1. This procedure outlines the University’s processes for the development and approval of undergraduate and postgraduate coursework programs (hereafter programs) in conjunction with the Program Design Policy.
2. This procedure also covers:
   1. the approval of program-related changes including program-specific variations or exemptions to requirements stated in a policy or procedure for:
      1. admission, enrolment and progression requirements (in conjunction with the Coursework Admission and Enrolment Policy);
      2. credit limits (in conjunction with the Credit for Previous Studies and Recognised Prior Learning Policy); and
      3. calculation of class of honours (in conjunction with the Bachelor Honours Degree Policy);
   2. pathway arrangements for the UQ Foundation Year program;
   3. collaborative academic program arrangements (in conjunction with the Collaborative Academic Program Arrangements Policy);
   4. non-award study (e.g. enhanced studies, study abroad);
   5. processes for the development and approval of shorter form credentials (in conjunction with the Shorter Form Credentials Policy);
   6. non-standard course design (e.g. unit values) (in conjunction with the Course Design Policy);
   7. professional doctorates (in conjunction with the Professional Doctorates Policy); and
   8. higher doctorates (in conjunction with the Higher Doctorates Policy).
3. For Higher Degree by Research (HDR) programs refer to 4.60 Higher Degree by Research Candidates.

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​2.0 Process and Key Controls

1. UQ courses, programs, plans and shorter form credentials are managed within the University's curriculum management system. 
2. Proposals are developed in accordance with the requirements specified in Section 3 in consultation with identified stakeholders. The Executive Dean or the Associate Dean (Academic) may also set additional requirements as part of the development process. Following internal review, typically through the Coordinating Unit’s Teaching and Learning Committee, proposals are referred to the Faculty through its Board of Studies, which will advise the Executive Dean on the proposed content and structure; they may also provide advice on the business case as required.
3. If the Executive Dean is satisfied the proposal aligns with the Faculty’s strategic objectives they will refer the proposal to the Committee for Academic Programs Policy (CAPP), except for:
   1. adding or removing a course listed in a program course list – proposals are approved by the Executive Dean.
   2. new and amended courses, stand-alone shorter form credential modules and stand-alone learning modules – proposals are approved by the Executive Dean unless otherwise specified under Section 3.1.8.
   3. new and amended course discipline descriptors – proposals are approved by the Academic Registrar.
   4. program variations to the Academic Calendar and/or courses to be offered in non-standard teaching periods – proposals are approved by the President of the Academic Board.
4. CAPP reviews the academic and quality assurance aspects of the proposal, and ensures the requirements set under relevant University policy and/or procedures are met before it is referred to Academic Board for advice and recommendation. The following proposals also undergo compliance checks before they are considered by CAPP:
   1. New and amended program requirements – by the Programs Sub-Committee (PSC).
   2. Admissions requirements and admission schemes – by the Coursework Admission Standards Sub-Committee (CASSC).
5. The proposal, together with the business case (where applicable) and the recommendations of the Academic Board and the Deputy Vice-Chancellor (Academic), is referred to the Vice-Chancellor for approval.

3.0 Key Requirements

3.1 Submission Requirements

1. All proposals must address the following details (if applicable) in the relevant template, or in supporting documentation:
   1. the rationale for the proposal;
   2. evidence of market research and the sustainability of the initiative;
   3. marketing and/or communication requirements;
   4. teaching and learning resource requirements;
   5. student load issues;
   6. involvement of other faculties/coordinating units in delivery arrangements;
   7. evidence of consultation with relevant stakeholders as appropriate. For example:
      1. evidence of support from the unit leader (or delegate) of the Unit/Faculty contributing to the program;
      2. summary of findings from consultation; and
   8. potential duplication with other program and course offerings;
   9. additional requirements set in Sections 3.1.1 to 3.1.6 where applicable.
2. The submission guide available from the Program Bulletin documents the minimum submission requirements and deadlines for all the types of program proposals required under this procedure to be referred to CAPP.

3.1.1 New programs and major program initiatives

1. In addition to Section 3.1, proposals for new programs and major program initiatives must include:
   1. a Summary Business case for Program Initiatives approved by the Executive Dean and the Provost prior to submission to CAPP,  developed in consultation and with the support of the office of Deputy Vice-Chancellor (External Engagement); and
   2. evidence of consultation with the office of the Pro-Vice-Chancellor (Indigenous Engagement).
2. Examples of major program initiatives include:
   1. a new dual or integrated program where one or more of the programs is new;
   2. proposals to offer a program on a collaborative basis with a partner organisation, including external delivery of a program - see Section 3.1.5 below; 
   3. transnational education arrangements such as joint degree programs (e.g. joint award of a degree or dual badging) – see Section 3.1.5 below; or
   4. major changes to the structure of an existing program (e.g. the introduction of larger plan types into a program where they were not previously available, or numerous changes to the plans within a program).

3.1.2 Changes to program structure and program requirements

If the Faculty proposes to amend the program structure (e.g. the types of building blocks used) and/or programs rules of an existing program, in addition to Section 3.1 the Faculty must specify whether existing students enrolled in the program—

1. will be permitted to choose either to:
   1. continue their studies under the superseded structure and/or program requirements in which they were enrolled prior to the change (i.e. a teach-out arrangement), or 
   2. be transferred to the new structure and/or program requirements (i.e. a transition arrangement); or
2. will be required to transition to the new structure and/or program requirements to be conferred the award (for example, for accreditation purposes); or
3. will be required to follow a defined transition plan combining the superseded and new requirements.

Refer to Section 3.2 on the principles for transition arrangements. 

3.1.3 Changes to structure and requirements for an existing suite of Shorter Form Credential modules

If the Faculty proposes to amend the structure and/or admission, enrolment or completion requirements for an existing combined suite of shorter form credential modules, in addition to Section 3.1 the Faculty must specify whether existing students enrolled in the suite—

1. will be permitted to choose either to:

   1. continue their studies under the superseded structure and/or the structure in which they were enrolled prior to the change (i.e. a teach-out arrangement), or

   2. be transferred to the new structure or suite (i.e. a transition arrangement);
      or

2. will be required to transition to the new structure in order to complete the suite; or

3. will be required to follow a defined transition plan combining the superseded and new requirements.

Refer to Section 3.2 on the principles for transition arrangements.

3.1.4 Discontinuations

1. Where a proposal involves discontinuation of a program or plan that has student enrolments, in addition to Section 3.1 a teach-out plan must be included.
2. If the Faculty proposes to offer students enrolled in the program the ability to transfer to another program, the proposal must include a transition arrangement that specifies:
   1. how courses completed under the superseded program will be credited towards the program completion requirements under new program; and
   2. the program requirements applicable to existing students under the new program;

Refer to Section 3.2 on the principles for transition and teach-out arrangements, and Section 3.2.1 for transfer of students from an undergraduate program to a postgraduate program.

3. If the transition arrangement will result in the students exceeding the maximum credit limit specified in the Credit for Previous Studies and Recognised Prior Learning Procedure, the Vice-Chancellor may approve an exemption provided the requirements in Section 3.2 (and 3.2.1 if applicable) are satisfied.

3.1.5 Program suspensions

1. Proposals to suspend a program or plan from new enrolments must outline arrangements for existing students’ enrolment in the program/plan. Suspensions are approved for a period of up to 12 months.
2. Prior to the end-date of the suspension period, the Faculty must advise CAPP on the status of the suspended program/plan. After considering the Faculty’s submission, the Committee may recommend:
   1. the approval of a final extension, with a new deadline for recommencement of enrolments; or
   2. that the program/plan be discontinued. The Faculty’s response to CAPP’s recommendation will then be included in the submission provided to the Vice-Chancellor.

3.1.6 Suspensions or discontinuation of Shorter Form Credentials

1. Discontinuation of a suite of modules:

   1. When discontinuing a suite of modules, the Faculty must make adequate teach out arrangements for all students currently enrolled in or with an offer of enrolment in the suite;

   2. If the Faculty proposes to offer students enrolled in the suite of shorter form credential modules to be discontinued the ability to transfer to another suite, the proposal must include a transition arrangement that specifies:

      1. how modules completed under the superseded suite will be credited towards the new/alternate suite; and

      2. any additional requirements applicable to existing students under the new suite.

2. Discontinuation of a stand-alone module:

   1. A stand-alone module may not be discontinued until all enrolled students have completed the module, unless the advertised minimum enrolment quota is not met

3. Suspension:

   1. Proposals to suspend new enrolments in a Shorter Form Credential are approved for a maximum period of 12 months.

4. Refer to Section 3.2 on the principles for transition arrangements.

3.1.7 Transnational offerings and teaching of a UQ program or shorter form credential through third-party arrangements

1. Faculties must establish, manage, and review quality assurance arrangements for all transnational program offerings and/or arrangements with third party providers that teach a UQ program (parts of a program or a whole program) or shorter form credential, including both on-campus and partner institutions.
2. Where an external offering or arrangement between the University and an external party to teach a UQ program (parts of, or in its entirety) or shorter form credential is being developed as part of a new or restructured program or shorter form credential, in addition to the standard proposal in Section 3.1, the Faculty must meet the requirements set under the Collaborative Academic Programs Arrangements Policy and supply an Academic Quality Assurance Statement documenting the academic quality assurance arrangements put in place to ensure compliance with UQ policy, procedures and practices.

3.1.8 Courses, shorter form credentials and stand-alone learning modules

1. Approval of courses and course-level changes are normally the responsibility of the Executive Dean. 
2. Despite clause 1 a proposal should be considered by CAPP when the course—
   1. forms part of an introduction of a new program, or plan in an existing program;
   2. incorporates non-standard design;
   3. requires consultation with relevant academic units that can contribute to respective areas of discipline expertise, including adherence to the requirements of PPL 3.20.05 Collaborative Service Teaching - Policy; or
   4. requires consultation with relevant external and accrediting bodies.

The Executive Dean or Associate Dean (Academic) may consult the Deputy Vice-Chancellor (Academic) to determine if a proposal under clause 2 should be considered by CAPP.

3. Stand-alone learning modules are approved by the Executive Dean or authorised decision-maker (typically the Head of School) and may be referred to CAPP for academic review at the discretion of the Executive Dean or Deputy Vice-Chancellor (Academic).

4. Stand-alone shorter form credential modules are approved by the Executive Dean, and suites of shorter form credential modules are referred to CAPP for academic review and approved by the Vice-Chancellor.

In circumstances where a program or suite of shorter form credential modules is changed or discontinued, the University will put in place appropriate arrangements to ensure students who have commenced the program or suite are given the opportunity to it.

The following principles apply to transition and teach-out arrangements:

1. In some cases it may be necessary to transition students to a new or revised program/suite of shorter form credentials or to a new set of program/suite requirements. For example a course or module may be recoded or no longer be offered, and/or program requirements modified to align with industry practice or to meet external accreditation requirements. 
2. A teach-out arrangement may be offered instead of a transition arrangement in the event that a program, plan or suite of shorter form credential modules is discontinued for new enrolments or superseded by another program, plan or suite. For example, where the new program/plan has few to no comparable courses to the superseded program/plan.
3. It is expected that the maximum period of a transition or teach-out arrangement is the duration of the program/suite plus one year, with exceptions permitted at the discretion of the faculty.
4. A transition arrangement cannot guarantee that all students that access the arrangement will be able to complete the new program or suite in the same duration as would have applied had they remained in the original program or suite.
5. A transition and a teach-out arrangement will ensure:
   1. academic standards are not lowered;
   2. a student who accesses the arrangements is not disadvantaged;
   3. students are informed with clear communication regarding the details of the arrangement; and
   4. in the case of a program, that the arrangement preserves the enduring value of the existing qualification that is being revised/replaced.

3.2.1 Transfer from an undergraduate program to a postgraduate program

1. The Vice-Chancellor may approve a transitional scheme to allow students to transfer from an undergraduate program to a postgraduate program if the undergraduate program is being discontinued or replaced, wholly or partially, by a postgraduate program. 
2. The transitional scheme must be set out in the program completion requirements for the postgraduate program. The following requirements will also apply:
   1. The transition arrangement under the scheme must:
      1. Define the cohort of students entitled to access the transitional scheme; and
      2. Specify the program of study and minimum number of units a student is required to obtain to be eligible for the postgraduate award; and
   2. The minimum remaining units the student is required to complete to be eligible for the postgraduate award must not be less than 50% of the program completion requirements for the postgraduate program.
3. The Vice-Chancellor may exempt courses coded at level 3 or higher undertaken by students while enrolled in the undergraduate program from the limitation on the granting of credit towards a postgraduate course (Section 5.5.2 of the Credit for Previous Studies and Recognised Prior Learning Procedure) only if they are comparable to the courses the student is required to undertake in the postgraduate program.

4.0 Roles, Responsibilities and Accountabilities

4.1 Vice-Chancellor

The Vice-Chancellor approves:

1. program development proposals including:
   • the introduction, amendment, suspension and discontinuation (including transition arrangements) of coursework programs;
   • program-specific requirements for admission, enrolment and progression; and
   • exemptions to requirements set under the Program Design Policy and policies and procedures with program-related changes.
2. Introduction or amendments to a suite of shorter form credential modules, in accordance with the Shorter Form Credentials Policy.

4.2 Provost

The Provost recommends the strategic and financial aspects of new and major program initiatives before more detailed academic aspects of the programs are considered by the Committee for Academic Programs Policy and the Academic Board.

4.3 Deputy Vice-Chancellor (External Engagement)

The Deputy Vice-Chancellor (External Engagement) recommends the strategic aspects of new and major program initiatives before more detailed academic aspects of the programs are considered by the Committee for Academic Programs Policy and the Academic Board. The office of Deputy Vice-Chancellor (External Engagement) provides support to faculties to complete the Summary Business case for Program Initiatives for new and major program initiatives.

4.4 Deputy Vice-Chancellor (Academic)

The Deputy Vice-Chancellor (Academic) makes recommendations to the Vice-Chancellor on proposals referred by the Academic Board for approval and assures they align with the University’s academic and strategic priorities.

4.5 Academic Board

1. The Academic Board (the Board) is the principal academic advisory body to the University Senate. The Board provides expert advice to the Senate and the Vice-Chancellor on all matters relating to and affecting University teaching, research and educational programs.
2. The President of the Academic Board is responsible for assessment and approval of applications for program variations to the Academic Calendar and courses to be offered in non-standard teaching periods.

4.5.1 Committee for Academic Programs Policy (CAPP)

1. CAPP reviews the academic aspects of proposals prior to consideration by the Academic Board. The Committee also refers recommendations and advice to the Academic Board on matters of policy relating to admission, enrolment, and progression.
2. CAPP has established a number of sub-committees to perform compliance checks of program related changes, including Programs Sub-Committee (PSC) and Coursework Admission Standards Sub-Committee (CASSC).

4.6 Faculties

1. The Executive Dean is responsible to the Provost and has overall accountability for the administration and quality assurance arrangements of academic programs and shorter form credentials offered by the Faculty, including:
   1. the strategic aspects of proposals involving new and major program initiatives or suites of shorter form credential modules, before more detailed academic aspects of the proposals are developed and referred through the approval process;
   2. scheduled review of programs and shorter form credentials, including offshore program offerings and arrangements with third party providers (both onshore and offshore institutions).

Refer to the Roles and Responsibilities of Executive Deans Policy for more information.

2. The Executive Dean is also responsible for ensuring appropriate processes are implemented by the Faculty and the Coordinating Units to ensure proposals meet the requirements of relevant University policy and procedures.
3. The Faculty (or Program-based) Board of Studies is responsible for advising the Executive Dean on current and future issues that relate to the development, content and structure pertaining to academic programs, courses, and shorter form credentials in accordance with the Shorter Form Credentials Policy. Boards of Studies will generally:
   1. include representation from—
      1. coordinating units teaching into the programs offered by the Faculty;
      2. students enrolled in the Faculty’s programs; and
      3. relevant external professional or employer groups (as required); and
   2. advice from the Coordinating Unit on the development and review of courses, plans and programs administered by the Faculty.