COURSE DESIGN PROCEDURES - Date first Date last amended: UOW
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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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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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Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionAppendix 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 UOW_ PRO_372 Course Design Procedures – January 2017 Page 4 of 71 Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest version
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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Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionwhen 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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Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionAn 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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Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionRefers 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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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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Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionAn 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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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:
UOW_ PRO_372 Course Design Procedures – January 2017 Page 11 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versiona. 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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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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Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest version2. 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).
UOW_ PRO_372 Course Design Procedures – January 2017 Page 14 of 71
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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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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.
UOW_ PRO_372 Course Design Procedures – January 2017 Page 16 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest version2. 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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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;
UOW_ PRO_372 Course Design Procedures – January 2017 Page 18 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versione. 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
UOW_ PRO_372 Course Design Procedures – January 2017 Page 19 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionenrolling 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.
UOW_ PRO_372 Course Design Procedures – January 2017 Page 20 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest version6. 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
UOW_ PRO_372 Course Design Procedures – January 2017 Page 21 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest version7. 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.
UOW_ PRO_372 Course Design Procedures – January 2017 Page 22 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionExceptions
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
UOW_ PRO_372 Course Design Procedures – January 2017 Page 23 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versioncommunication 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.
UOW_ PRO_372 Course Design Procedures – January 2017 Page 24 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest version6. 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.
UOW_ PRO_372 Course Design Procedures – January 2017 Page 25 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest version21 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
UOW_ PRO_372 Course Design Procedures – January 2017 Page 26 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionAppendix 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
UOW_ PRO_372 Course Design Procedures – January 2017 Page 27 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionAppendix 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.
UOW_ PRO_372 Course Design Procedures – January 2017 Page 28 of 71
Hardcopies of this document are considered uncontrolled please refer to UOW website or intranet for latest versionAppendix 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
UOW_ PRO_372 Course Design Procedures – January 2017 Page 29 of 71
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