Academic Board

Role of the Academic Board

The quality of Higher Education providers is overseen and regulated by the Tertiary Education Quality and Standards Agency (TEQSA), applying standards set by the Minister for Education, primarily under the Higher Education Standards Framework (Threshold Standards) 2021 (HESF) or such other guidelines enacted from time to time.  It is recognised by TEQSA that a degree of separation between corporate governance and academic governance is a long-standing practice and facilitates effective oversight of academic issues.  Consistent with this practice, the Governing Board of Eastern College Australia (the Board) wishes to delegate academic oversight to the Academic Board under the following terms of reference.

Pursuant to this delegation, the Academic Board, as a sub-committee of the Board, shall be the peak academic body of Eastern College Australia for consideration of academic issues including policy development and decision-making to assure the quality of teaching, learning, research and research

To outline the purpose, membership and terms of reference of the Academic Standards and Risk Committee.

This policy stipulates the risk management and quality assurance processes that must be applied to all of the College’s delivery with other parties arrangements.

To outline the purpose, membership and terms of reference of the Learning Teaching and Research Committee.

This policy describes a key measure through which the College may recognise members of the community who contribute to the life of the College, or are expected to do so, in a substantial and ongoing manner. 

To clarify the rights and responsibilities that faculty have regarding academic freedom.

The Assessment and Grading Policy establishes a framework for development and implementation of learning strategies; validation of marking and assessment; grading of assessments; and subdivision of grades.

The aim of assessment moderation is to ensure consistency and fairness of the marking and grading processes. Moderation is especially important where units are delivered in multiple modes, at multiple campuses or where there is no quantitative marking rubric. Assessment moderation enhances confidence in assessment outcomes for both academics and students, Assessment moderation is applied at three stages: assessment design and development; marking and grading; and review and student evaluation.

This policy describes the requirements and principles governing changes to the College’s accredited coursework courses.

This policy:

• Provides a framework to guide decisions regarding the College’s courses;
• Sets clear responsibilities and accountabilities for management of academic courses.

This policy describes the requirements and principles governing changes to the College’s accredited coursework courses.

This policy:

Provides a framework to guide decisions regarding the College’s courses;
Sets clear responsibilities and accountabilities for management of academic courses.

This policy sets the requirements for Annual Course Reviews by the Dean of Studies and appraisal by the ASR and LTR committees for the Academic Board.

To outline the process to be undertaken when varying a course structure or discontinuing a course.

To outline the purpose, membership and terms of reference of External Course Advisory Panels.

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.
(HESF 3.2.2; 3.2.3c and 3.2.4).

To provide guidelines for the operation of the library.

To outline the policy for the delivery of teaching and learning via any technology enhanced learning. The College shall utilise learning technologies and practices that deliver quality teaching which promotes and supports student learning.

This policy exists to guide where economic and practical circumstances dictate that students from different levels of study are taught simultaneously in the same class.
This policy is necessary to ensure that:

• The content of units which are intended to be delivered in a parallel teaching format adequately addresses the content needs of different levels of the AQF;
• The teaching and learning arrangements for the post graduate students especially, are acknowledged and addressed; and
• The assessment requirements of students studying at different levels of the AQF are in accordance with their relevant AQF levels.

The Pedagogy Policy establishes a framework for the development and delivery of courses and units of study that support and integrate with the strategic directions of the College as well as its vision, mission and values. (HESF §1, §2.1)

This policy specifies the surveys the College conducts, or participates in, for the purposes of Quality Improvement.

To set out the considerations that determine scheduling of units for quality learning, especially those with low enrolments.

This policy documents how Eastern College Australia (the College) approves Work Integrated Learning sites, supports students while they are engaged in Work-Integrated-Learning and ensures the students are adequately supervised.

Eastern College Australia (ECA) is committed to promoting academic integrity amongst staff and students and to detect and manage breaches of academic integrity.

The purpose of this policy and accompanying information is to:

• Ensure offers are made in a manner that demonstrates the principles of integrity, justice, and transparency, by making offers in rounds based on the academic merit, vocational suitability, and College admissions criteria of eligible prospective and current students.
• Promote compliance with government requirements in the offering of Commonwealth Supported Places (CSP) to students at the College

This policy addresses the requirements of the National Code of Practice (2018) standard 9. Specifically it documents how the College:

• processes for assessing, approving and recording a deferment, suspension or cancellation of study
• will notify the overseas student in writing of the intention to suspend or cancel their enrolment
• will tell the overseas student to seek advice from the Department of Home Affairs on the potential impact on their visa if enrolment has been deferred, suspended or cancelled
• will not let a suspension or cancellation take effect until the overseas student has been given a chance to complete an internal appeals process, unless their health or wellbeing, or the wellbeing of others, is likely to be at risk. 

The English Proficiency Policy is to set the standard of English proficiency required for admissions to the College for all courses. 

This policy sets out the requirements for determining and ratifying student eligibility for an award, and requirements for ensuring documentation issued is accurate and prevents against fraudulent use.

This document sets out the College’s policy and process for granting credit for prior learning that contributes towards satisfying the requirements for an award of the College. Credit may be granted based on recognition of formal studies from a previously completed or partially completed program or qualification, and recognition of prior informal or non-formal learning.

To describe the grounds under which students who are unable to undertake or complete an assessment task due to immediate and exceptional circumstances beyond their control that emerge after census date are eligible to apply for special arrangements.

To make clear what is expected of the College students as it relates to conduct, attendance and assessment submissions.

This policy has incorporated the content of student attendance, submissions, late assignments/extension and resubmissions policies, with those being retired from April 2022.

The Student Admissions Policy establishes a framework for admitting prospective students into the College which is supported by fair, transparent, consistent, and timely procedures. This policy will also address student’s application for leave or withdrawal from course.

This document sets out the College’s commitment to identifying students at academic risk and the procedures to minimise or nullify the risk.

To describe how the College supports students with disabilities and how the students may access these support mechanisms.

Eastern College Australia (Eastern) is committed to ensuring all its students enjoy a culture of support and are provided with the assistance and resources required to help them to be successful in their studies. 

This policy documents how Eastern College Australia (the College) complies with the relevant legislation – Education Services for Overseas Students Act 2000 (ESOS) and code of practice – National Code of Practice for Providers of Education and Training to Overseas Students 2018 (ESOS NC).