C/4.9 Changes to continuing courses

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4.9.1 Changes with substantial academic implications
4.9.2 Changes with limited academic implications
Modification History

QUT has a commitment to improve continually the quality of its educational programs (see section C/4.10 concerning course quality assurance). Whenever improvements to existing courses are proposed by a faculty, the academic implications of each change for both the faculty and the University are to be assessed. Different approval processes apply according to whether the changes have substantial or limited academic implications. These processes are described below. Faculties proposing changes to courses should consult the Dean of Studies, Office of Teaching Quality. Where it is uncertain whether a change should be considered as one with substantial, or as one with limited, academic implications, the Deputy Vice-Chancellor will make a determination.

Courses Bulletin

For any change which requires approval at either faculty or University committees, a Courses Bulletin (see section C/4.1.3 (a) ) must be produced. The proposing faculty must forward the text for a Bulletin to the Dean of Studies, Office of Teaching Quality, who will publish it to the Courses Bulletin email subscriber list.

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4.9.1 Changes with substantial academic implications

Substantial changes require assessment beyond the faculty responsible for the program. Substantial changes are defined as follows:

• changes having a significant impact on the study choices available to existing or prospective students (eg the introduction or removal of a major study component of a degree program, change in the level of a course). In this context, the number of new units being added to the course is an indicator of the significance of the impact on study choices.
• changes with significant academic implications beyond the faculty concerned (this includes implications for the divisions as well as non-host faculties). To assist in considering such possibilities, both the Student Business Services Department and the Division of Technology, Information and Learning Support have generated an on-line checklist - see Office of Teaching Quality website.
• changes that are likely to have a significant impact on the professions, employers or the wider community.

All other changes which do not fall within the definition of substantial changes given above are termed changes with limited academic implications.

There is often doubt about whether a proposed change is indeed a substantial change. In these cases, the faculty should consult the Dean of Studies, Office of Teaching Quality. If the faculty and the Director cannot agree, the Director will ask the Deputy Vice-Chancellor for a determination.

The faculty should provide to the Dean of Studies, Office of Teaching Quality, at an early stage, details of the change proposal. The Dean of Studies, Office of Teaching Quality will publish a Courses Bulletin.

Where a course change has substantial academic implications, the development and approval process for a new course (section C/4.1 ) must be used. However, the submissions need only deal with the change, not the whole course. So, for example, unit outlines need only be presented to committees where new or modified units are being developed. Unit outlines for unchanged units need not be presented.

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4.9.2 Changes with limited academic implications

(a) Changing the title of a course

A proposal to change the name of a course should be consistent with University policy (see section C/3.2.2 ). The proposal is endorsed by the faculty / school advisory committee and the faculty academic board, and forwarded to University Academic Board through the Dean of Studies, Office of Teaching Quality for approval.

(b) Changes with resourcing implications

Some changes which have limited academic implications may have considerable resourcing implications for both faculties and divisions. Examples of such changes are:

• introduction of or changes to fees
• introduction of or changes to delivery of course materials (including, but not limited to, distance education, on-line learning, and off-shore teaching).

In these cases and any others, faculties should discuss issues and address the proformas provided by the Student Business Services Department, and the Division of Technology, Information and Learning Support. These proformas must be completed to the satisfaction of faculty and divisions prior to consideration of the proposal at any committees.

(c) Changes with teaching implications for other faculties

Where changes with limited academic implications result in variations to teaching arrangements provided by other faculties, the changes must be discussed with the relevant faculties before approval. In these cases, the Dean of Studies, Office of Teaching Quality must be notified, and following discussions, the Dean of Studies, Office of Teaching Quality and the faculty academic board must be advised in writing that arrangements satisfactory to both faculties have been reached, and specify the nature of those arrangements.

(d) Approval for changes with limited academic implications

Proposed changes which have limited academic implications require approval of the faculty academic board. Once they have been approved, details are to be forwarded to the Dean of Studies, Office of Teaching Quality, who uses the information for checking the accuracy of records on the student information system.

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Modification History

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