About this course
1. In order to be considered for entry, applicants must have completed:
- an undergraduate degree in a relevant discipline (Science, Biomedicine, Linguistics, Phonetics, Education, Psychology), or equivalent
Meeting this requirement does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- prior academic performance
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7+ is required.
Domestic CSP Place Guarantee
In order to be eligible for guaranteed Commonwealth Supported Place (for domestic students) or international fee place in the Master of Speech Pathology, students must:
- complete an Australian Year 12 or the International Baccalaureate (IB) in 2018 or later either:
— in Australia; or
— outside Australia and be an Australian citizen;
- achieve an ATAR (or notional ATAR) of 96.00 - 99.85;
- enrol immediately or be granted deferral in the year following Year 12;
- successfully complete an undergraduate degree in a cognate discipline at the University of Melbourne
- achieve a minimum weighted average mark of 75% in their University of Melbourne undergraduate degree;
- commence the Master of Speech Pathology within 18 months of completing the undergraduate degree.
The current WAM of 65% will be changed from 2019 intake and onwards as above but will be grandfathered out for the 2018 and prior undergraduate intakes.
Chancellor’s Scholars Graduate Course Guarantee
This course is available for the Chancellor’s Scholar Graduate Course Guarantee. Further information and requirements please see: https://scholarships.unimelb.edu.au/about-scholarships/melbourne-chancellors-scholarship/graduate-course-guarantees
Inherent requirements (core participation requirements)
For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005) and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Course and Subject Descriptions, Course and Subject Objectives, Generic Skills and Assessment Requirements of this entry. The University is dedicated to providing support to those with special requirements. Further details on the disability support scheme can be found at the Student Equity and Disability Support (SEDS) website: http://www.services.unimelb.edu.au/disability/
The Master of Speech Pathology course supports student progression towards Entry Level competency in speech pathology as set out by Speech Pathology Australia Competency-Based Occupational Standards (2011). It is recommended that students read and understand these Standards: (https://www.speechpathologyaustralia.org.au/spaweb/Document_Management/Public/CBOS.aspx and their ethical responsibilities as specified in the Speech Pathology Australia Code of Ethics (https://www.speechpathologyaustralia.org.au/spaweb/Document_Management/Public/Ethics.aspx .
As part of this course, students are required to undertake learning within classroom settings, tutorial groups, workshops, online environments, and clinical practice settings. It is a requirement of the course that students will interact in all aspects of learning with their peers, educators and clients (individuals, families, groups and communities) in all teaching and learning settings.
All students in the Master of Speech Pathology (MSP) course must possess the intellectual, ethical, social, emotional and physical capabilities required to participate in the full curriculum and to achieve the levels of competence at graduation required by the Melbourne School of Health Sciences, Department of Audiology and Speech Pathology. The levels of competence have been accredited by Speech Pathology Australia in accordance with the Competency-Based Occupational Standards (2011).
A student with a disability may be asked to provide independent medical or other clinical assessments of the disability and its possible impact on the ability of the student to successfully complete the course, before being accepted into the course. This statement would be treated in confidence with only those on the admissions committee and Disability Liaison Unit having access to the document. Deliberate misinformation about the student’s ability to successfully complete the course will be regarded as unprofessional practice and treated as such.
While the Department of Audiology and Speech Pathology will make reasonable adjustments to minimise the impact of a disability, all students must be able to participate in the program in an independent manner. It is expected that all students will be able to participate fully in all teaching and learning activities, including classroom-based and online tasks and be able to successfully fulfil the clinical placement requirements of the course. In the clinical environment there is a primary duty of care to the patients and the needs of students cannot compromise this. In addition, in order to achieve the levels of competence required for attainment of this degree, students are required to participate in a variety of placement settings, and these requirements, which may include participation in a particular workplace or environment, need to be met regardless of the presence of a disability.
A student enrolled in the MSP must have abilities and skills (observational and applied) to participate in the course in the following areas consistent with the Competency Based Occupational Standards (SPA, 2011):
Values and ethics: In all learning contexts, students must demonstrate ‘the highest standards of integrity and ethical practice’ (SPA Code of Ethics, 2010). This includes acting with integrity, professionalism, respect and care and contributing to high quality services. Students must be able to demonstrate ethical standards of practice in their interactions with clients and the community, employers and colleagues, as outlined in the Code of Ethics.
Reasoning: Students are expected to develop effective thinking and problem-solving skills and to demonstrate this ability in all learning contexts. This includes the ability to critically analyse, interpret and reason, synthesise information from many sources, and to constantly reflect on their knowledge and learning.
Communication and observation: Communication is a key area of skill development in this course and students are held to a high standard in both oral and written forms. In all learning contexts, students must be able to communicate effectively, sensitively and respectfully with others, in written and verbal forms, including with other students, educators, clients and families from diverse backgrounds, others in the community and colleagues in work teams. This includes being able to clearly communicate knowledge and application of the principles and practices of the subject. Students must have the ability to observe a patient accurately. Observation necessitates the functional use of the senses of vision, hearing and somatic sensation.
Learning: Students are expected to develop strong reflective skills and demonstrate effective learning strategies, including the ability to structure their own professional development and change their performance in response to feedback.
Professionalism: Students must be organised and develop effective time management skills, including the ability to prioritise and promptly complete all set tasks. Students must possess the emotional and mental health required for full utilisation of their intellectual abilities. They must show good self-management skills, including identifying and addressing the competing demands of study, personal and professional responsibilities.
The University of Melbourne welcomes applications from students with disabilities. It is University policy to take reasonable and proportionate measures to minimise the impact of a disability on academic study
Last updated: 6 December 2019