Teaching and Learning
Murdoch University aims to provide a rich and diverse learning experience with a curriculum integrally linked to quality research and up-to-date pedagogy, equipping students with life-long learning skills and the capability to successfully engage in a global world.
A curriculum for the 21st century
The University has a proud reputation of quality teaching, interdisciplinary studies and a strong commitment to access and equity. These remain integral characteristics of a Murdoch education.
The challenge for the contemporary university is to deliver coherent academic courses that meet 21st century needs. A relevant curriculum sensitive to contemporary societal needs and labour markets is fundamental.
With this in mind, during 2012, the Curriculum Commission, overseen by the Deputy Vice Chancellor Academic, embarked on a wholesale review of the University’s undergraduate and postgraduate coursework offerings. The Commission analysed the existing courses, degrees and degree structures and examined the current and future needs of students, as well as national and international trends and impacts in higher education, educational technologies and pedagogy.
The Commission’s recommendations will see, from 2014, the undergraduate bachelor offerings streamlined to seven degrees, with strengthened majors that are supported by greater emphasis on research skills and inter-disciplinary breadth studies. These recommendations support the renewal of the coursework offerings, with a view to enhancing the University’s reputation for high-quality teaching and learning, providing clear pathways for students beyond the undergraduate degree and strengthening the teaching-research nexus.
Plans were made to change the organisational structure in 2013 to better suit the University’s purpose and align with its scholarly and academic values. The restructure will strengthen schools academically, raise the quality of research and teaching, and position the University to leverage prospects for institutional and reputational development.
A distinctive and rewarding student experience
Improving the quality of teaching and overall student satisfaction across all fields of education at the University is crucial to delivering a distinctive and rewarding student experience.
Graduate satisfaction, as measured by the Course Experience Questionnaire, was maintained at very high levels in 2012 with around 90 per cent agreement for each of the “good teaching”, “generic skills” and “overall satisfaction” scales.
Commencing students can be at risk of withdrawing from university if their expectations for their studies or support are not met. To improve the students’ experience and retention, the University has implemented strategies to provide a more supportive learning environment. The percentage of 2011 commencing students who continued their studies at the University in 2012 improved to 81.5 per cent. The percentage of 2011 students who successfully completed their units stabilised at around 88 per cent. Statistics for 2012 students are not yet available.
Teaching awards
Four members of staff were recognised for their outstanding contributions to student learning by the Federal government. Dr Sarah Etherington, Gael Gibbs, Dr Dorit Maor and Dr James Trotter each received national citations from the Office for Learning and Teaching at an award ceremony in September 2012.
Hands-on experience to enhance learning
Work integrated learning is integral to the University’s approach to teaching and learning as it provides students with practical experience to prepare them for success in their chosen career. Various courses offer opportunities for students to gain experience in Perth, regional Western Australia or overseas. The number of courses that included work integrated learning increased from 81 per cent in 2011 to 86 per cent in 2012.
The University has been given in-principle support by the National Trust to lease the heritage working farm at Whitby Falls in the Shire of Serpentine-Jarrahdale. The 230-hectare site has significant historic and cultural value. It will be maintained and used by the University to support teaching and research in veterinary and agricultural sciences, as well as other disciplines such as environmental science and conservation. The University plans to invest $1.7m into the infrastructure needed to re-establish a working beef cattle and sheep farm and will be seeking further investment and support for the development of teaching and public-use facilities.
Transnational, international and educational partnerships
Murdoch University currently has 6700 students studying 57 courses at four transnational education locations in Singapore, Dubai and Malaysia.
The University is reviewing its offshore operations with the aim of transitioning to a model in which the delivery and oversight of courses is more closely controlled by the University’s faculty. Murdoch initiated plans to establish an Office of the Singapore Principal and to recruit a senior academic leader to this position. Based in Singapore, this person will advance the University’s academic, strategic and commercial interests in Singapore and deliver a higher level of accountability in academic quality and compliance.
After 20 years of productive partnership with KDU University College in Malaysia, both Murdoch University and KDU University College mutually agreed to end the relationship in 2012 in order that the two institutions can pursue different models of transnational education. New enrolments in the Murdoch courses offered by KDU cease early in 2013. Current students will be given the opportunity to complete their courses.
The University’s goal to deliver a distinctive and rewarding experience to international students saw it become the first university in Western Australia to implement the Student Welcome Services in July. This online orientation program provided an appropriate, thorough, customised and fully auditable pre and post arrival package that assisted international students with their transition to living and studying in the state. It also enabled compliance with the ESOS Act and National Code 2007 regulations.
With additional funding available from the Australian Government to assist students with expenses incurred in participating in the outbound exchange program, application numbers increased by 10 per cent in 2012.
Learning management system
During the year, work on the new learning management system, Moodle, focused on design and build. The flexible web-based product will make managing units easier and quicker for both staff and students and will provide new ways for students to interact with each other and their teachers. The new system will launch in 2013.
Professional postgraduate coursework programs
The goal to offer a suite of world-class postgraduate coursework programs in a vibrant graduate environment saw a new graduate school of public policy and international affairs established during the year. The school’s programs commence in 2013.
The first of its kind in Western Australia, the Sir Walter Murdoch School of Public Policy and International Affairs will offer a range of professional, multidisciplinary masters degrees to equip graduates with the necessary skills and knowledge to pursue careers in all aspects of public and international affairs. The School will have both a strong national and international orientation. Students will be taught by a mix of senior academics who are leading experts in their field, academics who bring leading edge knowledge, distinguished international visitors and industry practitioners.
Course delivery and assessment has been designed to meet the needs of culturally diverse and globally mobile students. As such, the University has been in close consultation with employers who have highlighted the knowledge and skill sets they seek in professional masters degree holders.
The courses have also been designed to accommodate the working lives of busy professionals, with most teaching in intensive formats to take place in evenings, weekends and sometimes in four-day blocks. The programs will be supported with online resources but will be offered in face-to-face formats to enhance the learning experience.
Committed to access and equity
The University welcomes students from a variety of educational backgrounds and provides alternative entry pathways for students. During the year, a number of programs operated to improve the recruitment and progress of groups that are traditionally under-represented in the student cohort. The percentage of students from low socio-economic backgrounds increased slightly in 2012 to 18 per cent.
Helping more young people go to university
The University received $5 million in the 2012 Federal budget to increase the number of students living in the Rockingham, Kwinana and Mandurah areas going to university. The funding will support school-based projects designed to build the aspirations and learning outcomes of young people and create new pathways so that many more go to university.
These aspiration projects will commence in 2013 with vocational education training providers, schools and their communities working together to help more young people attend university. The campuses at Peel and Rockingham are central to the initiative. Innovative programs and partnerships with local high schools, already underway in the area, will be strengthened.
The Access Southwest Program encouraged students at high schools and colleges in the Rockingham, Kwinana and Peel areas to consider entry to the University. The Tertiary Options Project offered a number of students who experienced disruption during their last year of high school direct admission to the University. In 2012, 22 students were offered a place through these two pathways.
An example of how an innovative approach can boost the number of students enrolling in university exists at the Rockingham campus. In the primary education course that incorporates health and physical education, the numbers of young men studying the degree rose to around 25 per cent of commencing students.
Transitioning to university study
In 2012, 343 students enrolled in the University’s OnTrack program which helps non-ATAR school leavers and mature age applicants with a supported transition into university study. This free pre-university program is oriented towards people who can demonstrate educational disruption or disadvantage.
Nearly 80 per cent of participants successfully completed the program and entered undergraduate programs at the University. Of these students, nearly half were from low socio-economic backgrounds and were the first in their family to attend university, 17 per cent had a disability and two per cent were Indigenous. OnTrack articulated with K-Track to provide Indigenous students with a year-long enabling pathway into university.
As a further indicator of success, OnTrack program coordinator Gael Gibbs was awarded a Vice Chancellor’s Citation for Enhancing Learning, plus an Office for Learning and Teaching Citation for Outstanding Contribution to Student Learning.
Open Day
To improve student recruitment, the University hosts an Open Day each year. Thousands of prospective students and their families explored the South Street campus on Sunday, August 19 for Open Your Mind Day. Academics, staff members and current students provided information to visitors. As well, general talks, information sessions, activities, competitions and campus tours showcased the many different research and study opportunities available at the University.
Kulbardi Aboriginal Centre
The Kulbardi Aboriginal Centre encourages increased participation in tertiary education by Indigenous students. During the year, the Centre offered alternative entry pathways for Indigenous students, including pre-media and K-track programs. It is developing cultural awareness training for University staff, students, industry and government. Plans were also formulated to run a leadership program for Aboriginal corporation traditional owner directors in conjunction with the University’s Executive Education Centre.
Equity
There are currently more than 850 support plans in place for students with a disability or medical condition.
Disability Access and Inclusion Plan outcomes
Action on the Disability Access and Inclusion Plan 2011-2015 ensured compliance with the Western Australian Disability Services Act 1993. Programs were implemented to realise the University’s intention to create an environment where all people can safely work and study free from harassment or discrimination.
Key outcomes for 2012 included developing an equity community web page which contains information about support and resources for students with disability. The University has developed a process to ensure that all students who indicate, at the point of enrolment, that they have a disability or medical condition which may impact on their studies will be linked into the equity community page.
Student Centre staff have also been trained to use the Telephone Relay Service, which will enable them to communicate more effectively with students with a hearing or speech impairment.
Staff orientation sessions in 2012 have included an increased focus on disability awareness including accessibility on campus.
Information on the University’s Equity and Disability Policy and procedures was provided to transnational staff.
The construction of two stair lifts was completed – one outside the Chancellery building and the other at the newly completed covered link-way between the Economics, Commerce and Law building and the Amenities building. Both of these projects were completed as part of larger capital works projects.
As part of the upgrades at six lecture theatres, a wireless hearing augmentation system has been procured for hearing impaired students. Suitable spacing has also been allowed for students who use wheelchairs.
The implementation of this plan will continue until 2016. Aligned to the University’s budget program, it will be regularly reviewed to ensure delivery is occurring in a timely and appropriate manner.
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