| AQF Level |
Level 8 Graduate Certificate |
| CRICOS Code |
083756B |
| Overview and Aims of the Program |
The Policing, Intelligence and Counter Terrorism course is designed to equip students with the ability to respond to major security, policing and defence issues both locally and internationally. Students will gain knowledge and understanding in contemporary policing, intelligence, counter-terrorism and security studies. |
| 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:
1. identify contemporary and emerging security challenges to the professional practice of Policing, Intelligence and Counter-Terrorism (K)
2. apply critical thinking skills in conceptualising risk and threat assessment (T)
3. explore a range of research principles and methodologies that are utilised to underpin independent research, with focused application through specialisation in a designated field of Policing, Intelligence and Counter Terrorism studies (K)
4. analyse a significant and contemporary body of literature related to key concepts that underpin the broader field of security studies, aligned with greater focus through specialisation (T)
5. identify key theoretical and thematic concepts which are relevant to field of specialisation (T)
6. communicate acquired knowledge and skills effectively to a range of audiences, including but not limited to, industry professionals, graduates and non-specialists with subject matter interests. (c)
7. present informed, considered and logical judgements supporting and contradicting the arguments of others, in a professional manner, and within a relevant contextual framework applicable to graduate employment opportunities (J)
8. critically evaluate academic scholarship and literature pertinent to professional practice parallel to the production of documentation relevant to graduate employment opportunities in a variety of related fields (J)
9. model research skills, specifically the ability to select and integrate knowledge from a diverse range of relevant sources; critically evaluate significance and relevance; and synthesise findings in a coherent, rational and sustained academic argument (P)
10. synthesise theoretical, thematic and practical positions in relation to security in a broader academic sphere; and with opportunity for specialisation (PICT) for detailed demonstration to specific thematic spheres; which evidence sustained engagement throughout the duration of the degree and permit graduates to present positions on contemporary security scholarship and practice necessary for employment in directly related fields (P)
11. apply ethical principles that manifest a global outlook built on interdisciplinary and international engagement (E). |
| Learning and Teaching Methods |
Through online and on-campus lectures and seminars, student engagement in discussion and the collaborative consideration of core principles are designed to be engaging, lively and to challenge pre-conceptions of students. Designed to incorporate students of diverse academic, professional and socio-cultural backgrounds, the department utilizes a range of learning methods ranging from the self-directed and self-reflective acquisition of knowledge through research and intellectual inquiry, to practice-based peer-to-peer group-work and discussion (either online or in-class) which results in the production of collaborative assessment outputs.
The Department caters to a variety of learning styles and students will have the opportunity to learn through individual and collaborative study, peer discussion, debate, research, reflective practice, and self-directed methods.
Common strategies include:
• Drawing upon contemporary case studies and events to encourage students to identify individual knowledge of key issues and themes, whilst connecting these to the theoretical and methodological principles relevant to the discipline.
• Employing a variety of teaching and assessment formats that engage diverse learning styles and encourage student participation, discussion, and collaboration.
• Developing and presenting learning materials in written, oral and digital formats to support key concepts and knowledge.
• Facilitating inquiry and research-based assignments where students practice skills and apply knowledge to practical problems and contexts.
• Drawing upon the experience and expertise of Department staff and visiting scholars.
• Offering frequent assessments and feedback that identify student strengths and weaknesses and offer suggestions for improvement and further learning opportunities.
• Encourage students to become self-reflective learners through provision of feedback and the setting of individual and collaborative journaling and peer-review tasks.
The Department will enact these strategies through the following teaching methods:
• Lectures: staff and invited guest lecturers deliver information and other unit material, provide demonstrations, and offer invaluable information that is used to further individual and group study. Lecturers are frequently interactive, integrate multimedia and allow students to ask questions and offer their own examples.
• Seminars: seminars allow for more interactive discussion of topics, material, student research and projects, and assigned readings. They provide an opportunity to discuss or debate a topic usually following an introduction by the tutor or by one or more students. In addition to their units, students have the opportunity to attend Department seminars and events. During research seminars, students will be exposed to innovative new research and ideas. Professionalization seminars are held to assist with career preparation, postgraduate study opportunities, networking, and familiarizing students with employment strategies and opportunities.
• Independent Learning: students will have the opportunity to engage in a variety self-directed study and research projects. Students will also have the opportunity to participate in University programs that facilitate practical learning opportunities and study abroad.
• Group Learning: students will work within small teams or study groups on selected assignments and class projects. Group work enables students to develop valuable team working skills, peer networks, and experience working with individuals holding diverse perspectives. Students also have the opportunity to engage in peer review and reflective exercises.
• Online Media: students will have access to a variety of on-line resources to facilitate and enrich their learning process. For example, study and tutorial aids, case studies, videos, discussion forums, and supplementary on-line readings and other materials are used. |
| Assessment |
Assessment for and assessment of learning is designed to cater for diverse learning styles and allow for the inclusion of students of diverse language backgrounds. Students are encouraged to undertake reflective practice throughout all units, as this will be culminated in the Capstone units. A vast array of skills and techniques are used in assessing Learning Outcomes.
• Written assessments within traditional academic format ranging from short essays to longer, self-directed research papers.
• Written assessments pertinent to simulation of relevant industry documents.
• Short quizzes and issue briefs.
• Engagement in discussions, both in seminar format and through the online forums.
• Oral presentations in professional contexts.
• Literature reviews and Annotated Bibliographies.
• Individual learning portfolios.
• Application of theoretical knowledge to modelling of real world scenarios through written reports or strategic responses. |
| 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 |
The graduates gain an understanding of local and regional security issues and competing ideological interests that impact on communities and countries. They develop skills to conduct analysis and assessments at an operational level and policy development at a strategic level.
They find employment with state and federal police services, defence forces, intelligence agencies, border protection and public sector agencies involved in the national security field. There are also opportunities in the private security industry and the cyber security sector. |
| 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. |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
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