COURSE DESIGN PROCEDURES - Date first Date last amended: UOW

 
COURSE DESIGN PROCEDURES - Date first Date last amended: UOW
COURSE DESIGN PROCEDURES
Date first                Date of effect:             Date last amended:               Date of Next Review:
approved:                                             (refer Version Control
                          19 January 2016             Table)                           January 2018
19 January 2016
                                                      7 October 2016

First Approved by:        Deputy Vice-Chancellor (Academic)

Custodian title & e- Director, Academic Quality and Standards
mail address:
                     quality@uow.edu.au

Author:                   Course Management Coordinator, Academic Quality and Standards Unit

Responsible               Academic Quality and Standards Unit
Division & Unit:
                          Deputy Vice-Chancellor (Academic) Portfolio

Supporting                Admissions Rules and Admissions Procedures
documents,                Assessment of New Collaborative Delivery Procedures
procedures &              Collaborative Delivery of a UOW Course Policy
forms of this             Collaborative Delivery Review Procedures
policy:                   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                  Tertiary Education Quality and Standards Agency Act 2011 (Cth)
Legislation &             Higher Education Standards Framework
                          Higher Education Support Act 2003 (Commonwealth)
External
                          Australian Qualifications Framework
Documents:
                          Standards – Commission for Academic Accreditation, UAE

Audience:                 Public – accessible to anyone

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

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Contents
1        Introduction / Background                                                                                       5

2        Scope / Purpose                                                                                                 5

3        Definitions                                                                                                     6

4        Design Matters Related to Qualification Levels and Types                                                      10

5        Course Names and Course Codes                                                                                 12

6        Course Naming Abbreviations and Post-Nominals                                                                 13

7        Course Duration and Volume of Learning                                                                        13

8        Course Admission                                                                                              14

9        Qualification Pathways, Articulation and Credit Arrangements                                                  14

10       Delivery Mode(s), Delivery Location(s) and Delivery Session(s)                                                16

11       The UOW Curriculum Model                                                                                      17

12       Course Structure                                                                                              17

13       Principles for Assurance of Learning                                                                          19

14       Subjects and Credit Points                                                                                    20

15       Principles for Double Badging Subjects                                                                        21

16       Principles for Zero Credit Point Subjects                                                                     22

17       Academic and English Language Skills                                                                          23

18       Cross Counting of Subjects                                                                                    23

19       General Elective Subjects / General Elective Schedule                                                         23

20       Roles & Responsibilities                                                                                      23

21       Version Control and Change History                                                                            25

Appendix 1: AQF Qualification Type and Qualification Level (Level 7 and above)                                         26

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Appendix 2: Similarities and Differences between Joint and Dual Awards (Refer to TEQSA
Guidance Materials)                                                                                                 27

Appendix 3: Course Names – AQF Level 7 and above                                                                    28

Appendix 4: Course Abbreviations                                                                                    30

Appendix 5: Other Course Descriptor Abbreviations                                                                   31

Appendix 6: Field of Study Abbreviations                                                                            32

Appendix 7: Business Rules for Credit Points and EFTSL                                                              37

Appendix 8: Bachelor Pass Degree                                                                                    39

Appendix 9: Bachelor Double Degree                                                                                  42

Appendix 10: Bachelor Honours Degree                                                                                46

Appendix 11: Graduate Certificate                                                                                   51

Appendix 12: Graduate Diploma                                                                                       54

Appendix 13: Masters Degree (Coursework)                                                                            57

Appendix 14: Masters Degree (Research)                                                                              61

Appendix 15: Doctoral Degree                                                                                        64

Appendix 16: Table – Guide on the Use of Double Badged Subjects                                                     67

Appendix 17: Principles of Equivalence                                                                              68

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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

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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 at postgraduate level.
subjects

Assurance of                   The quality assurance processes by which the University ensures that
learning                       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
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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

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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               A duplicate version of a subject originally designed for delivery as part
Subject                     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            The General Elective Schedule is a list of undergraduate subjects that are
Schedule                    open for enrolment by any undergraduate student, often to make up the
                            total number of credit points required for their degree.
                                                                                                                      
Generic Learning            Transferable, non-discipline specific skills a graduate may achieve
Outcomes                    through learning that have application in study, work and life contexts.
                            The four broad categories in the AQF are:
                                    fundamental skills;

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    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.

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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          Involves formal, recurring and compulsory face to face delivery (such
mode                        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               Two courses or two areas of major study or specialisations are
Equivalence                 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          The set of statements that describes the learning outcomes of each of the
Descriptors                 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.

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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:

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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);

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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.

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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).

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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.

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Figure 1

    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.
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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.
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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;

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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

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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.

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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

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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.

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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

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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.

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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.

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21 Version Control and Change History
Version Date Effective                Approved By                    Amendment
Contro
l

1             19 January 2016         Deputy Vice-                   First Version.
                                      Chancellor (Academic)

2             8 February 2016         Deputy Vice-                   Amendment to Appendix 7 to reflect the
                                      Chancellor (Academic)          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              Vice-Chancellor                Amendments related to nomenclature
              2016                                                   changes related to the School of
                                                                     Medicine (previously Graduate School of
                                                                     Medicine) and the MD offering.

5             18 January 2017         Deputy Vice-                   Administrative amendment to replace
                                      Chancellor (Academic)          references to superseded Quality
                                                                     Assurance of Transnational Education
                                                                     (Offshore) and UOWD Teaching and
                                                                     Learning Procedures

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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

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

Single qualification and (normally) single              Two qualifications and two testamurs conferred
testamur jointly conferred by two or more               separately by two providers
providers

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

Student may be enrolled at both institutions            Student enrolled at both institutions
or at one institution

Duration of the course is normally not                  May provide students with the opportunity to
extended compared to an individual course               complete two awards in a shorter timeframe than
                                                        if completed separately

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

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

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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              Bachelor of Science
                                                                        core/capstone, major study and
                                                                                                                         (Majors)
                                                                        minor study)

                                                                        Bachelor Degree (Specialist degree)              Bachelor of Education – The Early
                                                                                                                         Years
                                                                                                                         Bachelor of Nursing (Conversion)

                                                                        Bachelor Degree (with Dean’s                     Bachelor of Arts (Dean’s Scholar)
                                                                        Scholar)

                                                                        Bachelor Double Degree (2 single                 Bachelor of Arts – Bachelor of
                                                                        degrees)                                         Commerce
                                                                        “Degree Name 1 – Degree Name 2”                  Bachelor of Commerce – Bachelor of
                                                                                                                         Laws

Bachelor Honours         “Bachelor of [Field of Study]                  Bachelor Honours                                 Bachelor of Engineering Honours
                         Honours”

Graduate Certificate     Graduate Certificate in [Field of              N/A                                              Graduate Certificate in Adult
                         Study]                                                                                          Education

Graduate Diploma         Graduate Diploma in [Field of Study]           N/A                                              Graduate Diploma in Adult
                                                                                                                         Education
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