Master of Accessible Communication
ACCM19MTV1
• GPA of 4.50 (out of 7.00) or overseas equivalent
| Minimum number of credit points | 64 |
| Maximum number of credit points at 600 level | 4 |
| Minimum number of credit points at 800 level or above | 60 |
| 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
800 level
or
Additional
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 9 Masters by Coursework Degree |
| CRICOS Code | 095061A |
| Overview and Aims of the Program | The Master of Accessible Communication (MAC) is an interdisciplinary program that will prepare graduates to facilitate access to communication for any individual or group who is excluded fully or in part from a communication context for physical, circumstantial, linguistic or other reasons. In addition to the skills to adapt to a fast-changing global accessibility market across various contexts, graduates will be trained in research methodologies relevant to the disciplines constituting the program. |
| 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 understanding of theoretical principles and recent developments in accessible communication in areas such as intercultural communication, publishing and editing, translation and interpreting, and applied linguistics (K, T) 2. demonstrate knowledge of research principles and methods including tools applicable to these fields (T, K, P) 3. demonstrate advanced knowledge and understanding of communication in different contexts (K, P) 4. demonstrate the ability to facilitate the accessibility of communication in different contexts (E, J) 5. demonstrate the ability to participate productively in a global workforce in enhancing linguistic mediation in intercultural contexts (E, J) 6. generate and evaluate complex ideas and concepts required to manage professional and academic projects with a view to problem solving and decision making in domain-related new environments (T, P,C) 7. continue to study in a manner that may be largely self-directed or autonomous in your specialized domain, which is highly changeable and dynamic (E). |
| Learning and Teaching Methods | In this program, you will be guided and encouraged to acquire the theoretical knowledge and understanding as well as practical skills and methods required to become a professional translator or interpreter. Progressively, you will also be guided to achieve this collaboratively, as well as independently in various practical, research and theoretical activities. These will include lectures, discussion classes, tutorials, seminars, workshops as well as a practicum, online activities, all based on a student-centered approach where you will learn to work collaboratively with peers, but also independently. Since the program is a combination of theoretical knowledge and practical skills, you will be exposed to a variety of teaching and learning interventions and tasks. These tasks will include various reading activities, information gathering activities, practical exercises, independent research tasks, and self-reflective activities, as well as a practicum where you will obtain experience in a real-world context. You will be encouraged and guided to apply the theoretical knowledge you will acquire in certain parts of the program, in the practical component of the program. There is a strong technological component in the program, through which you will be trained to engage with and apply various computer tools in both translation and interpreting. Technology is playing an increasingly central role in the work of language professionals, and you will be prepared to engage with various types of technology in executing your practical tasks. Through this emphasis on technology, you will also be guided to acquire skills that will allow you to adapt to a fast-changing reality.As part of the technical training in the program, you will be made aware of issues related to making documents accessible in terms of both content and format. In addition to the skills and knowledge you will acquire, you will also be guided to develop the ability to find creative solutions to complex linguistic problems through practical and research-oriented activities. Through these activities you will learn to engage with linguistic choices in translation and interpreting, conduct yourself in interpersonal relations with various agents in the translation and interpreting communication context in a professional and ethical manner. The way the program is delivered allows for your independent development of investigative, analytical, and synthesizing linguistic skills and knowledge in larger research projects where you will be required to deal with complex information, problems, concepts and theories in the practice of translation and interpreting. In these projects, you will be taught to communicate theoretical concepts relevant to your field for the benefit of peers, clients and the general public. |
| Assessment | The assessment in this program takes a variety of formative and summative forms that can be divided, broadly speaking, into practical assessments, theoretical and analytical assessments and research projects. Clear standards and criteria for these assessments, for what is assessed and how it is assessed, are contained in each unit guide. Some of the practical assessments may be done in part or wholly by other students as peer assessment, and you will also be guided towards improved self-assessment as this is an essential professional skill for translators and interpreters. The practical component of the coursework constitutes approximately half of the full program, and this weight is also reflected in the assessment in the program. In the first instance, self- and peer-assessment will form an important part of the practical tutorials. The tasks you will be required to complete in these tutorials will also be assessed formatively during the tutorials by lecturers and or tutors, as well as summatively in longer assignments, tests and examinations. The theoretical and analytical component of the coursework will be assessed formatively in shorter written assessments in the theoretical units but also as analytical assessments in the practical units. This component will also form a substantial part of the summative assessment in the program. In the first semester of the final year, students will also be assessed formatively in terms of professional practice through an internship program (LING982). During their final semester, they will be expected to complete a major independent research project (LIN981) as a summative assessment. |
| 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. In addition to the MU processes, the AMIC will also assure standards and quality by means of an academic board and an exam board.Academic Board (AcB) The AcB consists of the 4 main representatives of each institution, and one additional member of the academic teaching staff from each institution teaching. It will be chaired and vice-chaired in two-year alternating cycles by the representatives of the two lead Institutions. The Administrative Coordinator and the Quality Control Manager, staff members of the European leading institution, will also be AcB members. The Academic Board will also include one Technology Manager, and two student representatives (one EU 8 and one Australian enrolled), plus one representative of the Advisory Board (rotating annually). The AcB will meet at least twice a year, in January and in June, via the AMIC e-platform or face to face. The AcB agrees annually on the curriculum, the number of study places offered, confirms the appointment or assignment of lecturers and administrative staff, organizes the selection procedure, selects students, allocates study places, and internships. The Administrative Coordinator will inform the AcB of students’ academic achievements. Exam Board (EB) The students’ results will first be processed by the exam boards of each institution, assembled by the AMIC Administrative Coordinator and communicated to the AMIC Exam Board, which will process and confirm the results received from the different institutions (See N5). The EB will consist of 2 representatives of the teaching staff of each institution and one representative of each MA Dissertation Examination Committee. It will have a chairperson and a secretary, meet at least twice a year, at the end of each semester/exam period via the project platform and confirm the study results of the students. The EB reports to the AcB, which confers the degree. |
| Graduate Destinations and Employability | The program will provide access to careers as • professional intercultural communication specialists • project managers in access services for communities such as immigrants, deaf and hard-of-hearing people, and blind or partially sighted people • media professionals in audiovisual media (through audiovisual translation) and in print and online publishing • language professionals in a range of settings including the following areas: community translation and interpreting (e.g. governments, courts, tribunals, police, clinics and hospitals), international conferences (primarily conference interpreting), business settings (e.g. business meetings, internal and external documents and contracts), commercial products (e.g. manuals, localization), regional and international events (e.g. olympics and paralympics), media and corporate settings. |
| 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