Course and Unit Design Procedure
Section 1 - Purpose and Scope
(1) This procedure provides guidance for the design and development of all courses and units delivered by the University of New England (UNE).
(2) This Procedure applies to all
(3) This Procedure supports the Course and Unit Policy by articulating:
- guidance for the design of courses and units; and
- a standardised and consistent approach to ensure that the design and structure of courses align with the strategic objectives of the University and complies with all relevant legislation and regulatory requirements.
(4) Additional guidance to support effective implementation of this Procedure is provided in the associated Course Design Procedures – Structure and Methodology Guidance.
Part A - Course Structure
Award Structure and AQF Equivalence
(5) UNE coursework awards are structured with respect to the following:
- AQF level alignment (see Table 1)
- Unit level equivalence and composition (see Table 2)
- Course components:
- Core and elective content
- Majors and minors
- Entry and exit pathways.
(6) UNE course structures are based on a standardised structure of 48
(7) The proportion and sequencing of units in a course within the provisions of this Procedure is at the discretion of the owning
(8) The nature and requirements of the award structure must be made fully transparent to prospective and current
Table 1: Unit level AQF alignment
UNE Unit Level | AQF Level |
---|---|
100 | 5 – |
200 | 6 – |
300 | 7 – |
400 | 8 – Honours |
500 | 9 – |
600 | 10 – |
Table 2: Unit level equivalence and composition
Course Type | AQF Level | Credit Points (cp) | Guidance for Unit Level |
---|---|---|---|
N/A* | 24 | 100/200/300 level | |
Diploma | 5 | 48 | 100/200 level |
Advanced Diploma | 6 | 72-96 | 100/200/300 level |
Associate Degree | 6 | 96 | 100/200/300 level |
7 | 144 | 100/200/300/400 level | |
7 | 192 | 100/200/300/400 level | |
Combined |
7 | 192 | 100/200/300/400 level |
7 | 240 | 100/200/300/400 level | |
Embedded Honours Degree | 8 | 144-192 | 100/200/300/400/500 level |
8 | 48 | 300/400/500 level | |
8 | 24-48 | 100/200/300/400/500 level | |
8 | 48-96 | 100/200/300/400/500 level | |
Master’s Degree (coursework) | 9 | 48-96 | 100/200/300/400/500/600 level |
Course Components
(9) Course content is classified as either core or elective. Core and elective components can be articulated at both the course level and the major/minor level.
(10) Core components may be implemented as:
- Defined set of units with no student choice; or
- Defined sets of units with limited student choice that assure the same course learning outcomes.
(11) Elective components may be implemented in a range of ways, such as:
- Choice from a group of cognate units;
- Choice from a prescribed set or list of units;
- Choice from a defined sets of focus areas;
- Choice within defined parameters such are discipline or unit level;
- Free choice from any UNE units.
(12) Where appropriate, courses may be organised with internal structures of majors and minors.
(13) Where appropriate, courses may be structured with entry pathways that make use of provisions under the Admission, Credit and Enrolment Policy.
(14) Where appropriate, courses may be structured with nested exit pathways.
(15) Each award in a nested exit pathway must have its own learning outcomes articulated at the appropriated AQF level.
(16) Nested exit pathways may be implemented as:
- enrolment in a lower level with continuation to higher level/s – an ‘opt-in’ model;
- enrolling for the highest level at the outset with the option to exit earlier with a lower-level award – an ’opt-out’ model.
(17) Provision for alternative course structures may be made where necessary for external accreditation requirements.
Part B - Design Methodology
(18) UNE usees the 5D-Design model (see Table 3) to guide the process of curriculum design, as described in Part A of the Course and Unit Policy, and support the course and unit lifecycle.
Table 3: UNE 5D Design Model
Phase | Descriptor | Actions |
---|---|---|
1.Discover | Explore the opportunity or understand the problem |
• Conduct initial research and analysis
• Synthesise findings
• Identify key challenges & opportunities |
2.Dream | Explore potential solutions and ideas | • Engage as needed with students and stakeholders |
3.Design | Develop ideas and concepts into drafts to test understanding and assumptions |
• Convert ideas into tangible drafts or prototypes for feedback from students and stakeholders as needed, and undertake testing
• Iteratively refine based on feedback |
4.Deploy | Roll out the refined output |
• Plan for implementation, considering resources and timelines
• Deliver the course/unit/element |
5.Deliberate | Reflect and adjust outputs |
• Seek feedback from student and stakeholders post-implementation
• Return to the relevant phase based on feedback and/or
• Make adjustments based on real-world use and feedback |
Co-design
(19) Co-design is a deliberate, collaborative, and iterative process in which UNE staff, students, industry partners and other relevant stakeholders actively participate in the design of curriculum.
(20) Co-design should be considered in the design of all courses at UNE. A co-design approach should particularly be undertaken where a course or unit:
- is interdisciplinary; and/or
- requires professional accreditation; and/or
- attracts a student cohort linked closely to a specific industry, community or partner organisation; and/or
- is co-funded or being delivered with a specific industry, community or partner organisation; and/or
- is undergoing amendment or redesign in response to challenges identified as as part of UNE’s monitoring and review process; and/or
- is expected to differ in a major way to UNE’s standard educational offering; and/or
- a new student target market is being explored.
(21) A co-design approach utilises a range of methods of engagement across design phases and elements of curriculum. The optimal approach chosen will vary from course to course and is dependent on the overall curriculum goals and context, the point in the design and delivery cycle, the needs and expectations of stakeholders, and the resources available.
Part C - Constructive Alignment
(22) All courses and units at UNE are designed to ensure a coherent and meaningful connection between graduate attributes, course learning outcomes, unit learning outcomes, assessment tasks, learning activities and resources. This is achieved through the practice of constructive alignment. All core content in a course or major must be mapped as part of constructive alignment.
Graduate Attributes
(23) Each course will have defined course learning outcomes that describe the capabilities of graduates from the degree and align with UNE’s Graduate Attributes. UNE Graduate Attributes are identified in the Graduate Attributes Procedures.
Course Learning Outcomes
(24) All courses will have defined course learning outcomes.
(25) Course learning outcomes are informed by the UNE Graduate Attributes, the Higher Education Standards Framework (including
(26) Course learning outcomes will describe what
(27) Course learning outcomes should generally be met in full by the core components of a course. For courses where this is not achievable, course mapping should clearly demonstrate how course learning outcomes are met by all students regardless of chosen program of study.
(28)
(29)
Unit Learning Outcomes and Assessment
(30) Each
(31) Assessment in each unit is designed to support and accurately measure the achievement of
(32) Achievement of unit learning outcomes and demonstration of outcomes through assessment is supported by the deliberate structuring of teaching activities within the unit.
Curriculum Mapping
(33) Curriculum mapping captures the levels of constructive alignment necessary for regulatory and accreditation requirements.
(34) Alignment between
(35) Alignment and mapping of teaching activities is encouraged.
Part D - Unit Design
Structure and Classification
(36)
(37)
(38) For
(39) Units offered should generally address one or more of the following priorities:
- Core in one or more courses, majors or minors
- Required for accreditation or other regulatory purposes
- Required to assure course learning outcomes
- Addresses an identified strategic priority or market need
- High enrolment trend or potential for high enrolment
- Unique within UNE or sector
Prerequisites
(40) Some
(41)
Section 2 - Authority and Compliance
Authority
(42) The Executive Principal Education Futures, pursuant to Section 120 of the Course and Unit Policy, makes this procedure.
Compliance
(43)
(44) This procedure operates as and from the Effective Date. Previous procedures on
(45) To provide for exceptional circumstances arising from application of this procedure, the Executive Principal Education Futures may relax any provision of this procedure.
Top of PageSection 3 - Definitions Specific to These Procedures
Definitions
(46) Constructive alignment is a principle used for designing curriculum, teaching, and learning activity and assessment tasks in a way that directly address the intended outcomes.
(47) Core components are
(48) Elective components are units or sets of units that are chosen by
(49) A major is defined as study in a single discipline, topic or professional area to the value of 48 credit points. Majors may be printed after the award title on the academic
(50) A minor is defined as a study in a single discipline to the value of 24 credit points. Minors will not be printed after the award title on the academic
(51) An entry pathway is defined as a course component that allows course requirements and learning outcomes to be partially met by specific entry conditions (defined according to the Admission, Credit and Enrolment Policy) rather than units of study.
(52) A nested exit pathway is defined as a set of courses at different levels in the same area of study with mutually inclusive requirements. The lower-level course requirements are nested in the higher-level course/s and once lower-level course requirements are met students may choose to exit the program with the lower-level award or progress to complete the higher-level award/s.