restructuring of the University following a 
merger with two Colleges of Advanced 
Education in Brisbane. The School is a 
Founding Member of the Australian Key 
Centre in Land Information Studies. 
In addition to the undergraduate program 
the School offers a Graduate Diploma in 
Surveying Practice and a Double Degree in 
Surveying/Business. The School does not 
currently have a formal Masters Program but 
has offered Doctoral Programs since the 
Institute became a University. 
3. THE STUDENTS 
Graduates of the RMIT Department of Land 
Information and QUT School of Surveying 
enter into a diverse range of employment. 
It is no longer the case that all graduates 
take up positions in Surveying or 
Cartography. 
However, the bulk of graduates (some 60% to 
80%) scill find employment in the 
traditional private practice areas of 
cadastral and engineering surveying. 
Placements are mainly with private 
surveying firms but also with government 
departments and large industrial 
organisations. The other graduates are 
absorbed into fields such as GIS, 
photogrammetry, remote sensing, computing 
and mine surveying. 
One graduate every few years goes 
specifically into photogrammetry, but these 
graduates are usually from the top 10% of 
their class. However, it is almost 
inevitable that all graduates entering the 
traditional areas will be associated with 
photogrammetry via mapping at some time 
through their professional career. In most 
cases this is through the provision of 
ground control. 
At RMIT photogrammetry is also offered as 
an elective to other courses. Landscape 
architects, photography students and 
engineers are amongst the groups studying 
photogrammetry. Photogrammety is also part 
of the service teaching at QUT, the 
engineering group is by far the biggest 
with class sizes typically over 100. The 
engineering students are potentially the 
most important user group that receive 
service teaching. Along with traditional 
surveying they are exposed to 
photogrammetry as an efficient method of 
calculating volumes (Queensland has a large 
open cut mining industry), providing 
infrastructure mapping and so on. 
4. EDUCATION AND TRAINING WITHIN A 
UNIVERSITY. 
It is occasionally difficult to distinguish 
between education and training because in 
many ways the two aspects are 
complementary. However, an education 
implies a knowledge base and the ability to 
think and solve problems and is useful 
throughout one’s professional life time. 
Training on the other 
practical skills and 
relatively short life, 
rapidly changing world. 
hand suggests 
ability. with a 
particularly in a 
Education is generally seen as the domain 
of academic institutions while training is 
considered to be the responsibility of 
individual organisations who know what is 
best for their particular circumstances. 
300 
From a teaching point of view a certain 
amount of training helps to  emphasise, 
reinforce and consolidate theoretical 
aspects. Training builds students’ 
confidence and makes them more desirable 
(in the short term at least) to the 
profession who will employ them. 
Both the RMIT and the QUT have achieved a 
balance between education and training 
which makes graduates from these 
institutions highly marketable. The 
challenge is to maintain a correct balance 
for photogrammetry in the years to come. 
5. AVAILABLE RESOURCES. 
Restricted financial resources due to the 
economic conditions currently prevailing in 
Australia have resulted in large class 
sizes and an inability to afford sufficient 
and up-to-date equipment. This of course 
has the affect of diminishing the 
effectiveness of the educational process. 
The future is not likely to see this 
circumstance changing in any significant 
way. Thus if students are to be properly 
taught, appropriate policies need to be 
developed which will overcome these 
problems. Ideas such as changing the means 
by which students are taught and seeking 
financial resources from non-standard 
sources are examples of the approaches that 
need to be considered. 
6. CURRENT PHOTOGRAMMETRIC SYLLABI 
6.1 RMIT 
LD219 Photogrammetry and Remote Sensing 1 
(for 2 semesters) 
Contact Hrs/Week: 3hrs 
Lecture - Photogrammetry lhr 
Lecture - Remote Sensing lhr 
Pracs - RS & P lhr 
Involves 26 hrs. of practical work which is 
implemented by students undertaking 2 hours 
practical sessions in small groups. 6 x 
2hr. projects are undertaken in 
photogrammetry. 
Practical content includes introductory 
work related to stereoscopic viewing and 
measurement and calculation on assumed 
vertical photographs, image interpretation 
exercises and problem solving related to 
the material presented in lectures. 
LD319 Photogrammetry and Remote Sensing 2 
(for 2 semesters) 
Contact hrs/Week: 4hrs 
Lecture - Photogrammetry Ihr 
Lecture - Remote Sensing Ihr 
Pracs - RS & P 2hrs 
Involves 52 hrs. of practical work. Of 
this 26 hrs. are related to photogrammetry. 
Practical work currently includes some 
analogue  photogrammetry (setting up of 
models and plotting), some analytical 
photogrammetry (mainly problem solving) and 
practical utilisation of terrestrial 
photogrammetry.