Flexibility in Pedagogy Policy

Please note that this policy has not yet been revised or converted to the new format.

Guiding Principles

The Guiding Principles below shall be adopted by faculties in the formulation of their operating plans.

Students should benefit from flexibility by faculties ensuring that:

        (i) flexible learning programs are developed which offer students a greater choice of time and place of study; 

        (ii) in the development of a wide range of flexible learning programs, they plan to enhance the opportunities for independent, interactive, face-to-face and group learning; and

        (iii) by Admissions Committee ensuring that greater flexibility in entry requirements and credit transfer arrangements are introduced.

The move to flexibility should take account of the potential impact on students by faculties ensuring that:

        (i) in the development of on-line and electronic flexible learning there is a major focus on enhancing the opportunities for interactive and group learning; 

        (ii) the technologies required for flexible learning are readily available to students, paying special attention to equity and access issues; 

        (iii) student transition programs prepare students for active participation in flexible learning environments; 

        (iv) input into the process of change towards flexible learning is actively sought from student organisations and individual students.

Staff should benefit and be rewarded for embracing flexibility by faculties ensuring that:

        (i) opportunities and encouragement are provided for both academic and administrative/support staff to work together in the development of team-based flexible learning; 

        (ii) excellence in flexible learning development and delivery is fully recognised in career paths and advancement for academic and general staff; 

        (iii) staff are encouraged to maximise any opportunities to reorganise their time to facilitate their individual responsibilities.

The move to flexibility should include consideration of resources and staff workloads by the University and faculties ensuring that:

        (i) adequate funding is allocated for all activities associated with the development, maintenance and introduction of materials for flexible delivery, including the availability of bridging funds during the implementation phase of new subjects and courses. And by faculties ensuring that: 

        (ii) new workload models are devised that take account of the work pattern appropriate to flexible learning programs; 

        (iii) the significant staff development required to introduce and maintain flexible learning is appropriately funded.

Faculties, departments and academic units should achieve administrative and financial benefits from flexibility by faculties ensuring that:

        (i) appropriate University sources are identified and utilised to provide assistance in identifying, evaluating and developing potential new markets for flexible learning; 

        (ii) where academically appropriate, flexible learning is used to bring together small classes to form larger, more viable units, or be managed and administered as a larger aggregate; 

        (iii) improved methods of recording student enrolments are developed.

The benefits from flexibility should be maximised by:

        (i) faculties endorsing a commitment to ethical practices as part of the strategic framework for flexible learning initiatives, in both local and international contexts; 

        (ii) faculties, in consultation with Monash International and CeLTS, undertaking to promote flexible programs by identifying and evaluating global markets and strategic alliances 

        (iii) a continuing commitment by faculties to funding and resourcing flexible programs essential for the provision of appropriate and efficient infrastructure; 

        (iv) faculties ensuring that University policies and procedures are taken into account for collaborative and cross-institutional development and delivery of resources.

The faculties need to ensure that the community is informed about the move to flexibility by ensuring that:

        (i) community groups are informed of the benefits to the community arising from the attributes of Monash graduates; 

        (ii) relevant sections of the community are kept informed of the University's aims, achievements and strategic directions with respect to flexible learning.

Callista

A requirement of the Callista system shall be to provide for a consistent and appropriate method of collection, collation, storage and display of information that will facilitate the flexible use of "non-standard" teaching periods.

Purpose

The objective of this policy is to maximise the benefits of flexibility in the curriculum.

Scope

This policy applies to all faculties.

Related Documents

• Off Campus Learning Policy  

Governing Documents

• Monash University Act 1958

Responsibilities for Implementation

• Faculty wide - Deans, Associate Deans (Teaching), Heads of Department 
• University Wide - Deputy Vice-Chancellor (Education), Deputy Vice Chancellor (Research)

Review Schedule

Academic Board will consider this policy for review three years after approval.

Approved

Approved by the Deputy Vice-Chancellor (Academic and Planning) on 2 December 2002

Change to "Responsibilities for Implementation" made by Education Committee Meeting 6/2005, 26 October 2005.