• Section 1 - Purpose
• Section 2 - Scope
• Section 3 - Procedure
• Part A - Design
• Part B - Academic requirements and other course information
• Part C - Volume of learning
• Part D - Awards
• Part E - Nested courses
• Nested course exits
• Part F - Inherent requirements, English language proficiency, and assumed Knowledge
• Part G - Course completion
• Part H - Course Duration
• Undergraduate courses and standard course durations
• Postgraduate courses and standard course durations
• Course duration, volume of learning and maximum course duration for coursework courses
• Part I - Course Components and Requirements
• Unit
• Unit Levels 1-4 for an Undergraduate Course
• Unit levels for Honours (H), Graduate (G), Post graduate (PG) and Research (R)
• Unit modes of delivery
• Unit requirements and pre-requisites or co-requisites
• Majors in undergraduate bachelor courses
• Core major
• Specialist major
• Breadth major
• Minors
• Electives
• Part J - Course names and award titles
• Part K - Course structures
• AQF levels 5-7 and honours AQF level 8
• Diploma
• Associate degree
• Undergraduate certificate
• Bachelor degree (3-year)
• Bachelor Degree (4-year)
• Bachelor Degree (4-year double degree)
• Bachelor Degree (5-year double degree)
• Bachelor Honours Degree
• Courses at AQF Levels 8-9
• Graduate certificate
• Graduate diploma:
• Masters degree (coursework)
• Masters degree (research)
• Masters degree (extended)
• Vertical masters pathway
• Doctoral degree
• Section 4 - Responsibilities
• Section 5 - Policies
• Section 6 - Definitions

Section 1 - Purpose

(1) This Procedure supports the Course Policy by stating the University of Canberra’s (University) requirements for qualifications described in the Australian Qualifications Framework (AQF) levels 5–10.

(2) Higher Degree by Research (HDR) courses are also subject to HDR policies and procedures.

(3) This Procedure should be read alongside the:

1. Course Policy;
2. Course Procedure - Monitoring, Review and Improvement;
3. Credit Procedures;
4. Admission Policy (Coursework) and Admission Procedure (Coursework);
5. New Course Development Policy and New Course Development Procedure;
6. Indigenising the Curriculum Framework;
7. Guideline: Course Structures and Study Patterns; and
8. Guideline: Professional Practice Core Units.

Section 2 - Scope

(4) This Procedure has the same scope as the Course Policy.

Section 3 - Procedure

Part A - Design

(5) Courses and course components offered by the University will be designed:

1. to provide a high quality student-focused learning experience;
2. with clear and demonstrable learning outcomes;
3. to ensure constructive alignment between learning outcomes, assessment tasks and learning activities;
4. to support equity of access;
5. to support student progress;
6. to support students’ transition into university study, from introductory to advanced levels of study, and from articulation partners;
7. to be inclusive of a diverse student body;
8. with consideration of the academic calendar that will apply to the course; and
9. to utilise evidence-based teaching pedagogies and assessment design appropriate for the discipline and subject area.

(6) Courses and course components:

1. engage students in their learning, with their fellow students, and with their discipline; and 
2. use the University’s educational technologies as appropriate to support and enhance students’ learning opportunities, engagement with the University, and sense of belonging.

(7) Where courses are available to international students with student visas at the University’s locations in Australia:

1. the course, its delivery location and duration must be registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS);
2. the course must comply with all requirements of the Education for Overseas Students (ESOS) Act 2000 and National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code 2018), including:
   1. no more than the maximum proportion prescribed in the ESOS National Code can be delivered through online learning;
   2. units that are offered in a flexible mode of delivery must include scheduled on campus activities; and
   3. in each compulsory study period for a course, an international student must be studying at least one unit that is not by online learning as defined in the ESOS National Code, unless the student is completing the last unit of their course;
3. for English Language Intensive Courses for Overseas Students (ELICOS) or foundation programs, any online learning is in addition to minimum on-campus teaching requirements; and
4. a faculty may specify additional requirements beyond those set out in these procedures to meet professional accreditation requirements or other specified standards.

(8) To be eligible for an award a student must complete the minimum number of credit points of study at the University of Canberra towards the course requirements for that qualification, and demonstrate that all academic requirements are satisfactorily completed.

Part B - Academic requirements and other course information

(9) The academic requirements for a course or set of nested courses required to be submitted for approval by University governance committees include:

1. the AQF level of the course or courses;
2. the award(s) or awards
3. total credit points for each course
4. the course requirements: this is all the required course components that students need to complete in order to achieve the qualification
5. bridging requirements, if any
6. maximum period or periods of study permitted
7. modes of delivery of the course including the details of when and where the course is offered
8. the course learning outcomes, unit learning outcomes and mapping of unit learning outcomes to the course learning outcomes
9. admission requirements, including inherent requirements
10. the expected duration of the course including any holiday periods or any work-based training
11. any other administrative information required.

(10) Other information about a course to be considered by a governance committee for accreditation or revision will include:

1. teaching strategies including:
   1. expected assessment description, timing, weightings and feedback methods;
   2. part-time and/or full-time study patterns as applicable;
   3. mode(s) of delivery for the constituent units; and
   4. whether the course is available to international students;
2. risks to academic quality;
3. student experience, and student transition as applicable; and
4. demonstrated alignment with relevant legislation and the AQF.

(11) Course modes of delivery descriptions (listed alphabetically):

Part C - Volume of learning

(12) At the University, the AQF volume of learning is expressed through credit points. One University credit point’s notional duration is 50 hours inclusive of all student activities, and 24 credit points is equal to 1 equivalent full-time study load (EFTSL). 

(13) A single 3-credit point unit’s notional duration is 150 hours inclusive of all student activities, including those associated with completion of assessment tasks that enable a student to satisfactorily meet a unit’s learning outcomes.

(14) If the volume of learning is less or more than 150 hours for a 3-credit point unit, the academic rationale for the variation will demonstrate that the learning outcomes and learning activities:

1. are appropriate to the AQF qualification type, level and discipline, and/or are a requirement of professional accreditation;
2. are designed so that students can achieve the learning outcomes and successfully complete the learning activities in the time available; and
3. consider the impact on students across the required units in that course in the typical study pattern.

(15) The AQF definition of volume of learning relates to a notional expected full-time equivalent course duration. Variation to the notional expected course duration requires Academic Board approval.

Part D - Awards

(16) Each course will have at least one corresponding award which can be conferred by the University when a student satisfactorily completes the academic requirements.

(17) A single course may enable students to graduate with one of a number of awards depending on what electives or streams a student selects from those on offer in the course. Each award for a course will have its own course requirements.

(18) A joint award is a single qualification that is jointly conferred by the University and one or more third party providers involved in a joint course, either nationally or internationally.

Part E - Nested courses

(19) Nested courses are a set of related courses that can be offered sequentially and can lead to qualifications at different AQF levels, or may be 2 courses at the same level, such as 2 graduate certificates both nested within a graduate diploma. 

(20) Nested courses are typically both entry and exits for the higher AQF level course to enable them to be promoted to students as independent courses, and can be used as pathways between qualification levels, but may be developed to be used only as an exit from the higher AQF level course. 

(21) Each nested course has its own academic requirements consistent with the AQF level for that qualification. 

(22) A student who enrols in a higher-level course may exit at the lower-level of qualification of the nested course if they have successfully completed the academic requirements for the lower-level qualification. 

(23) Where a course is nested within a higher-level course, successful completion of the lower-level course will guarantee entry to the related higher-level course, when allowed by academic policy and published admission requirements for the related higher-level course. Successfully completed components of the lower-level course will be credited towards completion of the higher-level course.

Nested course exits

(24) An exit is an exit from a course which:

1. is nested, typically a lower-level course nested within a higher-level course, or a double degree; or
2. is an early point of exit for students to achieve a lower-level qualification where they cannot or choose not to complete the higher-level course into which they were admitted, or have one qualification of their double degree conferred prior to completing the course requirements for both constituent courses. 

(25) Nested course exits will have a corresponding specified award.

Part F - Inherent requirements, English language proficiency, and assumed Knowledge

(26) Admission requirements for a course will be aligned with the Admission Policy (Coursework) and the Admission Procedure (Coursework), and reflect the minimum admission requirements a student must meet to give them the best chance of success in that course.

(27) In addition to the requirements of the Admission Policy (Coursework) and the Admission Procedure (Coursework), the following must be specified in course admission requirements:

1. inherent requirements for a course;
2. assumed knowledge;
3. any costs additional to the course fees for the purchase of minimum or specialised equipment, software, or other resources; and
4. any costs associated with placements, field trips, work integrated learning, residentials or other activities, that are required to satisfactorily complete the academic requirements.

(28) Faculties will ensure appropriate course advice is provided to students who do not meet the minimum admission requirements or cannot demonstrate the assumed knowledge and recommend pathway or bridging courses, alternative courses, and/or academic skills support to those students.

Part G - Course completion

(29) Course completion occurs when a student demonstrates they have satisfactorily completed the academic requirements for the qualification in which they have been admitted, including:

1. all required units, and selected units from a restricted set where applicable, as specified in the course requirements;
2. the minimum number of credit points required to be completed at the University for that level and type of qualification;
3. any variation of course requirements for that student approved under the relevant policy;
4. any other activities required to complete the academic requirements, such as those specified by external accrediting bodies; and
5. the required volume of learning for that level and type of qualification.

(30) The minimum number of credit points to be studied at the University depends on the level and type of qualification, as follows:

(31) Credit and recognition of prior learning (RPL) conditions are stated in the University’s Credit Procedures, and may be specific to a course’s course requirements and admission requirements, and the level and type of qualification. Credit and RPL must ensure that the minimum credit point requirement to be studied at the University is met.

Part H - Course Duration

(32) Course duration is expressed in the equivalent full-time years to complete the notional volume of learning for the AQF qualification type and level.

(33) A course must be completed within the maximum duration (as specified in the University’s Academic Progress (Coursework Units) Procedure and the Higher Degree by Research Progress and Milestones Policy and Procedure to ensure graduates’ knowledge and skills in the discipline are reasonably current.

(34) A faculty may require that a course is completed in a time shorter than the maximum duration for professional accreditation and/or skills and knowledge currency, or offer a course as an accelerated offering. Where this is the case, it will be specified in the academic requirements, be communicated to prospective and current students, and reflected in the typical study pattern.

(35) If a course admits international students, a full-time study pattern for the type of qualification, its volume of learning, and course duration will be published, along with all other course information.

Undergraduate courses and standard course durations

Postgraduate courses and standard course durations

Course duration, volume of learning and maximum course duration for coursework courses

Part I - Course Components and Requirements

(36) All the course components required for a student to achieve a qualification are defined as the ‘course requirements’. A course component is an approved major, an approved minor, or an individual unit, or a course nested within a higher level course.

(37) An approved major or an approved minor may be called a unit set.

(38) Course components will be described in the course requirements as one of the following:

(39) Satisfactory completion of the required course components, and any restricted choice course components, must ensure a student has achieved the course learning outcomes and graduate attributes when they are awarded the qualification.

(40) Course components in an undergraduate bachelor degree course are typically combinations of the following:

1. core major;
2. specialist major;
3. breadth major or breadth component;
4. honours component;
5. minor; and
6. unit.

(41) A breadth component may be either a breadth major with its own code, or a combination of course components such as an approved minor combined with other units.

(42) An honours component is the identified units or combination of identified units and unit learning outcomes that make up the embedded honours or honours stream in a four year bachelor that enables students to graduate with an AQF level 8 bachelor honours degree qualification.

(43) In a three year undergraduate bachelor degree course a student must complete a minimum of 18 credit points at University level 3 or level 4 (advanced) to ensure that they graduate at AQF level 7.

(44) In a four or five year undergraduate bachelor degree course a student must complete a minimum of 24 credit points at University level 3 or 4 (advanced) to ensure that they graduate at AQF level 7, or AQF level 8 if applicable.

(45) Graduate level coursework courses will typically be designed so that lower level courses are course components of a higher level course or courses. One or two graduate certificates may be nested within a graduate diploma and a graduate diploma may be nested within a masters degree (coursework).

(46) A masters degree (research) will be designed typically to include research training relevant to the student’s discipline and the student’s thesis topic and discipline area.

Unit

(47) A unit is typically three credit points, but may be multiples of three credit points (e.g. six, nine or twelve credit points) for educational, structural, placement, or external accreditation reasons. Other credit point values that are not multiples of three credit points may be applied to a unit to support the University’s strategic objectives, or meet the needs of a market. A unit may be:

1. a component of a coursework course;
2. a coursework unit in a HDR course; or
3. a thesis unit in a HDR course.

(48) Each unit will have a course and/or program to which it belongs and where the responsibility for unit monitoring, review and improvement is situated.

(49) Units that are designed to have students working at AQF levels 5-7/8 will be assigned a University unit level, with the associated descriptor(s). The digital student handbook will display the University unit level.

(50) Units that are designed to have students working at AQF levels 8-10 will be assigned either an Honours (H), Graduate (G), Post graduate (PG) or Research (R) level. The digital student handbook will display the UC unit level.

(51) The AQF level of a unit may not map directly to a University unit level because the AQF level applies to a qualification type rather than individual units.

(52) The notional AQF level of a unit may be dependent on admission requirements, pre-requisites, corequisites, and the type of unit and, for example, where the unit is located in a core major or a specialisation major study pattern.

(53) An individual unit may have unit learning outcomes at different AQF levels due to scaffolded progression through a unit’s learning and assessment activities.

Unit Levels 1-4 for an Undergraduate Course

Unit levels for Honours (H), Graduate (G), Post graduate (PG) and Research (R)

Unit modes of delivery

(54) University modes of delivery mapping to the government code of ‘Internal’ (see table below) will be designed by unit conveners to meet definitions of face-to-face in the Education Services for Overseas Students Act 2000 (ESOS Act).

(55) Optional on campus activities where new content is not introduced may be scheduled in Online real-time units if the rationale for their inclusion is approved by the DVCA.

(56) Unit modes of delivery descriptions (listed alphabetically):

Unit requirements and pre-requisites or co-requisites

(57) In an undergraduate course, the first professional core unit, typically named Professional Orientation, is a pre-requisite for all other professional practice core units.

(58) An advanced level professional practice capstone unit in an undergraduate course, which is typically completed in the student’s final semester as part of a core major, requires completion of all other professional practice core units of the core major as pre-requisites.

(59) In undergraduate courses individual units in a specialist major may have co-requisites or pre-requisites that are units in the course’s core major, or within the specialist major.

(60) Post-graduate courses may also include specified pre-requisite and co-requisite units.

(61) Where units are pre-requisites or co-requisites, full-time and part-time study patterns will be designed to ensure that unit availability supports students’ completion of their course within the maximum course duration, and ensures that students are able to continue their studies within substantial gaps in unit availability.

(62) Unit pre-requisites and co-requisites may be waived by the Unit Convener responsible for the unit after evaluating the student’s likelihood of success if they have not completed the pre-requisite or co-requisite units. 

Majors in undergraduate bachelor courses

(63) Three types of majors are typically used as course components of an undergraduate bachelor course:

1. core major;
2. specialist major; and
3. breadth major.

(64) A major in an undergraduate bachelor course:

1. is approved as a major by Academic Board and has its own code;
2. is 24 credit points, but exceptions that vary from this procedure may be approved by Academic Board from time to time;
3. is purposefully designed to foster the progressive and coherent development of skills, knowledge, and the application of skills and knowledge;
4. will typically contain no more than 9 credit points at level 1, and will have at least 6 credit points at level 3 or above; and
5. belongs to a program and that is where the monitoring, review and improvement processes for the major are situated.

Core major

(65) The only co-requisite of a core major is enrolment in a specified bachelor degree course.

(66) Core majors are:

1. typically comprised of the 4 professional practice core units and 4 discipline-specific units which introduce students to the discipline; and
2. shared by all bachelor degree courses in the same undergraduate program.

Specialist major

(67) A specialist major is designed to scaffold students in the development of skills and knowledge in a specialist discipline as they progress through a bachelor degree course

(68) Where a specialist (or other) major is also available as a breadth major, any assumed knowledge must be made explicit to prospective students and the course design must ensure appropriate scaffolding and transition support for students.

Breadth major

(69) A breadth major may be:

1. a specialist major in a bachelor course that is made available to students outside that course or discipline as a breadth major; or
2. recommended to students in a bachelor course as an additional major or as one of a group of majors.

Minors

(70) A minor is 12 credit points made up of units selected to provide students with foundational or specialist knowledge of strategic relevance to the faculty or to the university.

(71) Minors may be:

1. offered to students as an elective or may be a required component of the course requirements; or
2. made available to students outside the discipline area.

Electives

(72) Inclusion of an elective option for students in a course is possible where the total credit points for required units combined with restricted elective course components are less than the total credit points required to complete a course’s credit points (elective capacity).

(73) Elective capacity within a course:

1. may be limited by course design, professional accreditation, placement requirements or other course requirements;
2. may be limited to a single unit or may be a course component such as a 24 credit point major; and
3. will be identified in the typical study pattern for a course.

(74) Depending on the credit points available and the course requirements, a student may complete a breadth major, a minor combined with other units, or a range of individual units as elective(s).

(75) Faculties may recommend an elective or group of electives to a student cohort.

(76) Students must be advised when choosing electives that a minimum of 18 credit points of their 3-year bachelor degree course, or 24 credit points of their 4-year bachelor degree course must be University level 3 or level 4.

(77) A student may select any unit offered in a teaching period if there is elective capacity in their course, depending on:

1. any pre-requisites or co-requisites;
2. the minimum number of University level 3 units that a student must complete in an undergraduate course; and
3. any other constraints.

(78) A restricted elective set will be specified in the course requirements.

Part J - Course names and award titles

(79) Course names and award titles will comply with the AQF Qualifications Issuance Policy, and the University convention for course names and award titles.

(80) Exceptions to the University’s course and award naming conventions, that comply with the AQF Qualifications Issuance Policy but vary from this procedure, may be approved by Academic Board from time to time.

(81) When a new course is reviewed by Academic Board, the faculty will request the creation of a corresponding award, or if an award already exists, provide the details of the award that will be conferred when a student successfully completes the academic requirements for the new course.

(82) A single course and set of course learning outcomes may be associated with more than one award. Where this is the case, the award to be conferred is determined by the student’s successful completion of a specified combination of units, which will be described in the course requirements.

(83) Naming conventions for University courses and awards are as follows:

Part K - Course structures

AQF levels 5-7 and honours AQF level 8

(84) Proposed course structures for courses AQF levels 5-8 are included in the Guideline: Course Structures and Study Patterns and Guideline: Undergraduate Professional Practice Core Units.

(85) Courses at AQF levels 5-7 and honours AQF level 8 offered at the University include:

1. diploma;
2. associate degree (approved only as an exit);
3. undergraduate certificate(0.5 years);
4. bachelor degree (3 years);
5. bachelor degree (4 years);
6. bachelor double degree (4 years);
7. bachelor double degree (5 years);
8. bachelor honours degree (1 year);
9. 3-year bachelor with an associated standalone bachelor honours degree year (4 years); and
10. bachelor with embedded honours (4 years).

Diploma

(86) Diploma courses will be designed:

1. to ensure graduates meet the specification for an AQF level 5 qualification;
2. to provide students with academic foundation skills for further learning;
3. to prepare students to articulate successfully into a related bachelor course; and
4. to meet the learning outcomes of equivalent first year units where the diploma is a pathway into a University bachelor course.

(87) Academic Board may approve that a diploma qualification be used only as an exit point nested within one or more bachelor degree courses.

Associate degree

(88) Associate degrees will be designed:

1. to meet the specification for an AQF level 6 qualification; and
2. only as an exit nested within one or more bachelor degree courses.

Undergraduate certificate

(89) Undergraduate certificates will be designed:

1. to meet the specification for an AQF level 5, 6 or 7 qualification depending on proposed student cohort for the course; and
2. to enable a student who successfully completes the undergraduate certificate to articulate into an existing related qualification.

(90) Academic Board may approve an undergraduate certificate as an exit nested within one or more bachelor degree courses.

Bachelor degree (3-year)

(91) A 3-year bachelor degree course must be designed to ensure that graduates meet the specification for an AQF level 7 qualification and comprise 72 credit points.

(92) Three-year double degrees are typically made up of:

1. a core major of 24 credit points which includes:
   1. four professional practice core units; and
   2. 12 credit points of units core to the discipline area for the course;
2. one specialist major of 24 credit points; and
3. a breadth component of 24 credit points which may be:
   1. an additional specialist major;
   2. a breadth major from another program or discipline area; or
   3. comprised of a variety of breadth components, such as a required or elective minor combined with restricted choice or elective units.

(93) A bachelor course will belong to a program, and all bachelor courses in the same program will share the same core major.

(94) The structure of a 3-year bachelor degree course may be varied to meet professional accreditation requirements or the strategic needs of the University.

Bachelor Degree (4-year)

(95) A 4-year single degree course must:

1. be designed to ensure that graduates meet the specification for an AQF level 7 qualification;
2. typically only be offered where the volume of learning or other academic considerations required by the professional body accrediting the course cannot be completed within three years;
3. comprise 96 credit points, typically made up of:
   1. a core major of 24 credit points including:
      1. four professional practice core units; and
      2. 12 credit points of units core to the discipline area for the course;
   2. one specialist major of 24 credit points; and
   3. a breadth component of 48 credit points which may be:
      1. an additional specialisation major, professional stream;
      2. a breadth major from another program or discipline area; or
      3. comprised of a variety of breadth components, such as a required or elective minor combined with restricted choice units or elective units.

(96) On successful completion of the academic requirements for a four-year bachelor degree a student will receive a single testamur.

Bachelor Degree (4-year double degree)

(97) A 4-year double bachelor degree must:

1. be designed to ensure that graduates meet the specification for an AQF level 7 qualification;
2. have its own course code; and
3. comprise 96 credit points comprised of two standalone bachelor courses each of which has its own course code;

(98) Students completing a bachelor double degree must achieve the course learning outcomes and graduate attributes specified for each of the constituent courses, noting that in some circumstances one or more components of the double degree is a program, rather than an individual course.

(99) Each constituent course in a double degree will:

1. have its own course learning outcomes; and
2. meet all course-related policy, procedure, reporting and monitoring, review and improvement requirements.

(100) If a constituent course in a double degree is closed, then any double degrees that include the constituent course must be closed.

(101) Where the two constituent courses for a double degree course are from different faculties or from different programs in the same faculty course proposals (new, revisions and closures), student transition requirements, and study pattern changes will be completed in collaboration and jointly submitted.

(102) The faculty or program responsible for the first named course in the double degree course is responsible for all quality assurance and course lifecycle management, however:

1. if one course in a double degree is professionally accredited, then all quality assurance and lifecycle management responsibility is with the faculty or program responsible for the professionally accredited course; or
2. if both courses are professionally accredited, then the faculty or program responsible for the first named course is responsible for all quality assurance and course lifecycle management.

(103) Course design for a double degree will:

1. ensure students have a coherent and scaffolded learning experience to achieve the course learning outcomes within the expected 4-year duration:
   1. in each of the two study areas; and
   2. in both full-time and part-time study patterns;
2. ensure any overlap between units or course content is addressed prior to consideration by the governance committees.

(104) Each individual award will be specified as an exit from the double degree course to enable students to exit if they do not wish to complete both degrees in the double degree course.

(105) Where possible study patterns will enable a student to apply for course completion for one course and be conferred with the corresponding award before completing all the specified academic requirements for the double degree course.

(106) A student will receive one testamur for each course that comprises the double degree, on completion of the academic requirements for each course.

(107) If 2 bachelor courses from different programs are combined and approved as a double degree, the double degree course will include:

1. the specialist major from each course; and
2. the core major from each program, but:
   1. the Professional Orientation unit is only completed once; and
   2. students will be recommended an elective unit to take the place of the second Professional Orientation unit.

(108) If 2 specialist majors from the same program are combined and approved as a double degree, then the double degree course will include:

1. the core major for that program;
2. two specialisation majors from the program; and
3. one breadth major or another specialisation major from a restricted set, and in this case:
   1. the course learning outcomes and graduate attributes for the double degree must reflect those of the constituent courses; and
   2. a student is be conferred with two specified awards, depending on the specialisations completed.

Bachelor Degree (5-year double degree)

(109) A 5-year double bachelor degree is typically only available as a combination with a Bachelor of Laws and must be initiated by the Faculty of Business, Government and Law, and:

1. comprises 120 credit points;
2. will be the equivalent of five years duration of full-time study; and
3. will meet all other requirements that are specified for a four year double degree applied to the 5-year course

Bachelor Honours Degree

(110) Bachelor of honours degree courses at the University can be one of 3 types:

(111) A bachelors honours degree course or honours course component:

1. qualifies individuals who apply a body of knowledge in a specific context to undertake professional work as a pathway for research and further learning;
2. is designed to ensure graduates meet the AQF level 8 specification for the bachelor honours degree qualification;
3. comprises 24 credit points with:
   1. a minimum of 6 credit points of research training; and
   2. a minimum of 12 credit points of research;
4. will have its own course learning outcome(s);
5. will require students to plan and execute project work and/or a piece of research and scholarship with some independence; and
6. will ensure research supervision is provided appropriate to the field of study and planned research output of each student.

(112) If an honours-related assessment is embedded within a unit as part of an honours component, it must have its own identifiable unit learning outcome(s) that maps to an honours-specific course learning outcome(s).

(113) Standalone bachelor honours degree course is a standalone course with its own admission requirements and course code.

(114) A bachelor course with embedded honours – Type 1:

1. may be proposed by a faculty where a bachelor course with an embedded honours component is a requirement for professional accreditation or professional registration;
2. requires that all students enrolled in the course complete the embedded honours requirements and exit with the AQF level 8 qualification to be eligible for professional accreditation or professional registration;
3. is designed so that the honours component must be completed to achieve the course learning outcomes;
4. clearly identifies the units, or specific unit learning outcomes in individual units that contribute to the honours component of 24 credit points; and
5. will, wherever possible, make an AQF level 7 exit point available to a student who may require it, and make it clear to the student who chooses the exit that:
   1. the AQF level 7 qualification is not professionally accredited; and
   2. the AQF level 7 qualification will not enable the student to be granted professional registration by the professional accrediting body.

(115) A bachelor course with embedded honours – Type 2:

1. is designed as a 4-year bachelor degree which includes a bachelor stream and an honours stream;
2. clearly identifies the units, or specific unit learning outcomes in individual units that contribute to the honours stream of 24 credit points; and
3. is designed so that the honours component must be completed to achieve the course learning outcomes for the honours AQF level 8 qualification to be granted.

(116) The honours stream is optional for students admitted into the bachelor degree course.

(117) Students can choose the bachelor stream and graduate with a four year bachelor at AQF level 7.

(118) Students can choose or be selected for the honours stream and graduate with a four year bachelor with honours at AQF level 8.

Courses at AQF Levels 8-9

Graduate certificate

(119) A graduate certificate:

1. is designed to ensure graduates meet the specification for the graduate certificate AQF level 8 qualification;
2. is comprised of 12 credit points;
3. may be standalone and designed for a specific student cohort, or be nested in a graduate diploma and/or in a masters course;
4. may be used as an exit for specified higher AQF level courses; and
5. may enable guaranteed entry into and/or credit for specified higher AQF level courses as a nested pathway.

Graduate diploma:

(120) A graduate diploma:

1. is designed to ensure graduates meet the specification for the graduate diploma AQF level 8 qualification;
2. is comprised of 24 credit points;
3. is typically designed as two nested graduate certificates which may be offered separately or as a nested pathway; and
4. may contain a maximum of one three credit point unit at AQF level 9 if nested within a masters degree (coursework), depending on its design, or an AQF level 9 learning outcome in an AQF level 8 unit.

Masters degree (coursework)

(121) A masters degree (coursework):

1. is designed to ensure graduates meet the specification for the masters degree (coursework) AQF level 9 qualification;
2. may be 24, 36 or 48 credit points depending on whether admission is based on:
   1. students’ prior studies in the same discipline as the masters;
   2. students’ prior studies in a different discipline to the masters; or
   3. substantial relevant professional experience;
3. is designed as a program of structured learning, with some independent research, project work or practice-related learning, and if the course is to prepare graduates for a profession, a significant component of structured learning will be developed in collaboration with a relevant professional, statutory or regulatory body;
4. is typically designed with nested qualifications available as either both entry and exits, or only as exits; for example in the case of a graduate certificate and a graduate diploma, the nested courses that are entry points can be advertised to prospective students as independent offerings, depending on the market analysis for the nested courses;
5. is designed, if possible and appropriate, with nested qualifications to enable students to exit with a completed qualification at AQF level 8 if they do not wish to complete the masters degree (coursework) into which they were admitted; and
6. will include sufficient research training to enable students to demonstrate suitability for entry into post-graduate research-focused courses; typically:
   1. a minimum of 6 credit points of research training; and
   2. a minimum of 6 credit points to produce independently developed research, with the research, excluding research training, typically no more than 25 percent of the total credit points of the masters by coursework course.

(122) University definitions for research outputs from a masters degree (coursework) course:

Masters degree (research)

(123) A masters degree (research):

1. is designed to ensure that graduates meet the specification for a masters degree (research) AQF level 9 qualification;
2. is 48 credit points and designed for students entering with prior studies at AQF level 7 (All masters degree (research) course offered by UC are 48 credit points);
3. will provide students with a scaffolded introduction to research methods and theories in the discipline area of the kind relevant to the student’s proposed thesis through research training coursework;
4. is designed so that graduates will undertake supervised study and research, of which a minimum of two thirds is devoted to research, research training and independent study;
5. is a pathway to a doctoral degree and is designed to prepare graduates for the research expected of a doctoral degree; and
6. is designed, if possible and appropriate, with a nested qualification to enable students to exit with a completed qualification at AQF level 8, such as a graduate certificate in research training, if they do not wish to complete the masters degree (research), and to enable student progression to an AQF level 10 doctoral degree if students can demonstrate they meet the admission requirements.

Masters degree (extended)

(124) A masters degree (extended):

1. is designed to ensure graduates meet the specification for the masters degree (extended) AQF level 9 qualification; and
2. will only be developed for specific professional requirements and requires demonstration of student demand.

Vertical masters pathway

(125) A vertical masters pathway:

1. is designed to enable students undertaking a bachelor degree course to commence the study of University graduate (G) level units that contribute to completion of a masters degree (coursework) course requirements;
2. will enable students to commence graduate (G) level units in their third year of undergraduate study where the masters degree (coursework) is in a related field/discipline to their undergraduate course;
3. will enable students to commence graduate (G) level units in their second year of undergraduate study where the masters degree (coursework) is in an unrelated field/discipline to their undergraduate course;
4. may enable students to complete units that contribute to either a 36 or 48 credit point masters degree (coursework);
5. may enable students to complete both bachelor/masters degree (coursework) qualifications in a shorter duration than completing them separately;
6. may be developed as a formal articulation arrangement for partner cohorts; and
7. may have specified admission requirements for the vertical masters pathway that must be met before a student is allowed to enrol in the G level units.

(126) Where a student satisfactorily completes the G level units as part of their breadth component:

1. these may provide credit points towards the completion of the course requirements of the masters degree (coursework); and
2. the student may automatically meet the admission requirements for the masters degree (coursework).

(127) Vertical masters pathway units studied by students as part of their bachelor course:

1. must be graduate (G) level units and/or AQF level 8 units;
2. will provide students with appropriate educational scaffolding to support their success at the higher AQF level 9; and
3. may be taken as the breadth components of a bachelor degree course if the student has elective capacity

(128) A vertical masters pathway in a related field or discipline

1. allows a maximum of 12 credit points of AQF level 8 units to be studied as the elective or breadth component of the bachelor; and
2. requires a minimum of 24 credit points at AQF level 9 following completion of the academic requirements for the bachelor degree course

(129) A vertical masters pathway in an unrelated field or discipline

1. allows a maximum of 24 credit points of AQF level 8 units to be studied as the elective or breadth component of the bachelor degree course;
2. requires a minimum of 24 credit points at AQF level 9 following completion of the academic requirements of the bachelor.

Doctoral degree

(130) Doctoral degree courses:

1. will be designed to ensure that graduates meet the specification for a doctoral degree at AQF level 10 doctoral degree qualification;
2. can be either a research doctoral degree (typically referred to as a Doctor of Philosophy) or a professional doctoral degree (typically titled Doctor of [field of study]);
3. will provide students with research training in their discipline area of the kind relevant to the student’s proposed thesis – the research training may be up to 12 credit points of coursework;
4. will be designed so that students can undertake original research resulting in a significant contribution to knowledge or understanding and/or the application of knowledge within a designated area of study; and
5. are supported by the Higher Degree by Research policies, procedures and supervisory arrangements.

Section 4 - Responsibilities

Section 5 - Policies

(131) Refer to Course Policy.

Section 6 - Definitions