Identify the group targeted as potential students and indicating that the needs of this group are not currently being met elsewhere. Consultation with industry about demand may also be included here.
The major features of the course including the intended benefit to students and unique features
The strategic benefit to the university in introducing this new course including an evidence-based rationale relating to revenue growth, student recruitment into award programs, industry engagement and/or research translation.
A summary of costs associated with creating and delivering this course. A budget template may also be attached to this proposal for approval.
Detail the nature of the risk, its potential impact and likelihood, and any mitigation or contingency plans. Examples of risks include capacity to sustain delivery, competition – existing and potential, sustainable demand.
The level of the Course is an indication of its complexity and the nature of the academic skills required for its completion.
0 Non Standard
1 - 4 Undergraduate (i.e. first year through to year 4 / honours)
5 Postgraduate (i.e. graduate certificate through to masters)
8 Doctorate
This is required for assessed short courses only and may range from AQF 7 Introductory to AQF 9
Field of Education code (6 characters)
See Fields of Education Information at
https://www.abs.gov.au/statistics/classifications/australian-standard-classification-education-asced/2001/field-education-structure-and-definitions
Indicate whether the course will be graded or non-graded. If the course is not assessed, select non-graded.
(see Assessment Policy and Procedures)
List any course(s) that must be completed prior to taking this course. Only essential courses should be listed.
List any course(s) that must be undertaken concurrently, that is, in the same study period with this course.
State in broad terms the intention of the course. The statement should reflect the level/qualification of the course.
Outline the content and/or key processes (e.g. practicum /laboratory based courses) to be covered in the course. The content should reflect the aims and objectives of the course.
Type each objective and select the checkbox(es) below to the Graduate Quality(ies) satisfied by the course objective.
A maximum of 7 course objectives may be entered, however fewer than that is likely to be sufficient for a 4.5 unit course.
Course developers should refer to the guidance developed by the Teaching Innovation Unit (TIU) about how to write course objectives and contact Academic Development staff in the TIU for assistance, as needed.
Describe the teaching and learning arrangements of the course.
A Short Program type/component must be included as all students will be enrolled into this class.
Other Teaching and Learning Types may be listed, but these will not result in classes being scheduled.
List the summative assessment pieces for the courses. An approved list of assessment types can be found in the Program Approval Manual.
For Graded courses, the total assessment proportion must equal 100%.
For Non-Graded courses, each assessment must be listed as NGP.
Include the textbook (if relevant). It is assumed that, by recommending a text, students will be expected to purchase this resource and that it will be used extensively throughout the course. It is expected that only one textbook will be listed for purchase; if more than one is required, then justification should be provided below.
If the textbook is authored by a UniSA staff member, approval from the Academic Unit Board is required to prescribe that learning resource to a course. See A-52 Use of learning resources developed by University staff for more information.