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Course and Unit Review Policy

PURPOSE
This policy governs the systematic monitoring and review of courses and units offered at Global Leadership Institute (GLI).

DEFINITIONS
Course: program of study consisting of a combination of units and other requirements, whether leading to a specific higher education award or not.

Unit is an academic module which forms part of a course;

Quality Assurance: all policies, measures, planned processes and actions through which the quality of higher education is maintained and developed.

Graduate Attributes: qualities, skills, and disciplinary expertise that each student of GLI should develop during their studies.

Assessment: process of evaluating the extent to which students have understood course materials and achieved the objectives of a course, including formative and summative assessment

PRINCIPLES
GLI adheres to the following principles:

  • course reviews support ongoing academic quality and continuous improvement of academic processes and outcomes at GLI;
  • course and unit reviews align to the mission, values, and Strategic Plan of GLI;
  • each course is comprehensively reviewed as part of reaccreditation processes;
  • each unit taught is reviewed annually;
  • reviews provide opportunities to reflect on course achievements against course goals;
  • reviews identify both strengths to be built on as well as opportunities for improvement;
  • Academic Board has general oversight of the academic review processes.

COURSE REVIEWS
Each accredited course will be reviewed in the following ways:

1. Annual Course Review
An Annual Course Review of each course will be submitted by the relevant Program Director to the Academic Dean. This review reports on the performance of the previous year and will generally include information such as:

  • enrolment data;
  • student participation, progression, attrition, and completion data;
  • effectiveness of support for underrepresented and disadvantaged subgroups;
  • student feedback;
  • staff feedback;
  • industry feedback;
  • improvement plan for the upcoming year;
  • evidence of implementation of previous improvement plans.

The Annual Course Review will be included in the Annual Academic Report prepared by the Academic Dean and reviewed by Academic Board and Governing Board. This allows for the ongoing monitoring of performance and improvement of courses. The implementation of any recommendations for improvement to a course arising from this annual review will be overseen by the relevant Program Director.

2. Comprehensive Review
A comprehensive review will be conducted as part of a course reaccreditation application. This will be overseen by Course Advisory Committee in accordance with the procedures outlined below.

3. Additional Review
An additional course review may be undertaken in response to stakeholder feedback. In this case, a proposal for a course review outside the regular cycle must be submitted to Course Advisory Committee. This proposal should include a clear rationale for the additional review of the course. If accepted by Course Advisory Committee, this additional review will then be overseen by Course Advisory Committee in accordance with the procedures outlined below.

4. Minor Review
A minor review to a course (e.g. progression rules, minor changes to structure) may be undertaken if required. In the case of a minor review, a proposal is tabled to Course Advisory Committee for consideration and recommendation to Academic Board. The procedures below are not required.

UNIT REVIEWS
At the conclusion of each semester, each Unit Coordinator provides a Unit Coordinator Report to the Program Director, with proposed improvements of the unit. These reports are tabled to Learning, Teaching and Curriculum Committee and include analysis of:

  • Student Feedback Forms;
  • student engagement, attrition, and completion data;
  • effectiveness of support for underrepresented and disadvantaged subgroups;
  • student learning data;
  • grade distribution;
  • formative and summative assessments.

The implementation of any recommendations for improvement to a unit outline is overseen by the Program Director and reported to Learning, Teaching and Curriculum Committee.

Scope

All courses and units

Key Stakeholder

All staff and students

Proceedure
Course and unit reviews take into considered stakeholder feedback as noted in the Academic Quality Assurance Policy.

Completed annual course and unit reviews will:

  • identify unit or course improvements required;
  • include a reflection on the effectiveness of the assessment regimes to assure unit or course learning outcomes including moderation activities;
  • include an action plan of the revisions/actions to be implemented to address the results of the analysed data and make evidence-based improvements to the units or courses.

To support the validity of annual review data it is required that:

  • learning resources for units and courses must be reviewed at least once every two years to ensure relevance;
  • gradings within each unit are externally moderated at least once every two years and revised in response to student learning and student experience data to ensure equivalency and equity.

COMPREHENSIVE COURSE REVIEWS
1. Appointment of Course Advisory Committee
When a course is schedule for review or reaccreditation, Academic Board appoints a Course Advisory Committee. Members of Course Advisory Committee will usually include the Academic Dean, Program Director, other relevant academic staff and at least one external member from a relevant field (or two external members, one academic and one practitioner, for a reaccreditation review). The purpose of Course Advisory Committee is to review the course according to the guidelines of the policy. Academic Board nominates the Chair of Course Advisory Committee.

2. Comprehensive Review
Course Advisory Committee will conduct a comprehensive review of the course, including consideration of the following as relevant:

  • continuing alignment with the GLI mission, values and Strategic Plan;
  • Annual Academic Reports, including student enrolment, participation, progression, attrition, and completion data;
  • Unit Coordinator reports;
  • Program Director reports;
  • other performance data, including internal monitoring and external moderation;
  • stakeholder feedback, including student experience and graduate outcomes surveys;
  • internal monitoring and external moderation of grades;
  • feedback from professional accreditation bodies (if applicable);
  • national and international external benchmarking, including admission criteria, pre-requisites, course structure and content, learning outcomes; and assessments;
  • nested courses.

From this review, Course Advisory Committee tables a report to Academic Board regarding improvements to the structure, delivery, learning outcomes and course management. If these recommendations require a substantial change to the course, Course Advisory Committee will be tasked with overseeing the development of Material Change Notification to TEQSA as relevant. For a course reaccreditation, Course Advisory Committee will be tasked with drafting a Reaccreditation Application.

3. External Review of Draft Application
In the case of reaccreditation, the Chair of Course Advisory Committee may commission at least one external expert to review the full application, including all the unit outlines. The external reviewer(s) have extensive academic and professional expertise in the field of education of the course. The role of the external reviewer(s) is to provide external scrutiny of the courses, ensure consistency of standards with other Institutes of Higher Education offering a comparable course, ensure it continues to meet industry needs, and advise Course Advisory Committee of improvements for the reaccreditation application.

4. Commendation by Course Advisory Committee
The completed Course Review Report or Reaccreditation Application is tabled to Academic Board for approval.

5. Approval by Academic Board
Academic Board will review the Course Review Report or Reaccreditation Application and, once satisfied, submits a Material Change Notification (if required) or Reaccreditation Application to the relevant Agency. Students will be informed in writing of improvements to the reviewed course based on feedback from their predecessors.

REVIEWING A UNIT OUTLIINE
If a Unit Coordinator Report proposes minor amendments to a unit outline (e.g. changing due dates, textbooks, assessment tasks, or broad content), this can be approved by the Program Director. Major amendments (e.g. prerequisites, learning outcomes, or assessment weightings) must be externally peer reviewed and tabled to Learning, Teaching and Curriculum Committee, along with a rationale for the change. Recommendations for revision will be tabled to Academic Board for approval. Students will be informed in writing of previous improvements to a unit based on feedback from their predecessors.

TIMELINES AND RESPONSIBILITIES

Annual Unit Reviews
The Program Director will ensure that there are two review periods for Annual Unit Reviews:

  • Mid- Year (July) Review Period – units in semester one only must be reviewed during the mid-year review period; and
  • End of year (December/January) Review period – units offered in semester two and full year units, must be reviewed during the end Annual Unit reviews once the relevant review period is open and for approximately for a period of up to six weeks.

Annual Course Reviews
The Program Directors will commence that Annual Course Reviews commencing in February and may review for an approximate period of up to 12 weeks.

Fact Box

Owner : Academic Dean

Approval Body : Academic Board

Endorsement Body : Academic Board

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Associate Professor Jason Hartley

Jason Hartley is lecturer in criminology at Griffith University in Brisbane, Australia. He is a former police officer with 23 years of experience, and has trained personnel for deployment in Timor Leste, the Solomon Islands, Iraq and Afghanistan. Jason specializes in, and has published on engagement with Muslim communities, Indigenous Polynesian approaches to rehabilitation and reducing recidivism, and Asian Organised Crime. Jason also completed a community internship in Hebron on the West Bank.

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Simone Fulcher

Simone Fulcher is the Campus Manager at Global Leadership Institute responsible for managing the day-to-day operations for the campus. Simone has previously worked in the education sector for over 5 years where she has enjoyed helping young minds realise their potential. Simone also has a history of volunteer work assisting various communities in improving their quality of life in places such as New South Wales, Guam, and Palau. Simone still enjoys volunteering, currently organising events for young adults in Southeast Queensland and helping them form connections their fields of interest.

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Professor Grant Pitman

Professor Grant Pitman is the president of the Global Leadership Institute. He has held senior leadership roles in government such as Chief Superintendent of Police and Director of Strategic Planning ICT in the Queensland Police Service;

  • Varied list of contributions to law enforcement, including disaster management, auditing and finance, organizational reform, education and human resources, and policy development
  • National, state, and regional levels of professional service, including the Ipswich Economic Forum, the Brisbane Airport Emergency Planning Committee, the National Emergency Communications Working Group, the National Police Drug and Alcohol Task Force, and the Police Education Advisory Council.

He has a Ph.D. and Master of Administration from Griffith University. He is a well-versed researcher and has published numerous articles and journals.

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Professor Kevin Tickle

Professor Kevin Tickle has extensive experience in Executive Management roles in the tertiary education sector, both public and private, over the last two decades and has been a consultant to Higher Education providers in Australia and overseas. His primary areas of interest are Leadership, Management, Information Technology, Mathematics and Statistics with expertise in the areas of probability modelling; decision support, and data analytics. He is currently a Fellow of the Australian Institute of Management, a member of the Institution of Engineers, Australia, the Australian Computer Society and an Emeritus Professor at CQUniversity.

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Mr Des Lacy OAM

Des serves as Secretary/Treasurer of the Asia Pacific Chapter of FBI National Academy Associates, after completing 40 years in the Queensland Police Service. During his distinguished career, Des was District Officer (A/Chief Superintendent) in Charge of the Gold Coast Police District, Police Commander for the Gold Coast Indy, Super V8s, Gold Coast Marathon, and Schoolies, as well as National Rugby League and Australian Foot League events in Brisbane and the Gold Coast. Des oversaw development and implementation of the Integrated Justice Information Systems, Integrated Traffic Policing Program, and Integrated Tasking and Analysis System. He served as Director of the Strategic Services Branch and Information and Communications Technology Command, as well as Chair of the District Disaster Management Group and Security Operations Coordinator for the 2018 Commonwealth Games. 

Des has been a member of Rotary International for 30 years, representing Rotary International in the United States and the Middle East. For his work in the Gold Coast Community Des was awarded Citizen of the Year at the 2013 Gold Coast Australia Day celebrations. Des also was one of the founding Directors for the Oxenford and Coomera Community Youth Centre that provides much needed social services to the Northern Gold Coast Community. For the past 15 years, he has also been the Chair of this not-for-profit establishment. It. For his work promoting International Law Enforcement Des was awarded the Order of Australia Medal in 2017.

Qualifications

Graduate Diploma of Management

Graduate Certificate Business Management 

Bachelor of Business

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Katherine Weissel

Katherine is a security and risk specialist with 25 years’ experience in an Australian Police Force, leading teams and responding to emergency events, complex investigations, and counterterrorism.  She has led and managed several major crime, counterterrorism and public safety operations and investigations, and coordinated teams within police operations centres and major incident rooms.  She has delivered training across multiple Australian jurisdictions in emergency response, counterterrorism, and investigations; and specialised in cyber operations in the counterterrorism environment for a number of years.  She has also been deployed to international jurisdictions supporting complex war crimes investigations and prosecutions.  Since moving into the private sector, Katherine has provided consulting and training services in the areas of security and risk, organisational governance & investigations, and cybersecurity.  Katherine is a sessional tutor in tertiary education in criminal justice studies specialising in counterterrorism, global law, crime and justice, and cybercrime.  She has presented to state and national security, cybersecurity and governmental conferences on contemporary physical & cyber threats and risk management.  Katherine has also been involved in research teams examining government responses to terrorism and extremism, and cybersecurity policy.

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Dr Shantanu Banerjee

Dr Shantanu Banerjee is senior lecturer at Leaders Institute. With extensive experience in management, leadership, and administration across a range of contexts in India and Australia, Dr Banerjee is also currently an Industry Fellow at the University of Queensland Business School. His research focuses on socio-cultural-political contexts, particularly in the field of agribusiness and international business. His research has highlighted variations in the theme of international competitiveness by emphasising non-economic and non-market variables and on how multinational enterprises subsidiaries can pursue legitimacy pursuing non-market strategies. 

Dr Banerjee has presented his research work at esteemed international conferences such as ANZIBA and EIA and has published in scholarly journals including International Business Review and Management International Review. He graduated from the Institute of Foreign Trade, New Delhi (India) and the University of Queensland Business School. He has been an academic staff member at the University of Queensland and Queensland University of Technology, lecturing in undergraduate and postgraduate programs. Dr Banerjee has over 15 years of extensive and varied experience as an International Business Manager dealing and negotiating with overseas clients based in the United States of America, China, Japan, Canada, Switzerland, and Germany. He is currently employed with a Federal agency of the Australian Treasury. 

Qualifications

Doctor of Philosophy, University of Queensland, 2012

Master of Research, Queensland University of Technology, 2005

Master of Business, Queensland University of Technology, 2003

Postgraduate Diploma in International Trade, Indian Institute of Foreign Trade, 1986

Bachelor of Mechanical Engineering

Indian Institute of Foreign Trade, 1985

 

Communities of Practice

  • Editorial Board, Academy of International Business
  • Editorial Board, European Academy of Management
  • Editorial Board, Leadership & Management Studies in Sub-Sahara Africa Conference
  • Editorial Board, International Journal of Entrepreneurship and Small Business
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Associate Professor Ben Arachi

BIOGRAPHY

Associate Professor Ben Arachi has four decades (1977-2023) of experience in higher education leadership and teaching. During his 15 years as Unit Coordinator at Central Queensland University, he received two Excellence in Teaching Awards and was nominated for the Vice-Chancellor’s Award for Outstanding Contributions to Learning and Teaching and the Australian Awards for University Teaching. His online learning study was published in Economics for Today (Cengage 2022).

Previously, Associate Professor Arachi  served as Vice Principal, Head of the Department of Extension and Research, and Editor-in-Chief of the academic journal at Arul Anandar College, India (1992-1997). He was then Research Coordinator and Course Coordinator (1999-2008), as well as Chair of the Division of Economics (2000-2005) at HELP University, Malaysia. This included senior involvement in the application to become a University College and then a full University.

Associate Professor Arachi also has over 20 years of experience as a higher degree research supervisor, moderator, and examiner for doctoral degrees. In his five years as a Coordinator of All India Christian Higher Education, he organised numerous state-level seminars and workshops for academics in higher education in India. He has published four monographs, many research papers and articles while editing the Research AAC Journal of Economics. He has reviewed many higher education textbooks.

QUALIFICATIONS

  • Doctor of Philosophy, Madursi Kamaraj University, India, 1989

  • Master of Arts, University of Madras, 1975 (Gold Medalist)

  • Bachelor of Arts, Madursi Kamaraj University, India, 1973 (University Rank and Merit Scholarship)

  • Diploma in Applied Economics, Madursi Kamaraj University, India, 1980

ACADEMIC LEADERSHIP

  • Member, Academic Board, 2023-current

  • Chair, Examiners Committe, 2023-current

  • Member, Course Advisory Committee, 2022-current

AWARDS

  • Central Queensland University Student Voice Commendation. The 2021 program includes unit evaluation data from term 3, 2020 and terms 1 and 2, 2021.

  • Central Queensland University  Student Voice Commendation. The 2020 program includes unit evaluation data from term 3, 2019 and terms 1 and 2, 2020.

  • Central Queensland University Central Queensland University Platinum certificate Top rated Unit in Term 2, 2019

  • Central Queensland University Gold certificate Highly rated Unit in Term 2,2019 (ACCT20070)

  • Gold certificate Highly rated Unit in Term 2,2019 from CQU(ECON11026)

  • Charles Sturt University Excellence in Teaching Award (ECO511)

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Dr Bandula Nambukara-Gamage

Dr Bandula Nambukara-Gamage is a Senior Lecturer of Accounting and Finance at James Cook University, Brisbane campus. He currently teaches Bachelor of Commerce, Bachelor of Accounting, Master of Professional Accounting, and Master of Business Administration students based on the Brisbane campus. Dr Nambukara-Gamage has previously lectured at Central Queensland University, Federation University, and Charles Darwin University.

QUALIFICATIONS

Doctor of Philosophy, University of New England, 2013

Master of Commerce

Licentiate Certificate (recognised by the Institute of Chartered Accountants of Australia)

Bachelor of Business Administration (Honours)

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Professor Rod St Hill

Professor Rodney St Hill is the former President of Leaders Institute (2018-2020) and serves as Senior Pastor (2016-current) at IgniteLife Church Gold Coast, where he heads IgniteLife Business, an outreach to Christians in business. He is a leader in the global Business As Mission movement. He also consults on governance and executive management in higher education and business, with a particular special interest in Christian education institutions and businesses.

Previously, Professor St Hill was a long-term senior leader and Vice President Academic of Christian Heritage College, Brisbane. With the input of his colleagues and many others in his network, he developed business curriculum that embeds the ‘5 P missional business’ model – a model of production, people, planet, and profit. He was also Dean of Students, among other roles, at University of Southern Queensland (1993-2009).

QUALIFICATIONS

Doctor of Philosophy, University of Cantebury, 1989

Bachelor of Commerce (Hons 1), University of Newcastle, 1979

EXTERNAL EXPERT REVIEWER

External Member, various course assessment panels in business, management and leadership at Alphacrucis College, Australian College of Divinity, and Avondale University College, 2014 to 2020

Member: Australian Institute of Company Directors

COMMUNITIES OF PRACTICE

Member: Economic Society of Australia

External Expert, Tertiary Education Quality and Standards Agency (TEQSA), 2019-current

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Course and Unit Review Policy

PURPOSE
This policy governs the systematic monitoring and review of courses and units offered at Global Leadership Institute (GLI).

DEFINITIONS
Course: program of study consisting of a combination of units and other requirements, whether leading to a specific higher education award or not.

Unit is an academic module which forms part of a course;

Quality Assurance: all policies, measures, planned processes and actions through which the quality of higher education is maintained and developed.

Graduate Attributes: qualities, skills, and disciplinary expertise that each student of GLI should develop during their studies.

Assessment: process of evaluating the extent to which students have understood course materials and achieved the objectives of a course, including formative and summative assessment

PRINCIPLES
GLI adheres to the following principles:

  • course reviews support ongoing academic quality and continuous improvement of academic processes and outcomes at GLI;
  • course and unit reviews align to the mission, values, and Strategic Plan of GLI;
  • each course is comprehensively reviewed as part of reaccreditation processes;
  • each unit taught is reviewed annually;
  • reviews provide opportunities to reflect on course achievements against course goals;
  • reviews identify both strengths to be built on as well as opportunities for improvement;
  • Academic Board has general oversight of the academic review processes.

COURSE REVIEWS
Each accredited course will be reviewed in the following ways:

1. Annual Course Review
An Annual Course Review of each course will be submitted by the relevant Program Director to the Academic Dean. This review reports on the performance of the previous year and will generally include information such as:

  • enrolment data;
  • student participation, progression, attrition, and completion data;
  • effectiveness of support for underrepresented and disadvantaged subgroups;
  • student feedback;
  • staff feedback;
  • industry feedback;
  • improvement plan for the upcoming year;
  • evidence of implementation of previous improvement plans.

The Annual Course Review will be included in the Annual Academic Report prepared by the Academic Dean and reviewed by Academic Board and Governing Board. This allows for the ongoing monitoring of performance and improvement of courses. The implementation of any recommendations for improvement to a course arising from this annual review will be overseen by the relevant Program Director.

2. Comprehensive Review
A comprehensive review will be conducted as part of a course reaccreditation application. This will be overseen by Course Advisory Committee in accordance with the procedures outlined below.

3. Additional Review
An additional course review may be undertaken in response to stakeholder feedback. In this case, a proposal for a course review outside the regular cycle must be submitted to Course Advisory Committee. This proposal should include a clear rationale for the additional review of the course. If accepted by Course Advisory Committee, this additional review will then be overseen by Course Advisory Committee in accordance with the procedures outlined below.

4. Minor Review
A minor review to a course (e.g. progression rules, minor changes to structure) may be undertaken if required. In the case of a minor review, a proposal is tabled to Course Advisory Committee for consideration and recommendation to Academic Board. The procedures below are not required.

UNIT REVIEWS
At the conclusion of each semester, each Unit Coordinator provides a Unit Coordinator Report to the Program Director, with proposed improvements of the unit. These reports are tabled to Learning, Teaching and Curriculum Committee and include analysis of:

  • Student Feedback Forms;
  • student engagement, attrition, and completion data;
  • effectiveness of support for underrepresented and disadvantaged subgroups;
  • student learning data;
  • grade distribution;
  • formative and summative assessments.

The implementation of any recommendations for improvement to a unit outline is overseen by the Program Director and reported to Learning, Teaching and Curriculum Committee.

Scope

All courses and units

Key Stakeholder

All staff and students

Proceedure
Course and unit reviews take into considered stakeholder feedback as noted in the Academic Quality Assurance Policy.

Completed annual course and unit reviews will:

  • identify unit or course improvements required;
  • include a reflection on the effectiveness of the assessment regimes to assure unit or course learning outcomes including moderation activities;
  • include an action plan of the revisions/actions to be implemented to address the results of the analysed data and make evidence-based improvements to the units or courses.

To support the validity of annual review data it is required that:

  • learning resources for units and courses must be reviewed at least once every two years to ensure relevance;
  • gradings within each unit are externally moderated at least once every two years and revised in response to student learning and student experience data to ensure equivalency and equity.

COMPREHENSIVE COURSE REVIEWS
1. Appointment of Course Advisory Committee
When a course is schedule for review or reaccreditation, Academic Board appoints a Course Advisory Committee. Members of Course Advisory Committee will usually include the Academic Dean, Program Director, other relevant academic staff and at least one external member from a relevant field (or two external members, one academic and one practitioner, for a reaccreditation review). The purpose of Course Advisory Committee is to review the course according to the guidelines of the policy. Academic Board nominates the Chair of Course Advisory Committee.

2. Comprehensive Review
Course Advisory Committee will conduct a comprehensive review of the course, including consideration of the following as relevant:

  • continuing alignment with the GLI mission, values and Strategic Plan;
  • Annual Academic Reports, including student enrolment, participation, progression, attrition, and completion data;
  • Unit Coordinator reports;
  • Program Director reports;
  • other performance data, including internal monitoring and external moderation;
  • stakeholder feedback, including student experience and graduate outcomes surveys;
  • internal monitoring and external moderation of grades;
  • feedback from professional accreditation bodies (if applicable);
  • national and international external benchmarking, including admission criteria, pre-requisites, course structure and content, learning outcomes; and assessments;
  • nested courses.

From this review, Course Advisory Committee tables a report to Academic Board regarding improvements to the structure, delivery, learning outcomes and course management. If these recommendations require a substantial change to the course, Course Advisory Committee will be tasked with overseeing the development of Material Change Notification to TEQSA as relevant. For a course reaccreditation, Course Advisory Committee will be tasked with drafting a Reaccreditation Application.

3. External Review of Draft Application
In the case of reaccreditation, the Chair of Course Advisory Committee may commission at least one external expert to review the full application, including all the unit outlines. The external reviewer(s) have extensive academic and professional expertise in the field of education of the course. The role of the external reviewer(s) is to provide external scrutiny of the courses, ensure consistency of standards with other Institutes of Higher Education offering a comparable course, ensure it continues to meet industry needs, and advise Course Advisory Committee of improvements for the reaccreditation application.

4. Commendation by Course Advisory Committee
The completed Course Review Report or Reaccreditation Application is tabled to Academic Board for approval.

5. Approval by Academic Board
Academic Board will review the Course Review Report or Reaccreditation Application and, once satisfied, submits a Material Change Notification (if required) or Reaccreditation Application to the relevant Agency. Students will be informed in writing of improvements to the reviewed course based on feedback from their predecessors.

REVIEWING A UNIT OUTLIINE
If a Unit Coordinator Report proposes minor amendments to a unit outline (e.g. changing due dates, textbooks, assessment tasks, or broad content), this can be approved by the Program Director. Major amendments (e.g. prerequisites, learning outcomes, or assessment weightings) must be externally peer reviewed and tabled to Learning, Teaching and Curriculum Committee, along with a rationale for the change. Recommendations for revision will be tabled to Academic Board for approval. Students will be informed in writing of previous improvements to a unit based on feedback from their predecessors.

TIMELINES AND RESPONSIBILITIES

Annual Unit Reviews
The Program Director will ensure that there are two review periods for Annual Unit Reviews:

  • Mid- Year (July) Review Period – units in semester one only must be reviewed during the mid-year review period; and
  • End of year (December/January) Review period – units offered in semester two and full year units, must be reviewed during the end Annual Unit reviews once the relevant review period is open and for approximately for a period of up to six weeks.

Annual Course Reviews
The Program Directors will commence that Annual Course Reviews commencing in February and may review for an approximate period of up to 12 weeks.

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Amazing Opportunities

for everyone

Apply Now