2023 06 26 AAC Minutes Redacted.pdf

Te Komiti Whakahaere Ako
Academic Administration Committee

_____________________________________________
Ngā āmiki | Minutes
Rā | Date
Monday, 26 June 2023
Wā | Time
1.00pm
Wāhi | Venue
Council Chamber, Level 6, Matariki

Tāngata  i  tae
S 9(2)(a) OIA

mai | Present

,  Professor  C  Moran,  S 9(2)(a)

OIA

Whakapāha
S 9(2)(a) OIA

| Apologies

Ērā atu i
S 9(2)(a) OIA
,
tae mai | In
attendance

1.
WELCOME

The Acting Chair opened the meeting in te reo Māori welcoming those present, with a special welcome
toS 9(2)(a) OIA
, attending on behalf of S 9(2)(a) OIA
. The apologies
were noted.

2.
CONFIRMATION OF THE MINUTES OF THE PREVIOUS MEETING ON 19 JUNE 2023

Moved by the Chair:
That, the minutes of the meeting held on 19 June 2023 are a true and accurate record.
-
Correction to motions
Carried

3.
MATTERS ARISING

S 9(2)(a)   reminded members of the Audit Panel on the 10th July. Invitations have been sent to those
requ ired to attend, although that will not include everyone from this Committee. Specific briefing notes
would be provided for each session, and those required would be invited to attend a briefing session,
which would also be recorded.

4.
BUSINESS FROM THE CHAIR

Professor Moran advised the University Entrance Subcommittee had recently agreed to accept Tongan
credentials for entry to New Zealand universities. The universities of Auckland and Waikato are the only
two institutions with large numbers of students entering through this pathway and these students were
performing as well academically as our NCEA students.

An external reference group is in constant discussions regarding University Entrance subjects S 9(2)(g)(i) OIA

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

1

5.1 Proposal to introduce new qualifications: S 9(2)(b)(ii) OIA

S 9(2)(a) OIA
and S 9(2)(a) OIA
were welcomed to the meeting.

in
S 9(2)(a)  troduced the proposal and explained the new degree was designed to sit alongside the
existing S 9(2)(b)(ii) OIA major. She acknowledged the existing degrees remained valuable and appealing

to students who wish to have flexibility and take S 9(2)(b)(ii) OIA  alongside other subjects. The new
qualification was designed for students wanting to focus on S 9(2)(b)(ii) OIA

Students could choose to
enrol in two of six minors’, with a seventh option expected next year. Alternatively, they could choose
a second minor from a cognate discipline. The purpose was for students to gain a consistent body of
knowledge in their degree.

S 9(2)(a) OIA  informed the Committee he had provided his feedback directly to the proposers. S 9(2)(g)(i) OIA



S 9(2)(a) OIA
commended the information provided on pathways and supporting S 9(2)(b)(ii) OIA
She identified that the current list of minors at UC does not includeS 9(2)(b)(ii) OIA

had proposed to include S 9(2)(b)(ii) OIA
as a minor. S 9(2)(a) OIA

was concerned that there were not enough S 9(2)(b)(ii) OIA
courses for a minor.
s
S 9(2)(a)  aid that
they had investigated a minor in S 9(2)(b)(ii) OIA
and found there would be interest, however this was

currently paused. It would be exciting if this could be pulled together.

S 9(2)(a) OIA
noted that proposals were often reliant on market research, but she queried whether
S 9(2)(b)(ii) OIA

S 9(2)(a)

S 9(2)(a) OIA
suggested the degree would likely S 9(2)(b)(ii) OIA

and asked whether this had been factored into their projected student numbers. S
said S 9(2)(b)(ii) OIA
9(
The proposed degrees were a good option for
students that recognised they wanted to carry on with S 9(2)(b)(ii) OIA .

S 9(2)(a) OIA
was interested in the comments suggesting that employment

pathways were clearer in this degree. He was not convinced this was the case and also raised
concerns regarding the suite of courses that had been proposed for the S 9(2)(b)(ii) OIA
minor.

s
S 9(2)(a)  aid that generalist degrees employment pathways were S 9(2)(b)(ii) OIA
, whereas
this degree intended to S 9(2)(b)(ii) OIA
, so students were more aware of jobs in these

fields. The degree would also help to clarify S 9(2)(b)(ii) OIA
.

Members suggested the S 9(2)(b)(ii) OIA
minor could be better served by other courses, such
as S 9(2)(b)(ii) OIA
S 9(2)(a) OIA
noted that they had received feedback advising them
to use S 9(2)(b)(ii) OIA  courses rather than relying on courses within the Business School however, this
could be revised. It was noted the S 9(2)(b)(ii) OIA
course would also increase their S 9(2)(b)(ii) OIA


a
S 9(2)(a)  dvised the Committee of their intention to employ a S 9(2)(b)(ii) OIA
which
would enable them to offer a S 9(2)(b)(ii) OIA  course and continue to build on this area.

S 9(2)(a) OIA
suggested there were better course selections for S 9(2)(b)(ii) OIA
from within the Business School.  It was suggested they could offer more course
selections within the minor, with student’s choosing four courses. It was noted that the proposal was
for a heavily prescribed degree with little room for electives. S 9(2)(a) OIA
agreed
2

to provide recommendations for course codes that could be included in a larger minor offering, noting
the key would be the course advice provided to each student.

S 9(2)(a) OIA  noticed there were S 9(2)(b)(ii) OIA
courses included in the list of electives. He
noted the professional year courses were fully subscribed and the S 9(2)(b)(ii) OIA course was unlikely to be
feasible and should be removed from the list of electives.
e
S 9(2)(a)  xplained that they had worked
with the S 9(2)(b)(ii) OIA
to develop pathways to S 9(2)(b)(ii) OIA



S 9(2)(a)  advised of their intention to introduce work integrated learning into the curriculum which
would expose students to career fields and job possibilities, and how they connect to their minors.

This would give students a sense that they could work with S 9(2)(b)(ii) OIA
and was expected
to be very beneficial for students. They do have a 300-level work integrated course where students
work on a project and present this to a partner. This helps students to be better prepared upon
graduating. Professional practice courses were more about ethical considerations and leadership of
S 9(2)(b)(ii) OIA . Work integrated learning would enable students to learn more about working with people,
individuals, and groups, and to practice these skills and become more confident.

S 9(2)(a) OIA
raised concerns regarding the projected number of 300 level students and
asked how they would organise their work integrated learning. S 9(2)(b)(ii) OIA

s
S 9(2)(a)  aid their vision was to have multiple projects with students in groups of 3-4 working on a
proposal, with 5 – 6 groups of students working on the same project.
noted there were only

S 9(2)(a)
one or two different minors that would S 9(2)(b)(ii) OIA
, and in these instances, it was

hoped they would be asking different things from the employers. S 9(2)(b)(ii) OIA
were likely to
require placements, where S 9(2)(b)(ii) OIA  was likely to ask employers to formulate a problem and later
attend student presentations. They expected any workload for a partner to be quite small.

S 9(2)(a) OIA   advised that for S 9(2)(b)(ii) OIA  an employer such as S 9(2)(b)(ii) OIA commits to a day when they
present a problem, and the University then has tutors to guide students in their research. At the end of
the semester S 9(2)(b)(ii) OIA return for a conference day when students present back to them. This was a
different intensity to having a student in their office for an internship.

S 9(2)(a)OIA
sought to clarify that they were engaged in conversations with the
Centre for Work Integrated Learning, which was confirmed.

Moved by the Acting Chair

That the proposal to Introduce new qualifications: S 9(2)(b)(ii) OIA



Carried

5.2 Proposal to change the name of a subject in the Bachelor of Fine Arts, Bachelor of Fine
Arts with Honours, Postgraduate Diploma in Fine Arts, Master of Fine Arts from Film to Moving
Image

S 9(2)(a) OIA   advised that Fine Arts has a number of disciplines, one of which was film. In light of
bringing the Bachelor of Digital Screen onboard, the term ‘film’ sounds old fashioned. The term
‘moving images’ was used in a number of ways within the film discipline, so they proposed to use this
term to bring the name up to a more current standard. This would also make a statement that they
were using digital formats.

S 9(2)(a)   suggested they could strengthen the proposal by stating this was an internationally
accepted term.

S 9(2)(a)   supported the proposal and noted that she attended some Arts Awards last year that had a
Digital Images category, so it was very much in line with the direction of the industry.

Moved by the Acting Chair

3

That the proposal to change the name of a subject in the Bachelor of Fine Arts, Bachelor of
Fine Arts with Honours, Postgraduate Diploma in Fine Arts, Master of Fine Arts from Film to
Moving Image be accepted and forwarded to Academic Board, Council and CUAP.

Carried

6.  REGULATIONS

6.1  Bachelor of Speech and Language Pathology (Hons), Master of Speech and Language
Pathology – proposal to restructure courses and programme (from previous meeting)

S 9(2)(a) OIA
and S 9(2)(a) OIA
welcomed to the meeting.

S 9(2)(a) OIA   apologised as the wrong documents had been provided to the committee in error for
the previous meeting. She noted the correct documents were included in this bundle.

S 9(2)(a)   explained the accrediting body wanted to see the programme fuse bicultural content
throughout, and the school was looking to better align content and increase the focus on core content.

The programme consists of a three-year bachelor’s degree and a two-year master’s degree, so the
changes are intended to improve the alignment of the two programmes, and present bicultural content
in a more steadfast fashion. Student feedback has been incorporated into these changes.

S 9(2)(a) OIA   advised BSLP482 had been identified as a new code.

S 9(2)(a) OIA
queried whether S 9(2)(b)(ii) OIA  average would really see students exited from
the programme. S 9(2)(a)OIA  responded that before they exit students from the programme, they would
look at remediation. This would involve working with students on an individual basis, looking at the
courses that dropped their GPA, and giving them the opportunity to retake those courses.

Members were concerned this would not be feasible for students as it may compromise their access
to student loans and allowances. S 9(2)(a)   said students could consider part-time study or staff
would work with affected students to look at potential course work outside of the programme, such as

learning a language or taking papers in Education, Psychology or Linguistics that would enable them
to remain enrolled at a full-time load. Bachelor’s and master’s students would be expected to increase
their GPA to above a B average to continue in the programme.

Professor Moran asked S 9(2)(a)   to explain the rationale for introducing the B grade average S
said it was to ensure that students had reasonable competency across all courses. It applied

9(
to both the bachelor’s and master’s degrees as graduates would be able to work in the same roles.

A member noted the programme had an intermediate year and queried whether it would be more
appropriate to put the gate for continuation there. This was also preferable as students could easily

change degree pathways at this point.

Professor Moran requested data to show how students perform in the intermediate year compared to
the professional years. She noted some students were good clinically but not so good at studying.
Given the breadth of the programme, a student with a child language focus may get a C in
swallowing, but this may not be the area they go into. She queried whether the requirement for a B
average was driven by the programme or the professional body. This was essentially making B a
pass to continue in the clinical programme.

Data from the master’s programme indicated it would be rare for students to receive a grade average
below a B, and that these students were likely to go on and fail the clinical placement.

Members were concerned that we are talking about exiting students from the programme who are
receiving passing grades. S 9(2)(g)(i) OIA



S 9(2)(a)   said that they would look at students holistically but as it was a clinical programme, there
needed to be a base level of competence. This was not intended to be an open degree for anybody.

Exiting students would be a last resort and they would look to remediate students wherever possible.
4

S 9(2)(a) OIA
queried whether entry to the programme was via an application
process or GPA based. He reiterated the committee’s preference to put the bar at the entry to the
professional years, and to require a clear GPA at this point. S 9(2)(a)   said it was application based
but students with GPAs below a B would not be accepted.

S 9(2)(a) OIA   noted clinical programmes need firm opportunities to exit problematic people. Having
additional checks and balances for problematic students was helpful. It was also helpful to exit
students that had no insight into their likelihood of success.

S 9(2)(a) OIA
raised concerns that introducing the S 9(2)(b)(ii) OIA  requirement may adversely
affect the wellbeing of students that sit around that B average. She was concerned it would cause
these students to suffer from anxiety and stress. S 9(2)(a)OIA
noted that this was
the case with the final project in the MBA, and staff were also now marking to a B.

S 9(2)(a) OIA
noted the grade average to continue in an undergraduate honours’ degree was B-.

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



S 9(2)(a)   said the course outlines had been changed and he had shared the updated versions. He
agreed it was important to have distinctive outcomes and expectations at those levels.

S 9(2)(a) OIA  noted the structure of the Bachelor of Speech and Language was similar to the BE
Hons, and they had also struggled with similar concerns of maintaining cohort quality. He noted that
they could choose to have higher entry requirements for the intermediate year as well as the
professional years.

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



S 9(2)(a)   asked for extra information to be included in the justification and information on the option
to exit to a BSc. He also asked for the grade average for which they would allow entry to the

programme to be stipulated and to ensure the B grade average is clear for students.

Moved by the Acting Chair

That the Bachelor of Speech and Language Pathology (Hons), Master of Speech and
Language Pathology – proposal to restructure courses and programme be approved and
reported to Academic Board, Council and CUAP.

Carried

6.1  Bachelor of Health Sciences, Diploma of Health Sciences, Certificate of Health Sciences
proposal to switch the year levels of HLTH110 and HLTH201, reduce the size of the core for
200-level students by moving from 135pts to 120pts by discontinuing HLTH202 and
updating course schedules

S 9(2)(a) OIA
advised the purpose of the regulation change was to improve
retention as epidemiology was offered in the same semester as biology. The epidemiology course
was based on a postgraduate course so moving it into the second year would allow them to scaffold
students learning better. This will also ensure the certificate and diploma options flow better and
creates the opportunity to strengthen the degree. They were also tidying up courses no longer
offered.

Moved by the Acting Chair
5

That the Bachelor of Health Sciences, Diploma of Health Sciences, Certificate of Health Sciences
proposal to switch the year levels of HLTH110 and HLTH201, reduce the size of the core for 200-
level students by moving from 135pts to 120pts by discontinuing HLTH202 and updating course
schedules be approved and reported to Academic Board, Council and CUAP.

Carried.

7.  CREDIT TRANSFER AND REGULATIONS POLICY

S 9(2)(a)   thanked members for the feedback he had received following the discussion at the last
meeting.

It was noted the policy is leaving the flexibility to provide credit for elective courses UC does not offer,
which are relevant to their degree.

8.  MODERATION POLICIES – ARTS, ENGINEERING AND LAW

S 9(2)(a)   confirmed that there will be a review of exam instructions, and of how the exam period
went.
would provide a paper and attend AAC for a debrief.
  S 9(2)(a) OIA

S 9(2)(a)   said he was seeing a little bit of variation between the moderation practices of different
faculties so bringing the policies to AAC was a way to see what everyone was doing. In future, we will

prepare a table of similarities and differences and discuss if we want to standardise policies.

The examinations policy was currently up for review. This was timely with the proliferation of online
and hybrid versions of examinations. The policy would include marking deadlines, which was noted as
a point of stress for some faculties. S 9(2)(a) OIA
suggested the deadline could depend on when
the exam was held and how many students were in the class.

S 9(2)(a)   noted this had previously been discussed and the only way to improve the timeline for
marking was if we stretch out the year. This was a factor in the removal of the December graduation

ceremonies. The only room for movement would be to discuss the mid-year holiday. S 9(2)(a)OIA  said
we would park the discussion for 6 months while we see how the implementation of the policies went.

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



S 9(2)(a) OIA

S

9.  PACE SPECIAL TOPIC

S 9(2)(a)
was welcomed to the meeting.

S 9(2)(a)   advised this Special Topic had been developed by her colleague who was away at a
conference. While the course comes across as a brand new, PACE have been sending students

overseas to Bangkok and Beijing for a number of years. There had been a robust process to get
faculty feedback and she was aware more work was required around PACE course coding. The
PACE Board of Studies had been disestablished and S 9(2)(a) OIA
was
overseeing the programme.

At this point, the Special Topic was looking to run for two years. This summer, the course would wrap
around Spanish language students going to Spain to give them an opportunity to get credits for that
activity. At this point, they did not intend to return to S 9(2)(b)(ii) OIA  as it was reliant on one key person. UC
had worked with S 9(2)(b)(ii) OIA
for nearly 10 years. This was a private university and they had
offered to help us source internships out of the S 9(2)(b)(ii) OIA
. Students had been
6

S 9(2)(b)(ii) OIA
There were
likely to be other relationships in future.

In S 9(2)(b)(ii) OIA , students would go to placements within S 9(2)(b)(ii) OIA

On this placement,
students will be on S 9(2)(b)(ii) OIA
campus and a UC staff member will go over to check on them.
S 9(2)(a)   was confident that S 9(2)(b)(ii) OIA
was very student centric.

S 9(2)(a) OIA
referred to page 64 - delivery of course. He noticed that the first
component was workshop based and the second component was virtual. As students were physically
going to S 9(2)(b)(ii) OIA , he questioned why it was virtual. It was explained that students would have online
interactions with their Course Coordinator, S 9(2)(a) OIA
. It was also
possible to have students based in different countries or cities, and the idea would be to coordinate a
time when they could come together for discussion.

It was recommended the wording around ‘virtual’ be revisited. It was also confirmed that PACE is on
the list of Minors.

S 9(2)(a) OIA
said he was at an information event recently and PACE was
presented by Future Learning as the largest arts internship in country. PACE needed to be removed
from Arts and students from all faculties encouraged to apply. It was now more central and core to the
University rather than embedded in arts.

S 9(2)(a) OIA   raised concerns regarding the health and safety of students, and the training of staff. It
was advised that schools and departments would provide advice and guidance.

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

S 9(2)(a) OIA   said it was important that staff completed professional development and were aware of
how to exit students based on bad behaviour. S 9(2)(g)(i) OIA

S 9(2)(a) OIA
S 9(2)(a) OIA

It was noted that PACE had come to the Academic Administration Committee as it had no faculty and
no Dean. PACE belongs to everyone and S 9(2)(a)   would like to see it promoted more for the
benefit of all students.

S 9(2)(a) OIA   noticed that at the moment the course is set up as S 9(2)(b)(ii) OIA

She suggested it should be set up as S 9(2)(b)(ii) OIA



A member raised the name, PACE, and queried whether this was still a good fit. PACE was a well
known and recognised brand. Students were more likely to take up an internship if it was provided by
PACE, however she was happy to have this conversation going forward.

S 9(2)(a) OIA
said due to the student lifecycle, what was known three years ago
was not known anymore.

S 9(2)(a)   said the Ministry of Education were very keen on students having exposure to S 9(2)(b)(ii) OIA
experiences therefore, we should do all we can to provide these opportunities.

S 9(2)(a)   encouraged students to have S 9(2)(b)(i) OIA, and the rest of the money had previously been
funded by Prime Ministers scholarships. She was currently working on funding opportunities as it was

important that cost was not a barrier.

Moved by the Acting Chair

That the Pace Special Topic be approved.
7

Carried

10.  GENERAL BUSINESS

There were no items of General Business.

SECTION B REPORTS:

Regulations
S 9(2)(a)   requested the following regulations be brought forward to section A for the next meeting:

1, 2, 3, 4, 7, 8, 9, 10, 11, 15, 18

Approved.

Moved by the Chair:

That  the  Scholarships  and  Prizes  reports  that  remained  in  Section  B  were  received  and
approved.

Carried

The meeting closed at 2.42pm

8