Policy on Course Approval, Amendment
and Review –
ACCREDITED HIGHER EDUCATION COURSES

As approved by Senate on 18 June 2009

1

TABLE OF CONTENTS

Policy on Course Approval, Amendment and Review –

Accredited Higher Education Courses

1.Background

2.Definitions

3.Context

4.Teaching Profile

5.Development and approval of proposals for change

6.Course rules

7.Templates and guidelines for the development of change proposals

Appendices

Appendix 1Glossary of terms

Appendix 2Introduction of a new course – Procedures, template and guidelines

Appendix 3Course review – Procedures, template and guidelines

Appendix 4Major change occurring outside the course review process – Procedures, template and guidelines

Appendix 5Minor change – Procedures, template and guidelines

Appendix 6Executive summary and evaluative statement by Dean(s)

Appendix 7Timeline

Appendix 8Sample course rules

Appendix 9Sample program map

Appendix 10Template for unit outlines

Appendix 11Business plan

Appendix 12Template for description of course for promotional and related purposes

Appendix 13Check list

POLICY ON COURSE APPROVAL, AMENDMENT AND REVIEW –

ACCREDITED HIGHER EDUCATION COURSES

1.Background

Under the relevant Commonwealth legislation, Australian universities are responsible for their academic standards and are authorised to accredit their own courses. The qualifications awarded are in accordance with the Australian Qualifications Framework. Universities must have appropriate quality assurance processes in place, including peer assessment processes, external examination of higher degrees and the involvement of professional bodies in the accreditation of particular courses.

In exercising this responsibility, all accredited higher education courses offered by the University require formal approval by the Senate on the advice of the Academic Board. It is recognised that there is ongoing need for development and change and each Faculty has a schedule of at least five-yearly reviews of its existing courses. Procedures which allow for appropriate exercise of responsibility by the Academic Board and Faculty Boards, while ensuring consistency with the strategic goals of the University as determined by the Senate, follow.

2.Definitions

A glossary of terms used in this Policy and the associated Procedures, to which a Course Development Committee or Course Review Committee may need to refer, is provided in Appendix 1.

3.Context

In addition to these Procedures, all proposals must be consistent with and give effect to the relevant University policies and procedures. These include:

  • Mission Statement
  • University Strategic Plan
  • University Diversity Position Statement
  • Policy on Quality Teaching and Learning
  • Policy on Quality FlexibleTeaching and Learning
  • Teaching and Learning Plan
  • Cultural Diversity Policy
  • Policy on Academic Programs offered across Australian Catholic University
  • Principles of Inclusive Curriculum
  • Policy on Integrity of Courses
  • Definition of Internationalisation
  • Policy and Procedures on Educational Partnerships (including Guidelines on Educational Partnerships, Affiliations and Other Collaborative Arrangements)

Other policies which should also be considered include:

  • Admissions Policy
  • Assessment Policy and Procedures
  • Guidelines for Coding and Naming of Units
  • Guidelines for Granting of Credit
  • Guidelines for Nomenclature of Academic Awards
  • Guidelines for Postgraduate Coursework Programs (other than Professional Doctorates)
  • Guidelines for Reference Lists in Current Unit Outlines
  • Language and Literacy Policy
  • Policy on Evaluation of Teaching and Learning
  • Policy on Honours Programs
  • Policy on Recognition of Prior Learning
  • Protocols in relation to Joint Awards between Australian Catholic University and Other Institutions.

(Note: Except where a specific web address is provided, the documents are contained in the Manual of Administrative Procedures which is available at

4.Teaching profile

The teaching profile of the University is the subject of funding agreements between the University and the Department of Education, Employment and Workplace Relations (DEEWR).

It is important to recognise that there is considerable lead time required for the development, approval and introduction of changes to the teaching profile (see timeline, Appendix 7). Where there is demonstrated need for accelerated approval, some steps in the timeline may be combined with the approval of the Academic Board (see Section 5.6).

5.Development and approval of proposals for changes to teaching profile

5.1The following table identifies the categories and approval authority for all course proposals.

Proposal / Approval authority
INTRODUCTION OF NEW COURSE (see Appendix 2)
Introduction of a new course or specialisation and associated course rules / Senate
Curriculum for a new course or specialisation and associated course rules / Academic Board1
COURSE REVIEWS (see Appendix 3)
Review of an existing course or specialisation and associated course rules / Academic Board1
Revised curriculum following review of a course or specialisation and associated course rule changes / Academic Board1
OTHER MAJOR CHANGES (see Appendix 4)
Introduction of a new major or unit sequence within an existing course and associated course rule changes / Academic Board1
Curriculum for a new major or unit sequence and associated course rule changes / Academic Board1
Change to an existing curriculum for a course or specialisation and associated course rule changes / Academic Board1
Discontinuation of a course, specialisation, major or unit sequence and associated course rule changes / Academic Board1
Variation of location: Introduction of an existing course or specialisation at another location or discontinuation of a course or specialisation at an existing location / Academic Board1
Variation of study mode of a course,specialisation, concentration or stream / Academic Board1
Change of nomenclature of a course,specialisation, concentration or stream / Academic Board1
Amendment of Nomenclature Guidelines / Academic Board1
Amendment of course rules / Academic Board1
MINOR CHANGES (see Appendix 5)
Change of unit title3 / Faculty Board2
Change of unit content / Faculty Board2
Addition or deletion of a unit or units3 / Faculty Board2
Change to the sequencing of units / Faculty Board2
Change to the assessment requirements of a unit / Faculty Board2
Change to the mode of offering of a unit / Faculty Board2
Change to the contact hours of a unit / Faculty Board2
Change to the choice of elective units available in a course (using existing units)3 / Faculty Board2

1Where authority has been delegated to Academic Board, the decision will be notified to Senate through reports to Senate from each Academic Board meeting.

2Where authority has been delegated to Faculty Boards, the decision will be notified to Academic Board through the relevant Faculty Board minutes.

3Any such change also involves a consequential amendment of the schedule to the course rules, which requires approval of Academic Board.

5.2In the case of development of a new course or specialisation, or review of an existing course or specialisation, the Dean will establish a Course Development Committee or Course Review Committee respectively, in accordance with the relevant Procedures (see Appendices 2 and 3, respectively).

5.3All proposals requiring Academic Board or Senate approval will be submitted through the relevant Faculty Board(s) to the Academic Board and will be accompanied by an executive summary and evaluative statement by the relevant Dean(s) (see Appendix 6).

5.4Academic Board will give due consideration to the academic and resource implications of the proposal. After such consideration the Academic Board may –

(a)in the case of a new course or specialisation, recommend the proposal, in its original form or with such amendments as the Academic Board may determine, to Senate for approval;

(b)approve a proposal in its original form or with such amendments as the Academic Board may determine;

(c)refer the proposal back to the Faculty Board for further consideration.

5.5Except with the prior written approval of the Pro-Vice-Chancellor (Academic), no new or reviewed course or other major course change may be advertised or implemented until approved by the approval authority referred to in Section 5.1 above and, where relevant, accredited by the relevant professional body. Where such approval is granted, any promotional material must clearly indicate that offering of the course is subject to final approval and/or accreditation.

5.6Any change affecting course or unit offerings must receive approval in accordance with the timeline in Appendix 7.

In the case of fee-paying postgraduate courses developed in response to specific industry demands and for designated cohorts (eg employees of an organisation with which the University contracts to develop and present a particular course), a shorter approval timeframe may be sought but, if supported, Ministerial approval may be required. In such cases, the Dean should consult with the Pro-Vice-Chancellor (Academic) as early as possible in the negotiations with the external organisation as to an appropriate timeline.

6.Review of course offerings

In addition to the five year cyclical review of all courses, a review of the viability of courses will be conducted each year. This review will inform a consolidated proposal for the development of new courses and the phasing out of relevant existing courses; such proposal will be prepared for submission to Academic Board by February each year.

7.Course rulesand Nomenclature Guidelines

Course rules for each course must be approved by Academic Board. Any amendments to course rules and offeringsmust also be approved by Academic Board, in accordance with the timeline outlined in Section 5.6 above.

The addition of new courses and changes to the titles of courses, specialisations, concentrations, streams and majors must be specified in the Nomenclature Guidelines, and such amendments must be approved by Academic Board in accordance with the timeline outlined in Section 5.6 above.

8.Templates and Guidelines for the development of change proposals

Templates and Guidelines have been developed for each category of course proposal (see Section 5.1 above and Appendices 2 to 5 inclusive); these provide guidance as to the areas to be addressed and instructions for completion of each element of the proposals. Course Development Committees, Course Review Committees and/or Faculties preparing course proposals should access the relevant template and guidelines in preparing their proposals.

APPENDIX 1

Approved by Senate

18 June 2009

GLOSSARY OF TERMS

Accreditation: Courses which are designed to equip graduates for professional registration typically require accreditation by the relevant professional or registration authority. It is expected that consultation will occur throughout the course development/review process to ensure that the course will meet such registration/accreditation requirements; however, the formal accreditation occurs after the course has been through the required approval channels within the University.

Australian Qualifications Framework (AQF): The Commonwealth government, through the Ministerial Council on Education, Employment, Training and Youth Affairs, has established the AQF as the framework for recognition and endorsement of qualifications and to give effect to agreed standards in relation to the provision of formal education in Australia.

Band: For the purpose of determining the level of student financial contribution required for a unit, disciplines are assigned by the Commonwealth government to various bands.

Current rates are listed at:

Commonwealth-supported place meansa higher education place for which the Commonwealth makes a contribution towards the cost of the student’s education through the Commonwealth Grant Scheme.

Course meansan approved program of study leading to an accredited higher education award.

Note: There are separate procedures for approval of non-award courses.

Course rulesmeans the formally approved rules governing entry to a course and the requirements to be satisfied to qualify for the relevant award. The course rules must include (but are not limited to) definitive specifications in relation to such of the following as are relevant –

  • Course title
  • Abbreviation of course title
  • Total credit point requirement for the course
  • Available exit points
  • EFTSL value of units
  • Definitions
  • Admission requirements
  • Requirements for completion of course; include the total number of credit points and how they are constituted, eg

Number of credit points from specified or core units

Number of credit points for and composition of any major(s) or specialisation(s) available within the course

Any other requirements (eg professional experience, volunteer experience requirements)

  • Progression requirements
  • Schedule of unit offerings (including core and elective units, and units comprising majors or other nominated requirements; include all units, whether they have a credit point value or not; include any prerequisite, co-requisite and/or incompatible units)
  • Exit points and requirements to be met to exit with a lower level qualification.

Additional rules may be included where necessary having regard to the specific course requirements. However, the rules are restricted to a formal specification of course requirements and do not include descriptive text. Program maps are required as an adjunct to course rules.

Course specialisation: See ‘Specialisation’.

Course unit or unit: Each course is composed of course units, which may be core/compulsoryor elective. Each unit is discrete in its objectives, content, methods and assessment, is identified by a suitable unit title (no more than 30 characters in length) and code, and has a specified credit point value. Abbreviations of words should not normally be used within unit titles. Units must be of one standard study period duration only; year long units may not be used.

See also Guidelines for Coding and Naming of Units.

Credit points means the numerical value attached to each course unit. Most units have a value of 10cp, while a small number have a value which is a multiple of 10 cp. The standard (full-time) annual credit point load is 80cp.

Note: The abbreviation for credit points is ‘cp’.

Dean means the relevant Faculty Dean or his/her nominee.

Domestic studentmeans a student who is an Australian citizen, a New Zealand citizen or the holder of a permanent resident visa or a permanent humanitarian visa. Other students are regarded as international students.

Dual degree: In a dual degree, students are enrolled in two courses, usually with some cross-crediting which enables both degrees to be completed in a shorter time than if each was studied independently. Dual degrees most commonly involve two courses offered by ACU National, but on occasions they may be negotiated with other institutions and involve courses offered by both the participating institutions. It is expected that, if students withdraw from one component of a dual degree, they should nevertheless be able to complete the requirements for the other award.

Examples include:

Bachelor of Arts/Bachelor of Business / two courses offered by one Faculty
Bachelor of Arts/Bachelor of Teaching / two courses offered by two ACU National Faculties, respectively
Bachelor of Arts (ANU)/Bachelor of Social Work (ACU) / one course offered by ACU National and one offered by another university (in this case AustralianNationalUniversity)

Employability skills: Employability skills are a subset of graduate attributes. The following eight skills were identified in the 2002 DEST report Employability skills for the future:

  • Communication skills that contribute to productive and harmonious relations between employees and customers;
  • Teamwork skills that contribute to productive working relationships and outcomes;
  • Problem-solving skills that contribute to productive outcomes;
  • Self-management skills that contribute to employee satisfaction and growth;
  • Planning and organising skills that contribute to long-term and short-term strategic planning;
  • Technology skills that contribute to effective execution of tasks;
  • Life-long learning skills that contribute to ongoing improvement and expansion in employee and company operations and outcomes; and
  • Initiative and enterprise skills that contribute to innovative outcomes.

Equivalent full-time student load (EFTSL) or load: A standard one-year full-time student load is described as one EFTSL.

Exit point: Some courses are structured in such a way that a student can exit with a lesser qualification after completion of part of the total course requirements. Typical examples are coursework masters’ degrees, which may provide exit points at Graduate Certificate (normally 40 credit points in prescribed units completed) or Graduate Diploma (normally 80 credit points in prescribed units completed). Where an award is available only as an exit point, it is not established as a distinct course and students can only enrol for the approved course (eg in the above example, students can only enrol in the master’s degree but have the option to exit at the point of Graduate Certificate or Graduate Diploma level).

Fee-paying placemeans a place in a course that is available to a fee-paying student.All postgraduate courses can be offered on a fee-paying basis. Undergraduate award courses can only be offered to domestic students on a Commonwealth-supported basis.

Current tuition fees are available at:

Full-time: To be regarded as full-time, a student must be undertaking a load of at least 0.75 EFTSL.

For example, in a course with the standard annual credit point load of 80 credit points, to be full-time a student must undertake at least 30 credit points per semester.

Funding or discipline cluster: For funding purposes, disciplines are assigned to funding clusters designated by the Commonwealth government. Internally, units in the various clusters are assigned a weighting which is applied in funding and business plans. The table below contains details of current discipline/funding clusters relevant to ACU National offerings and the respective weightings. These apply at both undergraduate and postgraduate levels, but not to research degrees.

Discipline/Funding Cluster

/ Weighting
Accounting, Administration, Economics, Commerce, Law / 1.0
Humanities / 1.0
Behavioural Science, Social Studies / 1.45
Computing, Mathematics, Statistics, Other Health (excludes Nursing) / 1.65
Foreign Languages, Visual and Performing Arts / 1.65
Allied Health, Clinical Psychology / 1.85
Science / 2.4
Education / 1.45 plus loading
Nursing / 1.8

Graduate attributes: The qualities, skills and understandings expected of graduates of the course. These include:

(i)Intellectual

  • Critical and analytical abilities.
  • Enthusiasm to search for further knowledge and understanding.
  • Open-mindedness and receptiveness to new ideas.
  • Expertise in chosen academic field.

(ii)Professional

  • Knowledge and skills to meet relevant professional requirements.
  • Understanding of and commitment to professional ethical standards.
  • Information literacy, communication and interpersonal skills.

(iii)Values

  • Commitment to values consistent with the University’s Mission.
  • A spirit of service to the community.
  • Commitment to good citizenship, including respect for individuals, empathy with persons of differing cultural and religious backgrounds, community responsibility and concern for the environment.
  • A high regard for equity and human rights in the context of a broad understanding of globalisation.

These generic graduate attributes will be adapted to the context of each course and field of study.