Master of Conference Interpreting
CONI19MTV1
• GPA of 4.50 (out of 7.00) or overseas equivalent
• Proficiency in one of the available languages
| Minimum number of credit points required at 800 level or above | 64 |
| 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
or
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 9 Masters by Coursework Degree |
| CRICOS Code | 097386G |
| Overview and Aims of the Program | This program teaches students conference interpreting, which includes both advanced consecutive and simultaneous interpreting, prepares them to work as advanced professional interpreters for international and bilateral conferences on various themes and equips them with research and practical skills and strategies. |
| 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 advanced conference interpreting skills and techniques: sight translation with and without prior reading, long consecutive interpreting with and without note taking, sight interpretation and simultaneous interpreting in different contexts (k, t, p); 2) identify, analyze and solve major problems that take place in professional practice using acquired problem-solving skills (k, p, t); 3) apply linguistic and extra-linguistic skills and knowledge to investigate, analyze, interpret and synthesize complex information, practical problems, concepts and theories in conference interpreting (k, t, p, j); 4) leverage prior knowledge and experience and apply critical thinking skills to reflect on your own practice and that of your peers so as to further improve professional practice (t, p, j); 5) work as a team with peers and other professionals and make high-level independent judgements on ethical problems arising in professional practice (c, e, j); 6) initiate, plan, implement, evaluate and improve strategies to maintain and improve language skills, strategies and knowledge for the purpose of conference interpreting (k, c, p); 7) create solutions to complex problems arising in conference interpreting practice in terms of choices in different modes of interpreting, consecutive or simultaneous, interpersonal relations and professional conduct (t, p, j); and 8) apply theoretical knowledge,concepts and approaches acquired from the literature review of your research unit to conference interpreting practice in different contexts for the benefits and interests of peers, clients and the general public (c, e, j). |
| Learning and Teaching Methods | You are expected to acquire the skills, techniques, strategies and theoretical knowledge employed by professional conference interpreters throughout this program. To that end, you will be guided progressively to carry out various practical, research and theoretical activities both independently and collaboratively. All these activities are conducted on a learner-centred approach, and they include lectures, tutorials, discussion classes, seminars, and intensive internet-based conference interpreting booth practice. You are encouraged, through independent, peer review and group activities, to identify, analyse and solve major skill development problems you have experienced in your practice by drawing on the feedback, suggestions and recommendations provided by your instructors on a weekly basis. Since interpreting practice is underpinned by a sound knowledge of the theories and research that have informed current views of practice, you will be exposed to a variety of specially designed teaching and learning tasks. These tasks will include research activities ranging from reading, information gathering, data analysis, self-reflection in and on your own conference interpreting practice, and report writing. You will be encouraged to apply linguistic and extra-linguistic skills and knowledge to investigate, analyse, interpret and synthesize complex information, practical problems and theoretical concepts in relation to conference interpreting. In addition to class or/and booth-based practice, you are required to regularly reflect on your own performance and keep a reflective journal and a portfolio containing information as to what, how and why you have prepared for your learning. This program is a student-centred learning program, structured to promote the life-long learning philosophy. So, great importance is attached to fostering your abilities through larger research projects to initiate, plan, implement, evaluate and improve your conference interpreting-related skills, strategies and knowledge. In these projects, you will learn how to apply theoretical concepts and knowledge of conference interpreting for the benefit of all stakeholders in the industry. |
| Assessment | The assessment in this program is largely carried out in both formative and summative form. The measures include practical assessment, theoretical and analytical assessments and research projects. While examinations and tests are conducted across the program, active participation, peer review, reflective journal and portfolio are also compulsory tasks and are designed to help students develop self-assessment skills. In each semester, there is one mid-term test and one final examination, which all require students to integrate and exhibit the extent to which they have mastered required skills, techniques, strategies and knowledge. For some units, a portfolio of a student’s work including reflective journal and reports will be assessed according to the stipulated assessment measures. For each unit, assessment standards and criteria are clearly stated in the unit outline, containing all the information as to what is assessed and how it is assessed. The program offers both formative and summative feedback. Each instructor will provide formative feedback by way of suggestions and recommendations to individual students on a weekly basis. Summative feedback will be given to students periodically, particularly after a test or examination. Feedback may be provided in writing through iLearn or simply in discussion between you and your instructors. |
| 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 | Students graduating from this program will have many job opportunities. They will be qualified to work in the: • conference interpreting sector • community interpreting sector • publishing industry • education sector • government • business sector • legal sector • health sector • insurance companies • banking industry |
| 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