Office of Learning and TeachingJuly 2014

CDU Higher Education Accreditation Stage 1: Resource and Planning (RP) Proforma Guide

The Accreditation/ Reaccreditation process is completed in two stages:  

Stage 1: Resource and Planning (RP) - ensures there is sufficient demand and resources available to support the running of the course Stage 2: Quality Accreditation (QA) - ensures the teaching and learning aspects of the course are appropriate.

Stage 1: Resource and Planning (RP) timeline applies to:

New courses. All courses due for reaccreditation (5 year review) Courses that are seeking accreditation due to major changes and/or associated resource implications. Course discontinuations

The purpose of the Resources and Planning submission is to capture details of the course development or review and redevelopment activities being undertaken by the discipline/school. The RP proforma is designed to;

Provide adequate information for the Vice Chancellor’s Advisory Group (VCAG) to make informed decisions about CDU course profile, including;o Market, student demand, benchmarkingo Resources and staffing requirementso Additional cost associated (above faculty/school budget)

Provide details regarding curriculum development and proposed structureo Indicate new unit development and current unit redevelopment

Provide course set up and marketing information, including; o Course Title (code), Award Title, Volume of Learning, Course GOVT Type, AQF level, Field of Education and Area of Studyo Course Overview used in SATAC, CDU Course Guide and CDU Course Catalogueo Entry requirements

NB Stage 1 R&P approval does not constitute final accreditation or permission to implement the course. Details in section B are required for the planning of the SATAC guide, Government reporting and CDU’s course guide, however final accreditation (via Stage 2 QA) is required before the course can open for admissions (offers).

Stage 1: Resource and Planning (RP) Proforma GuideSection A –Strategic Fit & Course Resources.

Course Overview/Category

Course Title

This is the title of the course that the student will be enrolled into. It appears in the Course Catalogue, SATAC and on the students enrolment record. It is not necessarily the Award Title that is issued on the Testamur.

Principles for Determining Course Titles

consistency with the provisions of the Australian Qualifications Framework. accurate representation of course content; facilitation of promotion and marketing; requirements of professional bodies; consistency with nomenclature of similar degrees in other Australian Universities; whether the title is easily recognised by prospective students, employers and other stake-

holders; whether the title is unambiguously identifiable with the level, broad disciplinary content,

and (where applicable) professional orientation of the program; sustainability in the long term; the level and scope of graduate achievements; consistency with national and international nomenclature; consistency within a nested set of qualifications; clear differentiation between research and coursework awards.

Course Code

Course Code - For reaccrediting courses this is current course code, for new, replacement or superseding courses schools can suggest the desired code. Some suggested codes may be considered inappropriate to maintain the validity of past codes.

Course codes have a maximum of 6 characters.

Please contact AR Team if you need further guidance regarding Course Codes.

Post Nominal The Post-nominal is the abbreviated title of an award that a graduate is entitled to list after their name. The Post-nominal is not the same as the course code, although sometimes they may by coincidence appear identical.

Approval of the formal Post-nominal of an award forms part of the course approval and review

processes.

ExampleGraduate Diploma of Secondary Education = GradDipSecEd

(Course type abbreviation & Field of study abbreviation)

This is not the Course Code. Please contact AR Team if you need further guidance regarding Post nominals.

Starting YearThe year in which this course or course version will commence. This has a direct relation to the accreditation cycle in which the course is being accredited.

Starting SemesterThis is semester in which this course or course version will commence. This is generally semester 1 – only under special circumstances will a course be approved for commencement in another period.

Accreditation Category This question provides the necessary information relating to whether another HE course is being replaced or superseded. If you are unsure what category the course submission will be please discuss with ART.

New HE Course

A course that is being developed in its own right. It is not based on the reaccreditation of a current course nor replacing a current course.

Reaccredited Course (No New Code)

A course that is being reaccredited with no major changes that would require a new course code being issued. However some changes may require transitional arrangements for continuing students.

ExampleThe Bachelor of Exercise and Sport Science was reaccredited, Core unit SPE310 was replaced by SPE311 and SPE312. The core units were amended however the changes are manageable in one students cohort.

When reaccrediting, a new course code should be considered when there are changes to core and or specialist elective units where current student course requirements cannot be managed (see superseding course).

Superseding Current Course (New Code) A course that is replacing a current course of the same or very similar title. A new course

is created including a new course code and if appropriate a new course title. Is helpful when there is a requirement to separate students cohorts i.e. students that com-

mence the course prior to a particular date significant to course rule version change. Transitional arrangements will be required during Stage 2 QA for the current course if

there are any changes to the structure or course rules resulting from the new course. If the current course can be taught out (no changes to structure, units) for the termination pe-riod a separate transitional arrangement for is not required.

Example

The Bachelor of Nursing (pre-registration) is being accredited as the Bachelor of Nursing. There are numerous changes to core units. Students that have commenced the current course can continue in the course that they are currently enrolled into. Further consideration is needed on how the new course requirements will effect students in the current course (refer to Transitional Arrangements). In this case students in the current course would be encouraged, wherever possible to transition to the new course, and would not be subjected to the general course transfer rules.

Replacing Current Course

This is a new course however its implementation results in the discontinuation of a current award/s.

A course discontinuation is required for the current course with the RP submission for the new award.

ExampleThe Bachelor of Medical Laboratory Science replaces the Bachelor of Biomedical ScienceThe courses are not deemed equivalent and students cannot be transitioned between them however may choose to course transfer through the normal process.

Code and Title of Course being replaced or superseded if

Identify the course or courses that will be replaced/superseded.

Example

The ADENG Associate Degree in Engineering superseded the ADIPEN Advanced Diploma of

applicable

Engineering

The Bachelor of Education Graduate Entry replaced the Graduate Diploma of Teaching and Learning, Bachelor of Early Childhood Learning and the Bachelor of Teaching and Learning Inservice Early Childhood.

What arrangements will be in place for current students?

Further information should be provided regarding what considerations have been made in relation to if and when students should be transitioned/transferred to the new award.

Example

Students who have completed the 1st year (or less) should transition to the new award.

Students who have completed 2nd and commenced 3rd year cannot transition to the new award as completed units are not equivalent and they will be disadvantaged.

What is the termination period for this award? (see Common Course Rules)

Each course has a defined termination period within the common course rules for that course type. This is the maximum period the superseded or discontinue course must remain active for continuing students. It is calculated by add the specified period to the last offering of the course.

Example

The termination period twice the period required for a student undertaking a standard load for a 3 year bachelor would be 6 years. Therefore students in a course that is offered for the last time in semester 2 2015 must completed or transfer before the end of 2021.

Transition/completion arrangements for existing students must be clearly documented and disseminated to all existing students.

Course Category Course Type refers to the nature of the course, such as Associate Degree, Graduate Diploma and so on. It has a direct relationship to the AQF level and volume of learning.

The AQF level must be identified based on the AQF Qualifications Issuance Policy. This section in the proforma is linked to the AQF website for reference.

The Volume of Learning identifies the notional duration of all activities required for the achievement of the learning outcomes associated with a particular AQF qualification type. It should be written in terms of equivalent full time years.

Contact Details

The contact details serves to advise the Learning and Teaching Committees of who is the most appropriate staff member to represent the submission.

The contact name should be the permanent staff member who can give information about the course and answer any questions about information written in the R&P, such as the Course Advisory Group Chair, Theme Leader or Head of School.

The alternate name is required should the permanent staff member be absent.

Business Case This section needs to explain why the course should form part of CDU’s Higher Education profile, what investigations have been made in relation to market demand, who is the target market, what are the considerations for making it successful/beneficial to CDU.

Explicit links must be made to the CDU Strategic Plan and the identified direction of the school.Other goals/strategic directions could include:External Factors

o Influences on course demand or enrolment trendso Competing courses within the Northern Territory, Australia or internationally.o Government education priorities and/or policyo Trends within the discipline and/or industryo Outcomes of external benchmarking or reviewso Collaborative arrangements with other HE providerso Research activitieso Professional accreditation

Internal Factors

o Enrolment trendso Areas of improvement indicated such as student retention data, SELTs, CEQo Outcomes of past curriculum review and development activitieso Resources

Identify how this course is different from other courses being run at the University in both Higher Education and VET.

Evidence of collaboration with another HE provider, if proposed/in place, should be identified.

Potential risks to the implementation and continuation of the course should be considered.

Competitors to the course include VET courses run both at CDU and other RTOs, the same/similar courses run by other Higher Education providers and any other institution who compete for the same students within Australia and internationally. Outline the course development activities planned in response to addressing the competition identified. For example, this might include changes to curriculum or pedagogical approaches, mode of delivery, introduction of new learning technologies, market research, advertising and promotion

An analysis of the student market within the Northern Territory, within Australia and with International students should be undertaken. The Office of Marketing and Planning can assist with conducting a brief scan of the environment to support data collected by the School. Identify what the school will be doing to attract each of the demographic groups to enroll in the new course (if applicable).

Evidence of Industry/Government support for this course should be detailed. This section is linked to the ‘Government Professions in Demand’ website for reference.

Professional Accreditation

Does this course require professional registration for employment or market reasons?

If so further information should be given in relation to

Whether the current course is accredited If this course requires new accreditation or reaccreditation Who is the external accreditation body

Consideration is needed regarding the timing of the external accreditation as these can vary between disciplines, i.e. Can this only be complete after the course is internally accreditation? Can both accreditations process be undertaken simultaneously? Will external accreditation be received before admissions open?

Previous Course Load

If this is a reaccredited course or a course that is superseding/replacing a current course the past load needs to be included.

This should be as accurate as possible, however the current years load will have not yet been finalised, therefore this will need to be estimated.

Course load information enrolment data is available on the CDU intranet. If you do not know how and/or do not have access to the enrolment data for the current course please contact the AR Team.

https://intranet.cdu.edu.au/teachinglearning/stats/Pages/default.aspx

Course Load Projections The figures should be based on student load not enrolments. Ensure projections are realistic and that evidence has been used to make these projections. The overview of the evidence forms part of the business case section.

Course Quota Details

This information is needed for the admissions process and will guide how many students can enter the course.

Identify if there are any restrictions that may affect applications and enrolments from students and include details. This could include student enrolments being capped, external association information regarding employment opportunities of graduates and other external/internal factors that will limit the number of student enrolments.

Course quotas can affect the viability of the course.

Pathways

This is a summary of any pathways into course, such as;

A VET or HE Diploma to a Bachelors Degree, Graduate Diploma to Masters Degree

Pathways can be with or without credit.

Pathways without credit relate to same or similar discipline courses where a pathway ascending AQF levels is expected, however does not entitle students to receive credit.

Example – Bachelor of Nursing to the Graduate Diploma of Nursing

Pathways with credit relate to specific courses whereby a student will be eligible for credit towards this course on the basis of a previous completed award.

Example – Diploma of Network Engineering to the Bachelor of Information Technology

Specific detailed mapping information is NOT needed at this stage but will be required during Stage 2 Course QA.

Cross Discipline, School, Faculty and/or VET Team Endorsement

Evidence of consultation is required where any course element may affect another discipline or school, such as;

Adding or removing a unit that is owned by another school Reaccrediting, amending a unit that is included in any other course (such as a core or specialist elective) VET consultation is required for all VET to HE pathways identified.

Where this is the case key stakeholders should be members (or invited participants) of the Course Advisory Group (CAG)

Document in this section the consultation that has been undertaken and record the and support from the appropriate staff member.

Work Integrated Learning Work Integrated Learning (WIL) Units – those Units that require work experience set within a framework with specified learning outcomes and assessable activities. These may also be referred to as placements, work experience, internships or practicums.

For courses that require students to undertake Work Integrated Learning (WIL) provide evidence of consultation/partnerships with industry/government that support the placement of students in the workforce.

This is required to ensure that student learning requirements can be met.

Under the Higher Education Support Act this type of learning at a unit level can affect course funding; course developers need to consider how WIL will be directed/supported by CDU.

Detailed information is required during Stage 2 QA.

Further information can be found in the Department of Education’s Higher Education Administrative Information for Providers

https://docs.education.gov.au/system/files/doc/other/higher_education_administrative_information_for_providers_0.pdf

Unit DevelopmentThis section indicates the curriculum development requirements in the form of unit development needed for the implementation of the course/course version.

It also indicates what units will be discontinued as a result of accrediting the course.

New Units

New units are any unit that is uniquely new.

A new Unit code can be suggested by the school at this point (e.g. ABC101 or ABC3xx) however to ensure past unit codes are not reinstated in a manner that may affect past students all unit codes must be confirmed by the AR team prior to accreditation. Schools should be aware that there are currently over 50,000 used codes recorded and to maintain their validity the suggested code may be rejected.

If a new unit is replacing a current unit and the current unit is being discontinued, the previous unit code must be supplied in this table as well as the discontinue units table.

New units may or may not be equivalent to current units being discontinued.

The semester and year of introduction is vital to ensure that unit development can be achieved before enrolment is required. CAG’s and schools need to consider the requirements of the course and when students will undertake this unit. Include any pathways into the course as part of this consideration, for example students may enter into second year as a result of pathways with credit for the first year.

Further considerations

Ensure the details of the proposed units are consistent with any plans for curriculum development identified in Course Structure.

Ensure the projected course load justifies any proposed new unit introductions

Is there evidence that sufficient resources are available to accommodate the proposed course/unit introduction or redevelopment and ensure an appropriate standard of teaching and learning quality?

Please indicate the unit developer in cases where the unit coordinator is not yet known/appointed.

During Stage 2 a Unit QA will be required for each unit listed in this table.

Redeveloped Units Redeveloped units are current units that are being redeveloped in a manner that a new unit code is required. Essentially these are new units however this section captures the relationship to the current unit or units while acknowledging that unit

development may be less intensive then that of a new unit.

Unit code can be suggested by the school at this point however to ensure past unit codes are not reinstated in manner that may affect past students all unit codes must be confirmed by the AR team prior to accreditation. Schools should be aware that there are currently over 50,000 used codes recorded and to maintain their validity the suggested code may be rejected.

Generally redeveloped units replace a current unit. Details of the discontinued (previous) unit code/s must be supplied in this table as well as the discontinue units table.

Redeveloped units may or may not be equivalent to current units being discontinued.

The semester and year on implementation is vital to ensure that unit development can be achieved before enrolment is required. CAG’s and schools need to consider the requirements of the course and when students will undertake this unit. Include any pathways into the course as part of this consideration, for example students may enter into second year as a result of pathways with credit for the first year.

Further considerations

Ensure the details of the proposed units are consistent with any plans for curriculum development identified in Course Structure.

Ensure the projected course load justifies any proposed new unit introductions.

Is there evidence that sufficient resources are available to accommodate the proposed course/unit introduction or redevelopment and ensure an appropriate standard of teaching and learning quality?

During Stage 2 a Unit QA will be required for each unit listed in this table.

Reaccredited Units This section refers to currently accredited units being revitalised in a manner that does not require a new code. Reaccreditation can include new title, minor amendments to unit learning outcomes, amended assessments, new modes or learning methods. This means that the core outcomes and link to course learning outcomes remain the same.

Example

Identify and analyse practical issues in community developmentAmended toIdentify and analyse practical issues when applying key themes, concepts, principles and theoretical foundations of community development.

This change is not significant enough to warrant a new code. i.e. a student that completed the unit previously has the equivalent learning to a student who will complete the unit in the future.

The semester and year of introduction is vital to ensure that unit development can be achieved before enrolment is required. CAG’s and schools need to consider the requirements of the course and when students will undertake this unit. Include any pathways into the course as part of this consideration, for example students may enter into second year as a result of

pathways with credit for the first year.

Further considerations

Are the proposed changes to curriculum consistent with current indications of teaching and learning quality, including data from surveys (SELT, CEQ, CDU my CEQ), trends for enrolment and retention, student forums and benchmarking activities?

During Stage 2 a Unit QA will be required for each unit listed in this table.

Discontinue Units

List units that will be discontinued as part of the accreditation of this course.

Check that the units proposed for discontinuation are not part of core or specialist electives in any current or discon-tinued course. Note this may include courses outside this discipline/school and/or Faculty.

Units that form part of another course that is continuing should not be listed unless the intent is to also alter the af-fected course.

Discontinuation dates must take into account any current student requirements and are linked to the course termina-tion date. Consider what is the last date a students might require this unit in order to meet the requirements of the course?

Consider what plans are in place for communicating changes to continuing students in courses affected by the proposed unit discontinuations.

Discontinue an existing location/mode of a unit

It is necessary to capture any planned changes to unit location/modes and learning methods as altering these can affect the course offerings and may affect the students ability to complete the course.

Example – Units that form part of the course will no longer be offered at Alice Springs, therefore an Alice Springs course offering cannot be advertised.

Current staffing available to run course

This section refers to the human resources that are required to deliver the course as well as ensuring that staff employed have the required qualifications which is required by TEQSA. Further information can be found in the TEQSA Higher Education Threshold Standards. http://www.teqsa.gov.au/higher-education-standards-framework.

Identify the names of current staff who are suitably qualified to develop/run the course and who have capacity within their current workload to do so.

Indicate the academic level of the staff member and the theme they belong to.

Identify if current staff member is research active.

Additional staffing requirements to develop and run course

Identify new staff required to develop and/or run the course.

Identify the academic level of the new staff members and qualification required for the position.

Note: Ensure hours are in alignment with the Charles Darwin University Enterprise Agreement. http://www.cdu.edu.au/ohrs/enterprise-agreement.html.

Total Course Resource Costs

Can development and delivery recourse requirements be addressed within the current resource allocations?

Are there addition resource implications that need consideration

Please note that the R&P process is not a Learning and Teaching Budget Reallocation exercise, and that all costs associated need to be discussed and approved at a School/Faculty level.

Ensure the resources additional detailed are sufficient to support any proposed course and unit development activities.

The development or redevelopment of curriculum may require assistance from the Office of Learning and Teaching. Resource needs should be discussed with OLT as additional resources mat be required.

Is there evidence of an appropriate level of consultation with the relevant Unit Coordinators or other Academic staff who will be involved in the curriculum development activity?

PVC Endorsement

The Faculty PVC endorsement attest that

there has been adequate consultation with key stakeholders the course proposal is supported by the Faculty Executive any additional resources can be met and information contained in the proposal is correct

Section B – Academic Planning

Instructions

Course DetailsCourse Title and Course Code As above

Host School and Faculty

This section captures Owning Organisational Unit for this course, that is the faculty/school that is responsible for the course.

Course Developer This person may be different from the contact person – this question relates to the person who has undertakes the coordination for the course development.

Award Title In some instances the award title may be different from the course title. Please contact AR Team if you need further guidance regarding Award Titles.

Example – A course title of Bachelor of Laws (Graduate) may lead to an award title outcome of Bachelor of Laws.

The title used must be consistent with the AQF Qualifications Issuance Policy pg.67 of AQF 2011. http://www.aqf.edu.au/

The award title should be consistent with the AQF Qualifications Issuance Policy and effectively reflect the knowledge/skills/understandings that the student has attained. E.g. Will the testamur the student receives be useful in gaining employment?

Naming Conventions

Award Titles shall normally commence with the name of the Qualification Type (e.g. Diploma, Bachelor, Master).

Adjectives such as “International” or “Executive” may be used as the first word of a qualification title when a sound case can be made that suggests the nature of the qualification itself merit the descriptor. Where the descriptor aligns with the field of study, rather than the qualification itself, it should come after the name of the qualification type.

Parenthesis may not be used for award titles, except in relation to the inclusion of Majors. The term Hon-ours is now part of an award title and should not be in parenthesis. Terms such as ‘graduate’ that may be included in the course title will need consideration regarding their inclusion in the award title.

Minors will not be included in the Course Title. Abbreviations, acronyms and the ampersand (&) will not normally be used, and punctuation will be kept to

the minimum necessary for grammatical correctness.

Credit Points

Credit Points (CP) are a mechanism for determining the student study load required to meet required learning outcomes. Unit study loads are measured by CP, as are total study loads for courses.

1 EFTSL = 80CP, or a full time study load.

Therefore a 3 year degree = 240 credit points

Any variation from the standard load needs in-depth information and consideration

Standard full time completion

What is the standard completion time for this course?

Standard load means a real or notional program of learning which a full-time student would be required to undertake in a full year of a particular course. The University has adopted 80 credit points as its standard load

Therefore a 240cp award = 3 years full time study

This also has a relationship to unit offerings and study plans. If for any reason students can not undertake this course on a full time basis it needs to be clearly expressed in this section as this may affect marketing and demand.

The duration of the course must be consistent with the Australian Qualifications Framework and be competitive with other like providers of the same or similar courses? http://www.aqf.edu.au/

Standard part time completion This is generally twice the standard full time completion.

Course Type CDU is required to record and report a Course Type for each HE course, these code and terms are defined by Australian Government Department of Education.

01 Higher Doctorate 02 Doctorate by research 12 Doctorate by coursework 14 Masters (Extended) 03 Masters (Research) 04 Masters (Coursework)

05 Postgraduate Qualifying or Preliminary (for Masters, Doctorate or Higher Doctorate) 06 Graduate Diploma/ Postgraduate Diploma (pass or honours) involving new academic, professional or

vocational area 07 Graduate Diploma/ Postgraduate Diploma (pass or honours) extending skills and knowledge in a pro-

fessional area previously studied 11 Graduate Certificate 08 Bachelors Graduate Entry 09 Bachelors Honours 10 Bachelors Pass 13 Associate degree 20 Advanced Diploma 21 Diploma 22 Other undergraduate award course 30 Enabling course 41 Cross Institutional program for undergraduate courses at home Higher Education Provider 42 Cross Institutional program for postgraduate courses at home Higher Education Provider 50 Non-award course (including Bridging for overseas trained professionals)

Field of Education

This is a code and field description

The Field of Education is measured operationally in terms of theoretical content; purpose of learning; objects of interest; methods and techniques; and tools and equipment; and that Broad Field of Education categories are distinguished from each other primarily on the basis of the theoretical content and the purpose of learning and therefore strict application of majority or sliding scale is not appropriate.

The university is required to determine the intrinsic nature of the course as a whole by reference to the Australian Standard Classification Education coding rules.

Use the linked website to determine the Field of Education

Are the Field of Education codes and/or consistent with area/s of study?

AQF Level The AQF level must be identified based on the AQF Qualifications Issuance Policy. http://www.aqf.edu.au/

Review Date Each course has a set accreditation review date. This indicates when the course must next be reviewed and reaccredited. The standard review period is 5 years however due to a number of reasons a course may require a

shorter accreditation review period.

This date is recorded against the course such as 31/12/2015 for a course due for reaccreditation in the 2016 cycle.

Courses that are not reaccredited by accreditation review date are expired.

GOVT Special Course Type Code

These codes and terms are defined by Australian Government Department of Education, the code identifies courses of special interest to the department. These include

00 Not a course of special interest 21 A general nursing course required for initial registration 22 A course providing initial teacher training 23 A course of study in medicine, completion of which would allow provisional registration as a medical

practitioner by an authority of a State, a Territory or the Commonwealth 25 A course of study in veterinary science, completion of which would satisfy the academic requirements

for registration as a veterinary surgeon or veterinary practitioner by an authority of a State, a Territory or the Commonwealth.

26 A course of study in dentistry, completion of which would satisfy the academic requirements for regis-tration as a dentist by an authority of a State, a Territory or the Commonwealth.

27 A course of study in clinical psychology (as defined in the Commonwealth Grant Scheme Guidelines).

Joint/Dual, Feeder or other Partnership arrangements

Is this a joint or dual award with another course and/or institution?

Is this a feeder program to another course and or institution?

Availability for Admission

Admission periods indicate when a course will open for admission. It is important to note that admissions open in the first week of August for the following years intake

The School must ensure that during stage 2 QA all unit offerings facilitate the course offerings recorded in this section.

CRICOS

Commonwealth Government Register of Institutions and Courses for Overseas Students.

Each course that is available to international students on a student visa must have its own unique CRICOS code.

If this is a continuing course with no change to the course title and it is already CRICOS registered the current code should be noted.

If this course (or course title) has not been registered before and international students are a market a CRICOS code must be requested.

Location and Mode Offered

Are the course offerings (location/s and mode) consistent with proposed markets identified in Section A?

Can the current/proposed unit offerings support the proposed course offerings?

A table for International Student offering is also provided to capture offerings that may differ from those offered to domestic students.

For exampleFully external courses all units must be offered in external mode.External courses may be offered with an on campus requirement.If a Campus is selected, will all units be available so that students can undertake internally at this campusor is there a combination of internal and external?

Available Places – Funding Sources

What funding sources will be available for this course?

Commonwealth Supported Place means a place which is offered to Domestic students at an approved Australian Higher Education provider, where the Commonwealth Government pays a percentage of the value of that place directly to the Provider, the remainder of which must be paid by the student. The student may either pay this remainder up front or may defer payment through HECS-HELP provisions. The Commonwealth contributes to the cost of these places through the Commonwealth Grant Scheme (CGS).

Domestic Full-Fee (FEE-HELP) A domestic student who is not Commonwealth supported for a unit of study. Fee-paying students pay tuition fees. Fee-paying students are also known as 'non-Commonwealth supported students'.

nternational students

Course Structure

The course structure is captured in stage 1 R&P and then confirmed in stage 2 QA.

It is required at this stage to ensure that there is a correlation between the requirements of the course and;

New units and redeveloped units Discontinued units Course offerings Admission periods Volume of learning, Credit Points and standard loads Reaccreditation v Superseding

The structure presented at R&P is not necessarily the final and will not be used for publishing to the web. However is will provide information regarding the validity of the structure and provide direction for further development during stage 2 QA.

This section should be complete with reference to the Common Course Rules. http://www.cdu.edu.au/governance/lt.html

The table row relating to common units should be removed for post graduate courses.

Additional Course Details for SATAC Guide

The information provide in this section is used to publish the course in the SATAC and CDU course guide.It should give applicants enough information in which to make an informed decision regarding course selection.CDU is required to finalise this information and submit it to SATAC in March of the year prior to implementation.

For reaccrediting courses the current information is to be sourced from SATAC www.satac.edu.au .

Sections such as Course Description, Course Structure Description and Professional Recognition can be copied from this site.

Area of Study

Area of Study refers to the where in the guide the course can be found and is used as a filter when searching SATAC.

Specify the client group attracted to this course, including qualification levels of clients

Specify the client group to be attracted to this course, who is it targeted at or who would benefit from undertaking the qualification.

Example

A Graduate Diploma advances a student’s knowledge in either a new or existing discipline. Therefore the client group could be either those with a qualification and or experience in the same discipline wanting to further their career or those from a non-related area wanting to a new career.

Proposed Entry Requirements for SATAC Guide

This is to ensure that the correct admission/selection rules for applicants to this course are set up within the SATAC system.

o For Undergraduate courses (leave blank if no variation to CDU standard admissions policy).

o Information is required for postgraduate courses and courses not available to school leavers.

o Any entry requirements should be testable in that prospective students will be able to provide evidence that can be unambiguously evaluated to determine whether they meet the entry requirements.

Proposed Assumed Knowledge (applicable only to undergraduate courses)

Assumed knowledge is only applicable to courses available to School Leavers. It indicates a level of understanding that is achieved normally through Secondary Education. Assumed knowledge should be unambiguous and testable.

o An example of Assumed Knowledge is Stage 2 Chemistry.

Background knowledge in a SACE/NTCET Stage 1 or Stage 2 subject or an identified skill which is expected to enhance a student’s understanding of the content of a given tertiary course.

Statements such as ‘A knowledge of Stage 2 English and Physics would be an advantage’ should be avoided. Knowledge of the subject matter is either assumed or it is not. The advantage to the applicant of having the assumed knowledge is implicit in the subject or skill being listed as such.

Proposed Criminal History Check for SATAC guide (include Ochre Card if applicable)

Requirements for Criminal History Checks need to be consistent with profession requirements.

Note that the Criminal History included in SATAC is a warning to students only. For any courses where a police check is required, a separate process that requires students to provide evidence of a police check prior to being permitted to start a placement will need to be implemented by the School/Faculty. Include information regarding other necessary requirements such as; an Ochre Card, in this section.

Proposed Course Description

The Course Description

The introduction should briefly outline the aims of the course. It is restricted to information directly related to the course and should be written in neutral, non-competitive language.

General or contextual information should be avoided.

Information about expected career outcomes is appropriate but statements about rates of graduate employment should not be included.

The introductory statement should not include information generally applicable to all students (eg references to financial assistance etc.)

ExampleThis program is designed to …This program prepares students …Petroleum engineers plan the development of …Graduates are well prepared for positions such as …Graduates will be equipped to work as …

Proposed Course Structure

Description

The course structure should provide an overview of the content of the course. The information should not attempt to replicate the detailed information normally provided in course catalogue.

The Course Structure Description should be consistent with the course structure, However it should not be too specific in listing names of specialisations, core and specialist elective units as the Course Structures will be finalised at QA stage. Therefore there is the potential that this information will be published prior to the completion of stage 2 QA.

Lists of individual subjects should be avoided unless they are necessary to indicate the variety of available study options (eg in a general arts or science degree or an award where students choose from a range of electives).

For most courses with a wide range of options, reference should be made to subject areas rather than listing individual subjects (eg referring to ‘languages’ rather than listing all languages taught)ExamplesThe first year provides an introduction to …This program contains core studies in …In the final year students undertake a major research project based on …Students may choose from a range of elective subjects …The second half of the course provides …

Proposed Professional Recognition/membership

Provide information to a potential applicant what professional recognition or membership graduands of this course could receive.

This section is restricted to professional accreditation that is a requirement for professional practice. Caveats can be included where the course meets the educational requirements but not all requirements for practice.

Example

students are currently eligible for the following professional associations based on membership criteria and can apply as individual members; Australian Council for Health Physical Education and Recreation (ACHPER), Sports Medicine Australia (SMA), European College of Sports Science (ECSS) and Exercise Sport Science Australia (ESSA). Graduates seeking Exercise and Sport Science Australia (ESSA) registration should refer to the different requirements of the ESSA membership categories.

Proposed Combined Degree combinations

If proposed, the school must ensure that the combined degree courses been developed in collaboration with the relevant academic staff from other school/s and the R&P documents been submitted (Section B only is required)

As space constraints preclude multiple entries, double degrees are usually listed under the field of study of the ‘host’ award.

The entry should be a simple statement of availability that alerts applicants to the existence of double /combined

degrees.

Office of Learning and Teaching

This R & P document should be completed with assistance from one or more members of the Office of Learning and Teaching. Identify the involvement of the Office of Learning and Teaching in the completion of this form.

Attachments

List any addition information that is being submitted that support this submission (e.g. minutes from CAG meetings, formal arrangement or MOU’s with other institutions or industry groups). Not supplying these at the time of the R&P submission can jeopardise or delay Resources and Planning approval.

School and Faculty Endorsement

The Academic Planning section of the R & P requires the endorsement of the School and Faculty Learning and Teaching Committee to be gained prior to being sent to the Accreditation and Registration Team.

Resources and Planning submission process A word version is required for each submission to VCAG. If faculties wish to provide a PDF version as proof of faculty

support this should accompany the word version. Faculty support in the form of an email from the necessary staff is acceptable.

The word version is required so that any minor errors or omissions can be completed (on approval from VCAG) by ART. If a word version is not supplied the proposer will need to undertake this work and resupply a final version to ART.

ART will only accept submissions from the Faculty PVC, Faculty Associate Dean T&L or other nominated person. Submissions direct from schools or course proposers cannot be accepted.

This is to ensure that the correct, faculty supported, version is submitted to VCAG.