aqf explanations...of a bachelor degree or as part of a cluster of qualifications comprising a...

AQF Explanations

Australian Qualifications Framework Councilwww.aqf.edu.au

© Australian Qualifications Framework Council, Issued November 2012

Articulation: An Explanation

Articulation defined

Articulation arrangements are defined in the AQF as follows:

Articulation arrangements enable students to progress from a completed qualification to another with admission

and/or credit in a defined pathway.

This is underpinned by the AQF definition of credit as follows:

Credit is the value assigned for the recognition of equivalence in content and learning outcomes between different

types of learning and/or qualifications. Credit reduces the amount of learning required to achieve a qualification

and may be through credit transfer, articulation, recognition of prior learning or advanced standing.

Articulation explainedArticulation arrangements broaden access into formal learning and may be a potential source of credit based on student achievement though formal learning. Articulation arrangements provide a seamless pathway with automatic admission into one qualification from another.

Articulation arrangements may include:

• clusteredqualificationsinvolvinglowerqualificationsthatareembeddedcompletelyinthenextqualificationwithmultipleexitandentrypoints(anarticulatedsuiteofqualifications),or

• partiallyclusteredqualificationsthatincludesomequalificationcomponentsofthelowerlevelqualificationnestedintothelinkedqualification,or

• arrangementswheretwoseparatelydesignedqualificationsarelinkedtoeachothertoformadefinedqualificationlinkage and credit pathway.

Articulation is a process that involves qualification developers:

• linkingonequalification,commonlybutnotalways,toanotherhigherlevelqualificationtoestablishcontentrelationshipsand equivalence between them

• makingajudgmentaboutanycreditoutcomesbetweenthelinkedqualifications,and

• settingouttheagreedcreditoutcomesandthedefinedpathwaybetweenthelinkedqualificationsinadocumentedagreement which is publicly available.

The amount of credit as agreed by the organisations in an articulation arrangement will be applied automatically to any student on successful completion of the previous qualification in the articulation agreement.

Articulation appliedIt is the responsibility of the organisations developing qualifications to develop articulation arrangements for qualifications when developing qualifications for accreditation (AQF Qualifications Pathways Policy section2.2).

Professionaljudgementmustbemadetoensurethatthedesignoftheprogramsoflearningleadingtothearticulatedqualifications enables students to achieve the learning outcomes for each qualification and for the discipline. Decisions about design of qualifications must take into account students’ likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should beabletoprovideapedagogicalrationaletojustifyadecisionregardingthearticulationofqualifications.

The AQF Qualifications Pathways Policyat2.1.10providesaguidetorelativitiesbetweenqualificationtypesatlevel5,6and 7 for developing articulation arrangements for qualifications in the same discipline at the qualification design stage. Considerationshouldbegivenastohowtherelativitiesmaybeappliedindevelopingarticulationarrangements,takingintoaccount other factors including those listed in 2.1.9 of the Policy.

Articulation arrangements must ensure that the AQF Qualifications Type Specifications for each qualification type in the arrangement are met.


Articulation: An Explanation

See also

AQFexplanationonvolumeoflearningAQFexplanationonrecognitionofpriorlearningAQFexplanationoncredittransferAQFexplanationonclusteredqualifications

4



Bachelor Honours Degree: An Explanation

Bachelor Honours Degree explained The Bachelor Honours Degree is a qualification type that prepares graduates from the same discipline:

• forahigherlevelqualificationinvolvingresearch,or

• toadvancetheknowledge,skillsandapplicationgainedintheirBachelorDegree,or

• forprofessionalpracticeforwhichhigherleveloflearningoutcomesarerequiredforentry.

The defining difference between the Bachelor Honours Degree and the Bachelor Degree is the development of advanced knowledge and the requirement for research in the former.

Research must be evident in all Bachelor Honours Degrees. The type of research and the balance between research and coursework is likely to vary depending on the purpose of the qualification.

The Bachelor Honours Degree can be achieved as either a stand-alone Bachelor Honours Degree following the completion of a Bachelor Degree or as part of a cluster of qualifications comprising a Bachelor Degree and Bachelor Honours Degree.

Iftwoqualificationtypesareclusteredtogether,theAQF Qualification Specifications for each qualification must be met.

Asitdepictsaqualificationtype,theterm‘Honours’maynotbeusedtorecognisemeritoriousachievementforanAQFqualification. Other forms of recognition of merit may be used for this or any qualification type; this is a decision for the organisations authorised to issue AQF qualifications.

Bachelor Honours Degree appliedItistheresponsibilityoforganisationsdevelopingand/oraccreditingqualificationstoexerciseprofessionaljudgmenttoensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students’ likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained.Thosedevelopingand/oraccreditingqualificationsshouldbeabletoprovideapedagogicalrationaletojustifya decision to cluster the qualifications.

See alsoAQFexplanationonresearchAQFexplanationonclusteredqualificationsAQFexplanationonvolumeoflearning

Bachelor Honours Degree defined

The Bachelor Honours Degree is described in the AQF as follows:

The purpose of the Bachelor Honours Degree qualification type is to qualify individuals who apply

a body of knowledge in a specific context to undertake professional work and as a pathway for research

and further learning.

Bachelor Honours Degree qualifications are located at level 8 of the Australian Qualifications Framework.

Graduates at this level will have advanced knowledge and skills for professional or highly skilled work and/or

further learning. The volume of learning of a Bachelor Honours Degree is typically 1 year following a

Bachelor Degree. A Bachelor Honours Degree may also be embedded in a Bachelor Degree, typically as

an additional year.



Certification Documentation: An Explanation

The AQF Qualifications Issuance Policy sets out the national policy requirements for issuing AQF qualifications. These apply to any organisation authorised to issue AQF qualifications in Australia or offshore.

Issuing organisations can customise certification documentation to meet their needs provided the required information is recorded.

TheinformationrequiredbytheAQFisincludedontheattachedexemplarsofthetestamur,therecordofresultsand the statement of attainment.

Accrediting authorities may require additional information to be included on certification documentation. Contact the relevant accrediting authority for further details. The preferable document for additional information is the graduation statement.

Certification documentation defined

Certification documentation is defined in the AQF as follows:

Certification documentation is the set of official documents that confirms that a qualification has

been completed and awarded to an individual.


Attachment: Testamur

IDENTIFICATION OF AUTHORISED ISSUING ORGANISATION

This is to certify that

JANE SMITH

has fulfilled the requirements for

Graduate Diploma

in

Engineering Design

1 July 2011

(If relevant, statement regarding use of non-English languages for delivery/assessment)

Identity of the authorised person in the issuing organisation

Issuing organisation’s seal

Sufficient information must be provided to authenticate the

graduate

Title as accredited. The convention for qualification titles is capitalisation of the first letter of each word and the use

of Roman numerals where required

‘in’or‘of’maybe used in any

qualification title as accredited

This date may bedateofissue,

award or conferral as defined in the

issuing organisation’s policies

This statement must be included onthetestamur,

record of results or graduation statement

as defined in the issuing organisation’s

policies

The AQF logo or thestatement‘The

qualification is recognised within the Australian

Qualifications Framework’ must be included on either the testamur or graduation

statement. See www.aqf.edu.au for conditions of use

of the AQF logo

This may include a logo and registration

number

A signature provides an

acceptable form of identity

Other forms of protection may include the use ofpolymerpaper,watermarks,

document numbers

2


Attachment: Record of results


RECORD OF RESULTS

Name of student: JANE SMITH

Name of qualification: Graduate Diploma in Engineering Design

Semester and year Units enrolled Results


1 July 2011



ID number and date of birth may be included


policies to authenticate the student

‘in’or‘of’maybe used in any

qualification title as accredited

Date the record of results is issued

This statement must be included onthetestamur,

record of results or graduation statement


policies


number



This section should includesubject/unitdetails,resultsand

date enrolled

Title as accredited. The convention for qualification titles is capitalisation of the

first letter of each word and the use of Roman

numerals where required


document numbers

3


Attachment: Statement of attainment

A STATEMENT OF ATTAINMENT IS ISSUED WHEN AN INDIVIDUAL HAS COMPLETED ONE OR MORE ACCREDITED UNITS


This is a statement that

JANE SMITH

has attained

Title of unit(s) of competency/subjectsand/or

Course in (full title)

1 July 2011




This statement must be included on the Statement of Attainment as

defined in the issuing organisation’s

policies


number




document numbers

Sufficient information must be provided to authenticate the

student

Mandatory statement that must

be prominent to ensure the statement

of attainment is not mistaken for a

testamur

Course is used only for accredited short courses titled ‘Coursein…’

This section must includesubject/

unit details. Codes may be included if required by the

accrediting authority

The AQF logo is not included on a Statement of Attainment as the statement recognises only partial completion of an AQF qualification.

4



Clustered Qualifications: An Explanation

Clustered qualifications explained

All AQF qualification types are discrete.

Clustered qualifications are not qualification types but a grouping of two or more AQF qualification types at either the same or different AQF level. Each qualification type in the cluster must meet the AQF Qualification Type Specifications for the qualification type.

Nestedandintegratedqualificationsareexamplesofclusteredqualificationsthatareintendedtoenablestudentstoprogress from lower to higher level qualifications in the same discipline in a structured way to facilitate accessible pathways. Clustered qualifications should be designed to provide students with the option of direct entry to higher level qualifications if they have demonstrated the relevent entry requirements.

Nested qualifications may not be available in all education and training sectors.

Graduates are entitled to receive testamurs and records of results for each qualification attained from the cluster and to retain them once they have been issued unless the issuing organisation has a policy regarding the surrender of certification documentation(AQF Qualifications Issuance Policysection2.1.3).

Clustered qualifications appliedItistheresponsibilityoforganisationsdevelopingand/oraccreditingqualificationstoexerciseprofessionaljudgmenttoensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students’ likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained.Thosedevelopingand/oraccreditingqualificationsshouldbeabletoprovideapedagogicalrationaletojustifyadecision to cluster qualifications.

IfaclusterofqualificationsconsistsoftwoormorequalificationsatthesameAQFlevel,somerationalisationofthevolumeoflearningmaybejustifiable.

ForaclustercomprisingqualificationsatdifferentAQFlevels,anyreductioninthevolumeoflearningforanyofthequalifications in the arrangement must ensure that the specifications for each qualification type are met and the learning outcomes can be achieved.

See alsoAQFexplanationonvolumeoflearningAQFexplanationonBachelorHonoursDegreeAQFexplanationondisciplineAQFexplanationonarticulation

Clustered qualifications defined

A cluster of qualifications is not defined in the AQF. Two related terms, nested qualifications and integrated

qualifications, are defined in the AQF as follows:

Nested qualifications are qualifications that include articulated arrangements from a lower level qualification

into a higher level qualification to enable multiple entry and exit points.

Integrated qualifications are purposely designed qualifications that enable explicit articulation pathways and

encompass more than one AQF level and/or qualification type and/or education and training sector.

Other clustered arrangements are used by providers and are variously named. They are not defined in the AQF.



Credit Transfer: An Explanation

Credit transfer defined

Credit transfer is defined in the AQF as follows:

Credit transfer is a process that provides students with agreed and consistent credit outcomes for components of

a qualification based on identified equivalence in content and learning outcomes between matched qualifications.





Credit transfer explainedThe AQF facilitates the progression of students through qualifications by giving credit for learning outcomes they already have achieved. Credit outcomes may allow for entry into a qualification and/or provide credit towards the qualification. Credit given may reduce the time required for a student to achieve the qualification.

Credit transfer is one of a number of processes for establishing credit. It provides a means for students to gain credit in an AQF qualification on the basis of completed components of another AQF qualification or other formal learning.

The credit transfer process involves:

• mapping,comparingandevaluatingtheextenttowhichthelearningoutcome,disciplinecontentandassessmentrequirementsoftheindividualcomponentsofonequalificationareequivalenttothelearningoutcomes,disciplinecontentandassessmentrequirementsoftheindividualcomponentsofanotherqualification,and

• makingajudgmentaboutthecredittobeassignedbetweenthematchedcomponentsofthetwoqualifications.

Theagreedcreditoutcomesmayincludeanyformofcredit:block,specifiedorunspecifiedcredit.

Credit transfer appliedIt is the responsibility of issuing organisations to develop credit transfer arrangements for qualifications within their own institutionsandwithqualificationsofotherproviders(AQF Qualifications Pathways Policysection2.1.8).

Credit transfer agreements may be between one or multiple issuing organisations. Agreements between multiple issuing organisationsandagreementswithlocal,nationalandinternationalpartnersareencouragedasameansofwideningtheavailability of credit for eligible students.

The AQF Qualifications Pathways Policyat2.1.10providesaguidetorelativitiesbetweenqualificationtypesatlevel5,6and 7 to determine a minimum base for credit in credit transfer agreements. Issuing organisations should consider how therelativitiesmaybeappliedindevelopingcredittransferagreements,takingintoaccountotherfactorsincludingthoselisted in 2.1.9 of the Policy.

Decisionsoncreditmustensurethatintegrityofqualificationoutcomesismaintainedandthatthereisconsistency,fairness and transparency in the decision making process.

Whereformalagreementsexistbetweenproviders,theseshouldbedocumentedandmadeavailabletostudents,preferablyonanaccessiblepublicregister(2.3.1ofthePolicy).

Credit transfer may be provided to students on an individual basis or may apply to groups of students.

Students receiving credit on the basis of credit transfer agreements should receive the same form and amount of credit as setoutinthepublicregisterordatabaseofcreditarrangements,providingtheycanprovidetherelevantofficialevidence.However,thetotalamountofcreditwillvaryfromindividualtoindividual,basedonwhichqualification(s)orcombinationsof qualification components have been successfully completed.

Additional credit may be awarded as a result of further individual student negotiations.

Credit transfer awarded on an individual basis may provide precedents for agreements between providers.


Related explanations

See alsoAQFexplanationonvolumeoflearning AQFexplanationonrecognitionofpriorlearning AQFexplanationonarticulation

Credit Transfer: An Explanation

2



Discipline: An Explanation

Discipline defined

Discipline is defined in the AQF as follows:

Discipline refers to a defined branch of study or learning.

Discipline explainedUse of the term discipline in the AQF is consistent with the field of education classification in the Australian Standard ClassificationofEducation(ASCED)1.

ASCED is Australia’s statistical classification for the collection and analysis of data on educational activity and attainment. The ASCED field of education classification is used in each education sector in Australia and is broadly comparable to the international standard classification for education used for international comparisons.

ASCED includes 12 broad fields of education with each classification subdivided into narrow fields of education.

IntheAQF,theuseoftheterm‘samediscipline’isintendedforqualificationsthatenablegraduatestodeepentheirknowledge,skillsandapplicationthroughfurtherlearning.Converselytheterm‘differentdiscipline’isintendedforqualificationsthatenablegraduatestobroadentheirknowledge,skillsandapplicationthroughfurtherlearning.

Theterms‘samediscipline’and‘differentdiscipline’areusedintheAQFtoprovidefurtherdetailon:

• thevolumeoflearningtobeappliedtoaqualification

• therequirementsfordevelopingandaccreditingqualifications,and

• therequirementsforgivingcreditforpreviouslearning.

Discipline appliedItistheresponsibilityoforganisationsdevelopingand/oraccreditingqualificationstoexerciseprofessionaljudgmenttoensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students’ likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained.Thosedevelopingand/oraccreditingqualificationsshouldbeabletoprovideapedagogicalrationaletojustify a decision about discipline coherence.

Indesigningthequalification,thesufficiencyofthevolumeoflearningmustbeconsideredinthecontextofthediscipline.It would be usual for a qualification designed to build on a previous qualification in a different discipline to have a greater volumeoflearningthanaqualificationofthesametypeusedtobuildonaqualificationinthesamediscipline.However, there may be sufficient differences between subsets within a discipline to require a greater volume of learning to ensure the coherence of the program of learning.

Similarly,indesigningthequalification,thesufficiencyoftheproportionofthecomponentpartsofthequalificationatthelevelneedstobedeterminedinthecontextofthediscipline.Iftheminimumvolumeoflearningisappliedforaqualificationbuildingonaqualificationinthesamediscipline,thecomponentsoftheprogramoflearningshouldbepredominatelyorentirely at the level of the qualification type. If the discipline is different enough to require the inclusion of preparatory studies atalowerleveltoallowgraduatestoachievethelearningoutcomesatthelevelrequired,agreatervolumeoflearningwill be required.

See alsoAQFexplanationonvolumeoflearningAQFexplanationonproportionofcomponentsofaqualificationatalevel

1 AustralianBureauofStatistics,AustralianStandardClassificationofEducation(ASCED),2001(reissuedwithminorchanges2008),CommonwealthofAustralia.



Graduate: An Explanation

Incommonlanguageusage,graduateandpostgraduatearesynonymousandbothconnoteastageaftergraduation.InAustraliaandinternationally,thereisnoconsistentusageofeitherterm.Thetermpostgraduateoftenisusedintheeducationsector,particularlyinhighereducation.TheusagetendstobeappliedtoBachelorandpost-BachelorDegrees.This usage implies that the Bachelor Degree necessarily proceeds and is a pre-requisite for higher level qualifications. In contrast,modernqualificationsystemsarebasedontaxonomicallydefinedlevelsthatallowforamultiplicityofpathways.

The AQF has adopted the term graduate in favour of postgraduate. The term graduate in the AQF is used for all qualification types in describing the learning outcomes to be achieved and applied to a person who has been awarded any AQF qualification.

Graduate also is used in the title of the AQF qualification types: Graduate Certificate and Graduate Diploma. Substitution of the term postgraduate in AQF qualification titles is not permitted.

Graduate defined

Graduate is defined in the AQF as follows:

A graduate is a person who has been awarded a qualification by an authorised issuing organisation.



Proportion of Components of a Qualification at a Level: An Explanation

Proportion of components of a qualification defined

Components of a qualification are defined in the AQF as follows:

Components of a qualification include modules, subjects, units of competency or units, the completion of

which leads to an AQF qualification.

Proportion of components of a qualification explainedThecomplexityofthequalificationisdefinedbythebreadthanddepthoftheknowledge,skillsandapplicationoftheknowledge and skills and the volume of learning.

The AQF Qualification Type Specifications do not specify the proportion of components of a qualification that should be at the level of the qualification type.

Instead,theAQF Qualification Type Specifications require AQF qualifications to be designed so that graduates of the qualification type will achieve the learning outcomes specified for the level and the qualification type at the completion of the qualification.

The proportion of components of the qualification at the level of the qualification type may vary depending to the purpose ofthequalificationandwhetherthequalificationisintendedfordeepeningorbroadeningofstudents’existingknowledgeand skills.

The proportion of components of the qualification should enable students to progress their understanding of the discipline,knowledge,skillsandapplicationofknowledgeandskillsthroughouttheprogramoflearningtoachievethelearning outcomes of the qualification.

Proportion of components of a qualification appliedItistheresponsibilityoforganisationsdevelopingand/oraccreditingqualificationstoexerciseprofessionaljudgmenttoensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students’ likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained.Thosedevelopingand/oraccreditingqualificationsshouldbeabletoprovideapedagogicalrationaletojustifya decision regarding the balance of the components of the program of learning at the level of the qualification type.

Forqualificationsdesignedfordeepeningofexistingknowledgeandskills,itisexpectedthatahigherproportionofthe components of the program of learning would be at the final level of the qualification. Conversely for qualifications designed to broaden students’ knowledge and skills in a different discipline there may be a higher number of preparatory units of study at a lower level with a greater volume of learning.

Forqualificationtypeswithasmallvolumeoflearning,suchastheGraduateCertificateortheCertificateIV,the components of the program of learning should be predominately or entirely at the level of the qualification type.

See alsoAQFexplanationonvolumeoflearningAQFexplanationondiscipline



Recognition of Prior Learning: An Explanation

Recognition of prior learning defined

Recognition of prior learning (RPL) is defined in the AQF as follows:

Recognition of prior learning is an assessment process that involves assessment of an individual’s relevant prior

learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual

application for credit.





Recognition of prior learning explainedThe AQF facilitates the progression of students through qualifications by giving credit for learning outcomes they already have achieved. Credit outcomes may allow for entry into a qualification and/or provide credit towards the qualification. Credit given may reduce the time required for a student to achieve the qualification.

RPL is one of a number of processes for establishing credit or advanced standing. RPL broadens access into formal learningbyenablingcredittobegivenforstudentachievementthoughotherformal,non-formalorinformallearning.

RPLinvolvesissuingorganisationsundertakinganassessmentofeachindividualwhoappliestodeterminetheextentto which that individual’s previous learning is equivalent to the learning outcomes of the components of the destination qualification.

Recognition of prior learning appliedIt is the responsibility of issuing organisations to offer RPL assessment to students. Issuing organisations’ RPL policies and practices must ensure that decisions about granting RPL take into account students’ likelihood of successfully achieving qualification outcomes and ensure that integrity of qualification outcomes is maintained (AQF Qualifications Pathways Policysection2.1.6).

Toensureconsistency,fairnessandtransparency,issuingorganisationsshouldestablishasystematic,organisation-wideapproach to RPL including policies and procedures that govern implementation.

The typical RPL process for providers consists of the following stages:

• identifyingtheevidencerequired

• providingadvicetostudentsabouttheprocess

• providingstudentswithsufficientinformationtoenablethemtopreparetheirevidencetomeetthestandard required for the RPL assessment process

• assessingusingappropriateevidence-gatheringmethodsandtools

• recordingtheoutcome,and

• reportingtokeyinternalandexternalstakeholders.

RPL assessment:

• aswithallassessment,shouldbeundertakenbyacademicorteachingstaffwithexpertiseinthesubject,contentorskillsarea,aswellasknowledgeofandexpertiseinRPLassessment

• shouldbethesamestandardasotherassessmentforthequalification

• shouldrecogniselearningregardlessofhow,whenandwhereitwasacquired,providedthelearningisrelevanttothe learning outcomes in the qualification

• mustensurethatevidenceprovidedisvalid,authentic,currentandsufficientandthattheprocessisfair,flexiblereliable and valid.


Recognition of Prior Learning: An Explanation

RPL assessment methods:

• shouldincludereasonableadjustmentfortheliteracylevels,culturalbackgroundandexperiencesofstudents,anditshouldnotbeaproxyfortheassessmentofskillssuchasliteracyexceptwheretheseareintrinsictothelearningoutcomes of the qualification component

• shouldaddressthespecificevidencerequiredtodemonstratepriorachievementofthelearningoutcomesandassessment requirements of the particular qualification components for which credit is sought

• shouldprovidearangeofwaysforindividualstodemonstratethattheyhavemettherequiredoutcomesandcanbe granted credit. These might include:

- mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components

- questioning(oralorwritten)

- observation of performance in work based and/or simulated environments

- challengeexaminations/assessments

- considerationofthirdpartyreportsand/orotherdocumentationsuchasarticles,reports,projectmaterial,papers,testimonialsorotherproductspreparedbytheRPLapplicantthatrelatetothelearningoutcomesoftherelevant qualification component

- considerationofaportfolioandreviewofcontents,and

- participation in structured assessment activities that individuals normally would be required to undertake if they were enrolled in the qualification components.

The assessment outcomes may enable the student to meet the entry requirements and/or components of the qualification. This may reduce the duration of the qualification.

The agreed credit outcomes of the assessment of previous learning through RPL are specific to the individual. They may establish a precedent which can be used for other RPL assessments and potentially form the basis for future credit transfer agreements.

See alsoAQFexplanationonvolumeoflearningAQFexplanationoncredittransferAQFexplanationonarticulation

2



Research: An Explanation

Research explainedIntheAQFtheterm‘research’isintendedtocoveralltypesofresearchincludingoriginal,exploratory,experimental,applied,clinicallyorwork-based,andotherformsofcreativeworkundertakensystematicallytoincreaseknowledgeandunderstanding,deploying a range of research principles and methodologies.

ResearchisspecifiedinthelearningoutcomesfortheDoctoralDegree,theMastersDegreeandtheBachelorHonoursDegree.The amount and type of research in each of these qualifications types will vary.

Research appliedItistheresponsibilityoforganisationsdevelopingand/oraccreditingqualificationstoexerciseprofessionaljudgmenttoensurethat design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students’ likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Thosedevelopingand/oraccreditingqualificationsshouldbeabletoprovideapedagogicalrationaletojustifyadecisionabouttheresearchcomponent.Specificallyprofessionaljudgementsmustbemadeabouttheproportionofresearchinaqualification,themeansthroughwhichthelearningoutcomesaredemonstratedandthetypeofresearch.

Research is the defining characteristic of both forms of Doctoral Degree and the volume of learning required for the research componentisspecified.ResearchintheDoctoralDegree(Research)maybepure,exploratory,experimentalorcreativewhiletheDoctoralDegree(Professional)allowsforresearchthatmaybemoreappliedwithinthecontextoftheprofession.

Both forms of the Doctoral Degree permit structured learning comprising advanced coursework to facilitate the achievement ofthelearningoutcomesandsupporttheresearch.Inbothcases,itisinadditiontotherequirementsforresearch.FortheDoctoralDegree(Professional)researchmaybeminimallyfiftypercentifthevolumeoflearningforthequalificationisfouryearsor more.

ResearchmustbeevidentinallformsoftheMastersDegree.TheMastersDegree(Research)isapathwaytoaDoctoralDegreesoitsdesignmustpreparegraduatesfortheresearchexpectedofaDoctoralDegree.Becauseaminimumoftwo-thirdsofthevolumeoflearningfortheMastersDegree(Research)isforresearch,researchtrainingandindependentstudy,thevolume of learning for the qualification needs to be sufficient to take this into account and may need to be greater depending uponthepathwayintothequalification.Theoutcomeoftheresearchcomponentofthequalificationistheexecutionofasubstantial piece of research.

ResearchineitheraMastersDegree(Coursework)orMasters(Extended)needstobedemonstratedbytheexecutionofasubstantialpieceofresearchwhichmaytaketheformofaproject,capstoneexperienceorpieceofscholarship.Theresearchislikelytobemoreappliedorprofessionally-orientedthanforaMastersDegree(Research).TheprogramsoflearningfortheseformsoftheMastersDegreeareintendedtohaveagreaterfocusonstructuredlearning,includingresearchtraining,thantheMastersDegree(Research).Theproportionofresearch,theamountofresearchtrainingandthesizeoftheresearchoutputislikely to vary depending on the purpose of the qualification and the pathway into higher level qualifications.

TheBachelorHonoursDegreemaybeundertakenasapathwaytoaMastersDegree(Research)orforaDoctoralDegree.Theamount and the type of research in a qualification for this purpose must comprise adequate preparation for research at a higher leveldemonstratedbytheexecutionofapieceofresearch.ResearchinaBachelorHonoursDegreedesignedforadvancedlearning or for professional outcomes may comprise applied research or professionally-oriented research and the outcome of theresearchislikelytobetheexecutionofaproject.

See alsoAQFexplanationonBachelorHonoursDegreeAQFexplanationonproportionofcomponentsofaqualificationatalevel

Research defined

Research is defined in the AQF as follows:

Research comprises systematic experimental and theoretical work, application and/or development that

results in an increase in the dimensions of knowledge.



Volume of Learning: An Explanation

Volume of learning explained Thevolumeoflearning,alongwiththebreadthanddepthoftheknowledge,skillsandapplicationoftheknowledge andskillsdeterminedforaqualification,definesthecomplexityofthequalification.

The volume of learning determined for a qualification must fall within the range provided in the descriptor for the qualification type.

Theconceptof‘typically’,usedtodescribethevolumeoflearning,isintendedtoprovidesomeflexibilityinrelationtopathways into and from AQF qualifications that are incorporated into the design of the qualification. It is not intended as justificationfornotapplyingtherequirement.

Volume of learning appliedItistheresponsibilityoforganisationsdevelopingand/oraccreditingqualificationstoexerciseprofessionaljudgmenttoensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students’ likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained.Thosedevelopingand/oraccreditingqualificationsshouldbeabletoprovideapedagogicalrationaletojustify a decision about the volume of learning.

Thevolumeoflearningallocatedtoaqualificationshouldincludeallteaching,learningandassessmentactivitiesthatarerequired to be undertaken by the typical student to achieve the learning outcomes. These activities may include some or allofthefollowing:guidedlearning(suchasclasses,lectures,tutorials,on-linestudyorself-pacedstudyguides),individualstudy,research,learningactivitiesintheworkplaceandassessmentactivities.

Theteaching,learningandassessmentactivitiesareusuallymeasuredinequivalentfulltimeyears.Thegenerallyacceptedlengthofafulltimeyear,usedforeducationalparticipation,is1200hours.

The volume of learning allocated in the design of a qualification may vary depending upon:

• thelevelofthepreviousqualificationrequiredforentry

• whetherthepurposeofthequalificationisfordeepeningorbroadeningofknowledgeandskills,or

• whetherthequalificationleadstoprofessionaloutcomesorisgeneralistinpurpose.

Itwouldbeusualforthemaximumvolumeoflearningtobeallocatedtoqualificationsdesignedfor:

• buildingonapreviousqualificationinadifferentdisciplineregardlessofthelevelofthepreviousqualification

• thosethatbuildonaqualificationfromanylowerlevel,and

• thosethatrequireworkplace,clinicalorprofessionalpractice.

Iftheminimumvolumeoflearningisallocatedtoaqualification,thecomponentsoftheprogramoflearningmustbepredominately or entirely at the level of the qualification type.

Ifcredit,suchasthrougharticulationarrangements,contributestothevolumeoflearningthelearningoutcomesforthequalification must be achievable despite the reduced volume of learning.

Volume of learning defined

The volume of learning is defined in the AQF as follows:

The volume of learning is a dimension of the complexity of a qualification. It is used with the level criteria and

qualification type descriptor to determine the depth and breadth of the learning outcomes of a qualification.

The volume of learning identifies the notional duration of all activities required for the achievement of the learning

outcomes specified for a particular AQF qualification type. It is expressed in equivalent full-time years.


Volume of learning applied in deliveryThe duration of the delivery of the qualification may vary from the volume of learning specified for the qualification. Providers may offer the qualification in more or less time than the specified volume of learning provided that delivery arrangementsgivestudentssufficientopportunitytoachievethelearningoutcomesforthequalificationtype,levelanddiscipline.

Studentsmaybefast-trackedthroughthequalification,forexamplebyprovidersofferingthreesemestersperyear,longerstudyhoursinthetraditionaltwosemestermodel,orintensiveperiodsofstudy.Conversely,somecohortsofstudentsmaybe offered a longer duration of delivery to support their successful achievement of the qualification outcomes. Students maybeofferedmoreself-pacedmethodologies,includingonlinedeliveryandworkplacedelivery,whichwillvarytheduration required to achieve the learning outcomes. The duration may be reduced for individual students if credit towards thequalificationisgivenintheformofcredittransfer,recognitionofpriorlearningoradvancedstanding.

Provider decisions about the duration of the delivery of a qualification must take into account the students’ likelihood of successfully achieving the learning outcomes and ensure that integrity of the qualification outcomes is maintained. If the durationofdeliveryissubstantiallydifferentfromthevolumeoflearningallocatedtothequalification,providersshouldbeable to provide pedagogical rationale to support the variation.

See alsoAQFexplanationonproportionofcomponentsofaqualificationatalevelAQFexplanationonclusteredqualificationsAQFexplanationondisciplineAQFexplanationoncredittransferAQFexplanationonarticulationAQFexplanationonrecognitionofpriorlearning

Volume of Learning: An Explanation

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