Course Coordinator
Handbook
An Introduction to Course Coordination at ECU
Part Two: Managing the Course
Centre for Learning and Development
Tel: +61 8 6304 2554 | Fax: +61 8 6304 2344 | Email: cld@ecu.edu.au | Web: http://intranet.ecu.edu.au/learning
Edith Cowan University
Centre for Learning and Development
Preface
Many of the ideas underpinning this book and much of the content is taken directly from:
Vilkinas, T., Leask, B., & Ladyshewsky, R. (2009). Academic leadership: Fundamental building blocks
[Resource book]. Strawberry Hills, New South Wales: Australian Learning and Teaching Council.
I thank the authors for their tremendous work. That publication is released under the terms of the
Creative Commons Attribution. As I have made additions, changes, omissions and substitutions to
that work, this publication is also released under that licence.
This work is published under the terms of the Creative Commons Attribution- NoncommercialShareAlike 2.5 Australia Licence. Under this Licence you are free to copy, distribute, display and
perform the work and to make derivative works.
Attribution: You must attribute the work to the original authors and include the following statement:
Support for the original work was provided by the Australian Learning and Teaching Council Ltd, an
initiative of the Australian Government Department of Education, Employment and Workplace
Relations.
Noncommercial: You may not use this work for commercial purposes.
Share Alike: If you alter, transform, or build on this work, you may distribute the resulting work only
under a licence identical to this one. For any reuse or distribution, you must make clear to others the
licence terms of this work.
Any of these conditions can be waived if you get permission from the copyright holder. To view a
copy of this licence, visit http://creativecommons.org/licenses/by/2.5/au/ or send a letter to
Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA.
Our sincere thanks to Rick Ladyshewsky and Sue Jones for their generosity in allowing use of
material in this book. Rick’s contribution is referenced above and appears in the first section of the
book dealing with leadership. Sue’s contribution appears in the section to do with conducting a
major course review.
Thanks very much!
(Revised December 2013)
Document1
2
Edith Cowan University
Centre for Learning and Development
Contents
Preface .................................................................................................................................................... 2
Contents .................................................................................................................................................. 3
Introduction ............................................................................................................................................ 8
About this Book................................................................................................................................... 8
Part Two: Managing the Course ............................................................................................................. 9
Monitoring Courses ............................................................................................................................ 9
How the Quality of a Course is Monitored at the National Level ................................................. 10
Course Quality................................................................................................................................... 13
Australian Qualifications Framework (AQF) ................................................................................. 13
Things to Do .................................................................................................................................. 14
Ongoing Course Sustainability .......................................................................................................... 14
Some Key Principles of Course Financial Viability......................................................................... 14
Designing a Course ............................................................................................................................ 15
Stage 1 Proposal - Planning........................................................................................................... 15
Next Step ....................................................................................................................................... 16
Policies .......................................................................................................................................... 17
Stage 2: Development (Course and Units) .................................................................................... 17
Policies .......................................................................................................................................... 19
New Course – Stage 2 Proposal “How To” .................................................................................... 19
About the Course .......................................................................................................................... 19
About the Proposal ....................................................................................................................... 20
Stage 3: Delivery (Management of Full Time and Casual Staff, Management of Students, and
Management of Units) .................................................................................................................. 29
Stage 4: Review (Continuous Improvement) ................................................................................ 30
Market Analysis ............................................................................................................................. 30
Course Analysis ............................................................................................................................. 31
Demographic ................................................................................................................................. 31
Document1
3
Edith Cowan University
Centre for Learning and Development
Staffing .......................................................................................................................................... 31
Leading a Major Course Review ........................................................................................................ 32
Introduction .................................................................................................................................. 32
Policies .......................................................................................................................................... 32
Purpose of the Major Course Review ........................................................................................... 32
Review Process.............................................................................................................................. 32
The Course Report ........................................................................................................................ 35
Some Useful Course Review Information ......................................................................................... 37
Preparation for a Major Course Review ........................................................................................... 39
Guidelines for Interpreting Course Performance Data ................................................................. 39
Course Experience Questionnaire (CEQ) – Good Teaching Scale (GTS), Generic Skills Scale (GSS),
Overall Satisfaction Index (OSI)..................................................................................................... 44
Graduate Destination Survey (GDS) .............................................................................................. 45
Benchmarking of CEQ ................................................................................................................... 45
Annual Course Review ...................................................................................................................... 45
Aspects of an Annual Course Review ............................................................................................ 47
Annual Course Review Template .................................................................................................. 48
References .................................................................................................................................... 49
Operational Plans .............................................................................................................................. 49
Unit and Teaching Evaluation Instrument (UTEI) ............................................................................. 51
UTEI and Promotion ...................................................................................................................... 52
Interpreting the UTEI Data ............................................................................................................ 52
UTEI Sampling Error ...................................................................................................................... 52
Important UTEI Information ......................................................................................................... 53
Making UTEIs Useful ..................................................................................................................... 54
Reporting Back to Students .......................................................................................................... 54
Reading the UTEI scores................................................................................................................ 55
Sampling error of a UTEI mean ..................................................................................................... 58
Document1
4
Edith Cowan University
Centre for Learning and Development
Improving UTEI Response Rates and Quality of Student Feedback: Some Salutary Strategies! .. 58
Why do Some Units Receive Much Higher UTEI Response Rates than Others?........................... 58
Policies .......................................................................................................................................... 59
Leading a Response to UTEIs ........................................................................................................ 59
Course Management System ............................................................................................................ 60
Minor Maintenance of a Course or Unit ....................................................................................... 61
Role of the Course Coordinator in CMS ........................................................................................ 61
Ensure all Course Details are Current in the CMS......................................................................... 61
Consultative Committee Policy ......................................................................................................... 61
Engagement and the Engagement mapping index ........................................................................... 62
Why Engage?................................................................................................................................. 62
Benefits of Engagement ................................................................................................................ 63
Graduate Attributes .......................................................................................................................... 63
ECU’s Graduate Attributes ............................................................................................................ 64
Embedding Graduate Attributes at Course Level ......................................................................... 64
Examples of Contextualised Graduate Attributes ........................................................................ 64
Benchmarking Policy ......................................................................................................................... 65
Assessment Policy ............................................................................................................................. 66
Policies .......................................................................................................................................... 66
Setting Assessment Items ............................................................................................................. 66
Assessments Involving Examinations ............................................................................................ 67
Tests .............................................................................................................................................. 67
Submission of Assessments .......................................................................................................... 68
Extensions ..................................................................................................................................... 68
Penalties for Late Submission ....................................................................................................... 68
Marking and Return of Assessments ............................................................................................ 68
Distribution of Grades ................................................................................................................... 69
Document1
5
Edith Cowan University
Centre for Learning and Development
Academic Misconduct Policy ............................................................................................................ 69
Moderation ....................................................................................................................................... 70
ECU Managed Course (Offshore, International, with Partners…)................................................. 70
Blackboard and the Marks recording System ................................................................................... 71
Flexible Learning ............................................................................................................................... 71
Different Categories of Flexible Learning...................................................................................... 71
Diverse Approaches .......................................................................................................................... 72
Policies .......................................................................................................................................... 72
Professional Development ................................................................................................................ 72
Compulsory Courses ..................................................................................................................... 73
Exemptions.................................................................................................................................... 73
Compliance ................................................................................................................................... 73
Advanced standing ............................................................................................................................ 73
Policies .......................................................................................................................................... 73
Recognition of Prior Learning (RPL) .............................................................................................. 74
Credit............................................................................................................................................. 74
Assessment of Prior Learning........................................................................................................ 74
Assessment of Credit .................................................................................................................... 75
Limitations..................................................................................................................................... 75
Additional Credit ........................................................................................................................... 76
Appeal Against Advanced Standing Decisions .............................................................................. 76
Teaching ECU Courses in a Language other Than English Policy ...................................................... 77
Teaching Informed by Research ....................................................................................................... 78
Linking Research and Teaching ..................................................................................................... 78
Research-Based Approach to Student Learning ........................................................................... 79
Transition to Work ............................................................................................................................ 79
Why is WIL fostered at ECU? ........................................................................................................ 80
Document1
6
Edith Cowan University
Centre for Learning and Development
How is WIL fostered at ECU? ........................................................................................................ 80
Cultural and International Awareness .............................................................................................. 80
Course and Unit Design................................................................................................................. 80
Course Design Strategies .............................................................................................................. 81
Learning and Teaching Strategies ................................................................................................. 81
Resources and Materials ............................................................................................................... 82
Assessment Strategies .................................................................................................................. 83
Compile Unit Moderation Reports for All Units................................................................................ 83
Moderation of Assessment Processes .......................................................................................... 84
The Moderation of Assessment Process – Unit Coordinator........................................................ 84
Equity and Diversity .......................................................................................................................... 85
Policies .......................................................................................................................................... 85
Reporting Requirements ............................................................................................................... 85
Breaking Down Barriers to Higher Education ....................................................................................... 88
Finally…. ................................................................................................................................................ 88
Appendix A: AQF Bachelor Level Knowledge Skills Application Descriptions ....................................... 89
Document1
7
Edith Cowan University
Centre for Learning and Development
Introduction
Congratulations on being appointed to the role of Course Coordinator!
A Course Coordinator is part of the academic leadership team at Edith Cowan University and the role
of Course Coordinator in the changing higher educational environment is particularly important.
At ECU the Course Coordinator's role involves the following broad topics:





Implementation of effective teaching and learning strategies and practices;
Reporting;
Mentoring of staff;
Promoting currency and relevance into the course; and
Liaising with industry, business and professional groups, identifying opportunities for
collaboration.
About this Book
The Course Coordinator Handbook discusses the role of the Course Coordinator and what the job
entails. You are also introduced to some concepts that are useful for assisting your leadership
development. This book is about improving your effectiveness in your role and helping you to
become more self-aware that much of what you do can be considered leadership. In order to do
this, you are also introduced to various administrative processes, educational principles as well as
leadership concepts.
There are a few sections to the handbook, however this specific file contains the second part:
Managing the Course. This part presents information about your role in terms of course
responsibilities. Some of it is in detail and some of it is a palatable rehash of policy documents. I
recommend reading the lot!
Any feedback will be graciously received and can be sent to the ECU Centre for Learning and
Development at cld@ecu.edu.au.
Document1
8
Edith Cowan University
Centre for Learning and Development
Part Two: Managing the Course
At ECU, the Course Coordinator is responsible for ensuring the relevance and currency of the course,
the quality of the curriculum and ensuring that it is delivered in an effective and efficient fashion.
The Course Coordinator's role is clearly defined in policy documents.
Reporting to and in conjunction with the Head of School/Associate Dean Academic Programs, the
primary role of the Course Coordinator is being responsible for an assigned course and supporting
the planning, development, delivery and review of the School’s Academic programs. In particular,
the role promotes excellence and currency in the assigned course, ensures the course aligns with
university and faculty plans, integrates where necessary with other courses and units, efficiently
manages resources associated with course’s delivery and undertakes all requisite monitoring,
evaluation and reporting associated with the course. For a Course Coordinator at the Faculty of
Regional Professional Studies it is especially important for the role to collaborate with
representatives of other faculties, where cross-campus course and/or unit offerings are the same or
similar.
In conjunction with the Head of School, the Course Coordinator leads in the development and
implementation of effective teaching and learning strategies and practices, mentors staff, promotes
currency and relevance into the course, liaises with industry, business and professional groups and
identifies opportunities for collaboration.
In addition, the position manages the evaluation of course quality and improvement, ensures
compliance with University policies and strategies, and ensures relevant accreditations are obtained
and maintained.
In conjunction with the Head of School, the Course Coordinator contributes to the strategic direction
for the faculty through the faculty operational plan, aligning the School’s operational plan and
participating in broader university/faculty policy and strategy development and implementation.
As a leadership role, the position will contribute to faculty planning and broader strategic matters. It
will also be a strong advocate and representative for the faculty and University, both on internal and
external committees and in community, higher education and professional forums.
You may wish to refer to the ECU Academic Leadership and Administrative Roles in Faculties policy
at http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000223.
Monitoring Courses
In this section we look at types of data and their interpretation to assist with the evaluation of
course quality and development of strategies for course improvement.





The topics to be covered are:
How the quality of a course is monitored at the national level.
How course quality is monitored at ECU.
Analysis and summary of UTEI and CEQ data collected from students about courses;
Analysis and summary of stakeholder feedback about the course performance;
Document1
9
Edith Cowan University
Centre for Learning and Development



Some key principles of course financial viability;
Course quality and review process; and
Guidelines for interpreting course performance data.
How the Quality of a Course is Monitored at the National Level
ECU is subject to a number of critically important measures of teaching and learning performance.
You should be aware of the measures used to judge teaching and learning performance and the
importance of ongoing quality review.
Each year, universities across Australia survey their recent graduates using a suite of surveys known
as the Australian Graduate Survey. These surveys provide data about student satisfaction with their
course and their university, which contributes to government funding for the University and with the
overall shaping of higher education in Australia. Course Coordinators should use information from
these surveys, in combination with UTEI scores and feedback, to assist with course planning.
National Teaching and Learning awards are offered to reward teaching and learning
excellence. These award categories tend to change each year and are now administered by the
Office for Learning and Teaching. See http://www.olt.gov.au/awards
Performance Indicators
The performance indicators used in the Learning and Teaching Performance Fund (LTPF) are derived
from the Australian Graduate Survey (AGS) that incorporates the Graduate Destination Survey (GDS)
and the Course Experience Questionnaire (CEQ), and DEST’s annual university statistics collection.
The AGS is a national survey conducted by each university in association with Graduate Careers
Australia (GCA). The survey consists of two components, the GDS and the CEQ for coursework
graduates, or the Postgraduate Research Experience Questionnaire (PREQ) for higher degree by
research students.
All graduates who studied at, or via, an Australian campus are invited to complete the AGS around
four months after the completion of their course. The survey can be completed online or in a paper
format.
The aggregated data from the AGS has a variety of uses:
Students may use the GDS data as part of their job-hunting process, as it gives the job titles,
employers and average annual salary of students who completed the same course in previous years;
Universities and Government Departments use the data as key performance indicators, against
which their performance is measured; and
Good Universities Guide uses the data as part of their process for determining the ratings of national
universities.
Document1
10
Edith Cowan University
Centre for Learning and Development
The AGS is Australia’s official annual review of the activities of university graduates who have
recently completed their qualifications. Information is collected about their employment status, the
type of work gained and any further study undertaken. The following GDS data are used in the LTPF:


graduate full-time employment, that is the number of Australian graduates in full-time
employment expressed as a proportion of all domestic bachelor graduates available for fulltime work (taken from responses to Questions 3 & 6 of the GDS); and
graduate part-time or full-time study, that is the proportion of domestic bachelor graduates
proceeding to further full-time or part-time study (taken from responses to Question 3 & 6
of the GDS).
The CEQ covers the attitudes of graduates towards their courses and the skills they acquired while
undertaking tertiary education. The following CEQ data are used in the fund:
Generic Skills Scale that is the level of satisfaction with generic skills acquired (taken from responses
to Questions 6, 14, 23, 32, 42, 43 of the CEQ);
Good Teaching Scale that is the level of satisfaction with good teaching (taken from the responses to
Questions 1, 3, 10, 15, 16, 27 of the CEQ); and
Overall Satisfaction Index that is the proportion of graduates who were satisfied with the overall
quality of their courses (taken from responses to Question 49 of the CEQ).
Each year, the department collects comprehensive information about students attending Australian
higher education institutions. The data are sourced from the institutions themselves. The fund uses
the following data from:


student progress rates, that is the proportion of subject load passed by students; and
retention rates, that is the proportion of students who either completed in that year or were
retained in the subsequent year.
The four Field of Education groups are:




Science, Computing, Engineering, Architecture and Agriculture (SCEAA).
Business, Law & Economics (BLE).
Humanities, Arts & Education (HAE).
Health (H).
Adjustment Process
The data collected from the AGS and the DEST’s university statistics holdings are ‘raw’ or ‘crude’
data. DEST applies an adjustment process to the crude scores for each of the seven performance
indicators. The adjustment process is designed to provide a ‘level playing field’ so that all universities
participating in the fund may be assessed on their learning and teaching performance alone,
independent of external influences such as socio-economic status of students and location.
Document1
11
Edith Cowan University
Centre for Learning and Development
In order for universities to improve their ranking and achieve funding (and improve reputation), they
need to perform clearly above average in all performance indicators in any cluster (bearing in mind
that all universities are attempting to do this).
The basic building block of a university’s performance in the LTPF is the course, and it is only by
having high performing courses that universities can improve their national performance.
Course Coordinators, together with their Heads of School, play a key role in monitoring and
improving the course. You can find out how your own course performed in relation to your Field of
Education (FOE) group by going to http://www.ecu.edu.au/GPPS/qatl/key_reports.html
Unpacking the Performance Indicators
It is fair to say that students’ employment and further study are less within the sphere of influence
of the course team than other elements. Even so, the onus is on the Course Coordinator to ensure
that the course is designed to make sure that graduates are fully prepared to achieve employment.
Connections with industry through Advisory Boards are essential, and fieldwork and work integrated
learning to develop graduate employability skills during the course often helps students to forge
links with potential employers (see Engagement). Also, students need to be fully aware of the
opportunities and benefits of further study.
However, student responses to the AGS are clearly within the course team’s sphere of influence. The
three CEQ indicators (Generic Skills Scale, Good Teaching Scale, and Overall Satisfaction Index) are
directly related to the quality of the student’s learning experience.







The Generic Skills Scale items are:
The course helped me develop my ability as a team member;
The course sharpened my analytic skills;
The course developed my problem-solving skills;
The course improved my skills in written communications;
As a result of my course, I feel confident about tackling unfamiliar problems; and
My course helped me to develop the ability to plan my own work.
The Good Teaching Scale items are:






The staff put a lot of time into commenting on my work;
The teaching staff normally gave me helpful feedback on how I was going;
The teaching staff of this course motivated me to do my best work;
My lecturers were extremely good at explaining things;
The teaching staff worked hard to make their subjects interesting; and
The staff made a real effort to understand difficulties I might be having with my work.
The Overall Satisfaction Index is a one item measure which, it is generally agreed, correlates most
closely with the Good Teaching and Generic Skills scales and the Clear Goals and Standards CEQ
scale.
Document1
12
Edith Cowan University
Centre for Learning and Development
The remaining LTPF indicators, Progress Rates and Retention Rates are strongly related to these CEQ
indicators and are readily amenable to intervention strategies for improvement.
In essence, these indicators focus on what we might call the “nuts and bolts” of good teaching:
students indicate highest satisfaction when:


beyond acquiring discipline knowledge, they are challenged to achieve higher order thinking,
communication and personal management skills; and
teaching staff are passionate about what they teach, and focus on student learning. They are
organised, clear, set fair and focused assessments and give valuable feedback that promoted
further learning.
Course Quality
Australian Qualifications Framework (AQF)
Background
The AQF provides the standards for Australian qualifications and it underpins national regulatory and
quality assurance. It is an integrated policy that states the (amongst other things):


learning outcomes for each degree level and qualification type; and
specifications for the application of the AQF in the accreditation and development of
qualifications
For example in Bachelor Degree qualifications the course outcomes relating to Knowledge, Skills and
Application are specified and this example is shown in the table below. Knowledge, Skills and
Application are all specified as Course Level Outcomes (CLOs) and ECU courses have to be aligned
with these.
TEQSA
The Tertiary Education Quality and Standards Agency (TEQSA) is responsible for accrediting AQF
qualifications. Currently (2013) ECU is a self-accrediting university, which means we are responsible
for accrediting our own AQF qualifications to TEQSA standards.
What the AQF Means for your Course
The course has to comply with AQF standards and recently (2013) ECU went through a process
whereby CLOs were aligned with AQF, TEQSA and other standards. Additionally a mapping exercise
was conducted where each course mapped where each CLO was developed and assessed in units.
So at this stage each unit in a course should state in its plan how the particular unit outcomes help to
develop, or relate to, the course learning outcomes. In other words, which course level outcomes
are developed by students participating in a particular unit?
In addition, each unit plan should indicate how the unit assessment contributes to the overall
assessment of the course. That is, does the unit assessment assess any part of the course learning
outcomes?
Document1
13
Edith Cowan University
Centre for Learning and Development
Things to Do
Check that:

CLOs do indeed align with AQF standards, as specified in tables like the one below. The
complete framework is available at: http://www.aqf.edu.au/

unit mapping and assessment described above has been done

each unit states in its plan how the particular unit outcomes help to develop, or relate to,
the course learning outcomes.

each plan indicates how the unit assessment contributes to the overall assessment of the
course.
Finally be aware that examples of completed student assessments may need to be collected and
stored for agencies like TEQSA. You will be informed if this is necessary.
Please refer to Appendix A: AQF Bachelor Level Knowledge Skills Application Descriptions
Ongoing Course Sustainability
There is a need to ensure sustainability of all courses, both in the planning phase, and through the
Course Review Process. Sustainability in this context refers to:



Strategic direction - whether the course fits with the strategic direction of the university and
community needs;
Financial viability - whether the course and the units within it are financially viable, costeffective and efficiently managed. This depends upon student enrolments, unit and course
funding and the costs associated with how the teaching and learning is delivered; and
Course quality - teaching and learning within courses is informed by current research, and is
a high quality offering as determined by student profile, demand, evaluation (CEQ, GDS,
UTEI) and professional recognition and/or accreditation.
Each of these should be commented on in your annual course review.
Sustainability here does not refer to the other more broadly accepted environmental definition
of this concept. This is addressed in a later section.
Course Coordinators play a critical role in monitoring the ongoing sustainability of courses, and
implementing strategies to address identified limitations.
Some Key Principles of Course Financial Viability
All new courses must provide a financial plan with five year projections to demonstrate sustainability
at the time of initial application. Ongoing financial viability is determined by:

Student demand - all courses have an allocated quota, and there is a need to ensure there is
sufficient demand for the course. Insufficient demand may be due to:
Document1
14
Edith Cowan University
Centre for Learning and Development


o lack of knowledge about the course;
o insufficient marketing;
o poor quality course; and/or
o strong competition from elsewhere.
Unit viability - each unit must be coasted in terms of funding received (income) offset
against the cost of delivering the unit (expenditure). One of the key university strategies to
ensure financial viability and to manage staff workloads is to ensure that coursework units
operate with sufficient numbers. If courses run units with fewer than 10 students, they will
need to demonstrate that the unit is financially viable.
Course viability - the overall course viability is determined by a range of factors including
Commonwealth Government funding, enrolments, university and divisional levies and
method of unit delivery. Unit funding is determined by the assigned Field of Education (FOE)
and the corresponding Cluster within which the FOE sits. The funding is determined by DEST
and the cost of delivery of a unit, is not always a reflection of the level of funding received.
In addition, the type of staff who are involved in the unit (sessional academic vs. permanent,
lecturer vs. Associate Professor) will also affect the cost of unit delivery due to their salary
level and associated on-costs. Therefore to deliver a total course that is viable, some units
may need to be highly profitable to offset the costs of delivering more expensive units.
However, all units should strive to be viable in their own right to ensure maximum efficiency.
Designing a Course
Ideas for courses typically originate in one of three ways:
1. Need and demand is indicated by a current social or market trend;
2. You are told to develop a course by a superordinate; or
3. On a whim, you simply think, “What a fantastic idea for a course!”
No matter how the idea originates, the development of a new course follows a typical process.
Although this process may not always occur in the order specified, each area must be addressed if
the viability of the proposed course is to withstand scrutiny.
Stage 1 Proposal - Planning
The purpose of this stage is to determine if your proposed course is viable and to check that your
School supports the initiative. Course coordination is a leadership role and your job will be much
simpler if you have the support of your colleagues. This support occurs naturally when a shared
vision is generated – see elsewhere in this booklet for ideas that address this. Many of your
colleagues will want a say in the process. In response to this at the planning stage you might
consider forming a School based committee to discuss and oversee the development of the new
course. Issues raised by the committee can be fed back to all colleagues during School meetings.
During the planning phase you will, amongst other things, need to determine demand for your
proposed course. A thorough market analysis will provide you with this information. You might:
Document1
15
Edith Cowan University
Centre for Learning and Development
Review National and International Offerings in the Target Area.
How will your course be similar or distinct from those currently offered? This will provide you with
your course principles and the basis for future marketing initiatives.
Meet with, or survey existing students in related disciplines.
This will provide some indication of demand for the proposed course from within the University.
Meet With, or Survey Prospective Students.
If you consult with Student Recruitment you can organise to attend local High Schools. You can
canvass year 10, 11 and 12 students to determine interest in your proposed course. Many students
that attend ECU are mature age students so they should also be canvassed.
Conduct Stakeholder Meetings
If this is a new area, you will need to identify who relevant stakeholders are. A stakeholder is any
person or organization that has a legitimate interest in your new course. Although the use of the
term arose together with and due to the spread of corporate social responsibility ideas, but there
are also utilitarian and traditional business goals that are served by the new meaning of the term.
Obvious stakeholders include professional organizations, credentialling agencies and potential
employers.
You should consider interviewing stakeholders to determine:







Need for the proposed course;
Demand for the proposed course (from within industry);
What knowledge graduates of the proposed course will require;
What professional skills graduates of the proposed course will require;
What generic skills graduates of the proposed course will require;
Any willingness of stakeholders to join a Consultative Committee to oversee the course
when and if it is established; and
The range of potential destinations for graduates of the proposed course.
Determine Implications for Existing Students
If students from related disciplines want to transfer to your proposed course, what articulation
arrangements will you need to organise? What will the basis of advanced standing be?
Next Step
Once you have gathered all this information it should be scrutinised by the School based committee.
An ECU stage one proposal will then be developed and presented to the School for endorsement.
Once endorsed by the school, the proposal will be circulated to all Faculties and Schools for
comment.
Most Faculties have templates that can be obtained from their Teaching and Learning Office that will
allow you to present the above information in standard form. Below are the essential elements
Document1
16
Edith Cowan University
Centre for Learning and Development
taken from the Faculty of Education and Arts in order to illustrate the kinds of elements on which
you need to comment. Note the sign off from Head of School.
The Stage 1 Proposal does not need to be more than 3-4 pages in length.
1. Course Detail;
 Title of Proposed New Course;
 School Responsible for the Course;
 Partners (Internal or External);
 Course Proposal Author and contact details;
 Author, Telephone, Email;
2. Summary paragraph outlining what the curriculum of course is to include (include proposed
unit codes and titles)
3. An indication of the need and demand for the course
4. How does the proposal meet University and Faculty strategic plans?
5. How will Engagement feature in the course?
6. Any links with other ECU academic offerings.
7. Any strategic links with partners
8. Projected student market/s for the course.
Overview: To be completed by Head of School; one paragraph only to set the context for the reader
and confirm School support for the Proposal.
Signed: (Head of School)
Stage 1 proposals have to be forwarded to the Manager, Academic Governance, who will forward
them to all Associate Deans for a consultation period, which will be 14 days. The course may not
proceed to Stage 2 until Stage 1 clearance has been received from Academic Governance.
Policies
Detailed information and procedures for managing Stage 1 and Stage 2 course proposals are
included in the Course and Unit Approval Policy at
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000365 .
We recommend you download and read this policy as it contains extensive information and
guidelines to assist you with developing your new course.
Stage 2: Development (Course and Units)
Stage 2 course proposals must address all fields in the CMS, as they constitute the course proposal
requirements of the University. The quality of the proposal documentation is important and should
aim to demonstrate that:




the course is viable;
of a high quality;
meets student needs; and
is aligned with the University’s strategic direction.
Document1
17
Edith Cowan University
Centre for Learning and Development
When developing a Stage 2 take into account any feedback received during the Stage 1 consultation
and any conditions imposed by the Associate Dean as a result of feedback received.
Stage 2 is completion of the “Course Proposal” fields in the CMS. Although consultation will have
occurred at Stage 1 and other Faculties will be aware of the proposal, there will need to be a second
notification to other Schools and Faculties of the full submission. So when a course is signed off by
the Head of School and referred to the Faculty CTLC, a notification will be forwarded by the CMS to
all Associate Deans (Teaching and Learning). This will ensure that all proposals have been scrutinised
by other Faculties. There will be a consultation period of 14 days prior to approval by Faculty CTLC.
Only after the Stage 1 proposal has been endorsed by relevant committees, can you begin work on
the Stage 2 proposal. This is where you will fully develop your proposed course and units. During this
development process you will need to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Develop course objectives and principles;
Develop a course structure;
Develop units that feed into the course structure;
Develop graduate attributes;
Map graduate attributes across all units;
Identify professional skills;
Map professional skills across all units;
Document the approach to teaching and learning;
Develop assessments for each unit that are consistent with the teaching and learning
approach and facilitate the attainment of graduate attributes and professional skills;
Make sure it is possible to measure the attainment of attributes and skills;
Make sure all of the above are consistent with School, Faculty and University strategic plans;
Ensure that articulation plans for existing students in related disciplines are documented and
clear; and
Develop handbook material.
Steps one to nine should integrate stakeholder feedback. You would then:
1.
2.
3.
4.
5.
6.
7.
8.
Report back to your School based committee;
Integrate the committee’s feedback into the stage 2 proposal;
Prepare a report for stakeholders outlining the developed course and curricula;
Circulate report to stakeholders for feedback;
Interview stakeholders and seek feedback;
Communicate outcome to School based committee;
Integrate stakeholder feedback where considered appropriate; and
Present the completed stage two proposal to the School for endorsement.
The Stage 2 proposal is then referred to the relevant Faculty Curriculum Teaching and Learning
Committee (CTLC). After the 14 day consultation period (see above) and approval by the Faculty
CTLC, a Stage 2 proposal is submitted for approval to the Faculty Board. The units in the course
proposal must all be approved prior to the course being approved for a course code. The Faculty
Board approves new unit outlines and amendments to unit outlines. The process is managed via the
Document1
18
Edith Cowan University
Centre for Learning and Development
Course Management System (CMS). Documents to assist in course and unit design can be accessed
via the Staff Portal > Learning Intranet.
Policies
Documentation requirements are specified in the Course and Unit Approval Policy at
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000365.
Advice on documentation can be obtained from the Manager Academic Governance.
New Course – Stage 2 Proposal “How To”
The purpose of these guidelines is to enable ECU Faculties to implement the quality assurance
processes and standards that will contribute to:




ECU’s ability to distinguish itself in the higher education marketplace based on the quality of
the learning experience it provides;
Positive outcomes of mandated internal and external quality reviews;
Attraction and retention of well-qualified students;
Development of outstanding graduates.
About the Course
Title
Proposed Title of New Course: Consider how you want the award to appear on the student’s
testamur or transcript. There is a letter limit to the length of course titles.
School
What school will the course be based in?
First Offered Date
Select the commencement date for the course.
Author
Who is writing the proposal?
Entrance Criteria
Select the appropriate option:
Entry Cut-off score is *________ consideration for entrance into this course.
1* the only – (UG courses with no other entrance options)
2* not the only – (UG courses with alternative entries such as portfolios – most commonly
used for UG)
3* not a – (PG courses)
Partner Schools - Partner 1/ Partner 2
Document1
19
Edith Cowan University
Centre for Learning and Development
This field is only relevant if there is some kind of unique and formalised agreement with a school
which is outside the normal use of units and unitsets from another school.
Course Type
Eg. Bachelor/Masters/Advanced Diploma. POST NOMINAL – Completed by T&L Office/Centre
Years of Study
How long will the course be (based on a full time load)?
Double Degree
Yes or No
Asced Code, Field of Study, Direct Entry Code and Exit Award Code are all completed by T&L
Office/Centre.
Target Market
Domestic, International on-shore or International off-shore.
If International On-shore is ESOS (Education Services for Overseas Students) compliant it must have
the following components:



The course study mode is FULLTIME.
The course delivery mode is CAMPUS BASED.
The course has NO distance or external units.
Any course partners have been identified in the marketing material.
Related Courses
Indicae course codes and titles of any related courses if applicable.
Coordinator
Who will be the Course Coordinator?
About the Proposal
Replacing the Course Code
If the new course replaces another course give its code and title.
Student Implications
If this new course replaces an existing course(s):


Insert statement regarding transitional arrangements for students from the old course to the
new course and attach plans (where appropriate). Note: The transition should be managed
so that no students are disadvantaged.
Advise whether the course is being replaced should be archived and when. Note: CMS can
archive a course so that no new students can be admitted, Callista can ‘pre-expire’ a course,
which means that it is available until all existing students have completed their studies.
Document1
20
Edith Cowan University
Centre for Learning and Development




Insert statement describing how you will communicate with new and existing students,
including plans and resources for promotions/marketing.
If the new course is in addition to existing courses, describe the relationship to existing
offerings.
To what extent does it replace, overlap with or complement existing programs?
Are there any implications for enrolments in existing courses as a result of this
development?
Example
“Course revision within CSESS has meant that the Bachelor of Arts (Education)/Bachelor of Beauty is
no longer offered to commencing students. Students may choose to complete course G99 or they
may decide to transfer to the newer version of the course with full advanced standing for the units
completed. Most of the units in the proposed course are continuations of equivalent units in G99,
albeit with more recent unit codes and titles. Students completing G99 will be assisted by the Course
Coordinator, who will identify substitute units wherever necessary.”
“This new course will be phased in over a period of four years. Existing students will continue with
the G99 course through to graduation. Transition arrangements for re-entry students will be
negotiated with the Course Coordinator.”
Course Principles
Course principles are the pedagogical features that help make courses distinctive and cohesive,
allowing students to see a recognisable progression towards a set of graduate skills knowledge and
behaviours. They reflect the philosophy and values that underpin the design, delivery and further
development of the course.
Principles might refer to:



The teaching and learning pedagogies and expectations about the kind of learning
experiences, and assessment practices which will be used;
The strong practical elements in the course, or links to the industry; and
Special feature of a planned on-line delivery.
Example
“The course is committed to student engagement and recognises that students are active learners,
engaged in authentic workplace experiences and productive pedagogies. Problem solving and other
collaborative teaching and learning strategies that promote engagement will be a feature of the
course. Assessment is explicitly linked to the teaching and learning process. A variety of authentic
and innovative assessment strategies are used to promote student learning, improve performance,
and to showcase student learning. Assessment is designed to encourage reflection and selfassessment and to evaluate the extent to which students have met the unit outcomes.”
Document1
21
Edith Cowan University
Centre for Learning and Development
Market Analysis
There are two aspects to the market analysis that you should refer to here. Use both hard and soft
data. Some examples of appropriate data sources are provided here:













student demand for the proposed course;
trends in student demand for similar or related courses delivered at ECU or elsewhere;
new research skills and knowledge required for new and emerging fields of knowledge;
high student demand in electives or unit sets already currently offered;
evidence of unmet demand in the discipline in WA;
results of student surveys in related discipline areas or of prospective students;
distinctiveness from current offerings in WA;
unsolicited student inquiries;
solicited expressions of interest;
employer/community demand for graduates;
support from professional bodies or societies for the course;
market analysis showing gaps in marketplace for such graduates;
evidence that graduates could reasonably be expected to be readily employed based on
their skills and knowledge from the course. This might come from future employer groups,
industry-related bodies, government statistics or reports on current and future marketplace
needs.
Examples for demonstrating employer/professional demand:
“There is a national labour supply shortage of Math teachers. This is evidenced by its listing by the
Dept of Education for its skilled migration program (attached). In WA there is also a shortage. This is
evidenced in a workforce survey conducted by the WA Education Dept in 2002 (extracts attached).”
“The proposed new course is a direct response to an industry demand. There have been a large
number of applicants for each intake into the St John College course. This year 500 applications have
been received for the 40 places available. At present the only avenue to achieve graduate status for
a paramedic is through distance education with one of the 4 eastern states universities offering
paramedical degrees. There are known to be at least 20 people in WA studying through this mode.
Appendix 2 contains letters of support from stakeholders.”
Example for demonstrating student demand:
“The most recent available TISC data for 2001/02 indicates that in 2001 the University of Western
Australia and Murdoch University received in total 613 applications for which only 357 offers were
made in and in 2002 687 applications were received of which only 365 offers were made.”
Professional Alignment
Professional Alignment should include the following:

evidence of support for the course from any relevant accrediting bodies (should be provided
in writing);
Document1
22
Edith Cowan University
Centre for Learning and Development


evidence (preferably written) of interactions with external stakeholder bodies of the course
(i.e. governing, advisory bodies, professional associations, industry leaders and community
associations);
proposed membership and participation (both in this course development and in the future)
of the course consultative committee for the course. This is a key quality assurance feature
and must be present for all new courses.
Example
“The course requires close collaboration with the profession and other agencies for: The Bachelor of
Education (Primary) was developed following extensive consultation with the teaching profession
across government and non-government sectors in the period June 2003 to June 2004, and the
course was delivered through a close, collaborative relationship with partner schools. Subsequent to
this period, the reconceptualised Bachelor of Education (Primary) course has been discussed at ECUSwan Partnership Management Committee meetings, and has met with approval; particularly the
increased professional practicum component and the potential for 4th year students to work in
schools as part of their academic units in the final part of the school year. Through the completion of
Professional Rich Tasks, work place learning tasks and collaborative, critical reflection using an action
learning framework, pre-service teachers will monitor their learning growth and preparation for the
changing nature of teachers’ work.
The original M17 course was taken to professional stakeholders for advice, confirmation and/or
modification. It has received overwhelming support from the field. Evidence of this support is
forthcoming from, for example:




The Manager of Education, Swan Education District, Department of Education and Training
WA.
Catholic Education Office.
The Western Australian Teachers Union.
The Western Australian Primary Principals' Association.”
Strategic Alignment
Outline how the course aligns with ECU’s Strategic Plan (and if appropriate, your faculty’s or school’s
operational plan). For example:


Is the course a strategic or strong area for ECU?
Is this an emerging area of strength for your school/faculty, or does it represent a new
direction?
Projected Enrolment
Provide the anticipated new and continuing enrolments over the next four years (allow for
anticipated attrition). If the course is HECS based, you will need to identify the source of HECS/PELS
places. Please use the following table:
Document1
23
Edith Cowan University
Centre for Learning and Development
Year
200*
200*
201*
201*
No. Continuing Students
No. New Students
Example
“The Bachelor of Communications is a HECS based course. These are new and additional HECS
places awarded to the university.”
Implications for Support Services



Indicate any additional resource implications for support services including: library,
communications and information technology, facilities management, recruitment,
enrolment/admissions/records;
Indicate the campuses, or other locations where the course or its components will be
offered and consequences for resourcing and support;
Indicate any space planning considerations required.
Example
“Additional support resources will be required for this course.




Library: Journals on broadcasting will be required. However, the library already holds many
of the associated materials required for many of the units.
Communications and information technology: The increase in students and staff numbers
will place a demand on these services.
Facilities Management: Plans for purpose built facilities have been incorporated into the
proposed Creative Industries building.
Recruitment: Recruitment demands will be modest and will not require additional
resources.”
Course Features
Provide a brief overview of the course structure:



Length (in years), number of core units, electives, etc., total number of units and credit
points;
Number of new units required (attach all new unit outline descriptions)
Any specific course progression features such as units which must be taken sequentially and
how mid-year intake students will be accommodated. All new unit outlines must be
submitted via CMS at the same time or before the course proposal.
Document1
24
Edith Cowan University
Centre for Learning and Development
Example
“The course will be available in full-time (3 years) and part-time modes on the Mount Lawley
campus. The course comprises 8 first level units, 8 second level units and 8 third level units (all of
which are compulsory and worth 15 credit points). Total credit points are 360.”
Staffing Requirements




Can the course be developed and taught with existing teaching staff?
Indicate any additional staff (both academic and general) that may be required to develop,
service or support the course. If so, how many and what experience/ qualifications will they
need? Note that staffing costs must be entered into the financials.
For research Masters and Doctoral Proposals, provide a list of the staff who will be involved
in the course and qualification level.
What is the impact on workload of teaching and/or support staff (e.g. technicians or Student
Support Officer)?
Internal Consultation
It is the responsibility of course developers to liaise fully with Schools and Faculties specifically
involved with the course, throughout the course development. Faculty (T&L) Office will carry out the
university wide Collegial Consultation process for both Stages 1 and 2. Please provide:



Information about the outcomes of internal consultations;
Information about the outcomes of university wide consultations; and
Documentation to support any agreements with other Schools and Faculties. (Documents
should be scanned in).
Examples
“A Stage 1 proposal was sent out to all faculties for Collegial Consultation by the Academic
Secretariat in December 2006. No queries/ feedback was received.”
“We received Stage 1 concerns at the potential lack of employment opportunities for graduates. The
Stage 2 proposal has provided substantial evidence under Market Analysis.”
Financial Management
Financial Management template is to be completed FULLY for ALL courses. (Template can be located
at the Faculty T&L website under Courses – Budget Template).
Off-shore courses require a full budget prepared by Faculty Office (International and Commercial).
Document1
25
Edith Cowan University
Centre for Learning and Development
Example:
Staff Numbers (EFT):
Academic – Unit Development
Academic - Teaching
General
Staff Costs:
Unit Development:
Academic Salary + On-costs
Sessional Staff
Teaching:
Academic Salary + On-costs
Sessional Staff
Sub-total $
Other Recurrent Costs:
Library
Consumables
Other
Sub-total $
Equipment Costs ($)
(additional only)
Minor Capital Works
(additional only)
Major Capital Works
(additional only)
TOTAL COSTS:
Year 1
2005
Year 2
2006
Year 3
2007
Year 4
2008
Year 5
2009
1.5
0.5
1.5
1.5
1.0
2.0
4.0
2.0
2.0
6.0
3.0
1.5
7.0
3.0
160,000
120,000
160,000
160,000
120,000
Nil
Nil
160,000
149,000
245,000
305,000
409,000
269,000
405,000
465,000
525,000
5,000
10,000
5,000
20,000
5,000
30,000
5,000
40,000
5,000
50,000
15,000
25,000
35,000
45,000
55,000
20,000
20,000
20,000
20,000
20,000
Nil
Nil
Nil
Nil
Nil
Nil
Nil
Nil
Nil
Nil
195,000
314,000
460,000
530,000
600,000
Offshore Risk Assessment and Management
Consultations must take place with the Faculty Office (International and Commercial). This section
must have sign off form the Associate Dean, International and Commercial, or nominee.
If it is not offered off-shore enter the statement “Course is not offered off-shore”.
Quality Management
The Course Coordinator will compile a Course Report on the progress of the course across the
preceding 3-5 years. This report must identify areas where action is needed to assure the continued
quality of the course.
If the course is meant for International delivery the proposal needs to be assessed by the Faculty
Director Transnational Quality.
Graduate Attributes
For undergraduate and coursework/ professional graduate courses define the graduate attributes
students will have the opportunity to develop as they progress through the course, and for each one,
Document1
26
Edith Cowan University
Centre for Learning and Development
describe how student achievement will be attained and assessed. Liaise with the E&A Instructional
Designers and use the university approved LDS template.
A useful strategy will be to map the ECU graduate attributes in a matrix across the various units that
comprise the course. For each unit with a mapped graduate attribute, there should be assessment
items that will provide some measure of graduate attribute attainment.
ECU Graduates will be valued for their:
1
2
3
4
5
Ability to communicate
Ability to work in teams
Critical appraisal skills
Ability to generate ideas
Cross-cultural and international outlook
For the Handbook, include:



Undergraduate
Postgraduate
No
Location
On what campus will the course be primarily located? If the course is offered online or externally
you need to select the campus on which the offering school is situated.



Mt Lawley
Joondalup
South West (Bunbury)
Location Other
Insert any other locations here, such as overseas ports for off-shore courses or any external
customers involved in delivery.
Mode of Delivery


On-campus
Off-campus
Mode of Delivery details - insert any information to clarify intentions for the delivery of the course,
eg. Intensive workshops; combination of online / on-campus; non-standard timings etc.
Document1
27
Edith Cowan University
Centre for Learning and Development
Mode of Study
Choose both if appropriate:


Full-time
Part-time
Handbook Introduction
Insert the information to be included on the ECU Handbook. This should be sufficient to provide a
clear idea of what the course is about and what the student will acquire by completing the course.
Admission Requirements


Standard University Admission requirements apply.
Is there an interview, audition or portfolio entry?
Special Admission Requirements (Not mandatory)
Course Structure Text
List the total credit point values and number of units.
Example
“The Bachelor of Contemporary Arts (Visual Arts) degree is a 360 credit points (24 unit), three year
full-time award which may be studied in part-time mode.
The degree has two main components:


a foundation program in the first year;
a major program in the second and third years consisting of a number of specified units and
electives.”
Course Structure
This is the course structure as it will appear in the handbook. Submit unit codes & titles broken down
into year/ semester.
Course Unitsets
If you have an existing unitset that is specifically linked to the course you need to attach the existing
unitset to the course. If you require a new unitset you will need to request that it is set up and
include the details here. Unit sets are majors, supporting majors, minors and Areas of Specialisation
(PG). Any unitset attached to the course will be displayed in the handbook.
If you require any assistance with the development or input of your course proposal – please contact
your Teaching & Learning Office.
Document1
28
Edith Cowan University
Centre for Learning and Development
Stage 3: Delivery (Management of Full Time and Casual Staff, Management of Students,
and Management of Units)
Once your course has been approved at the University level, you are ready to run! You need to make
sure that you deliver the product as advertised to students and stakeholders. As Course Coordinator
you have a leadership and management role in this. You will need to manage the following:
1. Recruitment of full-time and casual staff;
2. Recruitment and management of students; and
3. Development, delivery and quality assurance of units.
In order to fulfill this role, the Course Coordinator will typically engage in the following activities:
Timetabling


Ensure that units are timetabled correctly to minimise the potential for clashes.
Ensure that tutorials are opened promptly during designated enrolment periods.
Teaching Allocations and Workloads






Allocate unit coordinators to internal and external units.
Ask unit coordinators to nominate sessional staff for their units.
Ensure that teaching hours for each full time staff member are consistent with the Faculty or
School Based workload Model.
Manage the recruitment of sessional staff.
Inform the Senior Administrative Officer (SAO) of teaching allocations.
Moderation - ensure consistency in marking across units and staff.
Sessional Staff





Manage the recruitment of sessional staff.
Ensure sessional staff complete PD units where required.
Brief sessional staff of requirements in relation to teaching and learning.
Counsel sessional staff when UTEI’s become available.
Ensure consistency in marking across units and staff.
Assessment



Manage the assessment process (including exam submission and collection of exam papers
and marks).
Conduct School Board of Examiners.
Attend Faculty Board of Examiners.
Student services



Attend orientation sessions.
Provide ongoing course and career advice to students.
Maintain appropriate record keeping at the school level (study plans etc).
Document1
29
Edith Cowan University
Centre for Learning and Development



Manage students with non-standard degree structures.
Manage enrolment variations.
Assess exemptions.
Potential Graduates

Complete potential graduate lists when received.
Student Recruitment

Liaise with student recruitment in order to maximise the opportunities for marketing your
course.
Unit Monitoring (Internal vs External)



Audit internal and external unit plans for consistency at the beginning of each semester.
Audit external offerings for currency.
Ensure CMS reflects what is being taught and make changes where required (ensure your
stage 2 proposal is also amended).
Reporting

Monitor, evaluate and report on course related matters to the School and the Faculty.
Teaching Leadership Role




Lead the development and implementation of innovative teaching practices.
Mentor staff.
Engage with industry and professional bodies.
Engage within the University (identifying collaborative ventures).
Stage 4: Review (Continuous Improvement)
As we all believe firmly in the concept of continuous improvement, you will need to review your
course on a regular basis. The purpose of a course review is to ensure that the school is delivering to
stakeholders what is expected. Faculty Curriculum Teaching and Learning have policies that dictate
the parameters of review and you should familiarise yourself with those. However, the course
review process typically incorporates the following:
Market Analysis
1.
2.
3.
4.
5.
6.
Conduct stakeholder meetings – are there deficiencies within the existing course?
Meet with existing students (or refer to the Mid Course Experience Questionnaire, MCEQ).
Meet with graduates (or refer to the Course Experience Questionnaire, CEQ).
Consider graduate destinations (also refer to the Graduate Destination Survey, GDS).
Review courses offered nationally and internationally.
Engage in benchmarking activity.
Document1
30
Edith Cowan University
Centre for Learning and Development
Course Analysis
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Reconsider the principles, aims and objectives of the course.
Reconsider the structure of the course.
Review the sequencing of units.
Consider prerequisites.
Are learning outcomes being achieved?
Are graduate attributes being achieved?
Are professional skills being achieved?
Are assessments achieving learning outcomes?
Consider teaching and learning approach.
Map graduate attributes.
Map professional skills.
Demographic
1.
2.
3.
4.
5.
6.
Enrolments.
Cohort composition.
Entry pathways.
Pass rates.
Withdrawals.
Student/staff ratio.
Staffing
1. Staffing profiles.
2. Unit and teaching evaluations.
3. Common themes from student feedback.
In the following section of this booklet the Course review process is described in much more detail.
Document1
31
Edith Cowan University
Centre for Learning and Development
Leading a Major Course Review
Introduction
The Course and Unit Review Policy articulates the review processes that are to be undertaken in
relation to course review at ECU. This policy guides the process of review and continuous
improvement of courses at ECU. All courses offered by ECU are described within the Course
Management System (CMS).
Policies
The Course and Unit Evaluation and Review Policy is available at
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000388.
The purpose of a major course review is to review the effectiveness of a course and to set future
directions for the course. This Major Course Review is usually part of the 5 Year Course Review as
referred to in the Course and Unit Approval and Review Policy.
Purpose of the Major Course Review
A major course review considers and reports on:






The structure, content and quality of the course in relation to the policies of the University,
including evidence of outcomes in relation to:
o the course principles;
o the development of graduate attributes;
o levels of Engagement; and
o the needs of students, potential employers and other stakeholders.
The nature of students entering the course and outcomes for graduates after completion;
The quality and appropriateness of teaching and learning processes including methods of
assessment within the course in relation to the course's objectives;
The appropriateness, level of resourcing and support provided to staff and students in the
course;
Scope and extent of strategies used to enhance the student learning experience including:
o support during first year at university;
o support for transition to work; and
Plans and procedures for improving the course.
Review Process
The Major Course Review has six phases. See Table 1.
1. The first phase involves the collection and mapping of data and information into a Course
Review Database and the development of the first part of the Course Report showing the
mapping.
2. The second phase involves analysis of the data and mapping and development of the Course
Report, of relevant data in the manner described below. The Course Report is developed by
Document1
32
Edith Cowan University
Centre for Learning and Development
the Course Coordinator and relevant teaching staff. This development includes consultation
with sessional staff, to provide a narrative around the data collected in its development. The
Course Report provides an indication of gaps and opportunities that exist for each indicator.
In instances where a course is comprised of multiple majors, the Course Report will address
the gaps and opportunities of the individual majors as well as the course as a whole.
3. The review process must include and comment on off-campus and offshore delivery.
4. The Course Review Panel comprising the Head of School, the Associate Dean (L&T) (as Chair),
the Course Coordinator, an external member of the Course Consultative Committee and
other relevant stakeholders determined by the HOS, reviews the Course Report and
develops the Course Review Action Plan. It makes recommendations based on the data in
the Review to assure the continuing quality and how to improve the quality of the courses.
5. The Course Review Action Plan is presented to the Faculty T&L Committee before being
passed to the Faculty Board for endorsement and action.
6. The Course Review Action Plan is implemented.
7. No later than 6 months after implementation, an Action Plan Evaluation Report is presented
to Faculty Courses Committee to report progress made on the implementation of the Course
Review Action Plan.
Document1
33
Edith Cowan University
Centre for Learning and Development
Table 1: Major Course Review Process
Phases
Outcomes
Phase 1: Data Collection & Mapping
Course Review Report Part I
The first element involves the collection and presentation, in a
Course Review Report, of relevant data in the manner described
below.
Includes data and mapping and data from other sources such
as the UTEI and CEQ.
Phase 2: Data & Needs Analysis
Course Review Report Part II
The Course Review Report Part I is reviewed by the Course
Coordinator and relevant teaching staff, including consultation with
sessional/casual staff and the Course Consultative Committee, and
annotated with information to provide a narrative around the data
collected in its development. The Course Coordinator will note within
the report instances where the delivered course deviates from the
CMS description.
The Course Review Report Part II should address each of the
course design, delivery and outcome elements described in
section 4 (below) providing an indication of gaps and
opportunities identified for each element.
Phase 3: Course Review Action Plan Development
Course Review Action Plan
A Course Review Action plan which provides specific
recommendations for improvement is developed.
The action plan will show details of proposed revisions to
course structure, revised course/unit mapping and details of
required CMS revisions. It will include proposed changes to
learning and teaching delivery, staffing, resourcing, timetabling
and flexible delivery.
Phase 4: Endorsement of Action Plan
The Course Review Recommendations in the format of the Course
Review Action Plan are presented to the Faculty Courses Committee
for comment and endorsement before being passed to the Faculty
Board for endorsement.
Minutes from Faculty T&L Committee and Faculty Board
endorsing the recommendations after which the endorsed
Course Review Action Plan is for implementation.
Phase 5: Implementation of Course Review Action Plan
The endorsed recommendations in the Action Plan are to be
implemented at course and unit level by the Course Coordinator and
Unit Coordinators.
Revised course documentation in CMS ready for Faculty
Courses (CT&L) Committee approval
Implementation of changes in units including learning designs,
content and resources to meet recommendations (including
graduate attributes, engagement, WIL, Sustainability and
flexible delivery). The Action Plan may also specify professional
development requirements of staff.
It will also specify changes to resourcing, mode of delivery,
teaching and learning processes, assessments, and strategies to
enhance the student learning experience to meet Course
Review recommendations.
Phase 6: Evaluation of Course Review Action Plan Implementation (6
months)
A report on the implementation of Course Review Action Plan is
presented to the Faculty Courses (CL&T) Committee and Faculty
Board no later than 6 months after adoption to demonstrate
progress made on the implementation of the Course Review Action
Plan.
Document1
Course Review Action Plan and Status Report on
implementation, including CMS updates and Course Committee
approval status. Progress on adoption of Course Review
recommendations should be documented
34
Edith Cowan University
Centre for Learning and Development
The Course Report
The Course Report is organised into chapters that will include the following sections
General Description of the Course
This section provides a brief description of the course including its history and development. The
description needs to show the Consultative Committee members and any accreditation processes it
has undergone. The reason for the Major Course Review needs to be shown as well.
Course Design
Element
Data Presentation in Course Report
Reflection by Course Coordinator
Course aims and principles
List course aims and principles
Appropriateness and distinctiveness
Graduate attributes
Map graduate attribute development across all
units
Review spread and GA development across
course
Engagement and WIL
Map types and forms of Engagement and WIL
across all units
Review scope and extent and identify gaps
and opportunities
Sustainability
Map types and forms of Sustainability across all
units
Review scope and extent and identify gaps
and opportunities
Unit Content
Map unit content to course aims (in majors where
appropriate)
Review scope, depth and overlap
Delivery Modes
Map course delivery modes
Review appropriateness and spread and gaps
Enrolments
List enrolments across previous 3-5 years
Review enrolment patterns against elements
such as. age, entry pathway and language.
Staffing
List staff involved in course delivery. Include their
qualifications, experience, sessional, fulltime/parttime, research strength(s).
Review strengths and weaknesses of staffing
profile.
Element
Data Presentation in Course Report
Reflection by Course Coordinator
Teaching Strategies
Map learning and teaching strategies across units
Review appropriateness and spread and gaps
Assessment Strategies
Map assessment strategies across units
Review appropriateness and spread and gaps
Flexible Delivery
Map use of ICT to support flexible delivery across
units
Review appropriateness and spread and gaps
Support Mechanisms
Map forms of support provided across units eg.
mentoring, first year transition, work transition
Review appropriateness and spread and gaps
Coordination and Moderation
Strategies
Describe strategies used to coordinate teaching
staff, moderate assessments across units
Review appropriateness and gaps
Course Delivery
Document1
35
Edith Cowan University
Centre for Learning and Development
Resources and Infrastructure
Map resources and infrastructure used library
support, ICT, laboratories, technical support across
units
Review appropriateness and gaps
Student Satisfaction
Map student feedback across units for past 3-5
years (from UTEI)
Identify issues and gaps
Benchmarking and standards
Describe processes used to provide external and
internal validation of course outcomes
Identify issues and gaps
Retention
Course retention data for previous 3-5 years
Review retention trends
Graduate Destination
Graduate destination data for previous 3-5 years
Review destination an employment trends
Course Outcomes
CEQ data for previous 3-5 years
Review CEQ outcomes and satisfaction
trends
Note
Data sources for a major course review might include:






Course Management System;
Course description and aims;
Course principles;
Graduate attributes;
Engagement; and
Course plans.
The Course Consultative Committee should comment on the following:




Currency and appropriateness of course;
Unit appropriateness;
Strengths, weaknesses, opportunities and threats; and
Comparisons with similar courses elsewhere.
The university’s database system Cognos will be able to provide



Enrolment figures;
Student demographic; and
Retention rates.
Each Unit Coordinator needs to be surveyed and the following information collected:






Level of ICT support;
Assessment strategies;
Types of assessments used;
Management of plagiarism and misconduct;
Assessment moderation processes employed;
Number of staff involved in teaching the unit;
Document1
36
Edith Cowan University
Centre for Learning and Development










Forms of coordination employed;
Teaching strategies employed;
Level and scope of research-informed teaching;
Supports provided such as for first year students, NESB, literacy, mentoring;
Supports employed for final year students;
Grade distributions given;
Scope of research-informed teaching;
Changes made to unit in response to student feedback;
Issues and problems with resources; and
Issues and problems with units.
Annual Course Reports contain much useful data such as:



UTEI data across units;
Outcomes from annual course reviews; and
Engagement with Consultative Committee.
Benchmarking Data is also useful:






Course Mapping;
CEQ/GDS Ranking;
NATBES Data;
Unit Mapping;
Unit Moderation; and
Formal Employer Feedback.
Some Useful Course Review Information
The following is meant to flesh out the above policy guidelines. Not all of it may be appropriate to
your particular review so be judicious about what you use. It is intended to assist with the task and
may contain some good starting places at which the review might commence.
Courses may be reviewed individually or in groups. It may be appropriate to review several award
courses or majors or cognate disciplines as a group of courses. For example:



Within the Bachelor of Commerce, finance and banking majors could be reviewed as a
group;
Within postgraduate discipline areas a graduate certificate, graduate diploma and masters
could be a group; and
Double-degrees or significantly overlapping units could also be considered as a group.
A major Course Review reviews and analyses the entire academic program for an award. It
encompasses the currency of the curriculum, demand, teaching quality and outcomes, evaluation of
student and external stakeholder feedback, compatibility with and differentiation from other course
Document1
37
Edith Cowan University
Centre for Learning and Development
offerings, regulations, structure (its units, major and minor sequences), management, fieldwork,
projects and work experience, and any other aspects which comprise the award course. The major
focus is to review the course curriculum map (which shows how the learning outcomes and their
associated assessment tasks contribute to the achievement of course learning outcomes); to review
the level of engagement in learning experiences in all modes, and to monitor student perceptions of
how all aspects of the course support their achievement of the course learning outcomes. It is a
broad in-depth review. Therefore it reviews and analyses the entire academic program for an award.
Apart from the elements listed in the policy a major Course Review might focus on:







Rapidly changing trends within a discipline;
A worsening trend in key indicators and related measures and targets;
Consistent student feedback that learning outcomes are not being met;
Increasing concern in relation to course viability (triggered by a decline in enrolments, loss of
staff);
Accreditation of a professional degree;
A change in the external climate for example, competition; and
Evidence that the degree is not meeting ECU standards despite annual adjustments.
Under the direction of the Head of School, the Course Coordinator is almost certainly going to be
responsible for ensuring the Major Course Review is completed.
Considering including these three tools in your review:
1. Needs Analysis - which includes an assessment of a course’s progresses towards embedding
Sustainability, Engagement and WIL, draws on comprehensive data from key national and
ECU performance indicators which capture the perspectives of current students, recent
graduates and employers and industry stakeholders.
2. Curriculum Map - shows all units in the course (the syllabus, learning outcomes and the
Graduate Attributes to which they relate, assessment alignment with learning outcomes and
the level of thinking they require (using Bloom's taxonomy). The map also shows how and
where the Graduate Attributes are contextualised, embedded and assessed across the
course.
3. Assessment Matrix – A matrix that summarises data on the types of assessment, timing and
weighting of assessments across the course as well as the relative success of students should
be constructed. It enables the teaching team to consider assessment from a student (and
staff) workload perspective, and whether there is sufficient variety of assessments or
whether the type of assessments being utilised are appropriate for achieving the unit and
course learning outcomes.
Other elements which might be important to include in a major Course Review include:


Appropriateness of current teaching and learning approaches in the context of pedagogy,
new research and the development of graduate attributes;
Articulation arrangements, recognition of prior learning and unit pre-requisites;
Document1
38
Edith Cowan University
Centre for Learning and Development




Processes for providing students with feedback about Course development, teaching and
with assessments;
Provision of learning support;
Processes for ensuring comparable experiences and resources for students on different
campuses/delivery modes; and
Appropriateness and extent of work-integrated learning/Engagement experiences.
Whatever is included in the review must conform with ECU policy.
Preparation for a Major Course Review
The Course Coordinator should establish a Course Review team for the course under review. The
major Course Review teams should be comprised of approximately 5-7 people and include staff
involved in teaching the course(s), the Head of Organisational Unit, and have at least one industry or
external academic representative (who is not a member of the Advisory Board to ensure
independence). The establishment of teams should take into account the workload of staff involved
and the number of other reviews each staff member is involved in.
Mechanisms to collect and analyse data from external stakeholders like professional associations,
employer groups and accrediting bodies should be scheduled well before the commencement of the
major Course Review. The major Course Review leader may wish to request assistance from the
Centre for Learning and Development. This Centre may also assist in the preparation of the final
report, if requested.
Guidelines for Interpreting Course Performance Data
The following section provides guidelines on how to interpret course related data. It should always
be remembered that course data key performance indicators are exactly as their name suggests:
they are indicators only. Course performance indicators should not be considered in isolation. They
need to be viewed within the context of the course and in relation to each other because their
implications are intimately linked with the nature of the course and its operation. Nevertheless,
course performance indicators can be relatively good indicators of where further interrogation of
the reasons for excellent or unsatisfactory results is required.
Data should be examined for trends over time, as there are often fluctuations from year to year.
Determine if there is a trend showing an increase, decrease or if the data is relatively stable. The
following information provides some useful questions to prompt examination of the issues.
Demand for places is indicated by four different measures and includes:
1. Number of 1st preferences, by school-leaver and non-school-leaver;
2. Average Tertiary Entrance Rank (ATAR) of enrolling students;
3. New Equivalent Full Time Student Load (EFTSL) and Headcount by funding category
(Domestic, International onshore, International offshore); and
Document1
39
Edith Cowan University
Centre for Learning and Development
4. Total EFTSL and Headcount by funding category (Domestic, International onshore,
International offshore).
Number of First Preferences
If the number of 1st preferences is increasing, this is a positive indicator. Consider the number of
first preferences in the light of total enrolments. If there are relatively few first preferences of those
who enrol, then it will be important to closely monitor retention rates for commencing students.
Generally those students, whose preferences for a course are lower, tend to be less interested and
may be more likely to drop out. It may be important to undertake a more detailed analysis of
preference behaviour of students who enroll if there is a problem with commencing student
retention rate, or there are data to suggest that the majority of commencing students did not have
the course as a high preference.
Average ATAR of Enrolling Students
The ATAR is used as an indicator rather than the first round cut-off ATAR score as this number is very
variable and depends upon the number of places, number of first preferences and number of first
round offers made. If the ATAR is increasing, this is generally a positive indicator. It is important to
consider the extent to which the ATAR cut-off score is a likely predictor of success in the course, or
whether other factors are more important. As ECU’s ATAR indicative cut-off score ranged from 55 to
80 in 2009, if the average score is close to 60.00 (the real score for some courses), this indicates that
the majority of students have only just met the criteria for entry to ECU with an ATAR and may
require a lot more additional support strategies to be put into place to ensure their success. Cut–off
scores are available from the TISC website.
New Equivalent Full Time Student Load (EFTSL) and Headcount
These data are important to monitor as student load (EFTSL). Declining commencing EFTSL is an
indicator that there is reduced demand for the course and that its financial sustainability may be at
risk. It is important to monitor the trends of new EFTSL/Headcount and their funding categories as
this may provide an indicator of where future marketing strategies need to be directed.
Total Equivalent Full Time Student Load (EFTSL) and Headcount
These data are important to monitor as total student load (EFTSL) is a strong indicator of financial
viability of a course.
Teaching and Learning Performance Measurement Indicators
Teaching and learning performance is measured by several indicators:


Student progress, which is measured by:
o Commencing student retention rate (UG only);
o Course annual retention rate;
o Course Student Load Pass rate; and
o Course completions.
Unit results - measured by:
Document1
40
Edith Cowan University
Centre for Learning and Development
o


Comparative Pass Rates (by location) - variations between locations should be
explained; and
o Distribution of Scores Report - shows result distribution, numbers of supplementary
and deferred assessments and fail grades.
Graduate Course Experience, which is measured by:
o Number of graduates;
o Course Experience Questionnaire (CEQ) – Good Teaching Scale (GTS), Generic Skills
Scale (GSS), Overall Satisfaction Index (OSI) (benchmarked against national average
for Field of Education); and
o CEQ qualitative comments.
Graduate Destination Survey (GDS)
o Percentage of students employed full time after graduation, percentage of students
employed party time after graduation, and percentage of students undertaking
further study.
Commencing Student Retention Rate
A student is classified as a commencing student only in relation to a particular course. A student is a
commencing student in a particular DEST collection year if she/he has enrolled in the course for the
first time at the institution between 1st September of the previous year and 31st August of the
collection year. Included amongst commencing students are those who (unless specifically
excluded):



are admitted to a course of a higher level after completing all or part of the requirements of
a course at a lower level, irrespective of the extent to which credit is given for units of study
completed for the course at the lower level (includes students who are admitted to a
Bachelor's Graduate Entry course); or
are admitted to a postgraduate course after completing the requirements of a ‘qualifying’ or
‘preliminary’ course; or
start another course while still completing the requirements of the current course.
If the retention rate is lower than ECU’s average commencing student retention rate, or is declining
over time, then this is likely to be an indicator that there is a problem.
Types of problems may include:








Poor selection of students into the course;
Students not having adequate pre-requisites to complete first year units successfully;
Structure of the first year course is not engaging;
It was enrolling students’ 3rd or more preference (indicating reduced interest in the course);
Students are having difficulty making the transition to university and require additional
support;
Inadequate support and guidance provided to students;
International students having difficulty with adapting to a new environment; and
Lack of adequate feedback about performance before the census date.
Document1
41
Edith Cowan University
Centre for Learning and Development
Whatever the case, a declining commencing student retention rate is a serious threat to ongoing
course viability due to reduced income and the subsequent overall success of a course. Any potential
strategies to improve commencing student retention rates should be discussed.
Course Annual Retention Rate
This indicator looks at the rate at which students are retained from the previous year, and can be
calculated for any category of student. Retention can answer the question, "What proportion of a
group of students who could have re-enrolled, actually did re-enroll?" In defining those who “could
have re-enrolled” we take all the students in the category who were enrolled in the previous year
and subtract those who graduated.
An ideal course annual retention rate would be 100% although this is rarely achieved!! McKinnon et
al. (2000) suggest that a retention rate below the national adjusted rate of 78% or below the
institutional average rate indicates a need for remedial action. The retention rate for international
students should be no less than that for domestic students.
Retention rates are also used to monitor the performance of students in an equity group e.g.
Aboriginal or Torres Strait Islander; international; rural and remote; students from a low socioeconomic status; students with a disability; students from a non-English speaking background;
women in non-traditional areas of study.
Specific information on equity group performance can be obtained by contacting ECU’s Planning and
Equity Team at pqescsupport@ecu.edu.au Retention rates are based on March 31st census data for
each year.
When (and if) retention rates are calculated for areas within the university, it must be clearly stated
how students who re-enroll in courses other than the original (equivalent or non-equivalent) are
treated, that is, are they “retained” or “lost”?
Course Student Load Pass Rate
This indicator is essentially the student ‘success’ rate and is expressed as a percentage and is the
total (unit) load of students in the defined group that achieved a pass or better, as a percentage of
the total certified load of students in the defined group If expressed as a percentage, it is the total
(unit) load of students in the defined group that achieved a pass or better, as a percentage of the
total certified load of students in the defined group. Certified load excludes withdrawals prior to the
census date and units where no assessment has taken place, but includes withdrawals after the
census date.
While success can be calculated for any defined group of students it is most often used to monitor
the performance of students in equity groups. Success for an equity group can be expressed as a
percentage. The course student load pass rate should be similar for domestic and international
students, as well as for those from equity groups. McKinnon et al. (2000) suggest that good practice
is for a university to seek a 95% success ratio. A course student load pass rate of 70% or lower
indicates a major problem with the teaching and learning, indicating a need to demonstrate
strategies to remedy the situation.
Document1
42
Edith Cowan University
Centre for Learning and Development
Course Completions/Number of Graduates
This indicator reports the number of graduates and should be used to interpret the response rates
for the AGS. In addition, the number of graduates should be considered against the headcount of
students for the commencement period for the same cohort to have completed the course to
determine the proportion of commencing students who successfully completed the course carrying
a full-time load without a break in enrolment. Not only does this give an indication of the number of
graduates available for entry into the workforce each year, but it is also a potential indicator of
success rates throughout the course.
Unit Results
Comparative Pass Rates (by location) – given that entry standards and the quality of teaching and
learning in various locations should be consistent, pass rates for each of the locations should be
similar. Variations between locations should be examined and consideration given to:




consistency of entry pathways and RPL requirements;
qualifications and teaching and learning capability of location staff;
adequacy of teaching and learning resources and support; and
assessment and moderation processes and the timeliness of these.
Distribution of Scores Report - a systematic review of the results for each unit should be undertaken
on an annual basis to determine whether the mean and standard deviation are within reasonable
limits (and if not, the reasons determined and action taken). Likewise the percentage of students
with fails and supplementary actions should generally be fewer than 5%. Greater failure or
supplementary assessment rates represent lower than optimal learning outcomes and less than
efficient use of resources. They are usually indicative of a more substantial problem with the
teaching and learning such as:







learning outcomes not clearly defined or at an inappropriate level based on student prior
knowledge;
students who may have learning problems;
students who may have personal problems;
poor teaching and learning practices;
inappropriate assessment practice;
inappropriate assessment guidelines provided to students; and
prior units not preparing students adequately for the unit.
Failure or supplementary rates of greater than 5% require noting within the Annual Course Review
process and an outline of the strategies to address the issues.
Graduate Course Experience measured by:


Number of graduates;
Course Experience Questionnaire (CEQ) – Good Teaching Scale (GTS), Generic Skills Scale
(GSS), Overall Satisfaction Index (OSI) (benchmarked against national average for Field of
Education);
Document1
43
Edith Cowan University
Centre for Learning and Development


CEQ Qualitative comments; and
Graduate Destination Survey (GDS) – Percentage of students employed full time after
graduation, percentage of students employed party time after graduation, and percentage
of students undertaking further study.
Course Experience Questionnaire (CEQ) – Good Teaching Scale (GTS), Generic Skills Scale
(GSS), Overall Satisfaction Index (OSI)
The CEQ contains several multi-item scales designed to assess various aspects of students' course
experiences. Each item is rated on a 5 point scale from strongly disagree (-100) to strongly agree
(+100). In general, the more positive the scale score, the greater student agreement there is with the
statements.
The reference year for CEQ data is the year following the graduates' course completion. For
example, the 2006 CEQ data refers to the course experiences of graduates who completed their
course in 2005. CEQ data is lagging data as it provides feedback on course experiences for graduates
almost 18 months following course completion, for example, CEQ data will be available at the end of
March 2007 for students who completed their course in November/December 2005 (this is a good
reason for using the Course Summary Report as a leading indicator as it provides much fresher data
on current students’ course experience so that changes can be implemented well ahead of course
completion).
Since 2002, individual institutions have been able to tailor the CEQ by combining the three 'core'
scales (Good Teaching, Generic Skills and Overall Satisfaction) with ones from the eight optional
scales.
However, the LTPF uses the: Good Teaching Scale (GTS), Generic Skills Scale (GSS) and Overall
Satisfaction Index (OSI) and therefore data are provided for these three scales in the Course Review
data. The data are benchmarked against the national average for the Field of Education (FOE), and
also against the Australian Technology Network (ATN) universities for the same FOE.
Good Teaching Scale
The Good Teaching Scale (GTS) assesses the degree to which graduates feel that the teaching staff of
their course provided a high level of teaching quality. Specifically, higher scores are achieved when
graduates feel they received adequate feedback on their progress, that the course was presented in
an interesting and motivating manner and when teaching staff were perceived to make an effort to
understand students’ problems and attempt to explain things clearly.
Generic Skills Scale
The Generic Skills Scale gauges the extent to which the course adds to the generic skills that
graduates might be expected to possess. Whilst discipline-specific skills and knowledge are often
crucial to career prospects, there is a general consensus that specific knowledge can often become
obsolete whereas more generic skills should endure and be applicable in a variety of contexts. The
types of generic skills assessed include:
Document1
44
Edith Cowan University
Centre for Learning and Development






decision-making skills;
problem-solving skills;
analytic skills;
written communication skills;
planning skills; and
general ability to address unique problems.
Overall Satisfaction Item
This single item asks the graduates to indicate their level of overall satisfaction with their completed
course. Higher scores on this item indicate higher satisfaction levels.
Graduate Destination Survey (GDS)
The GDS shows the percentage of students who are employed full-time after graduation, the
percentage of students who are employed part-time after graduation, and the percentage of
students continuing with further study. In reviewing the data it is important to note the following:


Trend over 5 years i.e. increasing, decreasing or static; and
Performance against the national average - it is highly desirable to be above the national
average (and preferably well above the national average).
Benchmarking of CEQ
Benchmarking of CEQ data should occur as an indicator of student satisfaction as high CEQ scores
correlate positively with high quality student learning. Good practice is the achievement of mean
scores in the top quartile among Australian universities across all fields of study on each of the
scales. There should be evidence that the course team is striving to improve low scores and to
achieve scores better than the average. As the national average for different FOE’s varies
considerably, it is important to only benchmark against a course with a similar FOE.
In reviewing the data it is important to note the following:



Trend over 5 years, that is, increasing, decreasing or static;
Performance against the national average it is highly desirable to be above the national
average (and preferably well above the national average); and
Performance against the ATN group for the same FOE – it is desirable to be above the ATN
average for the same FOE.
Annual Course Review



An Annual Course Report must be completed by the Course Coordinator at the end of each
calendar year.
The Annual Course Report must be completed for each major within a course.
The Annual Course Report must be submitted through the Head of School to the Associate
Dean (Teaching and Learning).
Document1
45
Edith Cowan University
Centre for Learning and Development
The Annual Course Report must draw from the following data:








UTEI results for all units in the major and foundation units
Moderation reports for units in the course
Retention/attrition data
First preferences
CEQ
Mid-course CEQ
GDS
Benchmarking data
The Annual Course Report must include a description of the revisions/actions to be taken to address
any issues or problems that have been identified.
The annual Course Review is an opportunity to examine the student profile, teaching and learning
quality, resources and market responsiveness, to identify and implement initiatives for
enhancement. Course review and improvement are integral to quality enhancement processes.
When reviewing courses, all staff involved in the teaching of a course should have the opportunity to
be involved and be encouraged to view the process as a self-evaluation of teaching and learning
effectiveness. A course review enables staff to reassess the focus of the course, course and unit
learning outcomes, the curriculum, teaching methods and pedagogy, and incorporate changes in
response to student and external stakeholder feedback. Course viability can also be assessed, and
assist in identifying how courses can be taught in order to maximise the resources available. Annual
reviews can contribute substantially to Major Course Reviews.
The Course Coordinator is responsible for conducting an Annual Course Review.
It may be appropriate to review courses or majors as a group where they are similar disciplines or
where there is generally a significant overlap of units, for example:
The Annual Course Review might include the following steps:
Step
Task
1
Identify groupings of courses/majors
2
Download UTEI Course Summary Report (also available at the major level within large courses)
3
Collect and Review CEQ, mid course CEQ, GDS and qualitative data
4
Collect and review benchmarking data
5
Review all sets of data with the Course Team to identify strengths, areas for improvement, and
strategies and actions for improving performance.
6
Prepare Annual Course Review Report. Any areas where the performance is below par must include
specific strategies to improve performance for each of those areas within the report.
Document1
46
Edith Cowan University
Centre for Learning and Development
7
Allow Course team time to review report. Revise.
8
Submit Annual Course Review Report to Dean, Teaching and Learning
Aspects of an Annual Course Review
Some of the following might be useful elements to include when constructing your course report.
See the section above (Major Course Review) for an explanation of each.
Course Profile

Course demand for places, which is measured by:
o Number of 1st preferences, by school-leaver and non-school-leaver (UG only)
o Average Tertiary Entrance Rank (ATAR) of enrolling students (UG only)

Course Activity
o New Equivalent Full Time Student Load (EFTSL) and Headcount – by funding category
(Domestic, International onshore, International offshore)
o Total EFTSL and Headcount – by funding category (Domestic, International onshore,
International offshore).
Teaching and Learning Performance

Student progress, which is measured by:
o First year retention rate;
o Course annual retention rate;
o Course Student Load Pass rate;
o Course completions.

Unit results (Student One) measured by:
o Comparative Pass Rates;
o Distribution of Scores Report - shows result distribution, numbers of supplementary
and deferred assessments and fail grades.

Graduate Course Experience, which is measured by:
o Number of graduates;
o Course Experience Questionnaire (CEQ) – Good Teaching Scale (GTS), Generic Skills
Scale (GSS), Overall Satisfaction Index (OSI) (benchmarked against national average
for Field of Education);
o CEQ Qualitative comments.

Graduate Destination Survey (GDS) – Percentage of students employed full time after
graduation, percentage of students employed party time after graduation, and percentage
of students undertaking further study.
Document1
47
Edith Cowan University
Centre for Learning and Development
Human Physical and Information Technology (IT) Resources

Changes to the course human, physical and IT resources and any impact this may have had
on course quality.
Relevance to External Stakeholders and Community


Feedback from Advisory committee;
Feedback from Accreditation Body (if appropriate)
Identification of Course Strengths, and Areas for Improvement
This includes assessment of course quality, viability and relevance as well as the data shown above.
Ideally, the Course Coordinator should work with the course team to review the data and identify
strengths and areas for improvement. One method of doing this may be to use a SWOT analysis
(Strengths, Weaknesses, Opportunities and Threats). In order for the team to be committed to
improving their course, they will need to develop an understanding of the whole course picture to
determine actions that must be taken.
Develop Strategies and an Action Plan for Course Improvement
Once again, the Course Coordination should work with the course team to develop strategies to
maintain course strengths and to address areas for improvement which are aligned with the various
Strategic Plans.
Consideration should be given to staff professional development needs to improve performance.
Annual Course Review Template
Some Faculties have a simplified Annual review form and use a standard template as in this example
below from the Faculty of Education and Arts
Course Coordinator’s Report 2008
This form is to be completed by each Course Coordinator for every course offered in 2008. It should
provide a summary of the Unit Coordinator’s reports for the units in the course. The report should
show how all issues are being addressed and the strategies being used.
Course Title
Course Code
Course Coordinator
School
1. Summary Data
General description of 2008course offering eg. enrolments, outcomes. Any
course/programme /major structure issues to be resolved?
Document1
48
Edith Cowan University
Centre for Learning and Development
2. Learning & Teaching
Attach Unit Coordinators’ Reports for all units in the major. Any teaching delivery issues to
be resolved? Any problematic UTEI scores to be discussed here.
3. Support
Any student support issues that need to be addressed? Any administrative issues that need
to be addressed?
4. Quality Assurance
Identify any quality issues raised during the year (e.g. in Area of Scholarship Review,
Accreditation, Consultative Committee, CEQ results). How are these being addressed?
5. CEQ Student Feedback for Course
Comment on the student written feedback.
Course Coordinator Signature
Head of School/Program Director Signature
(See over for additional comments).
Head of School/Program Director Comments
References
Jones, S., and B. Oliver. 2008. 360-degree feedback on courses: Needs analysis for comprehensive
course review. Proceedings of the Australian Universities Quality Forum. Canberra, ACT: 55-60.
McKinnon, K. R., S. H. Walker, and D. Davis. 2000. Benchmarking: A manual for Australian
universities. Department of Education, Training and Youth Affairs, Higher Education Division.
Oliver. B., S. Jones, B. Tucker, and S. Ferns. 2007. Mapping curricula: ensuring work-ready graduates
by mapping course learning outcomes and higher order thinking skills. Peer-reviewed paper
presented at the Evaluations and Assessment Conference, Brisbane. Available at
http://eprints.qut.edu.au/12576/1/12576.pdf
Operational Plans
Course Coordinators are required to contribute to the development of the Faculty Operational Plans.
The purpose of the Operational Plan is to ensure that the strategic management of the Faculty is
aligned to the Strategic Priorities of the University. Faculties are reviewed annually by the ViceChancellery Team and include an analysis of each Faculty's performance against its operational plan.
Operational Plans are Faculty/Centre level annual plans set within a three-year context.
Ideally, operational plans normally include no more than five goals per Strategic Priority (SP).
However this may vary depending on Faculty/Centre needs. Goals should relate to: ECU’s Engaging
Minds, Engaging Communities. Towards 2020; Functional Plans; ECU’s Council approved Annual
Document1
49
Edith Cowan University
Centre for Learning and Development
Goals; and Action Plans as appropriate. Each goal should include no more than five
strategies/actions.
The Faculty’s Operational Plan will include a summary that lists the “Top 10 Big Ticket Items”
together with a suggested Strategy/Action. For the Course Coordinator this could be the spot to list
any proposed new courses or specific teaching and learning issues which may need to be addressed
across courses you coordinate. Below is an abbreviated sample of the form that needs to be
completed at Faculty level.
SP No
Strategy/Action
Context
In no more than one page describe any significant contextual issues that have impacted on the
Faculty/Centre Operational Plan
Goals/Objectives and Strategies/Actions
Goal/Objective
Strategy/Action
Responsibility
Timeframe
Measures of
Success
Strategic Priority 1 - To create positive outcomes in our communities through mutually beneficial
engagement. (if appropriate to the Faculty/Centre)
<Insert Goal 1.1 >
<insert Strategy 1>
< Should your plan require
further detail each strategy can
be broken down into actions>
< Indicate key
staff responsibility
for the strategy >
<Insert milestones
and/or expected
completion dates>
<Insert indicator/s of
success for each goal.
These may be ECU KPIs
or other indicators >
<insert Strategy 2>
<add as required>
Document1
50
Edith Cowan University
Centre for Learning and Development
Unit and Teaching Evaluation Instrument (UTEI)
The Unit and Teaching Evaluation Instrument (UTEI) is used to improve the quality of teaching and
learning at Edith Cowan University, through the collection and analysis of student feedback. This
feedback gives information on the quality of the units studied and quality of the teaching
experienced by students. The data generated by the administration of the UTEI informs the quality
improvement cycle for the design and conduct of units. The data also informs the annual review of
teaching performance, as well as promotion and probation decisions, and School Reviews. Data is
aggregated to avoid identification of teaching staff and is made publically available in accordance
with the requirements of the Learning and Teaching Performance Fund.
The UTEI is administered, in consultation with Schools, across the entire unit every time the unit is
conducted. Every University unit and each staff member teaching it, irrespective of when, how or
where the unit is taught is evaluated.
However Heads of School, from time to time, may authorise that a unit on a particular occasion or
campus not be evaluated by the UTEI, where non-evaluation is likely to be beneficial. A list of all
units not evaluated is generated after each survey and provided to Academic Board together with
the Report on UTEI Outcomes.
The UTEI is administered online. However if the Head of School can provide strong evidence to the
Pro-Vice-Chancellor (Teaching & Learning) that online administration in a unit is inappropriate or not
possible, paper-based administration may be permitted.
The data from the UTEI is made available as reports in the following forms:




individual lecturer and tutor evaluations;
individual unit evaluations;
aggregated lecturer and tutor evaluations by unit, lecturer and tutor, school, faculty and
university; and
aggregated unit evaluations by unit, campus, school, faculty and university.
The data collected can be used to conduct a regular and systematic review of the teaching and
learning performance in all units offered by the School in the previous teaching period. It is most
likely to be used in annual reviews, Major Course reviews and area of scholarship reviews.
Consequently Course Coordinators need to be able to interpret the data well.
Unit coordinators need to inform students as to how the results of the unit evaluation have been
used to improve the unit, the next time it runs, through information provided in the Unit Plan. (At
the end of a year Unit Coordinators are required to write a Unit Review based on the UTEI data for
all offerings of the unit in that year. This should be provided in the first instance to the Course
Coordinator.)
Usually the UTEI data are available within four weeks of administration. Once the data are available
the Head of School should review the reports; then, if appropriate, invite any staff member for an
interview to discuss the data. A staff member could initiate this discussion with the Head of School.
Document1
51
Edith Cowan University
Centre for Learning and Development
This responsibility for discussion may be devolved to the Course Coordinator. Discussions might
centre around:




a discussion of issues that may have impacted on the unit outcomes;
actions planned to address any low tutor evaluations;
a list of areas identified as needing action (usually from student written comments); and/or
planned actions for improvements.
Unit Coordinators and Course Coordinators have access to all individual reports from their units or
courses respectively. In addition, Heads of School have access to all School UTEI reports summarising
the UTEI data for all School units and teachers.
UTEI and Promotion
The Academic Promotion Policy specifies that applicants must provide:


Evaluations of a unit for which the applicant was the Unit Coordinator and the applicant as a
lecturer and/or tutor for at least three (3) unit offerings, in accordance with Academic Board
expected standard; and
Evidence of critical reflection identifying strengths, weaknesses and changes, in on-going
development and improvement of teaching and learning:
Course Coordinators should collect relevant information regarding their own teaching to assist with
promotion. They should also remind and assist staff under their supervision to systematically collect
and comment on UTEI information for promotional purposes.
Interpreting the UTEI Data
UTEI data is both qualitative and quantitative. Qualitative data, contained in the responses of
students to the open-ended questions, contains information useful for diagnosing strengths and
weaknesses and for providing quotes that can be used in a report to give a reader an understanding
of issues that might surround a unit. The UTEI separates the teaching of each unit into two generic
components, lecturing and tutoring. Each teacher teaching a unit is evaluated either as a lecturer
only, a tutor only, or both a lecturer and a tutor.
Each component part of the UTEI questionnaire comprises a set of positively worded core items that
use a standard Likert response scale: NA (not applicable), SD (strongly disagree), D (disagree), N
(neither agree nor disagree), A (agree) and SA (strongly agree), as well as two open-ended questions
inviting written feedback.
UTEI Sampling Error
All reported UTEI data contains some degree of error in the actual number reported. It is important
for Course Coordinators to understand this because if two scores (say 56 and 63) are both within the
total error then no claim can be made as to improvement or otherwise. That is the larger score
cannot be claimed to be better if the two scores overlap within their error margins.
Document1
52
Edith Cowan University
Centre for Learning and Development
The extent to which the UTEI scores would have been the same had the data been collected on a
different occasion, the margin of error, is estimated from the data as a sampling error. The sampling
error specifies a margin of error about the value of the estimate that we are confident would contain
the value from all students. So let’s specifically consider the sampling error of a UTEI scale mean.
The sampling error of a UTEI scale mean score depends on the following four factors, the:




student number N, the number of students responding;
response rate R%, where R = 100(N/E) and E is the number of enrolled students;
variability of the student responses to individual core items as measured by the standard
deviation; and
the number of core items comprising the UTEI scale.
Given these values, the sampling error can be calculated.
Sampling error decreases with both increasing student number and increasing responses rate.
Consider for example a mean Overall Satisfaction (OS) result of 43 from a class of 25 students.
Suppose that the enrolment is 31. The response rate is 81% (nearest whole number).
For N = 25, R = 80, the sampling error of a mean OS is 8. The mean OS result of 43 with a sampling
error of 8 may be reported as: 43 ± 8.
We interpret a sampling error as a confidence interval. We are 95% confident that the mean OS
result from all 31 students would have been in the interval 43 ± 8, between 35 and 51. Where the
‘real” score is in that range? Who knows – it is most likely in the middle of that range and least likely
at the extremes but here’s the point: we can’t say exactly where it is only say where in a range of
scores it most likely to be. By the way there is a 1 in 20 (95% confidence interval) chance that the
real score is outside this range.
Important UTEI Information






Mean values are calculated after recoding the responses strongly disagree, disagree, neither
agree nor disagree, agree and strongly agree to –100, –50, 0, 50, and 100 respectively.
Percentage agreement is defined as the percentage of applicable responses that either
agree or strongly agree.
Group scale values (unit, school and faculty) are calculated from the aggregated relevant
group of student responses.
N is the number of respondents in the group.
Mean scores can range from −100 to 100 while percentages range from 0 to 100. A negative
mean indicates that students predominantly disagree with the corresponding item (or items)
while a positive mean indicates predominant agreement, the larger the score the better.
Percentage agreements may be interpreted as student satisfaction rates.
For each UTEI component; unit lecturer and tutor; the best single summary scale is the
overall satisfaction (OS), preferably the mean but also the percentage agreement. A
Document1
53
Edith Cowan University
Centre for Learning and Development

reasonable single measure of teaching overall satisfaction is the average of the individual’s
lecturer and tutor OS scores, mean and percentage agreement.
Similarly the best single measure of UTEI overall satisfaction, combining unit, lecturer and
tutor overall satisfaction , is the average of the unit and teaching OS scores, mean and
percentage agreement, as follows: UTEI OS = (Unit OS + Teaching OS)/2.
Discussions and reporting regarding OS should always keep in mind the sampling error. Be
especially cautious in making strong claims regarding small changes (either way) in these scores. If
any high stakes decisions are to be made using these scores then fair play demands that the
sampling error be reported along with the score.
This discussion regarding sampling error reminds us that, like any statistics, the UTEI scores have
their limitations. But if Course Coordinators take account of a few simple factors they can get some
useful information from UTEI scores
Making UTEIs Useful
Perhaps the most useful thing to do with UTEI scores is to use them for comparisons. Unit or
teaching scores in a particular semester can be compared with scores in previous semesters to see
whether any improvement is showing up. If the scores are already good then it may not be possible
to achieve much improvement. If the scores show up some weakness you could work out, in
discussion with colleagues, how to achieve achieved better results.
Scores can be compared with the scores for the school and faculty (given at the bottom of the
report) to see whether scores are similar, better or worse than means. If scores are much lower than
the school or faculty average you have a basis for entering into a conversation with the Unit
coordinator and/or lecturer involved.
Once you have compared the Overall Satisfaction (OS) scores you could look at scores on individual
questions and it may be that certain questions have much lower scores than the remaining
questions. If so, this may give some lead to things that could/should be addressed. Another useful
source of information—some staff would say the most useful—is the written comments by students.
These are found as part of the UTEI reports.
At the same time you should recognise that the UTEI only attempts to measure student perceptions
of teaching. There are many other crucial elements to good teaching and effective units. Other
feedback such as from colleagues or from other professional persons could be quite useful and may
be constructive in what you are doing, even when student perceptions are not as positive as you
might like.
Reporting Back to Students
A very important step in using the UTEI scores is to ensure that individual lecturers report back to
each new class of students about what they have done to improve the unit as a result of feedback
from the UTEI reports from the last group of students in the unit. This process demonstrates to
students that evaluations are taken seriously and will encourage them to provide meaningful
feedback when their turn comes to fill in the survey.
Document1
54
Edith Cowan University
Centre for Learning and Development
Reading the UTEI scores
These comments apply to the unit report not the individual lecturer or tutor report.
The UTEI scores are in Two Parts
In the second column from the right of the individual unit result tables you find the Mean or average
score for each separate question.
In the far right hand column of the table you will find % Agreement for each question. This refers to
the proportion of students who answer positively (either Agree or Strongly Agree) rather than
neutral or negative (Disagree or Strongly Disagree). The % Agreement scores typically look larger
than the Mean scores, so some staff prefer to use them. But the best measure to use is actually the
mean score.
Another important bit of information (see below) is the number of responses. This appears in the
column with the heading N on the left. This does not indicate the total number of students enrolled
but is the number of responses that were actually used in compiling the results and these are almost
always fewer than the total enrolment.
The key part of the report on the lecturing/tutoring in an individual unit comes at the bottom of the
page in a table with column headings in a shaded box. Here the results are summarised into an
Overall Satisfaction scale incorporates
This summarised scale results are presented again under the headings Mean (on the left), %
Agreement and N – the number of students who responded. These figures give you a comparison of
your unit result with School and Faculty Mean and % Agreement scores, so that you can see whether
your scores are close to the school and faculty average or higher or lower. In the example above the
Campus score of -5 is much lower than the unit Mean of 22 indicating a large difference in student
Document1
55
Edith Cowan University
Centre for Learning and Development
perception between campuses. The unit average is also much less than the School average which in
turn is slightly less than the Faculty average.
What is a ‘Good’ Score on the UTEI?
Individual unit lecturers may ask you what constitutes a ‘good’ score on this instrument. The Mean
scores in these tables are on a 200 point scale of –100 to +100 and the university average hovers
around +50. So if a score is close to 50 then it is about average. If a score is close to zero or even a
negative number then some talk needs to ensue around possible changes.
Once again it is appropriate to remember that a whole range of factors go into these student
perception scores and low scores could conceivably still occur with excellent teaching in an excellent
unit. But if you find low scores you should carefully examine in conjunction with the unit coordinator
and lecturer or tutor what is happening in the unit and why, in order to ensure that all fixable
problems are eliminated.
How Different is Different? or What is a Meaningful Change?
We all know that a mean or an average score summarises a whole range of scores, some of which
may be much higher and some much lower than the average. What is less well recognised is that,
unless every single person in the group responds to every question, even the means themselves
actually represent a statistical estimate of the mean. And it is almost unknown that every student
enrolled in the unit will be ‘present and voting’ on the day the survey is carried out. And sometimes
a number of the responses of the students present on the day end up not being included because of
errors in coding/reading the forms. (If you find any such problems please bring them to the attention
of your Head of School so that they can be rectified.)
Basically the range of this estimated mean is determined by how many responses are included (N on
the results tables) and by the proportion of the total class/unit that that represents (not currently
shown on the results reports). The more responses, the smaller the range. The higher the proportion
of the total group that the responses represent, the smaller the range.
An Example
Let’s explain this by means of a simple example of overall satisfaction using tables of what is called
‘sampling error’ calculated in relation to the UTEI results. Sampling error is the statistical factor
behind the range that we are talking about. It recognizes that the result came from a particular
group of students out of the whole unit enrolment and that if a different or partially different group
had answered instead, their results might have been a bit different. The sampling error tries to
quantify how different the results could be as a result of different groups of the same size.
If you get a mean Overall Satisfaction score of 50 in a particular unit, for instance, this could mean a
range of different things depending on the circumstances. If this score comes from 25 responses
then the sampling error is ±15 if the total class is 62 but ±8 if the total class/unit is only 31. That is, if
the class is 62, then 25 responses represents 40% of the total number of students in the unit and so
the score of 50 actually represents a mean with a range from 35 to 65 (=50 ±15). If the total
Document1
56
Edith Cowan University
Centre for Learning and Development
unit/class is 31, then 25 responses represents 80% of the unit and the score of 50 represents a range
from 42 to 58 (=50±8).
An Example of Improvement
What this means, then, is that a change or difference of less than the sampling error is not
statistically significant. If you get 25 responses from a class of 62 in two successive offerings of the
unit and you see an improvement of, say, 12, this is less than the sampling error and effectively
means no significant change, because it falls within the range of variation of the mean. If you see an
improvement of 18 or 20, however, then this is greater than the sampling error and represents a
small but probably genuine improvement.
If the same improvements are observed, on the other hand, with 25 responses in a total enrolment
of 31, then even an improvement of 12 in the overall satisfaction score does represent an
improvement because it is greater than the sampling error of ±8.
An Example of Comparison
The same applies to comparisons with the school or faculty means. If you have a unit of 62, with 25
responses (40% response rate), and your score is 12 better than the school mean, your score is not
to be considered significantly above the school mean in statistical terms, because this score falls
within the sampling error of ±15. But if the 25 responses come from a class of 31 (80% response
rate) the same difference of 12 would be statistically significant because it is greater than the
sampling error of ±8.
The Extremes
At the extremes as calculated for the UTEI, 5 responses out of a unit of 25 (20% response rate) has a
sampling error of ±38, so a score of 50 actually represents a range of means from 12 to 88. 2500
responses out of a group of 3125 (eg a school with an 80% response rate across all its units overall)
has a sampling error of ±1. That is a score of 50 still indicates a range between 49 and 51. The
sampling error is still the same (±1) even if 2500 responses represents 40% response rate in a group
of 6250 students). For more detail see the appendix.
So What do you Do?
Be cautious. In terms of statistical significance you should treat scores with caution unless you have
a large number of responses in your unit and unless the number of responses received represents a
relatively high proportion of the students enrolled in the unit or unless the difference/change in
scores is very large. But when score differences are large but not statistically significant you might
also want to investigate the cause of the differences. Because sampling errors can be quite large
with small samples, it is important to encourage students to participate fully in the UTEI survey—it
means that the results are more reliable and thus more useful to us all, especially at the broader
levels such as school and faculty, where the number of responses can be very large.
Document1
57
Edith Cowan University
Centre for Learning and Development
Sampling error of a UTEI mean
Number of students
responding (N)
Overall Satisfaction
Response rate (%)
20
40
60
80
5
38
34
28
20
10
27
23
19
14
25
17
15
12
8
50
12
10
8
6
100
8
7
6
4
250
5
5
4
3
500
4
3
3
2
1000
3
2
2
1
Improving UTEI Response Rates and Quality of Student Feedback: Some Salutary
Strategies!
Good responses rates to UTEIs mean the data is more meaningful and more likely to be trusted.
Here are some ideas and suggestions.
Why do Some Units Receive Much Higher UTEI Response Rates than Others?
Fair question! Based on our own experience, or perhaps intuition, many of us will have some ideas
about this. There is no magic formula. What we did though was a limited survey of teaching staff in
FEA whose semester 1, 2009 UTEI response rate was greater than 59% (tutor/lecturer/unit,
enrolment range from 15 to 286). We asked them if they did anything in particular in their unit to
encourage their students to respond positively to the online UTEI. A synthesis of lecturer responses
(n=12) produced the following four main strategies:




Lecturers commenced the unit with an acknowledgement and appreciation of past student
feedback.
Lecturers explained how this previous feedback had been used to improve the unit.
Just prior to and during the collection period lecturers actively promoted UTEI. Students
were encouraged to respond to the online UTEI survey – they were assured that their
feedback would be used for improving the unit. In some instances, it was emphasised that
completion of the UTEI was an integral part of their professional learning. In short, lecturers
conveyed to their students that their feedback was highly valued.
In a few cases, lecturers gave students class time to respond to the online UTEI.
Document1
58
Edith Cowan University
Centre for Learning and Development
Policies
You can obtain a copy of ECU’s Course and Unit Evaluation and Review policy at
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000388
Item 4.2a.vi is of interest, which states:
The Unit Review Report will include a brief reflection on the learning outcomes including the
attainment of the relevant ECU Curriculum Framework principles and priorities.
It is good teaching practice for Unit coordinators to inform students as to how the results of the unit
evaluation have been used to improve the unit, the next time it runs, through information provided in
the Unit Plan.
Another strategy to encourage responsible student engagement with the UTEI is a personal e-mail
from the course or unit coordinator.
Leading a Response to UTEIs
It doesn’t matter so much what absolute score a university teacher receives: these scores are past
history – what is important is how the teacher responds to the numbers. From time to time,
everybody receives negative comments from students regarding teaching. Unfortunately these
comments can become the sole focus of our attention.
In leading a discussion with a teacher about these scores it might be useful for the teacher to first
summarize the qualitative comments they received from their students. This might help explain
some issues and make it possible to identify those factors over which the teacher has some degree
of control.
When discussing dealing with qualitative comments with the teacher, suggest making some kind of
thematic analysis. Record each general point made by each student and group similar comments
together. Identify the most common comments. That will help put idiosyncratic comments into
perspective and identify the most important areas of strength and improvement. In conjunction with
the teacher an excellent step would be then to choose up to three issues to focus on and then
construct a plan to address the issues.
Such a plan has to be able to be implemented the next time the unit is taught. Students will
appreciate knowing that their evaluations have been responded to. This alone is likely to result in
better evaluations.
A second step might be to discuss the actual numbers bearing in mind the cautions expressed above
particularly in regard to the sampling error of the mean. Before commencing this discussion be
aware of the actual error in the number you propose to discuss.
Teachers will need to understand that promotion committees do not expect everybody to be a
perfect teacher all the time but are mainly interested that teaching is steadily improving and that
evaluations are being responded to in a systematic fashion. Consequently in this context a teacher
should explain any mitigating circumstances that might have affected their evaluations. For example,
Document1
59
Edith Cowan University
Centre for Learning and Development
they could cite research that shows that teachers who initiate new teaching practices often receive
lower evaluations at first, until they become accomplished at it.
Course Coordinators should encourage teachers to discuss their evaluations with colleagues. This
may help them to celebrate their successes and help put negative comments into perspective. It will
also help in responding to students’ concerns, many of which are likely to be common amongst
different units.
Teachers may need encouragement to research problems with their teaching that their students
identify. If they cannot see an immediate solution the research might be necessary. If this occurs
then teachers should be encouraged to share the results of such research and the role of the Course
Coordinator might be to set up a mechanism for assisting this.
Course Management System
The Course Management System (CMS) is a stand-alone database which populates the ECU online
handbook and other core publications. The CMS is the definitive source of course and unit
information at ECU. It is a workflow management system that monitors and promotes the
development and management of quality courses as well as enabling access to information to
comply with legal centralized reporting requirements to DEEWR.
The Course Management System is an essential system for the University. It is part of an interrelated
the data gathering, governance and operation suite of programs of the University including:
• Callista;
• Student Information Management Online (SIMO);
• Blackboard; and
• Unit Management System (UMS).
Each Faculty has a different approach to CMS management and/or co-ordination.
The Faculty of Business and Law have a CMS manager who oversees several CMS coordinators who
support the various Schools within the Faculty, although some individuals prefer to handle their own
Document1
60
Edith Cowan University
Centre for Learning and Development
CMS change. B&L staff email or send hard copy to the CMS coordinators for minor changes and
more advanced requests. The CMS coordinator checks critical dates for changes and system checks.
In other Faculties, staff in Teaching and Learning offices support the use of the system while
academic staff have responsibility for their own course and unit outlines.
Minor Maintenance of a Course or Unit
Minor maintenance to existing courses and units needs to be Enrolment Approved on CMS by prior
to the start of the relevant teaching period. Minor maintenance includes New Version and Minor
Change updates on CMS. Approval can, in some administrative structures, be given by the Course
Coordinator. It is more likely that the Course Coordinator will be sought for his/her advice as to what
constitutes a major or minor change and as to how to constructively alter the design of the course,
perhaps in response to UTEI scores.
For the University handbook, course uploads occur three times a year, at the end of April,
September and December. Unit outlines for existing units will be updated in the handbook the
weekend prior to start of semester (in addition to April, September and December).
Role of the Course Coordinator in CMS








Ensure all course details are current in the CMS;
Ensure a strategy in place to enable the Course to meet minimum levels on the Engagement
Mapping Index;
Ensure there is a benchmarking strategy in place for the course;
Ensure the course demonstrates teaching informed by research;
Ensure the course has units with activities which support transition to work;
Ensure the course has units which develop students cultural and international awareness;
Complete the annual Course Coordinator Report;
Compile unit moderation reports for all units.
Ensure all Course Details are Current in the CMS.
Some systematic process needs to be in place in the courses for which you have responsibility so
that unit coordinators check details on CMS and pit through any changes. Given that course uploads
occur three times a year, at the end of April, September and December then signing off dates to
changes should be structured around that. Some courses hold meetings where changes are put
through as a group all at one time with the Course Coordinator present to offer advice.
Care should be taken to avoid busy times of the semester when planning for the uploading of
changes.
Consultative Committee Policy
Course Coordinators are responsible for ensuring that the course is informed by meetings of the
Consultative Committee. This committee has probably been established within the School and by
the Head of School so that the School can receive advice from industry, employers and the
Document1
61
Edith Cowan University
Centre for Learning and Development
community on its courses, teaching, research and professional and community engagement. Courses
developed through consultative mechanisms provide students with the opportunity to gain the
knowledge, skills and experience that make them competitive in the marketplace.
Advice should be sought from Consultative Committee on the following matters:










various areas of Faculty/School planning;
appropriate interface with industry/community organisations;
course development processes;
practicum units and placements;
workplace experience;
research/creative activities;
engagement with the professions, employers and the community;
review and evaluation of courses;
accreditation;
School reviews.
There will normally be between eight and twelve members on a Consultative Committee. Course
Coordinators will probably have some form of representation on these committees are most likely to
be concerned with engagement; review and evaluation of courses and accreditation; and School
reviews.
Consultative Committees will meet at least twice yearly and the Faculty keeps a record of the
existence and/or closure of Consultative Committees. The Faculty records the frequency of
meetings and Executive Dean/Dean provides an annual report to Academic Board showing the
number of meetings held by each Consultative Committee.
Engagement and the Engagement mapping index
Engagement at ECU is an interaction between the University and the broader community that is
characterised by a two-way flow of benefits.
These interactions with our partners “are based on an understanding that some elements of
academic goals related to leadership, research, teaching/learning, internationalisation,
infrastructure and service can only be achieved successfully through a collaborative relationship with
community sources of knowledge and expertise.” (AUCEA definition, Garlick and Langworthy)
Why Engage?
ECU’s Purpose includes Engagement through Learning and Teaching
“to further develop valued citizens for the benefit of Western Australia and beyond, through
teaching and research inspired by engagement and partnerships.” (Engaging Minds;
Engaging Communities: Towards 2020)
and our Vision is
Document1
62
Edith Cowan University
Centre for Learning and Development
“For our students, staff and gradates to be highly regarded internationally as ethical and
engaged contributors to more inclusive, sustainable and prosperous communities.”
(Engaging Minds; Engaging Communities: Towards 2020).
Engagement in learning and teaching enhances the quality of the student learning experience. We
believe that our students offer our communities energy, enthusiasm, fresh outlooks and expertise.
Successful Engagement is a win-win situation for all parties.
By responding to the needs of business, industry, government and the wider community, we aim to
provide teaching, learning and research that contributes to the economic, social, cultural and
sustainable development of our world. In conjunction with our partners we seek to enhance student
learning through relevant and up- to- date courses that incorporate work-based learning and/or
other Engagement strategies. In this way we will engender into our students a sense of community
connection and consciousness that will benefit everyone now and into the future.
Benefits of Engagement
Engagement activities have the potential to deliver positive outcomes in five main areas:





skills development;
deep and conceptual learning;
improved employability;
benefit to our partners; and
ECU reputation and profile.
Often when universities interact with external communities, the benefits from the interactions are
intended to support student learning and the external parties often find the interaction one-sided.
ECU’s Engagement seeks to ensure all such interactions are two-way and for the University to ensure
it gives back more than it gets from interactions with external stakeholders.
Course Coordinators should ensure that a strategy is in place to enable the course to meet minimum
levels on the Engagement Mapping Index. To complete this properly, course coordinators need to
know and understand the various types of Engagement that are possible. Course Coordinators have
responsibility for the level and types of Engagement in their courses and the accurate completion of
this index.
Graduate Attributes
The University states that ECU graduates will be valued for the following abilities and skills:




Ability to communicate - clarity of written and spoken expression, including in public fora,
and through appropriate use of technology;
Ability to work in teams - collaborating and contributing effectively in diverse settings;
Critical appraisal skills - planning, organising, problem solving and decision making;
Ability to generate ideas - having the courage and confidence to be creative and innovative;
and
Document1
63
Edith Cowan University
Centre for Learning and Development

Cross-cultural and international outlook - engaging productively and harmoniously with
diverse cultures.
These abilities and skills are termed Graduate Attributes.
ECU’s Graduate Attributes



inform students of the skills and abilities they are expected to develop as graduates of an
ECU course;
provide a framework for course development; and
offer employers a fuller description of an ECU graduate's capabilities.
Contextualised Graduate Attributes means the further development of ECU Graduate Attributes
within the context of a course that expresses how and in what form each of the Graduate Attributes
is to be developed.
All ECU students in courses have to be provided with opportunities to develop the ECU Graduate
Attributes. It is expected that these students will acquire all these attributes by virtue of having
completed an ECU course; however it is not expected that all attributes will be addressed in every
unit.
Graduate attributes are further refined at a course level as a set of contextualised graduate
attributes that describe how and in what form they will be developed within a specific course.
Contextualised graduate attributes derived from ECU graduate attributes need to be identified for
new courses before approval and for all existing approved courses.
Embedding Graduate Attributes at Course Level
The following are the responsibility of the Course Coordinator:



All courses need to have Graduate Attributes included and mapped;
Graduate Attributes need to be incorporated into the course documentation in CMS in the
Graduate Attributes field. A grid should be used to map where in a course (i.e. in which
units) the Graduate Attributes are addressed;
The Graduate Attributes at course level should be contextualised.
All units need to have the relevant Graduate Attributes which are developed or addressed by the
unit identified. These Graduate Attributes need to be entered in the Graduate Attributes field in the
unit outline in CMS, and to be visible to students in their outlines, as well as to the public via the
online Handbook. Course Coordinators should oversee this process.
Graduate Attributes should not be contextualised in the unit outline, but should read exactly as
shown in the policy.
Examples of Contextualised Graduate Attributes
Ability to Communicate
Document1
64
Edith Cowan University
Centre for Learning and Development


Graduates can communicate technical and other information effectively using oral, written,
graphic, and other non-verbal means of expression.
Graduates can use accepted styles and formats of reporting appropriate to environmental
management.
Ability to work in teams
 Graduates can enrich local and regional community groups, indigenous communities,
schools etc., through creative programs.
 Graduates can demonstrate interpersonal skills relevant to environmental practice including
listening, empathy, mediation, negotiation and conflict resolution.
Ability to generate ideas
 Graduates can respond to contemporary developments and challenges in the field of
biological sciences.
 Graduates can use existing or generate new creative methods to produce design ideas and
original works of art.
Benchmarking Policy
In line with ECU’s continuous improvement approach to quality, the Quality@ECU model, faculties
and centres benchmark performance against suitable partners as part of an ongoing review of their
practices.
Benchmarking serves to compare ECUs products, services, processes and outcomes with competitors
and/or other best practice organisations in order to identify opportunities for improvement and
inform change.
Areas of ongoing strategic focus for benchmarking activities include: teaching and learning; research;
engagement; organisational sustainability; and support services.
From time to time specific areas of focus may be identified by the Senior Leadership Team.
As a course coordinator you may be asked to participate in faculty benchmarking which could
involve the benchmarking of a course.
From the policy, Section 4.2 (http://www.ecu.edu.au/GPPS/policies_db/tmp/ad075.pdf)
Where benchmarking is a specific faculty or centre activity, the relevant faculty/centre has ownership
of, and is responsible for funding and organising, their benchmarking activities. Benchmarking
activities may focus on specific activities and processes within or across faculties, centres and schools
if appropriate. It is recommended individuals refer to different faculty and centre specific
“Procedures” available on the Quality Unit website before planning benchmarking activities.
Before commencing any benchmarking activity complete the Benchmarking training provided by the
ECU Centre for Learning and Development.
Document1
65
Edith Cowan University
Centre for Learning and Development
Assessment Policy
Course Coordinators are responsible for ensuring that the courses under their responsibility have
assessment processes that are valid, reliable, fair, objective, consistent and conducted in a timely
manner as part of moderation processes. All assessment should be made on the basis of
performance against stated criteria.
Resources on Moderation of Assessments are available online via the Staff Portal at
http://intranet.ecu.edu.au/learning/for-academic-staff/curriculum-2012-resources/moderation-ofassessment
Resources on Developing Assessments are available online via the Staff Portal at
http://intranet.ecu.edu.au/learning/support-and-resources/assessment-and-benchmarking
Policies
The Course and Unit Delivery and Assessment Policy outlines ECU’s official position on moderation
and assessment. You can obtain a copy of the policy here
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000387.
Setting Assessment Items









Assessment activities within units must be linked directly to the stated unit learning
outcomes.
Assessment for each unit must be based on a minimum of two components, two of which
shall be of a different kind.
At least one assessment item must be of a type that provides an assessment of each
individual student’s performance.
Assessments must use an appropriate Grading Schema, as described in the Admission,
Enrolment and Academic Progress Rules: Rule 22
(http://www.ecu.edu.au/GPPS/governance_services/uni_rules.html);
Only one Grading Schema can be used in a unit irrespective of where it is offered, or delivery
mode.
The Grading Schema used in the teaching period must be the same as that shown in the
Enrolment Approved unit outline in the CMS.
Students must be informed in either written or electronic form at the first major contact of
the unit objectives, content, resources and assessment, or no later than the second major
contact in cases where assessment methods and practices are to be finalised after
consultation with enrolled students.
Students must be advised in the unit outline of how all marks and grades are to be
determined between assessment items.
For each assessment, students will be informed of the marking criteria and relative
allocation of marks for each criterion.
Document1
66
Edith Cowan University
Centre for Learning and Development







No change can be made to assessment methods and/or the content of assessment, after the
distribution of the unit outline, without consultation with students and approval from the
Head of School. All students must be informed in writing or electronically if changes are
made.
Participation in class activities may be a component of assessment.
Attendance may not be assessed for Higher Education students, but may be for VET
students.
At least one assessment item should be completed and returned to students before the
census date in the teaching period, if possible.
All assignments must be submitted with the approved University Assignment Cover Sheet;
Reasonable accommodation must be made for students with a disability in accordance with
the ECU Disability Policy.
Students are normally permitted to use a bilingual dictionary in all assessments, including
examinations. In assessments where bilingual dictionaries are not permitted, students must
be informed in advance.
Assessments Involving Examinations
All examination papers must undergo a process of review. A co-examiner must review the
examination paper and marking guide. For each examination, a second paper must be prepared and
submitted for a deferred examination and this must be reviewed by the co-examiner as well. The
examination paper, marking guide and deferred examination paper must be submitted in
accordance with the ECU Submission of Examination Papers Policy and guidelines.
Important
 all examination papers must differ substantially from any paper previously used in that unit;
 students must be advised of the structure of any exam and provided with sample questions,
answers and marking keys; and
 examination scripts remain the property of the University and will be kept for a period of
eighteen months following the final examination date.
The Course Coordinator should make sure that procedures are in place to securely store marked
examination papers for that period.
Tests
Other tests may be conducted at other times by the School, subject to the following conditions:



the unit outline must inform students about the intention to conduct such a test.
Information about the date, time and place of the test must be made available to students
as early as possible in the offering period;
the time for a test held during one of the normal teaching periods will not exceed the
normal teaching time;
no student is to be disadvantaged by the timing of a test and the test must not clash with
other required classes;
Document1
67
Edith Cowan University
Centre for Learning and Development

alternative arrangements must be made in the conduct of the test for students with special
needs in compliance with University policy.
Submission of Assessments
ECU encourages the electronic submission of assignments, therefore where possible and practical
students should be able to submit assessment items electronically.
Extensions
A student who wishes to defer an assessment other than an exam, must apply to the lecturer of the
relevant unit for an extension of the time within which to submit the assignment. The application
must be in writing and must set out the grounds on which deferral is sought. An assignment
submitted after the fixed or extended time for submission will incur a penalty as below.
Penalties for Late Submission



where the assignment is submitted not more than 5 working days late, the penalty will, for
each working day that it is late, be 5% of the maximum assessment available for the
assignment; or
where the assignment is more than 5 working days late, a mark of zero will be awarded; and
for VET students, a grade of NC (Not yet competent) may be applied in the event an
assignment is submitted after the fixed or extended time for submission.
Marking and Return of Assessments










the turnaround time for assessments should be ten working days or less;
any increase in turnaround time for assessments requires the approval of the Head of School
or Program Director and students must be advised of the increased turnaround period;
teaching staff should be available at reasonable times so that all students may discuss
learning issues and feedback from assessments, excluding the final examination. Staff must
advise all students of their availability for student consultation.
in instances where there is more than one marker in a unit, moderation must follow the ECU
Moderation of Assessment Policy;
when units are delivered in offshore locations and/or with licensed program agreements,
moderation must follow the ECU Moderation of Assessment Policy;
all unit coordinators of managed units must complete their Assessment Moderation Reports
online using the ECU Online Moderation System at https://apps.ecu.edu.au/oms/login.php
the Course Coordinator, Head of School and Associate Deans use the Unit Moderation
Reports in the Annual Course Report.
students must be informed of their result for every component of assessment in the unit,
except for any final examination.
feedback given to students on assessments should be constructive, clear and indicative of
the allocation of marks against the stated criteria.
the confidentiality of assessment results must be maintained except for legitimate University
purposes;
Document1
68
Edith Cowan University
Centre for Learning and Development



marked assessments must be returned to the student in a manner that protects the
confidentiality of the mark and the student’s work;
unclaimed assignments remain the property of the student and will be kept for a period of
six months after the final examination date; and
the procedures for a student who is dissatisfied with an assessment are described in Rule 56
in the University Rules: Admission, Enrolment and Academic Progress Rules.
You can obtain a copy of the Admission, Enrolment and Academic Progress rules at
http://www.ecu.edu.au/GPPS/governance_services/uni_rules.html
Distribution of Grades
Variation around grades is a normal expectation. The degree of variation will be a function of the
nature of the unit, the number of students and the calibre of the students. In undergraduate courses
the expected distribution of grades is approximately 35% of distinction passes (High Distinction and
Distinction) of which not more than half should be at the upper level. In Graduate courses
approximately 45% of distinction passes (High Distinction and Distinction) of which not more than
half should be at the upper level.
Academic Misconduct Policy
This policy addresses academic misconduct in three sections: during an invigilated activity like an
examination, noticed as part of a thesis examination and as an academic staff member – I guess this
means as part of usual teaching activities. If you are concerned about academic misconduct in the
first two situations then it is essential that you read the policy.
You can obtain a copy of the Academic Misconduct rules at:
http://www.ecu.edu.au/GPPS/governance_services/uni_rules.html
As a Course Coordinator you are quite likely to be consulted by other staff members about what to
do when they notice a copied assignment, for example. Here is what you tell them.
If you, as an academic staff member, have reasonable grounds to believe that a student has
committed an act of academic misconduct, you must investigate the matter in whatever manner,
and to whatever extent you consider appropriate. You have to take reasonable steps to contact the
student to request the student to attend an interview with you for the purpose of discussing the
alleged act of academic misconduct. Following the investigation, you must:




dismiss the matter if the academic staff member believes there has not been an act of
academic misconduct;
or there is insufficient evidence that there has been an act of academic misconduct;
or the act of academic misconduct was minor or unintentional;
provide a written report of the alleged offence (“Academic Staff Member’s Report”) to the
Head of School.
Document1
69
Edith Cowan University
Centre for Learning and Development
The path is clear for the staff member – investigate, interview and then either dismiss or forward a
report to the Head of School (HOS). The HOS can then either dismiss, impose a penalty or forward
the report onto the Faculty Dean.
PLEASE NOTE: The HOS is the only person who can impose a penalty. Individual lecturers cannot do
this. Asking students to resubmit an assignment is imposing a penalty.
Students do have a right of appeal and this is clearly described in the policy. Students should know
that they have the right of appeal.
Academic misconduct does occur but is frequently of a minor nature and frequently in the "copied
assignment" category. This kind of misconduct cannot be dismissed despite its possible minor
nature. The above steps must be followed.
These relatively minor incidents can perform as educative events not only for the students directly
concerned but also for fellow students should the staff member concerned wish to discuss the
general nature of the incident with the rest of the class. Naturally no names can be revealed – nor is
it wise to reveal anything that might in any way identify the students. However the general nature of
the misconduct can be alluded to. Students should understand that there are serious consequences,
like being expelled from the course, that can follow academic misconduct. Consequently it is
important that they are educated about the issue.
Moderation
Moderation processes enhance confidence in assessment practices and ultimately in the
certification of achievement. Good moderation processes should result in improved assessment
tasks, improved marking guides and increased professional marking judgement.
As a course coordinator you need to ensure that moderation processes are in place in units in the
course. Be aware of the requirements of moderation of ECU managed courses.
The ECU Moderation of Unit Outcomes Policy specifies that, for a unit with multiple markers that the
unit coordinator should provide all markers with:


a sample of the marked assessment item; and
comprehensive marking keys for each assessment showing marks allocations.
ECU Managed Course (Offshore, International, with Partners…)
These courses need to adhere to additional items as stated in the policy and unit coordinators need
to be made aware of the following. The unit coordinator has to




provide assessment items and marking keys;
mark the major assessment or final examination;
re-mark at least eight marked samples (or 10%) of work from the managed course (including
examples of all grades) and use the results of this remarking to decide if all marks for minor
assessments are to be adjusted;
combine the examination or major assignment marks with marks for other assessments
(adjusted based on the moderation process if required), and decide the final grades; and
Document1
70
Edith Cowan University
Centre for Learning and Development

complete an Assessment Moderation Report for each minor assessment, and a Unit
Moderation Report at the end of the unit (refer to the policy for detailed guidelines and
templates).
This report is completed online on the ECU Online Moderation System:
https://apps.ecu.edu.au/oms/login.php
Instructions on how to use this system are available at:
http://intranet.ecu.edu.au/__data/assets/pdf_file/0003/359733/Online_Moderation_SystemInstructions-for-Unit-Coordinators.pdf
In the Unit Coordinator Handbook there are more suggestions as to how a unit coordinator might
conduct moderation. A copy of the Unit Coordinator Handbook is available here
http://intranet.ecu.edu.au/learning/support-and-resources/handbooks-and-guides.
Blackboard and the Marks recording System
At this stage ECU is beginning to implement a marks recording system through Blackboard. Currently
it is not available for general use, but is expected to be fully implemented in 2014.
Flexible Learning
ECU has set specifically set the objective of enhancing the flexibility of student choice of units,
courses and mode of delivery. Flexible learning is part of the University’s strategy to deliver quality,
student-centred learning experiences to all students by applying the most effective and appropriate
teaching and learning modes and technologies.
Flexible learning is an approach to learning that offers the student choices in what to learn, how it is
learned and assessed, and when and where learning occurs. These learning choices that are made
available in any particular unit will reflect a balance between the needs of the particular student and
the capabilities and resources available to the unit. Further flexibility in choices may include
alternative pathways through courses and credit transfer for international exchange studies. Flexible
Teaching is teaching using approaches that loosen the constraints of semester and campus- based,
face-to-face delivery.
Flexible pathways means minimising restrictions and barriers to student choice (such as co- and prerequisites, compulsory units and restrictions on the transfer of units) and maximising the
opportunities for interdisciplinary and cross disciplinary studies.
Different Categories of Flexible Learning
Mode A – Web Supplemented - Students can access information on units of study including course
descriptions and study guides, examination information, assessment overview, reading lists and
other online learning resources. The information is used to supplement traditional forms of delivery
and participation online is optional for the student.
Mode B - Web Dependent - Participation online is a compulsory requirement of participation
although some face-to-face or other component is retained - students must use the web to interact
Document1
71
Edith Cowan University
Centre for Learning and Development
with the education content necessary for study and/or to communicate with staff and/or other
students.
Mode C – Fully Online - All interactions with staff and students, education content, learning
activities, assessment and support services are integrated and delivered online (no face-to-face
component).
Principles
In course offerings that utilise the different modes of delivery for the same unit the following
principles need to be adhered to and this is the Course Coordinators responsibility.



Comparability: Where a unit is offered in different locations or via different modes of
delivery, the standards for assessment outcomes will be comparable;
Appropriate flexibility: Units will be designed to take account of the particular
circumstances of learners and teachers, the requirements of the course of study and the
available options for teaching and learning methods; and
Completeness: Where a course is advertised as operating in a particular mode, all units
necessary for completion of the course should be available in that mode.
Diverse Approaches
Course Coordinators should encourage the adoption of diverse instructional methods including
collaborative teaching, small group learning, problem-based methodologies, practicums, selfdirected exploration, resource-based and on-line learning in units under their control. It is important
that all students have the opportunity to develop graduate attributes associated with the use of
technology and information retrieval through the provision of web-based learning resources, access
to technology and the training to use technology as an effective learning tool. The University
supports the cost-effective delivery of units/courses in alternative modes such as intensive,
compressed, summer or winter sessions.
The University is also moving towards flexibility of learning pathways through minimal restrictions
on student choice of units and maximum credit for credentialed and uncredentialed prior learning.
Policies
The ECU Advanced Standing Policy can provide you with additional information about Recognition of
Prior Learning. This policy is available at
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000268.
Professional Development
Professional development at ECU is a targeted effort designed to address the needs of academic
staff in the development of teaching skills. ECU is in the process, through the Centre for Learning and
Development, is developing and will provide programs and activities to enable staff at all career
Document1
72
Edith Cowan University
Centre for Learning and Development
phases to continue their professional development in tertiary teaching, including opportunities to
develop teaching leadership. The goal is to enable teachers t to design and deliver quality curricula.
Course Coordinators should encourage staff to participate in strategic teaching and learning
development activities and teaching leadership activities
Compulsory Courses
Some units delivered through this process are compulsory for some staff. For example:




all new teaching staff at ECU, regardless of prior teaching experience, have to participate in
PDC111, if possible prior to commencing teaching, but certainly within the first six months of
their contract;
all new sessional academic teaching staff have to complete PDC112 within 6 months of
commencing their teaching duties;
all new full-time, part-time, ongoing and fixed-term teaching staff must satisfactorily
complete PDC113 within the first 12 months of commencing duties;
all staff who teach online will be required to complete PDC114.
Satisfactory completion of these programs is required by the University as part of any probation
assessment process so Course Coordinators should monitor participation in these programs.
Sessional academic staff will be paid to participate in the professional development required by this
policy.
Exemptions
Heads of Schools can waive or partially waive the requirements to participate in PDC112, PDC113 or
PDC114 where the new staff member can demonstrate appropriate teaching qualifications, skills
and/or experience.
Compliance
The Head of School has to ensure compliance of this policy within the School and keep records of
individual staff completions and waivers granted to individual staff. However this responsibility may
well be devolved to the Course Coordinator
Advanced standing
Sometimes Course Coordinators will be called upon to make decisions regarding a student’s request
for prior learning to be recognised and/or credit to be given for previously completed courses of
study. Decisions in this area are governed by ECU’s Advanced Standing Policy.
Policies
The ECU Advanced Standing Policy can provide you with additional information about Recognition of
Prior Learning. This policy is available at
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000268 .
Document1
73
Edith Cowan University
Centre for Learning and Development
This policy includes definitions of Recognition of Prior Learning (RPL) and Credit transfer. Assistance
is provided for assessment of each.
Recognition of Prior Learning (RPL)
This is defined in the policy as the recognition of skills and knowledge an individual has achieved
outside the formal education and training system (through non-formal or informal learning) to gain
entry or to claim credit in an ECU course. Credit based on RPL is determined by assessing the extent
to which the prior learning is equivalent to the required learning outcomes or competencies. The
key distinguishing characteristic between 'recognition of prior learning' and 'credit transfer' is that
it is the student who is assessed in the case of RPL, and the course or subject in the case of credit
transfer. That is, in credit transfer the judgment is about the learning program, outcomes and
assessment in the course, unit or subject previously undertaken by the student.
Credit
The provision of credit in a course as the result of a successful recognition of prior learning or credit
transfer application may include:




specified credit: the student is given credit for specific subjects, modules, units or
competencies;
unspecified credit: the student is given credit so that they are required to complete fewer
credit points, subjects, modules, units or competencies;
block credit: the student is given credit for a block component of a course (e.g. first
semester - 60 credit points or first year - 120 credit points);
preclusions / substitutions: the student is required to undertake alternative work in place of
a module, unit or units scheduled in the course.
Credit transfer and recognition of prior learning can be used in two ways:
1. for possible entry to a course or qualification; or
2. for the provision of credit in a course or qualification, leading to the partial or full
completion of the requirements for that course or qualification.
Decisions on the level of credit to be granted in a particular course are determined by the Executive
Dean or Dean or nominee in accordance with criteria, conditions, policies, procedures and
frameworks established by the relevant Faculty Board and approved by the Academic Services. A
Course Coordinator may well be a nominee in this situation. As a minimum they will almost certainly
provide a recommendation.
Assessment of Prior Learning
In order to recognise prior learning it is necessary to:


compare the informal and non-formal learning the individual has achieved against the
learning outcomes or performance criteria of the course for which the student is seeking
entry or the provision of credit;
determine appropriate evidence to support the claim of prior learning.
Document1
74
Edith Cowan University
Centre for Learning and Development
It is the responsibility of the student to provide appropriate evidence to support the claim of prior
learning.
An applicant may be allowed to complete an assessment to determine the level of prior learning.
This could be a written and/or oral/ practical assessment, including the requirement to sit the final
examination for the unit/module. The Head of School responsible for the course, in consultation
with appropriate academic staff, will determine whether an assessment is allowed.
Staff carrying out the assessment should have a detailed knowledge of the course for which the
applicant is seeking credit and expertise in, or access to advice on, prior learning assessment
methods. Such a staff member is likely to be the Course Coordinator.
Assessment of Credit
In order to determine credit transfer it is necessary to:




view certified copies of qualifications and or academic transcripts for the initial formal
studies;
compare the qualification studied (e.g. via AQF or NOOSR or based on prior assessments and
course information) with the course for which the student is seeking entry or the provision
of credit and determine the actual credit to be provided;
ensure the maximum credit transfer is consistent with the Admission, Enrolment and
Academic Progress Rules (Rule 21); and
review the currency of the previous qualification.
In circumstances where an applicant is unable to present sufficient documentary evidence to allow
for the normal determination of credit, the applicant may be allowed to undertake an assessment
process which may be written and/or oral/ practical assessment. The Head of School responsible for
the course, in consultation with appropriate academic staff, will determine whether an assessment
is allowed.
Limitations





Eligibility for credit does not guarantee an applicant a place in a course.
Regardless of the nature or amount of credit granted, any specific requirements of a course
must be fulfilled, including any conditions associated with professional recognition of the
award (see Admission, Enrolment and Academic Progress Rules (Rule 21).
If a student transfers from one program to another, the credit approved in the original
program will not be transferred as a matter of course.
Once a student has been awarded credit on the basis of credit transfer, subsequent credit
transfer will not include a re-assessment of the initial course(s), unit(s) or subject(s), but will
be based on assessing other courses, units or subjects.
Limits to the maximum extent of RPL or credit transfer will be determined from time to time
and appear in the Admission, Enrolment and Academic Progress Rules (Rule 21) and the
Guidelines that form part of this policy.
Document1
75
Edith Cowan University
Centre for Learning and Development
Additional Credit
Where additional credit above that recommended by the advanced standing coordinator is
proposed by the Faculty, approval must be received from Faculty Executive Dean and Pro-ViceChancellor (Teaching & Learning) and referred to the following Academic Board meeting for noting.
Appeal Against Advanced Standing Decisions
There are two levels of appeal that apply to an advanced standing query and these must be followed
in sequence as listed below:
1. Informal Advanced Standing Query (available to potential and current ECU students).
Potential and/or current students should contact the person responsible for the advanced
standing decision to discuss their concerns and review the assessment they are querying. If
not satisfied with outcome then a formal Advanced Standing Appeal may be submitted.
2. Formal Advanced Standing Appeal (only available to current ECU students).
These guidelines outline the procedures to be followed to appeal an advanced standing
assessment. The steps below must be completed in the order listed to avoid an appeal being
delayed.
Informal Advanced Standing Query (potential and current ECU students)
Action
Responsible Person(s)
Step 1:
Contact to be made with the
person who made the decision to
‘not approve’ the application for
advanced standing (Executive
Dean/Dean’s Nominee) to discuss
concerns about the decision.
Student/prospective student appealing.
By when
On receipt of advice.
If student is not satisfied with the outcome of the informal appeal query, the decision may be formally appealed. Note: the
formal appeal process is available only to current ECU students.
Note: The steps in these guidelines are numbered for all possible levels of appeal. A student may
choose to exit the appeal process at various steps in the process.
Formal Advanced Standing Appeal (current ECU students only)
Action
Step 2:
Attach all relevant supporting
documentation to a detailed letter
outlining grounds for appeal.
Document1
Responsible Person(s)
Student appealing
By when
Within 20 working days of informal
advanced standing query.
76
Edith Cowan University
Centre for Learning and Development
Step 3:
Student appealing
Submit these documents to the
Director, Student Service Centre (SSC)
via Student Central (on campus or via
mail).
Step 4:
Review of appeal conducted.
Step 5:
Director SSC & Exec Dean/Dean or
nominee (who shall not have had any
prior involvement with the original
decision).
Coordinator, Accreditations &
Advanced Standing SSC.
Student notified of the appeal
outcome.
Within 14 working days after
submission of Formal Advanced
Standing Appeal.
Teaching ECU Courses in a Language other Than English Policy
Occasionally a Course Coordinator may be required to coordinate a course that is taught in a
language other than English. Teaching existing and tailored courses in a language other than English
is an accepted mode of delivery.
It is important that graduates of courses taught in a language other than English can be confident of
the recognition that their qualification will receive and of the quality of the course.
If a new course is to be approved and it is taught in a language other than English then it has to
comply with the following.
All courses taught in a language other than English will:




be developed taking into account the practices and procedures outlined in the policy
Teaching ECU courses in a language other than English;
meet the academic standards of the University;
protect the University’s integrity;
maximise outcomes for students.
Students accepted into the course of study must meet the same entry requirements for students
elsewhere in the University undertaking an equivalent course of study, except for the English
language competency requirements. The curriculum content must reflect the international nature of
the student group and the desired course outcomes. This will require curriculum to be amended to
provide a relevant international perspective. Care should be taken not to focus on English language
or Australian reference and resource material in electronic or hard copy. References and resources
selected should be consistent with the language abilities of the student group.
Consecutive interpretation must be used. Unit material and/or learning aids (for example overheads,
handouts, and presentations) will be provided to the interpreter(s) beforehand. If a variation to the
requirement for consecutive interpretation is proposed, the relevant Executive Dean will seek
approval for the variation from the Pro Vice-Chancellor (Teaching & Learning). The course of study
Document1
77
Edith Cowan University
Centre for Learning and Development
will comply with the quality processes of the University and material translated for the use of
students, including material translated for the purpose of assessment, will be accurately translated.
No unit grades can be submitted until the coordinator signs a statement that a sample of translated
scripts has been read and that moderation has occurred where appropriate. Tight deadlines should
be imposed on local partners for the translation of written work to ensure there are no delays in
translations. Assessment practices must comply with the University’s Assessment Policy. However, it
is expected that all units taught in a language other than English will include an examination as the
formal piece of supervised assessment.
If the Course Coordinator is coordinating a Research Project, or similar research unit, then the
coordinator must be fluent in the foreign language being used, both in the oral and written form.
Provision must be made to ensure that infrastructure support is sufficient to conduct the course to a
high standard. That includes sufficient language experts in teaching and supervision of research and
sufficient capacity of electronic systems to “read” the language being used.
Transcripts and Testamurs will acknowledge that the course has been taught in a language other
than English, and will specify the language of instruction.
Teaching Informed by Research
Teaching and research are fundamental aspects of university activity and can offer a number of
mutual benefits when linked appropriately. Teaching and learning that is 'research-led' or 'researchinfused' can benefit student learning substantially. An objective concerning the development of
formal connections between research and teaching is included in the University strategic goals and
both the Research and Teaching and Learning Functional Plans include objectives associated with the
promotion of research-informed teaching.
The goals of research-informed teaching are now included in the Course and Unit Approval and
Review Processes at the course level. Professional development opportunities will be provided for
staff to support and encourage their development of curricula which derive benefits from research
and teaching connections.
Linking Research and Teaching
"Linking teaching and research is a topic of international interest, as recent studies in Australia
(Zubrick et al., 2001), the UK (Southampton Institute, 2000), and the United States (Boyer
Commission, 1998, 2001) indicate. For many people a key characteristic of a university is where
teaching and research are brought together. Schools at ECU need to work on strategies that consider
teaching and research together and strengthen the potential links.
Although a review of a large number of empirical studies by Hattie and Marsh, concluded that “the
common belief that research and teaching are inextricably entwined is an enduring myth. At best,
research and teaching are very loosely coupled” this is probably because teaching and research in
the studies used were considered as mutually exclusive.
In many subjects, it might be more effective to re-orient the research so that it informed what was
actually taught.
Document1
78
Edith Cowan University
Centre for Learning and Development
Research-Based Approach to Student Learning
The Course Coordinator is responsible for ensuring that teaching is informed by research in the units
they coordinate. In other words they need to be able to answer this question:
“Is the teaching approach outlined in the course and demonstrated in each unit able to be
substantiated as a viable approach based on good research evidence?”
Further, the Course Coordinator needs to take to ensure that teachers are kept informed about
teaching approaches that work. The coordinator should facilitate information sharing about research
informed teaching amongst teachers in their course. This could be accomplished through morning
tea or lunch get togethers, through professional development, through dedicated web pages and list
servs and through systematic change processes.
Transition to Work
It is the Course Coordinator’s role to ensure the course has units with activities that support
students’ transition to work. One overall aim of any Education program is to prepare graduates for
the world of work. This can occur in a natural fashion through Engagement activities or through
Workplace Integrated Learning (WIL). Edith Cowan University seeks to be known for the productive
ways in which it engages with its communities and stakeholders. Engagement is key to all of our
activities, characterised by the forming of partnerships with our community.
Across 2009 and into the future, the University will be working to increase the scope and extent of
the Engagement in its learning and teaching programs. It is intended to provide updates to this site
as further Engagement examples of are undertaken and implemented.
Our ECU Learning Intranet provides you with further information about Engagement and WIL at
http://intranet.ecu.edu.au/learning/for-academic-staff/curriculum-2012-resources/engagement.
Here are two examples, taken from the Engagement website, that illustrate how students have
received some preparation for work through their undergraduate coursework.
Law
Students in the LLB degree attend the Northern Suburbs Community Legal Centre on the Joondalup
campus of ECU for 20 hours per semester. Under the supervision of a legal practitioner, students
assist in the delivery of real legal services to real clients mainly in the areas of criminal law, family
law, tenancy law, immigration law and elder abuse law.
Planning
In the development of the Bachelor of Planning, external stakeholders across a broad spectrum (eg.
employers, planners, industry personnel) were consulted and encouraged to provide guidance and
input to the selection of the units and the content of the units. The new course strongly reflected
input from external stakeholders, industry representatives and practitioners as well as academics.
Document1
79
Edith Cowan University
Centre for Learning and Development
Why is WIL fostered at ECU?
WIL is a form of Engagement that involves three components:



Workplace – exposes students to activities where they link theory to practice (linked to their
professional development);
Integrated – activities are designed to contribute to the learning outcomes of students’ area
of study; and
Learning – performance is measured as part of the assessment of the unit.
WIL is a benefit to:



students (highly motivating, provides a context for learning, fosters development of skills
required in the workplace, and provides links to potential employers);
university (meeting strategic objectives of engagement with community); and
community (WIL activities are designed to benefit the community).
How is WIL fostered at ECU?
ECU is fostering the widespread use of WIL by building the capability of ECU staff to initiate, sustain,
and grow WIL projects. The capability of staff in a particular course is enhanced by:



linking staff to a support network that can facilitate development of the WIL project (such as
potential partners in the community, CLD staff to assist with modification of unit to
accommodate WIL, potential collaborators within ECU);
facilitating meetings of the network to prevent and address problems that arise; and
providing professional development, and documentation.
Cultural and International Awareness
It is the Course Coordinator’s responsibility to ensure the course has units which develop students’
cultural and international awareness. The units under a coordinator’s control should be part of a
curriculum that will encourage staff and students to be critical, self-reflective practitioners who
have:





an openness to their own local and Indigenous cultures, and cultures of other communities;
an openness to intercultural differences;
a capacity to engage with language and cultural difference;
the ability to live and work harmoniously and effectively with and in different cultures; and
the capacity to draw on and engage with the global plurality of sources of knowledge.
Course and Unit Design
To achieve these aims, course and unit design should reflect diverse local and international
perspectives on economic, political, environmental and social issues of global significance. Unit
content should, where appropriate,:
Document1
80
Edith Cowan University
Centre for Learning and Development






include explicit references to both international and local subject matters, avoiding
monolithic and stereotypical descriptions;
address issues such as social justice, equity, human rights and related economic, social and
global environmental issues;
include examples and case studies from other countries and from culturally and linguistically
diverse groups; many of these can be usefully contributed by staff on off-shore campuses;
include information on academic and professional practices in other cultures;
include a reassessment of the currency of the national and international content in courses;
and
be culturally sensitive and accessible to a wide spectrum of learners and teachers;
This applies to on-campus programs as well as online learning programs.
Course Design Strategies
Course design strategies that can support internationalisation outcomes include:




addressing global, economic, political, environmental, social, ethical and health issues in
course content;
providing study abroad and exchange programs in eligible overseas institutions as a fully
credited option in the program, and encourage domestic students to go on these exchanges;
incorporate language and/or cultural studies or international studies courses as course
electives; and
having the academic program recognised by international accreditation bodies and other
responsible bodies.
Learning and Teaching Strategies
Learning and teaching strategies should be culturally inclusive, support diverse modes of learning
and engage local students with international students.
Learning and teaching approaches should, where appropriate,:



be designed with staff and students’ participation, avoiding negative or potentially offensive
cultural stereotypes and assumptions;
provide opportunities for experiential learning such as ‘language partnerships’ which pair
local and international students to help each other learn the other’s language and culture,
local volunteer work in intercultural environments and in culturally diverse welfare agencies
and institutions; and
seek to secure the participation of all staff and students - local, Indigenous and international
- and encourage all staff and students to know and listen to each other.
Taken from curriculum internationalisation principles and guidelines developed at Monash
University, with permission.

include problem-solving exercises in international or intercultural contexts; and
Document1
81
Edith Cowan University
Centre for Learning and Development

include inquiry-based assignments involving contact and communication (face-to-face or
electronically mediated) with people from different cultural backgrounds and/or located in
other countries.
Learning strategies support internationalisation outcomes by:





including analyses of international case studies;
setting tasks that require students to discuss, analyse, evaluate information from a range of
international sources;
setting group tasks where members are from different cultures/nationalities, and which
draw on their different backgrounds;
using the experiences of international students as a tool to inform learning of all students in
the class; and
including lectures and presentations from guest lecturers to showcase international
experiences.
Resources and Materials
Instructional materials, media and resources should have diverse authorship and cultural origin and,
where appropriate, optimise the development of global perspectives. Instructional materials, media
and resources should, where appropriate,:





promote diverse cultural and international perspectives;
challenge accepted orthodoxies and dominant cultural constructions;
include material in languages other than English where appropriate;
be reviewed before adoption to identify and eliminate cultural stereotypes and biases; and
relate to international professional best practice standards where they have been
developed.
Development and selection processes to support internationalisation outcomes involve selecting
resources that:










use international publications in teaching activities, e.g. texts, journals, conference
proceedings;
address issues such as social justice, equity, human rights, and social and economic issues;
address critical global environmental issues;
include topics on ethical issues in globalisation;
include international case studies;
include accounts of the historical background to current international practices;
include investigations of professional practices in other cultures;
include an exploration of how knowledge may be constructed differently from culture to
culture;
ensure learning resources reflect local and global perspectives; and
include learning materials with international perspectives sourced from electronic sources to
accompany local resources.
Document1
82
Edith Cowan University
Centre for Learning and Development
Assessment Strategies
Assessment strategies should measure the skills and understandings associated with global and
intercultural perspectives. Assessment strategies should, where appropriate,:




ensure that tasks are clear and unambiguous for students of different backgrounds and in
different locations;
address learning outcomes specific to those aspects of the curriculum that are
internationalised;
be reviewed to identify cultural biases and adjusted if necessary to minimise such biases;
and
encourage students to explore and analyse cultural differences and perspectives in their
inquiry processes.
Compile Unit Moderation Reports for All Units
Course Coordinators are required to report annually to the Head of School as to how moderation of
assessment occurs in the units they coordinate. There are two main types of courses that require
this report at ECU: Licensed and Managed. Both types of courses are comprised of units and can also
include VET units of competency.
Licensed courses involve partner institutions who deliver programs that comprise units under licence
from ECU. The students are not enrolled with ECU but students gain credit for units passed upon
enrolment in ECU.
Managed courses are ECU courses delivered by ECU partners. Students are enrolled in ECU courses
with units usually delivered in off-campus locations. The assessment of all units within ECU managed
courses requires a moderation process to ensure equivalence of assessment with on-campus
delivery and standards.
The Unit Coordinator has the responsibility to provide the partner institution with the ECU unit
outline and the unit plan including the assessment items and marking keys as applicable.
Whenever more than one person marks assessment items in a unit in either of these two types of
courses, a moderation process must be used to ensure consistency in the marking processes of the
different markers.
When more than one marker is used, the Unit Coordinator should provide all markers with a sample
marking scheme for each assessment to develop a shared understanding of the marking standards.
All markers will be provided with comprehensive marking keys for each assessment showing mark
allocations.
An example might look like this:
Document1
83
Edith Cowan University
Centre for Learning and Development
Main themes
Key elements to be addressed
1
Your approach to teaching
Piaget / Vygotsky
2
Describe two main strategies you would
use
Characteristics
Possible
marks
Your
mark
5 Marks
10 Marks
Variations
Types of knowledge
Learning outcomes
3
Theoretical basis of selected strategies
How students learn using these
strategies (connect to opening
paragraph)
4
Discuss strengths and limitations of
strategies
Reference to literature and learning
process
5
Discuss how strategy applied to learning
needs
HIGH or LOW capability students
5 Marks
6
Concluding paragraph – your reflections
Possibilities of strategies enhancing
your growth as a teacher
3 Marks
7
Function as web pages
Style, navigation, layout
Total Marks
5 Marks
10 Marks
2
/ 40 Marks
Moderation of Assessment Processes
Acceptable moderation processes involving multiple markers include:


the same person marking each question across all papers;
cross-marking assessments.
Each unit plan should clearly indicate that any grades and marks that have not been subject to
moderation are provisional. The Course Coordinator should check unit plans to make sure this has
occurred as it can save confusion later in the course. The major assessment or final examination
should be marked by the ECU Unit Coordinator.
The Moderation of Assessment Process – Unit Coordinator
Copies of at least 8 marked samples, or at least 10% of the unit enrolment, of each assessment item
should be supplied to the ECU Unit Coordinator as soon as marking has been completed. The marked
samples will include examples of all possible grades. The Unit Coordinator then re-marks the sample
assessments and makes adjustments as required to the marks of all students for each assessment.
The Unit Coordinator then provides advice to the partner institution on the outcomes of the
moderation activity for the first assessment so that the outcomes can inform and refine the second
assessment process.
Document1
84
Edith Cowan University
Centre for Learning and Development
All unit coordinators of managed units complete their Assessment Moderation Reports using the
ECU Online Moderation System. The ECU Course Coordinator, Head of School or Associate Dean uses
the Unit Moderation Reports in the Annual Course Report. For more resources to assist in the
moderation of assessments, see http://intranet.ecu.edu.au/learning/for-academic-staff/curriculum2012-resources/moderation-of-assessment via the Staff Portal.
Equity and Diversity
The University’s Prevention of Harassment, Bullying and Discrimination policy states the following:
“Edith Cowan University is committed to providing work, teaching and learning environments
that are free from all forms of harassment (including bullying, racial vilification and
victimisation) and discrimination.”
The University recognizes its responsibilities under both State and Federal legislation.
Policies
A copy of the Prevention of Harassment, Bullying and Discrimination policy is available at
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000006.
Reporting Requirements
The University is required under various legislation to develop and implement programs designed to
remove obstacles to full participation in employment and education of groups identified by the
respective legislations. The University is required to submit annual progress reports to the
appropriate State and Federal agencies.
The Course Coordinator is bound by this policy and must be mindful of obstacles in courses under
their control that result in less participation by groups identified by the respective legislations.
Participation can be less than optimal due to the course design or the course delivery. In course
reviews, time should be allocated to assessing how equitable the course is. The following definitions
taken from the policy can be the starting point for an assessment of a course along equity lines.
Definitions
Equal Opportunity (EO)

Equal opportunity is the right of all persons to receive fair, equal and nondiscriminatory consideration in access to and the processes of education and
employment, irrespective of irrelevant characteristics including but not limited to those
listed below:






Document1
race, colour, national or ethnic origin, nationality;
sex or gender, sexual preference, marital status, pregnancy, status as a parent or a
carer;
religious or political belief or activity, industrial activity;
age, physical features, disability, or medical record;
personal association with a person who is identified by reference to any of the
attributes listed in the relevant legislation; or
any other irrelevant characteristic.
85
Edith Cowan University
Centre for Learning and Development
Equal Employment
Opportunity (EEO)

EEO is the right to compete for employment and promotion, subject to ability and
based on criteria relevant to the position. EEO involves:



Equal Opportunity in
Education
developing explicit personnel policies and practices which optimise the use of all
the skills in the organisation;
appraising employees only in terms of merit and ability to do the job; and,
ensuring fair employee access to all the opportunities and rewards available in the
organisation.
The University, in addition to its legal responsibilities, supports government policy and
commitments to removing barriers to the full participation of disadvantaged groups in
higher education.
Recognising that educational disadvantage is linked to factors such as ethnic origin,
social or economic circumstance, sex, disability, age or residence in a rural or isolated
area, the University, as detailed in its Equity Plan, undertakes to take action to enable
disadvantaged people to overcome these barriers.
Discrimination
Direct Discrimination Direct Discrimination is any decision, action or behaviour which
specifically excludes a person or group of people from a benefit or opportunity, or
reduces their chances of obtaining it, because of a personal characteristic irrelevant to
the situation.
Indirect Discrimination Indirect discrimination does not concern itself so much with
discriminatory behaviour but more with politics and practices that may have a
discriminatory effect. Indirect discrimination occurs when a rule, practice or policy
which, on its face appears to be neutral, in effect has a disproportionate impact on a
particular group- within society. By its nature indirect discrimination may occur without
any intention or motivation on the part of the individual to discharge another individual
or group.
Systemic Discrimination Both direct and indirect discrimination contribute to systemic,
or covert institutional discrimination, whereby groups of people are adversely affected
in a consistent way. Systemic discrimination is not easy to prove and cannot readily be
detected in individual experience. It is identified by statistical analysis revealing
different patterns of participation in activities, access, benefits and promotion.
Affirmative Action
Merit Principle

Affirmative Action is a systematic means of achieving equal opportunity for women
and other groups experiencing disadvantage. Affirmative Action is compatible with
access, selection, appointment and promotion on the basis of merit, skills and
qualifications.
 Affirmative Action involves both immediate and long-term, positive steps to
redress imbalances and to ensure equality of access to opportunities.
In Employment: The merit principle requires the University to develop procedures to
select persons who best demonstrate the skills and qualifications and/or experience
required to meet the inherent requirements of the position. Experience may include
relevant cultural and social factors.
In Education: The merit principle in education requires the University to develop
processes to ensure that students are selected on criteria that are relevant and which
take into account the University’s Equity Plan.
Document1
86
Edith Cowan University
Centre for Learning and Development
Harassment
Harassment consists of unwelcome, offensive, abusive, belittling or threatening
behaviour directed at staff members or students may be based on some real or
perceived difference and may lead to the person harassed being offended, humiliated,
intimidated or disadvantaged.
The Prevention of Harassment Policy details the University's commitment to a
harassment free environment for staff and students.
The main points to emerge from data collected recently in the Higher Education sector are:









poor rates of success and retention of Indigenous students (Less than 2.5% of students are
Indigenous at ECU);
the continuing low participation rates of people from rural backgrounds;
the low participation and retention rates of people from isolated background;
the low participation rates of people from low socio- economic status (SES) backgrounds;
universities in State capitals have much higher participation levels of people from nonEnglish-speaking backgrounds than regional universities;
huge variations among universities in the proportion of low SES school leavers they attract;
huge variations in access rates for people with a disability, ranging from 0.2% of
commencing students to 9.1%;
the participation of women in non-traditional fields of study has risen in all areas except in
Engineering;
the participation of women in higher degrees by coursework and research has risen.
Research indicates that once members of equity groups are in the university system they can, with
appropriate support, achieve outcomes little different to those of the rest of the student body.
Course Coordinators may be required to benchmark their participation rates as a measure of equity
in the future.
Course Coordinators ads part of their course review should directly address equity issues and in
particular be vigilant about direct, indirect and systemic discrimination and be prepared to report on
these aspects in their course.
Document1
87
Edith Cowan University
Centre for Learning and Development
Breaking Down Barriers to Higher Education
2 July 2009: Campbelltown resident, Steven Foster, was once among those Australians for whom
tertiary level education was not an option. Last week however he was one of the first students to
complete a Certificate in Liberal Studies through the Clemente Australia Program at Campbelltown’s
St Vincent De Paul Nagle Centre.
Steven said university had never been on the cards until staff at the Centre recognised his potential
and invited him to participate in the Program, which offers people who have faced a range of life
challenges – including addiction, poverty and homelessness – access to university level study.
“I didn’t have much of an opportunity in life,” he said. “I knew I was fairly intellectual, I just
needed a kick off, and there are a lot of people like me out there who don’t have that
chance.”
In light of his life experience, the Program has inspired Steven to pursue a degree in social work.
“I see there’s a lot of need out there,” he said. “There are a lot of sad, desperate people who
need help through no fault of their own, it’s just the environment they’re living in.
“I’d like to be able to advise them, give them other options, other roads.”
The three students who studied alongside Steven - Jenny Sheppard, Cindy Lockhart and Stephanie
Haule - are also looking forward to the opportunity for further study.
“This for me was a realisation that I could get to uni,” said Stephanie, who left school at 15 in
order to help support her family.
“I hadn’t worked for a number of years due to poor health and didn’t think I’d ever be able to
go and do anything.
“This has given me the opportunity to do something I’ve always wanted to do, get a teaching
degree and teach kids.”
There is considerable support available in the University should you wish to implement a particular
equity program. The first point of contact is http://www.ecu.edu.au/equ/index.html.
Finally….
Don’t forget to complete the annual Course Coordinator Report!
An annual report should be provided to the Head of School for each course under the Coordinator’s
responsibility. See the Annual Course Review section for how to complete this.
Document1
88
Edith Cowan University
Centre for Learning and Development
Appendix A: AQF Bachelor Level Knowledge Skills Application Descriptions
Qualification
Type
Level
Purpose
Knowledge
Skills
Bachelor Degree
Bachelor Honors Degree
Graduate Certificate
Graduate Diploma
Level 7
The Bachelor Degree qualifies individuals
who apply a broad and coherent body of
knowledge in a angle of contexts to
undertake professional work and as a
pathway for further learning
Graduates of a Bachelor Degree will have
a broad and coherent body of knowledge,
with depth in underlying principles and
concepts in one or more disciplines as a
basis for independent lifelong learning
Level 8
The Bachelor Honors Degree qualifies
individuals who apply a body of
knowledge in a specific context to
undertake professional work and as a
pathway for research and further learning
Graduates of a Bachelor Honors Degree
will have coherent and advanced
knowledge of the underlying principles
and concepts in one or more disciplines
and knowledge of research principles and
methods
Graduates of a Bachelor Degree will have:
* Cognitive skills to review critically,
analyze, consolidate and synthesize
knowledge
* Cognitive and technical
skills to demonstrate a
broad understanding of
knowledge with depth in
some areas
* Cognitive and creative skills
to exercise critical thinking
and judgment in identifying
and solving problems with
intellectual independence
* Communication skills to
present a clear, coherent and
independent exposition of
knowledge and ideas
Graduates of Bachelor Honors Degree will
have:

Cognitive skills to review, analyze,
consolidate and synthesize
knowledge to identify and provide
solutions to complex problems with
intellectual independence

Cognitive and technical skills to
demonstrate a broad understanding
of a body of knowledge and
theoretical concepts with advanced
understanding in some areas

Cognitive skills to exercise critical
thinking and judgment in developing
new understanding

Technical skills to design and use
research in a project

Communication skills to present a
clear and coherent exposition of
knowledge and ideas to a variety of
audiences
Level 8
The Graduate Certificate qualifies
individuals who apply a body of
knowledge in a range o contexts to
undertake professional/highly skilled work
and as a pathway or further learning
Graduates of a Graduate Certificate will
have specialized knowledge within a
systematic and coherent body of
knowledge that may include the
acquisition and application of knowledge
and skills in a new or existing discipline or
professional area
Graduates of a Graduate Certificate will
have:
* Cognitive skills review, analyze,
consolidate and synthesize knowledge
and identify and provide solutions to
compiles problems
* Cognitive skills to think critically and to
generate and evaluate complex ideas
specialized technical and creative skills in
a field of highly skilled and/or professional
practice
* Communication skills to demonstrate an
understanding of theoretical concepts
* Communication skills to transfer
complex knowledge and ideas to a variety
of audiences
Level 8
The Graduate Diploma qualifies
individuals who apply a body of
knowledge in a range of contexts to
undertake professional/highly skilled work
and as a pathway or further learning
Graduates of a Graduate Diploma will
have advanced knowledge within a
systematic and coherent body of
knowledge that may include the
acquisition and application n of
knowledge and skills in a new or existing
discipline or professional area
Graduates of a Graduate Diploma will
have:
* Cognitive skills to review, analyze,
consolidate and synthesize knowledge
and identify and proved solutions to
complex problems
* Cognitive skills to think critically and to
generate and evaluate complex ideas
* Specialized technical and creative skills
in a field of highly skilled and/or
professional practice
* Communication skills to demonstrate an
understanding of theoretical concepts
* Communication skills to transfer
complex knowledge and ideas to a variety
of audiences
Document1
89
Edith Cowan University
Centre for Learning and Development
Application
of
Knowledge
and Skills
Volume of
Learning
Graduates of a Bachelor Degree will
demonstrate the application of
knowledge and skills:
* With initiative and judgment in
planning, problem solving and decision
making in professional practice and/or
scholarship
* To adapt knowledge and skills in diverse
contexts
* With responsibility and accountability
for own learning and professional practice
and in collaboration with others within
broad parameters
The volume of learning of a Bachelor
Degree is typically 3-4 Years
Document1
Graduates of a Bachelor Honors Degree
will demonstrate the application of
knowledge and skills:

With initiative and judgment in
professional practice and/or
scholarship

To adapt knowledge and skills in
diverse contexts

With responsibility and
accountability for own learning and
practice and in collaboration with
other within broad parameters

To plan and execute project work
and/or a piece of research and
scholarship with some independence
The volume of learning a Bachelor Honors
Degree is typically 1 year following a
Bachelor Degree. A Bachelor Honors
Degree may also be embedded in a
Bachelor Degree typically as an additional
year
Graduates of a Graduate Certificate will
demonstrate the application of
knowledge and skills:
* To make high level, independent
judgments in a range of technical or
management functions in varied
specialized contexts
* To initiate, plan, implement and
evaluate broad functions within varied
specialized technical and/or creative
contexts
* With responsibility and accountability
for personal outputs and all aspects of the
work or function of others within broad
parameters
The volume of learning of a Graduate
Certificate is typically 0.5 - 1 Year
Graduates of a Graduate Diploma will
demonstrate the application of
knowledge and skills"
* To make high level, independent
judgments in a range of technical or
management functions in
carried specialized contexts
* To initiate, plan, implement and
evaluate broad functions within varied
specialized technical and/or creative
contexts
* With responsibility and accountability
for personal outputs and all aspects of the
work or function of others within broad
parameters
The volume of learning of a Graduate
Diploma is typically 1 - 2 Years
90