TAFE NSW HIGHER EDUCATION
COURSE DESIGN, DEVELOPMENT AND
EVALUATION PROCEDURES
Higher Education Unit: Phone (02) 9217 3630
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
Contents
1. Introduction ........................................................................................................ 3
2. Audience and applicability ................................................................................. 3
3. Definitions .......................................................................................................... 3
4. Document history and details ............................................................................ 4
5. Course design and development ....................................................................... 4
6. Process for course development ....................................................................... 5
7. Course evaluation .............................................................................................. 7
8. Three- yearly review of courses of study and subjects ...................................... 8
9. Evaluation of subjects ........................................................................................ 9
10. Evaluation of delivery and assessment methods ........................................... 10
11. Course and/or delivery review guidelines ...................................................... 11
12. Monitoring, evaluation and reporting requirements ........................................ 12
13. Publication of this procedure ......................................................................... 12
Appendix 1: COURSE PROPOSAL BUSINESS CASE ........ Error! Bookmark not
defined.
Appendix 2: COURSE STRUCTURE PROPOSAL .............................................. 22
Appendix 3: Course development procedure....................................................... 23
Appendix 4: Course and delivery review procedure ........................................... 24
Higher Education Unit: Phone (02) 9217 3630
Page 2 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
1. Introduction
1.1 These procedures outline the processes and principles for the design, development and
evaluation of courses of study within TAFE NSW Higher Education within a framework of
continuous quality improvement.
2. Audience and applicability
2.1 These procedures apply to:

staff responsible for course proposals.

academic staff responsible for design, development and evaluation of courses of
study delivered by TAFE NSW Higher Education.

all courses of study and subjects.
3. Definitions
Academic Board
Academic staff
Business case
Course Advisory
Committee
Course Co-ordinator
Governing Council
TAFE NSW Higher
Education
TAFE NSW Higher
Education Executive
Group (THEEG)
Teaching and
Learning Committee
Responsible for academic policy making, academic
administration, oversight of the educational process and control
over the administration of higher education curriculum to allow
educational objectives to be achieved
Dean, Course Co-ordinators, Teachers
Strategic business and academic case to support development of
the course
Established for each broad discipline and is responsible for:
providing advice on new course proposals
reporting on applications for accreditation of new courses
re accreditation of existing courses
reviewing existing courses
Head Teacher of higher education course
Governing Council provides advice to the TAFE NSW
Commission to ensure that TAFE NSW Higher Education fulfils
its responsibilities as detailed in its Mission and Goals, and
continues to meet its obligations and responsibilities as a higher
education institution
TAFE NSW Commission Higher Education Institute
The TAFE NSW Higher Education Executive Group (THEEG)
takes responsibility for the efficient conduct of TAFE NSW’s
higher education operations. The THEEG is the primary
operational decision-making body of the higher education
institution and manages the delivery of TAFE NSW’s higher
education courses
Committee responsible for monitoring and reporting on quality
assurance processes for teaching and learning ensuring day-to–
day academic operations meet quality educational standards
Higher Education Unit: Phone (02) 9217 3630
Page 3 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
4. Document history and details
Version 1: October 2009
5. Course design and development
5.1 In designing courses of study, TAFE NSW Higher Education complies with:

educational and professional development standards informed by academic research
in the relevant field of expertise;

course design standards and guidelines established by peer institutes of higher
education, professional bodies and peak industry associations.
5.2 In line with these principles courses of study are designed to:

provide students with accredited qualifications in their chosen field of study;

provide a critically reflective theoretical and experiential learning context;

extend students’ abilities to apply for and engage in a range of career options;

integrate theory and practice in a dynamic learning environment;

provide support to promote and foster personal and professional development.
5.3 Course development is grounded in educational philosophy that emphasises the learner
is central in the learning process and supports the personal and professional development of
each student to foster innovation, critical thinking, and ethical and professional practice.
5.4 TAFE NSW Higher Education courses of study are structured to enable students to
expand their professional interests across a range of related disciplines and enhance their
future employment prospects.
5.5 The Academic Board commissions the relevant Course Advisory Committee to contribute
advice and expertise to the initial development of a course and to support the ongoing review
and monitoring of particular courses.
5.6 The Course Advisory Committee assists in identifying need and demand for a course of
study. It assists academic staff with industry and content specific advice and guidance in the
development of courses of study.
5.7 To ensure quality in course design and content, courses are developed in consultation
with the relevant Course Advisory Committee, comprised of members from the following
constituencies:

professional bodies and peak industry associations;

employer groups;

academic staff from other higher education institutions;

academic staff of TAFE NSW Higher Education;

enrolled students and alumni.
Higher Education Unit: Phone (02) 9217 3630
Page 4 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
6. Process for course development
6.1 Step 1: Development of a business and academic case
6.1.1 The development and consideration of the strategic, business and academic case for
the course of study. The course proposal should utilise the approved format and include an
analysis of:

how the development of the proposed course helps achieve the strategic objectives of
TAFE NSW Higher Education;

the demand and need for the course in industry and the broader community
(underpinned by market research);

competitive environment;

the academic basis for the proposed course (underpinned by research into the body
of knowledge);

how the proposed course would complement the present range of courses offered by
other higher education providers and TAFE NSW Higher Education (having regard to
the range of existing courses, the evidence of demand for the course and identified
areas of economic and community need);

the forecast enrolments in the proposed course over the five-year period of
accreditation;

the capacity, including facilities, of TAFE NSW Higher Education to deliver the
proposed course;

the cost to develop the course and, where necessary, the cost to develop the
capability of TAFE NSW Higher Education to deliver the course;

the financial case for developing the proposed course; and

the impact of the proposed course on current VET business, including current
VET/HE articulation arrangements.
6.2 Step 2: Approval to proceed to course development
6.2.1 Based on the criteria outlined in Step 1, a proposal is developed for presentation to the
appropriate bodies within TAFE NSW Higher Education governing structure.
6.2.2 The proponent will present the proposal in the format prescribed to TAFE NSW Higher
Education Executive Group (THEEG) for approval. (See Appendix 1: Course Proposal
Business Case and Appendix 2: Course Structure Proposal)
6.2.3 The THEEG will review the proposal against TAFE NSW Higher Education strategic
objectives and the financial implications of proceeding with development or other issues as
identified by THEEG.
6.2.4 The proposal may require that the THEEG revise TAFE NSW Higher Education
strategic objectives in order for the course of study to fit into TAFE NSW Higher Education’s
overall strategic planning. In this case the Governing Council must approve the amended
Strategic Plan.
Higher Education Unit: Phone (02) 9217 3630
Page 5 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
6.2.5 The THEEG will ensure adequate funds are available to support the proposal if it is
approved.
6.2.6 The THEEG may:

support the proposal and recommend it is referred to the Academic Board for
implementation

request further information regarding the proposal before making a final decision, or

reject the proposal and record the reasons for rejecting it.
6.3 Step 3: Academic Board actions course development
6.3.1 The Academic Board will consider the course proposal and direct the relevant Course
Advisory Committee to oversee the development of the course.
6.3.2 Where necessary the Academic Board may create a new Course Advisory Committee
or modify the membership of a current Course Advisory Committee.
6.3.3 The Course Advisory Committee will consider the course proposal and will verify that:

the course is comparable in requirements and learning outcomes to a course at the
same level in a similar field at an Australian university (supported by benchmarking);

the course is of a suitable quality and meets appropriate academic standards
(supported by mapping against the attributes of a course at the same level as outlined
in the Australian Qualifications Framework).
6.3.4 The Course Advisory Committee will consider and document the following key
elements of the course design:

the course aims and objectives, including graduate attributes, body of knowledge and
appropriate course structure and delivery model;

the subjects that comprise the course;

the learning outcomes for each subject;

the overall assessment methodology for the course.
Higher Education Unit: Phone (02) 9217 3630
Page 6 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
6.4 Step 4: Validating and approving the course accreditation application before
submission
6.4.1 The course documentation must be validated prior to submission to the NSW
Department of Education - Higher Education Directorate (DET-HED).
6.4.2 The validation process is designed to pre-empt any concerns that an external
assessment panel may raise in relation to the course of study as follows:
i.
The Course Advisory Committee will critically review the final draft of the course
documentation and provide feedback to the developers of the course.
ii.
The final draft of the application, incorporating the amendments recommended by the
Course Advisory Committee, will be reviewed by one or more independent experts.
The independent experts should be familiar with the discipline area of the course as
well as the requirements for accreditation of higher education courses in the non selfaccrediting sector. Recommendations from the external experts will be referred to
the Course Advisory Committee for validation before incorporation into the final
application.
iii.
The application is referred to the Academic Board for approval.
iv.
The final application, incorporating any amendments recommended by the Academic
Board is presented to the Governing Council for approval to submit.
v.
The application is lodged with the DET-HED.
6.5 Step 5: Creating course documentation for submission
6.5.1 Once the course documentation has been completed, the application may be submitted
to the DET-HED. The course application comprises:
i.
the completed Application Form for Accreditation of a Higher Education Course.
ii.
the course study pattern.
iii.
the course rationale and structure.
iv.
the outlines for the individual subjects. TAFE NSW Higher Education may engage
specialist instructional designers for this task.
v.
the assessment methodology.
vi.
the proposed teaching and support staff for the course.
vii.
library resources to support the course.
viii.
details of teaching facilities and resources to deliver the course.
(NB: all items must be supplied on the appropriate DET-HED templates)
7. Course evaluation
7.1 All courses offered by TAFE NSW Higher Education are subject to ongoing monitoring
and evaluation of content and course delivery mechanisms.
7.2 TAFE NSW Higher Education, in particular the academic staff, will form partnerships with
other higher education institutions to develop and implement ongoing benchmarking
relationships.
Higher Education Unit: Phone (02) 9217 3630
Page 7 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
7.3 The Academic Board requires the Teaching and Learning Committee to undertake a
biennial benchmarking process and analysis. The results are used to inform TAFE NSW
Higher Education of:
 student need and demand for course offerings based on student enrolment statistics,
market research and analysis;
 critical review and assessment of the range and diversity of subjects within a course;
 the adequacy and appropriateness of course-related information provided to students;
 ongoing evaluation of the modes of study and the course delivery method;
 comprehensive data analysis based on subject and course feedback indicating
significant trends.
7.4 The Teaching and Learning Committee will comply with the following processes when
undertaking course benchmarking:
 the Academic Board will determine the benchmarking partner and specify the terms of
reference for benchmarking activities to be undertaken by the Teaching and Learning
Committee;
 determine the processes by which data are collated and analysed;
 the Teaching and Learning Committee will work in collaboration with the
benchmarking partner to report on course and curriculum-related strengths and/or
weaknesses;
 the Final Report developed by the Teaching and Learning Committee will include
recommendations for improvements and changes for the Academic Board’s
endorsement.
8. Three- yearly review of courses of study and subjects
8.1 TAFE NSW Higher Education is committed to a cyclical review of its courses of study by
discipline-specific Course Advisory Committees.
8.2 The objective of these reviews is to ensure that a course’s aim, structure, subjects,
learning objectives, assessment activities, resources, study modes and delivery methods are
monitored, evaluated and changed as required in accordance with the principles of
continuous improvement and quality assurance.
8.3 Each Course Advisory Committee conducts a triennial review of the courses it is
responsible for, in accordance with the course review schedule established by the Academic
Board. Course review processes will focus on the following criteria:
 course aims, structure, subjects, learning objectives, assessment activities,
resources, study modes and delivery methods with reference to the AQF level for the
course;
 adequacy, currency, and appropriateness of assessment practices and criteria;
 accountability for the conduct and delivery of the course;
 quality of student and teacher support services;
Higher Education Unit: Phone (02) 9217 3630
Page 8 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
 role of the course within the institution’s educational profile and its ongoing
contribution to the mission of TAFE NSW Higher Education;
 impact of similar courses offered by competitor institutions on TAFE NSW Higher
Education course offerings;
 systematic collection and analysis of data relating to admission and enrolment
statistics, deferral, withdrawal and retention rates, student results per subject,
graduate employability and destination, feedback from professional bodies and peer
review processes.
8.4 Recommendations resulting from the review process will be presented to the Academic
Board for endorsement. Endorsed recommendations will be implemented by the Dean in
liaison with the relevant Course Coordinator.
9. Evaluation of subjects
9.1 TAFE NSW Higher Education will review annually each subject offered in accredited
courses.
9.2 The Academic Board requires the Teaching and Learning Committee to implement
feedback mechanisms to evaluate for each subject, the content, learning and assessment
methodologies, the quality and adequacy of information provided to students and teachers,
and resources.
9.3 The review should also take into account the clarity of purpose of the subject within the
course, and information related to grade distributions and student progress.
9.4 Subjects will be evaluated at least once each year according to the following procedure:
 student and teacher feedback will be collated on each subject annually;
 feedback results will be collated and analysed by the relevant Course Coordinator
who will generate subject-specific reports for the Teaching and Learning Committee;
 the Teaching and Learning Committee makes recommendations to the Academic
Board for endorsement;
 endorsed recommendations will be implemented by the Dean in liaison with the
Course Coordinator.
Higher Education Unit: Phone (02) 9217 3630
Page 9 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
10. Evaluation of delivery and assessment methods
10.1 Course delivery and assessment methods are evaluated systematically to:

enable students to have access to fair and regular feedback on progress;

enable students to provide feedback on subject delivery and assessment
arrangements;

ensure that student feedback is considered and utilised;

ensure internal and external benchmarking of assessment procedures and
instruments includes external marking or moderation by staff from other higher
education institutions.
10.2 Course delivery and assessment is monitored and reviewed enabling TAFE NSW
Higher Education to:

evaluate the quality of delivery methods;

monitor and review the assessment system and instruments;

identify areas of strength and areas for improvement, and strategies to address
issues;

record actions taken to implement improvements.
10.3 Continuous improvement of course delivery and assessment systems is achieved by:

providing fair and regular feedback to students on their progress;

collecting feedback from students on subject delivery and assessment arrangements;

inclusion of student feedback in quality assurance;

using internal and external benchmarking of assessment procedures and instruments.
10.4 TAFE NSW Higher Education employs a range of quality assurance practices and
mechanisms to ensure continuous improvement of course delivery.
10.5 These practices and mechanisms are formal and informal, internal and external.
Processes for monitoring and evaluating courses include reviewing:

student feedback;

teacher feedback;

assessment strategies at appropriate points throughout the delivery of courses.
10.6 The collated data is analysed by the Teaching and Learning Committee.
10.7 The Committee submits regular reports and an implementation plan to address any
recommendations to the Academic Board for their review.
10.8 The Dean is responsible for implementing endorsed recommendations in conjunction
with relevant Course Coordinators.
10.9 Student feedback: Feedback is collected from students throughout the duration of a
course. Feedback forms are distributed during selected subjects and at the conclusion of a
course. Responses are anonymous.
Higher Education Unit: Phone (02) 9217 3630
Page 10 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
10.10 The feedback is evaluated by the Course Coordinator who, in turn, provides a
comprehensive summary on feedback received from students to the Teaching and Learning
Committee.
10.11 Student representation on the Teaching and Learning Committee: Student
representation on the Committee is highly valued. Input from representatives is used to
improve course content and delivery mechanisms, and administrative and support systems.
10.12 Teacher Feedback: Teachers evaluate subjects and the teaching and learning
environment. Teachers have direct and frequent access to their peers and their Course
Coordinators to facilitate the exchange of information. Course delivery and assessment
policy and procedure is reviewed by teaching staff at Academic and Professional
Development meetings. The Dean, in conjunction with the Course Coordinators, supervises
teachers and participates in annual performance appraisals.
10.13 Moderation of Assessment: Moderation of assessments is conducted to ensure
consistency, equity and fairness in all teaching and learning practices.
10.14 Teaching and Learning Committee: The Committee monitors student progress;
reviews outcomes of student feedback; reviews student results and reports to the Academic
Board. The Committee makes recommendations to the Academic Board on changes to
existing courses, including matters pertaining to delivery.
10.15 Course Advisory Committee: The Committee reviews, monitors and assesses the
achievement of the aims and learning outcomes of the course and ensures the ongoing
currency and relevance of curriculum and course objectives.
10.16 Academic Board: The Academic Board is responsible for achieving educational
objectives, developing and implementing academic policy and monitoring the teaching and
learning environment.
11. Course and/or delivery review guidelines
11.1 In reviewing courses of study and their constituent subjects, reviewers (nominated
Committee members –- and relevant teaching staff) will use the following Review Guidelines
to monitor and evaluate course design and development processes. The Review Guidelines
provide a standardised format to facilitate analysis of data and generate critical issues for
reporting purposes.
11.1.1 Reviewers should commence evaluation processes by asking the following questions:

what are the intended outcomes of the course?

how do course outcomes relate to external benchmarking standards, the AQF, and
professional and industry body requirements?
how do the subjects contribute to the overall aim of the course?

11.1.2 Reviewers should assess the planning and deliberative processes through which
course outcomes were originally determined and how the course was designed to enable
outcomes to be achieved. To this extent, reviewers should ask:

how does TAFE NSW Higher Education ensure that course content enables students
to achieve the intended learning outcomes?
Higher Education Unit: Phone (02) 9217 3630
Page 11 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures

how does TAFE NSW Higher Education ensure that the design and organisation of
the course is effective in promoting student learning and achievement of the intended
learning outcomes?
11.1.3 Reviewers should consider the information available to students, teachers and staff.
They should consider how subject specifications are used to promote understanding about
the subject outcomes and the other strategies used to communicate information. Reviewers
should ask:

how are the intended outcomes for a subject and its constituent parts (eg;
assessment methodology) communicated to students and teaching staff?

do students know what is expected of them?
11.1.4 Reviewers should evaluate how the assessment process enables the subject
outcomes to be demonstrated and assessed objectively. Reviewers should ask:

does the assessment process enable learners to demonstrate achievement of the
specified learning outcomes?

are there criteria that enable examiners to distinguish between different categories of
achievement?

is the reviewer confident in the security and integrity of the assessment procedures
employed?

does the assessment strategy have an adequate formative function in developing
student abilities?
11.1.5 In the Final Report, reviewers should provide a critical evaluation of the course and its
subjects supporting by relevant documentation. Reviewers should address the following
questions:

does the design and content of the course encourage achievement of the intended
learning outcomes in terms of: knowledge and understanding, cognitive skills,
subject-specific skills (including practical/professional skills), transferable skills,
progression to employment and/or further study, and personal development?

does documentation exist that shows the course content and design is informed by
recent developments in techniques of teaching and learning, by current research and
scholarship, and by any changes in relevant occupational and professional
requirements?
12. Monitoring, evaluation and reporting requirements
12.1 This document will be reviewed and updated regularly in line with the Quality
Assurance and Continuous Improvement Framework.
13. Publication of this procedure
13.1 All relevant TAFE NSW Higher Education policy and procedure will be published on the
TAFE NSW Higher Education web-site. Where appropriate it will be published in subject
outlines, subject teaching guides and on the academic staff web-site.
Higher Education Unit: Phone (02) 9217 3630
Page 12 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
COURSE PROPOSAL
BUSINESS CASE
Proposed title of Qualification:
Level of Qualification:
Name of Institute:
Key Contact:
Name:
Title:
Telephone:
Mobile:
Email:
Higher Education Unit: Phone (02) 9217 3630
Page 13 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
COURSE PROPOSAL BUSINESS CASE
Proposed course: <Insert name of proposed qualification>
The provision of explicit and validated evidence is critical for a successful course proposal.
Course proposals must be defensible. Any statements made in the course proposal must be
thoroughly researched to ensure accuracy and currency, and be supported by verifiable,
quantitative evidence. Such evidence may be provided as appendices.
This proforma has been designed so that information can be cut and pasted directly into the
NSW Department of Education and Training’s Application for Accreditation forms.
For this reason it is important not to manipulate the formatting, to avoid issues with cutting
and pasting information at a later date.
Before submitting documentation for approval, please ensure that you:
 delete all blue annotations or change font to black, non-italicised
 update the headers and footers with appropriate version control information
 send both Microsoft Word and PDF versions of your final document.
Business cases are normally submitted through Institute management lines to the relevant
Executive panel and/or Institute Director for endorsement. The Institute Director forwards the
Business Case for tabling at the next TAFE NSW Higher Education Executive Group
(THEEG) meeting.
1. How the proposed course helps achieve the strategic objectives of TAFE NSW
Higher Education
How does your course proposal align to the following?
The mission for TAFE NSW Higher Education is to:



enhance and expand opportunities for students from all communities to attain
higher education qualifications
encourage the exploration and development of inquiry and applied skills within a
vocational and industry based learning environment
strengthen pathways and outcomes for students across the Australian Tertiary
Education Sector.
TAFE NSW Higher Education will achieve this mission by striving to achieve the
following goals:



To deliver student centred higher educational programs promoting intellectual
enquiry, critical thinking, creative reasoning and learning with relevance to
professional practice.
To provide opportunities to individuals, as lifelong learners, to develop
intellectually, socially and professionally in order to contribute to the enrichment of
business, industry and the community.
To provide a learning environment that:
- is informed by research outcomes and continued dialogue with industry,
professional bodies and community
- provides higher and applied educational courses and pathways geared to
maximise employability, workplace efficiency and professionalism
Higher Education Unit: Phone (02) 9217 3630
Page 14 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures


- motivates and engenders enquiry and learning about our society, culture
and the international environment, and
- encourages, facilitates and supports positive, analytical discourse and
awareness.
To strengthen and continually improve our staff and students’ position in the
greater community by creating a collaborative and trusting environment, where
individuals are treated with respect and where expectations of our society prevail.
To promote investigation, critical enquiry and innovation through scholarship,
teaching and partnerships with business, industry, education and government.
TAFE NSW Higher Education Institute (HEI) goals are designed to strongly reflect the goals
specified in the National Protocols for higher Education Approval processes and no goal of
the Institution is incompatible with the goals of higher education.
Within the greater context of equipping individuals with a broad range of applied skills,
knowledge and attitudes to contribute to the demands of the labour market, TAFE NSW HEI
goals are strongly focused on scholarship and community.
Continual improvement in the individuals own life alongside improving work and industry are
also clearly articulated.
TAFE NSW Higher Education Institute considers the acquisition of theoretical, technical,
creative and industry based knowledge and experience is necessary to fully contribute to
betterment of society and industry.
In addition, it is worthwhile mentioning exactly how the course proposal reflects the
recommendations of the Bradley Review of Australian Higher Education
http://www.deewr.gov.au/HigherEducation/Review/Pages/default.aspx
2. Demand and need for the course in industry and the broader community
(underpinned by market research)
Consider the following:
• Have you been able to identify discrete target markets for the proposed course?
•
Are there job vacancies for higher education graduates in this profession? Have you
checked the number of positions vacant online and in industry notice boards and list
serves? What are the minimum qualifications required for the positions advertised?
•
Has the demand for industry professionals in this area risen over a period of time (as
evidenced by changes in ABS and/or industry based statistics)?
•
Is there an important technological, economic, social or environmental issue or need
to be addressed; or some kind of benefit to be obtained by producing higher
education graduates for this profession if there have been none before?
•
Have you asked your students whether they are interested in a degree option?
•
Consult industry professional bodies, businesses, community organisations and
enterprises, organisational representatives and licensing bodies to establish the need
and demand for the course. (Note: You must keep a record of how, when and where
consultations were held e.g. survey, interview dates and times, telephone discussion
dates and times, dates of industry seminars and forums attended etc)
Higher Education Unit: Phone (02) 9217 3630
Page 15 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
Sources of relevant market research information:
-
AusIndustry: the Australian Government's principal business program delivery
division in the Department of Innovation, Industry, Science and Research.
http://www.ausindustry.gov.au/Pages/AusIndustry.aspx
-
Australian Bureau of Statistics http://www.abs.gov.au/
-
Australian Chamber of Commerce and Industry (ACCI) website
http://www.acci.asn.au/
-
Business.gov.au: the Australian Government’s principal business resource
http://www.business.gov.au/Pages/default.aspx
-
DEEWR Higher Education web page
http://www.deewr.gov.au/HigherEducation/Pages/default.aspx
-
Industry and Investment NSW website (formerly the NSW Department of State
and regional development): http://www.business.nsw.gov.au/
-
Industry Professional Association and Peak Body websites and documented
consultation with high profile companies in the relevant sector
-
Job Outlook is a careers and labour market research information site to help
people decide on their future careers. You can use the search options to find a
wealth of information covering around 350 individual occupations. The site gives a
report on prospects for employment, and is useful in arguing need and demand
for graduates in a particular field. http://joboutlook.gov.au/Pages/default.aspx
-
NCVER website (Note: be sure to look at Higher Education specific information
only) http://www.ncver.edu.au/
-
Unesco Education website (useful if you are considering an international audience
for your course) http://www.unesco.org/en/education
Justification for the proposed qualification level:
•
•
What is the rationale for developing the qualification at the AQF level identified? Is
there a particular identif9ed demand for the qualification level proposed?
For example, would the demand be satisfied by vocational Advanced Diploma or an
Associate Degree articulating into a partnering university degree, rather than
developing a discrete Bachelor degree?
3. Academic basis for the proposed course (underpinned by research into the body
of knowledge)
Consider the following:
•
Is there a documented need for a higher education qualification for graduates to
enter the relevant profession at the targeted level? Are there substantial jobs for
higher education graduates now, or can you verify that demand will increase in
the future (e.g. current aging workforce etc)?
Higher Education Unit: Phone (02) 9217 3630
Page 16 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
•
Will achievement of a higher education qualification give higher education
graduates an advantage over applicants without such qualifications e.g. the ability
to earn a higher salary?
(NOTE: documented consultation with high profile companies and professional
associations in the relevant sector will be required to verify this)
Is there an identifiable body of knowledge associated with the profession that is not
sufficiently catered for in the VET sector or by other higher education providers? For
example, is there a new technological need where the body of knowledge is not yet catered
for?
A body of knowledge may be defined as:
1. The domain of essential information, mastery over which is required for success
in a field or profession.
2. A term used to represent the complete set of concepts, terms and activities that
make up a professional domain.
4. How the proposed course complements the present range of courses offered by
the Institute (having regard to the range of existing courses, the evidence of
demand for the course and identified areas of industry and community need)
Consider the following:
•
Are VET courses in the same discipline area full to capacity? Is there unmet
demand that can be channelled into a higher education option?
•
Have you asked your current students whether they are interested in an
opportunity to convert their VET qualification to a degree?
•
Will implementation of the higher education course cause current VET programs
to be phased out?
•
How will current VET courses articulate into the proposed higher education
program? Will students get credit transfer?
5. Competitor analysis for the proposed course
Visit the “Going to Uni” webpage and search for higher education providers currently
presenting the same or similar courses: http://www.goingtouni.gov.au/
Points to consider:
• Avoid the trap of considering the development of a higher education course proposal
because current higher education competitors are offering such a course, and there is
an assumption that “we can do it better”
• If there are already a number of higher education providers in your proposed course
area, your proposal must have a distinctive point of difference, for example:
- Will the proposed course address the needs of an emerging industry sector; or a
new need that has emerged in a relevant existing sector i.e. does your course
proposal address new or niche opportunities that are not currently catered for?
- Is there a social or equity need that is addressed by this course? Are
disadvantaged, disabled, Aboriginal or low socio economic status (SES) persons
targeted?
Higher Education Unit: Phone (02) 9217 3630
Page 17 of 24
TAFE NSW Higher Education Course Design, Development And Evaluation Procedures
-
Will cultural diversity and understanding be enhanced through this course or as a
result of the practice of graduates?
Is there an environmental sustainability imperative for development of this
course?
Does a high ATAR requirement in other higher education institutions create an
access and equity issue for particular target groups?
Is there an innovative delivery and assessment strategy that differentiates this
course from other higher education offerings e.g. more practice based - less
theoretical?
6. Forecast enrolments in the proposed course over the five-year period of
accreditation
When determining these figures you will need to take into account:
• Available budget
• Need and demand (refer section 2)
• Available capacity and facilities at the delivery site e.g. library, computers, physical
resources and equipment (refer section 7)
• The number of suitably qualified staff that will be available to teach the course (refer
section 7)
• Students from VET programs articulating into the program with credit transfer during
second or third year
• Attrition rates
7. Capacity of the Institute to deliver the proposed course
Is there an appropriate number of suitably qualified teaching staff to deliver and assess
the course at all levels simultaneously?
The Higher Education National Guideline requirements 17.7 – Staffing “The
institution ensures that the teaching of its courses is normally carried out by academics
with relevant qualifications at least one AQF qualification level higher than the level of the
course being taught.”
The word ‘relevant’ is critical as it must be in the ‘field of study’ not just any other
qualification (for example a Graduate Diploma of Education which is common amongst
TAFE Teachers). Teachers in Higher Education will need a Bachelor level degree in the
field of study and a Graduate Diploma (or preferably a Masters degree) in a cognate field
(i.e. in a similar or common area). For appointment to the Course Coordinator position
the applicant must have strong academic qualifications with a minimum of a Masters
Degree in the field of study.
You will need to documents available staff using the following table:
Higher Education Unit: Phone (02) 9217 3630
Page 18 of 24
HIGHER
EDUCATION
STAFF QUALIFICATIONS AND EXPERIENCE
RELEVANT
NAME
QUALIFICATION
EXPERIENCE
© TAFE NSW Higher Education: Annotated Business Case Proforma
Version: 4
5 August 2010
POSITION
TITLE
AREA OF
SUBJECT
RESPONSIBILITY TEACHING
LENGTH OF
SERVICE
F/T OR P/T
Page 19 of 24
HIGHER
EDUCATION
Does the College have:
•
fully equipped, appropriate and available teaching spaces, plant and equipment?
•
study spaces and recreational facilities for students?
•
up-to-date resources such as libraries, computer labs, broadband access etc?
Any specialised facilities and staff that add value to your “point of difference” should be
emphasised in this section.
8. Financial case for developing the proposed course.
The most important factors here to consider are:
•
How much it will cost to develop the course, vs. the potential benefit the course
•
How much it will cost to run the course vs. the amount of revenue received (i.e.
will the course be loss making, self sustaining, or profitable?)
•
How much “hard” commercial revenue and how many “soft” (e.g. social,
environmental etc) benefits will be gained from implementing the course (Return
on Investment or ROI)
•
Where will the money come from to develop the course? Is one Institute or a
consortia of Institutes funding the development? Will any of the relevant
professional associations, industry or community groups provide sponsorship or
seed funding?
•
If government funds are to be used to develop the course, how long before these
funds will be recouped and the course becomes either self sustaining or
profitable?
When costing the course proposal, you must consider the cost of the following:
•
project management
•
suitably qualified writers, including the cost of releasing and replacing current
TAFE NSW staff for this purpose
•
the cost of industry consultants and reimbursement to businesses for time spent in
consultation
•
the cost of licensing intellectual property
•
potential travel time, travel and subsistence expenses required to conduct
consultation
•
other research expenses e.g. cost of purchasing resources to support course
development, and ultimately delivery and assessment. This may include
hardware, software, books and journals
TAFE NSW Higher Education Course Design, Development and Evaluation Procedures
Modified: 26 October 2009
Version: 1
Page 20 of 24
HIGHER
EDUCATION
•
the cost of consumables
•
the cost of clerical support and a professional editing and desktop publishing
9. Impact of proposed course on current VET business including current VET/HE
articulation arrangements.
Points to consider:
•
Are current TAFE/Uni articulation arrangements in place and are they popular,
resulting in good outcomes for both TAFE NSW and the university partner?
•
Will course implementation jeopardise any existing and/or high profile articulation
arrangements with university partners?
•
This will have an impact on the decisions made about the type of course to be
developed i.e. an Associate Degree with a high level or articulation into an
articulating partner’s degree may not be as threatening.
10. Any other comment
Include any other considerations that may not fit into any of the categories listed above.
Examples may include OH&S risk assessment and/or legislative requirements if they
are relevant.
TAFE NSW Higher Education Course Design, Development and Evaluation Procedures
Modified: 26 October 2009
Version: 1
Page 21 of 24
HIGHER
EDUCATION
Appendix 2: COURSE STRUCTURE PROPOSAL
Academic study pattern:
Number of teaching sessions in an academic year
2 semesters
Course delivery/teaching weeks per session
12 weeks
Assessment/examination weeks per calendar year
(ie, over a twelve month period)
4 weeks (every 6 weeks)
Vacation weeks per year
24 weeks
Vacation weeks are scheduled
1 week break prior to exams; balance at
end of semesters
Number of subjects undertaken per year in typical full-time
study mode
8
Number of subjects undertaken per year in typical part-time
study mode
4
Suggested Subject/unit weighting:
Subject/Unit Credit Points
e.g 10 credit points*
Total Course Credit Points
e.g 240*
* Credit point system should be used, universally, across all TAFE NSW Higher Education
courses for internal credit transfer purposes
Proposed subject listing:
Level 100:
Semester 1
Semester 2
Level 200:
Semester 1
Semester 2
Level 300:
Semester 1
Semester 2
TAFE NSW Higher Education Course Design, Development and Evaluation Procedures
Modified: 26 October 2009
Version: 1
Page 22 of 24
HIGHER
EDUCATION
Appendix 3: Course development procedure
Step 1: Development of a
business and academic case
Development and consideration
of strategic, business and
academic case undertaken by
academic staff.
Step 2: Approval to proceed
to course development
Proposal presented to THEEG
for approval. Proposal reviewed
against HE Institute’s strategic
objectives, financial or other
issues as identified by THEEG.
Step 3: Academic Board
actions course development
Academic Board will consider
course proposal and direct
relevant CAC to oversee
development of course by
appropriate team.
Step 4: Validating and
approving course
accreditation application
before submission
Course documentation
validated. The CAC will critically
review draft with external review
input and referred to Academic
Board for approval. The final
application, incorporating any
amendments recommended by
the Academic Board is
presented to Higher Education
Governing Council for approval.
Step 5: Creating course
documentation for
submission
Completed course
documentation submitted to the
STAA.
TAFE NSW Higher Education Course Design, Development and Evaluation Procedures
Modified: 26 October 2009
Version: 1
Page 23 of 24
HIGHER
EDUCATION
Appendix 4: Course and delivery review procedure
The following procedures will be used to make changes to the course and delivery
system. The Dean drives the change process.
Step 1:
Reviewers consult stakeholders
regarding the proposed changes.
Stakeholders include: students;
teaching staff; administration
staff; student support staff; the
Course Advisory Committee; and
the Academic Board.
Step 3:
Reviewers submit proposals to
the appropriate committee for
formal endorsement and
approval. This requires a
submission to the Course
Advisory Committee for advice, a
report to the Teaching and
Learning Committee for
endorsement, and then final
approval by the Academic
Board.
Step 5:
The Dean manages procedures
so that students are notified prior
to implementation. The
minimum information
communicated must include: a
rationale for the changes, details
of the specific changes, and
changes to student’s database
records if required.
Step 2:
Reviewers submit a proposal to
working committees of the
Institute for input. Depending on
the nature of the change, these
committees include the following:
 Teaching and Learning
Committee
 Course Advisory Committee
Step 4:
Reviewers liaise with the Dean
to ensure that all administrative
processes and requirements are
completed to implement
changes. This includes changes
to the Student Handbook, the
website, marketing and
promotional materials. All
changes must comply with
Institute policies and Academic
Board directives.
Step 6:
Throughout the change process,
the Dean monitors risk
management implications,
including: the relationship of the
changes to the Institute’s
mission; issues related to course
resourcing; the impact on
compliance with legislative and
statutory requirements;
consistency with the Institute’s
policies; impact of changes on
teaching staff and students and
the provision of sufficient
notification and support.
TAFE NSW Higher Education Course Design, Development and Evaluation Procedures
Modified: 26 October 2009
Version: 1
Page 24 of 24