Macquarie University
| Overview and Aims of the Program | As the potential for financial and cybercrime increases, organisations need to assess and mitigate risk, develop frameworks of standards and processes to ensure regulatory compliance, and manage investigative processes if breaches occur. The Cyber Governance and Management specialisation aims to provide students with the theoretical and practical knowledge to manage corporate compliance, synthesise and apply governance frameworks to protect an organisation against cyber security risks, detect fraud and conduct effective investigations. The specialisation covers risk assessment, financial crime, the role of accounting information systems and audit, ethics, legal frameworks, security policies and governance frameworks. |
| 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 students should be able to: 1) demonstrate an advanced knowledge and understanding of cyber governance concepts (K); 2) develop an agile cyber security governance framework for an organisation appropriate to its organisational structure and culture (T, P, I); 3) perform cyber governance ‘health checks’ to assist an organisation understand its cyber security strengths and weaknesses (A, I); 4) assess information systems risks and controls with a focus on cyber security, and their implications for organisations (K, T, P, A); 5) effectively interpret and appraise recent developments in cyber governance and management, and the regulatory landscape (T); 6) execute independent research, and exercise professional judgement in solving complex cyber governance problems (P, T, J); 7) demonstrate written and oral communication skills relevant to an appropriate professional environment (C); 8) demonstrate an awareness of emerging social, ethical and regulatory issues relevant to cyber governance (E). |
| Learning and Teaching Methods | • Interactive seminars; • Student presentations and research report writing; • Individual and group based assessment tasks; • Self-directed study; • Practical sessions using business simulations to bridge the gap between theory and real-world experience; • Guest lectures by cyber security practitioners. In keeping with the practical nature of this program, students are expected to solve realistic problems drawn from industry. Learning is reinforced in problem-based seminar sessions, where groups of students work together and apply the knowledge gained from lectures. The program places a significant emphasis on developing advanced practical technical skills depending on the nature of the unit studied. The program develops the soft skills expected by employers, such as effective writing, research and teamwork. Throughout the program, students are encouraged to undertake independent reading both to supplement and consolidate what is being taught and to broaden their individual knowledge and understanding of the subject matter. |
| Assessment | Assessment is based on the submission of individual and group coursework. Clear standards and criteria for assessments, what is assessed and how it is assessed, are contained in each unit guide. Assessment tasks are designed to develop (formative) and assess (summative) achievement of the program learning outcomes and will require students to integrate and exhibit the skills and knowledge acquired. Students will complete between 2 and 4 assessment tasks per unit of study. The unit guide will indicate the relationship between the assessment tasks and program learning outcomes. Assessment tasks across the program 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. ACCG877 'Emerging Issues in Financial Crime' has a substantial independent research project focusing on research principles, literature review and analysis. • Case studies or reports, 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. • 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 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, invigilated assessments 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 | Graduates will be equipped to work in a range of government, non-government and private organisations, including: • Banks and other financial institutions • Accounting firms • Department of Defence • Department of Foreign Affairs and Trade • Law Enforcement and Policing • Australian Border Force • International and regional organisations • Think tanks and policy advising • Media • Cyber security-related business and industry, or Cyber security department of national and transnational corporations/organisations • International Non-Government Organisations • Telecommunication companies Roles may include: • Risk advisory, including forensics, crisis management, financial crime and cyber risk; • Security governance management; • Cyber security analysis; • Threat intelligence analysis; • Information security; • Compliance; • Audit. |
| 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. |
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
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