Application Form –
APPLICATION FOR RENEWAL OF ACCREDITATION OF A
HIGHER EDUCATION COURSE OF STUDY (AQF
QUALIFICATION)
Effective from 1 July 2012
There are nine sections to this Application Form for Renewal of Accreditation of a Higher
Education Course of Study (AQF Qualification):
Section 1
Provider details
Section 2
Course overview
Section 3
Course outcomes:
Section 4
Course monitoring, review, updating and discontinuance
Section 5
Admission, articulation, RPL and credit transfer
Section 6
Course resourcing and information
Section 7
Teaching and learning quality
Section 8
Certification documentation
Section 9
Research (applicable only for courses of study with major research
components).
Attachment 1 Subject outlines
Attachment 2 Course performance data
Attachment 3 Abbreviated curriculum vitae
Attachment 4 Declaration
Notes:
1. In response to providers’ feedback about the difficulties in copying, pasting and editing responses
within TEQSA’s other application forms in PDF format, the Application Form – Application for
Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification) is being
made available in an unlocked Word version so that full editing is possible. When completing this
Application Form, providers should not make any amendments to any of the text in the
Application Form.
2. Where the provider is requested to respond to a ‘Yes / No’ question or to select one or more
options from a list, boxes can be checked by double clicking on the box and selecting ‘Checked’
under ‘Default value’.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 2 of 108
The Application Guide – Application for Renewal of
Accreditation of a Higher Education Course of Study
(AQF Qualification) must be referred to when
preparing an application for the renewal of course
accreditation. The Guide outlines the application
process, refers to relevant standards, and provides
further explanation of the information requested in
each section of the Application Form. The Guide
also provides examples of evidence that may be
used to demonstrate that the provider meets the
relevant standard.
This form will be reviewed by TEQSA from time to
time.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 3 of 108
SECTION 1 – PROVIDER DETAILS
1.1
Registered entity applying for renewal of accreditation
What is the name of the registered entity applying for renewal of accreditation of the course(s)
of study?
Sydney College of Divinity Ltd
1.2
TEQSA Provider Identification Number
Insert the Provider Identification Number below.
P
1.3
R
V
1
2
0
4
5
Registered business (trading) name or names
List the registered business name or names under which the provider is, or will be, delivering
the course or courses of study for which renewal of accreditation is sought.
Sydney College of Divinity
1.4
Contact Officer
Contact Officer for this application
Title
Dr
Position
Director (Coursework)
Address
Sydney College of Divinity
P.O. Box 1882
Macquarie Centre
NSW 2113
Phone
0 2 9889 1969
Surname
Holm
Mobile
0420936190
Given name(s)
Neil
Email
neilh@scd.edu.au
If contact person is not an employee of the provider, enter
name of employer organisation
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 4 of 108
SECTION 2 – COURSE OVERVIEW
2.1
Course title, AQF level and initial commencement date of delivery
Provide the full title and abbreviated title of each course of study included in this application,
together with the AQF level and initial date that the provider commenced delivery of each
course of study (this date may be prior to the commencement date of the current accreditation
period). If there are any nested courses, ensure that this is noted in the table.
AQF
level
Initial
commencement date
of delivery
9
??/??/2002
MA
9
??/??/2002
Graduate Diploma of Arts
GradDipArts
8
??/??/2002
Graduate Certificate in Arts
GradCertArts
8
??/??/2008
Full title of course of study
Abbreviated title
Master of Theology
MTh
Master of Arts
(Providers should note that each nested course of study will be treated as a separate award for
the purpose of renewal of accreditation by TEQSA.)
2.2
Course rationale and expected graduate employment opportunities
Describe the rationale (or purpose) of each course of study included in this application,
including the expected graduate employment opportunities.
Name of course of study
Rationale, including graduate employment opportunities
Master of Theology
The Master of Theology is a coursework program designed for those
who hold at least a Bachelor of Theology (or equivalent) and who wish
to pursue theological studies in greater depth and with greater rigour.
It includes either a specialisation of six units in one discipline or
subdiscipline, or in-depth studies of three units in two or more
disciplines or subdisciplines, along with the opportunity for a focused
research project.
Master of Arts
The Master of Arts is a coursework program designed for graduates who hold
a tertiary qualification in a theological discipline, who wish to pursue a
graduate qualification in theology as part of their continuing education for
ministry. It is designed to provide a graduate-level education in biblical and
theological understanding, spiritual formation, and cultural literacy that will
prepare them for ordained or other ministry in church, parachurch or nonprofit
organizations, and other vocational settings.
Graduate Diploma of Arts
The Graduate Diploma of Arts course is designed primarily for those who hold
a tertiary qualification in a non-theological discipline, who wish to pursue a
graduate qualification in theology, and who are seeking skills in theological
studies to enhance their professional work. Graduates will be able to apply a
body of theological knowledge in a range of contexts relating to ministry and/or
further learning.
Graduate Certificate in Arts
The Graduate Certificate in Arts course is designed for those who hold a
tertiary qualification in a non-theological discipline, who wish to pursue a
graduate qualification in theology, and who are seeking skills in theological
studies to enhance their professional work. Graduates will be able to apply a
body of theological knowledge in a range of contexts relating to ministry and/or
further learning.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 5 of 108
2.3
Field of Education
Provide the Australian Standard Classification of Education (ASCED) six digit code (referred to
as the ‘Detailed Field’) for each course of study for which renewal of accreditation is sought.
Details of how to access the ASCED code is included in the Application Guide.
Name of course of study
ASCED Code
Master of Theology
0
9
1
7
0
3
Master of Arts
0
9
1
7
0
3
Graduate Diploma of Arts
0
9
1
7
0
3
Graduate Certificate in Arts
0
9
1
7
0
3
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 6 of 108
2.4
Professional accreditation and/or registration
2.4.1
Does any course of study included in this application require professional
accreditation, registration or other recognition in order for graduates to gain work in the
profession?
No
If the answer is YES, has professional accreditation, registration or other recognition been
granted for the relevant course(s) of study?
Yes
2.4.2
No
If the answer is YES, complete the table below.
Name of course of study:
Name of each body/association granting professional accreditation or registration:
Copy and paste additional tables, as necessary.
Attach, as applicable, a copy of all professional accreditation and/or registration reports
since the last accreditation for each course of study noted at section 2.5.2, including details of
any conditions placed on the accreditation and/or registration.
2.4.3
During the next accreditation period, does the provider intend to seek professional
accreditation, registration or recognition of any course of study included in this application?
No
If the answer is YES, provide details of the proposed professional accreditation, registration or
recognition to be sought, including the name of applicable professional bodies or associations.
2.5
Offshore delivery
Is any course of study included in this application currently being delivered at a location outside
Australia?
Yes
No
If YES, note that responses to each section of this Application Form should include evidence
about how the provider ensures that any course of study delivered outside Australia meets the
applicable standards.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 7 of 108
2.6
Delivery sites and any third party, agent and/or partner arrangements
For each course of study included in this application, provide details of all locations of delivery
for the coming accreditation period and any partner, agent and/or third party arrangements to
manage or deliver on the provider’s behalf any of the teaching and learning and/or associated
higher education services.
Name of delivery site 1:
Australian College of Ministries,
Name of course of study:
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
Level 1, 3 Rider Boulevard, Rhodes NSW 2138
Postal address
(if different from street
address)
PO Box 3694, Rhodes NSW 2138
Phone (incl.
area code)
Fax (incl.
area code)
1800 672 692
(02) 9743
0940
Website
address
Are all subjects delivered from this site?
http://www.acom.edu.au/
Yes
No
Yes
No
If NO, list the subjects delivered:
Is there a third party, agent and/or partner relationship involvement?
If YES, provide the name of each third party, agent and/or partner
Australian College of Ministries
If YES, describe the higher education services delivered by each third party, agent and/or partner
Australian College of Ministries delivers the courses as per the Memorandum of Understanding (Att 4.3)
If YES, complete the table below:
Summary of third party, agent and/or partner involvement in:
Single subject name or
names
1. teaching and learning (including percentage of course content to
be delivered)
2. other higher education services
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 8 of 108
Name of delivery site 2:
Catholic Institute of Sydney
Name of course of study:
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
99 Albert Road, Strathfield NSW 2135
Postal address
(if different from street
address)
Phone (incl.
area code)
(02) 9752
9500
Fax (incl.
area code)
(02) 9746
6022
Website
address
Are all subjects delivered from this site?
http://www.cis.catholic.edu.au/
Yes
No
Yes
No
If NO, list the subjects delivered:
Is there a third party, agent and/or partner relationship involvement?
If YES, provide the name of each third party, agent and/or partner.
Catholic Institute of Sydney
If YES, describe the higher education services delivered by each third party, agent and/or partner.
Catholic Institute of Sydney delivers the courses as per the Memorandum of Understanding (Att 4.3)
If YES, complete the table below:
Summary of third party, agent and/or partner involvement in:
Single subject name or
names
Name of delivery
site 3:
Name of course of
study:
1. teaching and learning (including percentage of course content to
be delivered)
2. other higher education services
Emmaus Bible College,
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 9 of 108
Street address
Grd Floor, 240 Beecroft Road, Epping. NSW 2121
Postal address
(if different from
street address)
Phone
(02)
Fax
(02)
(incl.
9876
(incl.
9876
area
4370
area
4354
code)
code)
Are all subjects delivered from this site?
Website
address
http://www.emmaus.edu.au/
Yes
No
Is there a third party, agent and/or partner relationship
Yes
involvement?
If YES, provide the name of each third party, agent and/or partner.
No
If NO, list the subjects delivered:
Emmaus Bible College
If YES, describe the higher education services delivered by each third party, agent and/or
partner.
Emmaus Bible College delivers the courses as per the Memorandum of Understanding (Att
4.3)
If YES, complete the table below:
Single subject
name or names
Summary of third party, agent and/or partner involvement in:
1. teaching and learning (including percentage of course content to be
delivered)
2. other higher education services
Name of delivery site 5:
Emmaus Bible College: Miranda Campus
Name of course of study:
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
10 Kiama Street, Miranda 2228
Postal address
(if different from street
address)
PO Box 1015, Miranda NSW 1490
Phone (incl.
area code)
Fax (incl.
area code)
02 9522 9300
Are all subjects delivered from this site?
Website
02 9522 9800 address
http://www.tabornsw.edu.au/
Yes
No
If NO, list the subjects delivered:
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 10 of 108
Is there a third party, agent and/or partner relationship involvement?
Yes
No
If YES, provide the name of each third party, agent and/or partner.
Emmaus Bible College: Miranda Campus delivers the courses as per the Memorandum of Understanding (Att 4.3)
If YES, describe the higher education services delivered by each third party, agent and/or partner.
If YES, complete the table below:
Summary of third party, agent and/or partner involvement in:
Single subject name or
names
1. teaching and learning (including percentage of course content to
be delivered)
2. other higher education services
Name of delivery site 5:
Emmaus Bible College: Perth Campus
Name of course of study:
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
1 College Court, Karrinyup, Western Australia 6018
Postal address
(if different from street
address)
Phone (incl.
area code)
08 9243 2000
Fax (incl.
area code)
(8) 9243 2050
Website
address
Are all subjects delivered from this site?
http://www.pbc.wa.edu.au/
Yes
No
Yes
No
If NO, list the subjects delivered:
Is there a third party, agent and/or partner relationship involvement?
If YES, provide the name of each third party, agent and/or partner.
Emmaus Bible College: Perth Campus delivers the courses as per the Memorandum of Understanding (Att 4.3)
If YES, describe the higher education services delivered by each third party, agent and/or partner.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 11 of 108
If YES, complete the table below:
Summary of third party, agent and/or partner involvement in:
Single subject name or
names
1. teaching and learning (including percentage of course content to
be delivered)
2. other higher education services
Name of delivery site 4:
Nazarene Theological College
Name of course of study:
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
40 Woodlands Drive, Thornlands QLD 4177
Postal address
(if different from street
address)
Phone (incl.
area code)
(07) 3206 4177
Fax (incl.
area code)
(07) 3206
0081
Website
address
Are all subjects delivered from this site?
http://www.ntc.edu.au/
Yes
No
Yes
No
If NO, list the subjects delivered:
Is there a third party, agent and/or partner relationship involvement?
If YES, provide the name of each third party, agent and/or partner.
Nazarene Theological College
If YES, describe the higher education services delivered by each third party, agent and/or partner.
Nazarene Theological College delivers the courses as per the Memorandum of Understanding (Att 4.3)
If YES, complete the table below:
Single subject name or
names
Summary of third party, agent and/or partner involvement in:
1. teaching and learning (including percentage of course content to
be delivered)
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 12 of 108
2. other higher education services
Name of delivery site 5:
NSW College of Clinical Pastoral Education
Name of course of study:
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
C/- Chaplains Department, Royal North Shore Hospital, Pacific Hwy, St
Leonards NSW 2065
Postal address
(if different from street
address)
PO Box 1000, Woy Woy NSW 2256
Phone (incl.
area code)
Fax (incl.
area code)
(02) 4344 2450
(02) 4344
2450
Website
address
Are all subjects delivered from this site?
http://cpensw.com/tikiindex.php
Yes
No
Yes
No
If NO, list the subjects delivered:
Is there a third party, agent and/or partner relationship involvement?
If YES, provide the name of each third party, agent and/or partner.
NSW College of Clinical Pastoral Education delivers the courses as per the Memorandum of Understanding (Att 4.3)
If YES, describe the higher education services delivered by each third party, agent and/or partner.
If YES, complete the table below:
Summary of third party, agent and/or partner involvement in:
Single subject name or
names
1. teaching and learning (including percentage of course content to
be delivered)
2. other higher education services
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 13 of 108
Name of delivery site 6:
St Andrew’s Greek Orthodox Theological College,
Name of course of study:
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
242 Cleveland Street, Redfern NSW 2016
Postal address
(if different from street
address)
Phone (incl.
area code)
02 9549 3100
Fax (incl.
area code)
02 9549 3151
Website
address
Are all subjects delivered from this site?
http://www.sagotc.edu.au/
Yes
No
Yes
No
If NO, list the subjects delivered:
Is there a third party, agent and/or partner relationship involvement?
If YES, provide the name of each third party, agent and/or partner.
St Andrew’s Greek Orthodox Theological College
If YES, describe the higher education services delivered by each third party, agent and/or partner.
St Andrew’s Greek Orthodox Theological College delivers the courses as per the Memorandum of Understanding
(Att 4.3)
If YES, complete the table below:
Summary of third party, agent and/or partner involvement in:
Single subject name or
names
1. teaching and learning (including percentage of course content to
be delivered)
2. other higher education services
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 14 of 108
Name of delivery site 7:
The Salvation Army Booth College
Name of course of study:
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Street address
32a Barnsbury Grove, Bexley North NSW 2207
Postal address
(if different from street
address)
Phone
(incl. area
code)
02)
95020432.
Fax (incl.
area code)
(02)
95020476.
Website
address
Are all subjects delivered from this site?
http://salvos.org.au/boothcollege/
Yes
No
Yes
No
If NO, list the subjects delivered:
Is there a third party, agent and/or partner relationship involvement?
If YES, provide the name of each third party, agent and/or partner.
The Salvation Army Booth College
If YES, describe the higher education services delivered by each third party, agent and/or partner.
The Salvation Army Booth College delivers the courses as per the Memorandum of Understanding (Att 4.3)
If YES, complete the table below:
Summary of third party, agent and/or partner involvement in:
Single subject name or
names
3. teaching and learning (including percentage of course content to be
delivered)
4. other higher education services
Copy and complete additional tables as necessary for additional sites, and/or to accommodate
all courses of study included in this application.
Attach a copy of any contract or agreement with any third party, agent and/or partner for the
delivery of any higher education service (as defined in the Glossary of Terms) that is associated
with any course of study included in this application.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 15 of 108
2.7
Delivery in a language other than English
Is the course or courses of study for which renewal of accreditation is sought delivered in a
language other than English?
NO
If YES, list each language of delivery below for each course of study.
Name of course of
study
Language of
delivery
Summary of LOTE arrangements
If YES, note that responses to each section of this Application Form should include evidence
about how the provider ensures that any course of study delivered in LOTE meets the
requirements of the applicable Provider Course Accreditation Standards and the Qualification
Standards.
2.8
Intellectual property
Does the provider have intellectual property ownership of the content of each course of study
included in this application?
Yes
If NO, indicate who has intellectual property ownership and provide details of the agreement
under which the provider is using the intellectual property.
Name of course of study
IP ownership and summary of agreement under
which IP is being used by the provider
Attach, if applicable, a copy of any agreement with an owner of the intellectual property in
the content of any course of study included in this application.
2.9
Main changes made since last accreditation
Summarise the main changes made to any course of study included in the application since the
last accreditation approval was granted. It is not necessary to summarise main changes
already advised to TEQSA since 29 January 2012 as a material change notification in
accordance with section 29 of the TEQSA Act.
Name of course of study
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in Arts
Main changes made since last accreditation
approval was granted
1. The rationale and outcomes for the course were revised in
light of the revised Australian Qualifications Framework.
2. In light of the revised Australian Qualifications Framework
on Volume of Learning, provision has been made in the
Master of Arts for candidates entering from an AQF Level
8 award in the discipline of theology to complete the
award in 1 year, as well as the previous provision of a 1.5
year duration for candidates entering from an AQF Level 7
award in the discipline of theology. See Att 2.11.2
3. The curriculum framework in terms of disciplines,
subdisciplines, and specialisations was modified
4. The regulations for each course were modified. The
modification included the MTh requirement of a Generic
(Research) unit and the MA requirement of a Generic
(Research) unit and / or a Capstone unit and /or a
Research Project with a professional focus. See Att
2.10.1.a.iv Generic Units
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 16 of 108
5. The number of subjects offered was significantly reduced.
New subjects that were suitable for use by Member
Institutions replaced old subjects.
6. Subject outlines were revised to reflect new types of
subjects (foundational, intermediate, specialised, generic,
workplace learning, capstone) to ensure improved
sequencing of subjects as students progressed through
the course. Attention was also given to increasing the
cognitive demand as students progressed through the
foundational, intermediate, and advanced stages.
Threshold concepts were introduced. New assessment
profiles were introduced. Reading lists were updated.
7. Demand hours were reduced from 162 hours per teaching
period to 143.
8. Amount of assessment per subject was reduced to 5,000
words. See Att 2.9.1
9. To ensure rigour but allow flexibility in interpretation of
subjects between Member Institutions and to take account
of normal changes in academic staff, course management
changes have been instituted. Each semester,
Subdiscipline Coordination Panels review Course Unit
[Subject] Booklets prepared by teachers within Member
Institutions each semester. These booklets express a
particular interpretation, amplification and extension of the
approved Course Unit [Subject] Outline, express the
theological values of the MI, meet the needs of its
stakeholder, while remaining consistent with the SCD
Course Unit Outline, especially the Assessment Profile in
the Course Unit Outline. The Subdiscipline Coordination
Panel ensures that the assessment requirements in the
Course Unit Booklet are consistent with the SCD
assessment policy and procedures, especially those
sections relating to standards-based assessment and
weighting of assessment tasks.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 17 of 108
2.10 Course structure and outline
2.10.1 Course structure
Attach an overview of the structure of each course of study: see Att 2.10.1.a.ii
Attach the provider’s policy or similar on credit points (including details of nominal hours):
see Att 2.10.1.b
2.10.2
Subject outlines
Attach a completed subject outline that will be used in the coming accreditation period for
each subject forming part of each course of study included in this application. Where any
differences exist, attach a completed subject outline for each delivery site. Attach a completed
subject outline for any subject in which delivery will occur in a language other than English.
2.11 Course duration and student workload
Provide information about the period of candidature and academic study patterns of each
course of study included in this application, including the provider’s prescribed maximum period
of candidature (if applicable).
If the period of candidature is compressed into an abbreviated timeframe, provide information
about how the learning outcomes have been achieved in the abbreviated timeframe. An
example of an abbreviated timeframe is when a three year Bachelor Degree may be completed
in 2.5 years.
The tables at section 2.11 of the Application Guide provide an outline of the information
required and a suggested format for presentation.
Attachment 2.11.2 Course duration and workload
Attach an overview of the student workload requirements and duration for each course of
study included in this application, including information about academic study patterns and the
prescribed maximum period of candidature.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 18 of 108
SECTION 3 – COURSE OUTCOMES
3.1
Student numbers
For each course of study included in this application, provide actual and projected EFTSL and headcount data for:

each year of the current accreditation period (including the current year as year 1)

each applicable student category. The table below provides a suggested format for the information.
Name of course of study:
Master of Arts (includes Graduate Certificate in Arts and Graduate Diploma of Arts)
Category
(as applicable)
Current year 2012
Actual
EFTSL
Year 2
Headcount
2011
Actual
EFTSL
Year 3
Headcount
2010
Actual
EFTSL
Year 4
Headcount
2009
Actual
EFTSL
Year 5
Headcount
2008
Actual
EFTSL
Headcount
Commonwealth Supported
Places (CSP)
Australian Fee Paying
51
183
49
181
53
194
153
629
170
680
International Onshore
4
6
2
3
2
3
10
14
9
12
International Offshore
(students studying outside
Australia)
1.5
3
2
3
.7
3
4
11
5
12
Research Higher Degree
Students
TOTAL
Name of course of study:
Master of Theology
Category
(as applicable)
Current year 2012
Actual
EFTSL
Headcount
Year 2
2011
Actual
EFTSL
Headcount
Year 3
2010
Actual
EFTSL
Headcount
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 19 of 108
Year 4
2009
Actual
EFTSL
Headcount
Year 5
2008
Actual
EFTSL
Headcount
Commonwealth Supported
Places (CSP)
Australian Fee Paying
10
32
8.5
28
4
15
14
47
12
43
International Onshore
6
8
2
4
1.5
3
1
1
.8
1
16
40
10.5
32
5.5
18
15
48
12.8
44
International Offshore
(students studying outside
Australia)
Research Higher Degree
Students
TOTAL
Copy and paste additional tables, as necessary, for each course of study included in this application.
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3.2
Course performance data and benchmarking
Attach, for each year of the current accreditation period, or for any shorter period that the
data are available, the following comparative performance data for each course of study
included in this application: grade distributions; student progress rates; student attrition rates;
and completion rates by entry pathway, mode of study, and place of study.
The tables at Attachment 2 provide a suggested format for presenting the data. Definitions and
calculations relating to ‘student progress rates’; ‘student attrition rates’ and ‘student completion
rates’ are included in the Glossary of Terms. If these calculations are not used, ensure that a
description is included of the calculations that are used.
3.2.1
Analysis of grade distributions
Provide:

an analysis against comparative data of the grade distributions for each course of study
over the current accreditation period

a summary of any actions taken, or planned, by the provider to address any issues or
concerns.
Name of
course of
study
Analysis of grade distributions and summary of
actions
Students from the Master of Divinity, Master of Arts,
Graduate Diploma of Arts, Graduate Certificate in Arts
courses choose subjects from the same pool in the 8500
series and the 9600 series. The SCD does differentiate
the results of these courses.
Master of
Arts,
Graduate
Diploma
of Arts,
Graduate
Certificate
in Arts
There has been some concern about grade inflation and
failure rates. As a result, the Students at Risk policy and
procedures were introduced (see Attachment 7.6.1).
Likewise an expanded set of grade descriptors was
formulated (see Attachment 4.1.2.b). These actions were
accompanied by a concerted focus on assessment at
Professional Development Days (see 7.2).
SCD assessment guidelines have been based on a normreferenced system (from 2013 we will use a standardsbased system see policy and procedures at Attachments
3.2.1.a and 3.2.1.b). The actual results for the period 2009
to present are
H = 10%
D = 30%
C = 31%
P = 15%
N = 7%
Other = 7%
The SCD does not have specific guidelines for the spread
of grades at graduate level. The University of Southern
Queensland uses the following guidelines for all subjects:
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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The course coordinator must explain results where
a. the percentage of High Distinctions has equalled or
exceeded 15 percent of the total enrolment;
b. the percentage of Distinctions plus High Distinctions has
equalled or exceeded 30 percent of the total enrolment;
c. the percentage of students receiving grades of Credit or
higher has equalled or exceeded 70 percent of the total
enrolment;
d. the percentage of Fail grades in an introductory level
course has equalled or exceeded 25 percent of the total
enrolment; or
e. the percentage of Fail grades in an advanced level
course has equalled or exceeded 20 percent of the total
enrolment;
On these criteria, the SCD is at the upper limits of the
policy. However, in general, it is expected graduate
courses might trend more to the upper grades than
undergraduate courses. These results are not alarming
but they give rise to some concern over grade inflation and
we have responded as per the first paragraph above..
The grade distributions for the MTh are below. Again
there is a trend towards the higher grades and this trend is
being monitored as above.
H = 11%
Master of
Theology
D = 27%
C = 26%
P = 9%
N = 1%
Other = 9%
3.2.2
Analysis of student attrition rates
Provide:

an analysis against comparative data of the student attrition rates for each course of
study over the current accreditation period

a summary of any actions taken, or planned, by the provider to address any issues or
concerns.
Name of course of study
Analysis of student attrition data and summary of
actions
MTh, MA, GradDipArts , GradCertArts
Average attrition rate over all sites and all years was 6%.
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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Att 3.2.b Attrition & Progress Rates All
Courses.pdf
3.2.3
Analysis of student progress rates
Provide:

an analysis against comparative data of the student progress rates for each course of
study over the current accreditation period

a summary of any actions taken, or planned, by the provider to address any issues or
concerns.
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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Name of course of study
Analysis of student progress rates and summary of
actions
MTh, MA, GradDipArts , GradCertArts
Average progress rate over all sites and all years was 92%.
Att 3.2.b Attrition & Progress Rates All
Courses.pdf
3.2.4
Analysis of student completion rates
Provide:

an analysis against comparative data of the student completion rates for each course of
study over the current accreditation period

a summary of any actions taken, or planned, by the provider to address any issues or
concerns.
Name of course of study
Analysis of student progress data and summary of
actions
MTh, MA, GradDipArts , GradCertArts
Average completion rate over all sites and all years was 81%.
Att 3.2.b Attrition & Progress Rates All
Courses.pdf
3.2.5
Student satisfaction
Provide an analysis of:

student satisfaction feedback data for each course of study included in this application
over the current accreditation period

a summary of any actions taken, or planned, by the provider to address any issues or
concerns.
Include details of how student feedback data is used by the provider.
Name of course of study
Analysis of student feedback, summary of actions and use of data
Master of Theology
Master of Arts
Graduate Diploma of Arts
Graduate Certificate in
Arts
The SCD began collecting system-wide data on student satisfaction feedback in
2009. Administered to all students, the survey covered 34 items and 4 open
comment boxes. The survey items were a five-point scale where 1 = strongly
disagree and 5 = strongly agree. Initially we used an electronic survey but were
unable to get high response rates so in recent years we changed to paper-based
surveys that increased the response rate. The survey does not differentiate
between AQF Level 5 – 9 students.
2009
Based on 27% of students, an average of 4 on all questions in a range of 1-5
(where 1 = strongly disagree and 5 = strongly agree). This affirmation included
significant questions like Q.14. This unit helped me understand, clarify, and express
my own values, beliefs, and faith: 4 / 5 and Q.21. Overall, how satisfied are you that
this unit equipped you for ministry (lay or professional) in a rapidly changing
environment? 4 / 5.
Some questions linked to various features of SCD Strategic Planning e.g. Teaching
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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& Learning Enhancement Plan (TLEP). As an example
Q.10 Learning materials provided for this unit helped me to develop as an
independent learner: 4 / 5 COMPARE TLEP 3 1. Provide assistance to students in
gaining skills and knowledge to become independent learners
Q.11 The teaching-learning spaces & equipment [or online learning environment or
structure of distance education packages] used for this unit were relevant and
suitable: 4 / 5 COMPARE TLEP 6.1 Provide maximum access to relevant and
suitable learning spaces and equipment
Q.13 The approach taken in this unit fostered a desire to continue learning: 4 / 5
AND Q.30. Used effective teaching aids, media & information technology where
appropriate: 4 / 5 COMPARE TLEP 3.3 Foster a culture of life-long learning, peer
interaction and the integration of new technologies into the learning process
Based on 37% of students, an average of 4.1 on all questions in a range of 1-5
(where 1 = strongly disagree and 5 = strongly agree).
2010
The most positive responses (4.3+) were
The Unit:
The relevance of this unit to my course was clear:
Assessments in this unit helped me learn:
This unit helped me understand, clarify, and express my own values, beliefs, and
faith:
Demonstrated thorough knowledge of the subject area:
How likely is it that you would recommend this unit to other students?
The Lecturer
Selected texts and readings that were relevant and up to date.
Encouraged student participation and questions.
How likely is it that you would recommend this lecturer for an excellence in teaching
award?
The results continued to show a positive relationship with the Teaching & Learning
Enhancement Plan
In 2011 we moved to paper-based surveys, achieving a 57% response rate. An
average of 68% of responses either Strongly Agreed or Agreed with the survey
item.
2011
Summary of any
actions taken by the
The most positive responses were
Overall, how satisfied are you with the unit? 75% Agree or Strongly Agree.
Overall, how would you rate the learning experience in this unit?
76% Agree
or Strongly Agree
Unit content was consistent with the stated unit outline outcomes/objectives:
78% Agree or Strongly Agree
Assessments in this unit helped me learn: 78% Agree or Strongly Agree
The content, assessment, and intellectual demand of this unit were appropriate to
the level of study:
78% Agree or Strongly Agree
Lecturer demonstrated thorough knowledge of the subject area:
80% Agree
or Strongly Agree
All lecturers receive a copy of the feedback for each unit. MI principals review these
results with the lecturer. When each Course Unit (Subject) Booklet is prepared
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© Commonwealth of Australia 2012
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provider to address any
issues or concerns.
each teaching period the lecturer is required to complete an entry:
Course Unit Revision: [Insert date of last revision of learning activities, learning
resources, or assessment details. Give brief details of any updates that took
account of Student Feedback Surveys.]
The exact feedback processes to staff vary with each site. The Salvation Army
Booth College process is typical:
The feedback is provided (via email) to the lecturer who taught the unit, as well
as the Heads of Discipline. The Heads of Discipline then contact each of the
lecturers who taught in that discipline to discuss the results and reflect on both
the positive and negative feedback. The Director of the School and the
Academic Dean are also sent the student feedback. Any serious negative
feedback received for a lecturer will be discussed between the relevant Head of
Discipline and the Director of the School before the Head of Discipline contacts
the lecturer involved to reflect on steps to take in light of the feedback received.
Previous feedback on specific assessment tasks is brought to the assessment
moderation meeting when that class is taught again, and this feedback is
considered when determining if any tasks need to be altered.
The Catholic Institute of Sydney varies the process slightly:
The collated information from the survey is presented to academic staff at the
CIS Academic Board (all permanent academic staff are members of the Board).
The Board may wish to make institutional recommendations on the basis of the
report.
Each teacher receives a copy of the collated data for course unit(s) he/she
taught during the semester. These results form part of the annual staff
appraisal. The appraisal process includes an agreed action plan.
Saint Andrew’s Greek Orthodox Theological College :
Feedback in collected from students (student surveys) and graduates (graduate
surveys) by the Registrar. The Registrar prepares the student feedback survey
report each semester for SCD Office and this report is tabled at our faculty
meeting for discussion. Each teacher is given their respective student feedback
forms to review more closely. Feedback from SCD Office regarding graduate
feedback is also tabled and discussed at our faculty meeting. Given the small
number of teaching staff, teachers have often liaised with one another and
generally taken their own initiatives to improve their teaching, sharing new
technologies and resources with colleagues within, and external to, St Andrew’s.
For the most part we have found that only very small numbers of students
actually offer concrete and realistic suggestions for improvement or innovation in
the unit offering, and this also is taken into consideration. Whilst it has not been
the practice to date, the Sub Dean will hence forth meet with each teacher to
discuss the feedback and their overall work within St Andrew’s and to discern
ways to help each teacher maintain/improve their quality of teaching and general
contribution to the life of St Andrew’s and SCD. As the Greek Orthodox Church
here in Australia is the principal stakeholder of St Andrew’s and the ‘employer’ of
a significant number of graduates then the appraisal of the connection between
theological education and employment is a matter of immediate and enduring
importance.
3.2.6
Other comparative data
Provide details of any other comparative (benchmarked) performance data used for each
course of study included in the application during the current accreditation period. Providers
should include information about:

the institutions and courses selected as comparators
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© Commonwealth of Australia 2012
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
the main outcomes resulting from undertaking the comparisons.
Name of course of
study: MTh, MA,
GradDip, GradCert
Comparative data, institution(s) and actions taken as a result of analysis
The SCD uses informal means of benchmarking with other institutions
and courses. The Director (Coursework) serves as a Moderator for the
Australian College of Theology. In this role he assists the ACT to
ensure that academic quality is maintained, the objectives for each unit
are addressed in the way students are assessed, stated ACT learning
outcomes (or grade descriptors) for each unit are uniformly and
consistently applied, and graduate attributes are likely to be attained.
This work is the most significant element in ensuring the quality of the
coursework courses of the ACT. Moderation involves
Australian College of
Theology
•
reading samples of the major assessment (worth at least 40% of the
final grade) for each unit in each mode taught across the ACT network
each semester,
•
comparing the grades and marks awarded by lecturers with the ACT's
published learning outcomes, and
•
markers ' feedback to students on essays.
The moderators report to the ACT. The reports include
recommendations for raising or lowering the marks of students in a
given grade band and observations about the quality of teaching and
learning in each college.
In addition to ensuring a high quality of academic integrity across the
ACT network, the moderation process also helps to enhance a parity of
esteem among affiliated colleges. This enables the confident transfer of
academic credit from college to college regardless of the college at
which study for credit has been completed and the mode of study in
which units are delivered.
The involvement of the Director (Coursework) in this ACT process
allows him to keep abreast of ACT processes and standards and to
compare them to those with the SCD. Consequently, he is able to
report that, based on the latest figures available for the ACT and the
SCD, SCD assessment results show a tendency for the percentage of
grades in the Credit-High Distinction range being lower than the ACT
and higher in the Pass-Fail range. This is despite concerns within the
SCD about grade inflation.
Actions Taken: The SCD has given increased attention to ensuring that
student support is available for students who are struggling. The SCD
has introduced a new Students at Risk Policy and a Self Assessment
of Academic Progress procedure. These policies were developed using
policies at University of Sydney as benchmarks.
Macquarie University
University of Sydney
Australian Catholic
University
The SCD does not have formal benchmarking relationships with these
universities. However, the SCD Dean has had a long career at the
University of Sydney where she has a continuing honorary role.
Through this means we keep abreast of developments at the university
and we take these developments into account. University academic
staff contribute to several SCD committees: Daniel Anlezark (Academic
Board , Research Committee), Mark Byron (Academic Standards
Committee ), Margaret Rogerson (Academic Board ), Kate Sexton (ret.,
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© Commonwealth of Australia 2012
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Libraries), Noel Weeks (ret., Research Committee).
The Director (Coursework) and the Distance Education Coordinator
have previous experience working with policies and procedures at
Macquarie University and we closely follow developments there. We
have used Macquarie University academic staff to lead Professional
Development Days and they contribute to various SCD Committees
including Academic Board, Academic Standing Committee, Learning
and Teaching Committee. Macquarie academic staff are members of
SCD committees: David Blair (ret., Human Research Ethics
Committee), James Dalziel (Learning & Teaching Committee) Paul
McKechnie (Academic Board, Academic Standards Committee),
Alanna Nobbs (Classification and Promotion).
Academic staff from the Australian Catholic University contribute:
Robert Gasgoine (Academic Board).
University of Western Sydney: Vaughan Bowie (Human Research Ethics
Committee ), Warwick Wilson (ret., Academic Board ), Won Hee Kang
(LOTE), Isabel Pena (LOTE).
Alphacrucis College: Chris Simon (ret., DMin).
These academic staff from other institutions have an active role in the
development of policies and procedures.
The SCD also has two related processes that are designed to ensure
that the SCD academic standards similar accredited courses of study
offered by other higher education providers. These processes are
Discipline Moderation and Institutional Moderation. Policies and
Procedures for these processes are attached as Att 3.2.6a(i) SCD
Discipline Moderation Policy and Att 3.2.6a(ii) SCD Institutional
Moderation Policy. These processes involve external moderators who
are knowledgeable about the sector and who report on SCD standards.
These processes received commendation from AUQA and were
selected for inclusion on the AUQA Good Practice Database
http://www.auqa.edu.au/gp/search/detail.php?gp_id=3363
Moderation of SCD
Courses and
Institutions by
External Reviewers
Discipline Moderation is a process whereby one discipline is reviewed
each year. External reviewers conduct this review. All MIs submit
samples of assessment items in all subjects taught in the discipline
over two semesters. The questions addressed by the panel include:
Assessment tasks are in each case of an appropriate standard;
assessment tests in each case whether the unit’s objectives have been
met, the assessment questions specify the thinking process expected
eg "critique"; state the requirements clearly, give sufficient direction to
enable a well-informed student to respond in the manner expected,
indicate the length of the response expected, indicate the relative
weight of each question, require students to demonstrate command of
background information, require higher-order thinking that is
appropriate to the level of the unit; Unit outlines demonstrate that skills
and knowledge are being developed sequentially in this discipline,
consistently across MIs; Student work is being graded fairly; Student
work is being graded at a standard appropriate to its level in each case;
Marker’s comments are sufficiently comprehensive and constructive,
commenting on strengths, weaknesses and opportunities for
improvement; Student work is being graded consistently across MIs;
The monitoring reports of the spread of grades is satisfactory in view of
the quality of work done; In the discipline as a whole and in all relevant
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© Commonwealth of Australia 2012
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MIs, students are achieving outcomes stated in relevant course unit
outlines; Marked assignments are returned to students in a timely
manner, to assist future improvement.
Institutional Moderation is a process whereby each MI as a whole is
moderated. External reviewers conduct this review. Each MI
completes an institutional self-assessment that is submitted to the
moderators who then visit to inspect the institutional processes. The
questions addressed in the self-assessment and by the moderators
include: Systematic and comprehensive criteria to measure and
evaluate student achievement are in place; Assessment items comply
with SCD policy, course unit aims and outcomes; Students are
informed of assessment and evaluation criteria in course unit outlines
and in other relevant documentation; The MI has adequate procedures
for the processing of end of semester results required for SCD.
Actions Taken: The most recent Discipline Moderation was positive
and encouraging, affirming that the Theology discipline is in reasonably
good health. Overall, the curriculum was judged to be adequate to
meet the needs of the SCD. The standard set by the curriculum is
applied reasonably consistently across the SCD, and there is a
recognisable parity in assessment. Suggestions made by the panel
(eg greater balance between confessional needs and a broader
perspective that embraces high quality scholarship and cultural
engagement) were taken into account in the recent SCD curriculum
review.
A recent Institutional Moderation resulted in the Member Institution
responding that Suggestions 1 and 3 can be attended to immediately,
as they already exist in various forms and simply need to be drawn into
a more formal document. Suggestion 2 amounts to a policy
development, and a proposal may be put to the CIS Senate.
Suggestion 4 can be achieved by building into the annual budget
process a review of research funding, with appropriate
recommendations to the Senate. Suggestion 5 will be considered by
the Academic Board, and a suitable recommendation will be put to the
Senate.
3.2.7
Other evidence – course performance data and benchmarking
In the table below, list any other evidence that demonstrates the provider meets Provider
Course Accreditation Standards 5.4 and 5.5 in relation to each course of study included in this
application. The provider has the discretion to either: (a) attach the evidence to the Application
Form so that it is immediately accessible to TEQSA, or (b) to include a reference to the
evidence in the list below so that it can be made accessible to TEQSA on request during the
assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Description of evidence
Attachment
number (if
attached to this
application)
Location of
evidence (if NOT
attached to this
application)
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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Copy and paste additional rows as necessary.
3.3
Learning outcomes
3.3.1
Alignment to qualification type descriptors within appropriate AQF level specification
For each course of study included in this application, list the identified learning outcomes and
show how they align to the AQF specification at the applicable level (available from
http://www.aqf.edu.au/Portals/0/Documents/Handbook/AustQuals%20FrmwrkFirstEditionJuly20
11_FINAL.pdf).
A suggested format to demonstrate alignment of learning outcomes with AQF specifications is
contained in the Application Guide.
Attach, for each course of study included in this application, a list of identified learning
outcomes and map showing how the learning outcomes align to the qualification type
descriptors within the appropriate AQF level specification. Attachment 3.3.1.b Alignment with
AQF
3.3.2
Equivalence of student learning outcomes
If for any course of study included in this application, there are different delivery sites, modes of
study or any delivery in a language other than English (LOTE), explain how equivalence is
assured in the learning outcomes for each site, mode of study and/or delivery in LOTE. If there
are differences in learning outcomes in any of these contexts, a rationale for the differences
must be provided.
The SCD has several delivery sites and a range of modes of study that include Face-to-face (including intensive
and extensive); Distance (includes online and other); and Multimodal (includes combinations of distance and faceto-face, and “virtual” or live streaming).
For all sites and all modes of study equivalence is assured in the following ways:
1. Each semester the Course Unit Booklet for each subject is submitted to the relevant Subdiscipline
Coordination Panel. The panel ensures equivalence between the sites offering the subject. It also
ensures that the booklet is a proper expression of the approved Course Unit [Subject} Outline. See also
Section 2.9. and the policy at Attachment 3.3.3.a. The policy describes the limits of variation that may
occur between sites while ensuring equivalence.
2. Equivalence in subjects offered in distance mode is assured through the application of the SCD
Standards for Distance Education. These standards encompass Institutional Support; Pedagogy, Design
& Delivery; Learner Support; Technological Support; Faculty Support and Development; and Evaluation
and Review. Each standard is matched with appropriate performance indicators, description of evidence
required, and nomination of officers whose responsibility it is to maintain the standard. See Section 7.8
Electronic Learning for further detail.
3. The SCD processes for monitoring assessment outcomes also ensure equivalence. See Section 3.5.
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3.3.3
Other evidence – learning outcomes
In the table below, list any other evidence that demonstrates the provider meets Provider
Course Accreditation Standard 1.9 and Qualification Standard 1.1 in relation to each course of
study included in this application. The provider has the discretion to either: (a) attach the
evidence to the Application Form so that it is immediately accessible to TEQSA, or (b) to
include a reference to the evidence in the list below so that it can be made accessible to
TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Course Unit Booklet Policy
Att 3.3.3.a
Location of
evidence (if NOT
attached to this
application)
Copy and paste additional rows as necessary.
3.4
Graduate attributes
For each course of study included in this application, summarise reasons and evidence that
demonstrate how Provider Course Accreditation Standards 1.2 and 5.6 have been met in
relation to the appropriate development and attainment of key graduate attributes, including
English language proficiency. Include details of how key graduate attributes are integrated with
curriculum design, assessment practices and course delivery.
See Attachment 3.4.1 Graduate attributes. This attachment outlines the graduate attributes for the courses,
explains the curriculum principles that were used to develop the courses, and shows how English language
proficiency is embedded within the graduate attributes.
The curriculum design principles begin with the graduate attributes and the discipline and subdiscipline rationale
and outcomes (see Attachment 3.4.2 Discipline and Subdiscipline Rationale and Outcomes) and on these
foundations learning outcomes for each subject have been developed. The assessment profile for each subject is
aligned with the learning outcomes. The Assessment Profile identifies the kind of assessment outcomes and their
broad content, and gives examples of the kind of assessment task suited to engaging with that content. The
Assessment Profile is governed by the Unit Outcomes, not the content, but it is developed in the light of the
Content. When teachers prepare the Course Unit Booklet for each subject each semester they are required to
include the Assessment Standards. Standards are relatively stable descriptions of the qualities of performance or
learning products that describe “how well” the assessment task was carried out. Establishing assessment
standards requires the teacher to define and publish expected levels of performance in a unit. Assessment of
student performance is then determined according to the agreed standards. To write the Assessment Standards,
teachers need to refer to the Assessment Profile in the Course Unit Outline (see Attachment 3.4.3) and the SCD
Assessment Policy and Procedures (see Attachment 3.2.1.a-b), particularly the Grades descriptors (See
Attachment 4.2.1.b). The Assessment Standards inform the student about the level of performance that is
required on all or each of the assessment tasks to achieve particular grades. The Assessment Profile provides
information about the number and type of tasks. The Course Unit Booklet also includes a full description of each
assessment task including number of words, length of exam etc; date due; learning outcomes assessed by the
particular assessment item address; and the percentage of the total assessment for the unit that this assessment
item addresses. Through this multi-layered approach the SCD is able to ensure that graduate attributes are fully
integrated with curriculum design, assessment practices and course delivery.
Attachment 3.4.1 Graduate attributes provides evidence that although these are newly designed attributes for the
revised SCD curriculum, reports from external moderators in past Discipline Moderation and Institutional
Moderation reveal the graduate attributes are integrated with assessment practices and course delivery. Similarly
past student feedback surveys provide further evidence from student perspectives.
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© Commonwealth of Australia 2012
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Attachment 3.4.1.a Graduate Attributes and the SCD Graduate Survey provides evidence that at least from the
graduates perspective the graduate attributes are being achieved.
Attach evidence that demonstrates how, for each course of study included in this
application, Provider Course Accreditation Standards 1.2 and 5.6 have been met in relation to
the appropriate development and attainment of key graduate attributes, including English
language proficiency.
3.5
Assessment, moderation of assessment and integrity of assessment
3.5.1
Summary of assessment, moderation and integrity of assessment approaches
For each course of study included in this application, summarise the approach to:

student assessment (including for those students who have disabilities and/or special
needs)

moderation of assessment

ensuring integrity of assessment.
Outline how these approaches have been used effectively during the current accreditation
period to achieve identified student learning outcomes.
Approach to Student Assessment that will Apply in the Next Accreditation Period
The Assessment Policy and the Assessment Procedures govern the SCD approach to student
assessment. The foundational statement of the assessment policy emphasises mutual
commitment, responsibilities, and obligations between faculty, students, administrators, staff,
council members, denominational stakeholders, and society. It expresses a commitment to the
care of the whole person and to social justice. Therefore, the policy requires that students will be
assessed on individual merit and not judged relative to the performance of other students in their
cadre. They will be judged against clearly stated and publicly available assessment standards.
This foundational statement is expanded into ten principles that govern assessment. As an
example, the principles include: Student learning is most effective when students experience
diverse, innovative, and contextually relevant assessment tasks that are designed to promote active
engagement.; Ethical practice, honesty, integrity, objectivity, equity, social justice, tolerance, and
inclusiveness provide an opportunity for success for all students; Grades and reports of student
learning achievements are valid, reliable, and accurate representations of each student’s
capabilities in relation to clearly articulated learning objectives and result from procedures that are
consistent, fair, and equitable; High quality and timely feedback assists students to improve their
learning performance and to develop their capacity to self assess. (Att 3.2.1.a)
The Assessment Procedures (Att 3.2.1.b) specify the standards-based assessment process and
spell out other assessment procedures that include:
1. Assessment design requirements that include at least three assessment tasks that address most
of the course unit learning outcomes; require more than one mode of performance and address
higher order thinking capability; an early, low risk diagnostic task to provide feedback for students
and alert teachers to the need to address likely learning challenges.
2. Demand hours: the time to which each student is notionally committed. In the case of full-time
students this is 44 hours per week. For each 9 credit point unit a typical break down is: 3
timetabled hours/week (time spent at lecturers, tutorials, engaged with online or other learning
package, clinical or other placements); 8 hours/week devoted to assessable (4 hours) & nonassessable (4 hours) tasks; 11 hours total workload/week; 143 hours per 13 week semester.
3. Weighting of assessment tasks: For a 9 credit point unit, the overall length of assessment tasks
are: undergraduate programs 4,000 words or equivalent; graduate programs 5,000 words or
equivalent. The procedures also include a table that governs weightings. A segment of the table
for AQF Level 8 and 9 courses is reproduced below:
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 32 of 108
%
Assignment
Examination
Oral
exam
Evidence of student tutorial
participation
60%
3000
about 150 minutes
30
minutes
Tutorial Presentation: 30
minutes delivery and one page
write-up
50%
2500
about 130 minutes
25
minutes
Tutorial Presentation: 25
minutes delivery and one page
write-up
40%
2000
about 110 minutes
20
minutes
Tutorial Presentation: 20
minutes delivery and one page
write-up
30%
1500
about 80 minutes
15
minutes
Tutorial Presentation: 15
minutes delivery and one page
write-up
20%
1000
about 55 minutes
10
minutes
Tutorial Participation: Written
tutorial participation
paper/synopsis/journal 1,000
words
10%
500
about 25 minutes
quiz
Tutorial Participation: Written
tutorial participation
paper/synopsis/journal 500
words
4. Assessment methods criteria: ten criteria that include: Curriculum alignment (assessment tasks
relate directly to course unit learning outcomes); Assessment tasks are diverse; Examinations
constitute no more than 60 % of the total assessment in a unit; Assessment tasks include
authentic challenges and connect learning and learning outcomes with real world tasks, problems,
skills and performances; When students are offered a choice of assessment tasks, the choices
are equal in demand.
5. Other assessment procedures that include group assessment and portfolio assessment.
Students with Disabilities and/or Special Needs
The SCD Student Disability Policy governs assessment of students with disabilities and/or special
needs. This policy includes a principle of Reasonable Adjustment that in the case of assessment
provides for Reasonable Adjustments through flexibility in attendance requirements; flexibility of the
manner of receiving instruction; flexibility in opportunities for consultation with staff; flexibility in
modes of assessment; flexibility in due dates for assessments.
Moderation of Assessment
Moderation [monitoring] of assessment occurs at the end of each teaching period as part of the
process of approving grades. It also occurs each year in Discipline Moderation. In addition, each
MI undergoes Institutional Moderation once every five years.
At the end of each teaching period the marks awarded by teachers are moderated [monitored]
internally within each MI by the appropriate Academic Committee. Academic Standards Committee
appoints a Monitoring Sub-committee to liaise with each MI to review the marks awarded and then
to report to ASC. The report highlights any concerns that the monitors may have and includes
details of distribution of grades across the MI, across the SCD as a whole, and across disciplines.
ASC considers the report and recommends to Academic Board that the marks awarded be
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 33 of 108
approved or that they be referred back to the MI for further attention. See Report on monitoring
Sem 1 2012 (Att 4.1.2.a) for evidence of recent effective approach.
Discipline Moderation is a process whereby one discipline is reviewed each year. External
reviewers conduct this review. All MIs submit samples of assessment items in all subjects taught in
the discipline over two semesters. The questions addressed by the panel include: Assessment
tasks are in each case of an appropriate standard; assessment tests in each case whether the
unit’s objectives have been met, the assessment questions specify the thinking process expected
eg "critique"; state the requirements clearly, give sufficient direction to enable a well-informed
student to respond in the manner expected, indicate the length of the response expected, indicate
the relative weight of each question, require students to demonstrate command of background
information, require higher-order thinking that is appropriate to the level of the unit; Unit outlines
demonstrate that skills and knowledge are being developed sequentially in this discipline,
consistently across MIs; Student work is being graded fairly; Student work is being graded at a
standard appropriate to its level in each case; Marker’s comments are sufficiently comprehensive
and constructive, commenting on strengths, weaknesses and opportunities for improvement;
Student work is being graded consistently across MIs; The monitoring reports of the spread of
grades is satisfactory in view of the quality of work done; In the discipline as a whole and in all
relevant MIs, students are achieving outcomes stated in relevant course unit outlines; Marked
assignments are returned to students in a timely manner, to assist future improvement. See
Theology Discipline Moderation 2011 all reports & responses (Att 4.1.1.c) for evidence of recent
effective approach.
Institutional Moderation is a process whereby each MI as a whole is moderated. External reviewers
conduct this review. Each MI completes an institutional self-assessment that is submitted to the
moderators who then visit to inspect the institutional processes. The questions addressed in the
self-assessment and by the moderators include: Systematic and comprehensive criteria to measure
and evaluate student achievement are in place; Assessment items comply with SCD policy, course
unit aims and outcomes; Students are informed of assessment and evaluation criteria in course unit
outlines and in other relevant documentation; The MI has adequate procedures for the processing
of end of semester results required for SCD. See Institutional Moderation CIS & Response (Att
4.1.1.d) for evidence of recent effective approach.
Furthermore, each teacher submits the Course Unit Booklet for each subject being taught each
semester to the Subdiscipline Coordination Panel. The Panel verifies that the Course Unit Booklet
(that includes details of assessment) has been prepared at a standard acceptable to the SCD and
consistent with the accredited CUO. If the Panel is unable to verify a Course Unit Booklet, the
Panel may request changes to the Course Unit Booklet. These changes are to be made at least
two weeks before the first assessment is due.
Ensuring Integrity of Assessment
Every Course Unit [Subject] Booklet must carry the following statement: “Plagiarism is the
representation of another‘s works or ideas as one‘s own; it includes the unacknowledged word for
word use or paraphrasing of another person‘s work, and the inappropriate unacknowledged use of
another person‘s ideas.” The statement continues with advice that further information on plagiarism
and other forms of academic misconduct may be found in the SCD Handbook and a hyperlink is
provided to direct students to it.
The SCD Academic Misconduct Policy (Attachment 3.5.2) begins “The integrity of the academic
processes of the Sydney College of Divinity requires that academic misconduct be identified,
discouraged and disciplined when it occurs. Academic misconduct threatens the reputation of the
College and its Member Institutes. It interferes with the appropriate recognition of legitimate effort.”
The policy includes several descriptions of academic misconduct that relate directly to the integrity
of assessment: plagiarism, cheating, and fraud,
Detection of academic misconduct can lead to the establishment of an Academic Misconduct
Committee that may take several disciplinary actions including admonishment, forfeiture of marks
and failure; suspension of the student for up to four semesters; exclusion; revocation of degrees or
other awards.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 34 of 108
Approach to Student Assessment
The Assessment Policy and the Assessment Procedures govern the SCD approach to student assessment. The
foundational statement of the assessment policy emphasises mutual commitment, responsibilities, and obligations
between faculty, students, administrators, staff, council members, denominational stakeholders, and society. It
expresses a commitment to the care of the whole person and to social justice. Therefore, the policy requires that
students will be assessed on individual merit and not judged relative to the performance of other students in their
cadre. They will be judged against clearly stated and publicly available assessment standards. This foundational
statement is expanded into ten principles that govern assessment. As an example, the principles include: Student
learning is most effective when students experience diverse, innovative, and contextually relevant assessment
tasks that are designed to promote active engagement.; Ethical practice, honesty, integrity, objectivity, equity,
social justice, tolerance, and inclusiveness provide an opportunity for success for all students; Grades and reports
of student learning achievements are valid, reliable, and accurate representations of each student’s capabilities in
relation to clearly articulated learning objectives and result from procedures that are consistent, fair, and equitable;
High quality and timely feedback assists students to improve their learning performance and to develop their
capacity to self assess. (Att 3.2.1.a)
The Assessment Procedures (Att 3.2.1.b) specify the standards-based assessment process and spell out other
assessment procedures that include:
6. Assessment design requirements that include at least three assessment tasks that address most of the
course unit learning outcomes; require more than one mode of performance and address higher order
thinking capability; an early, low risk diagnostic task to provide feedback for students and alert teachers
to the need to address likely learning challenges.
7. Demand hours: the time to which each student is notionally committed. In the case of full-time students
this is 44 hours per week. For each 9 credit point unit a typical break down is: 3 timetabled hours/week
(time spent at lecturers, tutorials, engaged with online or other learning package, clinical or other
placements); 8 hours/week devoted to assessable (4 hours) & non-assessable (4 hours) tasks; 11 hours
total workload/week; 143 hours per 13 week semester.
8. Weighting of assessment tasks: For a 9 credit point unit, the overall length of assessment tasks are:
undergraduate programs 4,500 words or equivalent; graduate programs 6,500 words or equivalent. The
procedures also include a table that governs weightings. A segment of the table for AQF Level 5, 6, and
7 courses is reproduced below:
%
ASSIGNEXAMORAL
OTHER
MENT
INATION
EXAM
ASSESSMENT
TASKS
60%
2700
words
2 hours
45
minutes
45%
2000
words
1.5
hours
30
minutes
Poster presentation
A50 size based on
student’s original
research or field
experience and
using template
supplied by teacher.
30%
Critical
review
1350
words
1 hour
20
minutes
Tutorial
Presentation: 15
minutes delivery
and 450 word writeup
9. Assessment methods criteria: ten criteria that include: Curriculum alignment (assessment tasks relate
directly to course unit learning outcomes); Assessment tasks are diverse; Examinations constitute no
more than 60 % of the total assessment in a unit; Assessment tasks include authentic challenges and
connect learning and learning outcomes with real world tasks, problems, skills and performances; When
students are offered a choice of assessment tasks, the choices are equal in demand.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 35 of 108
10. Other assessment procedures that include group assessment and portfolio assessment.
Students with Disabilities and/or Special Needs
The SCD Student Disability Policy governs assessment of students with disabilities and/or special needs. This
policy includes a principle of Reasonable Adjustment that in the case of assessment provides for Reasonable
Adjustments through flexibility in attendance requirements; flexibility of the manner of receiving instruction;
flexibility in opportunities for consultation with staff; flexibility in modes of assessment; flexibility in due dates for
assessments.
Moderation of Assessment
Moderation [monitoring] of assessment occurs at the end of each teaching period as part of the process of
approving grades. It also occurs each year in Discipline Moderation. In addition, each MI undergoes Institutional
Moderation once ever five years.
At the end of each teaching period the marks awarded by teachers are moderated [monitored] internally within
each MI by the appropriate Academic Committee. Academic Standards Committee appoints a Monitoring Subcommittee to liaise with each MI to review the marks awarded and then to report to ASC. The report highlights
any concerns that the monitors may have and includes details of distribution of grades across the MI, across the
SCD as a whole, and across disciplines. ASC considers the report and recommends to Academic Board that the
marks awarded be approved or that they be referred back to the MI for further attention. See Report on monitoring
Sem 1 2012 (Att 4.1.2.a) for evidence of recent effective approach.
Discipline Moderation is a process whereby one discipline is reviewed each year. External reviewers conduct this
review. All MIs submit samples of assessment items in all subjects taught in the discipline over two semesters.
The questions addressed by the panel include: Assessment tasks are in each case of an appropriate standard;
assessment tests in each case whether the unit’s objectives have been met, the assessment questions specify the
thinking process expected eg "critique"; state the requirements clearly, give sufficient direction to enable a wellinformed student to respond in the manner expected, indicate the length of the response expected, indicate the
relative weight of each question, require students to demonstrate command of background information, require
higher-order thinking that is appropriate to the level of the unit; Unit outlines demonstrate that skills and knowledge
are being developed sequentially in this discipline, consistently across MIs; Student work is being graded fairly;
Student work is being graded at a standard appropriate to its level in each case; Marker’s comments are
sufficiently comprehensive and constructive, commenting on strengths, weaknesses and opportunities for
improvement; Student work is being graded consistently across MIs; The monitoring reports of the spread of
grades is satisfactory in view of the quality of work done; In the discipline as a whole and in all relevant MIs,
students are achieving outcomes stated in relevant course unit outlines; Marked assignments are returned to
students in a timely manner, to assist future improvement. See Theology Discipline Moderation 2011 all reports &
responses (Att 4.1.1.c) for evidence of recent effective approach.
Institutional Moderation is a process whereby each MI as a whole is moderated. External reviewers conduct this
review. Each MI completes an institutional self-assessment that is submitted to the moderators who then visit to
inspect the institutional processes. The questions addressed in the self-assessment and by the moderators
include: Systematic and comprehensive criteria to measure and evaluate student achievement are in place;
Assessment items comply with SCD policy, course unit aims and outcomes; Students are informed of assessment
and evaluation criteria in course unit outlines and in other relevant documentation; The MI has adequate
procedures for the processing of end of semester results required for SCD. See Institutional Moderation CIS &
Response (Att 4.1.1.d) for evidence of recent effective approach.
Furthermore, each teacher submits the Course Unit Booklet for each subject being taught each semester to the
Subdiscipline Coordination Panel. The Panel verifies that the Course Unit Booklet (that includes details of
assessment) has been prepared at a standard acceptable to the SCD and consistent with the accredited CUO. If
the Panel is unable to verify a Course Unit Booklet, the Panel may request changes to the Course Unit Booklet.
These changes are to be made at least two weeks before the first assessment is due.
Ensuring Integrity of Assessment
Every Course Unit [Subject] Booklet must carry the following statement: “Plagiarism is the representation of
another‘s works or ideas as one‘s own; it includes the unacknowledged word for word use or paraphrasing of
another person‘s work, and the inappropriate unacknowledged use of another person‘s ideas.” The statement
continues with advice that further information on plagiarism and other forms of academic misconduct may be
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 36 of 108
found in the SCD Handbook and a hyperlink is provided to direct students to it.
The SCD Academic Misconduct Policy (Attachment 3.5.2) begins “The integrity of the academic processes of the
Sydney College of Divinity requires that academic misconduct be identified, discouraged and disciplined when it
occurs. Academic misconduct threatens the reputation of the College and its Member Institutes. It interferes with
the appropriate recognition of legitimate effort.”
The policy includes several descriptions of academic misconduct that relate directly to the integrity of assessment:
plagiarism, cheating, and fraud,
Detection of academic misconduct can lead to the establishment of an Academic Misconduct Committee that may
take several disciplinary actions including admonishment, forfeiture of marks and failure; suspension of the student
for up to four semesters; exclusion; revocation of degrees or other awards.
Attach assessment and moderation policies, procedures, guidelines (or similar).
Attach confirmed minutes of meetings or similar evidencing internal and external moderation
outcomes for the most recent semester (or teaching period) for each course of study included in
the application.
Attach academic misconduct policies, procedures or similar.
Attach evidence of effective use of plagiarism software or similar processes to uphold the
integrity of assessment.
Attach evidence of timely and adequate feedback to students on assessed work.
3.5.2
Other evidence - assessment and moderation approach and integrity of assessment
In the table below, list any other evidence that demonstrates that Provider Course Accreditation
Standards 5, 5.1, 5.3 and 5.2 have been met in relation to assessment and moderation
requirements for each course of study included in this application. The provider has the
discretion to either: (a) attach the evidence to the Application Form so that it is immediately
accessible to TEQSA, or (b) to include a reference to the evidence in the list below so that it
can be made accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Assessment Policy
Att 3.2.1.a
Assessment Procedure
Att 3.2.1.b
Monitoring Procedures
Att 3.5.1
Report on monitoring Sem 1 2012
Att 4.1.2.a
Discipline Moderation Policy
Att 3.2.6a(i)
Theology Discipline Moderation 2011 all reports & responses
Att 4.1.1.c
Institutional Moderation Policy
Att 3.2.6a(ii)
Institutional Moderation CIS & Response
Att 4.1.1.d
Academic Misconduct Regulations
Att 3.5.2
Location of
evidence (if NOT
attached to this
application)
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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Copy and paste additional rows as necessary.
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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SECTION 4 – COURSE MONITORING, REVIEW, UPDATING AND
DISCONTINUANCE
4.1
Course monitoring and review
4.1.1
Summary – course monitoring and review
For each course of study included in this application, summarise how the course of study has
been systematically updated through internal and external review and course monitoring
activities undertaken during the current accreditation period, in accordance with Provider
Course Accreditation Standard 6.1. Ensure that the information listed in the Application Guide
at section 4.1.1 is included in the summary provided.
Internal Review and Course Monitoring
These courses have been under constant review since the last reaccreditation with faculty groups working on
curriculum consolidation and review. These working groups fed into more recent processes:
The SCD Planning Days held on Monday 31 January to Tuesday 1 February 2011 worked on the SCD Curriculum
Design Principles. These were further developed and approved by Academic Board on 6 June 2011. This
meeting approved a report that detailed progress and future development plans for curriculum consolidation and
review. (See Att 4.1.1)
Preliminary Academic Regulations were reviewed and approved by Academic Board on 7 November 2011. These
regulations have undergone further progressive revisions with the final version approved by the Standing
Committee of Academic Board in August 2012.
All Member Institutions have been fully involved in the review process. At the meeting on 6 June 2011, Academic
Board authorised the Director of Coursework to
a. advise all Member Institutions of the decision to endorsed the progress report, the direction it is taking, the
timeline, and actions proposed
b. request MIs to formally acknowledge receipt of the report, and
c. return any commendations, affirmations, and recommendations to the Director (Coursework).
The responses from all MIs were considered and further development took place. A wiki was established as the
curriculum development site and MIs were encouraged to keep abreast of developments and to ensure that their
needs were being met.
A further review took place at Academic Board on 7 November 2011 when the Board provisionally endorsed the
set of definitive course unit outlines and referred them to all MIs for review and endorsement. Following reports by
34 external consultants, a further review took place at Academic Board on 2 April 2012 when the Board Agreed
that the suite of new Course Unit Outlines, as recommended by Academic Standards Committee be accepted and
adopted by the SCD, with the proviso that Counselling units be reviewed by the Board if the subcommittee deems
this necessary. Academic Board finally approved all course unit outlines on 16 July 2012.
As a result of this consolidation the number of course units in the curriculum was vastly reduced and the various
MIs were able to agree on a curriculum that is much more shared than previously. The new units were generated
with new learning outcomes to reflect AQF outcomes, new assessment profiles, threshold concepts where
appropriate, and updated reading lists.
External Review
Course Unit Outlines: All course unit outlines were submitted for review by 35 external reviewers…A sample of
review reports and a sample response by a discipline is attached at Attachment 4.1.1.a
Overview of whole Curriculum: Professor Mary Coloe, Faculty of Theology and Philosophy, Australian Catholic
University, undertook a preliminary assessment of the new curriculum that included reviewing the extent to which
1) the proposed curriculum is consistent with our curriculum policy
2) there is coherence between the overall rationale for each discipline and subdiscipline and their outcomes.
3) the proposed course unit outlines and their outcomes express the broader rationales and outcomes
4) the draft academic regulation ns for each of the new degrees are structured in a way that will achieve the
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 39 of 108
desired broader outcomes
5) there are significant omissions or weaknesses in the curriculum development process to date
6) there are features of the curriculum that are commendable and should be highlighted in the accreditation
process.
The consultant recommended a review of the Graduate Attributes. She was impressed by the detailed description
of Assessment procedures and the obvious effort to ensure equity but drew attention to the need ensure
equivalent assessment procedures across Member Institutions. She commended staff training days on
assessment and discipline groups’ joint efforts to determine equivalent assessment.
The report was a useful report and led to substantial changes.
General Directions: Five University-based consultants (Daniel Anlezark, BA (Macq.), MStud (Oxf.), DPhil (Oxf.),
Senior Lecturer, Department of English, Sydney University; Robert Gascoigne, B.A. (Honours) (Sydney, 1976), D.
Phil. (Oxford, 1980), D.Theol. (Melbourne College of Divinity, 2001).Professor of Theology, Faculty of Theology
and Philosophy, Australian Catholic University; Alanna Nobbs, BA (Syd.), PhD (Syd.), Professor and Head of
Department of Ancient History and Co-Director Ancient History Documentary Research Centre, Macquarie
University; Paul McKechnie, MA (Cantab.), D.Phil (Oxon.), Associate Professor, CORE in Ancient Cultures,
Department of Ancient History, Macquarie University; Margaret Rogerson, MA PhD (Leeds), Associate Professor,
Department of English, Sydney University) reviewed the general directions of the new SCD curriculum.
Consultants were advised that
1) external experts have been appointed to advise on any improvements for each specific course unit outline,
2) we were keen to benefit from the advice of consultants who are also the external members of our academic
bodies, concerning the general direction we’ve taken in the revision, which is intended to be broadly uniform
across all units.
3) we sought their help on a sample of twelve units and advice on whether their shape and conceptualization as
units in the Humanities seems appropriate. The intention has been to use standard headings and vocabularies,
but a particular concern has been to express the content in a way that is appropriately rigorous while allowing for
adaptation for different confessional stances.
The group concluded that
1) the standard is high overall,
2) the careful descriptions of assessment requirements are particularly good,
3) the sample units compared favourably to University units
4) threshold concepts are a useful innovation and worthy of close attention
5) greater clarity and consistency is required for prerequisites, co-requisites, and exclusions.
6) all units with prerequisites, co-requisites, and exclusions that refer to specific units should be cross-checked to
ensure that the corresponding units reference each other
7) the units lacked details on the hours per week of class contact and the word count for the assessment. The
TEQSA template should be checked to ensure that these details receive adequate attention.
8) all unit outlines should be reviewed to ensure consistency of formatting throughout but especially in
a) references (with the edition number included when classic texts have been reprinted and revised)
b) academic staff: Enter only the name and qualifications of the principal drafters of this course unit outline eg
James Johnston, BA (Sydney 1995) BTh (SCD 2000) MTh (SCD 2001) ThD (SCD 2010)
c) Treatment of learning activities (note that practicum has specific obligations under TEQSA and should be used
judiciously)
9) Where relevant classic texts against which modern scholarship should be measured should be included while at
the same time ensuring that some recent texts are included.
10) There is clear emphasis on exegesis in the Biblical Studies units. The rationale and outcomes of Biblical
Studies should be modified to provide a rationale for exegesis.
These recommendations were taken into account.
Course Regulations: Dr Charles Sherlock, Executive Officer (honorary) at Australia and New Zealand Association
of Theological Schools; former Project Manager, Uncovering Theology (half-time) at Australian Learning and
Teaching Council; former Registrar at Melbourne College of Divinity, reviewed the regulations for each course. In
marked up (track change) reports, he recommended various changes to improve clarity of outcomes and
suggested changes in structure. A copy of the SCD response to these reports is attached at Attachment 4.1.1.b
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 40 of 108
External Reviews as Part of Discipline Moderation and Institutional Moderation: Discipline and Institutional
Moderation have been described in Section 3 above. These processes have led to various updates of the
courses of study and the academic policies and procedures on which they depend. A copy of the most recent
Discipline Moderation and responses to the report id attached as Attachment 4.1.1.c. A copy of the most recent
Institutional Moderation and responses to the report is attached as Attachment 4.1.1.d.
Since the last accreditation by NSW DET, the SCD has revised many policies and procedures that are the
foundation for the course of study for these courses. These actions were approved at meetings of the Academic
Board. Each policy and procedure defines who has responsibility. These include:
2012
1. Adjunct Staff Policy
2. Amount of assessment
3. Application for Accreditation
4. Evaluation of Learning & Teaching Policy
5. Evaluation of Learning & Teaching Procedures
6. Extension Policy
7. Revised Faculty Curriculum Vitae and Faculty Accreditation Criteria
8. Self assessment academic progress
9. Sessional Teaching Procedure
10. Student Self-Assessment of Academic Progress
11. Students at Academic Risk Policy and Procedures
12. Students at Risk Policy
13. Workplace Learning Policy
2011
1. Assessment Policy
2. Course Unit Booklet Policy
3. Course Unit Coordinator Policy
4. Course Unit Handout template
5. Course Unit Profile Policy
6. Curriculum Policy
7. Grading Student Performance: Procedures
8. Subdiscipline Coordination Policy
2010
1. 15. Revision of the moderation pro formas
2. Curriculum Design Principles.
2009
1. Developed and implemented Course Unit Coordinator system for all course units taught in more than one
MI.
2. Developed terms of reference for Discipline Coordinators.
3. Policies, procedures, and flowcharts for Institutional and Discipline Moderation. These processes
received commendation from AUQA and were selected for inclusion on the AUQA Good Practice
Database http://www.auqa.edu.au/gp/search/detail.php?gp_id=3363
4. Review of the operations of Academic Standards Committee
5. Procedures for accreditation of Faculty that included definition of teacher and associate teacher
6. Development of the Distance Education Handbook
7. Template for Course Unit Outline
Attach policies, procedures, review plans or similar that outline the review process for each
course of study included in this application.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 41 of 108
Attach reports containing findings from review processes conducted for each course of
study over the current accreditation period, together with evidence of action taken to address
any recommendations or opportunities for improvement identified. If there are more than three
reports for each course of study, attach only the three most recent reports.
4.1.2
Other evidence – course monitoring and review
In the table below, list any other evidence that demonstrates that Provider Course Accreditation
Standard 6.1 has been met for each course of study included in this application. The provider
has the discretion to either: (a) attach the evidence to the Application Form so that it is
immediately accessible to TEQSA, or (b) to include a reference to the evidence in the list below
so that it can be made accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Evidence of ongoing monitoring of course performance: grade
monitoring
Att 4.1.2.a
Report on review of a discipline and response
Attachment 4.1.1.c
Reports of review of course unit outlines and response by a
discipline
Attachment 4.1.1.a
Reports of review of institution and response
Attachment 4.1.1.d
Review of grade descriptors
Attachment 4.1.2.b
Location of
evidence (if NOT
attached to this
application)
Copy and paste additional rows as necessary.
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© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 42 of 108
4.2
Course development and approval
4.2.1
Course development and approval processes
Summarise the course development and approval process used for each course of study
included in this application. If the same processes are used for each course of study, this
should be noted and the processes summarised once. If different course development and
approval processes are used for any courses of study included in this application, then the
different processes must be summarised. Information should include details of:/ AS

the steps involved in each stage of the approval process

a statement of internal responsibilities and accountabilities at each step

details of how the processes take account of external standards and requirements, in
accordance with Provider Course Accreditation Standard 1.2.
The review and development process was completely integrated. The table at 4.1.1 described the review process
that incorporated a simultaneous development process.
Although developed at an early stage in the process and modified to some extent as we moved along, Attachment
4.1.1 Curriculum Consolidation & Review describes the key processes including the steps, responsibilities, and
timeline.
External standards and requirements were taken into account. Attachment 4.1.1 makes it clear that new AQF
standards were taken into account as were recent development in aligning learning outcomes with level of study
and with assessment. Other attachments in Section 4.1.1 make it clear that feedback was sought from a wide
range of experts in higher education.
Minutes of Academic Board for 3 September 2012 are attached as Attachment 4.2.2. These minutes approve all
documents used in the preparation of this application. The documents can be viewed at
http://definitivedocuments-private.wikispaces.com using UserName AcademicBoard and Password AB12.
Attach copies of policies, procedures, flowcharts, a teaching plan (or similar) that outline the
provider’s course development and approval processes used for each course of study included
in this application.
4.2.2
Development of course content
Describe how the course content for each course of study included in this application takes
account of external standards and requirements and has been drawn from:
(a) substantial, coherent and current body of knowledge and scholarship in one or more
academic disciplines and includes the study of relevant theoretical frameworks and research
findings
(b) more established bodies of knowledge, if any course of study is in an emerging or highly
specialised field of knowledge or is strongly multidisciplinary.
As shown above the content for each course took account of AQF standards and advice was sought from a wide
range of experts in the discipline.
The course was developed in a manner that is consistent with the draft Threshold Learning Outcomes in
Australian Theological Education prepared by The Council of Deans of Theology (in cooperation with the
Australian and New Zealand Association of Theological Schools).
Attach confirmed minutes of meetings of relevant advisory committees, course development
committees (or similar) that developed each course of study included in the application.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 43 of 108
4.2.3
Projected student numbers and market demand
Provide the projected equivalent full-time student enrolment numbers based on EFTSL and
headcount by funding source for each course of study included in this application for at least
one full delivery cycle.
Course of
study:
Master of Arts (2 year award) (includes Graduate Certificate in Arts and
Graduate Diploma of Arts )
Category
(as applicable)
Year 1 2013
EFTS Head
L
count
Year 2 2014
EFTS
Head
L
count
Australian Fee
Paying
12
40
15
45
International
Onshore
1.5
2
3
5
International
Offshore
(students
studying outside
Australia)
.5
1
1
2
Australian Fee
Paying
50
160
55
170
International
Onshore
3
5
3
4
International
Offshore
(students
studying outside
Australia)
1.5
3
1
2
TOTAL
68.5
211
78
228
Course of
study:
Master of Theology
Category
(as applicable)
Year 1 2013
EFTS Head
L
count
Year 3 2015
EFTS
Head
L
count
Year 4 Target
EFTS Head
L
count
Year 5 Target
EFTS
HeadL
count
Year 3 2015
EFTS
Head
L
count
Year 4 Target
EFTS Head
L
count
Year 5 Target
EFTS
HeadL
count
Commencing
Commonwealth
Supported (CSP)
students
Returning
Commonwealth
Supported (CSP)
students
Research
Higher Degree
Students
Year 2 2014
EFTS
Head
L
count
Commencing
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 44 of 108
Commonwealth
Supported (CSP)
students
Australian Fee
Paying
2
5
3
7
International
Onshore
.8
1
.8
1
Australian Fee
Paying
9
25
11
26
International
Onshore
4
5
2
3
15.8
36
16.8
37
International
Offshore
(students
studying outside
Australia)
Returning
Commonwealth
Supported (CSP)
students
International
Offshore
(students
studying outside
Australia)
Research
Higher Degree
Students
TOTAL
Copy and paste this table for each course of study included in this application.
Attach, for each course of study included in this application, market research or similar
evidence that projected student enrolments are realistic over the coming accreditation period for
at least one full cycle of delivery.
4.2.4
Other evidence – course development and approval processes
In the table below, list any other evidence that demonstrates that applicable requirements of
Provider Course Accreditation Standard 1.2, 1.3 and 1.4 have been met for each course of
study included in this application. The provider has the discretion to either: (a) attach the
evidence to the Application Form so that it is immediately accessible to TEQSA, or (b) to
include a reference to the evidence in the list below so that it can be made accessible to
TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Location of
evidence (if NOT
attached to this
application)
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 45 of 108
Copy and paste additional rows as necessary.
4.3
Teach out or course transition arrangements
Summarise how the provider ensures that there are effective teach out or course transition
plans for all students enrolled in each course of study included in this application, so that
students are not disadvantaged if a course of study is discontinued.
FOR ALL COURSES OF STUDY INCLUDED IN THIS APPLICATION
The Memorandum of Understanding signed by SCD and each Member Institution includes the following
undertakings:
(i) On the part of SCD:
17. The SCD will undertake to maintain its membership of an approved Tuition Assurance Scheme and otherwise
comply with pertinent legislation and regulations.
18. As the Higher Education Provider, in the event that a Member Institution is unable to complete the tuition for
any SCD program of study in which a student is or has recently been enrolled, the SCD will undertake to
transfer the student concerned (with the student’s agreement) to another SCD Member Institution delivering
the same or a similar program of study. Where that is not suitable the SCD will undertake to transfer the
student (with the student’s agreement) to another Provider delivering a similar program of study. In the case
of offshore students, if such arrangements are not possible, the SCD will ensure that any fees paid for units
enrolled for but not completed are refunded promptly and in full and that students are provided with the best
available advice regarding their studies.
(ii) On the part of each Member Institution:
16. The Member Institution agrees that students in good standing enrolled for an award of the SCD at one
Member Institution may transfer to the same SCD award delivered by another Member Institution without loss
of credit, subject to normal application procedures.
17. The Member Institution will have lodged a Deed of Guarantee assuring the SCD that, in the event that it is
unable to continue to offer an SCD award, any tuition fees paid for any incomplete unit of study will be
refunded to the students or transferred (with their agreement) to the SCD to be transferred in turn to a second
SCD Member Institution or affiliated institution.
18. The Member Institution undertakes, in the event that another Member Institution is unable to complete the
tuition for any SCD program of study in which a student is or has recently been enrolled, to accept without any
increase in fees or other additional costs those students from that Member Institution who may be directed to it
by the SCD and agree to the transfer.
The award included in this application are offered by multiple Member Institutions across SCD. As indicated in the
Memorandum of Understanding, if one MI ceases to offer a course the other MIs are obliged to accept a transfer
of enrolment to themselves if so requested by the student. SCD will provide relevant advice to the student and
relevant administrative services to facilitate this process. The SCD Academic Board and its Committees ensure
that SCD academic standards are maintained across MIs. All MIs deliver SCD awards from the single shared
curriculum, but particular units may be delivered at different times, or not at all. If the student does not wish to
study at another MI, SCD will facilitate transfer to its TAS partner, the Australian College of Theology (ACT). The
student may choose whether to have credit for ACT units within the SCD award or to seek credit for the SCD units
within the ACT award; in either case SCD undertakes to perform all necessary administrative actions.
If any of the four awards in this application is discontinued as an SCD award, the Deed of Course Assurance that
SCD has with the ACT as Second Provider will allow SCD students to transfer to the equivalent ACT award with
credit for work completed within SCD. The relevant equivalent awards are as follows:
SCD GradCertArts
ACT GradDipTh
SCD GradDipArts
ACT GradDipDiv
SCD MA
ACT MA (Christian Studies)
SCD MTh
ACT MTh
In addition, if any one of these awards were to be discontinued, students in progress would have the option of
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 46 of 108
crediting their studies to other SCD AQF Level 8 or 9 courses.
A student will always have the further option of refund of fees for a current enrolment.
Attachments:
4.3.1 The Memorandum of Understanding template
4.3.2 The current Deed of Course Assurance with the Australian College of Theology
Attach teach out plans (or similar) that detail arrangements to ensure that students are not
disadvantaged should any course of study included in this application be discontinued.
Attach evidence to demonstrate planned tuition assurance arrangements to safeguard the
interests of students.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 47 of 108
SECTION 5 – ADMISSION, ARTICULATION, RPL AND CREDIT
TRANSFER
5.1
Admission
5.1.1
Admission criteria and processes
Provide:

details of the admission (entrance) processes for each course of study included in this
application

a description of how these processes have been implemented effectively and
consistently during the current accreditation period

specific explanations for any variations in admission requirements for different student
cohorts and/or delivery sites and a rationale for any such variations.
Admission policies that apply to the Graduate Certificate in Arts, Graduate Diploma of Arts, Master of Arts, and
Master of Theology are found at Att 2.10.1.a.ii MTh MA GraC&D course structure.
These policies are specific application of a broader policy: Enrolment Policy Guidelines for Admission into
Courses in English that fully describes entry requirements for all SCD courses, special entry, provisional
entry, professional entry, entry by overseas students and English proficiency requirements.
The Student Administration Committee that is comprised of the Registrar of each Member Institution and
the Associate Dean implements these policies. The committee meets monthly to (i) process and approve
applications for admission to the coursework awards of the SCD in accordance with the policies of the
Academic Board; (ii) evaluate and approve applications for Recognized Prior Learning (RPL) and credit for
previous study into SCD coursework awards and report to Academic Board; (iii) keep a register of student
admissions into SCD coursework programs; (iv) approve programs of study and monitor student progress;
(v) review admission criteria to SCD awards and recommend any changes to Academic Board for
approval; (vi) review the equivalence of qualifications by which students are granted credit for previous
study.
See also Att 5.2.1.a Credit Policy, Att 5.2.1.b RPL Policy, and Att 5.1.1.c Enrolment Policy Guidelines for
Admission into Courses in English
There have been no students admitted to these courses on grounds other than those described in the
requirements discussed above.
Att 5.2.2.a SAC Minutes is evidence of how admission processes are applied in a manner that is consistent
and equitable across sites.
Attach admission policies, procedures or similar that document admission processes and
criteria used in reaching admission decisions for each course of study included in this
application.
Attach evidence of implementation of admission policies in the course of study, including
rationale for, and details of, the actual admission criteria used by student cohort (for example
school leavers, international students, domestic students other than school leavers) and for
each delivery site covering, as applicable:

standard admission pathways such as tertiary admission centres

English language equivalence requirements

educational and other qualifications, skills or pre-requisite occupations (including any
specified level of academic performance)
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 48 of 108

special or alternative admission arrangements (such as bridging courses, foundation
programs, or regional loadings).
Attach, for each course of study included in this application, evidence demonstrating
consistency of admission decisions across student cohorts and delivery sites, including statistics
on the number of students admitted through a special or alternative admission arrangement
over the current accreditation period.
5.1.2
Benchmarking of comparable admission criteria
For each course of study included in this application, list admission criteria for comparable
courses of study identified through external benchmarking, and describe how these have been
taken into account in setting the admission criteria.
Name of course of
study
Master of Theology
Master of Arts, Graduate
Diploma of Arts,
Graduate Certificate in
Arts
Provider name
Australian College of
Theology Master of
Arts (Theology)
Australian Catholic
University Master of
Theological Studies,
Graduate Diploma in
Theological Studies,
Graduate Certificate in
Theological Studies.
Admission criteria considered and how these have
been taken into account
Open as a degree to persons who hold the ACT’s Bachelor
of Ministry or Bachelor of Theology or to applicants who have
successfully completed study deemed equivalent to the
ACT’s Bachelor of Ministry or Bachelor of Theology.
Minimum IELTS result required is 7.0 with a minimum of 7.0
in reading and writing, and 6.5 in listening and speaking.
Cf SCD: a 3 year AQF Level 7 award in the discipline of
theology.
Minimum IELTS (or equivalent) score of 7.0 in all bands of
the test.
MTheolST: an applicant must have completed one of:
a.
i. an undergraduate degree in any discipline; and
ii. a Graduate Certificate in Theological Studies or
Graduate Diploma in Theological Studies including
THBS501 Biblical Studies and THCT500 Foundations
of Christian Faith (or equivalent); or
b. an undergraduate degree in Theology or equivalent; or
c. a Bachelor of Education including at least 30 cp in
introductory Biblical Studies and Theology units and 20
cp in Religious Education units or equivalent.
GradDip/GradCertTheolSt: an applicant must have
completed an undergraduate degree in any
discipline.
Overall academic IELTS score of 6.5 (with a
minimum of 6.0 for all tests).
Cf SCD:
MA: An AQF Level 8 award in the discipline of theology or a
3 year AQF Level 7 award in the discipline of theology.
GradDip/GradCertArts: A 3 year AQF Level 7 award in any
discipline’
Minimum IELTS (or equivalent) score of 7.0 in all bands of
the test.
5.1.3
Responsibilities for admission decisions
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 49 of 108
List the person, or persons, responsible for making admission decisions for each course of
study included in this application, including position title, employment arrangements
(continuing, fixed-term contract (and period of contract), or casual contract), background and
area/s of responsibility and academic qualification(s). If this information differs across delivery
sites, include information for each delivery site.
Name of course of
study:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate
Certificate in Arts
Delivery site:
All delivery sites are represented on the Student Administration Committee. This
committee is comprised of the staff listed below.
Staff name
Position
title
Admission
responsibilities
Relevant
professional
background
and
experience
Academic
qualification(s)
Employment
arrangements
Les Gainer
Associate
Dean
Chair, Student
Administration
Committee
Joined the SCD
office in
September 2005.
Previously
Registrar of the
Australian
College of
Ministries.
BSc PhD
Full time SCD Office of
the Dean
Chris
Haeusler
Committee
member
Committee
Member, Student
Administration
Committee
8 years as
registrar of a
theological
college
BTh
Full time Registrar at
Emmaus Bible College
Tas
Kalogerakis
Committee
member
Committee
Member, Student
Administration
Committee
12 years as
registrar of a
theological
college
BBus (Monash,
1996)
BTh (SCD, 2000)
MTh (SCD, 2010)
Full time Registrar at
Saint Andrew’s Greek
Orthodox Theological
College
Dennis Nutt
Committee
member
Committee
Member, Student
Administration
Committee
Vice Principal
ACOM 19811998, Head,
School of
Theology,
Wesley Institute
1998-2002,
Registrar SCD
2002-20058 6
years as registrar
of Catholic
Institute of
Sydney
BA(Sydney 1969)
BD (MCD 1986)
MA(Hons) (Macq
1977)
0.6 time Registrar at
Catholic Institute of
Sydney
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 50 of 108
Jenny
Washington
Committee
member
Committee
Member, Student
Administration
Committee
Director, CPE
Centre, St
Vincent’s
Hospital Sydney.
12 years as
registrar of
NSWCCPE
Dip
Teach(Signadou,
1986, BTh (SCD,
1997) MCouns
(UWS, 1999) MA
(SCD, 2006)
Level 2 CPE
Supervisor (2004)
0.25 time Registrar at
New South Wales
College of Clinical
Pastoral Education
Jo
Huntington
Committee
member
Committee
Member, Student
Administration
Committee
Registrar Dept of
Nursing UTS, 2
years as registrar
Australian
College of
Ministries
BA GradDipChrSt
Cert IV A&WT
Full time Registrar at
Australian College of
Ministries
Heidi Wright
Committee
member
Committee
Member, Student
Administration
Committee
10 years admin
work experience
in HEPs
BTh, Cert IV in
TAA, M.Ed.Admin,
0.8 time Registrar at The
Salvation Army Booth
College
Audrey
Porter
Committee
member
Committee
Member, Student
Administration
Committee
8 years as
registrar of a
theological
college
BAppSc, BMin, BA
(Honours), MA
Full time Registrar at
Nazarene Theological
College
Committee
member
Committee
Member, Student
Administration
Committee
General
administration
work
Kathy Seo
0.6 time Registrar &
Student Administration
SCD Korean School of
Theology
B.Ed (Adelaide,
1997)
Copy and paste this table for each course of study included in this application.
Attach the delegations schedule (or similar) for admission decisions relating to each course
of study included in this application.
5.1.4
Other evidence – admission
In the table below, list any other evidence that demonstrates that Provider Course Accreditation
Standards 3.1, 3.2, and 3.4 have been met for each course of study included in this application.
The provider has the discretion to either: (a) attach the evidence to the Application Form so that
it is immediately accessible to TEQSA, or (b) to include a reference to the evidence in the list
below so that it can be made accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Location of
evidence (if NOT
attached to this
application)
Copy and paste additional rows as necessary.
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© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 51 of 108
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
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5.2
Articulation and credit transfer arrangements
5.2.1
Articulation and credit arrangements
Provide a summary of evidence that articulation and credit arrangements are effective and
have been adhered to in each course of study included in this application. Include details of:

internal articulation from other courses delivered by the provider

courses of study offered by other providers

exit pathways available to students who have completed the course of study.
See
Att 5.2.1.a SCD Credit Policy.docx
Att 5.2.1.b SCD RPL Policy.docx
Att 5.2.1.c SCD Internal Articulation Arrangements.docx
Att 5.2.1.d SCD Exit Arrangements.docx
Att 5.2.1.e Summary Statistics.docx
Attach, for each course of study included in this application, policies, procedures or similar
that outline the provider’s approach to external articulation, recognition of prior learning and
credit arrangements.
Attach an outline of, or weblink to, the provider’s publicly available register of its formalised
agreements and common credit transfer and/or articulation arrangements, as required by
Qualification Standard 3.6.
Attach statistics showing the extent to which the provider has granted students credit, RPL
and articulation in line with defined policy approaches for the current accreditation period.
5.2.2
Other evidence – articulation and credit transfer arrangements
In the table below, list any other evidence that demonstrates that Provider Course Accreditation
Standards 1.5 and 3.3 and Qualification Standards 3.1, 3.2, 3.3, 3.4, 3.5, and 3.6 have been
met for each course of study included in this application. The provider has the discretion to
either: (a) attach the evidence to the Application Form so that it is immediately accessible to
TEQSA, or (b) to include a reference to the evidence in the list below so that it can be made
accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Sample Student Administration Committee minutes showing
how entry, articulation, and credit transfer issues are
managed.
Attachment
number (if
attached to this
application)
Location of
evidence (if NOT
attached to this
application)
Att 5.2.2.a
Copy and paste additional rows as necessary.
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 53 of 108
SECTION 6 – COURSE RESOURCING AND INFORMATION
6.1
Course budget and projections
Attach the budget for each course of study included in this application for the current
accreditation period, ensuring that it covers at least one full cycle of course delivery and outlines
the teaching and support costs by each location of delivery, including: funding for academic staff
salary costs; support staff salary costs, library and information resources, and funding for
professional development for teaching staff in order to support continued development of a
culture of scholarship.
Attach revenue projections for each course of study included in this application, based on
projected student enrolments, sources of funding, modes of delivery, and delivery sites.
6.2
Library and information resources
In the table below, for each course of study included in this application, summarise how the
provider ensures that during the next accreditation period adequate library and learning
resources are available:

to students and staff at each delivery site

through each mode of delivery

for each student cohort.
The summary must provide, for each course of study included in this application, information about:
 access to digital resources such as databases, articles, e-journals, theses and dissertations
relevant to the discipline areas taught
 arrangements for students studying by distance, online and at each delivery site to ensure
that they have appropriate and timely access to library and information resources including
publications, computers and databases.













FOR ALL COURSES OF STUDY INCLUDED IN THIS APPLICATION
Components of the SCD Library
The SCD ‘Library’ consists of the SCD ‘Libraries’, the collective of the libraries of
Member Institutions. Their holdings are available to students enrolled within the
individual MIs and they are also available to all staff and students across SCD. From
2013 there will be six MIs with nine campuses that have libraries on site:
Booth College (BC)
Catholic Institute Sydney (CIS), plus campus at Good Shepherd College (GSC)
Emmaus Bible College (EBC), plus campuses at Tabor College NSW (TC) and
Perth Bible College (PBC)
Nazarene Theological College (NTC)
NSW College of Clinical Pastoral Education (NSWCCPE)
St Andrew’s Greek Orthodox Theological College (SAGOTC).
The seventh and last MI, the Australian College of Ministries (ACOM), currently sits
outside this group in regard to the location of its library: ACOM students have
access to appropriate resources through arrangements as attached, as well as the
common access to the other SCD libraries: see ACOM note below.
One further, non-MI, library within SCD is the SCD’s Korean Library located with the
Korean Program. The Korean students have access to the other SCD libraries, just
as any Korean-speaker studying in SCD outside the Korean Program has access to
the Korean Library.
Adequate Relevant Resources
The SCD libraries provide theological and related resources potentially relevant to
study in any SCD course, with particular strengths in those areas on which the
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 54 of 108











respective MIs concentrate and/or those areas considered to be of key importance
in the Christian tradition of each MI. As well as requisite textbooks for SCD
programs delivered from particular locations, the collections include the key
materials used by faculty for preparation of classes as well as for advancing their
own scholarship and research; there is often no distinction between a general
scholarly resource and what might be regarded as a textbook. The libraries
sometimes also include rare books and special collections.
As all but ACOM and NSWCCPE (see ACOM and NSWCCPE notes below) are
entirely normal academic libraries and are constituted on the basis of covering the
broad area of theology and associated studies, albeit with varying emphases, their
overall contents are not determined in relation to levels of study or a particular
course, for distinct student cohorts (BTh, MA, etc.), though items in the current
reading lists for the units delivered by an MI will be amongst those available to staff
and students.
The respective holdings are all increased through the budgetary provision of each
MI. Accessions are made through consultation between librarians and academic
staff, so that key new resources are purchased and student needs in particular are
met. Multiple copies of textbooks are purchased as relevant.
The SCD library as a whole is one of the most substantial theological libraries in this
part of the world, with over 375,000 volumes. As an indication, it is expected that
successful doctoral research completions will normally have proceeded by reliance
on the SCD library system (with occasional access to special collections elsewhere
as relevant). Summary information on each MI library is set out in Attachment 6.2.1,
with a list of electronic resources. To list other titles potentially relevant to individual
courses, however, would be to list most of the contents in each library, an
impossible task.
Access
As normal academic libraries, the various SCD libraries are available to all students
enrolled at the individual MI, for whom that library is the ‘home library’, and to
students from elsewhere in SCD who may wish to use that particular library.
In line with the SCD Library Policy all SCD staff and students have access to all
SCD libraries, as relevant and convenient to them, and may borrow from any SCD
library through an interlibrary loan system facilitated by the use of a standard form.
This information is readily available to students through the SCD website and MI
websites and in the various libraries, along with their hours of opening and contact
information. The scheduled hours include but are not necessarily limited to those
hours when students are in attendance for classes.
SCD library catalogues are available through the MI websites. In addition, SCD has
established a common portal through OCLC, the pre-eminent service of this kind,
which is maintained by OCLC, at:
http://scdcat.vdxhost.com/scd/zengine?VDXaction=Navigation
This provides a centralized way of accessing information about the various SCD
library holdings and a search capacity. Current participation in the common portal is:
BC, CIS, GSC, EBC, PBC, NTC and SAGOTC. Neither ACOM nor NSWCCPE (see
notes below) is in a position to have its catalogue included in the common portal,
and the SCD Korean library is not included for language reasons. The holdings of
TC is not included at this time due to technical issues.
Distance-Online Access
SCD staff and students have access to the electronic databases listed in
Attachment 6.2.1. This is true for study in both distance-online mode and face-toface mode. The databases in the home library should be sufficient for study at the
particular MI. If a student wishes to use a database other than those in the home MI,
the student should contact relevant library staff to ascertain permitted use. Both
distance-online students and face-to-face students may borrow books from their
home library or other SCD libraries (interlibrary loan) using mail if necessary, or
obtain photocopies or scans from their home library or other SCD libraries by mail or
electronic means as relevant. In addition, all distance-online delivery makes
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provision for copies of certain key materials through the MI education website.
Online access is typically 24/7 for those with login, that is, students enrolled with the
MI (or Korean Program).
Notes on ACOM, NSWCCPE, and the SCD Korean Library
1. ACOM
When ACOM moved to distance-online delivery for its SCD courses, it lodged its
substantial library with other providers: the Wesley Institute in Sydney (which was
previously an SCD MI) and NTC in Brisbane (which still is an SCD MI). ACOM
retains ownership of its original collection and has signed agreements regarding use
of the full libraries of both these institutions. The unique ACOM situation has
previously been communicated to TEQSA in connection with the re-establishment of
some face-to-face teaching.
2. NSWCCPE
The unique NSWCCPE situation relates to the fact that the SCD postgraduate
awards constituting the NSWCCPE program deliver certain units in the area of
Pastoral Theology in the setting of large hospitals rather than conventional colleges.
Further units to meet the requirements for the various postgraduate awards, for
example, in Biblical Studies, are undertaken by enrolment with other MIs for those
units. The library contains items in Pastoral Theology to support the units
specifically delivered by NSWCCPE itself, rather than the broad area of Theology.
3. SCD Korean Library
The SCD Korean library has been under development since the SCD Korean
program opened in October 2010. At this time there are approximately 3000 Korean
volumes on the Sydney campus and approximately1000 volumes on the Brisbane
campus, which opened at the beginning of September 2012, as well as the main
relevant Korean database available in both places. The Korean library is open to
users from non-Korean programs, just as the Korean-medium students are welcome
to use the other SCD libraries and occasionally do so. One student enrolled in a
regular SCD course through an MI has chosen to make some use also of Korean
materials held in the Korean library.
SCD Oversight
To coordinate library-related cooperative ventures, professional development and
reciprocal borrowing across the SCD libraries and to report on library matters to the
Academic Board, SCD appoints one head librarian from the amongst the qualified
library staff of the MIs as Principal Librarian. This person, currently the head
librarian of CIS, is an ex-officio member of the Academic Board.
The Libraries Committee of the Academic Board, normally but not necessarily
chaired by the Principal Librarian, has members from all MIs as well the extra
campuses and also an external university member. It meets monthly, with electronic
access for librarians remote from Sydney. It provides a forum for cooperative
development of policies and procedures, including implementation of a Libraries
Plan for improvements and responses to library-user feedback.
The five-yearly Institutional Moderations include an element involving reports on the
MI libraries. The Discipline Moderations in regular cycles for the different disciplines
include an element involving reports on the MI libraries in respect of holdings in that
year’s discipline. All Moderations involve external input and are controlled by the
Academic Board.
Other Library Access
An agreement to source the necessary resources from an external provider pertains
only to ACOM, as indicated above. ACOM has signed agreements with Wesley
Institute (Sydney), Nazarene Theological College (Brisbane), Ridley College
(Melbourne), and the Churches of Christ Theological College (Melbourne). These
are provided in Attachment 6.2.2.a
From time to time other MIs and the SCD itself have made additional agreements to
access resources held by other providers. Such arrangements are an optional extra
facility for some students but are not systematically essential, since all SCD
students will have equivalent facilities for the same courses. Specific current
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© Commonwealth of Australia 2012
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agreements are with (i) Macquarie University Library, for SCD Postgraduate
Coursework students, Research Students and staff, and (ii) Murdoch University
Library, for students at PBC. These are also provided in Attachment 6.2.2. and
Attachment 6.2.2.b
Some individual students may choose to use other libraries familiar or convenient to
them, such as university or other HEP libraries.
Attachments:6.2.1 Summary of library holdings including relevant electronic databases
6.2.2 External library agreements (Macquarie)
6.2.2.a External library agreements (Australian College of Ministries)
6.2.2.b External library agreements (PBC)
Attach a list of relevant library holdings, including electronic databases, which support the
identified learning outcomes for each course of study included in this application.
If library and information resources are sourced through an external provider, then:
Attach evidence detailing how the provider acquires the library and learning resources
required to support the identified learning outcomes for each course of study included in this
application, such as a contract or agreement to source resources from an external provider.
6.3
Physical teaching and learning spaces
For each course of study included in this application, provide evidence that physical teaching
and learning spaces available during the next accreditation period are adequate to support the
pedagogical approaches used and the projected student numbers. Where there is more than
one delivery site, include details of the teaching and learning spaces for each delivery site.
Delivery Location
Australian College of Ministries--Sydney
Australian College of Ministries--Brisbane
Booth College
Catholic Institute of Sydney--Sydney
Room
Size (sq. M)
Max. no.
students
Lecture Room 1
37
15
Lecture Room 2
74
30
Seminar Room 1
20
10
Seminar Room 2
20
10
Classroom U1A
76.8
38
Classroom U2A
28.1
14
Classroom 1
35.8
26
Classroom 2
45.3
30
Classroom 3
34.1
24
Tutorial Room 1
24
12
Tutorial Room 2
22.6
10
Conference Centre
90
80
Classroom 1
57
30
Classroom 2
84.5
40
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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Nazarene Theological College
St Andrews Greek Orthodox Theological
College
6.4
Classroom 3
84.5
40
Classroom 4
65
24
Tutorial Room 1
38.5
14
Tutorial Room 2
33
14
Classroom U1A
76.8
38
Classroom U2A
28.1
14
Classroom U2B
38.9
19
Classroom U3A
28.1
14
Classroom U3B
39.8
19
Classroom U4A
20.9
10
Classroom U4B
24.2
12
Chapel
124.5
62
Computer Lab
22.8
11
Class Room No. 1
33.3
14
Class Room No. 2
28.8
14
Class Room No. 3
28.8
14
Audio – Visual Room
28.8
14
Specialised teaching facilities
For each course of study included in the application:

describe any specialised teaching facilities required to support the teaching and
learning and/or research activities

provide evidence of sufficient capacity to support the current and projected student
numbers.
Attach evidence of the adequacy and currency of specialised teaching facilities relevant to
each course of study included in this application.
Is the supply any of these facilities outsourced to an external provider?
Yes
No
If YES, attach copies of relevant agreements or contracts with any external provider and
information about processes that ensure the facilities are maintained and updated.
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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6.5
Teaching and learning ICT environment
For each course of study included in this application provide:

information about the electronic teaching and learning ICT environment (such as
servers, networks, specialist software, website access, computer access, email and
calendaring systems, simulated learning spaces, wireless teaching spaces) and its
adequacy to support any electronic delivery

details about student support for accessing electronic resources (real time
asynchronous, 24/7)

evidence of sufficient capacity of the ICT environment to support (for example
calculations of need and capacity).
See Attachment 6.5 ICT Environment
Is the supply of any teaching and learning ICT resources required for the course(s) of study
outsourced to an external provider?
Yes
No
If YES, attach copies of relevant agreements or contracts with any external provider and
information about processes that ensure the teaching and learning ICT resources are
maintained and updated.
6.6
Support staff profile
Provide information about the numbers, qualifications, experience, expertise and casual/fulltime mix of staff who provide support services for each course of study included in this
application, and for each delivery site.
Summarise evidence to demonstrate that these arrangements are adequate to appropriately
support each course of study, taking into account current and projected student enrolment
numbers. Examples of support staff positions are included in the Application Guide.
All courses
There are 67 support staff (39 full time equivalent).
Of these 39 sup, 12 offer Library support; 11 offer Administration support; 10 offer
Registry support; and 5 offer Learning and Personal support.
Thirty-seven (37) support staff have higher education or VET qualifications.
Full time = 21; Part time = 33; Casual = 15
These 39 FTE support staff serve as follows
Australian College of Ministries
6 support staff (5 FTE).
Of these 5 FTE staff, 5 offer Learning support (2 FT, 2 PT); 1 offers Registry
support (1 FT)
Catholic Institute of Sydney
11 support staff (8 FTE).
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
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Of these 8 FTE staff, 4 offer Library support (2 FT, 3 PT); 2.6 offer Administration
support (4 PT); 1.6 offer Registry support (1 FT, 1 PT)
Catholic Institute of Sydney – Good Shepherd College
4 support staff (2.5 FTE).
Of these 2.5 FTE staff, 1.4 offer Library support (1 FT, 1 PT); 0.8 offer Learning
support (1 PT); 0.3 offer Registry support (1 PT)
Emmaus Bible College – Epping
4 support staff (3.3 FTE).
Of these 3.3 FTE staff, 0.6 offer Library support 1 PT); 1 offer Registry support (1
FT); 1 offer Administration support (2 PT); 0.5 offers Learning support.
Nazarene Theological College
15 support staff (2.4 FTE).
Of these 2.4 FTE staff, 0.6 offer Library support (1 PT); 0.5 offers Registry
support (1 FT); 0.5 offers Administration support (1 PT); 0.8 offers Learning
support (all PT).
Saint Andrew’s Greek Orthodox Theological College
5 support staff (2.7 FTE).
Of these 2.7 FTE staff, 1.4 offer Library support (1 PT); 0.6 offer Learning support
(1 PT); 1 offers Registry support (1 FT)
SCD Korean School of Theology
7 support staff (2.9 FTE)
Of these 2.9 FTE staff, 1.3 offer Library support (3 PT); 0.4 offer Learning support
(1 PT); 0.5 offer Registry support (2 PT), and 0.7 offfer Administration support (1
PT)
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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6.7
Other evidence – course resourcing
In the table below, list any other evidence that demonstrates that Provider Course Accreditation
Standards 2.1, 2.3 and 4.1 have been met for each course of study included in this application.
The provider has the discretion to either: (a) attach the evidence to the Application Form so that
it is immediately accessible to TEQSA, or (b) to include a reference to the evidence in the list
below so that it can be made accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Location of
evidence (if NOT
attached to this
application)
Copy and paste additional rows as necessary.
6.8
Accuracy and currency of course information for students
For each course of study included in this application, describe how the provider ensures that
prospective and current students are provided with accurate, up to date, adequate, and openly
accessible information on all matters (including admission criteria, any professional
accreditation, fees structure and refunds policy).
Website information
The SCD website can be found at www.scd.edu.au
On the home pages there is a box entitled ‘Student Information’ that provides the required information. These links
lead to
www.scd.edu.au/courses/course-unit-information/ where students can find details of all subject outlines.
Because all subjects have been extensively revised the link leads only to existing subjects, not subjects that are
proposed in this reaccreditation application. These subjects can be found at Attachment 1 Subject Outlines.
The SCD website has links to all Member Institute websites: www.scd.edu.au/ about/member-institutions. Each
website is regularly monitored by the Office of the Dean to ensure accuracy and compliance eg each website
contains information about the accreditation of the courses: eg http://www.sagotc.edu.au/about/accreditation;
http://acom.edu.au/page/33/About+ACOM ; http://www.cis.catholic.edu.au/about-cis/accreditation . All MI
websites have links back to the SCD website.
Each MI is responsible for the orientation of students. Some MIs provide orientation at a distance eg
http://acom.edu.au/downloads/students/ACOM-Orientation.pps . Others conduct face-to-face orientation
http://ntc.edu.au/pdf/Timetable%202012%20semester%202.pdf ;
http://www.cis.catholic.edu.au/Files/pdf/Calendars/2012LongVersion10Nov2011.pdf (23 February).
Others advise students directly of orientation with enrolment confirmation egth College A brief one hour Online
Orientation Session is scheduled for Monday 16th July OR Tuesday 17th July (7:30-8:30pm AEST) for Distance
Education students. Attendance at one of these sessions is compulsory for all new distance students and for
students who have never used our Learning Management System or Virtual Classrooms. Details of this will be
sent to all students with their Confirmation of Enrolment email.
Attach evidence to demonstrate that sufficient and accurate information is openly accessible
to prospective and current students about all matters relating to each course of study included in
this application in accordance with requirements of Provider Course Accreditation Standard 2.4
and Provider Registration Standard 6.3.
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© Commonwealth of Australia 2012
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© Commonwealth of Australia 2012
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SECTION 7 – TEACHING AND LEARNING QUALITY
7.1
Academic staff profile
Provide an academic staff profile in the table below for all staff involved in teaching and/or research activities associated with each course of study
included in this application, at each delivery site.
Separate tables must be completed for each course of study included in this application.
Course Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts
Delivery Site:
All delivery sites will be able to offer the following generic subjects
Name
Position title and
main
responsibilities
All teachers who
are accredited by
the SCD to teach
subjects in the
8500 and 9600
series.
Subjects taught and
any research
activities
X8500 Research
Methodology.docx
X8595 Issues in (Topic)
12-06-12.docx
X8597 Honours
Seminar.docx
X8598 Thesis.docx
X9691 Research
Project.docx
X9692 Research
Project.docx
X9693 Independent
Guided Study 12-0612.docx
X9694 Independent
Guided Study 12-06-
Title(s) of relevant
academic qualification(s)
Course
leadership
responsibilities
(if any)
Yes
No
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© Commonwealth of Australia 2012
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Employment arrangements
Number
of
teaching
hours per
week
Confirmation
that a CV has
been
submitted
Yes
13.docx
X9695 Issues in (Topic)
12-06-12.docx
X9696 Research
Essay.docx
X9697 Advanced
Seminar [Topic].docx
X9698 Action Research
Project.docx
X9699 Capstone
unit.docx
Course Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts
Delivery Site:
Australian College of Ministries
Name
Position title and
main
responsibilities
Subjects taught and
any research
activities
Associate Professor
M8509 Framework For
Discipleship
M8510 Evangelising
Mission Today
M9625 Faith Mission
and Culture
P9634 Towards New
Paradigms of Christian
Ministry
BA MLitt (ANU1992, 1994)
BTh(Hons) DMin (ACT 1997,
2006) MTh DTheol (MCD
1996, 2010)DTheol
Teacher
L8510 The Practice of
Worship
L8520 Foundations of
Preaching
L9620 Preaching –
BSc (Sydney 1978) BTh
DipMin (ACT 1985)
GradCertChLead (CSU 1988)
DTh (SCD 2010)
Cronshaw, Darren
Davis, Peter
Title(s) of relevant
academic qualification(s)
Course
leadership
responsibilities
(if any)
Yes
Employment arrangements
No
6
No
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© Commonwealth of Australia 2012
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Confirmation
that a CV has
been
submitted
Yes
Part-time
Yes
Number
of
teaching
hours per
week
Yes
Part-time
6
Social and Cultural
Context
Devenish, Stuart
Lawton, William
Lewis, Richard
Lecturer
T8586 Theological
Issues of the
Reformation
T9609 Theological
Methodology
T9631 Major Questions
in Christology
T9653 Faith and
Theology in Context
T9633 Focused Study
in Trinitarian Theology
T9653 Faith and
Theology in Context
T9666 Readings in
Selected Theologians
Lecturer
A8510 Introduction to
Biblical Hebrew
A8520 Introduction to
New Testament Greek
A8530 Introduction to
Biblical Languages
A8560 Biblical Hebrew
A8570 New Testament
Greek
Assoc. Teacher
P8561 Developing
Leaders through
Mentoring
P8572 Spiritual
Leadership
P9663 Strategic
Thinking and Decision
Making
Yes
No
BTh (Murdoch 1992)
MA(Theol) (ACT 1994) PhD
(ECU 2002)
Yes
Part time
Yes
No
ThL (Hons) ThSchol (Hons)
(ACT 1957, 1962) BD (Hons)
(London 1960) MA (Sydney
1975) PhD (UNSW 1986)
Yes
Sessional
Yes
6
3
No
BA (Macquarie 1998) DMin
(Fuller 2001)
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Yes
Sessional
3
P9664 Leading the
Larger Church
Nutt, Dennis
O’Flynn, Leon
O’Laughlin, Peter
Yes
Senior Lecturer &
Academic dean of
ACOM
A8501 Critical Thinking
and Writing
H8510 The Early
Church
H8563 The Restoration
Movement
H9642 Christian
Culture of the Middle
Ages
H9667 Religion and
Empire
Teacher
B9603 Interpretation of
the Bible
B9605 Old Testament
Theology
B9606 New Testament
Theology
B9610 Israel’s
Beginnings
B9629 Wisdom and
Poetry in Israel
B9636 Isaiah
B9640 Jeremiah
B9652 Apocalyptic
Literature
B9657 Lukan Literature
B9668 Gospel of John
B9672 Romans
BTh MTh (Auckland 1998,
2002) DMin (ACT 2012)
Teacher
T8586 Theological
Issues of the
Reformation
BEng (UWA 1996) BTh (Hons)
(SCD 2005) PhD (ACU 2009)
No
BA (Sydney 1969) MA(Hons)
(Macquarie 1977) BD (MCD
1986)
Yes
Part-time
Yes
No
Yes
Full-time
Yes
6
9
No
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Yes
Sessional
3
T9609 Theological
Methodology
T9631 Major Questions
in Christology
T9653 Faith and
Theology in Context
T9633 Focused Study
in Trinitarian Theology
T9653 Faith and
Theology in Context
T9666 Readings in
Selected Theologians
Smith, Stephen
Turner, Jennifer
Yes
Teacher
P8562 Administrative
Leadership and
Management
P8571 Ministry in
Complex Situations
P8583 Working in a
Team Ministry Setting
P9662 Mastering
DipCouns (AIPC 1997) MBA
Change in Ministry
UWS 1998) DMgt (SCU 2002)
P9665 The
Transformational
Leader
P9661 Managing Crisis
and Conflict in Ministry
P9667 Personal Growth
For Leadership
Yes
Teacher
P8501 Introduction to
Pastoral Theology and
Ministry
P8582 Theory and
Practice of Ministry
P9682 Theory and
No
Yes
Full-time
9
No
BA Hons) DipTeach (Adelaide
1966, 1967) GradDipTheol
(BTC 1991) BD (Murdoch
1990) DMin (Fuller 2000)
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Yes
Sessional
3
Practice of Ministry
P9684 Supervised
Ministry Practicum
S8501 Formation in
Christian Leadership
S8502 Christian
Spirituality
S8559 The Christian
Spiritual Tradition
S8561 Spiritual
Direction
S9661 Spiritual
Mentoring
Yes
Whiteley, Susan
Assoc. Teacher
Course Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts
Delivery Site:
Booth College – Bexley North Campus
Name
Position title and
main
responsibilities
Arseny Ermakov
Head of Biblical
Studies and lecturer
Subjects taught and
any research activities
B9603 Interpretation of
the Bible
B9605 Old Testament
Theology
B9608 New Testament
theology
B9657 Lukan literature
B9672 Romans
B9668 Gospel according
to John
B8500 Research
No
MA (Spirituality) (SCD 2007)
Title(s) of relevant academic
qualification(s)
Yes
Part-time
Course
leadership
responsibilities
(if any)
Employment
arrangements
6
Number
of
teaching
hours
per
week
Yes
BTh, MA (NT Stud.), PhD
Curriculum
development,
Supervision of
associate
teachers, Subject
content quality
assurance
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© Commonwealth of Australia 2012
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Confirmation
that a CV
has been
submitted
Yes
Fulltime Staff member –
Contract 3 years
3
Methodology
Glen O’Brien
Head of Humanities
and lecturer in
Church History and
Theology
T8587 Wesleyan
Theological Perspectives
T9638 Doctrine of
Sanctification
H8510 The Early Church
H9675 Methodist and
Uniting Churches in the
Ecumenical Century
H8500 Research
Methodology
Yes
BTh , MA (Bib. Stud.) , MA
(Theol. Stud.) , PhD
Curriculum
development,
Supervision of
associate
teachers, Subject
content quality
assurance
Yes
Fulltime Staff Member
3
Yes
Dean Smith
Academic Dean,
Head of Theology
and Lecturer in
Theology and
Philosophy
T8531 Christology and
Soteriology
T8586 Theological Issues
of the Reformation
E8500 Principles
T8500 Research
Methodology
B.A. (Qld); GD Theo (BCT);
MTheo(BCT),
Ph.D.
Curriculum
development,
Supervision of
associate
teachers, Subject
content quality
assurance,
oversight of all
programs, staff
and faculty
Yes
Fulltime Minister with The
Salvation Army – appointed
to Booth College fulltime at
present
3
Yes
Christine Unicomb
Acting Head of
Christian Practice,
Lecturer in Pastoral
Theology and
Practice
P8571 Ministry in
Complex Situations
P9684 Supervised
Ministry Practicum
P8500 Research
Methodology
Terrence Grey
Adjunct Lecturer In
Biblical Studies and
Worship
B9605 Old Testament
Theology
B9608 New Testament
MB.BS ; Dip R.A.C.O.G; Th.A.
MSoc.Sc. (Counselling), D. Min
(Candidature)
BTh, MTh, Grad Cert Ed, PhD
(Biblical Studies), MEd, EdD
(Adult Education)
Curriculum
development,
Supervision of
associate
teachers, Subject
content quality
assurance
No
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© Commonwealth of Australia 2012
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Yes
Fulltime Minister with The
Salvation Army – appointed
to Booth College fulltime at
present
Fulltime Minister with The
Salvation Army – appointed
to Booth College part time as
adjunct lecturer at present
3
Yes
3
Theology
B9636 Isaiah
B9640 Jeremiah
B9657 Lukan Literature
M8510 Evangelising
Mission Today
M8560 Gospel, Cuture &
Communication in
Australia & New Zealand
M9600 Perspectives on
World Mission
M9685 Cross-cultural
Mission
Lynette Edge
Adjunct Lecturer in
Missiology and
Preaching
Grant Sandercock
Brown
Academic Program
Officer for School for
Officer Training,
lecturer in Pastoral
Theology and
Practice
L9620 Preaching – social
& cultural context
Lecturer in History
H9675 Methodist and
Uniting Churches in the
Ecumenical Century
Lecturer in
Missiology
M8509 Framework for
Discipleship
M8510 Evangelising
Mission Today
M8560 Gospel, Cuture &
Communication in
Australia & New Zealand
M9600 Perspectives on
World Mission
M9685 Cross-cultural
Harold Hill
Kelvin Alley
No
BA (Welfare), M.Mgt, MTh,
DMin
Yes
Fulltime Minister with The
Salvation Army – appointed
to Booth College part time as
adjunct lecturer at present
3
Fulltime Minister with The
Salvation Army – appointed
to Booth College fulltime at
present
3
No
BMus.Ed, MA, DMin
PhD , BTh
Dip Teaching
BA(Hon) History
BA
No
Yes
Retired Fulltime Minster in
The Salvation Army
3
No
BA (Admin) (Canberra 1981(,
BD (MCD 1997) DMin (Fuller
2010)
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
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Yes
Fulltime Minister with The
Salvation Army – volunteer
adjunct lecturer for Booth
College
3
Mission
Geoff Webb
Alan Harley
Lecturer in Biblical
Studies
Lecturer in Church
History and
Theology
B9605 Old Testament
Theology
B9608 New Testament
Theology
B9636 Isaiah
B9640 Jeremiah
B9657 Lukan Literature
T8534 Triune God and
Revelation
T8535 Pneumatology and
Ecclesiology
M8509 Framework for
Discipleship
M8510 Evangelising
Mission Today
M9600 Perspectives on
World Mission
M9685 Cross-cultural
Mission
No
Fulltime Minister with The
Salvation Army – volunteer
adjunct lecturer for Booth
College
BEd (Tas CAE) BDiv (MCD
1996) DTh (MCD 2004)
3
No
BTh (ADS Chicago 1965) MTh
(ADS Chicago 1966) MDiv
(Geneva Theol Coll 1971) ThD
(Geneva Theological College
USA 1972) MA (Central Sch of
Religion 1988) DipCS (Oxford
Brookes 2000) CertHE
(Westminster Institute of
Education, Oxford 2002) MACE
Yes
Fulltime Minister with The
Salvation Army – volunteer
adjunct lecturer for Booth
College
3
Fulltime Minister with The
Salvation Army – volunteer
adjunct lecturer for Booth
College
3
No
Gregory Morgan
Lecturer in
Missiology
Course Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts
Delivery Site:
Catholic Institute of Sydney
Name
Position title and
main
responsibilities
Subjects taught and
any research
activities
Yes
BTh (MCD 2002) GradDipMin
(MCD 2005) MMin (MCD 2008)
Title(s) of relevant academic
qualification(s)
Course
leadership
responsibilities
(if any)
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Employment arrangements
Number
of
teaching
hours
per
Confirmation
that a CV
has been
submitted
week
Comensoli, Peter
Teacher
Connolly, Michele
B8510 Introduction to
Biblical Studies
B8530 Introduction to
the New Testament
B9603 Interpretation of
the Bible
B9605 Old Testament
Theology
B9608 New Testament
Theology
B9610 Israel’s
Lecturer & Academic Beginnings
Dean of CIS
B9629 Wisdom and
Poetry in Israel
B9636 Isaiah
B9640 Jeremiah
B9652 Apocalyptic
Literature
B9657 Lukan Literature
B9658 Gospel
according to John
B9672 Romans
B9680 Dead Sea Scrolls
Connolly, Noel
Teacher
E8500 Principles
M8510 The
Evangelising Mission of
the Church
BTh (SCD 1989) STB (CIS
1991) STL (Academia
Alfonsiana, Rome 2000)
MLitt(Philosophy) (St Andrews
2007) PhD (St Andrews 2011)
Yes
 No
Sessional
Yes
Yes
3
 No
BA (ANU 1975) DipEd (UNE
1981) BTheol (MCD 1989)
MA(NT) (CTU Chicago 1990)
PhD (GTU Berkeley 2008)
Dip Korean Language (Yonsei
Seoul 1973) STL (Lateran
1976) BASocSci (Macquarie
1981) MBS (Dublin 1993)
Yes
 Yes
Full Time
3
Sessional
3
 No
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
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Yes
Curnow, Rohan
Davis, Carmel
Debergue, Yvette
Del Nevo, Matthew
 No
Lecturer
T8531 Christology and
Soteriology
T9609 Theological
Methodology
T9631 Major Questions
in Christology
T9633 Focused Study
in Trinitarian Theology
T9653 Faith and
Theology in Context
T9666 Readings in
Selected Theologians
BA (ANU 1998); BTh (ACU
2004); MA (ACU 2002); MTh
(SCD 2006); DLS (Adv)(Regis
College 2009); STL (Regis
College2009); ThD (Toronto
2011)
DipOT (Cumberland college of
Health Sciences 1976) BA
(Hons) (Macquarie 1995) PhD
(Macquarie 2001)
Yes
Lecturer
S8559 The Christian
Spiritual Tradition
Teacher
H8540 History of the
Church in the Middle
Ages
BA(Hons) (Syd 2004) PhD
(Syd 2011)
Yes
 No
Yes
 No
Senior Lecturer
W8506 Ancient and
Early Medieval
W8509 Medieval and
Early Modern
W8571-572 Readings in
Philosophy
W9612 Religion and
Modernity
W9624 Ethical Issues
W9640 Philosophical
Theology
W9651 Ways of
Knowing
Yes
Yes
Full time
9
 No
Yes
Sessional
BA (AppSocSci) (Lanchester
1980), BD Hons (Sydney
1991), GradDipRE (ACU 2001),
PhD (Sydney 1996)]
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3
Yes
Sessional
3
Yes
Full time
9
Gleeson, Gerald
Holohan, Luke
Kelly, Gerard
Kenney, Mark
Yes
W8506 Ancient and
Early Medieval
W8509 Medieval and
Early Modern
W8571-572 Readings in
Philosophy
W9612 Religion and
Modernity
W9624 Ethical Issues
W9640 Philosophical
Theology
W9651 Ways of
Knowing
STB (CIS 1978), MA
(Cambridge 1987), PhD
(Leuven 1989)
Teacher
E8500 Principles
BA (UQ 1982) GradDipEd
(SydInstEdu 1983) BTh (SCD
1986) GradDipMinLead (SCD
1987) PhD (Dublin 1998)
Associate Professor
& President of CIS
T8501 Introducing
Theology
T8505 Basic Christian
Doctrines
T8523 Theology of
Sacraments
T9618 Collegiality and
Primacy
T9633 Focused Study in
Trinitarian Theology
T9666 Readings in
selected Theologians
STB (CIS 1980) STL (CIS
1986) PhD(Theology) (Ottawa
1992) STD (Ottawa 1996).
Lecturer
A8510 Introduction to
Biblical Hebrew
A8560 Biblical Hebrew
B8510 Introduction to
MA (CUA Washington DC
1978), MA (CUA 1989) STL
(CUA 1991), STD (Angelicum,
Rome 1998)
Associate Professor
Yes
No
Part time
Yes
 No
Yes
Sessional
Yes
3
Yes
No
Full time
Yes
3
3
Yes
No
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
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Effective from 1 July 2012
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Full time
9
Biblical Studies
B8530 Introduction to
the New Testament
B9603 Interpretation of
the Bible
B9605 Old Testament
Theology
B9608 New Testament
Theology
B9610 Israel’s
Beginnings
B9629 Wisdom and
Poetry in Israel
B9636 Isaiah
B9640Jeremiah
B9652 Apocalyptic
Literature
B9657 Lukan Literature
B9668 Gospel
according to John
B9672 Romans
B9680 Dead Sea Scrolls
Lucas, Brian
Teacher
P8562 Admin
Leadership and
Management
LLB (Sydney 1974) LLM
(Sydney 1978) MGenStudies
(UNSW 1984) BTh (CIS 1980)
GradDipRE (McAuley College
(now ACU) 1986)
DipJurisprudence (Sydney
1989) STL (CIS 2000) Cert
Pastoral Communication
(Pontifical Gregorian University
Rome 2002) Diploma
(Australian Institute of
Company Directors 2008)
Yes
 No
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
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Yes
Sessional
3
Luttrell, John
Maher, Anthony
McInerney, Patrick
Lecturer
H8500 Introduction to
the Study of Christian
History
H8510 The Early
Church
H8571 Vatican II and its
Reception
H9642 Christian Culture
of the Middle Ages
Lecturer
P8501 Introduction to
Pastoral Theology &
Ministry
P8587 Theological
Reflection in the
Practice of Supervision
P8588 Advanced
Practice in Pastoral
Supervision
P9601 Practical
Theology & the Future
Church
P9634 Towards New
Paradigms of Christian
Ministry
P9684 Supervised
Ministry Practicum
Teacher
M8510 Evangelising
Mission Today
M8543 Introducing
Islam
M9625 Faith Mission
and Culture
M9642 Interreligious
Dialogue
Yes
Yes
No
BA (Sydney 1967) DipEd (UNE
1971) MA (Sydney 1984) MA
(Boston College 1991) MEd
(Sydney 1994) PhD (Sydney
1998)
Part time
Yes
Yes
No
BA(Hons) (Durham 1990) MA
(Lancaster 1996) FHEA(2003)
(HEAcad London 2007) PhD
(ACU Sydney 2011)
Full time
Yes
6
9
 No
Licence Arabic and Islamic
Studies (PISAI, Rome 1986)
CPE (Basic) (Melbourne 1991)
CPE (Advanced) (Melbourne
1991) TheolM (MCD 2003) PhD
(ACU 2009)
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Yes
Sessional
3
M9672 Justice in the
Mission of the Catholic
Church
BA(Hons) (Melbourne 1976)
TheolM (MCD 1978) DPhil
(Oxon 1986)
Teacher
T8581 Church Fathers –
An Introduction
Senior Lecturer
W8506 Ancient and
Early Medieval
W8509 Medieval and
Early Modern
W8571-8572 Readings
in Philosophy
W9612 Religion and
Modernity
W9624 Ethical Issues
W9640 Philosophical
Theology
W9651 Ways of
Knowing
Lecturer
T8501 Introduction to
Theology
T8505 Basic Christian
Doctrines
T8517 Ecclesiology
T9643 Mary – Disciple
of the Church
T9666 Readings in
Selected Theologians
DipREdP (Kobl/Trier, Germany
1975) GraddipTh (SCD 1988)
MTh(Hons) (SCD 1991) STD
(Dayton USA/Marianum Rome
1999)
Nutt, Dennis
Senior Lecturer
A8532 Ecclesiastical
Latin
BA (Sydney 1969) MA(Hons)
(Macquarie 1977) BD (MCD
1986)
Ranson, David
Senior Lecturer and
Academic Registrar
S8502 Christian
Spirituality
S8559 The Christian
TheolM (MCD 1998) PhD (ACU
2009) MACE
Minns, Denis
Murray, Andrew
Naumann, Isabell
Yes
 No
Yes
 No
BA (Macquarie 1974) MA (CUA
Washington DC 19830
GradDipHEd (UNSW 1998)
PhD (CUA 1992)
Yes
Sessional
Yes
Full time
Yes
3
9
 No
Yes
Part time
Yes
 No
 Yes
No
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
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3
Yes
Sessional
3
Full time
3
 Yes
Spiritual Tradition
S8572 Spirit in Context
– Australian Spirituality
S9645 Christian
Spirituality in the 20th
Centuary
Tilley, Robert
Lecturer
A8510 Introduction to
Biblical Hebrew
A8560 Biblical Hebrew
B8510 Introduction to
Biblical Studies
B8530 Introduction to
the New Testament
B9603 Interpretation of
the Bible
B9605 Old Testament
Theology
B9608 New Testament
BA(Sydney 1989) MA (Sydney
Theology
1991) BD(Hons) (Sydney 1993)
B9610 Israel’s
PhD (Sydney 2001)
Beginnings
B9629 Wisdom and
Poetry in Israel
B9636 Isaiah
B9640Jeremiah
B9652 Apocalyptic
Literature
B9657 Lukan Literature
B9668 Gospel
according to John
B9672 Romans
B9680 Dead Sea Scrolls
Yes
 No
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
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Yes
Full time
6
Williams, Peter
Wilson, Janiene
Teacher
L8500 Introduction to
Christian Worship
Lecturer
C8504 Theory &
Practice of Pastoral
Counselling
C8506 Psychology &
Leadership
C8522 Pastoral
Perspectives on Moral
Decision Making
C8547 Pastoral
Counselling in Context
BA (ANU 1975) BTh (ACT
1979) BEd (Latrobe 1990) MTh
(Sydney 1995) MA (CUA 1997)
Yes
Yes
 No
Yes
Sessional
3
 No
BJuris/LLB(UNSW 1979)
GradDipRE (CathCollegeEd
1984) BTh (SCD 1995) MA
(Macquarie 1991)
Yes
Part time
3
Course
Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts
Delivery
Site:
Emmaus Bible College Epping, NSW
Name
Position title
and main
responsibilities
Subjects
taught and any
research
activities
Title(s) of relevant
academic
qualification(s)
Course
leadership
responsibilities
(if any)
Employment
arrangements
Number
of
teaching
hours
per
week
Confirmation
that a CV
has been
submitted
Leonard
Smith
Principal,
Lecturer
M8560 , P8501,
P9673
DipTeach, Bed, Med,
EdD, GradDipTh, MA
Yes
Salaried – Full time
6
Yes
Theron
Young
Academic Dean,
Lecturer
A8510, A8520,
A8560, A8570,
B8520, B8530,
B9603, B9605,
B9610, B9629,
B9636, B9640
BA, MA, MA, PhD
Yes
Salaried – Part time
12
Yes
Michael Leary
Lecturer
B9608, B9652,
B9657, B9668,
BSc, MA, PhD(cand)
No
Sessional
3
Yes
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B9672
Xavier
Lakshmanan
Lecturer
T8501, T8505,
T8517, T8531,
T8534, T8535
BTh, BD, MTh
No
Sessional
6
Donald
Patten
Lecturer
H8500, H8510,
H8571, H9642,
H9667, T8501,
T8505, T8517,
T8531, T8534,
T8535, T9609,
T9631, T9638
BS, MDiv, PhD
No
Salaried – Full time
9
Joseph
Thomas
Lecturer
M8509, M8510,
M9600, M9685,
T8517, T8531,
T8534, T8535,
T9609, T9631,
T9638
BSc, MWorldviewStud,
PhD
No
Sessional
3
Patricia
Harrison
Lecturer
M8509, M8510,
M9600, M9685,
E8500, E9600,
E9645, E9646,
E9670
BA, MDiv, MTh, GradDip,
GradDip, Phd, MStud,
MEdStud, MA, CertIV,
CertIV
No
Sessional
3
Rowena
Reynolds
Lecturer
TH8501,
TH8505,
T8517, T8531,
T8534, T8535
BSc, GradDip, MAPCC,
BC, AdvDipMin&BStud,
CertIVCC
No
Sessional
6
Yes
Course
Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts – Perth Campus
Delivery
Site:
Emmaus Bible College Perth, WA
Name
Position title
and main
Number
of
Confirmation
that a CV
Subjects
taught and any
Title(s) of relevant
academic
Course
leadership
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Employment
arrangements
responsibilities
research
activities
qualification(s)
responsibilities
(if any)
teaching
hours
per
week
has been
submitted
David Smith
Principal,
Lecturer
P8501, P8510,
L8500, L8510,
L8520
Bus, Bmin, MATh
No
Salaried – Full time
6
Yes
Andre van
Oudtshoorn
Academic Dean,
Lecturer
B8520, B8530,
B9608, B9668,
B9672, P8501,
P8510, P8562,
P8572, P8582,
P8584, P9661,
P9673, A8520,
A8570
BA, BD, DipTh, DTh
Yes
Salaried – Full time
6
Brett Muhlhan
Graduate
Studies
Coordinator,
Lecturer
H8500, H8510,
H8571, H9642,
H9667, T8501,
T8505, T8517,
T8531, T8534,
T8535, T9609,
T9631, T9638
CertBibStud, Bmin, MTh,
ThD
Yes
Salaried – Part time
6
Paisley van
Rooyen
Lecturer
A8510, A8520,
A8560, A8570,
B8520, B8530,
B9603, B9605,
B9610, B9629,
B9636, B9640
BaccArtium,
BaccArtium(Hons),
BaccDivinitas
No
Sessional
3
Garth
Eichhorn
Lecturer
M8509, M8510,
M9600, M9685,
P8510, P8562,
P8572, P8582,
P8584, P9661,
P9673
Missiology, Pastoral
Theology
No
Sessional
3
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Yes
David Michie
Lecturer
C8504, C8506,
C8522, C8525,
C8540, C8546,
C8547, C8554,
C8565, P8510,
P8562, P8572,
P8582, P8584,
P9661, P9673,
S8502
Counselling, Pastoral
Theology, SP8509
No
Sessional
Course Name:
Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts – Miranda Campus
Delivery Site:
Miranda, NSW
Name
Position title and
main
responsibilities
Subjects taught and
any research
activities
Leonard Smith
Principal, Lecturer
M8560, P8501, P9673
Theron Young
Academic Dean,
Lecturer
A8510, A8520, A8560,
A8570, B8520, B8530,
B9603, B9605, B9610,
B9629, B9636, B9640
BA, MA, MA, PhD
Xavier Lakshmanan
Lecturer
T8501, T8505, T8517,
T8531, T8534, T8535
BTh, BD, MTh
Paul Porta
Lecturer
T8501, T8505, T8517,
T8531, T8534, T8535
BTh, MA, MTh, MMin
Patricia Harrison
Lecturer
M8509, M8510, M9600,
M9685, E8500, E9600,
E9645, E9646, E9670
BA, MDiv, MTh, GradDip,
GradDip, Phd, Mstud,
MedStud, MA, CertIV, CertIV
Barry Chant
Lecturer
H8500, H8510, H8563,
H8571, H9642, H9667
BA, DipEd, BD, Dmin, PhD
Title(s) of relevant academic
qualification(s)
Course
leadership
responsibilities
(if any)
DipTeach, Bed, Med, EdD,
GradDipTh, MA
Yes
3
Employment arrangements
Number
of
teaching
hours
per
week
Salaried – Full time
6
Yes
No
Yes
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Yes
Yes
Salaried – Part time
12
Sessional
6
Salaried – Full Time
6
Sessional
3
Sessional
6
No
No
Confirmation
that a CV
has been
submitted
Vanessa Chant
Rowena Reynolds
Lecturer
C8504, C8506, C8522,
C8525, C8540, C8546,
C8547, C8554, C8565,
C9636, C9650, C9666
BA, Mcouns,
GradCertSupervision,
DMinStud
Lecturer
C8504, C8506, C8522,
C8525, C8540, C8546,
C8547, C8554, C8565
BSc, GradDip, MAPCC, BC,
AdvDipMin&BStud, CertIVCC
Yes
Yes
Salaried – Full time
No
Yes
Sessional
Course
Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts
Delivery
Site:
Nazarene Theological College
Name
B Allder
Position title
and main
responsibilitis
Principal
Subjects taught and any research activities














Intro to Pastoral Theology and Ministry (P8501B)
Developing Youth Ministry (P8511B)
Foundations of Christian education (P8534B)
Spiritual Leadership (P8572B)
Transformational Leadership in Ministry (P9665B)
Supervised Ministry Practicum (P9684B)
Personal Growth for Leadership (P9667B)
Research Project Pastoral Theology (P X9691B)
Research Project. Pastoral Theology (PX9692B)
Independent Guided Study Pastoral Theology
(PX9693B)
Independent Guided Study Pastoral Theology
(PX9694B)
Issues in [Pastoral Theology (PX9695B)
Advanced Seminar [Pastoral Theology (PX9697B)
Action Research Project Pastoral Theology
9
Title(s) of
relevant
academic
qualification(s
)
Course
leadership
responsibilitie
s (if any)
6
Employment
arrangements
Number of
teaching
hours per
week
Confirmatio
n that a CV
has been
submitted
Yes
No
BPharm, MDiv,
EdD
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
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Full-time
3
Yes












R Giesken






Dean of
Students

A Porter
Registrar

D McEwan



Academic Dean

and Director of
Research & 
Curriculum 
Development 



(PX9698B)
Capstone unit Pastoral Theology (PX9699B)
Introduction to Christian Worship (L8500B)
Foundations of Preaching (L8520B)
Preaching – social and contextual context
(L9620B)
Research Project Liturgy (LX9691B)
Research Project. Liturgy (LX9692B)
Independent Guided Study Liturgy (LX9693B)
Independent Guided Study Liturgy (L X9694B)
Issues in Liturgy (LX9695B)
Advanced Seminar Liturgy (LX9697B)
Action Research Project Liturgy (LX9698B)
Capstone unit Liturgy (LX9699B)
Old Testament Introduction (B8520B)
Intro to the New Testament ( B8530B)
Interpretation of the Bible (B9603B)
Introducing Islam (M8543B)
Evangelising Mission Today (M8510B)
Gospel Culture and Communication in Australian/
New Zealand (M8560B)
BBusSc, MTh
Introduction to the Study of Christian History
(H8500B)
Early Church History (H8510B)
BAppSc, BMin,
BA (Honours),
MA
Basic Christian Doctrines (T8505B)
Christology and Soteriology (T8531B)
The Triune God and Revelation (T8534B)
Pneumatology and Ecclesiology (T8535B)
Theology of Sacraments (T8523B)
Doctrine of Sanctification (T9638B)
Research Project Theology (TX9691B)
Research Project Theology (TX9692B)
Independent Guided Study Theology (TX9693B)
Independent Guided Study Theology ( TX9694B)
Yes
Full-time
3
Yes
No
Yes
No
HND Food
Technology,
MDiv, PhD
Full-time
3
Full-time
3
Yes
Yes
Yes
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© Commonwealth of Australia 2012
Effective from 1 July 2012
Page 84 of 108
No














Issues in [Topic] Theology ( TX9695B)
Advanced Seminar Theology (TX9697B)
Action Research Project Theology ( TX9698B)
Capstone unit Theology ( TX9699B)
Research Project Pastoral Theology (P X9691B)
Research Project. Pastoral Theology (PX9692B)
Independent Guided Study Pastoral Theology
(PX9693B)
Independent Guided Study Pastoral Theology
(PX9694B)
Issues in [Pastoral Theology (PX9695B)
Advanced Seminar Pastoral Theology (PX9697B)
Action Research Project Pastoral Theology
(PX9698B)
Capstone unit Pastoral Theology (PX9699B)
G Lyons



Romans (B9672B)
Issues in Biblical Studies (BX965B)
Advanced Seminar Biblical Studies (BX9697B)
BA, MDiv,
PhD
Yes
No
K Brower


Issues in Biblical Studies (BX965B)
Advanced Seminar Biblical Studies (BX9697B)
BSL, MA, PhD
Yes
No
D BrowerLatz


Issues in [Pastoral Theology (PX9695B)
Advanced Seminar Pastoral Theology (PX9697B)
BA, MA, PhD
Yes
No
T Noble


Issues in [Topic] Theology ( TX9695B)
Advanced Seminar Theology (TX9697B)
MA, BD, PhD
Yes
J Coleson


Issues in Biblical Studies (BX965B)
Advanced Seminar Biblical Studies (BX9697B)
BA,MA,PhD
Mark
Maddix



Foundations of Christian Education (P8534B)
Issues in [Pastoral Theology (PX9695B)
Advanced Seminar Pastoral Theology (PX9697B)
David
Rainey


Issues in [Topic] Theology ( TX9695B)
Advanced Seminar Theology (TX9697B)
Sessional
3
Sessional
3
Yes
Sessional
3
Yes
No
Sessional
3
Yes
Yes
No
Sessional
3
Yes
BA, MDiv, PhD
Yes
No
Sessional
3
Yes
BSL, ThB,
MDiv, MTh,
DMin, PhD
(London)
Yes
No
Sessional
3
Yes
APPLICATION FORM – Application for Renewal of Accreditation of a Higher Education Course of Study (AQF Qualification)
© Commonwealth of Australia 2012
Effective from 1 July 2012
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Yes
Alex
Varughese


Issues in Biblical Studies (BX965B)
Advanced Seminar Biblical Studies (BX9697B)
BS, MS, MA,
MDiv, MPhil
PhD
Yes
No
Sessional
3
Course Name:
Master of Arts; Graduate Diploma of Arts; Graduate Certificate in Arts
Delivery Site:
New South Wales College of Clinical Pastoral Education Centres registered with the NSW College of Clinical Pastoral Education: Canberra Hospital, Gosford Hospital,
John Hunter Hospital, Mental Health CPE Centre Hornsby Hospital, Royal North Shore Hospital, Royal Prince Alfred Hospital, St Vincents Hospital, Westmead Hospital.
Name
Position title and
main
responsibilities
Subjects taught and
any research
activities
Anglican Chaplain
and Pastoral
Supervisor (CPE)
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3
Pastoral Supervisor,
Library Committee
Convenor
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3
Director of CPE
Centre, Royal North
Shore Hospital,
Teacher
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3, P8585
Introduction to
Supervisory Practice,
P8586 Education
Theory and Practice in
Stuart Adamson
Cheryll Bird
Judith Dunbar
Title(s) of relevant academic
qualification(s)
Course
leadership
responsibilities
(if any)
Employment arrangements
Number
of
teaching
hours
per
week
No
MA (SMBC, 2009),
Yes
Part Time 0.2
8
No
BA (Avondale, 1974)
MMin(CSU, 2004) MA (SCD,
2012) Level 1 CPE Supervisor
(2010)
Yes
Part Time 0.2
4
No
MA (SCD, 2005) MDiv (SCD,
2008), Level 2 CPE Supervisor
(2008)
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Confirmation
that a CV
has been
submitted
Yes
Full Time 1.0
12
Pastoral Supervision,
P8587 Theological
Reflection in the
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
Practice
Adrian Flemming
Alan Galt
CPE Supervisor
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3, P8585
Introduction to
Supervisory Practice,
P8586 Education
Theory and Practice in
Pastoral Supervision,
P8587 Theological
Reflection in the
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
Practice
Director, Mental
Health Centre for
CPE, Hornsby
Lecturer
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3, P8585
Introduction to
Supervisory Practice,
P8586 Education
Theory and Practice in
Pastoral Supervision,
P8587 Theological
Reflection in the
No
BA (Avondale,1972) MA
(Andrews University,1983)
Grad Dip Arts (SCD, 2011)
Level 2 CPE Supervisor (2008)
BA (Sydney 1964)
MA (Macquarie 1980)
Level 3 Supervisor of CPE
(2010)
Yes
Part Time 0.2
2
Yes, Academic
Dean, CoCoordinator of
Pastoral
Theology and
Practice
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© Commonwealth of Australia 2012
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Yes
Part Time 0.4
8
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
Practice
Barbara Howard
Morris Key
Director CPE
Centre, John Hunter
Hospital Newcastle
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3, P8585
Introduction to
Supervisory Practice,
P8586 Education
Theory and Practice in
Pastoral Supervision,
P8587 Theological
Reflection in the
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
Practice
Director, CPE
Centre, Westmead
Hospital and Royal
Prince Alfred
Hospital
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3, P8585
Introduction to
Supervisory Practice,
P8586 Education
Theory and Practice in
Pastoral Supervision,
P8587 Theological
Reflection in the
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
No
Dip Th (Oxford, 1992) BD
(MCD, 1994) Level 2 CPE
Supervisor (2009)
Yes
Part Time 0.2
4
Yes, President
BTh (ACT, ) MA(ACT, 1996)
Grad Cert Couns(ACT, 2000)
MA(SCD, 2009) Level 2
Supervisor
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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Yes
Full Time1.0
12
Practice
Keith Little
David Oliphant
Jenny Washington
Pastoral Supervisor
P8585 Introduction to
Supervisory Practice,
P8586 Education
Theory and Practice in
Pastoral Supervision,
P8587 Theological
Reflection in the
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
Practice
Pastoral Supervisor
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3, P8585
Introduction to
Supervisory Practice,
P8586 Education
Theory and Practice in
Pastoral Supervision,
P8587 Theological
Reflection in the
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
Practice
Director, CPE
Centre, St Vincent’s
Hospital Sydney,
Lecturer
P8577 Clinical Pastoral
Education 1,P8578
Clinical Pastoral
Education 2 P8579
Clinical Pastoral
Education 3, P8585
Introduction to
No
BA (Sydney, 1964) Grad Dip
(UNSW, 1972) MA (SCD, 2005)
MA(Hons) (SCD, 2011) Level 3
CPE Supervisor (1997)
Yes
Sessional 0.2
2
No
MA(Birm), B.Arch(Syd,1967)
BD(Melb 1977) DPS(Birm,
1979) MA (Birm,1980),
Dip.LS(Melb,1986), Dip.Adult
Psych(ANZAP, 2000) Dip.Sol
Psych(ASOCHA, 2003) PhD
(UWS, 2008) Level 2 CPE
Supervisor (1998)
Dip Teach(Signadou, 1986,
BTh (SCD, 1997) MCouns
(UWS, 1999) MA (SCD, 2006)
Level 2 CPE Supervisor (2004)
On the way
Part Time 0.4
Yes, Coordinator of
Supervisory
Education
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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8
Yes
Full Time 1.0
12
Supervisory Practice,
P8586 Education
Theory and Practice in
Pastoral Supervision,
P8587 Theological
Reflection in the
Practice of Pastoral
Supervision, P8589
Advanced Supervisory
Practice
Course Name:
Master of Theology, Master of Arts, Graduate Diploma of Arts, Graduate Certificate in Arts
Delivery Site:
Saint Andrew’s Greek Orthodox Theological College
Name
Position title and
main
responsibilities
Subjects taught and
any research
activities
Title(s) of relevant academic
qualification(s)
Senior Lecturer
Coordinator for
Biblical Studies
Distance Education
B9608 New Testament
Theology
B9629 Wisdom and
Poetry in Israel
B9668 Gospel
according to John
BA (UNE 1973)
MA(Theology) (Boston/Weston
1978)
BDiv (MCD 1984)
MEd (UNSW 1986)
DTheol (MCD 2000)
Margaret Beirne
Doru Costache
Senior Lecturer
Coordinator for
Patristic Studies
Annual Symposium
Co-Convener
T9639 Theological
Perspectives on the
Environment
T9683 Exploring the
Philokalia
T9684 Patristic Profile
T9685 Patristic
Perspectives on
Course
leadership
responsibilities
(if any)
Employment arrangements
Number
of
teaching
hours
per
week
Yes
Yes
Coordinator for
Biblical Studies
Part Time (0.8)
9
Yes
BTh (Bucharest 1993)
PhD (Bucharest 2000)
Confirmation
that a CV
has been
submitted
Coordinator for
Patristic
Studies
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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Yes
Full Time (1.0)
9
Science and Theology
Philip Kariatlis
Gregory Fox
Anthony
Papantoniou
Yes
Lecturer
Coordinator for
Systematic Theology
Annual Symposium
Co-Convener
T9618 Collegiality and
Primacy
T9681The NiceneConstantinopolitan
Creed
BTh (SCD 1995)
BA (Sydney 2000)
MTh (SCD 2001)
ThD (SCD 2010)
BA (Hons) (Sydney 1963)
DipEd (Sydney 1964)
DD (Honoris Causa) (Fiji
College of Theology and
Evangelism 2005)
No
Associate Teacher
A8520 Introduction to
New Testament Greek
A8570 New Testament
Greek
BTh (SCD 2001)
MTh (SCD 2002)
MTh Hons (SCD 2008)
No
Associate Lecturer
T9683 Exploring the
Philokalia
T9684 Patristic Profile
Coordinator for
Systematic
Theology
Yes
Full Time (1.0)
9
Yes
Sessional
3
Yes
Sessional
3
Copy and paste additional tables as necessary so that there is one table for each course of and each delivery site.
* Employment arrangements include: continuing, fixed-term (note period of contract), part-time; casual/sessional contract.
Attach an abbreviated Curriculum Vitae for each academic staff member listed in the table at section 7.1 above using the CV template at
Attachment 3.
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© Commonwealth of Australia 2012
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7.2
Academic leadership
Summarise the academic leadership arrangements (such as course coordination) in place for
each course of study included in this application, at each delivery site, and across delivery
sites. Examples of academic leadership activities are included in the Application Guide.
Academic leadership is provided in each Member Institution by the Principal and Academic Dean. The Dean,
Director or Coursework, the four Discipline Coordinators, and the Subdiscipline Coordination Panels provide
academic leadership across the SCD.
The Director of Coursework and the Discipline Coordinators have led the strategic development of the courses.
This took the form of the curriculum consolidation and review that has been undertaken during the last
reaccreditation period. This process is reported under item 4.1.1 above.
At the SCD level the Director of Coursework, the Distance & Online Education Coordinator, and the chairs of the
Professional Development Committee, Distance Education Committee, and the Learning and Teaching Committee
have given leadership in the development of teaching staff through regular professional development workshops.
Recent workshops have focussed on assessment in theological education, the use of technology in higher
education, enhancing a research culture within the SCD, Improving Interaction in Online Classes, Teaching and
Publishing, Procedures into Practice (Workshopping the New SCD Curriculum), Standards-Based Assessment;
and Interpreting Student Feedback Surveys.
The Coordinator of Monitoring leads the monitoring of assessment to ensure that appropriate and consistent
assessment is carried out across all Member Institutions and that all results are collated. See Attachment 4.1.2.a
The Distance & Online Education Coordinator and the Director of Coursework have given leadership in
disseminating contemporary teaching and learning practices. They have produced a series of occasional
newsletters that address these issues.
The Director of Coursework with the assistance of Academic Deans in the Member Institutions has coordinated
student feedback processes.
The Subdiscipline Coordination Panels have given leadership to ensure consistency across the Member
Institutions in regard to the quality of the Course Unit Booklets that are given to students in each subject at the
beginning of each teaching period. See section 2.9 above.
Academic leadership within the Member Institutions is given by the Principal and Academic Dean. See
Attachment 7.2.1 for examples of academic staff development conducted within the Member Institutions.
.
7.3
Scholarship and professional practice
7.3.1
Support for scholarship and professional practice
Summarise how staff teaching or tutoring in each course of study included in this application
have been supported during the current accreditation period to develop and maintain skills and
knowledge in order to:



have a sound knowledge of current scholarship and/or professional practice in the discipline that
they teach
understand pedagogical and/or adult learning principles relevant to the student cohort they teach
engage students in intellectual inquiry appropriate to the level of the course of study and unit/s
they teach.
Examples of the types of initiatives that may have been used are included in the Application
Guide.
1. Professional Development in the College as a Whole
The College provides four professional development sessions per year, one per term, on issues in teaching and
learning that pertain to all members of the academic faculty. These sessions have as one aim to enable greater
awareness of faculty concerns and potentials across the College, and thereby to establish grounds for increased
cooperative endeavour.
Session1: New faculty -- induction / Continuing faculty -- Discipline-based pedagogical issues.
Session 2: Part A: Research and scholarship. Part B: Online teaching
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© Commonwealth of Australia 2012
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Session 3: Teaching and learning
Session 4: Part A: Institutional issues in the higher education context. Part B: Online teaching.
These sessions are organized by the Office of the Dean, in consultation with the Professional Development
Committee and other appropriate Committees. In this regard:
• Members of the academic faculty are generally expected to be in attendance, as are sessional lecturers teaching
that semester.
• All new faculty and new sessionals (or faculty or sessionals who have not worked in a Member Institution for the
past five years) are expected to attend the first as well as the remaining sessions.
• Academic staff in other-language programs are encouraged to attend relevant sessions, but the Member
Institution(s) concerned may make alternative arrangements that achieve the same results.
• Non-academic staff whose duties entail working directly with the Office of the Dean or otherwise directly
facilitating the delivery of the College’s programs of study are expected to attend at least the fourth session.
• A certificate of attendance is provided, and apologies are noted.
• The seminars are normally held within the semester when no classes are timetabled.
• The dates are listed for each year in the College Calendar, available on the website and in the Handbook.
The new faculty induction is also conducted in online mode for new faculty unable to attend in person. All
professional development sessions are made available in online mode for faculty unable to attend in person.
2. Professional Development in the Member Institutions
Each Member Institution holds professional development activities relating to the four focal areas, with reference
to particular interests of their own institution. As reported by the moderation panel the Korean School has used
professional development activities to focus on cultural differences in teaching and learning. Similarly the Catholic
Institute of Sydney offers joint programs of professional development and community engagement through
programs such as the current series in Reading the Classics in Spirituality.
Each Member Institution encourages and facilitates the participation of its academic staff, both faculty and
sessionals, and non-academic staff whose duties entail working directly with the Office of the Dean or otherwise
directly facilitating the delivery of the College’s programs of study in relevant external activities such as
conferences, workshops, and courses.
Each Member Institution develops a budget that provides appropriate funding and time allowance to meet these
requirements. Each Member Institution undertakes annual appraisals of its staff and establishes professional
development plans for each person.
3. Professional Development in Member Institutions in Collaborative Groups
Various Member Institutions sometimes collaborate in holding joint professional development activities relating to
any of the four focal areas, with reference to shared interests. For instance various academic staff contribute to
and attend conferences such as the Biennial Conference in Philosophy, Religion & Culture at the Catholic Institute
of Sydney and the annual Patristic Symposium at Saint Andrew’s Greek Orthodox Theological College.
4. Other Professional Development Resources
The Office of the Dean maintains a Professional Development wiki to encourage staff to keep abreast of
developments. It also prepares and distributes Learning and Teaching Update newsletters and Distance and eLearning Newsletters.
5. Teacher Self-reflection and Analysis and Peer Review
Teaching staff are encouraged to maintain a teaching portfolio and to engage in peer review.
A teaching portfolio demonstrates teachers’ commitment, major accomplishments, strengths and personal
reflections in teaching.
Although there is no set format, a teaching portfolio normally includes
a) A statement that outlines teaching philosophy, practice, performance and reflections.
b) A compilation of relevant material that supports the statement in (a).
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© Commonwealth of Australia 2012
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7.3.2
Other evidence – staff profile, scholarship and professional practice
In the table below, list any other evidence that demonstrates that Provider Course Accreditation
Standards 4.1 and 4.2 have been met for each course of study included in this application. The
provider has the discretion to either: (a) attach the evidence to the Application Form so that it is
immediately accessible to TEQSA, or (b) to include a reference to the evidence in the list below
so that it can be made accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Location of
evidence (if NOT
attached to this
application)
Copy and paste additional rows as necessary.
7.4
Use of stakeholder feedback to improve teaching
For each course of study included in this application:

describe how feedback from stakeholders (such as students, graduates, staff and
employers of graduates) has been shared with teaching staff

provide examples of how staff then have been supported to use the data to improve
their teaching.

Each teaching period academic staff submit the Course Unit Booklet for the
teaching period to the Subdiscipline Coordination Panel. The Booklet requires
the staff member to insert the date of last revision of learning activities, learning
resources, or assessment details and to give brief details of any updates that took
account of Student Feedback Surveys. In this way the Subdiscipline
Coordination Panel is able to monitor changes and improvements and students
are able to monitor the change process.
Feedback from stakeholders (such as students, graduates, staff and employers of
graduates) is shared with teaching staff in different ways at each MI.
At the Korean School the moderation panel reported that
The processing of student feedback is well-defined. There is a four step process.
Following analysis by the student affairs liaison person the results are presented
at a professional development seminar, then areas for improvement are explored
and finally organised solutions are implemented. This process is working well.
The panel would recommend the addition of an extra question to the feedback
form to allow a wider reflection.
At the Catholic Institute of Sydney

The CIS Senate (the governing body) has among its members the major
stakeholders. The Senate meeting is an occasion for them to learn of the
progress of CIS and to offer their comments on the Institute operations.
As members of the Senate, the stakeholders are directly concerned with
the strategic direction of CIS and are engaged in the formation of policy.
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© Commonwealth of Australia 2012
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Page 94 of 108


The CIS Academic Board has among its members the Dean of Studies of
the two diocesan seminaries. In this way they are engaged in the
academic decision-making of CIS.

There is a student representative on the CIS Senate and on the Library
Committee. CIS is reviewing the structure of its Academic Board in order
to invite a student representative on to the Board.

At the end of each semester, all the teachers at CIS meet with each of the
formation directors from the seminaries and houses of religious formation
whose students are enrolled at CIS. This is an opportunity to review the
progress of their students, to work together in addressing particular
learning needs of students, and also to receive feedback on the
effectiveness of CIS in meeting the requirements of these seminaries.

Once each semester there is a meeting of the CIS leadership and the
leadership of the Seminary of the Good Shepherd to review the progress
of the semester and ensure that the needs of all are being met. This has
been a most valuable meeting in allowing potential problems to be
resolved before they escalate.

When the data from the Student Feedback Survey is ready, the collated
information is presented to academic staff at the CIS Academic Board (all
permanent academic staff are members of the Board). The Board may
wish to make institutional recommendations on the basis of the report.

Each teacher receives a copy of the collated data for course unit(s)
he/she taught during the semester. These results form part of the annual
staff appraisal. The appraisal process includes a agreed action plan.
One lecturer reported that he keeps a log of each teaching session, noting the
things that worked well in the teaching session as well as areas for change or
improvement the next time the course unit is offered.
At Saint Andrew’s Greek Orthodox Theological College feedback is collected from
students (student surveys) and graduates (graduate surveys) by the Registrar.
The Registrar prepares the student feedback survey report each semester for
SCD Office and this report is tabled at the faculty meeting for discussion. Each
teacher is given their respective student feedback forms to review more closely.
Feedback from SCD Office regarding graduate feedback is also tabled and
discussed at the faculty meeting. Given the small number of teaching staff,
teachers have often liaised with one another and generally taken their own
initiatives to improve their teaching, sharing new technologies and resources with
colleagues within, and external to, St Andrew’s. For the most part Saint Andrew’s
Greek Orthodox Theological College has found that only very small numbers of
students actually offer concrete and realistic suggestions for improvement or
innovation in the unit offering, and this also is taken into consideration. Whilst it
has not been the practice to date, the Sub Dean will hence forth meet with each
teacher to discuss the feedback and their overall work within St Andrew’s and to
discern ways to help each teacher maintain/improve their quality of teaching and
general contribution to the life of St Andrew’s and SCD. As the Greek Orthodox
Church here in Australia is the principal stakeholder of St Andrew’s and the
‘employer’ of a significant number of graduates then the appraisal of the
connection between theological education and employment is a matter of
immediate and enduring importance.
Attach evidence to demonstrate how teaching staff use feedback to improve their teaching
in each course of study included in this application, including details of the main changes made
resulting from feedback.
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7.5
Student learning support services and academic advice
7.5.1
Summary of learning support services and academic advice
Summarise how the varying learning needs of students in each course of study included in this
application are accommodated through the provision of relevant academic assistance,
including learning support services. Ensure that information listed at section 7.5.1 of the
Application Guide is included, and note arrangements available for any students studying by
distance learning, online learning or externally.
Section 6.6 provides details on support services.
The provision of learning support services and academic advice to students
varies between Member Institutions.
The Catholic Institute of Sydney is typical of many MIs: each lecturer has a
general duty of pastoral care for the students in his or her classes. The lecturer is
the most likely person on the staff to notice students having difficulties and to be
the person a student may feel confident to speak to. A general duty of pastoral
care may involve such things as: being available to answer student questions;
initial response to critical incidents in student’s lives, e.g. bereavement; marriage
breakdown; taking note of learning difficulties; establishing a welcoming and
caring relationship with students. However, this MI is unique because it has
formalised links with a nearby university that is available for referral when the
needs arise.
See table at 7.8.1 below for details of support for distance students.
7.5.2
Other evidence – learning support services and academic advice
In the table below, list any other evidence that demonstrates that Provider Course Accreditation
Standards 4.3 and Provider Registration Standard 6.5 have been met for each course of study
included in this application. The provider has the discretion to either: (a) attach the evidence to
the Application Form so that it is immediately accessible to TEQSA, or (b) to include a
reference to the evidence in the list below so that it can be made accessible to TEQSA on
request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
Location of
evidence (if NOT
attached to this
application)
Copy and paste additional rows as necessary.
7.6
Students at academic risk
For students enrolled in each course of study included in this application, summarise how the
provider ensures that:
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
students who may be at risk of unsatisfactory academic progress are identified

an intervention strategy is activated for them

appropriate support is made available to them.
The SCD assessment policy requires each subject to have an early, low risk diagnostic task
to provide feedback for students and alert teachers to the need to address likely learning
challenges. After marking the early diagnostic assessment task to assess learning and
identify difficulties, teachers advise students on how to undertake a self-assessment of their
academic progress (see Attachment 7.6.2). This advice encourages students (including
those who may be at risk) to contact a designated officer (who may be the teacher) to seek
advice and support that might enhance their chances of increased success.
When MI Academic Boards approve assessment results in the SCD Monitoring of
Assessment and Results process they identify all students who are at risk using the following
six indicators; enter the details of these students at risk in the Student Progress Alert Report;
send all students listed in the Student Progress Alert Report a letter that addresses various
issues that may include a requirement to discuss their progress with the Academic Dean or
other designated officer. Students whose names appear on the Student Progress Alert
Report in any three semesters may be asked to show good cause why they should be
permitted to continue in the award course.
MI Academic Boards consider the several factors in assessing whether a student has Shown
Good Cause and then permit a student who has shown good cause to re-enrol, or exclude the
student from the relevant course where good cause has not been established, or permit the
student to re-enrol in the relevant award course. MI Academic Boards provide reasons for
their decisions relating to students who have been asked to Show Good Cause and record
those reasons for permission to re-enrol or to exclude from the course on the Student
Progress Alert Report.
The policy on Students at Risk is Attachment 7.6.1.
Attach students at risk policy, procedure or similar that describes processes for diagnosing
and early detection of students who may need extra academic support.
Attach details of the number of students enrolled in any course of study included in this
application who have been identified as ‘at risk’ during the current accreditation period, together
with evidence of their academic progress resulting from the intervention support provided.
7.7
Work-integrated learning
7.7.1
Quality of work-integrated learning
For each course of study included in this application, summarise evidence that demonstrates
the academic quality of any work-integrated learning over the current accreditation period,
including the quality of supervision associated with work-integrated learning activities.
Work-integrated learning falls within the ambit of subjects like Supervised Ministry. These subjects incorporate
learning experiences at a practical level as well as giving opportunity to reflect on both the practice and theory of
ministry. This reflection occurs with both an appointed supervisor and mentor as well as the formal classroom
situation. Normally mentoring is by experienced ordained pastors or those in recognised specialist ministries.
Normally the lecturer in charge of the subject gives supervision.
Within the SCD work-integrated learning occurs within collaborative, supportive, and cooperative settings in which
most participants are well known to each other. The ratio of supervisors and mentors to students is quite high.
Supervisors and mentors are generally well known to each other and supervisors will often have clear insight into
the nature of the workplace where the student will work. This means that many of the challenges that The WIL
[Work Integrated Learning] report: A national scoping study (2009) identified do not prove to be challenges in the
case of the SCD.
The course content ensures that the legalities relating to the placement are given attention (e.g. Regulation check
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lists for children‘s workers).
The SCD does not have available student satisfaction rates with work-integrated learning subjects. However,
student satisfaction rates are high overall with the most salient question (Overall, how satisfied are you that this
unit equipped you for ministry (lay or professional) in a rapidly changing environment?) recording 70% of students
agreeing or strongly agreeing that they were satisfied.
Attachment 7.7.1 Workplace Learning Policy
Attach, for any course of study included in this application, any contracts or agreements with
external organisations or agencies who are involved in the provision of work-integrated learning.
Attach, for each course of study included in this application, evidence of the effectiveness of
quality assurance arrangements for any work-integrated learning, including:

ensuring the safety of students

ensuring the quality of supervision

any data used for evaluation of such arrangements.
7.7.2
Other evidence – work-integrated learning
In the table below, list any other evidence that demonstrates Provider Course Accreditation
Standard 4.5 has been met for each course of study included in this application. The provider
has the discretion to either: (a) attach the evidence to the Application Form so that it is
immediately accessible to TEQSA, or (b) to include a reference to the evidence in the list below
so that it can be made accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Attachment
number (if
attached to this
application)
SCD Workplace Learning Policy
7.7.1
Location of
evidence (if NOT
attached to this
application)
Copy and paste additional rows as necessary.
7.8
Electronic learning
7.8.1
Summary of e-learning effectiveness
If any component of any course of study included in this application is delivered through Elearning, provide a summary of the strategies, features and resources used during the current
accreditation period to ensure the effectiveness of e-learning.
Each Member Institution of the SCD develops delivers and supports e-learning according to its unique learning
and teaching context and student needs. E-learning strategies features & resources therefore vary across the
Member Institutions of the SCD. Oversight of distance and e-learning in the SCD falls under the responsibility of
the Director Coursework and the SCD Distance & Online Education Coordinator. The SCD Distance Education
Committee, a subcommittee of the Academic Board oversees the distance and e-learning programs of the College
and keeps under review developments in distance and e-learning.
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Quality Assurance
Most e-learning is available for students not attending on campus and therefore falls within the overall quality
assurance framework provided by the SCD Distance Education Standards for Teaching & Learning (Attachment).
These documents set out the required standards for SCD distance and e-learning programs in the areas of
institutional support, pedagogy, design and delivery, learner support, technological support, faculty and staff
support; and evaluation and review. Each standard has accompanying performance indicators, evidence
requirements and nominated responsibilities.
SCD Member Institutions are required to review their distance and e-learning programs according to these
standards every two years. A review of distance and e-learning programs is due to be completed by October 31st
2012. For new distance or e-learning programs and units, Member Institutions must demonstrate that the design,
delivery and support of these programs and units meet the SCD Distance Education Standards.
Supporting Planned Learning Outcomes
The SCD expects that all its courses will be designed to ensure equivalent learning outcomes regardless of the
student’s mode or place of study and has developed a clear process to ensure this is achieved. The official SCD
Course Unit Outlines set out the approved learning outcomes for each unit. The Course Unit Booklets, which are
developed by SCD teaching staff for each individual unit offering, interpret, amplify and extend the Course Unit
Outlines in ways that permit the learning outcomes to be adequately achieved in distance or e-learning mode.
Teaching staff are required to ensure that Course Unit Booklets are written clearly and appropriately for distance
mode; paying particular attention to: mode of study; learning management system; workload; learning activities
and learning resources (SCD Distance Education Standard, 2.1).
Learning outcomes, learning activities and assessment methods for each coursework unit are included in distance
and e-learning course materials. The Course Unit Booklets interpret and amplify the Assessment Profile for each
Course Unit Outline to provide appropriate assessment methods for each coursework unit offered in distance
mode. For example, a common assessment method for distance and e-learning units is to assess learner
participation according to activity in online discussion forums, as an alternative to face-to-face class discussions or
tutorials (SCD Distance Education Standard, 2.5).
E-learning features and resources
Learning Management Systems
The majority of SCD Member Institutions use Moodle software to manage the e-learning environment. One
Member Institution uses ADOBE Connect Pro. These platforms are used to make course materials available to
students, to provide a place for student communication and interaction, and to manage and administer learning
activities, assessments and grading, and course administration. Member Institutions make use of the full range of
features available in Moodle and ADOBE Connect Pro to engage students in learning including: virtual
classrooms, blogs, discussion forums, quizzes, chats, and lessons using a variety of content forms (PDFs,
webpages, videos, and audio podcasts).
Online communication and interaction
The SCD requires that appropriate and timely interaction between teachers and teachers and among learners is
encouraged and facilitated in its distance and e-learning courses (SCD Distance Education Standard 2.7). This is
achieved in two ways:
 ensuring the design of distance and e-learning courses makes spaces and resources available for the
encouragement of formal and informal interactions between faculty and learners and among learners.
Member Institutions employ email, asynchronous online discussion forums, synchronous chat sessions,
Skype, video and web-conferencing and phone calls.
 ensuring learning activities include a requirement for learners to interact with each other. Member
Institutions employ a variety of interactive learning activities depending on the subject matter and unit
level including: discussion forums, group work such as online presentations, and virtual tutorials.
Online assessment methods & learning activities
Teachers are expected to use assessment methods and learning activities that are appropriate to the relevant
characteristics of the learning environment and the learner (SCD Distance Education Standard 2.5). These are
set out in the Course Unit Booklet for each unit that is provided to students. The SCD aims to ensure that its
distance and e-learning courses facilitate: critical and independent thinking and a commitment to lifelong learning;
and deep (transformative) learning. One of the ways in which this is implemented is through the design of the
assessment methods and learning activities used in distance and e-learning courses.
Critical and independent thinking and a commitment to lifelong learning is facilitated by providing students with
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opportunities or learning tasks that involve critique, analysis, discussion, reflection and problem solving.
Deep or transformative learning is facilitated particularly through the development of assessments and learning
activities that focus on the application of knowledge and skills (in order to meet the application learning outcomes
for each unit).
Student/staff ratio for e-learning components
The student/staff ratio varies across SCD Member Institutions but tends to show high staff to student ratios (i.e.
small class sizes). The SCD expects that Member Institutions will provide additional academic staff/tutor support
for cohorts of over 25 students per online unit. Each Member Institution is responsible to determine the
appropriate enrolment numbers based on this SCD expectation, and other considerations regarding content and
learning activities, the nature of the learners, the specific technologies employed, the support available to and from
academic staff and economic feasibility.
Supporting & equipping faculty for effective teaching in e-learning environments
Faculty members engaged in teaching in e-learning environments are supported by the SCD through professional
development; the provision of online resources, targeted advice and support; and by specific SCD staff members
and the Distance Education Committee.
1. Professional development
The SCD Professional Development Committee is responsible for identifying and meeting staff development
needs for the whole institution. The SCD Distance Education Committee assists in the preparation of specific
professional development seminars and resources targeted at teaching in distance and e-learning environments.
SCD provides professional development which addresses:
• pedagogical principles for distance learning
• design and development for distance education
• technical knowledge and expertise required for teaching by distance
• policy and procedural requirements (induction)
Teaching and support staff involved in design, delivery and support of distance education coursework units and
programs are expected to participate in at least one SCD professional development workshop relevant to distance
education per year.
The SCD encourages teaching staff to maintain a teaching portfolio and to engage in peer review of teaching
(SCD Evaluation of Learning & Teaching Procedures).
Each Member Institution is further responsible to ensure that individual teaching and support staff members are
provided with training and development for distance and e-learning, relevant to their needs. Each MI regularly
evaluates the professional development and training needs for its teaching and support staff.
2. Provision of online resources, targeted advice and support
SCD supports teaching and support staff by providing:
• specialist advice in instructional design, guidelines, templates and other resources;
• examples of good practice in distance and e-learning;
• up to date information on relevant distance education developments, resources and technologies.
These are made available to teaching and support staff via regular newsletters and on the SCD website and its
associated Professional Development Wiki.
3. SCD Staff and the Distance Education Committee
The SCD Distance and Online Education Coordinator reports to the SCD Director Coursework and consults with
teaching staff in Member Institutions as requested to provide support and advice on distance and e-learning
teaching.
The SCD Distance Education Committee functions as a forum for sharing of good practice and ongoing
development of guidelines, resources and professional development activities for distance and e-learning courses.
Student support services
Each Member Institution is responsible to provide students with comprehensive and accurate information about
the distance and e-learning courses including: requirements and procedures for using technology (e.g. access to
internet, computers); orientation information or opportunities available; how to access to technical assistance and
other learner support services; and the availability of library and other learning resources.
The use of web-based learning management systems (Moodle & Adobe Connect) ensure that students have
access to all e-learning resources wherever and whenever they are able to access the internet. When a student
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enrols in an e-learning course or unit they are provided with secure log in details to enable them to access the elearning materials. Each Member Institution has a nominated staff member who can assist students with any
access or technical difficulties.
Staffing arrangements vary across Member Institutions but all institutions have a Registrar who is often the first
contact point for students and can assist with advice on enrolment and course details. Each Member Institution
also has a nominated staff member in charge of distance and e-learning who can deal with student enquiries
related to distance and e-learning including technical and access issues. The teaching staff member for each unit
is available to deal with academic and study related enquiries during the teaching period.
Each Member Institution has its own library and library staff. SCD students can access any of the libraries across
the SCD via an interlibrary loan service. Distance and e-learning students are catered for by the availability of:
online catalogue; special borrowing arrangements and services for distance learners, such as mail service; and
access to electronic journals and databases appropriate to subject and level of course.
Most Member Institutions provide guidance for students on effective learning for the distance education and elearning including: methods of effective research including assessment of the validity of resources; study skills
appropriate to specific learning environment; and appropriate ways of communicating with staff and learners (e.g.
online communication guidelines).
Some member institutions offer an on-campus orientation session for distance and e-learning students to
introduce students to the e-learning technologies and facilities, explain what is expected of students, introduce
academic, library and other support staff and to help students become familiar with the e-learning environment.
Access and support for students with disabilities is provided on an individual basis according to specific learner
needs. This may involve the provision of alternative instructional strategies and/or referral to special institutional
resources. Each Member Institution has a nominated Disability Services Officer.
7.8.2
Other evidence – e-learning effectiveness
In the table below, list any evidence that demonstrates effectiveness of any e-learning
components within each course of study included in this application. The provider has the
discretion to either: (a) attach the evidence to the Application Form so that it is immediately
accessible to TEQSA, or (b) to include a reference to the evidence in the list below so that it
can be made accessible to TEQSA on request during the assessment process.
If the evidence is attached, note the attachment number. If the evidence is not attached, note
its precise location (such as the full url address, document owner, file path and location).
Examples of evidence are included in the Application Guide.
Description of evidence
Quality Assurance:
Development of comprehensive
standards for distance and elearning and procedures for
implementation:
Attachment number (if
attached to this
application)
Location of evidence (if
NOT attached to this
application)
Attachment 7.8.1
Attachment 7.8.1: SCD Standards
for Distance Education Teaching
and Learning, 2012
Oversight of distance and elearning by representative
committee of SCD Member
institutions:
Attachment 7.8.2
Attachment 7.8.2: Distance
Education Committee Terms of
Reference
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Supporting & equipping faculty
for effective teaching in elearning environments
Attachments 7.8.3, 7.8.4,
7.8.5
1. Regular Professional Development
Workshops targeted at online teaching and
learning. Available face-to-face and online
E.g. Attachment 7.8.3: SCD Professional
Development Workshop: 14th May 2012
2. Regular newsletters on effective teaching in
e-learning environments.
E.g. Attachment 7.8.4: SCD Distance & Elearning News, May 2012
3. Online resources for e-learning.
Eg. URL Links: Resources for learning and
teaching, Designing an Engaging Online
Course.
4. The SCD encourages teaching staff to
maintain a teaching portfolio and to engage in
peer review of teaching.
Attachment: 7.8.5: SCD Evaluation of Learning
& Teaching Procedures
Services provided by educational
design/development staff
http://scd.edu.au/policiesstaff/learning-andteaching-2/resources-forlearning-teaching/
http://courseworksan
dpit.wetpaint.com/pag
e/Designing+an+Enga
ging+Online+Course
Attachment 7.8.6
SCD Distance & Online Education Coordinator
consults with and advises Member Institutions
on development of new and improved elearning initiatives.
E.g. Attachment 7.8.6: Exploring Possibilities
for Online Learning at CIS
Student support services that
assist with access to e-learning
resources
Examples of student support
services available at each Member
Institution can be accessed at the
weblinks provided.
http://www.emmaus.e
du.au/courses/onlinecourses/
http://salvos.org.au/b
oothcollege/studentresources/bexleynorth-distance-edinformation/
http://www.acom.edu.
au/page/197/Studying
+at+ACOM
http://sagotc.moodle.
com.au/
http://www.gsc.ac.nz/
moodle2/
examples that demonstrate how
the currency of electronic
learning resources and materials
is maintained.
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Availability of library and learning resources
for students:
1. SCD students can access any of the libraries
across the SCD via an interlibrary loan service.
Attachment 7.8.7: SCD Library Guide.
2. Distance and e-learning students are
catered for by the availability of: online
catalogue; special borrowing arrangements
and services for distance learners, such as mail
service; and access to electronic journals and
databases appropriate to subject and level of
course.
Examples provided in weblinks.
Attachment 7.8.7
http://salvos.org.au/b
oothcollege/library/bo
rrowing-guidelines/
http://salvos.org.au/b
oothcollege/library/on
line-catalogue-andjournals/
http://www.emmaus.e
du.au/library/onlinelibrary/
Copy and paste additional rows as necessary.
7.9
Quality assurance of third party, agent, and/or partner arrangements
If any third party, agent or partner was listed at section 2.6 of this Application Form, summarise
the quality assurance arrangements used for any higher education services delivered on the
provider’s behalf, and summarise evidence that these arrangements are effective.
Attach 7.9 Att 7.9 Academic Quality Assurance.docx
Attach evidence to demonstrate the effectiveness of quality assurance arrangements for
any third party, agents, and/or partner delivery of any higher education service (as defined in the
Glossary of Terms in the Application Guide) that is associated with any course of study included
in this application. Include evidence that student learning outcomes are equivalent to those
outcomes when the course of study is offered directly by the provider.
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SECTION 8 – CERTIFICATION DOCUMENTATION AND
STATEMENTS OF ATTAINMENT
8.1
Testamur, record of results and graduate statement
Provide information about the processes used to:

confirm that students have completed all course requirements and are approved for
graduation

confer awards.
Students that have completed sufficient credit points to graduate are identified by the Member Institution
Registrars using the Student Administration Database. The academic records of these potential graduates are
then printed and reviewed by the Member Institution to ensure they have meet all the regulations of the award,
which might include mandatory majors and sub majors or completion of particular units. Once this has been
completed a draft final transcript is prepared and sent to the Sydney College of Divinity Student Administration
Committee for final review at its transcript meeting prior to graduation. At this meeting groups of Registrars review
all final transcripts to confirm that students have meet all the requirements of the awards and are eligible to
graduate. The names of these successful students are submitted to the SCD Academic Board who then forward
them to SCD Council for final approval. The testamurs are prepared at the SCD office once the students are
approved for graduation.
The conferring of the awards takes place annually at the Sydney College of Divinity graduation, normally held in
May each year.
See
Att 8.1.T.e Sample Testamur - Grad Cert
Att 8.1.T.f Sample Testamur - Grad Dip
Att 8.1.T.g Sample Testamur – MA
Att 8.1.T.h Sample Testamur – MTh
Att 8.1.TS.e Sample Transcript - Grad Cert
Att 8.1.TS.f Sample Transcript - Grad Dip
Att 8.1.TS.g Sample Transcript – MA
Att 8.1.TS.h Sample Transcript – MTh
Attach an example testamur and record of results for each course of study included in this
application, for each registered business/trading name under which the provider delivers each
course of study.
Attach, if applicable, the Graduation Statement, for each course of study included in this
application.
8.2
Statement of attainment
Attach an example statement of attainment for each course of study included in this
application.
8.3
Replacement documentation
8.3.1
Describe how students in each course of study included in this application can be
issued with replacement testamurs, records of results, Graduate Statements (if applicable), and
statements of attainment. Include any conditions that students must meet in order to be issued
with such replacement documentation.
For replacement documentation the student is referred to the Sydney College of Divinity web page to complete the
appropriate form requesting the replacement of a testamur or transcript. If a testamur is requested the student is
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© Commonwealth of Australia 2012
Effective from 1 July 2012
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also required to complete a Statutory Declaration confirming the original has been lost, stolen or destroyed or
return the damaged one. These forms are then sent to the SCD office. The student’s details are then checked
against the SCD Graduation Roll and once it is confirmed that the student is a graduate new documents are
provided to the student.
8.3.2
Outline the processes used to authenticate and verify replacement documentation,
and provide evidence that these are effective.
A written request is required for the replacement of academic documents. This includes student details, student
number, award and graduation date. In the case of a lost, stolen or destroyed Testamur a Statutory Declaration
confirming this is also required. All these details are authenticated against the College records.
Both the original and the replacement transcripts and testamurs require a number of signatures to be in place
along with the College seal embossed on then. The transcript is printer on special paper and the testamur is on a
special printed form.
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SECTION 9 –RESEARCH
Note: This section is only applicable if any course of study has a major research component.
9.1
Research management and supervision arrangements
9.1.1
Complete the table below, with a separate entry for each academic staff member who
will be a primary supervisor in each course of study included in this application. Insert crossreferences to information provided at section 7.1 (academic staff profile) where applicable.
Name of course of
study:
Staff name
Position title and responsibilities
(research discipline area,
subjects supervised)
Employment
Arrangements
Percentage
of full-time
teaching
load
allocated
per EFTSL
student
supervised
Confirm
that an
abbreviated
CV is
attached
Yes
Yes
Yes
Yes
Yes
Yes
Copy and paste additional tables as necessary so that there is one table for each course of
study included in this application.
Attach an abbreviated Curriculum Vitae for each academic staff member listed in the table
above who is a primary supervisor, using the CV template provided at Attachment 3.
9.1.2
Summarise evidence demonstrating that students are supported to form part of a
scholarly intellectual community for their discipline and to participate in the life of this
community.
9.1.3
Describe how benchmarks have been used to guide the provider’s approach to
supervision, services, resources and support for research students.
Attach policies, procedures or similar covering research and research management
processes including ethics approval processes applicable to each course of study.
9.1.4
For each relevant course of study included in this application, describe the provider’s
processes for examining Higher Degree by Research candidates and provide a summary of
evidence demonstrating that these processes have been effective during the current
accreditation period. Include information list at section 9.1.4 of the Application Guide
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Attach policies/procedures or similar relating to examination of Higher Degrees by
Research.
9.2
Accommodation and facilities for research students
9.2.1
Describe the office accommodation and facilities that are available to research
students in each course of study at each delivery site, together with evidence of their
sufficiency.
9.2.2
Describe how the accommodation and facilities noted in section 9.2.1 are allocated to
research students in each course of study included in this application, including the minimum
resource entitlements per student.
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© Commonwealth of Australia 2012
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