Design Standards
- 1. UOW Courses are viable
- 2. UOW courses are relevant
- 3. UOW courses are academically rigorous
- 4. UOW courses are strategically aligned
- 5. UOW courses have flexible learning pathways
- 6. UOW courses are clearly communicated
- 7. UOW courses produce strong outcomes
- 8. UOW courses are quality assured
- 9. UOW has sound admission policies and practices
- 10. Assessment is appropriate and linked to outcomes
- 11. Academic language and learning support is embedded in design
| Performance Indicator | Measure |
Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
|
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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
|
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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 Indicator | Measure | Key Inputs | External References | Governance |
|---|---|---|---|---|
| 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 |