Student Access, Progression and Wellbeing
- Student Access, Progression and Wellbeing Policy
- Disability Learning Access Plan (LAP) Procedure
- Higher Education Special Consideration Procedure
- Higher Education Deferral or Leave from Studies Procedure
- VET Special Consideration Procedure
- Elite Athlete, Coach and Performer Program Procedure
- Deceased Student Procedure
- Student Sexual Harm Policy
- Student Sexual Harm Procedure
- Printable PDF Version
Federation University Australia seeks to provide a learning and working environment that promotes and values diversity and offers equality of access and opportunity to all.
This policy governs a range of associated University procedures, developed to reduce the impact of a student's personal situation or serious health condition which genuinely and significantly affects their capacity to study or demonstrate their abilities. The policy also aims to provide a transparent and equitable set of principles that describe the University’s approach to supporting student to maintain satisfactory academic progress.
While students have the primary responsibility for maintaining their own health and wellbeing, this policy provides a framework through its associated procedures to enable eligible students to either:
- Progress successfully through their studies without compromising academic integrity or inherent requirements of the program, or
- Access an appropriate deferment, leave or withdrawal option to suit their specific circumstances.
For structure see attached form below
- Student Access, Progression and Wellbeing Policy Structure (DOCX 112.0kb)
This policy applies to all Vocational Education and Training (VET), undergraduate, post-graduate and Higher Degree Research students of Federation University Australia, domestic and international including those offered through third party providers.
Nothing contained in this policy, nor its supporting procedures, is intended to alter or limit the full extent of the University's right to suspend or exclude a student at its discretion, subject to relevant legislative and/or regulatory requirements.
- Federation University Australia Act 2010
- Statute 5.2 Entry Quotas, Admissions and Enrolments
- Statute 5.3 Assessment The Schedule Part 1
- Statute 5.4 Exclusion for Reasons of Unfitness
- Statute 5.6 Admission to Academic Awards
- Disability Discrimination Act (1992)
- Disability Standards for Education (2005)
- Privacy Act (1988)
- Educational Services to Overseas Students (ESOS) Act 2000 (as amended), Educational Services to Overseas Students (ESOS) Regulations 2001 and National Code of Practice 2007
- Victorian Equal Opportunity Act 2010
|Academic Integrity||Acting with the values of honesty, trust, fairness, respect and responsibility in learning, teaching and research (source: UniSA -EAIP)|
In learning, this can include but is not limited to:
Attendance alone is not normally regarded as active participation
|Assessment (Higher Education)||The process of collecting evidence and making judgements on whether an agreed outcome for that assessment task has been achieved|
|Assessment (VET)||The process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.|
|Assessment Task||A specific, discrete learning activity or exercise designed to obtain evidence about whether a student has achieved the published learning outcomes of a course. Tasks can be formative or summative, including essays, presentations, performance, exhibition or final examination|
Cheating is any act through which a student attempts to gain an unfair advantage in admission to or the assessment process for a course. Cheating may include, but is not limited to:
Taking actions which intrude on the ability of others to complete their assessment tasks
|Competency||The consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations.|
Death, loss or serious injury/medical condition of a significant other that impacts on a student’s ability to prepare for, attend, present, undertake, and/or complete work or assessments including but not limited to:
|Course||A subsidiary element of a program|
|Course Coordinator||An academic with overall responsibility for the design, delivery and assessment of a Higher Education course of study|
|Course Description||A brief description of the course including objectives, content and assessment. Not applicable to VET (see unit outline)|
|Deferment (Deferral)||All commencing students who have been given a formal written offer by the University and who have not yet enrolled will have the option to defer for one teaching period (6 months) to a maximum of two teaching periods (12 months). Not applicable to VET Programs.|
|Deferment of Assessment||An application for deferment of an assessment can only be made in exceptional circumstances. A student may not normally apply to have an examination deferred more than once in a particular course in a given teaching period. In exceptional circumstances, students may defer assessment for up to 3 months (receive an AD grade), or between 3 to 12 months (receive a TD grade). This may impact on the students ability to enrol in prerequisite subjects. Not applicable to VET courses.|
|Delegate||A person chosen, by the Dean or Education Manager, to act or represent them when assessing applications for special consideration.|
|Disability [as defined by the Disability Standards for Education (2005)]||
In relation to a person, means:
|Disability & Learning Access Officer (DLAO)||
Disability & Learning Access Officers work within the Disability & Learning Access Unit (DLAU) and their role includes:
|Disability & Learning Access Unit (DLAU)||The DLAU provides services to students with disabilities within the University’s equity framework and in accordance with the Disability Discrimination Act (1992) and the Disability Standards for Education (2005). The DLAU works to support the development of learning and working environments that maximise participation in University life by students with a disability|
|Discretionary Assessment Extension||A short assessment extension of up to five (5) University working days for one assessment and granted at the discretion of the tutor, lecturer or course coordinator (dependent on school process) upon request by the student.|
|Elite Athlete or Coach||
A person who participates in, or coaches, sport at the level of national or international competition.
For athletes or coaches to access the supported elite athlete friendly university program, they must be recognized as an elite athlete or coach by one of the following:
If an athlete is not recognized by one the above, they must submit a request to be considered an elite athlete. In these cases, the Disability and Learning Access Unit staff will contact the Australian Sports Commission, who will be asked to investigate, verify and make a recommendation to the University as to the applicant’s elite athlete status.
A person who participates in significant state, national or international performances, productions, installations, competitions or events.
For performers to access the supported elite performers friendly university program, they must demonstrate their endorsement by a State, National or International level performance organization in one or more of the following fields:
If a performer cannot demonstrate their endorsement by State, National or International level performance organizations, they may submit a request to be considered an elite performer on the basis of having:
|Examination||Any assessment task (written or practical) or other written paper that is timetabled within an examination period and that forms part of the final results in a course or program|
|School||Federation University Australia has a number of Academic Organisational Units – click here for details|
|Final Course Supplementary Assessments (FCSA)||Students who receive an MF grade in their final Semester may apply to the Program Coordinator within 7 days of the publication of results for supplementary assessment if that course is the only outstanding course required to complete the degree and the student has not been found guilty of any form of academic misconduct (eg plagiarism, contract cheating, collusion) in that Semester. The highest grade attainable will be a Pass grade.|
|Flexible Study Options||
In the context of the Elite Athlete Friendly University Program, flexible study options include:
Assessment related needs:
Enrolment related needs:
Course related needs:
Access to distance education materials, and/or class notes for missed lectures, tutorials or practicals.
|Hardship or trauma||
Event(s) or circumstance(s) that significantly impact(s) on a student’s ability to prepare for, attend, present, undertake, and/or complete work or assessments including but not limited to:
|Health Care Professional||
A Health Care Professional is an experienced practitioner in their specific area of human health. Health Care Professions which are eligible to complete the Health Care Professional Certification form include, but not limited to:
|Learning Access Plan (LAP)||
A Learning Access Plan is a formal document that assists a student with a disability to communicate their negotiated reasonable adjustments and/or other supports with schools within the University.
The LAP outlines:
|Leave from study||University approved periods of either six or twelve months, covering the normal teaching period/s, when an enrolled student is formally excused from formal study. Not applicable to VET courses.|
Illness or injury that significantly impacts on a student’s ability to prepare for, attend, present, undertake, and/or complete work or assessments including but not limited to:
|Other significant cause||
Other issues outside of hardship/trauma, loss or bereavement, and medical reasons that significantly impacts on a student’s ability to prepare for, present to, undertake, and/or complete work or assessments including but not limited to:
|Partner Provider||An approved educational institution that delivers university programs/courses as part of an agreement|
|Program||Study/research leading to the granting of an official University award or qualification – refer Schedule|
|Program Coordinator||Person responsible for the overall management of a program or range of programs|
|Progression||Maintaining a satisfactory level of academic performance to be permitted to advance through a program as specified by the program requirements.|
|Published Assessment Criteria||The criteria against which a student's performance in the course will be judged, made available in writing to students within the Course Description. The intent is to provide students with a clear and explicit understanding of the standards they are expected to achieve relative to marks awarded. Assessment criteria provide a common reference point on which academic judgement can be based, promoting consistency in marking|
|Published Learning Outcomes||Learning outcomes that are provided to students in the Course Description which is based on the Course Outline prior to the start of teaching|
Measures and adaptions put in place for students with a disability to facilitate the participation in Course and Program on the same basis as students without a disability while ensuring that academic standards and inherent requirements of the Course and Program are not compromised
Reasonable adjustments as a result of a disability, and outlined in a Learning Access Plan are relevant for the duration of the Learning Access Plan. Students with a disability can re-negotiate, update or cancel adjustments and/or supports at any stage
|Satisfactory Progress||Satisfactory completion of the academic merit or skill based competency requirements as per course or unit guidelines|
|Serious health condition||A health condition, including medical conditions, mental health conditions or disability that adversely impacts on a student’s capacity to successfully complete an assessment, progress in a program or results in repeated behaviour that adversely impacts on other students or staff|
|Severity of Impact||This relates to the impact of a condition or circumstance as assessed on the Health Care Professional Certification form|
|Special circumstances||May include medical, family/personal, employment-related or course-related reasons – also refer Special consideration|
|Special consideration – Deferred Examination||
Acknowledgement by the Dean or delegate that a student has experienced or encountered some form of disadvantage or impediment that has prevented them from undertaking or completing an examination during the timetabled examination period. The University will schedule the deferred examination in the timetabled deferred examination period.
Students will not be able to apply for grade consideration; however, in unique circumstances, a school can elect to apply grade consideration principles to an examination if there is enough evidence to make an appropriate consideration, and only with the authorisation of the Dean.
|Special consideration - General||
Acknowledgement by the Dean (Higher Ed.), Education Manager (VET) or delegate that a student has experienced or encountered some form of disadvantage or impediment that has prevented them from performing on their merits in an assessment task/s. In such circumstances, the particular disadvantage or impediment will be taken into account when assessing the student’s work. To enable the student to demonstrate their achievement of the course learning outcomes, they may be granted a supplementary assessment, an extension of an assessment due-date or altered attendance requirements. Such allowances may be made for one or more assessment tasks or courses within any teaching semester. Grounds for a student to submit an application for Special Consideration include medical reasons, compassionate grounds, hardship/trauma, or other significant cause.
Students will not be able to apply for grade consideration; however, in unique circumstances, a school can elect to apply grade consideration principles to an assessment if there is enough evidence to make an appropriate consideration, and only with the authorisation of the Dean. Grade consideration is not applicable to VET
|Student||Any person admitted to the University in a Course or Program|
|Supplementary assessment||Any assessment that is required of a student in addition to the assessment tasks stipulated in the Course Outline and authorised by a Dean or delegate. Not applicable to VET courses|
Formal documentation submitted to support applications of special consideration can include one or more of the following:
|Third Party Providers||Other entities through which registered providers deliver higher education courses, either on shore or off shore, within the requirements of the Threshold Standards, regardless of mode or location of delivery|
|Unsatisfactory Progress||Where the student has failed 50% or more of the course attempted in a study period or otherwise failed to meet the minimum program requirements. A VET student is deemed to have unsatisfactory progress where they have failed the same unit twice.|
A student may withdraw from a program or course prior to the census date of the teaching program without financial penalty.
After this date, financial penalties will be incurred unless the student is able to demonstrate, with independent supporting documentation, that special circumstances were present prior to the last date to withdraw, but did not impact until after the last date to withdraw and were beyond the student’s control, prevented completion of program requirements. This includes withdrawal from all studies.
Federation University Australia is committed to:
- Supporting all students of diverse backgrounds and circumstances to participate in the pursuit of learning
- Fair, consistent and transparent decision-making processes
- Compliance with all legislative, regulatory and reporting requirements
This policy provides a set of principles to maximise students' learning and wellbeing through the provision of support options accessed in specific circumstances:
|The University protects the confidentiality of information about students||
|The University supports deferment of programs and granting of leave from studies across higher education programs||
|The University supports students to manage any serious health conditions they experience||
Note: depending on the severity of the student’s illness or condition, coupled with the confidential nature of some presenting issues, the Health Care Professional form may contain varying levels of detailed information, however, the health professional must provide an assessment of the impact of the individual’s circumstances when completing the Health Care Professional Certification form
|Special consideration, discretionary assessment extensions, reasonable adjustments or flexible study options must not compromise academic integrity or standards or the inherent requirements of the program||
- Higher Education Special Consideration Procedure
- Higher Education Deferral and Leave from Studies Procedure
- Deferment, Suspension or Cancellation of a Student's Enrolment (ESOS Specific) Procedure
- Disability Learning Access Plan Procedure
- Disability Learning Access Plan Template
- Equal Opportunity and Valuing Diversity Policy
- Health Care Professional Certification Form
- Higher Education Special Consideration - Deferred Examination Application form
- Higher Education Special Consideration - General Application form
- Academic Board (as the Approval Authority) is responsible for monitoring the implementation, outcomes and scheduled review of this policy and its accompanying procedure.
- Dean of Students and Registrar is responsible for maintaining the content of this policy as delegated by Approval Authority.
The Student Learning and Well Being Policy will be communicated throughout the University via:
- An Announcement Notice via FedNews website and on the 'Recently Approved Documents' page on the 'Policies, Procedures and Forms @ the University' website to alert the University-wide community of the approved Policy.
- Academic Board
- Learning and Teaching Committee
- School meetings
- Academic Induction Program
- Student Health & Wellbeing meetings
- Student Senate meeting
The Student Learning and Well Being Policy will be implemented throughout the University via:
- An Announcement Notice via FedNews website and on the 'Recently Approved Documents' page on the 'Policies, Procedures and Forms @ the University' website to alert the University-wide community of the approved Policy
- Moodle module