Una visión del Equilibrio General

Marketing and promotion of postgraduate programmes in both suites is necessary to maintain the viability of the programmes and grow them. The specialised nature of most of the programmes in the Health Sciences and Medicine suites means that student numbers in many courses are not high and that marketing is necessarily a targeted activity. The Panel recognises that an understanding of the target market for programmes and courses in these suites resides with the academic staff who best understand the specific nature of the qualifications and the professional needs of those who are prospective students. The Panel supports the view that some areas of expertise are internationally recognised and courses in these areas have the potential to support and enhance the University’s international profile. The Panel heard submissions indicating that marketing of postgraduate study and distance courses has improved recently. However, we also recognise that there is an ongoing need for more general promotion to raise the visibility of the University’s range of postgraduate programmes and the expertise it has to offer.

13.1 Recommendation:

That the University improves the visibility and marketing of its postgraduate programmes in Health Sciences and Medicine within New Zealand and internationally.

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Potential synergies for Boards of Studies are:

 Nursing  GP & PHC  Public Health  Av & Occ Med  Rehab

 Psych Med  Maternal & Child Health  Health Mgmt  Occ Health  Musculoskel Mgmt

 Health Info  Indust Health  Musculoskel Med

 Hazards  Sport & Exercise Med

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Framework and Terms of Reference for Review of Programmes in the Health Sciences and Medicine Suites

Revised 12 January 2010

Preamble

This is the second review of the Postgraduate Programmes in the Health Sciences Suite; the previous review was in 2004. One recommendation of the review panel in 2004 was that the next review be conducted alongside a review of the Postgraduate Programmes in Medicine as there is much overlap between the campuses, departments and disciplines involved in the two suites. Consequently, this upcoming review offers an opportunity to look strategically at the structure and processes of the two suites (and the Boards which oversee them) and to suggest any changes that might enable the programmes in both suites to better meet their medium and long term goals.

Thus, in completing their self-review each programme (or programme endorsement where applicable) is asked specifically to reflect on the ways existing structure and processes affect the day to day running, development, and direction of their programme. Further, programmes (or endorsements) are encouraged to make suggestions for change at programme, departmental and Divisional level within the self-review report; it is hoped this approach will stimulate review recommendations that are oriented towards helping the University support programmes to effectively and efficiently meet their goals.

Framework for the-review

Programme co-ordinators/directors are encouraged to see the review as an opportunity to critically analyse their goals and objectives and to receive affirmation that their plans will have long term benefits to their staff and students. The key part of the review is the self-review of the Programme in which the following questions need to be addressed in light of terms of reference below:

 What is the current situation of the Programme?

 Where does the Programme want to be in 5 years’ time?

 What does the Programme need to do to get there?

 What can the University do to support the Programme to achieve this goal?

 What does the Programme do well?

The purpose is to review and evaluate the Programme with reference to:

 its core activities:

(a) Teaching

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(b) Research

(c) Service and/or Professional/Clinical practice

(d) Others as appropriate (to be determined for each individual programme)

 the Programme’s administration, operational processes, support structures for staff and students, including adequate space, facilities and resources both within the contributing Department(s) and through other central areas of the University, such as the Library

 the Programme’s internal, regional, nation and international contexts – including alignment to Divisional and University plans;

 the University’s commitment to the Treaty of Waitangi as expressed in the Management, Programme Structure, Papers and Endorsements, Teaching Learning and Assessment, Research, Community Service Physical and IT Resources, and Health and Safety issues. For each of these aspects the Review Panel will be asked to investigate the quality and adequacy of the Programme, taking into account the following key features:

Programme Management including:

 academic oversight - including effective programme co-ordination and monitoring across contributing departments, and reviewing and remedying problems and responding to challenges;

 strategic planning - including the development of new papers and programmes, and financial issues including the future financial viability of courses;

 administrative management - including institutional oversight and committee structure; processes and procedures supporting academic decision-making;

 the appropriateness and effectiveness of programme delivery - including the processes and procedures for monitoring the continued relevance of the programme to students, professional bodies, employers and other interested parties; and the mechanisms for incorporating feedback from students,

graduates, professional bodies and other interested parties into the programme structure and design;

 the appropriateness and effectiveness of promotional activities and materials;

 leadership in regard to developing and maintaining the academic and professional standing and reputation of the Programme;

 leadership in promoting cross-disciplinary, inter-departmental and campus links;

 the processes and procedures for promoting partnership with Kai Tahu and other iwi.

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Programme Structure, including:

 the relevance and appropriateness of programme regulations;

 Programme objectives, coherence of underlying philosophy and flexibility;

 the processes and procedures for ensuring programme objectives are consistent with the University Charter, Strategic Direction, Teaching and Learning Plan, the Distance Learning Plan and other relevant planning documents.

Endorsements and Papers, including

 the processes and procedures for introducing, revising, resourcing and rationalising endorsements and papers which contribute to the programme, in order to ensure effective and efficient use of resources;

 the processes and procedures for co-ordinating and monitoring

interdisciplinary/joint/ distance-taught endorsements and papers of the same academic value within the programme;

 the appropriateness and effectiveness of course advising, ensuring appropriate learning pathways are clearly articulated to students.

Postgraduate research, focussing specifically on Masters degrees, including:

 the processes and procedures for monitoring, and where necessary improving, the quality of research supervision offered to postgraduate students;

 the processes and procedures for monitoring student progress during the research component, and mechanisms for supporting students to completion;

 assessment of the research component including the range and effectiveness of assessment methods and nature of feedback to students and supervisors;

 the mechanisms for facilitating professional interaction amongst postgraduate students

 staff research – including productivity and quality; PBRF; supporting academic freedom and integrity¹.

Teaching, Learning and Assessment, including:

 the processes and procedures for promoting learning and the application of knowledge, both within the Department and across disciplinary boundaries;

 the mechanisms for encouraging students to develop intellectual independence;

 the processes and procedures for developing the capacity of students to attain lifelong learning skills;

 the processes and procedures for integrating the six dimensions of quality learning articulated in the Teaching and Learning Plan, and for checking the effectiveness of these.

 the processes and procedures for ensuring the effective monitoring of student progress and achievement.

1 Academic Integrity refers to the recognition that research and how it is carried out reflects certain standards of behaviour as articulated in the University’s policies on ethical practices in research, research consultation with Maori, intellectual property rights for both staff and students, and responsible practice in research.

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Physical, IT Resources and Health & Safety Issues, including

 the provision of appropriate teaching and adequate study/research space, and facilities for interaction;

 the provision of appropriate library and information technology services;

 the processes and procedures for addressing health and safety matters.