| AQF Level |
Level 7 Bachelor Degree |
| CRICOS Code |
083740K |
| Overview and Aims of the Program |
The Bachelor of Archaeology is an undergraduate degree that aims to provide students with comprehensive and thorough perspectives on human past through the study of the material remains pertaining to ancient societies. It can be completed in three years, either in a full-time study mode or part-time equivalent.
This multidisciplinary degree crosses the traditional arts/science divide by integrating core archaeology and ancient history subjects with a broad selection of science subjects, offered through a number of Minors/Majors. The curriculum also embraces archaeology's ancillary disciplines such as ancient languages, papyrology, epigraphy and numismatics. This structure, which is flexible enough to accommodate backgrounds in the arts, the sciences, or a blend of both, assists the students in shaping a degree tailored to their personal interests. Students are encouraged to explore and undertake research across disciplinary boundaries, and consider the ways in which archaeological practices can influence other disciplines or draw on them, thus affording them the necessary knowledge and skills required for subsequent learning and research at the postgraduate level.
Learning is enhanced by practical experience provided through a number of field and laboratory activities that complement the theoretical training, including the resources made available through the Macquarie Museum of Ancient Cultures.
The degree involves mandatory participation in domestic and international archaeological excavations and surveys under the direction of Macquarie scholars or those sponsored by other institutions.
The program has embedded employability within the design of the curriculum and therefore promotes participation in local or international internships established to provide real-world experiences and to enhance employment prospects.
The degree reflects the breadth and diversity of subject areas available at the Department of Ancient History, spanning across pre and proto-historic cultures of the Mediterranean (with an emphasis on Egypt and Middle-East) through Greek, Roman, Coptic and Byzantine worlds, and further along the Silk Road to China. This program aims to extend the current chronological and geographical parameters of the ancient cultures studied at Macquarie University to include other areas, Australia and the Australasian region in particular. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
KNOWLEDGE
1. explain the archaeological discipline and the development of the major theories and trends that have shaped it (K, A)
2. identify and evaluate the various sources of evidence used by archaeologists, and their degree of reliability both in the field and in artefact-based studies (K, P)
3. explain the principles and processes by which archaeological primary data are attained, analysed and interpreted (K, A)
4. analyse the ethical, cultural and legal frameworks for archaeological research and professional practice (E, S)
5. recognise the frail and non-renewable nature of the archaeological record and the need for its conservation (S)
SKILLS
6. apply suitable theoretical and scientific concepts and methods to archaeological questions and problems (K, A, I)
7. perform primary archaeological laboratory techniques (such as documentation, measurement, analysis and interpretation of archaeological remains) and fieldwork techniques (such as surveying, mapping, recording, excavation and sampling) (K)
8. participate in the decision-making process and achievement of agreed and shared goals as a team member (S)
APPLICATION OF KNOWLEDGE AND SKILL
9. examine and critically evaluate an array of archaeological data and the methodologies for quantifying, analysing and interpreting them (K, A, P)
10. competently and comparatively illustrate the archaeologies of a number of geographical regions and chronological phases (K)
11. independently design, execute and document a coherent research project (P, J)
12. communicate clearly and effectively to different audiences using written, oral and visual presentations (C)
13. employ appropriate cross-cultural protocols and language, and adapt to diverse and unfamiliar circumstances (E, J, S). |
| Learning and Teaching Methods |
The program is based on a variety of traditional and innovative assessments to assess both academic and vocational skills. Lectures, tutorials, and a range of assignments are designed to be lively, participative, interactive, and encourage students to challenge their assumptions, beliefs, and ideas. Students enrolled in the Bachelor of Archaeology achieve the learning outcomes through:
• written assignments (essays, object studies, take-home exams) designed to develop and integrate knowledge and skills (such as critical analysis, content knowledge, research rigour, communication skills and scholarly conventions) and support their application;
• independent and in-class practice (study, discussion, debate, research, practical application, and self-directed method) to reinforce knowledge and skills;
• online quizzes, which assess foundational content knowledge and develop familiarity with discipline-specific terms and conventions.3. Collaboration in group activities on selected projects (including mini-conferences at advanced levels focused on research-based assessment). This enables students to develop skills working in a team, to draw upon peer networks and to experience a diversity of opinions and perspectives;
• critical engagement with archaeological primary/secondary evidence and material culture;
• collaborative online activities and discussion forums which allow distance students to gain work-relevant team participation experience while also allowing individual contributions to be monitored and assesses independently of group outcomes;
• inquiry within the research component of assessment tasks (especially at advanced levels). One distinctive feature of the archaeological program is the prominence of research-based assessment from foundation units to advanced levels.
Across the program we employ blended learning to support these processes. The production of assessments, collaborative work, and discussion of historical features and themes pertaining to the study of the archaeology of Ancient World are coordinated using iLearn sites in combination with classroom teaching, and where appropriate, practical work (handling of artefacts and/or archaeological fieldwork). |
| Assessment |
The Bachelor of Archaeology utilises a range of assessment tasks, including, but not limited to:
• tests on historical information, archaeological data and language acquisition assess foundational knowledge and skills
• written essays which are used to assess: critical and analytical thinking; discipline specific knowledge; research and communication skills; academic rigour and conventions; creative application of archaeological skills and analysis of ancient cultures
• exams which are used to assess critical and analytical thinking; discipline specific knowledge; written communication skills
• online quizzes which are used to assess discipline specific knowledge
• oral presentations which are used to assess discipline specific knowledge; research and communication skills
• tutorial participation (incorporating directed discussion of questions set for each tutorial session or online forum) which is used to assess group-based learning, verbal communication skills and critical thinking. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
CAREER OPPORTUNITIES
The breadth and diversity of our proposed program means that Macquarie graduates will be able to find employment in a wide range of institutions, divisions and services. The main areas of employability of our students, which are directly related to their field of study, can be identified as the following:
• in private industries (cultural heritage management sector): professions such as heritage specialists (heritage consultant or field technician) within Australian archaeology's professional practises or as self-employed consultants account for over 50% of positions in the Australian archaeological community, according to a recent survey (Ulm et al. 2013b). The profession has seen a growing expansion in the past 20 years with the resource extraction boom and the introduction of the Native Title Legislation and Environmental Impact Assessment (EIA) (Lydon 2002; Ulm et al. 2005).
Opportunities as heritage specialist are available also within multinational corporations working in mining, planning, construction and energy;
• in local, state and federal government agencies and departments: a large number of positions as heritage officers and managers are available in government departments in charge of administering the legislation and work in order to manage cultural heritage. Occupation in the government sector accounts for 16% of the employment opportunities available to individuals working in archaeology (Ulm et al. 2013b);
• private and public Museum sector: archaeological skills are highly sought after for employment in historical and archaeological research and curation of the artistic and archaeological record within Museums and Art Galleries;
• within universities: a pathway into academic positions (through HDR and postdoctoral fellowships) in the next decade is made possible as a number of vacancies in the field will occur due to the retirement of academics employed in the expansion of Australian universities in the 70s. Academics also have the opportunity to occasionally undertake consultancy work and there are increasing occasions for collaboration with industry through research partnerships;
• international organisations: sound archaeological expertise is highly needed in organisations such as UNESCO, ICOMOS, ICCROM, IIC, etc., which work toward development and application of archaeological, cultural and heritage codes or promoting the knowledge, methods and working standards needed to protect and preserve archaeological, historic and artistic heritage.
Beyond career opportunities in the cultural heritage field, this degree, with a strong background in humanities, art and ancient history, will enable our graduates to pursue a career in education, tourism, media and in the library sector.
Through the variety of majors included in this Degree, Macquarie graduates will also be able to achieve professional careers in fields such as environment consultancy, geology and geo-archaeology, geography, spatial information, chemistry, biology, anthropology, statistics and computing, according to the minor they will undertake.
More broadly, this degree provides very valuable qualifications sought after in a wide range of careers. Our graduates will display a high level of employability because their degrees provide clear evidence of ability to work both in a team and independently, accomplish projects entailing research design and implementation, communicate effectively orally, visually and in writing to diverse audiences, and a capacity to analyse results and write reports.
SKILL DEVELOPMENT AND TRAINING
This degree will equip Macquarie graduates with sound theoretical knowledge and understanding of the archaeological field and its development, together with the intellectual curiosity to continue learning. Macquarie students will acquire archaeology-specific skills, which are represented by the conceptual understanding and practical expertise necessary for graduates to practise as a professional archaeologist or cultural heritage manager. In addition, the degree will endow the graduates with transferable knowledge and skills from the blend of humanities and science training that will make them employable in other capacities.
There is the opportunity within the program to undertake internships and to experience practical on-the-job learning through the PACE scheme. Formal work placement as interns in relevant institutions, agencies, centres, businesses or community organisations will strongly enhance employment prospects of Macquarie graduates and create profitable work links and contacts.
Thus, not only will Macquarie graduates gain empirical knowledge through this degree, but the relationships established with employers, associations, networks and relevant professional bodies will maximise the student’s opportunities to enter the archaeological workplace.
REFERENCES
• Lydon, J. (2002), “Archaeology in the Workplace: Teaching About the Past in a Changing World,” in S. Ulm, C. Westcott, J. Reid, A. Ross, I. Lilley, J. Prangnell & L. Kirkwood (eds.), Barriers, Borders, Boundaries: proceedings of the 2001 Australian Archaeological Association Annual Conference, Brisbane: Anthropology Museum, University of Queensland, Tempus 7, pp. 129-35.
• Ulm, S., Mate, G., Dalley, C., and Nichols, S. (2013a), “A working profile: the changing face of professional archaeology in Australia,” Australian Archaeology 76, pp. 34-43.
• Ulm, S., Nichols, S., and Dalley, C. (2013b), “Australian archaeology in profile: a survey of working archaeologists,” in J. H. Jameson and J. Eogan (eds.), Training and Practice for Modern Day Archaeologists, One World Archaeology, 1. Springer, New York, pp. 31-51.
• Ulm, S., Nichols, S. and Dalley, C. (2005), “Mapping the shape of contemporary Australian archaeology: Implications for teaching and learning,” Australian Archaeology 61, pp. 11-23. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| External Benchmarks |
• Beck, W., J. Balme, J. Campbell, C. Clarke, S. Colley, I. Davidson, A. Fairbairn, S. Nichols and S. Ulm 2007, By Degrees: Benchmarking Archaeology Degrees in Australian Universities. Armidale: Teaching and Learning Centre, University of New England [PDF] |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification. |
