ACKNOWLEDGEMENT OF LAND AGENDA MEETING 02 / 2016 …mams.rmit.edu.au/pa2amufw4ukaz.pdf · 2016-03-01 · 2.6 Establishment of the Enabling Capability Platforms ... The VC gave a presentation

ACADEMIC BOARD02/2016

Commercial–in-Confidence

ACKNOWLEDGEMENT OF LAND

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

AGENDA MEETING 02 / 2016

The Chamber: Building 1, City Campus on Monday 7 March 2016, at 1PM

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

NO ITEM PRESENTER ACTION

1 PROCEDURAL ITEMS

* 1.1 Attendance and welcome Chair / Secretary Information

* 1.2 Order of Business Chair Approval

1.3 Minutes: 1 February 2016 Chair Approval

1.4 2016 Agenda Planner Chair Information

2 ACTIONS ARISING

2.1 Register of outstanding actions Chair Discussion

2.2 Bachelor of Pharmaceutical Sciences (Honours) (BH121)

New Offering (Program) - Onshore Campus DVC A Approval

2.3 Bachelor of Pharmaceutical Sciences (BP311)

New Offering (Program) - Onshore Campus DVC A Approval

2.4 Bachelor of Tourism & Hospitality Management VP Academic, Vietnam

Approval

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

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

DVC R&I Noting

2.7 Results of Pilot: Global Partner Approval Process DVC I Noting

2.8 Master of Science (Aviation) (MC264)

New Award for implementation from Semester 2 2016DVC A Approval

3 STRATEGIC CONVERSATION

3.1 Reconciliation Action Plan - CONFIDENTIAL DVC A Discussion

3.2 Entrepreneurship and innovation Charlie Leadbeater Discussion

4 VICE-CHANCELLOR AND PRESIDENT

4.1 Report Vice-Chancellor Noting

5 STRATEGY AND GOVERNANCE

5.1 Review of special consideration scheme for RMIT students DVC A Comment

5.2 Scholarships and Prizes Policy DVC A Approval

6 ACADEMIC BOARD COMMITTEE MATTERS

6.1 Committee Minutes

∑ Research Committee Minutes (Confirmed): 14 December 2015∑ Education Committee Minutes (Unconfirmed): 9 February 2016

Secretary Noting

6.2 Proposed Amendment to Academic Board Regulations Chair Endorsement

Academic Board Meeting 02/2016 - 7 March 2016 - AGENDA

1

ACADEMIC BOARD02/2016

Commercial–in-Confidence

7 STUDENT MATTERS

No items

8 ANY OTHER BUSINESS

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

Secretary Noting

8.2 Questions from members Chair Discussion

Academic Board Meeting 02/2016 - 7 March 2016 - AGENDA

2

ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY

ACADEMIC BOARD

MINUTES OF MEETING NO 01/2016

HELD AT 1PM ON 1 FEBRUARY 2016

BUILDING 1, LARGE BOARDROOM, CITY CAMPUS

ATTENDANCE

Chair: Professor David Hayward

Deputy Chair: Mr Keith Cowlishaw

Attendance: See Appendix 1

Secretary: Dr Jessica Lee‐Ack

1 PROCEDURAL ITEMS

1.1 Attendance and welcome to new members

Apologies were noted and the Chair welcomed new members.

1.2 Order of Business

The Board starred the following items for discussion: 2.2, 2.5, 3.1 and 4.1. The Chair moved that the order of business for this meeting be approved, seconded by Dr Maddy McMaster and approved by the Board.

1.3 Minutes of Meeting 7 December 2015

Academic Board approved for signing as a correct record the minutes of meeting 11/2015 held on 7 December 2015.

1.4 2016 Directions Statement

Noted.

1.5 2016 Agenda Planner

Noted.

2 ACTIONS ARISING

2.1 Register of outstanding actions

Noted.

2.2 University Appeals Committee: Annual Report 2015

The Board discussed the Annual Report from the University Appeals Committee for 2015 noting:

The significant resource costs of the appeals process;

A 27% reduction in appeals relating to Special Consideration due to improvements in the Special Consideration process; and

That of a total of 582 appeals lodged, 54 cases went to a hearing with 80% of appeals upheld.

The Board noted that although the number of appeals cases had decreased, RMIT should be aiming for no appeals and should focus on early intervention to diffuse issues and distinguish between issues and complaints. The DVC A agreed to take up this issue in the Academic Portfolio’s workplan and to involve student representatives in further discussions regarding

Academic Board Meeting 02/2016 - 7 March 2016 - PROCEDURAL ITEMS

3

the appeals process.

2.3 Update on issues relating to myotherapy and remedial massage programs

The DVC A noted the recent review of the Australian Government Rebate on Private Health Insurance for natural therapies which raised concerns about certain therapies without a strong scientific basis. The DVC A is in discussions with College leaders on any implications for RMIT programs and will report back to the Board on this issue at a future meeting.

2.4 Master of Engineering (Management) via Kaplan Singapore

The Board noted that the Master of Engineering (Management) (MC226KPL) to be offered via Kaplan Singapore and commencing in Trimester 2 (May 2016) was endorsed by a majority of Board members on 18 December 2015.

2.5 RMIT ERA 2015 Outcomes

The Board noted RMIT’s ERA results – including strong performance in several science and engineering disciplines. The DVC R&I advised the Board that the next ERA assessment would likely be held in 2018, would cover outputs from the period 2011‐2015 and would have a census date of 31 March 2017. The DVC R&I also noted that the ERA 2018 assessment would likely include a measure of “research impact”, modelled on the research engagement measure developed by Australian Academy of Technical Sciences and Engineering (ATSE).

The Board noted an issue relating to ethics approval for practice‐based research outputs in the journalism discipline, at RMIT and elsewhere. It was agreed that a future Board meeting would include a more detailed discussion of ethics and changes to the Australian Code for the Responsible Conduct of Research.

The Board also noted that the UK is currently looking at teaching excellence (Green Paper ‐ https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/474227/BIS‐15‐623‐fulfilling‐our‐potential‐teaching‐excellence‐social‐mobility‐and‐student‐choice.pdf).

It was agreed that the DVC R&I would keep the Board informed about ERA 2018 as well as changes to the Research Block Grant system and rankings.

2.6 Establishment of the Enabling Capability Platforms

The Board noted that eight Enabling Capability Platforms were identified and approved in 2015 and are being established in 2016.

3 STRATEGIC CONVERSATION

3.1 2016 RUSU list of priorities

The Board noted RUSU’s priorities for 2016 which are aligned to the RMIT Strategic Plan. The Board congratulated RUSU on its work and noted that RUSU would continue to work with the Vice‐Chancellor and stakeholders from around the University to translate the priorities into specific projects for 2016. The Board noted that the priority relating to “no assessment over 50%” applies to coursework not research programs.

The Board agreed that it is important to acknowledge that RMIT has students in many locations and noted that RUSU will work to identify priorities that are applicable across different campuses.

4 VICE‐CHANCELLOR AND PRESIDENT

4.1 Report

The VC gave a presentation covering student demand, policy issues and the implementation of the Strategic Plan. The Board noted:


4

The issues regarding the transparency and relevancy of ATAR scores require a considered response from RMIT;

RMIT needs to think differently about admission requirements, taking into account what employers want and value; and

The Federal Government will move into election‐mode in 2016 and RMIT must develop clear positions on key policy issues including funding models for research and education, access and equity (HEPP reform), federalism and taxation reform.

As an “enterprise facing” university, RMIT must nurture IP into action and must achieve a step‐change in our student experience.

The Board noted that resource implications for selection processes need to be a consideration but not a limitation.

The Board noted that the VC would table the final version of the University Scorecard at a future meeting.

5 STRATEGY AND GOVERNANCE

No items

6 ACADEMIC BOARD COMMITTEE MATTERS

6.1 Committee minutes

a. Research Committee confirmed minutes 9 November 2015 – noted. b. Education Committee unconfirmed minutes 15 December 2015 ‐ noted.

6.2 Nominee of Academic Board to serve on Research Committee (March 2016 to February 2018)

The Chair noted that Dr Shelley Brunt is on leave and is no longer able to serve as the Academic Board nominee on Research Committee. The Chair moved that Dr Caroline Norma be the Academic Board nominee for the period March 2016 to February 2018. The motion was seconded by Dr Kerry Mullan and carried by the Board.

7 STUDENT MATTERS

No items

8 ANY OTHER BUSINESS

No items

CHAIR:

DATE:


5

Appendix 1 – Attendance

Ex Officio Members Represented by

Chancellor Dr Ziggy Switkowski Apology Janet Latchford

Vice‐Chancellor and President Martin Bean Present

Vice‐President, Resources Mr Steve Somogyi Present

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

Deputy Vice‐Chancellor, Research & Innovation

Prof Calum Drummond Present

Deputy Vice‐Chancellor, International

Prof Andrew McIntyre Present

Deputy Vice‐Chancellor, Engagement & Voc Educ

Mr John Barnes Present

Pro Vice‐Chancellor Science Eng & Health

Prof Peter Coloe Present

Pro Vice‐Chancellor Design and Social Context

Prof Paul Gough Present

Pro Vice‐Chancellor Business Prof Ian Palmer Present

Dean, Learning and Teaching Prof Geoff Crisp Apology

Dean, Students Prof Owen Hughes Present

Dean, School of Graduate Research

Prof Denise Cuthbert Present

Executive Director, Vocational Education

Mr Keith Cowlishaw Present

University Librarian Dr Craig Anderson Present

Academic Registrar Dr Maddy McMaster Present

Vice‐President Strategy and Governance

Dr Loren Miller Present

Nominee of the Vice‐Chancellor Ms Claire Beale Present

Director of Research Institute Prof Xinghuo Yu Apology

President RMIT Vietnam or nominee

Prof Beverley Webster Present

President, RMIT Student Union Ariel Zohar Present

Elected members Represented by

Mr Graham Airey Present

Prof Caroline Chan Present

Prof Pauline Stanton Present

Prof Robyn Healy Apology

Prof David Hayward Present


6

Prof Rob Strathdee Present

Prof Adrian Mouritz Apology

Prof Charlie Xue Present

Mr Peter Ryan Present

Assoc Prof Shona Leitch Present

Dr Tim O’Shannassy Apology

Dr Alex Wake Present

Dr Kerry Mullan Present

Dr Amanda Kimpton Present

Dr Srinivasan Madapusi Present

Dr Jessica Wilkinson Present

Dr Daryl D’Souza Present

Dr Jeff Hughes Present

Dr Caroline Norma Apology

Assoc Prof Melih Ozlen Present

Dr Ejanul Haque Present

Mr Alain Grossbard Present

Mrs Theresa Lyford Present

Mr Andre Martin Present

Mr Peter Murphy Present

Mr Paul Hoac Present

Ella Caulfield Present

Alan Padgham Apology

Alex Borsato Present

Carl Melkonian Present

Ms Carey Walden Present

Mr Frank Buechele Present

Prof Kerry London Present

Prof Charlie Xue Apology

In attendance

Dr Jessica Lee‐Ack

Ms Amanda Way

Dr Michael Elliot

Dr Sarah Stow

Ms Michelle Hoodbhoy

Ms Kerri Vienna


7

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

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

Reconciliation Action Plan Branch campus criteria (DVC I)

Enrepreneurship and InnovationRMIT response to the impact agenda

(DVC R&I)

RMIT’s ERA 2015 Results (DVC

R&I)

Enabling Capability Platforms

(DVC R&I)

Admission and Credit Policy (DVC A)

Assessment Policy (DVC A and Deputy

Dean, Teaching and Learning)

Enrolment Policy (DVC A)Programs and courses policy (DVC

A)

Conferral and Graduation Policy (DVC A)

Privacy and Information Management

Policy (DVC A, DVC R&I, VP Strategy &

Governance)

The health of the disciplines

at RMIT

InclusionProposed metrics for Disability Liaison Unit

(Dean, Students)

Bachelor of Pharmaceutical Sciences

(Honours) (BH121)

Bachelor of Pharmaceutical Sciences

(BP311)

Bachelor of Tourism and Hospitality

Management (with nested Diploma of

Tourism and Hospitality Management)

Program approval process for RMIT

Vietnam (DVC A)

Update on TESQA re‐registration (VP

Strategy & Governance)

Vocational Education Funding Review

(ED VE)

Guest speaker –Commissioner

Lavarche (ASQA) Topic: Deregulation,

markets and tertiary education:

lessons for regulators from Australia's

vocational education reform program

Guest speaker – Dr Michael

Tomlinson, TEQSA

Academic Board to Council Report to Council

Research Committee Minutes (November Meeting) Minutes (December Meeting) Annual Report and Workplan Minutes (March Meeting) Minutes (April Meeting) Minutes (May Meeting) Minutes (June Meeting) Minutes (July Meeting) Minutes (August Meeting) Minutes (September Meeting) Minutes (October Meeting)

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

RMIT VietnamMid‐year report (VP Academic

Vietnam)

End‐of‐year report (VP Academic

Vietnam)

Induction and electionsInduction session for new

members (Secretariat)

Induction follow up session for new

members (Secretariat)ELECTIONS (Secretariat) ELECTIONS (Secretariat)

Induction end of year session for

new members (Secretariat)

EvaluationDraft evaluation tool

(Secretariat)

Complete evaluation during Board

meeting (Secretariat)

Results of 2016 evaluation

activities (Secretariat)

Items shown in green text are completed

Academic Board Agenda Planner 2016

Course structure model – UWA and

The University of Melbourne (DVC A)

Program Administration (Ms

Carey Walden)

Program approvals

National Innovation and Science Agenda

(NISA) briefing paper (DVC R&I)

Key findings of Research

Performance, Health and

Wellbeing Report (DVC R&I)

RUSU priorities for 2016Strategic conversationsStudent feedback (Survey Services

Centre) (VP Strategy & Governance)

What does success at RMIT

Europe look like? (videolink with

RMIT Europe)

Hot To

pics ‐ Th

emes

Digital innovations

Reporting

Teaching and Learning

Member

Matters

Reviews

Regulatory environment

Academic integrityReport on research integrity (annual) (DVC

R&I)

Review of RMIT’s academic risk profile

(DVC A)

VE private providers – issues and

lessons learned (ED VE)

Special Consideration (part of new

Assessment Policy) (VP Strategy &

Governance)

Scholarships and Prizes Policy (ARG)


Infrastructure report

(including Blackboard) (DVC A)

Update on status of

accreditations (Colleges) (DVC A

and PVCs)

Employability

Research, innovation and

impact

Vision for digitally enabled learning (DVC A

& Learning Futures Working Group)Keypath and RMIT's digital agenda (VC)

Complaints Policy (VP Strategy &

Governance)

Student feedback (Survey Services

Centre) (VP Strategy &

Governance)

Report on ARC and NHMRC

outcomes (DVC R&I)


Infrastructure report (including

Blackboard) (DVC A)

STRATEGY WEEK – Reflection

on strategy


8

Item 2.1

Submission to Academic Board

TITLE Register of Outstanding Actions

EXECUTIVE SUMMARY

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

The Register has been updated to include actions arising from discussions at the Board on 1 February 2016.

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

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

BACKGROUND AND PREVIOUS CONSIDERATION BY ACADEMIC BOARD

N/A

DISCUSSION/RATIONALE FOR RECOMMENDATIONS

N/A

FINANCIAL IMPLICATIONS

N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

Register of Outstanding Actions

Submitted by:

Name: Professor David Hayward

Title: Chair, Academic Board

Date: February 2016

Academic Board Meeting 02/2016 - 7 March 2016 - ACTIONS ARISING

9

Status Key: On track Requires focus At riskG Y R

ACADEMIC BOARD:Summary of outstanding actions Updated after meeting: 1 February 2016

Number– Old

system

Number – New system

Meeting Reference Responsibility DescriptionDue date

Status

107-15

(1)3 August 2015

Employability and Careers

PVC, Design & Social Context & PVC, Business

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

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

Q42015

208-15

(1)7 September

Academic Misconduct and Plagiarism Taskforce

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

Q42015

311-15

(1)7 December 2015

Register of outstanding actions –research integrity

DVC R&I and VP Strategy & Governance

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

Q12016

411-15

(2)7 December 2015

Report on open access journals charging academic staff for publication

DVC R&I and ED Research Office

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

Q12016

N.B. report to be submitted to Research

Committee prior to tabling at Academic Board

511-15

(3)7 December 2015

Presentation by Disability Liaison Unit

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

Q12016

611-15

(4)7 December 2015

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

Board members

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

Q22016

711-15

(5)7 December 2015

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

Q12016

811-15

(6)7 December 2015

BlackboardDVC A with Chair and Deputy Chair

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

Q12016

Y

G

G

G

G

G

G

G


10

Status Key: On track Requires focus At riskG Y R

Number– Old

system

Number – New system

Meeting Reference Responsibility DescriptionDue date

Status

901-16

(1)1 February 2016

University Appeals DVC A with student members

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

Q12016

NEW

1001-16

(2)1 February 2016

Update on issues relating to myotheraphy and remedial massage programs

DVC A

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

Q22016

NEW

1101-16

(3)1 February 2016

RMIT ERA Outcomes 2015

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

Q32016

NEW

1101-16

(4)1 February 2016

RMIT ERA Outcomes 2015

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

Q32016

NEW

1201-16

(5)1 February 2016

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

Q22016

NEW


11


TITLE

Bachelor of Pharmaceutical Sciences (Honours) (BH121)New Offering (Program) - Onshore Campus

PLR: 880, PPTL: 10815

EXECUTIVE SUMMARY

Key Issues

The proposal is to introduce a new one year industry based Bachelor of Pharmaceutical Sciences (Honours) program that would have select entry and aim for an industry R&D focus. Four new courses will be introduced.

Recommendations (including action Academic Board must take)

That Academic Board approve the introduction of a new award, the Bachelor of Pharmaceutical Sciences (Honours) (BH121), commencing Semester 1, 2017.

Timing of Decisions

Approval is sought by Academic Board at its next meeting in order to facilitate implementation in Semester 1, 2017.

Further Information

N/A

Communication and Confidentiality

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


12

DocRef: TRIM Page 2 of 3

REMAINDER OF PAPER


The feasibility case was approved by the Pro Vice-Chancellor, Science, Engineering and Health on 17 August 2015.

The academic case was endorsed by the Science, Engineering and Health Academic Development Committee on 15 December 2015 and approved by the Pro Vice-Chancellor, Science, Engineering and Health on 21 January 2016. The proposal for the Bachelor of Pharmaceutical Sciences (BP131) was endorsed by Education Committee at its meeting on 9 February 2016 subject to several amendments.


As part of the proposed change in the four year Bachelor of Biomedical Science (Pharmaceutical Sciences) (BP184) program to a three year Bachelor of Pharmaceutical Sciences, the proposal is that BP184’s fourth year in industry, will be replaced by a new one year industry based Bachelor of Pharmaceutical Sciences (Honours). This final year would have select entry and aim for an industry R&D focus. Students seeking a laboratory based research career would be able to apply for the School’s Bachelor of Biomedical Science (Honours) (BH058P12) as an alternative pathway.

New award title

The title “Bachelor of Pharmaceutical Sciences” is proposed for the new three year program BP311 (also before the committee at this meeting). This title will differentiate it from the current BP184 program to avoid confusion among current students. The degree title “Bachelor of Pharmaceutical Sciences” is used at Monash University and at several universities in other Australian states.

It is proposed that this new honours year program use the same title as BP311 with the addition of “(Honours)”. BP311 is to be a feeder undergraduate program for the BH121 honours program.

Entry requirements

In this application we indicate that entry requirements include a GPA of 2 or more out of 4, the university entry requirement for a traditional research based honours program, as stated in section 16 of the Selection and admission procedure.

We would like to take this opportunity to raise the issue of whether the current policy is appropriate for a professional, industry focussed honours program such as BH121. Our experience shows that GPA is not a good predictor of student success in the substantial placement that is the main component in this new professional honours program. We would be grateful if the Education Committee were to consider whether the new admission and credit policy currently being draftedcould provide flexibility for professional honours degrees to require a lower GPA while setting additional entry requirements more relevant to a degree like BH121, a program that will be a transformative experience for the student. We note that the Selection and admission procedure sets no minimum GPA requirement for entry to a masters by coursework, and suggest that professional honours program likewise should require completion only of a relevant bachelor degree. The entry requirement for bachelor honours year programs might be expressed as follows.

“Applicants for bachelor degree honours year programs must hold a bachelor degree in a relevant discipline. Where the honours program is a pathway to academic research, students must have achieved a GPA of 2.0 or better in the undergraduate degree.”


Discussions have been held with the Library, Study and Learning Centre, and Information Technology regarding this new program and there are no expected changes in resource requirements, given that this program will replace the fourth year of BP184. Also this reconfiguration will not lead to changes in facility usage. There will be no resource implications other than the administrative cost of implementing the program change.


13


INSTITUTIONAL RISKS

It is recognized that fewer students do follow the standard honours program, however, the current proposed program is a work integrated learning based honours rather than the traditional lab based honours degree.

ATTACHMENTS

∑ Program Guide

Submitted by:

Name: Professor Paul Gough

Title: Acting Deputy Vice-Chancellor (Academic) and Vice President

Date: 22 February 2016


14

Program Guide

Program: BH121 Bachelor of Pharmaceutical Sciences (Honours)

Plan: BH121 Bachelor of Pharmaceutical Sciences (Honours)

Campus: AUSBU Bundoora Campus

Version: 1.0

Status: Endorsed

Last Updated: 01/03/2016 10:22

Published From:

Published To:

Proposed Year of Introduction: 2017

Type of Amendment:

New Program

Change Description:

Change Reason:


15

Program Guide

Page 2

Program GuideAward title: Bachelor of Pharmaceutical Sciences (Honours)

Award abbreviation: BPharmSc(Hons)

Total credit points: 96

Career: UGRD

Duration: 1 year (2 semesters) full-time

Location: Onshore, Bundoora campus

Owning school: Medical Sciences (160H)

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

Partnered Offering/Corporate Client:

ASCED Code: 010999

CRICOS Code:

Proposed introduction: Semester 1, 2017

Program proposer details: Professor Emilio BadoerTel: +613 9925 [email protected]

External Accreditation and Industry Links

On successful completion of the program, graduates may be eligible to join a number of Australianprofessional societies in the medical and pharmaceutical fields, either during your final year of study or upongraduating. Examples of these societies include:

• Association of Regulatory and Clinical Scientists to the Pharmaceutical Industry (ARCS)• Australasian Pharmaceutical Science Association (APSA)• Australasian Society of Clinical and Experimental Pharmacologists and Toxicologists (ASCEPT)• Australian Physiological Society (AuPS)• Australian Society for Medical Research (ASMR)

Purpose of the Program

The Bachelor of Pharmaceutical Sciences (Hons) program has been designed to prepare you for a careerin the pharmaceutical industry. The Australian pharmaceutical industry has undergone rapid expansion andthis is expected to continue. As a result, the industry will require an increasing number of graduates to work inareas such as drug design and development, human clinical trials and drug regulations.

Helping you transition to a career in the pharmaceutical industry are the following capstone courses:

• ONPS2540 Professional Research Project 1: Development and Implementation.• ONPS2541 Professional Research Project 2: Evidence Portfolio.

This program requires in on campus attendance.

Program Learning Outcomes Statement

The Bachelor of Pharmaceutical Sciences (Honours) courses are designed to contribute to the followingprogram learning outcomes:

1. Critically analyse and solve scientific problemsAdapt knowledge, concepts and skills to problem solve.

2. Communication and TeamworkDevelop skills to effectively communicate, both orally and written.

3. Investigation and AnalysisApply initiative and judgement and adapt knowledge and skills.

4. Accountability for your own learning and professional conduct.


16

http://www.rmit.edu.au/medicalsciences

http://www.arcs.com.au

http://www.apsa-online.org

http://www.ascept.org

http://www.aups.org.au

http://www.asmr.org.au

Program Guide

Page 3

Accountable for your own learning, demonstrating safe and ethical professional conduct.


17

Program Guide

Page 4

Program Learning Outcomes Matrix

Program Learning Outcomes RMIT GA's AQF LOD Level 8 Courses1. Critically analyse and solve sci-entific problems

Adapt knowledge, concepts andskills to problem solve.

GA1

GA5

S2,

S3

ONPS2539ONPS2542ONPS2540ONPS2541

2. Communication and Teamwork

Develop skills to effectively communi-cate, both orally and written.

GA1

GA2

GA4

GA5

K1,

A2,

S5


3. Investigation and Analysis

Apply initiative and judgement andadapt knowledge and skills.

GA1

GA2

GA5

GA6

K2,

S1,

S3,

S4,

A1,

A2,

A4


4. Accountability for your ownlearning and professional conduct

GA1

GA2

GA3

GA4

GA5

GA6

A1,

A3,

A4


RMIT's Graduate Attributes (GAs)

http://www.rmit.edu.au/teaching/graduateattributes


18


Program Guide

Page 5

Work Integrated Learning

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

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

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

In this program, you will undertake the following specific course(s) that focus on work integrated learning(WIL):

• Professional Research Project 1: Development and Implementation (ONPS2540)• Professional Research Project 2: Evidence Portfolio (ONPS2541)

You will be assessed on professional or vocational work in a workplace setting and receive feedback fromthose involved in your industry.

Approach to Learning and Assessment

The Pharmaceutical Sciences (Honours) degree is a 1-year program consisting of professional practiceplacement in the pharmaceutical industry. The program has been developed in consultation with industry,and provides a leading edge for you to contribute to the pharmaceutical industry and provides opportunities toacquire a range of professional skills.

The professional skills are acquired during a period of up to 40 weeks of supervised placement in atherapeutic goods company, research laboratory, hospital, clinical trials organisation, government regulatoryauthority or other relevant organisation. The placement aims to provide you with experience, skills, knowledgeand attributes that characterise a therapeutic sciences professional that can only be obtained in theworkplace. Hence the learning activities will vary depending on your placement position and workplace.

Assessments include:

• Assignments, case studies and interviews• Continuous Professional Development (CPD) Log • Evidence portfolio• Literature review• Organisational analysis report • Participation in workshops (communication on experience)• Performance appraisal from industry supervisor• Reflective professional journal • Seminar presentations

Articulation and Pathways

On successful completion of this program you may be eligible to enrol in the following postgraduate researchprograms offered by the School of Medical Sciences:

• DR227 PhD (Biomedical Science) • MR227 Master of Science (Biomedical Science)

Entrance requirements

Program entry requirements

Applicants must

• have completed the Bachelor of Pharmaceutical Sciences program at RMIT University, or anequivalent undergraduate degree, with a GPA of at least 2.0 out of 4.0, and

• have been successful in the interview process with an industry placement provider to gain an approvedplacement for the program. For graduates of the RMIT Bachelor of Pharmaceutical Sciences program,this interview process will have occurred in the relevant course in the last year of that program. Graduates of other equivalent bachelor degrees should contact the program manager as soon aspossible to arrange an interview process with an industry placement provider.


19

Program Guide

Page 6

English language requirements

A minimum IELTS (Academic module) overall score of 6.5, with no band below 6.0; or equivalent.

For equivalents to English entry requirements, see the English equivalents web page.

Library, IT and specialist resources

Library resources and servicesAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.

Computers for study are available at every Library site, where you can access the Internet, myRMIT(www.rmit.edu.au/myrmit) or Library e-resources. If you have a laptop you can access the RMIT wirelessnetwork in the Library.

Library staff can show you how to find information for your assignments or you can work through web-basedtutorials or use our online Ask a Librarian service.

The Library is continually expanding our electronic collections to make it easier for you to get the informationyou need when you need it. All RMIT students have unlimited access to quality electronic resources such ase-books, e-journals and newspapers.

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

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

Student expenses and charges in addition to fees

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

Students are responsible for any expenses associated with attending professional placement. These costsmay include, but are not limited to the following: uniform, travel, accommodation, vaccinations and first aidtraining.

Program Transition Plan

Not Applicable

Program Structure

To graduate you must complete the following: Year One of ProgramComplete the following Four (4) Courses:Course Title Credit Points Course Code Campus

12 ONPS2542 Bundoora Campus


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Research Methods for Health andMedical Science 1: Case StudyProfessional Research Project 1:Development and Implementation


Research Methods for Health andMedical Science 2: Professional Training


Professional Research Project 2:Evidence Portfolio



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TITLE

Bachelor of Pharmaceutical Sciences (BP131)New Offering (Program) - Onshore Campus

PLR: 870, PPTL: 10814

EXECUTIVE SUMMARY

Key Issues

The proposal is for the change of both duration and title of the Bachelor of Biomedical Science (Pharmaceutical Sciences) (BP184) from a four year offering to a three year offering to be titled theBachelor of Pharmaceutical Sciences (BP311).


That Academic Board approve the introduction of a new award, the Bachelor of Pharmaceutical Sciences (BP311), commencing Semester 2, 2016 (for students to be transitioned from BP184) and Semester 1, 2017 (new enrolments).

Timing of Decisions

Immediate approval is sought by Academic Board in order to facilitate implementation in Semester 2, 2016 and Semester 1, 2017.

Further Information

This new program would consist of existing courses from Years 1 to 3 of BP184, and the development of one new course.

1. Addition of one new course as an option:ONPS2534 “Professional Skills Development for the Pharmaceutical Scientist”

2. Addition of one existing course as an option (from BP231 Bachelor of Biomedical Sciences): BIOL2357 “Practical Biomedical Sciences”

These two options replace one of the three university student electives that were in the original four year program. This three year program requires only two university student electives.


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


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REMAINDER OF PAPER


Currently the School of Medical Sciences offers the Bachelor of Biomedical Science (Pharmaceutical Sciences) (BP184) and the double degree with the School of Civil, Environmental and Chemical Engineering, the Bachelor of Engineering (Chemical Engineering) (Honours) /Bachelor of Biomedical Science (Pharmaceutical Science) (BH095).

The proposal is for the change of both duration and title of the Bachelor of Biomedical Science (Pharmaceutical Sciences) (BP184) from a four year offering to a three year offering to be titled the Bachelor of Pharmaceutical Sciences (BP311). This new program would consist of existing courses from Years 1 to 3 of BP184 and the addition of one new course. Students currently enrolled in BP184 would be offered this three year program as an exit point from semester 2, 2016 onwards, and the new three year offering would take in new students from semester 1, 2017 onwards.

As part of the proposed change in duration of the Bachelor of Biomedical Science (Pharmaceutical Sciences)( BP184,) from four years to three years, the current fourth year in industry will be replaced by a new one year industry based Bachelor of Pharmaceutical Sciences (Honours) (BH121). This one year Honours program would have select entry and aim for an industry R&D focus.

The double degree with the School of Civil, Environmental and Chemical Engineering, the Bachelor of Engineering (Chemical Engineering) (Honours)/Bachelor of Biomedical Science (Pharmaceutical Science) (BH095) requires a title change and a minor amendment.

The program has no OUA offerings and no offerings outside Australia.

All consulted internal stakeholders have provided their endorsements.


The feasibility case was approved by the Pro Vice-Chancellor, Science, Engineering and Health on 17 August 2015.

The academic case was endorsed by the Science, Engineering and Health Academic Development Committee on 15 December 2015 and approved by the Pro Vice-Chancellor, Science, Engineering and Health on 21 January 2016.

The amendment of the BH095 double degree program is contained in a separate submission to ADC scheduled on 19 February 2016 and it is anticipated that it will be submitted to the Education Committee on 15 March 2016.

It is proposed to stop intake to the Bachelor of Biomedical Science (Pharmaceutical Sciences) (BP184) in mid Semester 2 2016 and to teach out existing students. It is anticipated that the consequential discontinuation of BP184 will be submitted to ADC on 19 February 2016 and to Education Committee on 19 April.

The proposal for the Bachelor of Pharmaceutical Sciences (BP131) was endorsed by Education Committee at its meeting on 9 February 2016.


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This amendment will provide greater flexibility in connected pathways for students and will provide increased choice for study progression.

Students who successfully complete the three year program can choose the new Bachelor Pharmaceutical Sciences (Honours) (BH121) program if they have an industry focus. For students seeking a laboratory focused research career, the School’s Bachelor of Biomedical Science (Honours) (BH058) is an alternative pathway.

New award title


A survey of current Bachelor of Biomedical Science (Pharmaceutical Sciences) BP184 students indicated that they supported the introduction of a reduced duration three year program as it provided greater flexibility for alternative career pathways.


Discussions have been held with the Library, Study & Learning Centre, and IT regarding this new program and there are no expected changes in resource requirements, given that this program will replace BP184. Also this reconfiguration will not lead to changes in facility usage. There will be no resource implications other than the administrative cost of implementing the program change.

INSTITUTIONAL RISKS

This program is a feeder program for the proposed BH121 Bachelor of Pharmaceutical Sciences (Honours) and the BH058 Bachelor of Biomedical Sciences (Honours)’s biomedical stream.

The expected demand for BP311 will be expected to be similar to, or even greater than for BP184. Further students will see that the potential exists that for the same duration as BP 184, students can obtain two degrees (BP311 and BH121).

ATTACHMENTS

• Program Guide

Submitted by:


Title: Acting Deputy Vice Chancellor, Academic



24

Program Guide

Program: BP311 Bachelor of Pharmaceutical Sciences

Plan: BP311 Bachelor of Pharmaceutical Sciences

Campus: AUSBU Bundoora Campus

Version: 1.0

Status: Endorsed

Last Updated: 18/02/2016 15:52

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:

Policy and Programs Committee Status:

Policy and Programs Committee Date:

Academic Board Status:

Academic Board Date:

Council Status:

Council Date:


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Program Guide

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Program GuideAward title: Bachelor of Pharmaceutical Sciences

Award abbreviation: BPharmSc


Career: UGRD

Duration: 3 years full-time, 6 years part-time

Location: Onshore, Bundoora campus

Owning school: Medical Sciences (160H)

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


ASCED Code: 010999

CRICOS Code:

Proposed introduction: Semester 2, 2016

Program proposer details: Professor Emilio BadoerTel: +613 9925 [email protected]


On completion of the Bachelor of Pharmaceutical Sciences you may be eligible to join various Australianprofessional societies in the medical and pharmaceutical fields. Examples of these societies include:

• Association of Regulatory and Clinical Scientists to the Pharmaceutical Industry (ARCS)• Australasian Pharmaceutical Science Association (APSA)• Australasian Society of Clinical and Experimental Pharmacologists and Toxicologists (ASCEPT)• Australian Physiological Society (AuPS)• Australian Society for Medical Research (ASMR)

The School of Medical Sciences has extensive links with industry through their Program Advisory Committees(PACs), through research projects and consulting, and through their professional placement program.Employers and industry professionals are members of these Program Advisory Committees, and havecontributed both to the initial development and ongoing improvement of this program. Their involvementensures that the program remains relevant to your needs as a graduate and to the needs of graduateemployers.


The Bachelor of Pharmaceutical Sciences program covers all aspects of the drug discovery process and hasbeen designed to prepare you for a career in the pharmaceutical industry. The Australian pharmaceuticalindustry has dramatically increased in the past 10 years and rapid expansion is expected to continue.As a result, the industry will require an increasing number of graduates to work in areas related to drugdevelopment including human clinical trials and drug regulations.

Helping you transition to a career in the pharmaceutical industry, are the following capstone courses:

• ONPS2493 Pharmacology of Therapeutic Agents 1• ONPS2305 Drug Research and Development• ONPS2304 Clinical Trial Design and Management• ONPS2494 Pharmacology of Therapeutic Agents 2• ONPS2307 Preclinical Drug Testing• ONPS2306 Drug Regulations

This program requires on campus attendance.


The Bachelor of Pharmaceutical Sciences courses are designed to contribute to the following programlearning outcomes:


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1. Exhibiting depth and breadth of scientific knowledgeDevelop a broad and coherent body of knowledge particularly in biochemistry, physiology, pharmacology andtoxicology.

2. Critically analyse and solve scientific problemsAdapt knowledge, concepts and skills to problem solve.

3. Communication and TeamworkDevelop skills to effectively communicate, both orally and written.

4. Investigation and AnalysisApply initiative and judgement and adapt knowledge and skills.

5. Accountability for your own learning and professional conduct.

Accountable for your own learning, demonstrating safe and ethical professional conduct.


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Program Learning Out-comes Bachelor ofPharmaceutical Sci-ences

RMIT's Graduate At-tributes

AQF's Learning Out-come Descriptors

Year 1 Courses Year 2 Courses Year 3 Courses

1.Exhibiting depth andbreadth of scientificknowledge

Develop a broad and co-herent body of knowl-edge particularly in bio-chemistry, physiology,pharmacology and toxi-cology.

GA1 GA5 K1, S2 CHEM1240

BIOL2272

ONPS2302

MATH1238

ONPS2423

BIOL2369

BIOL2257

ONPS2303

BIOL1177

BIOL1181

ONPS2441

ONPS2443

ONPS2387

BIOL2043

BIOL2044

ONPS2493

ONPS2494

2. Critically analyseand solve scientificproblems

Adapt knowledge, con-cepts and skills to prob-lem solve.

GA1

GA5

A1

A2

S1

S2

S3

MATH1238

ONPS2423

BIOL2369

ONPS2303

BIOL1177

BIOL1181

ONPS2441

ONPS2443

ONPS2387

BIOL2043

BIOL2044

ONPS2493

ONPS2494

ONPS2304

ONPS2305

ONPS2306

ONPS2307

3. Communication andTeamwork

Develop skills to effec-tively communicate, bothorally and written.

GA1

GA2

GA4

GA5

S3

S4

ONPS2302

ONPS2303

ONPS2441

ONPS2443

ONPS2387

ONPS2304

ONPS2305

ONPS2306

ONPS2307

ONPS2493

ONPS2494

BIOL2357


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ONPS25344. Investigation andAnalysis

Apply initiative andjudgement and adapt knowledge and skills.

GA1

GA2

GA5

GA6

A1

A2

A3

S3

ONPS2387 ONPS2304

ONPS2305

ONPS2306

ONPS2307

ONPS2534

5. Accountability foryour own learning andprofessional conduct

GA1

GA2

GA3

GA4

GA5

GA6

S2

S3

S4

A1

A2

A3

BIOL2357

ONPS2534

AQF Level 7 Bachelor Degree

http://wwwaqf.edu.au/wp-content/uploads/2013/05/10AQFBachelor-Degree.pdf

RMIT's Graduate Attributes (GAs)



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

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

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

In this program, you will undertake the following specific course(s) that focus on work integrated learning(WIL):

• ONPS2302 Introduction to Pharmaceutical Sciences will introduce you to the pharmaceuticalindustry through interaction with professional scientists. You will simulate the research environmentby taking a project from concept through experimental design and action to communicating it in anindustry appropriate form of communication.

• BIOL2357 Practical Biomedical Sciences is a course where you will be assessed on a researchproject undertaken independently in a workplace setting (which could be either a laboratory at RMIT ora setting outside the University) and receive feedback from those involved in your industry.

• ONPS2534 Professional Skills Development for the Pharmaceutical Scientist will assessedyour professional and vocational skills in a workplace setting (real or simulated). You will receivefeedback from those involved in your industry.

In addition, throughout other courses across the program you will do practical exercises that are designed todevelop skills required in the workplace.


The Pharmaceutical Sciences degree is a 3-year program preparing you for employment in thepharmaceutical industry. The program consists of theoretical components in biochemistry, pharmacology,toxicology and human physiology. These provide the basis for applied components in drug regulations, clinicaltrials and drug development.

Assessment activities and tutorials with ongoing feedback are conducted throughout the program so thatyou can review and evaluate your progress and ability to adequately understand the material presented.Assessments include tests during semester, end of semester exams, oral presentations as well as writtenassignments.

You will develop graduate outcomes through laboratory practicals, workshop/tutorial tasks, lecture-basedwork. The program will also help develop a range of professional skills to help you gain employment in thepharmaceutical industry.

Note that it may be possible to negotiate to vary aspects of the learning or assessment methods. You cancontact the program coordinator or the Disability Liaison Unit (www.rmit.edu.au/disability) if you would like tofind out more.

If you have already developed areas of skill and knowledge included in this program (for example, throughprior studies or work experience), you can apply for credit once you have enrolled in this program. There isinformation on the RMIT University website about how to apply for credit www.rmit.edu.au/students/enrolment/credit/he .


If you are a graduate of the Associate Degree in Applied Sciences (Biomedical Sciences stream) whogains entry to the Bachelor of Pharmaceutical Sciences, you will be granted 96 credit points of first yearcourses (provided you have successfully completed ONPS2164 Medicines, Drugs and Poisons as part of yourassociate degree) and 24 credit points in student elective courses.

You will be guaranteed entry into the: BP311, Bachelor of Pharmaceutical Sciences Notes on GPA: • If you commenced AD012 in 2011, and have

successfully completed it (GPA of 1 or above)you will be guaranteed entry and 120 creditpoints.

• If you have commenced AD012 from 2012onwards, and have successfully completed


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it, you will be expected to gain a GPA of at least2.0 out of 4.0

Note on pre-requisites You must complete "Medicines Drugs andPoisons" (ONPS2164) in order to gain 120 creditpoints advanced standing in total.

You will get credit for: 10 courses, 120 credit pointsThe courses for which you will get credit are: • CHEM1240 Chemistry for Life Sciences

• BIOL2272 Biology of the Cell• ONPS2302 Introduction to Pharmaceutical Sci-

ences• MATH1238 Statistics and Epidemiology• ONPS2423 Introduction to Medical Biochem-

istry• BIOL2273 Principles of Human Biology• BIOL2257 Introduction to Microbiology, Im-

munology and Genetics• ONPS2303 Pharmacology and Toxicology for

the Biosciences• 2 Electives

If you are a graduate of the Diploma of Laboratory Technology (Biotechnology) or the Diploma ofLaboratory Technology (Pathology Testing) who has been successful in gaining a place in the Bachelor ofPharmaceutical Sciences:

You may gain entry BP311, Bachelor of Pharmaceutical Sciences provided you have a GPA of at least 2.0 out of 4.0and if selected you will get credit for: 96 credit pointsthe courses for which you will get credit are: 1. CHEM1240 Chemistry for Life Sciences

2. BIOL2272 Biology of the Cell3. ONPS2302 Introduction to Pharmaceutical Sci-

ences4. MATH1238 Statistics and Epidemiology5. ONPS2423 Introduction to Medical Biochem-

istry6. BIOL2273 Principles of Human Biology7. BIOL2257 Introduction to Microbiology, Im-

munology and Genetics8. 1 Elective

On successful completion of this program you may be eligible to enrol in the following Honours programsoffered by the School of Medical Sciences:

• BH121 Bachelor of Pharmaceutical Sciences (Honours)• BH058P12 Bachelor of Biomedical Science (Honours)


Program entry requirements

Successful completion of an Australian Year 12 senior secondary certificate of education or equivalent.

For information on international qualifications and corresponding entry requirements that are equivalent toAustralian academic entry requirements, see the Country equivalents web page.

Prerequisites

Victorian Certificate of Education (VCE) prerequisite units 3 and 4,with a study score of at least 20 inchemistry; and in one of mathematics (any) or physics; and a study score of at least 30 in English (EAL) or atleast 25 in any other English, or equivalent.

English language requirements

A minimum IELTS (Academic module) overall score of 6.5, with no band below 6.0; or equivalent.

For equivalents to English entry requirements, see the English equivalents web page.


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Library resources and servicesAs a student enrolled in a program at RMIT University you can access the extensive services, facilities andstudy space provided by the Library. You can access books, journals and other course related materials suchas DVDs, past exams, newspapers and e-books. Through our document delivery service you can also requestitems from any library in the world.

Computers for study are available at every Library site, where you can access the Internet, myRMIT(www.rmit.edu.au/myrmit) or Library e-resources. If you have a laptop you can access the RMIT wirelessnetwork in the Library.

Library staff can show you how to find information for your assignments or you can work through web-based tutorials or use our online Ask a Librarian service. A Library Subject Guide is available here http://rmit.libguides.com/pharmaceutical-sciences

The Library is continually expanding our electronic collections to make it easier for you to get the informationyou need when you need it. All RMIT students have unlimited access to quality electronic resources such ase-books, e-journals and newspapers.

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

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

Other resourcesThe school has many laboratories, often with specialised equipment, to support the relevant teaching andlearning activities. These labs have been upgraded in recent years to ensure that you have access to moderncomputers and equipment that you are likely to use in industry. RMIT has a planned budget to ensure that allcomputers are upgraded on a regular basis (currently every three years).

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

Services are available face-to-face and online assisting with:

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

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

and university governance.

We also offer a friendly and supportive environment for Aboriginal and Torres Strait Islander students. Youcan find more information at: www.rmit.edu.au/students




Students currently enrolled in BP184P11 or BP184P12A Bachelor of Biomedical Science (PharmaceuticalSciences) can transfer to the new 3-year BP311 Bachelor of Pharmaceutical Sciences program. Thistransition plan only applies if you have completed 2.5 years or less of the BP184 program. You will retain thecredit points earned from the BP184 program.


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Program Structure

To graduate you must complete the following: You must complete the program as described below. If you intend to progress to BH 121 Bachelor ofPharmaceutical Sciences (Hons), you must successfully complete ONPS2534 in year 3. Year One of ProgramComplete the following Eight (8) Courses:Course Title Credit Points Course Code CampusIntroduction to Microbiology, Immunologyand Genetics

12 BIOL2257 Bundoora Campus

Biology of the Cell 12 BIOL2272 Bundoora CampusFoundations of Human Biology 12 BIOL2369 Bundoora CampusChemistry for Life Sciences 12 CHEM1240 Bundoora CampusStatistics and Epidemiology 12 MATH1238 Bundoora CampusIntroduction to Pharmaceutical Sciences 12 ONPS2302 Bundoora CampusPharmacology and Toxicology for theBiosciences


Introduction to Medical Biochemistry 12 ONPS2423 Bundoora Campus ANDYear Two of ProgramComplete the following Seven (7) Courses:Course Title Credit Points Course Code CampusBiochemistry and Molecular Biology 2 12 BIOL1181 Bundoora CampusBiochemistry and Molecular Biology 1 12 BIOL1177 Bundoora CampusPrinciples of Pharmacology 1 12 ONPS2441 Bundoora CampusPrinciples of Pharmacology 2 12 ONPS2443 Bundoora CampusHuman Physiology 1 - Body Systems 12 BIOL2043 Bundoora CampusHuman Physiology 2: Body Systems 12 BIOL2044 Bundoora CampusPrinciples of Toxicology 12 ONPS2387 Bundoora Campus

ANDSelect and Complete One (1) Course from any:University Student Elective ANDYear Three of ProgramComplete the following Six (6) Courses:Course Title Credit Points Course Code CampusPharmacology of Therapeutic Agents 1 12 ONPS2493 Bundoora CampusPharmacology of Therapeutic Agents 2 12 ONPS2494 Bundoora CampusDrug Research and Development 12 ONPS2305 Bundoora CampusPreclinical Drug Testing 12 ONPS2307 Bundoora CampusClinical Trial Design and Management 12 ONPS2304 Bundoora CampusDrug Regulations 12 ONPS2306 Bundoora Campus

ANDSelect and Complete One (1) of the following Courses:Course Title Credit Points Course Code CampusPractical Biomedical Sciences 12 BIOL2357 Bundoora CampusProfessional Skills Development for thePharmaceutical Scientist


ANDSelect and Complete One (1) Course from any:University Student Elective


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Page 1 of 6


TITLE New Program: Bachelor of Tourism and Hospitality Management

EXECUTIVE SUMMARY

Key Issues

Rationale for Bachelor of Tourism and Hospitality Management with Nested Diploma

There are two key rationales;

(1) Pedagogical framework for students with English as a second language:

The design of the first eight subjects will meet AQF level 5 and at the same time provide the content and support services that are indicative of the needs of students with English language proficiency of IELTS 5.5. Please note, the College of Business’s (CoB) (HE) Diploma of Commerce - as taught by the School of Vocational Business Education (VBE) is designed in this manner and its pedagogical framework will act as a benchmark for the design of these courses. The VBE framework focuses on progressively developing the students’ capability to study Business programs in English at a University level. In short, it prepares students with English as a second language so that they can effective study for a business discipline at AQF7. The framework embeds English language training (English for business) within all lectures, provides skills development activities, study skills, assessment activities set at AQF5 and appropriate for students with English as a second language. The program also provides additional support services to help the students both in and outside of the classroom. Please see the HEPAT rationale for additional evidence of the effectiveness and appropriateness of the of the VBE framework for Vietnamese students.

(2) Market rationale:

There are three components to the market rationale.

A. Changes to the classification of diplomas in Vietnam and the way this is viewed by the market:

The Ministry of Education in Vietnam does not recognise any Diploma Qualification as a higher education program. All diplomas are recognised as skills based vocational training programs. Despite the University lobbying the government to reverse this decision there is no mechanism within the government administrative system to do so. The market does not value skills based diplomas, especially the target market of RUVN. Please note, the University is seen as a high cost institution offering premium products.

B. Increased competition from quality international institutions admitting students at a lower IELTS level:

Until recently RUVN experienced very little, if any, competition from international competitors in the Vietnam market. However, since 2011 the University and especially the CoCM has experienced significant increase in competition. The total fall in student numbers and hence revenue from 2011 to 2015 is approximately (EFTs) 41%. The University employed Price Waterhouse Coopers (PWC) to analyse the positioning of its products in the Vietnamese market. PWC's findings, among other things, revealed that the University was losing significant competitive ground due to its competitors offering lower IELTS entry levels and that this was especially affecting the business programs (Please see relevant extract of PWC report below).


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Page 2 of 6

C. Advice from Price Waterhouse and Coopers (PWC) ref. positioning:

PWC has advised that RUVN is still recognised in the market as a premium higher education provider with strong brand awareness. PWC recommends, in order to regain market share and competitiveness, that RUVN repositions its products with a lower IELTS entry level. If this action is taken, PWC’s projection of increased enrolments and revenues can be seen in the figure below:


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Page 3 of 6

Title

The title meets the four key criteria outlined in 26.10 of the Program Design Procedure. The title is linked to the program’s positioning in the Vietnam and surrounding region’s market. In Vietnam, whilst there are many competitors offering lower level skills oriented programs there are little if any competitors offering programs that focus on leadership and management courses – they are primarily vocational training and skills based. In addition, RUVN’s courses are recognised as premium higher education products in Vietnam; hence, to align with the University’s brand the degree is targeting those potential students who are seeking higher level leadership and management positions in the tourism and hospitality industry. The degree’s title clearly reflects this positioning and communicates the nature of the program to the market. It is also a title that is used by other Universities throughout the world who are seeking a similar position and target market (see www.google.com/?ion=1&espv=2#q=bachelor+of+Tourism+and+Hospitality+Management for a number of examples).

Electives

Students will take six university electives (courses the student may choose freely from across the University).

Summary of existing and new courses

The proposed B.THM is a nine-trimester program consisting of 24 courses; eight of these are existing courses from the CoB; there are ten new specialization courses and six elective courses. Of the eight CoB courses, four are from the Diploma of Commerce core (business common core). Including these four core courses in the proposed program will provide students with the flexibility to transfer credits from any Bachelor of Business Degree to the B.THM and vice versa.

Majors and Minors

The B.THM is a single discipline degree with no Majors or Minors. The first eight courses include four Diploma of Commerce (business common core) and four discipline based courses. The inclusion of the four Diploma of Commerce courses enhances flexibility for students to transfer credits if required. The inclusion of


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Page 4 of 6

four discipline based courses provides an opportunity for the COB to recognize a minor in Tourism and Hospitality Management sometime in the future if desired.

Credit Agreement and Pathways:

See HEPAT Document.

The Feasibility Case has been approved by RUVN President to add to the Program Life-Cycle Register on 18 January 2016.

The program has two options of entrance requirements: 1) Direct Entry for students who have a 5.5 IELTS (no band below 5.0) 2) Students articulating from the Diploma of Commerce or Business Diploma (Australian National VET

Courses) can apply directly into the Bachelor of Tourism and Hospitality Management if they have a GPA of at least 1.0.

Please see details of course credits in the HEPAT.

Recommendations That Academic Board approve: 1. The following new awards, to commence at RMIT Vietnam in trimester 2, 2016:

• Bachelor of Tourism and Hospital Management • Diploma of Tourism and Hospitality Management (exit award only)

2. An exemption to the English entry requirement for bachelor degree programs, of an IELTS score of 6.5 or

equivalent, permitting the Bachelor of Tourism and Hospitality Management to admit students with an IELTS score of 5.5 (no band less than 5.0), or equivalent

Timing of Decisions

Immediate endorsement is sought so that the program can commence in Semester 3 2016 in Saigon South Campus.

Further Information

See HEPAT.


This paper is not confidential and the Vice President Vietnam is responsible for communication related to this item. The Head of Centre, CoCM will be responsible for the implementation and communication of the B.THM


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REMAINDER OF PAPER

BACKGROUND At the meeting on 9 February 2016, Education Committee discussed the proposal for a Bachelor of Tourism and Hospitality Management and Bachelor of Tourism and Hospitality Management Plus. The Committee discussed a number of issues related to these proposals, including the English language requirements for the program and other issues identified by the Program Advisory Panel. The Committee agreed to endorse the proposal in principle, noting that Dr Kai Jensen would liaise with colleagues in Vietnam to resolve outstanding issues with the proposal.

Since the Education Committee meeting, Professor Ray Gordon, Head of the Centre for Commerce and Management at RMIT Vietnam, has worked with Dr Kai Jensen and Gerard Shanahan to significantly revise the proposal. The result is a proposal for a single new program - Bachelor of Tourism and Hospital Management – with a nested Diploma of Tourism and Hospitality Management. The revised proposal successfully addressed the issues raised by the Committee and the Program Advisory Panel. On 26 February 2016, the Chair convened a meeting with Professor Gordon, Dr Jensen and Mr Shanahan to discuss the revised proposal. At this meeting the Chair determined that the issues raised with the proposal have been satisfactorily addressed and the Chair endorsed this submission to go forward to Academic Board for approval.


This program will demonstrate cutting edge tourism and hospitality services that uses advanced software to collaborate and integrate the different aspects of the hospitality reservation systems and processes. Once the program is established, the intent is to consider extending this approach in relevant undergraduate and postgraduate programs at a later stage. FINANCIAL IMPLICATIONS

The resources required for the development and delivery of the program has been addressed separately in the business case. INSTITUTIONAL RISKS There are medium financial risks – significant economies can be realised through utilising 14 existing courses (8 existing courses from College of Business’s Bachelor of Business Program and 6 general elective courses). There could be a risk associated with recruiting suitable lecturers for the 10 courses that are unique to the program. Recruiting academic staff into Vietnam is an extended process due to government regulations related to work permits and visas. Therefore the recruitment process for new lecturers is expected to start at the end of Semester 1 2016 to ensure timely transition to the program. Any additional capital and operating resources will follow student registrations.

There are no substantive operational risks – supporting resources for the program can be provided from current IT, Library and Property resources. Currently, libraries in both Saigon South and Hanoi campus off over 478 hard copies and 650 electronic copies of the titles relevant to proposed subjects. Additional software relevant to reservation systems such as Amadeus or Sabre will be needed. Currently, education versions of the software are being researched.

There is also a medium reputation risk – the industry is usually perceived as “hard work with low pay”. Not long ago, most parents in Vietnam would prefer their children not to work in this industry. However the market perception has changed dramatically in recent years with the industry viewed more favourably due to recent economic growth (especially in the tourism sector) and changes to family leisure and travel habits, which has built an awareness and understanding of the industry through physical experience of the sector’s services and working environment. In addition, recent developments in the industry including high-end hotel openings have seen high paid job opportunities for Vietnamese in different parts of the country. These emerging employment opportunities align with the programs positioning and give rise to a marketing strategy/message that highlights the positioning of the program along with RMIT’s reputation for producing graduates with job opportunities.

The risks associated with the competition can be considered high with a number of programs offered in the country or neighbouring regions. This risk can be mitigated through a number of strategies such as the quality of lecturers with both academic and industry experience, localised content, international standards curriculum transferable to leading tourism and hospitality schools across the world, exchange opportunities and state-of-the-art learning facilities.


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Page 6 of 6

ATTACHMENTS 1. HEPAT 2. Bachelor of Tourism and Hospitality Management - Program Guide and Course Guides 3. Diploma of Tourism and Hospitality Management - Program Guide and Course Guides 4. Proposal Issues Table for Bachelor of Tourism and Hospitality Management Submitted by:

Name: Professor Beverley Webster

Title: Vice President, Academic – RMIT University Vietnam



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Page 1 of 30 Higher Education Program Approval Template version 2.2 – September 2014

Higher Education Program Approval Template (HEPAT)

V2.2 – September 2014

Which parts of the HEPAT form are required for various submissions It is essential to refer to the relevant instruction for the type of submission on the Program and Course Life-cycle Instructions and Forms web page. Type of submission Parts of the form to complete Related instruction PLR registration Part A PLR instruction Gateway 1 – Feasibility submission Parts A, B and C ABC instruction Configuration of new offering following Gateway 1 approval

Parts A, B, C and D* * Also attach higher education course forms for any new/amended courses.

ABC instruction

Program title change requiring only University-level academic approval

Parts C and D* * Also attach higher education course forms for any new/amended courses.

University-level academic approval only

Program/plan amendments for College-level academic approval

Parts C and D*

* Only the fields marked ‘Required for program amendment’. Also attach higher education course forms for any new/amended courses.

College-level academic approval only

Form submission: This form should be submitted via the relevant College Academic Development / Academic Services / College Secretariat office. The College office should submit the relevant parts of this form to Course and Program Administration in the Academic Registrar’s Group (CPA; [email protected]) in the original MS Word format. Please do not submit a scanned PDF version or a hard copy to CPA.

How many forms are required?: Complete one of Parts C and D of the form for each plan, if a program consists of multiple plans. For double degree programs, only one set of Parts C and D is required for each pair of plans.

If this proposal involves discontinuation of a replaced program/plan: please also complete the separate Discontinuation of a higher education program (or plan) form for all discontinued programs/plans. That form can be obtained from the Program and Course Life-Cycle Instructions and Forms web page. Relationship of this form with the Program Proposal Tracking List (PPTL): On submission of Parts C and D to CPA an entry will be added to the PPTL.

Multiple types of actions in one proposal: If the proposal involves more than one type of action, e.g. a program structure change (College-level approval only) that is caused by a program title change (University-level approval), then it must be processed using the higher level of approval.

Key to acronyms used in this form ABC: Academic and Business Case

ADC: Academic Development Committee

PPTL: Program Proposal Tracking List

PVC: College Pro Vice-Chancellor

CPA: ARG Course and Program Administration

HEPAT: Higher Education Program Approval Template (this form)

PLR: Program Life-cycle Register

SAMS: Student Administration Management System

VCE: Vice-Chancellor’s Executive


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Page 2 of 30 Higher Education Program Approval Template version 2.2 – December 2014

Part A Part A is required to submit a proposal to the College Pro Vice-Chancellor to be added to the Program Life-cycle Register.

Program Life-cycle Register information Program title (100 char. max.) Bachelor of Tourism and Hospitality Management

Award title: (100 characters max)

If different from the program title.

This is what appears on the award testamur. For double degrees, state both RMIT degree testamur titles. See attached examples.

Proposal type New program ** #

New double degree program from existing single-degree(s) ** #

New offering of existing program through OUA #

New offering of existing program at an RMIT campus outside Australia #

New offering of existing program at an RMIT approved partner outside Australia #

New offering of existing program created for other reason (e.g. curriculum) ** #

Change to existing program at an RMIT approved partner outside Australia

Change of duration of an existing program (requires new program creation) ** #

Change of AQF level of an existing program (requires new program creation) ** #

Change of program / plan / degree / transcript title (requires new plan creation) **

Changes to an existing program/plan not already classified above (College level approval only): e.g., changes to program structure.

** If the program/plan involves students studying in Australia on international student visa; then this may have CRICOS implications. Please consult with International as part of Gateway 1.

# These types of proposal must be registered on the Program Life-cycle Register before they are submitted for Gateway 1 – Feasibility approval.

Brief rationale The demand for professionals in Vietnam’s travel industry and government is set to continue to grow for the foreseeable future as Vietnam continues to establish itself as a leading tourist destination in Southeast Asia. This market skills gap calls for a business degree that will produce graduates who aspire to work as executives in Vietnam’s fast-developing tourism and hospitality sector.

School(s) RMIT Vietnam Centre of Commerce and Management (in consultation with College of Business)

College(s) RMIT University Vietnam (in consultation with the College of Business)

Applies from this semester (for new program/plan: its first intake semester)

Vietnam Saigon South Campus, Semester 3, 2016

Vietnam Hanoi Campus, Semester 1, 2017

Location (primary campus and/or global partners)

Vietnam Saigon South and Hanoi Campuses

RUVN President’s approval to add to Program Life-cycle Register

Signature: Date:


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Part B The Part B Gateway 1 – Feasibility and Part C Program Structure sections are required for submission of proposed new offerings for Gateway 1 – Feasibility approval by the College Pro Vice-Chancellor. Parts A, B and C must be circulated to groups that are to be consulted on feasibility – see the consultation matrix.

Gateway 1 Feasibility – required for submission to Pro Vice-Chancellor Program Life-cycle Register (PLR) ID number

Proposals requiring Academic and Business Case approval must have been registered on the PLR before they can be submitted to the Pro Vice-Chancellor for Gateway 1 – Feasibility approval.

Contact person(s) Professor Raymond Gordon, Head of Centre of Commerce and Management - HCM, RMIT University Vietnam

Brief description The Bachelor of Tourism and Hospitality Management will provide a curriculum that incorporates academic theory and real work experience plus an opportunity to specialise in areas of interest, which will fill Vietnam’s market gap and satisfy highly-growing industry demand.

Credit points 288 (12 x 24)

Duration F/T: 3 years/9 semesters only

P/T: N/A

Career Undergraduate

AQF Level 7.0 Bachelor Degree


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Rationale The Bachelor of Tourism and Hospitality Management (B.THM) program is proposed to commence in Semester 3, 2016 in Saigon South Campus and Semester 1, 2017 in Hanoi campus. The program’s English language proficiency entry requirement is set at IELTS 5.5 or equivalent. Please note, the program incorporates a nested Diploma of Tourism and Hospitality Management (D.THM) that operates as an exit award. That is, the D.THM courses designed at AQF5 will constitute the first 8 courses of the B.THM. Students who successfully complete the 8 year one courses and subsequently choose to exit the degree program prior to completion will be eligible for the Diploma exit award. In addition to the IELTS requirement students must also have successfully completed Year 12 (or equivalent) in Vietnam with an average grade of 6.00/10.00 or above to enter the program. Please see Appendix A for program map of the course. The program fills an existing skills gap within the hospitality and tourism sector in Vietnam. Currently, the sector lacks graduates with:

Professional skills at international standards Knowledge of local tourism Management skills for further development Proficient foreign language and intercultural communication skills Practical experience

The causes of these gaps include a lack of international standards and global links within local teaching curriculums; students’ having limited access to practical experience and internships; poor teaching facilities; low quality teaching staff and a lack of education covering management and soft skills. The proposed program addresses these gaps in the market. The program also addresses the additional gap of work readiness by incorporating Work Integrated Learning (WIL) principles and techniques. It aligns with RMIT University Vietnam’s brand positioning as a university that is educating a generation of young Vietnamese leaders who can comfortably work in both international and local tourism and hospitality businesses. Besides providing access to curriculum benchmarked across several leading international University tourism and hospitality degrees the program adds value for Vietnamese students by localising the curriculum. This will not only meet the needs of the market but also distinguish the program from international competitors operating in Vietnam and the surrounding region. To ensure work ready and professionally skilled graduates, the program will utilise WIL content and assessment instruments (see Part C Course Structure for list of courses employing WIL) and internship programs, which provide students with opportunities to either directly engage with the workplace or indirectly engage with industry through guest lectures, case studies, role playing, simulations, shadowing managers and more. As per clause 16.4 of the Program Design Procedure, two of the first 8 courses (Tourism Planning and Resource Management and Eco Tourism and Sustainable Hospitality Management) will have WIL activity equal to 50% or more of their assessment. Additionally, the program will encourage students to undertake a number of RUVN’s Personal Edge Workshops which are focused on developing a socially mature graduate with the ‘soft’ skills (e.g. leading and creating a service culture) required for such an industry. Rationale for Bachelor of Tourism and Hospitality Management with Nested Diploma There are two key rationales; (1) Pedagogical framework for students with English as a second language: The design of the first eight subjects will meet AQF level 5 and at the same time provide the content and support services that are indicative of the needs of students with English language proficiency of IELTS 5.5. Please note, the College of Business’s (CoB) (HE) Diploma of Commerce - as taught by the School of


43


Vocational Business Education (VBE) is designed in this manner and its pedagogical framework will act as a benchmark for the design of these courses. The VBE framework focuses on progressively developing the students’ capability to study business programs in English at a University level. In short, it prepares students with English as a second language so that they can effectively study for a business discipline course at AQF7 in English. The framework embeds English language training (English for business) within all lectures, provides skills development activities, study skills, and assessment activities set at AQF5 and with the needs for students with English as a second language in mind. The program also provides additional support services to help the students both in and outside of the classroom. There is clear evidence for the CoCM that this framework is more appropriate for its cohort of Vietnamese students than that which is currently being used in its Diploma of Commerce. Please note, the VBE Diploma of Commerce, while having the same curriculum are different in content and delivery. The CoCM has compared the two frameworks and, while preparing documents for the President’s Executive (PE) that recommend adopting the VBE pedagogical framework for the Dip. Com, has taken interim action by introducing changes in delivery, assessment as well as similar support services that are indicative of the VBE framework. Please note, the CoCM will seek to mirror the VBE framework more holistically upon the PE’s approval. The evidence that supports the VBE model lies in the reduction in failure rate for the CoCM’s current Diploma of Commerce students since introducing the changes (see below):

Course Code Course Description

Failure rates in 2015(1)

Failure rates in 2015(2)

All VN campuses

(%)

All VN campuses

(%)

MKTG1205D Marketing principles (Dipl) 14.1% 15.3%

ECON1194D Prices and markets (Dipl) 30.2% 21.9%

ECON1193D Business statistics (Dipl) 44.1% 23.3%

ECON1192D Macroeconomics 1 (Dipl) 36.3% 15.5%

ISYS2109D Business Computing 1 (Dipl) 26.5% 32.2%

ACCT2105D Accounting in Organisations & Society (Dipl) 28.3% 24.7%

BUSM4185D Introduction to Management (Dipl) 26.6% 13.0%

LAW2447 Commercial Law (Dipl) 9.5% 9.3% The CoCM and the Centre for English Language will work together to develop embedded English language into the first eight courses. (2) Market rationale: There are three components to the market rationale, a. Changes to the classification of diplomas in Vietnam and the way this is

viewed by the market: The Ministry of Education in Vietnam does not recognise any Diploma Qualification as a higher education program. All diplomas are recognised as skills based vocational training programs. Despite the University lobbying the government to address this issue there is no mechanism within the Vietnam government administrative system to do so. The market does not value skills based diplomas, especially the target market of RUVN. Please note, the University is seen as a high cost institution offering premium products in the Vietnam market.


44


b. Increased competition from quality international institutions admitting students at a lower IELTS level: Until recently RUVN experienced very little, if any, competition from international competitors in the Vietnam market. However, since 2011 the University and especially the CoCM has experienced significant increase in competition. The total fall in student numbers and hence revenue from 2011 to 2015 is approximately (EFTs) 41%. The University employed Price Waterhouse Coopers (PWC) to analyse the positioning of its products relative to its competitors in the market. PWC's findings, among other things, revealed that the University was losing significant competitive ground due to its competitors offering lower IELTS entry levels and that this was especially affecting the business programs (Please see relevant extract of PWC report below).

c. Advice from Price Waterhouse and Coopers (PWC) ref. positioning:

PWC has advised in order to regain market share and competitiveness, that RUVN repositions its products with a lower IELTS entry level. The benefits by way of increase in new enrolments and review can be seen below in the relevant extract from the PWC report:


45


Title The title meets the four key criteria outlined in 26.10 of the Program Design Procedure. The title is linked to the program’s positioning in the Vietnam and surrounding region’s market. In Vietnam, whilst there are many competitors offering lower level skills oriented programs there are no competitors offering programs that focus on leadership and management courses. In addition, RUVN’s courses are recognised as premium higher education products in Vietnam; hence, to align with the University’s brand the degree is targeting those potential students who are seeking higher level leadership and management positions in the tourism and hospitality industry. The degree’s title clearly reflects this positioning and communicates the nature of the program to the market. It is also a title that is used by other Universities throughout the world who are seeking a similar position and target market (see www.google.com/?ion=1&espv=2#q=bachelor+of+Tourism+and+Hospitality+Management for a number of examples). Electives

Students will take four option electives from the list of courses below and two university electives from across all courses offered by the University.

MKTG 1253 Buyer Behaviour

MKTG 1257 Marketing Communication

OMGT2197 Procurement Management & Global Sourcing

ISYS 2128 Digital Business Design and Innovation

MKTG 1255 Service Quality

BUSM2301 Organisational Behaviour

BUSM4188 Leading for Change

BUSM 3299 Entrepreneurial Process

BUSM 4403 Ethics and Governance

BUSM 3311 International Business


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Summary of existing and new courses The proposed B.THM is a nine-trimester program consisting of 24 courses; eight of these are existing courses from the CoB; there are ten new specialization courses and six elective courses. Of the eight CoB courses, four are from the Diploma of Commerce (business common core). Including these four core courses in the proposed program will provide students with the flexibility to transfer credits from any Bachelor of Business Degree to the B.THM and vice versa. Majors and Minors The B.THM is a single discipline degree with no Majors or Minors. The first eight courses include four Diploma of Commerce (business common core) courses and four discipline based courses. The inclusion of four Dip Com courses enhances flexibility for students to transfer credits if required. The inclusion of four discipline based courses provides an opportunity for the COB to recognize a minor in Tourism and Hospitality Management within the B.Bus sometime in the future if desired.


47


Risk and risk mitigation (1-2 paragraphs)

There are medium financial risks – significant economies can be realised through utilising 14 existing courses (4 existing courses from the Diploma of Commerce, 4 existing courses from the CoB’s Bachelor of Business program and 6 elective courses). There could be a risk associated with recruiting suitable lecturers for the 10 courses that are unique to the program. Recruiting academic staff into Vietnam is an extended process due to government regulations related to work permits and visas. Therefore, the recruitment process for new lecturers is expected to start at the end of Semester 1, 2016 to ensure timely on-boarding and transition to the program. Any additional capital and operating resources follow student registrations.

There are no substantive operational risks - supporting resources for the program can be provided from current IT, Library and Property resources. Currently, libraries in both Saigon South and Hanoi campus offer over 478 hard copies and 650 electronic copies of the titles relevant to proposed subjects. Additional software relevant to reservation systems such as Amadeus or Sabre will be needed. Currently, education versions of the software are being researched.

There is also a medium reputation risk - offering a program with lower level IELTS entry requirements could be perceived as a lowering in quality standards by the University. However, programs with lower level IELTS entry criteria pervade the Vietnam market and are recognised as a standard offering. This is evident in the strong demand for such programs offered by high quality international competitors (see HEPAT rationale section for details). Furthermore, RUVN is perceived in the market as a premium high quality provider of higher education and protects. RUVN has strategies and processes in place to protect this brand differentiation and will continue to ensure that its marketing message reinforces its commitment to quality. The industry is usually perceived as “hard work with lower pay”. Not long ago, most parents in Vietnam would prefer their children not to work in this industry. However, the market perception has changed dramatically in recent years with the industry viewed more favourably due to recent economic growth (especially in the tourism sector) and changes to family leisure and travel habits, which has built an awareness and understanding of the industry through physical experience of the sector’s services and working environment. In addition, recent developments in the industry including high-end hotel openings have seen high paid job opportunities for Vietnamese people throughout the country. These emerging employment opportunities align with the programs positioning and give rise to a marketing strategy/ message that highlights the positioning of the program along with RMIT’s reputation for producing graduates with job opportunities.

The risks associated with the competition can be considered high with a number of programs offered in the country or neighbouring regions. This risk can be mitigated through a number of strategies such as the quality of lecturers with both academic and industry experience, localised content, international standards curriculum equivalent and transferable to leading tourism and hospitality programs across the world, exchange opportunities, and state-of-the-art learning facilities.

Finance B.THM 2016 2017 2018 2019 2020

Incremental Revenue

$150,496 1,215,265 2,346,124 3,185,533 $4,076,245

Expenses $85,139 $510,845 1,028,235 1,387,126 $1,729,188

Incremental Profit Contribution to the University

$65,357 $704,421 1,317,888 1,798,407 $2,347,057

Please refer to Appendix B for the financial model.


48


Demand and competitor analysis

The needs gap analysis research conducted by ePinion Research Vietnam identified an untapped market need with high demand in the fast growing hospitality and tourism industry for both task-driven & strategic skills in Vietnam. At the moment, staff with a higher education qualification and above accounted for only 3.2% of the total industry workforce. This group represented only 7.4% of the total professional graduates. However, many of those with a bachelor’s degree still required re-training or additional training in professional skills and foreign languages.

According to the Centre for Manpower Forecast, the sector will require about 870,000 employees by 2020. Of this figure, approximately 25% will hold a bachelor’s degree in hospitality and tourism. In terms of function, about 5,800 employees will be needed in related government sectors and another 55,100 employees will be needed at the managerial level and above. In HCMC only, annual demand is approximately 21,000 workers between 2016 and 2020.

The competitors across HCMC and Hanoi are Hoa Sen University (Lotus), a private local institution, the Hanoi Open University, a local public institution, and the PSB College HCMC (Singaporean investment). The overall strengths of these competitors include modern teaching facilities and strong industry networks. However, their weaknesses remain the practicality of teaching content and the English proficiency of graduates. The RMIT programme output can provide strategic level skills at a higher quality than competitors.

As discussed in the executive summary, the University has lost significant market share to competitors offering entry to Bachelor programs to students with lower level IELTS scores. This is one of the rationales for designing a B.THM with a nested D.THM. This will allow the University to market an IELTS entry level of 5.5% and thereby regain competitiveness.

Marketing assessment The key strategies for differentiating the RMIT program from existing competitors include the following:

o Strong multifaceted partnerships with local and overseas industry in the form of participation in management traineeships and industry placements in 4-5 star properties for RMIT students.

o Collaboration with external hotels and restaurants to provide shared learning facilities. In addition, existing facilities such as the student accommodation and restaurants on-campus can be utilised.

Course content customised to fit market requirements (E.g. Vietnamese geography and the culture of tourism, Vietnamese laws etc.)

Learning and teaching needs

RMIT Vietnam currently delivers 8 of the 24 courses for this program in its existing Diploma of Commerce and B.Bus degrees (CoB program). The University will supply 100% teaching resource onsite. There will be a total of 10 new required courses and students will have an opportunity to choose 6 elective courses towards the end of the program. In the 9th semester, students will be required to take an internship placement (existing course) where they will gain a hands-on experience in real working environment at recognised hospitality and tourism establishments.

Information technology needs

Current lab rooms at RMIT Vietnam provide hardware, connectivity and basic software needed for the program. However, specialised software such as Global Distribution System for reservation or simulation software will be needed. At the moment, education versions of these software are being researched.

Staffing As the preliminary courses will be existing courses this means only one additional academic staff member will be required by semester 3, 2016 in Saigon South Campus.

A recruitment program will start in the end of Semester 1, 2016 to recruit appropriately qualified staff with cross discipline knowledge and teaching capability.

Please refer to appendix C for B.THM: Resource Gap Analysis & Program Resource Plan


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Facilities The B.THM will be offered at Saigon South in a mixture of flat rooms, labs, and newly refurbished classrooms in Hanoi and at offsite partner locations. There will be a mix of on-campus and workplace delivery.

Library This program can be supported from existing Library resources. Currently, libraries in Saigon South and Hanoi campuses offer over 478 hard copies and 650 electronic copies of the titles relevant to proposed subjects. Textbook costs will follow student registrations and be paid from the CoCM (under Management, BITL and Law) budget.

Research The research focus will follow a 3-year research plan for the discipline. With time allocated in the new academic workload model there is opportunity for research in tourism and hospitality in this region. The B.THM will serve as a catalyst for research projects in collaboration with academics from other universities, and industry partners working in the discipline.

The newly created RMIT Asia Graduate Centre houses a Research Office. From 2015, a Research Assistant dedicated to Management, Business IT & Logistics and Law will been recruited and an Assoc Professor has been appointed to manage research in this discipline.

Entrance requirements Academic requirements Successful completion of Year 12 (or equivalent) in Vietnam with an average

grade of 6.0/10.00, or above; Completion of International Baccalaureate (IB) diploma with 24 points

minimum; Completion of Cambridge GCE ‘A’ Levels minimum 4 points for 2 A level

subjects and 1 AS level subject; For other international qualifications please view

http://www.rmit.edu.vn/sites/default/files/document_file/entry_requirements_by_country.pdf

English requirements

In addition, students must satisfy one of the following English requirements:

Successful completion of RMIT Vietnam English Advanced Level IELTS 5.5 (no band below 5.0) or equivalent; please view http://www.rmit.edu.vn/english-language-requirements


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Credit agreement and pathways

Credit and exemptions will be assessed consistent with the principles of the RMIT University's Credit Policy. Applicants who have completed studies or have partially completed a similar program at another institution (with entry criteria similar to this program) may be accepted with some credits or exemptions being granted towards this program. Articulation arrangements between RMIT University Higher Education Diplomas & Associate Degrees in the same or related discipline enable students upon successful completion of a lower level qualification, at the required standard for admission, to apply for advanced standing in a higher-level qualification. Articulation arrangements between RMIT University programs enable students upon graduating from an RMIT University qualification to apply for advanced standing in a higher-level qualification. The statements below provide students with information about articulation agreements for this program. Business Diploma (Australian National VET curriculum) – up to 8 course

credits. These eight credits represent advance standing for the 6 university electives within the degree and the possibility of 2 matched business core courses.

RMIT (HE) Diploma of Commerce - 8 course credits. The degree contains 4 courses from the Higher Education Diploma of Commerce. These 4 courses represent direct credits from the B.Bus core courses. These four courses along with another 4 credits for the Program’s suite of elective courses constitute the total of 8 credits.

Graduate employment Work ready graduates who are well equipped with international professional skills, management knowledge, a business mindset and leadership qualities will be able to work in variety of roles from guest relations to front office management, food & beverage to housekeeping management at any international standard hotels, restaurants or resorts.

The program’s objective is to not only enables graduates to fast track access to their first job, but also prepares them for future roles in senior positions.

Accreditation Potential professional bodies are suggested:

Council for Australasian Tourism and Hospitality Education (CAUTHE) International Centre of Excellence in Tourism and Hospitality Education (THE-

ICE) Institute of Hospitality The World Tourism Organization (UNWTO)

Estimated commencing load (EFTSL) by fund source Year / fund source AFP CSP Commercial State

Gov’t Int onshore

Int Offshore

2016 47

2017 139

2018 146

2019 153

2020 161


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EFTSL shifting (for new programs)

If this is a new program – is this new program likely to take EFTSL from existing RMIT programs?

No Yes

If Yes, state each affected program code and also the percentage of EFTSL likely to shift from the existing programs (e.g. BP900 – 30%, 40 EFTSL).

Please supply this information based on enrolment data from the current semester or, if between semesters, from the most recent semester.

Add more rows as necessary.

Basis year/semester Year: _____ Semester: ________

Existing program code(s):

Percentage of EFTSL likely to shift from existing programs to this new program

Actual EFTSL numbers likely to shift from existing programs to this new program

%

%

%

%

%

%


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Feasibility Comments Refer to the Consultation Matrix at the end of this form for information on the relevant central groups to which the specific type of proposal should be referred for comment and include their comments below.

Resources Portfolio

Comments Financial Services Group (FSG) – Le Minh Khanh

It is anticipated that the program will bring in acceptable gross margin contribution. The launch of the program is part of RMIT’s Viet Nam strategy to reform its products mix for GROWTH

Proceed – no further analysis or costing needed

Proceed – subject to addressing comments above

Proceed – detailed business case analysis and costings

Not supported

Comments ITS – Matthew Sukumaran

(If there are no significant issues from your area please ignore this request. If we do not hear from you within two weeks, we will proceed on this assumption.)

Proceed – no further analysis or costings needed



Not supported

Comments Property Services – Matthew Sukumaran





Not supported

Marketing

Comments


Contact names in relevant areas: Jan Clohessy




Not supported


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International Recruitment and Mobility

Comments -- Jan Clohessy





Not supported

Academic Portfolio (at RMIT Vietnam: Student Services and VP – Academic)

Comments ARG – Steve Paris (list comments from relevant groups separately: ARG, LIB, L&T, Students)

L&T: and Teaching are able to provide curriculum enhancement support and students will be additionally supported by our Student Academic Success area.




Not supported

Comments Library – Clare O'Dwyer

The Library and Learning Commons is able to support this program in relation to all digital resources and including library guides into course blackboard shells.




Not supported

Comments Dean of Learning & Teaching - Beverley Webster The introduction of this program is based on positive market research. There is a market demand for this and it is essential for

RMIT Vietnam to open up this opportunity and offer this program. The program structure has been reviewed and quality will be

ensured by the implementation of our quality framework and the oversight of the program and course teams, the assessment committees and the Academic Development Group in Vietnam.




Not supported

Comments Dean of Students – Steve Paris (If there are no significant issues from your area please ignore this request. If we do not hear from you within two weeks, we will proceed on this assumption.)




Not supported


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Governance (in Melbourne: University Secretary; at RMIT Vietnam: Office of the President)

Comments – Gael McDonald

The research from E-Opinion indicates that there is a strong market demand which RMIT would like to pursue.

Contact name:




Not supported

Also attach Part C Program Structure to provide the information needed for accurate feasibility advice.

Feasibility – RUVN President’s decision

Proceed to complete development of Program and Course Guides and obtain academic approval?

Further analysis/costing required for decision:

Detailed business case and/or

Detailed costing

Approved – proceed to complete development

Not approved – no further action

Signature

Signed: ………………………………………………………………………………… Name: ……………….……………………………………………………………… Date:……………


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Gateway 1: Feasibility – Consultation Matrix

Type of proposal

Groups to be consulted

Resources (via VPR)

International (via DVC)

Academic (via head of each unit below)

Engagement and VE (via

DVC)

Governance (via

University Secretary

HR

ITS

PS

(on

cam

pus)

FS

G

Web

Ser

vice

s

Inte

rnat

iona

l

TN

E

Libr

ary

Dea

n L&

T

AR

G

Dea

n S

tude

nts

Mar

ketin

g

Exe

cutiv

e D

irect

or V

E

PP

G

New higher education program Y Y Y Y Y Y Y Y Y Y Y Y1 Y

New double degree from existing awards Y Y Y

Offer an existing program at approved partner outside Australia Y Y Y Y Y Y Y Y Y1 Y

Offer an existing program at a campus outside Australia2 Y Y Y Y Y Y1 Y

New OUA delivery (full award or skill set) Y Y Y Y Y Y1

Change of duration Y Y Y Y3 Y Y Y

Amendment for AQF compliance Y Y Y3 Y Y

Amendment to existing program resulting in a major resource shift across Colleges (>50 EFTSL)

Y Y Y Y

Change to program with partner outside Australia requiring changes in the agreement4 Y Y Y Y1

Addition of nationally accredited award in new discipline to Scope of Registration

Y Y Y Y Y Y Y Y Y

1 The Executive Director VE is consulted for VE and RMIT accredited awards up to and including associate degrees. 2 For new offerings at RMIT University Vietnam, consult only the Vietnam equivalents of the Melbourne units listed: Operations & Engagement (Communications, Finance, HR, ITS, Property Services, Student Recruitment & Marketing), Student Services (the Registrar), the Vice-President, Academic’s area (LTU, Library, Office of the VPA), and the Office of the President. If a vocational education or associate degree program is to be offered, also consult the Executive Director, Vocational Education in Melbourne. 3 If currently offered outside Australia 4 See the Changes to offerings at an RMIT partner outside Australia instruction for the process to be followed for approval of this type of change


56


Part C(1) Bachelor of Tourism and Hospitality Management

This part is required for: (with parts A and B) circulation of a Gateway 1 – Feasibility proposal for consultation, and subsequent system configuration of a

new offering, or (with Part D) system configuration of program amendments so that they can undergo academic approval. If the new offering or program changes also require new courses/course changes, higher education course forms for these need to be submitted to Course and Program Administration in the Academic Registrar’s Group (CPA) along with Parts C and D. Program structure ** The program structure shows the sequence of courses required for students to complete the program, broken down by year. It lists all core courses, option course lists, and the rules around these.

As such, the rules should be stated to specify the requirements clearly. It is recommended that the structure is written and structured simply so that new students without prior knowledge of RMIT program curriculum are able to understand.

Where the rules are complex, a detailed description should be provided. The template is designed as a guide only. Due to the varied nature of programs, it may be necessary to modify the template to state the rules clearly. Program designers are encouraged to contact staff from CPA for assistance, clarification, and advice when creating the program structure. This will assist in streamlining the process of entering the program structures in SAMS. Proposed program structure: *Please see appendix A for program map Year one Complete the following eight courses: Subject area

Catalogue number

Course title Credit points

WIL Course

New, amended or substitution?

Economics for Tourism and Hospitality

12 New course

BUSM 4185 Introduction to Management 12 New course offering (of an existing course)

ISYS 2109 Business Computing 1 12 New course offering (of an existing course)

Tourism Planning & Resource Management

12 Yes New course

Business Communications and Professional Practice

12 New course

MKTG 1205 Marketing Principles 12 New course offering (of an existing course)

Eco-tourism & Sustainable Hospitality Management

12 Yes New course

ACCT 2105 Accounting in Organisations and Society

12 New course offering (of an existing course)

Please note: Students must successfully complete the 8 courses of the first year of the program before they can enrol in any of the subsequent degree courses. Year Two Complete the following seven courses: Subject area

Catalogue number


WIL Course


Room Division Management 12 Yes New course BUSM 3310 Human Resources

Management 12 New course

offering (of an existing course)

OMGT 2085 Intro to Logistics and Supply Chain Management



57


ACCT 2126 Management Accounting & Business


Service Quality Management 12 Yes New course Facilities Management &

Development 12 Yes New course

Food & Beverage Management 12 Yes New course

AND Complete two university electives (courses the student may choose freely from across the University). Year three Complete the following three courses: Subject area

Catalogue number


WIL Course


Event Management 12 Yes New course Strategic Management for

Tourism & Hospitality 12 Yes New course

OMGT2215 Work Integrated Learning 1

12 Yes New course offering (of an existing course)

AND Complete four university electives (courses the student may choose freely from across the University). . ** Notes on program structure

Please see Appendix A for Program Map New and amended courses If there are changes to an existing course in this program, or new courses are added to the program; a separate Higher Education Course form must be submitted for each new course and each new changed course. The HE Course Form can be downloaded from URL: http://www.rmit.edu.au/browse;ID=ayj4oi2qd5ch

The purpose of the ‘New or amended’ column:

- New courses should be flagged as ‘new course’ in the structure.

- New course offerings (of an existing course) should be flagged as ‘new course offering’ in the structure.

- Amended courses (particularly where the title has been changed) should be flagged in the structure. For

example, if the title of a course is to be changed, then the amended title should be included in the program

structure.

- If a course/course offering is substituted for a previous one, state what it replaces, e.g., ‘Replaces ACCT

1014’.

Student electives (relates to courses in undergraduate programs only)

Please refer to the Policy at: http://www.rmit.edu.au/browse;ID=m9qj7k9jc9o4


58


Program configuration Part D(1) Bachelor of Tourism and Hospitality Management For new program offerings, Parts A, B and C must be attached to Part D, as the earlier parts contain essential information.

Part D is required for all types of proposal so that:

for new programs (all fields must be completed), ARG Course and Program Administration (CPA) can create the program/plan shell in the student management system and Program Guides System, and the entry in the Program Proposal Tracking List to enable tracking of approval of the proposal;

for programs requiring only College level approval (complete at least the fields flagged ‘Required for program amendment’), CPA can identify which program plan is to be amended.

Required information for program configuration


Abbreviations for any new words in title

B.THM

ASCED code 080323

Language of instruction English

Is this program / plan part of an intermediate award scheme? Required for program amendment

e.g. any program in a Masters / Grad Dip / Grad Cert nested sequence:

No

Yes – this program is the highest award in a nested sequence

Yes – this program is nested below a higher award, and is an exit-only program

Yes – this program is nested below a higher award, and this program allows entry

Does this program/plan have (or will it have) other related RMIT global offerings? Required for program amendment

None RMIT Vietnam

Global partners Other RMIT presence (e.g. RMIT Barcelona)

Tick any boxes that apply. Please note that a change applied to one plan will not automatically be applied to other related plans. If you intend this change to apply to a global offering, please fill in this form for the relevant plan.

CRICOS implications Required for program amendment

Is this program/plan intended to enrol applicants to study at an RMIT Australian campus on an international student visa?

Yes No

Does this program/plan already have students currently studying at an RMIT Australian campus on an international student visa?

Yes No

Is this a VTAC or non-VTAC program?

VTAC program non-VTAC program

Will this new program/plan replace an existing program/plan?

Yes No

If yes, list program and all plan codes being replaced by the new program/plans. Add more rows as necessary.

Note: For all replaced programs / plans, separate Discontinuation forms and Discontinuation checklists and transition plan templates must be submitted at the same time for each program / plan.


59


Additional required program data (Entry is required only if this is a new program, or if School/College Marketing wishes to update the current areas of study or program search keywords entries. These fields should be entered only in consultation with your School/College marketing areas.)

Areas of study (5000 characters maximum)

The Bachelor of Tourism & Hospitality Management provides students with core business concepts, theory and practical skills from general business courses (such as: Marketing Principles, Accounting in Organisations and Society, Economics for Tourism and Hospitality, Business Computing I, Management Accounting & Business) coupled with an in-depth focus on Tourism & Hospitality through subjects such as: Tourism Planning and Resource Management, Destination Management, Ecotourism, Risk & Crisis Management, Food & Beverage Management, Room Division Management, Service Quality Management, Event Management, Tourism Management and Hospitality Management and more.

Program search keywords (2500 characters maximum)

RMIT, MBL, Bachelor of Tourism & Hospitality Management, BTour&HospMgt, Tourism Management, Hospitality Management, Undergraduate program in Vietnam, Marketing Principles, Accounting in Organisations and Society, Economics for Tourism and Hospitality, Business Computing, Management Accounting & Business, Introduction to Tourism and Hospitality Management, Ethics and Governance, Business Communication, Management Accounting & Business, Finance & Revenue Management, Service Marketing, International Human Resources, Service Quality Management, Strategic Management in Tourism & Hospitality, Tourism Planning and Resource Management, Destination Management, Eco-tourism and Sustainable Hospitality Management, Risk & Crisis Management, Food & Beverage Management, Room Division Management, Service Quality Management, Event Management, Foreign Languages, Flagship Internship placement, Personal Edge


60


Part C(2) Diploma of Tourism and Hospitality Management

This part is required for: (with parts A and B) circulation of a Gateway 1 – Feasibility proposal for consultation, and subsequent system configuration of a

new offering, or (with Part D) system configuration of program amendments so that they can undergo academic approval. If the new offering or program changes also require new courses/course changes, higher education course forms for these need to be submitted to Course and Program Administration in the Academic Registrar’s Group (CPA) along with Parts C and D. Program structure ** The program structure shows the sequence of courses required for students to complete the program, broken down by year. It lists all core courses, option course lists, and the rules around these.

As such, the rules should be stated to specify the requirements clearly. It is recommended that the structure is written and structured simply so that new students without prior knowledge of RMIT program curriculum are able to understand.

Where the rules are complex, a detailed description should be provided. The template is designed as a guide only. Due to the varied nature of programs, it may be necessary to modify the template to state the rules clearly. Program designers are encouraged to contact staff from CPA for assistance, clarification, and advice when creating the program structure. This will assist in streamlining the process of entering the program structures in SAMS. Proposed program structure: *Please see appendix A for program map Year one Complete the following eight courses: Subject area

Catalogue number


WIL Course



12 New course

BUSM 4185 Introduction to Management 12 New course offering (of an existing course)

ISYS 2109 Business Computing 1 12 New course offering (of an existing course)

Tourism Planning & Resource Management

12 Yes New course

Business Communications and Professional Practice

12 New course

MKTG 1205 Marketing Principles 12 New course offering (of an existing course)

Eco-tourism & Sustainable Hospitality Management

12 Yes New course

ACCT 2105 Accounting in Organisations and Society


** Notes on program structure

Please see Appendix A for Program Map New and amended courses If there are changes to an existing course in this program, or new courses are added to the program; a separate Higher Education Course form must be submitted for each new course and each new changed course. The HE Course Form can be downloaded from URL: http://www.rmit.edu.au/browse;ID=ayj4oi2qd5ch


61


The purpose of the ‘New or amended’ column:

- New courses should be flagged as ‘new course’ in the structure.

- New course offerings (of an existing course) should be flagged as ‘new course offering’ in the structure.

- Amended courses (particularly where the title has been changed) should be flagged in the structure. For

example, if the title of a course is to be changed, then the amended title should be included in the program

structure.

- If a course/course offering is substituted for a previous one, state what it replaces, e.g., ‘Replaces ACCT

1014’.

Student electives (relates to courses in undergraduate programs only)

Please refer to the Policy at: http://www.rmit.edu.au/browse;ID=m9qj7k9jc9o4


62


Program configuration Part D(2) Diploma of Tourism and Hospitality Management For new program offerings, Parts A, B and C must be attached to Part D, as the earlier parts contain essential information.

Part D is required for all types of proposal so that:

for new programs (all fields must be completed), ARG Course and Program Administration (CPA) can create the program/plan shell in the student management system and Program Guides System, and the entry in the Program Proposal Tracking List to enable tracking of approval of the proposal;

for programs requiring only College level approval (complete at least the fields flagged ‘Required for program amendment’), CPA can identify which program plan is to be amended.

Required information for program configuration


Abbreviations for any new words in title

D.THM

ASCED code 080323

Language of instruction English

Is this program / plan part of an intermediate award scheme? Required for program amendment

e.g. any program in a Masters / Grad Dip / Grad Cert nested sequence:

No

Yes – this program is the highest award in a nested sequence

Yes – this program is nested below a higher award, and is an exit-only program

Yes – this program is nested below a higher award, and this program allows entry

Does this program/plan have (or will it have) other related RMIT global offerings? Required for program amendment

None RMIT Vietnam

Global partners Other RMIT presence (e.g. RMIT Barcelona)

Tick any boxes that apply. Please note that a change applied to one plan will not automatically be applied to other related plans. If you intend this change to apply to a global offering, please fill in this form for the relevant plan.

CRICOS implications Required for program amendment

Is this program/plan intended to enrol applicants to study at an RMIT Australian campus on an international student visa?

Yes No

Does this program/plan already have students currently studying at an RMIT Australian campus on an international student visa?

Yes No

Is this a VTAC or non-VTAC program?

VTAC program non-VTAC program

Will this new program/plan replace an existing program/plan?

Yes No

If yes, list program and all plan codes being replaced by the new program/plans. Add more rows as necessary.

Note: For all replaced programs / plans, separate Discontinuation forms and Discontinuation checklists and transition plan templates must be submitted at the same time for each program / plan.


63


Additional required program data (Entry is required only if this is a new program, or if School/College Marketing wishes to update the current areas of study or program search keywords entries. These fields should be entered only in consultation with your School/College marketing areas.)

Areas of study (5000 characters maximum)

The Diploma of Tourism & Hospitality Management is an exit award from the Bachelor of Tourism and Hospitality Management degree program. Students will study four courses that provide a sampling of core business concepts ranging from Marketing, Accounting, Business Computing and Management coupled with four hospitality related courses, which are: Tourism Planning and Resource Management, Ecotourism, Economics for Tourism and Hospitality and Business Communications.

Program search keywords (2500 characters maximum)

RMIT, Diploma of Tourism & Hospitality Management, DTour&HospMgt, Tourism Management, Hospitality Management, Undergraduate program in Vietnam, Marketing Principles, Accounting in Organisations and Society, Business Computing, Introduction to Management, Business Communication, Finance & Revenue Management, Service Marketing, International Human Resources, Tourism Planning and Resource Management, Eco-tourism and Sustainable Hospitality Management, Foreign Languages, Personal Edge


64


List of Appendices:

APPENDIX A: Program Map

APPENDIX B: Financial Model

APPENDIX C: B.THM Resource Gap Analysis & Program Resource Plan


65


APPENDIX A: Program Map

The B.THM degree consists of 24 courses that are completed over nine semesters. Since most students in Vietnam prefer taking 3 courses per semester, the program map is designed according to that particular workload. Students must successfully complete the 8 courses of year one of the program before they can enrol in any of the subsequent courses in years two or three. The ninth semester is a compulsory internship which cannot be taken with other courses as the students will be engaged full time in the workplace. Students exiting the program prior to completion of the Bachelor degree may be awarded the nested Diploma of Tourism and Hospitality Management subject to successful completion of the first 8 courses.


66


APPENDIX B: Financial Model


67



68


APPENDIX C: B.THM: Resource Gap Analysis & Program Resource Plan

BACHELOR OF TOURISM & HOSPITALITY MANAGEMENT

PROGRAM STRUCTURE ‐ NEW COURSES‐ RESOURCE GAP ANALYSIS

Semester Total Credits

Subject Area Course Title

Currently offered VN

Current VN Resource Teaching resource allocation

3/2016 12 THM

Economics for Tourism and Hospitality N N New staff needed (or Expression of Interest)

1/2017 12 THM Business Communication N N New staff needed (or Expression of Interest)

1/2017 12 THM Room Division Mgt N

N New staff needed

2/2017 12 THM Food & Beverage Mgt N N New staff needed

3/2017 12 THM Eco‐tourism & Sustainable Hospitality Mgt

N N New staff needed

1/2018 12 THM Tourism Planning & Resource Mgt N N New staff needed

1/2018 12 THM Event Mgt

N N New staff needed

1/2018 12 THM Facilities Mgt & Development N N New staff needed

2/2018 12 THM Service Quality Mgt N

N New staff needed

1/2019 12 THM Strategic Mgt for Tourism & Hospitality N N New staff needed (or Expression of Interest)

Remark: Recruitment strategy will require a staff to teach more than one course.


69

Program Guide

Program: Bachelor of Tourism and Hospitality Management Plan: Bachelor of Tourism and Hospitality Management Campus: VNMRI RMIT University Vietnam Version: 1.0 Status: Last Updated: 28/02/2016 4:25 PM Published From: Published To: Proposed Year of Introduction: 2016 Type of Amendment: New Program Change Description: Change Reason:


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Program Guide Award title: Bachelor of Tourism and Hospitality Management Award abbreviation: BTourHospMgt Total credit points: 288 Career: Undergraduate Duration: 9 trimesters full time Location: Offshore, RMIT University Vietnam Owning school: Centre of Commerce and Management Owning school URL: https://www.rmit.edu.vn/centre-commerce-and-management Partnered Offering/Corporate Client: ASCED Code: 080323 CRICOS Code: N/A Proposed introduction: Trimester Three, 2016 Program proposer details: Professor Raymond Gordon, Head of Centre of Commerce and Management, RMIT University Vietnam External Accreditation and Industry Links Tourism and Hospitality Education accreditation will be sought for this program as soon as it is feasible to do so within the accreditation time lines set by the Institute of Hospitality (UK), the only accreditation body in this field. Certification and association from professional bodies such as Council for Australasian Tourism and Hospitality Education (CAUTHE), International Centre of Excellence in Tourism and Hospitality Education (THE-ICE), and The World Tourism Organization (UNWTO) will be sought immediately.

The Institute of Hospitality is the professional body for individual managers and aspiring managers working and studying in the hospitality, leisure and tourism (HLT) industry. The Institute has been in existence since the 1930s when it began in the UK. The Institute's reputation as a membership organisation promoting quality standards and education has grown in its 75+ year history resulting in a membership spanning more than 100 countries around the globe. See more details at https://www.instituteofhospitality.org/about/who_we_are

The Centre of Commerce and Management has extensive links with industry to facilitate work integrated learning, industry student placements and industry experience. The industry advisory committee for this program includes representatives of a number of international companies operating in tourism and hospitality industry and this committee works closely with Centre of Commerce and Management staff and students.


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Purpose of the Program The objective of the program is to prepare you, as potential managers and directors, for leadership roles in the management of organisations in the fast-growing tourism and hospitality industry in Vietnam and throughout the world. Accordingly, you will be expected to demonstrate that you can meet the increasing demand by industry, government and the community for knowledgeable, creative and responsible leadership. In order to achieve this, you will be exposed to the knowledge underpinning local and international tourism bodies, management skills, intercultural communication skills and practical experiences. This will be achieved through incorporation of work integrated learning principles and techniques along with internship programs that provide you opportunities to directly and indirectly engage with the industry and professional communities. The courses are taught via face to face delivery methods and require student attendance. There will be various forms of face to face teaching delivery. For example, guest lectures, case studies, role-playing, simulations, shadowing managers, and etc. Additionally, you will be encouraged to undertake RMIT University Vietnam’s Personal Edge Workshops which are focused on developing social skills (e.g. leading and creating a service culture) required for the industry. The program will also include a capstone experience course which will include a project that draws upon the knowledge and skills learnt from previous courses within the program. Students will be required to demonstrate an understanding of relevant theory and practice covered during the program and provide solutions to issues in the tourism and hospitality industry. Your internship also provides a capstone experience, where you will be required to reflect on how the knowledge and skills acquired in your previous course contributes to your practical experience.

Program Learning Outcomes Statement Students undertaking the Bachelor of Tourism and Hospitality Management will develop knowledge and skills in contemporary tourism and hospitality management, leadership, cross-cultural competency, analytical and technical competency, problem- solving, and communication. The application of which will be demonstrated through interactive and experiential learning activities, case studies and assessments.

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

1. Identify and analyse historical events and their effects on the development of the tourism and hospitality industry, as well as recognizing the


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contributions and accomplishments of key industry pioneers. 2. Critically evaluate issues and practices in tourism and hospitality

businesses. 3. Acquire the knowledge of the theory that informs the development of

tourism and hospitality. 4. Apply analytical and quantitative skills to formulate business decisions

related to the tourism and hospitality industry. 5. Apply leadership knowledge, skills and practices to the management of a

diverse and global business environment such as that experience in the tourism and hospitality.

6. Demonstrate the ability to define, identify, and evaluate ethical business practices in the tourism and hospitality industry.

7. Demonstrate the knowledge and skills underpinning the management of people within the global context of the tourism and hospitality industry

8. Communicate clearly and persuasively to negotiate, consult, and engage with clients, employees and their stakeholders.

9. Formulate innovative options and recommendations for sustainable business practices within the tourism and hospitality industry.


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No Program Learning Outcomes

Bachelor of Tourism and Hospitality Management #GA’s

*AQF

5 Year 1

1 Identify historical events and discuss their effects on the development of the tourism and hospitality industry

GA1 GA2 GA3 GA4

K1S1 S2 A1


Introduction to Management

Tourism Planning and Resource Mgt

Eco-tourism and Sustainable Hospitality Mgt

2 Evaluate issues and practices in tourism and hospitality businesses

GA1 GA3 GA4 GA5 GA6

K1S1 S2 A1





3 Demonstrate knowledge of the theory that informs the development of tourism and hospitality.

GA1GA2 GA3 GA4 GA5

K1S1 S2 A1





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3Tourism Planning and Resource Mgt

4 Apply analytical skills to decision making scenarios in the tourism and hospitality industry.

GA1GA2 GA5 GA6

K1S1 S2 S3 A1 A2

Business Computing 1 Accounting in

Organisations and Society Tourism Planning and

Resource Mgt

5 Discuss the theory and practice of global business in the tourism and hospitality industry.

GA1GA2 GA3 GA4 GA6

K1 S1 S2 S3 A1



Business Communication and Professional Practice


6 Demonstrate the ability to define and identify ethical business practices in the tourism and

hospitality industry.

GA1 GA2 GA3 GA4 GA5

K1 S1 S2 A1




Tourism Planning and Resource

Eco-tourism and Sustainable Hospitality


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Mgt

7 Demonstrate the knowledge and skills underpinning the management of people within the tourism and hospitality industry

GA1GA2 GA4 GA6

K1S1 S2 S3 A1 A2



8 Communicate clearly and persuasively to consult and engage clients, employees and their

stakeholders GA1GA2 GA3

K1 S1 S2 S3 A1

Marketing Principles Business Communication

and Professional Practice Eco-tourism and

Sustainable Hospitality Mgt

9 Participate in the formulation of innovative options and recommendations for sustainable business practices within the tourism and hospitality industry.

GA1GA2 GA3 GA4 GA6

K1S1 S2 S3 A1 A2



Business Computing 1 Tourism Planning and

Resource Mgt


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Bachelor of Tourism and Hospitality Management #GA’s

*AQF

7 Year 2 Year 3

1 Identify and analyse historical events and their effects on the development of the tourism and hospitality industry, as well as recognizing the contributions and accomplishments of key industry pioneers.

GA1 GA2GA3GA4

K1S1 S2 A1

Event Mgt Strategic Mgt for

Tourism and Hospitality

Work Integrated Learning 1

2 Critically evaluate issues and practices in tourism and hospitality businesses.

GA1GA3GA4GA5GA6

K1S1 S2 A1

Facilities Mgt and Development

Room Division Mgt

Food and Beverage Mgt

Service Quality Mgt

Strategic Mgt for Tourism and Hospitality


3 Acquire the knowledge of the theory that informs the development of tourism and hospitality.

GA1GA2GA3GA4GA5

K1S1 S2 A1


Room Division Mgt


Service Quality Mgt





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4 Apply analytical and quantitative skills to formulate business decisions related to the tourism and hospitality industry.

GA1GA2GA5GA6

K1S1 S2 S3 A1 A2

Mgt Accounting and Business


Room Division Mgt


Service Quality Mgt



5 Apply leadership knowledge, skills and practices to the management of a diverse and global business environment such as that experience in the tourism and hospitality.

GA1GA2GA3GA4GA6

K1 S1 S2 S3 A1


Human Resources Mgt

Service Quality Mgt


6 Demonstrate the ability to define, identify, and evaluate ethical business practices in the tourism and hospitality industry.

GA1GA2GA3GA4GA5

K1 S1 S2 A1


Mgt Facilities Mgt and

Development Human

Resources Mgt Service Quality

Mgt




7 Demonstrate the knowledge and skills underpinning the management of people within the global context of the tourism and hospitality industry

GA1GA2GA4GA6

K1S1 S2 S3 A1 A2

Human Resources Mgt

Service Quality Mgt




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8 Communicate clearly and persuasively to negotiate, consult, and engage with clients, employees and their stakeholders

GA1GA2GA3

K1 S1 S2 S3 A1

Event Mgt Human

Resources Mgt Service Quality

Mgt



9 Formulate innovative options and recommendations for sustainable business practices within the tourism and hospitality industry.

GA1GA2GA3GA4GA6

K1S1 S2 S3 A1 A2


Human Resources Mgt





For more information on RMIT Graduate Attributes go to http://www.rmit.edu.au/teaching/graduateattributes *Australian Qualifications Framework (AQF) Learning Outcome Descriptors are described in http://www.aqf.edu.au/


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Work Integrated Learning RMIT is committed to providing you with an education that strongly links formal learning with workplace experience. By enrolling in an RMIT program you will:

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

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

teamwork with other students from different disciplines. • have your learning underpinned by feedback gained from

interactions and contexts distinctive to workplace experiences.

In this program, there is an internship placement (OMG 2215 Work Integrated Learning 1 where you will undertake at least 12 weeks of work experience in a professional tourism and hospitality environment. There are also another 8 required courses that have Work Integrated Learning (WIL) activities embedded in them. The courses will provide opportunities to apply skills and knowledge learnt during the program to a work-based environment. Your performance competency will be assessed in both scheduled classroom assessment and real and simulated workplace scenarios. Feedback and interactions from the industry is integral to your learning experience. The following are the list of courses with WIL based assessment:

Tourism Planning & Resource Management (Designated to include at least 50% WIL based assessment)

Eco-tourism & Sustainable Hospitality Management (Designated to include at least 50% WIL based assessment)

Approach to Learning and Assessment Over the duration of the program you will experience a variety of teaching and learning approaches. Each approach will be tailored to the course’s core curriculum areas and graduate capabilities. It is important for you to note that you will be treated as an ‘adult learner’. In conjunction with teacher-directed learning activities, you are expected to take responsibility for self-learning in a mature and independent way. Engaging in self-learning process is part of everyday life in work places, hence the value of this program to the future career prospects is enhanced by your participation in the learning activities.


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The styles of teaching, assessment, and learning techniques throughout the program will include (are but not limited to):

Classroom teaching: May include lectures, class presentations, group discussions, student-led discussions etc. This style of learning is designed to maximise your understanding of the curriculum content and develop appropriate skills. It is designed to provide an environment where you can ask questions and seek feedback as well as contribute to class discussion and apply theory to practice.

Flexible delivery: The program will include the use of online resources. These are designed to enhance student experience by providing ongoing access and the flexibility to study when and where the student wants. These may include resources such as lecture notes, videos, assessments preparation and interactive tools such as discussion boards.

Problem-Based Learning: Problem-based learning engages you in analytical thinking, research and provision of solutions to real-world scenarios and situations.

Cooperative learning: Enables you to work in collaborative team-based tasks.

Assignments and projects: These may be either research or problem based, and will be undertaken on both an individual and team basis. These assessments will provide you with experience at undertaking research and writing effectively to present findings and recommendations to a range of audiences.

In-class tests: Formative in-class tests will provide feedback on early understanding of the respective courses, curriculum and learning goals. The feedback will assist in further developing skills and abilities before summative tests are given.

Formal examinations: Will provide you with the opportunity to demonstrate your understanding and application of tourism and hospitality management principles related to either practical skills or theoretical knowledge.

If you have a long-term medical condition and/or another form of disability and are registered under RMIT University Vietnam’s Disability Resource Centre (DRC) you may apply to vary the aspects of the learning or assessment methods accordingly. You can contact the Program


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Coordinator or the RMIT University Vietnam's Disability Resource Centre (DRC) for more information: www.rmit.edu.au/disability Capstone Experience: The course Strategic Management for Tourism and Hospitality along with your mandatory internship will provide a capstone experience. The course requires you to apply the knowledge and skills you obtained from your previous courses to strategic management scenarios in the tourism and hospitality industry. Aside from revisiting principles, concepts and theories from previous courses, you will be required to demonstrate your understanding of broad industry issues and practical issues such as work activities and work procedures found in a tourism or hospitality organisation. The course culminates in a research project where you are required to identify a problem within a tourism or hospitality organisation, analyse the problem and provide appropriate strategies and solutions. Your internship extends the capstone experience, where you will be required to reflect and evaluate how the knowledge and skills acquired throughout the program both influences and contributes to your practical experience.

Academic integrity

The university employs technological instrument to monitor the academic integrity of your work, for example Turnitin, which is a software-based plagiarism monitor used to verify the originality of all written assignments submitted by a student. More information on academic integrity is located at: http://www.rmit.edu.au/academicintegrity/students.

Articulation and Pathways Credit for previous learning will be assessed consistent with the principles of the RMIT University's Credit Policy. If you have completed studies or have partially completed a similar program at another institution (with entry criteria similar to this program) you may be accepted with some credits being granted towards the program. Articulation arrangements between RMIT University Higher Education Diplomas and Associate Degrees in the same or related discipline enable you upon successful completion of a lower level qualification, at the


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required standard for admission, to apply for advanced standing in a higher-level qualification. Articulation arrangements between RMIT University programs enable you upon graduating from the RMIT University qualification to apply for advanced standing in a higher-level qualification. The statements below will provide information about articulation agreements in this program.

• Business Diploma (Australian National VET curriculum) – up to 8 course credits. These eight credits represent advance standing for the 6 university electives within the degree and the possibility of 2 matched business core courses.

• RMIT (HE) Diploma of Commerce - 8 course credits. The degree contains 4 course credits from the Higher Education Diploma of Commerce. These 4 course credits represent direct credits from the B.Bus core courses. These 4 course credits along with another 4 course credits from the degree’s elective courses constitute the total of 8 course credits.

Articulation from Diploma of Commerce Diploma students must achieve a grade point average of 1.0 or higher to to be guaranteed an offer of a place. If you complete the Diploma with less than a 1.0 grade point average you may still be admitted to a bachelor program at the discretion of the Selection Officer and will be required to speak to an academic advisor. Diploma of Tourism and Hospitality Management Exit Award Students must successfully complete the first 8 courses of the degree stipulated in the program map before they can enrol in any of the subsequent degree courses. Students who complete the first 8 courses who wish to exit the program can do so with a Diploma in Tourism and Hospitality Management award. Entrance requirements Minimum Academic Requirements:

Successful completion of Year 12 (or equivalent) in Vietnam with an average grade of 6.0/10.00, or above;

Completion of International Baccalaureate (IB) diploma with 24 points minimum;

Completion of Cambridge GCE ‘A’ Levels minimum 4 points for 2 A


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level subjects and 1 AS level subject; For other international qualifications please view

http://www.rmit.edu.vn/sites/default/files/document_file/entry_requirements_by_country.pdf

Minimum English Language Requirements:

In addition, students must satisfy one of the following English requirements:

Successful completion of RMIT Vietnam English Advanced Level IELTS 5.5 (no band below 5.0) or equivalent; Please view http://www.rmit.edu.vn/english-language-requirements

Library, IT and specialist resources Resources available from the Library

As part of the program you will have access to specialist laboratories with relevant hardware and software.

As a student enrolled in a program at RMIT University Vietnam you may access the services, facilities and study space provided by the Library. Resources include collections of books, periodicals and other course related materials.

More information is on library resources and services at: http://www.rmit.edu.vn/library.

This program is administered by the Vietnam campus of RMIT and you may access online learning tools for program and associated courses via the learning management system for the Vietnam campus.

New students learning laboratories have been built at RMIT University Vietnam and equipped with specialised equipment, to support the relevant teaching and learning activities. You will have access to modern computers and equipment that you are likely to use in industry.

Learning services available to you as a student at RMIT

RMIT Vietnam provides a wide range of resources and opportunities to assist your learning and wellbeing so you can achieve your study and career goals.


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Services are available face to face and online to assist with:

• transition to tertiary study and learning • study skills, academic skills including literacy, mathematics and

basic sciences if relevant • enabling support if you have a disability, long term medical condition

or other form of disadvantage which may impact on your learning • career development and employment • living and wellbeing (including advice on health, housing and

financial matters) • opportunities for scholarships, leadership and study abroad • opportunities for participating in arts, sport, recreation, fitness

activities as well as student activism and University governance


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


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Program Structure You must complete all 24 courses. You must complete the eight courses in year one before you can enrol in any of the other courses. When you have completed the first eight courses, you may choose to exit with a Diploma in Tourism and Hospitality Management.

Year one Complete the following eight courses: Course title Credit

points Course Code Campus

Economics for Tourism and Hospitality 12 RMIT University Vietnam Introduction to Management 12 BUSM4185 RMIT University Vietnam Business Computing 12 ISYS2109 RMIT University Vietnam Tourism Planning and Resource Management

12 RMIT University Vietnam



Marketing Principles 12 MKTG1205 RMIT University Vietnam Eco-Tourism & Sustainable Hospitality Management


Accounting in Organisations and Society 12 ACCT2105 RMIT University Vietnam You must complete the eight courses above before you can enrol in any of the courses below. Year Two Complete the following seven courses: Course title Credit

points Course Code

Campus

Room Division Management 12 RMIT University Vietnam Human Resources Management 12 BUSM3310 RMIT University Vietnam Intro to Logistics and Supply Chain Management

12 OMGT2085 RMIT University Vietnam

Management Accounting and Business 12 ACCT2126 RMIT University Vietnam Service Quality Management 12 RMIT University Vietnam Facilities Management and Development 12 RMIT University Vietnam Food & Beverage Management 12 RMIT University Vietnam AND Complete two option elective courses (courses that the student may choose from a list of courses offered in other programs by the COCM) Year Three Complete the following three courses:


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Course Code

Campus

Event Management 12 RMIT University Vietnam Strategic Management for Tourism and Hospitality


Work Integrated Learning 1 12 OMGT2215 RMIT University Vietnam AND Complete two option electives and two university electives (university electives are courses that the student may choose freely from across all courses offered by the University)


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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Economics for Tourism and Hospitality Part A: Course Overview - Undergraduate

College RMIT University Vietnam

School Centre of Commerce and Management

Course Title (30 including spaces) Economics for Tourism and Hospitality


Credit Points 12

Pre-requisite Courses and Assumed Knowledge and Capabilities

None

Course Description The course will provide an introduction to the principles of economics for the tourism and hospitality industry. The topics covered include microeconomics and macroeconomics such as the principles of demand and supply for tourism and hospitality services, domestic and international market structure, economic growth and business cycles, the influence of government policy, money and exchange rates, trade policy and agreements in the tourism and hospitality sector and regional and international economic development.

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

CLO1 - Describe the principles of demand and supply in the tourism and hospitality industry

CLO2 – Describe the domestic and international market structure CLO3 – Analyse the domestic and international market structure. CLO4 - Explain the economic growth and business cycles CLO5 – Evaluate the objective and influence of government

policy, money, exchange rates and trade policy and agreements in the tourism sector and

CLO6 - Describe the economic impacts and development of tourism and hospitality at the regional and international levels

Map each CLO against one or more PLOs

CLO1 CLO2 CLO3 CLO4 CLO5 CLO6PLO1 X X X PLO2 X X X X X PLO3 X X PLO4


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PLO5 X PLO6 X X PLO7 PLO8 PLO9

Please note: Undergraduate Collective PLOs in the table below. Not all PLOs are achieved in a single course.

PLO1 Identify historical events and discuss their effects on the development of the tourism and hospitality industry

PLO2 Evaluate issues and practices in tourism and hospitality businesses

PLO3 Demonstrate knowledge of the theory that informs the development of tourism and hospitality.

PLO4 Apply analytical skills to decision making scenarios in the tourism and hospitality industry.

PLO5 Discuss the theory and practice of global business in the tourism and hospitality industry.

PLO6 Demonstrate the ability to define and identify ethical business practices in the tourism and hospitality industry.

PLO7 Demonstrate the knowledge and skills underpinning the management of people within the tourism and hospitality industry

PLO8 Communicate clearly and persuasively to consult and engage clients, employees and their stakeholders

PLO9 Participate in the formulation of innovative options and recommendations for sustainable business practices within the tourism and hospitality industry.

Overview of Learning Activities This course will utilise a range of learning activities, including face-to-face lectures and equivalent online activities, small group work activities/online discussion boards, and guest speaker presentations.

You will undertake a number of assessment tasks related to these experiences and receive feedback.

Overview of Learning Resources As an enrolled student of RMIT University you will be provided with access via the internet to the RMIT Library databases and online facilities. If you require assistance with the RMIT library facilities the first person to contact is the Business Liaison Librarian for this school. Contact details for Business Liaison Librarians are located online on the RMIT library website.

Additional industry-based resources may be available to you depending on the nature of your placement.


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Overview of Assessment Assessment Tasks Assessment Tasks

Weighting Linked Learning Outcomes

Assessment Task 1

30% 1, 3

Assessment Task 2

20% 2, 4

Assessment Task 3

50% 3, 4, 5, 6

Course Coordinator Details TBA


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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Tourism Planning and Resource Mgt Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Tourism Planning and Resource Mgt


Credit Points 12


None

Course Description This is a designated Work Integrated Learning (WIL) course. This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. This course will study and evaluate travel and tourism and its economic and cultural impact on society. The course will also include examination of the forces that influence domestic and international tourism. The component of tourism management and interrelationship of meeting planning, travel systems, food and lodging systems, and tourist attractions are reviewed.


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CLO1 – Identify and assess the varieties, types and functions of organisations either partially or wholly dedicated to serving the needs of the tourism industry;

CLO2 - Analyse factors which motivate people to travel and describe the social impact that travel experiences make on the individual, the family or group, and society as a whole--especially the host society;

CLO3 - Describe the four major components that any tourist area must possess in order to be successful;

CLO4 - Analyse the major barriers and drawbacks to tourism development that must be overcome if tourism growth is to occur; and

CLO5 - Appraise the current global forces that are shaping the tourism industry for the future.


CLO1 CLO2 CLO3 CLO4 CLO5 PLO1 PLO2 X X X PLO3 X X X X X PLO4 PLO5 PLO6 PLO7 X X PLO8 X PLO9 X


PLO1 Identify historical events and discuss their effects on the development of the tourism and hospitality



PLO4 Apply analytical skills to decision making scenarios in the tourism and hospitality industry..





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Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessments and field visits aiming at enhancing your learning experiences associated with the course.





Assessment Task 1

30% 1, 2

Assessment Task 2

20% 3, 4

Assessment Task 3

50% 1, 2, 3, 4, 5

Note: At least 50% or more of these assessments will be Work Integrated Learning.



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Business Communication and Professional Practice Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Business Communication and Professional Practice


Credit Points 12


None

Course Description This practical course offers you the knowledge of the complexities associated with contemporary communication in organisations. You will have the opportunity to develop and practice verbal, non-verbal, written and digital communication techniques in a range of simulated workplace situations as well as through liaison with organisations. These skills will be particularly relevant for you as you transition to the world of work.


CLO1 - Apply business communication and professional practice strategies and principles to prepare effective communication for domestic and international business situations;

CLO2 - Identify ethical, legal, cultural, and global issues affecting business communication and professional practice in the industry;

CLO3 - Utilise analytical and problem solving skills appropriate to business communication and professional practice in the industry;

CLO4 - Select appropriate organisational formats and channels used in developing and presenting business messages;

CLO5 - Compose and your revise accurate business documents using computer technology; and

CLO6 - Deliver an effective oral business presentation to professional audience.


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6


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PLO1 PLO2 X PLO3 X X PLO4 X X PLO5 PLO6 X PLO7 PLO8 X X X X X X PLO9











Overview of Learning Activities Learning activities will be predominantly experiential in nature with opportunities to apply and practice effective communication skills and techniques in a range of different business contexts. The learning activities will be project-based with a mix of individual work and teamwork and will include workshops, practical exercises, simulations and fieldwork. You will have the opportunity to receive feedback from your peers, academics and industry as well as give feedback to others. You will also be afforded opportunities to reflect on their own advancement and skills development.

Overview of Learning Resources As an enrolled student of RMIT University you will be provided with access via the internet to the RMIT Library databases and online facilities. If you require assistance with the RMIT library facilities the


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first person to contact is the Business Liaison Librarian for this school. Contact details for Business Liaison Librarians are located online on the RMIT library website.




Assessment Task 1

40% 2, 3

Assessment Task 2

40% 1, 4, 5

Assessment Task 3

20% 6



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Eco-tourism and Sustainable Hospitality Mgt Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Eco-tourism and Sustainable Hospitality Mgt


Credit Points 12


None

Course Description This is a designated Work Integrated Learning (WIL) course. This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. For this course, sustainability of the global travel and tourism industry is examined through the lenses of certifying organisations, local destinations, and multinational stakeholders. We will examine the economic, sociocultural and environmental effects of international tourism and hospitality establishments and understand the interconnectedness. The course is designed to help you understand the main principles and practices for sustainable tourism and hospitality development at the local, regional, national, and international level. You will be introduced to a series of tools to operate and manage tourism, hospitality services and destinations with sustainability. Case studies will be used to highlight examples of sustainability practices from around the world. International standards and indicators of sustainable tourism practices will also be introduced.


CLO1 - Discuss concepts and tools of sustainable tourism operation and management;

CLO2 - Examine global tourism stakeholders and sustainable tourism organizations as base and support for sustainable tourism development;

CLO3 - Evaluate the role of key international initiatives, organizations and stakeholders as support of sustainable tourism development;

CLO4 - Identify and compare major international, national, regional and local labels, certification programs and different


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types of initiatives for business, attractions, cultural heritage, protected areas and tourism destinations in general;

CLO5 - Introduce the concepts of Environmental Management Systems and Sustainability Reporting as new processes that companies and organizations are now adopting; and

CLO6 - Evaluate international case studies that demonstrate progress in sustainable tourism issues worldwide.


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 PLO1 X X PLO2 X X X X PLO3 X X X X X X PLO4 PLO5 PLO6 X PLO7 X PLO8 X PLO9 X X X X




PLO3 Demonstrate knowledge of the theory that informs the development of tourism and hospitality..







Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have


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the opportunity to participate in work integrated learning assessments and field visits aiming at enhancing your learning experiences associated with the course.





Assessment Task 1

50% 4, 5, 6

Assessment Task 2

50% 1, 2, 3




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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Room Division Management Part A: Course Overview - Undergraduate

College Centre of Commerce and Management, RMIT University Vietnam


Course Title (30 including spaces) Room Division Management


Credit Points 12


None

Course Description This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. The aim of this course is for you to acquire a functional understanding of the planning, management and operational requirements of the rooms divisions of international hotels and integrated resorts. You will develop capabilities to facilitate effective room division management by engaging in a range of practical problem solving sessions involving team work, case study analysis, online learning activities, peer discussion and review and self-reflection.


CLO1 - Work collaboratively in teams to investigate and critically appraise hotel and resort operation management environments using a systems approach;

CLO2 - Apply the principles and practices of the guest cycle to facilitate effective room division management in local and global contexts;

CLO3 - Analyse hotel and resort operating cost structures to support decision making for effective rooms division management;

CLO4 - Appraise room division performance metrics and benchmarks; and

CLO5 - Evaluate and recommend appropriate models to forecast rooms demand and make room rate pricing decisions.


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CLO1 CLO2 CLO3 CLO4 CLO5 PLO1 PLO2 X PLO3 X X X X X PLO4 X X X X PLO5 PLO6 PLO7 X PLO8 X X PLO9 X


PLO1 Identify and analyse historical events and their effects on the development of the tourism and hospitality industry, as well as recognizing the contributions and accomplishments of key industry pioneers.

PLO2 Critically evaluate issues and practices in tourism and hospitality businesses.

PLO3 Acquire the knowledge of the theory that informs the development of tourism and hospitality.

PLO4 Apply analytical and quantitative skills to formulate business decisions related to the tourism and hospitality industry.

PLO5 Apply leadership knowledge, skills and practices to the management of a diverse and global business environment such as that experience in the tourism and hospitality.

PLO6 Demonstrate the ability to define, identify, and evaluate ethical business practices in the tourism and hospitality industry.

PLO7 Demonstrate the knowledge and skills underpinning the management of people within the global context of the tourism and hospitality industry

PLO8 Communicate clearly and persuasively to negotiate, consult, and engage with clients, employees and their stakeholders.

PLO9 Formulate innovative options and recommendations for sustainable business practices within the tourism and hospitality industry.

Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessments and field visits aiming at enhancing your learning


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experiences associated with the course.





Assessment Task 1

50% 2, 3, 4

Assessment Task 2

50% 1, 3, 4, 5



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Service Quality Mgt Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Service Quality Mgt


Credit Points 12


None

Course Description This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. This course is designed to enable you to evaluate and set quality service standards for clients. You will understand the meaning and importance of quality, value of the customer service quality, quality management process and their impact on organisations. The course will also include the mechanisms of service excellence through benchmarking and total quality management principles.


CLO1 - Describe the value of the operations and quality management concepts and models;

CLO2 - Evaluate the quality management procedures in the tourism and hospitality industry by applying various theoretical concepts and models;

CLO3 - Develop decision‐making skills by analysing various case studies related to operations and quality management within the service industry;

CLO4 - Apply basic TQM and outcome assessment principles in the analysis of a service delivery system; and

CLO5 – Explore leadership theories/concepts and apply them to setting quality service standard.


CLO1 CLO2 CLO3 CLO4 CLO5 PLO1 PLO2 X X X PLO3 X X X


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PLO4 X X PLO5 X PLO6 PLO7 X PLO8 X PLO9











Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessments and site visits aiming at enhancing your learning experiences associated with the course.

Overview of Learning Resources As an enrolled student of RMIT University you will be provided with access via the internet to the RMIT Library databases and online facilities. If you require assistance with the RMIT library facilities the first person to contact is the Business Liaison Librarian for this


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school. Contact details for Business Liaison Librarians are located online on the RMIT library website.




Assessment Task 1

20% 1, 2

Assessment Task 2

30% 2, 3, 4

Assessment Task 3

50% 1, 2, 3, 4, 5, 6



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Facilities Mgt and Development Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Facilities Mgt and Development


Credit Points 12


None

Course Description This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. This course will include an introduction to the issues and opportunities inherent to the development and planning of tourism and hospitality facilities. The second part of the course will cover the project development sequence; space planning for facilities management and development. The course will also cover topics related to setting appropriate facilities requirements, understanding industry practice and making properties decisions with respect to a balanced design, operational plan, and financial framework.


CLO1 - Identify the roles played by tourism and hospitality facilities managers and assess the two primary categories of facility operating costs, the components of each category, and various factors that affect those costs;

CLO2 - Outline water usage levels and patterns in the lodging industry and describe the basic structure of water and wastewater systems;

CLO3 - Explain various aspects and components of electrical systems, cite important considerations regarding system design and operating standards, as well as evaluate elements of an effective electrical system and equipment maintenance program;

CLO4 - Define basic lighting terms, explain how natural light can be used to meet a building’s lighting needs, and propose common artificial light sources;

CLO5 - Summarise changes taking place in hotel telephone services, describe types of telephone calls, and distinguish types of hotel telephone equipment; and


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CLO6 – Evaluate the life cycle of a hotel, compare typical reasons for renovating a hotel, and describe types of renovation.


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 PLO1 PLO2 X PLO3 X X X X X X PLO4 X PLO5 PLO6 PLO7 X PLO8 PLO9 X X X X












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Overview of Learning Activities Learning activities will include lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessments and site visits aiming at enhancing your learning experiences associated with the course.





Assessment Task 1

20% 1

Assessment Task 2

30% 2, 3, 4, 5

Assessment Task 3

50% 1, 2, 3, 4, 5, 6



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Food and Beverage Management Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Food and Beverage Mgt


Credit Points 12


None

Course Description This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. In this course, you will emerge with a comprehensive understanding of the knowledge and skills involved in managing food and beverages at a hotel or restaurant level, in Vietnam and internationally. This involves understanding not only food and beverage content but also significant management skills required to maintain a successful operation in a highly competitive and growing environment.


CLO1 – Identify the characteristics and role of food and beverage (FandB) management and anticipate challenges in contemporary settings where culture and community values impact on the provision of an effective contemporary industry;

CLO2 - Devise a contemporary FandB outlet, exemplifying consumer needs and the importance of experience;

CLO3 - Analyse the source and function of the menu including restaurant revenue management, menu engineering and recipe standardisation;

CLO4 - Differentiate among the various food production methods, control systems, hygiene and storage principles and explain their importance; and

CLO5 - Explain how respect for inter-cultural and ethical practices are considered when confronting FandB operational issues including the impact of various management styles, labour practices and sustainability requirements to maintain diversity relevant to identified communities or sectors.


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CLO1 CLO2 CLO3 CLO4 CLO5 PLO1 PLO2 X PLO3 X X X X X PLO4 PLO5 PLO6 X PLO7 X PLO8 X PLO9











Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessments and field visits aiming at enhancing your learning


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experiences associated with the course.





Assessment Task 1

20% 2, 3

Assessment Task 2

30% 1, 5

Assessment Task 3

50% 1, 2, 3, 4, 5



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Event Management Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Event Management


Credit Points 12


None

Course Description This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. This course will cover the theory and practice of the planning, organising, and managing of event activities. Topics will include infrastructure and the environment; the industry’s stakeholders; marketing; human resources; contingency planning; legal issues; strategic management; and research; analysis and evaluation.


CLO1 – Explain the economic impacts generated by the event industry;

CLO2 - Discuss the project phases of an event, and strategies used for each phase;

CLO3 - Describe the roles of a Professional Congress Organizer (PCO) and review the competitive nature of the environments;

CLO4 - Develop Work Breakdown Structure (WBS) and Gantt chart;

CLO5 - Analyse and manage the risks of an event; and CLO6 - Identify the project stakeholders and build a collaborative

action plan that satisfies each stakeholder’s needs.


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 PLO1 PLO2 X X X PLO3 X X X X X PLO4 X X


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PLO5 PLO6 PLO7 X PLO8 X PLO9 X X











Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessments aiming at enhancing your learning experiences associated with the course.

Overview of Learning Resources As an enrolled student of RMIT University you will be provided with access via the internet to the RMIT Library databases and online facilities. If you require assistance with the RMIT library facilities the first person to contact is the Business Liaison Librarian for this school. Contact details for Business Liaison Librarians are located


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online on the RMIT library website.




Assessment Task 1

20% 1, 3

Assessment Task 2

30% 2, 4, 5

Assessment Task 3

50% 1, 2, 3, 4, 5, 6



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Strategic Mgt for Tourism and Hospitality Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Strategic Mgt for Tourism and Hospitality


Credit Points 12


None

Course Description This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. The course will provide a capstone experience and aims to offer you with a more in-depth knowledge of various strategic management theories and their applications in general as well as within organisations in tourism and hospitality sector. In this course, you will draw on knowledge and skills that you’ve learned in previous courses to gain a more holistic understanding of the tourism and hospitality industry and organisations. Both micro and macro perspectives of strategic management will be employed during the course. Micro perspectives will include: theories of Quality Management; Lean philosophy; Learning and Knowledge Management; Business/Organisational excellence; Strategic Human Resource. Macro perspectives will include different internationalisation strategies and the factors that influence the internationalisation processes.


CLO1 - Demonstrate strategic management practices in tourism and hospitality management;

CLO2 – Discuss philosophies, principles, concepts, processes, tools and techniques of various strategic management theories;

CLO3 – Describe and develop practical knowledge about activities and work procedures of a tourism and hospitality organisation.


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CLO4 - Apply appropriate theories and methods in conducting applied research;

CLO5 – Analyse and critically review various strategic management frameworks; and

CLO6 – Formulate a research problem and conduct research in relationship with strategic management by combining theories and practices.


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 PLO1 X PLO2 X X X PLO3 X X PLO4 X PLO5 PLO6 X PLO7 X PLO8 X PLO9 X X










PLO9 Formulate innovative options and recommendations for


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sustainable business practices within the tourism and hospitality industry.

Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessment aiming at enhancing your learning experiences associated with the course.





Assessment Task 1

20% 2, 4

Assessment Task 2

30% 1, 3, 5

Assessment Task 3

50% 1, 2, 3, 4, 5, 6



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Program: Diploma of Tourism and Hospitality Management Plan: Diploma of Tourism and Hospitality Management Campus: VNMRI RMIT University Vietnam Version: 1.0 Status: Last Updated: 28/02/2016 4:27 PM Published From: Published To: Proposed Year of Introduction: 2016 Type of Amendment: New Program Change Description: Change Reason:


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Program Guide Award title: Diploma of Tourism and Hospitality Management Award abbreviation: DipTourHospMgt Total credit points: 96 Career: Undergraduate Duration: 3 trimesters full time Location: Offshore, RMIT University Vietnam Owning school: Centre of Commerce and Management Owning school URL: https://www.rmit.edu.vn/centre-commerce-and-management Partnered Offering/Corporate Client: ASCED Code: 080323 CRICOS Code: N/A Proposed introduction: Trimester Three, 2016 Program proposer details: Professor Raymond Gordon, Head of Centre of Commerce and Management, RMIT University Vietnam External Accreditation and Industry Links While this program is an exist award RUVN will seek to acquire accreditation offered for Diploma level programs to enhance the value of the award. This accreditation will be sought as soon as it is feasible to do so within the accreditation time lines set by the Institute of Hospitality (UK), the only accreditation body in this field. Certification and association from professional bodies such as Council for Australasian Tourism and Hospitality Education (CAUTHE), International Centre of Excellence in Tourism and Hospitality Education (THE-ICE), and The World Tourism Organization (UNWTO) will be sought immediately.

The Institute of Hospitality is the professional body for individual managers and aspiring managers working and studying in the hospitality, leisure and tourism (HLT) industry. The Institute has been in existence since the 1930s when it began in the UK. The Institute's reputation as a membership organisation promoting quality standards and education has grown in its 75+ year history resulting in a membership spanning more than 100 countries around the globe. See more details at https://www.instituteofhospitality.org/about/who_we_are

The Centre of Commerce and Management has extensive links with industry to facilitate work integrated learning, industry student placements and industry experience. The industry advisory committee for this program includes representatives of a number of international companies operating in tourism and hospitality industry and this committee works closely with Centre of Commerce


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and Management staff and students.

Purpose of the Program The objective of the program is to prepare you for a career in management and operations in the fast-growing tourism and hospitality industry in Vietnam and the global market. The program will equip you with fundamental knowledge and skills related to management, marketing, accountancy, resource planning and sustainability in the tourism and hospitality industry. You will be exposed to work integrated learning principles and techniques that will provide you with opportunities to directly and indirectly engage with the industry and professional communities. The courses are taught via face to face delivery methods and require student attendance. These methods will include but not limited to face to face teaching delivery. For example, guest lectures, case studies, role-playing, simulations, shadowing managers, etc. Additionally, you will be encouraged to undertake RMIT University Vietnam’s Personal Edge Workshops which are focused on developing the social skills and service culture required for the industry.

Program Learning Outcomes Statement Students undertaking the Diploma of Tourism and Hospitality Management will develop fundamental knowledge and skills in tourism and hospitality management. The program contains foundation business courses such as Marketing Principles, Accounting in Organisations and Society, Introduction to Management and Business Computing along with discipline related courses such as Economics for Tourism and Hospitality, Tourism Planning and Resource Management and Eco-Tourism and Sustainable Hospitality Management.

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

1. Identify historical events and discuss their effects on the development of the tourism and hospitality industry

2. Evaluate issues and practices in tourism and hospitality businesses. 3. Demonstrate knowledge of the theory that informs the development of

tourism and hospitality. 4. Apply analytical skills to decision making scenarios in the tourism and

hospitality industry. 5. Discuss the theory and practice of global business in the tourism and

hospitality industry. 6. Demonstrate the ability to define and identify ethical business practices in


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the tourism and hospitality industry. 7. Demonstrate the knowledge and skills underpinning the management of

people within the tourism and hospitality industry 8. Communicate clearly and persuasively to consult and engage clients,

employees and their stakeholders. 9. Participate in the formulation of innovative options and recommendations

for sustainable business practices within the tourism and hospitality industry.


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Diploma of Tourism and Hospitality Management #GA’s

*AQF

5 Year 1

1 Identify historical events and discuss their effects on the development of the tourism and hospitality industry

GA1 GA2 GA3 GA4

K1S1 S2 A1





2 Evaluate issues and practices in tourism and hospitality businesses

GA1 GA3 GA4 GA5 GA6

K1S1 S2 A1





3 Demonstrate knowledge of the theory that informs the development of tourism and hospitality.

GA1GA2 GA3 GA4 GA5

K1S1 S2 A1





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3Tourism Planning and Resource Mgt

4 Apply analytical skills to decision making scenarios in the tourism and hospitality industry.

GA1GA2 GA5 GA6

K1S1 S2 S3 A1 A2

Business Computing 1 Accounting in

Organisations and Society Tourism Planning and

Resource Mgt

5 Discuss the theory and practice of global business in the tourism and hospitality industry.

GA1GA2 GA3 GA4 GA6

K1 S1 S2 S3 A1





6 Demonstrate the ability to define and identify ethical business practices in the tourism and

hospitality industry.

GA1 GA2 GA3 GA4 GA5

K1 S1 S2 A1




Tourism Planning and Resource

Eco-tourism and Sustainable Hospitality


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Mgt

7 Demonstrate the knowledge and skills underpinning the management of people within the tourism and hospitality industry

GA1GA2 GA4 GA6

K1S1 S2 S3 A1 A2



8 Communicate clearly and persuasively to consult and engage clients, employees and their

stakeholders GA1GA2 GA3

K1 S1 S2 S3 A1

Marketing Principles Business Communication

and Professional Practice Eco-tourism and

Sustainable Hospitality Mgt

9 Participate in the formulation of innovative options and recommendations for sustainable business practices within the tourism and hospitality industry.

GA1GA2 GA3 GA4 GA6

K1S1 S2 S3 A1 A2



Business Computing 1 Tourism Planning and

Resource Mgt

For more information on RMIT Graduate Attributes go to http://www.rmit.edu.au/teaching/graduateattributes *Australian Qualifications Framework (AQF) Learning Outcome Descriptors are described in http://www.aqf.edu.au/


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Work Integrated Learning RMIT is committed to providing you with an education that strongly links formal learning with workplace experience. By enrolling in an RMIT program you will:

undertake and be assessed on a structured activity that allows you to learn, apply and demonstrate professional or vocational practice.

interact with industry and community when undertaking this activity. complete an activity in a work context or situation that may include

teamwork with other students from different disciplines. have your learning underpinned by feedback gained from

interactions and contexts distinctive to workplace experiences.

There are 2 designated courses that have Work Integrated Learning (WIL) activities embedded in them. The courses will provide opportunities to apply skills and knowledge learnt during the course to a work-based environment. The following are the designated WIL courses with at least 50% or more of their assessment.

Eco-tourism & Sustainable Hospitality Management Tourism Planning & Resource Management

Approach to Learning and Assessment Over the duration of the program you will experience a variety of teaching and learning approaches. Each approach will be tailored to the course’s core curriculum areas and graduate capabilities. It is important for you to note that you will be treated as an ‘adult learner’. In conjunction with teacher-directed learning activities, you are expected to take responsibility for self-learning in a mature and independent way. Engaging in self-learning process is part of everyday life in work places, hence the value of this program to the future career prospects is enhanced by your participation in the learning activities.

The styles of teaching, assessment, and learning techniques throughout the program will include (are but not limited to):

Classroom teaching: May include lectures, class presentations, group discussions, student-led discussions etc. This style of learning is designed to maximise your understanding of the curriculum content and develop


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appropriate skills. It is designed to provide an environment where you can ask questions and seek feedback as well as contribute to class discussion and apply theory to practice.

Flexible delivery: The program will include the use of online resources. These are designed to enhance student experience by providing ongoing access and the flexibility to study when and where the student wants. These may include resources such as lecture notes, videos, assessments preparation and interactive tools such as discussion boards.

Problem-Based Learning: Problem-based learning engages you in analytical thinking, research and provision of solutions to real-world scenarios and situations.

Cooperative learning: Enables you to work in collaborative team-based tasks.

Assignments and projects: These may be either research or problem based, and will be undertaken on both an individual and team basis. These assessments will provide you with experience at undertaking research and writing effectively to present findings and recommendations to a range of audiences.

In-class tests: Formative in-class tests will provide feedback on early understanding of the respective courses, curriculum and learning goals. The feedback will assist in further developing skills and abilities before summative tests are given.

Formal examinations: Will provide you with the opportunity to demonstrate your understanding and application of tourism and hospitality management principles related to either practical skills or theoretical knowledge.

If you have a long-term medical condition and/or another form of disability and are registered under RMIT University Vietnam’s Disability Resource Centre (DRC) you may apply to vary the aspects of the learning or assessment methods accordingly. You can contact the Program Coordinator or the RMIT University Vietnam's Disability Resource Centre (DRC) for more information: www.rmit.edu.au/disability Academic integrity

The university employs technological instrument to monitor the academic integrity of your work, for example Turnitin, which is a software-based


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plagiarism monitor used to verify the originality of all written assignments submitted by a student. More information on academic integrity is located at: http://www.rmit.edu.au/academicintegrity/students.

Articulation and Pathways Credit for previous learning will be assessed consistent with the principles of the RMIT University's Credit Policy. If you have completed studies or have partially completed a similar program at another institution (with entry criteria similar to this program) you may be accepted with some credits being granted towards the program. Articulation arrangements between RMIT University Higher Education Diplomas and Associate Degrees in the same or related discipline enable you upon successful completion of a lower level qualification, at the required standard for admission, to apply for advanced standing in a higher-level qualification. Articulation arrangements between RMIT University programs enable you upon graduating from the RMIT University qualification to apply for advanced standing in a higher-level qualification. Students who complete this program who do not wish to progress to study the Bachelor of Tourism and Hospitality Management can exit with a Diploma of Tourism and Hospitality Management award. Entrance requirements This is an exit award from the Bachelor of Tourism and Hospitality Management. See the program guide for that degree for entry requirements.

.

Library, IT and specialist resources Resources available from the Library

As part of the program you will have access to specialist laboratories with relevant hardware and software.


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As a student enrolled in a program at RMIT University Vietnam you may access the services, facilities and study space provided by the Library. Resources include collections of books, periodicals and other course related materials.

More information is on library resources and services at: http://www.rmit.edu.vn/library.

This program is administered by the Vietnam campus of RMIT and you may access online learning tools for program and associated courses via the learning management system for the Vietnam campus.

New students learning laboratories have been built at RMIT University Vietnam and equipped with specialised equipment, to support the relevant teaching and learning activities. You will have access to modern computers and equipment that you are likely to use in industry.

Learning services available to you as a student at RMIT

RMIT Vietnam provides a wide range of resources and opportunities to assist your learning and wellbeing so you can achieve your study and career goals.

Services are available face to face and online to assist with:

• transition to tertiary study and learning • study skills, academic skills including literacy, mathematics and

basic sciences if relevant • enabling support if you have a disability, long term medical condition

or other form of disadvantage which may impact on your learning • career development and employment • living and wellbeing (including advice on health, housing and

financial matters) • opportunities for scholarships, leadership and study abroad • opportunities for participating in arts, sport, recreation, fitness

activities as well as student activism and University governance


Once you are enrolled as a student in this program you will need to allow for expenses other than university tuition fees. Additional expenses may relate to the purchase of lecture notes, textbooks, stationery, consumables


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such as printer paper, fees levied by commercial internet service providers for internet access outside of the University campus, and other relevant costs.


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Program Structure

You must pass the 8 courses below. On completing these 8 courses, you may choose to continue with the Bachelor of Tourism and Hospitality Management.

Year one Complete the following nine courses: Course title Credit

points Course Code Campus

Economics for Tourism and Hospitality 12 RMIT University Vietnam Introduction to Management 12 BUSM4185 RMIT University Vietnam Business Computing 12 ISYS2109 RMIT University Vietnam Tourism Planning and Resource Management




Marketing Principles 12 MKTG1205 RMIT University Vietnam Eco-Tourism & Sustainable Hospitality Management


Accounting in Organisations and Society 12 ACCT2105 RMIT University Vietnam


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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Economics for Tourism and Hospitality Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Economics for Tourism and Hospitality


Credit Points 12


None

Course Description The course will provide an introduction to the principles of economics for the tourism and hospitality industry. The topics covered include microeconomics and macroeconomics such as the principles of demand and supply for tourism and hospitality services, domestic and international market structure, economic growth and business cycles, the influence of government policy, money and exchange rates, trade policy and agreements in the tourism and hospitality sector and regional and international economic development.


CLO1 - Describe the principles of demand and supply in the tourism and hospitality industry

CLO2 – Describe the domestic and international market structure CLO3 – Analyse the domestic and international market structure. CLO4 - Explain the economic growth and business cycles CLO5 – Evaluate the objective and influence of government

policy, money, exchange rates and trade policy and agreements in the tourism sector and

CLO6 - Describe the economic impacts and development of tourism and hospitality at the regional and international levels


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6PLO1 X X X PLO2 X X X X X PLO3 X X PLO4 PLO5 X


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PLO6 X X PLO7 PLO8 PLO9


PLO1 Identify historical events and discuss their effects on the development of the tourism and hospitality industry









Overview of Learning Activities This course will utilise a range of learning activities, including face-to-face lectures and equivalent online activities, small group work activities/online discussion boards, and guest speaker presentations.

You will undertake a number of assessment tasks related to these experiences and receive feedback.




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Assessment Task 1

30% 1, 3

Assessment Task 2

20% 2, 4

Assessment Task 3

50% 3, 4, 5, 6



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Tourism Planning and Resource Mgt Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Tourism Planning and Resource Mgt


Credit Points 12


None

Course Description This is a designated Work Integrated Learning (WIL) course. This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. This course will study and evaluate travel and tourism and its economic and cultural impact on society. The course will also include examination of the forces that influence domestic and international tourism. The component of tourism management and interrelationship of meeting planning, travel systems, food and lodging systems, and tourist attractions are reviewed.


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CLO1 – Identify and assess the varieties, types and functions of organisations either partially or wholly dedicated to serving the needs of the tourism industry;

CLO2 - Analyse factors which motivate people to travel and describe the social impact that travel experiences make on the individual, the family or group, and society as a whole--especially the host society;

CLO3 - Describe the four major components that any tourist area must possess in order to be successful;

CLO4 - Analyse the major barriers and drawbacks to tourism development that must be overcome if tourism growth is to occur; and

CLO5 - Appraise the current global forces that are shaping the tourism industry for the future.


CLO1 CLO2 CLO3 CLO4 CLO5 PLO1 PLO2 X X X PLO3 X X X X X PLO4 PLO5 PLO6 PLO7 X X PLO8 X PLO9 X










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Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have the opportunity to participate in work integrated learning assessments and field visits aiming at enhancing your learning experiences associated with the course.





Assessment Task 1

30% 1, 2

Assessment Task 2

20% 3, 4

Assessment Task 3

50% 1, 2, 3, 4, 5




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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Business Communication and Professional Practice Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Business Communication and Professional Practice


Credit Points 12


None

Course Description This practical course offers you the knowledge of the complexities associated with contemporary communication in organisations. You will have the opportunity to develop and practice verbal, non-verbal, written and digital communication techniques in a range of simulated workplace situations as well as through liaison with organisations. These skills will be particularly relevant for you as you transition to the world of work.


CLO1 - Apply business communication and professional practice strategies and principles to prepare effective communication for domestic and international business situations;

CLO2 - Identify ethical, legal, cultural, and global issues affecting business communication and professional practice in the industry;

CLO3 - Utilise analytical and problem solving skills appropriate to business communication and professional practice in the industry;

CLO4 - Select appropriate organisational formats and channels used in developing and presenting business messages;

CLO5 - Compose and your revise accurate business documents using computer technology; and

CLO6 - Deliver an effective oral business presentation to professional audience.


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6


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PLO1 PLO2 X PLO3 X X PLO4 X X PLO5 PLO6 X PLO7 PLO8 X X X X X X PLO9











Overview of Learning Activities Learning activities will be predominantly experiential in nature with opportunities to apply and practice effective communication skills and techniques in a range of different business contexts. The learning activities will be project-based with a mix of individual work and teamwork and will include workshops, practical exercises, simulations and fieldwork. You will have the opportunity to receive feedback from your peers, academics and industry as well as give feedback to others. You will also be afforded opportunities to reflect on their own advancement and skills development.

Overview of Learning Resources As an enrolled student of RMIT University you will be provided with access via the internet to the RMIT Library databases and online facilities. If you require assistance with the RMIT library facilities the


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first person to contact is the Business Liaison Librarian for this school. Contact details for Business Liaison Librarians are located online on the RMIT library website.




Assessment Task 1

40% 2, 3

Assessment Task 2

40% 1, 4, 5

Assessment Task 3

20% 6



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Course Guides Part A: Course Overview (Note only Part A of the Course Guides are attached to Program Guides.) Course Title – Eco-tourism and Sustainable Hospitality Mgt Part A: Course Overview - Undergraduate



Course Title (30 including spaces) Eco-tourism and Sustainable Hospitality Mgt


Credit Points 12


None

Course Description This is a designated Work Integrated Learning (WIL) course. This course will incorporate a WIL experience in which knowledge and skills is applied to a real or simulated work based environment. For this course, sustainability of the global travel and tourism industry is examined through the lenses of certifying organisations, local destinations, and multinational stakeholders. We will examine the economic, sociocultural and environmental effects of international tourism and hospitality establishments and understand the interconnectedness. The course is designed to help you understand the main principles and practices for sustainable tourism and hospitality development at the local, regional, national, and international level. You will be introduced to a series of tools to operate and manage tourism, hospitality services and destinations with sustainability. Case studies will be used to highlight examples of sustainability practices from around the world. International standards and indicators of sustainable tourism practices will also be introduced.


CLO1 - Discuss concepts and tools of sustainable tourism operation and management;

CLO2 - Examine global tourism stakeholders and sustainable tourism organizations as base and support for sustainable tourism development;

CLO3 - Evaluate the role of key international initiatives, organizations and stakeholders as support of sustainable tourism development;

CLO4 - Identify and compare major international, national, regional and local labels, certification programs and different


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types of initiatives for business, attractions, cultural heritage, protected areas and tourism destinations in general;

CLO5 - Introduce the concepts of Environmental Management Systems and Sustainability Reporting as new processes that companies and organizations are now adopting; and

CLO6 - Evaluate international case studies that demonstrate progress in sustainable tourism issues worldwide.


CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 PLO1 X X PLO2 X X X X PLO3 X X X X X X PLO4 PLO5 PLO6 X PLO7 X PLO8 X PLO9 X X X X




PLO3 Demonstrate knowledge of the theory that informs the development of tourism and hospitality..







Overview of Learning Activities Learning activities will involve lectures and class discussions, case studies, group projects, and student presentations. You will have


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the opportunity to participate in work integrated learning assessments and field visits aiming at enhancing your learning experiences associated with the course.





Assessment Task 1

50% 4, 5, 6

Assessment Task 2

50% 1, 2, 3




142

Proposal issues tableFor Bachelor of Tourism and Hospitality Management and embedded diploma proposal going to 7 March Academic Board meeting

Program Document (cover sheet, PG, CG)

Section Issue Raised by

Type(must fix, correction or comment)

College/Campus response Notes on College/Campus response

B.TourHospMgmt Cover sheet Key issues Needs to make clear that the campus is seeking approval of an exception to the university English entry requirement for bachelor degrees (IELTS 6.5).

Kai Must fix This is now clearly stated in the recommendations and key issues section of the cover sheet.

B.TourHospMgmt Cover sheet Key issues The campus is in effect proposing a new model of bachelor degree - with an "embedded" diploma of 8 courses that students must pass before they can enrol in any other courses. This progression rule within the program structure will apply to all students, including those who enter with an IELTS of 6.5 or above. There needs to be more detail about how the rule will be enforced via the enrolment process.

Kai Comment

RMIT Vietnam has the adminstrative systems in palce to track moniotr and ensure that students cannot progress until the first eight subjects are completed.

B.TourHospMgmt Cover sheet Key issues The program structure proposes six university electives, four more than the minimum requirement of two electives in the program design procedure. Thus a quarter of the program is open elective choices. This is an unusually high proportion of electives, and the committee may wonder about it. It would be worth discussing the rationale. Can the program achieve the same level of discipline learning outcomes as other three year bachelor degrees, in 18 courses?

Kai Comment

The electives have been changed to 4 option courses (list of courses provided in coversheet and HEPAT) and 2 University electives. Coversheet, and HEPAT updated

B.TourHospMgmt Cover sheet Recommendation Reword: "That the committee:1. endorse, for approval by Academic Board, the introduction of a new award, the Bachelor of Tourism and Hospitality Management;2. approve an exception for this award to the university English entry requirement for bachelor degree programs, to permit admission of applicants with an IELTS score of 5.5 (no band below 5.0) or better."

Kai Must fix Text added


143





B.TourHospMgmt Cover sheet Institutional risks Does not discuss the reputational/ regulatory risk of lowering bachelor degree English entry requirement to IELTS 5.5.

Kai Comment Rationale and discussion added to the Coversheet.

B.TourHospMgmt Program guide Second page data Award abbreviation is not consistent with RMIT award abbreviations (see Schedule of Award Title Abbreviations): should be BTourHospMgt not B.THM.

Kai Must fix Corrected

B.TourHospMgmt Program guide WIL section Only the two 50% WIL assessment courses should be listed here (as well as the internship course). They are the only "designated WIL courses" in the list. The fact that the other six courses include some WIL should be mentioned, but it is confusing to list the course titles as though they are 50% plus WIL assessment.

Suggest there is no need for the last paragraph. This should all be student-facing text.

Kai Comment Corrected

B.TourHospMgmt Program guide Assignments and projects

There is no such section in the program guides system. Presumably this is a subheading under Approach to Learning and Assessment.


B.TourHospMgmt Program guide Capstone experience There is no such section in the program guides system. Presumably this is a subheading under Approach to Learning and Assessment.


B.TourHospMgmt Program guide Capstone experience It sounds as though the internship is also part of the capstone experience: it is where students will apply and further integrate their learning from the program. Suggest this should be stated here and in the Purpose of the Program section.

Kai Comment The capstone experience provided by the internship has been added to the capstone experience and purpose section of the program guide

B.TourHospMgmt Program guide Articulation and pathways

Bullet point starting "RMIT (HE) Diploma of Commerce": change "4 credits" to "4 course credits" and "8 credits" to "8 course credits" to avoid possibility of confusion with credit points

Kai Correction Corrected


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B.TourHospMgmt Program guide Program structure Please simplify the instructions to read:"You must complete all 24 courses. You must complete the eight courses in year one before you can enrol in any of the other courses. When you have completed the first eight courses, you may choose to exit with a Diploma in Tourism and Hospitality Management.""You must complete the 8 courses above before you can enrol in any of the courses below." There is no need to repeat the statement about the availability of the exit diploma.

Corrected

DipTourHospMtg Program guide Second page data Abbreviation must read DipTourHospMgt as per Schedule of Award Title Abbreviations. "D.THM" suggests a doctoral degree.

Kai Must fix Corrected.

DipTourHospMtg Program guide Accreditation and industry links

Is it intended to seek accreditation for the diploma? This section is copied from the bachelor degree program guide

Kai Comment A rationale for accrediting the Diploma has been added.

DipTourHospMtg Program guide Purpose of the program

Does not describe the program's capstone experience. Section 11 of the program design procedure states that programs "at AQF level 6 or above" must contain a capstone experience, and exempts graduate diplomas from this requirement, but not undergraduate diplomas. What is the AQF level of this program? Education Committee in discussion has tended to envisage undergraduate diplomas as AQF level 7 - which is perhaps a little high. The new programs and courses policy should perhaps also exempt undergraduate diplomas from the requirement.

Kai Unclear As per the Bachelor of Business core 8 courses, which are required to be set at AQF5 the diploma is disgned at AQF5.


145





DipTourHospMtg Program guide PLOs The PLOs listed are exactly the same as those of the bachelor degree. Can this be the case? Should the list define a more restricted set of PLOs?

Kai Must fix? Reworded the Diploma PLOs to reflect required AQF level (AQF5) -PLO matrix updated. The Bachelor program guide PLO matrix also updated to reflect different PLOs betweens years 1 and 2 & 3.

DipTourHospMtg Program guide WIL section Suggest there is no need for the last paragraph. This should all be student-facing text. Also the phrase "the last 8 courses" is confusing, as there are only 8 courses in the diploma.


DipTourHospMtg Program guide Entrance requirements Suggest that as this is an exit award, the only text here read: "This is an exit award from the Bachelor of Tourism and Hospitality Management." See the program guide for that degree for entry requirements."


DipTourHospMtg Program guide Program structure Rephrase more simply in the second person: "You must pass the eight courses below. On completing these 8 courses, you may choose to continue with the Bachelor of Tourism and Hospitality Management or to exit with the Diploma of Tourism and Hospitality Management."

Kai Correction Corrected.


146


TITLE National Innovation & Science Agenda (NISA) briefing paper

EXECUTIVE SUMMARY

Key Issues

This submission provides an overview of the National Innovation & Science Agenda (NISA) launched by the commonwealth government in December 2015. NISA focuses on four key pillars:

1. Culture and capital2. Collaboration3. Talent and skills4. Government as an exemplar

Together these pillars, with anticipated funding of $1.1 billion over four years, provide a framework for Australian innovation policy and significantly impact the public policy settings and government funding arrangements that underpin university research.

NISA puts innovation and science at the core of the government’s overall policy agenda. It seeks to align the tax system and business laws to support entrepreneurial risk taking and provides capital investment to back high potential ideas via a $200m CSIRO Innovation Fund and a $250m Biomedical Translation Fund for co-investment with the private sector.

Most immediately relevant to the Higher Education sector, NISA includes a suite of measures designed to lift the rate of collaboration between industry and researchers with a clear focus on translating research outcomes into economic growth opportunities. In addition, NISA provides longer term funding certainty for key national research infrastructure (eg the Australian Synchrotron, the Square Kilometre Array and the National Collaborative Research Infrastructure Strategy). Selectively, NISA also:

∑ streamlines and refocusses a greater proportion of research block grant funding towards university/industry collaboration;

∑ introduces impact and industry engagement measures when assessing university research performance (a pilot impact assessment will occur 2017 and be fully implemented to run with the next Excellence in Research for Australia (ERA) in 2018);

∑ seeks to connect more small and medium businesses through an Innovation Connections programme;

∑ opens Australian Research Council (ARC) Linkage Projects to continuous application assessment rounds to fast-track decisions on collaborative research grants;

∑ supports a new application round for the Cooperative Research Centre programme in February 2016;

∑ provides for enhances pathways to permanent residency for high quality STEM and ICT post-graduate students; and

∑ invests $13m to support greater participation of girls and women in the research sector, STEM industries, start-ups and entrepreneurial firms.

Under NISA the government has also established a new independent statutory board, Innovation and Science Australia, accountable through the Industry Minister to a new Innovation and Science Committee of Cabinet chaired by the Prime Minister. The aim is to place innovation and science at the centre of policymaking.

The majority of research policy and funding measures adopted under NISA are derived from the November 2015 report of the Review of Research Policy and Funding Arrangements undertaken by Ian Watt at the behest of Christopher Pyne the then Minister for Education and Training. Commonly referred to as the Watt Review, the report put forward recommendations which in broad terms aim


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to:

∑ ensure the quality and excellence of Australian university research and research training;∑ allocate funding through Research Block Grants (RBG) in a simpler and more transparent

manner;∑ provide incentives to universities to increase and improve engagement and collaboration

with business and other end users;∑ encourage universities to engage in research commercialisation and knowledge transfer

with business and the broader community, including through funding incentives and a focus on more effective management of intellectual property (IP); and

∑ ensure that competitive grant criteria recognise the quality of the proposal and support the opportunities for commercialisation and collaboration with business.

RBG occupied a central place in the Watt review and, while final details will not be available until the May 2016 commonwealth budget is released, NISA indicates that the government has accepted the majority of the reviews recommendations related to research block grant funding for universities. The new model, to commence in 2017, substantially simplifies RBG by combining six schemes into two – a Research Support (RS) programme combining Research Infrastructure Block Grants, Sustainable Research Excellence and Joint Research Engagement and a Research Training (RT) programme which combines the current Research Training Scheme, Australian Postgraduate Awards and the International Postgraduate Research Scheme.

The RS programme will see equal weighting given to two funding drivers — competitive grants (Category 1) and business and end user research income (Categories 2, 3 and 4). In relation to the RT programme, the model proposes equal weight be given to student completions, a key measure of the efficiency of the research training system, and research income across Categories 1-4. An important and significant change is that research outputs (publications) will no longer be a driver of RGB allocation.

In addition to the NISA measures around an impact assessment for university research and the Linkage grant changes outlined above, also derived largely from the Watt Review, policy changes are also afoot in the Intellectual Property (IP) space. The Watt Review recommends that

∑ the current Productivity Commission inquiry into Australia’s IP arrangements should be asked to consider the feasibility of a ‘use it or lose it’ arrangement, including whatever wider policy changes would be necessary to support this approach.

∑ the ARC should require all future Linkage Project applications, and progress reports, to identify actual and potential IP to be generated through the project and the intended IP management arrangements.

∑ the ARC and NHMRC amend funding agreements and funding policies to require institutions to list the IP generated by public funding on Source IP from 2017 and require institutions to offer, and utilise if requested, the IP Toolkit model contract and term sheet where collaborative research arrangements with business are involved.

∑ the Department of Education and Training, in consultation with other relevant policy departments, the publically funded research organisations and universities, should provide advice to Government by June 2016 on the merits of the broader application of Easy Access IP or similar arrangements across the publicly funded research sector and, if relevant, proposed implementation arrangements.

∑ the 2018 ERA exercise should take into account the relative share of research output made available through publication, open source repositories and exploited through IP arrangements in the assessment process.

Recommendations

Academic Board is asked to note the commonwealth government’s adoption of the NationalInnovation and Science Agenda and related recommendations derived from the report of the Review of Research Policy and Funding Arrangements.


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Timing of Decisions

Not applicable

Further Information

The National Innovation and Science Agenda web site contains up to date details and links. The Review of Research Policy and Funding Arrangements materials can be accessed on the Department of Education and Training website. Academic Board will be kept apprised of developments in this space as they become available.


The broad detail of NISA and the Watt Review report is publicly available information. The RMIT financial modelling, however, should remain confidential.


Not applicable


The National Innovation and Science Agenda reflects a significant shift in government policy and funding arrangements affecting higher education/research institutions.


It is difficult to predict the full impact of the changes to research block grant funding at this time. More will be known after the government releases the budget in May 2016 and the conditions of grant have been finalised. Preliminary modelling has been done to compare RMITs 2015 research block grant totals under the previous schemes with expected income under the new funding formula assuming no change in the relative distribution of total funding for all institutions. The modelling reveals that there would have been a nearly $102K reduction in block grant funding had the new funding model been in place for 2015. Interestingly, the proportion of funding for research support and research training under the new funding arrangements does change noticeably.

INSTITUTIONAL RISKS

Failure to take note of and adapt where necessary to the government’s enhanced focus on innovation and industry engagement may effect institutional success in block grant funding, grant success and the research impact assessment process being proposed for trial in 2017 and implementation in 2018.

RMIT Percentage Share Research Training Research Support Difference

Current Funding 2.02% 1.65%

New RBG Funding 2.36% 1.43%

Difference 0.3% -0.2%

2015 Allocation $13,699,178 $18,047,794 $31,746,972

Using New Formula $15,998,203 $15,646,821 $31,645,024

Final Difference -$101,948


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DocRef: Page 4 of 4

ATTACHMENTS

None

Submitted by:

Name: Professor Calum Drummond

Title: Deputy Vice-Chancellor Research & Innovation and Vice-President



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TITLE Results of Pilot: Global Partner Approval Process

EXECUTIVE SUMMARY

Key Issues

Following VCE endorsement on 11 June 2015, the Global Partner Approval Process (GPAP) was successfully piloted from July to December 2015.

The GPAP pilot was initiated to facilitate the approval of all partnerships that are bound by agreement (such as articulations, joint Masters and PhDs and TNE) between the University and institutes outside of Australia.

The GPAP’s aim was to develop a new process for the approval and management of partners as the previous policy and processes (approved in July 2013) were neither compliant nor user-friendly and exposed the University to risk (in particular with regards to the TEQSA re-registration, which took place in October 2015).

Following consultation with the University Secretariat on the proposed draft Global Institutional Partnerships Policy, and in line with the recently approved policy framework, a recommendation was made to broaden the policy out to an overarching RMIT Partnership Policy. The GPAP thus became a ‘process’ within the new policy context, with the DVC(I) as the endorsement point. The GPAP and its associated procedures and instructions have been endorsed by the DVC(I).

Recommendations

It is recommended that the following is noted:

1. The Global Partner Approval Process (GPAP) pilot was initiated in June 2015 and ran from June to December 2015;

2. DVC(I), as the delegated authority, now oversees the GPAP process, which will sit under the ‘Global Partners Policy’ that is currently in development;

3. A Global Institutional Partnership Management Framework is under development.

Timing of Decisions

The pilot was initiated in June 2015 and ran from July to December 2015.

Further Information

The Global Partner Approval Process (GPAP) is a component of the Global Institutional Partnership Management Framework (GIPMF), which comprises a qualification tool (active and undergoing improvements testing); and a management approach (with a conceptual matrix undergoing development).

The GPAP’s success is in part due to the use of the ResearchMaster and TRIM systems. These systems’ personnel have provided significant support to the pilot and development of the GIPMF.

Research and Innovation and Industry Engagement have and continue to be consulted as the GIPMF is developed to ensure that the objectives and models are appropriately aligned to achieve a coordinated institutional approach.


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● Communications are the responsibility of DVC(I).● All RMIT international entities have been consulted in regards to the Global Partner

Approval Process (GPAP).● Discussion of this item and any outcomes do not need to be confidential. ● The GPAP Working Group will meet for the final time in Quarter 1, 2016 to review a

Communications Plan for the Global Institutional Partnership Management Framework.

REMAINDER OF PAPER


The Global Partner Approval Process pilot was endorsed at VCE meeting on 11 June 2015.


Results from the Global Partner Approval Process (GPAP) pilot indicate how the new approach supports the University Strategy.

● We’re faster and leaner: turnaround times for partner approvals decreased from an average of 5 months to 20 days.

● We stabilised the number of agreements signed: 44 in 2014 and 44 in 2015. ● We decreased new agreements in the final quarter of the pilot: five in 2015 compared with

17 in 2014. ● We made it simpler: a single online form for proposals, with fewer layers and more relevant

signatories.● We have clarity: clear responsibilities and success metrics for internal stakeholders. ● We have the data: using the ResearchMaster and TRIM systems for forecasting and

reporting.

The GPAP is oriented to the principle of simplicity, and aligns with Direction 2, Goal 3 by supporting and empowering RMIT staff with clearer, smarter and simpler systems. The GPAP addresses the priorities of the Strategic Plan:

Priority 3: Simpler, more supportive processes and systemsPriority 4: A positive culture of service and supportPriority 5: Intelligent, timely use of information and analytics


The Global Partner Approval Process (GPAP) does not require any financial investment, as itutilises existing technical resources and expertise.

Financial risks are indirectly present in the selection of partners with which there is a financial commitment. The GPAP provides a strengthened framework to mitigate risks through robust partner assessment.

The GPAP does not assess activities for the following partner agreement types:

● Delivery of services and activities not bound by a formal agreement; and● Fee for service contracts (i.e. research, non-accredited training) with industry bodies.


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INSTITUTIONAL RISKS

The Global Partner Approval Process (GPAP) pilot has significantly reduced turnaround times, improved quality assurance and enabled clear decision-making.

The GPAP pilot addressed these identified institutional risks:

● Confusion from complex processes;● Process duplication and contradicting academic policies;● Use of ‘domestic’ and ‘international’ in inclusions and exclusions (not suitable for RMIT

Global);● No opportunity for appropriate ownership and engagement by activity subject experts;● Inappropriate or irrelevant delegation points for approval;● Little opportunity for the International Portfolio to add timely value to the partner assessment

process.

A persistent risk of inconsistent advice exists during the transition from the rescinded Policy to the new GPAP. Mitigation tools are available through clear ownership within the DVC(I) remit and comprehensive communication to the internal stakeholders, particularly those external to the International Portfolio.

The GPAP specifically targets RMIT’s readiness to respond to opportunities and enable strategic decision-making. It addressed institutional risk that arose from the University’s previous Policy notbeing followed due to its complexity. The rescinded Policy detracted from strategic decision-making and put emphasis on bureaucratic processes at the expense of clarity of intent.

ATTACHMENTS

There are no attachments

Submitted by:

Name: Professor Andrew MacIntyre

Title: Deputy Vice Chancellor (International) and Vice President



159


TITLE

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

PLR: 820, 1140, PPTL: 10541, 11064

EXECUTIVE SUMMARY

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


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

Timing of Decisions

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

Further Information

N/A


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


160


REMAINDER OF PAPER

BACKGROUND

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

The proposed new program is a 192 credit point Master of Science, which differentiates from other business-based competitors, reflects the industry needs for critical analysis and research-relevant skills, and aligns with RMIT’s successful Bachelor of Applied Science (Aviation) (BH070). There is scope for future development internationally, particularly as BH070 is offered in Singapore and Hong Kong. A 96 credit point Graduate Diploma is nested within the new Master of Science as an exit-only program, and this is seen in all other competitor programs in the market.

The program benefits significantly from complementary programs in aviation and aerospace at undergraduate and postgraduate level.

In the new program, all core courses and some options are proposed to be available for delivery in both face-to-face and online modes. This is to increase the appeal in the marketplace, particularly as all competitors are either online-only or have online as an option. Advice has been received from several groups on how to best manage student enrolments using different class numbers, particularly for international onshore students (with visa requirements related to the face-to-face proportion of their studies). The program team has significant experience in delivering in online mode from undergraduate and previous postgraduate studies in aviation, as well as from delivery programs at partners outside Australia.

The program structure includes the use of several “Any approved course” or “wildcard” course selection options, which provides for approval for courses not specifically listed. The first of these is to allow students to take any approved research methods course. The others are used as “Minor studies”, and allow students to take up to four courses in the broad areas of “Maths and Stats” or “Business”. The use of Minor studies lists provides students with guidance to assist their course selection, and tailor their program as needed. However, the use of the “any approved course” option recognises the broad scope of the program and the student cohort, and the wide range of suitable courses at RMIT. The program team is aware of the increased administrative burden of this ad hoc approval, and has prioritised instead the flexibility and overall student experience of the wildcard option.

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

As part of this program proposal all course guides have been refreshed and amended, particularly with regards to the program learning outcomes and the assessment items. This includes current courses, courses that exist but have not been offered for several years, one course from another School, and one new course. The program structure uses several “wildcard” course options, for research methods and option studies, which is allowed within the policies and procedures regarding program design.

The feasibility case for the Master of Science (Aviation) was approved by the Pro Vice-Chancellor, Science, Engineering and Health on 3 February 2016. The feasibility case for the Graduate Diploma in Aviation was approved by the Pro Vice-Chancellor, Science, Engineering and Health on 8 February 2016.


161


The academic case was endorsed by the Science, Engineering and Health Academic Development Committee on 19 January 2016 and approved by the Pro Vice-Chancellor, Science, Engineering and Health on 29 February 2016.

Thos proposal has not been considered/endorsed by Education Committee however the Chair has given approval to fast track for this proposal to enable the College to transition students into the program in Semester 2, 2016


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


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

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

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

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

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

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

The proposal has implications for future teaching outside Australia, as an undergraduate program is currently offered in Singapore and set to commence offering in Hong Kong in late 2016.

ATTACHMENTS

∑ Program guides (2)∑ Endorsement Melih Ozlen (DH L&T, former School of Maths and Geospatial Sciences)

Submitted by:


Title: Acting Deputy Vice-Chancellor Academic



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Program Guide

Program: MC264 Master of Science (Aviation)

Plan: MC264 Master of Science (Aviation)

Campus: AUSCY City Campus

Version: 1.0

Status: Submitted

Last Updated: 24/02/2016 12:39

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:


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Program GuideAward title: Master of Science (Aviation)

Award abbreviation: MSc(Avn)


Career: PGRD

Duration: 2 years full time

Location: City campus

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

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


ASCED Code: 031599

CRICOS Code:

Proposed introduction: Semester Two, 2016

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


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

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


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

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

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

This program can be completed either on-campus or fully online, as all core courses and sufficient optioncourses will be offered in both modes of delivery.


1. Needs, Context and Systems

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

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


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

2. Problem Solving and Design

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

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

3. Analysis

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

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

4. Professional Practice

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

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

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

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

5. Research

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

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

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


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Program Learning Out-comes

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

1. Needs, Context and Sys-tems

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

AERO2321, AERO2460,AERO2322

2. Problem Solving and De-sign

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

AERO2321, AERO2460

3. Analysis K2, S2, S3 GA1 AERO2307, AERO2367 AERO2321, AERO2460,AERO2322

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

AERO2321, AERO2460,OENG1120, AERO2322, AERO2306

5. Research K2, S4, A2, A3 GA5, GA6 AERO2350, AERO2367 AERO2321, AERO2460,OENG1120, AERO2306

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

KEY

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

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


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

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

• interact with industry and community when undertaking these activities;• complete these activities in real work contexts or situations; and• these interactions and the work context provide a distinctive source of feedback to you to assist your

learning.

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

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

• AERO2304 Aviation Strategy and Resource Management

In this course you will work in teams on tasks requiring analysis of a workplace. Industry practitioners areengaged in teaching or project supervision, and assessment or feedback on student performance of tasks thatare indicative of work that a graduate will do as an employee in the aviation industry.

Work integrated learning has also been incorporated into the following compulsory (core) course in the finalyear of the program:

• AERO2306 Aviation Research Project

As part of this course you will work on a capstone project. This projects either is directly connected withindustry or simulates the situation of an aviation professional in industry reporting to a supervisor with whomthey meet regularly. In the cases where the project is directly connected with industry the industry partner isusually involved in some components of the assessment.


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

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

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

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

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


If you have completed courses from the programs listed below, you may be eligible for credit towards MC264on a course by course basis:

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

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


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

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

Exemptions(credit points)

Remaining ProgramDuration(credit points)

Bachelor innon-cognate area

5 [1]31

964824

96144168

Bachelor inaerospace engineering

3 [1]1none

964824

96144168

Bachelor inaviation

31none

967248

96120144

Bachelor Honours innon-cognate area

3 [1]1none

964824

96144168

Bachelor Honours inaerospace engineering

3 [1]none

9648

96144

Bachelor Honours inaviation

none 96 96

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


Program Entry RequirementsAn Australian bachelor degree, or equivalent, with a GPA of 2.0 out of 4.0English Language RequirementsInternational applicants: A minimum IELTS (Academic module) overall score of 6.5, with no band below 6.0,or equivalent.Local applicants with international qualifications: If your international bachelor degree was not taughtin English you must undertake an IELTS test and achieve a score of 6.5 with no band less than 6.0, orequivalent.For equivalents to English entry requirements, see the English equivalents web page.


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


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Aviation journals are well represented in the database, for more informaton, please visit http://rmit.libguides.com/aviationmanagementOnline learning tools and contentAs a student in this program you may access online learning tools and content for your program andassociated courses from the student portal, myRMIT.Learning services available to you as a student at RMITRMIT provides a wide range of resources and opportunities to assist your learning and wellbeing so you canachieve your study and career goals.Services are available face to face and online assisting with:

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

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

university governanceWe also offer a friendly and supportive environment for Aboriginal and Torres Strait Islander students.You can find more information at http://www.rmit.edu.au/browse;ID=b3mism7rz4jd




Program Structure

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

12 AERO2304 City Campus

Incident and Accident Investigation 12 AERO2367 City Campus

ANDSelect and complete Two (2) Courses from the Minor Studies list ofyour choice. Please refer to the Minor Studies list and their courses,which can be found after the year two course list:Minor Studies List ANDYear Two of Program


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Complete the following Four (4) Courses:Course Title Credit Points Course Code CampusAviation Safety Systems 12 AERO2321 City CampusAirport Design and Operations 12 AERO2460 City CampusAirline Marketing 12 AERO2322 City CampusAviation Research Project 24 AERO2306 City Campus

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

12 PHIL1000 City Campus

Research Strategies - Social Sciences 12 HUSO2079 City Campus

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

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

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


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

12 MANU2117 City Campus

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

ANDMinor Studies: Unmanned Aircraft SystemsCourse Title Credit Points Course Code Campus


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System Engineering Principles 12 MANU2172 City CampusUnmanned Aircraft Systems 12 AERO2572 City CampusAerospace Design and Optimisation 12 AERO2568 City CampusAvionics and ATM Systems 12 AERO2515 City Campus

ANDMinor Studies: AnalyticsApproved Math or Stats Course

ANDMinor Studies: BusinessApproved Business Course


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Program Guide

Program: GD201 Graduate Diploma in Aviation

Plan: GD201 Graduate Diploma in Aviation

Campus: AUSCY City Campus

Version: 1.0

Status: Submitted

Last Updated: 24/02/2016 12:48

Published From:

Published To:


Type of Amendment:

New Program

Change Description:

Change Reason:


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Program GuideAward title: Graduate Diploma in Aviation

Award abbreviation: GradDipAvn


Career: PGRD

Duration: 1 year full time

Location: City campus

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

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


ASCED Code: 031599

CRICOS Code:

Proposed introduction: Semester Two, 2016

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


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

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


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

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

This program can be completed either on-campus or fully online, as all core courses and sufficientoption courses will be offered in both modes of delivery.


1. Needs, Context and Systems

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

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

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

2. Problem Solving and Design

• Develop creative and innovative solutions to problems


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• Anticipate the consequences of intended action or inaction and understand how the consequences aremanaged collectively by your organisation, project or team

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

3. Analysis

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

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

4. Professional Practice

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

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

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

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

5. Research

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

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

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


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Program Learning Outcomes AQF (*) LODs RMIT GAs (#) Year 1 Courses1. Needs, Context and Systems K1, S2 GA2, GA3 AERO2562, AERO2350,

MATH1324, AERO2307,AERO2304, AERO2367

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

3. Analysis K2, S2, S3 GA1 AERO2307, AERO23674. Professional Practice S4, S5, A1 GA1, GA4 AERO2562, MATH1324,

AERO2307, AERO2304,AERO2367

5. Research K2, S4, A2, A3 GA5, GA6 AERO2350, AERO2367

KEY

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

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


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

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

• interact with industry and community when undertaking these activities;• complete these activities in real work contexts or situations; and• these interactions and the work context provide a distinctive source of feedback to you to assist your

learning.

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

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

• AERO2304 Aviation Strategy and Resource Management

In this course you will work in teams on tasks requiring analysis of a workplace. Industry practitioners areengaged in teaching or project supervision, and assessment or feedback on student performance of tasks thatare indicative of work that a graduate will do as an employee in the aviation industry.


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

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

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

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

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


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

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

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


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


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

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

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

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

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

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

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

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

Services are available face to face and online assisting with:

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

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

university governance

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

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




Program Structure

To graduate you must complete the following: All courses listed may not be available each semester. For Minor Studies option courses with face-to-face andinternet modes of instruction, both modes may not be available each semester. All courses are offered in theCity only. For the course AERO2306 Aviation Research Project, some projects offered may involve travel toBundoora campus for project meetings and lab facilities, though students that prefer projects to be exclusivelycity-based will have suitable projects provided. Year One of ProgramComplete the following Six (6) Courses:


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Course Title Credit Points Course Code CampusAircraft & Air Transportation 12 AERO2562 City CampusHuman Factors in Aviation Safety 12 AERO2350 City CampusIntroduction to Statistics 12 MATH1324 City CampusAirline Operations Management 12 AERO2307 City CampusAviation Strategy and ResourceManagement


Incident and Accident Investigation 12 AERO2367 City Campus

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

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


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

12 MANU2117 City Campus

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

ORMinor Studies: Unmanned Aircraft SystemsCourse Title Credit Points Course Code CampusSystem Engineering Principles 12 MANU2172 City CampusUnmanned Aircraft Systems 12 AERO2572 City CampusAerospace Design and Optimisation 12 AERO2568 City CampusAvionics and ATM Systems 12 AERO2515 City Campus

ORMinor Studies: AnalyticsApproved Math or Stats Course

ORMinor Studies: BusinessApproved Business Course


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12/22/2015 RMIT University Mail Re: MATH1324 in internet mode

https://mail.google.com/mail/u/0/?ui=2&ik=975f9ee9d4&view=pt&q=from%3A%20melih&qs=true&search=query&th=15186684dcaf180a&siml=15186684d… 1/2

Adrian Orifici <[email protected]>

Re: MATH1324 in internet mode 1 message

Melih Ozlen <[email protected]> 9 December 2015 at 22:02To: Adrian Orifici <[email protected]>Cc: Hans Tilstra <[email protected]>

Hi Adrian,

I talked to the course coordinator, the course was recently redesigned to pave way to fully online offering, weare happy to offer MATH1324 fully online given that we have 30 students enrolled in it.

Warm Regards,

melih

On 8 December 2015 at 23:22, Adrian Orifici <[email protected]> wrote:Melih,

That's fine, thanks.

Kind regards,

Adrian

On 8 December 2015 at 23:08, Melih Ozlen <[email protected]> wrote:Hi Adrian,

I have to check this with the course coordinator, I will do that first and will get back to you in a day ortwo.

Regards,

melih

On 8 December 2015 at 17:46, Adrian Orifici <[email protected]> wrote:Melih,

I'd like to ask if the SMGS postgraduate course MATH1324 Introduction to Statistics is available to beoffered in internet mode (i.e. online only).

SAMME is currently developing a new Masters of Science (International Aviation) and is looking toinclude MATH1324.

An important part of this new program is that all core courses are available in both facetoface andinternet mode.

This is to accommodate students wishing to study online only, and is necessary for us to becompetitive in the marketplace with other programs, amongst other reasons.

Currently MATH1324 is listed as only facetoface.

Is it possible that MATH1324 is modified so that we can add the potential to offer online delivery?

In a given semester, we can have both delivery options running, and have students with differentclass numbers (but the same course code).


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12/22/2015 RMIT University Mail Re: MATH1324 in internet mode

https://mail.google.com/mail/u/0/?ui=2&ik=975f9ee9d4&view=pt&q=from%3A%20melih&qs=true&search=query&th=15186684dcaf180a&siml=15186684d… 2/2

International students can have their enrolment managed appropriately using the class number, so wecan monitor and warn them about meeting any obligations for facetoface delivery.

If we made this change, would there be any issues?

Happy to discuss in person if that's easier I'm in the city campus this Wednesday and Thursday.

Kind regards,

Adrian

Dr Adrian OrificiSenior LecturerDeputy Head of School (Learning & Teaching)School of Aerospace, Mechanical & Manufacturing EngineeringRMIT UniversityGPO Box 2476 Melbourne, Victoria Australia 3001Tel: +613 9925 6092 Fax: +613 9925 6108email: [email protected] provider code: 00122A

Dr Adrian OrificiSenior LecturerDeputy Head of School (Learning & Teaching)School of Aerospace, Mechanical & Manufacturing EngineeringRMIT UniversityGPO Box 2476 Melbourne, Victoria Australia 3001Tel: +613 9925 6092 Fax: +613 9925 6108email: [email protected] provider code: 00122A


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Office of the Vice-Chancellor

Vice-Chancellor’s Report to Academic Board

7 March 2016

1. Policy issues

1.1 Federal ministry reshuffle

Prime Minister Malcolm Turnbull announced changes to the ministry following the recent resignations of Warren Truss and Andrew Robb. Changes to ministerial portfolios include:

∑ Infrastructure and Transport: Darren Chester∑ Trade and Investment: Steven Ciobo∑ Regional Development: Fiona Nash∑ Vocational Education and Skills: Scott Ryan∑ Special Minister of State: Mathias Cormann∑ Human Services: Alan Tudge∑ Defence Materiel and Minister for Veterans’ Affairs: Dan Tehan∑ International Development and the Pacific: Concetta Fierravanti-Wells∑ Northern Australia: Matt Canavan

While incoming Deputy Prime Minister Barnaby Joyce will retain his Agriculture and Waterportfolios, there were also changes in the assistant minister and parliamentary secretary ranks.

1.2 The Higher Education Support Amendment (VET FEE-HELP Reform) Bill 2015

The Higher Education Support Amendment (VET FEE-HELP Reform) Bill 2015 was passed by both Houses of Parliament on 3 December 2015, with an effective date of 1 January 2016.

The amendment will include: ∑ A range of student protection requirements∑ A freeze on loan growth at 2015 levels∑ Changes to approval criteria for new providers∑ Changes to financial viability requirements for providers∑ Changes to payment arrangements.

1.3 National Innovation and Science Agenda

The Federal Government have begun consultations on some key measures that were outlined in the National Innovation and Science Agenda that was released in December 2015, including:

∑ Bill Ferris and Alan Finkel are reviewing the R&D Tax Incentive for reporting that will feedinto Budget processes

∑ Consultation on the rules and integrity measures for tax incentives for early stageinvestors

∑ The ARC is in discussion with universities about a research impact assessment that willbe trialled from 2017. The ARC are also seeking input from institutions as they transitionfrom a round-based to a continuing ARC Linkage program allocation.

Academic Board Meeting 02/2016 - 7 March 2016 - VICE-CHANCELLOR & PRESIDENT

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1.4 State Government

Discussions with the State Government are occurring on the possibility of increasing theVictorian registration standards for beginning teachers. This could have ramifications for theprogram entrance requirements and content of RMIT’s initial teacher education degreeprograms.

The Mackenzie Review into VET funding and regulation was released in December 2015. The State Government will be meeting with dual-sector providers in early March to plan a period of consultation so that the Government can implement selected recommendations from 2017.

1.5 Draft paper on VET funding

A draft paper prepared by the Federal Government for the next Council of Australian Governments (COAG) meeting in March proposes that the Commonwealth assume responsibility for funding Australia’s vocational education and training (VET) system. VET is currently funded under a shared funding agreement between the Commonwealth and the states. The states contribute $4 billion and the Commonwealth $3 billion. The states fund VET providers including TAFE, while the Commonwealth operates VET FEE-HELP, under which VET students in diplomas and advanced diplomas can access income-contingent loans to meet the costs of course fees.

The draft paper proposes that the Federal Government assume full funding for mainstream VET qualifications by bringing together subsidies and income-contingent loans in areas of national skills priorities. Funding would be fully competitive, with the Commonwealth funding TAFE at the same rate as other providers. Student fees would be deregulated.

Subsequent media coverage and informal consultation have confirmed that some states would strongly oppose this change and the Commonwealth Government is not seeking to progress it as a priority during 2016.

1.6 Higher Education Standards Panel

Minister for Education and Training Senator Simon Birmingham has reappointed the Chair andmembers of the Higher Education Standards Panel for a further two-year period (from 1 February2016 to 31 January 2018) alongside new panel member Dr Krystal Evans.

The Higher Education Standards Panel (HESP) is a legislative advisory body under the TertiaryEducation Quality and Standards Agency Act 2011, with responsibility related to the standardsapplying in higher education in Australia. The Panel will help ensure there is a smooth transitionto a revised higher education standards framework, which will take effect in January 2017.

The Panel will also work on a wide range of quality-related issues, including options for improvingthe transparency of student admissions policies and reviewing the impact of the TEQSA Act onthe higher education system. The membership of the Higher Education Standards Panel is:

∑ Professor Peter Shergold AC: Chancellor, Western Sydney University (chair)∑ Professor Alan Robson AO CitWA: Former Vice Chancellor, University of Western

Australia∑ Professor Greg Craven: Vice Chancellor, Australian Catholic University∑ Ms Karen Thomas: Managing Partner, Fisher Jeffreys, Adelaide∑ The Hon Phil Honeywood; CEO International Education Association of Australia∑ Dr Krystal Evans: CEO BioMelbourne Network


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2. Learning, Teaching and Research

2.1 Significant recent external research funding

∑ Professor Simon Jones from the School of Science received $382,750 from the CRC forSpatial Information for a project linked to monitoring and forecasting for the sustainablemanagement of SE Australian forests at the large area scale.

∑ Professor Arnan Mitchell from the School of Engineering received $155,887 from theDepartment of Industry, Innovation and Science for a project on RMIT silicon photonicresonator for data centre applications.

∑ Dr Jonathan Watmuff from the School of Engineering received $237,292 from theDefence Science and Technology Organisation for a Computational fluid dynamics insupport of submarine hydrodynamics research project.

∑ Dr Geoffrey Hogg and Clare McCracken from the School of Art received $90,000 fromHume City Council for the Craigieburn Park – Public Art Project.

∑ Professor Heather Horst and Professor Sarah Pink from the School of Media andCommunication received $100,000 from Suncorp Insurance Services Pty Ltd for aLearning Partnership project.

∑ Professor Chun Wang, Professor Adrian Mouritz, Professor Simon Watkins andDr Reece Clother from the School of Engineering received $523,884 from AustraliaAdvanced Aerospace Technology for an Unmanned Aerial Vehicle project.

∑ Professor Charlie Xue and Dr Anthony Lin Zhang from the School of Health andBiomedical Sciences received $147,054 from the Confucius Institute HeadquartersBusiness Development Program Fund for a project on Cultural aspects in the developmentof evidence-based Chinese medicine.

∑ Professor Leslie Yeo from the School of Engineering received $125,000 from MuPharmaPty Ltd for a project to construct, develop and test a variety of devices for non-invasivedrug delivery to tissue.

∑ Dr Catherine Strong from the School of Media and Communications received $98,912from ARC Discovery project in conjunction with others for Interrogating the music city:cultural economy and popular music in Melbourne.

∑ David Goodwin from the Graduate School of Business and Law received $88,000 fromthe Australian Mathematical Sciences Institute and Victorian Ombudsman for a project onOmbudsman benchmarking.


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2.2 Student Load update as at 22 February 2016

This is the first report for 2016 and enrolments are progressing well in terms of student load and quality. VE enrolments are continuing in all cohorts.

Note: The Higher Education, Vocational Education and Foundation Studies total targets in this report exclude Semester 2 commencing targets.

Higher Education Load Status∑ Research RTS (Research Training

Scheme) load is at 105% of itstarget at 975 EFTSL (+49 EFTSLover target).

∑ Sub-degree load is at 106% oftarget, meaning some load will betaught at HECS funding only.

VE Load Status∑ VE enrolments are continuing in all

cohorts∑ Australian Fee Paying (Industry)

enrolled load is at 28% of target, loadis not the only indicator of performancefor this cohort, and that the financialoutcomes should also be taken intoconsideration in regard to totalperformance.

Foundation Studies∑ The majority of new students will enrol

during February.

Fund EFTSL FY %ageONSHORE Source Target of TargetResearch RTS 926 105%

INTON 536 98%

Post Grad CGS 874 113%AFP 1,768 107%

INTON 2,802 59%

Undergrad CGS 19,502 97%AFP 19 89%

INTON 4,355 57%

Sub-degrees CGS 1,996 106%AFP 63 97%

INTON 767 60%

VE Govt Funded 5,305 94%App / Trainees 396 56%AFP Students 544 58%AFP Industry 641 28%

INTON 594 58%

OUA PG 234 18%UG 749 10%

Foundation INTON 993 18%OFFSHORE Fund SourceResearch INTOFF 92 101%

Post Grad INTOFF 9 140%Vietnam 173 73%

Undergrad INTOFF 892 70%SIM 4,254 64%

Vietnam 2,485 105%

Sub-degrees INTOFF 85 91%Vietnam 164 105%

Foundation INTOFF 32 0%

Under targetClose to targetOver targetToo early to call

AcronymsRTS Govt Research Training SchemeINTON International Onshore

CGS Govt Commonwealth Grant SchemeAFP Aust Fee Paying

INTOFF International OffshoreINTOFF/SIM International Offshore inc Singapore Institute of Mgt


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3. Other University news

3.1 Enabling Capability Platforms

RMIT’s eight new multi-disciplinary, cross-College Enabling Capability Platforms have been established and interim Platform Directors have been appointed for an initial three-month period from early February. Interim Directors will provide research and innovation leadership,coordinating capability across the University to deliver research outcomes with a strong focus on translation and impact. A competitive international recruitment search is being undertaken for the longer, fixed-term director positions.

3.2 RMIT “Silly Stuff”

A key focus of the Strategic Plan to 2020 is to deliver simpler and clearer systems and processes across the University. On Monday 15 February a “Silly Stuff” page was launched for staff to post feedback and ideas on what RMIT could do without. This strand of work will help us to identify and address the things that cause unnecessary frustration for staff members. The purpose of this online open forum is to deliver smarter and simpler processes that make life easier. The suggestions being generated will be regularly discussed with the executive team, as well as the team working on the Simplicity program. In just one week, staff members working across every area and campus of RMIT posted 470 “Silly Stuff” comments. See shapermit.com/silly-stuff for more.

4. Achievements

4.1 Collaboration between Victoria Police and animation students

Victoria Police and RMIT animation students have collaborated on a campaign to promote pedestrian safety in Melbourne’s east, creating three short films targeted at the young and the elderly. Animation lecturers Aaron McLoughlin and Simon Norton (School of Media and Communications) ran a studio in the Bachelor of Design Animation and Interactive Media, whichinvolved collaboration between second year students and the Victoria Police Eyewatch initiative.

The films were produced for an online audience in the City of Boroondara, with the aim of drawing attention to pedestrian fatalities, particularly those involving young and elderly people.

4.2 Segunda Llamada International Poster Competition

Three graphic design students were winners in the Segunda Llamada International Poster Competition held in Mexico City late last year, scoring three first places and an honorary mention.Natahlie Dumont received an honorary mention and Jack Rowe and Hugh Brooks had their works selected. Nathalie and Jack are students in the Associate Degree in Graphic Design while Hugh who is a student in the Certificate IV in Design program had two of his posters singled out.

The aim of the competition was to raise awareness over current environmental concerns. This year’s theme was: Processed foods: Do you really know what you eat?

Participation was open to professionals and students within the areas of design, visual communication and related careers all over the world. The jury selected 40 finalist works from hundreds of entries. These will become part of a travelling poster exhibition and be included in the official exhibition catalogue.

4.3 Arch T. Colwell Merit Award

Professor Roberto Sabatini (School of Engineering) recently received the Arch T. Colwell Merit Award, conferred by the Society of Automotive Engineers (SAE) International, in recognition of an outstanding contribution to the literature of SAE International, which advances the technology of self-propelled vehicles. The award was conferred for the paper “Environmental Impact Assessment, on the Operation of Conventional and More Electric Large Commercial Aircraft”, published in the SAE International Journal of Aerospace.


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4.4 Fulbright Senior Scholarship

Congratulations to Professor Calum Drummond who has been awarded a 2016 Fulbright Senior Scholarship to work at Massachusetts Institute of Technology. This builds on the many accolades for Professor Drummond in recognition of his work and research contributions.

Martin Bean CBEVice-Chancellor and President


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ACADEMIC BOARDReview of special consideration

Page 1 of 5


TITLE Review of the special consideration scheme for RMIT students: proposed outline

EXECUTIVE SUMMARY

Key Issues

1) Problems with the current special consideration scheme

The current special consideration scheme for students at RMIT is in need of reform. The RMIT Ombuds, RUSU, and members of Academic Board have identified the fact that the current system is confusing and complex for students, imposes tight deadlines, is impersonal, lacks a pastoral care dimension, and can create a poor student experience, particularly for students who are already experiencing distressing personal circumstances.

Specific issues with the existing special consideration scheme are detailed in the remainder of the paper.

2) The aims of the proposed reform

An opportunity to reform special consideration has arisen from the Strategic Plan’s focus on students, the University agenda of simplicity and efficiency, and the Policy Review Project. The aim is to reform the framework so that it is simple, easy for students to understand and to use, does not impose unnecessary bureaucratic obstacles, leads to sound decisions, and takes a pastoral care approach to supporting students.

3) A proposal for a new model of special consideration at RMIT

The proposed new model involves changes to policy rules, processes, and the management of the special consideration decision-making process. The model is detailed in the paper.

There are some risks posed by this proposal. These risks, and suggestions for mitigating them, are identified in the paper.

RUSU have been consulted.


Academic Board is asked to comment on the proposed new approach to special consideration.

Timing of Decisions

Outcomes of the discussion will be incorporated into the new Assessment policy and related processes, planned for Academic Board approval in April.

Further Information

Assessment Policy

Special Consideration webpage

Assessment: Adjustments to Assessment Procedure

Academic Board Meeting 02/2016 - 7 March 2016 - STRATEGY AND GOVERNANCE

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http://www1.rmit.edu.au/students/specialconsideration

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

REMAINDER OF PAPER


Recent submissions to the Board include:

1. Special Consideration “Quick Wins” report from the Academic Registrar December 2015: identified some minor changes that could be made in response to the strategic conversation at Academic Board in October 2015, which highlighted concerns about the special consideration process

2. University Appeals Committee 2015 report: noted by Academic Board in February 2016: large numbers of appeals upheld

3. RUSU 2016 priorities and RUSU submission to the Chair of Academic Board, setting out a case for change in special consideration

Related University projects and reports:

1. Policy Review Project: review of Assessment Policy2. KPMG review of Academic Registrar’s Group3. Simplicity Project


Aims of the proposed new approach to special consideration

The aims of the new approach are to:∑ take a pastoral care approach to students;∑ ensure that students feel supported by the University, and are identified and referred to

relevant student services in a timely manner that can assist them with personal circumstances affecting their study;

∑ provide students reasonable opportunity to demonstrate their achievement of learning outcomes;

∑ establish a special consideration process that is easy for students to understand and to comply with, and does not cause them further distress if they are experiencing difficult circumstances;

∑ be more trusting of students, rather than being suspicious that they will exploit special consideration;

∑ reduce appeals;∑ enhance RMIT’s reputation as a student-friendly University; and∑ reinstate academic and teaching staff as decision makers, in recognition of the fact that special

consideration has an academic outcome, so should be an academic decision.

Problems with the current special consideration process

∑ The two-day submission deadline is very tight. When students only become aware of special consideration after the assessment, they struggle to meet this requirement. We suggest increasing the deadline to ten working days from the date the assessment is due.

∑ If students submit late, they receive an email notification that their application has been “cancelled.” This is unclear and gives the impression that the application has been rejected because it did not satisfy the grounds. The notification would be clearer if it read “your application has not been accepted because it was not submitted by the deadline.”

∑ Students are able to seek a review of the “cancellation,” and submit late, if they have “exceptional circumstances.” However, these are not defined, and most students believe that


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their circumstances are exceptional, so many students seek a review, and are rejected. This generates work for the University and results in further disappointment for students.

∑ If students seek special consideration on medical/psychological grounds, they are required to provide an Impact Assessment Statement (IAS) from their practitioner. The form is long and difficult for doctors to understand/complete in a consultation. RUSU reports that the IAS is only accepted as supporting the application if the doctor says the condition has had a “severe impact.” We recommend reforming the IAS.

∑ If a student sits an exam and is then granted a deferred assessment as an outcome of a successful special consideration application, the student does not receive the result from the exam that they sat. We recommend removing this rule.

∑ Correspondence to students regarding special consideration is long, complex, and contains generic information. The correspondence needs to be shorter, clearer, and more tailored to the individual student.

Proposed new rules∑ Extend application deadline from two working days to ten working days.∑ If a student cannot meet this deadline, it may be waived in “exceptional circumstances.” This

definition needs to be revised, and then clearly communicated. The definition could be:o “where the applicant was prevented from submitting the application within the timeframe

by circumstances outside their control;” oro “compelling or compassionate grounds” (this would include circumstances where the

student was not aware of special consideration.) ∑ Change the Impact Assessment Statement. If a student is applying for special consideration on

the basis of a medical/psychological condition, they must provide evidence from the medical practitioner. We will devise a new, clearer, briefer form, that asks the practitioner to assesswhether the student is 1) fine 2) impaired or 3) unfit to undertake the assessment. If the student is either 2) or 3), special consideration should be granted. Where an IAS is not completed, a medical certificate stating the student is unfit for study will be sufficient.

∑ Once a student has submitted an assessment or sat an exam, they are entitled to their result regardless of whether they apply for special consideration.

∑ Rather than “deferred deferred” exams, if a student is unable to complete the deferred assessment, the course coordinator may elect to offer an alternative assessment task ortransfer the weighting of assessment and give 100% of the course result based on the assessment the student has completed to date.

∑ Guiding principles (adapted from Victorian Curriculum and Assessment Authority (VCAA)): o “RMIT will ensure that the most appropriate, fair and reasonable assessment

arrangements and options are available for students to demonstrate their capabilities if their learning and assessment is affected by illness, impairment or personal circumstances.

o Special consideration will provide equitable, alternative assessment arrangements for students but not confer an advantage to any student over other students.”

Proposed new process (see also attached flowchart)∑ Students will apply online. Applications will be received centrally (aids in data collection and

analysis), then forwarded to the relevant School.∑ In the School, a trained administrator will triage applications.

o Applications will be checked for completeness and timeliness. If the application is straightforward and supporting documentation is satisfactory, the administrator will grant the special consideration.

o If the application suggests (because the student has applied previously on the same basis, or has applied multiple times) that the student is struggling, then the administrator will refer the application to a meeting of the program manager, course coordinator, and School “special consideration champion”. The purpose is to intervene to connect the student with relevant support services to assist the student. The student will be invited to a meeting with the course coordinator.


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Page 4 of 5

∑ Special consideration “champions” in each school will be trained in the special consideration process and the student services available to assist students. Training should include the ‘youth mental health’ training offered currently by Counselling.

∑ Special consideration correspondence and communications will be improved.


∑ Train course-coordinators, program managers, champions, and School administrative staff;∑ Possible removal of Assessment Support Unit team resources from ARG (could be given to the

Schools);∑ Time for academic staff (and School admin staff) to assess applications;∑ Commitment to improve student communications and forms re: special consideration (ARG

Communications could do this work).

INSTITUTIONAL RISKS

∑ Risk that special consideration applications could increase if students perceive that it is “easier” to obtain special consideration – this risk needs to be monitored.

∑ We wish to prepare students for life and work (with deadlines) – mitigate this risk with adequate communications, and identify students who are struggling to intervene and provide support, including support to help them deal with these life issues in their future career.

∑ Risk of inconsistent decision-making by local staff (compared with the current central team) –mitigate this risk with training, champion program, and by reviewing the decision data centrally to identify any areas of concern.

∑ Students may feel less comfortable divulging personal information to their teaching staff than they do to a central administrative team with whom they have no relationship – mitigate this risk with assurances of privacy and by training teaching staff to be sensitive to issues facing students.

ATTACHMENTS

Flowchart: proposed new special consideration process

Submitted by:


Title: Deputy Vice-Chancellor (Academic)



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Page 5 of 5

Proposed Special Consideration Process

Straightforward

Student applies for special consideration via online portal

Application forwarded to the teaching School .

Program Coordinator

reviews, and where necessary, speaks to

other relevant academic staff.

Program Coordinator sends

student email regarding outcome

and support measures.

Applications triaged by School

administrator

Complex

Administrator sends student email

granting special consideration

Administrator forwards

application to Program

Coordinator

Student invited to meeting to discuss support available

including access to the Study and

Learning Centre and DLU

Students will now have 10 working days after the assessment is due to apply for special consideration

Where the course is delivered outside the student’s enrolling School, the application will be cced to the enrolling School.

Applications will be triaged into two categories: straightforward and complex. Straightforward applications: those where there is no history of applications for special consideration. Complex applications: those where students have a history of applying for special consideration or other indicators that student requires support.

Clear, compassionate comms are consistent across the University.

Schools should develop capacity in at least 1 academic staff member who is a Special Consideration Champion who understands processes clearly and is aware of all University support services and can refer as necessary.

Clear, compassionate comms are based on templates


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TITLE Scholarships, prizes and grants policy

EXECUTIVE SUMMARY

Key Issues

The attached draft scholarships, prizes and grants policy contains the same provisions as the scholarships, grants and prizes policy that was approved by the Vice-Chancellor in July 2015. The provisions have been moved into the simplified policy format under the new policy framework. The University Secretary endorses this policy proposal.

Under the new policy framework, the approval body for this policy is Academic Board.

Recommendations

Academic Board is requested to:

1. approve the draft scholarships, prizes and grants policy, and

2. note that the following policies and procedures will be rescinded by the Vice-Chancellor:

∑ higher degree by research fee scholarships and stipends procedure (TRIM referencePOL/2015/00013)

∑ scholarships, grants and prizes policy (TRIM reference POL/2015/00073)

∑ scholarships, grants and prizes – coursework programs procedure (TRIM referencePOL/2015/00072).

Timing of Decisions

On approval, the University Secretariat will be asked to post the policy on the policy framework website as soon as possible.

Further Information

N/A


This matter is not confidential.

REMAINDER OF PAPER


Under the previous policy on policies (replaced by the new policy framework in December 2016), the scholarships, grants and prizes policy was classified as a “services policy” approved by the Vice-Chancellor.

Under the new policy framework, all academic and student administration policies are considered academic policies that must come to Academic Board for approval.


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The provisions of the draft policy are the same as the previous scholarships, grants and prizes policy, except that:

∑ more detail is provided about approval and allocation of higher degree by researchscholarships, prizes and grants: these provisions have been drafted by the School of GraduateResearch

∑ requirements for annual reporting on scholarships, prizes and grants have beensomewhat simplified, in line with the University’s new strategic emphasis on simplerprocesses.


The policy reflects existing scholarship, prize and grant approval and allocation processes, so no additional resourcing of these activities is required.

The reduced reporting requirements will slightly reduce administrative workloads of this activity.

INSTITUTIONAL RISKS

There are no significant risks in this proposal.

ATTACHMENTS

∑ Scholarships, prizes and grants policy draft

Submitted by:


Title: Acting Deputy Vice-Chancellor (Academic) and Vice President



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Document: @BCL@44030F34Author: Kai Jensen

Save Date: 28/02/2016Page 1 of 4

SCHOLARSHIPS, PRIZES AND GRANTS POLICY

Purpose: To define the rules for the establishment, allocation, management and reporting of scholarships, grants and prizes awarded by RMIT University.

Definitions:

Grant A one-off payment to or on behalf of a student for a study-related purpose.

Prize A one-off payment or other presentation to a student that carries no condition of further study.

Scholarship A financial allowance or one-off payment (which may include living expenses and/or tuition fees) to enable a student to access or continue study.

Sponsor An organisation that has funded a prize or scholarship. As a condition of sponsorship the recipient may have to work for or provide another service to a sponsor organisation.

Scope and Exceptions: All RMIT University scholarships, grants and prizes awarded to students. This policy does not apply to the remission or refund of fees on grounds of financial hardship, compassion or university error.

Policy Provisions:

Funding and payment

1. RMIT scholarships, grants and prizes may be funded either by the university, by an individual or external organisation, or a combination of these.

2. Scholarships that involve a financial payment may be a single payment or be paid in instalments over a period of time during a student’s enrolment.

3. Grants and prizes that involve a financial payment consist of a single one-off payment or presentation.

4. If the funding for a continuing scholarship is no longer sufficient, current commitments will be honoured, but no new scholarships will be offered and the scholarship will be discontinued. If the scholarship is funded by a philanthropic gift, RMIT Advancement will manage any uncommitted funds in accordance with the fundraising policy.

Establishment and rescission of coursework scholarships, grants and university-level prizes

5. At all locations with the exception of RMIT campuses outside of Australia:

5.1. The Executive Director, International Recruitment and Mobility endorses proposals ofnew scholarships (including international mobility scholarships) funded or co-funded by or in conjunction with the International Portfolio, or endorses the rescission of such scholarships, for approval by the Deputy Vice-Chancellor (International) .

5.2. The Dean of Students endorses the proposal of new and the rescission of existing scholarships, grants and university-level prizes for approval by the Deputy Vice-Chancellor (Education).

6. To propose new coursework scholarships and grants, staff complete the coursework scholarships and grants template and submit this by following the instructions on the template.

7. To propose new university-level coursework prizes, staff complete the university-level prizes template and submit this by following the instructions on the template.


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8. At RMIT Vietnam, the Executive Director, Students endorses:

ß proposals of new scholarships, grants and campus level prizes and

ß the rescission of existing scholarships, grants and campus level prizes

for approval by the Vice-President Academic, RMIT Vietnam.

Establishment and rescission of school, centre or college level coursework prizes

9. The relevant program manager endorses proposals of new and rescission of existing school or centre prizes for approval by the relevant Dean/Head of School/Centre.

10. The relevant College Executive endorses proposals of new and rescission of existing college-level prizes.

Establishment, amendment and rescission of higher degree by research scholarships, prizes and grants

11. The Dean, School of Graduate Research endorses the proposal of new, and amendment orrescission of existing, university-level higher degree by research (HDR) scholarships, prizes and grants for approval by the Deputy Vice-Chancellor Research and Innovation or delegate.

12. The relevant College Director, Higher Degrees by Research endorses proposals of new, and amendment or rescission of existing, college HDR scholarships, prizes and grants for approval by the relevant College Pro Vice-Chancellor or delegate.

13. The Deputy Dean/Head of School, Research and Innovation endorses proposals of new, and amendment or rescission of existing, school or research centre HDR scholarships, prizes and grants for approval by the relevant Dean/Head of School.

Allocation of coursework scholarships, grants and prizes

14. Scholarships and grants may be awarded on the basis of merit or equity considerations, or both.

15. Prizes are awarded on the basis of merit.

Allocation of HDR scholarships, grants and prizes

16. The HDR Scholarships Subcommittee of RMIT Research Committee approves the allocation of all centrally funded higher degree by research (HDR) stipend scholarships.

16.1.Centrally funded HDR scholarships are awarded on a consistent merit-based ranking process.

16.2.The HDR Scholarships Subcommittee may, however, consider issues of equity and strategic allocation in the ranking and awarding of HDR Scholarships.

16.3.For non-centrally funded scholarships with stipend, the school or college provides details of the proposed ranking and/or selection and nomination of applicants, for approval by the Dean, School of Graduate Research.

16.4.All HDR scholarships awarded by RMIT University have consistent terms and conditionswhich will be published annually by the School of Graduate Research.

17. The Dean, School of Graduate Research approves the allocation of all centrally funded HDRgrants on the basis of recommendations by College Directors, Higher Degrees by Research.

18. The Deputy Vice-Chancellor, Research and Innovation or their delegate approves the allocation of all centrally funded HDR prizes on the basis of recommendations

19. The following officers approve the allocation of HDR fee scholarships:

ß the Dean, School of Graduate Research, where the scholarship is funded by the budget of the School of Graduate Research

ß the Deputy Pro Vice-Chancellor, Research and Innovation, where the scholarship is funded by the budget of a college

ß the Dean/Head of School, where the scholarship is funded by the budget of a school.


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Offer and acceptance of scholarships, grants and prizes

20. The University may offer scholarships and grants to prospective and current students, whomust meet the approved eligibility requirements before they can be considered for a scholarship, grant or prize.

21. A scholarship or grant can only be activated once the student has enrolled.

22. In order to be eligible for a school, centre, college or university-level prize a person must be a current student or recent graduate of the university (as specified by the prize).

23. A candidate for a scholarship, grant or prize must not have:

∑ any overdue debts owed to the university, or

∑ a record of academic or general misconduct.

24. An offer of a scholarship, grant or prize will be made in writing and will include the:

∑ terms and conditions,

∑ value and duration of the scholarship, and

∑ instructions for acceptance.

25. A successful candidate accepts the offer of a scholarship and its terms and conditions by following the instructions for acceptance outlined in the letter of offer.

Qualification documents

26. The Academic Registrar will approve a schedule of merit-based coursework and HDR scholarships that appear on the academic transcript and the Australian Higher Education Graduation Statement (AHEGS) of the scholarship recipient.

Reporting requirements for coursework scholarships, prizes and grants

27. The Dean of Students and the Executive Director, Students, RMIT Vietnam submit an annual report to Academic Board of all scholarships and grants that have been awarded or discontinued in the past academic year.

28. Schools submit an annual report of all prizes they have awarded or discontinued in the past academic year to the College Pro Vice-Chancellor.

29. Centres at a campus outside Australia submit an annual report of all prizes they have awarded or discontinued in the past academic year to the Campus President.

30. College Pro Vice-Chancellors and Presidents of campuses outside Australia submit an annual summary report to Academic Board of prizes awarded or discontinued in the past academicyear, in their college or campus.

Reporting requirements for higher degree by research scholarships, prizes and grants

31. Schools, research centres and colleges submit an annual report of all higher degree by research (HDR) scholarships, prizes and grants they have awarded, rescinded or discontinued in the past year to the College Research Committee for endorsement before submission to the Dean, School of Graduate Research.

32. The Dean, School of Graduate Research submits an annual report on centrally funded HDR scholarships, prizes and grants awarded, rescinded or discontinued in the past year to the Graduate Research Committee for noting. The report is then submitted to Research Committee and the Academic Board.

Grievance and complaint procedures

33. Grievances and complaints relating to scholarships, grants and prizes will be managed in accordance with the RMIT University complaints policy and processes.

Supporting documents:


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www.rmit.edu.au/scholarships

Establishment of prize template

Establishment of coursework scholarship or grant template

Cross-referenced to: N/A

Feedback link: [email protected]

Custodian/s title and email Manager, Scholarships

[email protected]

Manager, HDR Administration

[email protected]

Responsible unit/s Scholarships Unit

School of Graduate Research

Approved by

Date approved

Published/effective date

Review date

Document ref.

Compliance and monitoring Scholarships Unit

School of Graduate Research


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TITLE Sub-Committee Minutes

EXECUTIVE SUMMARY

Key Issues

Under the relevant terms of reference of Academic Board Standing Committees, they are required to report regularly to Academic Board. As such, the minutes of each Committee meeting are submitted to the next Academic Board meeting.

The minutes contain the formal record of the deliberations and decisions of the following Committees:

∑ Research Committee – minutes: 14 December 2015 (confirmed)

∑ Education Committee – minutes: 9 February 2016 (unconfirmed)


∑ That Academic Board note the minutes of the December meeting of Research Committee.

∑ That Academic Board note the minutes of the February meeting of Education Committee and note the discontinuation of the following programs in the College of Science, Engineering and Health:

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

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

Timing of Decisions

N/A

Further Information

N/A


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

Academic Board Meeting 02/2016 - 7 March 2016 - ACADEMIC BOARD COMMITTEE MATTERS

228

REMAINDER OF PAPER


N/A


See above


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

∑ Research Committee – minutes: 14 December 2015

∑ Education Committee- minutes: 9 February 2016

Submitted by:

Name: Dr Jess Lee-Ack

Title: Secretary, Academic Board



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@BCL@040A01A2Office of Research and Innovation Page 1 of 4 Save Date: 23/02/2016

MINUTESRMIT RESEARCH COMMITTEE

MEETING 11-15

CITY campus, Building 1, Level 1, Room 15 (Large Boardroom)and via videolink with RMIT University Vietnam

Monday 14 December 20153:00 pm - 5.00 pm

Attendance

Chair: Professor Ralph Horne

Present: Dr Shelley BruntProfessor Denise Cuthbert Professor Matthew Cuthbertson Professor Tony Dalton (proxy for Professor Peter Fairbrother)Professor Heather HorstProfessor Peter McIntyreProfessor Arnan MitchellDr Simon PeelProfessor Jason PottsProfessor Pauline StantonProfessor Geoffrey StokesMr Morteza YousefiAssociate Professor Nguyen Thanh Thuy (RMIT Vietnam)

Apologies: Professor Calum DrummondDr Emma Barrow (proxy for Professor Barry Judd)Ms Linda ChartresProfessor Peter FairbrotherProfessor Barry JuddProfessor Kerry LondonDr Annan Zhou

Absent: Professor Sarah Pink

Guests: Dr Reza MohammedAssociate Professor Zosh PawlaczekMr Damien Thomas

Secretary: Ms Susan Fleming

*1. Membership

1.1 DeparturesMembers joined the Chair in thanking outgoing elected members Professor Arnan Mitchell, Professor Jason Potts and Professor Sarah Pink whose two year terms conclude with this meeting; Professor Matthew Cuthbertson, who will depart RMIT to take up a position with Swinburne University in early 2016; and Dr Shelley Brunt who will commence maternity leave on 1 February. Associate Professor Arthur Morgan’s interim position on the Committee as nominee of the President RMIT University Vietnam was also acknowledged.

1.2 New MembersDr Thuy, who was introduced via videoconference at last month’s meeting as the new nominee of the President, RMIT University Vietnam, was welcomed to the Committee in person.

1.3 Election resultNewly elected members Professor Andy Ball (Applied Sciences, SEH), Professor Larissa Hjorth (Media and Communications, DSC), and Professor Leslie Yeo (Civil, Environmental and Chemical Engineering, SEH) will join the Committee in February 2016. Professor Kerry London was re-elected for a second term on the Committee.


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1.4 CongratulationsThe Committee congratulated Professor Arnan Mitchell and incoming Professor Leslie Yeo on their ARC Linkage, Infrastructure, Equipment and Facilities (LIEF) grant; also Professor Yeo on his recent RMIT Award, and the National Health and Medical Research Council (NHMRC) grant; and Professor Calum Drummond on being awarded the 2015 RACI HG Smith Memorial Medal.

*2. Declaration of Conflict of Interest – nil

*3. Order of Business3.1 Other business – nil 3.2 Starring of additional items: 6.1 (single); 6.2 (double)3.3 Unstarred items – adopted and approved without discussion

*4. Confirmation of RMITRC 10-15 Minutes – confirmed with amendment RMITRC 4.0 11-15The Committee confirmed the minutes subject to the following amendments:i. Item 7.1, p.2: the notation "(see post-meeting note below)" to be added to the heading immediately

following the words decision deferredii. Item 7.1, p.2: removal of the line; "Therefore, the Committee once again deferred its decision on the

HDR Candidature Policy suite".

ACTIONCommittee Secretary to amend the minutes as described above prior to confirmation and circulation.

*5. Business Arising from Previous Minutes5.1 RMITRC Actions List – discussed and noted RMITRC 5.1 11-15

The following items were raised during Committee discussion of the Actions List:

5.1.1 6.2(d) 03-15 (Line #7) – Annual RMIT Research Excellence, Health and Wellbeing Report It was suggested the Committee consider developing a set of KPIs in 2016 that embrace issues such as ‘gender balance and diversity’, the new policy framework, and the University’s overall KPIs soon to be announced by the Vice Chancellor.

5.1.2 7.5 06-15 (Line #14) – University Awards. It was acknowledged that with Dr Steve Gower’s imminent departure from RMIT, advice should be sought from the Deputy Vice Chancellor (Research and Innovation) regarding who might carry this action forward.

5.1.3 In addition to discussing existing actions, it was suggested the Committee conduct a self-review similar to the questionnaire completed by Academic Board at the end of each year.

ACTIONCommittee Secretary and/or Chair to bring these items to the attention of the Deputy Vice Chancellor (Research and Innovation) for advice.

5.2 Business arising from the minutes not listed elsewhere

5.2.1 Post-meeting Motion – notedAt the 10-15 (November) meeting, in-meeting discussion of item 7.1 HDR Candidature Policy suite focussed primarily on the proposed introduction of a mandatory publication requirement for doctoral candidates. This followed full discussion and Committee support for all other minor and substantive items in the Policy Suite at the 09-15 (12 October) meeting. To clarify and formalise Committee deliberations over the two meetings (09-15 and 10-15), members' electronic endorsement(or otherwise) of the following motion was sought and received:

MOTIONResearch Committee endorses with exception all minor and substantive changes to the HDR candidature policy suite as presented and discussed at both the 09-15 and 10-15 meetings, such exception being the removal of all and any reference to mandatory publication requirements for doctoral candidates from the policy suite, pending further discussion.

5.2.2 HDR Publications during candidature – Working GroupLast month’s discussion of the HDR candidature policy suite (item 7.1) led to the suggestion that a working group may assist in further considering whether and how research outputs might be produced as standard practice during candidature. Pursuit of that suggestion at today’s meeting resulted in the Committee agreeing to form a working group whose initial task would be to develop Terms of Reference for review by the full Research Committee at its 01-16 (15 February 2016) meeting. It was proposed the working group might then meet two to three times to form a set of recommendations.

Professor Matthew Cuthbertson, Professor Heather Horst, Professor Denise Cuthbert, Professor Ralph Horne, Professor Geoff Stokes and Mr Morteza Yousefi indicated their willingness to be part of such a working group. It was further recommended that the Deputy Vice Chancellor (Research and Innovation) or nominee, and Professor Paul Gorry be invited to participate.


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@BCL@040A01A2


ACTIONChair and/or Committee Secretary to invite the DVC (R&I) or nominee, and Professor Paul Gorry to participate in the HDR Publications Working Group.

6. Standing Items*6.1 Chair’s Report

6.1.1 ERA results were published recently, with all colleges doing well and an outstanding result across the board. RMIT advanced across the range of research codes; a strong indication that our research is maturing in terms of quality and quantity and focus – definitely something to be celebrated. Other universities also made significant strides in the same direction, so more work is required in the future to ensure RMIT research continues to show strong improvements. The next ERA submission is scheduled for March 2018, with the collection process to commence in March 2017.At this point in the Chair’s report, the Committee acknowledged the significant contribution of the Research Office and all those heavily involved in putting together the University’s ERA submission and, in particular, the efforts of Mr Jim E. Lewis and Mr Michael Walsh.

6.1.2 Congratulations to all those who were promoted in the University’s annual academic promotion round. Members acknowledged these with spontaneous applause, including for Heather Horst who was present.

**6.2 CONFIDENTIAL Review of R&I industry engagement & translation paths: RMITRC 6.2 11-15final report – discussed and notedMr Damien Thomas spoke to this itemA brief discussion took place with members indicating their interest in the report, the underlying procedures for implementation of its recommendations (yet to be determined), and the possibility and/or feasibility of ongoing updates to the report. The Chair thanked Mr Thomas for making himself available to the Committee, and encouraged members to approach Mr Thomas direct with any further comments or suggestions. Mr Thomas departed the meeting.

7. General Business**7.1 IP online training module – discussed and noted RMITRC 7.1 11-15

Professor Matthew Cuthbertson / Dr Reza Mohammed spoke to this itemProfessor Cuthbertson referred members’ attention to a PowerPoint presentation (see Appendix 1)and, following a brief overview, introduced Dr Reza Mohammed who played a lead role in this project.Dr Mohammed outlined the User Acceptance Testing (UAT) process used to fine-tune the module and provided members with a live demonstration of the module as delivered via the ELMO platform. Dr Mohammed and Professor Cuthbertson will investigate module availability and accessibility for RMIT Vietnam and update the Committee at a future meeting. The Committee supported a statement of congratulations to Professor Cuthbertson and Dr Mohammed for the success of this project.

ACTIONDr Mohammed and Professor Cuthbertson will investigate module availability and accessibility for RMIT Vietnam and update the Committee at a future meeting.

**7.2 Draft RMIT capability model – discussed with feedback RMITRC 7.2 11-15Associate Professor Zosh Pawlaczek spoke to this itemRepresenting Ms Marilyn Capper who developed the draft model, Associate Professor Zosh Pawlaczekprovided members with a brief overview and invited the Committee to note the recommendations:a) that the draft RMIT Educational and Research Capability Model be adopted as the basis of all

capability frameworks developed by the Research Office and SGR, andb) that the current research-related professional development programs be aligned with the draft

Educational and Research Capability Model.

In the discussion that followed, members indicated a level of discomfort with the recommendations and raised a number of issues for further consideration. These included:∑ what is driving the need for such a model?∑ who was consulted in the development of the model?∑ identifying what, if any, merit there might be in a unified framework for research development and

that of learning and teaching. It was suggested an alternative and separate approach to research development might be less cumbersome than that represented by the draft model

∑ whether the model might include a clearer reference to “professional development” than the title Draft Educational and Research Capability Model currently suggests.

Associate Professor Pawlaczek indicated the Committee’s feedback will be taken on board, including the questions on the merits or otherwise of seeking a unified framework or, if more appropriate, the


232

@BCL@040A01A2


merits or otherwise of drawing a clear separation between research development and learning and teaching development.

ACTIONAssociate Professor Zosh Pawlaczek to provide the Committee’s feedback as detailed above, and update the Committee (via the Secretary or Chair).

7.3 2016 Professional development program – noted RMITRC 7.3 11-15Dr Reza Mohammed

8. Other Business – nil

9. Reports and Minutes – for information only9.1 eResearch Director’s report – nil 9.2 HREC report – September / October RMITRC 9.2 11-159.3 AEC report – nil 9.4 Research Repository report – nil 9.5 RMIT Institutional Biosafety Committee minutes – nil 9.6 SGR HDR report – (October) RMITRC 9.6 11-159.7 Graduate Research Committee minutes – 09-15 (Oct) RMITRC 9.7 11-159.8 RC minutes (College of BUS) – nil 9.9 RC minutes (College of DSC) – (a) 08-15 (1 Oct) / (b) 09-15 (29 Oct) RMITRC 9.9(a) / (b) 11-159.10 RC minutes (College of SEH) – 09-15 (Oct) RMITRC 9.10 11-159.11 HDRSC minutes (College of SEH) – 09-15 (Oct) RMITRC 9.11 11-159.12 RMIT Research Committee WorkPlan 2015: update – (November) RMITRC 9.12 11-159.13 RMIT Intellectual Property Committee – nil 9.14 Academic Board minutes – nil

*10. Next MeetingThe next meeting of the RMIT Research Committee is scheduled for Monday 15 February 2016 at 3:00 pm atCITY Campus, Building 1, Level 1, Room 15 (Large Boardroom). A videoconference will be conducted with RMIT Vietnam.

Closing date for papers is 1 February 2016.


233

ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY

EDUCATION COMMITTEE

MINUTES OF MEETING NO 01/2016

HELD AT 1PM ON 9 FEBRUARY 2016

BUILDING 1, LARGE BOARDROOM, CITY CAMPUS

ATTENDANCE

Chair: Professor Paul Gough

Attendance: See Appendix 1

Secretary Dr Jessica Lee‐Ack

1 PROCEDURAL ITEMS

1.1 Attendance and welcome

Attendance and apologies were noted. The Chair welcomed new members.

1.2 Order of Business

Professor Tynan was not able to attend and so Item 1.4 was not starred. All other items were starred for discussion.

1.3 Minutes of Meeting 15 December 2015

The Committee approved the minutes of meeting 10/2015 held on 15 December 2015, including the amendments to note two new programs in Vietnam;

(Centre of Technology) Bachelor of Software Engineering (BH120); and

(RMIT Asia Graduate Centre) PhD in Vietnam.

1.4 Introducing Professor Belinda Tynan, incoming DVC Education

Professor Tynan was not able to attend so this item was not discussed.

2 ACTIONS ARISING

2.1 Rolling Action Sheet and Actions Arising

The Committee received and noted a rolling action report showing actions and noted the following:

Action #1 – The Policy Working Group to table the revised template for establishing equivalent and comparable assessment at a future meeting.

Actions #3 and #11 – Evaluation of BluePulse has been undertaken however further work is required to determine the future strategy in relation to student surveys.

o New Action (replaces Actions #3 and #11) ‐ Chair and DPVCs (T&L) to meet to discuss the strategy regarding student surveys and report back to the Committee at a future meeting.

Action #5 – Action deferred to March 2016.

Action #8 – PCIMF is due to go live on February 15 2016, data from the current system will be migrated to the new system and there will be no impact on what students see. The Committee noted that the workload impact for staff transitioning to the new system, particularly Vocational Education staff.


234

Action #10 – KJ to share update on ARG activities to improve Special Consideration with Committee members via Google Drive.

3 GOVERNANCE

3.1 Program approval process – discussion regarding challenges and submission deadlines

The Committee discussed the submission deadline for program approvals and noted that there may be opportunities to streamline the program approval process in 2016. It was agreed that the Chair and the Secretary would clearly map the submission process and communicate the process to members.

4 REPORTS

4.1 Report from Chair

The Committee noted the five focus areas for the Academic Portfolio in 2016:

Careers and employability;

Top 200 programs;

Digital teaching and learning innovations;

Clear and differentiated access strategy; and

Sustainability strategy.

The Committee noted that the focus of the Top 200 Programs Project is on enhancing what RMIT does well and identifying the “academic character” of RMIT’s top programs and maximising support for these programs.

The Committee noted that the UK has recently launched a teaching excellence framework and it is likely that the Australian Government will look at something similar to this in the near future.

It was agreed that the Secretary would circulate “Communique #7” from the DVC A to the Academic Portfolio to the Committee members.

4.2 Report from Vietnam

Item not discussed.

4.3 Report from Vocational Education Committee

The Committee noted that there were changes to the way that training packages are approved and implemented and that “Skills Services Organisations” would support “Industry Reference Committees” to review and update training packages.

5 BUSINESS

5.1 2015 Program Annual Review Service Area Update Report

Noted.

5.2 Bachelor of Pharmaceutical Sciences (Honours) (BH 121)

The Committee discussed the use of the title “Honours” for a program that involved an industry placement. The Committee noted that the use of Honours could be confusing as it suggests that this is a potential pathway into a Higher Degree by Research. The Committee agreed to endorse the program provided that:

a) the selection criteria for the Honours program are clearly defined – i.e. pre‐requisites for acceptance and process for admission (interview and acceptance into a placement); and


235

b) the College confirms that the program meets the criteria of AQF Level 8.

5.3 Bachelor of Pharmaceutical Sciences (BP311)

The Committee endorsed the Bachelor of Pharmaceutical Sciences (BP311) to be submitted to Academic Board for approval.

5.4 Master of Wellness (MC17DE)

The Committee noted the discontinuation of the Master of Wellness (MC12DE) and the transition plan which will be forwarded to Academic Board for approval.

5.5 Discontinuation of Programs and Plans

The Committee approved the discontinuation of the following programs and plans:

Bachelor of Applied Science (Geospatial Science) (Honours) (BH011 Program)

Bachelor of Computer Science (BP094 Plan)

Bachelor of Information Technology (BP162 Plan)

Bachelor of Applied Science (Chinese Medicine) / Bachelor of Applied Science (Human Biology) (BP183

Program)

Bachelor of Applied Science (Complementary Medicine) (BP238 Program)

Graduate Certificate in Wellness (GC138DE Program)

Master of Nursing (MC017 Plan)

Master of Midwifery (MCO22 Program)

Master of Osteopathy (MC146 Program)

The Committee recommended the discontinuation of these programs and plans be submitted to Academic Board for noting.

5.6 Bachelor of Tourism & Hospitality Management

The Committee discussed the proposal for the Bachelor of Tourism & Hospitality Management and noted the following:

The College of Business had been consulted regarding the proposal and the College has endorsed that its courses could be used for these programs;

The rationale for the program title could be more clearly articulated to show where the program sits in the marketplace; and

The need to ensure that articulation pathways and credit arrangements are clearly described.

The Committee agreed to endorse the Bachelor of Tourism & Hospitality Management in principle, noting that Dr Kai Jensen would liaise with colleagues in Vietnam to resolve the outstanding issues noted above and captured in the Program Advisory Panel’s Proposal Issues Table. The Committee agreed that a small group of members would review the revised proposal and that the Chair would make a final determination on the proposal once the revisions had been made.

5.7 Bachelor of Tourism & Hospitality Management Plus

The Committee discussed the proposal for the Bachelor of Tourism & Hospitality Management Plus and noted the following:

The use of the word “Plus” in the program title was unusual and the rationale for this should be more clearly articulated;

There are no open electives within the program;

The English language requirement of IELTS 5.5 (no band below 5.0) was lower than


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the required proficiency level for RMIT Bachelor programs and an exception will need to be granted; and

The course guides for the English language courses need to be included as part of the submission.

The Committee agreed to endorse the Bachelor of Tourism & Hospitality Management Plus in principle, noting that Dr Kai Jensen would liaise with colleagues in Vietnam to resolve the outstanding issues noted above and captured in the Program Advisory Panel’s Proposal Issues Table. The Committee agreed that a small group of members would review the revised proposal and that the Chair would make a final determination on the proposal once the revisions had been made.

The Committee agreed that a small group would be convened to look the program approval process for Vietnam.

6 OTHER BUSINESS

No items.

7 CLOSURE – NEXT MEETING

7.1 Next meeting – Tuesday 15 March 2016

CHAIR:

DATE:


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Appendix 1 ‐ Attendance

Ex Officio: Represented by:

Deputy Vice‐Chancellor (Academic) Professor Paul Gough (Chair)

Present

Chair, Vocational Education Committee, or nominee Mr David McLean Present

Academic Registrar Dr Maddy McMaster Present

Vice President Academic, RMIT Vietnam Professor Beverley Webster Apology

Deputy Pro Vice‐Chancellor (Learning and Teaching), College of Business

Professor Val Clulow Present

Deputy Pro Vice‐Chancellor (Learning and Teaching), College of Design and Social Context

Associate Professor Andrea Chester

Present

Deputy Pro Vice‐Chancellor (Learning and Teaching), College of Science, Engineering and Health

Professor Tom Steiner Apology Associate Professor James Scott

Deputy Dean, Office of Learning and Teaching Associate Professor Zosh Pawlaczek

Present

Dean of Students Professor Owen Hughes Present

Director of Global Quality Regulation & Compliance Ms Michelle Hoodbhoy Present

Assistant Director, Vocational Education Ms Jane McLennan Present

Appointments: Represented by:

Senior member from the Teaching Academy, nominated by Pro Vice‐Chancellor, College of Business

Associate Professor Jonathan Boymal

Apology

Senior member from the Teaching Academy, nominated by Pro Vice‐Chancellor, College of Design & Social Context

Associate Professor Suzie Attiwil

Present

Senior member from the Teaching Academy, nominated by Pro Vice‐Chancellor, College of Science, Engineering and Technology

Associate Professor James Scott

Present

Nominee of the Academic Board, elected by and from the Board

Professor Mark Farrell Apology Mr David Goodwin

Nominee of the Deputy Vice‐Chancellor (International and Development)

Ms Jackie Taylor Apology

Nominee of the Deputy Vice Chancellor (Academic), Vocational Education

Ms Cheryl Underwood Present

One student enrolled in postgraduate Higher Education nominated by the Student Union Council

Mr Paul Hoac Apology

One student enrolled in undergraduate Higher Education nominated by the Student Union Council

Mr Alan Padgham Present

Alternate: Ella Caulfield Present

One student enrolled in Vocational Education nominated by the Student Union Council

Alex Borsato Apology

In attendance:

Dr Kai Jensen, Deputy Director Academic Policy and Governance

Dr Jessica Lee‐Ack, Senior Governance Officer

Ms Helen McLean

Ms Amanda Way


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TITLE Amendment of Academic Board Regulations

EXECUTIVE SUMMARY

Key Issues

In February the Board was advised of the establishment of eight Enabling Capability Platforms which will replace the four Research Institutes. The current Board membership – as outlined in theAcademic Board Regulations – includes an ex-officio membership position “one (1) Director of a Research Institute nominated by the Deputy Vice-Chancellor, Research & Innovation”. As the Research Institutes no longer exist, it is proposed that the Academic Board Regulations be amended to remove this ex-officio membership category.

In order to ensure that the Board’s membership reflects the increased focus on research and innovation, the DVC R&I recommends a replacement ex-officio membership category with a research and innovation focus: “one (1) nominee of the Deputy Vice-Chancellor, Research & Innovation”.

In addition, the ex-officio membership category “Head, Global Management Hub” no longer exists and so will be removed from the membership as outlined in the Academic Board Regulations.

Amendments to the Academic Board Regulations are endorsed by Academic Board and approved by Council.

Recommendation

Academic Board is asked to:

1. endorse the following amendment to the Academic Board Regulations to replace the membership category “one (1) Director of a Research Institute nominated by the Deputy Vice-Chancellor, Research & Innovation” with a the following ex-officio membership category “one (1) nominee of the Deputy Vice-Chancellor, Research & Innovation”;

2. endorse the amendment to the Academic Board Regulations removing the ex-officio membership category “Head, Global Management Hub”; and

3. acknowledge and thank Professor Xing Yu for his contribution to Academic Board as the nominated Institute Director since 2014.

Timing of Decisions

N/A

Further Information

N/A




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http://www1.rmit.edu.au/policies/committees/academic-board


REMAINDER OF PAPER


The Academic Board (the Board) is established under RMIT Statute 1 (Amendment No. 1). The role of the Board is to “advise and recommend to Council the requirements for all higher education and vocational education and training awards conferred by the university”. The membership of the Board is prescribed by the Academic Board Regulations and currently includes 21 ex-officio members, 29 elected staff and 5 elected students.

The ex-officio membership category “one (1) Director of a Research Institute nominated by the Deputy Vice-Chancellor, Research & Innovation” was added to the membership in March 2014.

At meeting 01/2016, Academic Board received a briefing paper on the establishment of the Enabling Capability Platforms. The briefing paper highlighted that “[t]he eight Platforms will replace the existing four Research Institutes”.


See above


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

Academic Board Regulations (Amended 15/02/16)

Submitted by:





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Royal Melbourne Institute of TechnologyAcademic Board Regulations

Page 1 of 3

ACADEMIC BOARD REGULATIONS

Council makes the following Regulations:

The Common Seal of the Royal Melbourne

Institute of Technology was hereto affixed

on the ______ day of ______________ 20156

by the authority of Council.

…………………………………. ………………………………….

Chancellor University Secretary

PART 1. PRELIMINARY

1. Purpose

(1) The purpose of these Regulations is to:

a) make provision about the membership of the Academic Board, and

b) provide for meetings of the Academic Board.

2. Authorising Provision

(1) These Regulations are made under the RMIT Statute No. 1 and sections 28, 29 and 30 of the Royal

Melbourne Institute of Technology Act 2010.

3. Definitions

(1) In these Regulations, unless the contrary intention appears:

academic staff means those higher education employees of the University within the meaning of the collective

agreement or award that applies to Higher Education employees, appointed to an established position and being

not less than 0.5 of a full time position.

professional staff means those professional, administrative, clerical, computing and technical employees of the

University within the meaning of the applicable collective agreement or award appointed to an established

position and being not less than 0.5 of a full time position.

teaching staff means those VE employees of the University within the meaning of the collective agreement or

award that applies to VE employees appointed to an established position and being not less than 0.5 of a full

time position.

PART 2. THE ACADEMIC BOARD

4. Membership of the Academic Board

(1) Membership of the Academic Board comprises:


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Page 2 of 3

a) ex officio members:

i. Chancellor (or nominee)

ii. Vice-Chancellor and President

iii. Vice-Presidents

iv. Head, Global Management Hub

v. Executive Director, Vocational Education

vi. University Librarian

vii. Dean, Learning and Teaching

viii. Dean, Students

ix. Dean, School of Graduate Research

x. Academic Registrar

xi. one (1) nominee of the Vice-Chancellor

xii. one (1) Director of a Research Institute nominated by the Deputy Vice-Chancellor, Research &

Innovationone (1) nominee of the Deputy Vice-Chancellor, Research & Innovation

xiii. President, RMIT Vietnam or nominee

xiiiv. President, RMIT University Student Union

b) three (3) Heads of School from each college, at least one (1) of who will represent the VE sector from

each college, elected by the academic staff and teaching staff of each college

c) two (2) academic staff from each college, elected by the academic staff of each college

d) one (1) member elected by and from the postgraduate students of the University

e) two (2) members elected by and from the undergraduate students of the University

f) two (2) members elected by and from the students enrolled in VE or associate degree programs of the

University

g) two (2) members elected by and from the professional staff

h) five (5) members elected by and from the academic staff

i) five (5) members elected by and from the teaching staff

j) two (2) members elected by and from the professors of the University occupying a Level E appointment,

not including honorary or adjunct professors.

Formatted: Font: (Default) Arial, 10 pt, Fontcolor: Custom Color(RGB(44,44,44))


242


Page 3 of 3

(2) Regulations 4(1)(c), (g), (h) and (i) include employees of the University at Executive Level 1, Heads of

School, Deans and Directors.

(3) The Academic Registrar, or nominee is the secretary of the Academic Board.

(4) The chairperson of the Academic Board holds office for a period of two (2) years and is appointed in

accordance with the Standing Orders of Academic Board.

(5) The deputy chairperson of the Academic Board holds office for a period of two (2) years and is appointed in

accordance with the Standing Orders of Academic Board

5. Term of office and vacancies

(1) An elected member:

a) holds office for a period of two (2) years except that student members will hold office for a term of one (1)

year, and

b) assumes office on the first day of January following the member’s election unless the member is replacing

a vacancy under section 5(2), in which case the elected member may assume office at the next meeting.

(2) Where a member of the Academic Board:

a) elected by staff ceases to be a member of staff, or

b) elected by enrolled students, ceases to be an enrolled student,

that member ceases to be a member of the Academic Board and the vacancy thereby created is a casual

vacancy.

(3) Any vacancy created in the membership of the Academic Board is dealt with in accordance with the

provisions of the Elections Regulations.

(4) Where an elected member of the Academic Board is to be absent from the University for a period exceeding

six (6) months a person may be appointed by the chairperson to the Academic Board for the duration of the

absence of the elected member.

(5) All elections to the Academic Board must be conducted in accordance with the Elections Regulations.

6. Meetings of the Academic Board

(1) Meetings of the Academic Board are conducted in accordance with the Standing Orders of Academic Board.

PART 3. REVOCATION OF REGULATIONS

7. Revocation of Regulations

(1) On the commencement of these Regulations the following Regulations are revoked:

a) Regulation 2.8.1 The Academic Board – Membership.


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TITLE Individual Evaluation update following 1 February 2016 meeting

EXECUTIVE SUMMARY

Key Issues

The Secretariat sought comments from an individual member after the 1 February meeting and selected a participant from membership category 2 (c) Five members elected by and from the academic staff (Academic Board Regulations), prior to the meeting to provide feedback and participate in a post meeting evaluation.

Feedback provided was as follows:

The welcome for new members was good and it was helpful to have a reminder regarding the starring system. A small amount of items were starred, an extremely efficient meeting.

The discussion of the University Appeals item was really good and there was an interesting discussion regarding ERA that led to many other interesting topics, although I'm not sure whether some of the issues discussed in relation to ERA are appropriate for the Board. I welcomed the extended discussion on research matters at this meeting and think that more time should be devoted to research topics.

The discussion of RUSU's priorities was useful, particularly the discussion of how these relate to offshore students and noting the need for more personalised assessment.

The Vice-Chancellor's report was the highlight and his extended report included lots of information that was very helpful.

The discussion of a Board member to serve on Research Committee was quick and I would have liked to see a more formal process that allowed other members to register interest. A more open discussion on this in the future would be welcome.

At the 7 March 2016 meeting, feedback will be sought from category 2 (b) Two academic staff from each academic college, elected by the academic staff of each college (Academic Board Regulations). Results will be collated and presented back to the board with the annual evaluation results at the December 2016 meeting.


That Academic Board note the feedback provided following the 1 February 2016 meeting.

Timing of Decisions

N/A

Further Information

N/A

Academic Board Meeting 02/2016 - 7 March 2016 - ANY OTHER BUSINESS

244

http://www1.rmit.edu.au/policies/committees/academic-board



REMAINDER OF PAPER


Evaluation allows review of performance in relation to core functions. It is considered best governance practice for a body to review its performance regularly and it assists in the assessment of whether or not objectives are being achieved efficiently and effectively.

At its meeting on 4 May 2015 members were asked to support the approach to continuous improvement through regular anonymous post meeting member evaluation. This is in addition to the annual formal evaluation of the Academic Board by all members.


See above


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

N/A

Submitted by:



Date:

Academic Board Meeting 02/2016 - 7 March 2016 - ANY OTHER BUSINESS

245