Educating for tomorrow’s world - RMIT University · learning philosophy of the RMIT School of Education ... Educating for tomorrow’s world. ... A research degree requires you

2012 Postgraduate education

Educating for tomorrow’s world

» Adult and vocational education and training

» Career education and development

» Education

» Educational leadership and management

» Tertiary teaching and learning

» Research opportunities

Overview of the School of Education

RMIT University’s School of Education suite of postgraduate coursework and research programs are designed to meet the learning needs of practising professionals wanting to develop and enhance their careers. The programs focus on employment outcomes as well as academic excellence. The School encourages you to apply the theory of academic studies to the workplace and increase your knowledge of issues in your areas of study. You are provided with opportunities to acquire industry recognised and valued qualifications.

Studies are designed to specifically meet your professional, personal and vocational needs. The learning philosophy of the RMIT School of Education is student-centred. To meet the outcomes of the program you are studying, you are encouraged to be involved in working out your own learning needs.

Graduates pursue careers in a wide range of industries including education and training, management and leadership, government, industry and non-government organisations.

For over 50 years, RMIT University has played an important role in developing quality teachers and educators. In such a demanding field, graduates have gone on to become teachers and principals in government and private schools and early childhood centres, lecturers in universities, and government education officers. They have also taught in overseas countries and developed and delivered educational programs in industry and the community. No longer the domain of just the classroom, teachers are needed everywhere. It’s hard to imagine what life would be like without them.

RMIT has developed a significant reputation for delivering quality teacher education programs which employ emerging technologies in the curriculum to ensure graduates can deliver quality and inspiring programs wherever they go.

The School of Education is the home of the RMIT UNEVOC Centre, a United Nations Educational, Scientific and Cultural Organization (UNESCO) international centre for technical and vocational education and training. Through the UNEVOC network, RMIT staff and students have linkages to TVET activities and centres around the world.

Educating fortomorrow’s world

Location

School of Education RMIT University Building 220, Level 4 Plenty Road Bundoora VIC 3083

Mail address

School of Education RMIT University PO Box 71 Bundoora VIC 3083

Tel. +61 3 9925 7480 Fax: +61 3 9925 7586 Email: [email protected]

Head of School

Professor Annette Gough Tel. +61 3 9925 6580 Email: [email protected]

Personal assistant

Michelle Parente Tel. +61 3 9925 7914 Email: [email protected]

www.rmit.edu.au/education

contacts Educating fortomorrow’s world

intEract with rmitYou can now interact with RMIT through several web, mobile and social networking tools listed at www.rmit.edu.au/interact

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2 Research programs 3 Education (PhD) 4 Education (MA) 5 Education (MEd) 6 Coursework programs 6 Education (MEd) 8 Adult and vocational education

and training 10 Career education and

development 12 Educational leadership

and management 14 Tertiary teaching and learning

15 Course descriptions

18 Staff research interests

20 How to apply

21 Money matters

contents

work-intEgratEd lEaring

RMIT is committed to work-integrated learning (WIL) by incorporating WIL experiences such as professional practice placements and learning tasks related to workplace experience as positive features of the programs. WIL is an integral component in many assessment requirements that require problem-based learning and critical reflection on practice.

A rich history

Education graduates from 1959 of the Coburg Primary Teachers’ College, the State College of Victoria at Coburg, Phillip Institute of Technology and RMIT University are invited to join RMIT alumni.

Update your details at www.alumni.rmit.edu.au

1

The School of Education has expertise in the areas of curriculum, educational processes and applied education. In the curriculum areas there is focus on policy implementation and development as well as discipline-based areas of mathematics education, language and literacy, health and physical education, and science and environmental education. There are strengths in learning and teaching, early childhood, primary, secondary education and transitions, vocational education and training, and educational leadership and management. The applied education study areas include educational technology, teaching methods and curriculum design.

The School also has the Cluster for Research in Education for Sustainability and Social Inclusion (CRESSI), which focuses on areas such as education for sustainability and sustainable development, working with Indigenous communities, students ‘at risk’ accessing VCE, VCAL and adult education programs, students accessing migrant English programs, students admitted to undergraduate programs through SNAP and other equity places, supporting teachers in the Whittlesea and Darebin areas and the emerging ‘Northern corridor’.

Research degrees are offered by thesis and by project. There has been a significant number of successfully completed research degrees by project that cover a diversity of fields including adult and community education, training packages, refugee education programs, changes in early childhood practice, and cross-sectoral initiatives. Curriculum initiatives and developments, curriculum and framework models demonstrate the presentation of the outputs from theses and projects.

Research degrees require a high level of commitment and are a form of systematic inquiry into all aspects of social, cultural, human aspirations, actions and achievements. It may produce new forms of intellectual and cultural activity or make a valuable contribution to existing forms. Research students can choose whether to submit a traditional written thesis, or produce an original project and an exegesis. Research by project provides a framework for innovation and the development of professional practice within the workplace.

Research degrees by project combine a traditional research methodology and skill base with a contemporary understanding of organisations and professional practice in the workplace. These degrees enable individuals and their organisations to study a workplace concern and produce a comprehensively researched outcome that feeds back into the organisation. This innovative approach provides multiple tangible outcomes: not only the project itself, but also the building of a research and development capability within the organisation, the development of applied research skills for the participants as well as a qualification from a leading Australian university.

Some key characteristics of the by-project mode include industry partnership, collaboration, research linked to practice, positive change for the organisation and individual, and action learning/action research approaches within a project framework. The degree promotes an explicit relationship between research, learning and change. As a consequence the program is challenging for the individual as you contend with the generation of new knowledge and how this knowledge informs action.

As a prospective candidate for a higher degree by research you should discuss your possible research topics and the availability of suitable supervisors with the deputy head, research and innovation before making an application. The School has 35 academics that have a diverse range of research interests. To find a supervisor, or to find out more about education research, visit our website: www.rmit.edu.au/education/research

For entry to PhD and master degrees by research, all non-Australian residents and overseas full-fee paying students must provide evidence of IELTS 7.0 (no band below 6.5) or equivalent TOEFL score.

Research versus coursework

Postgraduate research degrees

RMIT University offers both PhD (Doctor of Philosophy) and master degrees by research. A research degree requires you to formulate your own topic and produce a substantial thesis or project. All research candidates are required to have an academic supervisor who has expertise in the broad area of their topic. The supervisor will be available for regular consultation with you and will be responsible, with you, for ensuring the candidature progresses well.

Research degrees require a high level of commitment and are a form of systematic inquiry into some aspect of a relevant interest area. In the process, you will learn research skills whilst also contributing to the knowledge of the discipline in new and innovative ways.

Postgraduate coursework degrees

RMIT postgraduate coursework degrees consist of a number of courses often with the option of undertaking a minor thesis or project in the final year. RMIT postgraduate degrees are awarded when you have completed the required amount of credit points. Most courses are equivalent to 12 or 24 credit points.

Most master degrees are 144 credit points, a graduate diploma is 96 credit points and a graduate certificate is 48 credit points.

Some programs will require you to enrol in a master but offer a graduate certificate and graduate diploma exit point. Others will require you to enrol in the graduate certificate and, on successful completion, you may then apply to enrol in the next level.

2 rMit | 2012 Postgraduate | education

Education (Phd)

Doctor of Philosophy

RMIT program code

DR071

CRICOS number

065720G

Location

Bundoora campus

Mode and duration

4 years full-time or 8 years part-time

International students can only study full-time

Contact

Associate Professor Heather Fehring Deputy head, research and innovation Tel. +61 3 9925 7840 Email: [email protected]

OR

Louise Prentice Program administrative officer Tel. +61 3 9925 7877 Email: [email protected]

www.rmit.edu.au/education/research

The degree of Doctor of Philosophy is normally awarded for a thesis or project based on research that makes a substantial original contribution to an existing body of knowledge. Completion of a research course or equivalent experience in conducting research projects is a compulsory requirement of this program.

The PhD (Education) is nationally and internationally recognised. The award cultivates high level skills in research processes, analysis and synthesis of knowledge related to specific investigative fields of education and high level communication skills. The program is an essential qualification for teaching and learning in the higher education sector.

Career outlook

A PhD from the School of Education is essential for employment for tertiary academic positions, research centres and institutes and senior leadership and management positions in a variety of education environments.

Entrance requirements

A master by research or a master by coursework which includes a research program with a duration of at least one semester full-time (or part-time equivalent); or a bachelor degree with first class honours or upper second class honours (or another award as deemed equivalent); and such qualifications or experience as RMIT considers appropriate.

It is necessary you undertake a minimum of 12 credit points of Research Methods. It is recommended that you enrol in OTED2098 Research design: theory and practice in Semester 1.

Application procedure

RMIT higher degree by research applications are through the School of Graduate Research www.rmit.edu.au/graduateresearch/forms

Fees

Please refer to money matters on page 21 for further information.

Program structure

Full-time students only Credit points

Complete 12 credit points from the following suite of research methods

Approaches to research in education 24

Research design: theory and practice 12

Research methods and philosophy of knowledge 12

Research strategies—design/creative arts 12

Research strategies—social sciences 12

Core courses

PhD thesis A 48

PhD thesis B 48

Part-time students only Credit points







Core courses

PhD thesis A 24

PhD thesis B 24

3

Education (Ma)

Master of Arts by research

RMIT program code

MR019

CRICOS number

069380B

Location

Bundoora campus

Mode and duration



Contact


OR



The Master of Arts by research is normally awarded for a thesis or project based on original research that contributes to knowledge in the area investigated. Some key characteristics of the thesis or project mode include arts-based research, creative explorations and investigations, industry and community partnerships, and collaboration. The program is challenging for individuals as they contend with the generation of new knowledge and how this knowledge informs learning, practice and action. The Master of Arts is an essential requirement for further research in academic endeavours.

Career outlook

A Master of Arts by research is an important component in research-orientated employment for achieving a tertiary academic position. This degree also provides opportunities for employment in research centres and institutes, and senior leadership and management positions in a variety of arts, industry, community and education environments.


A three or four year tertiary degree with at least a credit average in the final undergraduate year; or a qualification deemed equivalent by RMIT with at least a credit average in the final undergraduate year; or evidence of experience which satisfies RMIT that you have developed knowledge of the field of study sufficient to undertake the proposed program.

Note: Professional experience may be taken into account in assessing approval of candidature.

It is necessary you undertake a minimum of 12 credit points of Research Methods. It is recommended that you enrol in the course OTED 2098 Research design: theory and practice in Semester 1.



Fees


Program structure








Core courses

Masters degree thesis A 48

Masters degree thesis B 48








Core courses




Education (MEd)

Master of Education by research

RMIT program code

MR018

CRICOS number

012978J

Location

Bundoora campus

Mode and duration



Contact


OR



The Master of Education by research is normally awarded for a thesis or project based on original research that contributes to knowledge in the area investigated. Some key characteristics of the thesis or by-project mode include industry partnership, collaboration, research linked to action, positive change for the organisation and individual, and action learning/action research approaches within a project framework. The degree promotes an explicit relationship between research, learning and change. As a result the program is challenging for individuals as they grapple with the generation of new knowledge and how this knowledge informs action. The Master of Education is an essential requirement for further research in academic endeavors.

Career outlook

A Master of Education by research is an important component in research-orientated employment for achieving a tertiary academic position. This degree also provides opportunities for employment in research centres and institutes and senior leadership and management positions in a variety of education environments.


A three or four year tertiary degree with at least a credit average in the final undergraduate year; or a qualification deemed equivalent by RMIT with at least a credit average in the final undergraduate year.

It is necessary you undertake a minimum of 12 credit points of Research Methods. It is recommended that you enrol in OTED 2098 Research design: theory and practice in Semester 1.



Fees


Program structure








Core courses










Core courses



5

Education (MEd)

Master of Education by coursework

RMIT program code

MC039

CRICOS number

060831G

Location

City campus

Mode and duration

1.5 years full-time or 3 years part-time

Midyear places may be available


Contact

Dr Berenice Nyland Program director Tel. +61 3 9925 7805 Email: [email protected]

OR

David Caliste Program administrator Tel. +61 3 9925 2097 Email: [email protected]

www.rmit.edu.au/teachereducation

Be a leader in education. The Master of Education by coursework program provides you with an opportunity to develop and extend your professional knowledge, skills, attitudes and values in a variety of educational, training and community contexts all within a flexible framework. You can further develop your knowledge and understanding of learning and teaching and apply this through a range of educational and workplace settings using coursework and research methodologies.

The program allows you to engage in local and global issues and to work across sectors in education, government, business and the community. You can strengthen your skills in areas of research, learning and development, careers, leadership and management.

There are two options in the Master of Education:

» Option 1: Coursework

» Option 2: Minor thesis

Graduates are able to draw upon their qualification to enhance their careers within a broad range of organisations in early childhood, primary, secondary, vocational, workplace and tertiary teaching.

Delivery

Courses are delivered in various modes: face-to-face, online and blended, as well as clustered supervision for the minor thesis option. You have reasonable flexibility in choosing your preferred mode of study or mixing and matching.


You are required to have a minimum three-year undergraduate degree or other equivalent experience. Additional experience in the field is advantageous. If you are entering the master from any of the graduate certificates listed below and wish to undertake the minor thesis course, you must complete 24 credit points of approved research methods courses. If you have partially or wholly completed a similar graduate certificate or graduate diploma from another tertiary institution, your application will be individually considered for entry and exemptions.

All non-Australian residents and overseas full-fee paying students must provide evidence of IELTS 7.0 (no band below 6.5) or equivalent TOEFL score.

If you apply to enter the master program via the graduate certificate/graduate diploma pathway listed below, you must comply with the entry requirements of these programs:

» GC017—Graduate Certificate in Adult and Vocational Education and Training

» GD037—Graduate Diploma in Adult and Vocational Education and Training

» GC044—Graduate Certificate in Career Education and Development

» GD069—Graduate Diploma in Career Education and Development

» GC013—Graduate Certificate in Education (Educational Leadership and Management)

» GD031—Graduate Diploma in Education (Educational Leadership and Management)

» GC020—Graduate Certificate in Tertiary Teaching and Learning


RMIT direct application

Fees

Australian residents Commonwealth Supported Places (CSP) are available.

Full fee-paying Australian residents 2012: A$12 960 per year full-time

International full fee-paying students 2012: A$19 200 per year full-time

Fees are payable at the commencement of each semester and are calculated annually.

Please refer to money matters on page 21

for further information.


Program structure

Option 1: Coursework

Master (144 credit points) Credit points

Complete 144 credit points

Assessment, reporting and evaluation 24

Contemporary issues in education 24

Curriculum and instructional design 24

Flexibility in learning and teaching 24

Foundations of narrative counselling 12

Human resource development for educators 24

Independent study 24

Investigative and problem-based learning 24

Leading and managing change 24

Mentoring and coaching practices 12

Organisational behaviour for educators 24

Principles and contexts of learning 24

Professional competencies for career development practitioners (1) 12


Reflective teaching and learning 24

Research design: theory and practice* 12

Research methods and philosophy of knowledge* 12

Research strategies (design/creative arts)* 12

Research strategies (social science)* 12

Strategic management in education 24

Studies in learning technology 24

Vocational assessment 12

Working with diversity 24

*You must choose at least 12 credit points from the research method courses

Option 2: Minor thesis

Master (144 credit points) Credit points

Minor thesis A 24

Minor thesis B 24

Minor thesis C 24

Complete 24 credit points from:

Approaches to research in education* 24



Research strategies (design/creative arts) 12

Research strategies (social science) 12

* One of these courses must be completed.













Negotiated project 12














7

Adult And VocAtionAl EducAtion And trAining

Graduate Diploma in Adult and Vocational Education and Training

RMIT program code

GD037

CRICOS number

019081E

Location

City campus Online

Mode and duration

1 year full-time or 2 years part-time



Exit points

Graduate Certificate in Adult and Vocational Education and Training

RMIT program code: GC017 0.5 years full time or 1 year part-time (48 credit points)

Contact


OR


www.rmit.edu.au/workplaceeducation

Do you wish to improve your understanding of education and training in schools, TAFE, industry and/or adult and community education?

Offered in a blended mode, combining face-to-face and e-learning to meet the needs of busy adults, the graduate certificate and graduate diploma provide the perfect opportunity to extend your knowledge and practice and to qualify as a TAFE teacher. The core course principles and contexts of learning provides you with a strong conceptual framework to inform your practice as well as a set of applied skills. You can then select from a range of options that cater to your specific needs.

In addition to appealing to those with an undergraduate degree, the Graduate Certificate in Adult and Vocational Education and Training and Graduate Diploma in Adult and Vocational Education and Training is a logical extension to the Certificate IV in Training and Assessment, the Diploma of Training and Assessment or the Diploma in VET Practice. The program is particularly suited to those with an interest in becoming an advanced skills teacher, training developer or manager.

Career outlook

Graduates have found employment across the workplace, education and training sectors in a variety of roles as TAFE teachers, workplace trainers and assessors, training managers, developers of training packages, private consultants and community educators.

Pathway

These programs are an accepted pathway into the Master of Education with a distinction average. Graduates without a distinction average in the graduate certificate will be considered on an individual basis. Recognition of prior learning may be available. Please check with the program director.


A minimum three-year undergraduate degree or other recognised tertiary qualification as well as successful completion of a Certificate IV in Training and Assessment. Relevant work experience is advantageous.

International students must have an English proficiency minimum of IELTS 7.0 (where each individual component of reading, writing, listening and speaking is not less than 6.5) or equivalent TOEFL score or advanced-level RMIT English Worldwide.



Fees






Program structure

Graduate certificate (48 credit points) Credit points

Semester one

Contexts of adult learning 12

Principles of adult learning and teaching 12

Semester twoComplete 24 credit points

Assessment and reporting in adult and vocational education 12

Cultural diversity in training 12

Flexible and e-learning in adult and vocational education 12

Supervised teaching practice 12

Graduate diploma (96 credit points) Credit points

Semester one

Contexts of adult learning 12

Facilitating literacy and numeracy learning in the workplace 12

Principles of adult learning and teaching 12

Workplace based practicum 12

Semester two

Assessment and reporting in adult education and vocational education 12

Cultural diversity in training 12

Flexible and e-learning in adult and vocational education 12

Supervised teaching practice 12

Please note: courses listed may not be available each semester.

9

Career eduCation and development

Graduate Diploma in Career Education and Development

RMIT program code

GD069

Location

Online

Mode and duration



This program is not available to international students.

Exit points

Graduate Certificate in Career Education and Development

RMIT program code: GC044 0.5 years full-time or 1 year part-time (48 credit points)

Contact

Michael Hastings Program director Tel. +61 3 9925 7847 Email: [email protected]

www.rmit.edu.au/careereducation

The Graduate Certificate in Career Education and Development has been designed to develop your core knowledge and skills in the area of career development.

The Graduate Diploma in Career Education and Development allows you to further develop and apply your understanding and skills in a diverse range of educational and professional settings. The graduate diploma also offers opportunities to incorporate a research focus in your learning, preparing you for further studies.

The programs are designed around industry standards and aim to develop the professional skills of human resource specialists, private practitioners, outplacement and career transition consultants, case managers, information officers, teachers and student counsellors.

Pathway

The Graduate Certificate in Career Education and Development and Graduate Diploma in Career Education and Development are accepted pathways into the Master of Education.

Delivery

This program is delivered entirely online. Online delivery gives you the flexibility to design your study plan to meet your needs. You are supported in your studies by a dedicated program leader who is responsible for coaching and mentoring you through the program. The online environment also provides you with the opportunity to meet and study with fellow students.


A minimum three-year undergraduate degree or other recognised tertiary qualification and/or relevant work experience is preferred.

A Graduate Certificate in Career Development (or equivalent) is required for entry to the graduate diploma.



Fees




Study grants for Victorian career practitioners

As a careers practitioner working in schools, TAFEs, Youth Connections providers or Local Learning and Employment Networks (LLEN), you can apply for a study grant of up to $4 800 to study the Graduate Certificate in Career Education and Development at RMIT. The Career Education Association of Victoria (CEAV) is managing the study grants.

This initiative is made possible by study grants from the Victorian Department of Education and Early Childhood Development (DEECD) and the Federal Government and will be paid directly to the institution.

Further information

» Program director

» Career Education Association of Victoria: www.ceav.vic.edu.au

» Department of Education and Early Childhood Development: www.education.vic.gov.au


Program structure






Additional courses to be completed for the:




Careers in practice 24

Education and training issues 24





Professional development and training in careers practice 24







11

Educational lEadErship and managEmEnt

Graduate Diploma in Education (Educational Leadership and Management)

RMIT program code

GD031

CRICOS number

030991G

Location

City campus Online

Mode and duration




Exit points

Graduate Certificate in Education (Educational Leadership and Management)

RMIT program code: GC013 0.5 years full time or 1 year part-time (48 credit points)

Contact


OR


www.rmit.edu.au/educationleadership

Strategically move your way though the courses to achieve your aims in educational leadership and management. The Graduate Diploma in Education (Educational Leadership and Management) provides you with the opportunity to recognise, develop and extend your professional knowledge and skills within a flexible framework that will equip you for senior positions of responsibility in a variety of educational, training and community contexts.

Using research and project skills you can develop your understanding of complex issues surrounding leadership. Graduates will be employable as senior practitioners in a variety of educational, training and community settings which require high levels of knowledge and skills in areas such as change management, educational leadership, strategic management and human resource development.

Pathway

The Graduate Certificate in Education (Educational Leadership and Management) and Graduate Diploma in Education (Educational Leadership and Management) are accepted pathways into the Master of Education. However, if you wish to enter the master and undertake the extended independent study of minor thesis course sequences you must have completed at least 24 credit points of an approved research methods course before enrolling in the master.


A minimum three-year undergraduate degree or other recognised tertiary qualification and/or relevant work experience is preferred. Additional experience in the field is advantageous.

International students must have an English proficiency minimum of IELTS 7.0 (where each individual component of reading, writing, listening and speaking is not less than 6.5) or equivalent TOEFL score or advanced-level RMIT English Worldwide.

If you have completed a similar program at another tertiary institution, you will be individually considered for entry and exemptions.



Fees






Program structure









Additional courses to be completed for the:












Approaches to research in education* 24


Careers in practice 24










Research methods and philosophy of knowledge* 12

Research strategies (design/creative arts)* 12

Research strategies (social sciences)* 12



* You can choose no more than 24 credit points from the research methods courses

13

TerTiary Teaching and learning

Graduate Certificate in Tertiary Teaching and Learning

RMIT program code

GC020

CRICOS number

063582G

Location

Bundoora campus

Mode and duration

0.5 years full-time or 1 year part-time



Contact

Professor Annette Gough Program director Tel. +61 3 9925 6580 Email: [email protected]

www.rmit.edu.au/teachereducation

The Graduate Certificate of Tertiary Teaching and Learning (TTL) is designed to improve the learning and teaching practice of tertiary teachers and equip them to teach effectively in the higher education sector.

The program provides opportunities for you to explore issues in tertiary learning and teaching, course design, assessment and creative problem solving in the context of current and emerging professional practice. Building on professional practice and providing opportunities for you to shape the program around your needs and experiences of teaching in a tertiary environment, is a key feature of the graduate certificate (TTL). The design of the assessment tasks allows a degree of flexibility so that they can be best integrated into your work needs and interests.

Pathway

The graduate certificate (TTL) is an accepted pathway into the Master of Education. A further 96 credit points is required for completion of the Master of Education.


You are required to have a minimum three-year undergraduate degree or other equivalent tertiary qualification.

If you have partially or wholly completed a similar program at another tertiary institution you will be individually considered for entry and exemptions.



Fees

For eligible RMIT staff, this program is fully funded by the University. All other enrolments are on a full-fee basis.





Program structure

Graduate Certificate (48 credit points) Credit points

Core courses

Internationalising the curriculum 12

Technological implications for tertiary learning and teaching 12

Tertiary learning and teaching 12

Elective coursesComplete 12 credit points

Implementing tertiary learning and teaching 12

Supervision of higher degrees by research 12


Course desCriptions

Note: Not all courses are available

Approaches to research in educationThis online course provides an introduction to the major traditions and orientations informing contemporary educational research. The course materials focus on a wide range of research approaches, methods and techniques together with a brief outline of their historical, political, epistemological and ideological underpinnings. A key purpose of the course is to help you to develop your skills as a critical reader (consumer) of research as well as providing understandings and experiences that will enable you to make informed choices about appropriate research methodologies and techniques for your future research projects. At the completion of this course you will have framed a research question and developed a research proposal that draws on your understandings about the research approaches and techniques relevant to your proposed research focus. All materials and course discussions are online.

Assessment, reporting and evaluationThe course provides an opportunity to examine assessment, reporting and evaluation issues in educational and workplace settings. The meaningful application of these issues in a range of contexts is achieved through your ability to customise your learning to meet your individual needs or requirements of your professional situations.

Careers in practiceThis course looks at frameworks for career development and the application of careers education in schools, organisations and/or other settings. Applying initiatives such as competency-based approaches, the course focuses on the skills required to research, devise and implement career development programs.

Contemporary issues in educationThis course examines a number of contemporary issues and debates in education that arise from considerations of the changing social contexts in which learning and teaching take place. The course explores characteristics of late (or post) modernity, globalisation, changes in social order, the rise of reflexively ordered societies, and the advent of the risk society.

You will consider the implications of these theoretical understandings for analysing education practices in topical areas such as vocationalism, curriculum politics, post-compulsory education, youth at risk, and technology.

Curriculum and instructional designThis course is designed to meet the needs of participants from all sectors of education and training. These include primary, secondary, vocational and university educators. The course provides an opportunity to examine theories and issues of curriculum and instructional design for a range of media including print and digital technologies. This diversity is achieved through the ability of participants to customise their assessment to meet their personal requirements.

Education and training issuesThis course examines government policy and the impact on career development frameworks, education and training. Current issues in education and training are considered, including equity and access, education policies at a system level and initiatives in vocational education and training.

Facilitating literacy and numeracy in the workplaceThe course prepares you to understand and facilitate learning in the workplace with a special focus on literacy and numeracy as embedded in curriculum.

Flexibility in learning and teachingIn contemporary times governments have implemented a range of policies that have aimed at increasing the level of ‘flexibility’ in teaching and learning practices. Tags that have been used to characterise these changes include off-campus and distance education, workplace-based delivery/learning, flexible delivery/learning, online learning, e-learning and blended learning. Participants in this course will examine the idea of flexibility in teaching and learning across all sectors of education and training.

Foundations of narrative counsellingThis course examines the essential knowledge and theory, resources and tools, relationships, and practice that underpin working professionally and ethically in a counselling role. You will develop knowledge of counselling processes and skills through the exploration and application of counselling theories and models, with an emphasis on the Narrative counselling approach. Participation in an intensive practical workshop and work with a client will consolidate your learning and enable you to develop the advanced communication skills, particularly from a narrative perspective.

Human resource development for educatorsThis course will focus on the development of knowledge and related practices, which will enable you to foster the more effective contribution of people to an organisation. You will be expected to demonstrate an understanding of current policy, and organisation patterns and management strategies to improve the level of participation and effectiveness of staff within an organisation.

Implementing tertiary learning and teachingThe course commences with an investigation into student learning and the factors which impact on the different approaches diverse students bring to their learning in particular contexts. You will use the insights you develop concerning the ways your students approach learning, in combination with an investigation of theories of teaching and learning, to reflect on and review your practice in one of the courses you teach. The emphasis is on student centred learning principles. The course will allow you to explore a range of teaching and learning theories which influence how the concept of the alignment of learning outcomes, learning activities and assessment is developed. All aspects of the course integrate learning with practice and all assignments are work integrated to assist you to manage your study time while you are involved in full-time work.

Independent studyThis course is designed to allow you the flexibility to pursue an interest in your field of study that is not being offered as a ‘taught course’. The application of workplace research and commissioned research can be pursued through this course.

Internationalising the curriculumThis course explores issues of the internationalising of learning and teaching practices through investigation of internationalisation of curriculum, globalisation, cultural sensitivity and inclusivity and strategies for internationalising the curriculum of your professional practice.

This course will give you opportunities to: » learn about international and cultural

perspectives of curriculum » learn to distinguish internationalisation and

globalisation » learn how to internationalise your curriculum » learn from experience » learn through critically reflective practice and

self-evaluation

Investigative and problem-based learningThis course provides the opportunity for you to understand the research on problem-based learning. You will be able to critically analyse the problem-based learning approach and its benefits. During the course you will learn how to use problem-based learning situations and scenarios to apply a problem-based learning approach and to formulate solutions to a selected issue within an area of interest.

15

Leading and managing changeThis course provides you with the opportunity to study the key concepts of change, continuity and transition within the context of the learning organisation. The study is based on the theoretical perspectives and assumptions underpinning the current developments in change management. Particular emphasis is placed on the capacity to analyse the often contradictory and complex environment as a basis for managing change.

Master thesis—Master of ArtsAn MA involves self-directed learning towards the production of a research investigation. You are expected to be involved in collegiate coaching with the senior supervisor, to attend seminars and workshops scheduled by the research office in the School of Education and to attend and present at the biannual research student conferences.

Thesis A—In year one you will be expected to undertake the compulsory research methods course (OTED2098), undertake confirmation of candidature at the Research Student Conference in June, and complete a draft literature review. In year two you will analyse data, revise literature reviews and research methods chapters, and attend the Research Student Conference in June.

Thesis B—In year one you are expected to redraft your research methods chapter and commence collecting your data. In year two you will analyse data and finalise all chapters for submission for examination and complete the second review process prior to examination.

Master thesis—Master of EducationAn MEd involves self-directed learning towards the production of a research investigation. You are expected to be involved in collegiate coaching with the senior supervisor, to attend seminars and workshops scheduled by the research office in the School of Education, and to attend and present at the biannual research student conferences.

Thesis A—In year one you will undertake the compulsory research methods course (OTED2098), complete the confirmation of candidature to be undertaken at the Research Student Conference in June, and commence a draft literature review. In year two you will commence the analysis of your data.

Thesis B—In year one you redraft your research methods chapter and collect your data. In year two you will finalise all chapters of your literature review, research methods chapter, analysis of data and the full final draft for examination. You will be required to undertake a second review of your thesis prior to submission for examination.

Mentoring and coaching practicesThis course looks at recent developments, current practices and ethical considerations in mentoring and coaching. Exploring recently developed coaching models, the course enables you to develop generic coaching skills and the ability to effectively integrate coaching and mentoring in the career development process.

Minor thesis AFirst stage of a three-stage minor thesis (approximately 19 500 words or equivalent). You will determine your own objectives. The thesis is essentially self-initiated and student-directed with tutorial support and individual consultations. You are expected to design the research project and if necessary obtain research approval from the RMIT Human Research Ethics Committee.

Minor thesis BSecond stage of a three-stage project. During this stage you will be gathering data and analysing results in preparation for the third and final semester of study.

Minor thesis CThird stage of a three-stage project. This stage will involve a presentation of a research project of approximately 19 500 words or equivalent. Following completion of stage three the project will be submitted for examination and receive a graded pass.

Organisational behaviour for educatorsThis course examines organisations from a structural, cultural and social perspective and explores the impacts that individuals and groups have on workplaces, particularly organisations that have education and learning as a core function. The multidisciplinary foundations of the discipline of ‘organisational behaviour’, including theoretical models and personal experience, will be considered through reflective, participative adult learning.

PhD thesisA PhD involves self-directed learning towards the production of a substantial research investigation. You are expected to be involved in collegiate coaching with the senior supervisor, to attend seminars and workshops scheduled by the research office in the School of Education, and to attend and present at the biannual research student conferences. You must submit progress reports to the School of Education research office in June and November reflecting on your progress to date and raising any concerns or needs you have in relation to the PhD studies.

Thesis A—In year one you are expected to undertake your compulsory research methods course and confirmation of candidature to be undertaken at the Research Student Conference in June. In year two you will redraft research methods chapter. In year three you will analyse your data. In year four you will write up your revised literature review and methodology chapters.

Thesis B—In year one you will research and write draft literature review. In year two you will collect data and commence analysis of the data. In year three you will finalise the analysis of data. in year four you will finalise the full draft and undertake the official PhD completion seminar.

Principles and contexts of learningThe course provides an opportunity to examine the principles and contexts of teaching and learning in institutional and workplace settings. This diversity is achieved through the ability to customise your assessment to meet your personal requirements.

Professional competencies for career development practitioners (1)This course is an introduction to the competencies required of a career development practitioner. It looks at the basic knowledge and theory, resources and tools, relationships, and practice that underpin working professionally, ethically and effectively in any career development context.

Professional competencies for career development practitioners (2)This course focuses on using and refining the competencies required of a career development practitioner. You will be asked to apply and reflect upon the career development knowledge and theory, resources and tools, relationships, and practice essential to working professionally, ethically and effectively in any career development context.

Professional development and training in careers practiceThis course provides you with the opportunity to undertake professional development in an area of your own choice. It offers: » a student-centred approach, responsive to

your needs in different work contexts; » a maximum choice of learning experiences;

and » flexibility that reflects the breadth and

complexity of careers practice.


Reflective teaching and learningThe course is designed to encourage you to critically examine and reflect upon yourself as a learner and on your practice as a teacher. You will learn about a range of educational constructs in order to better understand and further develop your own teaching and provide support for your research. The processes undertaken will provide you with evidence of best teaching practice, further professional associations, and gathering evidence to include in your professional portfolio. Methods, and the development of critical reflection in action and upon action, will be fostered.

Research design: theory and practiceThis course is an innovative modularisation of content. It will encompass areas such as: » understanding and choosing a research

paradigm; » developing a research methodology; » deciding on appropriate data gathering

research methods/techniques/strategies; » understanding the trustworthiness process; » developing and writing a research proposal

outlining the key features of a research investigation;

» understanding and addressing the ethical implications of involving human beings in research investigations; and

» a series of modules covering a range of research methodologies and strategies.

Research methods and philosophy of knowledgeThis course provides a basic overview of research methods as they apply to education. The course introduces the concepts of research and knowledge from a broad philosophical perspective, and moves towards details of literature review, research design, data collection methods, analysis and thesis writing.

Research strategies—social sciencesThe course is designed primarily to assist you to begin a focused preparation for writing successful text-based theses in disciplines such as social science, education, planning, social work, communications, environmental studies or international development. The course will also cater to you if you need to acquire advanced skills in analysing and commissioning research.

Research strategies—design/creative artsThe course provides you with training in the principal methods of project-based research in the design and creative arts areas. These methods will be presented within a broader framework of knowledge, including the principles of arts and design methodology. Throughout the course, you will be presented with examples of high-quality research and a range of research paradigms and techniques. This training will contribute to the development of your research proposals and projects.

Strategic management in educationThis course focuses on issues that relate to the process of strategy formation, the implementation of strategy, and strategic change/transformation and processes in educational organisations.

Quantitative and qualitative tools and techniques in improvement of an educational organisation’s strategic management will be discussed.

Studies in learning technologyThis course provides a solid foundation for implementing new technologies in instruction and learning by providing immersive (supported) experience and relevant theory.

Three main emphases of the course are:1. Designing well resourced, relevant and

engaging learning experiences using new technologies;

2. Building and sustaining a learning community to support learning in the e-environment;

3. Experiencing and understanding the role of interactivity in learning, both with the way learners interact with the technologies and how these technologies can be used to optimise learning interactions.

Supervised teaching practiceThe Supervised Teaching Practice has been designed to meet the requirements of the Victorian TAFE Teaching Staff Multi-Business Agreement. The course provides an opportunity for you to reflect on and improve your teaching practice within an adult or vocational education or training setting.

Supervision of higher degrees by researchThis course provides prospective and novice supervisors with practical knowledge regarding HDR supervision that can be used to inform and enhance supervisory practice.

The course approach is practical, with a focus on what supervisors do and what you need to know in order to supervise well.

The course adopts an issues based approach with a focus on how to promote a good HDR learning experience as well as identify, anticipate and address problems. Assessment tasks provide you with an opportunity to critically evaluate what you are learning, investigate and document good practice, and if applicable, apply and test new ideas within your own supervisory practice.

Technological implications for tertiary learning and teachingThis course will focus on exploring educational technologies that are relevant to the teaching context at RMIT. In particular, you will work with the online learning and teaching tools of the RMIT online student-learning environment.

You will experience the use of some educational technologies and online learning environments, as well as design potential teaching and learning activities that you could use in your own practice. Throughout this course emphasis will be placed on you designing and implementing teaching and learning activities that aim to engage students.

Tertiary learning and teachingThe course commences with an investigation into student learning and the factors which impact on the different approaches that our diverse students bring to their learning in particular contexts. You will use the insights that you develop concerning the ways your students approach learning in combination with an investigation of theories of learning and teaching, to reflect on and review your practice in one of the courses you teach. The emphasis is on student-centred learning principles. The course will allow you to explore a range of learning and teaching theories which influence how the concept of the alignment of learning outcomes, learning activities and assessment is developed. All aspects of the course integrate learning with practice and all assignments are work integrated to assist you to manage your study time while you are involved in full-time work.

Working with diversityThis course aims to enhance your awareness of factors contributing to diversity in the global, local and educational contexts and to utilise that critical awareness to build strategies for maximising the possibility of productive diversity in your life and your own educational settings.

In particular this course will provide teachers, trainers and educators with the opportunity to consider the learning and teaching implications which cater for the complex needs and characteristics of our increasingly diverse student population. The multidisciplinary foundations of intercultural studies and cross-cultural pedagogies, including theoretical models, professional practices and personal experiences are integrated through reflective learning and guided online discussions.

Workplace based practicumThe workplace based practicum aims to provide an opportunity for you to complete an applied project in a post-compulsory education or training setting.

Vocational assessmentThis course explores the basic knowledge, resources, relationships, and practice that underpin the delivery of vocational assessment in a professional, effective and ethical manner. During the course you will be involved in actively developing a critical and practical knowledge of vocational assessment processes and skills through the use of various tests, inventories and career exploration processes.

17

Staff reSearch intereStS

Head of School Professor Annette GoughBSc(Ed), MEd (Melbourne), PhD (Deakin)

Environmental education, science education, education for sustainable development, research methodologies, feminist and postcolonial research, curriculum development, curriculum history and education policy studies.

Dr Aleksandra AckerYoung children and music; young children and cultural diversity; inter-cultural communication, inclusive education.

Dr Margarita BreedMultiplicative thinking, meeting needs of at-risk, middle year students, literacy and numeracy and how these two areas can support each other.

Nicky CarrUse of interactive web applications in student learning, beginning teacher use of information and communications technologies, use of online communities of practice to support teacher professional learning and the role of school leadership in facilitating integration of information and communications technologies.

Dr Barbara ChancellorChildren’s learning through play in the outdoor environment—early childhood and primary schools, the primary school playground, design and use of equipment and playspaces, teacher supervision styles, linking design with the natural world.

Dr Michael CrowhurstSexual diversity in schools, whole-school response to supporting students who are same-sex attracted, health promotion, identities and diversity.

Arda CulpanInfluences on teachers’ attitudes to integrating information communication technologies (ICT) in visual arts education.

Dr Linda DarbyScience and mathematics education, teacher pedagogy, pedagogical theory, subject culture, aesthetic dimensions of teaching, professional identity, and issues associated with teaching out-of-field, particularly in relation to rurality.

Dr Phil DoeckeUnderstanding health and physical education teaching and learning, curriculum development and teacher education in the twenty-first century, capacity building and identifying needs in health and physical education across the nations of the South Pacific and other emerging regions, socio-cultural issues impacting physical activity and identifying and analysing issues within ‘sport and spirituality’.

Susan ElliottEducation for sustainability, outdoor playspaces and science education in early childhood.

Dr Jennifer Elsden-CliftonVisual arts, health education, using visuals to enhance literacy, popular culture and education.

Dr Julie FaulknerLiteracy education, cultural studies and identity, multiliteracies, popular culture and reading practices.

Associate Professor Heather FehringLiteracy assessment and reporting, literacy education, research design theory and practice, ethics and research practices, teaching and learning theory and practice.

Associate Professor David ForrestMusic education, arts education, music industry, Russian and Soviet music education, arts policy, curriculum development, teacher education.

Debbi Futter-PuatiHealth and physical education and health promotion through whole school approaches to wellness and resiliency. Sexuality education, Pacific education and looking at successful education experiences for students who present as ‘at-risk’ in schools.

Dr Emily GrayGender, sexuality and education, teacher identity and teacher’s work, media and popular culture and its use within educational settings, alternative educational spaces for sexuality education.

Willem GoemanSchools as Learning Organisations, Teachers’ mental models—theories espoused, theories in action, School reform and educational leadership, Change management and innovation, Impact of Herrmann Brain Dominance Inventory programs on personal and organisational efficacy.

Dr Mary HanrahanDiscourse analysis, motivation and engagement, science literacy, language, literacy and sociocultural perspectives in science education.

Michael HastingsEarly to adolescent career development and its relationship to academic success, management of study-to-career transition issues, enhancement of employee productivity and satisfaction, future of work and its implications for workers and their career development needs.

Dr Richard JohnsonInternationalising the curriculum, intercultural teaching, intercultural learning and teaching through online dialogue, enacting pedagogy through forum theatre.

Dr Kathy JordanTeachers integrating ICT into practice and the decisions and choices teachers make to effectively do so, and literacy.

Dr Josephine LangLearning, teaching, curriculum, teacher education, education for sustainability.


Dr Gloria LathamTransition to university, children’s thinking (philosophical thought), oral language, postgraduate students in shared discourse and research in social constructivism, ongoing teacher research—reflexive practice using journal writing and critical incidents to foster new understandings.

Dr Narelle LemonImage based research, qualitative mixed methods, visual methodology, reflection and metacognition, thinking skills, new initiatives in learning and teaching, coping skills, and visual arts and music education.

Dr Lynette LongarettiMiddle years of schooling, anti-bullying strategies, reflective practices and the use of multimedia in teaching.

Dr Maree MacmillanInterdisciplinary research and intertextual interpretation (across musicology, screen studies, literature, gender studies and education), and in student-directed musical learning, music, cultural studies and integrated arts.

Peter MeaneyTeacher education, physical and sport education, sports coaching, sports psychology, aquatics.

Dr Berenice NylandInfants in childcare, infants and language, politics of childcare, young children and music, early childhood services in China.

Dr Judith OceanConstructivist mathematics education, student engagement, trust and damage in teacher–student relationships, and issues of care and justice.

Dr Rachel PatrickEarly-career teachers professional knowledge and identity, social justice, equity and difference in education, indigenous education, feminist and post-structural methodologies, and social, political and cultural issues for education.

Dr Ian RobertsonE-learning, flexible and workplace learning in VET, policy and practice in VET, teachers and teachers’ work in VET.

Aneta RenierisCritical literacy and social equity, critical literacy and curriculum development, pedagogy, power and education.

Dr Marg SellersEducational philosophy, early childhood curriculum, feminist/poststructuralist research methodologies, Deleuzian philosophy.

Dr Cheryl SempleLanguage and literacy development, curriculum development and implementation, teacher education and knowledge.

Associate Professor Geoff ShacklockTeachers’ work, applied learning, post-compulsory education, at-risk youth, popular culture and identities, education policy, narrative inquiry and life history.

Professor Di SiemonMathematics teaching and learning in Years K–9, the development of number ideas and strategies, multiplicative thinking, at-risk learners, the role of language and culture in mathematics, assessment, teacher knowledge, mathematics curriculum design.

Andrew SkourdoumbisCritical theory and education, teacher effectiveness and education policy, educational theory and philosophy, science and maths education and the politics of education.

Eloise ThomsonEarly childhood education, transition to school, humanities in the early childhood and primary curriculum, human rights, Asia education and twenty-first century schools.

Dr Ly TranCross-cultural pedagogies, culturally inclusive practices, curriculum development, international student experiences ranging from engagement in the Australian academic practices to social security issues.

Jo VigonaStudents who experience learning difficulties and learning disabilities and the impact it has on their lives and their participation in education. Teaching students deemed ‘at risk’ in the areas of numeracy and literacy.

Dr Wendy WarrenNarrative, language and literacy, teacher education, actor network theory, creative research methodologies, social education/humanities issues, e-learning.

Dr Leone WheelerCommunity-university engagement, community learning partnerships, learning networks models and practice, lifelong learning.

Naomi Wilks-Smith

Teaching of additional languages; Languages Other Than English (LOTE) and Teaching English to Speakers of Other Languages (TESOL), second language acquisition, cultural diversity in classrooms, language teaching methods, Japanese as a second language in Australian classrooms, communication language teaching and learning, content based teaching of languages, bilingual and immersion education.

19

Coursework degrees

Direct application

Apply online at www.rmit.edu.au/programs/apply/direct

Timely applications for coursework programs are due by:

» 10 November each year (Semester 1) and

» 31 May each year (midyear Semester 2).

Midyear applications open 1 May www.rmit.edu.au/midyear

Applications will continue to be accepted until all places have been filled. You are encouraged to lodge your application early.

Supplementary information forms

Some postgraduate programs require applicants to complete a supplementary information form in addition to the direct application form.

www.rmit.edu.au/programs/apply/forms

Research degrees


There are minimum entry requirements for master by research and doctoral degrees. Due to strong competition for places, preference may be given to applicants with more than the minimum requirements.

All applicants need to find a supervisor with similar research interests as themselves and discuss a research project proposal with them. The research proposal must be included in your application. Refer to contact details under each program or www.rmit.edu.au/graduateresearch/searchsupervisors

Master

A first degree from RMIT with at least a credit average in the final year; or a qualification deemed equivalent by RMIT to a first degree from RMIT with at least a credit average in the final year; or evidence of experience which satisfies RMIT that the applicant has developed knowledge of the field of study sufficient to undertake the proposed degree.

Note: Some degrees may require evidence of other qualifications or experience. Refer to the contact listed under individual degree entries before applying.

PhD

A degree of master by research from RMIT; or a degree of master by coursework from RMIT which includes a research component with a duration of at least one semester full-time (or part-time equivalent); or a bachelor degree from RMIT with first class honours or upper second class honours (or another award as deemed equivalent); and such qualifications or experience as RMIT considers appropriate.

Note: Some programs may require evidence of other qualifications or experience. Refer to the contact listed under individual program entries before applying.

Applying

Application for candidature involves three steps. A brief outline is below. Contact the School of Graduate Research for detailed information.

1. Find a program and confirm eligibility

The entry requirements for each program are listed in this publication. To discuss your eligibility, contact the RMIT staff member listed under individual program entries.

2. Seek academic advice

Once you have decided on the higher degree by research (HDR) you are interested in, you should discuss potential research topics, the availability of suitable supervisors, and an initial research proposal directly with your prospective supervisors and/or with the HDR coordinator in the relevant School. www.rmit.edu.au/graduateresearch/searchsupervisors

3. Complete and submit the application form and supporting documents

If you fit one of the following categories of applicants for higher degree by research places and key scholarship(s), then you can apply through the School of Graduate Research:

» Australian Citizens

» Australian Permanent Residents and New Zealand Citizens

» Offshore International Students—you will be studying outside of Australia and do not fall into any of the above categories.

www.rmit.edu.au/graduateresearch/application

All other applicants are considered Onshore International Applicants and must apply through RMIT’s International Services division. www.rmit.edu.au/programs/international

How to aPPly


Money Matters

Coursework degrees

What you pay will depend on whether your are offered a Commonwealth supported place (CSP) or a full-fee place. Financial assistance is available regardless of the type of place you enrol in.

Full-fee place

Full-fee students are required to pay the complete cost of their program. The fees vary according to each program and are adjusted on an annual basis. They are listed under each program in this booklet.

Those students who do not have Australian Permanent Residency and who are not on a student visa, such as New Zealand citizens residing in Australia, are required to enrol in a full-fee place.

Commonwealth supported places (CSP)

A Commonwealth supported place (CSP) is a place at uni where the fee is subsidised by the Australian Government. Your share of the fee is calculated according to the interest area you are studying. The following table shows a student’s annual share of the fee for full-time study in 2012.

Your

inte

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are

a:

Mathematics, science, statistics

Your

stu

den

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r fu

ll-tim

e st

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012:

$4520 p.a.

Humanities, behavioural science, social studies, education, clinical psychology, foreign languages, visual and performing arts, nursing

$5648 p.a.

(Band 1)

Computing, built environment, allied health, other health, engineering, surveying, agriculture

$8050 p.a.

(Band 2)

Accounting, administration, economics, commerce, dentistry, medicine, law, veterinary science

$9425 p.a.

(Band 3)

Students who undertake more or less than a full-time study load, or who study courses from a combination of the above categories, will be charged the proportionate student contribution. www.rmit.edu.au/programs/fees

Confirmation of fees for 2012 can be obtained from Info Corner on tel. 03 9925 2260.

Annual increase of full-fees

RMIT reserves the right to adjust fees on an annual basis by an amount that will not exceed 7.5% each year (subject to rounding). For higher education fees, tuition fees are rounded up to the nearest $10 per credit point increment, and so the actual fee increase may exceed 7.5%.

Material fees

In addition to tuition fees, you may be required to purchase items related to your program, including field trips and excursions, specified textbooks and equipment. These fees are not compulsory and students may choose to purchase these items independently. These expenses vary from program to program. Please check individual program brochures or contact the relevant school directly.

Research degrees

If you are an Australian citizen, Australian permanent resident or New Zealand citizen you may be eligible for a Higher Degree by Research (HDR) place where your tuition costs are funded by the Australian Government and you therefore have full exemption from tuition fees.

RMIT also offers research places on a fee-paying basis. For more information on fee-paying places please contact the relevant RMIT school to which you are applying. Program fees may vary according to the courses chosen and fees are invoiced on a semester basis. www.rmit.edu.au/programs/fees

Acceptance in a HDR place is very competitive and places are granted on the condition that you meet annual progress requirements and complete within the allotted time for your program and your status as a part-time or full-time candidate. www.rmit.edu.au/graduateresearch

Financial assistance

Postgraduate Coursework Commonwealth Supported Equity Places

RMIT has a limited number of Commonwealth supported places (CSP) in postgraduate coursework programs for applicants who meet entrance and equity criteria. Instead of paying full-fees, the CSP equity place allows students to complete their program with a choice of up-front, partial up-front or deferred payment options. These places are available in any program. www.rmit.edu.au/programs/apply/equity

FEE-HELP

Postgraduate coursework and research applicants who are Australian citizens or holders of a permanent humanitarian visa are eligible to apply for a FEE-HELP loan. FEE-HELP enables eligible students to obtain a loan from the Australian Government to pay all or part of their tuition fees. The Government pays the amount of the loan directly to the student’s institution. Students repay their loan through the taxation system once their income reaches the minimum threshold for compulsory repayment. www.goingtouni.gov.au

Income tax deductions

Australian students may be eligible to apply for income tax deductions relating to the education expenses that are linked to their employment. Students should check with an accredited taxation accountant/consultant as to their eligibility for possible deductions. The Australian Taxation Office (ATO) website may also be useful. www.ato.gov.au

International/non-Australian residents only

For the latest fee information, please refer to our website: www.international.rmit.edu.au/info/programfees.asp

21

Every effort has been made to ensure the information contained in this publication is accurate and current at the date of printing. For the most up-to-date information, please refer to the RMIT University website before lodging your application.

11869 0711

RMIT UniversityInfo Corner330 Swanston Street (cnr La Trobe Street)Melbourne VIC 3000Tel. +61 3 9925 2260Email: [email protected]

www.rmit.edu.au

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Educating for tomorrow’s world - RMIT University · learning philosophy of the RMIT School of Education ... Educating for tomorrow’s world. ... A research degree requires you