Diploma of Information Technology
MUIC18INTEV1
| Minimum number of credit points | 24 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Diploma of Information Technology articulates into:
Bachelor of Information Technology
Bachelor of Digital Business
Bachelor of Information Technology - Games Design and Development
Bachelor of Engineering (Honours) Software Engineering stream
Bachelor of Science
Bachelor of Arts
Bachelor of Economics
Bachelor of Arts with the degree of Bachelor of Science
Students should complete WSTA150 and WMEC111 and WDMT137 and WCOM125 if they intend to progress into
Bachelor of Information Technology (major in Software Technology)
Bachelor of Information Technology (major Web Design and Development)
Bachelor of Information Technology (major Data Science)
Bachelor of Science (major in Software Technology)
Students should complete WMAT135 and WMEC111 and WDMT137 and WCOM125 if they intend to progress into
Bachelor of Information Technology - Games Design and Development
Bachelor of Engineering (Honours) Software Engineering stream
Bachelor of Engineering (Honours) Software Engineering stream with the degree of Bachelor of Arts
Bachelor of Engineering (Honours) Software Engineering stream with the degree of Bachelor of Science
Students should complete WSTA150 and WMEC111 and WACC100 and WISY104 if they intend to progress into
Bachelor of Information Technology (major in Information Systems and Business Analysis)
Bachelor of Science (major in Information Systems and Business Analysis)
Students should complete WCOM125 and WMKT101 and WMGM102 or WSTA150 and one elective if they intend to progress into
Bachelor of Digital Business
Students should complete WDMT137 and WCOM125 and WSTA150 or WMGM102 and one elective if they intend to progress into
Bachelor of Information Technology (major in Cyber Security)
| AQF Level | Level 5 Diploma |
| CRICOS Code | 095021J |
| Overview and Aims of the Program | The program provides an introduction to general Information technology studies. The program is equivalent to the first year of an undergraduate Information Technology degree and will facilitate articulation into the second year of an undergraduate program offered by the Faculty of Science. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. Demonstrate theoretical and practical knowledge in key Information Technology areas such as: as programming, computer science, business systems, systems design and accounting. 2. Identify, analyse, interpret and apply Information Technology concepts, as well as to identify relevant data and information that enable them to solve a diverse range of Information Technology problems. 3. Use specialised technical skills and tools to analyse data, produce reports and projects and be able to express and explain these by developing communication skills through team work and classroom presentations. 4. Working independently or collaboratively, and manage your time effectively. |
| Learning and Teaching Methods | Students will participate in a range of traditional and innovative learning activities designed to develop the knowledge, understanding, skills and techniques required for successful participation in employment or further study. Learning activities are varied and include both formal and informal experiences. All units in the program are supported by an online environment that provides access to resources such as class notes and recordings, readings, quizzes, discussion forums and assessment materials, and that facilitates communication between teaching staff and students. Learning styles used may include: o Case studies, which provide students with an opportunity to apply their knowledge to real or simulated scenarios in individual or group situations. o Simulations, modelled on real-life situations and providing learning experiences that promote integration of knowledge, skills and critical thinking. o Project work, which may be independent or involve group learning. Projects assist students in developing more in-depth knowledge and skills in conducting research, communication, and in planning, organisation and time management. o Readings taken from textbooks, journals, websites and other sources provide material to further develop concepts and knowledge referred to in individual units in the program. o Reflective activities, such as journals, assist students in integrating the course content and in developing the ability to transfer knowledge and skills from the learning environment into the workplace. o Self-study activities, such as questions with worked examples, (non assessed) online quizzes, and textbook questions and answers. o Online discussion forums, in which students may be required to submit responses to a given question, and/or to participate in a set discussion topic. Learning may be facilitated through the following teaching methods: • Group presentations and seminars designed to communicate and provide insight into key concepts and understanding of the subject matter pertaining to a unit of study. • Tutorial-style activities facilitate interactive learning and problem solving within a small group of students. These activities will provide students with opportunities to contribute to discussions ask questions, seek clarification, resolve problems, enhance their communication skills, and develop their ability to work in a collaborative manner with their peers. • Demonstration sessions Practical activities in computer and physics laboratories: The environment in which our graduates will work is one requiring high level quantitative skills. These quantitative skills are developed in a well-equipped computer and physics labworkshop sessions. These sessions allow students to acquire and practice quantitative skills that are highly valued in the workplace. |
| Assessment | Assessment tasks are designed to develop understanding and assess achievement of the program learning outcomes and will require students to integrate and exhibit skills and knowledge acquired. For each unit of study, students will complete between 3 and 4 assessment tasks. Assessment tasks may include the following: • Written assessments in traditional academic format ranging from short essays to longer, self-directed research papers, literature reviews and annotated bibliographies. • Case studies or reports, written documents outlining the results of a detailed analysis of a situation using empirical data and research. Case studies are used to assess critical thinking, analytical and research skill. • Assignments, in a variety of formats such as the production of an Excel spreadsheet, the analysis of a mathematical problem or data set, or a brief written response to a topic question. • Online quizzes designed to assess knowledge, skills or capabilities, and typically consisting of a series of questions requiring brief responses. • Class participation, including engagement in tutorial discussions or online discussions. • Written class tests, time limited assessments designed to assess a student’s knowledge or skills. • Individual or group oral presentations which may incorporate presentation technologies or be accompanied by handouts. • Final examination, an invigilated assessment conducted at the end of session and designed to assess a student’s body of knowledge and critical thinking 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 (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| 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. |
| 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. |
| 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. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements