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CA99 - Associate Degree of Information Technology

Overview

Course Overview

The Associate Degree course is designed for students interested in an Information Technology (IT) course that combines a solid core of IT content with a wide choice of electives. Units from the three IT majors offered at the undergraduate level can be chosen to prepare you for employment in a target role. Guidance will be provided to assist you in your elective choices with a major plan from the Bachelor of Information Technology.

The core units in this course will provide you with a solid grounding in the core body of IT knowledge and skills as defined by the Australian Computer Society (ACS).

Career Information

A career in Information Technology (IT) is fast-paced, challenging and dynamic. IT specialists are sought after in nearly every business or organisation and in a range of employment fields from finance, medicine, arts, education, the military, manufacturing to high-tech business. Job opportunities exist as Developer Programmer, Web Developer, Analyst Programmer, Business Analyst, Database Administrator, ICT Support Technician, ICT Customer Support Officer, Business Analyst Support Officer, Project Management Support Officer.

Course Details
Duration 2 years full-time or 4 years part-time
Credit Points that Must be Earned 96
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in undergraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Undergraduate Award
Qualification (post nominal) ADIT
AQF Level Level 6: Associate Degree
Course Fees
Indicative Year - 2022
  • Commonwealth Supported Place – Indicative First Year Fee - $8,016
  • International Indicative First Year Fee - $33,360
  • International Indicative First Term Fee - $16,680

Admission Codes

Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 3 - 2023

Brisbane
Melbourne
Online
Sydney

Term 2 - 2023

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2023

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2022

Brisbane
Melbourne
Online
Sydney

Term 2 - 2022

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2022

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2021

Brisbane
Melbourne
Online
Sydney

Term 1 - 2021

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2020

Brisbane
Melbourne
Online
Sydney

Term 2 - 2020

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2020

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2019

Brisbane
Melbourne
Online
Sydney

Term 2 - 2019

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2019

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2018

Brisbane
Distance
Melbourne
Sydney

Term 2 - 2018

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 1 - 2018

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 3 - 2017

Students entering the course in Term 3 must be commencing with the first 4 unitss of the course, and not be eligible for credit for these units from other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2017

Adelaide
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 1 - 2017

Adelaide
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 3 - 2016

Students entering the course in Term 3 must be commencing with the first 4 units of the course, and not be eligible for credit for these units from other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2016

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 1 - 2016

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 3 - 2015

Students entering the program in Term 3 must be commencing with the first 4 courses of the program, and not be eligible for credit for these courses form other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2015

Brisbane
Distance
Melbourne
Rockhampton
Sydney

Term 1 - 2015

Brisbane
Distance
Melbourne
Rockhampton
Sydney

Term 3 - 2014

Students entering the program in Term 3 must be commencing with the first 4 courses of the program, and not be eligible for credit for these courses form other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2014

Brisbane
Distance
Melbourne
Rockhampton
Sydney

Term 1 - 2014

Brisbane
Distance
Melbourne
Rockhampton
Sydney
Show All

International Availability

Term 3 - 2023

Brisbane
Melbourne
Online
Sydney

Term 2 - 2023

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2023

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2022

Brisbane
Melbourne
Online
Sydney

Term 2 - 2022

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2022

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2021

Brisbane
Melbourne
Online
Sydney

Term 1 - 2021

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2020

Brisbane
Melbourne
Online
Sydney

Term 2 - 2020

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2020

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2019

Brisbane
Melbourne
Online
Sydney

Term 2 - 2019

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 1 - 2019

Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Townsville

Term 3 - 2018

Brisbane
Distance
Melbourne
Sydney

Term 2 - 2018

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 1 - 2018

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 3 - 2017

Students entering the course in Term 3 must be commencing with the first 4 unitss of the course, and not be eligible for credit for these units from other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2017

Adelaide
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 1 - 2017

Adelaide
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 3 - 2016

Students entering the course in Term 3 must be commencing with the first 4 units of the course, and not be eligible for credit for these units from other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2016

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 1 - 2016

Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Townsville

Term 3 - 2015

Students entering the program in Term 3 must be commencing with the first 4 courses of the program, and not be eligible for credit for these courses form other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2015

Brisbane
Distance
Melbourne
Rockhampton
Sydney

Term 1 - 2015

Brisbane
Distance
Melbourne
Rockhampton
Sydney

Term 3 - 2014

Students entering the program in Term 3 must be commencing with the first 4 courses of the program, and not be eligible for credit for these courses form other studies.
Brisbane
Distance
Melbourne
Sydney

Term 2 - 2014

Brisbane
Distance
Melbourne
Rockhampton
Sydney

Term 1 - 2014

Brisbane
Distance
Melbourne
Rockhampton
Sydney
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Rank Threshold SR 60 | ATAR 60
Entry Requirements

English (Units 3 & 4, C) or equivalent

English Language Proficiency Requirements

If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, South Africa or United States of America, you are required to meet the English Language Proficiency requirements set by the University.

Applicants are required to provide evidence of completion of:

  • A secondary qualification (Year 11 and 12, or equivalent), or
  • An Australian Qualifications Framework (AQF) diploma level qualification, or
  • Bachelor level qualification study for a period of at least 2 years fulltime with a minimum overall GPA 4.0

completed within Australia, Canada, New Zealand, United Kingdom, South Africa, Ireland, or United States of America, which will meet the English proficiency.

If you do not satisfy any of the above, you will need to undertake an English language proficiency test and achieve the following scores:

  • An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 with a minimum 5.5 in each subset; or
  • Test of English as a Foreign Language (TOEFL) - Requires 550 or better overall and minimum TWE score of 4.5 (Paper Based Test), or 75 or better overall and no score less than 17 (Internet Based Test); or
  • Pearson Test of English Academic (PTE Academic) - Requires an overall score of 54 with no sub-score less than 46; or
  • An Occupational English Test with Grades A or B only in each of the four components.

English test results remain valid for no more than two years between final examination date and the date of commencement of study, and must appear on a single result certificate.

International Students should visit http://www.cqu.edu.au/international for further information.

Each student will be assessed individually.

Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

N/A

Course Features

Awards and Accreditation

Interim Awards CG36 - Diploma of Information and Communications Technology
Exit Awards CG36 - Diploma of Information and Communications Technology
Professional Accreditation

Australian Computer Society (ACS) - Associate level.

Please note: the ACS accredits each campus individually, therefore students should check the current status of accreditation for newly established locations.

For enquiries concerning eligibility or membership, please refer to the ACS official website:
http://www.acs.org.au/

Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

Not applicable

Previous and Current Enrolments

Year Number of Students
2022 13
2021 8
2020 9
2019 13
2018 11
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Ethical behaviour involves the capacity of thinking and acting in ways consistent with what society, the law, and institutional, organisational and professional bodies state their values are. All behaviour must therefore conform to these stated values.

Justification of inherent requirement:

  • Students must ensure compliance with the codes, guidelines and policies to facilitate safe, competent interactions and relationships for students and/or the people with whom they engage. This ensures the physical, psychological, emotional and spiritual wellbeing of the individual is not placed at risk.

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
  • Demonstrating honesty and integrity in academic and professional practice.
Behavioural Stability

Behavioural stability involves the capacity of being able to personally function in a consistent and stable manner in a wide range of circumstances and environments with appropriate constructive behaviour.

Justification of inherent requirement:

  • Students must have behavioural stability to work individually and in teams in changing and challenging environments.
  • Students will be exposed to demanding and pressurised situations and will be required to have the necessary behavioural stability to respond objectively, consistently and professionally.

Examples are:

  • Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
Legal Compliance

Legal compliance involves the capacity to understand Australian law, as well as layers of institution/organisation rules that apply to almost every context. People, therefore, need to function in a responsible manner within the law, as well as within the applicable rules to every situation in their daily interactions.

Justification of inherent requirement:

  • Students will be working in an environment that is governed by legislative and regulatory requirements and standards, as these are essential prerequisites for risk to be minimised in professional placement.
  • Students need to comply with professional regulations and Australian Law as they are responsible and accountable for their own judgements and practices.

Examples are:

  • Complying with the policies and practices of the ICT business or organisation in which you may be placed or find employment.
  • Complying with the requirements for student registration.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Communication skills include abilities in verbal, non-verbal, written, and computer-mediated communication.

Verbal Communication:

Verbal communication involves the capacity of being able to effectively and appropriately communicate verbally, in English, in a wide variety of contexts.

Justification of inherent requirement:

  • Students need well developed verbal skills for the timely, accurate and effective delivery of ICT instructions to perform projects and services efficiently.
  • Students must be able to respond quickly, accurately and effectively as the speed of interaction may be critical for role performance under pressurised situations.

Examples are:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group or workplace.
  • Establishing rapport with clients in the delivery of ICT practice and responding appropriately to clients, supervisors and other professionals.

Non-verbal Communication

Non-verbal communication involves the capacity of recognising, interpreting and responding to non-verbal cues such as facial expressions, eye contact and body gestures in a variety of contexts.

Justification of inherent requirement:

  • Students must be effective non-verbal communicators, as these skills are fundamental to ICT and add more effectiveness to the delivery of their practice.
  • Students need to have the ability to observe and understand non-verbal cues to assist with building rapport with people and gaining their trust and respect in academic and professional relationships.
  • Students need to be able to consistently display appropriate facial expressions, eye contact, body movements and gestures while being mindful of personal space and time boundaries promotes trust and respect in others.
  • ICT workers need to be able to observe, understand and use non-verbal cues as these are essential for meaningful interaction with clients and co-workers.

Examples are:

  • Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as in the ICT practice environment.

Written Communication

Written communication involves the capacity of being able to competently and appropriately communicate in writing, in a wide variety of contexts.

Justification of inherent requirement:

  • Students need to be able to construct a range of written text to academic and professional standards in order to convey knowledge, understanding and skills from the relevant subject matter.
  • Students need to be able to produce accurate written communication necessary for the provision of consistent and appropriate ICT practice, including e-mail, letter writing, record-keeping and client notes that also meet legal requirements.

Examples are:

  • Having basic computer knowledge and skills to engage in the online learning environment which may include completing relevant online assessments and participating in online forums or responding to emails.

  • Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
  • Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
  • Accurately conveying and documenting information in a written form that meets legal and ICT practice requirements.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Cognitive ability involves the capacity of thinking and processing knowledge to gain understanding and to function effectively in a wide variety of contexts. Cognition includes knowledge and cognitive skills, and literacy.

Justification of inherent requirement:

  • Students must deliver effective ICT practice that is based on comprehensive knowledge that must be sourced, understood and applied appropriately.
  • Students must competently and consistently demonstrate the knowledge and cognitive skills expected of ICT practitioners, as they are accountable and responsible for their practice.

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Applying theoretical knowledge, research evidence, policies and procedures in ICT practice.
  • Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
  • Competently reading, writing and accurately interpreting information to convey language effectively in ICT projects and services.
  • Producing accurate, concise and clear ICT documentation that meets professional and legal requirements.
Sensory Abilities (Visual, Auditory, Tactile)

Sensory abilities involve the ability to use the main sensory modalities - visual, auditory and tactile.

Visual Ability

Visual ability involves the ability to see, and visual acuity relates to sharpness or clearness of vision. In relation to inherent requirements, it refers to how sight might affect the competent delivery of a task or role.

Justification of inherent requirement:

  • Students need the capacity to use sight to obtain, process, interpret and translate information.
  • Students’ visual observations are fundamental for the effective delivery of ICT projects and services.

Examples are:

  • Accurately using a computer in a wide variety of ICT contexts.
  • Perceiving colours, tones, motion and depth.
  • Perceiving fine detail on a computer screen.
  • Discerning an object from its background.
  • Creating visual designs and artworks.
  • Creating 3D models in a computer.
  • Creating video recordings, animations and motion graphics.

Auditory Ability

Auditory ability involves the capacity to hear. In relation to inherent requirements, it refers to how hearing might affect the competent delivery of a task or role.

Justification of inherent requirement:

  • Students need sufficient auditory ability for the effective delivery of Digital Media projects and services that involve sounds such as video production and audio production.

Examples are:

  • Creating and editing audio recordings.
  • Creating and editing soundtracks that are synchronised with video, animation or motion graphics.

Tactile Ability

Tactile ability is defined as the ability to touch. In relation to inherent requirements, it refers to how touch might affect the competent delivery of a task or role.


Justification of inherent requirement:

  • Students need sufficient tactile ability to interact with digital devices through physical interfaces such as a mouse, keyboard or touchscreen.
  • Students need sufficient tactile ability to operate digital media production equipment such as video cameras, still cameras, microphones, lighting kits, background kits, and so on.
  • Students need sufficient tactile ability to draw with a pencil or pen.

Examples are:

  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as buttons and a touchscreen.
  • Operating digital media production equipment such as video cameras, still cameras, microphones, lighting kits, background kits, and so on.
Relational Skills

Relational skills refer to the ability to ability to communicate, establish and manage relationships with others.

Justification of inherent requirement:

  • Students need the capacity to relate positively and effectively to a wide variety of clients and ICT project stakeholders to enable constructive relationships.

Examples are:

  • Rapidly building rapport with ICT project stakeholders and colleagues in the professional context.
  • Maintaining positive working relationships when under stressful circumstances.
Reflective Skills

Reflective skills refer to individuals' ability to analyse their own experiences and improve the way they learn and work.

Justification of inherent requirement:

  • Students need reflective skills to be able to reflect and give deep thought and consideration to particular issues, cases and situations.

Examples are:

  • Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
  • Reflect on contemporary situations and consider how relevant theories and concepts may be applicable.

Sustainable Performance

Sustainable performance involves the capacity of performing both physically and mentally at a sustained level to consistently deliver competence in a task or role.

Justification of inherent requirement:

  • Students need sustained mental endurance to consistently perform many tasks over a set period of time to provide safe and appropriate ICT skills and services.

Examples are:

  • Actively participating in activities related to the course and professional experience.
  • Performing with the required mental energy and endurance in performing ICT skills and services during set time frames.
  • Showing persistence when learning a new concept and seeing it as a challenge to be solved rather than an insurmountable obstacle.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Strength and Mobility relate to the ability to physically perform a range of whole-body movements (gross motor skills) and fine movements (fine motor skills).

Fine Motor Skills

Fine motor skills refer to the ability to undertake precise and more finite movements or actions, especially of the hands and fingers (or equivalent assisted technology) for activities such as using a computer keyboard and mouse, writing and manipulating small objects.

Justification of inherent requirement:

  • Students must have sufficient fine motor skills to complete various ICT tasks that may include (but are not limited to) being able to grasp, press, push, turn, squeeze and manipulate various objects.
  • Students must be able to demonstrate and perform these tasks consistently to ensure a safe environment as well as reduce the risk of injury to themselves and others.

Examples are:

  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as buttons and a touchscreen.
Interpersonal Engagement

Interpersonal skills include empathy, communication, collaboration and conflict management skills.

Justification of inherent requirement:

  • Students need interpersonal skills to effectively communicate, interact and collaborate with others and resolve conflicts.

Examples are:

  • Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work-integrated learning in response to supervisor feedback.
  • Rapidly building rapport with a client in order to engage them in project management practice, for example taking over a project mid-stream and successfully recovering troubled projects or gathering initial requirements from a client and negotiating project scope.
  • Critically self-reflecting on situations that may/may not have gone well, and taking the learning point(s) from that situation.
  • Interacting and engaging with individuals and groups in project management practice in a respectful and culturally competent manner in a wide variety of contexts.
  • Positively recovering a project from serious problems or risk by means of superior negotiation, influencing and leadership skills to achieve the best possible outcome.
Information and Communication Technology (ICT) Abilities

Information and Communication Technology ability involves the capacity to demonstrate appropriate and proficient understanding and use of computers and associated technologies in a wide variety of contexts.

Justification of inherent requirement:

  • Students need to be able to understand and competently use computers, mobile devices and associated technologies as these are fundamental to this program.

Examples are:

  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Having sufficient computer knowledge and skills to engage in the online learning environment that may include completing relevant online assessments and participating in online forums or responding to emails.
  • Competently using a mobile operating system such as iOS or Android.
  • Competently using digital media software tools such as Adobe Creative Cloud applications.
  • Competently using productivity software such as Microsoft Office.
  • Operating electronic devices such as a video camera, a scanner, a tablet computer or a mobile phone.
Core Learning Outcomes
  • 1. Explain and apply the fundamentals of Information and Communications Technologies
  • 2. Work independently and as a member of a team employing appropriate interpersonal, professional and technical communication skills
  • 3. Design and implement systems using contemporary platforms, tools, languages and styles
  • 4. Apply skills in information systems development, data communication and programming to solve unstructured problems in the Information and Communications Technology domain
  • 5. Identify and examine the legal, social, ethical and cultural issues that affect the use, design and implementation of Information Technology systems.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have broad theoretical and technical knowledge with some depth in the underlying principles and concepts in one or more disciplines
2. SKILLS Have cognitive skills to identify, analyse and evaluate information and concepts from a range of sources
3. SKILLS Have cognitive, technical and creative thinking skills to demonstrate a broad understanding of knowledge and ideas with some depth in a discipline
4. SKILLS Have cognitive, communication and analytical skills to interpret and transmit responses to sometimes complex problems
5. SKILLS Have communication skills to make a clear and coherent presentation of knowledge and ideas with some intellectual independence
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in paraprofessional practice
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to adapt knowledge and skills in a range of contexts and/or for further studies in one or more disciplines
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to adapt fundamental principles, concepts and techniques to known and unknown situations
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate responsibility and accountability for own learning and work and in collaboration with others within broad parameters
APPLICATION OF KNOWLEDGE & SKILLS Engage in reflective self-evaluation of own cultural values and perspectives to proactively create an inclusive workplace that affirms and celebrates cultural diversity
Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete electives
Number of units: 12 Total credit points: 72

Students should note that they may be required to take some units online depending on the campus of their study. Term 3 units are not offered on some campuses. If the student wants to study in Term 3 from the campus that the unit is not available, the student will need to enrol online. 

The core structure consists of the eight core units from CQ18 Bachelor of Information Technology (BIT), plus four units chosen from a given list of units that are also offered in the BIT.

Available units
Students must complete the following compulsory units:
COIT11222 Programming Fundamentals
COIT11226 Systems Analysis
COIT11238 Networked Infrastructure Foundations
COIT11223 Information Technology and Society
COIT11237 Database Design & Implementation
COIS12036 Human-Computer Interaction
COIT12208 ICT Project Management
COIT11239 Professional Communications Skills for ICT

Available units
Students must complete 4 from the following units:
COIT11134 Object Oriented Programming
COIT12200 Software Design & Development
COIT12206 TCP/IP Principles and Protocols
COIT12205 Knowledge Management Principles
COIS12073 Enterprise Systems
COIT12201 Electronic Crime and Digital Forensics
COIT12202 Network Security Concepts
COIT12207 Internet Applications
COIT11240 Dashboard Design and Visualisation
COIT12203 Workflow Analysis & Management

When planning their course of study, students should familiarise themselves with the above list of units. Additionally, students should be aware when the units are available prior to selecting and enrolling in their chosen four units. This information is available in the unit availability section of the CQUniversity Handbook.

Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete electives
Number of units: 4 Total credit points: 24

Students may choose 4 electives from any courses offered by CQUniversity provided all required pre-requisites for those units have been met.

No more than 2 electives may be Level 1 units.



More Details

Computing Requirements

You will need access to a computer for your studies. Regular access to the Internet, email and a Microsoft Windows computer is required.

Recommended Study Schedules

A recommended study schedule for this course can be obtained from your course advisor. Students may determine their own schedule based upon credit transfers and personal study requirements. It is important to note that full-time students usually enrol in 4 units per term and part-time students usually enrol in 2 units per term.

For Course Planners please refer to the following website http://www.cqu.edu.au/student-life/new-students/planners-and-profiles

Please note: students must check to see when and where a unit is offered before enrolling. See the unit availability in this handbook for details.