Instructions for Completing a Proposal for a New Course

Approving Authority:	Council
Establishment Date:	24 September, 2007
Date Last Amendment:	18 August, 2008,
Nature of Amendment:	Minor wording amended to Clause 1.3 and 4.1
Contact Officer:	Director, Academic and Student Services

These instructions provide advice on the information required by University Committees to enable them to consider a proposal to establish new courses.

Proposals for new courses must be submitted on the New Course Proposal Form. The Faculty Office will provide advice on whether this is the appropriate form and on how to complete the form.

Before completing this form, the proposal should be discussed with the Head of AOU and the Executive Dean. The Faculty General Manager should review the proposal before it is formally submitted to the Faculty committees.

Following endorsement by the Faculty, the form must be submitted through the Executive Dean of Faculty to the Secretary of Academic Senate. It must be accompanied by the Record of Course Approval Form, in which the relevance of the new course to the University's Strategic Goals and the resource requirements are addressed by the Executive Dean. The form will then be referred to the Vice-Chancellor's Committee, Academic Senate and Course Reference Group.

1     BASIC INFORMATION

1.1     Course name

Show the proposed full name of the course and the proposed abbreviated title (e.g. BSc, BIntSt, GradDipLang).

1.2     Level of course

Undergraduate: Diploma, Bachelor Degree (and/or Honours)

Postgraduate: Graduate Certificate, Graduate Diploma, Masters by course work, Masters by research, Professional Doctorate, Doctorate

1.3     Duration of course

Indicate the minimum full-time duration of the course as equivalent full-time semesters/years, eg three years full-time equivalent study or six semesters full-time.

Specify any restrictions on enrolment in the course, for example, whether the course is not available part-time, or is available only on a part-time basis. Indicate if there are any maximum time limits for completing the course (in full-time semesters/years or equivalent).

Note: the Commonwealth Education Services for Overseas Students (ESOS) Act 2000 and the National Code (2007) prevents international students from enrolling in courses that are offered solely on a part-time basis. For further information contact the ESOS Compliance Officer (ext: 12874) or visit the ESOS compliance webpage.

1.4     Statement of educational aims of the course and expected student learning outcomes

Each course must have a statement of the educational aims and a statement of the expected student learning outcomes in accordance with the following provisions specified in the Policy on Course and Topic Development, Approval and Management:

5.2     Educational aims will express the broad educational intentions of the course or topics. The aims should associate the course or topic with the progressive acquisition of knowledge and skills in particular disciplinary or multi-disciplinary fields, and where relevant with specific professions, occupations or areas of employment.

5.3     Learning outcomes will specify the expected achievements that will be demonstrated by students in the areas of knowledge, understanding, skills and attributes as a result of their successful completion of a course or topic. The nature of the knowledge and skills expected of graduates should be indicated so that the effectiveness of the proposed curriculum in meeting graduates' needs can be assessed.

When writing expected student learning outcomes, the standard format to use is an introductory lead statement followed by a list of learning outcomes. One of the following lead statements should be used:

•     'At the completion of the course, students are expected to be able to':

•     'Graduates of the course are expected to be able to':

The educational aims and student learning outcomes should be consistent with those for higher education awards as described in the Australian Qualifications Framework.

For further information, refer to Guidelines for Preparing Educational Aims and Expected Student Learning Outcomes(Appendix A) and Examples ( Appendix B)

1.5     Faculty administering the course

Indicate which faculty will be responsible for administering the course; do not indicate faculties whose role is only to contribute to teaching in the course.

1.6     Year and semester of introduction

Show the year and semester in which the first intake of students is intended to occur.

Where it is intended that the starting date for the course will occur prior to, or after, the commencement of the standard semesters, also specify the month in which it is intended that teaching in the course will commence.

1.7     Nature of funding

Indicate whether the course is to be funded by the Commonwealth Government through the Commonwealth Grant Scheme (CGS) or from fee receipts or by another source; indicate which source(s) and the proportions if more than one source is expected. If a prospective employer is intending to sponsor students through fee payments, this should be indicated and the nature of the arrangement should be shown.

1.8     Quality Assurance arrangements for courses taught offshore, or onshore jointly with another institution or using non-Flinders staff

Complete this section where the course is to be taught:

• offshore; or
• onshore jointly with another institution; or
• onshore using non-Flinders staff.

Please note that while Flinders policies apply to all courses, some additional measures are likely to be required to address the specific circumstances which apply in these cases. This additional information is required as evidence that appropriate quality assurance arrangements have been addressed.

Provide information about the following matters where applicable:

1.8(a)     academic standing of the other institution(s) (where it is intended that all or part of the course will be delivered by another provider in Australia consult with the International Office regarding any potential effect on CRICOS registration for the course);

1.8 (b)     assurance processes in respect of the qualifications of non-Flinders staff teaching in the course;

1.8 (c)     arrangements for ensuring the equivalency of academic standards (e.g. moderation of assessment, and arrangements for ongoing monitoring of standards);

1.8 (d)     arrangements for the monitoring of teaching quality (including student evaluation of teaching and providing feedback to students on the outcomes);

1.8 (e)     arrangements for teaching offshore courses in a language other than English (including translation of course materials);

1.8 (f)     admission and enrolment processes, including arrangements for ongoing monitoring of processes.

Where applicable also provide information about the following:

•     support services for students

•     student system support

•     Flinders' involvement in student recruitment and marketing

•     host institution quality assurance processes

•     government quality assurance processes.

For off-shore programs, the University Policy on the Development of Off-Shore Programs applies in addition to the Policy on Course and Topic Development, Approval and Management, and the requirements specified in this form. The process described in that policy can be undertaken in conjunction with the course approval process.

2     CONTENT AND STRUCTURE OF THE COURSE

Here, the content and structure of the course should be set out. The main emphasis in this section is on showing how the design of the course will ensure that the aims of the course, as stated in 1.4, are met.

2.1     Admission requirements

For undergraduate courses, indicate whether the standard admissions requirements, as set out in the University's Entry Requirements, will apply and, if not, what provisions are to apply. Justify any departures from the standard requirements.

For postgraduate courses, specify and justify the level of qualifications and professional experience required for entry into the course. Indicate how these relate to the clientele and to the content of the course. (Refer to The Principles for Masters Coursework Program Structure for guidance on the level of qualifications and professional experience required at admission for Master by Coursework degrees).

Work experience that can be acknowledged for admission or credit purposes must be specified (see Guidelines for Recognition of Prior Work Experience for postgraduate coursework programs).

Distinguish clearly between requirements for admission and eligibility for credit transfer provisions. Describe credit transfer arrangements in Section 2.2.

2.2 Credit transfer

Describe any proposed credit transfer arrangements. Refer to the University Policy on Credit Transfer.

In particular, specify any block credit arrangements with:

• Australian VTE institutions (including TAFE); Australian higher education institution; International; tertiary institutions (including twinning arrangements)

Note: Academic Senate has approved a Credit Transfer Framework that provides for the granting of minimum levels of credit to students who have completed vocational training and education courses in a related or unrelated field at Certificate IV or above. Justify any variations from the minimum levels of credit specified in the Credit Transfer Framework and the maximum levels of credit allowed under the Policy on Credit Transfer.

2.2a     Articulation

If the course articulates from or into other Flinders courses, describe these arrangements. For articulated postgraduate courses, ensure the arrangements comply with the Principles for Masters Coursework Program Structure.

2.3     Overall structure of the course including core, major and minor sequences

Briefly describe the overall academic content of the course. Show, preferably in tabular form, the overall structure in terms of the size (in units) of majors, minors, core programs, any honours programs, etc. List the topics available under each of these categories, identifying which exist already, which are new, which are compulsory and which are elective.

Indicate where particular topics:

• provide opportunities for students to develop research skills (e.g. thesis, dissertation or project topics);
• provide opportunities for students to develop work-based learning experiences (eg. placements, practicums, projects in industry, or work experience);
• are designed to provide particular student learning outcomes and graduate skills or attributes.

For courses offered offshore identify topics that will be taught in a language other than English

For a proposal to establish a new Professional Doctorate degree refer to the Guidelines to the Admission Requirements, Content and Structure of Professional Doctorates.

2.4     Total number of units required for completion of the course

Indicate the total unit value of the course, eg 108 units.

3     JUSTIFICATION FOR THE COURSE

3.1     Strategic significance of the course: to the AOU, the Faculty, to the University and the community

Briefly describe the strategic significance of the course, identifying how the course contributes to the strategic goals and objectives of the University, Faculty and AOU. Please refer to Flinders Strategic Priorities and Future Directions (FSPFD), and the Faculty's Strategic Overview Action Plan (SOAP).

Note that the statement provided here will be extracted for separate consideration by Academic Senate. It should be capable of being reproduced as a stand-alone statement of the strategic significance of the course.

3.2     Evidence of demand and investigation of potential market

In this section provide evidence that there is a clientele for the course, with regard both to prospective students and, as appropriate, to prospective employers of the graduates of the course. Wherever possible supporting evidence from prospective employers of graduates of the course should be submitted to demonstrate both the nature and the scale of the demand for trained staff in the industry concerned.

In the case of new offshore courses, provide evidence of consultation with offshore partners regarding the potential market for the course.

3.3     Similar or comparable courses

In addition to evidence of demand for the course, information should be presented about the current supply of courses to meet the estimated level of demand. The existence of comparable courses in South Australia, nationally or internationally (as appropriate) is relevant to consideration of the potential market for the proposed course and whether such courses are Commonwealth supported or full fee-paying. (Refer to www.goingtouni.gov.au/coursefindersearch.htm. ). The uniqueness or the distinctive character of the proposed course is relevant here. Where the course is similar to other courses elsewhere, justification for offering the course at Flinders should be provided.

4     PLANNING ISSUES

The intention of this section is to make clear the resource implications of the proposal for the University. The costs and benefits of any new courses need to be assessed at both Faculty and University levels. In circumstances where Commonwealth-funded load is fixed, any new courses can only be accommodated by reallocating load from existing courses or by charging fees.

4.1     Mode(s) of delivery

State here whether the course will be taught on campus, or by print-based distance education mode, or by off-campus electronic mode, or through a mixture of modes. Indicate where an on-campus course will also be utilising on-line delivery of some aspects of the course.

If the course is intended to be available to international students studying in Australia on a student visa, the course delivery (and design) must be compliant with the Commonwealth Education Services for Overseas Students (ESOS) Act 2000 and National Code (2007).

Specifically, it should be noted that onshore international students are eligible to undertake distance or online topics, only where the number of units does not exceed 25% of the total units for the course and on the condition that students enrol in at least one face-to-face topic in any given semester.

In non-semester study periods, students may enrol in exclusively distance or online topics.

For further information contact the ESOS Compliance Officer ( 8201 2874) or visit the ESOS compliance webpage.

4.2     Resource requirements

Indicate the impact of the introduction of the course on each of the following areas (consulting with the Head of AOU and providers of key services as indicated):

4.2 a     Staff Resources

Consult with the Head of AOU for an assessment of the impact on staff resources, including the use of sessional staff and specialist lecturers. In addition, identifying additional staffing resources required for curriculum development, including the development of new topics and course materials.

4.2 b     Library Resources and access

Consult the University Librarian for an assessment of the cost of providing identified new library resources. New library resources might include: books, multiple copies of books where student load is large, new journals or data base subscriptions, access to electronic publications or an increase in the number of students requiring access. In some cases the additional costs may be able to be accommodated within the library budget. In other cases additional funding will be required. The source(s) of funding for new library resources must be identified.

4.2 c     Physical resources

Identify any impact on space, facilities and other infrastructure requirements. In particular, identify any information and communication technology (ICT) facilities and access requirements. For assistance with this section consult with the Head of AOU, in the first instance.

4.2 d     Student support and administration

Where appropriate, consult the Director, Academic and Student Services for an assessment of the resource implications for academic and student services (e.g. enrolment, graduation and the Student Learning Centre).

4.2 e     Other costs

Idenitfy any other costs associated with delivering the course. For example: development of course materials; marketing; provision of practicum or placement topics.

4.3     Projected Intake (In EFTSL) in each year of the course for first three years

Show the expected intake (EFTSL) in each year of the course for the first three years. Where it is anticipated that students will be recruited from a number of funding sources, indicate the expected intakes (in EFTSL) for each of the funding sources involved, e.g.:

• Commonwealth Grant Scheme
• fee-paying overseas
• fee-paying postgraduate
• employer-sponsored
• other (specify)

For sections 4.3 and 4.4 actual student numbers may be used in addition, but not as a replacement, to EFTSL where this will be helpful for planning purposes. Consult with staff in the Planning Services for advice on the conversion of actual student numbers to EFTSL.

4.4     Source of EFTSL and course viability

Commonwealth funded load is set through negotiations by the University with the Commonwealth Government. This limits the number of Commonwealth supported places available for new courses.

Where it is proposed to fund the new course from the Commonwealth Grant Scheme (CGS), show which courses in the Faculty will have their intakes reduced in order that there might be an intake into this course, and by how much. If EFTSL are sought from outside the Faculty, a strong case will need to be made for this.

For courses funded from non-Commonwealth Grant Scheme (non-CGS) sources, explain how demand for the course will be sufficient to cover the cost of offering the course and specify the minimum student intake (EFTSL) that will be acceptable for the course to be viable.

For fee-paying domestic postgraduate courses refer to the costing model. (See also the Policy on Fixing of Fees for Postgraduate Coursework Courses and Distribution of Revenue.) )

In the case of offshore course proposals, attach a summary of the financial plan which accompanies the Offshore Programs Approval Form.

4.5     Relationship to other Flinders' courses (existing or proposed)

Unless already covered in section 2.2 above, indicate the way in which the course fits within the framework of other related courses, articulates with prior study in the University and is a precursor for further study in the University. The place of the course in the range of study available in a particular discipline area should be shown, and whether that discipline area exists solely within the University or articulates with programs outside the University should be indicated.

4.6     Impact on other faculties/AOUs

The University is concerned to ensure that teaching resources are used as efficiently as possible, so that there is no undue duplication of offerings. It is expected that there will have been close consultation with other AOUs and Faculties which offer topics or courses in the area concerned or in related areas, to ensure that the efficiency of resource use is maximised. Outline the contribution (if any) from other AOUs, including AOUs in other Faculties, to the course and show the percentage of total teaching load which each of these AOUs will carry. Describe the consultation undertaken with the affected AOUs/Faculties.

4.7     Linkages with other tertiary institutions

Indicate whether the course will be offered jointly with another University or with a VTE (including TAFE) institution and what the arrangements will be for student load, teaching, access to facilities and administrative support.

4.8     External accreditation requirements (if applicable)

State whether the course has to be accredited by an external authority in order that its graduates may be registered to practice the relevant profession. Indicate the way in which course design is influenced by external accreditation requirements.

4.9     Course management

Each course is expected to be overseen by a course management committee or board of studies in accordance with clause 3 of the Policy on Course and Topic Development, Approval and Management. Describe the proposed composition of the course management committee for the proposed course and arrangements for its ongoing role.

5     CONTACT STAFF MEMBER

Name:

Contact No:

6     ENDORSEMENT OF HEAD OF ACADEMIC ORGANISATIONAL UNIT

This authorisation indicates that the Head of the Academic Organisational Unit (AOU) responsible for the manegement of teaching resources in the proposed course, has been consulted and endorses the proposal:

Name:

Signature:

Date:

Where the introduction of a proposed course significantly affects the teaching resources not managed by the AOU proposing the course, include the endorsement of the Heads of the affected AOUs.

7     ENDORSEMENT BY EXECUTIVE DEAN OF FACULTY

Signature:

Date:

Where a new course will be jointly offered by more than one Faculty, ensure the proposal has been endorsed by the Executive Dean of all Faculties involved.

Copyright

Comments to: anne.reichstein@flinders.edu.au

Appendix A

GUIDELINES FOR PREPARING EDUCATIONAL AIMS AND EXPECTED STUDENT LEARNING OUTCOMES*

Educational aims are general statements that express the broad educational intentions of a course.

Educational aims should associate the course with the progressive acquisition of knowledge and skills in particular disciplinary or multi-disciplinary fields, and where relevant, with specific professions, occupations or areas of employment.

In developing course aims, consideration should be given to how they will help to communicate to students and prospective students the nature and purpose of the course.

Student learning outcomes specify the expected achievements that will be demonstrated by students as a result of their successful completion of a course.

Learning outcomes are derived from the educational aims. The focus is shifted to the learner; to what students can expect to learn and how this learning will be assessed. In general, learning outcomes:

• should be expressed in terms of qualities or attributes that a student who had successfully completed a course is able to demonstrate they can achieve or do;
• are most effective when expressed in terms of attributes that can be assessed in a measurable way;
• may encompass several levels of learning from the acquisition of knowledge and specific skills to higher level attributes such as the ability to analyse and solve problems; and
• should be consistent with those for higher education awards as described in the Australian Qualifications Framework.

• At the completion of the course, students are expected to be able to
• Graduates of the course are expected to be able to

A useful tool for writing statements of educational aims and learning outcomes can be found on the University's Teaching for Learning website for developing topic aims and learning outcomes. This resource uses Bloom's Taxonomy of Educational Objectives(revised version), which is set out in tabular form linking educational aims to a list of verbs that can be used to introduce learning outcomes.

How do educational aims and learning outcomes for courses differ from topics?
Clearly there are similarities in writing aims and learning outcomes for courses and topics. Course specification will, by nature, be broader since they are describing the intention of an award or degree rather than a single topic. However, the same principles apply and the use of Bloom's Taxonomy of Educational Objectives is useful in spelling out the range of knowledge, skills and other attributes that you would like students to take away from the course.

*Guidelines approved by Deputy Vice-Chancellor (Academic) February 2006.

Appendix B

Examples of Good Practice: Course Aims and Learning Outcomes

BACHELOR OF APPLIED GEOGRAPHICAL INFORMATION SYSTEMS #

Educational aims

The course is designed to prepare students for a variety of careers related to the capture, synthesis, analysis and communication of spatially-referenced information.

Career paths involving the application of Geographic Information Systems (GIS) are developing in a growing range of fields, for example urban and regional planning, infrastructure management, transportation, environmental science, biological sciences, biodiversity management and archaeology, as well as research careers in geography and environmental studies.

This course aims to provide students with a comprehensive training in GIS, reinforced with necessary skills in remote sensing, statistics and computing, plus the opportunity to study a major sequence in the applied area they see as most relevant to their intended careers. Industry placement and applied project topics will build links between the GIS/statistics/information technology core of the degree and the applied major sequence, while developing applied skills.

Further opportunities to reinforce those links and skills, and to build up a portfolio demonstrating abilities to prospective employers, will be provided by the choice of assignments in other core topics in the second and third years of the degree.

Learning Outcomes

Graduates will be able to:

• Display a thorough understanding of the nature of GIS, its historical development and its capacities, advantages and disadvantages.
• Capture spatial information using a range of data capture techniques, validate and document this information and integrate it into a spatially related database.
• Analyse relationships between spatial and aspatial entities using a range of cartographic and statistical techniques, and communicate this information using a variety of digital and analogue techniques.
• Write programming code to automate the input, analysis and display of spatial and aspatial data, and create and query relational databases.
• Undertake modelling approaches for decision-making, risk analysis and the ranking of management strategies.
• Discuss remote sensing theory and its relationship and integration with GIS, and design and implement a remote sensing project involving the use of professional image-processing software.
• Extract digital image information through a range of multispectral transformations, band ratios, and classification methodologies.
• Communicate the results of spatial and aspatial analysis effectively in written and verbal form.
• Apply GIS knowledge and skills to the specific discipline area studied in their applied major sequence, including successfully completing an applied GIS project.
• Meet the learning outcomes specified in their chosen applied major sequence.

# Extract from the new course proposal for the Bachelor of Applied Geographical Information Technology (BAGIT) - approved by Academic Senate September 2001. Note original title has been since amended to the Bachelor of Applied Geographical Information Systems.

GRADUATE DIPLOMA IN BIOTECHNOLOGY ##

Course aims

The course provides students with an in-depth training in modern biotechnology and the ability to acquire extensive subject knowledge both in theoretical and practical aspects of the discipline. Students will also develop a range of transferable research, analytical, communication and commercialisation skills including the capacity to:

• Understand and apply relevant scientific principles in a biotechnology context.
• Retrieve and present biotechnological information.
• Critically analyse information relevant to biotechnology, for example, analyse and evaluate scientific, proof-of concept, and commercialisation data.
• Use information technology relevant to core biotechnology practice.
• Appreciate the role of biotechnology in society and the regulatory and ethical frameworks it operates within.
• Understand the principles of biotechnology commercialisation.
• Work effectively in a team environment

Learning Outcomes

After completion of the course, students are expected to be able to:

• Critically apply theoretical knowledge to a number of areas of biotechnology, including molecular biology, commercialisation of biotechnology, microbiology, production of biological products, pharmaceutical drugs and delivery.
• Demonstrate proficiency in carrying out biotechnology laboratory techniques and protocols.
• Explain the historical perspective on the development of modern biotechnology.
• Critically evaluate scientific literature and communicate their findings.
• Analyse and interpret scientific data and to solve problems.
• Appreciate the multidisciplinary nature of biotechnology.
• Present and communicate biotechnology knowledge effectively.
• Utilise research methodologies appropriate for further study and employment, with particular emphasis on developing a capacity for experimental design and critical analysis of data.
• Be skilled in teamwork and interpersonal interactions.
• Understand the need for continuing professional development.

## Extract from Course proposal approved by Academic Senate meeting 5/05, held in November 2005, revised in February 2006 on the advice of the Course Reference Group.RH:rh 30/3/06.