| Overview and Aims of the Program |
This specialisation teaches the theory and practice of environmental management at a postgraduate level. It develops skills in integration and synthesis, drawing on disciplinary and non-disciplinary insights (e.g. from environmental science and environmental law, and into stakeholders’ interests). It develops specific skills in a number of kinds of environmental management, including wildlife management, heritage management, water management, coastal management, and corporate environmental management (for the specialization, students select two areas of interest). The focus of the program is on crafting better outcomes for communities and places (i.e. for socio-ecological systems). |
| 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 AND UNDERSTANDING
1. explain the perspectives and value of diverse disciplines to environmental management, including environmental science and environmental law (K, T, P, C)
2. describe and explain the diversity of interests and values that underlie environmental management, and knowledge of how to identify them (K, C, E, J)
3. employ insights from technical, political and managerial perspectives to guide environmental management practice (K, T, P, J)
4. critically assess a range of research methods capable of leading to original insights into environmental management issues (T, P, J).
SKILLS AND CAPABILITIES
5. synthesise insights from diverse perspectives (including social and environmental sciences, and stakeholder experience) to make environmental management decisions (T, P, C, E, J)
6. demonstrate a mastery of diverse environmental management tools to improve environmental outcomes in socio-ecological systems (K, P, E)
7. develop innovative responses to environmental management problems and opportunities based on advanced knowledge of the discipline (T, P, E, J)
8. communicate analyses of environmental management issues in presentations and reports, to a variety of audiences, in an appropriate professional style (C, E). |
| Learning and Teaching Methods |
You will be encouraged throughout this program to develop the relevant subject skills, methods, knowledge and understanding through a variety of independent and collaborative activities. The program is structured so that you engage in a set of required units while also being able to choose from a pool of related units designed to increase your overall understanding and to allow you to further specialise in particular areas. Within this structure you will be exposed to diverse teaching and learning approaches that are designed to be student-centred and flexible.
The teaching and learning approaches are designed to encourage creative and critical thinking about environmental issues as well as a range of practical skills oriented towards professional development. Teaching and learning strategies include weekly workshops that typically involve a lecture accompanied by in-class activities involving peer-to-peer learning; block-mode teaching where teaching is condensed into extended blocks involving guest lectures and practical activities spread over two or three days; and field trips to research sites to collect and analyse data. In each case staff work closely with students to ensure the best learning outcomes. The program mixes the knowledge and skills of academic staff with practising professionals who play a prominent role in many of the teaching and learning activities.
Within the program there is an emphasis on student centred learning through peer-to-peer interaction and discussion, drawing on the diverse skills and backgrounds of people within the class. Students are expected to research subjects outside class time and present that research via a variety of formats in class. Many units are aimed at developing professional teamwork skills and require students to work in small teams to generate and present ideas and research. There are also opportunities to apply skills and knowledge to practical ‘real world’ problems by producing research reports for public, private and community sector organisations.
The program includes a week long field trip experience in Jervis Bay where teams of students work together to research socio-ecological issues facing the region. This provides an opportunity to apply critical thinking and research skills, work in teams, collect and analyse data, communicate findings to academic and non-academic stakeholders and write-up in-depth individual reports. The combination of learning and teaching strategies provides the ideal foundation for a career addressing environmental challenges.
The program concludes with a capstone class in which students work in small teams as a consultancy group, working with an actual client, to deliver project outputs to meet the client's needs. The clients include corporations, local government authorities and NGOs. These projects provide students with the opportunity to develop professional skills in client liaison, team work, problem scoping, project management, and development of products or services to professional standards. Students draw on the expertise they have developed over their program, applying it to their client’s needs. |
| Assessment |
You will be exposed to a wide range of assessment tasks through this program. The majority of these are individual pieces of work oriented at developing the critical thinking, practical and communication skills required for a career in environment. The most common assessments involve writing essays and reports on contemporary environmental topics; writing reviews and evaluations of current policies and approaches; and making presentations and participating in discussions with your peers. Other individual assessment tasks may include quizzes, exams, proposals, research projects, academic papers and critical reflections. You will also be required to work in groups on group assessment tasks that will reflect your knowledge, as well as teamwork and communication skills.
Clear standards and criteria for coursework are included in each unit guide. Marking rubrics provided for specific assessment tasks help you tailor your work to what is expected. Feedback on submitted assignments takes a range of forms but will generally involve written notes regarding the strengths and weaknesses of your work as well as either quantitative or qualitative assessment in accordance with the marking rubrics. Teaching staff can also provide feedback in-class or through personal appointments for further feedback and guidance. Constructive peer feedback may be sought for some assessment tasks, particularly those that require presentations. When conducting research for a public, private or community sector organisation as part of your training, feedback will also be sought from these entities.
One of the major assessment tasks for the program is based on a week-long field trip to Jervis Bay. Students work in groups to research particular socio-ecological issues before presenting their ideas for formative feedback from staff, other students, and local non-academic stakeholders at the end of the fieldtrip. They then write up individual in-depth reports based on the collated data to demonstrate their critical thinking, practical and professional communication skills. |
| 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 |
Environmental Management graduates work for consultancies, government, corporations and NGOs. Their responsibilities span project management, organisational management, ecosystem management, and social change. Environmental management is an expanding area of employment, as the environmental impacts of human activities are being integrated more deeply into normal practice. It is still a relatively politicised area of work, so there are fluctuations in demand, depending on local politics. The environmental management specialisation teaches students to triangulate on environmental issues from technical, political and managerial perspectives, to equip them to act astutely in professional settings. Students undertake an environmental consultancy in a small team, for a professional client (usually corporate or government), so they leave the program with a significant experience of actual professional practice. Staff in the program have substantial professional experience, and program design and teaching are supported by their professional networks (including contributions from diverse guest speakers in industry and government). |
| 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. |
