University of Canberra
Academic Policy and Review Group
REACCREDITATION FORM (cover sheet)
COPY OF ‘GOOD FEEDBACK’ ̶ 5. COURSE DESCRIPTION, AQF / TEQSA COMPLIANCE
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Bachelor of
Communication
in Media and
Public Affairs,
213JA (replacing
980AA)
5. Course
Description,
AQF / TEQSA
Compliance
We compliment
the faculty on
section 5e –
Course advisory
group –
excellent
example of
information that
is required here.
Text from the Submission Form (reaccreditation form )
(from feedback
form)
(e) Course advisory group Ref Course Advisory Groups Policy
Please indicate the advisory group that covers this course, who chairs it and its most recent meeting date.
The course advisory group consists of 12 internal and external members from a range of professionals relevant to
the course. The chair of the group is Sue Turnbull (University of Wollongong).
Members
Kate Bradstreet, Senior Director, Public Affairs and Account Management, Communications and Public Affairs
Branch, Department of Climate Change and Energy Efficiency
Megan Cristy Magill, Director, Public Affairs and Government Relations, Australian Local Government Association
Lesley Osborne, Manager of Strategic research section, ACMA
Patricia Phalen, Associate Professor, School of Media & Public Affairs, The George Washington University
Mardi Stewart, Director, International and Strategic Communications National Communications Branch, Dept of
Immigration and Citizenship
Chas Savage, CEO, EthosCRS
Sue Turnbull, Professor, University of Wollongong
Martin Watson, Principal, UC Senior Secondary College Lake Ginninderra
Anthony Bray, Student, University of Canberra
Kerry McCallum, Head of Discipline, Discipline of Journalism and Communication, University of Canberra
Sora Park, Course Convenor, B of Communication in Media & Public Affairs, University of Canberra
Peter Putnis, Professor of Communication, University of Canberra
Meeting date for 2012 is 17th Oct, 2012 1100-1300.
Course Advisory Group terms of reference is outlined below;
Page 1 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
(a)
(b)
(c)
(d)
(e)
(f)
Bachelor of
Communication
in Public
Relations, 214JA
(replaces 983AA)
5. Course
Description,
AQF / TEQSA
Compliance
Good – the SubCommittee was
particularly
impressed with
the information
regarding
professional
reaccreditation.
To advise on professional and community need and demand for graduates, including potential areas for
continuing professional development.
To advise on professional requirements where applicable, and possibilities for professional recognition or
affiliation.
To consider and make recommendations on course objectives and learning outcomes (including generic
skills), content, structure, pedagogy, forms of delivery and related issues.
To consider ways of maintaining and improving student satisfaction.
To advise on interrelationships with other courses and providers including articulation, credit transfer,
and possible partnerships.
To assist in new course development in the relevant area (including combined courses).
(c) Has the degree been through professional reaccreditation process with the Public Relations Institute of
Australia (PRIA)? If not, when will this occur?
The Bachelor of Public Relations has been accredited by PRIA. When contacted by the Course Convenor in late 2012
regarding rec-accreditation, PRIA gave this response:
In February this year, the National Education Committee was reconstituted into the National Education Advisory
Committee (NEAC) and charged with developing a strategic plan around the direction of Education and the
Industry. NEAC has investigated how to define an educational framework for public relations to underpin
professional development activities from entry-level, vocational study, all the way up to offerings for senior
management.
At the World PR Forum last month, the Canadian Public Relations Society (CPRS) gave its consent that we adapt
their ‘Pathways to the Profession’ document (2011) as the basis for an Australian PR framework. Once the PRIA
Board ratifies this approach, we intend to initiate a consultation and testing process with public relations educators
and professional networks, in which I look forward to being able to involve you.
At the same time, PRIA has been identified by TEQSA as “an organisation with a quality assurance function in
relation to a specific discipline or profession where qualifications are obtained through higher education”. We have
Page 2 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
agreed to TEQSA’s request to “collaborate with PRIA to develop a complementary approach to course accreditation
processes and requirements”.
Exactly what this collaboration will involve is not yet clear, but I would like to assure you that we will be actively
seeking to ease the AQF requirement on your tertiary institution that the content of degrees be aligned with a
specific national industry standards. These activities will, no doubt, bring about some changes to PRIA
accreditation guidelines and, whilst nothing is definite, modifications along these lines are likely to be proposed:
•
•
•
•
A PR Core stream that constitutes a minimum of 33% of undergraduate programs
The inclusion of business management and basic accounting subjects
A stronger requirement for an internship subject, and
Migrating to annual renewals of accreditation to replace the current 5-year cycle.
Once PRIA determines its new approach to re-accreditation, we will ensure that we go through the process. We
have kept PRIA up to date with the changes and have been assured that re-accreditation will not be an issue.
Bachelor of
Midwifery,
953AA
5. Course
Description,
AQF / TEQSA
Compliance
We also
compliment
them on the
‘Targeted
student support’
provided (5g) to
supplement
standard UC
services.
 Targeted student support
Are any particular forms of support (in addition to standard UC services), offered to students in this course who need
extra help, on commencement or later if identified as at risk? How do students know of and access these services?
In addition to the standard UC services, the Midwifery Discipline provides students with the following services while
on campus and on clinical placement. All students are notified of these services upon enrolment by the Bachelor of
Midwifery Course Convenor and they are also included in the Faculty of Health Clinical Handbook that is given to
students in first year.
On Campus
 The Bachelor of Midwifery Course Convenor advises and supports all students and Unit Convenors also monitor
students who may need extra help throughout the 3 year course.
 To assist students towards competence, midwife-mentors and unit convenors review each student’s portfolio
at the half way mark in the semester and again at the end of the semester.
 On completion of each semester, the student meets with their midwife-assessor and/or area midwifery
manager and unit convenor to complete the competency progress document. In this way, specific individual
Page 3 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
teaching and learning needs can be identified early and issues or problems can be dealt with in a timely
manner.
Midwifery practice
 Students are supported in the practice areas by midwife-mentors and by appropriate midwives rostered to
the wards/units each shift or who are working with the ‘follow through’ women;
 A Midwifery Practice Coordinator is employed by UC for each year of the course to coordinate the ‘follow
through’ experiences and to support the midwives who are supporting the students;
 Mentor workshops for midwife-mentors are facilitated by the Discipline of Midwifery
Bachelor of
Nursing, 885AA
5. Course
Description,
AQF / TEQSA
Compliance
We also
compliment the
Faculty and
course convenor
on the ‘Targeted
student support’
provided (5g) to
supplement
standard UC
services.
(g) Targeted student support
Are any particular forms of support (in addition to standard UC services), offered to students in this course who need
extra help, on commencement or later if identified as at risk? How do students know of and access these services?
In addition to the standard UC services, the Nursing Discipline provides students with the following services while
on campus and on clinical placement. All students are notified of these services upon enrolment by the BN Course
Convenor and they are also included in the Faculty of Health Clinical Placement Handbook and the Bachelor of
Nursing Placement Handbook that are given to students in first year.
On Campus
 The BN Course Convenor advises and supports all Nursing students and Unit Convenors also monitor
students who may need extra help throughout the 3 year course.
 Staff in the Discipline of Nursing are appointed as student advisors as an adjunct to the BN Course Convenor
role.
 For international students, the Nursing Discipline has appointed a Coordinator for International Nursing
Students. This nurse academic plays an integral role as she provides a nurturing and supportive service for
this group of students who can feel isolated and homesick.
 Throughout the academic year, Nursing staff provide additional writing workshops and supervised practice
for Nursing students in the Clinical Nursing Laboratories.
Clinical Placement
Page 4 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)




Bachelor of
Media Arts and
Production,
985AA
5. Course
Description,
AQF / TEQSA
Compliance
5(b) – excellent,
an example of
good practice.
In 2012, a UC nurse academic has been appointed as the Clinical Director to oversee the clinical placements
of the undergraduate nursing students.
Students on clinical placement are supervised by a Clinical Facilitator. A Clinical Facilitator is a Registered
Nurse who works on a ratio of 1:8 and supervises and facilitates the students learning.
Nursing staff and Clinical Facilitators work together to provide additional support for students identified as
‘at risk’ while on clinical placements.
A Faculty of Health Placement Office organises and monitors student clinical placements in conjunction
with the Clinical Director and the healthcare facilities.
(b) Course objectives and learning outcomes Ref UC policy and AQF First edition July 2011 (Bachelor Degree
specification on p45). NB that the AQF requires courses to demonstrate that they meet the relevant AQF level 7
criteria and the Purpose statement for the qualification type.

Are all learning outcomes of the AQF qualification type evident in the course description? See attached
definitions and examples. Please comment on how the course learning outcomes address the qualification
type descriptor in terms of:

(1) Knowledge,
“…Students who successfully complete the Bachelor of Media Arts and Production will have acquired a broad
understanding of Media Production practices, technical literacy and work flows.”
(2) Skills,
“They will have developed advanced skills in and knowledge of one or more media production techniques,
and the ability to further develop skill and knowledge within Media Arts and Production.” And
(3) Application of Knowledge and Skills.
“They will have demonstrated analytical and creative skills within a problem solving context and have
developed communication skills for sharing ideas and working in teams.
Graduates can be expected to be creative and responsible in their application of their acquired knowledge
and skills as they respond to a changing media production landscape”
Page 5 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)

Please comment on compliance with any explicit discipline or professional standards national and international.
Include any relevant professional accreditation or recognition. If no relevant professional recognition exists,
comment on peer review, moderation and/or external benchmarking that has been undertaken.
No relevant professional recognition exists, however the course was developed with input from a
course advisory panel, which includes a number of industry representatives.
The teaching staff maintain professional links with other tertiary institutions through ASPERA and
engagement with the local industry, government and screen culture organisations .

Has development of the learning outcomes been mapped across units in the course? If not, please advise
progress or when this exercise will be undertaken.
See Study Plan B.MAaP with Generic skills Page 16
Learning outcomes for this course do not appear on the Courses and Units Database. Please complete the
following table so that learning outcomes can be added to the Courses and Units Database. If you require advice
regarding learning outcomes, please contact Mr Danny Munnerley in TLC.
1. Students who successfully complete the Bachelor of Media Arts and Production will have
acquired a broad understanding of Media Production practices, technical literacy and work
flows.
2. They will have developed advanced skills in and knowledge of one or more media production
techniques, and the ability to further develop skill and knowledge within Media Arts and
Production.
3. They will have demonstrated analytical and creative skills within a problem-solving context and
have developed communication skills for sharing ideas and working in teams.
4. Graduates can be expected to be creative and responsible in their application of their acquired
knowledge and skills as they respond to a changing media production landscape.
Include details of the Generic Skills this course will address and the Graduate Qualities it will promote.
Page 6 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
*Policy can be found at https://guard.canberra.edu.au/policy/Academic/Teaching.
Objectives
Related Graduate Qualities/Generic Skills*
Broad understanding of Media
Analysis and inquiry
Production practices, technical
literacy and workflows
Bachelor of Arts,
429AA
5. Course
Description,
AQF / TEQSA
compliance
Advanced skills in and knowledge of
one or more media production
techniques, and the ability to further
develop skill and knowledge within
Media Arts and Production.
Problem solving
Analysis and inquiry
Demonstrated analytical and creative
skills within a problem solving
context and have developed
communication skills for sharing
ideas and working in teams
Working independently and with others
Communication
Creative and responsible in their
application of their acquired
knowledge and skills as they respond
to a changing media production
landscape
Problem solving
Professionalism and social responsibility
5(a) – Good, an
(a) Introduction to the course
example of good Comment on the course introduction in the Courses and Units Database provided below. Is it clear, succinct and
practice
appealing to prospective students with no prior knowledge of the course? Does it include information on graduate
outcomes/employment?
--------------------------------------------------------------------------------------------------Introduction to Course from Courses and Units Database:
Page 7 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
The Bachelor of Arts degree provides a flexible preparation for many areas of vocational and professional
employment, as well as the broad perspective required for informed citizenship. Two Arts majors are combined
with either a third Arts Major or a Professional Major to complete the specified requirements of an Arts degree.
Two Arts and Design Foundation units are included in the degree. The remaining units are free electives and
include the possibility of an open choice of a minor.
-----------------------------------------------------------------------------------------------------I believe the description of the BA is succinct. The structure of the BA is clearly explicated. However, until further
reading of the UC website, a prospective student may not understand what an Arts Major, Professional Major and
Arts and Design Foundation units are. The course introduction gives a general picture of what might be possible at
the end of the BA. Given the number of possible combinations of majors and units that can be undertaken in a BA,
it is probably not possible to be more specific than this.
In terms of its appeal to prospective students, I think there is room for improvement. One way to achieve this
would be to emphasise the positive feedback in relation to “what were the best aspects of the course” from the
USS comments1. A common theme in this feedback is that students have enjoyed the flexibility and variety that the
course offers. While the course description does mention that the BA “provides a flexible preparation” it does not
entice students as it could. The opening sentence needs to convey the excitement of the flexibility. Further, the
variety of Arts and Professional Majors could be referred to in a way that makes them more easily understandable
to a wider range of prospective students, some of whom may not be familiar with this language.
Words from the UC Generic Skills policy such as “As students of the University they will develop the qualities of
critical thinking, curiosity and reflective practice. They will use foresight, initiative and leadership, and be open to
alternative perspectives. As graduates, they will continue to learn and thrive in environments of complexity,
ambiguity and change.” could be incorporated in some way as they seem to encapsulate a sense of possibilities for
during and after the degree.
Bachelor of
Applied
Economics,
5. Course
Description,
AQF / TEQSA
5(b)
 The SubCommittee
The course introduction has been rewritten as follows:
The Applied Economics degree is designed to train professional economists who are ready for a wide-variety of
positions in the job market. It provides students with a strong core of knowledge in economic theory and their
Page 8 of 23
Course Name &
Code
943AA
Bachelor of
Pharmacy, 250JA
5. Course
Description,
AQF / TEQSA
Compliance
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
compliments
the convener
on addressing
AQF
requirements
in
introduction
to objectives
applications in a wide-array of situations. Upon successful completion of the degree, students will develop a deeper
understanding of the workings of the economy; the context in which households, individuals and firms interact in
the market; and government’s intervention in the market. Students will be able to confidently analyse economic
data and provide advice to various stakeholders and inform public policy. The program offers a high degree of
flexibility through the ability to choose an open major from more than 50 fields across all faculties of the university.
Graduates will find employment in various industries (including banking, insurance, and finance) and different
levels of federal and state government institutions (such as Department of Treasury, Australian Bureau of Statistics,
Australian Taxation Office, Reserve Bank and Productivity Commission).
5. Course
Description, 
AQF / TEQSA
Compliance
Fine
5(b)
Compliment
convenor on the
introduction
describing how
the course
meets AQF
criteria – a
model of good
practice.
Introduction to Course from Courses and Units Database:
This course prepares students for a career in pharmacy within a variety of national and international practice
settings (community pharmacy, hospital pharmacy, clinical consultant pharmacy, technical consultant pharmacy,
government, research, education and industry. The course involves course work, laboratories and clinical practice
over four years and is offered on a full-time basis only. Students are required to complete all of the subjects listed
in the course structure and are normally expected to complete all of one year's work before enrolling in a later-year
subject. In each year, the pharmacy subjects are usually co-requisites for each other and so sequencing of units is
essential. Foundation year science and pharmacy subjects are prerequisites for subsequent study in later years.
(from feedback
form)
Students are required to reach a satisfactory standard in both the theoretical, technical, written, practical and
clinical components of all pharmacy subjects in the course.
An honours stream is available within this degree. Students will undertake their honours project instead of electives
in the final four semesters of the course. Course convener approval and a minimum GPA of 5.5 is required for entry
into the honours stream.
Bachelor of
Science in
Psychology
(Honours),
769AA
5. Course
Description,
AQF / TEQSA
Compliance
5(b)
 Compliment
convenor on
the
introduction
(a) Introduction to the course
Comment on the curse introduction in the Courses and Units Database provided below. Is it clear, succinct and
appealing to prospective students with no prior knowledge of the course? Does it include information on graduate
outcomes/employment?
Page 9 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
describing
how the
course meets
AQF criteria –
a model of
good practice.
Bachelor of Arts
(Honours),
922AA
5. Course
Description,
AQF / TEQSA
Compliance
Text from the Submission Form (reaccreditation form )
(from feedback
form)
5(b) – Well done
- example of
good practice
This course is designed for psychology graduates seeking an accredited honours course in psychology, usually with a
view to further study or registration as a psychologist. It emphasises an introduction to conducting and reporting
psychological research and advanced study in psychological measurement and introduces some professional
applications of psychology. It also introduces the use of ethical and legal codes applying to psychological practice.
Learning outcomes for this course do not currently appear on the Courses and Units Database. Advice is sought
from the Reaccreditation Reviewers about the following draft table which could be added.

Are all learning outcomes of the AQF qualification type evident in the course description? See attached
definitions and examples. Please comment on how the course learning outcomes address the qualification type
descriptor in terms of:
(1) Knowledge,
Graduates at this level will have advanced theoretical and technical knowledge in one or more disciplines or
areas of practice
Through the provision of 3 restricted-choice options for methodological coursework study, students are able to
focus on the development of advanced theoretical and technical skills in relation to research practices in their
particular discipline. The year-long development of a project with a supervisor who is an expert in the field also
supports the development and extension of this knowledge. This is supported by the interdisciplinary overview
of research practices in the compulsory coursework unit.
(2) Skills, and
Graduates at this level will have advanced cognitive, technical and communication skills to select and apply
methods and technologies to:
• analyse critically, evaluate and transform information to complete a range of activities
• analyse, generate and transmit solutions to complex problems
• transmit knowledge, skills and ideas to others
The Honours course is designed to provide students with 2 units of coursework in the first semester at the same
time as they are enrolled in a 6cp dissertation unit. The coursework units focus on exposing students to what
research means in the academic context and how it relates to relevant professions and industries. It is also
designed to significantly advance the critical, evaluative and problem-solving skill development of students
through weekly face-to-face or online engagement in peer-supported discussion-based learning related to
Page 10 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
specific research issues/case studies and readings.
Through ongoing thorough analysis and the use of formative and summative assessment items, students receive
feedback on how best to develop their skills and knowledge. The coursework assessment is directly linked to the
dissertation projects, and thus, provides students with the opportunity to explore a number of different
approaches to their projects and provides them with the intellectual and practical environment within which to
develop solutions to complex problems. This work is supported and extended by the mentoring relationship
with the supervisor.
Students must identify their research question/problem by week 7 and submit a fully developed research
proposal at the end of semester 1. They are assessed throughout the semester in coursework unit through oral,
written and online tasks which require them to reflect on their project design and the research process.
(3) Application of Knowledge and Skills.
Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement,
adaptability and responsibility as a practitioner or learner
Students in the Honours course must design, carry out and complete a research project in a 10-month studyperiod. The 2 coursework units in the first semester enable students to develop the knowledge base,
understanding of the research field and improve their research skills and problem solving abilities. Students
then work autonomously in a mentoring relationship with an appropriate supervisor for the rest of the year in
order to complete the work. By receiving feedback on a complete research proposal (with literature review and
research design) by the end of May, students have a confirmed path of action to follow. Through the
coursework units students will also have developed an understanding that research is an iterative process and
that, while problems may well continue to arise, navigating a path through these is a key activity researchers
undertake. Through the coursework units, researcher resilience and adaptability is modelled through discussion
of real research case studies and encouraged through instruction in reflexive research practices.
Bachelor of Arts
in International
5. Course
Description,
5(b)
 Compliment
(b) Course objectives and learning outcomes Ref UC policy and AQF 2nd Edition January 2013 (Bachelor Degree
specification on p47). NB that the AQF requires courses to demonstrate that they meet the relevant AQF level 7
Page 11 of 23
Course Name &
Code
Studies, 793AA
5. Course
Description,
AQF / TEQSA
Compliance
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
convenor on
addressing
AQF
requirements
in introduction
to objectives
criteria and the Purpose statement for the qualification type.

Are all learning outcomes of the AQF qualification type evident in the course description? See attached
definitions and examples. Please comment on how the course learning outcomes address the qualification type
descriptor in terms of:
The International Studies Course leads to the Bachelor Degree which is located at level 7 of the AQF. It will
enable graduated to demonstrate the learning outcomes expressed as knowledge, skills and the application of
knowledge and skills.
(1) Knowledge,
Graduates at this level will have broad and coherent theoretical and technical knowledge with depth in one or more
disciplines or areas of practice
Students are required to complete a number of core international studies units and foundation units, which
enhance students’ knowledge and intercultural understanding. Though eight open elective units the course
offers students an opportunity to study a foreign language or expand their knowledge through crossinstitutional and exchange programs.
(2) Skills, and
Graduates at this level will have advanced cognitive , technical and communication skills to
select and apply methods and technologies to:
 Analyse and evaluate information to complete a range of activities;
 Analyse, generate and transmit solutions to unpredictable and sometimes complex problems and Transmit
knowledge, skills and ideas to others
The core International Studies units and Major units offer students the opportunity to develop the UC generic skill
which equip them to understand, evaluate and communicate complex situations and provide them with skills
needed in a workplace.
Page 12 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
(3) Application of Knowledge and Skills.
Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgment and
responsibility:


in contexts that require self-directed work and learning
within broad parameters to provide specialist advice and functions
Students in this course, through internship and field research units have the opportunity to work with formal and
informal institutions. Students will use their highly developed knowledge, analytical and communication skills to
investigate, analyse, critically assess situations in real settings and communicate findings.
Bachelor of
Urban and
Regional
Planning, 956AA
5. Course
Description,
AQF / TEQSA
Compliance
5(a) The SubCommittee
compliments
the course
convener on the
introduction,
which is an
example of good
practice.
Suggested course introduction:
Bachelor of
Urban and
Regional
Planning, 956AA
5. Course
Description,
AQF / TEQSA
Compliance
5(c) an example
of good
practice.
Yes, the UC five UC generic skills are identified as part of the course learning outcomes:
The course prepares the students to contribute to the making of more sustainable built, natural and social
environments. It is concerned with local, national and global considerations through planning, public policy and
social collaboration. It has a focus on economics and governance to equip urban planners with a sound
understanding of the challenges of implementation. Its units cover a multidisciplinary set of intellectual and
practical tools to prepare students to enter the planning profession. The teaching combines introduction to
planning theory and philosophy with an emphasis on applied work and hands-on learning to qualify graduates to
develop guidance for future growth and redevelopment of urban, suburban, and rural communities, and to help
local communities solve challenging economic, social and environmental problems during a period of increasing
uncertainty and change.
Communication: the communication ability (both written and spoken) to be able to communicate effectively with a
diverse range of stakeholders.
Analysis and inquiry: the critical analytical ability to dissect and analyse complex problems, understand the
Page 13 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
underlying issues and be able to make rational decisions based on reasoned argument.
Problem-solving: the creative ability to broaden the context of any problem or opportunity and be able to think
laterally of possible solutions.
Working independently and with others: an understanding of natural processes and the ability to leverage these to
support more efficient, sustainable human and natural systems.
Professionalism and social responsibility: an understanding of good governance principles of accountability,
transparency, accessibility, equity, efficiency, effectiveness and the processes and relationships which support
these; an understanding of cultural history and place and an ability to support rich, humane, accessible, culturally
rich public places.
The study plan renewal is underway, which includes a mapping of learning outcomes across units in the course.
Bachelor of
Entrepreneurship
and Innovation,
208JA
5. Course
Description
AQF / TEQSA
Compliance
Good overall.
The course
objectives were
addressed well
and an example
of good practice
(b) Course objectives and learning outcomes Ref UC policy and AQF 2nd Edition January 2013 (Bachelor Degree
specification on p47). NB that the AQF requires courses to demonstrate that they meet the relevant AQF level 7
criteria and the Purpose statement for the qualification type.
Course Objectives
Graduate Qualities
A conceptual understanding and a practical orientation in management, governmentbusiness relations, public sector management and policy, governance, politics and
government and sociology and social policy.
Communication
Analysis and inquiry
Working
independently and
with others.
Page 14 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
An understanding of the nature of entrepreneurship, and of the concepts and practices
of successful private-sector management, including strategic management, leadership,
marketing, workforce issues, commercialisation and the impact of globalisation on
modern businesses.
Analysis and inquiry
Working
independently and
with others.
Students will be able demonstrate their understanding of the different fields , concepts
and practices listed in the two objectives through methods such as:

Communicating their understanding (explain, describe, identify and report) to
relevant stakeholders or community groups.

Analysing , evaluating and advising – as a result of their project studies

Applying principles, solving problems (that business may have for example)

Working in teams on certain projects in the community.
Demonstrate capacity to think and plan strategically, evaluate opportunities and source
resources.
Problem solving.
Demonstrate an understanding of entrepreneurial & innovative behaviour including
approaches to teamwork, communication, creativity, innovation, risk-taking,
sustainability as well as ethical and social responsibility.
Professionalism and
social responsibility
Working
independently and
with others.
Apply skills gained throughout the course to formulate and evaluate an entrepreneurial
Communication
Page 15 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
business plan from the start-up to the commercialisation stage of a creative idea.
Analysis and inquiry.
Identify and describe the important elements of managing rapid growth and overcoming Analysis and inquiry
obstacles in an entrepreneurial environment
Problem solving
Communication.
Bachelor of
Sports Media,
689AA -
Master of Clinical
Psychology,
742AA -
5. Course
Description and
AQF / TEQSA
Compliance
5. Course
Description
AQF / TEQSA
Compliance
5(f) The
Subcommittee
wishes to
compliment the
Faculty on the
targeted
student support
provided.
Targeted student support
Are any particular forms of support (in addition to standard UC services), offered to students in this course who need
extra help, on commencement or later if identified as at risk? How do students know of and access these services?
5(e) The
Subcommittee
wished to
compliment you
Targeted student support
Are any particular forms of support (in addition to standard UC services), offered to students in this course who need
extra help, on commencement or later if identified as at risk? How do students know of and access these services?
An early intervention strategy for improving retention levels, led by deputy Associate Dean (Education) Dr Cathy
Hope,
has been used since first semester 2013 and should prove useful for Sports Media students. The Journalism
program has set up a facebook page for all enrolled students as a means of improving communication between
staff and students; Sports Media students have been invited to be part of this page. Staff are monitoring the
facebook page to see whether Sports Media students need a separate one of their own. Journalism students,
supported and encouraged by the Journalism staff, have set up a UC Press Club so as to develop their own networks
with the news media in Canberra and beyond. Sports Media students have been invited to join the club, which is
affiliated with the National Press Club. Journalism staff are likewise monitoring the UC Press Club to see whether it
fully meets the needs and aspirations of Sports Media students. Journalism staff members are looking for
opportunities to introduce sponsored prizes and internships for Sports in the same way that exist for Journalism
students.
Page 16 of 23
Course Name &
Code
Graduate
Certificate in
Tertiary
Education,
978AA
5. Course
Description,
AQF / TEQSA
Compliance
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
on your
targeted
student support.
This is an
example of good
practice.
MCP students have a dedicated MCP room which allows considerable peer support. In the 2012 ACR this was
raised as an issue in the qualitative comments and this is a dramatic improvement in facilities. The faculty provide
considerable clinical supervision (also research supervision) which means that we know the students well and can
usually identify any needs reasonably early.
5(b) The
Subcommittee
wished to
compliment the
convenor on the
“table to map
course
objectives
against AQF
Level 8 learning
outcomes”.
However the
skills could be
strengthened in
the learning
outcomes.
Please seek
further
clarification
from the Chair.
Course objectives and learning outcomes Ref UC policy and AQF 2nd Edition January 2013 (Graduate Certificate
specifications on p53). NB that the AQF requires courses to demonstrate that they meet the relevant AQF level 8
criteria and the Purpose statement for the qualification type.
The faculty work very closely with students in the clinic. We sit in with sessions of assessment, work on complex
reports and generally supervise work closely in a highly supportive way.

Are all learning outcomes of the AQF qualification type evident in the course description? See attached
definitions and examples. Please comment on how the course learning outcomes address the qualification type
descriptor in terms of:
(1) Knowledge,
(2) Skills, and
(3) Application of Knowledge and Skills.

Please comment on compliance with any explicit discipline or professional standards national and international.
Include any relevant professional accreditation or recognition. If no relevant professional recognition exists,
comment on peer review, moderation and/or external benchmarking that has been undertaken.

Has development of the learning outcomes been mapped across units in the course? If not, please advise
progress or when this exercise will be undertaken.
Table to map course objectives again AQF Level 8 learning outcomes
AQF Learning Outcomes
Level 8 – Graduate Certificate
Course Learning Outcomes
Page 17 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
Knowledge:

Specialised knowledge within a systematic and
coherent body of knowledge

May include the acquisition and application of
knowledge in a new or existing discipline or
professional areai
Demonstrate understanding of education
theories and practices in tertiary education
generally, and in particular disciplines and
contexts
Identify and engage with the evolving
professional and policy context of teaching and
learning in tertiary education in Australia and
globally
Skills:

o
o
o
o
Cognitive skills to
review, analyse, consolidate and synthesise
knowledge
identify and provide solutions to complex
problems
think critically
generate and evaluate complex ideas

Specialised technical and creative skills in a field
of highly skilled and/or professional practice

o
Communication skills to
demonstrate an understanding of theoretical
concepts
transfer complex knowledge and ideas to a variety
of audiences
o
Critically reflect on and evaluate a range of ways
of thinking about teaching for learning from a
scholarly perspective
Identify and engage with the evolving
professional and policy context of teaching and
learning in tertiary education in Australia and
globally
Articulate a personal and autonomous identity of
a tertiary educator in a way that demonstrates
highly developed knowledge and skills.
Application of knowledge and skills:
•
to make high level independent judgements in a
Apply educational theories and practices to
particular disciplinary contexts
Page 18 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
range of technical or management functions in
varied specialised contexts.
•
to initiate, plan, implement and evaluate broad
functions within specialised technical and creative
contexts
•
with responsibility and accountability for
personal outputs and all aspects of the work or
function of others within broad parameters
Expand professional educational networks both
within and across disciplines
The GCTE is aligned with AQF expectations for a Level 8 Graduate Certificate qualification. Learning outcomes for
the core unit Tertiary Teaching and Learning G 8191 enable participants to develop a conceptual framework for
understanding tertiary teaching and learning that will enable them to become more expert facilitators of learning,
and to reflect on teaching and learning more critically. Each Unit is designed to contribute to students achieving
each of the course learning outcomes, with the emphasis of application and specificity of knowledge tailored to be
appropriate for the substantive content focus. Work is required to revise the language used in Unit descriptions
and outlines to assure that they clearly map to overall course learning outcomes. This work will be completed by
the end of 2013.
Table to illustrate Unit content mapped to course learning outcomes
Unit
Tertiary Teaching and Learning G (8191)
Design for Learning Online G (9277.1)
Assessment and Evaluation in Tertiary Teaching G (8190)
Scholarly Inquiry into Tertiary Education G (9104)
Course Learning Outcomes
1 – 6 (Core Unit)
1–6
1–6
1 – 6 (From 2014, recommended
capstone unit)
Benchmarking
Page 19 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
During the GCTE design phase course conveners across the five universities have undertook research into two
areas: international frameworks and curriculum mapping.

International frameworks (eg the UK professional standards framework for teaching and supporting
learning in higher education and the Staff and Educational Development Association (SEDA) Professional
Development Framework) and national frameworks (such as the Australian Learning and Teaching Council
indicators of teaching and learning quality) were mapped against the following criteria: areas of activity,
core knowledge, professional values, and specialist outcomes.

Curriculum mapping of existing postgraduate learning and teaching programs at each participating
institution compared handbook descriptions and program structure, teaching and learning approaches,
graduate attributes and outcomes, teaching staff, student enrolment, role of the program in probation,
grading structure, evaluation framework, and senior management support for the program.
As an outcome of this research the GCTE represents agreement across the universities involved about ‘core’
content for teaching development programs. This benchmarking across participating institutions represented a first
for the Australian higher education sector.
Until 2013, benchmarking of learning across institutions occurred within the core unit (Tertiary Teaching and
Learning) where one assessment item in this unit was common across each institution’s unit and was marked by a
unit convener from one of the partner institutions. Following the end of the formal agreement between
universities, external benchmarking is to be achieved by:

GCTE convener attending the Foundations Colloquium to discuss course content and quality assurance with
conveners of GCTE-like courses at other Australian/New Zealand universities

Cross-institutional quality assurance by participation in the Council of Australian Directors of Academic
Development.

External peer review and feedback provided by the course reference group.
Page 20 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
CONTINUED
5. Course
Description,
AQF / TEQSA
Compliance
5(c) The
Subcommittee
wished to
compliment the
convenor on the
“table to map
course
objectives
against UC
generic skills”.
Graduate
Certificate in
Tertiary
Education,
978AA
Text from the Submission Form (reaccreditation form )
(from feedback
form)
UC generic skills Ref Generic Skills and Attributes of Graduates of UC Coursework Courses revised for 2011
 Are the five UC generic skills (Communication; Analysis and inquiry; Problem-solving; Working independently
and with others; Professionalism and social responsibility) identified as part of the course learning outcomes?
 Has acquisition of generic skills been mapped across units in the course? If not, please advise progress or when
this exercise will be undertaken.
As indicated in the table below UC’s generic skills, are clearly mapped against the course objectives.
Table to map course objectives against UC generic skills
Course Learning Outcomes
Generic Skills
1. Demonstrate understanding of education
theories and practices in tertiary education
generally, and in particular disciplines and
contexts
Communication: The ability to present knowledge, ideas and
opinions effectively and communicate within and across
professional and cultural boundaries
2. Apply educational theories and practices to
particular disciplinary contexts
Analysis and inquiry: The ability to gather information, and
to analyse and evaluate information and situations in a
systematic, creative and insightful way
3. Critically reflect on and evaluate a range of
ways of thinking about teaching for learning
from a scholarly perspective
Analysis and inquiry: The ability to gather information, and
to analyse and evaluate information and situations in a
systematic, creative and insightful way
Problem solving: The ability to apply problem-solving
processes in novel situations; to identify and analyse
problems then formulate and implement solutions
Page 21 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
4. Expand professional educational networks
both within and across disciplines
Professionalism and social responsibility: The capacity and
intention to use professional knowledge and skills ethically
and responsibly, for the benefit of others and the
environment
5. Identify and engage with the evolving
Communication: The ability to present knowledge, ideas and
professional and policy context of teaching and opinions effectively and communicate within and across
learning in tertiary education in Australia and
professional and cultural boundaries
globally
6. Articulate a personal and autonomous identity
of a tertiary educator in a way that
demonstrates highly developed knowledge
and skills.
Working independently and with others: The ability to plan
their own work, be self-directed, and use interpersonal skills
and attitudes to work collaboratively
Professionalism and social responsibility: The capacity and
intention to use professional knowledge and skills ethically
and responsibly, for the benefit of others and the
environment
The acquisition of generic skills has also been mapped across units within the course, including for each assessment
item. The following example is from the unit Tertiary Teaching and Learning G (8191):
Assessment item
1. Design a teaching activity or resource
Weighting
(total to equal
100%)
20%
Addresses learning
outcome(s)
Related generic
skill(s)
1, 2, 3, 4
1, 2, 3, 4, 5
Page 22 of 23
Course Name &
Code
5. Course
Description,
AQF / TEQSA
Compliance
Feedback text -
Text from the Submission Form (reaccreditation form )
(from feedback
form)
2. Design an assessment activity
20%
1, 2, 3, 4
1, 2, 3, 4, 5
3. Peer review of teaching or assessment
activity
30%
1, 2, 3, 4, 5,
1, 2, 3, 4, 5
4. Teaching philosophy statement and
reflective critique
30%
1, 2, 3, 4, 6
1, 2, 5
Page 23 of 23