parallel teaching -
“any form of teaching that involves a significant component of undergraduate content forming part of a postgraduate course, or any form of teaching that involves undergraduate and postgraduate students being located in the same class” (University of Adelaide, 2006).
This policy is written to ensure compliance with the expectation of external regulators that those who design and deliver subjects for the College have AQF +1 or equivalent and the TEQSA Guidance Note Equivalence of professional experience to academic qualifications.
Some of this policy is based on equivalenct material from the University of Canberra.
To outline how faculty equivalence is determined for ensuring a unit is being delivered by an academic with a qualification that is one level above that which is being taught.
This policy applies all Higher Education coursework delivery staff whether employed by the College or a Third Party Provider.
When proposing variations on this criterion for coursework units, the source of unit content and assessment requirements need to be kept in mind. The presentation of the content may be conceptualized in two parts: the design and the delivery.
If the Faculty member assigned to present the unit has a qualification at least one AQF level above the award in which the unit is set and has done major study in the unit area of study, that lecturer may design the content for presentation and the assessment requirements (ready for quality assessing), deliver the content of the unit, and assess student performance on the approved assessment tasks.
Faculty to be considered equivalent must have formal qualifications at the same level as that being taught. Professional experience will only be used to determine equivalence of one qualification standards level above that being taught.
Where units are taught using parallel teaching the qualification requirements will relate to the highest level course in which any student in the unit is enrolled.
The following table sets the expectations regarding equivalent requirements unless subsequently excepted as listed after the table.
Professional experience includes teaching experience such as teaching in the College or other institutions at the same or lower AQF level, conducting professional development for practitioners in the discipline, and giving public lectures.
Other factors that may determine equivalency are leadership in the development of professional standards; performing a role that requires high order judgement and the provision of expert advice, or roles have been at a senior level; managing significant projects in the field; testimonials; awards or other recognition that acknowledges leadership or expertise in the field of education; contributions in the field of study through participation in advisory boards and professional networks; peer reviewed publications in the field of study; other publications such as books and reports; leadership or management of research acknowledged by peers.
|AQF Level||Equivalent Requirement|
for the purpose of teaching at level 5 or 6
|No equivalence. This is a minimum.|
for the purpose of teaching at level 7
for the purpose of teaching at level 8
for the purpose of teaching at level 9
The Unit Co-ordinator in conjunction with the Faculty Manager is responsible for the appointment of adjunct faculty and both must be satisfied that the professional experience will provide relevant faculty with the appropriate level of skills, knowledge, and application of skills and knowledge as required by the Australian Qualifications Framework.
Occasional guest lecturers are exempted from these requirements but must bring knowledge and expertise suitable to the level of the unit.
Tutors, who do not co-ordinate units, whether face to face or online, who tutor for units developed by someone with appropriate level qualifications and who do not deliver more than 40% of the teaching of a unit require qualifications to the same level as the course being taught, appropriate professional experience and any relevant professional registration.
Practicum supervisors (internal or external who assess workplace integrated learning but do not have the required AQF level must have a Higher Education award in the discipline being assessed plus 5 years full time equivalence in the last 10 years.