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Academic Reform at the University of Sydney

The University responds to a changing higher education environment through continuous evolution of its academic programs. Change is underpinned by three principles:

  • Providing choice and flexibility through innovative programs that are responsive to student demand.
  • Providing a coherent academic program structure grounded in sound pedagogical principles.
  • Providing programs that meet professional and workforce needs.

Guided by these principles, over the past 15 months Deans and representatives from all Faculties in the University together with the Academic Board have been involved in initiatives to critically review the structures governing our undergraduate and postgraduate coursework programs, to consider ways in which we can strengthen the development of generic skills and attributes among our students, better manage pathways into research higher degrees, and improve teaching quality in the University.

What problems we are trying to fix?

Tackling inconsistencies and inefficiencies emerging as a consequence of continued growth - This is exemplified in postgraduate coursework where the University now offers more that 350 different postgraduate award programs requiring highly varied input and assessment. In 2006 there were 365 current programs, yet over 50% of these had enrolments of ten students or less, and 1 in 7 programs had only a single enrolment. Programs leading to a University Masters degree may take one year, two years and in some cases more than two years study, variously requiring 48, 72 and in some cases, 96 credit points. Some programs offer “Honours” components.

Growth in the number of programs continues despite a leveling off in overall enrolments. Whilst a proportion of this variability is justifiable where it is required to meet the needs of an external accrediting body (for example in relation to professional qualifications), much of the variation is less understandable to a potential student or employer.

Even among postgraduate higher degrees there is considerable variation across the University in nomenclature and requirements. There are currently 31 named Master by Research degrees at the University of Sydney.

At undergraduate entry the University continues to offer a wide range of degree programs, and whilst the number of programs has not increased at a similar pace, there has been an increase in “named” degrees, and inefficiencies have emerged through a lack of scrutiny of individual Units of Study within Faculties, and competitive behaviours between Faculties looking to grow or defend student enrolments. Some of the named degrees have very similar titles, which can be confusing for students and many are excessively prescriptive. In combination, these developments impose additional administrative costs on the Faculties and Schools in which they are managed.

A key aspect of our teaching performance and outcomes concerns the generic skills and attributes of our graduates, and their relevance to the workforce. These generic skills include study and research skills, problem solving skills, communication skills and the ability to work as a part of a team, as well as opportunities for work experience and international experience as a part of their education at the University. Through our regular connections with employers we are aware that these skills are highly valued by prospective employers.

Different Faculties address the development of these generic skills and educational extension opportunities in highly variable ways, and students are not all offered similar opportunity. Whilst there are justifiable variations, the extent of these variations has potential to lead to confusion on the part of prospective students and employers as to their availability, relevance and utility.

In summary, whilst there are justifiable variations in undergraduate and postgraduate coursework programs at the University, the extent of these variations has potential to lead to confusion on the part of prospective students and employers as to the structure, quality and status of a University degree.

Processes established to address these issues

During 2007 four working groups were set up by the Provost in cooperation with the Academic Board to address issues relating to the organization and structure of our academic programs. These groups have met regularly during 2007 with representatives of all Faculties concerning:

These reports have been presented to the Vice-Chancellor's Advisory Committee, the Committee of Deans and the Academic Board. The Academic Board is currently working with the Office of the Provost on the implementation of the recommendations from these reports.