Which qualification: which model

Young, Frank R. (2004) Which qualification: which model. Spatial Science Queensland, 2004 (4). pp. 38-41. ISSN 1032-3848


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The diverse needs for education and professional development within the Spatial Science (Surveying and mapping) profession have defined multiple and significant learning opportunities. From 2005 University of Southern Queensland will increase its unique suit of undergraduate study options from which individuals can choose to enter the spatial science profession. All existing post-graduate formal education and CPD options are retained to enable professionals to tailor-make professional development to fit their changing workplace environments. The opportunity to choose on-campus, off-campus, on-line web (limited) delivery modes of study, or a combination of these, and to move freely between or in-and-out of these modes, realises the dilemmas facing contemporary and emerging professionals.

Our profession is embracing needed change to reflect specific changes imposed by the current and perceived future social environment (Young, 1994 and Young, 2004). This paper will concentrate on examining the major criteria and benefits of the new user-defined technical and professional education Spatial Science programs developed at the University of Southern Queensland.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Author retains copyright.
Faculty / Department / School: Historic - Faculty of Engineering and Surveying - Department of Surveying and Land Information
Date Deposited: 11 Oct 2007 00:37
Last Modified: 02 Jul 2013 22:36
Uncontrolled Keywords: Spatial Science education
Fields of Research : 09 Engineering > 0909 Geomatic Engineering > 090906 Surveying (incl. Hydrographic Surveying)
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
09 Engineering > 0909 Geomatic Engineering > 090999 Geomatic Engineering not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/1235

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