Graduate Diploma of Sustainable Development
SUSD19DPV1
• GPA of 4.00 (out of 7.00) or overseas equivalent
| Minimum number of credit points at 800 level or above | 32 |
| 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
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Graduate Diploma |
| CRICOS Code | 083770D |
| Overview and Aims of the Program | The Graduate Diploma Sustainable Development degree aims to develop skills to support working with organisations or communities to innovate, encourage new thinking, new processes, and change management towards more sustainable practice. Sustainability is increasingly being integrated into all sectors and at all levels. The multidisciplinary nature of sustainable development requires skills in synthesis and integration from multiple disciplines. The Graduate Diploma provides an opportunity to broaden the capability to work with different disciplinary perspectives to address practical problems and to engage people in determining the future they want. |
| 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. describe and explain how the earth system functions, its critical thresholds, forecasts of future environmental conditions and the impacts on sustainable development (K, T) 2. analyse and evaluate the interactions of environmental changes on security, economic and social conditions, poverty alleviation, quality of life, equity, health, biodiversity, and the nexus of food, water and energy security (T, K, E) 3. evaluate the implications of contemporary values, theories, policies, strategies, tools and knowledge to progress sustainable development practice (T, K, P) 4. synthesise and apply scientific, technical, political, economic, social, change management and governance considerations to support change for sustainable development (T, E, P, K) 5. critically select and apply a variety of tools and approaches in ways appropriate to practice in different professional contexts (T, J, E) 6. demonstrate an ability to use knowledge from research and about research for sustainable development projects (P, T) 7. apply futures, critical and holistic thinking to sustainable development issues (T) 8. undertake independent and team work projects informed by ethical principles and professionally report on findings (P, E, J) 9. communicate to various audiences, in diverse written and oral forms (C) 10. demonstrate a capacity to take ethical decisions to respond to sustainable development goals (E, P, J). |
| Learning and Teaching Methods | The teaching and learning approaches are designed to encourage creative and critical thinking about sustainable development as well as a range of practical skills oriented towards professional development. Teaching and learning strategies include: • 800 level units may be taught as weekly sessions or in block mode, where teaching is condensed into approximately 6-7 full days, spread over some weeks (these involve weekends) • the sessions are typically oriented to be workshops that involve an orientation presentation accompanied by in-class activities involving peer-to-peer learning • guest lectures from professional practitioners are used to provide a case study for analysis and to present practical application of issues • field visits are included to observe and learn from practice • staff work closely with students to ensure the best learning outcomes • the staff include those with long practical professional careers in the work place, providing a practical grounding along with academic and research active staff. Within the program there is an emphasis on student directed learning through peer-to-peer interaction, preparing to teach others and discuss, drawing on the diverse skills and backgrounds of people within the class. Students are expected to research issues outside class time and present that research via a variety of formats in class. Many units are aimed at developing professional teamwork skills and require students to work in small teams to generate and present ideas and research. The workshop sessions provide a safe environment to practice skills, make presentations, facilitate workshops, and undertake research interviews. |
| Assessment | Assessments are undertaken at the unit level and contribute to the overall program outcomes. You will be exposed to a wide range of assessment tasks through this program. The majority of these are individual pieces of work oriented at developing the critical thinking, practical and communication skills required for your career in sustainable development. The most common assessments involve writing essays and reports on sustainable development issues or topics; writing reviews and evaluations of current policies, programs and approaches; making presentations and participating in discussions with your peers. Some assessment tasks are oriented to practical skill development related to the work place: such as report writing; preparing project proposals for funding; planning and facilitating a workshop session, undertaking interviews, preparing documentaries, literature reviews, and even blogs. You will be required to work in groups on some group assessment tasks that will reflect your knowledge, as well as teamwork and communication skills. Clear standards and criteria for coursework are included in the unit guide. Marking rubrics provided for specific assessment tasks to help tailor your work to what is expected. Feedback on submitted assignments takes a range of forms but will generally involve written notes regarding the strengths and weaknesses of your work as well as either quantitative or qualitative assessment in accordance to the assessment marking rubric. Teaching staff can also provide feedback in-class or through personal appointments for further feedback and guidance. Constructive peer feedback may be sought for some assessment tasks, particularly those that require presentations. |
| 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 Graduate Diploma of Sustainable Development enables the student to develop skills to transition to new avenues in their existing sector of employment or to apply sustainability in that work. However around half of the students are making, or wanting to, a career change and the program is to give knowledge and skills in the new area. The Graduate Diploma can be used to gain entry into professional roles requiring sustainability – in the public sector such as local and state government, non government organisations, enterprises, corporations and industry - though this will depend on previous experience relevant to the position. International students, on returning home enter a range of organisations as outlined above. Increasingly a Master degree is preferred by employers with relevant work experience for international work and consultancy and other positions outlined above. The Graduate Diploma units can be credited towards a Master degree at a later stage. |
| 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