2013 POSTGRADUATE EDUCATION - RMIT University · learning philosophy of the RMIT School of...

2013 POSTGRADUATE EDUCATIONWEB EDITION UPDATED 08 AUGUST 2012

EDUCATING

WORK-INTEGRATED LEARNING

RMIT is committed to work-integrated learning (WIL), incorporating WIL experiences such as professional practice placements and learning tasks related to workplace experience as positive features of the programs. WIL is an integral component in many assessment requirements that require problem-based learning and critical reflection on practice.

FOR TOMORROW’S WORLD

EDUCATION

A RICH HISTORY

Education graduates from 1959 onwards of the Coburg Primary Teachers’ College, the State College of Victoria at Coburg, Phillip Institute of Technology and RMIT University are invited to join RMIT’s alumni.

Update your details at www.alumni.rmit.edu.au

Overview of the School of Education

RMIT University’s School of Education suite of postgraduate coursework and research programs is designed to meet the learning needs of practising professional educators wanting to enhance their careers in the education and training sector. The programs encourage you to draw on workplace experience to connect theory with practice and apply new knowledge and strategies to workplace issues and challenges.

RMIT University has played an important role in developing educational leaders through the suite of postgraduate programs. Studies are designed specifically to meet your professional, personal and vocational needs. The learning philosophy of the RMIT School of Education is student-centred.

To meet the outcomes of the program you are studying, you are encouraged to identify your own learning needs and negotiate a personal learning pathway through the program structure. Graduates pursue careers in a wide range of government, industry and non-government organisations, in Australia and overseas.

For those already qualified to teach in the early childhood and/or school sectors, we offer programs in educational leadership and management or higher degrees by research.

The School of Education is the home of the RMIT UNEVOC Centre, a United Nations Educational, Scientific and Cultural Organization (UNESCO) international centre for technical and vocational education and training (TVET). Through the UNEVOC network, RMIT staff and students have linkages to TVET activities and centres around the world.

Cover image: The state-of-the-art education hub at RMIT’s Bundoora campus.

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www.alumni.rmit.edu.au

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1Acknowledgement of countryThe Wurundjeri people of the Kulin Nation are the traditional custodians of the land on which this organisation stands. We pay our respects to owners and Elders, both past and present.

CONTENTS

1 Overview of the School

4 Research programs

6 Education (PhD)

7 Education (Master)

8 Education pathways

10 Coursework programs

10 Education (MEd)

12 Adult and vocational education and training

13 Careers education and development

14 Educational leadership and management

15 Tertiary teaching and learning

16 Course descriptions

19 Staff research interests

21 How to apply

22 Money matters

23 Contacts

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RESEARCH VERSUS COURSEWORK

Postgraduate research degrees

RMIT University offers both PhD and master degrees by research. A research degree requires you to formulate your own topic and produce a substantial thesis or project. All research candidates are required to have an academic supervisor who has expertise in the broad area of their topic. The supervisor will be available for regular consultation and, with you, will be responsible for ensuring that progress is optimal.

A research degree requires a high level of commitment and is a form of systematic inquiry into some aspect of a relevant interest area. In the process, you will learn research skills and contribute to the knowledge of the discipline in innovative ways.

Postgraduate coursework degrees

RMIT postgraduate coursework degrees consist of a number of courses, often with the option of undertaking a minor thesis in the final year. Postgraduate degrees are awarded when you have completed the required amount of credit points.

Most master degrees are 144 credit points, a graduate diploma is 96 credit points and a graduate certificate is 48 credit points. Most courses within these are equivalent to 12 or 24 credit points.

Some programs will require you to enrol in a master but offer a graduate certificate and graduate diploma exit point. Others will require you to enrol in the graduate certificate and, on successful completion, you may then apply to enrol in the next level.

RESEARCHAT RMIT

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Research strengths within the School are in learning and teaching; early childhood, primary, and secondary education and transitions; vocational education and training; and educational leadership and management. The applied education study areas include educational technology, teaching methods and curriculum design. The School’s Cluster for Research in Education for Sustainability and Social Inclusion (CRESSI) focuses on areas such as education for sustainability and sustainable development, working with Indigenous communities, students ‘at risk’ accessing VCE and adult education programs, students accessing migrant English programs, students admitted to undergraduate programs through SNAP and other equity places, supporting teachers in the Whittlesea and Darebin areas, and the emerging ‘Northern corridor’.

At RMIT, a research degree requires a high level of commitment and is a form of systematic inquiry into aspects of social, cultural, human aspirations, actions and achievements. It may produce new forms of intellectual and cultural activity or make a valuable contribution to existing forms.

Research students can choose whether to submit a traditional written thesis, or produce an original project and an exegesis. Research by project provides a framework for innovation and

the development of professional practice within the workplace. It combines a traditional research methodology and skill base with a contemporary understanding of organisations and professional practice in the workplace, enabling individuals and their organisations to study a workplace concern and produce a comprehensively researched outcome that feeds back into the organisation. This innovative approach provides multiple tangible outcomes: not only the project itself, but also the building of a research and development capability within the organisation, the development of applied research skills for the participants as well as a qualification from a leading Australian university.

Some key characteristics of the by-project mode include industry partnership, collaboration, research linked to practice, positive change for the organisation and individual, and action learning / action research approaches within a project framework. The degree promotes an explicit relationship between research, learning and change. As a consequence, the program is challenging for the individual as you contend with the generation of new knowledge and how this knowledge informs action.

There has been a significant number of successfully completed research degrees by project that cover a diversity of fields, including adult and community education, training packages, refugee education programs, changes in early childhood practice, and cross-sectoral initiatives. Curriculum initiatives, developments and framework models demonstrate the outputs from theses and projects.

As a prospective candidate for a higher degree by research, you should discuss your possible research topics and the availability of suitable supervisors with the Deputy Head, Research and Innovation before making an application. The School has more than 40 academics who have a diverse range of research interests. To find a supervisor, or to find out more about education research, visit our website: www.rmit.edu.au/education/research

For entry to PhD and Master of Education (by research), all non-Australian residents and overseas full-fee paying students must provide evidence of IELTS 7.0 (no band below 6.5) or equivalent TOEFL score.

AT RMITThe School of Education has expertise in the areas of curriculum, educational processes and applied education.

IN THE CURRICULUM AREAS THERE IS FOCUS ON POLICY IMPLEMENTATION AND DEVELOPMENT AS WELL AS DISCIPLINE-BASED AREAS OF MATHEMATICS EDUCATION, LANGUAGE AND LITERACY, HEALTH AND PHYSICAL EDUCATION, AND SCIENCE AND ENVIRONMENTAL EDUCATION.

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www.rmit.edu.au/education/research

RMIT PROGRAM CODE DR071

CRICOS CODE 065720G

LOCATION Bundoora campus

MODE AND DURATION Four years full-time or eight years part-timeInternational students can only study full-time

Contact

Associate Professor Heather Fehring Deputy Head, Research and Innovation Tel. +61 3 9925 7840 Email: [email protected]

OR

Louise Prentice Program Administrative Officer Tel. +61 3 9925 7877 Email: [email protected]


The degree of Doctor of Philosophy is normally awarded for a thesis or project based on research that makes a substantial original contribution to an existing body of knowledge. Completion of a research course or equivalent experience in conducting research projects is a compulsory requirement of this program.

The PhD (Education) is nationally and internationally recognised. The award cultivates high-level skills in research processes, analysis and synthesis of knowledge related to specific investigative fields of education, and advanced communication skills.

Career outlook

A PhD from the School of Education is essential for employment in tertiary academic positions, research centres and institutes, and senior leadership and management positions in a variety of education environments.

Entrance requirements

A master by research or a master by coursework that includes a research program with a duration of at least one semester full-time (or part-time equivalent); or a bachelor degree with first-class honours or upper-second-class honours (or another award as deemed equivalent); and such qualifications or experience as RMIT considers appropriate.

It is necessary that you undertake a minimum of 12 credit points of Research Methods. It is recommended that you enrol in Research Design: Theory and Practice in Semester 1.

Application procedure

RMIT higher degree by research applications are through the School of Graduate Research. Please see page 21 for details.

Forms can be downloaded at www.rmit.edu.au/graduateresearch/forms .

Tuition fees

Full-fee (domestic)

2013 $17 280 per year full-time

Full-fee (international)—indicative


You can confirm fees for 2013 at www.rmit.edu.au/programs/fees .

Please refer to ‘Money matters’ on page 22 for further information.

What you will study

FULL-TIME STUDENTS ONLY CREDIT POINTS

Complete 12 credit points from the following suite of research methods

Research Design: Theory and Practice 12

Research Methods and Philosophy of Knowledge

12

Research Strategies—Design/Creative Arts 12

Research Strategies—Social Sciences 12

CORE COURSES

PhD Thesis A 48

PhD Thesis B 48

PART-TIME STUDENTS ONLY CREDIT POINTS




12



CORE COURSES

PhD Thesis A 24

PhD Thesis B 24

DOCTOR OF PHILOSOPHY (PhD)—EDUCATION

‘My research at RMIT is answering the question of what it is

like for international Saudi students being in a mixed-gender

environment and how such an experience may impact upon

their cultural identity.

‘While at RMIT I have been able to present my findings at

conferences and I am constantly seeking ways to enhance

interaction between researchers within the school.’

AHMED ALHAZMI (PICTURED)

DOCTOR OF PHILOSOPHY (PHD)—EDUCATION

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mailto:[email protected]



www.rmit.edu.au/graduateresearch/forms

www.rmit.edu.au/programs/fees

RMIT PROGRAM CODE MR018

CRICOS CODE 012978J


MODE AND DURATION Two years full-time or four years part-timeInternational students can only study full-time

Contact

Associate Professor Heather Fehring Deputy Head, Research and Innovation Tel. +61 3 9925 7840 Email: [email protected]

OR

Louise Prentice Program Administrative Officer Tel. +61 3 9925 7877 Email: [email protected]


The Master of Education by research is normally awarded for a thesis or project based on original research that contributes to knowledge in the area investigated. Some key characteristics of the thesis or by-project mode include industry partnership, collaboration, research linked to action, positive change for the organisation and individual, and action learning / action research approaches within a project framework. The degree promotes an explicit relationship between research, learning and change. As a result, the program is challenging for individuals as they grapple with the generation of new knowledge and how this knowledge informs action. The Master of Education is an essential requirement for further research in academic endeavours.

Career outlook

A Master of Education by research is an important component in research-orientated employment and for achieving a tertiary academic position. This degree also provides opportunities for employment in research centres and institutes, and senior leadership and management positions in a variety of education environments.


A three-year or four-year tertiary degree with at least a credit average in the final undergraduate year; or a qualification deemed equivalent by RMIT with at least a credit average in the final undergraduate year.

It is compulsory that you undertake a minimum of 12 credit points of Research Methods. It is recommended that you enrol in Research Design: Theory and Practice in Semester 1.


RMIT higher degree by research applications are through the School of Graduate Research. Please see page 21 for details.

Forms can be downloaded at www.rmit.edu.au/graduateresearch/forms .

Tuition fees

Full-fee (domestic)






What you will study

FULL-TIME STUDENTS ONLY CREDIT POINTS




12



CORE COURSES

Masters Degree Thesis A 48

Masters Degree Thesis B 48

PART-TIME STUDENTS ONLY CREDIT POINTS




12



CORE COURSES

Masters Degree Thesis A 24

Masters Degree Thesis B 24

MASTER OF EDUCATION (BY RESEARCH)

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www.rmit.edu.au/graduateresearch/forms


Get to the top of your class

Strengthen your skills within a flexible framework in areas of research, learning and development, careers, leadership and management in a variety of educational, training and community contexts.

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EDUCATION

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Graduate certificate




PATHWAYSMaster of Education by coursework

(including required research method studies)

Careers education and development

Page 13

Educational leadership and management

Page 14

Adult and vocational education and training

Page 12

Tertiary teaching and learning

Page 15

Graduate diploma

Graduate diploma

Graduate diploma

Research specialisation




Minor thesis A, B, C




RMIT’S POSTGRADUATE PROGRAMS IN EDUCATION PROVIDE YOU WITH MULTIPLE PATHWAYS AND OPPORTUNITIES TO RECOGNISE, DEVELOP AND EXTEND YOUR PROFESSIONAL KNOWLEDGE.

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RMIT PROGRAM CODE MC039

CRICOS CODE 060831G

LOCATION Melbourne City campus

MODE AND DURATION One-and-a-half years full-time or three years part-time.

Contact

Professor Dianne Siemon Program Director Tel. +61 3 9925 7916 Email: [email protected]

OR

Program Administrator Tel. +61 3 9925 2097

www.rmit.edu.au/teachereducation

Be a leader in education. The Master of Education by coursework program provides you with an opportunity to develop and extend your professional knowledge, skills, attitudes and values in a variety of educational, training and community contexts, all within a flexible framework. You can further develop your knowledge and understanding of learning and teaching and apply this through a range of educational and workplace settings using coursework and research methodologies.

The program allows you to engage in local and global issues and to work across sectors in education, government, business and the community. You can strengthen your skills in areas of research, learning and development, careers, leadership and management.

There are two options in the Master of Education:

» Option 1: Coursework

» Option 2: Minor thesis

Graduates are able to draw upon their qualification to enhance their careers within a broad range of organisations in early childhood, primary, secondary, vocational, workplace and tertiary teaching.

Delivery

Courses are delivered in various modes: face-to-face, online and blended, as well as clustered supervision for the minor thesis option. You have reasonable flexibility in choosing your preferred mode of study or mixing and matching.


Applicants must have an Australian undergraduate degree or its equivalent.


Apply directly to RMIT University.

Please refer to ‘How to apply’ on page 21 for further information.

Tuition fees

Commonwealth Supported Places (CSP)

Eligible students may be considered for CSPs. Please refer to ‘Money matters’ on page 22 for more details.

Full-fee (domestic)






MASTER OF EDUCATION (MEd) (BY COURSEWORK)

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What you will study

Option 1: Coursework

MASTER CREDIT POINTS

Complete 132 credit points from:

Assessment Reporting and Evaluation 24

Contemporary Issues in Education 24

Curriculum and Instructional Design 24

Flexibility in Teaching and Learning 24

Foundations of Narrative Counselling 12

Human Resource Development for Educators 24

Independent Study 24

Investigative and Problem-Based Learning 24

Leading and Managing Change 24

Coaching and Mentoring Process 12

Organisational Behaviours for Educators 24

Principles and Contexts of Learning 24

Professional Competencies for Career Development Practitioners (1)

12


12

Reflective Teaching and Learning 24

Strategic Management in Education 24

Vocational Assessment 12

Working with Diversity 24



Research Methods and Philosophy of Knowledge 12



Option 2: Minor thesis

If you are entering the master from any of the graduate certificates listed below and wish to undertake the minor thesis course, you must complete 24 credit points of approved research methods courses.

MASTER CREDIT POINTS

Minor Thesis A 24

Minor Thesis B 24

Minor Thesis C 24

Research Methods and Philosophy of Knowledge 12




Approaches to Research in Education 24













Coaching and Mentoring Process 12




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12





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RMIT PROGRAM CODE GD037

CRICOS CODE 019081E


MODE AND DURATION One year full-time or two years part-time

Exit points

GRADUATE CERTIFICATE

RMIT PROGRAM CODE GC017

MODE AND DURATION Six months full-time or one year part-time

Contact


OR


www.rmit.edu.au/workplaceeducation

Do you wish to improve your understanding of education and training in schools, TAFE, industry and/or adult and community education?

Offered in a blended mode, combining face-to-face and e-learning to meet the needs of busy adults, the graduate certificate and graduate diploma provide the perfect opportunity to extend your knowledge and practice. The core course principles and contexts of learning provide you with a strong conceptual framework to inform your practice, as well as a set of applied skills.

In addition to appealing to those with an undergraduate degree, the Graduate Certificate in Adult and Vocational Education and Training and Graduate Diploma in Adult and Vocational Education and Training are logical extensions to the Certificate IV in Training and Assessment, the Diploma of Training and Assessment or the Diploma in VET Practice. The program is particularly suited to those with an interest in becoming an advanced skills teacher, training developer or manager.

Career outlook

Graduates have found employment across the workplace, education and training sectors in a variety of roles as TAFE teachers, workplace trainers and assessors, training managers, developers of training packages, private consultants and community educators.

Pathways

These programs form an accepted pathway into the Master of Education if you achieve a distinction average. Graduates without a distinction average in the graduate certificate will be considered on an individual basis. Recognition of prior learning may be available. Please check with the program director.


Applicants must have an Australian undergraduate degree and a Certificate IV in Training and Assessment. Additional experience in the field is advantageous.




Tuition fees

Full-fee (domestic)






What you will study

GRADUATE CERTIFICATE CREDIT POINTS

SEMESTER 1

Contexts of Adult Learning 12

Principles of Adult Learning and Teaching 12

SEMESTER 2 Complete 24 credit points

Assessment and Reporting in Adult and Vocational Education

12

Cultural Diversity in Training 12

Flexible and E-Learning in Adult and Vocational Education

12

Supervised Teaching Practice 12

GRADUATE DIPLOMA CREDIT POINTS

SEMESTER 1

Contexts of Adult Learning 12

Facilitating Literacy and Numeracy Learning in the Workplace

12

Principles of Adult Learning and Teaching 12

Workplace Based Practicum 12

SEMESTER 2


12

Cultural Diversity in Training 12


12

Supervised Teaching Practice 12

Please note: courses listed may not be available each semester.

GRADUATE DIPLOMA IN ADULT AND VOCATIONAL EDUCATION AND TRAINING

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www.rmit.edu.au/workplaceeducation



LOCATION Online

MODE AND DURATION Two years part-timeThis program is not available to international students.

Exit points



MODE AND DURATION One year part-time

Contact

Michael Hastings Program Director Tel. +61 3 9925 7847 Email: [email protected]

OR

Joan Dias Program Administrator Tel. +61 3 9925 7412 Email: [email protected]

www.rmit.edu.au/careereducation

The Graduate Certificate in Careers Education and Development has been designed to develop your core knowledge and skills in the area of career development.

The Graduate Diploma in Careers Education and Development allows you to further develop and apply your understanding and skills in a diverse range of educational and professional settings. The graduate diploma also offers opportunities to incorporate a research focus in your learning, preparing you for further studies.

The programs are designed around industry standards and aim to develop the professional skills of human resource specialists, private practitioners, outplacement and career transition consultants, case managers, information officers, teachers and student counsellors.

Pathways

The Graduate Certificate in Careers Education and Development and Graduate Diploma in Careers Education and Development are accepted pathways into the Master of Education.

Delivery

This program is delivered entirely online. Online delivery gives you the flexibility to design your study plan to meet your needs. You are supported in your studies by a dedicated program leader who is responsible for coaching and mentoring you through the program. The online environment also provides you with the opportunity to meet and study with fellow students.


Applicants must have an Australian undergraduate degree or its equivalent. Applicants with significant work experience or professional practice may be considered.

A Graduate Certificate in Careers Development (or equivalent) is required for entry to the graduate diploma.




Tuition fees

Full-fee (domestic)

2013 Graduate Diploma: $10 560 (total program) Graduate Certificate: $4800 (total program)



What you will study

GRADUATE CERTIFICATE CREDIT POINTS



12


12


Additional courses to be completed for the:




Careers in Practice 24

Coaching and Mentoring Practices 12

Education and Training Issues 24




Professional Development and Training in Careers Practice

24



12


Research Strategies—Social Science 12


Working With Diversity 24

GRADUATE DIPLOMA IN CAREERS EDUCATION AND DEVELOPMENT

13



www.rmit.edu.au/careereducation


GRADUATE DIPLOMA IN EDUCATIONAL LEADERSHIP AND MANAGEMENT


CRICOS CODE 030991G


MODE AND DURATION One year full-time or two years part-time

Exit points




Contact


OR


www.rmit.edu.au/educationleadership

Strategically move your way though the courses to achieve your aims in educational leadership and management. The Graduate Diploma in Educational Leadership and Management provides you with the opportunity to recognise, develop and extend your professional knowledge and skills within a flexible framework that will equip you for senior positions of responsibility in a variety of educational, training and community contexts.

Using research and project skills, you can develop your understanding of complex issues surrounding leadership. Graduates will be employable as senior practitioners in a variety of educational, training and community settings that require high levels of knowledge and skills in areas such as change management, educational leadership, strategic management and human resource development.

Pathways

The Graduate Certificate in Educational Leadership and Management and Graduate Diploma in Education Educational Leadership and Management are accepted pathways into the Master of Education. However, if you wish to enter the Master and undertake the minor thesis course sequences, you must have completed at least 24 credit points of an approved research methods course before enrolling in the Master.


Applicants must have an Australian undergraduate degree or its equivalent.




Tuition fees

Full-fee (domestic)






What you will study


Complete 48 credit points






Additional courses to be completed for the:







Coaching and Mentoring Practices 12



Approaches to Research in Education* 24


Careers in Practice 24







12


12


Research Design: Theory and Practice* 12

Research Methods and Philosophy of Knowledge*

12

Research Strategies—Design/Creative Arts* 12

Research Strategies—Social Sciences* 12

Studies in Learning Technology 24


* You can choose no more than 24 credit points from the research methods courses.

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www.rmit.edu.au/educationleadership


GRADUATE CERTIFICATE IN TERTIARY TEACHING AND LEARNING


CRICOS CODE 063582G



Contact

Professor Annette Gough Program Director Tel. +61 3 9925 6580 Email: [email protected]

OR

Andrew Scarborough Program Administrator Tel. +61 3 9925 7871 Email: [email protected]


The Graduate Certificate in Tertiary Teaching and Learning (TTL) is designed to improve the learning and teaching practice of tertiary teachers and equip them to teach effectively in the higher education sector.

The program provides opportunities for you to explore issues in tertiary learning and teaching, course design, assessment and creative problem solving in the context of current and emerging professional practice. Building on professional practice and providing opportunities for you to shape the program around your needs and experiences of teaching in a tertiary environment, are key features of the Graduate Certificate (TTL). The design of the assessment tasks allows a degree of flexibility so that they can be best integrated into your work needs and interests.

Pathways

The Graduate Certificate (TTL) is an accepted pathway into the Master of Education. A further 96 credit points is required for completion of the Master of Education.


An Australian undergraduate degree or its equivalent. Applicants with significant work experience or professional practice may be considered.




Tuition fees

For eligible RMIT staff, this program is fully funded by the University. All other enrolments are on a full-fee basis.

Full-fee (domestic)

2013 $6720 total program


2013 $10 080 total program



What you will study

CORE COURSES CREDIT POINTS

Tertiary Learning and Teaching 12

Technological Implications for Tertiary Learning and Teaching

12

Internationalising the Curriculum 12

ELECTIVE COURSES CREDIT POINTS


Implementing Tertiary Learning and Teaching

12

Supervision of Higher Degrees by Research

12

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Note: Not all courses are available in each semester

Approaches to Research in Education

This online course provides an introduction to the major traditions and orientations informing contemporary educational research. The course materials focus on a wide range of research approaches, methods and techniques, together with a brief outline of their historical, political, epistemological and ideological underpinnings. A key purpose of the course is to help you to develop your skills as a critical reader (consumer) of research, as well as providing understandings and experiences that will enable you to make informed choices about appropriate research methodologies and techniques for your future research projects. At the completion of this course you will have framed a research question and developed a research proposal that draws on your understandings about the research approaches and techniques relevant to your proposed research focus. All materials and course discussions are online.


The course examines a broad range of assessment concepts in adult and vocational education. It provides participants with opportunities to plan, critique and improve assessment procedures and processes for a range of contexts.

Assessment Reporting and Evaluation

The course provides an opportunity to examine assessment, reporting and evaluation issues in educational and workplace settings. The meaningful application of these issues in a range of contexts is achieved through your ability to customise your learning to meet your individual needs or requirements of your professional situations.

Careers in Practice

This course looks at frameworks for career development and the application of careers education in schools, organisations and/or other settings. Applying initiatives such as competency-based approaches, the course focuses on the skills required to research, devise and implement career development programs.

Coaching and Mentoring Practices

This course looks at recent developments, current practices and ethical considerations in mentoring and coaching. Exploring recently developed coaching models, the course enables you to develop generic coaching skills and the ability to effectively integrate coaching and mentoring in the career development process.

Contemporary Issues in Education

This course examines a number of contemporary issues and debates in education that arise from considerations of the changing social contexts in which learning and teaching take place. The course explores characteristics of late (or post-) modernity, globalisation, changes in social order, the rise of reflexively ordered societies, and the advent of the risk society.

You will consider the implications of these theoretical understandings for analysing education practices in topical areas such as vocationalism, curriculum politics, post-compulsory education, youth at risk, and technology.

Contexts of Adult Learning

This course examines the major social, organisational, policy and cultural contexts that influence adult, vocational and community education and training. There is an emphasis on recent reviews and reforms of the VET system and the implications of changes on adult education and training practice.

You will investigate the similarities and differences in the contexts of adult education and training across Australian sectors and compare these with international VET approaches. Areas of investigation include: strategies to promote equity in access for all potential students, working in cross-cultural teams, and devising training for learners in international settings.

Cultural Diversity in Training

Globalisation has given rise to the challenges of work in cross-cultural and multi-lingual contexts and has created urgent demand for new forms of skill development among education and training professionals. The role of organisations in developing and supporting staff working in cross-cultural contexts forms a key topic within the program.

Emphasis is placed on examining key issues in cultural diversity as they apply to training settings, and the diverse factors affecting provision of culturally inclusive training delivery, assessment and materials development.

Curriculum and Instructional Design

This course is designed to meet the needs of participants from all sectors of education and training. These include primary, secondary, vocational and university educators. The course provides an opportunity to examine theories and issues of curriculum and instructional design for a range of media, including print and digital technologies. This diversity is achieved through the ability of participants to customise their assessment to meet their personal requirements.

Education and Training Issues

This course examines government policy and the impact on career development frameworks, education and training. Current issues in education and training are considered, including equity and access, education policies at a system level and initiatives in vocational education and training.

Facilitating Literacy and Numeracy in the Workplace

The course prepares you to understand and facilitate learning in the workplace with a special focus on literacy and numeracy as embedded in curriculum.


This course aims to develop your ability to determine and justify preferred modes of delivery for a range of scenarios in adult and vocational education and training. Considering both teaching and management perspectives, there is a focus on flexible, technology-based and blended approaches to teaching and learning. The course will consider issues of program design, development, implementation, maintenance and evaluation for a variety of situations.

Flexibility in Teaching and Learning

In contemporary times, governments have implemented a range of policies that have aimed at increasing the level of ‘flexibility’ in teaching and learning practices. Tags that have been used to characterise these changes include off-campus and distance education, workplace-based delivery/learning, flexible delivery/learning, online learning, e-learning and blended learning. Participants in this course will examine the idea of flexibility in teaching and learning across all sectors of education and training.

Foundations of Narrative Counselling

This course examines the essential knowledge and theory, resources and tools, relationships, and practice that underpin working professionally and ethically in a counselling role. You will develop knowledge of counselling processes and skills through the exploration and application of counselling theories and models, with an emphasis on the narrative counselling approach. Participation in an intensive practical workshop and work with a client will consolidate your learning and enable you to develop advanced communication skills, particularly from a narrative perspective.

Human Resource Development for Educators

This course will focus on the development of knowledge and related practices, which will enable you to foster the more effective contribution of people to an organisation.

You will be expected to demonstrate an understanding of current policy, and organisation patterns and management strategies to improve the level of participation and effectiveness of staff within an organisation.

COURSE DESCRIPTIONS

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Implementing Tertiary Learning and Teaching

You will use the insights developed during the Tertiary Learning and Teaching program to reflect on and review your practice in one of the courses you teach. Using an evidence based approach, you will plan, design and implement a curriculum innovation to respond to an identified issue.

Independent Study

This course is designed to allow you the flexibility to pursue an interest in your field of study that is not being offered as a ‘taught course’. The application of workplace research and commissioned research can be pursued through this course.

Internationalising the Curriculum

This course explores issues of the internationalising of learning and teaching practices through investigation of internationalisation of curriculum, globalisation, cultural sensitivity and inclusivity and strategies for internationalising the curriculum of your professional practice.

This course will give you opportunities to:

» learn about international and cultural perspectives of curriculum

» learn to distinguish internationalisation and globalisation

» learn how to internationalise your curriculum

» learn from experience

» learn through critically reflective practice and self-evaluation

Investigative and Problem-Based Learning

This course provides the opportunity for you to understand the research on problem-based learning. You will be able to critically analyse the problem-based learning approach and its benefits. During the course you will learn how to use problem-based learning situations and scenarios to apply a problem-based learning approach and to formulate solutions to a selected issue within an area of interest.

Leading and Managing Change

This course provides you with the opportunity to study the key concepts of change, continuity and transition within the context of the learning organisation. The study is based on the theoretical perspectives and assumptions underpinning the current developments in change management. Particular emphasis is placed on the capacity to analyse the often contradictory and complex environment as a basis for managing change.

Masters Degree Thesis—Master of Education

An MEd involves self-directed learning towards the production of a research investigation. You are expected to be involved in collegiate coaching with the senior supervisor, to attend seminars and workshops scheduled by the research office in the School of Education, and to attend and present at the biannual research student conferences.

Thesis A—In year one you will undertake the compulsory research methods course Research Design: Theory and Practice, complete the confirmation of candidature to be undertaken at the Research Student Conference in June or November, and commence a draft literature review. In year two you will commence the analysis of your data.

Thesis B—In year one you redraft your research methods chapter and collect your data. In year two you will finalise all chapters of your literature review, research methods chapter, analysis of data and the full final draft for examination. You will be required to undertake a second review of your thesis prior to submission for examination.

Minor Thesis A

First stage of a three-stage minor thesis (approximately 19 500 words or equivalent). You will determine your own objectives. The thesis is essentially self-initiated and student-directed with tutorial support and individual consultations. You are expected to design the research project and, if necessary, obtain research approval from the RMIT Human Research Ethics Committee.

Minor Thesis B

Second stage of a three-stage project. During this stage you will be gathering data and analysing results in preparation for the third and final semester of study.

Minor Thesis C

Third stage of a three-stage project. This stage will involve a presentation of a research project of approximately 19 500 words or equivalent. Following completion of stage three, the project will be submitted for examination and receive a graded pass.

Organisational Behaviours for Educators

This course examines organisations from a structural, cultural and social perspective and explores the impacts that individuals and groups have on workplaces, particularly organisations that have education and learning as a core function. The multidisciplinary foundations of the discipline of ‘organisational behaviour’, including theoretical models and personal experience, will be considered through reflective, participative adult learning.

PhD Thesis

A PhD involves self-directed learning towards the production of a substantial research investigation. You are expected to be involved in collegiate coaching with the senior supervisor, to attend seminars and workshops scheduled by the research office in the School of Education, and to attend and present at the biannual research student conferences. You must submit progress reports to the School of Education research office in June and November reflecting on your progress to date and raising any concerns or needs you have in relation to the PhD studies.

Thesis A—In year one you are expected to undertake your compulsory research methods course and confirmation of candidature to be undertaken at the Research Student Conference either in June or November. In year two you will redraft your research methods chapter. In year three you will analyse your data. In year four you will write up your revised literature review and methodology chapters.

Thesis B—In year one you will research and write your draft literature review. In year two you will collect data and commence analysis of the data. In year three you will finalise the analysis of data. In year four you will finalise the full draft and undertake the official PhD completion seminar before you submit for examination.

Principles and Contexts of Learning

The course provides an opportunity to examine the principles and contexts of teaching and learning in institutional and workplace settings. This diversity is achieved through the ability to customise your assessment to meet your personal requirements.

Principles of Adult Learning and Teaching

This course examines theories of learning and their relationship to adult learners. Emphasis is on the impact of change and the implications of such change for adult education and training programs. Students will examine key issues in the field and various approaches used to accommodate the individual within the adult learning environment.


This course is an introduction to the competencies required of a career development practitioner. It looks at the basic knowledge and theory, resources and tools, relationships, and practice that underpin working professionally, ethically and effectively in any career development context.


This course focuses on using and refining the competencies required of a career development practitioner. You will be asked to apply and reflect upon the career development knowledge and theory, resources and tools, relationships, and practice essential to working professionally, ethically and effectively in any career development context.

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Professional Development and Training in Careers Practice

This course provides you with the opportunity to undertake professional development in an area of your own choice. It offers:

» a student-centred approach, responsive to your needs in different work contexts;

» a maximum choice of learning experiences; and

» flexibility that reflects the breadth and complexity of careers practice.

Reflective Teaching and Learning

The course is designed to encourage you to critically examine and reflect upon yourself as a learner and on your practice as a teacher. You will learn about a range of educational constructs in order to better understand and further develop your own teaching and provide support for your research. The processes undertaken will provide you with evidence of best teaching practice, further professional associations, and gathering evidence to include in your professional portfolio. Methods, and the development of critical reflection in action and upon action, will be fostered.

Research Design: Theory and Practice

This course is an innovative modularisation of content. It will encompass areas such as:

» understanding and choosing a research paradigm

» developing a research methodology

» deciding on appropriate data gathering research methods/techniques/strategies

» understanding the trustworthiness process

» developing and writing a research proposal outlining the key features of a research investigation

» understanding and addressing the ethical implications of involving human beings in research investigations

» research methodologies and strategies.


This course introduces the concepts of research and knowledge from a broad philosophical perspective and moves towards details of literature review, research design, data collection methods, analysis and thesis writing. You will examine philosophical, theoretical, ethical and methodological concepts and processes associated with academic research activities within the disciplines related to the practice of property, construction and project management.

Research Strategies—Design/Creative Arts

This course provides you with training in the principal methods of practice-based research in the design and creative arts areas. Throughout the course, you will be presented with examples of high-quality research and a range of research paradigms and techniques. This training will contribute to the development of your own research proposal and project.

Research Strategies—Social Sciences

The course is designed to assist you to begin focused preparation for writing successful text-based theses in disciplines such as social science, education, planning, social work, communications, environmental studies and international development. It will also cater for you if you need to acquire advanced skills in analysing and commissioning research, but do not wish to undertake a thesis at this time.

Strategic Management in Education

This course focuses on issues that relate to the process of strategy formation, the implementation of strategy, and strategic change/transformation and processes in educational organisations.

Quantitative and qualitative tools and techniques in improvement of an educational organisation’s strategic management will be discussed.

Studies in Learning Technology

This course provides a solid foundation for implementing new technologies in instruction and learning by providing immersive (supported) experience and relevant theory.

Three main emphases of the course are:

1. Designing well resourced, relevant and engaging learning experiences using new technologies

2. Building and sustaining a learning community to support learning in the e-environment

3. Experiencing and understanding the role of interactivity in learning, both with the way learners interact with the technologies and how these technologies can be used to optimise learning interactions.

Supervised Teaching Practice

The Supervised Teaching Practice has been designed to meet the requirements of the Victorian TAFE Teaching Staff Multi-Business Agreement. The course provides an opportunity for you to reflect on and improve your teaching practice within an adult or vocational education or training setting.

Supervision of Higher Degrees by Research

This course provides prospective and novice supervisors with practical knowledge regarding HDR supervision that can be used to inform and enhance supervisory practice.

The course approach is practical, with a focus on what supervisors do and what you need to know in order to supervise well.

The course adopts an issues-based approach with a focus on how to promote a good HDR learning experience, as well as identify, anticipate and address problems. Assessment tasks provide you with an opportunity to critically evaluate what you are learning, investigate and document good practice and, if applicable, apply and test new ideas within your own supervisory practice.

Technological Implications for Tertiary Learning and Teaching

This course will focus on exploring educational technologies that are relevant to the teaching context at RMIT. In particular, you will work with the online learning and teaching tools of the RMIT online student-learning environment.

You will experience the use of some educational technologies and online learning environments, as well as design potential teaching and learning activities that you could use in your own practice. Throughout this course, emphasis will be placed on you designing and implementing teaching and learning activities that aim to engage students.

Tertiary Learning and Teaching

With emphasis on student centred learning principles, this course commences with an investigation into student learning and the factors that impact on the different approaches our diverse students bring to their learning in particular contexts. You will combine the insights you develop concerning the ways your students approach learning with an investigation of theories of learning and teaching to develop/refine your teaching philosophy.

Working with Diversity

This course aims to enhance your awareness of factors contributing to diversity in the global, local and educational contexts and to utilise that critical awareness to build strategies for maximising the possibility of productive diversity in your life and your own educational settings.

In particular, this course will provide teachers, trainers and educators with the opportunity to consider the learning and teaching implications that cater for the complex needs and characteristics of our increasingly diverse student population. The multidisciplinary foundations of intercultural studies and cross-cultural pedagogies, including theoretical models, professional practices and personal experiences are integrated through reflective learning and guided online discussions.

Workplace Based Practicum

The workplace based practicum aims to provide an opportunity for you to complete an applied project in a post-compulsory education or training setting.

Vocational Assessment

This course explores the basic knowledge, resources, relationships, and practice that underpin the delivery of vocational assessment in a professional, effective and ethical manner. During the course, you will be involved in actively developing a critical and practical knowledge of vocational assessment processes and skills through the use of various tests, inventories and career exploration processes.

COURSE DESCRIPTIONS

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Head of School Professor Annette Gough

BSc(Ed), MEd (Melbourne), PhD (Deakin)

Environmental education, science education, education for sustainable development, research methodologies, feminist and postcolonial research, curriculum development, curriculum history and education policy studies.

Professor Dianne Siemon

Working with the ‘Big Ideas’ in numbers, students’ number-related ideas and strategies, formative assessment, mathematical problem-solving and communication, pedagogy, curriculum development, teacher education, Indigenous education, educational change management.

Associate Professor Heather Fehring

Literacy assessment and reporting, literacy education, research design theory and practice, ethics and research practices, teaching and learning theory and practice, sustaining a teaching workforce for tomorrow.

Professor David Forrest

Music education, arts education, music industry, piano pedagogy, Russian and Soviet music education, teacher education.

Associate Professor Geoff Shacklock

Teachers’ work, applied learning, post-compulsory education, at-risk youth, popular culture and identities, education policy, narrative inquiry and life history.

Dr Aleksandra Acker

Young children and music, young children and cultural diversity, inter-cultural communication, researching with children.

Dr Margarita Breed

Multiplicative thinking, meeting needs of at-risk, middle-year students, literacy and numeracy and how these two areas can support each other.

John Bold

The History of State Education in Victoria 1950–2010.

Nicky Carr

Use of interactive web applications in student learning, beginning teacher use of information and communications technologies, use of online communities of practice to support teacher professional learning and the role of school leadership in facilitating integration of information and communications technologies.

Dr Barbara Chancellor

Children’s learning through play in the outdoor environment—early childhood and primary schools, the primary school playground, design and use of equipment and play spaces, teacher supervision styles, linking design with the natural world.

Dr Michael Crowhurst

Sexual diversity in schools, whole-school response to supporting students who are same-sex attracted, health promotion, identities and diversity.

Arda Culpan

Influences on teachers’ attitudes to integrating information communication technologies (ICT) in visual arts education.

Dr Phil Doecke

Understanding health and physical education teaching and learning, curriculum development and teacher education in the twenty-first century, capacity building and identifying needs in health and physical education across the nations of the South Pacific and other emerging regions, socio-cultural issues impacting physical activity and identifying and analysing issues within ‘sport and spirituality’.

Dr Jennifer Elsden-Clifton

Beginning teachers, visual arts education, health education, professional placement.

Sylvana Fenech

Leadership and job satisfaction in early childhood centres; quality programs; transition to school; and pre-service early childhood teacher education.

Debbi Futter-Puati

Health and physical education and health promotion through whole school approaches to wellness and resiliency. Sexuality education, Pacific education and looking at successful education experiences for students who present as ‘at-risk’ in schools.

Dr Andrew Gilbert

Connecting critical constructivist learning theories with innovative teaching practice, critical science education, social justice, and the interrogation of socio-cultural factors that create and sustain inequitable structures within schools and society.

Willem Goeman

Schools as learning organisations; teachers’ mental models—theories espoused, theories in action, school reform and educational leadership; change management and innovation; impact of Hermann Brain Dominance Inventory programs on personal and organisational efficacy.

Dr Emily Gray

Gender, sexuality and education; teacher identity and teacher’s work; media and popular culture and its use within educational settings; alternative educational spaces for sexuality education.

Dr Mary Hanrahan

A language and literacy perspective on science literacy; language and literacy across the curriculum; sociocultural perspectives in education; discourse analysis; participatory action research; motivation and engagement; access, equity and social justice issues in education; integrating ICTs in science education; community capacity building.

Michael Hastings

Early to adolescent career development and its relationship to academic success; management of study-to-career transition issues; enhancement of employee productivity and satisfaction; future of work and its implications for workers and their career development needs.

Dr Richard Johnson

Internationalising the curriculum; intercultural teaching; using blended learning: online and face-to-face pedagogy; intercultural pedagogy.

Dr Kathy Jordan

Teachers integrating ICT into practice and the decisions and choices teachers make to effectively do so; literacy.

Dr Josephine Lang

Learning, teaching, curriculum, teacher education, education for sustainability.

Dr Narelle Lemon

Image-based research; qualitative mixed methods; narrative inquiry; interdisciplinary skills in education; community of practice / learning communities; visual arts education; music education; digital camera, ICT and pedagogy; curriculum development and innovation; integrated inquiry; and adolescent coping.

STAFF RESEARCH INTERESTS

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Dr Lynette Longaretti

Resilience; mental health and wellbeing of young people; transition from primary to secondary school; middle years education; educational reform; inquiry learning; integrated curriculum planning; interdisciplinary skills in education; qualitative research methods; narrative inquiry, poetic transcriptions and representations.

Dr Maree Macmillan

Interdisciplinary research and intertextual interpretation across musicology, screen studies, literature, gender studies and education, and in student-directed musical learning, music, cultural studies and integrated arts.

Dr Berenice Nyland

Infant and toddler programs, infants and language, young children and music, early childhood services in China, politics of childcare.

Dr Judith Ocean

Constructivist mathematics education, student engagement, trust and damage in teacher–student relationships, and issues of care and justice.

Dr Rachel Patrick

Early-career teachers’ professional knowledge and identity formation; social justice, equity and difference in education; post-structural methodologies and writing as enquiry; and social, political and cultural issues in education.

Verity Pearson

Children’s thinking and developing a classroom culture of thinking; oral language; ongoing teacher reflexive practice.

Aneta Renieris

Critical literacy and social equity, critical literacy and curriculum development, pedagogy, power and education.

Dr Marg Sellers

Philosophy of curriculum, reconceptualising early childhood curriculum, poststructuralist research methodologies, Deleuzian philosophy.

Dr Cheryl Semple

Language and literacy development, curriculum development and implementation, teacher education and knowledge.

Andrew Skourdoumbis

Critical theory and education; classroom teacher effectiveness research; education policy; educational theory and philosophy; science and maths education; and the politics of education.

Peggy Tan

Teacher registration, credentialisation, status, turnover, quality improvement, change management and occupational closure.

Eloise Thomson

Early childhood education; transition to school; humanities in the early childhood and primary curriculum; human rights; Asia Education; and 21st Century Schools.

Dr Ly Tran

Cross-cultural pedagogies; culturally inclusive practices; curriculum development; international student experiences ranging from engagement in the Australian academic practices to social security issues.

Jo Virgona

Students with learning difficulties and learning disabilities, particularly in the areas of numeracy and literacy—how these are and can be addressed and how these impact on relationships needed in a classroom situation.

Dr Wendy Warren

Narrative, language and literacy; teacher education; Actor Network Theory; creative research methodologies; social education/humanities issues; e-learning.

Dr Leone Wheeler

Community–university engagement, community learning partnerships, learning networks models and practice, lifelong learning.

Naomi Wilks-Smith

Teaching of additional languages—Languages Other Than English (LOTE) and Teaching English to Speakers of Other Languages (TESOL), second language acquisition, cultural diversity in classrooms, language teaching methods, Japanese as a second language in Australian classrooms, communicative language teaching and learning, content-based teaching of languages, bilingual and immersion education.

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C Coursework degrees

Direct application

Apply online at www.rmit.edu.au/programs/apply/direct . Timely applications for coursework programs are due by:

» 10 November each year (for Semester 1 start) and

» 31 May each year (for midyear Semester 2 start).

Midyear applications open 1 May www.rmit.edu.au/midyear .

Applications will continue to be accepted until all places have been filled. You are encouraged to lodge your application early.

Supplementary information forms

Some postgraduate programs require applicants to complete a supplementary information form in addition to the direct application form.

www.rmit.edu.au/programs/apply/forms

R Research degrees


There are minimum entry requirements for master by research and doctoral degrees. Due to strong competition for places, preference may be given to applicants with more than the minimum requirements.

All applicants need to find a supervisor with similar research interests as themselves and discuss a research project proposal with them. Before you apply, it is recommended that you contact the Higher Degrees by Research Coordinator in the school to which you are applying. The research proposal must be included in your application.

Refer to contact details under each program or www.rmit.edu.au/graduateresearch/searchsupervisors .

Master

For entry to a master by research you will need to have qualified for a first degree with at least a credit average (RMIT equivalent score) in the final year, or you need evidence of other approved qualifications or experience which satisfies RMIT that you have developed knowledge of the field of study sufficient to undertake the proposed degree.Note: Some degrees may require evidence of other qualifications or experience. Refer to the contact listed under individual degree entries before applying.

PhD

For entry to a PhD you will need a degree of master by research; or a degree of master by coursework that includes a research component with a duration of at least one semester full-time (or part-time equivalent); or a bachelor degree with first class honours or upper second class honours (or another award as deemed equivalent); and such qualifications or experience as RMIT considers appropriate.Note: Some doctoral degree programs may require evidence of other qualifications or experience. Refer to the contact listed under individual program entries before applying.

Application process

Application for candidature involves three steps, as summarised below. For detailed information visit www.rmit.edu.au/programs/apply/research or contact the School of Graduate Research.

1. Find a program and confirm eligibility

The entry requirements for each program are listed in this publication. To discuss your eligibility, contact the RMIT staff member listed under individual program entries.

2. Seek academic advice

Once you have found a program you are interested in, you should discuss potential research topics, the availability of suitable supervisors, and an initial research proposal directly with your prospective supervisors and/or with the higher degree by research (HDR) coordinator in the relevant school. To find a supervisor visit www.rmit.edu.au/graduateresearch/searchsupervisors .

3. Complete and submit the application form and supporting documents

Visit www.rmit.edu.au/programs/apply/research for an application form and apply through the School of Graduate Research if you fit one of the following categories of applicants (known as Onshore Domestic Applicants):

» Australian citizens

» Australian permanent residents and New Zealand citizens

» offshore international applicants applying to study offshore (outside of Australia) and who do not fall into any of the above categories.

All other applicants are considered onshore international applicants and must apply through RMIT International. Please visit www.rmit.edu.au/international/apply for detailed information on how to apply.

Application timelines

You are encouraged to lodge your application early and consider the scholarships closing date if you also wish to apply for a scholarship. Applications for 2013 scholarships are open from 1 September until 31 October 2012.

Applications for 2013 Research Training Scheme (RTS) places are open from 1 September until 31 March 2013. Early offers will be made in December to applicants who apply by 31 October 2012. Applicants who submit their applications after 31 October will be advised of the outcome from early January until all places are taken up.

Applications for midyear 2013 RTS places are open 1 May until 31 August. Early offers will be made in June to applicants who apply by 31 May 2013. Applicants who submit their applications after 31 May will be advised of the outcome from early July until all places are taken up.

HOW TO APPLY

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www.rmit.edu.au/programs/apply/direct

www.rmit.edu.au/midyear

www.rmit.edu.au/programs/apply/forms

www.rmit.edu.au/graduateresearch/searchsupervisors

www.rmit.edu.au/programs/apply/research

www.rmit.edu.au/graduateresearch/searchsupervisors

www.rmit.edu.au/programs/apply/research

www.rmit.edu.au/international/apply

www.rmit.edu.au/international/apply

C Coursework degrees

What you pay will depend on whether you are offered a Commonwealth supported place (CSP) or a full-fee place. Financial assistance is available to eligible students regardless of the type of place you enrol in.

Commonwealth supported places (CSP)

A Commonwealth supported place is a place at university where the tuition fee is jointly paid by you and the Commonwealth Government. Your share of the fee, called the student contribution, is set by the government and is determined by the discipline area you are studying. This table shows a student’s annual fee for a full-time study load in 2012.

Student contribution band Maximum student contribution for a place in 2012

Band PM: national priorities—mathematics and statistics

$4520

Band PS: national priorities—science $4520

Band 1: humanities, behavioural science, social studies, clinical psychology, foreign languages, visual and performing arts, education, nursing

$5648

Band 2: computing, built environment, other health, allied health, engineering surveying, agriculture

$8050

Band 3: accounting, administration, economics, commerce, law, dentistry, medicine, veterinary sciences

$9425

If you undertake more or less than a full-time study load, or you study courses from a combination of the above categories, you will be charged the proportionate student contribution.

You can confirm fees for 2013 on the fees web page at www.rmit.edu.au/programs/fees from August 2012.

Full-fee places

If you are offered a full-fee place you are required to pay a tuition fee that covers the full tuition costs of your program. The tuition fees vary according to each program and are adjusted on an annual basis. Fees are listed under each program in this booklet or visit www.rmit.edu.au/programs/fees/highered/fullfees .

Only students who are Australian citizens, New Zealand citizens or hold an Australian Permanent Resident Visa are eligible for a domestic full-fee place. Students who do not meet these citizenship and residency requirements may be offered a place as an onshore international student.

Fees indicated relate to 2012 and should only be used as guide. RMIT reserves the right to adjust fees for full-fee places on an annual basis by an amount that will not exceed 7.5% each year (subject to rounding). For higher education fees, tuition fees are rounded up to the nearest $10 per credit point increment, and so the actual fee increase may exceed 7.5%.

R Research degrees

If you are an Australian citizen, Australian permanent resident or New Zealand citizen you may be eligible for a Research Training Scheme (RTS) place where your tuition costs are funded by the Commonwealth Government under the RTS and you have full exemption from tuition fees.

Acceptance in an RTS place is very competitive and places are granted on the condition that you meet annual progress requirements and complete within the allotted time for your program and your status as a part-time or full-time candidate.

www.rmit.edu.au/graduateresearch

Other fees

In addition to tuition fees, you may be charged a student services and amenities fee (SSAF) which is indexed annually. Eligible students will be able to defer payment of the fee through SA-HELP. For more information visit www.rmit.edu.au/programs/fees/ssaf .

You may also be required to purchase items related to your program, including field trips, specified textbooks and equipment. These material fees are not compulsory and students may choose to purchase these items independently. These expenses vary from program to program. Please contact the relevant school directly.


Financial assistance

Scholarships

Before you let financial constraints or living arrangements get in the way of your decision to study, find out about the range of discipline-specific and general RMIT scholarships available for postgraduate students. The eligibility criteria for many scholarships is equity based, designed to assist students from a range of backgrounds to achieve their study ambitions, and all Aboriginal and Torres Strait Islanders who apply for a Study Support Scholarship are automatically eligible. You can apply for more than one scholarship if you meet the eligibility criteria of each scholarship, and each application will be separately reviewed.

The RMIT scholarships web page lists scholarships available to RMIT students, including externally-funded scholarships that you may be able to apply for.

Receiving an RMIT scholarship does not prevent you from applying for others.

Scholarships Office Tel. 03 9925 2811 Email: [email protected] www.rmit.edu.au/scholarships

MONEY MATTERS

22


www.rmit.edu.au/programs/fees/highered/fullfees

www.rmit.edu.au/graduateresearch

www.rmit.edu.au/programs/fees/ssaf



www.rmit.edu.au/scholarships

HECS-HELP

HECS-HELP assists eligible students in a Commonwealth supported place to pay their student contribution. Eligible students can take out a HECS-HELP loan for all or part of their student contribution, or access the HECS-HELP discount if they choose to pay $500 or more of their student contribution up-front. You are eligible for HECS-HELP if you are enrolled in a Commonwealth supported place and are either an Australian citizen or Permanent Humanitarian Visa holder. To learn more about HECS-HELP visit www.studyassist.gov.au to obtain a copy of the Information for Commonwealth supported students booklet.

FEE-HELP

FEE-HELP is an optional loan scheme that assists eligible students to pay all or part of their tuition fees. Postgraduate coursework and research applicants who are Australian citizens or holders of a Permanent Humanitarian Visa are eligible to apply for a FEE-HELP loan. To learn more about FEE-HELP visit www.studyassist.gov.au to obtain a copy of the FEE-HELP Information booklet.

Income support

The Commonwealth Government has approved a number of RMIT University postgraduate programs for student income support payments. This means that full-time students undertaking these programs may claim Youth Allowance, Austudy or the Pensioner Education Supplement if they meet eligibility criteria. Students eligible for Youth Allowance and Austudy may also be eligible for rent assistance.

The approved programs are listed at www.rmit.edu.au/programs/fees/highered/masters .

To check your eligibility for student income support or rent assistance, contact Centrelink directly on 13 24 90. Payments can be made only from the date that an application is lodged with Centrelink.

Income tax deductions

Students may be eligible to apply for income tax deductions relating to the education expenses that are linked to their employment. Check with an accredited taxation professional as to your eligibility for possible deductions. The Australian Taxation Office (ATO) website at www.ato.gov.au provides guidance on the taxation treatment of your fees.‚

Location

School of Education RMIT University Building 220, Level 4 Plenty Road Bundoora VIC 3083

Mail address

School of Education RMIT University PO Box 71 Bundoora VIC 3083

Tel. +61 3 9925 7480 Fax: +61 3 9925 7586 Email: [email protected]

Head of School

Professor Annette Gough Tel. +61 3 9925 6580 Email: [email protected]

Personal assistant

Michelle Parente Tel. +61 3 9925 7914 Email: [email protected]

www.rmit.edu.au/education

CONTACTS

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www.studyassist.gov.au

www.studyassist.gov.au

www.rmit.edu.au/programs/fees/highered/masters

www.ato.gov.au

This guide is designed for domestic students

RMIT UniversityInfo Corner330 Swanston Street (cnr La Trobe Street)Melbourne VIC 3000Tel. +61 3 9925 2260Email: [email protected]

Every effort has been made to ensure the information contained in this publication is accurate and current at the date of printing. For the most up-to-date information, please refer to the RMIT University website before lodging your application.

12556 0812

http://www.rmit.edu.au/infocorner/enquiry


www.rmit.edu.au

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