Major: Community Services
Award(s) to which this major is a Qualifying Major:
Macquarie University
Community Services
CMS18V1
Department:
Department of Educational Studies
Faculty:
Faculty of Human Sciences
| Overview and Aims of the Program | This major is designed to provide graduates with a flexible range of skills and knowledge relevant to a number of occupations within the community health and welfare sectors. It has an interdisciplinary focus with studies from both a sociological and psychological perspective. It provides an opportunity to select a focus on a particular age group and there will be a short community placement associated with the PACE unit. |
| 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 a foundational knowledge of key concepts relevant to working with organisations in the community services sector (K) 2. integrate perspectives and knowledge about service delivery in community and health care settings (K, I, T, E, A) 3. identify, appraise and apply disciplinary knowledge that underpins policy and practice in the community health, education and welfare sectors (K, P, T) 4. review, analyse and synthesise in-depth knowledge of learning and development in one target age group across the lifespan (K, P, T) 5. examine and critically evaluate key concepts, theories and models that underpin policy and practice in the allied health and education fields from a range of sources(T, P, J, E) 6. identify, examine and analyse information to create resolutions to human health and well-being needs that are evidence-based and practical (I, T, P, J, L, E) 7. integrate and apply knowledge from a variety of disciplines and theoretlcal perspectives to address issues in community services (I, J, P, E) 8. communicate effectively to a variety of audiences and key stakeholders (eg co-workers, clients, funding bodies) using a variety of modalities and technologies (C, E) 9. work effectively in teams, demonstrating high level communication and interpersonal skills (C, E, J) 10. employ a sound ethical framework with a demonstrated capacity to work with a variety of groups in socially, ethically and environmentally responsible ways (A, C, E, L). |
| Learning and Teaching Methods | Students will be encouraged to engage with and acquire knowledge of the multi-faceted determinants of community welfare and community challenges. In the required study units graduates will use a mixture of lecture, tutorial, practical and self-guided learning to develop understanding of 'community'. Graduates will be guided through a program that contribute to a developing understanding of the individual, family, group and whole nation aspects of community and the needs and services within. The program brings diverse disciplines together to match the complexities inherent in 'community'. Students explore, analyse and apply knowledge to new and complex problems in a gradual process of more in-depth learning through the stages of the program. In the early stages of the program students will be introduced to concepts, theories and methods that are foundational to understanding the complex nature of 'community'. Formal lectures, tutorials, practical projects and private study will help students acquire this foundational knowledge. The program development allows students to analyse and critique academic and other contributions to the disciplines that make up 'community'. For this, the student will engage in seminar style learning and reflective pieces as well as more traditional essays work. The later part of the program has a focus on in-depth group work where students are able to learn about team work, stakeholder motivations, program design and evaluation. Toward the end of their studies, students are expected to apply and articulate analytical thinking to complex social problems. These learning methods are supported through interaction with peers, research based work, discussion forums and practical tasks. Students will have opportunities to bring together learning and skills in the capstone study unit which focuses on health promotion with an emphasis on the social determinants of health. Program learning outcomes are applied and demonstrated through the design and completion of assessment tasks that allow students to monitor and to demonstrate their intellectual and program specific learning in increasingly complex tasks. |
| Assessment | The assessment tasks are designed to reflect the complexity of 'community' and to help prepare the students to make a valuable contribution in a range of work options after graduation. Much of the work graduates undertake after completion of their degree relies on a sophisticated understanding of inter-related factors of 'community' and a strong understanding of stakeholder engagement and organisational development. The assessment tasks are designed to support this learning. Assessment criteria provide detailed descriptions of what is required at each band of achievement. Detailed guides to the study units provide information about each assessment tasks, suggested readings or other materials and the specific learning outcomes to which each assessment task relate. Assistance with study, writing and presentation tasks are available to the students either in the program or through campus wide initiatives. Assessment tasks are designed to provide students with early opportunities to monitor their intellectual and discipline specific progress in the study units. Staff and sometimes peer feedback (either written or verbal) allow students to diagnose and remedy areas for improvement. Later assessment tasks allow the students to research, analyse and critique discipline specific writings and initiatives and asks them also to apply this learning to specific issues or challenges in the wide field of 'community'. As such, the assessment of learning and for learning take place across the program. Students may be asked to complete quizzes and short answer tasks to monitor stages of learning. Essay topics permit the students a deeper intellectual engagement with the material as do reflective pieces where students may analyse their discipline specific and personal learning curve. Group work is used to support student learning about stakeholder input, team approach to complex problems and to develop project management skills that support future work in the sector. The mix of assessments enable students to receive both formative and summative feedback. Some assessment tasks specifically guide students through a gradual process of gathering their data, analysing it and presenting it in writing or verbally in front of peers. Toward the end of the program students have the opportunity to research, design, present and evaluate major initiatives either in their capstone study unit and/or in the Professional and Community Engagement study units. Supervisors other than university staff may have the opportunity to evaluate student projects and add their workplace expertise to student engagement and learning. |
| 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 | Graduates of this program will have a broad set of knowledge and skills that will enable them to work in community service areas where accreditation is not required. Opportunities will be in workplaces such as NGOs, Local government, and in areas such as Health policy, health promotion, community services. |
| 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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