The organising framework for the AQF is a taxonomic structure of levels and qualification types each of which is defined by a taxonomy of learning outcomes. The AQF levels define the relative complexity and depth of achievement and the autonomy required of graduates to demonstrate that achievement.

Learning objectives/outcomes for all courses should be clearly stated and be guided by the characteristics of learning outcomes as expressed below in Action 3 - AQF Specifications, refer AQF Qualification type descriptors.

Volume of Learning, AQF Levels, Pathways

All Masters by Coursework programs at the University will need to comply with the following program structure to ensure compliance under the new AQF requirements. This is a minimum level requirement. Programs may be built around higher level courses but must not contain a mix of courses which would come from any other lower level than stated in this table.

Graduate Certificate and Graduate Diploma are included for reference for early exit points if required.

Assessment of prior study as being in a cognate field rests with the Coordinator of the Masters program.

Notes:

Non-Cognate is defined as a student coming from a discipline other than the discipline of the Masters they are about to study. Some Faculties currently use the term Conversion Programs.

It may be necessary to impose some restrictions on the use of the exit points in nested programs, for example a one year exclusion on enrolling in a subsequent program if the student graduates at the early exit point.

Faculties currently using co-coded courses to teach students at different AQF levels will need to ensure that this ceases or in the course documentation demonstrate how the different learning outcomes for the different AQF levels are achieved, for example how do learning activities and assessment align with the different learning outcomes.

Where possible, graduate certificates and graduate diplomas should be included within coursework masters courses. That is, there should be full articulation between each of the course levels. Course proposals should clearly identify the requirements of each course level and the articulation between each.

Where courses are fully articulated, if a student enrolled in a higher level course has to exit that course before completing all academic requirements they should be recommended for a lower level course (one only) if the academic requirements for that course have been met.

Candidates who have been awarded a lower level qualification in a fully articulated program will retain that qualification should they proceed to a higher level course in such a program.

Graduate Certificate/Graduate Diploma

Candidates will have a bachelor degree or an advanced diploma or equivalent. Relevant prior work experience might also be recognised, particularly where relevant professional practice has been undertaken.

Masters Degree (Coursework)

Candidates will have a bachelor degree, an honours degree, a graduate diploma, graduate certificate or equivalent.

Graduate Certificate

Will require a minimum of six months full-time (120 credit points)

Graduate Diploma

Will require a minimum of one year of full-time study (120 credit points)

Masters Degree (Coursework)

A minimum of eighteen months of full-time study (180 credit points), where candidates have successfully completed a three year bachelor degree.

In instances where candidates have successfully completed a 'fourth year' of higher education studies in (eg a three year bachelor degree plus an honours year or a four year undergraduate degree) the program will require a minimum of one year of full-time study (120 credit points)

It is recommended that in Masters Degree (Coursework) a minimum requirement would include:

Research Methods courses can be taken directly from Level 8 Honours Programs.

This will satisfy the AQF requirement that:

Graduates of a Masters Degree (Coursework) will demonstrate the application of knowledge and skills:

Some accredited programs will have difficulty fitting these research components into their coursework programs, however TEQSA has stated that requirements of accrediting bodies come second to complying with the AQF.

TEQSA has stated that teaching staff must hold a qualification one level higher or equivalent industry experience than the level of qualification they are teaching, eg if a lecturer is teaching a Bachelor's Degree then he/she needs to hold an Honours degree, Graduate Certificate or Graduate Diploma at level 8 or higher qualification. In addition, the highest qualification does not have to be in the same discipline that he/she is teaching. This applies to staff with responsibility for curriculum, lectures, assessment and moderation and does not necessarily preclude tutors/demonstrators and other assistants with the same level qualification from fulfilling these roles.