for RTOs to improve the quality of training provision; andb. assist members of the public and industry to make decisions about which

providers to purchase training from.

Representatives from RMIT including Keith Cowlishaw and Iain Lockie met with Craig Robertson Deputy Secretary, Higher Education and Skills Group on Monday March 7. A general summary of the advice offered in that briefing is as follows:

The Government's initial thinking

The Department has outlined an indicative three-phase consultation process as it responds to the Mackenzie Review and seeks to implement a new funding and regulatory model for students commencing VET from 2017 onwards:

- Establishing the issues (March 2016)- Targeted consultation (April and May 2016)- Finalisation of funding and regulatory model (July 2016)

As a consequence of the speed of this policy development process the Department has indicated its intention to stream the Government’s consideration of the Mackenzie Review recommendations. As such there will be a greater focus on setting the regulatory framework, establishing the subsidy model and priority setting mechanisms in the near term.

There was the impression that the Government’s appetite for radical reform was not great and that less of their thinking was settled than might be expected at this stage of the reform process.


260





Regulation

The Department will provide renewed emphasis on public provision but will seek additional governance requirements as we have already begun to see. The Government will also continue its ‘quality blitz’ which will continue to focus on low quality providers.

The outcomes of student satisfaction surveys appeared to provide significant rationale for the Department’s regulatory focus. This, rather than a new regulatory architecture (as outlined in the Mackenzie Review) seemed to be central to the Department’s ongoing thinking. An expanded student/industry survey process may be something we need to consider as the Department shifts from input to output based performance measures over the medium term.

Funding

The Government is intent on containing VET investment to ~1.2 billion a year while maintaining contestable funding. Their thinking has yet to settle on how they will use passive measures to contain this funding envelope.

One measure being considered closely is the refinement of a smaller set of government subsidised skills with an increased emphasis on an employment outcome or a pathway option.

The Department assured institutions that this, rather than a more utilitarian approach to skills-sets would be taken (RMIT’s art and design courses appear compatible with the Government’s current thinking).

The Department has also indicated that it intends to lift per hour subsidy rates to better reflect the true cost of delivery. By implication this means that the Government intends to focus on quality. A student contribution (on top of these subsidy rates) was confirmed as being part of the overall funding model. Whether this is a standardised, capped, or flexible fee has not been settled and RMIT may wish to form a view on this.

Other

The Mackenzie Review went to some length to differentiate TAFE’s from other publicly governed VE institutions (dual-sectors). It appears that the Government will continue to use the language of ‘public provider’ and did not distinguish between TAFEs and dual-sectors. This language and the policy that frames it should be reinforced in further discussions.

The current discord between State and Commonwealth funding and regulatory symmetry was apparent during conversations with the Department and there were fewindications that this would be resolved in the near term. This is something for RMIT to be cognisant of as we progress program delivery and resourcing. One material impact of this discord is the 2015 cap freeze on new VET FEE-HELP loans. As the ‘flight toquality’ occurs public and dual sector providers are facing immediate capacity


261





constraints to offer students VET FEE-HELP assisted places. RMIT should consider what operational impacts this might have as well as raising this issue with State and Commonwealth Governments.


262

of 2


TITLE Higher degrees by research policy

EXECUTIVE SUMMARY

Key Issues

The attached draft Higher degrees by research (HDR) policy contains amalgamated business rules from the following existing HDR policies:

- Higher Degrees by Research candidature policy

- Higher Degrees by Research supervision policy

- Higher degrees by research submission and examination policy

Several rules were also identified in existing HDR procedures and re-located accordingly. All ruleshave been moved into the simplified policy format under the new policy framework. The University Secretary endorses this policy proposal.

Recommendations

Academic Board is requested to:

1. approve the draft Higher degrees by research policy, and

2. approve the rescission of the following policies and procedures:

POL/2013/00007 - Higher Degrees by Research candidature policy

POL/2013/00010 - Higher Degrees by Research supervision policy

POL/2015/00016 - Higher degrees by research submission and examination policy

POL/2013/00008 - Higher Degrees by Research candidature procedure

POL/2013/00009 - Higher Degree by Research candidate progress management procedure

POL/2013/00011 - Higher Degrees by Research supervision procedure

POL/2013/00012 - Higher Degrees by Research supervisor registration procedure

POL/2016/00001 - Higher degrees by research - research training support procedure

as of 1 May 2016.

Timing of Decisions

On approval, the University Secretariat will be asked to post the policy on 1 May to allow the SGR time to complete revisions and refinements of existing processes.

Further Information

N/A


This matter is not confidential. When approved the SGR will advise HDR stakeholders of the new policy using relevant newsletters and RMIT internal communication channels

REMAINDER OF PAPER


Academic Board Meeting 03/2016 - 4 April 2016 - STRATEGY AND GOVERNANCE

263

of 2

Under the new policy framework all Education and Research policies must be brought to Academic Board for approval.


The provisions of the draft policy are the same as the previous HDR policies, except that the scope of these policies now explicitly cover RMIT Vietnam and RMIT Europe.


The policy reflects existing HDR candidature management and supervision processes, so no additional resourcing of these activities is required.

INSTITUTIONAL RISKS

There are no significant risks in this proposal. The single HDR policy will be a more effective reference for HDR stakeholders and enable easier identification and retrieval of relevant processes for candidature and supervision management.

ATTACHMENTS

∑ Higher degrees by research policy

Submitted by:

Name: Professor Denise Cuthbert

Title: Dean, SGR

Date: 17 March 2016


264

Document: HDR Policy- Final Draft Author: F Nolan

Save Date: 20/03/2016Page 1 of 11

Higher Degrees by Research PolicyPurpose:To define the rules for the management of HDR candidature and supervision at RMIT.

Definitions:

Adjudicator An academic, external to RMIT, appointed to adjudicate on examiners' recommendations

Associate supervisor

A member of the supervisory team who contributes in particular areas of disciplinary or methodological expertise. See also Senior supervisor

Candidate Student enrolled in an HDR degree

Completion rate Rate of HDR completions over a period of time defined by analysing a specificcohort

Confirmation of Candidature

The first milestone review which assesses academic progress by a candidate; see also Milestone review

Consumed load Amount of EFTSL that has been used since the research commencement date of a higher degree by research candidate

Dissertation Written component of research by project mode

EFTSL Equivalent Full Time Student Load

Examination classification

The assessment made of a thesis/project

Extension beyond maximum duration of candidature

An extension of time beyond maximum duration of candidature allowed for submission of an HDR thesis/project; See also, Project, Submission, Thesis

HDR completion The point at which an HDR candidate has submitted the final archival version of their research, is deemed to have completed all the requirements of the degreeand is eligible to graduate

Higher degrees by research (HDR)

Masters by research or doctoral degrees which conform to the specifications of Levels 9 and 10 of the Australian Qualifications Framework (AQF)

HDR supervisor An appropriately experienced and qualified individual responsible for advising and guiding a candidate on the conduct of their research. See also Associate supervisor; Senior supervisor

Lapse of candidature

Where a candidate fails to enrol by the prescribed date and forfeits their place in the HDR program

Milestone review A formal event scheduled for the review of academic progress of an HDR candidate; see also Confirmation of Candidature

Project Mode of submission for an HDR candidate consisting of a body of work or change in practice, normally in the form of/represented by a product or


265



artefact of some kind. A project mode outcome can be ephemeral or experiential but must be able to fully documented.

Research commencement date

The date from which duration of HDR candidature is calculated. The enrolment date is used for the research commencement date unless a special case is made for use of a later date.

Research output Public dissemination of research outcomes in the form of a book, book chapter, commissioned report, conference paper, creative work or journal article.

Research project In relation to HDR candidates, the work planned to fulfil the requirements of the degree.

Sanctions assessment

Process used to identify whether the proposed research of an applicant for HDR admission, or the current research of a candidate, is affected by sanctions arising from the Autonomous Sanctions Act 2011 or the Charter of United Nations Act 1945

Scholarship A financial allowance or benefit (which may include partial living expenses and/or tuition fees) provided to a student to enable them to access or continue study. It may be based either on equity grounds or merit, or both. Scholarships are established and approved at university level. See also Stipend

Senior supervisor A member of the supervisory team who advises candidates as appropriate about meeting the candidature milestone and submission requirements for their HDR degree and approves relevant compliance and administrative matters; includes supervisors who are involved in joint senior supervision. See also Associate supervisor

Stipend A financial amount paid directly to the candidate to support living costs whilst enrolled in the course of study. See also Scholarship

Study mode Study mode is defined by a student's enrolment and is either 'full-time' or 'part-time'

Submission A process whereby an HDR candidate lodges a version of their research for examination or for archival storage

Submitted status The enrolment status of a candidate who has submitted their research for examination.

Supervisor register A list of academics eligible to undertake HDR supervision at RMIT

Termination of candidature

Cancellation of the enrolment of a candidate in their HDR program; a result of unacceptable academic progress.

Thesis A document which is unified and coherent in content and addresses a significant research question/theme. It contains the process, results and analysis of original research and is submitted as a requirement for a Higher degree by research


266



Scope:All RMIT staff responsible for HDR management and supervision and all HDR candidates including RMIT Vietnam and RMIT Europe.

Policy provisions:

Enrolment1. The enrolment date is the same as the research commencement date unless a special case is made for

use of a later date.

Duration of candidature2. For candidates enrolling in an HDR program at RMIT duration of candidature shall be:

2.1. PhD – minimum 2 EFTSL and maximum 4 EFTSL2.2. Masters by research – minimum 1 EFTSL and maximum 2 EFTSL

3. EFTSL consumed by candidates is calculated from their research commencement date.4. The academic year for HDR candidates is 48 weeks with 4 weeks annual leave. 5. Candidate enrolment each year shall be either full-time – 96 credit points, or part-time – 48 credit

points.6. Full-time commitment will average at least 4 days per week over the course of the year. Part-time

commitment will average at least 2 days per week over the course of the year.

Program transfer7. Current HDR candidates from RMIT or another university are eligible to apply for transfer to an

alternate RMIT HDR program provided that the candidate:7.1. meets the entry requirements and7.2. has consumed less than 3 EFTSL in a PhD, or less than 1 EFTSL in a Masters by research

8. The duration of candidature in the new program will be reduced by any EFTSL consumed in the previous HDR program.

Leave of absence9. Candidates can access up to a total of twelve months leave of absence (LOA) during the entire program

due to compassionate or compelling circumstances which prevent the candidate carrying out research, as detailed in the HDR LOA process [hyperlink];9.1. LOA is not included in EFTSL calculations of duration of candidature and candidates must cease

working on their research during this period.

Parental leave10. Subject to provision of appropriate documentation and any terms and conditions of their

scholarship/sponsorship, candidates may be permitted:10.1. 6 months maternity leave or partner leave or 10.2. 6 months adoption leave for each child born or adopted during candidature.

11. Requests for parental leave are considered in addition to the standard LOA provisions.

Supporting and monitoring academic progress12. SGR will publish guidelines for the provision of research training support, facilities and funding.13. Progress must be monitored and documented at regular meetings between supervisors and candidates,

in accordance with the Supporting HDR progress process [hyperlink].

Candidature Milestone Reviews14. Progress is formally measured by monitoring of the candidate’s research through the three compulsory

candidature milestone reviews:14.1. Confirmation of candidature, 14.2. Second review, and the 14.3. Third review.

15. All candidature milestone reviews must be scheduled in accordance with this timeline:Degree Timing of Confirmation

of candidatureTiming of Second review

Timing of Third review


267



PhD Between 0.5 and 1 EFTSL after candidate’s research commencement date

Between 1.5 and 2 EFTSL after candidate’s research commencement date

Between 2.5 and 3 EFTSL after candidate’sresearch commencement date

Masters Between 0.25 and 0.5 EFTSL after candidate’sresearch commencement date

Between 0.75 and 1 EFTSL after candidate’sresearch commencement

Between 1.5 and 1.75 EFTSL after candidate’sresearch commencement date

16. The panel will determine one of the following outcomes: Milestone achieved or Milestone not achieved.

17. Candidates who achieve their milestone will be regarded as having satisfactory progress; those who do not achieve the milestone will be classified as at risk of unsatisfactory progress.

18. A candidate who has transferred from another program and provides evidence of previous confirmation of candidature is exempted from this Milestone review.

19. No exemptions will be granted for the requirement for the Second review. 20. Candidates who are re-admitted for the purpose of examination are not required to complete the Third

review.21. Candidates are permitted two attempts to achieve a milestone. A third attempt may be permitted only

if a Research Candidate Progress Committee (RCPC) or the Dean, SGR determines that the candidate’s progress has been impeded by a lack of necessary support from the University.

Unsatisfactory Academic Progress22. Candidates will be placed at risk of unsatisfactory academic progress (hereafter referred to as at risk)

if:22.1. they do not achieve a milestone;22.2. they apply for an extension beyond maximum duration of candidature;22.3. there is documented evidence of failure to:

22.3.1. produce work requested for review by their supervisor; or 22.3.2. attend two or more regular supervision meetings without providing evidence of

exceptional/compassionate circumstances;22.4. they have failed one or more coursework courses of enrolled load;22.5. they elect to place their own candidature at risk in consultation with their Senior

Supervisor; or22.6. in exceptional circumstances, it is requested by the Dean, SGR.

23. In cases where the candidate is placed at risk they will be notified of the classification in writing and invited to attend an at risk meeting within 15 working days of the date of the notification letter.

24. As a consequence of this meeting a Candidate Action and Support Plan (CASP) will be developed to support their candidature.

Research Candidate Progress Committee (RCPC)25. An RCPC will be convened if an at risk candidate has not met the requirements set out in their CASP.26. The outcomes of an RCPC are provided as recommendations to the Dean, SGR for approval. They are:

26.1. Established unsatisfactory academic progress not confirmed – candidate remains at risk and another CASP is to be developed; or

26.2. Established unsatisfactory academic progress confirmed – candidate recommended fortermination of candidature and cancellation of enrolment.

Appeal against termination27. Candidates with a current enrolment (including those on an approved period of leave of absence) are

entitled to appeal the decision to terminate their candidature on the basis of unsatisfactory performance where they provide evidence that they meet the following grounds:27.1. there is evidence of a breach of University legislation, policy or process in the handling of

the at risk process which has had a meaningful impact on the determination to terminate the candidature, and/or


268



27.2. there is significant new, relevant evidence that was not available at the time of the Research Candidate Progress Committee (RCPC) meeting.

28. Appeals must be made in accordance with the Assessment, Academic Progress and Appeals Regulationsand this policy.

Thesis/project submission29. RMIT recognises two modes of submission for HDR examination:

29.1. Thesis, and 29.2. Project.

30. The length and format of the material presented for examination must be consistent with the normal standards for the discipline/field.

31. A thesis must be unified and coherent in content and address a significant research question/theme. Theses contain the process, results and analysis of original research and may include publications by candidates based on research undertaken during the course of candidature.

32. Projects must include:32.1. the artefact/s; body of work; or a record thereof, and,32.2. a dissertation which defines the purpose and theoretical basis of the work, and32.3. an oral presentation made by the candidate where required.

33. Candidates will be required to declare that any research outputs included in a thesis or project:33.1. are by the candidate,33.2. have appropriate attribution recorded, and 33.3. are based on research undertaken during the course of candidature.

34. Where two (or more) candidates collaborate on a thesis/project:34.1. the individual contributions of each candidate must have the equivalent volume of a

project/thesis in the discipline, and 34.2. the collaborator’s contributions to the overall research outcomes must be declared in each

of the uniquely titled research topics and resultant theses or projects.35. In order to submit all candidates must:

35.1. complete the minimum period of enrolment in the degree or have the approval of theDean SGR for early submission;

35.2. provide an electronic version of the thesis/project;35.3. have met all the prescribed coursework components of the program;35.4. not submit research previously submitted for examination in respect of a prior degree;35.5. have the approval of their senior supervisor for the submission or have chosen to submit

without school approval.36. The Senior supervisor in consultation with the Dean/HoS or nominee shall determine if the candidate’s

work is suitable in format and content to be submitted for examination.37. Requests for Posthumous submission and examination are approved by the Graduate Research

Committee as detailed in the HDR thesis/project submission process [hyperlink].

Appointment of examiners38. Examinations must be conducted by two appropriately qualified experts of international standing in the

discipline/field who are external to RMIT, independent of the conduct of the research and without any real, perceived, or undeclared, conflict of interest.

39. All examiners must hold a doctoral degree or equivalent.40. The appointment of examiners is approved by the Dean, SGR.41. The candidates and supervisors must not contact or communicate with the examiners from the date of

approval of the examiners to the finalisation of the examination result except where an oral presentation is involved.

Examination outcomes42. The Dean, SGR will use the examiners’ recommendations and Schedule One: Recommendations and

classifications of HDR examinations in order to determine the final examination classification.


269



43. In order to pass, a thesis/project must receive two pass recommendations on the same version of the thesis/project. See Schedule One: Recommendations and classifications of HDR.

44. If a thesis/project is classified as a C3 – Revise and re-submit the re-examination is carried out on a pass/fail basis either with the original examiners, if they are willing to re-examine the revised thesis/project, or with one or two newly nominated examiners. In order to pass a thesis/project must receive two independent, external passing recommendations on the same version of the thesis /project.

45. Candidates may appeal against the classification outcome of a thesis/project examination on procedural grounds as detailed in the Assessment, Academic Progress and Appeals Regulations.

College HDR Advisory Committees and Adjudicators46. A College HDR Examination Advisory Committee (CHEAC) may be convened in cases where at least one

of the examiners recommendations is R3 or R4 and there is divergence of opinion between the examiners, as detailed in Schedule One: Recommendations and classifications of HDR [hyperlink].

47. A CHEAC will recommend to the Dean, SGR that:47.1. the thesis/project receive a classification according to Schedule Two: Classification options

available to a College HDR Examination Advisory Committee (CHEAC) [hyperlink]; or47.2. the recommendations of the examiners are unable to be reconciled internally and an

adjudicator must be appointed.48. Where an examination classification cannot be determined by the Dean, SGR or a CHEAC, and an

adjudicator is appointed they must make a recommendation to the Dean, SGR in accordance with Schedule Three - Classification options available to an adjudicator [hyperlink].

Open access and embargo49. RMIT shall provide open access to the final thesis/project except in cases where an application for an

embargo is successful.50. Candidates are entitled to apply for an embargo on publication of their research in the RMIT Research

Repository if they can meet the grounds for embargo as detailed below:

Completion of the program51. In order to satisfactorily complete all requirements of the degree candidates must have:

51.1. lodged the final archival version of the thesis/project, and51.2. met all prescribed coursework components of the program.

Duration Level of approval50.1 There is an existing formal commitment that

commercially or otherwise sensitive material will not be publicly disclosed (includes patents and research produced under a funded contract with a Student Participation Agreement in place, or a confidentiality agreement).

Up to two years from the initial submission for examination

Dean, SGR

Option for extension of embargo for one year

Dean, SGR

50.2 The candidate has signed a publishing agreement that explicitly requires some restriction on the availability of the thesis/project.

One year initially Dean, SGROption for extension of embargo for one year

GRC

50.3 The candidate provides evidence that they have permanently re-assigned copyright of their thesis/project to a third party and this assignment explicitly disallows the publication of the thesis/project in the research repository.

Permanent Dean, SGR


270



Supervision responsibilities52. RMIT will provide all HDR candidates with a suitably qualified senior supervisor and at least one other

supervisor who have expertise in the discipline area of the candidate.53. Supervisors are responsible for providing guidance regarding the candidate’s research project, assisting

in resolving research-related issues and providing timely feedback.54. Supervision must be undertaken in accordance with the Supervision responsibilities process [hyperlink]

and the Code of practice for Higher Degrees by Research [hyperlink].

Supervision arrangements55. The Dean/Head of School/Centre (or delegate) is accountable for the allocation of supervisors to

candidates throughout the period of candidature and the oversight of supervision performance. 56. The Senior Supervisor or at least one of the Joint Senior Supervisors must be an RMIT staff member.57. Candidates or HDR Coordinators may request a change to supervisory arrangements at any time as

detailed in the HDR supervision arrangement process [hyperlink].

Supervision registration58. All supervisors are required to be accredited and listed on the RMIT supervisor register before they can

be allocated to candidates.59. Categories of supervisor registration are determined by a combination of supervisory experience and

research activity.60. In order to maintain their level of registration supervisors must:

60.1. meet ongoing eligibility requirements, and,60.2. demonstrate they are effectively supporting candidates to achieve their expected

milestones and research outcomes.61. The requirements for supervisor registration are detailed in Schedule Four: HDR Supervisor Registration

requirements [hyperlink].

Processes62. The Dean, School of Graduate Research, is responsible for the establishment and review of HDR

processes and associated supporting documents.

Supporting documents: Guidance document - Code of practice for Higher Degrees by Research

Cross-referenced to:

Feedback link:[email protected]

Custodian/s title and email: Dean, School of Graduate Research, [email protected] unit/s: School of Graduate ResearchApproved by: Academic BoardDate approved:Published/effective date:Review date:Document ref:Compliance & monitoring: Senior Manager, SGR; Dean, SGR; Graduate Research Committee


271



Schedule One: Recommendations and classifications of HDR examinations by the Dean

RMIT recommendations from examinersR1 - Passed - no requirement for correction or amendment other than corrections of an editorial natureR2 - Passed subject to specific, minor amendments which are more than editorial in natureR3 - Revise and resubmitR4 - Failed

Classification of HDR examinations by the Dean, SGR

Examiner 1 recommendation

Exam

iner

2 re

com

men

datio

n

Passed (R1)Passed subject to

specific, minor amendments (R2)

Revise and resubmit (R3) Failed (R4)

Passed (R1) C1 C1 or C2C3 or

refer to CHEACRefer to

adjudicator

Passed subject to specific, minor amendments (R2)

C1 or C2 C2 C3 or refer to CHEAC

Refer to adjudicator

Revise and resubmit (R3)

C3 or refer to CHEAC

C3 or refer to CHEAC C3 C3, C4 or

refer to CHEAC

Failed (R4) Refer to adjudicator Refer to adjudicator

C3, C4 or refer to CHEAC

C4

C1 - Passed - no requirement for correction or amendment other than corrections of an editorial natureC2 - Passed subject to specific, minor amendments which are more than editorial in natureC3 - Revise and resubmitC4 - Failed


272



Schedule Two: Classification options available to a College HDR Examination Advisory Committee (CHEAC)


Exam

iner

2 re

com

men

datio

n

Passed (R1)Passed subject to



Passed (R1) C3 or refer to adjudicator

Passed subject to specific, minor amendments (R2)

C3 or refer to adjudicator

Revise and resubmit (R3)



C3, C4 or refer to adjudicator

Failed (R4)C3, C4 or

refer to adjudicator


273



Schedule Three: Classification options available to an adjudicator


Exam

iner

2 re

com

men

datio

n Passed (R1)Passed subject to



Passed (R1) C1, C2, or C3 C1, C2, C3 or C4Passed subject to specific, minor amendments (R2)

C2 or C3 C2, C3, or C4

Revise and resubmit (R3) C1, C2, or C3 C2 or C3 C3 or C4

Failed (R4) C1, C2, C3 or C4 C2, C3 or C4 C3 or C4


274



Schedule Four: Supervisor registration requirements

Responsibilities and requirementsRole title

Senior Supervisor (SS) Joint Senior Supervisors (JSS) Associate Supervisor (AS)

Responsibilities(A full list of supervisor responsibilities are contained in the Code of Practice for Higher Degrees by Research)

Advise and assist candidates as appropriate in meeting the requirements for successfully completing their candidature milestone reviews and submission of their research for examination Review and endorsement of compliance and administrative matters including changes to candidature and application for leave

Contribution to the supervisory team in particular areas of disciplinary or methodological expertise

Minimum Supervisor Registration Category 1 1 2

RMIT Staff MemberRequired

Required for at least one JSSThe other may be external to RMIT - includes Adjunct Professors, Emeritus Professors, Professorial Fellows and Research Associates

Not requiredMay be external to RMIT -includes Adjunct Professors, Emeritus Professors, Professorial Fellows and Research Associates, Associates and Clinical Associates

Academic qualification requiredPhD (or formally deemed equivalence)

PhD (or formally deemed equivalence)

PhD or Masters by Research (or formally deemed equivalence) required for RMIT staff only

Meets research active requirements for supervision

Required Required Not required

Induction to HDR Policies and Programs Required Required for RMIT staff only Required for RMIT staff only

Annual professional development Required Required for RMIT Staff members only

Required for RMIT Staff members only

Contribution to supervisory load of each candidate 50-80% 40-50% each JSS 10-40%

Maximum number of candidates supervisedMaximum of 8 Equivalent Full-Time Student Load (EFTSL) capped at 10 candidates, or 14 candidates where the supervisor is leading a substantive research team with postdoctoral and other supportsubject to the approval of the Dean, SGR.


275

Submission to Academic BoardTITLE Conferral and graduation policy

EXECUTIVE SUMMARY

Key IssuesAlthough conferral and graduation are core activities of the University, there has not previously been a policy to govern these activities.

Recommendations (including action Academic Board must take)The Board is requested to

1. approve the draft conferral and graduation policy2. approve the rescission of the following related procedures:

a. posthumous awards 7.34.3.1 procedure (TRIM reference POL/2008/00032)b. withdrawal of awards procedure (TRIM reference POL/2008/00369)

Timing of DecisionsOn approval, the University Secretariat will be asked to post the policy on the policy framework website as soon as possible.

Further Information

N/A

Communication and ConfidentialityThis matter is not confidential.

This policy has been endorsed by the University Secretary.

REMAINDER OF PAPER


There has not previously been a policy on conferral and graduation, although these are core activities of the University.


The activities of conferral and graduation are largely managed by the Academic Registrar. Anumber of business rules govern these activities, but have not previously been expressed in policy.

The draft conferral and graduation policy contains the set of business rules that have been applied to these activities in recent years.

The following stakeholders have been consulted over the course of the last 7 months:President, RUSUDeputy PVCs (L&T) Executive Director (Student), RMIT VietnamRegistrar, RMIT VietnamLegal Counsel, RMIT Training


276



The draft conferral and graduation policy describes existing processes and states existing business rules. It does not represent a change of practice and thus does not involve any increase ordecrease in resourcing.

INSTITUTIONAL RISKSApproval of the policy will remove risk of dispute/complaint and possible reputational damage from enforcement of rules that are not stated in policy.

ATTACHMENTS

Conferral and graduation policy draft

Submitted by:


Title: Acting Deputy Vice Chancellor (Academic) and Vice-President

Date: 21 March 2016


277

Document: @BCL@B40A38B6Author: Craig PatersonSave Date: 23/03/2016

Page 1 of 4

CONFERRAL AND GRADUATION POLICY

Purpose:To provide clear guidance on university requirements and responsibilities for:

∑ conferral of awards,

∑ graduation ceremonies, and

∑ documentation of students’ achievement and results.

Definitions:

AHEGS Australian Higher Education Graduation Statement – a statement issued to a graduand providing information to supplement the testamur and record of results in order to ensure that students, employers, industry and professional associations understand the qualification.

Completion Where a student has met all requirements of a program and is entitled to have the award conferred on them.

Completion date The date on which the student fulfils all requirements of the program.

Conferral The formal decision by or on behalf of Council, to grant an award to agraduand.

Conferral date The date that Council approves that an award be granted. This date is recorded on the graduate’s testamur, AHEGS and academic transcript.

Graduand A student whose completion of their program has been confirmed, but who has not yet had the relevant award conferred on them.

Graduate noun: student who has had an award conferred on them; verb: be conferred with an award either at a graduation ceremony or in absentia.

Graduation The presentation of an award to a graduand at a university ceremony.

Intermediate award

An award for which the requirements are a subset of the requirements for a longer, parent award.

Qualificationstatement

A statement confirming that a student has completed a vocational education program and listing the courses or units of competency they have achieved.

Statement of AcademicCompletion

A statement which confirms that a student has completed all requirements of a program.

Statement of Attainment

A statement listing one or more units of competency that a student has achieved. Testamur: An official certificate confirming that an award has been conferred on a person.

Scope: All RMIT awards, including those offered through Open Universities Australia and nationally-accredited training packages on RMIT University’s scope of registration

Policy Provisions:

Completion

1. Confirmation of a student’s completion of their coursework program is the responsibility of the Dean/Head of the school offering the relevant program or (in the case of double degrees) plan. See also


278


Page 2 of 4

the course assessment committees and program assessment boards section of the assessment processmanual.

2. Confirmation of a student’s completion of their research program is the responsibility of the Dean, School of Graduate Research.

3. A student or former student may apply to graduate where completion of the relevant higher education program was confirmed in the student management system within the previous 10 years.

4. If the award is no longer offered, and 10 years has not lapsed since the student completed their study, the Academic Registrar has the discretion to confirm the completion on the basis of the following:4.1. A record of the student’s results,4.2. A record of the program structure at the time of enrolment, 4.3. Evidence/documentation to demonstrate that the result fulfils the program requirements, and 4.4. Confirmation of completions requirements, including any work integrated learning or clinical

requirements, from the Dean/Head of School. 5. The University will not confer an award where a higher education student completed program

requirements more than 10 years earlier. A student may be issued with a transcript stating that they had completed the requirements of the program but they are not eligible for conferral or a testamur. Any requests for an exception must be made in writing to and be approved by the Academic Registrar.

Review of completion decisions

6. Where a student has been assessed as not having met the requirements of a coursework program, the student may apply to the dean/head of school for a review of the decision.

7. Where a school, within 10 working days of the student’s request for a review:7.1. has reviewed a decision and confirmed that the student has not met the requirements of the

program, or7.2. has not responded to the request for a review of the decision,the student may submit an appeal to the College Appeals Committee. To do this, the student must establish as grounds for appeal that there is evidence of a breach by the school of a university regulation, policy or procedure in the assessment of the completion that has had a significant impact on the decision

8. The determination of a College Appeals Committee on this type of appeal is final and cannot be used as a basis for further appeal.

9. Reviews of completion decisions are not available to higher degree by research students. A review of a coursework result in the research program is available in accordance with the assessment policy; or an appeal against the thesis/project examination outcome is available in accordance with the higher degree by research policy.

Conferral of awards

10. Subject to the confirmation of completion of the program, student’s choice to attend the ceremony, and other conditions state in the conferral and graduation process, students may elect to graduate at a ceremony or in absentia.

11. In accordance with the ASQA General Direction on Transition and teach-out, the University will not issue or confer an award on a student for a nationally recognised training package qualification that was deleted (or superseded), or an accredited course that expired (or was superseded) more than 12 months earlier.

12. Award conferral is public information: the University may publish graduates’ names and awards held.

Graduation

13. Graduands of higher education programs other than graduate certificates or vocational education programs of at least 540 nominal hours at diploma level or above are eligible to attend a graduation ceremony.

14. Graduands of graduate certificates and vocational education programs below diploma level or of fewer than 540 nominal hours graduate in absentia, except when they are concurrently eligible to attend a graduation ceremony to have an award as described in clause 13 conferred.


279


Page 3 of 4

15. A student may not graduate more than once with the same award. The only exception to this rule is where changes to a training package require graduates of a vocational education award to complete the award again to maintain the currency of the qualification.

16. A graduand may be declined permission to graduate in person or in absentia where:16.1. they are the subject of an allegation of misconduct before the University Student Conduct

Board or Student Conduct Appeals Committee and their completion is dependent on the outcome of the hearing, and/or

16.2. the University Student Conduct Board or Student Conduct Appeals Committee has denied them the right to have their award conferred or to attend a ceremony as the outcome of a student conduct hearing.

17. The Academic Registrar may decline a graduand permission to graduate in person if they havereasonable grounds for believing that the graduand’s presence at the ceremony would constitute a risk to the safety of any person.

Withdrawal or revocation of awards

18. To ensure integrity of University records, awards may be:18.1. withdrawn by the Academic Registrar if they are found to have been issued in error, or18.2. revoked by the University Council in accordance with RMIT Statute No. 1, Section 19

Revocation of Awards, or18.3. revoked in accordance with the Student Conduct Regulations, Part 4, Section 12.

19. The revocation of any awards will be reported annually to the Academic Board and Council.20. An award that has been conferred in error by the University may be withdrawn, and the student

instructed to return the testamur, under the following circumstances:20.1. where it is established that an error was made in confirming the student’s completion, and

the student has not in fact fulfilled all requirements to complete the program, or20.2. where it is established that an error was made in calculating the student’s award level, and 20.3. the student needs to be issued with a replacement testamur showing the correct award

level.21. In such cases it is the responsibility of the school to explain the situation to the student and arrange the

return of the testamur by the student.

Posthumous awards

22. If a student dies, they may be considered for a posthumous award, subject to the conditions below:22.1. in an associate degree, bachelor or master by coursework degree program, where the

student had 48 credit points or less of courses still to complete to fulfil all requirements of the program, or

22.2. in a master by research or doctoral program, if the Higher degrees by research posthumous submission and examination process is followed, or

22.3. at the discretion of the Academic Registrar, where exceptional circumstances aredemonstrated.

Conferral and graduation process

23. The Academic Registrar is responsible for maintaining the Conferral and graduation process.

Supporting documents:Conferral and graduation process

Cross-referenced to:RMIT Statute No. 1; Part 5 – Awards

Awards regulations

Royal Melbourne Institute of Technology Act 2010


280


Page 4 of 4

ASQA General Direction on Transition and teach-out

Feedback link: [email protected]

Custodian/s title and email: Deputy Director, Academic Policy andGovernance

[email protected] unit/s: Exams, Awards and Graduations Unit, Academic Registrar’s GroupApproved by:Date approved:Published/effective date:Review date:Document ref:Compliance & monitoring:


281


TITLE Sub-Committee Minutes

EXECUTIVE SUMMARY

Key Issues

Under the relevant terms of reference of Academic Board Standing Committees, they are required to report regularly to Academic Board. As such, the minutes of each Committee meeting are submitted to the next Academic Board meeting.

The minutes contain the formal record of the deliberations and decisions of the following Committees:

∑ Research Committee – minutes: 15 February 2016 (confirmed)

∑ Education Committee – minutes: 15 March 2016 (unconfirmed)


∑ That Academic Board note the minutes of the December meeting of Research Committee.

∑ That Academic Board note the minutes of the March meeting of Education Committee.

Timing of Decisions

N/A

Further Information

N/A



REMAINDER OF PAPER


N/A


See above


N/A

Academic Board Meeting 03/2016 - 4 April 2016 - ACADEMIC BOARD COMMITTEE MATTERS

282

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

∑ Research Committee – minutes: 15 February 2016

∑ Education Committee- minutes: 15 March 2016

Submitted by:

Name: Dr Jess Lee-Ack

Title: Secretary, Academic Board

Date: 21 March 2016


283

@BCL@6C0F032BOffice of Research and Innovation Page 1 of 2 Save Date: 22/03/2016

MINUTESRMIT RESEARCH COMMITTEE

MEETING 01-16

ELECTRONIC MEETING

Monday 15 February 20163:00 pm - 5.00 pm

Electronic processThe RMITRC 01-16 Agenda and papers were emailed to members on Tuesday 9 February 2016 with the request toreview all papers and register a vote with the Committee Secretary on items 4.0, 7.1 and 7.2 by close of business Monday 15 February 2016. A majority vote in the affirmative was achieved by the deadline, with no issues being recorded for further discussion.

1. Membership – N/A

2. Declaration of Conflict of Interest – N/A

3. Order of Business – N/A

*4. Confirmation of RMITRC 11-15 Minutes – confirmed RMITRC 4.0 01-16

5. Business Arising from Previous Minutes5.1 RMITRC Actions List – noted RMITRC 5.1 01-16

6. Standing Items – N/A

7. General Business*7.1 Graduate Research Committee (GRC) amended Terms of Reference RMITRC 7.1 01-16

– approvedProfessor Denise Cuthbert

*7.2 Graduate Research Committee (GRC) Annual Report 2015 – approved RMITRC 7.2 01-16Professor Denise Cuthbert

7.3 CONFIDENTIAL Report on Research Integrity Investigations at RMITRC 7.3 01-16RMIT 2014 and 2015 – notedand forwarded to Academic Board for notingDr Simon Peel

7.4 The National Innovation & Science Agenda briefing paper – noted RMITRC 7.4 01-16Dr Simon Peel

8. Other Business – N/A

9. Reports and Minutes – for information only9.1 eResearch Director’s report – nil9.2 HREC report – 11-15 (Dec) RMITRC 9.2 01-169.3 AEC report – (a)10-15 (Nov) / (b) 11-15 (Dec) RMITRC 9.3(a)/(b) 01-169.4 Institutional Biosafety Committee minutes – (a) 05-15 (Oct)/(b) 06-15 (Dec)RMITRC 9.4(a)/(b) 01-169.5 SGR HDR report – (a) November / (b) December RMITRC 9.5(a)/(b) 01-169.6 Graduate Research Committee minutes – 10-15 (Nov) RMITRC 9.6 01-169.7 RC minutes (College of BUS) – 08-15 (Oct) RMITRC 9.7 01-169.8 RC minutes (College of DSC) – 10-15 (Nov) RMITRC 9.8 01-169.9 RC minutes (College of SEH) – 10-15 (Nov) RMITRC 9.9 01-169.10 HDRSC minutes (College of SEH) – 10-15 (Nov) RMITRC 9.10 01-169.11 RMIT Research Committee WorkPlan 2015: update – December RMITRC 9.11 01-169.12 RMIT Intellectual Property Committee minutes – nil 9.13 Academic Board minutes – nil 9.14 RMIT HDR Scholarships Subcommittee minutes – June 2015 RMITRC 9.14 01-16


284

@BCL@6C0F032B

@BCL@6C0F032BOffice of Research and Innovation Page 2 of 2 Save Date: 22/03/2016

10. Next MeetingThe next meeting of the RMIT Research Committee is scheduled for Monday 21 March 2016 at 3:00 pm atCITY Campus, the Building 1, Level 1, Room 15 (Large Boardroom). A videoconference will be conducted with RMIT Vietnam.

Closing date for papers is 7 March 2016.


285

ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY

EDUCATION COMMITTEE

MINUTES OF MEETING NO 2/2016

HELD AT 1PM ON 15 MARCH 2016

BUILDING 1, LARGE BOARDROOM, CITY CAMPUS

ATTENDANCE

Chair: Associate Professor Andrea Chester

Attendance: See Appendix 1

Secretary Dr Jessica Lee-Ack

1 PROCEDURAL ITEMS

1.1 Attendance and welcome

Attendance and apologies were noted.

1.2 Order of Business

The following items were starred for discussion: 1.3, 2.1, 2.3, 2.4, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5 and 5.8. The recommendations of non-starred items were accepted.

1.3 Minutes of Meeting 9 February 2016

The Committee approved the minutes of meeting 1/2016 held on 9 February 2016.

2 ACTIONS ARISING

2.1 Rolling Action Sheet and Actions Arising

The Committee noted that the Simplicity Project is mapping a streamlined program approval process to be considered by a Working Group – which includes DPVCs T&L and Directors Planning & Resources from the Colleges – before coming forward to Education Committee. The Chair confirmed that the Program Advisory Panel will continue to review program proposals as per the current process until the new streamlined process is approved. The Committee noted that the Chair of Academic Board has convened a small Working Party to review the Bachelor of Tourism and Hospitality Management proposal. The Working Party will meet tomorrow to consider the revised application and determine whether the proposal will go to Academic Board for consideration/approval via electronic circulation.

2.2 Audit of amendments to grades (Partners outside Australia 1420 1430 1460)

Noted.

2.3 Improvements to Special Consideration

The Committee noted that Academic Board recently considered a proposed new approach to Special Consideration and that the DVC A will be progressing this as part of the revision of the Assessment Policy under the new policy framework.

The Committee noted the report on actions to improve RMIT’s Special Consideration process, including simplifying the Impact Assessment Statement; clearer, simpler communications with students; revised web content etc.

The Committee endorsed the idea of including a standard statement about the availability of


286

assessment adjustments into all coursework guides (with relevant links), providing that the statement is straightforward and clear and provides students with examples of what might constitute “adverse circumstances” (e.g. illness). The Committee also noted that a short video would be a useful way to communicate with students on this matter.

The Committee noted that it would be helpful to provide students with information about the types of services that are available to them to obtain evidence of adverse circumstances (e.g. Dr Sicknote).

2.4 Improving admissions transparency

The Committee discussed the drivers for greater transparency of admission standards and processes including calls for universities to publish data linking student outcomes to admissions processes. The Committee noted that a pilot is underway in 2016 to publish admissions data for 20 programs.

3 GOVERNANCE

3.1 No items

4 REPORTS

4.1 Report from Chair

No report.

4.2 Report from Vietnam

No report.

4.3 Report from Vocational Education Committee

The Committee noted that:

∑ Vocational Education Committee has developed a draft Workplan for 2016 that will be tabled at Education Committee for noting along with the minutes of the March meeting;

∑ There are new VET Fee Help requirements including requirements for entry into Diploma programs and above using a Commonwealth approved literacy and numeracy test – RMIT is currently in the process of identifying an appropriate test;

∑ A validation schedule for Vocational Education programs has been developed for 2016-2017; and

∑ RMIT has submitted applications under the TAFE Rescue Funds (outcomes pending).

5 BUSINESS

5.1 New Award: Master of Science (Aviation) (MC264)

The Committee noted:

∑ the program allows for exemptions for prior experience/knowledge to a maximum of 96 credit points and that applicants must provide documentation to demonstrate this;

∑ it would be helpful for the College to report back on how this process is working in 2017;

∑ micro-credentialing might be developed to support exemptions in this program; and∑ the Program Learning Outcomes were the same for the Masters and Graduate

Diploma and agreed that A/Professor Tom Steiner would review and amend the Program Guides as necessary and forward to the Acting Chair for verification prior to tabling at Academic Board.


287

The Committee endorsed the Master of Science (Aviation) (MC264) for implementation from Semester 2, 2016.

5.2 New Award: Bachelor of Engineering (Chemical Engineering) (Honours) / Bachelor of Pharmaceutical Sciences (BH122) to replace BH095 Bachelor of Engineering (Chemical Engineering) (Honours) / Bachelor of Biomedical Sciences (Pharmaceutical Sciences)

The Committee noted that College would add the courses to the final line of the Program Learning Outcomes Matrix (Page 8 of Program Guide) before tabling at Academic Board for approval.

The Committee endorsed the Bachelor of Engineering (Chemical Engineering) (Honours) / Bachelor of Pharmaceutical Sciences (BH122) for implementation in Semester 1, 2017.

5.3 New Award: Master of Geospatial Sciences (MC265) to replace existing Master of Applied Science (Geospatial Information) (MC058)

The Committee discussed the proposal for the Master of Geospatial Sciences noting that the program title met the necessary requirements and was well understood, simpler and more encompassing.

The Committee endorsed, for the approval by Academic Board, the introduction of Master of Geospatial Sciences (MC265) which replaces MC058 Master of Applied Science (Geospatial Information), commencing Semester 1, 2017 subject to the following changes:

a) Amending the exemption table on Page 8 of the Program Guide from “Up to 96 credit points (equivalent to two semesters or less of full time and/or part time study)” to “Up to 96 credit points (equivalent to two semesters or less of study) (i.e. removing reference to “full time” or “part time” study);

b) Inclusion of a further recommendation to the Board namely: That Academic Board approve an exemption from Section 16.3.1 of the Course Design Procedure which states that Graduate Diploma programs must include WIL activities that compose a minimum of 50% or more of the assessment.

5.4 New Award: Master of Fine Art (Melbourne) (MC078) to replace MC266 Master of Fine Art

The Committee discussed the proposal for a new award, the Master of Fine Art, noting that:

∑ The drivers for this award included the stronger alignment within School programs, managing finite studio space and improving the quality of students and graduates

∑ The first paragraph of the coversheet would be amended to provide greater clarity regarding the differences between the current and proposed programs.

The Committee:

∑ endorsed for approval by Academic Board the creation of a new 2 year Master of Fine Art MC266 including 12 new courses to replace the 1.5 year Master of Fine Art MC078 commencing Semester 1 of 2017 for the Melbourne offering.

∑ approved the delayed implementation of the new Master of Fine Art MC266 program in Hong Kong to Semester 1, 2019.

∑ noted the discontinuation of MC078 Master of Fine Art in Melbourne and agreed to recommend this for noting by Academic Board.

∑ approved the transition plan for the discontinuation of MC078 Master of Fine Art in Melbourne.


288

5.5 Use of VETASSESS Test for Admission of local applicants to the Diploma of Nursing C5313 at RMIT

The Committee discussed the use of VETASSESS as a means to admit students to the Diploma of Nursing noting that although VETASSESS is seeking approval from the Commonwealth Government, this test is not yet an approved Commonwealth test in terms of VET Fee Help compliance requirements. It was agreed that the paper on the use of the VETASSESS test would be tabled as a late paper for Vocational Education Committee for further consideration.

5.6 Selection and Admission Advisory Group Minutes 01-2016

The Committee noted the minutes of meeting 01-2016 of the Selection and Admission Advisory Group.

5.7 Selection and Admission Advisory Group Minutes 2016

The Committee noted the minutes of the 2015 meetings of the Selection and Admission Advisory Group.

5.8 Selection and Admission Advisory Group Terms of Reference

The Committee did not endorse the Terms of Reference of the Selection and Admission Advisory Group for 2016 noting that the Advisory Group did not include strong representation by academic staff (both higher education and vocational education). The DPVCs Teaching & Learning agreed to discuss this further with colleagues in the Colleges and report back to Education Committee on this matter at the April meeting.

5.9 Scope of Registration

The Committee noted changes to RMIT’s Scope of Registration during January and February 2016.

6 OTHER BUSINESS

No items.

7 CLOSURE – NEXT MEETING

7.1 Next meeting – Tuesday 19 April 2016

CHAIR:

DATE:


289

Appendix 1 - Attendance

Ex Officio: Represented by:

Deputy Vice-Chancellor (Academic)Professor Paul Gough (Chair)

Apology

Chair, Vocational Education Committee, or nominee Mr David McLean Present

Academic Registrar Dr Maddy McMaster Present

Vice President Academic, RMIT Vietnam Professor Beverley Webster Present

Deputy Pro Vice-Chancellor (Learning and Teaching), College of Business

Professor Val Clulow Present

Deputy Pro Vice-Chancellor (Learning and Teaching), College of Design and Social Context

Associate Professor Andrea Chester (Acting Chair)

Present

Deputy Pro Vice-Chancellor (Learning and Teaching), College of Science, Engineering and Health

Professor Tom Steiner Present

Deputy Dean, Office of Learning and TeachingAssociate Professor Zosh Pawlaczek

Present

Dean of Students Professor Owen Hughes Present

Director of Global Quality Regulation & Compliance Ms Michelle Hoodbhoy Present

Assistant Director, Vocational Education Ms Jane McLennan Present

Appointments: Represented by:

Senior member from the Teaching Academy, nominated by Pro Vice-Chancellor, College of Business

Associate Professor Jonathan Boymal

Apology

Senior member from the Teaching Academy, nominated by Pro Vice-Chancellor, College of Design & Social Context

Associate Professor Suzie Attiwil

Apology

Senior member from the Teaching Academy, nominated by Pro Vice-Chancellor, College of Science, Engineering and Technology

Associate Professor James Scott

Present

Nominee of the Academic Board, elected by and from the Board

Professor Mark Farrell Apology

Nominee of the Deputy Vice-Chancellor (International and Development)

Ms Jackie Taylor Present

Nominee of the Deputy Vice Chancellor (Academic), Vocational Education

Ms Cheryl Underwood Present

One student enrolled in postgraduate Higher Education nominated by the Student Union Council Mr Paul Hoac Apology

One student enrolled in undergraduate Higher Education nominated by the Student Union Council

Mr Alan Padgham Apology

Alternate: Ella Caulfield Apology

One student enrolled in Vocational Education nominated by the Student Union Council

Alex Borsato Apology

In attendance:∑ Dr Kai Jensen, Deputy Director Academic Policy and Governance∑ Dr Jessica Lee-Ack, Senior Governance Officer∑


290


TITLE Proposed Amendment to Academic Board Regulations

EXECUTIVE SUMMARY

Key Issues

Amendments to the Academic Board Regulations are endorsed by Academic Board and approved by Council. This proposal is to amend the Academic Board Regulations as follows:

1. In support of RMIT’s Reconciliation Action Plan, it is proposed that an additional ex-officio membership position be created on Academic Board. This ex-officio position is for “one (1) Aboriginal and/or Torres Strait Islander academic nominated by the Chair of Academic Board, after acting on the advice of RMIT's Aboriginal and/or Torres Strait Islander academics”.

2. In light of changes in Executive titles in the College of Science, Engineering and Health, it is proposed that the title “Executive Deans” be included alongside Heads of School under clause 4 (1) (b) of the Academic Board Regulations.

Recommendation

Academic Board is asked to endorse the following amendments to the Academic Board Regulations:

1. Inclusion of an additional ex-officio membership position “one (1) Aboriginal and/or Torres Strait Islander academic nominated by the Chair of Academic Board, after acting on the advice of RMIT's Aboriginal and/or Torres Strait Islander academics”; and

2. Inclusion of reference to “Executive Deans” as well as Heads of School.

Timing of Decisions

N/A

Further Information

N/A




291

http://www1.rmit.edu.au/browse;ID=h8q3j8388pyg





REMAINDER OF PAPER


The Academic Board (the Board) is established under RMIT Statute 1 (Amendment No. 1). The role of the Board is to “advise and recommend to Council the requirements for all higher education and vocational education and training awards conferred by the university”. The membership of the Board is prescribed by the Academic Board Regulations and currently includes 21 ex-officio members, 29 elected staff and 5 elected students.


See above


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

Academic Board Regulations (Amended 23/03/16)

Submitted by:



Date: 23 March 2016


292


Royal Melbourne Institute of TechnologyAcademic Board Regulations

Page 1 of 3

ACADEMIC BOARD REGULATIONS

Council makes the following Regulations:

The Common Seal of the Royal Melbourne

Institute of Technology was hereto affixed

on the ______ day of ______________ 2016

by the authority of Council.

…………………………………. ………………………………….

Chancellor University Secretary

PART 1. PRELIMINARY

1. Purpose

(1) The purpose of these Regulations is to:

a) make provision about the membership of the Academic Board, and

b) provide for meetings of the Academic Board.

2. Authorising Provision

(1) These Regulations are made under the RMIT Statute No. 1 and sections 28, 29 and 30 of the Royal

Melbourne Institute of Technology Act 2010.

3. Definitions

(1) In these Regulations, unless the contrary intention appears:

academic staff means those higher education employees of the University within the meaning of the collective

agreement or award that applies to Higher Education employees, appointed to an established position and being

not less than 0.5 of a full time position.

professional staff means those professional, administrative, clerical, computing and technical employees of the

University within the meaning of the applicable collective agreement or award appointed to an established

position and being not less than 0.5 of a full time position.

teaching staff means those VE employees of the University within the meaning of the collective agreement or

award that applies to VE employees appointed to an established position and being not less than 0.5 of a full

time position.

PART 2. THE ACADEMIC BOARD

4. Membership of the Academic Board

(1) Membership of the Academic Board comprises:


293


Page 2 of 3

a) ex officio members:

i. Chancellor (or nominee)

ii. Vice-Chancellor and President

iii. Vice-Presidents

iv. Executive Director, Vocational Education

v. University Librarian

vi. Dean, Learning and Teaching

vii. Dean, Students

viii. Dean, School of Graduate Research

ix. Academic Registrar

x. one (1) nominee of the Vice-Chancellor

xi. one (1) nominee of the Deputy Vice-Chancellor, Research & Innovation

xii. President, RMIT Vietnam or nominee

xiii. President, RMIT University Student Union

xiv. one (1) Aboriginal and/or Torres Strait Islander academic nominated by the Chair of Academic

Board, after acting on the advice of RMIT's Aboriginal and/or Torres Strait Islander academics

b) three (3) Heads of School or Executive Deans from each college, at least one (1) of who will represent the

VE sector from each college, elected by the academic staff and teaching staff of each college

c) two (2) academic staff from each college, elected by the academic staff of each college

d) one (1) member elected by and from the postgraduate students of the University

e) two (2) members elected by and from the undergraduate students of the University

f) two (2) members elected by and from the students enrolled in VE or associate degree programs of the

University

g) two (2) members elected by and from the professional staff

h) five (5) members elected by and from the academic staff

i) five (5) members elected by and from the teaching staff

j) two (2) members elected by and from the professors of the University occupying a Level E appointment,

not including honorary or adjunct professors.

Formatted: Font: 10 pt

Formatted: Font: (Default) Arial, 10 pt


294


Page 3 of 3

(2) Regulations 4(1)(c), (g), (h) and (i) include employees of the University at Executive Level 1, Heads of

School, Deans and Directors.

(3) The Academic Registrar or nominee is the secretary of the Academic Board.

(4) The chairperson of the Academic Board holds office for a period of two (2) years and is appointed in

accordance with the Standing Orders of Academic Board.

(5) The deputy chairperson of the Academic Board holds office for a period of two (2) years and is appointed in

accordance with the Standing Orders of Academic Board

5. Term of office and vacancies

(1) An elected member:

a) holds office for a period of two (2) years except that student members will hold office for a term of one (1)

year, and

b) assumes office on the first day of January following the member’s election unless the member is replacing

a vacancy under section 5(2), in which case the elected member may assume office at the next meeting.

(2) Where a member of the Academic Board:

a) elected by staff ceases to be a member of staff, or

b) elected by enrolled students, ceases to be an enrolled student,

that member ceases to be a member of the Academic Board and the vacancy thereby created is a casual

vacancy.

(3) Any vacancy created in the membership of the Academic Board is dealt with in accordance with the

provisions of the Elections Regulations.

(4) Where an elected member of the Academic Board is to be absent from the University for a period exceeding

six (6) months a person may be appointed by the chairperson to the Academic Board for the duration of the

absence of the elected member.

(5) All elections to the Academic Board must be conducted in accordance with the Elections Regulations.

6. Meetings of the Academic Board

(1) Meetings of the Academic Board are conducted in accordance with the Standing Orders of Academic Board.

PART 3. REVOCATION OF REGULATIONS

7. Revocation of Regulations

(1) On the commencement of these Regulations the following Regulations are revoked:

a) Regulation 2.8.1 The Academic Board – Membership.


295


TITLE Individual Evaluation update following 7 March 2016 meeting

EXECUTIVE SUMMARY

Key Issues

The Secretariat sought comments from an individual member after the 7 March meeting and selected a participant from membership category 2 (b) Two academic staff from each academic college, elected by the academic staff of each college (Academic Board Regulations), prior to the meeting to provide feedback and participate in a post meeting evaluation.

Feedback provided was as follows:

The Chair is very good at directing the flow of conversation and giving everyone the opportunity to speak. In terms of content, I think the highlight is the Strategic Conversations section, particularly if it includes an outside expert in a certain field, as this provides an added level of interest. I also liked the involvement of students in relaying their stories about the special considerations issues.

Whilst I understand the concept of starting the meeting with everything 'unstarred' to save time and calling for nominations to star items, it wasn't totally clear which items were starred. There also seems to be a lot of items they essentially get 'rubber stamped' - given the current theme of 'simplicity' I wonder what value the Academic Board offers to the approval process or if there could be a more efficient way of doing it?

At the 4 April 2016 meeting, feedback will be sought from category 2 (d) Five members elected by and from the teaching staff. Results will be collated and presented back to the board with the annual evaluation results at the December 2016 meeting.


That Academic Board note the feedback provided following the 7 March 2016 meeting.

Timing of Decisions

N/A

Further Information

N/A



Academic Board Meeting 03/2016 - 4 April 2016 - ANY OTHER BUSINESS

296

REMAINDER OF PAPER


Evaluation allows review of performance in relation to core functions. It is considered best governance practice for a body to review its performance regularly and it assists in the assessment of whether or not objectives are being achieved efficiently and effectively.

At its meeting on 4 May 2015 members were asked to support the approach to continuous improvement through regular anonymous post meeting member evaluation. This is in addition to the annual formal evaluation of the Academic Board by all members.


See above


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

N/A

Submitted by:



Date:

Academic Board Meeting 03/2016 - 4 April 2016 - ANY OTHER BUSINESS

297

ACKNOWLEDGEMENT OF LAND AGENDA MEETING ... - RMIT …mams.rmit.edu.au/02ulv7qaqjap.pdf · 2.4 RMIT...

Documents

Transcript of ACKNOWLEDGEMENT OF LAND AGENDA MEETING ... - RMIT …mams.rmit.edu.au/02ulv7qaqjap.pdf · 2.4 RMIT...