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Page 32 Further sources Accreditation and reaccreditation policy http://ppd.swinburne.edu.au/edupro/ AccreditationAndReaccreditation HigherEducationSector.htm Managing program changes http://ppd.swinburne.edu.au/edupro/ ManagementOfChangesToHigher EducationPrograms.htm Accreditation and reaccreditation The University has rigorous processes for program accreditation and reaccreditation, starting from the development of a concept proposal in the case of new programs (Figure 4.1). Accreditation and reaccreditation applications and program change proposals progress from a Faculty Academic Committee to the Deputy Deans’ Committee, then to the Divisional Advisory Committee, then to Academic Board for approval, with Course Advisory Committee input at all stages. Step 1 Development of a concept proposal Step 2 Development of an accreditation document accreditations Figure 4.1 – Overview of accreditation and reaccreditation processes at Swinburne The Accreditation and Reaccreditation Policy & Procedure mandates extensive consultation with internal and external stakeholders, and Course Advisory Committees play an important role. Committee membership includes internal academics and at least two external people with relevant and recent industry experience. Committees review program structure, content and academic standard, and advise the Higher Education Accreditation Group, a sub-committee of the Academic Board, accordingly. Prior to approval by Academic Board, the accreditation document is reviewed by the Higher Education Accreditation Group and the University Secretariat to ensure compliance with QA requirements. Programs are reaccredited over a 5-year cycle, with any necessary changes during this period approved and implemented according to the Management of Changes to Higher Education Programs Policy & Procedure . The reaccreditation process is essentially the same as the accreditation process. However, program performance data must be provided for parameters such as demand, load, progression, attrition, student and graduate satisfaction, and employment and further study outcomes. For TNE programs, the accreditation and reaccreditation process has additional requirements (Section 5.5). Professional accreditation and recognition of qualifications Professional accreditations apply to many of the University’s undergraduate programs (Table 4.3). The processes involve comprehensive program review by external expert panels representing the professional bodies concerned. Step 3 Approval process reaccreditations Step 4 Registration process
Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 33 Table 4.3 – Current professional accreditations for undergraduate programs PrOgrAm 1 ACCredITIng AUThOrITy yeAr Bachelor of Arts (Psychology and Psychophysiology) Australian Psychological Society 2003 Bachelor of Science (Psychology and Psychophysiology) Australian Psychological Society 2003 Bachelor of Science (Psychology/Biochemistry) Australian Psychological Society 2003 Bachelor of Social Science (Psychology) Australian Psychological Society 2003 Bachelor of Science (Biochemistry and Chemistry) Royal Australian Chemical Institute 2004 Bachelor of Science (Biotechnology/Biochemistry) Royal Australian Chemical Institute 2004 Bachelor of Science (Biotechnology/Biochemistry) (Honours) Royal Australian Chemical Institute 2004 Bachelor of Science (Chemistry) (Honours) Royal Australian Chemical Institute 2004 Bachelor of Health Science (Public & Environmental Health) Australian Institute of Environmental Health 2006 Bachelor of Business (Accounting) CPA Australia Institute of Chartered Accountants Australia Bachelor of Business (Human Resource Management) Australian Human Resources Institute 2007 Bachelor of Business (Marketing) Australian Marketing & Social Research Society 2007 Bachelor of Multimedia (Multimedia Software Development) Australian Computer Society 2003 Bachelor of Computing Australian Computer Society 2003 Bachelor of Computing (Network Design & Security) Australian Computer Society 2003 Bachelor of Information Technology Australian Computer Society 2003 Bachelor of Business Information Systems Hawthorn Campus Australian Computer Society 2003 Bachelor of Science (Computer Science & Software Engineering) Australian Computer Society 2003 Bachelor of Science (Information Technology) Australian Computer Society 2003 Bachelor of Science (Professional Software Development) Australian Computer Society 2003 Bachelor of Software Engineering Australian Computer Society 2003 Bachelor of Engineering (Telecommunication & Network Engineering) Engineers Australia 2003 Bachelor of Software Engineering Engineers Australia 2003 Bachelor of Engineering (Biomedical Engineering) Engineers Australia 2003 Bachelor of Engineering (Civil Engineering) Engineers Australia 2003 Bachelor of Engineering (Civil Engineering)/Bachelor of Business Engineers Australia 2003 Bachelor of Engineering (Electrical and Electronic Engineering) Engineers Australia 2006 Bachelor of Engineering (Electronics and Computer Systems) Engineers Australia 2003 Bachelor of Engineering (Electronics and Computer Systems)/Bachelor of Business Engineers Australia 2003 Bachelor of Engineering (Electronics and Computer Systems)/Bachelor of Science (Computer Science and Software Engineering) 2007 Engineers Australia 2003 Bachelor of Engineering (Mechanical) Engineers Australia 2003 Bachelor of Engineering (Mechanical)/Bachelor of Business Engineers Australia 2003 Bachelor of Engineering (Product Design Engineering) Engineers Australia 2003 Bachelor of Engineering (Robotics and Mechatronics) Engineers Australia 2003 Bachelor of Engineering (Robotics and Mechatronics)/Bachelor of Science (Computer Science & Software Engineering) Engineers Australia 2003 Bachelor of Engineering (Telecommunication and Network Engineering) Engineers Australia 2003 Bachelor of Engineering (Product Design Engineering) Australian Institute of Engineers 2003 1 Sixteen undergraduate programs offered at Swinburne’s Sarawak Branch Campus have professional accreditations with Australian, Malaysian and/or British agencies. Swinburne’s program accreditation and reaccreditation processes demand that professional accreditation requirements are met, and various components of the Professional Learning Model contribute well to professional accreditation. For instance, final-year ‘capstone’ projects facilitate the accreditation of Swinburne’s engineering programs by Engineers Australia.
Page 1 and 2: Cycle 2 AUQA audit portfolio Februa
Page 3: Swinburne University of Technology
Page 6 and 7: Page 2 1.2 Scope of the cycle 2 aud
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Page 10 and 11: Page 6 Further sources 2008-2010 Un
Page 12 and 13: Page 8 2.4 Campuses Swinburne opera
Page 14 and 15: Page 10 Creative Arts Engineering I
Page 16 and 17: Page 12
Page 18 and 19: Page 14 3.2 Swinburne’s approach
Page 20 and 21: Page 16 Academic Policy and Plannin
Page 22 and 23: Page 18 Strategic planning policy h
Page 24 and 25: Page 20 Further sources Risk Manage
Page 26 and 27: Page 22 Further sources Benchmarkin
Page 28 and 29: Page 24 Priorities for action 21. D
Page 30 and 31: Page 26 Priorities for action 25. E
Page 32 and 33: Page 28 Through Curriculum Framewor
Page 34 and 35: Page 30 Priorities for action 27. D
Page 38 and 39: Page 34 Priorities for action 30. U
Page 40 and 41: Page 36 Further sources Flexible Ac
Page 42 and 43: Page 38 Further sources Graduate at
Page 44 and 45: Page 40 Further sources Careers in
Page 46 and 47: Page 42 The aim of capstone project
Page 48 and 49: Page 44 Priorities for action 38. R
Page 50 and 51: Page 46 Further sources Pathways Di
Page 52 and 53: Page 48 Generally, articulants from
Page 54 and 55: Page 50 4.8 Infrastructure During 2
Page 56 and 57: Page 52 4.9 Summary of outcomes The
Page 58 and 59: Page 54 % good Teaching Scale gradu
Page 60 and 61: Page 56 employment outcomes Based o
Page 62 and 63: Page 58 Table 4.20 - University rat
Page 64 and 65: Page 60 5.2 Managing internationali
Page 66 and 67: Page 62 5.3 International students
Page 68 and 69: Page 64 non-academic experience of
Page 70 and 71: Page 66 Priorities for action 51. O
Page 72 and 73: Page 68 Table 5.4 - % progression o
Page 74 and 75: Page 70 Priorities for action 59. I
Page 76 and 77: Page 72 As a private, government-li
Page 78 and 79: Page 74 Further sources Sarawak QA
Page 80 and 81: Page 76 Priorities for action 61. E
Page 82 and 83: Page 78 Further sources SILC Framew
Page 84 and 85: Page 80 5.6 Student mobility progra
Page 86 and 87:
Page 82 Priorities for action 68. C
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Page 84 Currently, Swinburne Resear
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Page 86 Table 5.20 - International
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Page 88 5.8 Internationalisation of
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Page 90 5.9 Professional developmen
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Page 94 Appendix Table 1 - List of
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Page 96 Appendix Table 3 - List of
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