Macquarie University
| Overview and Aims of the Program | Students completing a major in Chinese Studies develop proficiency in Chinese across a range of modes of communication. They gain an understanding of the society and culture of the countries where Chinese is spoken. Students learn about cultural differences, analyse the relationship between language and culture, and apply skills in cross-cultural communication. The Macquarie University Chinese Studies major has a distinctive cross-cultural approach and includes opportunities for innovative modes of learning including online delivery, in-country studies and internships. |
| 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: KNOWLEDGE 1. describe the role of culture in communication and demonstrate this knowledge in a variety of cross-cultural settings (K,T,C) 2. explore cultural difference/s and demonstrate respect for them (K,E,A,J) 3. define concepts of cross-cultural communication (K,C) 4. identify the role of the chinese language in its cultural and socio-historical setting (K,T) 5. recognise structural properties of the chinese language and aspects of its variation and change (K,C) 6. discuss past and present cultural productions of the chinese-speaking regions and communities (K,P) SKILLS 7. evaluate and analyze ideas and information in regional studies, intercultural communication, language studies/linguistics, globalization, identity, culture transition/transmission, or diaspora studies (K,T,E,A,L) 8. examine the role of the Chinese language in its cultural and societal setting, and evaluate this role in local and global situations (K,T,I,A) 9. communicate effectively in the Chinese language across a range of forms and in different contexts including local, international and cross-cultural contexts (K,T,P,C) 10. employ context-appropriate modes of communication including electronic, written (in appropriate script), graphic, oral and aural forms (K,T,P,I,C,J) APPLICATION 11. examine a variety of Chinese texts, spoken and written, and interpret implicit meaning (K,T,P,J) 12. express ideas fluently and spontaneously in Chinese (K,I,C) 13. locate and critically examine a range of Chinese language resources for academic and professional purposes (K,P) 14. employ the Chinese language flexibly for social, academic and professional purposes (K,P,I,C,J) 15. compose clear, well-structured, detailed text in Chinese on complex subjects (K,I,C) 16. demonstrate independent management of language learning and practice skills in lifelong learning of languages and cross-cultural-communication (K,I,C,L). |
| Learning and Teaching Methods | Learning and teaching in Chinese Studies incorporates a range of methods to enable students to gradually develop the knowledge, skills and opportunities to apply knowledge and skills in the program outcomes. Language units take a communicative approach in the classroom environment with additional audio and written material and activities to be worked on at home. The emphasis inside and outside of the classroom is on meaningful interaction and tasks, and the creation of a low anxiety environment which fosters the development of a learning community in which students can practice Chinese language and discuss the Chinese-speaking world. This is supported by a range of comprehensible inputs targeted at the students’ developing language level, both from teaching staff and support materials (principally online), and constant opportunities for students to apply their developing knowledge to meaningful tasks. These include reading and listening to authentic cultural materials, in which students are guided to develop comprehension strategies that can be applied to any situation, and to acquire vocabulary in context. In support of the communicative goals, students also review key grammatical concepts to build their confidence and capacity to evaluate their own progress in the discipline. As students progress into 200 and 300 level units, they also engage in tasks and enrol in units with a stronger emphasis on cognitive and analytical skills in addition to language proficiency, including conducting research about the Chinese-speaking world and presenting it in a variety of formats such as oral presentations and written and spoken discussions, essays, debates, and audio-visual recordings. Teaching models include: practicals, seminars, lectures, tutorials, and supervised independent study. Students of Chinese Studies have opportunities to include in-country studies such as intensive residential units and semester exchange as well as PACE activities in their degree. |
| Assessment | Assessment in Chinese Studies units is based on a progressive continuous assessment model, which ensures compliance with Macquarie’s policy of early, low-risk assessment and feedback, a minimum of three assessment tasks and different types of task, with no task worth more than 60% of the unit total. The diversity of assessment tasks strives to create a balance for students with different learning styles and opportunities for students to develop their skills across the four language learning areas of listening, reading, writing and speaking. Students are given multiple opportunities in each unit throughout the Major to develop comprehension and communication strategies that will assist them in attaining the overall program learning outcomes. Depending on their language proficiency and the level of the unit, assessment tasks require students to engage with speech and writing in Chinese and express themselves appropriately according to the context and medium, while demonstrating their growing knowledge of the structural aspects of the language and the cultural contexts in which communication occurs in the Chinese-speaking world. The emphasis is on formative tasks with meaningful applications, such as spoken and written tasks relating to students’ lives, opinions and their engagement with the Chinese-speaking world, however some summative tasks such as grammar and vocabulary quizzes are incorporated, particularly at 100 and 200 levels, so that students can confirm minimum attainment of key structural aspects of the language. All student work is evaluated according to standards that are clearly articulated within the unit, and no norm-referencing is used. Chinese Studies employs moderation procedures between multiple markers involved in a single unit and external moderation for units with a single marker, and incorporates some machine-marked activities. Examples of assessment types include: • quiz • oral assignment – individual and group (e.g. advertisements, dialogues, monologues, interviews) • written composition • oral examination • debate • essay • video/audio recording • online discussion – written and spoken • review • editorial • participation • homework (e.g. grammar exercises, reading and listening comprehension) • literature review • presentation. |
| 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. |
| Graduate Destinations and Employability | A major in Chinese Studies can be completed in the Bachelor of Arts giving students a proficiency in Chinese language and culture which they can apply to their professional endeavours in a range of fields or as preparation for professional or research degrees at the post-graduate level. The Bachelor of Arts in Chinese Studies can also be combined with degrees in Law, Education, Commerce, Business Administration, Science or Engineering, giving graduates in those areas distinctive additional communication skills and cultural knowledge to distinguish them from their peers. A major in Chinese Studies can also be completed as part of specialised degrees such as the Bachelor of Global Business, which combines a focus on the relationship between language, history and culture with business skills and a work placement opportunity. Career options for students majoring in Chinese Studies: • international business - private sector • international public sector • communications and media • travel and tourism • international law • translation and interpreting • education • consulting. |
| 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. |
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
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