COURSEWORK PROGRAM APPROVAL MANUAL
TEMPLATE 1: NEW COURSEWORK PROGRAM (ONSHORE)
Division:
School:
Program Name:
The role of this Template is to collate and present the information required by APPRC and Academic Board for the approval of a new
onshore coursework program. It is recognised that the documentation for every program will be subtly different. However, it is important to
respond as fully as possible in every section. If there are some sections for which no information is available, or which are not relevant to
the current program proposal, please note why the section is not applicable. Sections that are not considered relevant must not be
deleted.
Please ensure you are using the current version of the template, which can be accessed from the Program Approval page on the SAS
website
Before proceeding, please refer to the relevant section(s) of the Coursework Program Approval Manual.
Guidelines/instructions to help you complete template are included in blue boxes under the relevant heading. Prior to submitting program
documentation for approval, please ensure that all blue boxes are deleted.
To check or uncheck the boxes within the document, double click on the box. The ‘Check box form field options’ dialogue box will
appear. Select check or not checked under Default Value.
Checklist
Documentation submitted Processes
New Coursework Program (Onshore) Documents reviewed by Divisional academic
Template administration
Course statements (in alphabetical order) Business Case signed off by Divisional
Business Case including: Accountant and PVC
Impact/compliance statements from: Proposal endorsed by other Divisions
Learning & Teaching Unit affected/impacted, where applicable
Library Endorsed by Division
UniSA International
Student and Academic Services Approved by Division PVC
Finance Unit
Draft contracts or Memorandum of
Understanding
Budget proforma
SECTION 1: SUMMARY OF PROGRAM BEING PRESENTED FOR APPROVAL
1. Introduction and Synopsis
Guideline/Instruction:
Provide a brief summary (one paragraph) of the proposal being presented for approval. The summary should include:
an explanation of the reason for the proposal
the major features of the program
the relationship of the new program to existing programs (eg that the program replaces an existing program, that the program
is a repackaging of current courses for marketing or professional accreditation purposes, etc).
responses to any comments raised through the Program Notification Statement.
School of [NAME} Page 1 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
2. Recommendation/s:
Guideline/Instruction:
Clearly state the recommendation/s and/or resolution/s being sought from APPRC/Academic Board eg
‘That Program name be approved for commencement in year X’
‘That the following new courses be approved.’
(Template 7: Course statement must be attached for each new course.)
‘That the following course be amended.’
(Revised Template 7: Course statements must be attached for each revised course).
‘That the following courses be withdrawn from year X. ‘
(Courses should only be archived if they will never be used again in any program. Before archiving a course, the School should
check with any other Division or School that includes the course in a program schedule.)
New courses
Revised courses
Archived courses
3. Program configuration
From the information presented here, Student and Academic Services will determine the program:
post nominal
code
level (eg masters by coursework, graduate diploma, bachelor)
career (ie undergraduate, postgraduate, non-standard)
For further information on Program nomenclature see policy A-55: Program Nomenclature.
For programs available to international students, the document will be forwarded by Student and Academic Services to the UniSA
International for a CRICOS code.
Field of Education:
Identify the primary field of education of the program. For double degrees, two FOE codes should be identified.
Obtain the field in consultation with the Division Manager, or nominee, who is responsible for allocating FOE codes.
For an explanation of FOE classification, see Fields of Education Information
01 Natural and Physical Sciences
02 Information Technology
03 Engineering and Related Technologies
04 Architecture and Building
05 Agriculture, Environmental and Related Studies
06 Health Sciences
07 Education
08 Management and Commerce
09 Society and Culture
10 Creative Arts
11 Food, Hospitality and Personal Services
Program name
Maximum of 100 characters
Programs being replaced
by this proposal
Identify any programs that are to be
replaced by the proposed program.
See Section 9 of the Coursework
Program Approval Manual for the
procedure to withdraw a program.
Specialisations
List any specialisations that will be
printed on parchments. If nil, write
‘N/A.’
School
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Prepared: [DATE]
Effective: [DATE]
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Field of Education
See Guideline box above for
explanation
Total unit value of program
Duration of program
In equivalent full-time years
Year of introduction
Period of internal
accreditation
When the program will be due for
review: normally year of introduction +
5
Profile Intake in EFTSL
Availability to students and Will this program be available to:
fees
With the exception of the initial FPOS Commonwealth supported students? Yes / No
fee, all other fees are determined Yes / No
through the University’s revenue Fee paying postgraduate students?
generation process. FPOS fees must Employer reserved students? Yes / No
be equal to or greater than the
domestic fee for the same program Yes / No
Will this program be available to international
students? $
Please state FPOS (onshore) fees and the year in which the fee shall apply. Year
Campus(es)
Identify campus(es) where the program
is to be delivered including regional
campuses or collaborative partner
location.
Program Delivery
All Some Nil
Identify the mode of delivery.
NB For CRICOS registration, the online
Courses offered in internal mode
or external component of a program
cannot exceed 25% of the total units of Courses offered in external mode
the program.
Courses offered fully online
See also 6.5.1
Will this program be available part
Yes / No
time?
4. Consultation
Guideline/Instruction:
This section provides a summary of the processes undertaken in the design of the curriculum. It should include discussion with
academics, professions, potential students, advisory committees, potential employers and other groups with particular interests.
Issues about which advice should be sought include:
current and future needs of professional groups and employers
nomenclature of the program
specific professional requirements (eg hours of practicum)
perceived advantages of current programs in a related area
perceived deficiencies in current programs in a related area.
See also section 3 of Template 8: Business Case which requires details of consultation in relation to demand.
4.1 Consultation with external stakeholders on program structure and content
Guideline/Instruction:
Record consultation with stakeholders regarding the curriculum in the table below.
Stakeholder Dates and processes Summary of issues and actions
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4.2 Internal University consultation
This section provides evidence that the program’s curriculum has undergone a rigorous consultation and information gathering
process with the relevant staff within UniSA. The consultation should indicate that there is wide support, ownership and
commitment to the program and its curriculum.
As part of this consultation process, program developers should initiate discussions with the Dean: Teaching and Learning and
each of the units which provide Impact/Compliance Statements (see Section 12 of the Coursework Program Approval Manual).
If the program delivery will involve service and teaching arrangements, program developers should initiate discussions with
relevant staff, in accordance with policy A-54: Service and Collaborative Teaching Arrangements
Guideline/Instruction:
Record consultation with stakeholders in the table below.
Stakeholder Dates and processes Summary of issues and actions
SECTION 2: ACADEMIC DESIGN
5 Graduate destinations
Graduate destinations are a key performance indicator at UniSA. Clear career paths need to be identified for all programs so that
graduates have a realistic chance of gaining employment as a result of their qualification.
Guideline/Instruction:
Identify the kinds of occupations which the program will prepare graduates to enter.
Describe how the program prepares students for these workplaces. Brief reference should be made to the section 3 of Template
8: Business Case which should cover this issue.
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6 Program description
6.1 Educational rationale
Guideline/Instruction:
Provide an educational rationale for the sequence, breadth, depth and balance provided by the courses which comprise the
program.
Describe the major themes developed by the program.
6.2 Program objectives
The program objectives embody a view of what kinds of graduates the program seeks to produce.
Guideline/Instruction:
State the objectives of the program.
6.3 Graduate Qualities
At UniSA, it is expected that all students will develop a profile of Graduate Qualities that will assist them to operate successfully
both as professionals and citizens. The content, teaching strategies, and assessment of courses should be expressed in ways
that embody the Graduate Qualities. See Section 15 of the Coursework Program Approval Manual.
Guideline/Instruction:
The profile of Graduate Qualities will be a combination of what is developed in the various courses in the program. It is not
expected that all courses will cover all Graduate Qualities or address them to the same, or even a significant, degree. What is
required is that over the duration of their program, students will be exposed to each of the Graduate Qualities in a substantial way
and have opportunities to develop them to more advanced levels within the context of the discipline or field of study.
Based on the generic indicators of each Quality, identify in the table below, the program specific outcomes for each quality which
are developed through the curriculum of the program. Resources to support this are available through the Learning and
Teaching Unit.
UniSA Internal Resources:
More information and assistance can be obtained from the Academic Development team in the Learning and Teaching Unit.
Graduate Quality Program specific outcomes
Graduates of the University of A graduate of the will:
South Australia:
operate effectively with and upon
a body of knowledge
are prepared for lifelong learning
are effective problem solvers
can work both autonomously and
collaboratively
are committed to ethical action
and social responsibility
communicate effectively
demonstrate an international
perspective
6.3.1 Graduate Qualities in joint programs
Guideline/Instruction:
For joint programs with other providers (eg joint UniSA/TAFE programs) comment on how the course(s) from the other provider
contribute to the development of the graduate qualities.
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6.4 Student Engagement
All undergraduate programs at UniSA attempt to actively engage students in learning, rather than merely transmit a body of
knowledge. At UniSA we attempt to engage students using three main strategies:
Practice-based Learning
Teaching – Research Nexus
Service Learning
These strategies are to be supported by the creation of a Flexible Learning Environment to be described in the subsequent
section.
In the sections below, you are asked to describe how each of these elements is developed in the program design.
6.4.1 Practice-based Learning
All undergraduate programs are required to provide learning experiences which are directly linked to work contexts. All new
programs must demonstrate that at least one course provides some opportunity for students to experience the workplace linked to
their professional practice. This facility already operates in many of UniSA’s programs. The aim is to ensure that students have
some understanding of the professional environment which they will eventually enter.
There are many different types of learning experiences which can be used here. Some are:
Workplace learning (eg placements/practicums, work experience, student projects in industry/professions)
Industry-based guest lecturers/experts/professionals contributing to classes/assessment
Simulations of work environments
Program developers need to briefly identify where and the type of practice-based learning opportunities which exist within the new
program.
Guideline/Instruction:
Identify the courses (3 examples at most) in which these learning experiences are located. Describe how students will
experience learning that is integrated with the world of work.
UniSA internal resources:
More information and assistance can be obtained from the Academic Development team in the Learning and Teaching Unit.
The UniSA Careers Service should be consulted in relation to new developments involving work place learning.
Course Practice-based learning opportunities
6.4.2 Teaching – Research Nexus
The teaching – research nexus is defined as:
‘The provision of learning experiences that foster connections between learning, teaching and research and strengthen student
development of the Qualities of a University of South Australia Graduate.’
At its core is the concept of critical enquiry.
All undergraduate programs are required to demonstrate a connection with the research of the University.
There are many different types of learning environment which can be used here. Some are:
Capstone projects
Open-ended investigative projects
Projects in industry/professions
Projects in research centres and institutes
Problem-based activities
Program developers need to briefly identify where and the type of these opportunities which exist within the new program. These
should be related to the development of indicators of appropriate graduate qualities.
http://www.unisanet.unisa.edu.au/gradquals/student/default.asp#indic
Guideline/Instruction:
Identify the courses (3 examples at most) in which these learning experiences are located. Describe how students will experience
learning that is integrated with research.
Describe how senior University researchers will be involved in delivery of the program.
UniSA internal resources:
More information and assistance can be obtained from the Academic Development team in the Learning and Teaching Unit.
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Course Teaching – Research Nexus learning opportunities
6.4.3 Service Learning
Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to
enrich the learning experience, teach civic responsibility, and strengthen communities.
While not all undergraduate programs at UniSA will provide opportunities for such learning, for many programs it does provide
another avenue for engaging students in learning.
Program developers need to briefly identify where and the type of these opportunities that may exist within the new program.
Guideline/Instruction:
Identify the courses (3 examples at most) in which these learning experiences are located. Describe how students will experience
learning that is integrated with community service.
UniSA internal resources:
More information and assistance can be obtained from the Academic Development team in the Learning and Teaching Unit.
Course Service learning opportunities
6.5.1 Online aspects of the program
It is important that any online aspects of the program are clearly identified for several reasons (See Section 18 of the Coursework
Program Approval Manual):
to demonstrate that online aspects fit within a good teaching and learning environment
to establish that UniSA supports the necessary technology for the planned online delivery
to ascertain whether there are any impacts as a result of the online strategy
NB: Programs which are totally and exclusively online will not be registered on CRICOS as being available to international
students.
Guideline/Instruction:
All courses should be web supplemented with the provision of web based information/communication/resources in addition to the
material provided in other ways. All written assignment submission must be online using Assign IT.
Provide a statement about the intentions of the program in relation to online learning opportunities, in particular comment on any
plans to develop courses which are:
Web dependent: parts of the course can only be studied online.
Fully online: course can be studied totally online.
Comment on the resources/timelines required for this development.
UniSA internal resources:
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More information and assistance can be obtained from the Academic Development team in the Learning and Teaching Unit.
6.6 Special requirements for students with disabilities and inclusivity
6.6.1 Students with a disability
UniSA has clear aims to provide education which is accessible to all groups of people. The University has legislative obligations to
ensure students with disabilities are able to participate successfully in programs. You will need to identify how the program has
been designed to cater for all groups. This will include consultation with appropriate staff, in particular your Dean: Teaching and
Learning. See Section 20 of the Coursework Program Approval Manual.
Guideline/Instruction:
Identify how the curriculum of the program has been developed to take account of the perspectives of non-dominant groups. This
should include consultation with staff of the University.
Identify any program components that students with particular disabilities cannot complete.
UniSA internal resources:
Disability standards for education 2005
http://www.dest.gov.au/sectors/school_education/programmes_funding/forms_guidelines/disability_standards_for_education.htm
UniSA policy C:7:Students with disabilities
More information and assistance can be obtained from the Disability Services team in the Learning and Teaching Unit.
6.6.2 Indigenous content in undergraduate programs
At UniSA all onshore undergraduate students should complete their program with an understanding of Indigenous culture, history
and contemporary experience as relevant to all students as educated citizens. Furthermore, all onshore undergraduate
professional education programs provided by the University should ensure that our graduates are well prepared for working with
Indigenous clients and communities. This should be a distinguishing characteristic of the University.
To achieve this, it is a requirement that the program must include Indigenous content as a compulsory and assessable component
of the award. Under the leadership and guidance of the Indigenous College of Education and Research, direction will be provided
in the planning of curriculum and implementation of partnership teaching. Only those programs complying with guidelines
established by the Indigenous College of Education and Research for the inclusion of Indigenous content in undergraduate
programs will be forwarded to APPRC for approval. See Section 21 of the Coursework Program Approval Manual.
Guideline/Instruction:
Describe the consultation process undertaken with the Indigenous College of Education and Research in order to plan and
implement partnership teaching arrangements for the delivery of Indigenous content in undergraduate programs.
Identify how the curriculum of the program has been developed to include Indigenous content as a compulsory and assessable
component of the award.
UniSA internal resources:
See guidelines and resources at the David Unaipon College of Indigenous Education and Research
Date Process of Detail of indigenous content and assessment
consultation
6.7 Program Elective
Guideline/Instruction:
Academic Board resolution 2008/7/122 (4) requires that all undergraduate bachelor degree programs include at least one elective
that is freely chosen by the student. Describe how the program meets this requirement.
6.8 For programs with a significant research component (eg professional doctorates):
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Guideline/Instruction:
Describe the mechanisms which ensure that research methodologies and practices are appropriate.
State clearly which components are deemed to be research.
Describe the structured research degree program.
7. Assessment arrangements
7.1 Assessment tasks and development of the Graduate Qualities
A critical dimension to the academic judgement of student performance at the University of South Australia is the way in which
the program supports the development of the Graduate Qualities (see Section 15 of the Coursework Program Approval Manual).
The Graduate Qualities assume specific meaning within the context of the discipline or field of study. The program should
expose students to experiences that will develop and enable achievement of the full range of qualities in a manner which is both
comprehensive and reflective of the way the qualities assume meaning within the context of the discipline. Assessment tasks (in
conjunction with the course objectives and teaching and learning arrangements) provide evidence of that development.
Some courses will have particular emphases that contribute significantly to the overall profile of Graduate Qualities in a program
while others will contribute to a lesser degree. Within the development of the program, the courses which contribute significantly
should be identified. Because all assessment must occur within the context of the discipline or field of study, all assessment has
the potential to assess Graduate Quality 1, the body of knowledge. This section is therefore focused on methods of assessment
which support the remaining Graduate Qualities.
Guideline/Instruction:
Identify in the table below the assessment tasks (3 examples at most) that support the assessment of each of the Graduate
Qualities. Assessment task and techniques identified here should be reflected in the course statements.
UniSA internal resources:
More information and assistance can be obtained from the Academic Development team in the Learning and Teaching Unit.
Graduate Courses Assessment tasks and techniques
Quality (3 examples at most)
Body of Not required.
knowledge
Life long
learning
Effective
problem
solving
Work alone
and in teams
Ethical action
Communicate
effectively
International
perspective
7.2 Assessment requirements – Undergraduate programs only
When planning teaching, learning and assessment activities, the total time that students will need to allocate to all major and
related tasks required to engage with the course content and achieve the desired outcomes to a high standard needs to be
considered. Programs must now conform with the assessment requirements as set out in the Assessment Policies and Procedures
Manual Section 1, that is:
normally there will be no more than three assessment points in any 4.5 unit course plus the option of one set of continuous
assessment activities.
at least 15% of the total assessment for the course will occur in the first half of the study period in which the course is taught
for a 4.5 unit course, individual students will be required to complete learning activities that are equivalent to no more than
4,500 words of assessed writing. This word count should be adjusted proportionately for less complex forms of writing such as
journals and examination answers.
where possible, due dates for assessment tasks in core courses will be coordinated to ensure students are not unreasonably
overloaded at any one time during a study period.
where participation is assessed it should be clear how it is related to course objectives and on what criteria it will be judged. In
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undergraduate courses the percentage weighting given to participation in class or by electronic means will be no more than
10% and will count as one assessment point.
all text-based assessment tasks should be submitted electronically using the University’s assignment lodging system. Special
provisions will be made for those students who do not have access to electronic communication.
Any variation to the above must be submitted to the relevant program approval bodies at Division level (School and Division
Boards) for approval.
Guideline/Instruction:
State how the above assessment guidelines will be implemented in the program.
Comment on any specific program issues which may create difficulties in implementing the above guidelines and identify the
affected courses in the table below.
UniSA internal resources:
Assessment Policies and Procedures Manual
Assessment requirements
Policy compliance
List any course which does not comply with the Variation approval process
Assessment Policy List approving body and date of approval.
7.3 Moderation
Moderation involves ensuring that consistency of marking occurs within courses and across the program such that the same level
of achievement is similarly rewarded. Further, it should demonstrate that markers make the same judgement at different points in
time in relation to the same level of performance. This section requires you to comment on the approach to moderation employed
in the program.
Guideline/Instruction:
Comment on the approach to moderation to be used in the program. This may include:
review of assessment tasks including examination questions in relation to course objectives
review of marking criteria
internal moderation processes such as meetings of markers, etc
student workload
blind marking of a cross-section of assignments and examinations.
UniSA internal resources
Assessment Policies and Procedures Manual
7.4 For programs with a significant research component (eg coursework professional
doctorates, masters by coursework and honours programs)
NB: Coursework professional doctorates are those programs where the research component comprises at least one third but less
than two thirds of the total EFTSL for the program.
Guideline/Instruction:
Describe the process for examination of the thesis/project.
Where the research component of the program has more than one module/course, state whether:
a. the modules are linked or on divergent issues
b. the modules will be presented individually or as a portfolio for examination
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7.5 Additional assessment information
Guideline/Instruction:
Provide any additional comment on assessment, eg professional recognition and/or accreditation requirements or assessment
arrangements that apply but are not evident from the course statements
8. Professional accreditation and/or professional recognition
Guideline/Instruction:
Before completing this section, please refer to Section 24 of the Coursework Program Approval Manual.
If an accreditation agreement has been established with more than one accrediting body, copy and paste the table below and
complete a separate table for each agreement.
Name of
accrediting body
Level of State National International
accrediting body
If the accrediting body is international, please specify the country or jurisdiction
Accreditation
Start date: Expiry/renewal date:
period
Type of Is the agreement for Professional accreditation
agreement Professional recognition
(Please refer to Definitions in Section 24 of the Coursework Program Approval Manual)
Details of Is this an existing agreement which is being renewed? Yes/No
agreement
Has the agreement been formally documented? Yes/No
Does the accreditation agreement include mutual recognition
of graduates in other national or international jurisdictions? Yes/No
(Please refer to Definitions in Section 24 of the Coursework Program
Approval Manual)
If yes, please specify the country or jurisdiction
Is student registration with a statutory body required under
Yes/No
the accreditation agreement?
If yes, provide details:
Are there any additional post-graduation requirements
stipulated by the accrediting body before a graduate can Yes/No
qualify for membership?
If yes, provide details:
Does the accreditation agreement apply to the whole Yes/No
program?
If no, please specify which program specialisation(s) the accreditation
agreement will apply to.
Agreement If this accreditation is pending, (eg conditional on the first year of the program
pending being offered), please provide the date on which the agreement is expected to
be formalised.
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Requirements of Are there any specific curriculum, program structure or Yes/No
the professional content requirements necessary for the program to meet the
organisation requirements of the professional organisation
Block credit or Will the accreditation allow block credit or articulation Yes/No
articulation agreements for the program?
agreements
Transcript Please provide a short statement summarising the accreditation agreement.
statement This statement will appear on the student transcript and must be no longer than
250 characters.
9. Limitations and constraints
Guideline/Instruction:
Identify any other limitations of, or constraints on, the final curriculum.
SECTION 3: PROGRAM SCHEDULE, ENTRY AND CREDIT
10. Program schedule
Guideline/Instruction:
The program schedule is the basis for entries on the UniSA website and in the Calendar and other official publications. It should be
completed in the format set out below. All sections should be completed.
10.1 Program requirements
Aim
Guideline/Instruction:
No more than one or two lines
.
Entry requirements
Guideline/Instruction:
Attachment 1 of this template provides the standard entry requirements for each level of coursework award. Complete the relevant
section of Attachment 1 and then insert the final entry requirement below.
UniSA internal resources:
UniSA policy A-18:Selection and entry to programs
.
Content/structure
Guideline/Instruction:
Highlight major areas of study where these are not clear from courses within the schedule below.
Describe the program structure and include designated unit requirements for majors and minors.
State the total number of units required to complete the program.
Professional recognition
Guideline/Instruction:
Before completing this section please refer to Section 24 of the Coursework Program Approval Manual.
State the professional accreditation and/ or professional recognition (in Australia and/or overseas) associated with this program
Specify the benefits of the accreditation for graduates.
Specify any limitations on the benefits to graduates. For example, the level of graduate qualification may determine entitlement
to different levels of membership of the professional association (entry level, graduate, affiliate etc)
Specify any additional requirements stipulated by the accrediting body before a graduate can qualify for membership of the
professional association. For example,
o completion of a particular specialisation or elective course(s) within the award
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o completion of additional professional development after graduation
o additional eligibility criteria
Please ensure that requirements relating to the completion of a particular specialisation or elective course(s) within the award are
also clearly specified in the Rules section below.
Honours requirements
Guideline/Instruction:
For degrees of four years or more, advise whether the degree may be awarded with honours for meritorious performance (See policy
A-42: Honours degree programs). Indicate the honours requirement within the program schedule below.
Program schedule
Guideline/Instruction:
It is expected that programs will be designed to ensure that the courses students undertake expose them to progressively more
complex aspects of the major themes and that the intellectual demands are sequenced developmentally. Levels of course within a
program are differentiated by their complexity in content, demands in the assessment and, in some cases, prerequisite
requirements. The program schedule, rules and notes should clearly represent this academic development.
Program code Units School
Course Code Area + Cat No
code(s)
FIRST YEAR
First Semester (Study Period 1, 2 or 3)
List course(s)
Second Semester (Study Period 4, 5 or 6)
List course(s)
SECOND YEAR
First Semester (Study Period 1, 2 or 3)
List course(s)
Second Semester (Study Period 4, 5 or 6)
List course(s)
THIRD YEAR
First Semester (Study Period 1, 2 or 3)
List course(s)
Second Semester (Study Period 4, 5 or 6)
List course(s)
FOURTH YEAR
First Semester (Study Period 1, 2 or 3)
List course(s)
Second Semester (Study Period 4, 5 or 6)
List course(s)
FOURTH YEAR with HONOURS
First Semester (Study Period 1, 2 or 3)
List course(s)
Second Semester (Study Period 4, 5 or 6)
List course(s)
Rules:
Guideline/Instruction
Rules should include prescriptive requirements eg
rules for progress through the program, if different from normal
credit
clinical/industrial codes of behaviour
Notes:
Guideline/Instruction
Notes should include descriptive requirements eg
clinical or field work/practice, industrial or practical experience requirements
projects, vacation reports
options or elective studies
part-time or full-time basis
other requirements, eg Driver’s licence, medical examination, First Aid Certificate
special requirements for external students (eg attendance at intensive schools)
groupings of courses into minors, majors, sub-majors, extended majors
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.
11. Course corequisites and prerequisites
Guideline/Instruction:
List the course corequisites (a course which must be undertaken concurrently with another course in the same study period) and
prerequisites (courses which must be completed before enrolment in the course named) in the table below.
Course Corequisites Prerequisites
12. Selection of students
12.1 Entry requirements
Guideline/Instruction:
Explain and justify any specific entry requirements listed in 10.1 Entry requirements that are outside the University’s standard entry
requirements.
Where selection portfolios/interviews are to be used, provide detail on:
criteria used to make judgements
staff who will be making the judgements and the qualifications they have to do so
how the process will contribute to the judgements about entry.
NB: Interviews should not be a selection criterion for entry to undergraduate programs
12.2 Method of application SATAC Apply Online
12.3. SATAC Guide entry
Guideline/Instruction:
Write text to be included in SATAC Guide. From 2007, SATAC will administer the admission of onshore international students who
have undertaken the South Australia matriculation program in an overseas location (eg Malaysia and China). The SATAC
Guide/web site will therefore form part of international marketing material. The guide entry should reflect this development.
.
13. Credit Transfer
Guideline/Instruction:
(See Section 23 of the Coursework Program Approval Manual)
Describe any proposals for granting exemption, credit or recognition of prior learning. See policy A-13: Recognition of prior
learning .
In Table 1 describe the consultation process and discuss any issues for each TAFESA program or another institution’s program..
In Table 2 below, identify the TAFESA programs and courses that are to receive block credit. Credit can be given for the
successful completion of any TAFE qualification at Cert IV or above, whether in a field related or unrelated to the program, as the
qualification provides generic outcomes which should be recognized as prior learning and achievement.
In Table 3 below, identify any other programs and courses from an institution other than TAFESA that are to receive block credit.
The UniSA courses for which block credit is being given must be specified in the program documentation and in the credit transfer
database. For unrelated programs these will most commonly be elective and not core courses.
Attach a draft of any proposed credit transfer agreement.
Table 1: Consultation process with TAFESA or other institution
TAFE program Consultation processes Summary of issues
(including dates)
Table 2: Block credit with TAFESA
Table 2a: Related awards for TAFESA:
School of [NAME} Page 14 of 24
Program Code: [XXXX]
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Effective: [DATE]
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Name of specific TAFE Credit awarded for generic skills acquired Credit awarded for TAFE core subjects
Award through TAFE award
Units UniSA courses for which credit Units UniSA courses for which credit
is granted Courses is granted
Cert IV
Diploma
Advanced Diploma
Vocational Grad Cert
Vocational Grad Dip
Table 2b: Unrelated awards for TAFESA:
TAFE Award Credit awarded for generic skills acquired through TAFE award
Units UniSA courses for which credit is granted
Cert IV
Diploma
Advanced Diploma
Vocational Grad Cert
Vocational Grad Dip
Table 3: Block credit with other institutions
Table 3a: Related awards:
Name of specific award from other Units UniSA courses for which credit is granted
institution
Table 3b: Unrelated awards:
Name of specific award from other Units UniSA courses for which credit is granted
institution
14. Program transition
Guideline/Instruction:
Transition arrangements must comply with policy A45: Program Transition
If the program is to replace an existing program:
Provide a statement of the transition arrangements.
Provide a full set of transition schedules, including course equivalence tables.
School of [NAME} Page 15 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
SECTION 4: STAFF RESOURCES
15. Staff expertise and Program Director
Guideline/Instruction:
Provide a statement about the availability of current staff to teach the program.
Provide the name of the program director and a list of continuing staff who will teach in the program. You should indicate whether
existing staff have the necessary capacity and expertise to offer the program.
If not, what steps are being taken to staff the program adequately?
SECTION 5: ENDORSEMENT AND APPROVAL
16. Division endorsement
Guideline/Instruction:
Indicate the dates on which the proposal was endorsed by:
School board(s)
Division board(s)
Joint programs such as double degrees must be endorsed by each of the schools and divisions offering the contributing single
degrees.
If a proposal affects another degree or double degree not under the control of the school making the proposal, the school making
the proposal must ensure that the proposal has been endorsed by the school or division managing the other degree or double
degree.
School Board
Division Executive/Division Board
Division(s) offering the contributing single degrees
in the case of joint programs such as double
degrees
Division affected by the proposal
17. Pro Vice Chancellor’s approval
Guideline/Instruction:
This authorisation is essential before documentation can be considered by APPRC.
Approval by the Pro Vice Chancellor involves a certification that the proposal is consistent with University and Divisional priorities
and quality standards.
Prior to submitting program documentation for approval, please ensure that all sections with the text in blue (eg
rows with the guidelines/instructions) are deleted, including this one. To delete a row select the Table toolbar /
select delete / select row. Only sections in blue should be deleted.
School of [NAME} Page 16 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
Attachment 1: Entry requirements proforma
Guideline/Instruction
The standard entry requirements for each level of coursework award are below. Complete the section relevant to the level of
award proposed and copy the final text into the ‘Entry requirements’ section of this template.
Any variation to the standard entry requirements must be justified at the ‘Selection of students’ section of this template.
This attachment should be deleted before final submission of the document.
Undergraduate Bachelor Degrees and Associate Degrees
To be eligible for selection in 2012, applicants are required to have the following SACE qualifications:
completed 200 credits of subjects ;
achieved a grade of C or better in the Personal Learning Plan, 20 credits of literacy, 10 credits of
numeracy and the Research Project at Stage 2 ;
achieved a grade C or better in an additional 60 credits at Stage 2; and
obtained a competitive ATAR
Completed the equivalent secondary education qualifications as required for University entry under SACE
and fulfilled any prerequisite requirements
Completed the International Baccalaureate Diploma, obtaining a minimum score of 24 points and fulfilled
any prerequisite requirements
Completed or partly completed a recognised higher education program at a recognised higher education
institution and fulfilled any prerequisite requirements
Completed at least four Open Universities Australia (OUA) courses at the appropriate level and fulfilled any
prerequisite requirements
Completed an award from TAFE or from another registered training organisation at AQF Certificate IV or
above and fulfilled any prerequisite requirements
Qualified for Special Entry and fulfilled any prerequisite requirements
Completed the University Foundation Studies program
In addition, international students who speak English as a foreign language must have obtained one of the
following standards within the last two years prior to admission. Possession of one or more of these qualifications,
in addition to the academic entry requirements, does not, in itself, guarantee a place at the University of South
Australia. Applications are considered on an individual basis and selection is competitive. Where previous
study/work experience was conducted in English, the application must be accompanied by certified
documentation from the educational institution/employer certifying that the language of instruction/employment
was English.
English Language Test (see Note 1)
IELTS (International English Language Testing System)
Reading and writing - 6.0
Overall band score - 6.0
Certificate of Proficiency in English (University of Cambridge ESOL examination)
Grade of C
Certificate in Advanced English (University of Cambridge ESOL examination)
Grade of C
TOEFL (Test of English as a Foreign Language)
TOEFL iBT (internet based test) - 80 with no band less than 20
TOEFL PBT (Paper-based test) - 550 with TWE (Test of Written English) of 4.5
English Language Programs
School of [NAME} Page 17 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
Successful completion of the CELUSA Academic English Program - Level 4
Other qualifications
Successful completion of a secondary qualification in Australia within the last two years; or
Successful completion of at least one year of tertiary study in Australia within the last two years; or
Successful completion of one year of secondary or tertiary study conducted and completed in English within
the last two years in a country in which English is commonly used, as determined by the University (see
Note 2)
Note 1: Results from IELTS, University of Cambridge ESOL examinations and TOEFL are valid for two years
Note 2: The University, through UniSA International, maintains a list of countries where English is commonly
used and which would satisfy this criterion. This may include particular educational institutions within a given non-
English speaking country where English is the language of instruction.
Does the above statement If no, identify any variation to the above statements and amend accordingly.
apply to this program?
Does the program have If yes, complete the following statement and insert above as indicated:
any prerequisite ‘Obtained an achievement score of 10 or higher in Stage 2 ’
(NB: In undergraduate,
onshore programs,
prerequisites are normally
expressed as a SACE
subject requirement)
Does the program have If yes, complete the following statement and insert above as indicated:
any assumed knowledge? ‘A knowledge of Stage 2 will be assumed.’
(NB: In undergraduate,
onshore programs,
assumed knowledge is
normally expressed as a
SACE subject
requirement)
Does the program have For example, professional/industry based qualifications.
any other academic entry If yes, insert appropriate statement above as indicated, eg:
requirements?
‘Completed one of the following professional courses:
Microsoft Certified Systems Engineer (MCSE)
MCSE + Internet and Microsoft Certified Solution Developer (MCSD)’
Graduate Degrees
Applicants are required to have:
A completed Bachelors degree from a recognised higher education institution or equivalent and/or:
In addition, international students who speak English as a foreign language must have obtained one of the
following standards within the last two years prior to admission. Possession of one or more of these qualifications,
in addition to the academic entry requirements, does not, in itself, guarantee a place at the University of South
Australia. Applications are considered on an individual basis and selection is competitive. Where previous
study/work experience was conducted in English, the application must be accompanied by certified
documentation from the educational institution/employer certifying that the language of instruction/employment
was English.
English Language Test (see Note 1)
IELTS (International English Language Testing System)
Reading and writing - 6.0
Overall band score - 6.0
Certificate of Proficiency in English (University of Cambridge ESOL examination)
Grade of C
Certificate in Advanced English (University of Cambridge ESOL examination)
Grade of C
School of [NAME} Page 18 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
TOEFL (Test of English as a Foreign Language)
TOEFL iBT (internet based test) - 80 with no band less than 20
TOEFL PBT (Paper-based test) - 550 with TWE (Test of Written English) of 4.5
English Language Programs
Successful completion of the CELUSA Academic English Program - Level 4
Other qualifications
Successful completion of a secondary qualification in Australia within the last two years; or
Successful completion of at least one year of tertiary study in Australia within the last two years; or
Successful completion of one year of secondary or tertiary study conducted and completed in English
within the last two years in a country in which English is commonly used, as determined by the
University (see Note 2)
Note 1: Results from IELTS, University of Cambridge ESOL examinations and TOEFL are valid for two years
Note 2: The University, through UniSA International, maintains a list of countries where English is commonly
used and which would satisfy this criterion. This may include particular educational institutions within a given non-
English speaking country where English is the language of instruction.
Does the above statement If no, identify any variation and amend accordingly.
apply to this program? For example, does the program require the bachelors degree to be in a particular
discipline?
Does the program have For example, areas of prerequisite or assumed knowledge.
any other entry If yes, insert details above.
requirements?
Graduate Certificates
Applicants are required to have:
A completed Bachelors degree from a recognised higher education institution or equivalent; and/or
Work experience in a related discipline, approved by the relevant Division
In addition, international students who speak English as a foreign language must have obtained one of the
following standards within the last two years prior to admission. Possession of one or more of these qualifications,
in addition to the academic entry requirements, does not, in itself, guarantee a place at the University of South
Australia. Applications are considered on an individual basis and selection is competitive. Where previous
study/work experience was conducted in English, the application must be accompanied by certified
documentation from the educational institution/employer certifying that the language of instruction/employment
was English.
English Language Test (see Note 1)
IELTS (International English Language Testing System)
Reading and writing - 6.0
Overall band score - 6.5
Certificate of Proficiency in English (University of Cambridge ESOL Examination)
Grade of C
Certificate in Advanced English (University of Cambridge ESOL Examination)
Grade of C
TOEFL (Test of English as a Foreign Language)
TOEFL iBT (internet based test) - 90 with no band less than 21
TOEFL PBT (Paper-based test) - 577 with TWE (Test of Written English) of 4.5
English Language Programs
Successful completion of the CELUSA Academic English Program - Level 5
Other qualifications
Successful completion of a tertiary qualification at diploma level or above completed in Australia within the
School of [NAME} Page 19 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
last two years; or
Successful completion of at least two years of tertiary study at diploma level or above conducted and
completed in English within the last five years in a country in which English is commonly used, as
determined by the University (see Note 2). Where the study in English was more than five years ago, this
requirement may be satisfied by subsequent and recent work experience of at least two years duration in a
setting where English is the language of business subject to satisfactory evidence as determined by the
University.
Note 1: Results from IELTS, University of Cambridge ESOL examinations and TOEFL are valid for two years
Note 2: The University, through UniSA International, maintains a list of countries where English is commonly
used and which would satisfy this criterion. This may include particular educational institutions within a given non-
English speaking country where English is the language of instruction.
Does the above statement apply to If no, identify any variation and amend the above statement accordingly.
this program? For example does the program require the bachelors degree to be in a
particular discipline? eg:
‘A completed three-year degree in science, engineering, technology,
from a recognised higher education institution or equivalent qualification.’
‘A completed bachelor degree in computer and information science or a
related discipline from a recognised higher education institution with a
Grade Point Average (GPA) of 5 or above or equivalent.’
‘A completed appropriate first degree or equivalent from a recognised
higher education institution. However, evidence of capacity for this level
of study, combined with significant work experience, may be sufficient for
admission. A minimum of six years relevant work experience is required.’
Does the program have any other For example, areas of prerequisite or assumed knowledge.
entry requirements? If yes, insert details above, eg:
‘Applicants must have passed coursework with the following content:
Programming in Java
Systems analysis and design’
For programs that include work If so, amend the above text accordingly, eg:
experience, can the work experience ‘Five year relevant industry experience.’
be clearly defined?
Graduate Diplomas
Applicants are required to have:
A completed Bachelors degree from a recognised higher education institution or equivalent; and/or
Work experience in a related discipline, approved by the relevant Division
In addition, international students who speak English as a foreign language must have obtained one of the
following standards within the last two years prior to admission. Possession of one or more of these qualifications,
in addition to the academic entry requirements, does not, in itself, guarantee a place at the University of South
Australia. Applications are considered on an individual basis and selection is competitive. Where previous
study/work experience was conducted in English, the application must be accompanied by certified
documentation from the educational institution/employer certifying that the language of instruction/employment
was English.
English Language Test (see Note 1)
IELTS (International English Language Testing System)
Reading and writing - 6.0
Overall band score - 6.5
Certificate of Proficiency in English (University of Cambridge ESOL Examination)
Grade of C
Certificate in Advanced English (University of Cambridge ESOL Examination)
Grade of C
TOEFL (Test of English as a Foreign Language)
School of [NAME} Page 20 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
TOEFL iBT (internet based test) - 90 with no band less than 21
TOEFL PBT (Paper-based test) - 577 with TWE (Test of Written English) of 4.5
English Language Programs
Successful completion of the CELUSA Academic English Program - Level 5
Other qualifications
Successful completion of a tertiary qualification at diploma level or above completed in Australia within the
last two years; or
Successful completion of at least two years of tertiary study at diploma level or above conducted and
completed in English within the last five years in a country in which English is commonly used, as
determined by the University (see Note 2). Where the study in English was more than five years ago, this
requirement may be satisfied by subsequent and recent work experience of at least two years duration in a
setting where English is the language of business subject to satisfactory evidence as determined by the
University.
Note 1: Results from IELTS, University of Cambridge ESOL examinations and TOEFL are valid for two years
Note 2: The University, through UniSA International, maintains a list of countries where English is commonly
used and which would satisfy this criterion. This may include particular educational institutions within a given non-
English speaking country where English is the language of instruction.
Does the above statement apply to If no, identify any variation and amend the above statement accordingly.
this program? For example does the program require the bachelors degree to be in a
particular discipline? eg:
‘A completed undergraduate degree or equivalent and have a minimum
of two years appropriate professional experience or at least six years of
appropriate professional experience.’
Does the program have any other For example, areas of prerequisite or assumed knowledge.
entry requirements? If yes, insert details above, eg:
‘Applicants must have passed coursework with the following content:
Programming in Java
Systems analysis and design’
Is this program part of a nested suite? If yes, completion of the nested Graduate Certificate should be included
in the statement. This may include a particular level of attainment, eg:
‘Completion of the Graduate Certificate in X’
or
‘Students completing the Graduate Certificate in X with a Grade Point
Average of 5 or better will be eligible for entry.’
For programs that include work If so, amend the above text accordingly, eg:
experience, can the work experience ‘Five year relevant industry experience.’
be clearly defined?
Masters degrees
Applicants are required to have:
A completed Bachelors degree in a related discipline from a recognised higher education institution or
equivalent;
A completed Graduate Diploma in a related discipline from a recognised higher education institution;
In addition, international students who speak English as a foreign language must have obtained one of the
following standards within the last two years prior to admission. Possession of one or more of these qualifications,
in addition to the academic entry requirements, does not, in itself, guarantee a place at the University of South
Australia. Applications are considered on an individual basis and selection is competitive. Where previous
study/work experience was conducted in English, the application must be accompanied by certified
documentation from the educational institution/employer certifying that the language of instruction/employment
was English.
English Language Test (see Note 1)
School of [NAME} Page 21 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
IELTS (International English Language Testing System)
Reading and writing - 6.0
Overall band score - 6.5
Certificate of Proficiency in English (University of Cambridge ESOL Examination)
Grade of C
Certificate in Advanced English (University of Cambridge ESOL Examination)
Grade of C
TOEFL (Test of English as a Foreign Language)
TOEFL iBT (internet based test) - 90 with no band less than 21
TOEFL PBT (Paper-based test) - 577 with TWE (Test of Written English) of 4.5
English Language Programs
Successful completion of the CELUSA Academic English Program - Level 5
Other qualifications
Successful completion of a tertiary qualification at diploma level or above completed in Australia within the
last two years; or
Successful completion of at least two years of tertiary study at diploma level or above conducted and
completed in English within the last five years in a country in which English is commonly used, as
determined by the University (see Note 2). Where the study in English was more than five years ago, this
requirement may be satisfied by subsequent and recent work experience of at least two years duration in a
setting where English is the language of business subject to satisfactory evidence as determined by the
University.
Note 1: Results from IELTS, University of Cambridge ESOL examinations and TOEFL are valid for two years
Note 2: The University, through UniSA International, maintains a list of countries where English is commonly
used and which would satisfy this criterion. This may include particular educational institutions within a given non-
English speaking country where English is the language of instruction.
Does the above statement apply to If no, identify any variation and amend the above statement accordingly.
this program? For example does the program require the bachelors degree to be in a
(NB: Where a coursework masters particular discipline? eg
degree consists of less than 54 units,
the requirement for entry is normally ‘Applicants should normally hold a four-year bachelor degree in
a completed honours degree or Physiotherapy or its equivalent. Applicants should normally have at least
degree with honours). two years of professional experience since graduation.’
Does the program have any other For example:
entry requirements? areas of prerequisite or assumed knowledge
professional experience
interviews/portfolios
If yes, insert details above, eg:
‘All applicants are required to submit two referee reports (proforma
provided) and a detailed curriculum vitae outlining managerial and
executive experience.’
Is this program part of a nested suite? If yes, completion of the nested Graduate Diploma should be included in
the statement. This may include a particular level of attainment, eg
‘Completion of the Graduate Diploma in X.’
or
‘Students completing the Graduate Diploma in X with a Grade Point
Average of 5 or better will be eligible for entry.’
Coursework Professional Doctorates
Applicants are required to have:
A completed Honours degree or Bachelors degree with honours of at least 2A standard in a related
discipline or an appropriate Masters Degree or equivalent
School of [NAME} Page 22 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
In addition, international students who speak English as a foreign language must have obtained one of the
following standards within the last two years prior to admission. Possession of one or more of these qualifications,
in addition to the academic entry requirements, does not, in itself, guarantee a place at the University of South
Australia. Applications are considered on an individual basis and selection is competitive. Where previous
study/work experience was conducted in English, the application must be accompanied by certified
documentation from the educational institution/employer certifying that the language of instruction/employment
was English.
English Language Test (see Note 1)
IELTS (International English Language Testing System)
Reading and writing - 6.0
Overall band score - 6.5
Certificate of Proficiency in English (University of Cambridge ESOL Examination)
Grade of C
Certificate in Advanced English (University of Cambridge ESOL Examination)
Grade of C
TOEFL (Test of English as a Foreign Language)
TOEFL iBT (internet based test) - 90 with no band less than 21
TOEFL PBT (Paper-based test) - 577 with TWE (Test of Written English) of 4.5
English Language Programs
Successful completion of the CELUSA Academic English Program - Level 5
Other qualifications
Successful completion of a tertiary qualification at diploma level or above completed in Australia within the
last two years; or
Successful completion of at least two years of tertiary study at diploma level or above conducted and
completed in English within the last five years in a country in which English is commonly used, as
determined by the University (see Note 2). Where the study in English was more than five years ago, this
requirement may be satisfied by subsequent and recent work experience of at least two years duration in a
setting where English is the language of business subject to satisfactory evidence as determined by the
University.
Note 1: Results from IELTS, University of Cambridge ESOL examinations and TOEFL are valid for two years
Note 2: The University, through UniSA International, maintains a list of countries where English is commonly
used and which would satisfy this criterion. This may include particular educational institutions within a given non-
English speaking country where English is the language of instruction.
Does the above statement apply to If no, identify any variation and amend the above statement accordingly.
this program? For example does the program require the bachelor’s degree to be in a
particular discipline? eg:
‘For admission to the Doctor of Clinical Pharmacy, the candidate must:
(a ) be a registered pharmacist in a State or Territory of Australia
with a minimum of 2 years of professional experience; and
(b) hold a coursework Masters degree in Clinical Pharmacy from the
University of South Australia, or
- have completed the course work components of the Master
degree in Clinical Pharmacy at this University; or
- hold an award which, in the opinion of the Program Director, is at
least equivalent to that degree or partial degree; or
- have such other qualifications and professional experience judged
by the Program Director to provide a preparation for study equivalent
to that provided above; and
(c) is, in the opinion of the Program Director and Head of School, a
suitable candidate.
Does the program have any other For example:
entry requirements? areas of prerequisite or assumed knowledge
professional experience
interviews/portfolios
If yes, insert details above.
School of [NAME} Page 23 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011
School of [NAME} Page 24 of 24
Program Code: [XXXX]
Prepared: [DATE]
Effective: [DATE]
Template 1- last updated: January 2011