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Higher Education - Course Development Policy

1. Purpose

To ensure that the development of CIT higher education courses is conducted in accordance with industry needs, the Tertiary Education Quality and Standards Agency Act 2011 and the Higher Education Standards Framework (Threshold Standards) 2021.


2. Scope

The development of all higher education courses of study at CIT


3. Principles

3.1  CIT will develop higher education courses that meet the requirements of the Australian Qualification Framework (AQF), the Tertiary Education Quality and Standards Agency Act 2011 and the Higher Education Standards Framework (Threshold Standards) 2021 reflecting CIT's status as an Institute of Higher Education registered with the Tertiary Education Quality and Standards Agency (TEQSA).

3.2  CIT may also develop short course Statements of Attainment.

3.3  The development of higher education courses must follow the accepted processes as endorsed by the CIT Higher Education Committee and be consistent with CIT's strategic directions, education and training profile, and educational philosophy and aims.

3.4  In developing a new higher education course, CIT will consult with external stakeholders such as universities, licensing bodies, industry partners and other relevant stakeholders.

3.5  CIT will only develop higher education programs where there is documented evidence of clear demand (either established or emerging) from Australian industry or the community.

3.6  CIT will only develop higher education programs in specialised areas where there is evidence of each of the following:

  • CIT has, or can demonstrate that it can develop, the teaching staff with the academic and professional expertise (in accordance with CIT higher education policies), the overall academic leadership, the facilities, the student academic support, pastoral care and appropriate, up-to-date and accessible learning resources and information systems required to deliver the course
  • where possible, confirmation from an industry/professional body that it will support the course development process
  • where the course of study isa pre-requisite for graduates to be able to work in a particular industry, confirmation from the industry or professional body that it will recognise the higher education qualification for that purpose
  • alignment of the course proposal with the Higher Education Quality Framework, Higher Education Benchmarking Framework, and CIT Higher Education Policies
  • the proposed qualification does not duplicate qualifications offered by other providers in the ACT region.

3.7  Each new course of study proposal will be developed and presented for approval to the Higher Education Committee in two stages. The first stage will involve in-principle approval of the course with particular evaluation of the type/level and discipline of the proposed course.

3.8  The second stage will involve a detailed course proposal setting out:

  • the qualification(s) to be awarded on completion
  • structure, duration and modes of delivery
  • the units of study (or equivalent) that comprise the course of study
  • entry requirements and pathways
  • expected learning outcomes, their sequence of attainment, methods of assessment and indicative student workload. In particular, the proposal will specify learning outcomes that are consistent with the field of education and level of qualification, informed by national and international comparators, including discipline-related, generic, employment-related and life-long learning outcomes. Methods of assessment are effective in confirming students' attainment of the learning outcomes, can demonstrate the progressive and coherent achievement of learning outcomes, and grades awarded reflect such attainment.
  • compulsory requirements for completion
  • exit pathways, articulation arrangements, pathways to further learning,
  • In the case of 'nested' course designs, clear entry and exit pathways, clear learning outcomes for each exit point and appropriate course design for each level
  • the proportion and nature of any relevant research or research-related study in the course
  • where the course requires graduates to be able to practise, the professional accreditation report by the relevant industry body or other external review report of the proposed course
  • accurate and relevant information about the proposed course (clearly identifying qualification type, level and field of discipline) to be made available to prospective students, including those with special needs
  • description of how the course content and learning activities evidence a level of advanced knowledge and enquiry consistent with the level of study and expected learning outcomes, including current and emerging knowledge and concepts, the theoretical framework behind the relevant academic discipline
  • evidence of the conceptual basis of the course design
  • an explanation of how the course structure fosters progressive and coherent achievement of expected learning outcomes throughout the course, regardless of the student’s place of study or the mode of delivery
  • availability of the course to international students. The second stage will involve a detailed course proposal setting out:
  • the qualification(s) to be awarded on completion
  • structure, duration and modes of delivery
  • the units of study (or equivalent) that comprise the course of study
  • entry requirements and pathways
  • expected learning outcomes, their sequence of attainment, methods of assessment and indicative student workload. In particular, the proposal will specify learning outcomes that are consistent with the field of education and level of qualification, informed by national and international comparators, including discipline-related, generic, employment-related and life-long learning outcomes. Methods of assessment are effective in confirming students’ attainment of the learning outcomes, can demonstrate the progressive and coherent achievement of learning outcomes, and grades awarded reflect such attainment.
  • compulsory requirements for completion
  • exit pathways, articulation arrangements, pathways to further learning,
  • In the case of 'nested' course designs, clear entry and exit pathways, clear learning outcomes for each exit point and appropriate course design for each level
  • the proportion and nature of any relevant research or research-related study in the course
  • where the course requires graduates to be able to practise, the professional accreditation report by the relevant industry body or other external review report of the proposed course
  • accurate and relevant information about the proposed course (clearly identifying qualification type, level and field of discipline) to be made available to prospective students, including those with special needs
  • description of how the course content and learning activities evidence a level of advanced knowledge and enquiry consistent with the level of study and expected learning outcomes, including current and emerging knowledge and concepts, the theoretical framework behind the relevant academic discipline
  • evidence of the conceptual basis of the course design
  • an explanation of how the course structure fosters progressive and coherent achievement of expected learning outcomes throughout the course, regardless of the student's place of study or the mode of delivery
  • availability of the course to international students.

4. Documentation


5. Definitions

All terminology used in this policy is consistent with definitions in the CIT Definitions of Terms.


6. Policy Contact Officer

For more information about this policy contact Director, Education Services.

Contact CIT Student Services on (02) 6207 3188 or email infoline@cit.edu.au.


7. Procedures

This policy is implemented through the CIT Higher Education Committee.


POLICY INFORMATION
Policy No: 2022/635
Approved: November 2022
Next Review: November 2025
Category: Student Policies, Training Policies
Policy Owner: Executive Director, Education and Training Services
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