Education at UWA : Education at UWA - MEMBERS OF THE … · 2015. 11. 9. · • Reduction of the allocation due to budget reforecasting by Financial Services. Attached (Attachment

File Ref: F68748

THE UNIVERSITY OF WESTERN AUSTRALIA 9 November 2015

MEMBERS OF THE EDUCATION COMMITTEE Deputy Vice-Chancellor (Education) as Chair (Professor Alec Cameron) Dean, Coursework Studies as Deputy Chair (Professor Grady Venville) Chair of Academic Board (Associate Professor Cara MacNish) Pro Vice-Chancellor (Education Innovation) (Ms Rosalind Howard for Professor Gilly Salmon) Pro Vice-Chancellor (International) (Mr Iain Watt) Dean of Graduate Research and Postdoctoral Training (Professor Alan Dench) Deans of Faculties, or nominee:

Dean, Faculty of Architecture, Landscape and Visual Arts (Professor Simon Anderson) Dean, Faculty of Arts (Professor Krishna Sen) Dean, Faculty of Business (Professor Phillip Dolan) Dean, Faculty of Education (Professor Helen Wildy) Dean, Faculty of Engineering, Computing and Mathematics (Professor John Dell) Nominee of Dean, Faculty of Law (Associate Professor Natalie Skead for Professor Erika Techera) Nominee of Dean, Faculty of Medicine, Dentistry and Health Sciences (Professor Wendy Erber) Nominee of Dean, Faculty of Science (Professor Brendan Waddell) Dean, School of Indigenous Studies (Professor Jill Milroy)

Acting Director, Student Services (Dr Judy Skene) Director, Academic Policy Services (Ms Sue Smurthwaite) President of the Guild of Undergraduates (Ms Elizabeth O’Shea) President of the Postgraduate Students’ Association (Mr Vikraman Selvaraja) Co-opted member (Hon Dr Elizabeth Constable, Vice-Chancellor’s Fellow) Academic Secretary as Executive Officer (Dr Kabilan Krishnasamy) STANDING OBSERVER Ms Ginger Ridgeway, Senior Policy Officer, Academic Policy Services

EDUCATION COMMITTEE MEETING – FRIDAY 13 NOVEMBER 2015

This is to confirm that the next meeting of the Education Committee will be held from 10:00am to 12:00pm on Friday 13 November in the Senate Room.

Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details.

Part 1 of the agenda consists of items for communication. Part 2 of the agenda relates to items for decision to be dealt with en bloc by motion by the Chair. Part 3 is for discussion. A member may request the transfer of an item from Part 1 or Part 2 to Part 3.

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer.

Dr Kabilan Krishnasamy Executive Officer Academic Policy Services

http://www.aps.uwa.edu.au/__data/page/182771/How_To_Guide_-_Device_Friendly_Agendas_-_Information_for_committee_members.pdf

AGENDA

WELCOME The Chair will welcome members to the meeting of the Education Committee. APOLOGIES The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer prior to the meeting. Members representing the faculties are reminded that if unable to attend a meeting, an alternative nominee of the Dean should be organised prior to the meeting. Members are also reminded that the meetings are usually scheduled for two hours (10 - 12pm), if members are unable to attend for the whole meeting would they please advise the Executive Officer prior as this may have an impact on the Committee proceeding inquorate. DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda. 1. CONFIRMATION OF MINUTES Confirmation of the minutes of the meeting of the Education Committee held on 14 September 2015 and Noting of Decisions taken on 15 October 2015 by way of a circular. Minutes are available from the Committee’s website.

PART 1 – ITEM(S) FOR COMMUNICATION TO BE DEALT WITH EN BLOC

2. ITEMS/BUSINESS IN PROGRESS

ITEM/BUSINESS IN PROGRESS

ACTION RESPONSIBLE STATUS

Request from the then Teaching and Learning Committee, December 2014 – F27641

Formulation of a generic Good Practice Guide to support the use of other than text matching software, in consultation with the Associate Deans network and the Education Futures Strategy Group.

Pro Vice-Chancellor (Education Innovation)

Sent to the Education Futures Strategy Group for consultation and feedback and members of the Education Committee will be informed once this has been finalised.

Request from the Education Committee, March 2015 – F60700

International Student Barometer - to undertake a trend analysis and that this analysis be presented to the Education Committee at a future meeting.

Associate Director, Performance Analytics

In progress.

For noting.

3. MEETING DATES IN 2016 FOR THE EDUCATION COMMITTEE – Ref F68748 Members are reminded that the meeting dates for 2016 for the Education Committee have been confirmed as follows:

Meeting date and time Cut-off date for receipt of agenda material (by midday)

Venue

Monday 21 March, 10am – 12pm Monday 8 March Senate Room

Monday 20 June, 10am – 12pm Monday 6 June Senate Room

Monday 26 September, 10am – 12pm Monday 12 September Senate Room

Monday 21 November, 10am – 12pm Monday 7 November Senate Room

Members are asked to note revised cut-off dates for receipt of agenda material as listed above. For noting.

4. PROJECT BLACK SWAN: PROGRESS REPORT – Ref F70456 As part of the reporting requirements and governance of Project Black Swan, a regular report is referred to the Education Committee for its information (Attachment A).

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mailto:[email protected]

http://www.teachingandlearning.uwa.edu.au/staff/committees/education-committees/education-committee/education-committee-agendas-and-minutes-2015

5. EDUCATION COMMITTEE BUDGET – Ref F74426 The Deputy Vice-Chancellor (Education) is responsible for the Committee’s annual budget, its expenditure across the education portfolio in line with the University’s strategic plan and the provision of an annual report on expenditure and commitments. 2015 Budget Background Prior to 2015, the [then] Teaching and Learning Committee was allocated, upon submission to the Planning and Resources Committee, an annual budget following Senate approval. In recent years, the budget has been $622,000 per annum and supported priorities in the Teaching and Learning/ Education portfolio. The budget was managed under the auspices of the Teaching and Learning Committee and, historically, funded a number of grants and schemes including, for example, teaching awards, Postgraduate Teaching Internship Scheme, Teaching Fellowship Scheme, and the Teaching and Learning Development Fund schemes. Re-alignment With effect from 2015, the funds are earmarked for the Education Portfolio and managed by the Deputy Vice-Chancellor (Education), under delegated authority from the Education Committee (refer Education Committee constitution). The budget allocation, $622,000 in 2015, continues to support priorities in the education portfolio, in line with the University’s strategic direction, in particular ‘Leadership in Education’ and the Education Futures Vision. Under the direction of the Deputy Vice-Chancellor (Education) the budget process has been amended to take account of the new management structure and to align with 2015 Education Priority Projects focussing on University-wide activities that address the following key areas:

• Supporting a world-class student experience; • Implementing the Education Futures Vision; and • Building a shared culture within the Education portfolio.

Key Principles The following key principles have been established to guide allocation of the Education Committee budget in 2015 and beyond. The allocation of Education Committee funds are intended to:

• Support the education portfolio priorities; • Be outcomes focussed and support short term commitments; • Fund or contribute to projects, innovations and/or pilots; • Provide seeding funds and/or grants; • Provide matching funds; • Reward and acknowledge excellence in teaching, learning and supervision; • Implement review report recommendations.

Unexpended funds are returned to the Education Committee at year end or at completion of the project, whichever is earlier. Expenditure and Commitments for 2015 2015 has been a transitional year for the budget based on a number of atypical occurrences. For example:

• Commitments made during the budget submission process in 2014 that had to be underwritten for 2015, for example continuation of the Postgraduate Teaching Internship Scheme.

• Recoup of funds during the year based on a range of circumstances, for example dis-established schemes, restructure of divisions, and realignment of activities.

• Reduction of the allocation due to budget reforecasting by Financial Services. Attached (Attachment B) for members’ information and noting is the Education Committee Budget – Summary of Expenditure and Commitments for 2015. As at November 2015, $166 remains uncommitted within this budget line. 2016 Budget As part of the Education Portfolio planning process, a proposed budget expenditure plan for 2016 was formulated in August 2015 (updated in November 2015) within the context of key strategic and operational priorities and based on an anticipated budget allocation of approximately $600,000. Attached (Attachment C), for members’ information and noting is the report approved by the Deputy Vice-Chancellor (Education) – “Education Committee – 2016 Proposed Budget Expenditure” indicating notional allocations for next year. This budget proposal will be revisited in early 2016 to ensure alignment with

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current priorities and any unexpended grant monies, and the actual expenditure target provided by Financial Services.

PART 2 – ITEM(S) FOR DECISION TO BE DEALT WITH EN BLOC No items

PART 3 – ITEMS FOR DISCUSSION AND DECISION

6. UNIVERSITY POLICIES Policies are statements of principles which are mandatory, govern decision-making and are binding to all staff and students of the University. For policies to be effective they must be implemented with clear procedures and widely disseminated and consistently understood. In early 2000 the University formulated a single source of information for the provision of University-wide policies, namely the University Policies website. In October 2013, the University Executive reaffirmed that a single definitive University Policies site must be maintained and all official University policies posted to it with the requisite metadata, as required by law (State Records Act and the FOI Act). The University Policies site is located on the governance website. Currently, UWA records a total of 240 University policies, which are published alphabetically and by function/operational area. Responsibility for approving, reviewing, amending or rescinding policies lies with the relevant governing body and/or the executive portfolio holder (see Table 1) below. Table 1 Policy function area Approving Body(ies) for policies

within the policy function area Managed within the portfolio of

the:

Number of

policies

Grand total managed

under portfolio

Establishment Academic Board SDVC & Registrar

1 103

Industrial Relations SDVC & Registrar 1

Legal Services Senate 1

Occupational Health and Safety SDVC & Registrar 5

Personnel SDVC & Registrar 87

Staff Development SDVC & Registrar 1

Strategic Management Senate / VC / SDVC & Registrar 6

Community Relations (complaints) Senate / SDVC & Registrar 1

Community Relations Senate / SDVC & Registrar / DVC (CE)

DVC(CE) 2 3

Strategic Management (Bequests) Senate / VC / SDVC & Registrar 1

Facilities Management Senate Chief Operating Officer

4 11

Financial Management Senate / SDVC & Registrar 5

Collection Management VC 2

Research Senate / Academic Council / VC DVC(R) 7 7

Information Management Senate / VC DVC(E) 8 116

Student Administration Senate / Academic Council / DVC (E)

73

Student Services Senate / VC 3

Teaching and Learning Academic Council / DVC (E) 17

Technology & Telecommunications

VC/ Academic Council 15

Total 240

Source: University Policies Website – November 2015

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http://www.governance.uwa.edu.au/procedures



Feedback received during 2014, as part of the Stage 1 Functional Review in the governance stream, indicated that University policies are too long and complex, difficult to understand and not always well disseminated or consistently applied. Within this context, Academic Policy Services, who manage and coordinate academic-related policy on behalf of the Academic Council and Deputy Vice-Chancellor (Education) have been working towards improving the academic policy framework and initiated a project to simplify and streamline academic policies that fall within its remit. 6.1. ACADEMIC POLICIES STREAMLINING AND SIMPLIFICATION PROJECT – Ref F37849 The focus of the academic policies streamlining and simplification project is to undertake a comprehensive review of the administration of the University’s academic policies and associated procedures which impact on the student life-cycle. In particular, the review and simplification process is not intended to change any of the University’s policy principles, but rather to simplify and improve the way in which they are presented and therefore understood and implemented. ‘Academic policies’ is a broad term that may be defined from different perspectives. At UWA, academic policies are developed primarily for two target groups: students and staff. Some policies may be relevant across the two target groups and others may primarily relate exclusively to only one of the groups. Academic policies may also be defined in relation to their functions, which could be broadly categorised as follows:

(i) Academic administration – includes policies that primarily relate to students. Examples of such types of policies are: examination policies, teaching and learning policies, policies relating to graduation, student administration policies, admissions, etc.

(ii) Academic development – includes policies that primarily relate to staff for the purposes of designing and delivering academic courses (curriculum development for both cycle 1 and cycle 2 courses).

(iii) Academic research – includes policies that primarily relate to academia and academic research for academic staff. Policy relating to the code of conduct for the responsible practice of research is one such example.

The simplification project limits its review focus to policies relating to academic administration and academic development. Policies relating to academic research are outside of the Academic Policy Services’ remit and beyond the scope of this project. Therefore, of the 116 policies managed under the portfolio of the Deputy Vice Chancellor (Education) 92 policies are being closely examined and reviewed.

Considerable progress has already been made, and the Academic Secretary will provide a brief presentation outlining the key features of the project and progress to date. Following this presentation, which will clarify the methodologies used by Academic Policy Services, members of the Education Committee are asked to consider the following three new policies which are a result of merging eight policies relating to the development of postgraduate coursework curriculum (the links to the existing policies are provided below): 1. University Policy on: Volume of Learning and Structures for Postgraduate Coursework Courses UP13/8 2. University Policy on: Graduate Certification Courses UP11/18 3. University Policy on: Graduate Diploma Courses UP11/19 4. University Policy on: Master’s degree coursed by coursework or by coursework and dissertation

UP12/31 5. University Policy on: Master’s degree by thesis and coursework UP11/48 6. University Policy on: Clinical Doctorates UP11/35 7. University Policy on: Professional Doctorates UP07/105 8. University Policy on: Changes to Approved Postgraduate Coursework Courses UP12/26 Members will note that the new simplified policies have been endorsed by R147/15 by the Curriculum Committee at its meeting held on 14 October 2015. 6.1.1. New Simplified University Policy on Courses – Postgraduate Coursework – Ref F74872 Attached (Attachment D) for members’ consideration is a simplified new University Policy on Courses – Postgraduate Coursework. For endorsement and referral to the Academic Council for approval. 6.1.2. New Simplified University Policy on Courses – Coursework Dissertation – Ref F74873 Attached (Attachment E) for members’ consideration is a simplified new University Policy on Courses – Coursework Dissertation. For endorsement and referral to the Academic Council for approval.

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http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP13%2F8







http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=up07%2F105


6.1.3. New Simplified University Policy on Courses – Research Thesis – Ref F75878 Attached (Attachment F) for members’ consideration is a new simplified University Policy on Courses – Research Thesis. For endorsement and referral to the Academic Council for approval. Members will note that the simplification process resulting in the development of the above three new simplified policies has been undertaken with a view to presenting existing principles, without changing their meaning and intention, in a different way that is more succinct, comprehensive, and presents as a single source of truth and authority. A mapping to demonstrate that all principles of existing policies have been accounted for and expressed without altering their meaning is available upon request from the Academic Secretary. Members will also note that the existing eight policies listed above will be recommended to the Academic Council for rescission if the above two new simplified policies are endorsed by the Education Committee and referred to the Academic Council for approval. 7. UWA ACADEMIC CALENDAR – Ref F12807 At the September 2015 Senior Leadership Annual Strategic Retreat, the issue of the academic year structure was identified as a priority area for review within the portfolio of the Deputy Vice-Chancellor (Education). Attached (Attachment G) for member’s consideration is a discussion paper conceptualising the proposed review of the structure of the UWA academic year, prepared by the Deputy Vice-Chancellor (Education). Members will note that the University participated in an earlier review of the academic year in 2002, resulting in the Partis’ Report entitled ‘Review of the Structure of the Academic Year’ and a copy of this report is attached (Attachment H) for background reading only. The Chair will briefly speak to the proposed review as set out in the discussion paper before inviting feedback from members. In particular, the Education Committee is asked to consider the consequences of the proposed review upon the TISC system, the University’s admissions exercise, the University’s course structures, and the following related policies: University Policy on Structure of the Academic Year (UP14/4); University Policy on Summer Session (UP07/133); and University Period on Teaching Period (UP14/12). For discussion and feedback to the Deputy Vice-Chancellor (Education).

NEXT MEETING

The next meeting of the Education Committee will be held on Monday 21 March 2016 at 10am in the Senate Room. The cut-off date for submission of items for the committee’s agenda is Monday 8 March 2016. Please refer any issues for discussion to the Executive Officer, Dr Kabilan Krishnasamy ([email protected] ).

***************************************

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http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP14/4





Project Black Swan – Highlight Report

TRIM FILE REFERENCE: F70456

FILE PATH ON SERVER:

DOCUMENT STATUS

Draft Ready for Review x Final

DOCUMENT MODIFICATION HISTORY

Version Number

Primary Author(s) (name and position) Description of Version Date

Completed Provided

To

1.0 Mr Grant Godfrey Final version for information 26 October 2015

EFSG

DOCUMENT APPROVAL

Approved By (name/position of approver) Signature Date

A1

Black Swan

Highlight Report

1/8/2015 – 16/10/2015

Project Title - Black Swan Highlight Report 20 Oct 2015 Page 1 of 6

Project Summary:

UWA Phase 2 Conversion of Content for Sem, 2016 Status Summary

This

Period

Scope G

Project Exec: Alec Cameron Senior User(s): Gilly Salmon Budget G

Schedule G

Key Stakeholder(s):

Core Project Team, Educational Specialist Deans

Project Manager: Grant Godfrey

Resourcing G

Overall G

BA: Senior Supplier(s):

Assine George

Go Live Date:

8 February 2016 (Sem 1, 2016) (recognizing about 130 early start units pre 8 Feb)

Commentary

Following the completion of the Phase 1 migration (for Semester 2, 2015), a post implementation review was completed both with BlackBoard and with internal University staff. We have adopted much of that feedback in modifying the approach to the Phase 2 conversion for Sem 1, 2016.

The Phase 2 conversion process is somewhat simpler as the platforms and integrations are already built, which provides a little more time for content conversion and revision activities..

As at Friday the 16th of October, approx. 70% of required teaching content has been transferred into Semester 1, 2016 LMS shells. The remaining units on the list, have a target completion by Friday 30 October. The majority of quizzes have been converted into BlackBoard format and are also available for teaching staff to move into the appropriate location in the teaching content.

Approximately 50 Quizzes have been identified as “specials” which will require re-building, in conjunction with the appropriate teaching staff. The LT’s from CEF will commence that contact and support process 26 October.

Faculty Administrators have accepted the challenge of assigning Unit Co-Ordinators, and teaching staff, to each Unit and commenced this week (from 19 October).

The “Units required” list has been developed through close liaison with Faculty Teaching & Learning offices, but will still be subject to modification and change between now and the start of Sem 1.

Student Services are progressively loading CAIDi approved course changes into Callista (blank shells are created in the LMS once units are logged in Callista), and they have advised they are behind schedule against the target completion date of 9 November. Therefore some LMS shells may be progressively opened over the next 3 – 4 weeks. This will require careful liaison between faculty and CEF.

Carpe Diem workshops and “LMS Drop-In” support sessions are continuing. Additionally, the Online Support pages on the LMS system have been revised to make it easier to find key content.

At this point the Phase 2 project is on schedule and travelling well.

A2

Black Swan Highlight Report 20 Oct 2015 Page 2 of 6

This Reporting Period: 1 August – 20 October 2015

• Communications • Carpe Diem Workshops continue • Regular dialogue with Assoc. Deans of T&L and Faculty Admin Staff • BlackSwan newsletter content has been broadened to include broader CEF information

• Technical Stream

• Revised content conversion process has progressed smoothly to date • Quiz conversion has been completed and is being peer checked at 20/10/15 • Approx 50 “Special” quizzes have been identified that will require re-design/ rebuild. • On-going liaison with Turnitin to improve service delivery

• Conference & Learning Stream • Planning completed for 5 November 2015 Conference • Enrollments for 5 Nov are open and Marketing flyers have been distributed. • Conference theme “Blending with BlackBoard”, and sharing some early UWA ideas and approaches

• Faculty and Student Support • Daily “Drop in” support sessions for Teaching staff continue, relocated to the Carpe Diem Room • Two Learning Technologists enrolled in BlackBoard Certification 1 & 2 , to build skills for better support. • New/ returning Library staff have been trained on BlackBoard • Staff online help pages revised and updated, based on feedback.

• Project Management • Post Implementation reviews completed and documented • Conversion Processes revised to simplify the transition of teaching materials into Sem 1 2016 shells. • Project Plan for Phase 2 revised and monitored • Project updates being shared with BlackBoard technical partners

A3


Next Reporting Period: 23 October - December 2015

• Project Collaboration & Communication • Carpe Diems continue • Newsletters continue • Prepare “all Student” email and material for Library website, CEF webpages, and UWA News • Prepare Student Promotional leaflets • Update Orientation guides / websites

• Technical Stream • Complete content transfer to Sem 1, 2016 Shells • Update changes to required content ad – hoc from teaching staff • Finalise standard Quiz conversions for Sem 1 Units • Complete testing for Allocate + to replace OLCR within BlackBoard

• Conference & Learning • Complete November 5 Conference • Start planning for 2016 conference strategy

• Faculty and Student Support • Continue Carpe Diem room “daily drop ins” • Close liaison with Faculties during November and December • Provide “in-school” local support sessions where demanded • Student Communications to be revised / reconsidered for those starting the new year.

• Project Management • Monitor implementation of project plan • Seek out interdependencies and roadblocks • Monitor workload on team members • Maintain close liaison with Blackboard partner

A4


Key Risks

Risk # Description Rating Mitigation Current Status/Actions

01 Lack of adoption by staff such that 100% course target takes longer to achieve than target.

Medium Strategic thrust of “Digital First” is a multi pronged approach including continuing Carpe Diem education, Digital assessment strategy, CEF conferences, Innovation recognition and support. Staff support arrangements have remained in placemsine Phase 1 launch.

After some initial issues, staff adoption has been generally good. Many teaching staff inspired by the Carpe Diem process will be launching their new approach from Sem1,2016. Intention is for a much smoother Phase2 conversion process – which should maintain momentum. Utilisation of LMS is already much higher than the starting point.

02 Lack of adoption by students Medium Black Swan includes an extensive student support program. New library staff have been trained in BB. Comms for students will be revised. Continuing support and guidance for teaching staff will assist student adoption.

Student comms will be revised and updated during November.

03 Transition Project misses target launch dates.

Low A large number of lessons were learned in Phase 1. Phase 2 data conversion process will be simpler, but update task for teaching staff will be the same. We have a little more time also for Phase 2 content conversions than was the case in Phase 1.

At 16 October, 70% of known required course content had been loaded into relevant shells ready for release to teaching staff. Target completion is 30 October. From 19 October Faculty Admins started assigning Units to teaching staff to revise and update

04 Insufficient resources to manage project in a timely fashion

Medium While there are more resources in CEF than were available in Phase 1, they are being stretched over many different project activities. Skilled UWA resources can be moved around within the team now. UWA team are also more experienced in BlackBoard than was the case during Phase 1.

05

Key Resources are lost mid project.

Low We are partnering with the leading LMS vendor in the

Project staff have changed, strong support

A5


market which places us in a strong position to replace lost internal staff with appropriately skilled staff from our vendor partner who understand both Moodle and Blackboard.

provided by Stakeholder Group to replace lost staff.

06 BITS staff has conflicting priorities and are unable to provide sufficient support

Low Reliance on BITS resources during Phase 2 is very limited. Largest exposure is the Allocate Plus replacement of OLCR.

Allocate plus change will be passed through 2 layers of testing before moving to the production environment.

07 Resources are over-utilised due to project Timeline

Medium Maintaining focus on the Semester 1 conversion being the key project that enables CEF to achieve its other goals.

Resource allocation to project is currently acceptable

08 Some Unit Content (certain quizzes) will not automatically migrate to BlackBoard

Medium Technical team have identified 50 “Special” units that have quizzes needing to be re-built for Sem 1, 2016.

Several hundred quizzes have already been modified by a software tool to operate within BlackBoard. The 50 specials will be allocated out across the LT team to liaise with teaching staff to rebuild.

Requests For Change

Change # Title Details Status

Change #1 Additional

Support

Staffing

Additional funding requested for Conversion

Consultant and Learning Technology System

Support Officers

Approved DVCE

A6


Project Milestones – Phase 2

Milestone % Complete

Baseline Start

Baseline Finish

Actual / Forecast

Start

Actual Finish

Forecast Finish

Black Swan Phase 1 - Post Implementation Report

100% Aug 2015

Aug 2015

Aug 2015 Aug 2015

UWA Internal Stakeholder feedback report

100% Aug 2015

Aug 2015

Aug 2015

Aug 2015

Faculty / School delivery of required Units for Semester 1, 2016

100% August 2015

15 Sept 2015

Aug 2015 15 Sept 2015

Teaching Content Conversion in Sem 1 Shells

70% 16 Sept 2015

23 Oct 2015

16 Sept 2015

30 Oct 2015

CEF Conference “Blending with BlackBoard”

5 Nov 2015

5 Nov 2015

5 Nov 2015

5 Nov

2015

Carpe Diem Workshops 45% Jan 2015

Dec 2016

Jan 2015

Dec 2016

All 2016 Units registered in Callista 70% 1 Oct 2015

9 Nov 2015

1 Oct 2015

9 Nov 2015 (?)

Allocate Plus Testing Period 2 Nov 2015

11 Dec 2015

2 Nov 2015

11 Dec 2015

Allocate Plus Go Live 18 Dec 2015

18 Dec 2015

18 Dec 2015

18 Dec 2015

Progressive 2016 “Go Live” Dates for Early Start Units”

4 Jan 2016

22 Feb 2016

4 Jan 2016

22 Feb 2016

Trad Semester 1, 2016 Go LIve 23 Feb 2016

23 Feb 2016

23 Feb 2016

23 Feb 2016

Final Moodle Archive End Feb 2015

End Feb 2015

Exact date to be confirmed

Moodle Final De-commissioning End Feb 2015

End Feb 2015

Exact date to be confirmed

Analytics - Readiness Jan 2016 July 2016

Analytics - Pilot Aug 2016 Nov 2016

A7

F74426

Education Committee Budget 2015 - Expenditure and Commitments

Recipient Item Income Expenditure/ Commitments for 2015

Uncommitted funds as at 12th November 2015

Allocations and Readjustments

2015 Education Committee Allocation $622,000

2014 carry forward from the Teaching and Learning Committee (TLC)*

$19,274

Funds returned from the Centre for the Advancement of Teaching and Learning (CATL) and the Educational Strategies Office (ESO)

$146,718

Funds returned from dis-established teaching and learning related schemes

$72,191

Budget reforecast: Financial Services $26,910 Teaching and Learning Development Fund 2014: approved carry forward for use in 2015

$249,233

Pro Vice-Chancellor (Education Innovation)

Centre for Education Futures

PTIS: 2015 Teaching and Professional Development payments

$172,350

Awards: Recognition and Reward of Excellence in Teaching

$80,750

Sessional Staff Day $3,500 Teaching and Learning Forum $5,000 Education Futures Strategic Priority for 2015: Futures Observatory

$150,000

Education Committee

Innovations and Activities

Review of Courses: Contribution to review costs (2015/ 2016) and Student Survey Prize

$110,200

Prizes Unit : Seed Funding and implementation of review recommendations

$50,000

Migration of Teaching and Learning website to Education website: review and restructure

$40,000

Funds held in reserve for pilots, innovations, consumables.

$166

Associate Dean's Network $540 Education Matching Funds: School of Earth and Environment

$20,000

Seed Funding : Master of Studies Coordinator -Dean of Coursework Studies (2016 budget item)

$50,000

Strategies / Development Fund

Education Futures Funding Selection Group: to provide for a grants scheme to improve student satisfaction based on student feedback

$100,000

Review of Unit Outlines - provision via LMS (in accordance with the Review of Assessment)

$100,000

Review of Assessment: Implement outcomes, including uptake of LMS via online assessment

$100,000

Review of Courses: Implement Outcomes $100,000

TOTALS $1,109,416 $1,109,250 $166

4th November (*) - includes $17,953 returned from the disestablished Distinguished Visiting Teachers Fund

B1

Education Committee – 2016 Proposed Budget Expenditure


DOCUMENT STATUS

Draft Ready for Review Final


Version Number

Primary Author(s) (name and position)

Description of Version

Date Completed

Provided To

0.1 Sue Smurthwaite, Director, Academic Policy Services

Draft report for feedback

18th August 2015

Grady Venville, Dean, Coursework Studies

0.2 Second draft for feedback

18th August 2015

Grady Venville, Dean, Coursework Studies; Gilly Salmon, Pro Vice-Chancellor (Education Innovation)

0.3 Final draft – for approval

21st August 2015

Grady Venville, Dean, Coursework Studies, Gilly Salmon, Pro Vice-Chancellor (Education Innovation), Alec Cameron, Deputy Vice-Chancellor (Education)

DOCUMENT APPROVAL AND DISSEMINATION

Approved By Title Date

Alec Cameron Deputy Vice-Chancellor (Education) 21st August 2015

Education Committee – 2016 Proposed Budget Expenditure Page 1

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1. Key Principles In accordance with the report “Education Committee – Changes to Budget Process” the following established key principles guide allocation of the Education Committee budget in 2015 and beyond. The allocation of Education Committee funds are intended to:

• Support the education portfolio priorities; • Be outcomes focussed and support short term commitments; • Fund or contribute to projects, innovations and/or pilots; • Provide seeding funds and/or grants; • Provide matching funds; • Reward and acknowledge excellence in teaching, learning and supervision; • Implement review report recommendations.

Unexpended funds are returned to the Education Committee at year end or at completion of the project, whichever is earlier.

2. Key Strategic and Operational Priorities – Education Portfolio Known education priorities as at August 2015 include: UWA Education Portfolio 2015 priority projects: To lead and inspire the development, delivery and support of a world-class student experience throughout UWA; To successfully implement the Education Futures vision and engage in a process of continual improvement of student education; Education Futures Vision:

• Transformative teaching • Evidence based teaching • Experiential learning • Integrated research experiences • Optimised resources • Vibrant campus environment • Global citizenship and leadership

To build a shared culture within the Education portfolio based on communication, collaboration and co-operation. Outcomes from the Senior Leadership Team’s strategic retreat – July 2015 Re-affirmation of its commitment to the four pillars of the current strategic plan – Education, Research, Community and Global Engagement, Operational Excellence Staff Potential and Performance Review of the structure of the Academic Year Enhancing the HDR and Postgraduate Experience Enhancing UWA’s International Position A service charter to achieve operational excellence Giving staff a voice


C2

Senior Deputy Vice-Chancellor’s Sustainable Futures program – July 2015 Range of University-wide projects across all the executive portfolios. Key to the education portfolio: Futures Observatory Project Carpe Diem Learning Design Project Black Swan Project IT Operating Model Project IT Architecture Design Project Syllabus Plus Enterprise Upgrade Project Admissions Acceleration Pilot Project

3. 2016 Funds Available The Education Committee (previously Teaching and Learning Committee) has historically received $622,000 per annum – a similar amount has been requested for 2016. Within the current budgetary framework, it is anticipated that this allocation will be approximately $600,000 as a result of efficiency surcharges and the volume adjuster.

4. Proposed Priority Projects for 2016 Within the context of the above, and bearing in mind the Education Priority Projects funded in 2015, allocations totalling $470,000 are recommended as detailed in Attachment A, with a reserve fund of $130,0001.

______________________________________

1 As indicated in Attachment A, these figures were amended by the Deputy Vice-Chancellor (Education) in November 2015 as seed funding to support and coordinate the implementation of the Master of Studies was allocated from the 2015 Education Committee budget.


C3

ATTACHMENT A Education Committee Budget – Priority Projects for 2016 – Education Portfolio

Objective Strategy Action Education Committee Funds

To lead and inspire the development, delivery and support of a world-class student experience throughout UWA.

Holistic Student Experience Further develop experiential learning via the McCusker Centre and the University’s service learning program.

$100,000

Review of Courses: Contribution to 2015-2017 review and operational costs.

$55,000

To successfully implement the Education Futures Vision and engage in a process of continual improvement of student education.

Sustainable Futures Program: Futures Observatory Project / Education Innovation

Provision of seed funding, grants for secondment opportunities and a pilot to improve student satisfaction based on student feedback via SURF.

$150,000

Education Futures Vision: Integrated research experiences

BPhil (Honours) – provision of support for student research projects for 2016

$50,000

Coursework: Review, develop and deliver updated policy on student assessment

Review of Assessment – support for the formulation and communication of a new policy framework and development of appropriate good practice guides.

$40,000

Coursework Seed funding to support and co-ordinate the implementation of the Master of Studies in its first year of offering and the Graduate Certificate in Tertiary Teaching for staff.

1$50,000

To build a shared culture within the Education portfolio based on communication, collaboration and co-operation.

Team Building and Communication Provision of funds to support the recognition and reward of excellence in teaching, learning and supervision - Awards.

$60,000

Provision of funds to support the Centre for Education Futures Project – biannual sessional staff development days

$10,000

Provision of matching funds for UWA staff and postgraduate students to attend the annual Teaching and Learning Forum – 50% contribution to early-bird registrations.

$5,000

Sub-Total $470,000 Reserve Funds $130,000 Total $600,000 Approved by Deputy Vice-Chancellor (Education) – 21st August 2015. Amended in November 2015

1 This budget line was allocated in November 2015 from the Education Committee’s 2015 budget as the appointment of coordinator was required in late 2015 to prepare for 2016 enrolments. $50,000 has therefore been excluded from the sub-total and included in the available reserve funds for 2016.

C4

University Policy Cover Sheet

This cover sheet must be completed and attached to all categories of policies as defined below.

SECTION 1 – TO BE COMPLETED BY THE POLICY PROPOSER Complete ALL of this section:

Proposed University Policy On: Courses: Postgraduate Coursework

Trim File Reference: F74872

Tick the relevant below:

A new policy (complete Part A) Revision to an existing policy (complete Part B)

Replacing an existing rule (complete Part C) A reformatted approved policy (complete Part D)

Should the drafting of the policy involve consultation? If yes, provide details of proposed consultation.

Dean, Coursework Studies Academic Secretary

Identify the Committees that this Policy needs to be presented for consideration, endorsement or approval

Curriculum Committee, Education Committee and Academic Council

Proposed time-line for approval process via the Committee system. 20 August 2015 All University Policies must be submitted on the University Policies template and instructions are available on the web at: http://www.universitypolicies.uwa.edu.au/policy_writers/policy_template Complete ONE of the parts below: PART A – for a new policy ONLY

Provide a brief background to the creation of this policy including reference to the particular committee resolution, if relevant, that provides the mandate for its creation

Feedback received during 2014, as part of the Stage 1 Functional Review in the governance stream, indicated that University policies are too long and complex, difficult to understand and not always well disseminated or consistently applied. Within this context, Academic Policy Services, who manage and coordinate academic-related policy on behalf of the Academic Council and Deputy Vice-Chancellor (Education) have been working towards improving the academic policy framework and initiated a project to simplify and streamline academic policies that fall within its remit.

List and/or provide links of relevant papers, or sections therein that provide detailed context for the creation of the new policy

As part of the simplification process, the following eight policies were being reviewed: 1. University Policy on: Volume of Learning and Structures for Postgraduate

Coursework Courses UP13/8 2. University Policy on: Graduate Certification Courses UP11/18 3. University Policy on: Graduate Diploma Courses UP11/19 4. University Policy on: Master’s degree coursed by coursework or by coursework

and dissertation UP12/31 5. University Policy on: Master’s degree by thesis and coursework UP11/48 6. University Policy on: Clinical Doctorates UP11/35 7. University Policy on: Professional Doctorates UP07/105 8. University Policy on: Changes to Approved Postgraduate Coursework Courses

UP12/26

Provide a list of issues that the drafter should consider when developing a first draft of the new policy

Not to change principles but simplify and streamline content

Provide names of at least three senior University staff (reference group) who can answer questions and offer guidance in the development of the new policy


Date first draft required 20 August 2015

PART B – for a revision of an existing policy ONLY1 State title of the existing policy and provide the appropriate web-link and policy number (as allocated on the University’s Policies website) Provide a brief background and the particular committee resolution, where relevant, that provides the mandate for its revision. List and/or provide links of relevant papers, or sections therein that provide detailed context for the revision


Academic Policy Services May 2013 D1

http://www.universitypolicies.uwa.edu.au/policy_writers/policy_template













Date first draft required PART C – for a policy that is replacing an existing rule ONLY

State rule number(s) Date first draft required

PART D – for an approved policy that has been reformatted into the required University Policies template ONLY

Note 1: The approved policy must be formally approved and be available on the University Policies website1 Note 2: The reformatting includes changes only to title, layout, introductory purpose statement, BUT NO CHANGE TO CONTENT OF POLICY. Note 3: Once reformatted, the policy will need to be reloaded onto the University Policies website (http://www.universitypolicies.uwa.edu.au/page/117111) with the existing policy number. Note 4: Please complete the table below and forward the following documents electronically to Ms Lidia Cuoco, Administrative Officer, Academic Policy Services – Email: [email protected] : • Completed University Policy cover sheet • Copy of the reformatted University Policy on the University Policies template Academic Policy Services will, as part of the New Courses 2012 Policies Project, upload reformatted academic policies as an interim measure. With effect from 2012, reformatted policies will, as is normally the case, need to be uploaded by the administrative division responsible for the policy. State • title of existing policy / guidelines; • University Policy Number; and • web-link

Date reformatting finalised and sent to Academic Policy Services SECTION 2 – TO BE COMPLETED BY THE POLICY DRAFTER AND SUBSEQUENT OFFICERS IN THE FORMAL APPROVAL PROCESS: DOCUMENT MODIFICATION HISTORY

Version Number

Primary Author(s) (name and position) Description of Version Date Completed Provided

To

0.1 Ms Kath Williams, Policy Officer First Draft 5 June 2015 Dr Kabilan Krishnasamy, Academic Secretary 0.2 Incorporates

feedback from First Draft

11 June 2015

0.3 Ms Kath Williams, Policy Officer Dr Kabilan Krishnasamy, Academic Secretary

Draft incorporating feedback for consultation

27 July 2015 Dean, Coursework Studies Academic Policy Services Team Leaders (Sue Smurthwaite, Jan Cardy and Kabilan K.)

0.4 18 August 2015 Faculty reference Group 28 August 2015 Student matters and

Procedures Group 31 August 2015 Dean, Coursework Studies

Dean, Graduate Research and Postdoctoral Training Associate Director, Graduate Research School

14 October 2015 Curriculum Committee 0.5 13 November 2015 Education Committee 2 December 2015 Academic Council

DOCUMENT APPROVAL

Approved By (Academic Council/ Senate / Vice-Chancellor) Resolution Number (if applicable) Date

________________________________________________________________________________________1A University Policy can only be approved by the Senate, Academic Board/Council, Vice-Chancellor or other members of the Executive to whom the Vice-Chancellor has delegated responsibility for a particular portfolio. Following this University approved process, University Policies must be promulgated by way of the Universities Policies website (http://www.universitypolicies.uwa.edu.au/page/117111), which is the University’s definitive source for University-wide policies.

2 D2

http://www.universitypolicies.uwa.edu.au/page/117111



The University of Western Australia University Policy on: Courses – Postgraduate Coursework

Purpose of the policy and summary of issues it addresses: This policy sets out the principles underpinning the development of and changes to postgraduate coursework courses. Definitions: In this policy and any associated procedures, the University means the University of Western Australia articulation means where a course forms part of a sequence of related courses articulated course means a course comprising a sequence of related postgraduate courses in a specific discipline area offering progression from one course level to another with credit granted for all units passed at the appropriate standard that have been completed in or credited towards the course of the previous level in the sequence, or which provides for the award of a relevant lower level qualification where a student has withdrawn from an articulated course having met the requirements of the corresponding lower level course a broad disciplinary field means a field of study that is taught and researched at the University (e.g. Engineering). a narrow disciplinary field means a branch of an existing field of study(e.g. Chemical Engineering) specialisation means a particular discipline chosen form within a broad field of study (e.g. Chemical Engineering within Engineering). It is usually applied to the chosen disciplinary focus on an honours or postgraduate course (e.g. as a distinctive variant within a generic master’s course), but in a few cases may refer to a set of specialised units within an undergraduate course major. For the purpose of this policy a specialisation consists of at least four units a conversion unit means a unit designed to provide knowledge and skills for those with little or no formal prior study or professional experience in the discipline area of the course core unit means a unit that is compulsory in a course conversion course means a course designed to provide knowledge and skills for those with little or no formal prior study or professional experience in the discipline area of the course course means a plan of study which a student must successfully undertake before qualifying for a degree, diploma or certificate dissertation means the output of research in a course in which the output constitutes at least 25 per cent but less than 66.6 per cent of the requirements of the course in question generic degree course structure means a course which has a standard structure and rules that include at least two specialisations level of a unit indicates the amount of prior knowledge required to study the unit successfully master’s degree course means a master’s degree course by coursework; a master’s degree by coursework and dissertation or master’s degree by coursework or coursework and dissertation master’s degree by thesis and coursework means a research degree in which the research represents 66.6% or more, but less than 100% of the degree course requirements named degree course structure means a course available upon successful completion of a master’s course where at least 50% of the required units relate to the narrow disciplinary field specified in the degree name. option means a unit chosen from among a range of given options professional doctorate is RTS compliant and embodies an original contribution to knowledge by way of a research thesis (for example, through the discovery of new knowledge, the formulation of theories or the innovative re-interpretation of known data and established ideas). It can include up to one third of coursework offered at master's level or beyond and provides an opportunity for those with a first professional qualification and professional experience to undertake advanced studies and research in their professional fields. The thesis is concerned primarily with deducing implications for practice and policy, while not neglecting the possibility of testing theory, extending existing theory, or developing new theory Research Training Scheme (RTS) is a performance-based funding scheme administered by the Federal Department of Industry. Domestic students under the Research Training Scheme are exempt from paying student contributions and tuition fees, if UWA so decides. Research Training Scheme courses consist of master's and doctoral courses whose research component is at least 66.6 per cent of the total course. thesis means the output of research in a course in which the output constitutes more than 66.6 per cent per cent of the requirements of the course in question unique unit means a unit that is unique to a narrow disciplinary field, and must not appear among the core units of more than one named master’s degree course, or among the specialisation units of more than one specialisation within a generic master’s degree course

Policy statement: 1. Types of Postgraduate coursework courses 1.1. The University ensures that its postgraduate coursework courses which may include, but are

not limited to, the following are aligned to the Australian Qualifications Framework (AQF) requirements:

AQF Level

AQF course type UWA Postgraduate Coursework course types

8

Graduate Certificate Graduate Certificate Graduate Diploma Graduate Diploma

9

Master’s (Coursework) Master’s degree course by coursework Master’s degree course by coursework and dissertation Professional Practice Masters

Master’s (Extended) Master’s degree course (Extended) Professional Practice Doctorates (e.g. Juris Doctor, Doctor of Medicine) Clinical Doctorates

Master’s (Research) Master’s degree course by thesis and coursework – RTS compliant

10 Doctoral Degree Professional Doctorates by thesis and coursework – RTS compliant

1

D3

http://www.industry.gov.au/Pages/default.aspx

http://www.aqf.edu.au/aqf/in-detail/aqf-levels/

1.2. Within the context of maintaining the University’s reputation as a university of the highest international standing, faculties must ensure that postgraduate coursework courses: a) reflect national and international best practice; b) employ appropriate teaching and learning methods; c) apply the same standard rules irrespective of course location; d) either develop a new academic, professional or vocational area of study or extend skills

and knowledge in an area; e) are developed in response to needs and demands to upgrade knowledge in areas of

changing technology or expertise, where appropriate; f) have standardised student workload requirements; g) have a structure and nomenclature that are uniform across the University; and h) provide students access both to cognate and non-cognate courses, where appropriate.

2. Curriculum development 2.1. The development of a postgraduate coursework course must address key criteria including,

but not limited to, the following: Criteria

No Criteria type Criteria

1 Educational Principles

All postgraduate coursework courses must embed the University’s Educational Principles.

2 Learning Outcomes

The learning outcomes of postgraduate coursework courses must be developed in accordance with the AQF level specific criteria comprising the following: a) Knowledge; b) Skills; and c) Application of knowledge and skills.

3 Admission Admission requirements must be in accordance with the University Policy on Admission to Postgraduate Coursework Courses.

4 Volume of Learning

a) All courses must establish the volume of learning in accordance with Schedule 1 and must comprise postgraduate units only (units of Level 4 or above).

b) Where courses are designed to accommodate students for whom it is a conversion course and students for whom it represents further study in a cognate area, consideration must be given to determining a minimum and a maximum volume of learning. For example, a master's coursework course may have a volume of learning of both 1.5 years [72 credit points] and 2 years [96 credit points].

c) A conversion course referred to in 4 (b) may comprise the following types of conversion units that must be additional to the approved minimum volume of learning: • units of introductory content that are taught and assessed

appropriately at postgraduate level; and / or • undergraduate units (Levels 1 – 3).

(See diagrammatic representation in Schedule 2)

5 Structure and Type

a) Postgraduate coursework courses, where applicable, must take the form of either a:

(i) named degree course structure; or (ii) generic degree course structure that shares a common set of units and

includes at least two specialisations relating to the disciplinary area. b) Faculties must explore the merits of designing and offering a generic degree

course structure, in the first instance.

6 Structural Requirements

Postgraduate coursework courses, must meet the structural requirements as set out in Schedule 1.

7 Articulation (where available)

Postgraduate coursework courses may form part of an articulated course in accordance with the University Policy on Articulated Courses.

8 Accreditation (where relevant)

Faculties must ensure that UWA norms are maintained when deliberating with professional associations concerning the content and requirements of the course.

2

D4

http://www.teachingandlearning.uwa.edu.au/staff/principles

http://www.teachingandlearning.uwa.edu.au/staff/principles




2.2. Time limits for courses must not exceed those stipulated in the Time Limits for Courses (Other Than Higher Degree by Research Courses Administered by the Graduate Research School) policy.

2.3. A master’s degree course may be developed to allow for a student to progress from honours to a master’s course, provided: a) the progression occurs prior to graduation from honours; b) the honours course contributes to the academic development in the discipline of the

master's degree course by providing appropriate foundation for units in the master's course;

c) the content of the honours coursework and dissertation is directly related to content of the master's degree course; and

d) at least 50% of the total number of units required to complete the master’s degree course are undertaken at Level 5.

2.3.1. The honours coursework and dissertation components, as part of the progression from honours to master’s degree course, may attract credit in accordance with the University Policy on credit transfer, advanced standing and recognition of prior learning.

2.3.2. A dissertation that is credited towards a master’s degree course may constitute the master’s dissertation in full or in part, and only in part if it is for a master’s thesis. If in part, the components must be clearly identifiable and separately examined.

2.4. Substitution of units in postgraduate coursework courses may occur in accordance with

the University Policy on Substitution of Units in Coursework Courses. 3. Award of Master’s degree with distinction 3.1. A student who has achieved a weighted average mark (WAM) of at least 80% in a master's

degree course is awarded the relevant degree with distinction.

3.2. Academic Council, on the recommendation of the relevant board, may approve a proposal to not provide for the award of a master's degree with distinction if the same degree can be awarded for a course undertaken by way of thesis and coursework.

3.3. The WAM calculation includes units of Level 4 and above that are:

a) attempted as part of the master's degree course and that are awarded a final percentage mark;

b) undertaken in an articulated course and that are awarded a final percentage mark; and c) completed at this University and that are credited to the master's degree course.

4. Changes to postgraduate coursework courses and units 4.1. A proposal for a change to a postgraduate coursework course and/or associated units must

include: (i) a persuasive justification (that is, academic or administrative reasons); and (ii) consultation and approval by the relevant board(s), and where a proposed change may

have implications for another faculty, the faculty proposing the change must ensure that appropriate consultation takes place prior to submitting the proposal.

4.2. The circumstances in which changes to postgraduate coursework courses may be

undertaken are set out in schedule 3.

4.2.1. Any change to postgraduate coursework courses must be planned ahead to ensure: a) that any necessary action, such as implementing transitional arrangements, are taken to

minimise any potential adverse impact on students; b) high standards of teaching; c) efficient delivery of academic teaching; and d) compliance with relevant external or internal legislation or policy.

4.3. Any change to the details of units offered within postgraduate coursework courses must be in accordance with the University Policy on: Changes to Units.

3

D5




http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?policy=UP11%2F34




Schedule 1 - Requirements for Postgraduate Coursework Course Development

Named degree Generic degree

8 Graduate Certificate 3 year bachelor's degree 24 May articulate with:• Graduate Diploma

3 year bachelor's degree 48

3 year bachelor's degree (cognate area) plus professional experience 24 (approved exception)

3 year bachelor's degree (cognate) and /or (non- cognate)

Other – specify and provide evidence

3 year bachelor's degree (cognate)

3 year bachelor's degree (non-cognate)

Bachelor’s degree with Honours OR Graduate Diploma


3 year bachelor's degree (cognate) plus professional experience

3 year bachelor's degree (non-cognate) plus professional experience

Bachelor’s degree with Honours OR Graduate Diploma


9 Clinical Doctoratesa

Bachelor’s degree with a weighted average mark of at least 65% plusadequate professional experience and where relevant additional requirements

144Must include a minimum of 25% of research component comprising a

dissertation

May articulate with:• Graduate Diploma• Master's Degree

Level 4 and above

144

192

96

72

48

May include research component that is not more than 66.6% of the

course requirementsN/A Level 4 and above At least 3 years bachelor's degree plus

other requirements

Must include both coursework and research components whereby the coursework component is between 37.5% and 75% of the course requirement

Admission requirementsc Volume of Learning

Graduate Diploma

Research component, where relevantb

For Master's by coursework and dissertation, the research component comprising a dissertation / project must represent less than 66.6% of the course requirements. This may take one of the following configurations:• At least 4 (24 credit points) dissertation/project units in a course with a minimum volume of learning of 96 credit points. • At least 3 (18 credit points) dissertation/project units in a course with a minimum volume of learning of 72 credit points.• At least 2 (12 credit points) dissertation/project units in a course with a minimum volume of learning of 48 credit points.

Articulation

N/A

Course Structure

May adopt either structure A faculty must prescribe in its rules the course of study required

See Appendix A

AQF Level

8

9

9 Professional Practice Doctorates

9 Master's Degree Course (Extended)

Master’s Degree by coursework or coursework and dissertation

UWA Course Type Unit Level

Level 4 or Level 5 unitsMay articulate with:• Graduate Certificate• Master's Degree

May articulate with:• Graduate Certificate• Graduate Diploma

Level 4 and/or Level 5 units (with no more than half taken at Level 4). For Master's degrees by coursework and dissertation the volume of learning may include units of a level higher than Level 5 if the Academic Council so approves.

May articulate with:• Graduate Certificate• Graduate Diploma

Level 4 and above Bachelor’s degree or higher 120

May take the form of a named or generic degree course structure

N/A

Schedule 1 - University Policy on Courses: Postgraduate Coursework September 2015 Page 1D6


Named degree Generic degree

Bachelor’s degree with Honours or equivalent

Graduate Diploma plus demonstrated adequate research preparation


Bachelor’s degree with Honours in cognate area

Graduate Diploma plus demonstrated adequate research preparation

10Professional Doctorates (by thesis and courseworkd)

Level 4 and above N/A

AQF Level Course Structure Research component, where relevantb

72

May articulate with (see University Policy on: Courses - Research Thesis):• Master of Philosophy • Doctor of Philosophy

96

UWA Course Type Admission requirementsc Volume of Learning Articulation Unit Level

Must include both coursework and research components Research component must

represent at least 66.6% and < 100% of the course requirements

9 Master’s Degree by thesis and coursework

Bachelor’s degree plus adequate professional experience and demonstrated adequate research preparation (before admitting an applicant to candidature, the faculty may require the applicant to pass an examination recommended by the head of the appropriate school and approved by the faculty.)

144Level 5 and/or Level 6 units (with no more than half taken at Level 5).



a) Faculties who administer clinical doctorates must have a Board of Clinical Doctorate Studies, or equivalent, to manage doctorates.(i) Recommended membership of the board includes :• the course coordinator;• three senior academic staff of the faculty nominated by the dean, one of whom chairs the board; and• two senior academic staff external to the faculty, nominated by the dean.(ii) The board has the responsibility to:• appoint examiners for research projects or dissertations, on the recommendation of the relevant head of school or dean; and• develop explicit research standards to guide students, supervisors and examiners.(iii) Research standards must be approved by the Academic Council before any research projects or dissertations are submitted to examiners.b) Refer to University Policy on Courses: Coursework Dissertation and University Policy on Courses: Research Thesis for details pertaining to su c) Must be read in conjunction with the University Policy on Admission to Postgraduate Coursework Coursesd) Professional Doctorates (must be read in conjuction with University Policy on Courses: Research Thesis)(i)Progression from the coursework stage to the thesis stage of a professional doctorate is on the basis of successful completion of thecoursework stage at the required standard set by the faculty.(ii) The coursework component of a professional doctorate must be specific to the field of study and involve advanced practical training of a nature clearly distinguishable from the coursework components of masters' courses.(iii) Professional doctorates, which must be individually titled (e.g. Doctor of Education), must be clearly distinguished by name and content from the Doctor of Philosophy and from higher doctorates.(iv) Professional Doctorates are governed by faculties through governing boards, by whatever name.(v) The standards in and relativities between, Professional Doctorates are monitored by the Board of the Graduate Research School, which recommends to the Academic Council any necessary action to ensure that appropriate standards and relativities are maintained.(vi) A student enrolled in the Professional Doctorate course must undertake in this University a course of supervised research, advancedstudy and advanced practical training over a period of not less than three years on a subject or subjects approved by the Faculty; attend lecturesand complete seminars and other work as the supervisor or head of school concerned directs and as are specific to the student's field of study; and present a thesis after the completion of the course, which represents at least 66.6 per cent ofthe course requirements and must be an original contribution to scholarship.


Appendix A University Policy on: Courses – Postgraduate Coursework

Minimum structural requirements for master’s degree courses comprising 16 units (96 credit points) Admission requirements: 3 year bachelor’s degree

Named+ degree course structure Generic degree course* structure with at least 2 specialisations

COURSE CORE/OPTIONS

≥ 4 units

At least 4 core units/options that relate to the disciplinary field of the generic name of the course must be commonly shared across the specialisations.

SPECIALISATION UNITS

Specialisation1 ≥ 4 units

At least 4 units that relate to the disciplinary field of the specialisation, of which at least 2 must be undertaken as unique units by the student

Specialisation 2 ≥ 4 units




OPTIONS

≤ 8 units

Up to 8 options that may be shared across specialisations or across named degrees or other related generic degree courses.

C O R E

≥ 8 units

At least 8 core/option units must relate to the disciplinary field of the degree name, of which at least 4 must be undertaken as unique units by the student

O P T I O N S

≤ 8 units

Up to 8 options may be shared across named degrees or generic degree courses

+Named master's degree means an award available upon successful completion of a master's course where at least 50% of the required units relate to the narrow disciplinary field specified in the degree name (e. g. Master of XXXX) *Generic master's course means a course having a standard structure and rules and which can accommodate a number of specialisations. Successful completion of a generic master's course leads to the award of 'Master of XXXX (YYY) where XXXX corresponds to the broad discipline and YYY corresponds to the specialisation. Note 1: At least half the total number of units completed by any student must be at Level 5. Note 2: Unique units in a named degree can be shared with units in a specialisation within a generic degree course if the named degree and specialisation are in the same disciplinary field. Unique units offered in one specialisation may be offered as options in another specialisation of the same generic degree course. Note 3: Named or generic degree course structures may include up to 2 electives, if necessary, for course completion.

Appendix A of Schedule 1 - University Policy on Courses: Postgraduate Coursework September 2015 Page 1D9

Appendix A


COURSE CORE/OPTIONS

≥ 2 units



Specialisation1 ≥ 4 units






OPTIONS

≤ 6 units


University Policy on: Courses – Postgraduate Coursework Minimum structural requirements for master’s degree courses comprising 12 units (72 credit points)

Admission requirements: 3 year bachelor’s degree (cognate) or 3 year bachelor’s degree (non-cognate) only if argued successfully on basis of national / international best practice


C O R E

≥ 6 units


O P T I O N S

≤ 6 units



Appendix A

COURSE CORE/OPTIONS

≥ 2 units



Specialisation1 ≥ 4 unit


Specialisation 2 ≥ 4 unit


Specialisation 3 ≥ 4 unit


OPTIONS

≤ 2 units


University Policy on: Courses – Postgraduate Coursework Minimum structural requirements for master’s degree courses comprising 8 units (48 credit points)

Admission requirements: 3 year bachelor’s degree (cognate) plus (1 year Honours (cognate) or 1 year graduate diploma (cognate) or at least 2 years relevant professional experience)



C O R E

≥ 4 units


O P T I O N S

≤ 4 units



Schedule 2

University Policy on: Courses - Postgraduate Coursework Minimum Volume of Learning and Additional Units

Conversion course

Approved minimum volume of learning

master’s

Additional units for conversion purposes

course

Shaded area of the course for conversion purposes may

comprise: Level 4 or Level 5 units that teach

introductory content OR Undergraduate

units

Min. vol. of learning

(standard)

72 credit points

96 credit points

Max. vol. of learning

(conversion) 96 credit points

144 credit points

Examples Master of Professional Accounting Master of Professional Engineering

Note: Students seeking entry into a 96 credit points conversion course from a cognate background may receive admission credit of up to 24 points (that is, these student do not need to undertake conversion units). International students seeking entry from a cognate background may be given the choice to undertake the conversion units. Further, advanced standing of up to 24 points, based on recognition of prior learning and in accordance with the University Policy on Credit Transfer, Advanced Standing and Recognition of Prior Learning, may be granted towards the 72 credit points of taught study. However, all students must complete at least 48 points of an AQF Level 9 qualification to receive the Master’s award.

Schedule 2 - University Policy on Courses: Postgraduate Coursework September 2015 D12



Schedule 3: Changes to postgraduate coursework courses

Item Circumstances in which changes are made and requirements, where relevant: Structure of an approved course Change a named course to a generic course (or vice versa):

• where there are proposed changes to the: a) objectives of the course; b) structure of the course; or c) academic content of the course.

• to meet accreditation requirements; • as a result of a national or international benchmarking exercise; • because of the availability or unavailability of disciplinary expertise; • to rationalise course offerings (e.g. as a result of logistical constraints or

opportunities).

Academic Objectives Where changes do not warrant the creation of a new postgraduate course, in the following circumstances:

• academic content of the course has changed; or • the disciplinary focus of the course has changed.

Learning Outcomes Where there are proposed changes to the: • objectives of the course/specialisation; • structure of the course; • academic content of the course/specialisation.

Any change to the learning outcomes of a course must be:

• aligned to the learning pedagogy of the course; • consistent with the disciplinary focus of the course; and • mapped to the learning outcomes of the units and specialisation(s), where

relevant, offered within the course.

Admission requirements Any change to the admission requirements for a course must ensure that the basis of the proposed change is academically sound and must be in accordance with the University Policy on Admission to Postgraduate Coursework Courses.

Title: of course/specialisation A new title is necessary because: • academic content has changed; • disciplinary focus has changed; • there are external or internal factors that influence such a change

Change to name needs to be in accordance with University Policy on Names and Abbreviations for Degrees, Diplomas and Certificates.

Code

A new code: • is necessary to avoid confusion with the code of another

course/specialisation; • is necessary to align with changes in disciplinary field; • better reflects the title of the course/specialisation; • in other circumstances on a case by case basis.

Rescission:

• Major • Honours specialisation • Postgraduate Course • Postgraduate specialisation

(generic degree)

Where: • the specialisation or course is no longer required; • there is insufficient demand for the specialisation or course; • the specialisation or course is being replaced by another specialisation or

course respectively; • the specialisation or course is being subsumed into another course; or • there is no academic expertise available to teach key units within the

specialisation or course. The rescission may be:

• immediate where there are currently no students eligible to re-enrol; • subject to continuing students being able to re-enrol and fulfil requirements

for completion.

Introduction of new specialisation/unavailability of specialisation

Specialisation to be introduced/made unavailable: • to accommodate the teaching of a disciplinary field within the course; • in response to the availability of academic expertise; or • to reflect changes to the relevance of the specialisation.

Schedule 3 - University Policy on Courses: Postgraduate Coursework Courses November 2015 Page1 D13




Item Circumstances in which changes are made and requirements, where relevant: Credit point value of course Change to credit point value of course where:

• there is a need to meet professional accreditation or Australian Qualification Framework (AQF) requirements;

• a case demonstrating conformity with national or international best practice had been presented; or

• the admission requirements for the course have changed.

Articulated course Variation to an articulated course where: • there are changes to the external environment (for example level of demand

for a course); or • the content and/or academic objectives of the course(s) for the:

o higher award within the sequence have changed to such an extent that one or more of the articulating courses are no longer relevant or have become relevant; or

o lesser award(s) have changed.

A change to the requirements for downward or upward articulation (for example, the standard of achievement to be attained by a student before upward articulation can take place).

Schedule 3 - University Policy on Courses: Postgraduate Coursework Courses November 2015 Page2 D14




Proposed University Policy On: Courses: Coursework Dissertation
















UP12/26








E1



















Version Number


To

0.1 Ms Kath Williams, Policy Officer First Draft 11 August 2015 Dr Kabilan Krishnasamy, Academic Secretary 0.2 Incorporates

feedback 13 August 2015



18 August 2015 Faculty reference Group

28 August 2015 Student matters and Procedures Group

31 August 2015 Dean, Coursework Studies Dean, Graduate Research and Postdoctoral Training Associate Director, Graduate Research School

14 October 2015 Curriculum Committee 23 November 2015 Education Committee 2 December 2015 Academic Council

DOCUMENT APPROVAL



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The University of Western Australia

University Policy on Courses: Coursework Dissertation

Purpose of the policy and summary of issues it addresses: This policy sets out the principles underpinning the administration, examination and management of dissertations as part of fulfilling the requirements of the following coursework courses: Bachelor’s Honours degree courses; Master’s degree courses (by coursework and dissertation); and Clinical Doctorates (by coursework and dissertation).

Definitions: The University means The University of Western Australia research output means the production of work that may be wholly in written form or in the form of a composition, performance, exhibition or creative or other approved work dissertation means the output of research in a course in which the output constitutes at least 25 per cent but less than 66.6 per cent of the requirements of the course in question clinical doctorate means a course requiring the equivalent of three years full-time study which provides an opportunity for those with a first professional qualification and professional experience to undertake advanced level supervised clinical practice and research in their professional field. Clinical doctorates are not Research Training Scheme (RTS) compliant and consist primarily of advanced coursework.

Policy statement: 1 General Principles 1.1 Where a dissertation forms part of the course requirement of a coursework course, it

must be represented in accordance with the specifications as set out in Table 1:

Table 1 AQF Level

UWA Course Type Volume of learning

Credit point value of the dissertation

component

Research output

8 Bachelor’s honours degree course

48 credit points 24 credit points Dissertation

Bachelor of Philosophy (Honours ) - integrated

9 Master’s degree course by coursework and dissertation

48 credit points

At least 12 credit points but not more than 30 credit points (5 units)

72 credit points At least 18 credit points but not more than 42 credit points (7 units)

96 credit points At least 24 credit points but not more than 60 credit points (10 units)

Clinical Doctorates 144 credit points At least 36 credit points but not more than 90 credit points (15 units)

2 Forms of dissertation 2.1 A dissertation is typically one of the following forms, as determined by the discipline: a) a 12,000 - 18,000 word text object (with embedded figures and tables); or b) a research manuscript of at least 6,000 words in a format suitable for publication in a

reputable journal of the discipline; or c) a creative object constructed within a research framework (a musical composition, a piece

of creative writing, an architectural design, or a work of art), accompanied by an exegesis of at least 2,000 - 4,000 words, which includes:

i. documentation of the creative object; ii. a summary of the research proposal; iii. a discussion of the research methodology; and iv. the place of the research in the field or discourse of the discipline.

2.1.1 The dissertation component must cover the following, all of which must be assessed:

a) a research proposal; b) a literature review; c) a description of relevant research methods;

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d) a digital object, called the research dissertation, which may or may not include some or all of the other items on this list, and which represents the scholarly archived record of the research and its outcomes;

e) an oral presentation; and f) appropriate use of the discourse conventions of research in the discipline.

3 Student administration, supervisors and supervision 3.1 A student undertaking dissertation must be enrolled as a student of the University

during the period of their study. 3.2 A student may spend part of the prescribed period of study at another institution,

subject to availability of adequate supervision and access to facilities and resources, and approval of applications by the relevant faculty.

3.3 A student, within the first six months of their enrolment in the course or earlier if

required in the rules for the course, must submit the names(s) of the student’s supervisor for approval by the faculty.

3.4 Students undertaking a dissertation must be provided with information and advice

concerning the acquisition and utilisation of supervision that clearly indicate the responsibilities of both the student and the supervisor within this relationship.

4 Submission 4.1 A publication by a student may be submitted as an appendix in support of a

dissertation in a master’s degree course by coursework and dissertation. 4.2 A student is not permitted to withdraw, alter or add to a dissertation, including jointly

authored work, after it has been submitted for examination, unless there are exceptional circumstances and with permission of the faculty.

4.3 Submission deadlines for dissertations must be set in accordance with specific

University requirements, where applicable. 4.3.1 A penalty for late submission applies unless the student has been granted special

consideration. 4.3.2 The honours research dissertation unit(s) must normally be completed within two

consecutive semesters whether the student is enrolled on a full-time or part-time basis.

5 Examination 5.1 External examination of dissertations is promoted and actively encouraged. 5.2 Examiners of a dissertation must provide a brief report outlining:

i. the main strengths and weaknesses of the dissertation; and ii. the student’s demonstrated levels of independence and initiative.

5.3 The criteria used to assess a research dissertation must be distributed to students and examiners prior to the commencement of their studies.

5.4 The appointment of examiners for the examination of a dissertation must be

undertaken in accordance with the schedule, as set out in Table 2:

Table 2 Dissertations / Thesis submitted as part of:

Number of examiners

External examiner requirement

Honours degree course

At least two

Optional (where practicable may include appointment of an external examiner)

Master’s degree course (by coursework and dissertation) Clinical Doctorates (by coursework and dissertation)

At least one must be external to the University

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5.5 The University establishes a common procedure for the formulation of a final mark, grade or classification including a procedure to resolve disagreements between examiners, who may be required to: a) identify, discuss and evaluate difference of opinion that underpin the disagreement,

and b) minimise the influence of any input that appears to be based on misconception or

unsustainable agreement. 6 Honours Dissertation Classification 6.1 Honours dissertation must be classified in accordance with the University Policy on

Assessment (Part 5). 7 Accessibility to dissertation 7.1 Dissertations, which contain written work that is clear and concise, must be clearly and

appropriately referenced and be recorded in a form that is permanently available and accessible, via Schools/Disciplines within Faculties, to other scholars.

7.1.1 The University Library may consider, on a case by case basis, requests from faculties to make dissertations referred to in 7.1 accessible via the University Library.

Related forms: (Link) Policy No:

Approving body or position:

Date original policy approved:

Date this version of policy approved:

Date policy to be reviewed:

Date this version of procedures approved:

TRIM File No:

Contact position: Academic Secretary

Related Policies or legislation: University Policy on Courses: Research Thesis

University Policy on Courses: Postgraduate Coursework

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Proposed University Policy On: Courses: Research Thesis
















UP12/26








F1



















Version Number


To

0.1 Ms Kath Williams, Policy Officer First Draft 11 August 2015 Dr Kabilan Krishnasamy, Academic Secretary 0.2 Incorporates

feedback 13 August 2015



18 August 2015 Faculty reference Group

28 August 2015 Student matters and Procedures Group

31 August 2015 Dean, Coursework Studies Dean, Graduate Research and Postdoctoral Training Associate Director, Graduate Research School

14 October 2015 Curriculum Committee 13 November 2015 Education Committee 2 December 2015 Academic Council

DOCUMENT APPROVAL



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The University of Western Australia

University Policy on Courses: Research Thesis

Purpose of the policy and summary of issues it addresses: This policy sets out the principles underpinning the administration, examination and management of theses as a research component in the following RTS (Research Training Scheme) compliant courses: Master’s degree courses (by thesis and coursework); and Professional Doctorates (by thesis and coursework). This policy does not apply to Higher Degree by Research courses administered by the Graduate Research School.

Definitions: The University means The University of Western Australia research output means the production of work that may be wholly in written form or in the form of a composition, performance, exhibition or creative or other approved work thesis means the output of research in a course in which the output constitutes more than 66.6 per cent per cent of the requirements of the course in question Professional Doctorate is a course that normally requires a minimum of three years of full-time study (or part-time equivalent) and that is Research Training Scheme (RTS) compliant. It can include up to one third of course work offered at master's level or beyond and provides an opportunity for those with a first professional qualification and professional experience to undertake advanced studies and research in their professional fields. The thesis is concerned primarily with deducing implications for practice and policy, while not neglecting the possibility of testing theory, extending existing theory, or developing new theory Research Training Scheme (RTS) is a performance-based funding scheme administered by the Federal Department of Industry. Domestic students under the Research Training Scheme are exempt from paying student contributions and tuition fees, if UWA so decides. Research Training Scheme courses consist of master's and doctoral courses whose research component is at least 66.6 per cent of the total course.

Policy statement: 1 General Principles 1.1 Where a thesis forms part of the course requirement of a RTS compliant course, it

must be represented in accordance with the specifications as set out in Table 1: Table 1

AQF Level

UWA Course Type Volume of learning

Credit point value of the thesis component

Research output

9 Master’s degree course by thesis and coursework – RTS compliant

48 credit points At least 36 credit points Thesis / other research output as per course rules

72 credit points At least 48 credit points 96 credit points At least 66 credit points

10 Professional Doctorate – (by thesis and coursework) – RTS compliant

144 credit points At least 96 credit points

2 Forms of theses 2.1 A master’s research thesis, which may consist partly or wholly of published work, must

demonstrate sound knowledge of the subject matter and independence of thought. 2.2 A thesis undertaken in a professional doctorate course:

a) must be written in English (unless the faculty has approved otherwise); b) must consist of up to 70000 words (including footnotes, references and

appendices) c) may be concerned with the application and development of theory but not

necessarily its generation; d) relates to the relevant industry or profession; and e) need not involve the same level of abstraction and conceptualisation as the Doctor

of Philosophy thesis; and f) presented in the form specified in the rules for the relevant course, must:

(i) make a sound, rigorous and original contribution to research; (ii) demonstrate the student's comprehensive understanding of the relevant

literature; (iii) demonstrate the student's ability to use appropriate methodologies and

techniques; (iv) demonstrate the student's ability to communicate the research and findings in

a professional manner; and (v) question, analyse, critique and develop the profession and its practices.

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http://www.studyat.uwa.edu.au/research/researchfees/research-training-scheme



3 Enrolment and candidature 3.1 A student in a RTS compliant master’s by thesis and coursework course must:

a) enrol each year until they complete all coursework units and submit for examination all other examinable components of the course;

b) within the first six months of their enrolment, or earlier if required in the rules for the course, submit the following for approval by the faculty:

i. the name(s) of the student’s supervisor; and ii. the title of the student’s thesis.

3.1.1 Faculty approval is required for any proposed changes to the title of the research thesis.

3.2 A student in a professional doctorate course may be permitted to complete the course,

or part of it, at an offshore institution, under arrangements approved by the Academic Board.

3.3 A student in a professional doctorate course must meet candidature requirements in

accordance with the University Policy on Graduate Research Training and in the rules for the course, where applicable.

4 Supervisors and supervision 4.1 A supervisor must act in accordance with the University Policy on Graduate Research

Training and Conduct for the Responsible Practice of Research. 4.1.1 The Dean of the faculty, after consulting with the Dean of Graduate Research and

Postdoctoral Training, may refer infringements to the codes to the Vice-Chancellor. 5 Submission 5.1 Thesis produced as part of fulfilling the requirements of a RTS compliant course must

be submitted in accordance with the University Policy on Graduate Research Training and in the rules for the course, where applicable.

5.1.1 A publication by a student, enrolled in either a RTS compliant master’s coursework course or in the professional doctorate course, may be submitted as an appendix in support of a thesis.

5.2 A thesis in a RTS compliant master’s by thesis and coursework course must normally

be submitted within two years, or equivalent where enrolment has part-time elements. 5.2.1 A thesis referred to in 5.2 is not accepted for examination if the substance of the

thesis has previously been submitted for a degree in this or another institution. 5.3 A student is not permitted to withdraw, alter or add to a thesis, including jointly

authored work, after it has been submitted for examination, unless there are exceptional circumstances and with permission of the faculty.

6 Examination 6.1 The appointment of examiners for the examination of a thesis must be undertaken in

accordance with the schedule, as set out in Table 2:

Table 2 Dissertations / Thesis submitted as part of:

Number of examiners

External examiner requirement

Master’s degree course (by thesis and coursework) At least two At least one must be external to the University

Professional Doctorate (by thesis and coursework)

At least three At least two must be external to the University, unless the faculty or board determines otherwise

6.2 Examiners of research thesis, submitted for fulfilment of the course requirements for a

RTS compliant master’s degree by thesis and coursework course or professional doctorate course, must not consult with each other or anyone connected with the thesis during the actual examination of the thesis and prior to submission of independent reports. The faculty or board concerned may ask examiners to consult or otherwise communicate with each other before, or after, receipt of their individual reports.

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http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP12/25


6.3 A thesis prepared during the course of enrolment for a professional doctorate may be

accepted, on the recommendation of the faculty, board or committee concerned, by the Board of the Graduate Research (BGRS) for examination as one of the following set out in Table 3:

Table 3

Professional Doctorate thesis examined as a

Classification by the BGRS

Award conferred to student

Course result recorded on Academic record as

(a) MPhil thesis Passed Master of Philosophy ‘MPhil Awarded’ (b) PhD thesis Doctor of Philosophy ‘PhD Awarded’

6.4 Where a professional doctorate thesis submitted for examination as MPhil thesis or a

PhD thesis and the BGRS, after considering the examiners’ reports, determines that the thesis is not suitable for the appropriate award, the faculty, board or committee concerned may proceed to examine the thesis as a thesis for a professional doctorate.

7 Thesis Classification 7.1 A research thesis must be classified by the faculty, board or committee in accordance

with the specifications provided in Table 4.

Table 4 Initial Classification

Revision/ Resubmit

Revision/Resubmit Completed within specified time frame

Final Classification recorded

One copy of thesis to:

Passed (correction or amendment not required)

N/A N/A Passed • University Library

• Appropriate School

• Student

Passed (subject to revision)

Revision must be completed within four months of the date of notification of classification

Yes

Passed

Resubmit* Resubmitted within agreed timeframe

Yes Passed

No Failed N/A Failed N/A N/A *A thesis must not be classified as “Resubmit” unless the faculty, board or committee concerned agree it shows some merit, and if under approved supervision and with a limited amount of work, may be sufficiently improved for resubmission. If a thesis is classified as “Resubmit”, the faculty board or committee concerned must (a) notify the student of the additional work required before it may be resubmitted, and (b) set a time limit for its resubmission. 7.2 Access to the thesis or appendix may be restricted for a period of time not normally

exceeding two years from the date the thesis is classified, as passed in accordance with the specifications provided in Table 5:

Table 5 – Intellectual property and confidentiality

Restriction Criteria During the restricted access period: • Restriction normally only applies if:

a) thesis contains confidential material; or b) it was a condition imposed by the owner of

private records and material used by the student; or

c) the student was obligated by a condition of contract

• access must be given to examiners of the thesis and the faculty, board or committee concerned with its examination

• access may be given on the written consent of the student and the Deputy Vice- Chancellor (Research)

8 Accessibility to thesis 8.1 Theses, which contain written work that is clear and concise, must be clearly and

appropriately referenced and be recorded in a form (i.e. in print and digitally) that is permanently available and accessible, via the University Library.

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Related forms: (Link) Policy No:

Approving body or position:

Date original policy approved:

Date this version of policy approved:

Date policy to be reviewed:

Date this version of procedures approved:

TRIM File No:

Contact position: Academic Secretary

Related Policies or legislation: University Policy on Courses: Coursework Dissertation

University Policy on Courses: Postgraduate Coursework

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UWA Academic Calendar


DOCUMENT STATUS

Draft X Ready for Review Final


Version Number

Primary Author(s) (name and position) Description of Version Date

Completed Provided

To

0.1 Professor Alec Cameron

Draft– for feedback and discussion

August 2015 Executive Group and Faculty Deans


Draft- for feedback and discussion (including supplementary paper)

September 2015 Executive Group


Draft- for feedback and discussion (including supplementary paper)

6th October 2015 Planning and Resources Committee


Draft – for feedback and for discussion (including supplementary paper)

30th October 2015

Education Futures Strategy Group

13th November 2015

Education Committee

DOCUMENT APPROVAL

Approved By (name/position of approver) Signature Date

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DRAFT

UWA Academic Calendar Objective For all of its undergraduate courses, and for many of its postgraduate courses, UWA operates on a standard academic year, comprising two 13-week semesters. Consequently, the current arrangements provide little flexibility for students to progress more quickly towards the completion of their studies, by providing the opportunity to take units outside of the two semesters. Further, for much of the year, the University’s academic resources and facilities are lightly utilised for the education of students. In the interests of providing options for students to accelerate their studies, and to increase the utilisation of the University’s teaching resources and facilities, this paper explores new term structures for coursework programs. Background Since the late 1980s, Australian universities have standardised on a two semester academic year, with semesters of 12-14 weeks duration (and currently 13 weeks at UWA). There is general alignment between universities enabling a common week break during semester (usually aligned with Easter in semester 1), for academic or extracurricular activities, such as conferences or Australian Universities Games. In the case of UWA, the academic calendar in 2015 comprises the following:

Semester 1: Teaching period 23 Feb – 3 April 6 weeks Study break 6 April – 10 April 1 week Teaching period 13 April – 29 May 7 weeks Study break 1 June – 5 June 1 week Exams: 8 June – 19 June 2 weeks Winter break: 22 June – 24 July 5 weeks Semester 2: Teaching period 27 July – 25 Sept 9 weeks Study break 28 Sept – 2 Oct 1 week Teaching period 5 Oct – 30 Oct 4weeks Study break 2 Nov – 6 Nov 1 week Exams: 9 Nov – 20 Nov 2 weeks Summer break: 23 Nov – 24 Feb (16) 13 weeks

The “traditional” undergraduate year, with teaching periods comprising only half the calendar year, and long vacations in winter, and, particularly, summer, has provided many opportunities for students to pursue other activities outside of term-time, including travel and work experience. This may have been seen as an important developmental experience for undergraduates, or as a leisured transition from school-days into working life post-university.

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The synchronisation of academic years across the sector also leads to benefits for academic staff for scheduling of conferences and other collaborative activities, and the long student vacations have provided academic staff significant blocks of time to focus on research activities. It is not clear that this model appeals as strongly to all undergraduates, particularly with recent higher levels of participation in higher education, with a greater diversity of objectives and expectations. Some universities have sought to differentiate their courses by offering three terms, to enable students to complete their degrees in a shorter period (at the expense of long holidays), and enter graduate employment more quickly. (Examples include Deakin and Bond Universities.) Shorter degree durations are also likely to be particularly appealing to international students, who face significant living costs while studying in Australia. (International benchmarking often shows that education for international students is relatively expensive in Australia primarily due to higher living costs.) Enabling international students to “accelerate” their degrees, by utilising more of the year for teaching periods, will make Australia a less expensive, and hence more attractive, option for some international students. (In developing such proposals, attention needs to be paid to the implication of visa rules for international students relating to duration of degrees, and subsequent opportunities to work following graduation.) As universities have extended their offerings to postgraduate coursework programs, the default structure has been the undergraduate academic year, including for part-time formats. This is despite the fact that the features of long vacations and alignment of academic calendars across the sector are likely to have little appeal for graduate students. On the contrary, the issues of likely attraction to graduate students are flexibility to progress their studies at a pace that suits them, including the opportunity to utilise the full calendar year for their education, and to study on-line or in intensive mode formats. Other features of benefit to undergraduates, including campus grounds and extra-curricular activities, are also of much lower utility for graduate students. UWA has responded to these issues with some of its postgraduate courses by adopting different (and longer) teaching periods over the calendar year. Examples include the MD (Doctor of Medicine), which uses two 19-week semesters, and the MBA (Master of Business Administration), which uses three 12-week trimesters, plus a two week summer program. Discussion Undergraduate courses One of the key features of UWA’s undergraduate program is the flexibility that it provides for subject selection. Arguably, the UWA degrees are the most flexible in the sector, providing for a high level of choice of individual units and combinations, and encouraging students to study broadly and take unconventional combinations of units. This is consistent with the philosophical underpinnings of our three-cycle degree structure with cycle 1 (the undergraduate degrees) providing both breadth and depth as preparation for future studies. This flexibility is substantially enhanced by the

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modularity of the units, all of which are offered over a single semester within the UWA undergraduate calendar. There is a dichotomy here, where rigidity of unit structure, enhances greater flexibility at a course (or degree) level. (There are opportunities for UWA to explore different unit structures within the current standard undergraduate semester model, but these are outside the current scope of this paper.) The benefits of long undergraduate vacations and alignment with teaching periods across the sector (notwithstanding variations at some institutions such as Bond and Deakin) can also be argued to be aligned with the philosophy of the UWA undergraduate degrees as they provide for interaction and non-academic developmental opportunities (including travel, internships and work experience) outside of term-time. Accordingly, this paper does not propose to fundamentally alter the standard undergraduate calendar. The compromise to increasing teaching periods and options in the undergraduate calendar, without making any significant change to the academic year, has been achieved at some universities (including the University of Sydney and UNSW), by substantially increasing the range of units offered over the summer break, referred to as Summer semester (or school or term). This approach has several advantages to students and the university:

• Students, who fail a unit in semester 1 or 2, are able to “catch up” with their cohort by retaking the unit in Summer semester;

• Students who wish to complete their degree in a lesser period than the standard duration, can accelerate by taking units over the Summer semester;

• Universities can utilise their teaching facilities over the summer, and in doing so, bring forward revenue, by students taking units earlier in their courses than would be possible in the absence of Summer semester;

• Academics can discharge some of their teaching load in Summer semester, potentially relieving them of teaching commitments in semester 1 or 2;

• The different duration of Summer semester, with a likely maximum teaching period of 8 weeks, requires a different, and more intensive delivery of a unit, compared to the 13 week teaching period in a standard semester. Accordingly, summer semester provides the opportunity for experimentation with new modes of unit delivery.

The last two points warrant further elaboration. One of the major sticking points in expanding teaching periods outside of the standard semesters can be industrial agreements or expectations regarding academic workload management. As noted previously, a benefit of the current calendar, for academics holding teaching and research appointments, is that the current structure provides significant non-teaching periods, enabling a concentration on research in these periods. (At the same time, this is an opportunity cost for sessional teachers, who have restricted periods available to offer their services to the sector.) The concern for academics of extending to a third teaching period may be a loss of periods exclusively devoted to research. The remedy to this issue at UNSW was an agreement that academics would not be obliged to teach in more than two teaching periods during the year. This provided greater flexibility for academics as it became possible for some to organise their teaching to be fully undertaken in one regular semester and summer

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semester, completely freeing up the other regular semester for research (providing a longer teaching-free period than was available over the summer). As noted above, the existing academic calendar requires that Summer semester is shorter in duration than semesters 1 and 2; likely to be an 8-week period, rather than the typical 13-week period in a standard semester. This requires a different mode of delivery for a unit, albeit with the same volume of work and assessment standards as apply to the same unit offered in a standard semester. This requirement provides the opportunity for innovation with regard to course structure. At UNSW this included the provision of intensive modes and exclusively on-line delivery for some summer units. This provided an opportunity for the university to develop and test such units at a smaller scale than in a regular semester. Given that no student was required to take any units over summer, it also gave students who were attracted to taking courses in a different mode (including online) to take that option by enrolling in such units over summer. Another opportunity that was exercised by the University of Sydney and UNSW was to apply different fees for units offered outside of the standard semesters. Under the Higher Education Support Act 2003, the Commonwealth regulates fees charged to domestic undergraduate students during standard teaching periods. Units provided outside the two standard semesters fall outside of this provision, and hence the university can apply non-CSP fees to domestic undergraduate students for units taken over summer. The University of Sydney charges full fees (non-CSP) to all students enrolled in summer units; UNSW charges full fees (non-CSP) for all summer units provided by its business school. Notwithstanding these higher fees, both universities have achieved high levels of domestic student enrolments over these periods, with students attracted by opportunities to “catch up” or “accelerate” described earlier. Postgraduate courses All the discussion to date has been focussed on undergraduate students, and cognisant of the benefits to students and the sector of an alignment of undergraduate academic calendars across institutions. These benefits, in general, do not apply to postgraduate students. Further, it is generally accepted that postgraduate students are more focussed on efficiently utilising their time to complete their degrees, with greater opportunity costs associated with a longer degree duration. As noted previously, some UWA postgraduate degrees (including the MD and the MBA) have created new and more intensive academic calendars to significantly increase the teaching periods over the course of a calendar year. Many UWA postgraduate units are still, by default, offered to the standard (undergraduate) academic calendar. While expecting each Faculty or School to consider the circumstances of its students and its discipline in determining the appropriate mode of delivery, all Faculties or Schools are encouraged to strongly reconsider the current mode of delivery for their postgraduate courses, with a view to developing a more intensive mode of delivery, by providing for greater teaching periods over the course of a year, and, hence, for reduced course durations. Alternative delivery modes, including on-line and intensive teaching blocks, should be part of this reconsideration. The primary objective should

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be meeting the needs and wants of current and prospective students, rather than ease of delivery on behalf of UWA. As with the undergraduate courses, an important benefit to UWA of a more intensive delivery of postgraduate units is that it brings forward revenue. If a course with 72 units of credit can be delivered in one year, rather than 1.5 years, revenue is increased by 50% for that course in the first year. (Of course, revenue is not received from these students in the second year, so the model requires the freed-up capacity in the second year to be taken up by a new cohort of students.) Issues Notwithstanding the necessary focus on students, the changes proposed in this paper will present some challenges for UWA. Primary among these is likely to be the management of academic workloads, particularly teaching commitments. As noted previously, the implementation of Summer semester can have the benefit of providing greater flexibility for academics to arrange their teaching loads to facilitate their research. However, the consequence of these proposals is that some academics will be teaching units to different academic calendars, and hence management and co-ordination of academic workloads is likely to be more complex. That said, some faculties (notably Business and FMDHS) are already teaching to multiple academic years, so these issues have been addressed and resolved in substantial parts of UWA. The provision of student support services, campus services (including catering and commercial activities) and administrative services, will need to respond to different patterns and greater diversity of campus activity across the year. Again, given that some courses already run to non-standard teaching periods, this is an issue of degree and scale, rather than a new requirement. Nonetheless, all student support, campus service and administrative areas of UWA will need to consider the implications of these proposed changes, and plan accordingly to maintain and improve standards of service delivery, and ensure that an outstanding student experience is delivered irrespective of the course format or timetable. Proposal To move towards more student-focussed course structures, its is proposed that UWA do the following:

1. For undergraduate courses, all Faculties and Schools to identify units for delivery over a summer semester. For all units identified, consider alternative modes of delivery to enable provision over a shorter period (up to eight weeks), with particular consideration of innovative modes of delivery.

2. For postgraduate courses, where the course is currently offered during the standard (undergraduate) academic calendar, Faculties and Schools to reconsider teaching periods offered, with a view to addressing student interests by providing longer and/or additional summer teaching periods, and shorter course durations.

3. All student support, campus service and administrative areas of UWA to identify consequences of the above proposals, and any changes necessary in

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their operations to address the consequent greater utilisation of the campus, and greater variety in course arrangements.

Alec Cameron 29 July, 2015

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DRAFT

UWA Academic Calendar Supplement to Note of 29 July, 2015

Objective In the previous note (29 July, 2015), the issue of the current UWA Academic Calendar was raised, with the following objective: “In the interests of providing options for students to accelerate their studies, and to increase the utilisation of the University’s teaching resources and facilities, this paper explores new term structures for coursework programs.” Notwithstanding this objective, the previous note focussed on the opportunity for UWA to achieve these objectives through substantially increasing its provision of courses over the summer vacation (“Summer semester”). Its first recommendation was:

1. “For undergraduate courses, all Faculties and Schools to identify units for delivery over a summer semester. For all units identified, consider alternative modes of delivery to enable provision over a shorter period (up to eight weeks), with particular consideration of innovative modes of delivery.”

Initial feedback has requested further exploration of other (more radical) changes to the UWA Academic Calendar. Two options are explored in this note. Discussion A three term year The proposal explored in the previous note was for UWA to retain it two existing semesters, but add a new, but shorter, term over the summer period. An alternative is to restructure the calendar around three equal terms. This model has been implemented at Bond University and Deakin University. More interestingly, in their recently released strategy white paper, UNSW has announced their intention to move to a three term academic year, which is the first such announcement by a research-intensive university in Australia. UNSW’s model, still in the concept stage, would be for three terms of equal length, contained within a calendar year, with a student with a “standard” load in each term, achieving 0.5 EFTSL of load per semester, hence enabling a student to complete a 3 year degree in two years, with a standard load achieved over 6 terms. There is a significant challenge to fit three terms into a year under current assumptions. UNSW has 12 weeks per semester (compared to 13 at UWA). The following assumptions have been applied:

• The first term would commence in the week immediately following Australia Day (ie at the end of January or beginning of February), rather that at the beginning of March as currently is the norm at Australian universities.

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• A week would need to be provided as a mid-term break in first and third terms (as currently) to accommodate the Easter break, or Australian Universities common week (for cross-university activities including Australian Universities Games).

• The length of time allocated to study break for students (following the teaching period and prior to the commencement of exams) each term could be cut to half a week, and the exam period per term could be cut to 1.5 weeks, providing 2 weeks in total from the end of the teaching period to the end of the exam period for each term.

• The vacation period from the end of the exam period to the commencement of the next teaching period between the 1st and 2nd terms, and the 2nd and 3rd terms, would be two weeks.

• The exam period in the third term would complete in the week prior to Christmas.

• The summer vacation would extend from the week including Christmas to the week including Australia Day, which will be of either 5 or 6 weeks of duration depending on the days on which Christmas and Australia Day fall.

Summing the above: First term teaching period (including mid-term break) 13 weeks First term study and exam period 2 weeks Vacation period 2 weeks Second term teaching period 12 weeks Second term study and exam period 2 weeks Vacation period 2 weeks Third term teaching period (including mid-term break) 13 weeks Third term study and exam period 2 weeks Summer vacation 5 or 6 weeks Total 53 or 54 weeks Given the above total, at least one, and more likely two, weeks need to be “saved” in the above assumptions to fit this proposal into a 52-week year. The above has been calculated on the basis of a 12-week term. The norm in Australian universities is currently 12 or 13 weeks; UWA currently has a 13 week semester. UWA would need to move to a 12 week term to have any prospect of accommodating a three term calendar. Moves to a reduce the term length to less than 12 weeks, would likely raise questions internally and externally, regarding the “volume of learning” that was being claimed by the University for each of its units in a term of less than 12 weeks. Notwithstanding the scheduling challenges identified above, there are advantages and disadvantages or UWA moving to a three term year. Some advantages are as follows:

• It would maximise utilisation of campus infrastructure over the course of the year. 36 weeks would be given over to teaching periods, and another 6 weeks to study and exam periods. It is doubtful that greater utilisation could be achieved for the core teaching purpose of the University. If this capacity can be fully-utilised, it would significantly increased the income of UWA. (If the same total load is, however, spread over 3 rather than two terms, this would likely

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represent an increase in costs of delivery for UWA, with no increase in revenue.)

• It would maximise the ability of students to “accelerate” their degree progression. Students would be able to progress at 1.5 times the standard rate of progression, enabling the completion of 3-year degrees in two calendar years. This is expected to be of particular appeal to international students, as the saving of a year’s accommodation and living costs, would represent a significant saving in their total costs. (This may be offset against issues of recognition of qualifications and visas raised below.)

• It would provide better alignment with Northern hemisphere universities. Under the proposed model, the third term in a three term model, would align very closely with the first semester in a Northern hemisphere academic calendar; the first term would align closely with the second (Northern hemisphere) semester; and the second term would align with the (Northern Hemisphere) summer vacation and summer schools. This would facilitate student and staff exchange, as well as offering and participation by UWA students and staff in courses offered over the (Northern hemisphere) summer vacation (in lieu of participating in the second term at UWA).

• It is usually perceived that academic staff would be opposed to a three term year on the presumption that it would cut into research time. On the contrary, and on the assumption that staff with teaching and research roles would not teach in more than 2 terms, a three term year could be beneficial for academic staff in providing more choice and flexibility as to when they taught, as well as the alignment with Northern hemisphere calendars providing more opportunities for international engagement in terms in which they were not teaching. Nonetheless, this issue would need to be clearly explained and negotiated in the context of UWA’s academic staff enterprise agreement.

Some disadvantages are as follows:

• As noted above, the utilisation benefits only apply if enrolments can be increased to utilise the additional capacity provided by adding and additional term. Otherwise the additional cost of offering courses over an additional term will need to be met, without offsetting revenue increases.

• As noted above, while international students are likely to be most attracted to the cost savings which accelerating their degrees would enable, in some cases (including India) recognition of Australian qualifications in their home country is determined based on the elapsed time of the course, and there has been some reticence to accept the concept of degrees being achieved in shorter than accepted periods. Similarly, some Australian student visa conditions, such as access to rights to work on graduation are based on the length of the degree, which has previously been understood to be elapsed time, not academic load. These matters would need to be clarified to avoid undermining the benefits of acceleration to international students. (Check with Iain and Kent.)

• The point was made in the previous paper, that some of the benefits to students of the current significant non-teaching periods are the opportunities to pursue other developmental opportunities, including work and international experiences. While the proposed three term model would not require students to undertake studies in all three terms, a move to three terms of study being the norm for UWA students would be at the expense of these opportunities,

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which could be seen to be at odds with our objective to provide a holistic education, both on and off campus.

• A specific and important opportunity for our students is to pursue internships in the summer vacation, which would be substantially reduced in a three-term model. These internships are important for professional accreditation (Engineering) and employment pathways (professional services including accounting, law and business). Other arrangements would need to be put in place, including with employers, to ensure UWA students were not disadvantaged with regard to these important opportunities.

• This model moves UWA away from the Australian mainstream, particularly with regard to the start and finish of the academic year. The prospect of UNSW going down this path may help UWA explain and legitimise its approach, however, as we have seen with New Courses, notwithstanding the University of Melbourne adopting a similar model in a similar timeframe, significant resources would be required to explain our new model to our stakeholders, including, critically, prospective students.

A five term year A second model that has been proposed is that of a five-term year, where each term would represent one half of a semester of current load. This is a more radical change as it would most likely entail redesigning each current unit to be taught over a six-week period, with a full load for a term being two units. This would mean that rather than students studying 4 units over 13 (or 12) weeks representing a full load, they would now study 2 units over 6 weeks, and then 2 units over the next (6 week) teaching period. There may be pedagogical advantages to this model; it may be that students learn more effectively when focussing on a smaller number of topics for a shorter and more intense period, but I am not aware of any studies that demonstrate this (or the converse). (Check with Gilly.) The proposal in this case would be a teaching period of 6 weeks, followed by a study and examination period and vacation period of 3 weeks in total. This 9-week block could be repeated 5 times, leaving 7 weeks of break from pre-Christmas to post-Australia Day. (Explicit consideration hasn’t been made of Easter holidays and Australian University common week, but it is assumed they could be accommodated.) The advantages of this model are identified as follows:

• As with the three-term model, this proposal increases the utilisation of UWA facilities and resources for the teaching mission of the University. As above, this will only be effective to the extent that increased load is achieved to utilise this capacity.

• As with the three-term model, this proposal provides options for UWA students to accelerate their degree programs. A student undertaking a full load in all five terms will progress their degree at a rate of 1.25 times the standard rate of progress. Accordingly, a three year degree can be achieved in 2.5 years; a reduction of one semester.

• An additional benefit of this model is that it provides great flexibility for students to structure their studies over the course of a year. The briefer terms provide the opportunity for students to miss a term, and still progress at a

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standard rate. This may result from pursuing travel or internship opportunities, or meeting with Illness or misadventure, causing the student to miss a term, but having the opportunity to make up the lost time in the course of the year.

• As with the three-term model, there is better alignment with Northern hemisphere calendars than the current UWA academic calendar, with the benefits described above.

• As with the three-term model, the five-term model can also provide greater flexibility for academic staff to arrange their teaching loads to maximise opportunities for research, or international engagement opportunities.

• Unlike the three-term model, there is greater ability to “fit” the five-term model into the calendar, given that 1.25 EFTSL is accommodated rather than 1.5 under the three-term model.

The disadvantages of this model are identified as follows:

• The issue of needing to achieve additional load to increase revenues to utilise the additional capacity, made in the context of the three-term model, also holds for the five -ear model. The same load delivered over five terms will result in greater costs of delivery, which need to be offset by higher enrolments.

• The issue of needing to achieve agreement about recognition of UWA qualifications based on taught load not elapsed time also applies as for the three-term model.

• The five-term model is more accommodating of time for internships and travel, but the changes in term times may require special arrangements with employers to accommodate UWA students.

• A particular issue with this model is the need to redesign all units for delivery in a more intensive, six-week format. The cost of academic time in this regard is likely to be a significant issue. As noted previously, while there may be pedagogical benefits to this approach, which would provide a strong justification, I am not aware of significant studies to support this contention.

• This model is novel in the Australian context. The delivery of terms of half the length of current semesters, the delivery of units in a more intensive mode, and the change in term dates with the academic year starting earlier and finishing later than peer universities, will all set UWA apart. This could be beneficial, however, as we have seen with New Courses, the costs associated with educating stakeholders about the UWA model, and its benefits can be significant.

Proposal It is proposed that these models are discussed at Planning and Resources Committee to frame discussion around alternative Academic Calendar models that UWA may implement, and next steps that the University may take in this area. Alec Cameron 27 September, 2015

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Number of Summer Semester Units offered by G08 Universities 2013

UGRD PGRD Total UNSW 252 161 413 Melbourne 102 280 382 Queensland 138 184 322 ANU 94 150 244 Sydney 95 35 130 Monash 71 34 105 Adelaide 36 40 76 UWA 18 0 18

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Documents

Education at UWA : Education at UWA - MEMBERS OF THE … · 2015. 11. 9. · • Reduction of the allocation due to budget reforecasting by Financial Services. Attached (Attachment