ABSTRACT

In 2005, the University of Melbourne embarked on an ambitious process of curriculum change that was unprecedented in Australian higher education. Under the leadership of a new Vice-Chancellor, Glyn Davis, and guided by a new strategic plan, Growing Esteem , the University sought to strengthen the quality of the University’s research, learning and knowledge transfer. Curriculum renewal was to be the centerpiece. The ‘Melbourne Model’, as the new curriculum structure came to be dubbed, issued a challenging new vision for higher education in Australia. The philosophy, in essence, was to focus undergraduate education on developing graduates with broader skills through a small set of more general three-year degrees while shifting professional training almost entirely into graduate level programs. This degree structure has been referred to as ‘3+2’ – three years of Bachelors level education and two years of professional training at Master’s level – though this shorthand oversimplifi es the new network of degree programs that provide numerous exit and entry points for students within an array of professional and research pathways and outcomes.