Master of Applied Economics
APPE19MTV1
• GPA of 4.50 (out of 7.00) or overseas equivalent
| Minimum number of credit points | 64 |
| Minimum number of credit points at 600 level or above | 16 |
| Minimum number of credit points at 800 level or above | 48 |
| 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
600 level
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 9 Masters by Coursework Degree |
| CRICOS Code | 097429B |
| Overview and Aims of the Program | This new program takes seriously the 'applied and engaged' strategic direction of the university. The program it is replacing is a traditional MEc with a heavy emphasis on theory. This traditional degree places us in a direct competition with the two other universities in the Sydney area that offer a traditional MEc; University of Sydney and UNSW. By shifting the focus of the new degree towards the applied end we hope to differentiate our program from our competitors and service what we believe is a distinct section of the market that has a need for the applied knowledge and skills the new degree will offer. We note that Melbourne, Adelaide and Canberra all have one economics department at a major university offering a Masters of Applied Economics. Macquarie University will be the only university in Sydney offering a Master of Applied Economics. |
| 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 knowledge of advanced applied economic concepts. (K) 2) Demonstrate knowledge of advanced applied econometric concepts. (K) 3) Apply research skills to address typical challenges faced by economists. (K) 4) Critically evaluate established knowledge in applied economics to examine particular issues. (T) 5) Reflect critically upon applied economic issues. (T) 6) Apply problem solving and decision making skills in order to formulate appropriate solutions to complex applied economic issues. (P, J) 7) Demonstrate communication skills relevant to an appropriate professional environment (C) 8) Demonstrate ethical reasoning and recognise relevance of ethics in economics. (E) 9) Frame international and contemporary challenges facing society, business and government. (E) 10) Apply teamwork knowledge and skills for effective collaboration to achieve diverse purposes in a range of contexts. (T) |
| Learning and Teaching Methods | The face to face class time will be delivered in the usual three hour block, and will consist of lectures and student centered seminars/tutorials. Given the applied focus of the degree it will be more important than usual to employ teaching approaches that emphasize student engagement and interaction. A simple but profound change that we are have instituted in some units in the economics department is to introduce the material to be taught by focusing on the problem first, and then proceeding to help students see how the content being taught can help understand/address that problem. This reverses the more traditional approach in economics which is to teach the content and then show how that content can be used to address real world problems. By beginning with the problem students are motivated to want to learn the content. Indeed it is possible via the use of word clouds for instance to get the students to identify the problem(s) that they are interested in. After the problem has been canvassed we move to show how economics can address that problem. The MAE assists students to develop advanced analytical, evaluative and communications skills and to critically apply their knowledge and skills to real world situations. Throughout the MAE program, 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. Learning activities are varied and include both formal and informal experiences. Many units in the program are supported by an online environment that provides access to resources such as lecture notes and recordings, readings, quizzes, discussion forums and assessment materials, and that facilitates communication between teaching staff and students. The learning outcomes associated with individual units in the MAE have been aligned with program level learning outcomes and the Macquarie University graduate capabilities. Students are expected to actively engage in their learning and work with their teaching staff and fellow students to achieve these learning outcomes. Learning styles used in the MAE may include: • Case studies, which provide students with an opportunity to apply their knowledge to real or simulated scenarios in individual or group situations. • Simulations, modelled on real-life situations and providing learning experiences that promote integration of knowledge, skills and critical thinking. • 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. • 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. • 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. • Self-study activities, such as questions with worked examples, online quizzes, and textbook questions and answers. • Online discussion forums, in which students may be required to submit responses to set questions, and/or to participate in a set discussion topic. Learning in the MAE may be facilitated through the following teaching methods: • Lectures or Seminars: lectures and seminars are presentations designed to communicate a body of knowledge to a group of students and provide insight into key concepts and understanding of the subject matter relating to the unit of study. Lectures and seminars in this program are typically delivered in the traditional face-to-face mode and are generally interactive, with students participating in discussions or other learning activities during the class. They may be recorded using the Echo 360 lecture audio recording system, enabling students to access lecture material on an 'on demand' basis. • Tutorials: tutorial classes, designed for interactive learning with a small group of students, may also be scheduled in a number of units in the program. Tutorials provide students with the chance to ask questions, seek clarification, resolve problems, enhance their communication skills, and develop their ability to work in a collaborative manner with their peers. • Computer lab workshops or practicals: the environment in which our graduates will work is one requiring high level quantitative skills. These quantitative skills are developed, in part, in computer lab workshop sessions. The inclusion of the Capstone unit ECON930 in the MAE provides students with opportunities to integrate and synthesise their knowledge and experiences from across the whole program in preparation for the next stage of their professional careers. |
| Assessment | Assessment in the MAE is carefully aligned with the program's learning outcomes, and is both formative and summative. Formative assessment provides students with feedback on their learning, but is often not graded, or makes a small contribution to the final grade. Summative assessment gives students a judgement on their learning, for grading purposes. For each unit of study, students will typically complete between 3 and 4 assessment tasks. The unit guide will indicate the relationship between the assessment tasks and program learning outcomes. The types of assessment tasks employed in the MAE are diverse and 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 skills. • Assignments, in a variety of formats such as the analysis of a 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 seminar or 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. 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 | Many opportunities exist in both the private and government sectors. Graduates can work as economists, financial analysts, market analysts, investment analysts, business journalists, management consultants, researchers, planning/policy analysts. Employers include: Government departments Consultancy firms Commercial banks Educational institutions Investment baks NGOs Research organisations |
| 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