2023 04 03 AAC Minutes Redacted.pdf

Te Komiti Whakahaere Ako
Academic Administration Committee

_____________________________________________
Ngā āmiki | Minutes
Rā | Date
Monday, 3 April 2023
Wā | Time
1.00pm
Wāhi | Venue
Council Chamber level 6 Matariki

Tāngata  i  tae
S 9(2)(a) OIA
Professor C Moran, S 9(2)(a) OIA

mai | Present

Whakapāha
S 9(2)(a) OIA
  and
| Apologies
Pr
o
fe
ssor Moran for lateness.

Ērā atu i
S 9(2)(a) OIA

tae mai | In

attendance

1.
WELCOME

S 9(2)(a) OIA
opened the meeting and welcomed those present. He also acknowledged
the contributions of S 9(2)(a) OIA   who has now left her role at UC.  A welcome was extended
to S 9(2)(a) OIA
, who wil
be joining the committee. S 9(2)(a) OIA
was thanked for her contributions to this committee
as secretary, and S 9(2)(a)   was welcomed as secretary to the committee.

2.
CONFIRMATION  OF  THE  MINUTES  OF  THE  PREVIOUS  MEETING  ON  20
FEBRUARY 2023

Moved by the Chair:
That, the minutes of the meeting held on 20 February 2023 are a true and accurate record.
Carried

Matters Arising

1.  S 9(2)(b)(ii) OIA
S 9(2)(a) OIA

1

2.  We have received a response from the NZQA Regarding the Decision Not to
Accept Online English Tests
“In 2021/early 2022, we commissioned an English proficiency testing expert to evaluate
some of the online tests that were available at that time. These included the TOEFL Home
Edition, IELTS online, Language Cert online, OET at home and PTE Academic online.
We received reports about each of these, but some general concerns were raised. These
were:
•  Most of the online tests are quite new and therefore lack the breadth of data showing
their reliability (accuracy of results, comparable educational outcomes with students
who did in-person tests).
•  Concerns about security and it potentially being easier to cheat in an online test than
in a test centre.
•  Immigration New Zealand, other regulatory bodies and other jurisdictions (i.e.
Australia, UK immigration) not accepting online tests.”
…..[This research is more than a year old.] ….
I will also mention that the online tests have been brought to our attention again very
recently, and as a result we are taking another look at them to see if we will continue to not
allow the online tests or begin to move towards accepting them. I hope in the future, when
you have data on how students who did online tests compare with those who did in-person
tests, we may be able to learn from you.”

3.  Following discussions at the previous meeting about in person exams, S 9(2)(a) OIA
has
supplied the following figures:

MY23 exam requests:
Exam Format
Number of Exams
On-campus Online
42
On-Campus Paper-based
276
Off-Campus paper-based invigilated (STAR

S
course)
Online Respondus invigilated

S
Online Zoom invigilated
11
Online Not Supervised / Take Home Test
58

TOTAL
392

S 9(2)(a) OIA
S 9(2)(g)(i) OIA

2

S 9(2)(b)(ii) OIA



Action Item: S 9(2)(a) OIA
y and S 9(2)(a) OIA
are to discuss this
offline and report back to the committee.

S 9(2)(a)
raised concerns with the timing of the end-of-year examinations. Students did
not l ike the night-time exams scheduled from 7pm, particularly on the last Friday of the exam
period. Students should not be expected to be on campus for an exam until 9pm at night and
he requested the University consider this feedback in future.

3.
BUSINESS FROM THE CHAIR

There was no business from the Chair.

4
CUAP PROPOSALS
4.1 Master of Organisational Psychology

S 9(2)(a) OIA
and S 9(2)(a) OIA
entered the meeting.

S 9(2)(a) OIA
introduced the proposal as a 180-point masters delivered fully online and
available to students anywhere in world. This was a key difference from the current offering of
a 240-point masters. The intention was to use the established courses for the course content
with a reduced research project of 45 points.

S 9(2)(a) OIA
noted that S 9(2)(a)   had sent comments directly to S 9(2)(a) OIA
and
said  it  was  the  assumption  of  th
  e  committee  that  action  would  be  taken  on  all  of  those
comments before the proposal was forwarded to Academic Board.

S 9(2)(b)(ii) OIA  S 9(2)(a) OIA

S 9(2)(a) OIA



S 9(2)(a) OIA





The following amendments were requested:
-
Regulation 10 relating to an exit qualification. Amend the word ‘will’ to ‘may’;
-
Consider replacing ‘Executive Dean’ with ‘Academic Dean’ as they hold the
delegation for this category of decisions;
3

-
Ensure using past tense through the document.
-
Consider the staffing levels as there may be a high level of engagement through the
screen that requires resourcing. It is important to maintain the quality of our
qualifications therefore online courses should have the same staffing as on-campus
courses;

Action Point: Secretary to provide S 9(2)(a)   with feedback from the Committee requiring
reconsideration of the Dean referred to i
  n the Academic Regulations, where relevant.

S 9(2)(a) OIA
explained there was a tight timeframe for amending the document for it to
be presented to Academic Board for CUAP Round One. S 9(2)(a) OIA
was confident all
amendments could be completed, and the final document sent to S 9(2)(a) OIA
by end-of-
day Wednesday.

Moved by the Chair

That, subject to the recommended amendments, the proposal to introduce a Master
of Organisational Psychology be accepted and forwarded to Academic Board and
CUAP for approval.
Carried

S 9(2)(a) OIA
and S 9(2)(a)
left the meeting.

4.2 New subject – Mathematical Sciences Education in the BA and BSc degrees

S 9(2)(a) OIA
and S 9(2)(a) OIA
entered the meeting.

S 9(2)(a) OIA
introduced the interdisciplinary major and explained that it would produce
graduates work ready for a broad range of occupations, and not only education in schools.
Math teachers are at a critical point of scarcity in New Zealand and this programme would
prepare them well for a one-year Postgraduate Diploma of Teaching. The difference between
this qualification and a major in maths is the additional communication abilities.

The Department aspire to make an impact nationally with this qualification. Referring to the
Covid  pandemic  and  recent  floods,  this  qualification  would  prepare  graduates  with  the
knowledge and understanding of the mathematics and modelling,  and the ability to interpret
and  communicate  this  information  to  an  audience.  Research  has  shown  that  Māori  and
Pasifika students prefer more broad qualifications with a direct line of sight to employment,
making this a more equitable and accessible pathway.

The  demand  for  people  that  can  interpret  data  for  society  is  increasing  and  UC  have  the
potential to show leadership in New Zealand in this area. It was noted that S 9(2)(a) OIA

was fast becoming an Education Spokesperson around math in this country and S 9(2)(a)
has received sponsorship S 9(2)(a) OIA
OIA

S 9(2)(a) OIA
S 9(2)(g)(i) OIA

S 9(2)(a) OIA



4

A member asked if they had consulted with students regarding the name. S 9(2)(a) OIA

explained  the  name  is  to  capture  all  the  courses  that  can  be  taken  to  fill  the  disciplinary
knowledge. There is important overlap between the four disciplines and this name comes from
colleagues as their name for their area.

S 9(2)(a) OIA
S 9(2)(g)(i) OIA

S 9(2)(a) OIA

S 9(2)(a) OIA
queried who the target audience was and what they would
do.  He  highlighted  that  mathematics  was  a  BA  major and  a  BSc  major, and  students  from
these pathways could also complete the one-year postgraduate diploma in teaching.

S 9(2)(a) OIA
left the meeting.

S 9(2)(a) OIA
explained that ‘education’ in their field was a broad notion of education. It
spoke to taking the discipline and sharing that knowledge with other people. Graduates may
shape the information to write a policy or interpret the information. It teaches translational work
with  math  data  and  sciences.  For  the  portion  of  students  that  wanted  to  be  a  secondary
teacher, they could go on to do the graduate diploma in their 4th year.

A  discussion  had  taken  place  with  Education  which  may  enable  students  within  this
qualification to apply for the Graduate Diploma in Teaching while in their 2nd year to give them
a guaranteed place in their 4th year, or to give them an indication of any areas they needed to
develop or gain experience in prior to reapplying.

The points and structure of the major was raised. It was noted that students will come across
maths in various guises in their first year and they will also get students who intended on doing
maths or statistics who were looking for something slightly different.

It  was  explained  that  the  Math  Education  course  was  more  of  a  social  science  with  the
Education course was more learning and development, therefore the two courses were not
dependent on each other. Students would not be disadvantaged by the order in which  they
enrolled in these courses.

Students can cross-credit into the qualification if they have completed courses in statistics,
maths,  or  data  in  their  first  year.  EMTH118  would  also  be  accepted  and  will  be  explicitly
included.

S 9(2)(a) OIA
noted thatS 9(2)(a)   had sent detailed feedback. It was confirmed it had
been actioned or responded to.

S 9(2)(g)(i) OIA
S 9(2)(a) OIA





5

S 9(2)(a) OIA
S 9(2)(b)(ii) OIA



S 9(2)(a) OIA


S 9(2)(a) OIA





S 9(2)(a) OIA



Moved by the Chair
That, subject to receiving full financial sign off and actioning the comments of S
, the proposal to introduce a new subject ‘Mathematical Sciences Educat
9(ion’ in
the BA and BSc be accepted and forwarded to Academic Board and CUAP for
approval.

Carried

4.3 Bachelor of Sport

S 9(2)(a) OIA
  Academic  Services  Manager S 9(2)  S 9(2)(a) OIA  ,  Senior  Lecturer  in
Aotahi, and S 9(2)(a) OIA
entered the meeting.

S 9(2)(a)
advised that the Bachelor of Sport Coaching had experienced huge growth over
the l ast 10 years and had grown from 70 students to over 500 students. Many graduates did
not  go  on  to  work  in  coaching,  instead  working  in community  sport,  councils,  or  as  school
sports  coordinators.  They  were  therefore  looking  to  expand  the  options  for  students
completing the qualification and their research had identified opportunities and issues.

The review had attempted to understand what students and employers were looking for. They
were looking for community connection, relationship building, and getting people active rather
than into sport. Therefore, they had designed a degree for the growing number of students
that  could  take  them  to  a  variety  of  roles,  that  holds  on  to  the  core  of  the  Sport  Coaching
qualification but better prepares graduates for the sporting world.

S 9(2)(a) OIA
  complimented  S 9(2)(a)
  on  the  consultation  process
noting it was very comprehensive and said the Business

School support the proposal.

S 9(2)(a) OIA
S 9(2)(b)(ii) OIA

6

S 9(2)(b)(ii) OIA



S 9(2)(a) OIA
asked that section 4 of the template be updated to include the information
that has just been provided to the committee. The schedule on page 83 needs tidying up.

S 9(2)(a)
S 9(2)(b)(ii) OIA



S 9(2)(a)
S 9(2)(b)(ii) OIA



S 9(2)(a) OIA
asked whether the Certificate and Graduate Certificate were intended to be
in ‘Sport’ or ‘Sport Coaching’. The intention was to keep  Sport  Coaching to hold on to  the
legacy, and because enrolments in the certificates were often community coaches wanting to
improve their coaching.

S 9(2)(a) OIA
asked if Bachelor of Sport students would then be able to
exit with a certificate. It was noted they would as enough courses had been retained.

It  was  noted  that  students  could  complete  a  certificate  of  Sport  and  a  Certificate  of  Sport
Coaching as there was distinguishable attributes.

Moved by the Chair
That, subject to amending the schedule and section 4, and addressing any comments
provided by S 9(2)(a)  , the proposal to introduce a Bachelor of Sport be accepted and
forwarded to Aca
  demic Board and CUAP for approval.
Carried

S 9(2)(a) OIA
and S 9(2)(a)
left the meeting.

4.4 Conjoint BE(Hons)/BCom – 675 points
4.5 Conjoint BE(Hons)/BProdDesign – 675 points
4.6 Conjoint BE(Hons)/BA – 675 points
4.7 Conjoint BE (Hons)/BSENS – 675 points

S 9(2)(a) OIA   introduced the proposals for four conjoint programmes, each consisting of 675
points. These were for a combination of a 3-year and 4-year degree and the minimum credit
requirement for the 3 years non-engineering degree was consistent with the requirements of
other conjoint degrees across UC. Normally this would be a 5.5-year degree however students
that  maintained  a  good  GPA  can  be  allowed  to  overload  and  would  finish  the  degree  in  5
years. Engineering was a heavily prescribed degree therefore the conjoint would be also.

7

S 9(2)(a) OIA
saidS
was supportive of the proposal and queried whether it was
too late to propose a conjoint with Sport. S 9(2)(a) OIA   would contact her offline to discuss
this.

S 9(2)(a)   S 9(2)(b)(ii)  S
OIA

S



S 9(2)(a) OIA



S 9(2)(a) OIA
S 9(2)(b)(ii) OIA



S 9(2)(a) OIA
S 9(2)(b)(ii) OIA



S 9(2)(a) OIA
and S 9(2)(a) OIA
entered the meeting. S 9(2)(a) OIA left the meeting.

S 9(2)(a) OIA
  commendedS 9(2)(a) OIA
  on  an  outstanding  job  and
acknowledged  his  weekly  updates  and  status  reports.  S 9(2)(a) OIA    thanked  S 9(2)(a)
and S 9(2)(a) OIA
for their assistance.
OIA

Moved by the Chair

That,  the  proposals  to  introduce  conjoint  degrees  Bachelor  of  Engineering  with
Honours  with  Bachelor  of  Commerce,  Product  Design,  Arts  and  Social  and
Environmental  Sustainability  be  accepted  and  forwarded  to  Academic  Board  and
CUAP for approval.
Carried


5  REGULATIONS

S 9(2)(a)
entered the meeting.

5.1  Proposal  to standardise  progression  regulation  requirements  across  the  suite  of
Initial Teacher Education (ITE) qualifications.

Moved by the Chair
That, the proposal to standardise progression regulation requirements across the suite
of Initial Teacher Education (ITE) qualifications be approved.
Carried

8

5.2 Proposal  to  clarify  that  the  GradDip  in  Education  and  Learning  and  PGDip  in
Education and Learning are exit-only qualifications for the GradDipTchgLn and
the  PGDTchgLn  respectively  in  line  with  other  education  qualifications  and
associated changes.

S 9(2)(b)(ii) OIA



S 9(2)(a) OIA
noted that from her experience as a Proctor, she was very supportive of this.
S 9(2)(a) OIA
agreed from past experience, it would have been helpful to have this in the
regulations.

Moved by the Chair
That, the proposal to clarify that the GradDip in Education and Learning and PGDip in
Education  and  Learning  are  exit-only  qualifications  for  the  GradDipTchgLn  and  the
PGDTchgLn  respectively  in  line  with  other  education  qualifications  and  associated
changes be approved.

Carried

5.2 Proposal  to  amend  the  schedules  for  the  Graduate  Diploma  of  Teaching  and
Learning  to  clearly  outline  course  selection  for  students  in  the  Secondary
endorsement, including students that are in the Alternate Entry Pathway (AEP).

As there is a shortage of math, te reo and tech teachers, sometimes people with experience
in these fields are being employed by schools with a Limited Authority to Teach.  The proposal
aims to clean up the alternative entry pathway and to ensure applications are received earlier.

Moved by the Chair
That, the Proposal to amend the schedules for the Graduate Diploma of Teaching and
Learning  to  clearly  outline  course  selection  for  students  in  the  Secondary
endorsement,  including  students  that  are  in  the  Alternate  Entry  Pathway  (AEP)  be
approved.
Carried

5.4 Proposal to add the 30-point maximum of failures to the progression regulations for
the Postgraduate Diploma in Science.

This is to make the regulations consistent with the Masters of Science.

Moved by the Chair
That,  the  Proposal  to  add  the  30-point  maximum  of  failures  to  the  progression
regulations for the Postgraduate Diploma in Science be approved.
Carried

5  GENERAL BUSINESS

9

S 9(2)(a) OIA
  confirmed that GYR’s and Academic Programme Reviews were underway
and to contact her for any support.

S 9(2)(a) OIA
  was  working  on  a  Programme  Review  and  was  desperately
trying to find a Chair. Please ask members of your faculties who might be interested. They are
required to be a Senior Academic.

S 9(2)(a) OIA
reminded members the Blue Book has the schedules for programme reviews
so members are able to see what was coming up next year and plan accordingly.

6  SECTION B REPORTS:

Moved by the Chair:
That the reports in Section B were received and approved.
Carried

The meeting closed at 3.00pm

10