Design

Design Standards

 

Performance IndicatorMeasure

Key Inputs

External ReferencesGovernance
1.1 Courses reflect the needs of industry and the professions as a well as broader societal needs

ECAC report/ Course approval outcome

Course review outcome

Course Policy

Course and Subject Approval Procedures and Form

Course Design Procedures

External Course Advisory Committee

Course Review Procedures

Professional Accreditation Requirements (where applicable) FEC> CPDG> QARG> Academic Senate
1.2 Courses are cost effective and sustainable

Course approval form includes realistic projections of the demand and resources required for the course

Course review outcomes

As above

- FEC> CPDG > QARG> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance
2.1 Courses incorporate advice provided by employers, students and graduates

Course review outcomes

ECAC report

Course Design Procedures

External Course Advisory Committee

Course Review Procedures
HES 5.3.1 FEC> CPDG > QARG> Academic Senate
2.2 Courses are up-to-date with developments within the discipline and profession/ industry

Student feedback (SES)

Graduate feedback (CEQ)

Employer feedback

Course review outcomes implementation

Graduate Destinations Survey (GDS)

Employer Satisfaction Survey

As above

HES 3.1.2 FEC> CPDG > QARG> Academic Senate
2.3 Courses are designed to be relevant and flexible for multi-campus delivery where appropriate

Student feedback (other sites)

Course Design Procedures

Subject Delivery Policy

Collaborative Delivery

Subject Quality Assurance Policy

HES 3.1.4 FEC> CPDG > QARG> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance
3.1 Course content (knowledge, skills and application of knowledge and skills) is drawn from a substantial and coherent body of knowledge and scholarship    Course endorsed by CPDG

Course and Subject Approval Procedures and Forms

Course Design Procedures
HES 1.1.2 FEC> CPDG > QARG> Academic Senate
3.2 Course content (knowledge, skills and application of knowledge and skills) includes the study of relevant theoretical frameworks and recent research findings Course endorsed by CPDG

Course and Subject Approval Procedures and Forms

Course Design Procedures

HES 3.1.2 FEC> CPDG > QARG> Academic Senate
3.3 Courses meet the requirements of the Higher Education Standards Framework and other relevant government and professional accrediting bodies

ECAC outcomes

Course review outcomes

Professional accreditation review outcomes (where applicable)

Course and Subject Approval Procedures and Forms

Course Design Procedures
HES 3.1.5; 1.4.1; 1.5.3
CAA requirements (Dubai)
Professional Accreditation Requirements (where applicable)
Discipline Threshold Standards Statements (OLT Project)
FEC> CPDG> QARG> Academic Senate
3.4 Courses are designed to provide appropriate engagement by students in intellectual inquiry consistent with the level of the course being taught and the expected learning outcomes

Alignment of course learning outcomes to the AQF levels

Course and Subject Approval Procedures

Course Design Procedures
HES 1.4.1 and 1.4.2 FEC> CPDG > QARG> Academic Senate
3.5 Courses are benchmarked against those offered by comparable higher education providers

Course review outcomes

External reference points

Course and Subject Approval Procedures

Course Design Procedures

Course Review Procedures
HES 1.4.1; 5.3.1; 5.3.4 FEC> CPDG > Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance
4.1 Courses are consistent with the profile and strategy of the Faculty and University Course endorsed by CPDG

UOW Strategic Plan

Operational/ Faculty plans

Course and Subject Approval Procedures and Forms

Course Design Procedures
- FEC> CPDG > QARG> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance
5.1 There is a range of entry pathways that recognise the diversity of educational and life experiences

Enrolment data by pathway

Social Inclusion targets

Course and Subject Approval Procedures and Forms

Student Diversity and Social Inclusion Strategy

Coursework Rules and Admission Procedures

Credit for Prior Learning Policy
HES 1.2.1; 1.2.2 FEC> UEC> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance

6.1 UOW provides clear, accurate information to allow prospective and current students to make informed education choices

Marketing materials (incl. web-based) are approved at the appropriate level

Subject outlines conform to TAPS provisions

Student feedback

Course Handbook

Course Finder Database

Subject Database

U/G and P/G Prospectus

Teaching and Assessment: Code of Practice-Teaching

Teaching and Assessment: Subject Delivery Policy

Teaching and Assessment: Assessment & Feedback Policy

Subject Outlines

HES 7.2.1; 7.2.2;7.2.3; 7.2.4

ESOS National Code Standard 2
FEC> UEC> Academic Senate
6.2 Courses (and subjects within courses) have clear expectations expressed as learning outcomes Learning outcomes articulated at subject and course/major level (curriculum maps)

Course and Subject Approval Procedures and Forms

Course Design Procedures

Course Handbooks

Subject Delivery Policy

Subject Outlines
HES 1.4.1 FEC> CPDG> QARG> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance

7.1 Courses enable students to achieve course learning outcomes

Course/major mapped to course learning outcomes (incorporating the Digital Learning Thresholds) Course Design Procedures HES  3.1.1; 3.1.3; 3.1.4 FEC> CPDG> Academic Senate
7.2 Courses are designed in accordance with identified UOW curriculum priorities Course endorsed by CPDG

UOW Education Strategy

Course Design Procedures
- FEC>UEC>Academic Senate
7.3 Courses are clearly structured to provide coherence and transition from one level to the next Course endorsed by CPDG Course Design Procedures HES 3.1.1; 3.1.2; 3.1.3 FEC> CPDG> Academic Senate
7.4 Learning activities, teaching, educational resources and facilities, and assessment of student learning are aligned to provide for effective achievement of student learning outcomes

Student feedback

Staff feedback

UOW Education Strategy

Course Design Procedures
HES 3.1.3 FEC>UEC>Academic Senate
7.5 UOW courses are designed to ensure equivalent student learning outcomes regardless of place or mode of study

Comparative Student Outcomes Report

Graduate outcomes by location

Course Design Procedures

Equivalence Principles

CSO and Interim Course Monitoring Procedures
HES 3.1.4 FEC> CPDG> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance
8.1 All new courses and major amendments to courses are approved by the Academic Senate (or appropriate delegated authority) and meet the Course Policy and Course Approval Guidelines Course approval sign-off

Course Policy

Course and Subject Approval Procedures and Forms

Assessment of New Collaborative Delivery Procedures
HES 5.1.1, 5.1.2, 5.1.3 FEC> CPDG> Academic Senate
8.2 UOW courses (and majors within courses) are reviewed at least every five years or as required to ensure they remain relevant, engaging and viable

Course Review Report approved and course re-approved at Academic Senate

Professional Accreditation Report

Course Policy

Course Review Procedures

Course Review Schedule
HES 5.3.1 EPAQ> UEC> Academic Senate
8.3 UOW has effective arrangements for the quality assurance of work placements and other forms of work-integrated learning in the course Feedback from students and host organisations

Code of Practice – WIL (Professional Experience)

Student Career Development and Employability Strategy
HES 5.4.1 FEC> UEC> Academic Senate

8.4 UOW courses delivered offshore or by a third party are reviewed annually to ensure equivalent learning outcomes

Annual review report

Subject QA reports

Collaborative Delivery - Subject Quality Assurance Procedures

Collaborative Delivery Review Procedures

HES 5.4.2

Professional Accreditation requirements (where applicable)
FIC> EPAQ> UEC/UIC> Academic Senate
Performance IndicatorMeasureKey inputsExternal ReferencesGovernance
9.1 UOW courses have clear and validated entry requirements

Course Database and Course Handbook

CSO Report
Admission rules within Coursework Rules/HDR Rules HES 1.1.1; 1.1.3; 4.2.2 FEC> CPDG> Academic Senate
9.2 UOW accepts students who demonstrate the capacity to be successful in their study

Student retention and progression results

Review of student performance by pathways/entry levels

Admission rules within Coursework Rules/HDR Rules Admission Procedures

CSO Process
HES 1.1.1 FEC> SAQS> UEC> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance
10.1 Assessment is criterion-based, with methods of assessment that are appropriate to the course and subject learning outcomes

Assessment tasks mapped to subject and course learning outcomes

AQF Validation Mapping

Teaching and Assessment: Code of Practice-Teaching

Teaching and Assessment: Subject Delivery Policy

Teaching and Assessment: Assessment & Feedback Policy
HES 1.4.3 FEC> >UEC> Academic Senate
10.2 Assessment is fair, consistent and equitable

Course review outcomes

Moderation of subject outlines

Moderation of assessment

Audit of subject outlines

Teaching and Assessment: Code of Practice-Teaching

Teaching and Assessment: Subject Delivery Policy

Teaching and Assessment: Assessment & Feedback Policy

Course Review Procedures

Audit of Subject Outlines Procedure
HES 1.4.3 and 5.3.2 FEC> >UEC> Academic Senate
10.3 Students have the opportunity to both receive and provide feedback and resolve issues

Student feedback about assessment (SEQ, SES, CEQ, ISB)

Student complaints processes

Teaching and Assessment: Code of Practice-Teaching

Teaching and Assessment: Assessment & Feedback Policy

Honours Policy

Coursework Student Academic Complaints Policy
HES 1.3.2 and 1.3.3 FEC> >UEC> Academic Senate
Performance IndicatorMeasureKey InputsExternal ReferencesGovernance
11.1 Academic staff are assisted to integrate English language proficiency into curricula and teaching

Staff feedback

Learning Development annual review of its effectiveness
English Language Policy The Good Practice Principles for English Language Proficiency for International Students in Australian Universities   FEC> UEC> Academic Senate
11.2 Academic staff have opportunities to revise curricula and teaching to integrate English language proficiency with discipline-specific learning

Staff feedback

Course Review reports

Course Review Procedures

English Language Policy
The Good Practice Principles for English Language Proficiency for International Students in Australian Universities   FEC> UEC> Academic Senate
11.3 ELP is embedded in the curriculum through inclusion of an early diagnostic element to assist in identifying ELP in each course

Course design as endorsed by CPDG/FECs

English Language Policy

Course Design Procedures

Course and Subject Approval Procedures and Forms

HES 1.3.4

The Good Practice Principles for English Language Proficiency for International Students in Australian Universities  
FEC> UEC> Academic Senate