Australian Psychology Accreditation Council (APAC) Standards for Accreditation of Australian Psychology Programs

Size: px
Start display at page:

Download "Australian Psychology Accreditation Council (APAC) Standards for Accreditation of Australian Psychology Programs"

Transcription

1 Australian Psychology Accreditation Council (APAC) Standards for Accreditation of Australian Psychology Programs Last Revised April 2005

2 Contents Page Preamble 3 Definitions of Terms Used 4 Section 1: Procedures for program development and accreditation Program development 1.2 Accreditation process and site visit Section 2: General requirements for accreditation Academic Organisational Unit (AOU) 2.2 Multi-campus institutions 2.3 Degree nomenclature 2.4 Academic staffing 2.5 Resources 2.6 Mixed mode education Section 3: Undergraduate program requirements Three year programs 3.2 Fourth year programs Section 4: Postgraduate program requirements Fifth and sixth year programs of professional education 4.2 Professional Doctorates Section 5: Higher research degree programs 40 Section 6: Appeals procedures 40 Page 2

3 Preamble Registration as a psychologist in Australia is controlled by the various state and territories Registration Boards under legislation enacted in the relevant legislative jurisdictions. Membership of the Australian Psychological Society is obtained primarily by completing a program of study in psychology. Prior to October 2004, persons wishing to become registered as a psychologist often had to demonstrate individually that their qualifications and experience met the requirements of the Act in the State or Territory where they wished to practice. Persons wishing to become a member of the APS were required to provide evidence that they had completed a program of study that had been accredited by the Society. Accreditation standards were developed and adopted by the APS, which were used to ensure that the relevant programs of study offered by Australian universities met the standards established by the Society for its membership. However, there was general agreement by all parties that six years of education and training were required to enable a person to acquire the skills and knowledge to become a competent practicing psychologist. This is typically accomplished by completing an accredited 4-year University-based program that provides a solid grounding in the science of psychology, followed by two years of education (including supervised practice) in the professional and applied aspects of the discipline. It is also recognised that additional specialist education in some professional areas will be required. In 2003, the Registration Boards throughout Australia and New Zealand, agreed to form a new representative body, the Council of Psychologists Registration Boards (CPRB) which was incorporated in February 2003 to replace the Trans-Tasman Bureau of Psychologists Registration Boards. In tandem with this development, negotiations began with the APS toward the development of a Memorandum of Understanding (MoU) which would pave the way for a unified approach to registration as a psychologist and membership of the APS. The MoU was signed in November 2003 by the President of the APS and the Chair of the CPRB. The signing of the MoU led to the formation of the Australian Psychology Accreditation Council (APAC) comprising three members from each organisation. APAC is now established as the body which accredits programs of education and training that provide the main route of qualifying for membership of the APS and for registration as a psychologist throughout Australia. The current Standards for Accreditation of Australian Psychology Programs have been adopted by APAC following a period of consultation with key stakeholders to review and revise the previous APS Accreditation Guidelines. This revised document comes into effect from January 1, 2006 for a period of five years, after which it will be reviewed. Minor amendments may, however, be necessary during this five year cycle and any changes will be widely communicated to all stakeholders. Further information on program development and accreditation may be obtained from the APAC Secretariat, contact details for which are given below: APAC Secretariat PO Box 38, Flinders Lane PO, Melbourne VIC 8009 Phone Fax apac@psychology.org.au Page 3

4 Definitions of Terms used in this Document Academic Organisational Unit (AOU) refers to a department or school, or other separately identifiable academic organisational unit with the Head of the unit having resource responsibility for that unit and responsibility for the academic programs offered by the unit. In each institution offering accredited psychology programs, there should be a Psychology AOU which is regarded as the core AOU capable of offering undergraduate and postgraduate programs in Psychology. The Psychology AOU would be expected to contain the name Psychology in its title. Academic staff refers to all staff teaching in a program and includes tenured, contract and casual teaching staff. Accreditation refers to the process undertaken in establishing that the AOU and the programs it offers in psychology are of a standard for education and training in the discipline and profession, as set out by this document, and, for individuals taking the programs, to lead to membership of the Society and registration as a psychologist with the appropriate State/Territory Registration Board.. In this document, accreditation refers both to the initial process when an institution has not previously been accredited and to reaccreditation after a period of five years. Accredited refers to a program or AOU that has satisfactorily completed the accreditation process referred to above. A program or AOU is fully accredited when it has met the standards set out in this document. A program or AOU is conditionally accredited when it has met most but not all of the requirements. APA format refers to the rules for the publication of manuscripts described in the current Edition of the Publication Manual of the American Psychological Association (APA). APAC refers to the Australian Psychology Accreditation Council, hereafter referred to as the Council. APS refers to the Australian Psychological Society, hereafter referred to as the Society. APS College refers to the constituent organisations within the Australian Psychological Society that are concerned with specialist areas of practice in psychology. Each College has a Course Approval Committee which specifies education and training requirements for membership of that College and has an invited representative on the Program Development and Accreditation Reference Group. Core subject refers to subjects that all students should take in the course of studying for their degree. Core subjects should be taught in core units which are compulsory parts of the program. Council refers to APAC (see above) Course - see Program Page 4

5 CPRB refers to the Council of Psychologists Registration Boards Electives refer to subjects or units that are optional and while students are not required to take any specific elective, they may be required to take a certain number of electives chosen from a greater number in order to complete their course. PDAAG refers to the Program Development and Accreditation Advisory Group that operates within the Directorate of Training and Standards of the Society to monitor program development and accreditation in Australian universities. This Advisory Group provides direct advice and recommendations to the Director and through him or her to APAC regarding program development and accreditation. Program refers to the entire course of study, successful completion of which results in a degree or diploma such as a four year program that leads to a Bachelors degree with Honours or a fourth year Postgraduate Diploma. The word program is used in preference to course because it includes higher degree studies (e.g., PhD programs) which are not typically referred to as courses. Psychology Section is a term reserved for multi-campus institutions at which there is one Academic Organisational Unit that is across two or more campuses. Each campus would be regarded as having a Psychology Section. Society refers to The Australian Psychological Society Ltd. Unit refers to separate and identifiable components of undergraduate and postgraduate courses or programs, usually with their own assessment components and with a member of the academic staff responsible for coordination. The term unit used in this context should not be confused with the use of the term in the phrase Academic Organisational Unit. Year in the context of course descriptions, for example a four year program refers to full time study and is taken to involve two semesters or three terms/trimesters. Thus a four year program will involve eight semesters of full-time study. It may be possible in some cases to complete a program in less than the specified time period if teaching occurs during a summer or winter term. In addition, when reference is made to a specific year level, for example third year, this should be read as the third full-time year of the program. Page 5

6 Section 1: Procedures for Program Development and Accreditation 1.1 Program Development APAC views the provision of assistance to institutions for the development of programs in psychology as an important role which is undertaken in a cooperative manner. The involvement of APAC at the development stage can greatly assist with the next stage, the accreditation process, so all institutions planning new programs may request assistance for development. APAC provides assistance both for the development of programs in an institution which is not currently accredited and hence does not offer accredited programs, and for the development of any new program in an accredited AOU. Any costs involved are borne by the institution directly. Program development advice requested by an AOU should be directed in the first instance to the Director of Training and Standards of the APS who will invite suitable past or present members of PDAAG and/or of the relevant APS College(s) to participate in the program development process. Disclaimer: Any information or advice provided should be regarded as opinion, given in good faith and not the confirmed position of PDAAG or APAC; it is up to the institution ultimately to demonstrate how the AOU and the programs offered meet the standards. 1.2 Accreditation process and site visit The accreditation process considers both the AOU and the programs in psychology offered by that AOU. Consequently, in order for accreditation to take place the AOU should meet the standards that apply to it, and the programs offered by that AOU should meet the relevant set(s) of program standards. APAC requires that the standards for accreditation are met and maintained. To this end, it works cooperatively with institutions by providing this comprehensive document and in discussing with the AOU any matters of concern. Ultimately, however, a decision concerning accreditation will be made by APAC, taking account of all submitted documentation, evidence gained from a site visit, and the AOU s response to any matters that have been raised. The onus is on the AOU to demonstrate how it meets the standards for accreditation and to maintain those standards after accreditation The accreditation of programs takes place in a five year cycle such that the institution and all the programs offered by the Psychology AOU will be reviewed and considered for accreditation in a particular year and as part of one process In October of the year preceding the one in which an institution will be making an application for accreditation, APAC will write to that institution reminding it that all required documentation be submitted by 30 April of the following year and requesting information regarding the number of undergraduate and postgraduate programs and for the nomination of specific dates from June to August during which the site visit will be conducted. Page 6

7 1.2.3 Five copies of the completed Application for Accreditation form and five copies of Attachments 1 to 4 should then be submitted to APAC by 30 April of the year in which the AOU is to be accredited. The Application form requests summary details of the AOU, programs offered, staff, and the AOU in which psychology programs are taught. Attachment 1 requests full details of the units in all programs; Attachment 2, full staff details; Attachment 3, a list of all test library holdings; and Attachment 4, the library holdings. AOUs are encouraged to submit four of the copies on CD-ROM, but one complete hard copy is required Although it is expected that the documentation would be prepared by senior academic staff involved in the teaching of psychology programs, it must be accompanied by a cover sheet signed by the Vice-Chancellor or President of the institution to which the AOU belongs and the Head of the AOU Upon receipt of the application, it will be checked by APAC to ensure that all required documentation has been provided. Once checked, and within two weeks of receiving it, APAC will acknowledge receipt of the application indicating either that all required documentation has been received or requesting any missing documentation. Missing documentation should be submitted in the form requested within two weeks of receiving the request At the time of submitting documentation, the AOU will forward the Accreditation Fee required by APAC. This fee is set annually by APAC. It will contribute towards the total cost of the required site visit for each AOU as well as associated administrative costs incurred by APAC. The current Accreditation Fee is set at $2000 (plus GST) for each different undergraduate sequence, plus an additional $2000 (plus GST) per accreditable higher degree professional sequence. For any site visits required to additional campuses, a further fee of $2000 (plus GST) is required per campus (see for off-shore campuses) Where possible, proposals for new programs of study requiring accreditation should be made in the year in which the AOU is being reviewed. If this is not possible, then separate documentation should be submitted by the AOU for consideration by APAC for the new program at the time it is being planned and before it is introduced. Failure to do so may result in the program not being considered as eligible for accreditation which in turn would jeopardise the accreditation status of the AOU and the potential registration and APS membership eligibility of students. The new program will be reviewed again fully when the AOU is accredited in the five year cycle. A charge will be made for any program submitted for accreditation outside the established site visit cycle Full details of any new program should be submitted on the relevant sections of the Application for Accreditation form along with a completed Attachment 1 for the particular program. In addition, any additional staff who have been appointed to teach on the program when it is introduced, or any proposal to appoint staff to positions in the AOU in which the program will be taught should be given in Attachment 2. Full current staffing details of the AOU and any changes to programs since the last site visit should be included PDAAG will select a site visit team consisting of at least two members from PDAAG with co-option if necessary, to take overall responsibility for accreditation. One PDAAG representative assumes the role of site visit coordinator, and, among other things, is responsible for the preparation of the overall site visit report. College representatives Page 7

8 participate if specialist professional programs are to be accredited and approved (see also ). The Registration Board in the relevant State or Territory will also contribute a member to the site visit team When accreditation includes a specialised professional program, the site visit team will include a representative of the relevant APS College(s) so that the accreditation process incorporates approval from the APS College(s) The application and attachments will be sent to the site visit team appointed to review the application During review of the documentation, direct contact by the reviewers with the AOU will only be made after consultation with the APS Director of Training and Standards. Contact may be required for clarification or additional documentation Following consideration of the documentation for accreditation, a site visit will be made to the institution at a mutually agreed time. The composition of the accreditation team will be communicated in writing to the Head of the AOU at least 4 weeks prior to the site visit APAC will be responsible for all travel and accommodation arrangements The Head of the AOU will be responsible for coordinating all arrangements for the site visit for APAC in consultation with the site visit coordinator. The site visit arrangements must be submitted to APAC at least four weeks prior to the site visit so that appropriate advance planning by the site visit team can be undertaken. It is essential that the schedule and arrangements are approved by the site visit coordinator The duration of the site visit will depend on the number of campuses and the complexity of the programs to be accredited. Members of the site visit team should be given ample time to examine all the programs. The site visit will serve several purposes. First, it will provide the opportunity to clarify or seek further information about any issue in the documentation. Second, it will enable the site visit team to check on all resources required for accreditation. Finally, it will allow the members of the site visit team to discuss any matters that arise and, if there are any areas that need to be addressed, to discuss dates by which they should be addressed During the visit the site visit team or a sub-committee of it will meet with the Vice- Chancellor, President, or his/her nominee (e.g., Deputy Vice-Chancellor or Dean of Faculty) in addition to academic, administrative, technical and computer staff and students. It will also inspect facilities including teaching venues, computer laboratories, research laboratories, teaching laboratory equipment, the test library, and the university library on each campus on which psychology is taught During the visit, the site visit team will consider examples of students work. In particular, recently completed Honours and coursework Masters and Doctoral theses along with examiners reports for these theses will be examined (see Sections , , , ). Page 8

9 At the conclusion of the site visit, the site visit team will meet with the Head of the Psychology AOU to discuss the outcome of the visit and any particular concerns that members of the team may have Within six weeks of the site visit, the site visit coordinator will submit a report to the APS Director of Training and Standards for consideration by PDAAG. The report will contain recommendations about the accreditation status of the AOU and its programs, as well as specific recommendations for action by the AOU At this time, the report may be sent to the Head of the AOU on the understanding that it has draft status only and the recommendations contained in it are those of the site visit team, not PDAAG. The covering letter will invite clarification of the accuracy of facts contained in the report, specify when the report is to be considered by PDAAG, and note that PDAAG may change the recommendations An overall recommendation on the basis of the AOU s accreditation profile of programs will be included in the report, and the recommendations will be in one of the following three categories: (i) The AOU and the specified set of programs it offers will be fully accredited. This category will be recommended only if the AOU and the programs meet all of the accreditation standards, or if there are matters of a minor nature that need to be addressed. If the latter is the case then a date, normally within 12 months, by which they should be addressed, will be stated. (ii) The AOU and the specified set of programs it offers will receive the status of conditional accreditation until areas in which the accreditation standards are not met currently, are addressed. This recommendation may occur either for an AOU when it first applies for accreditation and does not meet the accreditation standards, or for a previously accredited AOU in which the standards have changed in one or more programs or in the AOU such that the AOU no longer meets the accreditation standards. In contrast to (i) above, the matters of concern would be expected to have greater impact on the quality of programs offered. This recommendation to the AOU will be accompanied by a detailed list of matters to be addressed and a date, normally within 12 months, by which these should be done. If they are all addressed by the date, then the conditional qualification will be removed and full accreditation recommended. If they are not addressed then the program will lose accreditation and the AOU may lose its accredited status. (iii) The AOU will lose its accredited status, or in the case of an AOU not previously accredited, will not obtain accredited status. This recommendation shall only be made if serious concerns arise which the AOU cannot address within a reasonable time or if the AOU introduces programs after a site visit which are in clear violation of the accreditation requirements without consultation with APAC. The recommendation will be accompanied by a detailed justification which outlines the areas of concern. Additional program development advice may also be offered In addition to recommendations relating to accreditation, recommendations will also be made concerning the approval of professional postgraduate programs for Associate Membership of APS Colleges and full registration as a psychologist. Full approval may only be recommended where a program is recommended for full accreditation. Where a professional postgraduate program is recommended for conditional accreditation, it is only possible to recommend conditional approval. However, it should also be noted that a Page 9

10 professional postgraduate program may be recommended for a lower approval status than the accreditation it receives APAC will consider the recommendations made by PDAAG and the APS Director of Training and Standards when making a decision on the accreditation status of the AOU and its programs based on one of the three options specified in Section The outcome will be communicated to the institution by the Chair of APAC. The Chair of PDAAG will be responsible for monitoring matters which are stated as part of a recommendation for accreditation or conditional accreditation and approval and that these matters are addressed by the date or dates specified Failure to meet the relevant standards for programs to be accredited may result in an AOU not being accredited. It is possible for any program that does not meet these standards to be withdrawn during the accreditation process if it is clear that its inclusion may jeopardise the accreditation status of the AOU If an AOU has made substantial changes to several programs and wishes to have these considered for accreditation before the five year cycle is over, an additional site visit may be necessary, at the institution s expense. Similarly, if psychology programs are introduced at campuses other than those to which a site visit has been made, an additional site visit may be necessary, at the institution s expense AOUs are expected to inform APAC of major changes to course structure, nomenclature and resource levels including staffing (particularly resignations and other ways in which the number of staff decreases or the profile shifts markedly). Such changes may affect the accreditation status of the AOU and, by informing APAC, a co-operative effort can be made to accommodate any short-term difficulties that may arise. Conversely, failure to inform APAC may adversely affect the future accreditation status of an AOU It is the responsibility of an AOU to inform students accurately of the accreditation status of its programs An AOU which has its accreditation status changed may resubmit for accreditation at any time (but see ) The APS Director of Training and Standards will discuss with an AOU that loses its accredited status arrangements for minimising harm to students by allowing them to transfer to other programs or otherwise fulfil the requirements of an accredited program and be eligible for registration and for membership of the APS. Students who enrolled in an accredited program will not be adversely affected if that program subsequently has its accreditation status withdrawn. However, no new student intake should occur unless students are explicitly informed that program accreditation has been withdrawn. Page 10

11 Section 2: General Requirements The following general standards, in conjunction with those in Section 3, state the requirements for the accreditation of an AOU and the programs offered by that AOU. The aim is to provide sufficient information to ensure that all accredited AOUs offer programs that are of a high quality and meet the needs of the discipline and the profession, while allowing some flexibility. It is not the intention of APAC to have identical programs in psychology across all institutions. Although these accreditation standards are designed primarily for accreditation, they also provide a valuable source of information for those involved in program development. It is the position of APAC that there will be only one accredited AOU in each institution that has responsibility for all psychology programs offered by that institution. 2.1 Academic Organisational Unit (AOU) APAC will take into account the academic standards and the structure of the AOU seeking accreditation. This section provides the general accreditation standards for all AOUs and should be read in conjunction with specific accreditation standards for the naming of degrees, staffing, resources and the programs The Psychology AOU should be an identifiable core of psychologists with a recognised Head. The Head should be a senior, experienced and recognised psychologist who has postgraduate qualifications in psychology and publications in refereed journals. For the purpose of full accreditation, there must be a Full-Time Level E appointment held by a psychologist in an AOU The AOU should feature the term Psychology in its title (e.g., Department of Psychology) The Psychology AOU should be in a position to offer undergraduate and postgraduate program(s) in psychology A Psychology AOU should be able to demonstrate that it has the necessary and appropriate level of staffing and other resources and facilities to provide an education in psychology at a high standard in all programs for which it is seeking accreditation. This includes providing a milieu of research and scholarship in the science of psychology. 2.2 Multi-campus institutions APAC recognises that a number of institutions offer psychology programs on different campuses. During the accreditation process, careful consideration will be given to ensuring that there are appropriate staffing and resource levels on each campus and that students on each campus have acceptable levels of access to units, to programs, and to facilities. APAC will also give consideration to the geographical locations of campuses relative to each other and is willing to accept that in some cases, two campuses may be sufficiently close to function effectively as one in so far as students have direct access to units, programs and all resources on both without any special arrangements being put in place. In institutions where this is not the case, students at one campus may be disadvantaged because of a lack of Page 11

12 resources or program offerings, and then the onus lies with the institution to demonstrate what measures have been taken to overcome any shortfalls. Multi-campus institutions will need to convey clearly how they are organised in this regard and to demonstrate that there are no issues of equity or resource allocation which may disadvantage students (see also Section 2.1 and where relevant, Section 2.6). 2.3 Degree Nomenclature APAC will give consideration to the nomenclature for degrees that are awarded following successful completion of programs of study in psychology offered by the AOU. APAC is of the view there should be some consistency in the awarding of degrees and that the preferred nomenclature conveys the level of the degrees completed and gives an appropriate indication of the content. Every attempt has been made to ensure that titles are consistent with the Australian Qualifications Framework Three year undergraduate programs of study should lead to a generic degree in psychology. Acceptable titles are Bachelor of Arts; Bachelor of Science; Bachelor of Social Science and Bachelor of Psychological Science The degree title should not make reference to specialisation or application in psychology. Unacceptable titles include Bachelor of Applied Psychology and Bachelor of Educational Psychology. It is however possible to embed the accredited 3-year sequence of psychology units within other degrees that do not include psychology in the title Three year undergraduate programs available for existing graduates (in any discipline) to complete a psychology major should be termed Graduate Diploma in Psychological Science or some similar title, but without any reference to areas of specialisation or application within the discipline The nomenclature Bachelor of Psychology is to be reserved for integrated four year sequences Four year undergraduate programs of study should result in a degree in which the only discipline name appearing in the degree title is Psychology and there should be no reference to a specialisation or application in psychology. Acceptable titles include Bachelor of Science with Honours in Psychology, Bachelor of Arts with Honours (Psychology) and Bachelor of Psychology (Hons). Unacceptable titles include Bachelor of Science with Honours (Geography), Bachelor of Disability Studies, and Bachelor of Applied Psychology (Honours) Bachelor degrees require at least three years of full-time study or equivalent. Bachelor degrees with Honours require four years of full-time study or equivalent Fourth year courses should exist only for the purpose of allowing students who have completed an existing accredited three year program, preferably within the last 10 years, and taken out their degree, to complete the fourth year. These programs should be equivalent to Honours standard. Fourth year courses in psychology should lead to an Honours degree or a Graduate Diploma in Psychology to distinguish it from the Graduate Diploma in Psychological Science (or similar title) referred to in This title will make clear reference to the discipline in its title and avoid reference to areas of specialisation or Page 12

13 application within the discipline. Unacceptable titles are Graduate Diploma in Education, Graduate Diploma in Applied Psychology and Graduate Diploma in Organisational Psychology. Where an AOU has adopted the title Postgraduate Diploma in Psychology it may retain the use of that title if preferred, but will also avoid reference to areas of specialisation or application within the discipline Postgraduate coursework programs (fifth and sixth years) should be the equivalent of no less than two years of full-time study and should lead to a Masters degree. The degree title should include the term Psychology and, where relevant, reflect an area of specialisation or application, either as part of the main degree title or following the main title. Examples of acceptable degree titles are Master of Psychology (Clinical), Master of Educational Psychology and Master of Psychology (Organisational). Examples of unacceptable titles are Master of Arts and Master of Science (Psychology) Postgraduate coursework programs (fifth and sixth years only) may also be offered as generalist courses, in which case no specialisation or application is implied. The accreditation requirements in Section 4 will apply and there will be no parallel APS College approval process. A suitable degree title would be Master of Psychology Postgraduate doctoral level programs which include all the components of the postgraduate coursework requirements for an accredited Masters program within that AOU should include clear reference to the area of specialisation or application in the degree title. In addition these doctoral programs can only be referred to as PhDs if they include a program of research leading to a thesis equivalent in status to other PhDs by research. For this reason it would be expected that such degrees would be the equivalent of no less than four years of full-time study. Acceptable titles for these degrees include PhD (Clinical Psychology) and PhD (Educational Psychology) DPsych or PsyD programs should have a thesis or dissertation which is of the same high quality as a research doctorate as determined by the University. These degrees would be expected to include a research component that is at least equivalent to, a Masters by research thesis. These degrees will be equivalent of no less than three years of full-time study and will give an indication of the area of specialisation or application. Examples of acceptable titles are DPsych (Clinical) or PsyD (Organisational). Examples of unacceptable titles for such programs are PhD and PhD (Psychology). 2.4 Academic Staffing This section provides general information about academic staffing in an AOU. These accreditation standards provide details of the requirements that are stated by APAC in order to ensure that a university education in psychology is offered at a standard that merits accreditation. AOUs should note that meeting the staffing requirements does not necessarily mean that APAC will deem the level of staffing to be acceptable for the profile of a particular AOU. The staffing profile of an AOU comprises the number of staff, the spread of appointments (Level A through Level E), their qualifications and experience, membership of the APS, eligibility for registration, and whether they are tenured or on fixed-term contracts. Page 13

14 The actual staffing requirements will depend on the number and range of programs that are offered, the student:academic staff ratio, and the areas of expertise of the staff, which should provide adequate coverage of all areas in which programs are offered. The requirements will also take account of the teaching commitments of staff, and in AOUs which teach three trimesters in one year (that is, which offer programs during a summer and/or winter semester in addition to the other two semesters), it is expected that staffing levels will be higher to ensure that the staff have sufficient time for ongoing professional development, research, and for program development. These issues should be borne in mind when making a submission for accreditation. In the case of multi-campus institutions, these accreditation standards apply to each campus that has an AOU offering an undergraduate program and/or postgraduate coursework and research degrees An AOU proposing to offer undergraduate and professional postgraduate programs in psychology will only be considered for accreditation if there are 10 or more full-time (or full-time equivalent) psychology academic staff members in that AOU. At least eight of the staff should hold full-time appointments and be based full-time on the campus at which the Head and the administration of the AOU resides. These staff members should meet the eligibility requirements for full membership of the APS. (This requirement should not be read as stating that all academic members of staff in the AOU should be full members or eligible for full membership of the APS. It is recognised that academic staff with training in related areas can make a significant contribution to programs in psychology. Although that contribution will be recognised and taken into account, such staff will not count towards the requirement of 10 members of full-time staff, or equivalent, who meet the eligibility requirements) The requirement of 10 full-time equivalent staff is viewed as sufficient only for the AOU to offer one full four year undergraduate sequence, one professional postgraduate program (at least fifth and sixth year) and some postgraduate research supervision. The number of staff in the Psychology AOU should be greater than 10 if more programs are offered The requirement of 10 full-time equivalent staff may be in excess of that required to teach either only one undergraduate or one postgraduate program. In these cases, AOUs should demonstrate they have adequate staffing (numbers, qualifications and experience/seniority) for the program(s) they offer The student:academic staff ratio averaged across all programs within the AOU should be similar to other science-based disciplines and should ideally be no greater than 16 to 1 and should also meet the requirements set out in Sections and In calculating this ratio, the staff component should be based on Full-Time Equivalence of staff allocated to teaching accredited programs. In cases where some units are offered through distance education, the number of students enrolled in these units will form part of the total student number when calculating the student:academic staff ratio The staffing profile must include at least one Full-Time Level E appointment in Psychology. Page 14

15 2.4.6 In an AOU with the 10 full-time equivalent psychology staff there should be at least three appointments at Levels C or D and this number should increase proportionately as the total number of staff increases In an AOU with the 10 full-time equivalent psychology staff with expertise relevant to the teaching of psychology, at least 80% of staff should have PhDs, established or promising research records with demonstrated research activity in the forms of grants, conference presentations, and publications in refereed journals, and should be involved in the teaching of undergraduate psychology The psychology academic staff should have demonstrated teaching and supervision experience. Whereas it would be expected that most would have demonstrated ability in teaching at both undergraduate and postgraduate levels, including the supervision of honours and postgraduate research, each staff member should have a demonstrated ability at least at one of these levels. An AOU should demonstrate systematic monitoring of teaching quality such as participation in regular formal university teaching/unit evaluation and a university performance management scheme For each professional postgraduate program there should be at least three staff who hold a PhD in a relevant area of psychology and most of whom are eligible for full membership of the relevant APS College. Of these at least two staff will be Full Time appointments within the University and all should make a substantial contribution to the relevant program. Each program should be supported by appropriate Level D/E involvement with sufficient time available and relevant professional expertise to provide academic leadership for the program. A program should be directed by at least a full time Level C appointment who is eligible for APS College membership and suitably qualified and experienced to run a professional postgraduate program. In deciding on the suitability of the Level D/E leadership for the program, account will be taken of the number of professional postgraduate programs offered within the AOU relative to the number of Level D/E appointments. It would be expected that a Level D/E would have responsibility for no more than two cognate programs, and that other Level D/E staff would be available where more than two programs are offered. The onus is on the Psychology AOU to demonstrate that it has appropriate academic and administrative responsibility for the delivery of the program The areas of expertise of the psychology academic staff should be sufficient to cover the core subjects and some specialist options in the three and four year programs (see Sections to and to 3.2.7). The expertise should also cover most of the areas taught in any postgraduate coursework program(s) offered by the AOU, recognising that the AOU may employ, on a part-time or casual basis, individuals with particular expertise to teach in some specialist areas in postgraduate programs. Professional postgraduate programs should only be offered if the resources and staffing dedicated to them do not impact negatively on the capacity of the AOU to teach the core topics in the three and four year programs Multiple professional postgraduate programs will be examined carefully with respect to the adequacy of their staffing support and the impact that this staffing has on the capacity of the AOU to support the undergraduate curriculum adequately. To meet accreditation standards, the AOU may need to reduce the number of professional programs offered. Page 15

16 In a multi-campus institution where on one of the campuses only the three or four year undergraduate sequence is taught, there should be at least eight full-time (or full-time equivalent) psychology academic staff based on that campus or programs should be supplemented through distance education methods (see Section 2.6). At least one of the appointments should be at Level E or D and a further two at least at Level C. At least fifty percent of these staff should hold research higher degrees and should have established research records with demonstrated research activity in the forms of grants, conference presentations, and publications in refereed journals. All staff should also have demonstrated teaching experience at the undergraduate level, including the supervision of Honours research. The areas of expertise of these psychology academic staff should be sufficient to cover the core subjects and some specialist options in the three and four year undergraduate program (see Sections to and to 3.2.7). 2.5 Resources The resources available in the AOU will be given careful consideration by APAC. The required resources include secretarial, administrative and technical support as well as adequately equipped teaching and research facilities, fully networked computing facilities, test library materials, and general library resources. The following accreditation standards provide more information about these resources. When interpreting the accreditation standards it is important that AOUs recognise that the amount and extent of resources required will depend on the number of programs offered and the number of students enrolled in these programs. It is important that the AOUs not discriminate against disabled students and provide avenues and facilities for suitably qualified disabled students to undertake study within the AOU The Psychology AOU should demonstrate adequate access to secretarial, administrative, technical and computing support. These may be dedicated or shared within a School or Faculty or other appropriate organisational unit The Psychology AOU should have access to lecture theatres and tutorial rooms that meet all of their teaching requirements. It is expected that all rooms would be equipped with black or white boards and overhead projection facilities. In addition some rooms should have facilities for slide, video, film and data projection, viewing windows and/or video cameras The Psychology AOU should have assured access to adequate and dedicated laboratory space, including at least one undergraduate laboratory with computer facilities for undergraduate classes The Psychology AOU should have assured access to adequate and dedicated laboratory facilities sufficient to meet the needs of the research programs of the academic staff and of the students completing programs with research components Laboratories should be equipped with standard psychological apparatus required for demonstrating and running a range of experiments that should form part of the curriculum The Psychology AOU should have sufficient facilities to provide students with access to computers beyond those required in formal laboratory sessions to support research and teaching needs. Thus if the AOU has a computer-based teaching laboratory which is Page 16

17 used for formal laboratory classes, the staff and students should also have access to additional computer facilities The Psychology AOU should provide access for staff and students to a range of software packages including statistical packages, spreadsheets and other data presentation packages and word processing packages The Psychology AOU should have access to a computer network which has full electronic mail facilities and is linked to the Internet and on-line databases The Psychology AOU should have a test library which has up-to-date copies of the most frequently used psychological tests as well as copies of tests required to support postgraduate teaching programs and research programs in specialist areas. Sufficient copies of tests and associated materials (e.g., response booklets) should be held to meet teaching and research needs. The AOU(s) making use of the facilities should be able to demonstrate that a portion of the budget commensurate with the size of the AOU(s) is allocated to the purchase of tests and associated materials. In the case of multi-campus institutions, there should be a test library with adequate holdings on each campus on which psychology programs are taught or an effective and satisfactory means of ensuring rapid document delivery between campuses A member of the psychology academic staff who is at Level B or higher should have responsibility for the test library and the AOU should be able to demonstrate that procedures are in place to restrict access to psychological test materials to qualified psychologists and students enrolled in assessment and testing units who require access as part of the syllabus for the unit in which they are enrolled The institutional library or libraries should provide ready access to a comprehensive and up-to-date range of psychology texts, monographs and journals. In addition to general holdings required to support undergraduate teaching, there should be sufficient specialist monograph and journal holdings to support postgraduate programs in areas of specialisation. The library should also provide substantial and widespread access to appropriate and commonly used Psychology electronic data bases and provide regular training to staff and students in their use. The AOU should be able to demonstrate that funding commensurate with the number of psychology programs offered and the number of students enrolled is allocated to the purchase of library materials for psychology In the case of multi-campus institutions, regardless of whether there is one crosscampus library or separate campus-based libraries, the institution should provide a list of holdings in psychology on each campus. The onus is on the AOU to demonstrate that there is guaranteed equity of access to these holdings for all students irrespective of on which campus they are based. APAC will give consideration both to the holdings on each campus and to the total holdings with respect to the number of programs offered and to the arrangements to meet requests for library materials on another campus to the one in which they are held. It would be expected that there would be a daily courier service such that students would obtain material currently held on another campus the day following their request. 2.6 Mixed Mode Education Page 17

18 The specific accreditation requirements given below are designed to assist with the evaluation of AOUs that allow students to study psychology in mixed modes, including offshore offerings, distance education or a combination of internal and distance programs. They set out, under various headings, the important issues that need to be considered. For any or all distance education units offered within a program, APAC will give consideration to student access to resources and to staff as well as ensuring that the units have sufficient on-campus facilities and other resources for laboratories and associated study. As for on-campus programs, AOUs teaching psychology programs by distance education or other off-campus modes will need to demonstrate the standards for accreditation contained in Sections 2.1 to 2.5 are met, as well as adhering to the Accreditation Process and Site Visit procedures described in Section 1.2. Where an AOU chooses to offer an on-campus accredited program in an off-campus, offshore or distance format, the onus is on the AOU to demonstrate that all standards are met for all modes of the program. Failure to do so may result in accreditation being withdrawn from the already accredited program. Administration There are two aspects of course administration: the broad administrative structure needed to run a program or part of a program in the distance mode and the administrative details associated with a particular unit. Both are essential An AOU seeking accreditation for its programs should either have a facility external to the AOU that has responsibility for the following services, or should be able to demonstrate that it has access to facilities that are able to perform those services: instructional design production of print and electronic media an administrative system that handles all mailings to and from students an administrative system through which the students can communicate with the academic staff (as a backup) regional liaison officers to assist with communication regional support centres that offer internet access, telephone conferencing, videoconferencing and basic library facilities organisation of telephone and videoconferencing organisation of residential schools comprehensive interactive, internet and web-based technologies mechanisms for student evaluation of units. At the AOU level, academic staff should specify the content of the unit, via print-based introductory booklets and study guides, CD Rom technology and the Internet. Most printbased materials are copied to Web sites. and telephone access is important for the smooth administration of units. Therefore an AOU seeking accreditation for its programs should provide the following: easy telephone access designated hours (to be specified in written form) when staff will be available for telephone calls Page 18

19 evidence of recognition given for staff time spent counselling external students EFTSU requirements the same as for on-campus teaching provision of sufficient time to prepare and update teaching material careful scheduling of residential schools to minimise travelling for students speedy turnaround of assignments (this may require the appointment of additional markers in units with large numbers). Infrastructure Considerable infrastructure is needed to support mixed-mode teaching. Materials of high standard should be designed, produced and delivered to the student on time. Assignments should be received and returned in a timely fashion. Support mechanisms should be in place for students spread over the intake regions. The following elements of infrastructure are considered necessary: a computer system that allows off-campus students access to the Internet, , databases, etc a library that can offer special services to off-campus students (e.g., free interlibrary loans) or provision of reading material via post or electronic technologies evidence of the establishment of access to adequate library facilities availability of journals on-line a Student Services facility that can provide telephone support (e.g., counselling) to offcampus students financial support for staff so that telephone calls can be initiated or returned prescribed texts adequate access to teaching videos, computer programs and Internet resources equity of access for all students. Teaching Materials and Methods: Managing the Learning Process It is particularly difficult to set requirements in this area but the following principle should be kept in mind at all times: The objectives and methods of assessment in all units should be precisely the same for off-campus and on-campus students. Given that the content of all courses in psychology is defined in Section 3 of this document, one should look for the following features in mixed mode courses: students should have a clear understanding of what is expected of them for the course in terms of work schedules, assignments and reading programs in undergraduate courses, there should be laboratory training offered to off-campus students, probably using a careful selection of projects, innovative use of technology, and good use of residential schools the laboratory training offered to off-campus students should be equivalent in content and duration to that undertaken by on-campus students where there is some practical skills training in undergraduate courses, opportunities should also be available for off-campus students to complete these components, including during residential schools students are expected to have access to hardware and software which are standard with current personal computer systems, or which are reasonably affordable extras for most purchases. The introduction and use of innovative technology should not be prevented Page 19

20 by any limitations to student access to such technology but any access to such innovations should be facilitated whatever techniques are used to achieve the objectives for the unit, it should be demonstrated that all students have some means of immediate access to staff so that questions can be answered and difficulties resolved at the fourth year level, off-campus students should have face-to-face contact for coursework units and for thesis supervision research components should have residential schools and the duration and supervisory arrangements of placements should meet APAC standards for accreditation, and APS College Course Approval Guidelines (for postgraduate professional courses) written resources describing the course and unit outlines and methods of assessment should be available to students clear expectations regarding the personal provision of equipment (e.g., laptop computers) should be clearly described prior to enrolment at the professional postgraduate level, these standards should take precedence over requirements of individual APS Colleges. Special Arrangements for Offshore Teaching The conditions set out above also apply to institutions offering APAC accredited programs in psychology in other countries. The basic principle still applies: The objectives, curriculum content and methods of assessment should be the same for on-campus and offcampus students. The following features are considered particularly important for offshore delivery of courses: the appointment of suitably qualified local tutors to assist with educational advice and support (i.e., eligible for Associate Membership of the APS) local administrative assistance direct access to staff members (i.e., not just through any agents) where the home institution does not intend to offer residential schools in the other country, written agreement be undertaken with the students that they can attend residential schools in Australia access to adequate library, test library and laboratory facilities in the other country, supplemented with the provision of and arrangements with local universities for library, test library and laboratory access to the same standard as that provided to students at the Australian AOU. This includes adequate electronic access to the home institution s library resources. establishment of local computer support evidence of on-going scrutiny of students academic progress to ensure they are meeting the same standards as those required of Australian students. A site visit to an offshore location is deemed essential to the accreditation process and institutions wishing their offshore programs to be accredited by APAC should be prepared to pay for the costs associated with any visit (airfare, accommodation) (see Section 1.2.6). Assessment and Feedback on Progress Mixed mode and distance education programs should provide the opportunity for formative assessment aimed primarily at facilitating learning as distinct from contributing to the final assessment e.g., electronic quizzes, comments on essays and peer assessment, and Page 20

APS Accreditation Guidelines

APS Accreditation Guidelines APS Accreditation Guidelines October 2000 Updated September 2002 Directorate of Training & Standards The Australian Psychological Society Ltd APS Accreditation Guidelines 2000 Preamble From January 2000,

More information

RULES FOR ACCREDITATION AND ACCREDITATION STANDARDS FOR PSYCHOLOGY COURSES. JUNE 2010 Version 10

RULES FOR ACCREDITATION AND ACCREDITATION STANDARDS FOR PSYCHOLOGY COURSES. JUNE 2010 Version 10 RULES FOR ACCREDITATION AND ACCREDITATION STANDARDS FOR PSYCHOLOGY COURSES JUNE 2010 Version 10 Australian Psychology Accreditation Council Rules & Accreditation Standards for Psychology Courses Ver 10

More information

APAC Accreditation Assessment Summary Report. Psychological Sciences and Statistics (PSS) Date of determination 11 April2 014

APAC Accreditation Assessment Summary Report. Psychological Sciences and Statistics (PSS) Date of determination 11 April2 014 APAC Accreditation Assessment Summary Report Higher Education Provider Swinburne University of Technology, Psychological Sciences and Statistics (PSS) Date of determination 11 April2 014 Standards version

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Australian Catholic University, Name of School Date of determination 8 December 2014 s version June 2010 ver 10 Programs of Study

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Australian College of Applied Psychology, School of Psychological Sciences Date of determination 18 September 2015 Standards version

More information

APAC Accreditation Assessment Report for La Trobe University 1

APAC Accreditation Assessment Report for La Trobe University 1 APAC Accreditation Assessment Summary Report Higher Education Provider La Trobe University, School of Psychological Science Date of Determination 2 December 2013 Standards Version Version 10 June 2010

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider University of New South Wales, School of Psychology Date of Determination 11 November 2013 s Version Version 10, June 2010 Programs

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Bond University; Faculty of Humanities and Social Sciences: Department of Psychology Date of Determination 10 December 2012 Standards

More information

How To Accredit A Psychology Program At The University Of Melbourne

How To Accredit A Psychology Program At The University Of Melbourne 1 APAC Accreditation Assessment Summary Report Higher Education Provider Name of the Psychology Academic Organisational Unit (AOU) University of Melbourne Melbourne School of Psychological Sciences Date

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Monash University, School of Psychology & Psychiatry Date of determination 11 November 2013 Standards version June 2010 ver 10 Programs

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Central Queensland University (CQUniversity), Psychology Discipline Provider within the School of Human, Health and Social Sciences Date of

More information

Common Rules Courses leading to the Awarding of a Professional Doctorate (Research) Doctor of

Common Rules Courses leading to the Awarding of a Professional Doctorate (Research) Doctor of Common Rules Courses leading to the Awarding of a Professional Doctorate (Research) Doctor of Version: 3.00 Approved: Council Date: 20 June 2008 Administered: Governance Next Review: June 2011 COMMON RULES

More information

APAC Accreditation Summary Assessment Report

APAC Accreditation Summary Assessment Report APAC Accreditation Summary Assessment Report Higher Education Provider School of Psychology, Australian Institute of Professional Counsellors Pty Ltd (AIPC) trading as the Australian Institute of Psychology

More information

APAC Accreditation Assessment Summary Report for the University of Sydney 1

APAC Accreditation Assessment Summary Report for the University of Sydney 1 APAC Accreditation Assessment Summary Report Higher Education Provider University of Sydney, School of Psychology Date of Determination 2 December 2013 Standards Version Version 10 June 2010 Programs of

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider University of Western Australia, School of Psychology Date of Determination 15 April 2013 Standards Version June 2010 ver 10 Programs

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider RMIT University, Discipline of Psychology Date of Determination 8 October 2012 Standards Version June 2010 Programs of Study Assessed

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Australian National University, Research School of Psychology Date of Determination 8 October 2012 s Version June 2010 ver 10 Programs

More information

School of Psychology. Postgraduate information session

School of Psychology. Postgraduate information session School of Psychology Postgraduate information session School of Psychology at Deakin within the Faculty of Health One of the largest Schools of Psychology. One of the biggest centres for professional training

More information

RESTRICTED. Professional Accreditation Handbook For Computer Science Programmes

RESTRICTED. Professional Accreditation Handbook For Computer Science Programmes Professional Accreditation Handbook For Computer Science Programmes Revised by authority of the Accreditation Committee for Computer Science Programmes as of August 2014 CONTENTS 1. FRAMEWORK FOR ACCREDITATION

More information

Procedures for Assessment and Accreditation of Medical Schools by the Australian Medical Council 2011

Procedures for Assessment and Accreditation of Medical Schools by the Australian Medical Council 2011 Australian Medical Council Limited Procedures for Assessment and Accreditation of Medical Schools by the Australian Medical Council 2011 Medical School Accreditation Committee These procedures were approved

More information

Australian Catholic University Research and Professional Doctorate Degree Regulations

Australian Catholic University Research and Professional Doctorate Degree Regulations Academic Board September 2015 Australian Catholic University Research and Professional Doctorate Degree Regulations Effective 30 September 2015 CONTENTS Preamble 1. Definitions 2. Application of Regulations

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Deakin University, School of Psychology Date of determination 18 September 2015 s version June 2010 ver 10 Programs of Study Assessed

More information

2. Design principles for UNSW postgraduate coursework programs

2. Design principles for UNSW postgraduate coursework programs THE STRUCTURE OF POSTGRADUATE COURSEWORK PROGRAMS PROCEDURE Policy Hierarchy Link Structure of Postgraduate Coursework Programs Policy Responsible Officer Vice-President and Deputy Vice-Chancellor (Academic)

More information

How To Become A Doctor Of Philosophy (Clinical Psychology)

How To Become A Doctor Of Philosophy (Clinical Psychology) Doctor of Philosophy (Clinical Psychology) Working Rules THE AUSTRALIAN NATIONAL UNIVERSITY COLLEGE OF MEDICINE, BIOLOGY & ENVIRONMENT DOCTOR OF PHILOSOPHY (CLINICAL PSYCHOLOGY) Definitions WORKING RULES

More information

Monash University (Vice-Chancellor) Regulations

Monash University (Vice-Chancellor) Regulations Monash University (Vice-Chancellor) Regulations Made by the Vice-Chancellor & President Incorporating amendments as at 28 May 2014 Contents PART 1 PRELIMINARY... 3 1 SHORT TITLE... 3 2 AUTHORISING PROVISION...

More information

ACCREDITATION STANDARDS FOR PROGRAMS OF STUDY IN PSYCHOLOGY

ACCREDITATION STANDARDS FOR PROGRAMS OF STUDY IN PSYCHOLOGY CONSULTATION DRAFT ACCREDITATION STANDARDS FOR PROGRAMS OF STUDY IN PSYCHOLOGY Eligible for Approval under the National Registration & Accreditation Scheme for the Health Professions September 2012 Australian

More information

Guidelines for the approval of Masters Courses for student income support payments 2

Guidelines for the approval of Masters Courses for student income support payments 2 Guidelines for the approval of Masters Courses for student income support payments 2 Contents THE PURPOSE OF THESE GUIDELINES... 4 STUDENT INCOME SUPPORT... 5 Youth Allowance, Austudy and Pensioner Education

More information

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by :

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by : ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates Name of regulation : Purpose of regulation : Approval for this regulation given by : Responsibility for its update : Regulation

More information

RECRUITMENT UNIT INFORMATION FOR APPLICANTS

RECRUITMENT UNIT INFORMATION FOR APPLICANTS RECRUITMENT UNIT INFORMATION FOR APPLICANTS You can choose to have your employment at Victoria University governed by an Australian Workplace Agreement ( AWA ). Victoria University reserves the right to

More information

REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH

REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH PART A GENERAL PART B HIGHER DOCTORATES PART B THE SCHEDULE PART C THE DEGREE

More information

REGULATION 5.1 HIGHER DOCTORATES, THE DOCTORAL DEGREE (RESEARCH), THE DOCTORAL DEGREE (PROFESSIONAL) AND THE MASTERS DEGREE (RESEARCH)

REGULATION 5.1 HIGHER DOCTORATES, THE DOCTORAL DEGREE (RESEARCH), THE DOCTORAL DEGREE (PROFESSIONAL) AND THE MASTERS DEGREE (RESEARCH) REGULATION 5.1 HIGHER DOCTORATES, THE DOCTORAL DEGREE (RESEARCH), THE DOCTORAL DEGREE (PROFESSIONAL) AND THE MASTERS DEGREE (RESEARCH) PART A GENERAL PART B HIGHER DOCTORATES PART B THE SCHEDULE PART C

More information

LECTURER OR SENIOR LECTURER IN MANAGEMENT

LECTURER OR SENIOR LECTURER IN MANAGEMENT POSITION DESCRIPTION Management and Marketing Faculty of Business and Economics LECTURER OR SENIOR LECTURER IN MANAGEMENT POSITION NO 0020215 CLASSIFICATION Senior Lecturer - Level C or Lecturer - Level

More information

PROPOSAL FOR ACADEMIC DEVELOPMENT NEW COURSES

PROPOSAL FOR ACADEMIC DEVELOPMENT NEW COURSES PROPOSAL FOR ACADEMIC DEVELOPMENT NEW COURSES SECTION 1 1. Name of Award Course MASTER IN STRATEGIC PUBLIC RELATIONS GRADUATE DIPLOMA IN STRATEGIC PUBLIC RELATIONS GRADUATE CERTIFICATE IN STRATEGIC PUBLIC

More information

Master of Clinical Psychology (Program 7601- coursework) Doctor of Philosophy (Clinical Psychology) (Program 9064 research)

Master of Clinical Psychology (Program 7601- coursework) Doctor of Philosophy (Clinical Psychology) (Program 9064 research) Graduate Programs in Clinical Psychology Master of Clinical Psychology (Program 7601- coursework) Doctor of Philosophy (Clinical Psychology) (Program 9064 research) In 2015, the Research School of Psychology

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Griffith University, School of Applied Psychology Date of determination 8 December 2014 s version June 2010 ver 10 Programs of Study

More information

How To Write A Clinical Psychology Course

How To Write A Clinical Psychology Course APS COLLEGE OF CLINICAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES Updated, November 2006 1. General Introduction and Principles The College of Clinical Psychologists of the Australian Psychological Society

More information

Calendar 2011-12 DEGREES AWARDED IN CONJUNCTION WITH THE FREE CHURCH OF SCOTLAND COLLEGE

Calendar 2011-12 DEGREES AWARDED IN CONJUNCTION WITH THE FREE CHURCH OF SCOTLAND COLLEGE Calendar 2011-12 DEGREES AWARDED IN CONJUNCTION WITH THE FREE CHURCH OF SCOTLAND COLLEGE CONTENTS LIST Page Appeals... 4 Introduction... 4 Undergraduate Degree of Bachelor of Theology... 4 Postgraduate

More information

Responsibilities for quality assurance in teaching and learning

Responsibilities for quality assurance in teaching and learning Responsibilities for quality assurance in teaching and learning This section is intended to provide an overview of the responsibilities of both university staff and students for quality assurance in teaching

More information

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS Updated January 2007 1. General Introduction and Principles These Guidelines have been developed for use by tertiary institutions

More information

Calendar 2014-15 DEGREES AWARDED IN CONJUNCTION WITH EDINBURGH THEOLOGICAL SEMINARY

Calendar 2014-15 DEGREES AWARDED IN CONJUNCTION WITH EDINBURGH THEOLOGICAL SEMINARY Calendar 2014-15 DEGREES AWARDED IN CONJUNCTION WITH EDINBURGH THEOLOGICAL SEMINARY CONTENTS LIST Page Appeals... 4 Introduction... 4 Undergraduate Degree of Bachelor of Theology... 4 Postgraduate Degree

More information

Graduate research courses

Graduate research courses Faculty of Education Graduate research courses The Faculty of Education views research as one of its core responsibilities. Our research activities aim to inform and lead professional practice, public

More information

POLICY FOR THE ADMINISTRATION AND AWARD OF DOUBLE BADGED DOCTORAL DEGREES

POLICY FOR THE ADMINISTRATION AND AWARD OF DOUBLE BADGED DOCTORAL DEGREES DEPUTY VICE-CHANCELLOR AND VICE-PRESIDENT (RESEARCH) ADELAIDE GRADUATE CENTRE POLICY FOR THE ADMINISTRATION AND AWARD OF DOUBLE BADGED DOCTORAL DEGREES Authorised By: Vice-Chancellor and President Date

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report APAC Accreditation Assessment Summary Report Higher Education Provider Curtin University Name of the Psychology AOU School of Psychology & Speech Pathology Date of Determination 8 October 2012 Standards

More information

Upper Thomson Campus Ang Mo Kio Campus Arts (Psychology) Psychology Psychology (Honours) Psychology Psychology (Clinical) Psychology (Clinical)

Upper Thomson Campus Ang Mo Kio Campus Arts (Psychology) Psychology Psychology (Honours) Psychology Psychology (Clinical) Psychology (Clinical) Psychology Bachelor of Arts (Psychology) Bachelor of Psychology and Bachelor of Psychology (Honours) Graduate Diploma of Psychology Master of Psychology (Clinical) Doctor of Psychology (Clinical) 1 university

More information

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Board of Governors for Higher Education Sec. 10a-34 page 1 (12-96) TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Introduction....

More information

REGULATIONS FOR RESEARCH DEGREE PROGRAMMES. MPhil PhD PhD by Published Work Professional Doctorates Higher Doctorates

REGULATIONS FOR RESEARCH DEGREE PROGRAMMES. MPhil PhD PhD by Published Work Professional Doctorates Higher Doctorates REGULATIONS FOR RESEARCH DEGREE PROGRAMMES MPhil PhD PhD by Published Work Professional Doctorates Higher Doctorates May 2013 Contents Page 1. Principles 4 2. Master of Philosophy/Doctor of Philosophy

More information

Calendar 2015-16 DEGREES AWARDED IN CONJUNCTION WITH EDINBURGH THEOLOGICAL SEMINARY

Calendar 2015-16 DEGREES AWARDED IN CONJUNCTION WITH EDINBURGH THEOLOGICAL SEMINARY Calendar 2015-16 DEGREES AWARDED IN CONJUNCTION WITH EDINBURGH THEOLOGICAL SEMINARY CONTENTS LIST Page Appeals... 4 Introduction... 4 Undergraduate Degree of Bachelor of Theology... 4 Postgraduate Degree

More information

REGULATIONS: SCHOOL OF NURSING AND MIDWIFERY FREMANTLE AND BROOME

REGULATIONS: SCHOOL OF NURSING AND MIDWIFERY FREMANTLE AND BROOME REGULATIONS: SCHOOL OF NURSING AND MIDWIFERY FREMANTLE AND BROOME Purpose: These School Regulations apply to all students in the courses and units offered by the Schools of Nursing and Midwifery at the

More information

COURSE REGULATIONS SCHOOL OF NURSING AND MIDWIFERY. MASTER OF NURSING (COURSEWORK) MNurs COURSE CODE: 5114

COURSE REGULATIONS SCHOOL OF NURSING AND MIDWIFERY. MASTER OF NURSING (COURSEWORK) MNurs COURSE CODE: 5114 COURSE REGULATIONS SCHOOL OF NURSING AND MIDWIFERY MASTER OF NURSING (COURSEWORK) MNurs COURSE CODE: 5114 THESE COURSE REGULATIONS ARE EFFECTIVE FROM 1.1.2014 SCHOOL OF NURSING AND MIDWIFERY 1. These Course

More information

1. Regulations for Professional Doctorate Qualifications. 1.1.1 These regulations apply to all Professional Doctorate degrees at Unitec.

1. Regulations for Professional Doctorate Qualifications. 1.1.1 These regulations apply to all Professional Doctorate degrees at Unitec. PROGRAMME REGULATIONS Professional Doctorate Regulations 1. Regulations for Professional Doctorate Qualifications 1.1 Summary 1.1.1 These regulations apply to all Professional Doctorate degrees at Unitec.

More information

australian and new zealand architecture program accreditation procedure ANZ APAP

australian and new zealand architecture program accreditation procedure ANZ APAP australian and new zealand architecture program accreditation procedure ANZ APAP Published and jointly owned by the Architects Accreditation Council of Australia (AACA) and the Australian Institute of

More information

How To Get A Degree In Australia

How To Get A Degree In Australia Made by the Academic Board of Monash University Version incorporating amendments as at 21 March 2013 Part 1 - General 1. Masters degrees The masters degrees that may be undertaken in the faculty are specified

More information

Senior Lecturer or Associate Professor, School of Counselling

Senior Lecturer or Associate Professor, School of Counselling Senior Lecturer or Associate Professor, School of Counselling Full time, ongoing, Sydney Campus Navitas was founded in 1994 with the goal of helping more international students succeed at university in

More information

Guidelines for the Presentation of the Australian Higher Education Graduation Statement

Guidelines for the Presentation of the Australian Higher Education Graduation Statement Guidelines for the Presentation of the Australian Higher Education Graduation Statement November 2013 Introduction The Australian Higher Education Graduation Statement (AHEGS) is the Australian equivalent

More information

The titles for Master's by Research degree are MLitt., MSc. and MEngSc.

The titles for Master's by Research degree are MLitt., MSc. and MEngSc. Masters by Research Definition The Master's by Research degree is designed for students to develop advanced skills in carrying out independent and sustained research. The thesis demonstrates a critical

More information

AUSTRALIAN CATHOLIC UNIVERSITY POLICY ON PROFESSIONAL DOCTORATE DEGREES

AUSTRALIAN CATHOLIC UNIVERSITY POLICY ON PROFESSIONAL DOCTORATE DEGREES AUSTRALIAN CATHOLIC UNIVERSITY POLICY ON PROFESSIONAL DOCTORATE DEGREES 1.0 PREAMBLE This policy sets out the general conditions for the award of Professional Doctorates by Australian Catholic University.

More information

To qualify for the degree of Master of Philosophy, the student must pursue a supervised program of research leading to the submission of a thesis.

To qualify for the degree of Master of Philosophy, the student must pursue a supervised program of research leading to the submission of a thesis. MASTER OF PHILOSOPHY On-Campus; Online MPHIL AQF 9 OVERVIEW The Master of Philosophy (MPhil) is a higher degree by research which aims to develop students independent research skills under academic supervision.

More information

Common Rules - Courses leading to the Advanced Diploma/Associate Degree

Common Rules - Courses leading to the Advanced Diploma/Associate Degree Common Rules - Courses leading to the Advanced Diploma/Associate Degree Version: 6.1 26 June 2002 Approved: Council Administered: Governance Next Review: Council has made Common Rules which provide course

More information

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 Guidelines are provided on developing proposals for the following: Guidelines on

More information

Faculty of Education: Masters Degrees Regulations

Faculty of Education: Masters Degrees Regulations Made by the Academic Board of Monash University Version incorporating amendments as at 12 July 2013 Part I - General 1. Degrees 1.1 The masters degrees listed in Schedule 1 may be undertaken in the faculty

More information

RESEARCH DEGREES ACADEMIC FRAMEWORK

RESEARCH DEGREES ACADEMIC FRAMEWORK RESEARCH DEGREES ACADEMIC FRAMEWORK 1 INTRODUCTION 1.1 This document sets out the regulatory requirements of the Research Degrees Academic Framework ( the Framework ) for Canterbury Christ Church University

More information

HIGHER DEGREES BY RESEARCH: POLICY AND PROCEDURES (THE GOLD BOOK)

HIGHER DEGREES BY RESEARCH: POLICY AND PROCEDURES (THE GOLD BOOK) HIGHER DEGREES BY RESEARCH: POLICY AND PROCEDURES (THE GOLD BOOK) PART 3 DISTINCTIVE FEATURES OF THE RESEARCH DEGREES AND PROGRAMS... 3 3.1 Introduction to Part 3... 3 3.2 PhD... 4 3.2.1 The degree of

More information

Managing Courses at Curtin

Managing Courses at Curtin Curtin University Managing Courses at Curtin An Introductory Guide Introduction... 3 Study Packages at Curtin... 4 Study Package Versions... 4 New study packages... 4 Considerations for creating new study

More information

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning Note: These regulations are in effect while being revised to comply with Public Act 13-118. All references to the Board of Governors for Higher Education, Department of Higher Education and Commissioner

More information

Provisions relating to Doctorate Degree PREAMBLE. 17. The University will award the following Doctorate Degrees:

Provisions relating to Doctorate Degree PREAMBLE. 17. The University will award the following Doctorate Degrees: Provisions relating to Doctorate Degree PREAMBLE 17. The University will award the following Doctorate Degrees: i) D.Litt. in Arts; D.Sc. in Science, Engineering & Technology / Pharmacy ii) Ph.D. (Arts);

More information

GRADUATE DEGREE REGULATIONS

GRADUATE DEGREE REGULATIONS Graduate Regulations-Spring 2014 1 GRADUATE DEGREE REGULATIONS DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF FLORIDA GRADUATE DEGREE REGULATIONS 1 I. GENERAL INFORMATION 2 A. Graduate Advisor/Supervisory Committee.

More information

NICTA PhD scholarships are subject to the NICTA Student Scholarship Agreement, attached at Schedule 1, and are awarded to students who are -

NICTA PhD scholarships are subject to the NICTA Student Scholarship Agreement, attached at Schedule 1, and are awarded to students who are - NICTA PHD SCHOLARSHIPS GUIDELINES Preamble National ICT Australia (NICTA) is Australia s largest organisation dedicated to ICT research. The organisation s primary goal is to pursue high-impact research

More information

COURSE REGULATIONS RESEARCH OFFICE. DOCTOR OF NATURAL RESOURCE MANAGEMENT DNatRes COURSE CODE: 6700

COURSE REGULATIONS RESEARCH OFFICE. DOCTOR OF NATURAL RESOURCE MANAGEMENT DNatRes COURSE CODE: 6700 COURSE REGULATIONS RESEARCH OFFICE DOCTOR OF NATURAL RESOURCE MANAGEMENT DNatRes COURSE CODE: 6700 THESE COURSE REGULATIONS ARE EFFECTIVE FROM 1.1.2014 RESEARCH OFFICE 1. These Course Regulations apply

More information

AQF COUNCIL. Review of Graduate and Vocational Graduate Certificates and Diplomas in the Australian Qualifications Framework

AQF COUNCIL. Review of Graduate and Vocational Graduate Certificates and Diplomas in the Australian Qualifications Framework AQF COUNCIL Review of Graduate and Vocational Graduate Certificates and Diplomas in the Australian Qualifications Framework November 2011 1. INTRODUCTION The AQF Council is undertaking a review of the

More information

UNIVERSITY OF DELAWARE. Department of Linguistics & Cognitive Science. Promotion and Tenure Document

UNIVERSITY OF DELAWARE. Department of Linguistics & Cognitive Science. Promotion and Tenure Document 11.20.07 UNIVERSITY OF DELAWARE Department of Linguistics & Cognitive Science Promotion and Tenure Document 1. REQUIREMENTS FOR PROMOTION Faculty are expected to strive for excellence in three areas: scholarship,

More information

Chiropractic Boards response 15 December 2008

Chiropractic Boards response 15 December 2008 NATIONAL REGISTRATION AND ACCREDITATION SCHEME FOR THE HEALTH PROFESSIONS Chiropractic Boards response 15 December 2008 CONSULTATION PAPER Proposed arrangements for accreditation Issued by the Practitioner

More information

Regulations for the Degree of Doctorate in Clinical Psychology (ClinPsyD)

Regulations for the Degree of Doctorate in Clinical Psychology (ClinPsyD) Regulations for the Degree of Doctorate in Clinical Psychology (ClinPsyD) 1 SCOPE OF THESE REGULATIONS 1.1 These regulations govern the award of the degree of Doctorate in Clinical Psychology. 1.2 A candidate

More information

REGISTRATION AND PROGRESSION REGULATIONS FOR THE AWARD OF. DOCTOR OF PROFESSIONAL STUDIES (DProf) MASTER OF PROFESSIONAL STUDIES (MProf)

REGISTRATION AND PROGRESSION REGULATIONS FOR THE AWARD OF. DOCTOR OF PROFESSIONAL STUDIES (DProf) MASTER OF PROFESSIONAL STUDIES (MProf) RDC-C REGISTRATION AND PROGRESSION REGULATIONS FOR THE AWARD OF DOCTOR OF PROFESSIONAL STUDIES (DProf) MASTER OF PROFESSIONAL STUDIES (MProf) 2015-16 ACADEMIC YEAR TO BE USED IN CONJUNCTION WITH: RDC-A

More information

Calendar 2010-11 DEGREES, DIPLOMAS AND CERTIFICATES AWARDED IN CONJUNCTION WITH THE GLASGOW SCHOOL OF ART

Calendar 2010-11 DEGREES, DIPLOMAS AND CERTIFICATES AWARDED IN CONJUNCTION WITH THE GLASGOW SCHOOL OF ART Calendar 2010-11 DEGREES, DIPLOMAS AND CERTIFICATES AWARDED IN CONJUNCTION WITH THE GLASGOW SCHOOL OF ART Contents Page Appeals 4 Introduction.. 4 Degrees of Bachelor of Arts in Design and Bachelor of

More information

REGISTRATION AND PROGRESSION REGULATIONS FOR THE AWARD OF. DOCTOR OF PHILOSOPHY (PhD) MASTER OF PHILOSOPHY (MPhil)

REGISTRATION AND PROGRESSION REGULATIONS FOR THE AWARD OF. DOCTOR OF PHILOSOPHY (PhD) MASTER OF PHILOSOPHY (MPhil) RDC-B REGISTRATION AND PROGRESSION REGULATIONS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (PhD) MASTER OF PHILOSOPHY (MPhil) 2015-16 ACADEMIC YEAR TO BE USED IN CONJUNCTION WITH: RDC-A GENERAL FRAMEWORK AND

More information

Sims Drive Campus Ang Mo Kio Campus Arts (Psychology) Psychology Psychology Psychology (Clinical) Psychology (Clinical Psychology)

Sims Drive Campus Ang Mo Kio Campus Arts (Psychology) Psychology Psychology Psychology (Clinical) Psychology (Clinical Psychology) Psychology Bachelor of Arts (Psychology) Bachelor of Psychology Graduate Diploma of Psychology Master of Psychology (Clinical) Doctor of Psychology (Clinical Psychology) 1 university 2 countries 3 tropical

More information

UNIVERSITY OF MAINE INTERDISCIPLINARY PH.D. PROGRAM GUIDELINES Revised January 29th, 2015

UNIVERSITY OF MAINE INTERDISCIPLINARY PH.D. PROGRAM GUIDELINES Revised January 29th, 2015 UNIVERSITY OF MAINE INTERDISCIPLINARY PH.D. PROGRAM GUIDELINES Revised January 29th, 2015 OVERVIEW The Interdisciplinary Ph.D. program allows qualified individuals to pursue doctoral study in areas that

More information

INSTITUTION OF ENGINEERS, SRI LANKA ENGINEERING PROGRAMME ACCREDITATION MANUAL

INSTITUTION OF ENGINEERS, SRI LANKA ENGINEERING PROGRAMME ACCREDITATION MANUAL INSTITUTION OF ENGINEERS, SRI LANKA ENGINEERING PROGRAMME ACCREDITATION MANUAL March 2014 1 TABLE OF CONTENTS 1.0 INTRODUCTION... 2 2.0 DEFINITIONS... 2 3.0 INSTITUTION OF ENGINEERS, SRI LANKA ACCREDITATION

More information

PROCEDURES AND GUIDELINES FOR COURSE ACCREDITATION

PROCEDURES AND GUIDELINES FOR COURSE ACCREDITATION PROCEDURES AND GUIDELINES FOR COURSE ACCREDITATION EDUCATION COMMITTEE JULY 1993 REVISED IN APRIL 2003 PROCEDURES AND GUIDELINES FOR ACADEMIC INSTITUTIONS SEEKING ACCREDITATION OF COURSES 1. Introduction...

More information

COURSE GUIDE DIPLOMA TO MASTERS 2016. Sydney, Melbourne, Brisbane, Adelaide, Online

COURSE GUIDE DIPLOMA TO MASTERS 2016. Sydney, Melbourne, Brisbane, Adelaide, Online COURSE GUIDE DIPLOMA TO MASTERS 2016 Sydney, Melbourne, Brisbane, Adelaide, Online 2 ACAP VET, UNDERGRADUATE POSTGRADUATE STUDENT GUIDE 2015 Why study with ACAP? The Australian College of Applied Psychology

More information

Regulations for Bachelors and Integrated Masters Awards 2015

Regulations for Bachelors and Integrated Masters Awards 2015 Regulations for Bachelors and Integrated Masters Awards 2015 CONTENTS 1 SCOPE OF THESE REGULATIONS... 2 2 GENERAL PRECONDITIONS TO AN AWARD... 2 3 COURSE REQUIREMENTS... 2 4 DURATION OF COURSE... 4 5 MODULE

More information

Fact sheet and frequently asked questions: Continuing professional

Fact sheet and frequently asked questions: Continuing professional Fact Sheet and FAQ January 2012 Fact sheet and frequently asked questions: Continuing professional development (CPD) Background The National Board released its draft continuing professional development

More information

Medicine, Nursing and Health Sciences. Postgraduate Degrees. School of Nursing and Midwifery. www.med.monash.edu/nursing

Medicine, Nursing and Health Sciences. Postgraduate Degrees. School of Nursing and Midwifery. www.med.monash.edu/nursing Medicine, Nursing and Health Sciences Postgraduate Degrees School of Nursing and Midwifery Monash University is ranked in the top 100 of World universities and is the only Australian member of the prestigious

More information

Information Technology

Information Technology Monash is the only research-intensive, Group of Eight university to have a dedicated IT faculty. What makes at Monash University special? Quality instruction and varied choice: At Monash, students learn

More information

RESEARCH DEGREE REGULATIONS

RESEARCH DEGREE REGULATIONS RESEARCH DEGREE REGULATIONS These regulations apply to programmes of study leading to the award of Master of Philosophy and Doctor of Philosophy, including the Doctor of Philosophy awarded on the basis

More information

PERSONAL DETAILS BASIS FOR APPLICATION

PERSONAL DETAILS BASIS FOR APPLICATION APPLICATION FM (for transitional arrangements only) APS SUPERVISED PRACTICE ASSOCIATE MEMBER - MASTERS ROUTE APS COLLEGES PERSONAL DETAILS Dr c Mr c Mrs c Ms c Miss c Other c Family name: Former name (if

More information

DOCTORAL STUDIES IN BUSINESS AND LAW MELBOURNE GEELONG WARRNAMBOOL OFF CAMPUS BUSINESS AND LAW

DOCTORAL STUDIES IN BUSINESS AND LAW MELBOURNE GEELONG WARRNAMBOOL OFF CAMPUS BUSINESS AND LAW DOCTORAL STUDIES IN BUSINESS AND LAW MELBOURNE GEELONG WARRNAMBOOL OFF CAMPUS 2012 BUSINESS AND LAW Doctoral studies in Business and Law Would a doctoral degree support your career plans? Are you interested

More information

1.2 School teacher qualifications are required for employment in all school teacher (classroom teacher and school leader) positions in the

1.2 School teacher qualifications are required for employment in all school teacher (classroom teacher and school leader) positions in the Policy Title: School Teacher Qualifications Published: 2009 Identifier: STQ200908 Legislation: Public Sector Management Act 1994 Public Sector Management Standards Education Act 2004 1. POLICY STATEMENT

More information

Academic Registrar, Academic Administration academic-registrar@griffith.edu.au (07) 373 57334

Academic Registrar, Academic Administration academic-registrar@griffith.edu.au (07) 373 57334 Bachelor Degree (AQF Level 7) Policy Approving authority Approval date Academic Committee 20 August 2015 (6/2015 meeting) Advisor Next scheduled review 2020 Academic Registrar, Academic Administration

More information

Health services management education in South Australia

Health services management education in South Australia Health services management education in South Australia CHRIS SELBY SMITH Chris Selby Smith is Professor, Department of Business Management, Faculty of Business and Economics at Monash University. ABSTRACT

More information

STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES

STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES WHY AT UOW Psychology at UOW connects you with people, programs and technology to enhance your learning experience. 1. RECOGNISED AUSTRALIA-WIDE When peak

More information

Health and Safety Professionals Alliance (HaSPA) Proposal for Program Accreditation for Generalist OHS Professionals 1

Health and Safety Professionals Alliance (HaSPA) Proposal for Program Accreditation for Generalist OHS Professionals 1 Health and Safety Professionals Alliance (HaSPA) Proposal for Program Accreditation for Generalist OHS Professionals 1 CONTENTS 1 Overview... 2 1.1 Useful definitions... 2 1.2 Why accreditation is needed...

More information

COURSE APPROVAL GUIDELINES APS COLLEGE OF SPORT PSYCHOLOGISTS

COURSE APPROVAL GUIDELINES APS COLLEGE OF SPORT PSYCHOLOGISTS COURSE APPROVAL GUIDELINES APS COLLEGE OF SPORT PSYCHOLOGISTS Updated October 2000 Page 2 1. General Introduction and Principles The following principles provide the bases and framework for the development

More information

Generic Rules For Colleges. Post 2014 AGM

Generic Rules For Colleges. Post 2014 AGM Generic Rules For Colleges Post 2014 AGM GENERIC RULES TABLE OF CONTENTS Page No 1. PRELIMINARY... 1 2. ROLE... 2 3. PURPOSE AND OBJECTS... 2 4. PROCEDURES FOR FORMATION... 3 5. CRITERIA FOR FORMATION...

More information

SELECTION PANEL PROCEDURES FOR SCHOOL TEACHERS 2013

SELECTION PANEL PROCEDURES FOR SCHOOL TEACHERS 2013 SELECTION PANEL PROCEDURES FOR SCHOOL TEACHERS 2013 Selection Panel Procedures for School Teachers 2013, which is located on the Department s website at http://www.teach.nsw.edu.au/documents/sel_panelproc.pdf,

More information

EARLY CHILDHOOD EDUCATION (BIRTH 5 YEARS)

EARLY CHILDHOOD EDUCATION (BIRTH 5 YEARS) EARLY CHILDHOOD EDUCATION (BIRTH 5 YEARS) WHY STUDY EARLY CHILDHOOD EDUCATION AT AVONDALE?... 2 BACHELOR OF EDUCATION EARLY CHILDHOOD (BIRTH 5 YEARS)... 3 Details... 3 Overview... 3 Entry Requirements...

More information

ACADEMIC REGULATIONS for Postgraduate Research Degrees

ACADEMIC REGULATIONS for Postgraduate Research Degrees ACADEMIC REGULATIONS for Postgraduate Research Degrees LIVERPOOL HOPE UNIVERSITY AWARDS CONTENTS A: Overall Regulatory Framework... 3 A1 Components of the Framework... 3 A2 Approval of the Regulations

More information

Accreditation of qualifications for registration as an oral health practitioner

Accreditation of qualifications for registration as an oral health practitioner Accreditation of qualifications for registration as an oral health practitioner Purpose Approved by the Dental Council: August 2005 Updated: May 2008 Governance Structure Update: 8 August 2011 Updated:

More information

20. APPOINTMENT OF GRADUATE FACULTY AND THESIS AND DISSERTATION CHAIRS

20. APPOINTMENT OF GRADUATE FACULTY AND THESIS AND DISSERTATION CHAIRS DEPARTMENT OF ECONOMICS POLICY STATEMENT as approved October 26, 1996, and subsequently amended 11/21/2010 and resubmitted for approval on 4/20/2012. TABLE OF CONTENTS 1. DEFINITIONS 2. RULES 3. DEPARTMENT

More information

Recognition of prior learning

Recognition of prior learning Recognition of prior learning POLICY NO: A-13.19 DATE: 7 June 1993 AMENDMENTS: August 1994 October 1994 Academic Board Resolution 94/9/167 Registrar November 1994 Academic Board Resolution 98/7/124 Registrar

More information