Securing Australia's Future Research Training System Review. Response from Victoria University
|
|
- Stephanie Dennis
- 8 years ago
- Views:
Transcription
1 Securing Australia's Future Research Training System Review Response from Victoria University
2 Contents Introduction... 3 Theme 1 The place of transferable skills and their assessment in research training... 5 Theme 2 Skills and capabilities needed in HDR graduates to enhance their contribution to Australia and ensure Australia s research system remains internationally competitive... 6 Theme 3 A research training scheme that provides access to high quality, customised and flexible research training and reduces the current barriers to access
3 Introduction Victoria University welcomes the opportunity to respond to the invitation for submissions to the Securing Australia's Future Research Training System Review. Victoria University has a proud history of undertaking research and research training over more than two decades. The University s research is focused on addressing problems linked to one or more of interdisciplinary themes: Sport, health and Active Living; Education, Lifelong Learning and Workforce Development; and Sustainable Industries and Liveable Cities, each of which is underpinned by a focus on a fourth Public Policy theme. While fundamental research has always had a place within our research activities, our major focus is applied and translational in its outcomes. This focus has had an impact on the University s approach to research training, which is geared towards the training of researchers strongly engaged with industry relevant to their field and seeking to create new knowledge that can contribute solutions to real world problems. The University s 760 (530 EFT) cohort of graduate researchers is located within seven academic colleges, five research institutes and four research centres and is supported by the University s Graduate Research Centre. The lion s share (90%) of the University s graduate researchers are enrolled in doctoral level programs, with the vast majority having entered through pathways other than honours. The University s graduate researcher cohort has particular characteristics that are important to note in relation to the University s approach and success in designing and delivering graduate research training. The majority of our domestic students are from non-traditional backgrounds (as defined by the review discussion paper); in particular with higher than sector average proportions of part-time, low SES and non- English speaking background domestic students. The average age of the University s cohort is also higher than the sector average, reflecting the fact that many are enrolling to undertake research training part way through their professional careers and having completed a Masters degree subsequent to their undergraduate degree studies. The focused approach to research and the nature of the University s graduate research cohort has influenced the University s strategies and educational initiatives in the delivery of research training. For example, we have a strong focus on building research skills and an understanding of the research process through the Demystifying the Thesis suite of programs, for which Victoria University s Professor Ron Adams received the Office for Learning and Teaching (OLT) Peak Award for Programs that Enhance Learning: Postgraduate Education in The University s work to support supervisors in emerging research areas within the academy was funded through a collaborative OLT grant that resulted in the development of an online toolkit, Developing a Toolkit and Framework to Support New Postgraduate Research Supervisors in Emerging Research Areas. Most recently, the University has been further recognized for its approach through, for example: an invitation and funding from the State Government of Victoria in 2014 to showcase best practice Victorian approaches to doctoral training and supervisor development, in a series of workshops, Putting 3
4 Innovative Doctoral Training into Practice, presented to a consortium of five Colombian universities hosted by La Sabana University, Bogota; external awards for our graduate research students, most recently including the William and Elizabeth Fisher Scholarship for 2015 from Graduate Women Victoria and the Union of European Football Associations Research Grant including a graduate research scholarship for Our strategy to deliver high quality research training for new generations of graduate research trainees adopts relevant best practices from around the world and integrates these into a distinctive approach to research training. Examples of our recent innovations include In 2013, the University successfully introduced a University-wide initial coursework component for PhD students to better support them in contexualising, and conceptualising research and underpinned by strong understanding of professional research standards and practices (e.g. In ethics and research integrity). One feature of this coursework is the fostering of interdisciplinary research literacy. Graduate researchers and research supervisors alike are very positive about the value of this initiative. In 2016, the University launches its newly developed alternative pathway PhD, which is designed specifically for non-traditional background candidates with no or limited prior research experience, but with Masters coursework level studies. This PhD includes an intensive year of disciplinary- and research-based curriculum and incorporates a nested Masters exit point (Masters of Research Practice). Formalizing the University s approach to explicit research and researcher skill development through the introduction of a doctoral learning program as a flexible and individualized approach to enabling graduate researchers to plan for, undertake and document the development of their research, professional, personal/organizational skills strategically linked to their future career aspirations and plans. The University endorses the response made by the Australian Council of Graduate Research (ACGR) to this Review. Victoria University is not aligned to a university grouping, and as such, this response seeks to highlight the additional issues that the University deems to be particularly relevant that have not been fully captured in ACGR response. Thus, the University has targeted this response around the thematic areas of the questions where it can value-add to the response already proffered by the ACGR. These include: Theme 1. The place of transferable skills and their assessment in research training Theme 2. Skills and capabilities needed in HDR graduates to enhance their contribution to Australia and ensure Australia s research system remains internationally competitive Theme 3. A research training scheme that provides access to high quality, customised and flexible research training and reduces the current barriers to access 4
5 Theme 1 The place of transferable skills and their assessment in research training The development of what are commonly referred to as generic or transferable skills is critical to a researcher being effective and high functioning in the research environment/s relevant to their expertise and future career plans. It is the University s view that not only do opportunities for the development of these skills need to be embedded within graduate research training programs, but that that there also needs to be a level of accountability and assessment of the associated learning outcomes. Evidence suggests that assessment drives behaviour, even in adult learners. Without assessment, the importance of this aspect of development as a researcher will inevitably be diminished. Operationalising assessment of such attributes and skills needs to be mindful of a number of factors, such as: the diversity of the cohort and the impact this has on their level of transferable skills on entry to the program. For example, the University s 2012 cohort of commencing students was older than that at other, benchmarked universities. These adult learners come to Victoria University with skills and experience that are very different to those of a young honours graduate proceeding to a Masters or Doctorate. the capacity to resource an increase in focus on the development and assessment of transferable skills within the currently limited funding envelope provided to support research training the importance of researcher development being well integrated with other research training, and well targeted to the individual graduate researcher s future career plans and existing skill profile. In addition, operationalising the assessment of transferable skills will need to take into consideration the critical role of supervisors and peer review/advisory panels in research training. Importantly, the University recognises that new technologies and electronic platforms for the documentation of the development of transferable qualities (e.g. via an e-portfolio) has the potential to support the systematic collation of evidence of achievements and demonstration of skills, and considers that use of said technologies warrants further investigation. A nation-wide framework/platform against which to document a graduate researcher s development, would enable all universities to contribute to developing national standards and enhancing performance in this area, but must be sufficiently flexible to support the diversity of the cohort in terms of their developmental priorities and needs. The current final assessment being entirely focused on the examination of the written thesis is extremely narrow. The University recognises that an exit presentation is an invaluable learning experience for graduate researchers and one that is widely used and required internationally. New technologies have increased the feasibility of introducing an exit presentation ( viva ) as part of the examination process within the Australian context of graduate research training, and this could include presentation of a portfolio of development experiences and achievements that demonstrate the development of research-relevant transferable skills. However, the University considers that formalising this in the examination process would require additional resourcing and would need to occur nationally across all universities. A level of accountability for and assessment of transferable skills could occur more cost effectively as part of a preexamination candidature milestone/review, such as a pre-submission presentation with a portfolio, 5
6 considered by a review panel as part of the decision that the candidate can proceed to the formal examination. Theme 2 Skills and capabilities needed in HDR graduates to enhance their contribution to Australia and ensure Australia s research system remains internationally competitive While graduates of research degrees should be at the forefront of their discipline, importantly, they need to also be able to operate with competence and integrity at personal and professional levels. They need be able to apply their high-level problem solving skills to real-world situations to be productive employees, whether this is in an academic, research-intensive, government or industry setting. Graduate researchers, with highly developed critical thinking and analytical skills need also to have the capacity to be thought leaders who are able to innovate and influence. To achieve this in ways that are nuanced to the culture of the organisation in which they are employed, graduate researchers need to understand the context in which Australian businesses operate not just within Australia, but also within an international context. Hence, they need to have developed their knowledge of global trends and have developed international connections to be able to work in a flexible manner in multi-national and culturally diverse environments. Graduate researchers need to have the skills to address real world problems that are significant and have the capacity to contribute to economic and social development. To do this, they need to develop skills to critically review the latest literature in their field and have the ability to engage with contemporary, and increasingly complex and global issues. The methods and research designs they employ must be at cutting edge of their fields and they must have the capacity to innovate generating new ideas and interrogating them for relevance. While the capacity to produce research that is publishable in leading journals is paramount, at the same time graduate researchers must be able to communicate their research to lay audiences using a range of contemporary communication platforms to maximise research impact. It is imperative that the research training system support and enable the development of these kinds of skills. Part of this requires the consideration and identification of policies and initiatives that may actually serve as an impediment to the inculcation of such skills. By way of example, the Excellence for Research in Australia (ERA) initiative rewards research excellence through the analysis of traditional academic metrics, such as publication in top-ranking academic journals. On the other hand, imbuing the skills that graduate researchers will need and use in future careers will often take place through collaborative activities that while having a direct impact on industry, government and community. Many of these latter activities may not achieve positive results in terms of ERA rating. Therefore it is possible that programs such as ERA actually include disincentives to the very skills required of future researchers. 6
7 Theme 3 A research training scheme that provides access to high quality, customised and flexible research training and reduces the current barriers to access Current pathways to research need to be clearly articulated to tertiary students in the early years of their student life to enable them to confidently aspire to and travel the current pathways to research training. While there is a need to enhance the perceived value of research training to ensure that those with the capacity to be excellent researchers are not attracted away from research careers, there is also a need to develop new pathways and support systems with research training to improve accessibility for nontraditional research-training aspirants. The changes to AQF 9 to require an element of initial research training in all Masters level degrees has been a positive change that improves this pathway to the doctorate. However, many are unable to access this pathway easily because of the high fee cost of the majority of Masters (coursework) degrees. At the same time, the limited level of RTS funding means that it is no longer feasible to have the Masters by Research as the primary rigorous and well-supported main pathway to the doctorate. To combat this issue and offer greater access, graduates of three year undergraduate degrees should be able to access Commonwealth Support Places and means-tested government living support for all or a substantial component of a Masters degree to prepare them for entry to research at the doctoral level. Flexibility in program structures and length and level of funding support is therefore needed. Students with backgrounds that have traditionally been less likely to participate in research training will need programs that are sufficiently flexible to accommodate a capacity to tailor to their specific developmental needs and life circumstances. Major barriers to participation in research training are living costs and forgone income. The disincentive to participate is especially great for those whose socioeconomic status is precarious (e.g. many low SES) and/or where family commitments or high city living costs make the level of stipends inadequate. In addition, the lack of a direct link to attractive and appropriately remunerated employment upon graduation is potentially a barrier for those contemplating participating in research as an alternative to entering the workforce and developing a career without such a qualification. Current student scholarship and support programs, such as the Australian Postgraduate Award (APA), are problematic. Current stipend levels for programs such as the APA are at or below the poverty line, creating a disincentive to participation in research programs and degrees. Participation is also constrained by the total number of such stipends available. Therefore, an increase in participation will require both an increase in the level of stipend and the total number of stipend that can be offered. As well as consideration being needed about how to develop more secure research career pathways, for research training it is critical to consider how more generous externally funded support models can be incentivized (e.g. via the employer or an industry partner). An excellent example of a more flexible approach is the model adopted by some companies in Scandinavia where an employee of the organization maintains their employment and is fully remunerated by the employer to undertake their industry-embedded doctoral research project in their workplace. 7
VICTORIA UNIVERSITY S TRAINING MODEL FOR STARTING RESEARCHERS RON ADAMS VICTORIA UNIVERSITY, MELBOURNE
VICTORIA UNIVERSITY S TRAINING MODEL FOR STARTING RESEARCHERS RON ADAMS VICTORIA UNIVERSITY, MELBOURNE VU s APPROACH TO RESEARCH Fundamental Applied Translational VU s RESEARCH AIM Our aim is to be known
More informationGraduate research courses
Faculty of Education Graduate research courses The Faculty of Education views research as one of its core responsibilities. Our research activities aim to inform and lead professional practice, public
More informationDefining Quality for Research Training in Australia. Consultation Paper
Defining Quality for Research Training in Australia Consultation Paper The Australian Academy of Science welcomes the opportunity to comment on the Department of Innovation, Industry, Science and Research
More informationNational Trade Cadetships
Schools Vocational Pathways National Trade Cadetships Discussion paper National Trade Cadetships Background Paper National Trade Cadetships Introduction The National Trade Cadetship offers the potential
More informationLaunch Your Career! Launch Your Career! Master of Business Degree Programs Administration (MBA) Graduate Diploma in Business. Administration (MBA)
Formerly Formerly UIC UIC SYDNEY SYDNEY Launch Your Career! Launch Your Career! Master of Business Degree Programs Administration (MBA) Master of Business Discipline of Accounting Administration (MBA)
More informationSubmissions should be evidence based, provide examples where possible, and address the consultation questions.
REVIEW OF AUSTRALIA S RESEARCH TRAINING SYSTEM CONSULTATION RESPONSE FORM Please read the submission guidelines before completing and submitting this form. This form should be submitted through the consultation
More informationThe Present and Future of the Humanities PhD in an International Perspective
Dr. Nancy Wright, Dean, Faculty of Arts, Humanities and Social Sciences University of Windsor nwright@uwindsor.ca The Present and Future of the Humanities PhD in an International Perspective Reviewing
More informationDoctor of Ministry (AQF level 10 Doctoral Degree) 71
Doctor of Ministry (AQF level 10 Doctoral Degree) 71 Course Rationale DOCTOR OF MINISTRY (AQF LEVEL 10 DOCTORAL DEGREE, COURSE CODE 200) The Doctor of Ministry is an AQF level 10 research doctoral award
More informationGraduate Profiles for University of Otago Postgraduate Research Degrees
Graduate Profiles for University of Otago Postgraduate Research Degrees Background This paper contains the generic graduate profiles approved by the Board of Graduate Studies in April 2015 for Honours,
More informationREVIEW OF AUSTRALIA S RESEARCH TRAINING SYSTEM
REVIEW OF AUSTRALIA S RESEARCH TRAINING SYSTEM Response to the Consultation Questions August 2015 Research Australia Page 1 About Research Australia Research Australia is an alliance of 160 members and
More informationHigher Degrees by Research Admissions Policy
Higher Degrees by Research Admissions Policy Responsible Officer Deputy Vice-Chancellor (Research) Approved by Vice-Chancellor Approved and commenced January, 2015 Review by January, 2016 Relevant Legislation,
More informationExecutive Summary ACOLA REVIEW RESPONSE AUGUST 2015
Executive Summary The expectations on our graduates are beginning to shift, with a greater emphasis on developing the graduates both personally and professionally to support their individual academic to
More informationGood Practice Framework for Research Training
Steering us in the right direction towards research training quality In Australian Higher Education (HE) institutions, there is wide variation in Higher Degree by Research (HDR) policies and procedures
More informationAQF Council. Innovative Research Universities (IRU) response to Consultation Paper
AQF Council Innovative Research Universities (IRU) response to Consultation Paper Strengthening the AQF An Architecture for Australia s Qualifications IRU welcomes the broad structure of the proposed framework
More informationDoctor of Information Technology Management
Experience. The Difference. Doctor of Information Technology Management cis.unisa.edu.au/ditm Every new student will be given an Apple ipad which has been preconfigured to access ipad-friendly resources
More informationHuman Resources Enabling Plan
Human Resources Enabling Plan Introduction The Human Resources Enabling Plan (HREP) is a strategic human resource plan for Charles Sturt University (CSU). It has been developed to support and facilitate
More informationTeaching institution: Institute of Education, University of London
PROGRAMME SPECIFICATION Doctor in Education Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award: Doctor
More informationAPAC Accreditation Assessment Summary Report
APAC Accreditation Assessment Summary Report Higher Education Provider Deakin University, School of Psychology Date of determination 18 September 2015 s version June 2010 ver 10 Programs of Study Assessed
More informationIntroduction. Purpose
Introduction The Learning and Teaching Strategy outlines Victoria University s commitment to high standards of learning and teaching. It outlines ways in which these standards are identified, maintained
More informationGraduate Research School MASTER OF RESEARCH
Graduate Research School MASTER OF RESEARCH Graduate Research School Located in the heart of one of Australia s fastest growing economic regions, Western Sydney University offers unlimited potential to
More informationUniversity of Ballarat Master of Nursing (Coursework)
University of Ballarat Master of Nursing (Coursework) A message from the Dean The new School of Health Sciences was officially formed at the University of Ballarat in July 2011 with the convergence of
More informationResearch at the DCU Institute of Education
Ollscoil Chathair Ollscoil Bhaile Chathair Átha Bhaile Cliath Átha Cliath Dublin City Dublin University City University Research at the DCU Institute of Education Research at the DCU Institute of Education
More informationCHARLES STURT UNIVERSITY WORKFORCE PLANNING FRAMEWORK 2007 2011
CHARLES STURT UNIVERSITY WORKFORCE PLANNING FRAMEWORK 2007 2011 1. DEFINITION... 1 2. CONTEXT... 1 3. STRATEGIC ALIGNMENT AND DRIVERS... 1 4. VALUES... 2 5. PRINCIPLES OF PRACTICE... 2 6. PERFORMANCE INDICATORS...
More informationInformation Technology
Monash is the only research-intensive, Group of Eight university to have a dedicated IT faculty. What makes at Monash University special? Quality instruction and varied choice: At Monash, students learn
More informationDoctor of Philosophy. Programme of Study for the degree of Doctor of Philosophy
Doctor of Philosophy Programme of Study for the degree of Doctor of Philosophy 1. Candidates may undertake study for the degree of PhD in any Faculty of the University or accredited Institution, or in
More informationMA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL
Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging
More informationInternational Business. Faculty of Business and Economics. Postgraduate Courses International Business 2014. Master of International Business
Faculty of Business and Economics Postgraduate Courses International Business 2014 International Business Master of International Business AUSTRALIA CHINA INDIA ITALY MALAYSIA SOUTH AFRICA www.monash.edu/business-economics
More informationOrganisational and Leadership Development at UWS
Organisational and Leadership Development at UWS Context The University of Western Sydney s (UWS) leadership development framework is underpinned by the recognition that its managers and leaders have a
More informationIt is worth asking indeed what is it that doctoral education does what is it for? (Bill Green 2012, p.11)
It is worth asking indeed what is it that doctoral education does what is it for? (Bill Green 2012, p.11) This paper emerges out of our OLT-funded project into the examination of creative doctorates (Webb
More informationDoctor of Education - Higher Education
1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership
More informationProgramme Title: MSc/Diploma/Certificate in Advancing Nursing Practice
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION FOR MSc in Advancing Nursing Practice Awarding Institution: The University of Edinburgh Teaching Institution: The University of Edinburgh Programme accredited
More informationTo qualify for the degree of Master of Philosophy, the student must pursue a supervised program of research leading to the submission of a thesis.
MASTER OF PHILOSOPHY On-Campus; Online MPHIL AQF 9 OVERVIEW The Master of Philosophy (MPhil) is a higher degree by research which aims to develop students independent research skills under academic supervision.
More informationCriteria for the Accreditation of. DBA Programmes
Criteria for the Accreditation of DBA Programmes 1 1 INTRODUCTION 1.1 This document sets out the criteria for DBA programme accreditation. While setting the standards that accredited provision is expected
More informationBusiness. HANNE AASEN Norway Master of Business Advanced graduate
Business HANNE AASEN Norway Master of Business Advanced graduate Studying an Advanced Masters Degree allowed me to specialise solely in my key interest, marketing. The subjects were both creative and practical,
More informationUniversity Strategy 2011-2015
University Strategy 2011-2015 FOREWORD Dear Colleagues Thank you for your contributions to the University Strategy 2011-2015, which was endorsed by University Council at its meeting in December 2010. The
More informationhttp://www.environment.gov.au/biodiversity/abrs/workshop-forum/ntf.html
Executive Summary The Federation of Australian Scientific and Technological Societies (FASTS) is a peak body representing about 60,000 scientists and technologists. FASTS welcomes the committee s inquiry
More informationMedicine, Nursing and Health Sciences. Postgraduate Degrees. School of Nursing and Midwifery. www.med.monash.edu/nursing
Medicine, Nursing and Health Sciences Postgraduate Degrees School of Nursing and Midwifery Monash University is ranked in the top 100 of World universities and is the only Australian member of the prestigious
More informationANU College of Engineering and Computer Science. Reconciliation Action Plan 2011-2016
ANU College of Engineering and Computer Science Reconciliation Action Plan 2011-2016 Endorsed by CECS Advisory Board on 9 December 2010 Revised 2012 Our Vision for Reconciliation The University s vision
More informationANU College of Arts and Social Sciences (CASS) 2015 Operational Plan
ANU College of Arts and Social Sciences (CASS) Context In 2014 there was significant debate over fee deregulation and the sustainability of higher education, the quality of education provided by universities,
More informationDoctor of Information Technology Management
Doctor of Information Technology Management The challenge facing IT today is its rapid advance offers both opportunities and challenges for all organisations. To successfully navigate through such an evolving
More informationAUSTRALIAN CATHOLIC UNIVERSITY POLICY ON PROFESSIONAL DOCTORATE DEGREES
AUSTRALIAN CATHOLIC UNIVERSITY POLICY ON PROFESSIONAL DOCTORATE DEGREES 1.0 PREAMBLE This policy sets out the general conditions for the award of Professional Doctorates by Australian Catholic University.
More informationUniversity of Melbourne. Learning outcomes for Masters (Coursework) and Masters (Extended) programs
University of Melbourne Learning outcomes for Masters (Coursework) and Masters (Extended) programs Purpose The purpose of this paper is to set out some principles for articulating the learning outcomes
More informationDEGREES AND QUALIFICATIONS
DEGREES AND QUALIFICATIONS Entry Requirements 8 Master of Engineering 9 Master of Science 10 Master of Science 11 (Environmental Sciences) Master of Science (Research) 12 Master of Science (Technology)
More informationUniversity Strategy. 2015/16 to 2020/21
University Strategy 2015/16 to 2020/21 OUR VISION We will deliver transformational education, research and innovation by... Recognising and sustaining our strengths in undergraduate education and growing
More informationHow To Get A Degree From Crawford School
Crawford School of Public Policy ANU College of Asia & the Pacific Crawford School is the University s gateway to public policy. It is Australia s leading public policy school, and one of the great public
More informationAUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional
More informationDOCTOR OF THEOLOGY (AQF LEVEL 10 DOCTORAL DEGREE, COURSE CODE 180)
Doctor of Theology (AQF Level 10 Doctoral Degree) 81 Course Rationale DOCTOR OF THEOLOGY (AQF LEVEL 10 DOCTORAL DEGREE, COURSE CODE 180) From its inauguration the Doctor of Theology (ThD) has been used
More informationA17.0 Research Higher Degree Programs Policy
A17.0 Research Higher Degree Programs Policy Policy Category Academic Document Owner Vice Chancellor and President Responsible Officer Academic Director Review Date 1 January 2015 File Number Staff Code
More informationMeeting the demands of VET teaching and training
Associate Degree in Training and Education Incorporating the new Diploma of Vocational Education and Training (TAE50111) Meeting the demands of VET teaching and training CRICOS Provider No. 00103D The
More informationUNDERGRADUATE PROGRAMME SPECIFICATION
UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: Computer Networks and Security Staffordshire University Faculty
More informationUniversity of Plymouth. Programme Specification. Doctorate in Business Administration
University of Plymouth Faculty of Social Science and Business Programme Specification Doctorate in Business Administration (full title(s) as approved) Programme Specification Template: EDaLT July 2006
More informationHow To Write A Nursing Degree Course
SUBMISSION DATE: 4/07/2014 DRAFT Nurse Practitioner Accreditation Standards Australian College of Nursing (ACN) is pleased to provide feedback on the Australian Nursing and Midwifery Accreditation Council
More informationPostgraduate Study in School Leadership 2015-2016 Prospectus. Be a leader.
Postgraduate Study in School Leadership 2015-2016 Prospectus Be a leader. Contents Who we are. The program. Credit milestones. Building School Strategy. Why enrol? The details. 2 3 5 6 7 9 CIRCLE is a
More informationFaculty of Humanities and Social Sciences
Programme Specification Doctor of Education (EdD) Valid from: September 2014 Faculty of Humanities and Social Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final
More informationPROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology
Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology Valid from September 2012 www.derby.ac.uk/ehs 1 CONTENTS SECTION ONE: GENERAL INFORMATION...
More informationGraduate research degrees in Business and Economics. global. business. leaders.
Graduate research degrees in Business and Economics global. business. leaders. Research overview Our mission is to develop the finest research graduates in the world through rigorous coursework and research
More informationImplementation Handbook
Implementation Handbook Fourth Edition 2007 Published by Australian Qualifications Framework (AQF) Advisory Board PO Box 609 Carlton South Vic 3053 Tel: (03) 9639 1606 Fax: (03) 9639 1315 Email: aqfab@aqf.edu.au
More informationPostgraduate Study in School Leadership 2015-2016 Prospectus. Be a leader.
Postgraduate Study in School Leadership 2015-2016 Prospectus Be a leader. Contents Who we are. 2 The program. 3 Credit milestones. 5 Building School Culture. 6 Why enrol? 7 The details. 9 CIRCLE is a great
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification 1. 2. 3. 4. 5. Basic Course Information Awarding Institution: School/Campus: Final Award, Course Title and Modes of Study: Normal Duration: UCAS Code: Nottingham
More informationTAFE Development Centre response to the Productivity Commission Issues Paper on the VET Workforce
TAFE Development Centre response to the Productivity Commission Issues Paper on the VET Workforce In this response the TAFE Development Centre (TDC) addresses the specific questions that focus on workforce
More informationPostgraduate Study in School Leadership Professional Honours 2015 Prospectus
Postgraduate Study in School Leadership Professional Honours 2015 Prospectus The Postgraduate Study in School Leadership Professional Honours, is a unique on-line program of study that empowers the next
More informationNew Health Science Courses
New Health Science Courses The University of Western Sydney is introducing a new set of flexible health science courses in 2010. The new approach responds to the demand for healthcare professionals, especially
More informationREGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH
REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH PART A GENERAL PART B HIGHER DOCTORATES PART B THE SCHEDULE PART C THE DEGREE
More informationBSB50607 Diploma of Human Resources Management. Course Overview
BSB50607 Diploma of Human Resources Management Course Overview Table of Contents Table of Contents... 1 1. Welcome... 2 1.1 VECCI Team... 2 2. BSB50607 Diploma of Human Resources Management... 2 2.1 Program
More informationREGULATION 5.1 HIGHER DOCTORATES, THE DOCTORAL DEGREE (RESEARCH), THE DOCTORAL DEGREE (PROFESSIONAL) AND THE MASTERS DEGREE (RESEARCH)
REGULATION 5.1 HIGHER DOCTORATES, THE DOCTORAL DEGREE (RESEARCH), THE DOCTORAL DEGREE (PROFESSIONAL) AND THE MASTERS DEGREE (RESEARCH) PART A GENERAL PART B HIGHER DOCTORATES PART B THE SCHEDULE PART C
More informationFlinders Future Focus Strategic Plan 2012-2016. Differentiate Focus IntensiFy
Flinders Future Focus Strategic Plan 2012-2016 1 Differentiate Focus IntensiFy 4 Flinders Future Focus 2012-2016 Building on our successes The Flinders Strategic Plan, Inspiring Flinders Future 2010-2014,
More informationThe need for higher degrees by research for complementary medicine practitioners
The need for higher degrees by for complementary medicine practitioners Amie Steel 1, 2, 3, Bradley McEwen 1 1 Endeavour College of Natural Health, Level 2, 269 Wickham St, Fortitude Valley QLD 2 Australian
More informationMaster in School Leadership
Education with specialist streams in Literacy and Numeracy Australia n China n India n Italy n Malaysia n South Africa www.education.monash.edu Become a transformational leader with the Faculty of Education
More informationProgramme Specification May 2012
Faculty of Business Computing and Law Programme Specification May 2012 MSc Accounting and Finance Valid from September 2012 JACS code N400/N300 Programme code Valid for delivery at University of Derby
More informationDoctorate in Business
Doctorate in Business Administration (DBA) Start dates: April 2014, September 2014, February 2015 and June 2015 Part-time study Work-based learning What s unique about this course? The philosophy underpinning
More informationRESEARCH HIGHER DEGREE STUDENT PROFESSIONAL DEVELOPMENT PORTFOLIO
The University of Queensland School of Social Work and Applied Human Sciences RESEARCH HIGHER DEGREE STUDENT PROFESSIONAL DEVELOPMENT PORTFOLIO 2005 RESEARCH HIGHER DEGREE STUDENTS GRADUATE ATTRIBUTES
More informationPROGRAMME SPECIFICATION MSc Psychology
PROGRAMME SPECIFICATION MSc Psychology 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited by British Psychological Society 4. Final
More informationInquiry into research training and research workforce issues in Australian universities
Inquiry into research training and research workforce issues in Australian universities Terms of Reference addressed in this submission are highlighted below: 1. The contribution that Australian universities
More informationHuman Resource Management
MASTER OF Graduate certificate in by distance education Master of About the program CSU s Master of is aimed at practising human resource management professionals, line managers responsible for human resource
More informationThe 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information.
Master of Education Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information. Description
More informationADMISSION TO HIGHER DEGREEE RESEARCH PROGRAMS. Effective date. 16 March 2016. This procedure applies to admission to all HDR programs at UNSW
PROCEDURE Area covered ADMISSION TO HIGHER DEGREEE RESEARCH PROGRAMS This Procedure is University-wide Version 2.0 Approval date 16 March 2016 Effective date 16 March 2016 Next review date March 2019 Policy
More informationNational Framework for Doctoral Education
National Framework for Doctoral Education CoNtExt Ireland enjoys a centuries-old tradition in scholarship. today, it is one of the most globalised and open economies in the world. These characteristics
More informationBachelor of Laws (Honours)
Bachelor of Laws (Honours) Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information. Description
More informationBachelor of Bachelor of Education (Honours)
Bachelor of Bachelor of Education (Honours) Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements
More informationHonours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationHow To Cross A Boundary In An Australian Phd
Coursework in Australian PhD programs: Why is this a boundary and how is it being pushed? Margaret Kiley Margaret.kiley@anu.edu.au 2 Overview Background to Australian PhD Recent developments in Australian
More informationNICTA PhD scholarships are subject to the NICTA Student Scholarship Agreement, attached at Schedule 1, and are awarded to students who are -
NICTA PHD SCHOLARSHIPS GUIDELINES Preamble National ICT Australia (NICTA) is Australia s largest organisation dedicated to ICT research. The organisation s primary goal is to pursue high-impact research
More informationStrategic Plan 2011 2012 to 2014 2015. Working Together for Australian Sport
Strategic Plan 2011 2012 to 2014 2015 Working Together for Australian Sport Strategic Plan 2011 2012 to 2014 2015 Working Together for Australian Sport Australian Sports Commission 2011 Ownership of intellectual
More informationRECRUITMENT UNIT INFORMATION FOR APPLICANTS
RECRUITMENT UNIT INFORMATION FOR APPLICANTS You can choose to have your employment at Victoria University governed by an Australian Workplace Agreement ( AWA ). Victoria University reserves the right to
More informationFaculty of Arts & Humanities Plymouth University. Master of Research (M.Res) History. Programme Specification
Faculty of Arts & Humanities Plymouth University Master of Research (M.Res) History Programme Specification Informal Faculty Review: 18 July 2006 Approval Event: 22 November 2006 First intake: September
More information2015 Higher Education Compliance and Quality Forum
2015 Higher Education Compliance and Quality Forum Securing qualified staff for Higher Education PresentaWise Securing qualified staff for Higher Education Professor Hilary Winchester Provost Professor
More informationAPA Physiotherapist Title Program
APA Physiotherapist Title Program Information Booklet This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without permission from
More informationRESEARCH DEGREES HANDBOOK 2014-15
RESEARCH DEGREES HANDBOOK 2014-15 Section C: Framework for Postgraduate Student Training IN THIS SECTION: C1 C2 C3 C1 Context The Components of the Programme Management and Quality Assurance CONTEXT C1.1
More informationTeaching institution: Institute of Education, University of London
PROGRAMME SPECIFICATION MA Geography in Education Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award:
More informationNICTA PhD scholarships are subject to the NICTA Student Scholarship Agreement, attached at Schedule 1, and are awarded to students who are -
NICTA PHD SCHOLARSHIPS GUIDELINES Preamble National ICT Australia (NICTA) is Australia s largest organisation dedicated to ICT research. The organisation s primary goal is to pursue high-impact research
More informationSection 1 - General Course Information
Course Information Form (CIF) The CIF provides core information to students, staff teams and others on a particular course of study. Section 1 - General Course Information Course Title Applied Social Work
More informationBE WHAT YOU WANT TO BE DOCTOR OF PROFESSIONAL STUDIES
BE WHAT YOU WANT TO BE DOCTOR OF PROFESSIONAL STUDIES A doctorate that bridges academic and industrial contexts The Doctor of Professional Studies is an internationally recognised higher research degree
More informationMETROPOLITAN PLACEMENT
Australian College of Health Service Executives Management Residency Program Position Description 2009 METROPOLITAN PLACEMENT PART ONE 1. Management Residency Program 1.0 Background 1.1 Introduction 1.2
More informationResponse to QCEC Discussion Paper Pre service Teacher Education Entry Requirements December 2012
Response to QCEC Discussion Paper Pre service Teacher Education Entry Requirements December 2012 Australian Catholic University (ACU) welcomes this opportunity to inform discussion on entry levels into
More informationBSB50615 Diploma of Human Resources Management. Course Overview
BSB50615 Diploma of Human Resources Management Course Overview Table of Contents Table of Contents... 1 1. Welcome... 2 1.1 VCCI Team... 2 2. BSB50615 Diploma of Human Resources Management... 2 2.1 Program
More informationgreat teaching, inspired learning
INITIAL TEACHER EDUCATION RECOGNISE AND SHARE OUTSTANDING PRACTICE INSPIRED LEARNING ENTRY INTO THE PROFESSION DEVELOP AND MAINTAIN PROFESSIONAL PRACTICE Great Teaching, Inspired Learning A blueprint for
More informationBachelor Degree Programs & Specific Regulations
SECTION SIX Bachelor Degree Programs & Specific Regulations Bachelor of Ministry - BMin Bachelor of Theology BTh Bachelor of Ministry (Honours) BMin(Hons) Bachelor of Theology (Honours) - BTh(Hons) 1 BACHELOR
More informationGuidelines for the Presentation of the Australian Higher Education Graduation Statement
Guidelines for the Presentation of the Australian Higher Education Graduation Statement November 2013 Introduction The Australian Higher Education Graduation Statement (AHEGS) is the Australian equivalent
More informationCriteria for the Accreditation of. MBM Programmes
Criteria for the Accreditation of MBM Programmes 1 2 1 INTRODUCTION Framework & Eligibility 1.1 This document sets out the criteria for MBM (Masters in Business & Management) programme accreditation. While
More information