Academic Board Course Approval & Management Procedures

Masters Degree Review

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The purpose of this guide is to assist faculties in their consideration of critical issues relating to master programs as part of their action plans to align all master programs with the Australian Qualifications Framework (AQF) by December 2013.

Background

A strengthened Australian Qualifications Framework (AQF) came into effect from 1 July 2011. The AQF provides standards for Australian qualifications. The standards place all Australian qualifications into levels which are based on learning outcomes and typical volumes of learning (length of course).

At its meeting of 15 September 2011, the Academic Board approved the paper Learning Outcomes for Masters (Coursework) and Masters (Extended) programs which set out the principles for articulating the learning outcomes for the various mater degrees to ensure alignment with the AQF. 

Timelines

All coursework masters degrees must be reviewed and the relevant forms submitted to the Academic Programs Committee for approval prior to the end of 2013 (send all forms to acad-sec@unimelb.edu.au) Any course found to require a major change must be submitted in accordance with the usual timelines for major changes, by 1 May 2013.
All courses that do not require major changes will need to submit their review documents by 1 September 2013 to allow adequate time for the APC to review the documents and resolve any changes that are required.

Implementation

The AQF forms the basis of the Qualification Standards that the Tertiary Education Qualification Standards Agency (TEQSA) will regulate.

The implementation of the strengthened AQF has academic and operational implications for all universities.

Enquiries

If you have any queries about the process please direct them to the
Academic Secretary, Penelope Pepperell, on 8344 7527
Secretary, Academic Programs Committee, Pete Morgan, on 9035 8956
Email acad-sec@unimelb.edu.au

Masters degrees (coursework)

Faculties are required to undertake a review of all their masters degrees (coursework) covering the following three key actions to ensure they meet the AQF requirements:

It is a University of Melbourne requirement that masters degrees (coursework) provide for an optional 25 point research pathway (acceptable to RHDC) unless an exemption is made, on the basis of an argued case  approved by Academic Board.

Masters degrees (extended)

Faculties are required to undertake a review of all their masters degrees (extended) covering the following three key actions to ensure they meet the AQF requirements:

It is a University of Melbourne requirement that masters degrees (extended) provide a core research pathway (acceptable to RHDC) of at least 25 points

As part of this process faculties will complete the Masters Degree Review Form for submission to the Academic Programs Committee.

 

SECTION 1 - VOLUME OF LEARNING AND ENTRY REQUIREMENTS

The AQF established a typical volume of learning requirement for all qualifications. This is expressed in the length of the course in years and equates to the University’s system of credit points (100 credit points being one full time year’s load)

Masters degrees (coursework)
A masters degree (coursework) typically requires 1 to 2 years volume of learning, or 100 to 200 credit points. The volume of learning for completion depends on the qualification prior to learning.
Following a level 7 qualification (bachelors degree)

Following a level 8 qualification (bachelor honours degree or graduate certificate/graduate diploma)

Masters degrees (extended)
A masters degree (extended) typically requires 3 to 4 years volume of learning, or 300 to 400 credit points. The entry qualification for a masters degree (extended) is defined as a 3-year level 7 qualification (bachelors degree) as a minimum.

Masters degrees with the title Doctor, including ‘Juris Doctor’ for legal practice and for five professions; medical practice; physiotherapy; dentistry; optometry and veterinary practice fall into this category.

Note: Alternative entry pathways – entry without formal qualifications
The University currently allows entry to graduate programs from a number of entry pathways including some where formal qualifications are not required and the entry requirements can be met through demonstration of relevant professional experience equivalents. TEQSA’s Qualifications Standards - Section 3 - Articulation, recognition of prior learning and credit arrangements meet the appropriate criteria – states the following:
The higher education provider ensures that it maintains processes to provide for the recognition of prior learning, credit transfer and articulation of awards. These processes are designed to maximise the credit students may gain for learning already undertaken, subject to preserving the integrity of learning outcomes and/or discipline requirements of the award to which it applies.

3.1        The higher education provider has clear, accessible and transparent policies and processes to provide award pathways and credit arrangements for students.
3.2        The higher education provider can demonstrate that its decision to give credit into or towards an award is information based, equitable, transparent, timely and academically defensible.
3.3        The higher education provider can give credit in the form of block, specified or unspecified credit.
3.4        The higher education provider ensures that where it formalises credit agreements with other providers for any award, it maximises the credit available to eligible students for both entry into and credit towards the award, subject to preserving the integrity of learning outcomes and/or discipline requirements of the award to which credit applies.
3.5        In determining credit towards awards, the higher education provider ensures it takes into account the comparability and equivalence of the learning outcomes, volume of learning, program of study including content, and learning and assessment approaches.
3.6        The higher education provider ensures it maintains publicly available registers of their formalised agreements and common credit transfer articulation arrangements.


SECTION 2 – LEARNING OUTCOMES

The AQF defines learning outcomes as the expression of the set of knowledge and skills and the application of the knowledge and skills a person has acquired and is able to demonstrate as a result of learning.
As part of this review faculties will

Completion of section 2

Section 2a

The AQF learning outcomes for the masters (coursework) (section 2a) and the masters (extended) (section 2b) are listed in the Masters Degree Review Form. Faculties will

Section 2b

Faculties will list all core and compulsory subjects included in the course,


SECTION 3 - CAPSTONE AND RESEARCH PATHWAYS REQUIREMENT

Section 3a – Capstone

The revised AQF requires that masters degrees are designed such that graduates can demonstrate the application of knowledge and skills "to plan and execute a substantial research-based project, capstone experience or piece of scholarship".
The Academic Board has agreed that all masters degrees (coursework) and masters degrees (extended) will include a capstone component to meet the AQF requirement. What constitutes the capstone component will depend on the purpose of the coursework award, including its broad focus as a professional entry (or ‘first professional’), professional development or research-track coursework degree.

The following was approved by the Board in July 2011 in the paper from the Deputy Vice-Chancellor (Academic) titled ‘Learning outcomes for Masters (Coursework) and Masters (Extended) programs’

Table 1 sets out some possible forms and purposes of the capstone component and hence of the required "project, work, research or capstone experience" for masters degrees; others can be added as a result of further discussion on the nature of a suitable "research-based project, capstone experience or piece of scholarship" within a particular context.  It is implicit in the table that the capstone component is 25 points or more, though it is recognised that 12.5 points of the overall capstone component may be preparatory for another subject in which the "research-based project, capstone experience or piece of scholarship" is primarily embedded.  Thus, it is quite acceptable for the 25 points or more to be spread across multiple subjects. In some cases, one or more subjects may serve as required preparation (and hence as pre-requisite(s)) for others and subjects need not be offered in consecutive semesters; indeed, one or more might be offered early in the course; and one or more towards the end.  It is also not required that all students complete the same capstone subjects; rather, a course may have multiple capstone streams, with each student being required to complete one or more such streams.  In the case of some specialised professional development Masters programs, such as the Master of Laws, a number of elective subjects may require a "research-based project, capstone experience or piece of scholarship" and hence a large number of subject combinations can serve as a capstone component of 25 points or more.

The advantage of construing the capstone component as 25 points rather than as a single 12.5 point subject is that the overall component then ensures both: (a) a sound level of preparation and skill development for the “research-based project, capstone experience or piece of scholarship” that constitutes a core AQF learning outcome; and (b) a “research-based project, capstone experience or piece of scholarship” that is substantial, being of 12.5 points or more.

Section 3b - Research pathways

All masters coursework courses should contain a possible pathway to the PhD, that is, an optional or core research component of at least 25 points (or other alternative pathway approved by RHDC).
Applicants are normally required to have completed a research project/component that accounts for at least 25% of their year's work at fourth-year or at masters level. Graduates of certain professional degrees at the University of Melbourne, including MBBS, BVSc, LLB, BPhysio and BEng, BDentSc are deemed to have met this requirement. In the absence of the final year research component, other evidence may be provided as to a student's ability to undertake research.

Table 1:

Form of project, work, research or capstone experience

Purpose

25 point research project (may be accompanied by separate subject(s) in research methods)

An opportunity to integrate knowledge and research skills to address a research question;
Pathway to the PhD

12.5 point research methods subject;
12.5 point research subject

An opportunity to acquire research methods skills and integrate knowledge and research skills to address a research question

25 points or more of internship, work experience, placement or practicum

An opportunity to apply knowledge and skills to solve problems that arise in practical settings and professional contexts and develop an integrated understanding of knowledge and practice
Often a professional accreditation requirement

12.5 points of applied research methods plus 12.5 points or more of practicum

An opportunity to develop an understanding of the development of evidence-based practice and to apply evidence-based methods in practical settings

12.5 points of domain-specific research skills plus 12.5 points or more of scholarship or applied research

An opportunity to acquire advanced research skills and to apply those skills through a sustained piece of scholarship. 

Two or more 12.5 point subjects requiring scholarship or applied research

Multiple opportunities to develop knowledge and skills through sustained pieces of scholarship

25 point subject on an applied problem or research topic, in the form of a team project

An opportunity to acquire the skills to lead and/or work in a team to address practical or research problems and hence to integrate knowledge and skills with more generic communication, interpersonal and leadership skills

25 point individual design project

An opportunity to apply knowledge and skills to a practical design problem

25 point subject for the production of creative works and/or creative or skilled performance

An opportunity to integrate knowledge and production skills in creation of a work or performance

12.5 point practical skills subject; 12.5 point subject for the production of creative works and/or creative or skilled performance

An opportunity to develop specific practical skills and integrate them with other knowledge and skills in the creation of a work or performance

 

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