Bachelor of Information Technology
INFT19V1
| Minimum number of credit points for the degree | 72 |
| Of your 72 credit points, complete a maximum of 30 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 42 |
| Minimum number of credit points at 300 level or above | 18 |
| Minimum number of credit points designated as Information Technology | 42 |
| Completion of specified foundation units | 12 |
| Completion of a Qualifying Major for the Bachelor of Information Technology | |
| Completion of a designated PACE unit |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Foundation Units
Credit points
100 level
200 level
300 level
Qualifying Majors
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 047327M |
| Overview and Aims of the Program | The Bachelor of Information Technology (BIT) aims to provide graduates with the necessary skills to pursue a career in Information Technology. The BIT targets three different areas of Information Technology, via three qualifying majors: • information systems and business analysis • software technology • web design and development. The emphasis in all Majors is on concepts, insights and skills that enable graduates to use current technologies and also evaluate and adapt to new technologies as they emerge. Central to the learning of the conceptual material is extensive practical experience where non-trivial problems are analysed, solutions designed and developed, both individually and in groups. |
| 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 | Refer to each qualifying major for details. |
| Learning and Teaching Methods | The Bachelor of Information Technology is designed to prepare graduates as IT professionals for work in industry, research organisations and academia. The program is intended to meet the Australian Computer Society professional standards for ICT courses which includes the underlying core body of knowledge in IT and the professional and ethical responsibilities relevant to working in the IT industry. The learning activities in the degree are designed to foster these things in the students. The academics involved with this program are active researchers, which enables them to integrate cutting-edge research into the units that they teach. The majority of the units in this program have practical components supported by small-group teaching sessions in our computing laboratories. Some units utilise small groups where students work in a team to achieve a goal. Communication skills are developed through oral presentations. The theoretical components of units are presented in lectures and develop the underlying theory, and analytical and problem solving skills. All units have weekly face-to-face activities. Assignments are used for formative and summative purposes. As knowledge in IT is continually evolving, learning and teaching methods support the capacity for students to become independent learners. All BIT majors culminate with a Capstone unit that involves students being part of a small team assigned to an industry partner to carry out an industry relevant project. Students work autonomously under the guidance of academic staff and using industry staff as 'clients'. The project allows students to apply in an integrated manner the knowledge and skills they have developed in their studies on a substantial design, analysis or development problem. |
| Assessment | Units in the Bachelor of Information Technology all have at least three different types of assessment. These assessments are designed not just to test discipline-specific knowledge, but all aspects of professional competency include professional practice, project work, design and communication skills. In addition to formal assessments, students are provided with informal feedback from staff and their peers throughout the semester. Assessment types are very diverse and include: • Assignments - test the understanding of a learning outcome by means of small size problems. • Programming Assignments - allow students to demonstrate their competency in developing software of varying complexity. • Reports and documents - beside essay style questions to analyse and critique different topics they also assess relevant skills involving documentation such as requirements documentation and project plans. • Oral presentations - these test students ability to communicate the results of their work. • Group reports - are used when group projects or group laboratory work is conducted. • Final exams - the majority of the units will have a final examination where the ability to synthesize and apply knowledge is assessed. • Quizzes and in-class tests assess student learning part-way through the unit and provide feedback to students on learning progress. • Tutorial assessment - assess students work in formal tutorial sessions where students receive the support of tutors and other staff. |
| 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. Information can be found at: https://mq.edu.au/rpl |
| 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 | The BIT is designed for careers in a variety of Information Technology areas such as software development, project leader, consultant, systems administrator, web developer, or business analyst. Graduates in these areas are in high demand in the Australian workforce. Refer to majors for more information. |
| 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. The Bachelor of Information Technology (with majors in Information Systems and Business Analysis, Software Technology or Web Design and Development) is accredited at professional level by the Australian Computer Society (ACS) |
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