Preamble

The philosophy enshrined in the Graduate Program in Business and Project Management is that of experiential and reflective learning. This means independent and research-based learning, group/team interaction and reflection on a regular basis under mentoring. The course convenors see their role as facilitating the entire process. The units in GPBPM will promote proactive independent and self-directed learning. Normally each module has a number of components (as fully detailed in the APIC QMS):

Intensive knowledge workshop (typically around 30 hours)
Project and teamwork phase (nominally 10-11 weeks)
Competency assessment (1-2 weeks)

These components are designed to enable students to achieve their learning goals. Thus, each unit is in effect a project for students through which they deliver their competencies, and each student is the project manager of his/her own learning project. Also the delivery of each unit in each semester is to be treated as a project by the relevant Course Convenor. It is important that the conduct of each activity and assignment completion is facilitated via the following:

information that assists students to learn the essential fundamentals;
tools and or templates to assist with the conduct of the task where relevant;
guidance in terms of self assessment and how the contribution that a given activity can make to the development of competencies should be assessed and presented; and
any other essential information that is considered important to an in-depth learning and development outcome.

Under this philosophy and structure students are to be engaged in in-depth learning and equipped with research skills. Generic professional competency relates to an ability to assemble the required data and information from a wide variety of sources, making sense of the same, and deploying it beneficially to respond to the challenge under consideration.

Development of a creative mind plus critical independent thinking and conceptualisation skills are just as important as the acquisition of knowledge. Course convenors should endeavour to develop an engaging and highly enriching Learning Program (following the model enshrined in the APIC QMS and as per the units already designed), which when executed by students will result in their gaining relevant competencies in a structured manner.

While the emphasis will be on independent learning, it is important that students are mentored and assisted in their learning challenges. After all, most professional people come to the program to acquire new perspectives in the field and also find out (through mentoring) what course convenors� perspectives are. So, timely feedback to students will be very important. The feedback thus forms a major part of their learning and development. Convenors should distinguish between giving a response to a question versus providing feedback on the assignment submissions. In the former a speedy response is critical even if it means that the student will be referred to where the information is provided or reference to a particular page in a textbook etc. In the latter, a thorough feedback is needed, not so much on the formalities but more on the substance of the work done, and whether or not students have a correct perspective.

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Convenors will undertake to

handle all students fairly, professionally, ethically and with due courtesy expected;
familiarise themselves with, and follow the following in full:

APIC Code of Conduct
APIC General Regulations
APIC Quality Management System
APIC policies and procedures for academic management, privacy provisions and other relevant policies as found on APIC web site (www.apicollege.edu.au)
any other information supplied by the relevant Program Director and the Dean

share experiences and assist each other through reviewing one another�s units, comparing/benchmarking Learning Programs, comparing the depth and breadth of Learning Materials provided, evaluating group learning techniques used, evaluating teaching and assessment, and other pertinent issues;
recognise that while development of self and group directed learning is emphasised by the program, students (particularly international students) often possess different learning styles and therefore need to be taught applying different techniques;
seek to design their units in a manner that promotes the aforementioned ideals, while recognising the special needs of some students who may need extra guidance;
provide ample guidance to ensure that students have a correct understanding of the substance of the tasks in hand and the format required for submissions etc.
respond to the students� queries in a timely fashion;
provide proper and meaningful feedback on students� submissions normally no later than 2 weeks from the date of receipt of the same;
respond to any call for updating their units in a speedy manner (the unit structure and contents are the most critical sources of information for students);
encourage a spirit of collegiality and professionalism; and
generally promote higher learning and scholarship beyond the minimum standards required to pass the unit.

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