Higher Education Accreditation
Stage 1
Guide for Resource and Planning
Submission
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1
Introduction ............................................................................................................................................................ 5
2
Course Information ................................................................................................................................................. 7
2.1
Course Overview Information ........................................................................................................................ 7
Course Code ............................................................................................................................................................ 7
Course Titles ........................................................................................................................................................... 7
Host Faculty ............................................................................................................................................................ 8
Sector Code............................................................................................................................................................. 8
Start Date ................................................................................................................................................................ 8
Course Review Date ................................................................................................................................................ 8
Course Type ..........................................................................................................................................................10
AQF Level ..............................................................................................................................................................10
Government Special Course Type Code ...............................................................................................................10
Standard Full Time Completion ............................................................................................................................11
Standard Part Time Completion ...........................................................................................................................11
Volume of Learning/Duration ...............................................................................................................................11
Credit Points .........................................................................................................................................................11
Contact Information .............................................................................................................................................13
2.2
Course Ownership ........................................................................................................................................14
2.3
Course Award (Award Title)..........................................................................................................................15
Post-Nominals.......................................................................................................................................................15
2.4
Majors and Specialisations ...........................................................................................................................16
Major ....................................................................................................................................................................16
Specialisation ........................................................................................................................................................17
2.5
Field of Education .........................................................................................................................................18
Field of Education .................................................................................................................................................18
3
Business Case ........................................................................................................................................................21
Strategic Significance ............................................................................................................................................22
Benchmarking .......................................................................................................................................................23
Industry and Student Demand..............................................................................................................................24
Competition ..........................................................................................................................................................25
Market (student demographic) ............................................................................................................................26
Risk Management .................................................................................................................................................26
Collaborative Arrangements .................................................................................................................................28
Professional Accreditation ....................................................................................................................................29
Nested and Integrated Courses ............................................................................................................................30
Course Quota ........................................................................................................................................................31
4
Course Resources..................................................................................................................................................32
4.1
Total Resource Costs.....................................................................................................................................32
4.2
Staffing Requirements .................................................................................................................................35
Current Staff .........................................................................................................................................................35
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Additional Staff .....................................................................................................................................................36
5
Unit Development ................................................................................................................................................37
5.1
Unit Development – New Units ....................................................................................................................37
5.2
Unit Development – Redeveloped Units ......................................................................................................39
5.3
Unit Development – Reaccredited Units ......................................................................................................40
5.4
Unit Development – Discontinued Units ......................................................................................................41
6
Student numbers and targets ...............................................................................................................................43
6.1
Course Load ..................................................................................................................................................43
Previous Course Load ...........................................................................................................................................43
Course Load Projections .......................................................................................................................................43
7
Course Offerings ...................................................................................................................................................45
7.1
Course Admission .........................................................................................................................................45
Year of Introduction..............................................................................................................................................45
Semester of Introduction......................................................................................................................................45
School leavers .......................................................................................................................................................45
Domestic Student Admission Periods ...................................................................................................................45
International Student Admission Periods .............................................................................................................45
CRICOS Registration ..............................................................................................................................................47
Funding Sources....................................................................................................................................................47
7.2
8
Proposed Course Offerings ...........................................................................................................................48
Course Structure ...................................................................................................................................................50
8.1
9
Course Structure Overview...........................................................................................................................50
Course Transitional Arrangements .......................................................................................................................52
9.1
Transitional Arrangements ...........................................................................................................................52
Redeveloped/Superseded Course ........................................................................................................................52
Transitional Arrangements for continuing students ............................................................................................52
Termination Period ...............................................................................................................................................52
10
Course Pathways...............................................................................................................................................54
10.1
11
Pathways.......................................................................................................................................................54
Course Published Information ..........................................................................................................................56
11.1
SATAC and Other Published Course Information .........................................................................................56
Area of Study ........................................................................................................................................................56
Client Group ..........................................................................................................................................................56
Entry Requirements ..............................................................................................................................................57
Proposed Assumed Knowledge ............................................................................................................................58
Criminal History Check Required ..........................................................................................................................59
Course Description ...............................................................................................................................................60
Course Structure Description ...............................................................................................................................61
Professional Recognition or Membership ............................................................................................................63
Dual and Double Degrees .....................................................................................................................................64
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12
Course Consultation .........................................................................................................................................65
Work Integrated Learning.....................................................................................................................................65
Office of Learning and Teaching Involvement ......................................................................................................65
13
More Information .............................................................................................................................................66
14
Course approval ................................................................................................................................................67
14.1
Workflow ......................................................................................................................................................67
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1 Introduction
Why do we have to accredit our Higher Education Courses and Units?
CDU is a self-accrediting higher education provider, meaning that the Tertiary Education Quality and Standards
Agency (TEQSA) has authorised CDU to internally accredit its own higher education activities.
In order to maintain this standing we must have;
o
highly effective academic governance processes and a robust internal capability to monitor and
improve our higher education courses of study.
o a history of successful operation of the course(s) of study including systematic, mature internal
processes for course quality assurance and the maintenance of academic standards and academic
integrity.
CDU is responsible under the Tertiary Education Quality and Standards Agency Act 2011 for ensuring that our selfaccredited courses (and units) comply with the Provider Course Accreditation Standards, and we need to consider
the detailed criteria as part of our process.
What are the Regulations, Rules and Policies that govern Higher Education related to Accreditation?
 Higher Education Support Act (HESA)
 Australian Qualifications Framework (AQF)
 Higher Education Standards Framework (TEQSA)
 Common Course Rules (CDU)
 Units and Courses Policy (CDU)
What does the accreditation process look at?
The TEQSA Higher Education Standards Framework, Threshold Standards, ‘Provider Course Accreditation
Standards’ includes 6 requirements;
o Course design is appropriate and meets the Australian Qualification Standards (AQF)
o Course resourcing and information is adequate
o Admission criteria are appropriate
o Teaching and learning are of high quality
o Assessment is effective and expected student learning outcomes are achieved
o Course monitoring, review, updating and termination are appropriately managed
Purpose of this manual
This manual provides information regarding the Course Accreditation and Registration Process and can be used to
assist Schools with course design and development. Included are screen shots of each section in the Resource and
Planning proposals found in CAPS. The order of screen shots in this manual is in alignment with the order in CAPS.
The final version of the R&P should be entered into CAPS and submitted into the workflow.
Accreditation Category
If you are unsure of the R & P category please contact the Accreditation and Registration Team (ART) at
[email protected]
Upon accreditation all courses will be given new codes if they do not conform to the Unit and Courses Policy,
regardless of whether they are new, reaccredited or redeveloped.
New Course: A course that is being developed in its own right. It is not based on the reaccreditation of a current
course nor replacing a current course.
Reaccredited Course A course that is being reaccredited with no major changes which require a new course code
being issued, other than to comply with the unit and course policy. However some changes may require
transitional arrangements for continuing students.
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Example: The Bachelor of Exercise and Sport Science was reaccredited, Core unit SPE310 was replaced by SPE311
and SPE312. The core units were amended however the changes are manageable in one student cohort.
When reaccrediting, a new course code should be considered when there are changes to core and or specialist
elective units where current student course requirements cannot be managed (see superseding course).
Redeveloped Course: When a current course is being reaccredited and the reaccreditation leads to significant
changes. The Redeveloped course should have same or very similar title. It is helpful to redevelop a course when
there is a requirement to separate student cohorts i.e. students that commence the course prior to a particular
date significant to course rule version change.
Transitional arrangements will be required during Stage 2 of the Quality Assurance process if there are any
changes to the structure or course rules resulting from the new course. If the current course can be taught out
(no changes to structure, units) for the termination period a separate transitional arrangement form is not
required.
Example: The Bachelor of Nursing (pre-registration) is being accredited as the Bachelor of Nursing. There are
numerous changes to core units. Students that have commenced the current course can continue in the course
which they are currently enrolled into. Further consideration is needed on how the new course requirements will
effect students in the current course (refer to Transitional Arrangements). In this case students in the current
course would be encouraged, wherever possible to transition to the new course, and would not be subjected to the
general course transfer rules.
Dual and Double Degrees
If proposed, the school must ensure that any dual degree courses have been developed in collaboration with the
relevant academic staff from other school/s. Ordinarily the student will be required to enrol in both courses
comprising the dual award. If a student is able to enrol in one course but will graduate with two awards the dual
award is known as a double degree.
Dual and Double degree courses must be accredited in their own right and be designed such that the total volume
of learning (measured by credit points) is less that the volume of learning of the two component courses added
together. Double degree awards are usually listed under the field of study of the ‘host’ award. The entry
statement should alert applicants to the existence of double/dual degrees. Each of the two component awards
must also be accredited.
When completing Stage 1 Resource and Planning for a Dual or Double degree the Business case is not required to
be completed as it is collected in the individual components of the two course submissions.
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2 Course Information
2.1 Course Overview Information
Course Code
New codes may be allocated if the current code does not conform to the Unit and Courses Policy, regardless of
whether they are new, reaccredited or redeveloped. Schools can suggest course codes using the following
convention, a1aaa#:



α1 = The AQF level of the course/s, based upon the conversions in table below
αααα = the four letter Descriptor code describing the course/s. Ordinarily these four letters will be
derived from the relevant ASCED field of education rather than the organisational entity (e.g. Faculty or
School) providing the course. Where a three letter Descriptor code is used a 0 (zero) will take the place
of the fourth letter.
# = the version.
The following table indicates α1
α1 Course Type/s
α1
Course Type/s
Z
Non-Award
M
Diploma / AD
Y
Diploma*
L
Diploma / Bachelor
X
Advanced Diploma or Associate
Degree (AD)*
K
Diploma / Bachelor Honours
W
Bachelor*
J
AD / Bachelor
V
Bachelor Honours
I
AD / Bachelor Honours
U
Graduate Certificate*
H
Bachelor / Masters
T
Graduate Diploma*
G
Grad Certificate / Grad Diploma
S
Masters (by Coursework and
Extended)*
F
Grad Certificate / Masters
R
Masters Research
E
Grad Certificate / Masters Research
Q
Cert 4 / Diploma
D
Grad Diploma / Masters
P
Cert 4 / AD
C
Grad Diploma / Masters Research
O
Cert 4 / Bachelor
B
N
Cert 4 / Bachelor Honours
A
Doctorate**
Please contact ART if you need further guidance regarding Course Codes.
Course Titles
This is the title of the course that the student will be enrolled into. It appears in the Course Catalogue, SATAC and
on the students enrolment record. It is not necessarily the Award Title that is issued on the Testamur.
Principles for Determining Course Titles
o consistency with the provisions of the Australian Qualifications Framework;
o consistency with the Units and Courses Policy;
o accurate representation of course content;
o facilitation of promotion and marketing;
o requirements of professional bodies;
o consistency with nomenclature of similar degrees in other Australian Universities;
o whether the title is easily recognised by prospective students, employers and other stakeholders;
o whether the title is unambiguously identifiable with the level, broad disciplinary content, and
(where applicable) professional orientation of the program;
o sustainability in the long term;
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o
o
o
o
the level and scope of graduate achievements;
consistency international nomenclature;
consistency within a nested set of qualifications;
clear differentiation between research and coursework awards.
Host Faculty
This is the Faculty that is responsible for the course overall.
Sector Code
As CAPS is used for both Higher Education and VET, this question just confirms the sector is HE.
Start Date
The year in which this course or course version will commence. This has a direct relation to the accreditation cycle
in which the course is being accredited. This should always be the 01/01/YYYY. This date ensures that the course
is made available for the admission period and that it is reported correctly to the Department of Education. If for
any reason you think that the course needs to commence on a different date please contact [email protected].
Course Review Date
Each course has a set accreditation review date. This date indicates when the course must next be reviewed and
reaccredited. The standard review period is 5 years however due to a number of reasons including external body
requirements, a course may require a shorter accreditation review period. The review date is recorded against the
course, such as 31/12/2016 for a course due for reaccreditation in the 2017 cycle.
Courses that are not reaccredited by the accreditation review date are expired and no new students may enrol in
the course.
The review date should always be recorded as 31/12/YYYY (YYYY = start date year plus 4 years).
How The Questions Appear In CAPS
Course Overview Section 1 Notes
Course Code
Course Title
Faculty
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Sector
Start Date
Review Date
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Course Type
CDU is required to record and report a Course Type for each HE course, these codes and terms are defined by the
Australian Government Department of Education.
 01 Higher Doctorate
 02 Doctorate by research
 12 Doctorate by coursework
 14 Masters (Extended)
 03 Masters (Research)
 04 Masters (Coursework)
 05 Postgraduate Qualifying or Preliminary (for Masters, Doctorate or Higher Doctorate)
 06 Graduate Diploma/ Postgraduate Diploma (pass or honours) involving new academic, professional or
vocational area
 07 Graduate Diploma/ Postgraduate Diploma (pass or honours) extending skills and knowledge in a
professional area previously studied
 11 Graduate Certificate
 08 Bachelors Graduate Entry
 09 Bachelors Honours
 10 Bachelors Pass
 13 Associate Degree (Do Not select 413 for HE Associate Degrees)
 20 Advanced Diploma
 21 Diploma
 22 Other undergraduate award course
 30 Enabling course
 41 Cross Institutional program for undergraduate courses at home Higher Education Provider
 42 Cross Institutional program for postgraduate courses at home Higher Education Provider
 50 Non-award course (including Bridging for overseas trained professionals)
AQF Level
The AQF level summaries are statements of the typical achievement of graduates who have been awarded a
qualification at a certain level in the AQF. For further information regarding the AQF levels and requirements
please visit: http://www.aqf.edu.au/aqf/in-detail/aqf-levels/
Government Special Course Type Code
These codes and terms are defined by the Australian Government Department of Education; the code identifies
courses of special interest to the department. These include;







00 Not a course of special interest
21 A general nursing course required for initial registration
22 A course providing initial teacher training
23 A course of study in medicine, completion of which would allow provisional registration as a medical
practitioner by an authority of a State, a Territory or the Commonwealth
25 A course of study in veterinary science, completion of which would satisfy the academic requirements
for registration as a veterinary surgeon or veterinary practitioner by an authority of a State, a Territory or
the Commonwealth.
26 A course of study in dentistry, completion of which would satisfy the academic requirements for
registration as a dentist by an authority of a State, a Territory or the Commonwealth.
27 A course of study in clinical psychology (as defined in the Commonwealth Grant Scheme Guidelines).
Unless the course is specifically listed against numbers 21 – 27 above, select 00 Not a course of special interest.
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Standard Full Time Completion
Standard load means a real or notional program of learning which a full-time student would be required to
undertake in a full year of a particular course. The University has adopted 80 credit points as its standard load.
Therefore a 240cp award = 3 years full time study
This also has a relationship to unit offerings and study plans. If for any reason students can not undertake this
course on a full time basis it needs to be clearly expressed in this section as this may affect marketing and
demand.
The duration of the course must be consistent with the Australian Qualifications Framework and be competitive
with other like providers of the same or similar courses.
The standard load will display as the number of years x 10.
Example 3 years = 30
If the course is not offered full time leave this question blank.
Standard Part Time Completion
This is generally twice the standard full time completion.
The part time load will display as the number of years x 10.
Volume of Learning/Duration
The Volume of Learning identifies the notional duration of all activities required for the achievement of the
learning outcomes associated with a particular AQF qualification type. There are specific volumes of learning
(minimal course durations) set for each course type in the AQF. Further information about the volume of learning
can be found in the AQF. http://www.aqf.edu.au/aqf/in-detail/aqf-levels/
Credit Points
Credit Points (CP) are a mechanism for determining the study load required to meet learning outcomes. Unit
study loads are measured by CP, as are total study loads for courses.
1 EFTSL = 80CP, or a full time study load.
1 EFTSL = 1200 study hours
For example to record the total CP for a 3 year degree = 240 credit points
Any variation from the standard load needs consideration and an in-depth explanation provided.
Hints for course structure development
Therefore 10CP = 150 study hours (including contact hours)
Coursework Units are normally 10CP.
WIL or Research Units may be 10, 20, 30 or 40 CP.
Only in exceptional circumstances will Units of other CP values be permitted.
Some Units, particularly some WIL Units, may have 0CP but still be a course requirement. The academic results of
0CP Units do not affect a student’s GPA (which is restricted to a calculation of those Units in which the learning is
directed or supported by CDU).
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How the questions will appear in CAPS
Course Overview Section 2 Notes
Course Type
AQF Level
Full time
Part time
Volume of
Learning
Does it align
Credit points
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Contact Information
The contact details serves to advise the Learning and Teaching Committees who is the most appropriate staff
member to represent the submission. The contact name should be a permanent staff member, such as the Course
Advisory Group Chair, Theme Leader or Head of School, who can give information about the course and answer
any questions about information written in the R&P. An alternate name is required should the first contact be
absent.
How the questions will appear in CAPS
Course Overview Section 3 Notes
Course
Proposer
Contact
details
Alternative
Contact
Contact
details
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2.2 Course Ownership
This identifies which school has ownership over the course. Some courses may be owned by more than one
school, such as in Dual or Double award courses. When there are two schools the percentage should be set at
51% for the first school and 49% for the second school. This indicates which school has overall responsibility.
How the questions will appear in CAPS
Course Ownership Notes
Host School
Percentage
Is there more
than 1 school
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2.3 Course Award (Award Title)
In some instances the award title may be different from the course title. Example: A course title of Bachelor of
Laws (Graduate) may lead to an award title outcome of Bachelor of Laws.
Naming Conventions:
o Award Titles shall normally commence with the name of the Qualification Type (e.g. Diploma,
Bachelor, Master).
o Adjectives such as “International” or “Executive” may be used as the first word of a qualification
title when a sound case can be made that suggests the nature of the qualification itself merits the
descriptor. Where the descriptor aligns with the field of study, rather than the qualification itself,
it should come after the name of the qualification type. Parenthesis may not be used for award
titles, except in relation to the inclusion of Majors. The term Honours is now part of an award title
and should not be in parenthesis. Terms such as ‘graduate’ that may be included in the course
title will need consideration regarding their inclusion in the award title.
o Minors will not be included in the Course Title.
o Abbreviations, acronyms and the ampersand (&) will not normally be used, and punctuation will
be kept to the minimum necessary for grammatical correctness.
Post-Nominals
The post-nominal is the abbreviated title of an award that a graduate is entitled to list after their name. The postnominal is not the same as the course code, although sometimes they may by coincidence appear identical. PostNominals have three components – course type of abbreviation, field of study abbreviation and awarding
university. For the purpose of course accreditation the post nominal do not need to include the university.
Refer to section 4.6.4 of the Units and Courses Policy.
How the questions will appear in CAPS
Award Title Notes
Award Title
Is this different from
the course title
(why?)
Post-nominal
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2.4 Majors and Specialisations
Bachelor degrees are the only qualification which may have majors. A major is an approved series of units which
develops a coherent academic theme culminating in advanced level units within a course leading to the
qualification of Bachelor degree. A major area of study constitutes a substantive quantum of learning within a
qualification. A graduate’s major may appear on the Testamur in parenthesis. Specifications for majors are
detailed in the Common Course Rules for Bachelor Degrees.
Award courses other than Bachelor may have specialisations. A specialisation arises where there are different
academic foci within a course that warrant separate recognition, but where the differences are still within the
cognate field of study on which the course learning outcomes are based.
How the questions will appear in CAPS
Major
Majors will usually appear on the Testamur however there may be a reason why the major should only show on
the Academic Transcript and in AHEGS. Therefore, in CAPS there is the option to select if the named major should
appear on the Testamur or not.
Each major may have its own post-nominal e.g Bachelor of Commerce (Management) BCom(Mgmt); Bachelor of
Engineering Honours (Chemical) BEngHons(Chem). Refer to section 4.6.4 of the Units and Courses Policy for
further information.
Majors are generally awarded at the end of the course when a student has completed the requirements for that
Major. In special circumstances the student may be required to pre-select their major at the time of admission to
the course. This will only occur when there are different entry requirements for each of the majors. For example
students applying for the Bachelor of Education (Graduate Entry) that wish to complete the Secondary Teaching
major must have completed the specific admission requirements for this major prior to entering the course.
Please confirm with ART if the course major is to be selected at time of admission.
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How the questions will appear in CAPS
Specialisation
A graduate’s specialisation does not appear on the Testamur but does appear on the Academic Transcript and
AHEGS. There are no specifications detailing the minimum requirements to award a specialisation, however similar
to majors, specialisations must represent a substantive quantum of learning within the award. The course
structure will need to demonstrate that there is significant academic foci deviation that warrants separate
recognition. As such, the course structure is collected at the R& P stage.
Each Specialisation may have its own Post-nominal e.g Master of Business Administration (Management)
MBA(Mgmt) Master of Engineering (Chemical) MEng(Chem).
Generally specialisations are awarded at the end of the course when a student has completed the requirements
for that Specialisation. In special circumstances the student may be required to pre-select their specialisation at
the time of admission. This is reserved for courses where the entry requirements differ between specialisations.
For example
A student applying for the Master of Engineering that wish to complete the Chemical Engineering specialisation
must have completed the specific requirements for this specialisation prior to entering the course. Please confirm
with ART if the course specialisation is to be selected at time of admission.
When is a specialisation not a specialisation?
Sometimes it might be necessary to group units by discipline in order to provide students guidance; however it
might not be a ‘Specialisation’. For example, a course could include cross discipline specialist electives that are
grouped to provide assistance to students in unit selection, based on previous study or career orientation.
Students may complete units from any one stream or across a number of streams. In these cases select ‘NO’ to
the specialisation appearing on the Academic Transcript (note it will also not appear in the AHEGS) and a postnominal should not be included.
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How the questions will appear in CAPS
How completed information will appear in CAPS
Majors and Specialisation
Are there
Majors/Specialisations
within this course?
If yes, what is the title
and Post-nominal?
Are they captured at
the end of the award
when the student has
completed the
requirements?
2.5 Field of Education
Field of Education
The university is required to determine the intrinsic nature of the course as a whole by reference to the Australian
Standard Classification Education coding rules.
A field of education is defined by the subject matter of an educational activity. Fields of education are related to
each other through the similarity of subject matter, through the broad purpose for which the education is
undertaken, and through the theoretical content which underpins the subject matter.
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The Field of Education is measured operationally in terms of the following criteria:
 theoretical content;
 purpose of learning;
 objects of interest;
 methods and techniques; and
 tools and equipment.
Note that the FOE impacts fees payable by students and the government funding received by CDU.
Field Of Education Broad Fields
01
Natural And Physical Sciences
02
Information Technology
03
Engineering And Related Technologies
04
Architecture And Building
05
Agriculture, Environmental And Related Studies
06
Health
07
Education
08
Management And Commerce
09
Society And Culture
10
Creative Arts
11
Food, Hospitality And Personal Services
12
Mixed Field Programmes
Some courses might have more than one FoE, these are generally Dual and Double award course.
For further information and definitions go to the ASCED website.
http://www.abs.gov.au/ausstats/[email protected]/0/6E04E37B83201BCFCA256AAF001FCA5D?opendocument
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How the questions will appear in CAPS
Field of Education Notes
Field of Education
Code
Description
Would the majority
of the units be
classified the same?
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3 Business Case
This section asks you to explain why the course should form part of CDU’s Higher Education profile; what
investigations have been made in relation to market demand? Who is the target market and what has been
considered in regards to making it successful/beneficial to CDU?
The Business Case is broken into 7 main sections which will each need to be addressed.
o Strategic Significance
o Benchmarking
o Industry and Student Demand
o Competition
o Market (student demographic)
o Risk
o Collaborative Arrangements
How the questions will appear in CAPS
The 7 sections above all appear in CAPS as rich text fields (example below). Each text box can take up to 4000
characters which is around 600 words. If you believe you need to provide more information to support your
business case you can attach further documentation to this section.
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Strategic Significance
This section relates to how the introduction of the new course or reaccreditation of a current course is aligned to
the specific goals of the school, the direction of the faculty and the future plans for the university.
Information that might be included in this section:
o Teaching and learning strategies
o Market presence strategies
o Research strategies
o Pathway strategies
o Collaboration strategies
Strategic Relevance Notes
How does your
course align with the
future of the
school/faculty/CDU?
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Benchmarking
Throughout the accreditation process you will be asked to provide evidence of the benchmarking activities
undertaken. Elements of the course/units should be benchmarked, such as (but not limited to); course/award title,
duration, learning outcomes and approaches to learning, teaching and assessment.
There are four levels of benchmarking which should be considered:
o Sector level - The Higher Education Standards Framework (TEQSA) state that ‘the academic standards
intended to be achieved by students and the standards actually achieved by students in the course of
study are benchmarked against similar accredited courses of study offered by other higher education
providers.
o Discipline level – this comparison may include both benchmarking specific discipline attributes at
other institutions and the industry or external body requirements, activities, trend or future plans.
o Institution level – this is a comparison with other areas of the university and is not just limited to
Higher Education.
o Qualification level – comparison with awards at the same level. The AQF is helpful with this exercise
as it provides the following information;
o The learning outcomes for each AQF level and qualification type.
o The specifications for the application of the AQF in the accreditation and development of
qualifications.
o The policy requirements for issuing AQF qualifications.
o The policy requirements for qualification linkages and student pathways.
Benchmarking Notes
Is my course in line with
others in the sector and
the discipline?
Are the outcomes
comparative with other
courses at the same
level?
Are the learning,
teaching and
assessment practices
comparative to
school/faculty/university
and sector (where
relevant)?
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Industry and Student Demand
As part of the R & P process you will need to provide information relating to the demand for the course. This
includes both the demand from a student perspective as well as from an industry/community perspective.
An analysis of the student market within the Northern Territory, within Australia and internationally should be
undertaken. The Office of Marketing and Planning can assist with conducting a brief scan of the environment to
support data collected by the School. There may be specific Industry/Government support for this course or
changes to regulatory requirements. Such evidence should be attached in CAPS.
TEQSA requires that realistic projections of student demand are supplied; therefore informed data on the number
of enrolments the course will attract for at least 5 years should be included. This data will help to inform the
decision as to whether there is enough demand to support the development and maintenance of the course.
Industry and Student Demand Notes
Is there a demand for
this course?
Where from and
why?
What are the
projected
enrolments?
What might influence
these enrolments?
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Competition
Consider what other courses might be competing for the same student demand. These could be similar courses at
other institutions or other courses (VET and HE) that would attract the same cohort of students and/or give the
same outcome from a student perspective. List the strategies in place to ensure the demand needed to run this
course can be achieved within the competitive environment.
Competition Notes
Who are my
competitors?
Are there known
future competitors?
What can we do
about them?
If there is a large
amount of
information please
include it in an
attachment.
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Market (student demographic)
An analysis of the student market within the Northern Territory, within Australia and internationally should be
undertaken. The Office of Marketing and Planning can assist with conducting a brief scan of the environment to
support data collected by the School. Identify what the school will be doing to attract each of the demographic
groups to enroll in the new course (if applicable).
Market (student demographic) Notes
Who is the target
market?
How can we attract
them?
Is that market
stable?
Risk Management
Identify any potential risks to the implementation and continuation of the course. Risks could include but are not
limited to: inability to secure placements, changes in industry requirements, limited market (potential students) or
reliance on a third party provider to provide learning activities.
Risk Notes
What factors could
influence this course?
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Collaborative Arrangements
Consider: Is there any other School, including VET, within CDU which is involved in the teaching or delivery of this
course?
Is there any outside institutions which are involved in the teaching or delivery of this course? This may include
arrangements for practicums, work placements or work experience.
Collaborative Arrangements Notes
What collaborative
arrangements are in
place for this course?
Are there specific
terms that need to be
documented?
Have the terms been
agreed to by all
parties involved?
Are negotiations
ongoing?
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Professional Accreditation
Does this course require professional registration/accreditation for employment or market reasons?
If so further information should be given in relation to:
 Whether the current course is accredited
 If this course requires new accreditation or reaccreditation
 Who is the external accreditation body
 What is the specific timing of the Professional Accreditation
Consideration is needed regarding the timing of the external accreditation as this can vary between disciplines, i.e.
can external accreditation only be completed after the course is internally accredited? Can both accreditation
processes be undertaken simultaneously? Will external accreditation be received before student admissions
open?
How the questions will appear in CAPS
Professional Accreditation Notes
Is there a
professional body?
Is professional
accreditation
required?
What are the terms
of professional
accreditation?
Does the timing
affecting the
internal
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accreditation
process
Nested and Integrated Courses
An Award Course that has one (or more) lower AQF level courses entirely contained within it is known as an
Integrated Course. The lower level course is known as a Nested Course. Collectively they are known as a Course
Nest.
Each Award Course within a Course Nest must be accredited in its own right, and must be consistent both as a
stand-alone Course and in the context of the Course Nest. The award may (but not necessarily) be accredited as an
Exit-Only Course.
This question forms part of the business case analysis as it can indicate the sharing of resources between awards,
as many of the units for a course could have already been developed or will be developed for inclusion within two
or more courses.
Nested and Integrated Course Notes
Are there other
courses that
integrate into or
nest within this
course?
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Course Quota
Identify if there are any restrictions that may affect applications and enrolments from students and include
details. This could include student enrolments being capped, external association information regarding
employment opportunities of graduates and other external/internal factors that will limit the number of student
enrolments. Course quotas can affect the viability of the course.
Course Quotas are not entry requirements
How the questions will appear in CAPS
Course Quota Notes
Is there any reason
why CDU would
need to limit the
number of
enrolments?
What would the
limit be (to be
represented as a
number of
students)
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4 Course Resources
4.1 Total Additional Resource Costs
Can both the development and delivery requirements of this course be addressed within the current resource
allocations? Are there any additional resource implications that need consideration?
This section should only be completed if the course development and delivery activities cannot be undertaken
within the current/proposed resource allocation.
Ensure any additional resource requirements are sufficiently detailed to support any proposed course and unit
development activities.
Source of funding should be identified. Possible sources could include: School, Faculty, Grant or Special Initiative
Project.
Please note that the R&P process is not a Learning and Teaching Budget Reallocation exercise, and that all costs
associated need to be discussed and approved at a School/Faculty level.
Approval of the Resources and Planning submission by the Faculty PVC acknowledges the requirements for all
resources listed and confirms funds have been sourced or will be acquired in time for course development and
delivery.
How the questions will appear in CAPS
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Total Resource Cost Notes
Staffing
Provide detail, e.g.
additional academic staff
required for delivery
Infrastructure
Provide detail, e.g.
purchase of equipment,
IT/software licenses,
provision of additional
space
Course/Unit Development
Provide detail, e.g.
educational design,
development of
course/unit materials
Library and Information
Services
Are additional resources
required – have these
areas been consulted?
Initial cost of registration
with professional body.
Other ongoing costs
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How completed information will appear in CAPS
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4.2 Staffing Requirements
This section refers to the human resources that are required to deliver the course as well as ensuring that the
staff employed have the required qualifications. This information is required by TEQSA. Further details can be
found in the TEQSA Higher Education Threshold Standards.
Current Staff: Identify the names of current staff who are suitably qualified to develop/run the course and who
have capacity within their current workload to do so. Indicate the academic level of the staff member and the
theme they belong to. Identify if the current staff member is research active.
Current Staff
How the questions will appear in CAPS
Current Staff Notes
Who are the
current staff
members?
What level are
they employed
at?
What is the
highest level
qualification
achieved by each
staff member?
Are they
employed in a
specific theme?
Are they research
active?
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Additional Staff
Identify if any new staff are required to develop and/or run the course. Include the academic level of the new
staff members and the minimum qualification required for the position.
Refer to the Charles Darwin University Enterprise Agreement regarding salaries and allowances for each academic
level.
How the questions will appear in CAPS
Additional Staff Notes
What academic
level is required?
What is the
highest level
qualification
required?
Will they
employed in a
specific theme?
Required full
time?
How completed information will appear in CAPS
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5 Unit Development
5.1 Unit Development – New Units
This section indicates the curriculum design requirements in the form of unit development that is needed for the
implementation of the course/course version.
New units are any unit that is uniquely new.
A new Unit code can be suggested by the school at this point (using the appropriate convention e.g. aaa# ##)
however, to ensure compliance with the Units and Courses Policy, all unit codes must be confirmed by the
Accreditation and Registration team prior to accreditation.
If a new unit is replacing a current unit, the previous unit code must be supplied in this screen. New units may or
may not be equivalent to the current units being discontinued.
The semester and year of introduction is vital to ensure that unit development can be achieved before enrolment
is required. Sometime the introduction of new units can be staggered, for example a third year unit of a
Bachelor’s degree could be implemented a year after the course is introduced. CAG’s and schools need to
consider the requirements of the course and when students will undertake this unit (i.e. are there credit
pathways or transition arrangements that may lead to a student being required to undertake this unit at a specific
time).
During Stage 2 of the Course Accreditation and Registration Process a Unit QA will be required for each unit listed.
Evidence should be provided to demonstrate that sufficient resources are available to accommodate the
proposed course/unit introduction or redevelopment and ensure an appropriate standard of teaching and
learning quality.
How the questions will appear in CAPS
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Unit Development – New Unit Notes
What is the new
unit? Is there a
recommended
unit code?
Who will
coordinate this
unit?
How does it fit in
the course
structure
(Core/SE)?
Is it replacing
another unit?
When will the
new unit begin?
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5.2 Unit Development – Redeveloped Units
Redeveloped units are current units that are being redeveloped in such a manner that a new unit code is
required. Essentially these are new units however this screen captures the relationship to the current unit or
units while acknowledging that unit development may be less intensive then that of a new unit. Generally
redeveloped units replace a current unit.
A new Unit code can be suggested by the school (using the appropriate convention e.g. aaa# ##) however, to
ensure compliance with the Units and Courses Policy, all unit codes must be confirmed by the Accreditation and
Registration team prior to accreditation.
Redeveloped units may or may not be equivalent to current units being discontinued.
The semester and year of introduction is vital to ensure that unit development can be achieved before enrolment
is required. Sometime the introduction of new units can be staggered, for example a third year unit of a
Bachelor’s degree could be implement a year after the courses is introduced. CAG’s and schools need to consider
the requirements of the course and when students will undertake this unit (i.e. are there credit pathways or
transition arrangements that may lead to a student being required to undertake this unit at a specific time).
During Stage 2 a Unit QA will be required for each redeveloped unit listed in the R&P.
How the questions will appear in CAPS
Unit Development – Redeveloped Unit Notes
What is the
redeveloped unit?
Is there a specific
unit code?
Who will
coordinate this
unit?
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How does it fit in
the course
structure
(Core/SE)?
Is it replacing
another unit?
When will the
new unit begin?
5.3 Unit Development – Reaccredited Units
This section refers to currently accredited units being revitalised in a manner that does not require a new code.
Reaccreditation can include new title, minor amendments to unit learning outcomes, amended assessments, new
teaching modes or learning methods. It means that the core unit learning outcomes and links to course learning
outcomes remain the same.
For Example:
Current learning outcome: Identify and analyse practical issues in community development
Amended to: Identify and analyse practical issues when applying key themes, concepts, principles and theoretical
foundations of community development.
This change is not significant enough to warrant a new code. i.e. a student that completed the unit previously has
the equivalent learning to a student who will complete the unit in the future.
The semester and year of introduction is vital to ensure that unit development can be achieved before enrolment
is required. CAG’s and schools need to consider the requirements of the course and when students will
undertake this unit (i.e. are there credit pathways or transition arrangements that may lead to a student being
required to undertake this unit at a specific time). Consideration also needs to be given in relation to when the
current version of the unit should cease to exist.
The proposed changes to curriculum must be consistent with current indications of teaching and learning quality,
including data from surveys (SELT, CEQ, CDU my CEQ), trends for enrolment and retention, student forums and
benchmarking activities.
During Stage 2 a Unit QA will be required for each unit.
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How the questions will appear in CAPS
Unit Development – Reaccredit Unit Notes
What is the unit
being
reaccredited?
Who will
coordinate this
unit?
How does it fit in
the course
structure
(Core/SE)?
When will the
new version of
this unit begin?
5.4 Unit Development – Discontinued Units
List the units that will be discontinued as part of the accreditation of this course.
Check that the units proposed for discontinuation are not part of core or specialist electives in any current or
discontinued courses. Note: this may include courses outside this discipline/school and/or Faculty. Search the
CDU course catalogue to find the courses to which the units belong.
http://stapps.cdu.edu.au/f?p=100:30:4731699693560220 You can enter the unit code into the Keyword field in
the Course catalogue to find the courses to which a unit is attached to.
Discontinuation dates must take into account any current student requirements and are linked to the course
termination date. Consider what is the last date that a student might enrol in this unit in order to meet the
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requirements of the course.
If a unit is being replaced by a new or redeveloped unit, does this new/redeveloped unit replace the discontinued
unit? Consider if this unit forms part of another course or is required for student continuing in an older version of
this course. If this is the case these stakeholders will need to be contacted and should appear in the collaboration
section.
How the questions will appear in CAPS
Unit Development – Discontinued Unit Notes
What is the unit
being
discontinued?
Is it being
replaced?
By what?
What is the last
year it will be
offered?
What other
courses are
affected?
Who do we need
to contact
regarding the
discontinuation of
this unit?
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6 Student numbers and targets
6.1 Course Load
Previous Course Load
If this is a reaccredited course or a course that is superseding/replacing a current course the previous course loads
need to be included. This data should be as accurate as possible, however the current years load will not yet have
been finalised, therefore this will need to be estimated.
Course load information enrolment data is available on the CDU intranet.
https://intranet.cdu.edu.au/teachinglearning/stats/Pages/default.aspx
If you do not know how and/or do not have access to the enrolment data for the current course please contact
the AR Team.
Course Load Projections
The figures should be based on student load not enrolments. Ensure projections are realistic and that evidence
has been used to make these projections. The overview of the evidence forms part of the business case section.
Ensure the projected course load justifies any proposed new/redeveloped unit activities.
Previous course load and future projections should be recorded in EFTSL. EFTSL is the Equivalent Full-Time Study
Load for a student undertaking a course of study over one academic year.
At Charles Darwin University 80 credit points is equivalent to 1.000 full time study load (EFTSL), therefore 10
credit points is 1/8 of this or 0.125 EFTSL - 20 credit points is 1/4 of this or 0.250 EFTSL - 40 credit points is 1/2 of
this or 0.500 EFTSL
How the questions will appear in CAPS
Course load information Notes
Commonwealth
Government
Supported Places
(CGS) (HECS-HELP)
International Fee
Paying Students
(IFP)
Domestic Full Fee
Paying Students
(DFP)
Other
Estimate next
years load (the
last year of
current
accreditation
period)
This year
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Last year
Year before last
The first year of
implementation
The second year
of
implementation
The third year of
implementation
The fourth year of
implementation
How completed information will appear in CAPS
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7 Course Offerings
7.1 Course Admission
Admission periods indicate when a course will open for admission. It is important to note that admissions open in
the first week of August for the following years intake.
Year of Introduction
This is the year that this course or the new course version (if reaccredited) will be first implemented.
Semester of Introduction
This is semester in which this course or course version will commence. This is generally semester 1 – only under
special circumstances will a course be approved for commencement in another period. Please note that all
courses regardless of the semester of introduction have the same national reporting deadline (i.e. a course that
commences in semester 2 must still meet the accreditation submission deadlines as a course commencing in
semester 1).
School leavers
Some courses such as post graduate and grad-entry courses may not be available to school leavers.
Domestic Student Admission Periods
Consider if the course can be open for admissions (that is when a student can commence the course) in one, two
or all three semesters. This will rely on when units are proposed to be offered and the sequencing of when units
should be undertaken (i.e. assumed knowledge and pre-requisites).
Generally it is expected that a student can commence the course in a fulltime capacity in that admission period
and a study plan for each semester is required as part of the Course QA.
Where a school would like to open a course for admission, however a fulltime plan is not available, additional
information will be required. This should be provided in the additional details section.
For example:
Students may commence this course in Summer Semester however only the common units can be undertaken in
semester or Summer Semester entry is part-time only.
International Student Admission Periods
The considerations regarding admission periods must also be applied to international students; including the
course being made available on a fulltime basis for each semester selected.
For further information regarding the requirements for international students please contact the Office of
International Services [email protected] or call 08 8946 7215.
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How the questions will appear in CAPS
Course Admissions Notes
Year and semester of
introduction
Is this course available
to school leavers?
When can students
commence this course?
Are there sufficient
units and an
appropriate
progression for each of
these entry points?
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CRICOS Registration
CRICOS -Commonwealth Government Register of Institutions and Courses for Overseas Students.
Each course that is available to international students on a student visa must have its own unique CRICOS code.
If this is a continuing course with no change to the course title and it is already CRICOS registered the current
code should be noted.
If this course (or course title) has not been registered before and international students are a market a CRICOS
code must be requested. For further information regarding the requirements for CRICOS registration please
contact the Office of International Services [email protected] or call 08 8946 7215.
Funding Sources
Commonwealth Government Supported Places means a place which is offered to Domestic students at an
approved Australian Higher Education provider, where the Commonwealth Government pays a percentage of the
value of that place directly to the Provider, the remainder of which must be paid by the student. The student may
either pay this remainder up front or may defer payment through HECS-HELP provisions. The Commonwealth
contributes to the cost of these places through the (CGS). Some courses may not be eligible for Commonwealth
Grant Scheme funding and therefore may only be available as Domestic Full-Fee. Domestic Full-Fee student (FEEHELP) is a domestic student who is enrolled in a course that is not Commonwealth supported.
How the questions will appear in CAPS
CRICOS and Funding Sources Notes
Is this course being offered
to international students?
Does it currently have
CRICOS registration?
What funding is applicable?
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7.2 Proposed Course Offerings
Include information about each student cohort, the offering location and course offering options for each cohort.
To indicate internal select the campus in which the internal offering relates to. All or the majority of units must
be available internally at this campus (at least 75% of the course if available to international students). If not all
units are available internally at this campus select ‘combination of internal and external units of study.’
To indicate an external course offering select ‘external’ rather than a campus.
If there is some on campus requirements (generally for professionally accredited awards) select ‘available
externally with some on-campus attendance requirements’.
Additional information should include any planned changes to unit location/modes and learning methods that
alter any current course offerings as altering these can affect the course offerings and may affect the students
ability to complete the course.
Example: Units that form part of the course will no longer be offered at Alice Springs, therefore an Alice Springs
course offering cannot be advertised.
How the questions will appear in CAPS – Select location
How the questions will appear in CAPS – Select offering option for a campus (internal)
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How the questions will appear in CAPS Select offering option for external
CRICOS and Funding Sources Notes
How will this course
be offered?
Is this consistent with
proposed markets
identified in the
Business Case?
Can the
current/proposed
unit offerings support
the proposed course
offerings?
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8 Course Structure
8.1 Course Structure Overview
The course structure is captured in stage 1 R&P and then confirmed in stage 2 QA.
A proposed draft course structure is required at the R&P stage to ensure that there is a correlation between the
requirements of the course and;







Appropriateness of the award title
New units and redeveloped units
Discontinued units
Course offerings
Admission periods
Volume of learning, credit points and standard loads
Reaccreditation v Superseding
The structure presented at R&P is not necessarily the final version and will not be used for publishing to the web.
However it will provide information regarding the validity of the structure and direction for further development
during stage 2 QA.
This section should be complete with reference to the Common Course Rules.
http://www.cdu.edu.au/governance/lt.html
Leave those sections that are not relevant to the course blank.
Complete the course structure template provided in CAPS and attached it to the Proposal.
DRAFT - Course Structure
Credit
Unit type
Points
Common
**cp
Specific requirements
Does this course have Common units?
Is there a preference between CUC100 or CUC106
CUC107 Cultural Intelligence and Capability (compulsory)
Plus either:
CUC106 Design and Innovation: Communicating Technology or
CUC100 Academic Literacies
Core
( **units)
**cp
Compulsory Core units totaling ** credit points as per list of units
detailed below:
Specialist
Electives
( **units)
**cp
Specialist Elective Units totaling ** credit points selected from the list of
available units detailed below:
Research Units
(**units)
**cp
Research Units totaling ** credit points selected from the list of
available units detailed below:
Electives
(** units)
**cp
Units totaling ** credit points selected from *undergraduate* units
offered by the University
Course Total **cp
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How the questions will appear in CAPS
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9 Course Transitional Arrangements
9.1 Transitional Arrangements
Redeveloped/Superseded Course
Identify the course or courses that will be replaced/superseded.
Examples: The (ADENG) Associate Degree in Engineering superseded the (ADIPEN) Advanced Diploma of
Engineering. The Bachelor of Education Graduate Entry replaced the Graduate Diploma of Teaching and Learning,
the Bachelor of Early Childhood Learning and the Bachelor of Teaching and Learning Inservice Early Childhood.
Transitional Arrangements for continuing students
During this stage further information should be provided regarding the considerations that have been made in
relation to, if and when students should be transitioned/transferred to the new award. This is a summary of what
the arrangements will be for continuing students.
Example: Students who have completed the 1st year (or less) should transition to the new award. Students who
have completed 2nd and commenced 3rd year cannot transition to the new award as completed units are not
equivalent and they will be disadvantaged.
Detailed Transitional Arrangements must be provided during Stage 2 QA.
Termination Period
Each course has a defined termination period within the common course rules for that course type. This is the
maximum period the superseded or discontinued course must remain active for continuing students. It is
calculated by adding the specified period to the last offering of the course.
Example: The termination period for a student undertaking a standard load for a 3 year bachelor would be 6 years.
Therefore students in a course that is offered for the last time in semester 2 2015 must completed or transfer
before the end of 2021.
Transition/completion arrangements for existing students must be clearly documented and disseminated to all
existing students.
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How the questions will appear in CAPS
Transitional Arrangements Notes
Is this course
replacing another
course?
What will happen
to the students in
the current
course?
What is the
termination
period in the
Common Course
Rule, is this
appropriate?
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10 Course Pathways
10.1 Pathways
Pathways can be from Higher Education to Higher Education courses, from VET to Higher Education courses and
from Higher Education to VET courses.
Pathways can be with or without credit.
Pathways without credit relate to same or similar discipline courses where a pathway ascending AQF levels is
expected, however does not entitle students to receive credit. Pathways without credit are usually entry
requirements.
Example: Bachelor of Nursing to the Graduate Diploma of Nursing
Pathways with credit relate to specific courses whereby a student will be eligible for credit towards this course on
the basis of a previous completed award.
Example: Diploma of Network Engineering to the Bachelor of Information Technology
Specific detailed mapping information is NOT needed at this stage but will be required during Stage 2 Course QA.
How the questions will appear in CAPS
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Course Pathways Notes
What are the
pathways into
this course?
VET?
Higher Ed?
Will credit be
awarded based
on this pathway?
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11 Course Published Information
11.1 SATAC and Other Published Course Information
Before completing this section course developers/proposers are encouraged to review the CDU course catalogue
and the SATAC guide to see how this information is presented. It is also recommend that the published
information on same or like awards from other providers is reviewed.
The information provide in this section is used to publish the course in the SATAC and CDU course guide.
It should give applicants enough information by which to make an informed decision regarding course selection.
CDU is required to finalise this information and submit it to SATAC in March of the year prior to implementation.
For reaccrediting courses the current information is to be sourced from SATAC www.satac.edu.au. Sections
such as Course Description, Course Structure Description and Professional Recognition can be copied from this
site.
Area of Study refers to where in the guide the course can be found and is used as a filter when searching SATAC.
Client Group
Specify the client group to be attracted to this course, who is it targeted at or who would benefit from
undertaking the qualification (Note this is not entry requirements).
Example: A Graduate Diploma advances a student’s knowledge in either a new or existing discipline. Therefore
the client group could be either those with a qualification and or experience in the same discipline wanting to
further their career or those from a non-related area wanting to a new career.
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How the questions will appear in CAPS
SATAC and other course publications Notes
In which SATAC
area of study
does this course
belong?
Who is this course
for?
Entry Requirements
This is to ensure that the correct admission/selection rules for applicants to this course are set up within the
SATAC system.
o
For Undergraduate courses select Yes if there is no variation to standard CDU admissions policy.
o
Select No if the proposed course entry requirements vary from standard CDU admissions policy.
Further information is required for postgraduate courses and courses not available to school
leavers.
Any entry requirements should be testable in that prospective students will be able to provide evidence that can
be unambiguously evaluated to determine whether they meet the entry requirements.
Apart from academic requirements there may also be additional entry requirements; such as interviews and
referee reports. If it is a requirement for entry into the award this information should be supplied here.
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How the questions will appear in CAPS
Entry Requirements Notes
Is this a standard
undergraduate entry
course?
If no, what are the
requirements for
entry?
Are there additional
non-academic
requirements?
Proposed Assumed Knowledge
Assumed knowledge is only applicable to courses available to School Leavers. It indicates a level of understanding
that is normally achieved through Secondary Education. Assumed knowledge should be unambiguous and
testable. It could include information such as: Background knowledge in a SACE/NTCET Stage 1 or Stage 2 subject
or an identified skill which is expected to enhance a student’s understanding of the content of a given tertiary
course.
An example of Assumed Knowledge is Stage 2 Chemistry.
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Statements such as ‘A knowledge of Stage 2 English and Physics would be an advantage’ should be avoided.
Knowledge of the subject matter is either assumed or it is not. The advantage to the applicant of having the
assumed knowledge is implicit in the subject or skill being listed as such.
How the questions will appear in CAPS
Assumed Knowledge Notes
Does this course
have assumed
knowledge?
If so why?
Criminal History Check Required
Requirements for Criminal History Checks need to be consistent with profession requirements.
Note that the Criminal History included in SATAC is a warning to students only. For any courses where a police
check is required, a separate process that requires students to provide evidence of a police check prior to being
permitted to start a placement will need to be implemented by the School/Faculty. Include information regarding
other necessary requirements such as; an Ochre Card, in this section
How the questions will appear in CAPS
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Criminal History Check Notes
Is this a
requirement for
entering the
course?
If so why?
Course Description
The Course Description must be concise, accurate and effective (e.g. attractive to prospective students). The
introduction should briefly outline the aims of the course. It is restricted to information directly related to the
course and should be written in neutral, non-competitive language. The introductory statement should not
include information generally applicable to all CDU students (eg references to financial assistance etc.)
General or contextual information should be avoided. Information about expected career outcomes is appropriate
but statements about rates of graduate employment should not be included.
Examples:
This program is designed to …
This program prepares students …
Petroleum engineers plan the development of …
Graduates are well prepared for positions such as …
Graduates will be equipped to work as …
Only one course description should be supplied. There is the option to record a different course description if
required for specific majors/specialisations. Please see section on Majors and Specialisation and confirm with
ART if this qualifies for a separate SATAC admission code.
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Course Description Notes
Course
description for
publication.
Course Structure Description
The course structure should provide an overview of the content of the course. The information should not
attempt to replicate the detailed information normally provided in the course catalogue.
The Course Structure Description should be consistent with the course structure, however, it should not be too
specific in listing names of specialisations, core and specialist elective units as the Course Structure will be
finalised at QA stage.
Lists of individual subjects should be avoided unless they are necessary to indicate the variety of available study
options (eg in a general arts or science degree or an award where students choose from a range of electives).
For most courses with a wide range of options, reference should be made to subject areas rather than listing
individual subjects (eg referring to ‘languages’ rather than listing all languages taught).
Examples:
The first year provides an introduction to … The second half of the course provides …
This program contains core studies in …
In the final year students undertake a major research project based on …
Students may choose from a range of specialist elective subjects …
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Only one course structure description should be supplied. There is the option to record a different course
structure description if required for specific majors/specialisations. Please see section on Majors and
Specialisation and confirm with ART if this qualifies for a separate SATAC admission code.
How the questions will appear in CAPS
Course Description Notes
Course Structure
Description for
publication.
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Professional Recognition or Membership
Provide information to a potential applicant about any professional recognition or membership graduands of this
course could receive. This section is restricted to professional accreditation that is a requirement for professional
practice. Caveats can be included where the course meets the educational requirements but not all requirements
for practice.
Example: Students are currently eligible for the following professional associations based on membership criteria
and can apply as individual members; Australian Council for Health Physical Education and Recreation (ACHPER),
Sports Medicine Australia (SMA), European College of Sports Science (ECSS) and Exercise Sport Science Australia
(ESSA). Graduates seeking Exercise and Sport Science Australia (ESSA) registration should refer to the different
requirements of the ESSA membership categories.
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Professional Recognition or Membership Notes
Statement to be published
to prospective students
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Dual and Double Degrees
This information is collected and presented in SATAC to advise potential students of Dual and Double degrees that
include this award.
How the questions will appear in CAPS
Double Degrees Notes
What double
degrees should
this course be
linked to?
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12 Course Consultation
Evidence of consultation is required where any course element may affect another discipline or school, such as;



Adding or removing a unit that is owned by another school
Reaccrediting, amending a unit that is included in any other course (such as a core or specialist elective)
VET consultation is required for all VET to HE pathways identified.
Where this is the case, key stakeholders should be members (or invited participants) of the Course Advisory
Group (CAG). It is not appropriate to include units from other schools without appropriate consultation, these
stakeholders should form part of the Course Advisory Group or detailed consultation should be provided.
Document in this section the consultation that has been undertaken and record the support from the appropriate
staff member.
Work Integrated Learning
Work Integrated Learning (WIL) Units are those units that require work experience set within a framework with
specified learning outcomes and assessable activities. These may also be referred to as placements, work
experience, internships or practicums.
For courses that require students to undertake Work Integrated Learning (WIL) provide evidence of
consultation/partnerships with industry/government that support the placement of students in the workforce.
This is required to ensure that student learning requirements can be met.
Under the Higher Education Support Act this type of learning at a unit level can affect course funding; as such
course developers need to consider how WIL will be directed/supported by CDU.
Further information can be found in the Department of Education’s Higher Education Administrative Information
for Providers
https://docs.education.gov.au/system/files/doc/other/higher_education_administrative_information_for_provid
ers_0.pdf
Office of Learning and Teaching Involvement
This R & P document should be completed with assistance from one or more members of the Office of Learning
and Teaching. Identify the involvement of the Office of Learning and Teaching in the completion of this form.
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13 More Information
Attach CAG meeting minutes to this screen or explain why there are no CAG minutes attached.
If there is any further information which supports the Resource and Planning proposal include it in this section of
the proposal.
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14 Course approval
14.1 Workflow
Select the Schools which this proposal affects, including those which are affected by any changes made in this
proposal due to;


Adding or removing a unit that is owned by another school
Reaccrediting, amending a unit that is included in any other course (such as a core or specialist elective)
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Once the proposal is completed and all required information is included submit the proposal into the workflow.
The proposal will then be available to the members of the Corporate and Academic Governance committees .
R&P Approval Workflow
VCAG
VCAG Approval
Faculty PVC
Faculty PVC
Endorsement
Faculty LTC
ART prepares
publication (CDU and
SATAC guides)
FLTC
Endorsement
School LTC
Publication
Approval Steps
SLTC
Endorsement
Each approval step attests that
 there has been adequate consultation between the School and relevant parties in the development of
this proposal and is supported by the Faculty Executive.
 all resources listed above have been sourced or will be acquired in time for course development and
delivery.
 that information and content provided is accurate.
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