Program and course configuration rules instruction

Instruction statement

This instruction sets out the requirements for configuration of programs, program plans, courses, course offerings and classes in the Student Administration Management Systems, Program Guides System and Course Guides System.

The instruction is intended to:

  • define consistent practice on configuration, and
  • guide College academic development/academic services staff in developing proposals for new and amended programs and courses.

Exclusions

Nil.

Instruction steps and actions

PROGRAM CONFIGURATION RULES

1. Programs and plans

1.1. Programs and plans are the primary elements of program configuration in SAMS.

1.2. Programs and plans are offered in accordance with the approved academic calendar for the delivery location, unless the Academic Registrar approves an exception.

2. Program codes

Program codes are used for the following purposes:

2.1. To distinguish programs in terms of college and school management, definition of program level, definition of program type, duration and total credit points required, and any other aspect that a government body or legislation requires RMIT to distinguish.

2.2. To identify replacements of nationally recognised VET training package qualifications and accredited courses, where the replacement program will have a new national ID and program structure.

3. Program coding conventions

3.1. A program code defines a program on the curriculum data system. Program codes consist of five alphanumeric characters. Most are a sequential number following one of the one- or two-letter prefixes in Appendix 1 to these rules: e.g., BP261, C5237.

3.2. New program codes are assigned numbers sequentially based on the order in which the completed forms are received by Course and Program Administration (CPA).

    Exceptions:

    3.2.1. EX, SA and XI programs do not use numbers.

    3.2.2. Masters by research and PhD programs may be numbered based on their relationship to one another (e.g., MR234 and DR234: Masters by Research and PhD in Laboratory Clinical Science), as long as RMIT maintains discipline equivalence of masters by research and PhD programs.

4. Plans

4.1. Plans are used for the following purposes:

  • to accommodate a change to a program title, when a new plan is necessary to issue the award with the new title
  • to accommodate creation of a specialisation within a program, where the specialisation title is to appear on the transcript but not on the testamur
  • to contain the structural requirements (core and optional courses) a student must fulfil to gain an award.

4.2. The location of a plan in the Program Guide System must be the location at which the core courses for the plan are taught. Where a plan has CRICOS registration, the registration must include all locations at which students are required to attend classes.

5. Academic plan coding conventions

5.1. A plan code defines plans in the curriculum data system: e.g., MC177NI, MC177NM, C5278.

5.2. Plan codes are alphanumeric codes with a field length limit of 10 characters. The rules below may be overridden if necessary to code a plan code meaningfully within this limit.

5.3. When a plan is part of a program, the first five characters of a plan code refer to its owning program: e.g., MC177NI and MC177NM are plans of program MC177. Plans for RMIT University program offerings via Open Universities Australia are an exception to this rule.

5.4. A plan code may be the same five characters as its parent program code.

5.5. CPA have discretion to choose any characters of the plan code after the first five. Some common conventions are as follows.

    5.5.1. If a plan has a title change, or a significant enough structure change* that a new plan has to be created, it contains a ‘P’ designation: e.g., ‘P15’ meaning the 2015 edition of that plan. [* See section 6 below.]

    5.5.2. If a plan is part of a double degree program, the last two letters of the plan code are ‘DD’.

5.6. Coding of majors/minors:

    5.6.1. Major codes start with the letters ‘MA-’ followed by five letters, then two numbers which may denote the year (e.g., 16 for ‘2016’) should year versioning be needed.

    5.6.2. Minor codes start with the letters ‘MI’ followed by five letters, then two numbers which may denote the year (e.g., 16 for ‘2016’) should year versioning be needed.

5.7. If a plan is created for a vocational education offering with an industry partner or enterprise client then the additional characters of the plan code may refer to the partner/client name.

5.8. Existing plans offered with a partner outside Australia may retain a partner designation (e.g. BP999SIM for Singapore Institute of Management). This does not mean that new plans will be created for further offerings with partners outside Australia.

6. Degree coding conventions

6.1. Degree codes are the code that designates the award linked to a plan. They are coded as six alphanumeric characters, using one of the prefixes listed in the appendix. The degree codes field can hold up to eight characters. New degree codes are numbered sequentially.

7. Program title conventions

7.1. Formal program/plan/degree titles that are more than 100 characters long (including spaces) will be abbreviated to 100 characters. (Note: This is a SAMS field limit which would require a very large and costly project to change. The testamur text title linked to the degree code may be longer, but the title field text appears on the transcript.)

7.2. Single degree programs

    7.2.1. Single degree program titles have the format [Type of program] + [program stem]: e.g., ‘Bachelor of Science’.

7.3. Double degree programs:

    7.3.1. In double degree program titles, the two single degree titles are separated by a forward slash: e.g., ‘Bachelor of Engineering (Mechanical Engineering) (Honours)/Bachelor of Business (Management)’.

    7.3.2. If a double degree program’s plans are managed by two different schools, the first degree noted in the program title is the one that is owned by the school that manages the double degree program as a whole. The order will not be changed, however, if the other school takes over management of the double degree program.

7.4. In dual award programs (where the student receives two awards, an RMIT one and one from the other institution), the RMIT award title follows the same titling convention as single degree titles.

7.5. In joint award programs (where the student receives one award conferred jointly by RMIT and the other institution), the title follows the same titling convention as single degree titles.

7.6. Vocational education program titles are determined by the relevant qualification title in the training package.

7.7. At any date:

    7.7.1. all plans currently in effect under a single degree program must have the same current testamur title

    7.7.2. all plans currently in effect under a double degree program code must have one of the two current titles of the component single degrees

    7.7.3. the transcript description of each plan under a program code must start with the parent program title, but may add a tag.

7.8. Exceptions to program/plan coding and title conventions

Should an ad hoc situation not covered by these rules require a minor change to the convention of program/plan coding or titling in exceptional situations, this may be done at the discretion of the Academic Registrar. If the rules and convention need to change systematically, however, the ARG will consult with the Schools / Colleges / Information Technology Services (ITS) and other relevant stakeholders.

8. Academic program creation and change rules

8.1. A new program code must be created for an existing program where:

    8.1.1. a current vocational education qualification is assigned a new national code by the government

    8.1.2. a program’s AQF level changes

    8.1.3. the type of program changes (even if the program remains at the same AQF level: e.g., changing a graduate diploma to a graduate certificate)

    8.1.4. the full-time program duration or credit points (in higher education programs), or nominal hours (in vocational education programs) required to complete the program change(s)

    8.1.5. the program learning outcomes change significantly. This may arise from a program structure change.

8.2. A new program code may be created for an existing program where at least 25% of the required courses (by credit point value) for the program are different from existing programs.

9. Plan creation and change rules

9.1. Plans represent the curriculum required to complete the program. Therefore changes and creations of academic plans must be made for curriculum reasons, not administrative reasons. A plan change is a serious decision as it creates a considerable amount of work, and can trigger provider default under ESOS regulations.

9.2. A new plan must be created where:

    9.2.1. the program title of the parent program changes (this typically also requires a change to the degree title of the plan), or

    9.2.2. the transcript title of a program or plan changes (e.g., Bachelor of Applied Science (Food Science) becomes Bachelor of Food Science).

9.3. The minimum criterion for a new plan to be created where the program structure changes is that a transition table is needed in the program guide to guide students who enrolled under the previous structure, in their re-enrolment. A new plan should not, however, be created unless the structural changes are so great that it would be difficult to explain re-enrolment requirements to students with such a table.

9.4. A new plan will not be created:

    9.4.1. for purposes of administering student cohorts (this can be done by means other than plans), or

    9.4.2. to distinguish different methods of delivery (e.g., online versus face-to-face, or in a different language), or

    9.4.3. to distinguish cohorts of students admitted to a program with credit or exemptions.

    This rule will not, however, be strictly enforced until SAMS, IExplore and curriculum management systems ensure that staff have other ways to track these cohorts. Consult CPA. A separate plan may be established to distinguish offerings to a specific enterprise client where the Academic Registrar approves this as necessary for administrative purposes.

10. Time-frames for changes to program structures

See the Program and course life-cycle procedure for normal time-frames for changes to program structures and criteria for exceptions to these.

11. Program structure models in some types of program

11.1. To prevent the negative impacts on the student experience of unnecessarily complex program structures, program structures of associate degrees, single bachelor degrees, four year bachelor honours degrees and masters by coursework must comply with one of the models set out below. In models B and C, students may be asked to choose between option courses, but only to make a single level of choices. That is, students cannot be asked to choose between options that are dependent on their already having made an optional course choice, or on their having specific prerequisite study. (An example of unacceptable complexity of option choices is: ‘If you have completed a bachelor degree in an IT-related field, choose two courses from this list; if you have not, choose two courses from this list.’)

11.2. Each plan will have a single program structure. Program structures will not include different versions of the structure for students with different characteristics: e.g., there will not be different structures for full-time and part-time students, for students entering from different types of entry qualification or from entry qualifications completed at different institutions.

11.3. The following program structure models are available for the types of program listed in 11.1 above:

    Model A: A list of core courses and university elective requirements in each year of the program.

    Model B: A list of core courses, option choices and university elective requirements in each year of the program. An option choice is a choice of one or more courses from a list. Students are not asked to choose courses from more than four option lists per year. The instruction for an option choice cannot state that it is dependent on another option choice or on whether students have entered the program with specific previous studies. In bachelor degree and four year bachelor honours programs, all option course lists for a plan can total up to a maximum of twice the credit points requirement for program completion (for example, in a 288 credit points three year bachelor degree, the option course lists could total no more than 576 credit points of courses – 48 courses). Where students are invited make repeated option choices from a list of program or School options, these must be consolidated in a single list at the end of the program structure.

    Model C: A list of core courses, university elective requirements and majors or minors in each year of the program. An option choice is a choice of one or more courses from a list. Students are not asked to choose courses from more than four option lists per year. The instruction for an option choice cannot state that it is be dependent on another option choice or on whether students have entered the program with specific previous studies. See section 16 below for configuration rules for majors/minors.

11.4. Exceptions to the above program structure models can be approved by the Deputy Vice-Chancellor (Academic).

11.5. For vocational education programs, only option courses that will be delivered are included in the program structure: the fact that the training package includes an elective course is not a sufficient reason to configure it.

12. Degree code creation and change rules

12.1. A new degree code must be created:

    12.1.1. where the program title changes

    12.1.2. where the AQF level of the program changes, or

    12.1.3. for every national ID of a vocational education qualification even if these programs share the same program title.

12.2. A new degree code may be created where a replacement version of the program has a different program duration and/or credit points total: e.g., replacement of a 1.5 year masters program with a two year masters program.

12.3. Administrative degree codes

    12.3.1. Some program plans may be attached to a ‘No Award’ administrative degree code. (For a student to be recorded as having completed in a program in SAMS, a degree record needs to be created. This SAMS requirement applies even for a student in a non-award program. In these cases, degrees are configured to enable program completion.)

13. Principles for effective dating of programs and plans

13.1. The effective date of a program/plan must enable admissions for the first teaching period in which the program/plan will be taught, and the need to display the correct teaching period of enrolment in all relevant systems.

13.2. The maximum effective date of a plan attached to a program may not be later than the maximum effective date of its parent program.

13.3. When other RMIT systems request changes to SAMS effective date practice, CPA will consider the request based on the needs of all affected systems.

13.4. In assigning effective dates to approved new programs/plans, CPA take into account:

  • the semester of the first intake
  • when admission applications open for the relevant semester of first intake
  • for Australia-based programs/plans: the date of RMIT Open Day
  • for programs/plans that use Enrolment Online (EOL): the EOL opening day for the relevant semester
  • any government deadlines for reporting and publishing of new program/plan information
  • any fundamental changes to relevant SAMS terms and sessions.

As program title changes require new plan codes, their effective dates follow the above set of rules, not the rules for changes to programs/plans in the next section.

13.5. In assigning effective dates to approved changes to programs/plans, CPA take into account:

  • the semester that the change applies to
  • whether a new course is added to the program structure, and if so, the first active effective date of the new course
  • whether a course in the program structure is amended, and if so, the effective date of the change to that course
  • whether a change is made to a relevant government-reportable field (e.g. ASCED code, CRICOS), and Government rules on when those fields can be changed, as interpreted by the responsible RMIT section
  • any government deadlines for reporting and publishing of program/plan information
  • whether there are fundamental changes to certain key SAMS terms and sessions.

13.6. In assigning effective dates to approved discontinuations and inactivations of programs/plans, CPA take into account:

  • the last possible intake semester
  • whether CRICOS de-registration is involved, and if so, CRICOS de-registration dates
  • in vocational education programs: the program expiry date
  • for the inactivation of an exit point program: whether there are higher-level programs that could still exit into this program (whether the program allows entry or is an exit point only)
  • whether there are fundamental changes to certain key SAMS terms and sessions.

14. Inactivation and reactivation of programs/plans

For requirements and time-frames for inactivation and reactivation of programs and plans, see the Program and course life-cycle procedure.

15. Nominal program duration, program credit points to complete, and scheduled contact hours

15.1. The nominal program duration quoted should be the AQF volume of learning appropriate to the AQF qualification type, expressed in terms of a full-time enrolment in the two Melbourne standard semesters per year. That is, one AQF year equals two Melbourne standard higher education semesters with a full-time enrolment of 48 credit points per semester, or two Melbourne vocational education semesters with a full-time enrolment of 720 scheduled contact hours.

15.2. The defined program credit points to complete must comply with the AQF volume of learning appropriate to the AQF qualification type. The credit points total for the program can only be reduced if all students, in all locations where the program is offered, would otherwise need to be granted a standard amount of credit for a required entry qualification. For example, if all students entering a two year masters program are required to have a bachelor honours degree in the same discipline, and all receive 96 credit points of credit transfer or masters exemptions for this, then the credit points total for the masters program can be 96 credit points (one year) rather than the normal volume of learning for a masters program, 192 credit points (two years).

15.3. Scheduled contact hours for vocational education programs cannot exceed the maximum funded hours available for the qualification.

    15.3.1. No changes may be made to the scheduled contact hours of a program or plan during the teaching year.

    15.3.2. No changes may be made to the duration or a program or plan.

    15.3.3. No changes may be made to the nominal teaching hours per EFTSL of a program or plan.

16. Changes to government reporting attributes (e.g. ASCED and CRICOS codes)

16.1. See the Program and course life-cycle procedure for the time-frame for changes to ASCED codes.

16.2. ASCED codes of vocational education programs, plans and courses are determined by the relevant government agency.

16.3. If a program is CRICOS registered, and any course in that program is to move to a new campus where the program is not CRICOS registered, the College Academic Development/Academic Services Group must inform the International Compliance team in Global Quality, Regulation and Compliance. The notification and change of CRICOS registration must take place before the change is implemented. This may also be the case if a new core course is added to that program structure at a campus where the program is not CRICOS registered.

17. Majors and minors

17.1. Only majors or minors can be used to denote specialisations within a program.

17.2. Uniqueness of majors/minors

    17.2.1. A major/minor must contain the same courses and the same structure, no matter which program it is taken in.

    17.2.2. A major/minor may not share more than 50% of the courses (by credit points value) of another active or proposed major / minor.

    17.2.3. A major/minor may be taken in different programs, subject to the agreement of the relevant stakeholder schools/colleges.

17.3. Major/minor titles

    17.3.1. The title of a major/minor should denote a specialised discipline or sub-discipline.

    17.3.2. No major can have the same title as another major in the same career at the same time, nor can a minor have the same time title as another minor in the same career at the same time. The same title can, however, be used for a major and minor, where the minor is an abridged version of that major. Major titles cannot be too similar to each other, and minor titles cannot be too similar to each other (an academic judgment).

    17.3.3. For the approval process for new majors/minors, see the Program and course life-cycle procedure.

17.4. Complexity of majors/minors

    17.4.1. A major/minor may be structured either as a single list of courses, or may be split into year levels.

    17.4.2. A course can be part of one or more majors/minors.

    17.4.3. A major/minor is focused and specific, and thus its structure must reflect a narrow discipline focus. There must be no more than a single limited choice of options within each year level of the major/minor. The same rules limiting complexity of option choices in section 8 ‘Program models’ also apply here:

    Example of an acceptable level of complexity of option choice: ‘Year Two: Choose 3 of these 5 courses.’

    Examples of unacceptable levels of complexity of option choice:

    ‘Year Two: Choose 3 of these 5 courses; unless you have done ____, in which case you must complete 3 courses from a different list of 5 courses.’

    ‘Year Three: Choose 2 courses from these 20 courses’

17.5. Limitations on the number of majors/minors that a student can obtain as part of a program:

    17.5.1. A single bachelor degree program may enable a student to obtain up to two majors and up to two minors.

    17.5.2. A double bachelor degree program may enable a student to obtain up to two majors and up to two minors for each component single degree.

    17.5.3. If a course is completed to fulfil the requirements of a major/minor, it cannot be counted again toward fulfilling the requirements of another major/minor.

17.6. Management of majors/minors

For requirements for management and approval of majors/minors, see the Program and course life-cycle procedure.

17.7. Changes to a major/minor:

The test for whether change to a major/minor requires the creation of a new major/minor code is the same as the test for whether a new program plan is required: that is, whether students who have partly completed the major/minor will be disadvantaged if required to complete the new requirements.

17.8. Discontinuation/inactivation of a major/minor

For the requirements for approval, discontinuation and inactivation of majors and minors, see the Program and course life-cycle procedure.

18. Exceptions

Exceptions may be made to these rules at the discretion of the Academic Registrar. In support of a request for an exception, evidence should be provided to CPA of a directive from:

  • a government body to which RMIT is answerable, or
  • a professional or government accreditation body which accredits the program in question, or
  • the Deputy Vice-Chancellor (Academic).

COURSE CONFIGURATION RULES

19. Course and course offering coding conventions

19.1. Courses are defined on the curriculum data system by a six-digit SAMS-assigned course ID number (it may have a leading zero) and the formal course title.

19.2. Course codes (that is, codes for individual course offerings) consist of a subject code (three to four alphabet characters) and a catalogue number (four to five alphanumeric characters). It should be noted, however, that the SAMS fields permit up to eight subject code characters, and up to 10 catalogue number characters.

19.3. A course code must be unique to one course offering at all times. It may never be repeated as another offering within the same course, or within any other course, regardless of effective date.

19.4. CPA chooses the subject code for a new course offering, taking into account the ASCED code that the School/College nominates for the course offering (using a list of subject codes equivalent to ASCED codes).

    19.4.1. The College/School should nominate the ASCED code for a higher education course offering on the basis of the course academic content, bearing in mind the HECS band that will result. The intended subject code should not drive the nomination of the ASCED code.

    19.4.2. ASCED codes for vocational education courses are determined by ASQA.

19.5. The catalogue number of a new course offering is assigned based on the next number available for the same subject code. The numbering starts at 1000 for each subject code. A vocational education course can have an alphabet character after the four digits.

19.6. New subject codes may be created at the discretion of the Academic Registrar.

19.7. Should an ad hoc situation not covered by the course coding conventions in this section require a minor change to the convention in exceptional situations, this may be done at the discretion of the Academic Registrar. If the convention needs to be changed systematically, however, the ARG will consult with the Schools / Colleges / ITS and other relevant stakeholders.

20. Course titling conventions

20.1. Courses that are considered standard-titled courses (listed in Appendix 2) are exempt from these course titling rules.

Mobility courses, despite the general exception above, must still follow the specific rules for mobility courses in this section.

20.2. Titles of courses in nationally recognised training package qualifications and accredited courses or VET Skill Sets, and in VCE programs, must be identical to the title of a unit or competency.

20.3. For higher education courses and RMIT accredited vocational education courses, a course title must be unique within its subject code and within the same career type.

For example:

  • A School may offer two different courses called ‘Clinical Microbiology’ under the same subject code ONPS if one of those courses is an undergraduate course and the other one is a postgraduate course.
  • A school is not permitted to create two different courses called ‘Finance Models’ in the same postgraduate career. If the courses are actually different courses to be taken in different programs, they need to be differentiated further in the course titles: e.g., ‘Finance Models in Subprime Loan Financing’.

20.4. More than one vocational education course may share the same course title where these refer to the same vocational education unit, but need to be offered in different Schools, or have different scheduled contact hours.

20.5. Mobility courses such as courses involving travel should be titled after the discipline or area of learning.

For mobility courses where the different geographical destinations may run concurrently, or change in different semesters or years, do not add any geographical designation to the course title.

If CPA sees that a mobility course title has changed its geographical designation twice in any two academic-years; then the geographical designation will be removed.

20.6. School codes or names, College codes or names are not included in course titles. In vocational education courses, however, the short description of the course begins with the national ID of the module.

20.7. Where students can take the same research component course repeatedly across multiple semesters, there is no need to differentiate the titles of the offerings. Students can re-enrol in the course and receive different grades each time it is taken.

20.8. If the same course is to be taught by a different school (for example, the same vocational education module in the TAFE career) then a new course ID may be created for it.

21. New course creation

21.1. A College may provide a rationale for creation of a new type of administrative course, which will be considered by CPA.

21.2. A new course ID must be created where a higher education course changes its credit point value or a vocational education course changes its nominal hours.

21.3. Changing a course title does not automatically warrant creation of a new course.

The contents and learning outcomes of a course may change slightly from year to year. The following test is applied to decide whether a course’s contents and learning outcome have changed enough to warrant creation of a new course.

If a student completed a course in a previous year, then discontinued the program, and is now being readmitted to the program, would the student be required to retake the course? That is, have the course contents/learning outcomes changed so much that it would not be appropriate to allow the earlier version to fulfil the program requirements?

If yes, then the new version of the course should be approved and configured as a new course.

If no, then it is still the same course and retains the same course ID.

21.4. Mobility courses

It is not necessary to configure a new course or course offering merely because the destination of a mobility course changes, or for administrative reasons. A new course is only created where the new course will have significantly different learning outcomes from the existing course. For example:

  • If a proposed ‘Spanish Architecture’ mobility course has significantly different learning outcomes from the existing ‘French Architecture’ mobility course, ‘Spanish Architecture’ may be configured as a new course. If, however, the course learning outcome is that students are expected to understand a kind of European architecture, then consider whether the existing course should be re-titled to ‘European Architecture’.
  • Multiple classes can be set up for a mobility course to enable different sets of students to travel to different locations. A single course titled Global Accounting Practices can have a class for a group to travel to Singapore, another class for a group to travel to London, and so on.

21.5. Split competencies

Where a vocational education module/competency is configured as one course, the course will not be split into two different course IDs for administrative reasons.

21.6. For the requirements for approval of new courses, see the Program and course life-cycle procedure.

22. New course offering creation

A new course offering must be created when:

  • an existing course will be offered at an additional campus or via Open Universities Australia, or
  • a course offering is moved to a different campus.

23. Rules on course characteristics and course offering characteristics

A course characteristic is one of various system fields that define something about a course. This is different from a course attribute, which is a specific SAMS field used to flag a variety of attributes.

23.1. Changes to the credit points value of a higher education course, or the nominal hours of a vocational education course, require creation of a new course, and may require the inactivation of the existing course.

23.2. Certain course characteristics must be uniform across all offerings of the same course.

  • Academic Career type
  • managing school and college
  • ASCED code and Band ID
  • course requisites (because these apply at course level).

23.3. Changes to certain course characteristics may require consultation with and agreement of ARG teams other than CPA. For example, changing a course’s grading basis will require consultation with the Assessment Support team.

23.4. Deadlines for changes to course characteristics:

    23.4.1. In principle, changes to a course characteristic should be made well before class scheduling for the year in question is opened. This is because scheduled classes derive many of their characteristics from the course and course offering configuration.

    23.4.2. Changes that affect certain government reporting fields of a course (whether directly or indirectly) must be made in time for the relevant governmental reporting deadline; as interpreted by the Statistics and Reporting Unit.

    23.4.3. Changes of course title that affect a program structure are considered a change to a program structure, and must therefore meet the deadline for program structure changes.

    23.4.4. Changes to different course characteristics are subject to different deadlines. Whether changes can be made after the deadline depends on multiple factors:

    • whether there is a significant disadvantage to students and/or staff if the change is not made
    • the number of students and staff affected
    • whether the class scheduling for the relevant semester has commenced
    • whether students have enrolled in classes for the course in future semesters
    • if other ARG teams have to agree, what their deadlines are
    • whether a practical workaround is available or not.

23.5. Course title changes

    23.5.1. Changes to a course title apply to all offerings of that course. (This rule should be considered in conjunction with the rule on new course creation above.)

    23.5.2. If a course with a title change is taught (whether as core or elective) in a program managed by another school, the proposing school is responsible for informing the other school in time for the relevant program guides to be refreshed (so that the new course titles will appear).

23.6. Re-use of course titles

A request to re-use the title of an inactive course, for a proposed or existing course, may be considered where (as determined by the course approval authority):

  • the contents, outcomes, and assessment of the new course are significantly different from those of the old course – so that the new course cannot be considered the equivalent of the old course, and
  • there is no alternative similar title that would be appropriate in describing the contents of the new course.

Where these conditions are not met, a variation on the title of the inactive course may be used, or the inactive course may be reactivated.

23.7. Changes to management of a course

    23.7.1. A course and all its course offerings can only be managed by one school.

    23.7.2. If a school wishes to take over a course offering within another school’s course (rather than take over the course as a whole), a new course must be created.

    23.7.3. A college office may choose to manage a course rather than assigning it to one of its schools.

    23.7.4. Certain administrative courses (e.g., credit transfer courses, certain student mobility courses) are considered to have no true owner, and are assigned to the school code ‘RMITU’.

23.8. Changes to a course ASCED code:

Changes to the ASCED code may in some cases affect the HECS band ID of the course. If that is the case then the rules that govern the timing and allowable changes to governmental-reporting fields would also apply.

23.9. Changes to course attributes:

A course attribute is a specific flag at course level in SAMS, and applies to all offerings in the course.

Course attributes may be used to flag that:

  • a course is a work integrated learning course
  • a course is counted for the weighted average mark calculation to establish the honours level of bachelor honours and masters by research programs.

The authority to change a course attribute, and the deadline to change a course attribute for the relevant semester, depend on the course attribute in question.

23.10. Changes to a course offering campus:

Currently, if a course moves so that it is taught at a different campus, a new course offering is created. (Note: where the course is a core course for a program that is CRICOS registered, moving the course to another campus may require a change to the CRICOS registration.)

24. Inactivating a course

For the requirements and process for inactivating a course, see the Program and course life-cycle procedure.

25. Course requisites

25.1. Course requisites are defined at course level.

25.2. A course guide course requisite statement must state clearly what type of course requisite it is: ‘Enforced requisite’, ‘Required prior study’ or ‘Assumed knowledge’.

25.3. System-enforced requisite statements follow the following rules and formats:

    25.3.1. Stated in terms of another RMIT course, identified by its course ID number.

    Vocational education course requisite statements may also state the national ID of the course.

    25.3.2. In the Course Guides course requisite statement, the school creates a hyperlink from the requisite course ID to the Course Guide of that requisite course. For example:

    ‘Enforced requisite: course ID 005674’ (the underlined course ID links to the Part A course guide part A for course ID 005674).

    Academic staff can find the course ID by searching on the course code in the Course Guides System.

    25.3.3. Simple in logic, involving at most a single and/or statement.

    25.3.4. The logic is system-enforceable by SAMS. CPA will advise the proposer if the requisite statement is not system-enforceable.

    25.3.5. A course lecturer or dean/head of school has the right to override course requisites, but this is not stated.

    25.3.6. Courses that are offered by an external institution/RMIT partner are not used as system-enforced requisite courses.

    25.3.7. Do not include an anti-requisite statement (e.g., ‘must not have completed [course ID])’

    25.3.8. Do not include a requirement that students are enrolled in a particular program.

    25.3.9. Do not specify a grade or mark level in the requisite course (e.g., ‘must have completed course ID [course ID] with a grade of Distinction or better’).

    25.3.10. Two courses are not stated to be co-requisites of each other.

25.4. Course requisites are not used as a course sequencing tool: a program structure exists for that purpose.

For example, if a program structure already states ‘in year one, take course A; in year two, take course B, it is unnecessary to create a prerequisite for course B that states ‘must have completed course A’.

26. Class dates and intensive classes

26.1. Regular terms and academic sessions are those published annually by the Academic Registrar.

26.2. Classes based on a regular term or session have the same start dates, end dates and key administrative dates as the term or session. For these dates, see the relevant RMIT Academic Calendar.

26.3. Classes may be dynamically dated for specific purposes such as intensive delivery or to enable rolling enrolments. Dynamic dating of classes must comply with the following rules.

    26.3.1. The class start-date is the first day of learning activities.

    26.3.2. In coursework courses, the class end-date is the date on which the last assessment task occurs, or the last assessment item is due, whichever is later.

[Next: Appendices]