Course Performance Report (one per course)1

As the Creative Advertising Postgraduate Programs are new to QUT, we do not have at this point in time enough information to analyse in terms of
preference trends, completions, destinations, significant international and indigenous participation and so forth. The report for 2005 will include and
analyse on results for both 2004 and 2005 in a more significant way for further planning.

Course Indicator Performance/Activity in Analysis Outcome/Progress <year> Action planned

(Add where applicable) <year> (where relevant + benchmarks)
(Include action from previous
year)
IF94, IF95, Demand 23 students enrolled in 2004.
IF96 • QTAC preference trends 5 in IF94
• OP scores 6 in IF95
• Quotas 12 in IF96
• Enrolments
Student progress One completion for IF96
• Attrition
• Completions
• Median GPA
Student experience 1 in IF94 -KCP360’s SEUT showed the -KCP360: issuing of a reader - Reader has been printed and
• First year 1 in IF95 need for more formalized and development of more assessment will be
• Large classes 5 in IF96 structure to the unit and, detailed assessment criteria. implemented.
• International students student’s disagreement with the Improvement of OLT site. More resources have been
• Indigenous students SEUT for KCP360 and KCP361 weight given to one of the -KCp361 will be running in added to the OLT site.
• SET/SEU assignments. semester 2/2005 only. Changes - A final design for the delivery
-KCP361’s SEUT showed need to assessment criteria will be will take place under the advice
• CEQ
to change assessment criteria made and workload decreased. of Film and TV, to make of the
• Other sources (Surveys,
for the first assignment, and the learning process something less
focus groups, interviews)
need for lowing down student’s overloaded.
load. The questionnaire the
default SEUT proposed does
not apply to the learning aims of
the unit.

Course outcomes Students’ exhibition in the

• Graduate destinations largest advertising Award in
• Alumni Brisbane which served to
• Student awards promote students portfolio and
• Other data the courses in general.

1
There should be one Course Matrix for EVERY course. However, nested courses can be reported together (eg Grad Cert, Grad Dip and Masters). Includes interdisciplinary courses and inter-
faculty course - discipline with first named award is responsible for completing the report.

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 Course Indicator Performance/Activity in Analysis Outcome/Progress <year> Action planned
(Add where applicable) <year> (where relevant + benchmarks)
(Include action from previous
year)
Generic capabilities
• Development activity
• Embedding activity
• Assessment
Indigenous perspectives
• Embedding strategies
Internationalisation
• International relationships
• Curriculum
• Dean’s survey results
Workplace links One placement in Singapore
• Placements Paris/France, one placement in
• Involvement of ‘industry’ BBDO Brisbane, one placement
in the Enterprise Centre
(Beeps).
Integration of OLT
• Number of units
• Level 1, 2 or 3
Course development and In response to Business’
quality Assurance Faculty needs codes now have
• Reviews changed from IF94, IF95, IF96
• Course changes to IF94, IX95, IX96;
• Articulation between IX95 offered now as an exit only
courses qualification.
• Viability of units
• No of unit changes
• No of Exclusions
• No of Appeals of Grade
• No of Academic
Dishonesty detection
Other curriculum issues
• Responsiveness to
difference
• Flexible delivery
• Lifelong learning
• Number of units
• Other
Equity
• Special entry
External environment Demands reached the high end

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 Course Indicator Performance/Activity in Analysis Outcome/Progress <year> Action planned
(Add where applicable) <year> (where relevant + benchmarks)
(Include action from previous
year)
• Development trends for level of expectations set in initial
similar courses planning for course.
• Demand trends for similar Demands this year have
courses increased 20%.

Response if identified in DVC Annual Course Performance Report

Attrition/GDS/CEQ
• The University CPR notes that the CI course <insert courses and data reported>

Analysis – Alternative data, source, analysis, action taken or planned, outcome.

Course Coordinator <name> Signature Date

Discipline Head <name> Signature Date

Attach a copy of Course statistics from the QUT Course Performance Inquiry Database(Example below)

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 QUT Course Performance Inquiry Database 2002

Facu
lty
Faculty All Faculties
Course Level All Levels (A = postgraduate, B = undergraduate, C = non-award)
(A = postgraduate reseach, B = postgraduate coursework, C = bachelors, D = other undergraduate, E = non-
Course Group All Groups award)
Course Code All Courses
Course/Major Code All Majors

Internatio
Mid-year Total
Demand (QTAC courses nal Summer Course
Demand (QTAC Enrolmen
only from 1998) Enrolment Enrolments Completions
courses only) ts
s All Enrolments

Commence

Commence
First Prefs

First Prefs
Quota

Quota

Ratio
Ratio

Total

Total

Total

Total
0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 00 0 0 00 0
16 24
432 1166 2.7 0 0 0 708 75 92 5 75 421
19 26
577 1751 3.0 20 124 6.2 894 95 90 5 116 0
Enrolment data are whole-year enrolments as at 31 Mar. From 2001 the 2001 DEST definition of
enrolment kind & enrolment are used.
For completions data, values represent the number of students who completed their course in the
year stated.
Summer enrolments refers to Semester 3 of the prior
calendar year.
Demand Course Completions
Course Attrition

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 Commence

Part-Time
Full-Time
Continue
Female
Total

Male

20.5 22.0 23.2 18.6 18.4 31.9

% 19.7% % % % % %
Data in this table refers to attrition after 31 March of the
year stated.
External enrolments are included in the part-time
attrition rate.
Mid-year Demand Good Teaching

Graduate Satisfaction
Respondents
& Standards

Assessment
Appropriate

Appropriate

Satisfaction
Clear Goals

Workload
Teaching

Generic

Overall
Good

Skills

0
0
0
0
23.2 16.6 46.8 14.0 33.4 38.6 158
The year stated is the year of
graduation.
2001 research courses are not included in graduate
satisfaction.

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