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(2) This Policy applies to all academic activities conducted by the University, including through its educational partnerships, except for research-related academic activities. (3) This Policy does not apply to Higher Degree Research teaching and learning, which is considered a research-related academic activity for the purposes of this Policy. (4) This Policy will be applied on a case-by-case basis as approved by the Pro Vice-Chancellor (Academic Quality) for non-award courses and programs. (5) Refer to the Definitions (Academic) Policy. (6) The University uses robust and efficient systems to support academic quality, uphold academic standards and integrity, and continuously improve academic practices, processes and outcomes to provide an outstanding student experience. (7) Academic quality and integrity are assured by applying and upholding the following academic quality assurance principles: (8) Courses and units are designed and developed in accordance with the Curriculum Policy to meet the specifications set out in the Australian Qualifications Framework and Higher Education Standards Framework (Threshold Standards) 2021, and to enable external accreditation by a professional body when this is required for professional practice. (9) Proposals to develop new courses and units and to amend current courses and units are rigorously scrutinised and systematically approved by suitably qualified academic staff in accordance with the Course and Unit Approval Authorities. (10) The Unit and Course Management System (UCMS) clearly and comprehensively documents all elements of the curriculum to ensure compliance with the University's curriculum design principles. (11) The quality of the University's taught curriculum is assured and improved over time through a systematic process of monitoring and review and in accordance with the Student Outcomes Benchmark Indicators Framework. (12) Curriculum monitoring and review processes are: (13) The outcomes from curriculum monitoring and review processes, including recommendations for corrective action, will be regularly and systematically reported to Academic Board and its relevant sub-committees as set out in the Curriculum Monitoring and Review Reporting Schedule. (14) Monitoring and review of courses comprises: (15) Annual Course Reports will be produced for all currently accredited courses and locations, including those courses delivered through educational partnership arrangements, except when a course: (16) Annual Course Reports will: (17) The Comprehensive Course Reviews Terms of Reference will meet the requirements of the Higher Education Threshold Standards 2021 including the following: (18) When a course has external accreditation with a professional accrediting body, following a gap analysis conducted by the Office of Business Intelligence and Quality, the relevant Comprehensive Course Review Terms of Reference may be addressed by evidence from the external accreditation process, including findings and recommendations from the external accreditation panel, if approved by the Pro Vice-Chancellor (Academic Quality). (19) Each Comprehensive Course Review will have a specified panel appointed by the Pro Vice-Chancellor (Academic Quality) in accordance with the Course Review Procedures. (20) Comprehensive Course Reviews will be conducted within seven years of the initial accreditation or last reaccreditation of the course by the University Council or Academic Board (as delegated) in accordance with the Course Review Procedures. (21) A rolling cycle five-year Comprehensive Course Review schedule will be determined annually by the Pro Vice-Chancellor (Academic Quality), aligned wherever possible with the timing of reviews by external accreditation bodies and reviews of related courses to minimise duplication of effort, and made available to the University community. (22) An ad hoc Comprehensive Course Review may be initiated at any time by: (23) An ad hoc Comprehensive Course Review can be initiated in the following circumstances: (24) Following a Comprehensive Course Review, Academic Board will either: (25) The Academic Board may determine to reaccredit a course for a period of not more than 12 months without (26) A course will remain accredited until it is formally disaccredited or removed by the University Council (or delegate as applicable – refer to the Delegations Rule and the Course and Unit Approval Authorities). (27) Courses will only be accredited for a maximum period of seven years by the Academic Board following a Comprehensive Course Review. (28) Any significant change in the status of external accreditation with any relevant professional bodies for a course will be reported to Academic Board as soon as practicable. (29) Monitoring and review of units occurs through the Internal Quality Indicators in Learning and Teaching (iQILT) reporting process, which evaluates unit performance at the conclusion of each study period in which that unit was offered with respect to: (30) Unit Success and Unit Satisfaction rates are determined using student feedback and performance data collected at the conclusion of each study period, consisting of: (32) Curriculum quality is supported by the alignment of assessment with learning outcomes at the unit level, and alignment of unit learning outcomes with learning outcomes at the minor, major, specialisation and course levels, as set out in the Curriculum Policy. (33) Assessment quality is assured and continuously improved using evidence-based practices as set out in the Assessment, Teaching and Learning Policy. (34) The integrity of assessment, its effectiveness in verifying achievement of unit learning outcomes, and integrity of grading standards is assured by: (35) The University regularly and systematically collects student feedback and evaluation data through surveys and other evaluation instruments including: (36) Student feedback and evaluation data is used to assure and improve: (37) Student feedback and evaluation data is additionally used, with other information, to: (38) Referencing and benchmarking is systematically used to: (39) Referencing and benchmarking is conducted in accordance with the Benchmarking Schedule for a range of academic activities related to: (40) Curriculum delivered through the University's educational partnership arrangements will meet the requirements of this policy and associated procedures to ensure equivalent academic standards are maintained by the University and its educational partners. (41) Educational partnership arrangements are subject to additional quality assurance reviews in accordance with the Educational Partnership Policy and Educational Partnership Quality Assurance Procedures. (42) The University’s Human Resources policies establish the settings and processes to ensure that all staff are appropriately qualified and experienced for the academic activities they lead. (43) The academic staffing profile for each course of study reviewed annually as part of the Annual Course Reporting process, will encompass the necessary depth and breadth of academic leadership and teaching capacity needed to lead students in intellectual inquiry suited to the nature and level of expected learning outcomes, as demonstrated by: (44) All newly appointed teaching academic staff, including casual staff, are offered an induction program on teaching and assessment practice, which is designed and delivered by the Centre for Teaching and Learning, unless equivalence can be demonstrated. (45) All teaching staff are provided with opportunities to continuously improve teaching practice based on scholarly evidence, including for teaching different student cohorts with particular needs. (46) Risks to academic integrity associated with research activities of staff and Higher Degree Research students are managed in accordance with the Research Quality Standards and Integrity Policy, Research Integrity – Staff Procedures, Research Integrity – Higher Degree Researchers (Students) Procedures and Research Publication, Authorship and Dissemination Procedures. (47) Risks to academic integrity associated with coursework teaching and learning are proactively defended against by: (48) The University's framework for upholding and managing academic integrity will be easily accessible and clearly articulated to the entire academic community, including staff and students, via a dedicated page on the University's website. (49) Curriculum design and accreditation processes will incorporate mechanisms to ensure all students are educated about academic integrity, explicitly identify and quantify risks to academic integrity, and implement appropriate strategies to mitigate against identified risks, at both the unit and course level. (50) Breaches of academic integrity by students will be classified using clear, published criteria based on the student's intentions and experience as either: (51) Suspected Minor breaches of academic integrity will be managed in the Academic Integrity Management System (AIMS) by Unit Assessors using an educative approach. (52) Suspected Moderate and Major breaches of academic integrity are considered potential academic misconduct and will be managed in AIMS by the Academic Integrity Officers in accordance with the Rules - Student Academic and Non-Academic Misconduct Rules. (53) The consequences of student academic integrity breaches are primarily focused on education for unintentional breaches and deterrence for intentional breaches and are proportionate to the extent and impact of the breach at each level. (54) Robust and transparent processes for reporting and analysis of academic integrity breaches will be employed to enable regular review of success in managing risks to academic integrity, continuous improvement of processes to further strengthen defences, and rapid response to significant trends and incidents. (55) Students will be awarded maximum credit for relevant prior learning on condition that the integrity of the course of study is maintained and that students granted credit are not disadvantaged in achieving the expected learning outcomes for the course of study. (56) A rigorous and consistent process is applied to managing credit transfer and recognition of prior learning to ensure that the integrity of courses and associated awards are maintained, and in accordance with the AQF Qualifications Pathways Policy. (57) Credit transfer or recognition of prior learning will be awarded: (58) Credit transfer or recognition of prior learning will not be awarded when it would compromise: (59) Standards relating to credit transfer and recognition of prior learning are benchmarked to ensure approaches and practices are consistent with those employed by other Australian and international higher education institutions. (60) Credit transfer standards and arrangements are regularly reported to Academic Board via the Admissions Committee. (63) This Policy should be read in conjunction with:Academic Quality, Standards and Integrity Policy
Section 1 - Purpose and Scope
Purpose
Scope
Section 2 - Definitions
Section 3 - Quality Assurance of Academic Standards
Top of PageSection 4 - Policy Content
Principle 1: Curriculum is developed and accredited to consistently meet appropriate predetermined internal and external specifications
Principle 2: The taught curriculum is regularly monitored and systematically reviewed to ensure continuous improvement
Monitoring and Review of Courses
a Comprehensive Course Review if the course is in teach-out. In this case, the Faculty or College must demonstrate ongoing quality of the academic experience for teach-out courses including maintaining sufficient staff levels, complying with unit monitoring processes, and maintaining equivalent student experience and learning support. Monitoring and Review of Units
Monitoring and Review of Learning Outcomes and Assessment
Principle 3: Student feedback and evaluation is systematically used to assure curriculum quality and inform continuous improvement
Principle 4: External referencing is systematically used to assure academic quality and inform continuous improvement
Principle 5: Curriculum delivered by the University's educational partners meets the same standards and provides an equivalent student experience as curriculum delivered by the University
Principle 6: Teaching is informed by scholarship
Principle 7: Academic integrity is rigorously assured and proactively defended in all aspects of teaching and scholarship
Principle 8: Prior learning is recognised appropriately, rigorously and consistently to maintain the integrity of the curriculum and associated awards
Section 5 - Associated Documents