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Higher Education AccreditationStage 2 – Course

Guide for Quality Assurance

ContentsCreate the Course QA.....................................................................................................................................5

Standard Course Information (locked).......................................................................................................8

Contact Details...........................................................................................................................................9

Course Ownership....................................................................................................................................10

Couse Award (locked)..............................................................................................................................10

Field of Education (locked).......................................................................................................................10

Course Admission and Course Offering Details (locked)..........................................................................11

CRICOS.....................................................................................................................................................11

Course Learning Outcome............................................................................................................................12

Course Learning Outcomes Framework............................................................................................12

AQF Mapping...............................................................................................................................................14

CDU Graduate Attribute Mapping................................................................................................................16

CDU Graduate Attributes.....................................................................................................................16

Approaches to Learning and Teaching.........................................................................................................18

Pedagogical Approach..............................................................................................................................18

Course Bench Marking.............................................................................................................................19

Use of Learning Technologies...................................................................................................................21

Non Standard CDU IT infrastructure or software.....................................................................................22

Student Experience Evaluation.................................................................................................................23

.................................................................................................................................................................23

Course Structure Overview..........................................................................................................................24

Common course rules..............................................................................................................................26

Majors and Specialisations (locked).............................................................................................................27

Course Structure – Units..............................................................................................................................28

How the questions will appear in CAPS................................................................................................29

Core..........................................................................................................................................................29


Specialist Elective.....................................................................................................................................30


Nested and Exit Awards...............................................................................................................................31

Alternative Exit Awards................................................................................................................................31

How the questions may appear in CAPS...............................................................................................32

Nested Awards.............................................................................................................................................32

How the questions may appear in CAPS...............................................................................................33

Pathways......................................................................................................................................................34


Articulation...............................................................................................................................................36

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AHEGS..........................................................................................................................................................37


Structure, Study Plans and Transitional Arrangements................................................................................40


Structure......................................................................................................................................................41

Study Plans...................................................................................................................................................42

Transitional Arrangements...........................................................................................................................43

Consultation.................................................................................................................................................45


More Information........................................................................................................................................46


Review and Submit Proposal........................................................................................................................47

How this will appear in CAPS................................................................................................................47

Review and Endorsement steps (Work Flow)...............................................................................................48

Learning and Teaching Committees.............................................................................................................49

How the pages will appear in CAPS......................................................................................................49

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IntroductionThe purpose of this stage is to:

Provide adequate information for the Learning and Teaching Committee and Academic Board to

accredit course and units for the provision of high quality and pedagogically sound learning

experiences for students.

Articulate clear links between assessment, learning outcomes, and learning activities that students

are required to undertake in order to develop the Course Outcomes, CDU’s Graduate Attributes

and meet the AQF Learning Outcome Descriptor’s for the specific qualification level.

Capture and approve pathways between AQF qualifications that facilitate a student’s entry into and

credit towards (where appropriate) a CDU award.

Stage 2 Quality Assurance timeline applies to:

New courses approved at Stage 1 R&P.

All courses due for reaccreditation (5 year review cycle) approved at Stage 1 R&P.

Courses that are seeking reaccreditation due to major changes approved at Stage 1 R&P.

Transitional arrangements

New, Redeveloped and Reaccredited units

Unit discontinuations

NB Approval at Stage 2 constitutes permission to implement the course and open it for admissions

(offers).

Course developers collaborate with Course Advisory Groups, the Office of Learning and Teaching (OLT)

and Library Information Assistants (LIA) to develop the curriculum at the course and unit level and finalise

the course structure, specific award requirements, transitional arrangements and study plans.

QA proposals must initially be reviewed and endorsed by the relevant Faculty Learning and Teaching

Committee. The Faculty approval step is an endorsement only, recommending the submission to the

University Learning and Teaching Committee (ULTC).

The ULTC is responsible for advising the Academic Board on the accreditation, review, re-accreditation,

suspension and discontinuation of Higher Education courses.

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Creating the proposalTypically a Course QA is created after the R&P has been approved. An R&P that has been fully approval and transferred into the system will appear with a ‘COMPLETE’ status against the R&P proposal ID.

Example

Create the Course QA Select HE Course QA

It is always recommend that the QA is created from the approved R&P however sometime due to time constraints it is necessary to start creating the QA while the R&P is still in-review. The following two processes explain the different steps that are required depending on the status of the R&P submission.

1. Returning information from the approved and transferred R&P. Enter the course code, press search Select the course row with the following

Latest Course version (course code|*) No ID in ID column Full course title in Description/Title Column Type = Course Status = Planned or Active

Example

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2. Returning information from the R&P that is still ‘In-Review’ or ‘Approval-Pending’. Enter the ID of the R&P or the course code, press search Select the course row with the ID of the R&P

Description/Title Column = Description of R&P submission Type = Course Proposal Status = In-Review or Approval-Pending

Example

Course Timeline and Description.This section indicates which accreditation cycle the course is being submitted for and gives a description to the proposal. Descriptions are used in the search function of CAPS and therefor need to follow a naming convention.

Course Code Submission Type (QA) Accreditation Year

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Example

Select NextA new HE QA will be created and prepopulated with any appropriate information already submitted (i.e. in the R&P).

More information on CAPS access, training, user guides and videos can be found on the CAPS website http://www.cdu.edu.au/olt/ra/caps.html.

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http://www.cdu.edu.au/olt/ra/caps.html

Course Information SectionCertain sections of accreditation are relevant to both Stage 1 R&P and Stage 2 QA. During stage 2 QA a number of elements and questions from Stage 1 R&P have been replicated into the stage 2 QA form. Most of these sections are locked and are there to provide information only.

The details relating to these sections will be prepopulated from the Resource and Planning submission or current course information. Information required for publication and reporting prior to QA approval is locked* and cannot be amended.If for any reason you believe this information is incorrect please contact ART as soon as possible, do not wait unit you complete and submit the QA.

The only item that requires input on this page is the non-award question. It is vital that ‘No’ is selected for all AQF qualifications. When ‘No’ is indicated the AQF level from R&P will be prepopulated and the corresponding AQF Level outcomes will be attached.

Standard Course Information (locked)

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Contact Details

The contact name should be a permanent staff member, such as the Course Advisory Group Chair, Theme Leader or Head of School, who can give information about the course and answer any questions about information written in the submission. This person must be able to represent the course submission at Learning and Teaching Committee meetings if required. An alternate name is required should the first contact be absent. This section may be amended during QA.

Amending Locked Items

If for any reason its believed a locked item requires amendment please contact ART immediately. Do not submit a proposal that requires amendment prior contacting ART. Details of the change should also be described in the text box provided so that all committees and stakeholders are advised of the changed to previously approved information.

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Course Ownership Note this section is not locked and is used to determine the School and Faculty LTC. If the course is owned by two schools the proposal will got to each School LTC for approval.

Couse Award (locked)

Field of Education (locked)

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Course Admission and Course Offering Details (locked)

CRICOS

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Quality Assurance Section

Course Learning OutcomeCourse learning outcomes are the expression of the set of knowledge, skills and the application of the knowledge and skills the graduate should acquire from a course of study and is able to demonstrate as a result of learning. Course learning outcomes must be consistent with the AQF level of a particular course type specification. For further information on the AQF, please refer to http://www.aqf.edu.au/resources/aqf/

ExamplesGraduates will demonstrate sound knowledge of the underlying theories, principles, concepts in…….Graduates will have the ability to think critically within a framework of ……Graduates will be able to relate theory and knowledge to a professional practice settingGraduates will have the ability to research and disseminate evidence to inform practice improvement in regards to…….Graduates will establish a coherent and advanced understanding of the underlying principles of …..Graduates will exercise critical thinking, initiative and judgment to develop innovative solutions for …..Graduates will be able to work as an individual and as part of a team to develop and deliver (….) through collaboration and highly effective communication skillsGraduates will be able to acquire and critically evaluate research regarding new knowledge development within the (………..) Graduates will, with a social, cultural, environmental and legal context, explore the …………….Graduates will be able to review and critically analyse, consolidate and synthesise knowledge relevant to……….Graduates will be able to apply cognitive and technical skills required to ………….Graduates will be able to apply cognitive and creative skills to exercise critical thinking and judgment in identifying and solving problems in …….. with regards to ………..Graduates will be able to communicate effectively to present clear, coherent and independent exposition of knowledge and ideas within the field of …………Graduates will be able to show initiative and judgment in planning, problem solving and decision making with regard to……Graduates will demonstrate high-level leadership in industry through independence, self-motivation and initiative in (……) project work / placement activities / research.

Course Learning Outcomes Framework

The AQF sets out broad learning outcome specifications by Award type. These specifications include:

Knowledge, i.e. what a graduate knows and understands, described in terms of depth, breadth, kinds of knowledge and complexity;

Skills, i.e. what a graduate can do, described in terms of the kinds and complexity of skills;

Application of Knowledge Skills, i.e. how a graduate applies knowledge and skills within a context;

Volume of learning, i.e. the notional duration of study for the qualification, reflecting a dimension of the complexity of the qualification. Volume of Learning may be expressed as Credit Points or as Duration.

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http://www.aqf.edu.au/resources/aqf/

Detailed specifications and descriptors for each qualification type are provided in the AQF and these set the broad parameters guiding course development and accreditation.

Generally there is a maximum of eight course learning outcomes. If its not possible to consolidate the graduates outcomes into 8 concise outcomes please attach additional information as required to the CAPS entry.

Course Learning Outcomes

1

2

3

4

5

6

7

8

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AQF Mapping

Schools will have to demonstrate alignment between the Course Learning Outcomes, the AQF Learning Outcome Descriptors and Charles Darwin University Graduate Attributes

Detailed specifications and descriptors for each qualification type are provided in the AQF and set the broad parameters guiding course development and accreditation.

How the questions will appear in CAPS

Using the AQF level and Qualification Learning Outcome, available http://www.aqf.edu.au/resources/aqf/ indicate which Course Learning Outcome will address each of the required outcomes.Note that these are different for each course/qualification type

Course Learning Outcomes

AQF Outcome Descriptor Course Learning Outcome

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http://www.aqf.edu.au/resources/aqf/

Example of how AQF Descriptors look in the AQF

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CDU Graduate Attribute Mapping

CDU Graduate AttributesThe Charles Darwin University Graduate Attributes are the skills, qualities and comprehension acquired by students during their time at the University regardless of their field of study and complement generic learning outcomes. The attributes align with the University’s strategic directions and values, focusing on student-centred learning and supporting the effective construction and application of knowledge. These are also mapped against ASQA’s Employability Skills and are designed to provide a distinctive advantage for CDU graduates.Specific Units may embed one or more Graduate Attributes in a demonstrable and assessable form. All Graduate Attributes must be addressed within the collection of Core Units and Specialist Electives of a CDU Accredited course.The Graduate Attributes may also be embedded within extracurricular activities facilitated by the University.All CDU degree graduates are expected to have acquired all the Graduate Attributes. Further information about CDU Graduate Attributes can be found at: http://www.cdu.edu.au/graduateattributes/graduateattributes.html


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Graduate Attributes Course Learning Outcomes

AcquisitionCan identify, retrieve, evaluate and use relevant information and current technologies to advance learning and execute of work tasks

ApplicationIs an efficient and innovative project planner and problem solver, capable of applying logical and critical thinking to problems across a range of disciplinary settings and has self-management skills that contribute to personal satisfaction and growth

Creativity Can conceive of imaginative and innovative responses to future orientated challenges and research.

Knowledge base

Has an understanding of the broad theoretical and technical concepts related to their discipline area, with relevant connections to industry, professional, and regional and indigenous knowledge

CommunicationDemonstrates oral, written, and effective listening skills as well as numerical, technical and graphic communication skills in a cross generational environment

TeamworkHas a capacity for and understanding of collaboration and co-operation within agreed frameworks, including the demands of inter-generational tolerance, mutual respect for others, conflict resolution and the negotiation of productive outcomes

Social responsibility

Is able to apply equity values, and has a sense of social responsibility, sustainability, and sensitivity to other peoples, cultures and the environment

Flexibility Can function effectively and constructively in an inter-cultural or global environment and in a variety of complex situations

LeadershipCan exercise initiative and responsibility, taking action and engaging others to make a positive difference for the common good

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Approaches to Learning and Teaching

Pedagogical ApproachIdentify the educational theory/pedagogical approaches that the curriculum in the course will be designed around. The pedagogical underpinnings, including relevant literature and/or theoretical foundations on which the learning, teaching and assessment strategies are based will have to be articulated. This could include reference to the six principles for online teaching, particularly for those courses that will include delivery to external students.


Approaches to Learning and Teaching – Pedagogical Approach

Which learning theory, which instructional design model and/or which pedagogical theories have been used as the foundation for curriculum design?

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http://www.cdu.edu.au/olt/teaching/6keyprinciples.html

Course Bench MarkingBenchmarking should be used to identify good practice, establish service standards, inform planning and drive continuous improvement. It should be both internal and external and at institution, course and unit level. TEQSA requires that equivalency of student outcomes for internal/external/multi-modal students is demonstrated as well as equivalency of student outcomes for units/courses being held on more than one campus and that the academic standards intended to be achieved by students and the standards actually achieved by students in the course of study are benchmarked against similar accredited courses of study offered by other higher education providers.

The course proposer should supply information on the benchmarking practices that have or will take place to ensure quality teaching and learning and student outcomes.Benchmarking consideration may include:

Course outcomes

o evaluation of learning outcomes to similar courses at like providerso professional body review and accreditation practices that support quality across the sectoro outcomes from external review that help to improve quality of student outcomes

Discipline

o trends in discipline knowledge and researcho current activity in discipline area

Curriculum material and teaching methods

o evaluation of teaching practices, modes and materials with other institutions relative to this course

o developing learning material, activities and assessment tasks which accommodate the needs of internal/external students and/or those with disabilities

Assessment moderation

o using different assessors and detailed marking rubrics to ensure consistencyo blind marking of paperso using external assessors and examiners periodically

Identify the key issues that need to be considered in regards to benchmarking and how will they be addressed.

How will the consistency of outcomes for all students across campuses and modalities be assured? Or describe how consistency of outcomes for all students across campuses and modalities will be assured.

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Approaches to Learning and Teaching – Bench MarkingDescribe how consistency of outcomes for all students across campuses and modalities will be assured?

Is this approach bench marked against similar courses?

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Use of Learning TechnologiesHow is Learnline being used to enhance/support student learning? Are there other technologies required for this course and is its use consistent with CDU policy?How are course pedagogies and learning technologies integrated to enable students to meet the course learning outcomes (regardless of mode)?


Approaches to Learning and Teaching – Learning TechnologiesExplain how learning technologies and pedagogies will be used to ensure all students have the best opportunity to meet course learning outcomes?

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Non Standard CDU IT infrastructure or softwareIdentify if any non-standard CDU software or infrastructure is required for this course.If students require additional IT software how will this be supplied? Are students informed of any additional cost for supporting this software?All software requirements should be supported by ITMS. Evidence of consultation regarding the addition of non-standard infrastructure and software will be required.


Approaches to Learning and Teaching – Non-standard ITIdentify if any non-standard CDU software or infrastructure is required for this course?

How is it being of will it be developed/distributed?

Has this already been sourced? Is it supported by ITMS?

Evidence of consultation attached?

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Student Experience EvaluationHow will this course be reviewed or evaluated? This information should include the process to be used and a timeframe for the evaluation/review process. TEQSA states that “the higher education provider maintains, monitors and acts on comparative data on the performance of students in the course of study, including information on the performance of student cohorts by entry pathway, mode of study and place of study, such data to include: student attrition; student progress; course completions; and grade distributions.”

What issues have been identified from previous student evaluations and other forms of feedback – emails, discussions and phone calls? What has been/is being done to address the issues? (N/A if a new course).


Approaches to Learning and Teaching – Student EvaluationExplain how the course will be evaluated/reviewed.?

Summarise feedback from students, identify key trends in the data and explain how issues are being addressed.

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Course Structure Overview

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

This stage should still ensure that there is a correlation between the requirements of the course and information approved at Stage 1;

Appropriateness of the award title New and redeveloped units Discontinued units Course offerings Admission periods Volume of learning, credit points and standard loads Reaccreditation v Superseding

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

Common Units – those Units which embed select Graduate Attributes of the University, particularly in relation to academic literacy. Common Units are a core requirement for all undergraduate award courses unless specified otherwise in specific Course Rules. Common Units must be Units of CDU.

Core Units – those Units that are compulsory for, and directly address, the field of study and concomitant Learning Outcomes of the award course. Core Units may be any Study Type of Unit (section 1.3.4). Core Units must be Units of the University, except in cases of a Joint Degree or a formal Articulation Arrangement.

Research Units – those Units in which a student is supervised to undertake independent learning and research. These typically occur in Honours, Masters and Doctoral courses.

Specialist Elective Units – those Units that are, in addition to the core Units, compulsory for, and directly address, the Course Learning Outcomes and the Major/s and/or Minor/s within an award course. They should also address the University’s Graduate Attributes. Specialist Elective Units may be any Study Type of Unit. Normally Specialist Elective Units should be Units of the University, except in cases of a Joint Degree or a formal Articulation Arrangement.

General Elective Units – those Units that are not compulsory for an award but which contribute to the credit point requirement for that award. They are designed to provide an opportunity for breadth of learning. General Elective Units may be Coursework, Independent Study, Research or WIL Study Types of Units but not Capstone Units.

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http://www.cdu.edu.au/governance/lt.html


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Common course rulesThe University, as a self-accrediting institution, has a Council that determines course rules which provide course structures and rules for HE awards. These course rules apply to HE AQF Levels 5 to 10. For each category of award, there is a common set of rules applicable to all programs leading to an award in that category. In addition, each course may have associated with it specific rules that apply only to that course in addition to the common rules; specific rules are described in the course curriculum documentation (approved QA).Any exemptions must be specifically requested, with detailed information regarding why this course should be approved outside the Common Course Rules and/or the Units and Courses Policy.



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Majors and Specialisations (locked)

The following information is provided for your information only. The details relating majors and specialisations will be prepopulated from the Resource and Planning submission or current course information. As this information is needed for publication and reporting prior to QA approval, you should not amend this information.If for any reason you believe this information is incorrect please contact ART as soon as possible, do not wait unit you complete and submit the QA.

How completed information will appear in CAPS

Majors and Specialisation

Are there Majors/Specialisations within this course?

This information will be prepopulated from the Resource and Planning or current course information.As this information is needed for publication and reporting prior to QA approved you cannot amend this information.If for any reason you believe this information is incorrect please contact ART as soon as possible, do not wait unit you complete and submit the QA.

Are they captured at the end of the award when the student has completed the requirements?

If yes, what is the title and Post-nominal?

Confirm the post nominal for each major/specialisation

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Course Structure – UnitsIn this section of the QA, detailed information is collected in relation to the specific unit requirements. It forms the structure of the course and maps each unit to the course learning outcomes.It is not feasible that all course learning outcomes will be addressed by all units however all course learning outcomes are to be addressed at the completion of the course. Attention is required for courses that have specialist electives and streams to ensure that any combination permitted in the course still achieves all outcomes. Learning outcomes and assessments are now published to the web; this will assist in the process for mapping current unit outcomes to course outcomes. New/redeveloped/reaccredited units are to be accredited at the same time as the course therefore the new/revised unit QA should be used as the source.

List the Common, Core, Research and Specialist Elective units taught in the course and indicate the course learning outcomes that will be assessed within each unit.

Each unit should also have a unit type indicated; these include course work, independent study units, research units, capstone units or work integrated units (placement/practicum) as defined in the Units and Courses Policy.

o Coursework Units – those Units in which a student undertakes a structured program of study facilitated by a Unit Coordinator.

o Independent Study Units – those Units in which a student negotiates an independent learning plan with a supervisor. These may only be at 300 level or above and the number of Independent Study Units is usually limited by Common Course Rules or specific Course Rules.

o Research Units – those Units in which a student is supervised to undertake independent learning and research. These typically occur in Honours, Masters and Doctoral courses.

o Capstone Units – final year Units that purposefully integrate, synthesise and apply the knowledge and skills acquired in the course in a consolidated assessment. This may be a work placement, project, thesis or portfolio. Normally, a degree course would culminate in a capstone Unit (for a Bachelor this would be at the 400 Unit level; for Masters this would be at the 800 Unit level).

o Work Integrated Learning (WIL) Units – those Units that provide 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.

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Core


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Specialist Elective


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Nested and Exit Awards

An Award Course that has one (or more) lower AQF Level course entirely contained within it is known as an Integrated Course. The lower level course is known as a Nested Course. Collectively they are known as a Course Nest. Examples of Course Nests are shown in Table 5. Each Award Course within a Course Nest must be accredited in its own right, and must be consistent as a stand-alone Course and in the context of the Course Nest. A course can be accredited as an Exit-Only Course, meaning students cannot enrol directly in the lower level course. A student may enrol into an Integrated Course or into a Nested Course, provided that the Nested Course is not an Exit-Only Course.Further information can be found in the Units and Courses policy.

ExampleWhen accrediting the Associate Degree the Diploma could be an exit award and the Bachelor could be a nested/integrated award.

Nested/Integrated Award Bachelor

The Associate Degree is nested with the bachelor award. The Associate Degree will become an exit from the

Bachelor.

Course being accredited Associate Diploma

Exit Award Diploma The Diploma is an exit award from the associate degree.

Alternative Exit Awards

Alternative exits can be established within the award when being accredited. Students must be able to meet the requirements of the alternative exit within the award, and Alternative exits must be accredited in the own right.

Alternative Exit Awards are made available to students who do not wish to continue studies in their current course but are seeking to graduate with an award at a lower level. The requirements of the exit award must be able to be completed within the main course, therefore the units required for the exit award should be core or specialist elective units of the course the student is exiting from.

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How the questions may appear in CAPS

Exit awards

Can students exit from this course with another award?

Is the exit award current accredited or being accredited?

Ensure that students can meet the requirements of the exit award within this course.

Nested AwardsThe course being accredited may also be an exit award from an existing course. This section is very similar to exit awards however, whereas exit awards acknowledge the lower awards, nested and integrated award acknowledges the higher awards.

An exit award of the course being created will be created within the award named in this section.

ExampleThe Masters of Information Technology was accredited in 2015, there are no exit awards applicable at the time and therefore none where accredited. In 2017 the Graduate Diploma of Information Technology is accredited. To create an exit award from the Masters the QA submission for Graduate Diploma lists the Masters of Information Technology as a recognised nested award.

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Nested Awards

Can students exit from another award with this award?

Ensure that students can meet the requirements of this e award within the nested/integrated course.

How the questions may appear in CAPS

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Pathways

Pathway arrangements allow students to move through qualification levels with full or partial recognition for the qualification and/or learning outcomes they have already received.Pathway considerations

mapping, comparing and evaluating the extent to which there is comparability and equivalence of learning outcomes, volume of learning, program of study including content and learning and assessment approaches

making a judgment of the credit outcomes to be assigned between the matched components of the two courses

ensuring that students will meet course learning outcomes, graduate attributes, and if relevant meet professional requirements

ensuring equity and accessibility of arrangements across student cohorts

Before defining pathways through accreditation, schools need to ensure that there is an evidence based approach to granting advance standing and that written evidence of the above considerations is available if/when required. Approved pathways with credit will be published to the web and used to grant credit by Student Administration and Equity Services.To see National VET course packaging rules and outcomes and to ensure that you are mapping the most current qualification please refer to TGA http://training.gov.au/Home/Tga.


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http://training.gov.au/Home/Tga

Pathways

Is this pathway? HE to VET

VET to HE

HE to HE

Who is the provider of the previous qualification?

What is the course code and title?

What is the AQF level of the previous qualification?

Total credit that can be awarded based on this qualification

What specific units can a students received credit for

Is there any unspecified credit that can be awarded?

Are there any special requirements to receive this credit?

Is it conditional on competing specific units?

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Articulation

Students who complete this award will, subject to any specific arrangements, receive credit towards the higher education course(s) tabled in this section.


Articulation

Higher Education Provider is not CDU

What is the course code and title?

Total credit that can be awarded based on this qualification

What specific units can a students received credit for

Is there any unspecified credit that can be awarded?

Are there any special requirements to receive this credit?

Is it conditional on competing specific units?

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AHEGSThe Australian Higher Education Graduation Statement (AHEGS) was introduced to make Australian qualifications recognised and renowned throughout the world. The AHEGS describes a higher education qualification in an easily understandable way, relating it to the system in which it was issued and describing qualifications in a clear and consistent way to potential employers and other higher education institutions.

There are four sections of the AHEGS 1. Award Statement2. Feature Statement3. Pathway Statement4. Accreditation Statement

The Feature and Accreditation statements need to be submitted as part of the accreditation.

Feature statements should include a brief description of distinguishing features of the course, such as professional placements, industry-based learning or overseas study. If work integrated learning is a key part of the award, it is advisable that details are provided in this section. If work placements are an important feature of the award, this may be included in this section however is not compulsory.

Accreditation statements may include a statement regarding relevant accreditation of the course by external organisations, for example, professional accreditation associations, detailing the agency and the date of most recent accreditation. If the qualification confers on the graduate rights to practice within particular jurisdiction, relevant information should be provided.

For more information regarding the usage of AHEGS please visithttps://education.gov.au/australian-higher-education-graduation-statement

ExamplesFeature StatementThis course is designed to develop advanced skills and knowledge in the field of tourism by developing specialist knowledge in events marketing and management, staffing and procurement, facilities management, and innovation and adaptation to changing sustainable and environmental tourism regulations and practices. Throughout the course, graduates are encouraged to think and act entrepreneurially in management roles and to act ethically as professionals within the tourism industry.

Feature StatementThe compulsory core units in this course provide essential knowledge that underpins a population health approach for the prevention, early detection and management of acute and chronic diseases. The course meets requirements to become a Registered Nurse able to work in a diversity of fields including mental health, community health, acute and chronic care.

All students must attend and pass a one week Clinical Teaching Block for every year of full time equivalent study. Students must also complete clinical placement units.

Accreditation StatementGraduates of the Bachelor of Nursing (Preservice) are eligible to apply for registration with the Health Licensing Authority (Nursing and Midwifery Board of the Northern Territory).

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https://education.gov.au/australian-higher-education-graduation-statement

Award and Pathway Statements

The Award and Pathway statements are standard statements that will be generated by the statements relevant to the course type and level. Note these are not required to be submitted during individual course accreditation as these are defined at AQF level and course type level.

Examples of award statement and pathway statement for a Bachelors degree

This bachelor degree, taught in English, normally takes three years of full-time study or the part-time equivalent. The minimum entry requirement for most undergraduate Higher Education courses is successful completion of the Northern Territory Certificate of Education (or equivalent) and an Australian Tertiary Admission Rank (ATAR) of 60 or higher; or successful completion of a VET or TAFE award of certificate IV or higher; or attainment of a Special Tertiary Admission Test (STAT) score of 145 or greater; or submission of an acceptable personal competencies statement and/or employment experience; or successful completion of at least 0.5 year of full-time study (or equivalent) of a higher education degree/diploma; or successful completion of 40 credit points in the preparation Tertiary study program (TEP2) or other recognised bridging or tertiary preparation course.Completion of a Bachelor's Pass degree provides a pathway to Bachelor's Honours, and in some fields graduate entry programs, including Graduate Certificates, Graduate Diplomas and Master by Coursework qualifications.


AHEGSFeature statement

What are the defining features of this course?

What will be the defining features of the graduates of this course?

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Is there any profession recognition?

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Student Information (Course Catalogue)Information in this section is required to populate the course rules (structure), suggested learning progression (study plan) and any amendments to current courses (transitional arrangements) as published on the course catalogue for continuing and commencing students.

Structure, Study Plans and Transitional Arrangements


Please attach each of the required documents.

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Structure

Course Structure

Unit type Credit Points Specific requirements

Common **cp Does this course have Common units?Is there a preference between CUC100 or CUC106?

CUC107 Cultural Intelligence and Capability (compulsory)Plus either: CUC106 Design and Innovation: Communicating Technology orCUC100 Academic Literacies

Core ( **units)

**cp Compulsory Core units totaling ** credit points as per list of units detailed below:

Specialist Electives( **units)

**cp Specialist Elective Units totaling ** credit points selected from the list of available units detailed below:

Research Units(**units)

**cp Research Units totaling ** credit points selected from the list of available units detailed below:

Electives(** units)

**cp Units totaling ** credit points selected from *undergraduate* units offered by the University

Course Total **cp

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Study Plans

The study plan has two purposes1. Shows the progression through the learning objectives of the course, ensuring that learning is

structured in a coherent manner; pre-requisite learning is achievable; and that capstone assessment is undertaken at the appropriate stage.

2. Provides guidance to students at enrolment. Complete a study plan for each period where the course is available for admission. This is to ensure that a student can complete the course in a fulltime mode for each period or to clearly identify when part-time mode is only available.

Special consideration Current units – the study plans should match the current unit offerings, unless there is an

intention to amend the units offerings (Schools can amend unit offerings each July for the following years via eQUIP)

Specialist elective (SE) units should be shown in the nominated study plan slot, however when there are multiple SE choices ‘Specialist elective 1,2, 3’ and so on may be nominated in the study plan and the SE units specified in a table under the study plan (see example below). SE units must be arranged to allow a student to complete 100, 200, 300…. level units in sequence.

Grouping Elective units can be problematic for students as it limits their ability to complete a series of units in a desired coherent theme. Where possible elective units should be arranged to allow a student to complete 100, 200, 300…. level units in sequence.

Check the Study Plan units match the unit codes in unit matrix and the course structure Check, if pre-requisites apply to specific units, that study plan/s allows students to undertake and

be graded prior to enrolment in the unit is required.

There are 8 course study plan templates available on the HE Course and Unit Accreditation web page.Standard 2 semesters per year plans

1 year plan 2 year plan 3 year plan 4 year plan

Accelerated 3 semesters per year plans 1 year plan 2 year plan 3 year plan 4 year plan

Each plan template contains 3 admission period plans to allow for each period that a student can commence the course. A plan is required for each admission period that is indicated in the course R&P submission and prepopulated in the QA.

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http://www.cdu.edu.au/olt/ra/heaccreditation.html

Transitional ArrangementsTransitional Arrangements relate to the current course/course version not the new one being accredited and are extremely important.The transitional arrangement information is captured to ensure that students who have already commenced their course at CDU can continue.The termination or replacement of a course is governed by the Common Course Rules.

Termination of the Course When a course is approved for termination or is superseded: Transition/completion arrangements for existing students must be clearly documented and disseminated to all existing students;

As far as possible, students shall not be disadvantaged by the transition/completion; The course will be offered for re-enrolment only until all existing students have

completed/transitioned, or for a period not to exceed twice the period required for a student undertaking a standard load to complete the course, whichever is less; and

At the conclusion of the period for which the course is offered for re-enrolment only, the course shall be closed.

Due to the complexity of the details relating to transitioning current students within the superseded or terminated course, a separate transitional arrangement form is required at the stage.

The Transitional Arrangements form will be used to publish necessary information to continuing students and provides a guide for completion rules when completing the Graduation Selection Report.In this section an overview of the changes effecting current students is required.Things to consider when changing core and specialist elective units;Is a unit being replaced?

Will the old unit be taught out until continuing students have completed the award? How long for? If the old unit is not being replaced, will continuing students who have not completed the unit be

required to complete the new unit? What if there is no new unit? Is the new unit equivalent to the old unit? Are there any streams being removed? Are there any changes to placement days / intensive days?

Continuing students should not be disadvantaged by changes to course rules implemented after they commenced the course. This is one of the hardest things to get right and takes a considerable amount of time during curriculum development.

Examples of published transitional arrangementsCOURSE CHANGES and TRANSITION arrangements - 2014 A new specialisation in Tourism has been introduced for 2014.The following changes have been made to units included in the Hospitality specialisationPMO201 replaced by TOU201. Students who commenced prior to 2014 may complete either PMO201 or TOU201. MAN308 replaced by TOU302. Students who commenced prior to 2014 may complete either MAN308 or TOU302.

COURSE CHANGES and TRANSITION arrangements - 2012 As of 2012 there are eight core units at the 100 level (including the two common units)Students who have completed MAN101 should not complete BCO102 or CMM101Students who have completed MKT101 should not complete BCO101Students who have completed CMA100 should not complete BCO103 or CMA101Students who have completed STA101 should not complete BCO105 or CMQ101Students who have completed LWZ100A should not complete CML101Students who have completed ECO102 and ECO103 should not complete BCO104 or CME101

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HRM101 will not be offered after semester 2 2012

The Bachelor of Cheese Making was reaccredited and will be effective from 201X. The main changes are:

Increased core units from 220 credit points to 270 credit points. Specialist electives have been removed. Electives have been reduced from 60 credit points to 30 credit points.

All students who entered in 2015 must complete the course based on the new structure. Students enrolled prior to 2015 must follow the following transition plan:

Completed Unit Exempted UnitNUR327 Community Mental Health One elective*SWK366 Field Placement A (10cp) + one elective

SWK377 Field Placement A (20cp)

*SWK466 Field Placement B (10cp) + one elective

SWK477 Field Placement B (20cp)

NUR240 Lifespan Development PSY202 Developmental PsychologyHEA401 Culture in Practice One electiveSNP405 Mental Health in the Community One elective

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Consultation This section gathers information regarding any consultation or third party activity related to the accreditation and delivery of this course.

Evidence of engagement with other themes and school is required if the accreditation or reaccreditation of this course affect any other course, teaching allocations and or resources.

Provide information relating to work integrated learning requirements and if a formal arrangement is required.

Provide information on any other formal arrangement that may be required to implement/maintain this course.


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More InformationPlease you this text box to provide any further information that supports the QA submission or that needs to be conveyed to the Learning and Teaching Committees.


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Review and Submit ProposalThe Proposal can now be submitted for review.Please note the ID number of the proposal.

How this will appear in CAPS

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Review and Endorsement steps (Work Flow)

Once the proposal is completed and all required information is included submit the proposal to the workflow.The proposal will then be available to the members of the Academic Governance committees that are linked to the Course Owner.

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Learning and Teaching CommitteesAdditional pages have been added to the Course QA to capture School, Peer, Faculty and University outcomes. These pages do not need to be completed by the Proposer. These sections allow for reviewers, committee chairs and secretaries (or delegates) to record the outcomes via comments button. This section also reminds reviewers and committee members that they should refer to the QA Guide as they review the details contained in this submission.

How the pages will appear in CAPS

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ART will complete the following page

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create the course qa - cdu.edu.au guide publication versio… · web viewan alternate name is...

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