Higher Education Course Design and Development Policy

Purpose

The purpose of this policy is to outline the guidelines for designing and developing a new Alphacrucis University College (AC) course of study.

Scope

All Vocational (VET) and Higher Education (HE) awards

Policy

Definitions 

For the purpose of this policy, the following definitions apply: 

1. Australian Qualifications Framework (AQF): The national policy for regulated qualifications in Australia’s education and training system. It provides a comprehensive framework that sets out the levels and types of qualifications offered across the higher education, vocational education and training (VET), and school sectors. 
2. Accreditation Committee (A/C): A sub-committee of the Academic Board responsible for overseeing the design, development, and approval process for new courses of study. 
3. Constructive Alignment: An educational design principle where learning outcomes, teaching methods, and assessment tasks are aligned to support systematic student learning. 
4. Course Development Committee (CDC): A committee appointed by the Accreditation Committee to design and develop a new course of study.  
5. Course of Study: A sequence of learning that leads to the awarding of a qualification or part thereof, such as a degree, diploma, or certificate. 
6. Double Degree: An approved study pathway that enables students to undertake two distinct qualifications concurrently, allowing for a reduced combined course duration while meeting the requirements of both awards. 
7. ESOS Framework: The Education Services for Overseas Students (ESOS) Framework, including the National Code, sets out the legal framework governing delivery of education to overseas studying in Australia on a student visa. 
8. Graduate Attributes: The knowledge, skills, and values that AC aims to develop in all its graduates through its educational offerings. 
9. Higher Education Standards Framework (Threshold Standards) 2021: The minimum standards that all Australian higher education providers must meet to be registered and offer accredited courses. 
10. Independent Expert (Course Review): An external academic or professional with no material relationship to AC, appointed to conduct an objective and comprehensive review of a new course of study. 
11. LOTE (Languages Other Than English): Courses delivered and assessed in a language other than English. 
12. Nested Course of Study: A lower-level accredited qualification that is fully embedded within a higher-level course of study, allowing for multiple entry and/or exit points while meeting AQF requirements as a stand-alone award. 
13. Professional Course Accreditation: Professional course accreditation refers to the formal approval granted by a professional or regulatory authority—such as the New South Wales Education Standards Authority (NESA) or Psychotherapy and Counselling Federation of Australia (PACFA) —to a course that meets specific professional standards and requirements.

Policy Statement

Development of a new course of study

1. The development of new courses of study is overseen by the Accreditation Committee as a sub-committee of Academic Board. All new course design and development at AC adheres to the following principles:

   1. alignment with the AC Strategic Plan or other strategic priorities;
   2. integration of the AC Graduate Attributes. These are considered in developing the course rationale, course structure, course learning outcomes, and subject outlines;
   3. compliance with the Australian Qualifications Framework (AQF), the ESOS Framework, and the Higher Education Standards Framework (Threshold Standards) 2021;
   4. requirements of professional accrediting bodies where applicable, as well as any other relevant national or international protocols;
   5. compliance with AC’s academic standards and approach to pedagogy; and
   6. systematic development and advancement of students’ knowledge and skills through a scaffolded design of assessment tasks demonstrated through the constructive alignment between outcomes and assessments.

Provisions Related to Languages Other Than English (LOTE) Course Delivery

1. The development of new courses of study in LOTE is permitted if the following conditions are met:

   1. support systems for students are available in the language of delivery; and
   2. the specific subjects being delivered have been translated, the translation has been verified, and evidence of that verification has been submitted to the Learning and Teaching Committee. 

2. The following principles apply to all courses delivered in LOTE:

   1. all students enrolling in subjects delivered in LOTE must demonstrate capacity in the language of instruction prior to commencement; this is not required if the language of instruction is the first language of the student; 
   2. where there is an equivalent English course available at AC, the development of a course in LOTE shall be based on and dynamically equivalent to the existing English subject or course in: admission; learning outcomes; assessment; resources; and student information and services; 
   3. all courses and subjects will comply with AQF requirements, and other state and federal quality criteria as required; 
   4. all AC testamurs and transcripts of results will be produced in English. AC testamurs and transcripts of results for courses delivered entirely in LOTE will include a clear statement that identifies the language of instruction and assessment; 
   5. all learning resources must be of an equivalent standard as an English equivalent; 
   6. AC faculty involved in LOTE delivery will normally be fluent in both English and the language of delivery and assessment and will be competent in the discipline area of the course. Where it is proposed that translators or interpreters be appointed, details of such arrangements must be included in the relevant course approval and quality assurance documentation;
   7. functionally bilingual staff are tasked to assist student progress and have adequate digital and printed documentation to support their tasks, which are of an equivalent standard to those provided for students studying in English medium. 

Nested Awards 

1. AC recognises the value of nesting lower-level courses of study within existing higher education courses to allow multiple entry and/or exit points for the higher qualification. 
2. A nested course of study must meet all the requirements of the Higher Education Standards Framework as a stand-alone qualification in its own right, including the specifications for each level of the Australian Qualifications Framework (AQF).  
3. Design of courses including nested awards should follow the relevant TEQSA guidance

Development of new specialisations / focus areas within an existing accredited course of study and accreditation of new courses 

1. Where necessary, new specialisations within an existing accredited course, or a new course of study, may be proposed to be developed to respond to changing market conditions and needs. 
2. Proposals for new specialisations and new courses can be submitted as part of course review processes of the relevant course of study. Refer to the Course Review Policy for more information. 
3. Academic Board may accredit an existing course with an alternative title to meet the needs of AC third parties.  
4. Development costs for a proposed new specialisation or new course of study will be determined on a case-by-case basis. In such cases as no additional development costs will be incurred, a business case may not be required as part of the proposal to develop a new specialisation or award. 

Transition Arrangements 

1. A new course replacing another course and all variations to courses must be accompanied by a transition plan for continuing students. 
2. Transition arrangements must ensure students are able to continue their studies without disruption to their duration of study. 
3. Program Directors are responsible for communicating transition details to affected students. 
4. Where there has been a variation to a course, the previous version will no longer be available for admission.   

Roles and Responsibilities 

The following roles and responsibilities apply in relation to this policy: 

1. Academic Board (AB): The AB is responsible for approving a new course of study; reviewing and endorsing courses for submission to relevant external accrediting agencies where necessary; and, if necessary, appointing an ad hoc panel (including an external member) to make approval decisions. 
2. Accreditation Committee (A/C): The A/C is responsible for overseeing the design, development, and approval process of all new courses of study; reviewing course proposals and recommending approval or revisions to the Academic Board and Executive; appointing the Course Development Committee (CDC) to develop the course of study; and ensuring compliance with internal policies and external standards (e.g., AQF, HESF, RTO Standards); and making recommendations to Academic Board based on review findings. 
3. Chair, Accreditation Committee: The Chair of the Accreditation Committee is responsible for overseeing the implementation of this policy and ensuring timely review and revision of the policy in line with AC’s Policy Development and Review Policy. 
4. Council: Council is responsible for providing final approval for new courses of study based on recommendations from the Executive and Academic Board; and authorising additions to AC’s scope of offerings, particularly for VET training packages and skill sets. 
5. Course Development Committee (CDC): The CDC is responsible for developing all components of the proposed course of study in accordance with relevant external Standards and AC guidelines; coordinating external reviews (e.g., peer reviews of subject outlines; independent expert review of a proposed course of study) and finalising documentation for submission; and ensuring alignment with AQF levels, AC Graduate Attributes, and other academic standards. 
6. Executive Committee: The Executive is responsible for reviewing course proposals in conjunction with the Academic Board prior to submission to Council; and participating in decision-making regarding the strategic alignment and viability of new courses. 
7. External Examiner (for LOTE courses): External Examiners are responsible for reviewing the quality of teaching and learning materials in courses delivered in LOTE; providing annual reports assessing translation accuracy, appropriateness of assessments, and delivery quality. They must be fluent in both English and the LOTE, and be competent in the relevant discipline area. 
8. Head of School (HoS): HoS are responsible for submitting a proposal for a new course of study (including nested courses) to Accreditation Committee; participating in Course Development Committees (usually as Chair); and submitting professional accreditation applications (where required). 
9. Independent Expert: The Independent Expert is responsible for conducting a comprehensive, external review of a new course of study; assessing compliance with AQF, HESF, and ESOS Framework (as applicable), and AC’s course design principles; and providing a written report with findings, risks, and recommendations. 
10. Learning and Teaching Committee (LTC): The LTC is responsible for receiving and reviewing verification reports for LOTE subject translations; and reviewing reports from external examiners on the quality of LOTE delivery and assessment. 
11. Program Directors: Program Directors are responsible for providing disciplinary expertise to the course design and development process; and communicating transition details to affected students. 

Responsible for implementation

Chair, Accreditation Committee

Related legislation

Higher Education Standards Framework

ESOS Framework

Australian Qualifications Framework (AQF)

Guidance note: Changes in a course of study that may lead to accreditation as a new course | Tertiary Education Quality and Standards Agency

Guidance note: Nested courses of study | Tertiary Education Quality and Standards Agency

Guidance note: Course design (including learning outcomes and assessment) | Tertiary Education Quality and Standards Agency

Related documents

• Course Development and Course Review Framework 
• Course Development Business Case Template 

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Procedures

Course Design and Development Procedure

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