A-Z Policy Listing

COURSE DESIGN PROCEDURES

Date first approved:

19 January 2016

Date of effect:

19 January 2016

Date last amended:
(refer Version Control Table)

7 October 2016

Date of Next Review:

January 2018

First Approved by:

Deputy Vice-Chancellor (Academic)

Custodian title & e-mail address:

Director, Academic Quality and Standards

quality@uow.edu.au

Author:

Course Management Coordinator, Academic Quality and Standards Unit

Responsible Division & Unit:

Academic Quality and Standards Unit

Deputy Vice-Chancellor (Academic) Portfolio

Supporting documents, procedures & forms of this policy:

Admissions Rules and Admissions Procedures
Assessment of New Collaborative Delivery Procedures

Collaborative Delivery of a UOW Course Policy

Collaborative Delivery Review Procedures

Collaborative Delivery – Subject Quality Assurance Procedures

Course Policy
and Course Review Procedures
Course and Subject Approval Procedures – New Courses and Significant Amendments to Existing Courses
and Less Significant Amendments to Existing Courses
Credit for Prior Learning Policy

CRICOS Management and Administration Procedures

Delegations of Authority Policy

English Language Policy

General Course Rules

Joint and Dual Awards Policy

UOW Assessment and Feedback Principles

UOW Quality and Standards Framework for Learning and Teaching

UOW Curriculum Model (as approved by Academic Senate in September 2014)

University of Wollongong Strategic Plan

Relevant Legislation &

External Documents:

Tertiary Education Quality and Standards Agency Act 2011 (Cth)
Higher Education Standards Framework

Higher Education Support Act 2003
(Commonwealth)

Australian Qualifications Framework

Standards – Commission for Academic Accreditation, UAE

Audience:

Public – accessible to anyone

Submit your feedback on this policy document using the Policy Feedback Facility.

Contents

1 Introduction / Background

  • 1. Course design at UOW supports the overall strategic goals for learning and the student experience.
  • 2. Course design supports the University’s strategic objectives of student-centred, challenging, high standard, technology-rich learning environment that develops all students for their graduate roles in society and the global workplace; and
  • 3. The Course Design Procedures have been developed to assist in:
      • a. providing information and guidance for designing, developing and/or amending a course at the University of Wollongong; and
      • b. ensuring that course naming, course structure and course content for all UOW Qualifications (AQF award and non-award courses) meet the requirements as set out in the General Course Rules.

2 Scope / Purpose

  • 1. The Course Design Procedures operate in conjunction with the General Course Rules, the Course Policy and the Course Review Procedures.
  • 2. These procedures apply to all UOW courses (award and non-award) including all courses that are approved by UOW and delivered by third party providers at onshore and offshore delivery locations.
  • 3. Course design is supported by and operates in conjunction with the following procedures:
      • a. Course and Subject Approval Procedures – New Courses and Significant Amendments to Existing Courses;
      • b. Course and Subject Approval Procedures – Less Significant Amendments to Existing Courses;
      • c. Course Review Procedures;
      • d. AQF Validation Procedures (only in relation to courses suspended as of 2015 without being AQF validated but later reactivated); and
      • e. AQF Implementation Procedures (only in relation to courses suspended as of 2015 without being AQF validated but later reactivated).
  • 4. The course design provisions relating to qualification pathways and recognition of equivalence in content and learning outcomes, and the governing principles and processes are addressed in the Credit for Prior Learning Policy and accompanying procedures.
  • 5. All new UOW courses must adhere to the relevant provisions of the Course Design Procedures.
  • 6. All existing UOW courses that are not in conformity with UOW Course Design Procedures must be reviewed and re-designed to meet the Course Design Principles when next under review in accordance with the Course Review Schedule determined under the Course Review Procedures.

Course Variations for Offshore Delivery Locations

  • 7. All UOW courses must be delivered in accordance with their approved structure applicable for the relevant delivery location (taking into account, in the case of offshore locations, the Principles of Equivalence – see Appendix 17) unless academic approval is granted by the Delegated Authority to vary course requirements for an individual student.
  • 8. Courses, major study areas, specialisations and individual subjects that are offered at both the University of Wollongong onshore and offshore must have equivalent course, major study and subject learning outcomes having regard to the Principles of Equivalence.
  • 9. Particular requirements imposed by relevant local higher education accreditation agencies may be approved as variations to the course, major study or to subjects by the Delegated Authority.

3 Definitions

Word/Term

Definition

100 level subject

A subject at first year undergraduate level.

200 level subject

A subject at second year undergraduate level.

300 level subject

A subject at third year undergraduate level.

400 level subject

A subject at fourth year undergraduate level.

600 level subject

A subject at graduate entry undergraduate level.

800 and 900 level subjects

Subjects at postgraduate level.

Assurance of learning

The quality assurance processes by which the University ensures that graduates of a course achieve stated educational outcomes.

Award course

A course recognised under the Australian Qualifications Framework and approved by the Delegated Authority as an award or degree offered at the University of Wollongong. An award course leads to a higher education award as detailed in the General Course Rules.

AQF

The Australian Qualifications Framework.

AQF Levels

An indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. AQF levels criteria describe the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement for each AQF level.

CAA

Commission for Academic Accreditation is the government-run institutional licensure and degree accreditation organization for private universities and their academic programmes in the United Arab Emirates (UAE).

Capstone Experience

An experience through which students are given an opportunity to integrate existing knowledge, consolidate skills, apply existing knowledge and skills, reflect on and evaluate their actions and develop their graduate or professional identity in an authentic setting. It may involve coursework, work-experience, a research or creative project, work placement, internship or professional practice. A capstone experience may be a subject, part of a subject or designed across several subjects in a course. The associated assessments often assure the attainment of one or more Course Learning Outcomes.

Capstone Subject

A subject that is designed to offer a capstone experience.

Contextualisation

The adaptation of one or more elements of a subject to increase its relevance to the location and cultural context where the course is being delivered.

Core Subject

A core subject is a compulsory subject that must be completed in order to meet the requirements of a course, major study or minor study.

Co-requisite Subject

A subject which must be passed previously or taken concurrently with the subject for which it is prescribed.

Customisation

The alignment of subject design and materials with its students’ profile to promote effective learning for that cohort of students.

Course

a program of study consisting of a combination of subjects and other requirements, whether leading to a specific higher education award or not.

Credit

The value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/ or qualifications.

Credit points

Credit points are defined as the number value attached to a subject that indicates the study load.

Course structure

Refers to the specific program of subjects which a student undertakes to meet the requirements of a course as specified in the Course Handbook for the year the course was commenced.

Curriculum design

The designing and sequencing of learning activities, learning support, resources and assessment tasks that enable a student to attain the specified Course Learning Outcomes.

Delegated Authority

A person or body granted decision-making authority as detailed in the Delegations of Authority Policy.

Delivery Mode

A description of the way teaching and learning activities are carried out to support and enable learning.

Double Badged Subject

A duplicate version of a subject originally designed for delivery as part of an AQF qualification type (typically a Bachelor Pass degree) that is created for delivery as part of a different, usually higher, AQF qualification type (typically a postgraduate qualification type).

Double Degree

Double degree is an approved course leading to the conferral of two degrees as separate awards upon a student who has complied with the course requirements for double degrees and the two individual course requirements inclusively.

EFTSL

Equivalent Full Time Study Load.

Elective Subject

An elective subject is a subject the selection of which is optional for students meeting course, major study or minor study requirements.

Equivalent

Two courses or two areas of major study or specialisations are equivalent when the structure of the course, major study or specialisation includes the same core subjects, has course, major or minor learning outcomes that share the same intent, and are assessed as being at the same level of the Australian Qualifications Framework.

Flexible delivery

A combination of online and face-to-face component where the face-to-face component is compulsory.

General Elective Schedule

The General Elective Schedule is a list of undergraduate subjects that are open for enrolment by any undergraduate student, often to make up the total number of credit points required for their degree.

Generic Learning Outcomes

Transferable, non-discipline specific skills a graduate may achieve through learning that have application in study, work and life contexts. The four broad categories in the AQF are:

    • fundamental skills;

    • people skills;

    • thinking skills and

    • personal skills.

Hybrid learning

Optimally combines web-based and face-to-face teacher-student, student-student, student-resources and student-world interactions to achieve the learning outcomes of the subject or course. It uses a range of different tools to develop a deep understanding of content and focuses on learning as a social, collaborative experience. It is different to web-enhanced learning, which primarily uses traditional face-to-face pedagogies while supplementing them with some resources or activities on a Moodle site. Hybrid learning and blended learning are often used interchangeably in the teaching and learning literature. UOW has chosen the term ‘hybrid’ learning to acknowledge the unique contributions different tools and processes make to learning, while recognising that effective combinations of different learning tools produce more than the sum of their parts.

Joint or Dual Awards

A Joint Award involves the awarding of a single qualification which is jointly conferred by UOW and one or more higher education providers. Joint Awards typically involve close cooperation in curriculum development, design, organisation, course delivery, and assessment of learning outcomes as well as requirements necessary for awarding the qualification. (TEQSA 2013)

A Dual Award involves UOW and another entity offering a course of study which results in two separate qualifications being conferred by the two institutions. A dual award may involve one AQF level, or two sequential AQF levels – for example, two Masters degrees or a Bachelor and Diploma award. Dual awards may provide students with the opportunity to complete two awards in a shorter timeframe than if completed separately. (TEQSA 2013)

Learning outcomes

The expression of the set of knowledge skills and the application of the knowledge and skills a person has acquired and is able to demonstrate as a result of learning.

Major

An approved combination of subjects offered by one or more academic units which have a minimum value of one third of the total degree requirements.

A major in a Bachelor Degree is at least 48 credit points offered by one or more academic units. The title of the major shall appear on the testamur.

Minor

An approved combination of subjects which have a minimum value of 24 credit points offered by one or more academic units, of which 12 credit points should be at least 200 level or higher.

The minor shall be recorded on the official academic transcript. Approved minor studies include those listed in Appendix 3 – Schedule of Minor Studies.

Nested qualification

A qualification that includes articulation arrangements from a lower level qualification and/or into a higher level qualification to enable multiple entry and/or exit points.

Non-award course

A course or unit of study that is not recognised under the Australian Qualifications Framework but approved by the delegated authority as a non- award course or subject offered at the University of Wollongong.

On campus delivery mode

  • Involves formal, recurring and compulsory face to face delivery (such as weekly lectures and/or tutorials and or/labs), and may be combined with the use of online mediums.

Pre-requisite subject

A subject which must be completed satisfactorily before a specified other subject or subjects may be attempted.

Principles of Equivalence

Two courses or two areas of major study or specialisations are equivalent when the course, major study or specialisation is designed and delivered in conformity with the Principles of Equivalence as set out in Appendix 17.

Program

A combination of two or more courses, for example a Double Degree Program.

Qualification Type Descriptors

The set of statements that describes the learning outcomes of each of the AQF qualification types in terms of knowledge, skills and the application of knowledge and skills.

Session

A period in which subjects may be offered. Standard sessions are defined as Autumn and Spring.

Specialist Degree

An award course that is designed to provide learning focussed on a specific field of study or discipline.

Standard load

One year of full-time study, equivalent to 48 credit points is a standard load.

Student

A person registered for a course.

Subject

A self-contained unit of study identified by a unique code.

UOW

University of Wollongong.

UOWD

University of Wollongong in Dubai.

Volume of Learning

The notional duration of all activities required for the achievement of the learning outcomes specified for an AQF qualification type, expressed in equivalent full time years.

Year

A calendar year period of 12 months.

4 Design Matters Related to Qualification Levels and Types

UOW Qualifications

  • 1. The following courses of study are offered by the University:
      • a. AQF qualifications (detailed in Appendix 1 AQF Qualification Type and Qualification Level (Level 7 and above)), being courses leading to the following higher education awards:
        • i. Doctoral Degree
        • ii. Masters Degree (Research)
        • iii. Masters Degree (Coursework)
        • iv. Graduate Diploma
        • v. Graduate Certificate
        • vi. Bachelor Honours Degree
        • vii. Bachelor Pass Degree
      • b. Other courses not leading to an AQF award.

Cognate Courses

  • 2. Cognate courses are courses with similar names and content (e.g. Bachelor of Commerce and Bachelor of Commerce (Dean’s Scholar)). The course structure for cognate courses must be designed to differentiate cognate courses from each other. Distinguishing content may include:
      • a. a core or capstone subject or subjects that is or are not available to students undertaking the cognate course or that is or are only available to students in the cognate course as an elective subject(s); or
      • b. setting the volume of learning for one course at a level higher than that for the cognate course, enabling students to undertake additional core and/or elective subjects.

Dean’s Scholar, Scholar and Advanced Degrees

  • 3. Dean’s Scholar and Scholar courses are for use in conjunction with high demand undergraduate courses, in order to attract high achieving students.
  • 4. Advanced undergraduate courses are for use when seeking to attract academically gifted student. They are to be characterised by:
      • a. Higher entry requirements;
      • b. A more challenging curriculum, including exposure to research concepts and methods, research or project study and to advanced knowledge in the relevant discipline areas;
      • c. Greater flexibility in the curriculum (including the opportunity to study subjects at a higher level sooner and the opportunity to undertake more credit points per semester); and
      • d. Options for and encouragement for students to complete an honours award (end on honours or, for 4 year programs, embedded honours).
  • 5. Advanced Masters courses are to be at least 96 credit points, with a minimum of 72 credit points (cp) at 900 level for a 96 cp course.
  • 6. Advanced Masters courses can be either broadening (where the course broadens’ a student’s knowledge and/or skills across a new discipline or area of professional practice) or deepening (where the course deepens knowledge and/or skills in the same discipline or area of professional practice). Broadening Advanced Masters courses should provide students with the opportunity to undertake a broader range of elective subjects.

Joint and Dual Awards

  • 7. Courses and subjects may be designed and delivered with a variety of partner institutions, either onshore and/or offshore as Joint or Dual Awards.
  • 8. All courses that lead to a Joint or Dual Award will be developed and approved in accordance with the Joint and Dual Awards Policy. Testamurs for Joint Awards will be developed in accordance with the Joint and Dual Awards Policy.

Non Award Courses

  • 9. Non-award study subjects and courses are offered by the University. These Non-award subjects and courses may be designed for
      • a. to maximise student’s potential and learning experience in a specific area that may or may not be directly related to the discipline- specific course content (for example: academic and English Language and other communication skills development, Mentoring programs, Academic Information Skills); to provide the knowledge and skills that are determined to be critical to the course of study and assists in bridging the gap for students before they begin the course of study (for example, discipline bridging courses);
      • b. to provide the knowledge and skills that are determined to be critical to the a course of study and assists in bridging the gap for students before they begin the course of study (for example, discipline bridging subjects or courses);
      • c. to provide research skills and which are embedded as part of a research degree program for Level 10 AQF Qualification (for example: Research Methods, Research Principles, and Fundamentals of Research courses);
      • d. to provide formalised content and assessment but where the subject involves minimal resources from the University in terms of supervision, delivery, assessment etc.; or
      • e. to provide professional development or special interest information for specific or general audiences.
  • 10. There is no defined or prescribed structure, content and other teaching and learning elements specified for these kinds of subjects and courses. Short courses do not meet the AQF qualifications requirements and hence do not lead to or count towards a formal degree. Approval of non-award courses is regulated in the University’s course approval procedures.

Principles of Equivalence

  • 11. The University offers award courses both onshore and offshore. Any UOW course or area of major or minor study offered offshore should be equivalent to the course when offered onshore, having regard to the Principles of Equivalence (Appendix 17).

5 Course Names and Course Codes

  • 1. All courses must be named according to the UOW naming convention:
      • a. Qualification Type
      • b. Field of Study
      • as set out in Appendix 4.
  • 2. A course title that contains an embedded descriptor that is not related to the field of study or discipline in the course title (such as “Scholar”, “Dean’s Scholar” or “Advanced”) will only meet AQF requirements if the course has:
      • a. distinct course learning outcomes; and
      • b. distinguishing curriculum content to differentiate it from any cognate course.
  • 3. It is permissible to include a merit descriptor on a student’s testamur (for example, with Distinction, Class Honours II Division 1 etc.) to reflect the level of achievement of the student in the course. Merit descriptors cannot be included in qualification names as set out in Appendix 5.
  • 4. New courses are allocated a unique 3 or 4 digit course code by the Institutional Research and Government Reporting Unit. This remains the course code for the duration of the course.
  • 5. Course codes cannot be reissued or reused under any circumstances. When a course is discontinued the code is deactivated.
  • 6. Should a discontinued course be offered again with or without amendments, it is treated as a new course and hence a new code is issued.

6 Course Naming Abbreviations and Post-Nominals

  • 1. Courses and areas of major study must be named in accordance with the abbreviations for courses, fields of study and other descriptors set out in Appendices 5 and 6.
  • 2. Abbreviations are recorded in the Course Handbook and the Course Database and are used by graduates as the post-nominal representation of their course qualification.

7 Course Duration and Volume of Learning

  • 1. All award courses must have a course duration that meets AQF requirements. The volume of learning table in the AQF identifies the notional duration of all activities required for the achievement of learning outcomes specified for a particular AQF qualification. It is expressed in equivalent full-time years.
  • 2. The specified duration of award courses at UOW is set out for each qualification type in Appendices 7 – 15.
  • 3. Students are able to complete their course in shorter time on the basis of approved study at a higher study load than specified, or on the basis of credit.

Credit Points and Equivalent Full-Time Study Loads

  • 4. For each course, the notional duration and the equivalent full-time study load are calculated using credit points.
  • 5. Award courses involve students undertaking a standard load for the duration of the course, taking in to account the work requirements for a subject. Certain professional graduate entry degree courses and double degree courses require a study load of greater than a standard load.
  • 6. The credit point and equivalent full-time study load for UOW award course types across different session patterns are listed in Appendix 7. These represent standard study loads. If a faculty proposes to exceed the standard study load, it must demonstrate that students are not disadvantaged or unduly inconvenienced in undertaking the course at the proposed load.

Total Credit Points and Minimum and Maximum Specifications

  • 7. All UOW award courses must adhere to the specified minimum and maximum credit point requirements for an award course at the relevant AQF level as set out in Appendices 8 – 15.
  • 8. For double degree programs, the credit point savings listed in Appendices 8 – 15 are maximums. The maximum saving will not be available in all double degree programs. For example:
      • a. the number of credit points saved by a student may be limited by the prescribed structure of some degrees that form a strand of a double degree program;
      • b. the saving may not be distributed across both single strands degrees and may be possible in relation to only one of them.
  • 9. The LLB component of a double degree that includes a Bachelor of Laws is defined as a 4 year component for purposes of course design and student load.
  • 10. Any proposed double degree program must be designed having regard to minimising any issues associated with delivery of the program (such as limits on resourcing or with combining two prescribed courses).

8 Course Admission

  • 1. Details of admission criteria must be specified for each course. Any variations in admission criteria for different student cohorts and/or delivery sites must be specified. Different student cohorts may include:
      • a. domestic or international applicants applying through UAC;
      • b. domestic applicants applying by direct application; and/or
      • c. international applicants applying by direct application.

Course Entry Requirements

  • 1. Where relevant, admission requirements for different student cohorts (domestic, international, contract) and/or delivery sites must be specified for each course, including:
      • a. English language requirements;
      • b. academic requirements;
      • c. professional experience; and/or
      • d. other selection criteria (written application, interview, audition, etc.).
  • 2. Admission criteria are approved at the point of approval of a course and thereafter determined on an ongoing basis in accordance with the Admissions Rules and the Admissions Procedures.

9 Qualification Pathways, Articulation and Credit Arrangements

  • 1. In designing an award course, there must be consideration given to the development of qualification pathways and articulation arrangements for students to progress into and between qualification levels. These pathways must be detailed in course approval documentation for new courses.
  • 2. Qualification pathways should be horizontal across qualifications at the same level as well as vertical between qualifications at different levels.

Nested Qualifications

  • 3. Nested qualifications are qualifications that include articulated arrangements from a lower level qualification into a higher level qualification to enable multiple entry and exit points.
  • 4. Each course of study within a nested set of qualifications leading to each AQF award, must meet the requirements of the relevant Higher Education Standards Framework, including the specifications for each level of the Australian Qualifications Framework (AQF).
  • 5. A student who is admitted in the first instance only to a course at a lower AQF Level and who completes a course successfully may be granted a defined amount of credit towards admission into the higher course.
  • 6. In a three-stage program (Figure 1), which contains exit points at the end of each stage, this would typically entail one third credit being granted for completion of each level.

Figure 1

Image

  • 7. A student who is enrolled directly into the higher AQF Level course at the outset may proceed through the entire course, unless they decide to exit with a lower AQF Level qualification.

Principles for Nested Qualifications

  • 8. Each course leading to a Graduate Certificate or a Graduate Diploma nested within a Masters course must have specified learning outcomes for the relevant AQF Qualification Level and Qualification Type. Nested qualifications should clearly state how the learning outcomes for each nested course are assured, and show their distribution throughout the entire course.

Credit for Prior Learning

  • 9. Credit for Prior Learning is available for students to have their prior educational and career experience recognised towards meeting the course learning outcomes in their UOW course. It means students are able to seek a reduction in the length of their degree and cost of their degree, including tuition and living costs.
  • 10. In designing courses, consideration must be given to appropriate supporting credit arrangements (including formal articulation arrangements) and other means for recognition of prior learning having regard to the principles and provisions as set out in the Credit for Prior Learning Procedures.

10 Delivery Mode(s), Delivery Location(s) and Delivery Session(s)

ESOS / CRICOS Requirements

  • 1. All courses offered to onshore international students on a student visa must meet relevant requirements of the Education Services to Overseas Students Act 2000, with respect to their delivery mode, as set out in the CRICOS Management and Administration Procedures.

    2. Standard 9.4 of the ESOS National Code provides that:

      a. An international student may be permitted to undertake no more than 25% of the student’s total course by distance and/or online learning.

      b. A provider must not enrol students exclusively in distance or online learning subjects in any compulsory session (e.g., Autumn or Spring Session / Trimester).

On Campus and Flexible Delivery Modes

    3. The number of subjects available for on campus and/or flexible modes at each course level for each session must be set so as to enable international onshore students to comply with the requirements set out in 10.2

Delivery Location

    4. When designing a course, careful consideration must be given to the selection of delivery locations (existing or new) taking account of the capacity of the University to provide an equivalent academic experience for students at the delivery location.

    5. Where a new delivery location is proposed for delivery of a course, in order to ensure the systems needs, operational requirements and compliance requirements involved in delivery at the new location can be resolved, the proposing Faculty must facilitate wide consultation with central units before the course at the delivery location is approved.

Session of Offer and Session of Delivery

  • 6. All courses and subjects offered onshore should, where practicable, use the UOW approved standard sessions (Autumn, Spring, Summer and Trimesters 1, 2 and 3).
      • NB: The onshore versions of Autumn and Spring sessions are different to the offshore Autumn and Spring sessions.
  • 7. Non-standard sessions can be used where there are sound pedagogical or logistical reasons to do so. Creation of new non-standard sessions will be managed under the Sessions Management Policy (under development).
  • 8. Changes to existing sessions are managed through the Manager, Enrolments and UAC Admissions.

11 The UOW Curriculum Model

  • 1. The UOW Curriculum Model sets out five transformative practices to maximise student success and build on and enhance UOW’s reputation for top quality teaching and learning. These are brought together in a whole-of-program approach.

Curriculum Model Themes

  • 2. The UOW Curriculum Model Themes comprise a student learning experience that is:
      • a. Intellectually challenging;
      • b. Research/enquiry based;
      • c. Real world focused; and
      • d. Technology enriched.

UOW Curriculum Model Principles

  • 3. The UOW Curriculum Model Principles comprise:
      • a. Transition;
      • b. Synthesis; and
      • c. Broadening.

UOW Curriculum Model Transformative Practices

  • 4. A set of five Transformational Practices has been developed for integration into all UOW coursework degrees:
      • a. FYE@ UOW (First Year Experience);
      • b. My Portfolio @ UOW;
      • c. Hybrid Learning @ UOW;
      • d. Connection @ UOW; and
      • e. Capstones @ UOW.
  • 5. All award courses must, on being proposed or being reviewed, incorporate in their design the themes, principles and transformative practices of the UOW Curriculum Model.

12 Course Structure

  • 1. In order for an award course (and the majors or specialisations within it) to meet AQF requirements, the University must ensure that each course that lead to a qualification located at Levels 7, 8, 9 or 10 of the AQF meet the corresponding specifications in the AQF for a course of that level and type, including:
      • a. AQF Levels Criteria,
      • b. Qualification Type Descriptors,
      • c. Volume of Learning, and
      • d. Generic Learning Outcomes as detailed in the AQF.

General Factors in Structuring an AQF Compliant Course

  • 2. For a course to meet AQF requirements, the following elements are required:
      • a. Course learning outcomes and subject learning outcomes are in place;
      • b. Course learning outcomes are aligned with the relevant AQF qualification type descriptors (refer to Appendices 8 – 15);
      • c. Assessment at the subject level demonstrably supports achievement of the subject learning outcomes and, where applicable, the major study and course learning outcomes;
      • d. The course has a volume of learning that, at a minimum, meets AQF requirements for the relevant AQF level and qualification type;
      • e. The course learning outcomes incorporate achievement of the Generic Learning Outcomes detailed in the AQF; and
      • f. The course has a course award title that is consistent with the AQF.

Learning Outcomes

  • 3. Learning Outcomes should be specific to the course of study, measurable, achievable and, within the context of the volume of learning and the resources available, realistic.
  • 4. Course Learning Outcomes may be supplemented by Major and/or Specialisation Learning Outcomes.
  • 5. The Course, Specialisation and/or Major Learning Outcomes must embed Australian Qualifications Framework (AQF) level descriptors and, where they exist, discipline Threshold Learning Outcomes.
  • 6. Where applicable, professional accreditation requirements and requirements of regulatory and disciplinary bodies are also embedded in the course learning outcomes.

Major Study, Specialisation and Minor Study Credit Points

  • 7. A major study or specialisation must meet the minimum credit point requirements as set out in Appendices 8 – 15.
  • 8. A minor study must meet the minimum credit point requirement set out in Appendices 8 – 15.
  • 9. A minor study may be available to all UOW students subject to the relevant course requirements, by being listed on the Schedule of Minor Studies set out in the General Course Rules.

Subjects and the AQF

  • 10. In order for subjects to be consistent with the AQF levels, and subject to the restrictions as set out in the Appendices 8 – 15:
      • a. subjects offered in AQF Level 7 and embedded AQF Level 8 undergraduate courses will be at 100 Level, 200 Level and 300 and/or 400 Level;
      • b. subjects offered in AQF Level 8 undergraduate end on honours courses will be at 400 Level or 800 Level;
      • c. subjects offered in AQF Level 8 postgraduate courses will be at 400, 800 or 900 Level; and
      • d. subjects offered in AQF Level 9 postgraduate courses will be at 800 or 900 Level.
  • 11. Due to limitations in the existing subject database, subjects offered in AQF Level 10 postgraduate courses will be designed to meet the requirements of Level 9 and Level 10 of the AQF but will be designated as 900 Level and, for the thesis subjects, will have the prefix THES.
  • 12. A subject may be approved as a pre-requisite subject or a co-requisite subject provided the Delegated Authority is satisfied there is academic justification for requiring students enrolling in the subject for which the pre-requisite or co-requisite is prescribed to undertake the pre-requisite or co-requisite.

13 Principles for Assurance of Learning

  • 1. Assurance of learning involves a systematic process of:
      • a. Identifying and developing expected course learning outcomes;
      • b. designing courses in a whole of course approach to foster attainment of course learning outcomes;
      • c. collecting data about student attainment of course learning outcomes;
      • d. reviewing and benchmarking this data; and
      • e. continuously developing and improving courses and subjects.
  • 2. The purpose of Assurance of Learning is to ensure UOW graduates achieve the learning outcomes we claim they will achieve. As well as contributing to the improvement of our courses, assurance of learning is also a way of demonstrating our accountability to students and external stakeholders.
  • 3. A well-developed Assurance of Learning process is characterised by:
      • a. clear course learning outcomes, which are consistent with the level and field of education of the qualification awarded and informed by national and/or international comparators;
      • b. teaching and learning activities arranged to foster progressive and coherent achievement of expected learning outcomes;
      • c. methods of assessment which are capable of confirming that students are achieving the course learning outcomes;
      • d. judgements on assessments that reflect the level of student achievement;
      • e. course review and improvement activities, including periodic comprehensive reviews of all courses of study;
      • f. review and improvement are informed by consideration of indirect measures of learning (graduate surveys, employers surveys, alumni feedback) and regular benchmarking; and
      • g. evidence of the way in which this information (learning outcomes, student performance, indirect measures) influences teaching, learning and research by informing students, initiating curriculum change or developing teaching practice and resource development.
  • 4. These elements of an Assurance of Learning process characterise particular requirements of the Higher Education Standards Framework (2015).

Attaining Learning Outcomes

  • 5. Confirmation of student attainment of course learning outcomes will be provided through the design of a set of assessments planned across the course.
  • 6. These assessments should include authentic and challenging tasks which offer students rich opportunities to develop and integrate their learning. They are typically real-world focused and are ideal for inclusion in student portfolios.
  • 7. There should be at least one assessment that allow students to demonstrate attainment of each Course Learning Outcome (and, for courses with separate Specialisation or Major Learning Outcomes, each Specialisation or Major Learning Outcome).
  • 8. Design and development of course, subjects and assessments should ideally take place as collaborative and inclusive process with the course team.
  • 9. The design of assessment and feedback within a course should be in line with the UOW Assessment and Feedback Principles.

14 Subjects and Credit Points

  • 1. For undergraduate and postgraduate coursework courses, in order to support cross disciplinary study and to simplify and make consistent the University’s subject structures, a subject must be designed with the following credit point values:
      • a. 0 credit points (as a result of which no fee may be charged for students to undertake the subject);
      • b. 2 credit points;
      • c. 3 credit points;
      • d. 6 credit points;
      • e. 12 credit points;
      • f. 18 credit points;
      • g. 24 credit points; and
      • h. 48 credit points.
  • 2. The standard credit point value for an undergraduate coursework or postgraduate coursework subject is 6 credit points.
  • 3. Use of 2 and 3 credit point subjects should be exceptional and should not result in students being unduly inconvenienced in achieving the minimum number of credit points required to be eligible to graduate and/or declare a major study or minor study.
  • 4. Subjects of 12 credit points and above should be used to cater for study at greater depth or for project based study.
  • 5. Where a new subject is designed, care should be taken to eliminate any potential barriers associated with cross disciplinary study and prevent students having small shortfalls or over-runs in the credit points achieved to meet course requirements.
  • 6. The credit points should reflect the work requirements for a subject. As a guide, each credit point approximates to 1.5 to 2 hours of work (in class and self-directed study) per week.

Implementation

  • 7. Faculties with subjects that are 8 or 16 credit points in value must adopt the following approach to meet the UOW approved standard credit point controls:
      • a. Subjects that are core or capstones within a course or major study must be amended to align to the credit point controls in conjunction with the next course review or external re-accreditation process for that course or major study;
      • b. Elective subjects must be amended to align to the credit points so as to minimise any adverse impact to students;
      • c. Subjects offered at offshore locations must be amended taking account of offshore accreditation requirements in consultation with offshore partners.
  • 8. All coursework subjects must be aligned to the credit point controls by 31 December 2018 for the 2019 academic year.
  • 9. In aligning subjects, faculties may reduce content and assessment or increase content and assessment to ensure the credit points consistent with the approved credit point controls.

15 Principles for Double Badging Subjects

  • 1. Double badging of a subject is typically achieved by changes to the subject learning outcomes and to assessment so that the second version of the double badged subject, as delivered, can cater to the needs of students studying at a different AQF Qualification Level.
  • 2. A core principle of course design for bachelors pass, bachelor honours, graduate diploma and masters qualification types is to provide a curriculum that introduces, develops and assures learning.
  • 3. Double badged subjects should be kept to a minimum within a course
  • 4. Double badged subjects should be designed to meet the requirements of students studying at the relevant qualification level and type for the course in which they are enrolled.
  • 5. Double badging of undergraduate subjects as postgraduate subjects should occur only with adjustments to subject learning outcomes and assessment to reflect their delivery at a higher level and for a higher qualification type in the AQF.
  • 6. Adjustments for postgraduate versions include:
      • a. Varying subject learning outcomes to meet the qualification type descriptors for Level 8 and Level 9 qualifications;
      • b. Including additional content to provide greater breadth or depth of knowledge to meet the qualification type descriptors for Level 8 and Level 9 qualifications and in line with the varied subject learning outcomes; and/or
      • c. Setting more demanding assessment tasks to meet the qualification type descriptors for Level 8 and Level 9 qualifications and in line with the varied subject learning outcomes.

Exceptions

  • 7. Double badging of 400 level subjects as 800 level subjects may occur without modification to subject learning outcomes or assessment on the basis that the relevant qualifications (Bachelor Honours, Graduate Certificate and Graduate Diploma) sit at the same level of the AQF as set out in Appendix 16.
  • 8. This is provided that subjects are consistent with the relevant AQF qualifications levels and qualifications types.
  • 9. Double badging of 200 and 300 level subjects as 800 level subjects may occur without alteration as set out in Appendix 16, (and therefore at the assurance level of a Level 7 Bachelor’s degree) but only if the subjects are:
      • a. offered as foundation or introductory level subjects within a Masters course and provided that there are no more than 18cp of double badged subjects per 72 cp Master’s degree or 24cp of double badged subjects per 96 cp Master’s degree; or
      • b. offered as part of a Level 8 qualification (but with a strict limit of 6cp in a Graduate Certificate or 12cp in a Graduate Diploma).
  • 10. In the case of higher degree research degrees double badging is restricted to 400 level subjects being double badged as 800 level subjects, which may occur as outlined in clause 15(7).

16 Principles for Zero Credit Point Subjects

  • 1. Zero credit point subjects are permissible provided the subject is for one of the following purposes:
      • a. To maximise student’s potential and learning experience in a specific area that may not be directly related to the discipline specific course content (for example: academic and English language and other communication skills development, mentoring programs, Academic Information Skills).
      • b. To provide the knowledge and skills that are determined critical to the course of study and assists in bridging the gap for students before they begin the course of study.
      • c. To provide students with work experience and placement opportunities.
      • d. To provide research skills and are embedded as part of a research degree program for Level 10 AQF Qualification (for example: Research Methods, Research Principles, and Fundamentals of Research).
      • e. To provide formalised content and assessment but where the subject involves minimal resources from the University (supervision, delivery, assessment etc.).
      • f. To provide for compulsory prerequisite content.

17 Academic and English Language Skills

  • 1. To ensure UOW graduates have the communication skills to be competitive for the future employment, all UOW courses will explicitly enable and evidence communication skills development as part of the assurance of learning within a course consistent with the English Language Policy and UOW Curriculum Model.

18 Cross Counting of Subjects

  • 1. Subject to clause 18.2, no more than one subject may be counted towards:
      • a. more than one major study or specialisation; or
      • b. more than one minor study; or
      • c. a major study and a minor study; or
      • d. a major study or a specialisation or a minor study, and core degree requirements.
  • 2. Clause 18.1 does not apply where:
      • a. the course rules for a course expressly restrict the cross counting of subjects for any purpose outlined in clause 18.1; or
      • b. if academic approval for the cross counting of more than one subject is obtained from the Delegated Authority.

19 General Elective Subjects / General Elective Schedule

  • 1. Undergraduate subjects listed on the General Elective Schedule are open for enrolment by any undergraduate student.
  • 2. This is subject to the structure and requirements of the undergraduate courses. Courses may prescribe content by reference to a general schedule of elective subjects as part of course requirements.
  • 3. The approval process for a general schedule of elective subjects is provided for in the Course and Subject Approval Procedures – Less Significant Amendments to Existing Courses.

20 Roles & Responsibilities

  • 1. Faculties are responsible for designing courses and subjects that meet the requirements of these procedures.
  • 2. The Faculty Education Committee is responsible for reviewing and approving or endorsing proposals for courses and subjects that meet the requirements of these procedures.
  • 3. The Strategic Course Development Committee is responsible for endorsing proposals for courses that meet the requirements of these procedures.
  • 4. The Quality Assurance Review Group is responsible for scrutinising course related and subject related proposals for adherence to these procedures.
  • 5. The Academic Senate is responsible for final approval of proposals for new courses and significant amendments to existing courses that meet the requirements of these procedures.
  • 6. The Academic Quality and Standards Unit is responsible for maintaining and reviewing these procedures.
  • 7. Learning, Teaching & Curriculum are responsible for re responsible for providing information, advice and consultation on the alignment of these procedures to the University’s approach to higher education teaching and learning principles.

21 Version Control and Change History

Version Control

Date Effective

Approved By

Amendment

1

19 January 2016

Deputy Vice-Chancellor (Academic)

First Version.

2

8 February 2016

Deputy Vice-Chancellor (Academic)

Amendment to Appendix 7 to reflect the correct calculation of credit points and session type.

3

7 October 2016

University Council

Consequential amendments following the approval of new Teaching and Assessment Policy Suite. Amendments to supporting documents, procedures and forms of this policy.
Updated to rebranded template.

4

2 December 2016

Vice-Chancellor

Amendments related to nomenclature changes related to the School of Medicine (previously Graduate School of Medicine) and the MD offering.

5

18 January 2017

Deputy Vice-Chancellor (Academic)

Administrative amendment to replace references to superseded Quality Assurance of Transnational Education (Offshore) and UOWD Teaching and Learning Procedures

Appendix 1: AQF Qualification Type and Qualification Level (Level 7 and above)

AQF Level

AQF Qualification Type

Level 7

Bachelor Degree

Level 8

Bachelor Honours

Vocational Graduate Certificate

Graduate Certificate

Vocational Graduate Diploma

Graduate Diploma

Level 9

Masters Degree (Coursework)

Masters Degree (Research)

Masters Degree (Extended)

Level 10

Doctoral Degree

Appendix 2: Similarities and Differences between Joint and Dual Awards (Refer to TEQSA Guidance Materials)

Joint Award

      Dual Award

May also be referred to as ‘jointly badged’ or ‘collaborative’ award

May also be referred to as ‘collaborative double degree’ or ‘combined degree’

Single qualification and (normally) single testamur jointly conferred by two or more providers

Two qualifications and two testamurs conferred separately by two providers

Joint program of study – close collaboration in course and curriculum design, course delivery, and requirements for awarding qualification

Two programs of study

Student may be enrolled at both institutions or at one institution

Student enrolled at both institutions

Duration of the course is normally not extended compared to an individual course

May provide students with the opportunity to complete two awards in a shorter timeframe than if completed separately

Physical and/or virtual mobility of students and/or staff and/or course content

Physical and/or virtual mobility of students and/or staff and/or course content

Facilitated through a MOU or formal agreement between two or more providers. May also involve separate individual student agreements between the HEP and the other institution/s.

Facilitated through a MOU or formal agreement between two providers

Appendix 3: Course Names – AQF Level 7 and above

AQF Qualification Type

UOW Course Naming Convention

Course Type

Example

Bachelor Degree

“Bachelor of [Field of Study]”

Bachelor Degree (Pass Bachelor with core/capstone, major study and minor study)

Bachelor of Science

(Majors)

Bachelor Degree (Specialist degree)

Bachelor of Education – The Early Years

Bachelor of Nursing (Conversion)

Bachelor Degree (with Dean’s Scholar)

Bachelor of Arts (Dean’s Scholar)

Bachelor Double Degree (2 single degrees)

“Degree Name 1 – Degree Name 2”

Bachelor of Arts – Bachelor of Commerce

Bachelor of Commerce – Bachelor of Laws

Bachelor Honours

“Bachelor of [Field of Study] Honours”

Bachelor Honours

Bachelor of Engineering Honours

Graduate Certificate

Graduate Certificate in [Field of Study]

N/A

Graduate Certificate in Adult Education

Graduate Diploma

Graduate Diploma in [Field of Study]

N/A

Graduate Diploma in Adult Education

Masters Degree (Coursework)

Master of [Field of Study]

Coursework

Master of Accountancy

Masters Degree (Research)

Master of [Field of Study] - Research

Research

Master of Accountancy - Research

Doctoral Degree

Doctor of [Field of Study]

Doctoral

Doctor of Philosophy

Appendix 4: Course Abbreviations

Full Name

Abbreviation

Certificate

Cert

Diploma

Dip

Advanced Diploma

AdvDip

Associate Degree

AD

Bachelor

B

Graduate Certificate

GCert

Graduate Diploma

GDip

Honours

(Hons)

Master

M

Doctor

D / PhD

Appendix 5: Other Course Descriptor Abbreviations

Full Name

Abbreviation

Advanced

Adv

Dean’s Scholar

(Dean’sSchol)

Scholar

(Schol)

Honours

(Hons)

With Distinction

(Dist)

Appendix 6: Field of Study Abbreviations

If no abbreviation is listed, a commonly accepted abbreviation may be used or if no commonly accepted abbreviation is available, the full word must be used. When selecting an abbreviation, consideration should be given to whether the abbreviation is likely to have meaning outside of the University.

Full Name

Abbreviation

Accounting

Accy

Advocacy

Advocacy

Adult

Adult

Applied

App

Arts

A

Asset

Asset

Biotechnology

Biotech

Business

Bus

Business Administration

BA

Change

Chg

Chemistry

Chem

Coaching

Coach

Commerce

Com

Communication

Comm

Communication and Media Studies

CMS

Computer

Comp

Creative Arts

CA

Crime

Crime

Development

Dev

Dietetics

Diet

Dementia Care

DementiaCare

Disability

Disability

Economics

Econ

Education

Ed

Engineering

E (if only word in degree) or Eng (if used with other words). E.g. BE or MEngMgmt

English

Engl

Environmental

Env

Exercise

Ex

Finance

Fin

Forensic

For

Gerontology and Rehabilitation Studies

G&RStud

Gifted

Gifted

Health

Hlth

Higher

Higher

Human Resource Management

HRM

HIV/AIDS

HIV/Aids

Indigenous

Indig

Industrial

Ind

Industry-Based

Ind-based

Informatics

Informatics

Information

Info

Information and Communication Technology

ICT

Information Systems

IS

Information Technology

IT

International

Int or Intl

Internet

Internet

Journalism

Jrnl

Law

LL (expressed by convention as LLB) or Law

Leadership

Lead

Learning

Lrng

Legal

Legal

Literacy or Literature

Lit

Logistics

Log

Management

Mgmt

Marine

Mar

Maritime

Maritime

Marketing

Mark

Materials

Mat

Mathematics

Math

Media

Media

Medical or Medicinal or Medicine

Med (or M in the context of the MBBS/MD)

Mental

Mntl

Multicultural

Multi

Nanotechnology

Nanotech

Natural

Nat

Nursing

Nurse

Nutrition

Nutr

Quality

Qual

Occupational Health and Safety

OH&S

Occupational Hygiene Practice

OHP

Outdoor

Outdoor

Physical

Phy

Physics

Phys

Practice

Prac

Prevention

Prev

Primary

Prim

Policy or Politics

Pol

Professional

Prof

Project

Proj

Prosecutions

Pros

Psychology or Psychological

Psyc

Public

Pub

Radiation

Rad

Relations

Rel

Resources

Res

Rolling Stock

RollStock

Science

Sc

Social

Soc

Special

Spec

Statistics

Stat

Strategic

Strat

Studies

Stud or St

Surgery

Surg (or S in the context of the MBBS)

Systems

Sys

Technology

Tech

Teaching English to Speakers of Other Languages

TESOL

Transnational

Trans

Vocational Education and Training

VET

Welding and Joining

WeldJoin

Appendix 7: Business Rules for Credit Points and EFTSL

The total Credit Points and EFTSL are worked out based on the standard study load. There may be variations depending on the course type (Bachelor Pass/Honours) and subject delivery (Annual subjects).

Standard Sessions

CREDIT POINTS

EFTSL

SESSIONS

NOTIONAL DURATION

Years

Weeks

48 (24+24)

1

S1/0.5, S2/0.5

1

52

72 (24+24+24)

1.5

S1/0.5, S2/0.5, S3/0.5

1.5

78

96 (24+24+24+24)

2

S1/0.5, S2/0.5, S3/0.5, S4/0.5

2

108

Trimesters

CREDIT POINTS

EFTSL

TRIMESTERS

NOTIONAL DURATION

Years

Weeks

48 (18+18+12)

1

T1/0.33, T2/0.33, T3/0.33

1

52

72 (18+18+18+18)

1.33

T1/0.33, T2/0.33, T3/0.33, T4/0.33

1.33

78

96 (18+18+18+18+12+12)

2

T1/0.33, T2/0.33, T3/0.33, T4/0.33, T5/0.33, T6/0.33

2

108

SESSIONS

EFTSL

1 Session

0.5

2 Sessions

1

3 Sessions

1.5

4 Sessions

2

5 Sessions

2.5

6 Sessions

3

 

1 Trimester

0.33

2 Trimesters

0.66

3 Trimesters

0.99=1

4 Trimesters

1.33

5 Trimesters

1.66

6 Trimesters

1.99=2

Appendix 8: Bachelor Pass Degree

AQF Qualification Type

Bachelor

(Pass Bachelor – Non Specialist or Specialist Degree)

AQF Qualification Level

Level 7

Course Name and Abbreviation:

Award Name and Abbreviation:

Bachelor of [Field of Study] / Bachelor of [Field of Study] Advanced / Bachelor of [Field of Study] Dean’s Scholar

B[Field of Study Abbreviation] / B [Field of Study Abbreviation] Adv / B [Field of Study Abbreviation] (Schol)

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Course Duration and AQF Volume of Learning

The volume of learning of a Bachelor Pass Degree is typically 3 – 4 years

Total Credit Points for 3 year Bachelor Degrees / Bachelor Dean’s Scholar Degrees

Bachelor Pass Degree must have a minimum of 144 credit points

A minimum of 36 credit points at the 100 level, and a maximum of 60 credit points at the 100 level for a single degree, and a minimum of 24 credit points at the 300 level for a three year degree.

These provisions do not apply to the Bachelor of Medicine – Bachelor of Surgery degree.

Total Credit Points for 4 year Bachelor Advanced Degrees

Bachelor Advanced Degree must have a minimum of 192 credit points

A minimum of 36 credit points at the 100 level, and a maximum of 60 credit points at the 100 level for a single degree, and a minimum of 24 credit points at the 300 level plus a minimum of 24 credit points at the 400 level for a four year degree.

Course Learning Outcomes

  • In order for a Bachelor Pass Degree to be compliant with Level 7 requirements of the AQF, it is necessary for the course content and course learning outcomes to be distinct from any cognate Level 7 or 8 Degrees.

Major Study

A major study or specialisation in a course is an approved combination of subjects offered by one or more academic units which have a minimum value of one third of the total degree requirements.

In a three year pass bachelor degree, a minimum of 24 credit points at 300 level or higher.

Where a specialist bachelor degree has a core of 96 credit points or more, a major study may be permitted to be less than the minimum prescribed, however the major must not be less than 24 credit points and must be predominantly made up of subjects at 300 level or higher.

Cross counting restrictions apply.

Minor Study

A minor study in Bachelor Pass Degree, is an approved combination of subjects which have a minimum value of 24 credit points offered by one or more academic units.

A minor study must include at least 12 credit points at 200 level or higher.

Cross counting restrictions apply.

AQF Qualification Summary

Graduates at this level will have broad and coherent knowledge and skills for professional work and/or further learning

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates of a Bachelor Degree will have broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning. Graduates at this level will have broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice

Skills:

Graduates at this level will have well-developed cognitive, technical and communication skills to select and apply methods and technologies to:

  • Analyse and evaluate information to complete a range of activities
  • Analyse, generate and transmit solutions to unpredictable and sometimes complex problems
  • Transmit knowledge, skills and ideas to others
  • Graduates of a Bachelor Degree will have::
  • Cognitive skills to review critically, analyse, consolidate and synthesise knowledge
  • Cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas
  • Cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence
  • Communication skills to present a clear, coherent and independent exposition of knowledge and ideas

Application of Knowledge and Skills:

Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement and responsibility:

  • In contexts that require self-directed work and learning
  • Within broad parameters to provide specialist advice and functions
  • Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:
  • With initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship
  • To adapt knowledge and skills in diverse contexts
  • With responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters

Appendix 9: Bachelor Double Degree

AQF Qualification Type

Bachelor

(Pass Bachelor - Straight or Specialist Double Degree)

AQF Qualification Level

Level 7

Course Name and Abbreviation

Award Name and Abbreviation:

Bachelor of [Field of Study] - Bachelor of [Field of Study]

B[Field of Study Abbreviation]- B[Field of Study Abbreviation]

Double Degrees must be displayed as “Degree Name 1 – Degree Name 2”. For example “Bachelor of Arts – Bachelor of Commerce”.

The two degrees must be separated by a dash (-) and must be displayed as such in all documentation provided by the University of Wollongong.

The degree of the owning faculty is listed first, with the exception of:

    • the Bachelor of Laws, which is always listed last, and

    • the degrees that are listed first due to marketing, promotional and accreditation requirements.

    • Where both degrees are owned by the same Faculty, the degree names must be ordered alphabetically.

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Total Credit Points for Bachelor Double Degrees

Bachelor Double Degrees - where the constituent degrees are:

    • 3yr + 3yr, the double degree must have a minimum of 216 credit points with a maximum of 72 credit points savings

    • 4yr + 3 yr, the double degree must have a minimum of 264 credit points with a maximum of 72 credit points savings

    • 4yr + 4 yr, the double degree must have a minimum of 286 credit points with a maximum of 96 credit points

Course Duration and AQF Volume of Learning

The volume of learning of a single Bachelor Pass Degree is typically 3 – 4 years

Course Learning Outcomes

  • In order for a Bachelor Pass Double Degree course to be compliant with Level 7 requirements of the AQF, it is necessary to demonstrate that any reduction of credit points required by a student separately undertaking the two constituent degree courses is justified by virtue of there being complementary course learning outcomes existing within one or both of the constituent degree programs making up the double degree.

Major Studies

A major study or specialisation in a course is an approved combination of subjects offered by one or more academic units which have a minimum value of one third of the total degree requirements.

In any strand of a double degree that includes a major study, a minimum of 24 credit points at 300 level or higher.

Where a specialist bachelor degree comprising a strand of a double degree has a core study of 84 credit points or more, a major study may be permitted to be less than the minimum prescribed, however the major must not be less than 24 credit points and must be predominantly made up of subjects at 300 level or higher.

Cross counting restrictions apply.

Minor Studies

A minor study in a course for a Bachelor degree, is an approved combination of subjects which have a minimum value of 24 credit points offered by one or more academic units.

A minor study must include at least 12 credit points at 200 level or higher.

Cross counting restrictions apply.

AQF Qualification Summary

Graduates at this level will have broad and coherent knowledge and skills for professional work and/or further learning

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates of a Bachelor Pass Degree will have broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning. Graduates at this level will have broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice

Skills:

Graduates at this level will have well-developed cognitive, technical and communication skills to select and apply methods and technologies to:

  • Analyse and evaluate information to complete a range of activities
  • Analyse, generate and transmit solutions to unpredictable and sometimes complex problems
  • Transmit knowledge, skills and ideas to others
  • Graduates of a Bachelor Pass Degree will have::
  • Cognitive skills to review critically, analyse, consolidate and synthesise knowledge
  • Cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas
  • Cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence
  • Communication skills to present a clear, coherent and independent exposition of knowledge and ideas

Application of Knowledge and Skills:

Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement and responsibility:

  • In contexts that require self-directed work and learning
  • Within broad parameters to provide specialist advice and functions
  • Graduates of a Bachelor Pass Degree will demonstrate the application of knowledge and skills:
  • With initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship
  • To adapt knowledge and skills in diverse contexts
  • With responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters

Appendix 10: Bachelor Honours Degree

AQF Qualification Type

Bachelor Honours

AQF Qualification Level

Level 8

Course Name and Abbreviation:

Award Name and Abbreviation:

Bachelor of [Field of Study] Honours

B[Field of Study Abbreviation] (Hons)

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Course Duration and AQF Volume of Learning

The volume of learning of a Bachelor Honours Degree is typically 1 year following a Bachelor Pass Degree. A Bachelor Honours Degree may also be embedded in a Bachelor Degree, typically making it of four (4) years, duration.

Total Credit Points

48 credit points for a 1 year Honours

    A one year Honours course must consist of at least 48 credit points total which includes:

• at least 12 credit points at 400 level excluding honours thesis or project subject,

• a 400 level thesis or project subject with value of at least 24 credit points.

• 192 credit points for an embedded (4 years) Honours

• For a four year embedded Honours course must consist of:

    • at least 36 credit points at 300 level

    • at least 12 credit points at 400 level excluding the honours thesis or project subject,

    • a 400 level thesis or project subject or subjects with value of at least 12 credit points.

  • For a Level 8 Bachelor Honours Degree, unlimited credit points at 800 level may be used, provided the subjects are available for students enrolled in the course either with or without academic approval.
  • All Bachelor Honours Degree courses must contain:

    • subjects and/or subject content that involve the development of ‘advanced knowledge’;

    • subjects and/or subject content that introduce and develop knowledge of research principles and methods; and

    • research project subject or subjects of 12 credit points’ value or more.

Course Learning Outcomes

  • In order for a Bachelor Honours course to be compliant with Level 8 requirements of the AQF, it is not permissible for students to receive the award of honours based solely on merit.
  • AQF requirements are that to graduate with a Level 8 Bachelor Honours degree, the student must demonstrate:

    • the development of advanced knowledge,

    • the application of knowledge and skills “...to plan and execute project work and/or a piece of research and scholarship with some independence”, and

    • “knowledge of research principles and methods.”

Major Studies

A major study or specialisation in a course is an approved combination of subjects offered by one or more academic units which have a minimum value of one third of the total degree requirements.

In a four year bachelor honours degree, a minimum of 24 credit points at 400 level or higher.

Where a specialist four year bachelor honours degree has a core study of 96 credit points or more, a major study may be permitted to be less than the minimum prescribed, however the major must not be less than 24 credit points and must be predominantly made up of subjects at 400 level or higher.

Cross counting restrictions apply.

Minor Studies

A minor study in a course for a Bachelor degree, is an approved combination of subjects which have a minimum value of 24 credit points offered by one or more academic units

In a four year bachelor honours degree, a Minor Study should include at least 12 credit points at 200 level or higher.

Cross counting restrictions apply.

AQF Qualification Summary

Graduates at this level will have advanced knowledge and skills for professional/highly skilled work and/or further learning

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates at this level will have advanced theoretical and technical knowledge in one or more disciplines or areas of practice

Graduates of a Bachelor Honours Degree will have coherent and advanced knowledge of the underlying principles and concepts in one or more disciplines and knowledge of research principles and methods

Skills:

Graduates at this level will have expert advanced cognitive, technical and communication skills to select and apply methods and technologies to:

  • Analyse critically, evaluate and transform information to complete a range of activities
  • Analyse, generate and transmit solutions to complex problems
  • Transmit knowledge, skills and ideas to others
  • Graduates of a Bachelor Honours Degree will have::
  • Cognitive skills to review, analyse, consolidate and synthesise knowledge to identify and provide solutions to complex problems with intellectual independence
  • Cognitive and technical skills to demonstrate a broad understanding of a body of knowledge and theoretical concepts with advanced understanding in some areas
  • Cognitive skills to exercise critical thinking and judgement in developing new understanding
  • Technical skills to design and use research in a project
  • Communication skills to present a clear and coherent exposition of knowledge and ideas to a variety of audiences

Application of Knowledge and Skills:

Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement, adaptability and responsibility as a practitioner or learner

Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills:

  • With initiative and judgement in professional practice and/or scholarship
  • To adapt knowledge and skills in divers contexts
  • With responsibility and accountability for own learning and practice and in collaboration with others within broad parameter
  • To plan and execute project work and/or a piece or research ad scholarship with some independence
  • Options for an embedded Level 8 Bachelor Honours course structure include:
  • a. All students enrolling in and completing an embedded four year Bachelor Honours course, at the conclusion of which students graduate with a degree “Bachelor of (Course Name) (Honours)” either with or without a merit descriptor (Class I, Class II and Class III);
  • b. Students enrolling in a four year Level 8 Bachelor Honours course, but with the possibility of transferring, with approval, to a four year Bachelor Pass course (which must be differentiated from the Bachelor Honours degree by, for example, excluding advanced knowledge, the introduction and development of research principles and methods and an independent project or independent research and scholarship).
  • c. Students enrolling in a four year Level 7 Bachelor Pass course, but with the possibility of transferring, with approval, to a four year Bachelor Honours course (which must be differentiated from the Bachelor Pass degree by, for example, including advanced knowledge, the introduction and development of research principles and methods and an independent project or independent research and scholarship).
  • Honours / Thesis component
  • • Each honours program must have an assessment component that is a thesis or project.
  • • The assessment component must be clearly listed on the course handbook with the delivery session.
  • • Where a thesis or project can be undertaken part-time, care must be taken not to split the subject in two sessions rather offer it as one whole subject but make it available as an annual subject.
  • • Each honours program must clearly state the honours method for calculating the class of honours. Each program must opt for a method as set out in the General Course Rules.
  • • Any change to the honours method for calculating the class of honours must be approved through the faculty course and subject approval process.

Appendix 11: Graduate Certificate

AQF Qualification Type

Graduate Certificate

AQF Qualification Level

Level 8

Course Name and Abbreviation:

Award Name and Abbreviation:

  • Certificate in [Field of Study] Graduate Certificate in [Field of Study] GCert[Field of Study Abbreviation]

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Course Duration and AQF Volume of Learning

The volume of learning of a Graduate Certificate is typically 0.5 – 1 year

Total Credit Points

  • A Graduate Certificate course must have a minimum of 24 credit points,
  • • for a Level 8 Graduate Certificate that operates as a pathway course, no more than six (6) credit points can be at 900 Level (but for a Specialist Graduate Certificate, up to twenty four (24) credit points can be at 900 Level);

Course Learning Outcomes

  • • In order to comply with the AQF, exit only Graduate Certificates must contain different learning outcomes from the Level 8 and/or Level 9 course with which they are associated.
  • • AQF requirements are that to graduate with a Level 8 Graduate Certificate degree, the student must demonstrate the development of specialised knowledge. In order to comply with this requirement, all Level 8 Graduate Certificates must contain sufficient subjects and/or subject content to meet the requirement for the development of ‘specialised knowledge’;
  • • AQF requirements are that to graduate with a Level 8 Graduate Diploma degree, the student must demonstrate the development of advanced knowledge. In order to comply with this requirement, all Level 8 Graduate Diplomas must contain subjects and/or subject content that involve the development of ‘advanced knowledge’;

Qualification Pathways, Articulation and Credit Arrangements

  • • Graduate Certificate courses may be offered as nested qualifications within Masters Degree courses to allow students to meet appropriate entry requirements for postgraduate study and to proceed into a Level 9 course and to satisfy volume of learning requirements for Level 9 qualifications.
  • • Graduate Certificate courses may also be offered as nested qualifications within Graduate Diploma and Masters courses.
  • • Credit (up to 24 credit points) may be awarded for students articulating into a Masters Degree course upon successful completion of a nested Graduate Certificate.
  • • Credit (up to 24 credit points) may also be awarded for students articulating into a Graduate Diploma course upon successful completion of a nested Graduate Certificate course.

AQF Qualification Summary

Graduates at this level will have advanced knowledge and skills for professional/highly skilled work and/or further learning

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates at this level will have advanced theoretical and technical knowledge in one or more disciplines or areas of practice

Graduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent body of knowledge that nay include the acquisition and application of knowledge and skills in a new or existing discipline or professional area

Skills:

Graduates at this level will have expert advanced cognitive, technical and communication skills to select and apply methods and technologies to:

  • Analyse critically, evaluate and transform information to complete a range of activities
  • Analyse, generate and transmit solutions to complex problems
  • Transmit knowledge, skills and ideas to others
  • Graduates of a Graduate Certificate will have:
  • Cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
  • Cognitive skills to think critically and to generate and evaluate complex ideas
  • Specialised technical and creative skills in a field of highly skilled and/or professional practice
  • Communication skills to demonstrate an understanding of theoretical concepts
  • Communication skills to transfer complex knowledge and ideas to a variety of audiences.

Application of Knowledge and Skills:

Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement, adaptability and responsibility as a practitioner or learner

Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills:

  • To make high level, independent judgements in a range of technical or management functions in varied specialised contexts
  • To initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
  • With responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters

Appendix 12: Graduate Diploma

AQF Qualification Type

Graduate Diploma

AQF Qualification Level

Level 8

Course Name and Abbreviation:

Award Name and Abbreviation:

  • Diploma in [Field of Study]
  • of Study Abbreviation]

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Course Duration and AQF Volume of Learning

The volume of learning of a Graduate Certificate is typically 0.5 – 1 year

Total Credit Points

  • A Graduate Diploma course must have a minimum of 48 credit points,
  • • for a Level 8 Graduate Diploma that operates as a pathway course, no more than eighteen (18) credit points can be at 900 Level (but for a Specialist Graduate Diploma, up to forty eight (48) credit points can be at 900 Level)

Qualification Pathways, Articulation and Credit Arrangements

  • Graduate Certificate courses may be offered as nested qualifications within Graduate Diploma courses.
  • • Credit (up to 24 credit points) may be awarded for students articulating into a Graduate Diploma course upon successful completion of a nested Graduate Certificate course.
  • Graduate Diploma courses may be offered as nested qualifications within Masters courses.
  • • Credit (up to 48 credit points) may be awarded for students articulating into a Masters course upon successful completion of a nested Graduate Diploma course.
  • • Exit points for Graduate Diplomas must be designed so that students who leave at the exit point have undertaken a coherent body of study and have achieved the learning outcomes for the course.

Course Learning Outcomes

  • • In order to comply with the AQF, exit only Graduate Diplomas must contain different learning outcomes from the Level 8 and/or Level 9 course with which they are associated.
  • • AQF requirements are that to graduate with a Level 8 Graduate Diploma degree, the student must demonstrate the development of advanced knowledge. In order to comply with this requirement, all Level 8 Graduate Diplomas must contain subjects and/or subject content that involve the development of ‘advanced knowledge’;

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates at this level will have advanced theoretical and technical knowledge in one or more disciplines or areas of practice. Graduates of a Graduate Diploma will have advanced knowledge within a systematic and coherent body of knowledge that nay include the acquisition and application of knowledge and skills in a new or existing discipline or professional area

The content and learning activities of each course of study engage with advanced knowledge and inquiry consistent with the level of study and the expected learning outcomes, including:

  • • current knowledge and scholarship in relevant academic disciplines
  • • study of the underlying theoretical and conceptual frameworks of the academic disciplines or fields of education or research represented in the course, and
  • • emerging concepts that are informed by recent scholarship, current research findings and, where applicable, advances in practice.

Skills:

Graduates at this level will have expert advanced cognitive, technical and communication skills to select and apply methods and technologies to:

  • Analyse critically, evaluate and transform information to complete a range of activities
  • Analyse, generate and transmit solutions to complex problems
  • Transmit knowledge, skills and ideas to others
  • Graduates of a Graduate Diploma will have:
  • Cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
  • Cognitive skills to think critically and to generate and evaluate complex ideas
  • Specialised technical and creative skills in a field of highly skilled and/or professional practice
  • Communication skills to demonstrate an understanding of theoretical concepts
  • Communication skills to transfer complex knowledge and ideas to a variety of audiences.

Application of Knowledge and Skills:

Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement, adaptability and responsibility as a practitioner or learner

Graduates of a Graduate Diploma will demonstrate the application of knowledge and skills::

  • To make high level, independent judgements in a range of technical or management functions in varied specialised contexts
  • To initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
  • With responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters

Appendix 13: Masters Degree (Coursework)

AQF Qualification Type

Masters (Coursework)

AQF Qualification Level

Level 9

Course Name and Abbreviation

Award Name and Abbreviation:

  • of [Field of Study]
  • of Study Abbreviation]

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Course Duration and AQF Volume of Learning

The volume of learning for Masters Degree (Coursework) is typically 1-2 years

Qualification Pathways, Articulation and Credit Arrangements

  • • Graduate Certificate courses may be offered as nested qualifications within Masters Degree courses to allow students to meet appropriate entry requirements for postgraduate study and to proceed into a Level 9 course and to satisfy volume of learning requirements for Level 9 qualifications. Graduate Certificate courses may also be offered as nested qualifications within Graduate Diploma courses.
  • • Credit (up to 24 credit points) may be awarded for students articulating into a Masters Degree course upon successful completion of a nested Graduate Certificate or Graduate Diploma. Credit (up to 24 credit points) may also be awarded for students articulating into a Graduate Diploma course upon successful completion of a nested Graduate Certificate course.
  • • Exit points for Graduate Certificates and Graduate Diplomas must be designed so that students who leave at the exit point have undertaken a coherent body of study and have achieved the learning outcomes for the course.

Total Credit Points

  • At least 48 credit points of a Masters by Coursework degree must be at 900 Level (e.g. 24 cp of 800 Level subjects such as 4 x 6 cp 800 Level subjects may be included in a 72 cp Level 9 Masters by Coursework course and up to 48 cp of 800 Level subjects may be included in a 96 cp Masters by Coursework course);
  • Typical volume of learning for a Masters by Coursework is 72 credit points equivalent to 1 ½ years or 96 credit points equivalent to 2 years. A Masters by Coursework degree of 48 credit points equivalent to 1 year would only be appropriate where there is an academically defensible basis for the shorter duration, such that students would have a sufficient basis of prior knowledge and skills to achieve the learning outcomes in the time specified. This may apply where entry is restricted to students holding a Level 8 qualification.

Course Learning Outcomes

  • AQF requirements are that to graduate with a Level 9 Masters by Coursework degree, the student must demonstrate a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice and application of knowledge and skills “...to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.”
  • In order to comply with this requirement, all Masters by Coursework courses must contain:
  • • subjects and/or subject content that assure the following:
      • o understanding of recent developments in a discipline and/or area of professional practice;
      • o development of knowledge of research principles and methods,
      • o some independent research; and
  • • either:
      • o a substantial capstone experience subject of; or
      • o a research project subject of 6 credit points’ value or more (through which students may develop knowledge of research principles and methods and conduct some independent research).

Specialisation

  • A specialisation or a Masters Coursework Degree is an approved combination of subjects which have a minimum value of one third of the total credit points for the course offered by one or more academic units, of which 18 credit points should be at 900 level. Cross counting restrictions apply.

AQF Qualification Summary

Graduates at this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates at this level will have advanced and integrated understanding of a complex body of knowledge in one or more disciplines or areas of practice

The content and learning activities of each course of study engage with advanced knowledge and inquiry consistent with the level of study and the expected learning outcomes, including:

        a. current knowledge and scholarship in relevant academic disciplines

        b. study of the underlying theoretical and conceptual frameworks of the academic disciplines or fields of education or research represented in the course, and

        c. emerging concepts that are informed by recent scholarship, current research findings and, where applicable, advances in practice.

        d. Graduates of a Masters Degree (Coursework) will have:

  • A body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice
  • Knowledge of research principles and methods applicable to a field of work and or learning

Skills:

Graduates at this level will have expert, specialised cognitive and technical skills in a body of knowledge or practice to independently:

  • Analyse critically, reflect on and synthesise complex information, problems, concepts and theories
  • Research and apply established theories to a body of knowledge or practice
  • Interpret and transmit knowledge, skills and ideas to specialist and non-specialist audiences
  • Graduates of a Masters Degree (Coursework) will have:
  • Cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professionally practice or scholarship
  • Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
  • Cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
  • Communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
  • Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship

Application of Knowledge and Skills:

Graduates at this level apply knowledge and skills to demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner or learner

Graduates of a Masters Degree (Coursework) will demonstrate the application of knowledge and skills:

  • With creativity and initiative to new situations in professional practice and/or further learning
  • With high level personal autonomy and accountability
  • To plan and execute a substantial research-based project, capstone experience and/or piece of scholarship

Appendix 14: Masters Degree (Research)

AQF Qualification Type

Masters (Research)

AQF Qualification Level

Level 9

Course Name and Abbreviation

Award Name and Abbreviation:

  • of [Field of Study] - Research
  • of Study Abbreviation]-Res

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Course Duration and AQF Volume of Learning

The volume of learning for Masters Degree (Research) is typically 1-2 years

Qualification Pathways, Articulation and Credit Arrangements

  • • Graduate Certificate courses may be offered as nested qualifications within Masters Degree courses to allow students to meet appropriate entry requirements for postgraduate study and to proceed into a Level 9 course and to satisfy volume of learning requirements for Level 9 qualifications. Graduate Certificate courses may also be offered as nested qualifications within Graduate Diploma courses.
  • • Credit (up to 24 credit points) may be awarded for students articulating into a Masters Degree course upon successful completion of a nested Graduate Certificate or Graduate Diploma. Credit (up to 24 credit points) may also be awarded for students articulating into a Graduate Diploma course upon successful completion of a nested Graduate Certificate course.
  • • Exit points for Graduate Certificates and Graduate Diplomas must be designed so that students who leave at the exit point have undertaken a coherent body of study and have achieved the learning outcomes for the course.

Total Credit Points

  • The minimum volume of learning requirements of the AQF for Masters Research Degree courses is 72 credit points, equivalent to 1 ½ years.

AQF Qualification Summary

Graduates at this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning

Course Learning Outcomes

  • AQF requirements are that to graduate with a Level 9 Masters by Research degree, the student must demonstrate application of knowledge and skills “...to plan and execute a substantial piece of research” and ‘advanced knowledge of research principles and methods.”. In order to comply with this requirement, all Masters by Research courses must contain:
  • • subjects and/or subject content that introduce and develop advanced knowledge of research principles and methods; and
  • • a research task subject of 48 credit points’ value or more.

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates at this level will have advanced and integrated understanding of a complex body of knowledge in one or more disciplines or areas of practice. Graduates of a Masters Degree (Research) will have:

  • A body of knowledge that includes the understanding of recent developments in one or more disciplines
  • Advanced knowledge of research principles and methods applicable to the field of work or learning
  • Knowledge of research principles and methods applicable to a field of work and or learning

Skills:

Graduates at this level will have expert, specialised cognitive and technical skills in a body of knowledge or practice to independently:

  • Analyse critically, reflect on and synthesise complex information, problems, concepts and theories
  • Research and apply established theories to a body of knowledge or practice
  • Interpret and transmit knowledge, skills and ideas to specialist and non-specialist audiences
  • Graduates of a Masters Degree (Research) will have:
  • Cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and its application
  • Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
  • Cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
  • Cognitive, technical and creative skills to design, use and evaluate research and research methods
  • Communication and technical skills to present a coherent and sustained argument and to disseminate research results to specialist and non-specialist audiences
  • Technical and communication skills to design, evaluate, implement, analyse and theorise and disseminate research that makes a contribution to knowledge

Application of Knowledge and Skills:

Graduates at this level apply knowledge and skills to demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner or learner. Graduates of a Masters Degree (Research) will demonstrate the application of knowledge and skills:

  • With creativity and initiative to new situations and/or further learning
  • With high level personal autonomy and accountability
  • To plan and execute a substantial piece of research

Appendix 15: Doctoral Degree

AQF Qualification Type

Doctor of Philosophy

Doctor of [Field of Study]

AQF Qualification Level

Level 10

Course Name and Abbreviation

Award Name and Abbreviation:

  • of [Field of Study]
  • for a Doctor of Philosophy
  • of Study Abbreviation]

Course Code

Issued by Institutional Research and Government Reporting Unit (3 or 4 digits)

Course Duration and AQF Volume of Learning

The volume of learning of a Doctoral Degree is typically 3 – 4 years

Qualification Pathways, Articulation and Credit Arrangements

[Details of qualification pathways, articulation and credit arrangements]

Total Credit Points

A Doctoral Degree requirement is based on a substantial piece of thesis on a research topic and hence is not dictated by credit points. However, credit points are nominated for providing an indication on duration, fees and study load which is a maximum of 144 credit points based on 3 years full-time study load.

AQF Qualification Summary

Graduates at this level will have systematic and critical understanding of a complex field of learning and specialised research skills for the advancement of learning and/or for professional practice.

Course Learning Outcomes

  • AQF requirements are that to graduate with a Level 10 Doctoral degree, the student must have:
  • • a substantial body of knowledge “...at the frontier of a field of work or learning”;
  • • “substantial knowledge of research principles and methods applicable to the field of work or learning.”
  • In order to comply with these requirements, all Doctoral courses must contain:
  • • subjects and/or subject content that introduce, develop and assure substantial knowledge of research principles and methods; and
  • • a thesis based subject of 48 credit points’ value or more.

AQF Learning Outcomes Criteria and qualification type descriptors:

Knowledge:

Graduates at this level will have systemic and critical understanding of a substantial and complex body of knowledge at the frontier of a discipline or area of professional practice. Graduates of a Doctoral Degree will have:

  • A substantial body of knowledge at the frontier of a field of work or learning including knowledge that constitutes an original contribution
  • Substantial knowledge of research principles and methods applicable to the field of work or learning

Skills:

Graduates at this level will have expert, specialised cognitive, technical and research skills in a discipline area to independently and systematically:

  • Engage in critical reflection, synthesis and evaluation
  • Develop, adapt and implement research methodologies to extend and redefine existing knowledge or professional practice
  • Disseminate and promote new insights to peers and the community
  • Generate original knowledge and understanding to make a substantial contribution to a discipline or area of professional practice.
  • Graduates of a Doctoral Degree will have:
  • Cognitive skills to demonstrate theoretical knowledge and to reflect critically on that theory and practice
  • Cognitive skills and use of intellectual independence to think critically, evaluate existing knowledge and ideas, undertake systematic investigation and reflect on theory and practice to generate original knowledge
  • Expert technical and creative skills applicable to the field of work or learning
  • Communication skills to explain and critique theoretical propositions , methodologies and conclusions
  • Communication skills to present cogently a complex investigation of originality or original research for external examination against international standards and to communicate results to peers and the community
  • Expert skills to design, implement, analyse, theorise and communicate research that makes a significant and original contribution to knowledge and/or professional practice

AQF Learning Outcomes Criteria and qualification type descriptors:

Application of Knowledge and Skills:

Graduates at this level will apply knowledge and skills to demonstrate autonomy, authoritative judgement, adaptability and responsibility as an expert and leading practitioner or scholar. Graduates of a Doctoral Degree will demonstrate the application of knowledge and skills:

  • With intellectual independence
  • With initiative and creativity in new situations and/or further learning
  • Will full responsibility and accountability for personal outputs
  • To plan and execute original research
  • With the ongoing capacity to generate new knowledge including in the context of professional practice

Appendix 16: Table – Guide on the Use of Double Badged Subjects

Subject Level

Graduate Certificate

Graduate Diploma

Masters Coursework Degree

400 Level Subject

    • Yes, as 800 Level subject

    • No modification required provided SLOs are consistent with qualification type

    • Yes, as 800 Level subject

    • No modification required provided SLOs are consistent with qualification type

    • Yes, as 800 Level subject

    • No modification required provided SLOs are consistent with qualification type

    • Subject to at least 48 cp of Masters degree must comprise 900 level subjects

200 and 300 Level Subjects

    • Yes, as 800 Level subject

    • No modification required to assessment or SLOs

    • Limit of 1 per degree

    • Yes, as 800 Level subject

    • No modification required to assessment or SLOs

    • Limit of 2 per degree

    • Yes, as 800 Level subject

    • Must be at foundation level

    • No modification required to assessment or SLOs

    • Limit of 3 per degree for 72 cp or 4 per degree for 96 cp

    • At least 48 cp of Masters degree must comprise 900 level subjects

100 Level Subject

    • Not permitted

    • Not permitted

    • Not permitted

Appendix 17: Principles of Equivalence

Equivalence Elements

  • 1. Equivalence Elements include Course Structure, Course Learning Outcomes, Subject Content, Subject Delivery, Assessment, and Learning Support.

Course Structure

      • 2. To be equivalent:
          • a. Courses must contain all UOW core subjects but may also contain additional core subjects if required due to local accreditation requirements.
          • b. In exceptional circumstances, equivalence may be defined across a group of subjects.
          • c. In most courses, Course Learning Outcomes will be assured in core subjects. If Course Learning Outcomes are assured in elective subjects, typically through the application of properly designed course rules, pre-requisites and/or co-requisites, care must be taken to ensure that these Course Learning Outcomes are assured for all students, regardless of which electives they take.
          • d. Fewer majors may be offered, provided that students can still achieve the overall Course Learning Outcomes.
          • e. If UOWD or other delivery location wishes to offer a major not offered at UOW, approval for the major must be obtained from UOW through the normal course approval processes, including discussion with the relevant faculty at UOW.
          • f. Fewer, more, or other electives may be offered.
          • g. Study sequences may vary locally, taking account of prerequisites and local constraints, e.g. more limited subject offerings.
          • h. Each course and the delivery of the course must meet relevant UOW teaching and learning policies and procedures applicable to the delivery location.

Course Learning Outcomes

  • 3. The Course Learning Outcomes for all courses must meet the AQF level descriptors.
  • 4. The intent of the Course Learning Outcomes must be the same. However by agreement, the actual wording might vary to meet local accreditation requirements, e.g. Commission for Academic Accreditation (CAA) requirements in the UAE may include the use of different verbs from Bloom’s Taxonomy.
  • 5. Higher Research Degrees with coursework are considered equivalent if the Course Learning Outcomes are the same, and any related coursework plus thesis assure the Course Learning Outcomes.

Review Process

Courses with external accreditation (professional or national)

  • 6. The Annual Review must include confirmation that the Course Structure and the Course Learning Outcomes continue to be equivalent.
  • 7. There must be an in-depth joint curriculum review prior to accreditation/re-accreditation, or at least once in the course review cycle (usually 5 years).
  • 8. There may be an additional review if required in line with the Course Review Procedures.

Courses not externally accredited

  • 9. The Annual Review must include confirmation that the Course Structure and the Course Learning Outcomes continue to be equivalent.
  • 10. There must be an in depth review periodically in line with the UOW course review cycle. Such reviews will incorporate the input of UOWD or the partner institution and take into consideration their legislative requirements and the limitations these requirements place on the ability to make changes within a given timeframe.
  • 11. There may be an additional review if required in line with the Course Review Procedures .
  • 12. Changes to the Course Structure or Course Learning Outcomes may be made other than at review time. Such changes should be discussed between UOW and the offshore location early in the process and be approved by the appropriate body, depending on the nature of the changes made.

Subject Content

  • 13. To be equivalent:
      • a. The Subject Learning Outcomes must be consistent with the AQF level descriptors for the level at which the subject is delivered.
      • b. The intent of the Subject Learning Outcomes must be the same. However by agreement, the actual wording might vary to meet local accreditation requirements in the offshore location, e.g. CAA requirements may include the use of different verbs from Bloom’s Taxonomy. Additional Subject Learning Outcomes may be included where relevant to the local context, provided all learning outcomes are appropriately assessed.
      • c. Subject content in core subjects should be the same in terms of the development and application of knowledge and skills but may be contextualised to provide locally relevant examples, and as noted under 1a, Course Structure, ensure that these Course Learning Outcomes are assured for all students.
      • d. Subject content in elective subjects should be the same in terms of knowledge and skills developed, but may be contextualised to provide locally relevant examples.
      • e. Subject to the above, emphasis given to or time spent on different topics may vary.
      • f. Contextualisation of readings, examples and cases is encouraged where appropriate. For example, a textbook with more local or international examples which covers the same content may be useful in a business subject. While technical subjects may be less likely to contextualise, it was noted that a small number of local examples are already used in Engineering subjects.
      • g. A course design principle to support contextualisation is to incorporate international perspectives so that they enrich the offerings at UOW and vice versa, e.g. comparing ethics in UAE and Australia.
      • h. Each subject and the delivery of the subject must meet relevant UOW teaching and learning policies and procedures applicable to the delivery location.

Subject Delivery

  • 14. To be equivalent:
      • a. The overriding consideration for equivalence is whether students are supported in achieving the Course Learning Outcomes.
      • b. Subject to pedagogical considerations being taken into account, delivery models may vary according to local requirements such as face to face teaching hours, day/evening time delivery, intensive models, duration of sessions, as agreed between UOW and the offshore location. Agreed variations should be documented.
  • 15. Contextualisation of learning activities in all subjects (core and elective) is encouraged where appropriate. For example, a local case study, an exploration of the local impact of a global issue, or a comparative analysis of Australian and local issues can help students apply their knowledge.

Review Process

  • 16. Subject outlines are reviewed according to the relevant quality assurance process.

Assurance of Course Learning Outcomes

  • 17. To be equivalent:
      • a. The intent of the Course Learning Outcomes should be the same, and as noted under 1a, assessments that assure Course Learning Outcomes must be taken by all students.
      • b. Assessment tasks which assure Course Learning Outcomes should provide appropriate assessment of the Course Learning Outcomes, typically by using the same assessment type. The precise wording of the assessment may vary, while keeping the meaning, e.g. incorporating local scenarios, appropriate wording for the local context, or to meet the relevant local accreditation authority’s expectations relating to use of verbs from Bloom’s Taxonomy.
      • c. Marking criteria and rubrics may vary, provided they are appropriate for the assessment task and the Course Learning Outcome(s) being assured.
      • d. The weighting of tasks which demonstrate assurance of Course Learning Outcomes should be similar (+/- 10%).

Review Process

  • 18. The Annual Review process must include confirmation that the Course Learning Outcomes continue to be equivalent.
  • 19. In-depth joint review must be undertaken prior to accreditation/re-accreditation review.
  • 20. Additional review will be undertaken if required in line with the Course Review Procedures.

Assurance of Subject Learning Outcomes

  • 21. To be equivalent:
      • a. Assessment Tasks which assure both Subject Learning Outcomes and Course Learning Outcomes should be equivalent.
      • b. Assessment Tasks which assure Subject Learning Outcomes but not Course Learning Outcomes may vary by agreement, for valid reasons such as the following:
      • c. Some assessment types may only be possible with small cohorts. If such assessment types provide a better way of assuring the learning outcomes, then they may be used. The size of the cohort at each location should therefore be considered when reviewing equivalence.
      • d. Similarly, teaching and learning activities and assessments for laboratory classes may vary due to differences in equipment and infrastructure available. This should also be taken into account, i.e. as long as the learning outcomes from the laboratory component are achieved, there may be some variation in lab resources and assessment.
      • e. Marking criteria may vary provided they are appropriate for the assessment task and the Course and/or Subject Learning Outcomes being assured.

Review Process

  • 22. Subject outlines are reviewed according to the relevant quality assurance process.

Learning Support

  • 23. To be equivalent:
      • a. Equivalence of learning support is not course or subject specific.
      • b. The nature of such support may be customised to suit student needs and the support agreed between UOW and the offshore location.
      • c. Requirements for Course Progression need to be taken into account.

Review Process

  • 24. The Annual Review will include confirmation that the learning support provided continues to meet agreed requirements.

Timing of Changes

  • 25. The time needed for an offshore location to implement changes to course and/or subjects should be reflected in the course approval process, similarly to defining transition arrangements.
  • 26. This could result in a period where an offshore location is still working to a previous course structure, until they receive approval from local accreditation bodies. Such periods should be minimised. Agreement on the timing of changes should be documented.
  • 27. It is expected that all parties will work together in a collegiate fashion, in line with the above principles.

Implementation of the Principles of Equivalence

  • 28. As these principles were developed by UOW and UOWD, they are to be trialled initially with UOWD before review and adaption for all other locations.
  • 29. The principles should be communicated, stressing a collegiate partnership approach.
  • 30. These principles will be adapted for other locations, before incorporating in the following policies and procedures:
      • a. UOW Standards & Quality Framework for Learning and Teaching
      • b. Course Policy
      • c. Course Design Procedures
      • d. Course and Subject Approval Procedures – New Courses and Significant Amendments to Existing Courses

        e. Course and Subject Approval Procedures – Less Significant Amendments to Existing Courses

      • f. Course Review Procedures
      • g. Collaborative Delivery Policy Suite
      • h. Teaching and Assessment: Code of Practice – Teaching
      • i. Teaching and Assessment: Assessment and Feedback Policy
      • j. Teaching and Assessment: Subject Delivery Policy

Here to Help

Need a hand? Contact the Governance Unit for advice and assistance on policy issues.