-
CQUni Phonebook CQUni Phonebook
-
User Quick links Profile
CQUni Handbook
Viewing Course History
The information below is relevant from 05/03/2018 to 07/03/2021Click Here to view current information
CQ01 - Bachelor of Accounting
Overview
Course Overview
The Bachelor of Accounting supports you in discovering how to use accounting to understand business reality and be relevant in a 'digitally disrupted' accounting and business world; and in this way change your own lives and those around you. We do this by creating for you interactive and collaborative places so that, wherever you are, you can learn actively on our campuses across Australia and online in a personal, flexible way as part of your total life.
The Bachelor of Accounting provides you with a degree that is accredited by CPA Australia, Chartered Accountants Australia and New Zealand (CAANZ) and Chartered Institute of Management Accountants (CIMA) and meets the associate membership requirements of the Institute of Public Accountants (IPA). Depending on the electives you choose, you may also be eligible to apply for registration with the Tax Practitioners Board (after meeting the Board's requirements for practical experience). Graduates are also eligible to join the Association of Taxation and Management Accountants at the member level.
As well as providing you with an accredited accounting degree, you also have the opportunity of completing a major (or one or two minors) from a number of other business and non-business disciplines.
Career Information
Modern professional accountants are multi-skilled and dynamic. They enjoy a wide range of career opportunities in areas such as assurance services, consulting services, information technology (IT) services, forensic accounting, international accounting, strategic management, taxation and financial planning. The ability to give worthwhile business advice and guidance is increasingly becoming critical.
Given the need for financial accountability and cost effective decision making in most organisations throughout the world, qualified accountants are essential to a wide range of businesses, government departments and not-for-profit organisations.
Course Details
| Duration | 3 years full-time or 6 years part-time |
|---|---|
| Credit Points that Must be Earned | 144 |
| 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) | BAcct |
| AQF Level | Level 7: Bachelor Degree |
| Course Fees |
Indicative Year - 2025
Indicative Year - 2024
Indicative Year - 2023
Indicative Year - 2022
|
Admission Codes
|
Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
|
|---|---|
|
International Students CRICOS 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.
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 - 2025
Melbourne
Online
Term 2 - 2025
Melbourne
Online
Sydney
Term 1 - 2025
Melbourne
Online
Rockhampton
Sydney
Term 3 - 2024
Melbourne
Online
Term 2 - 2024
Melbourne
Online
Sydney
Term 1 - 2024
Melbourne
Online
Rockhampton
Sydney
Term 3 - 2023
Melbourne
Online
Term 2 - 2023
Melbourne
Online
Sydney
Term 1 - 2023
Melbourne
Online
Rockhampton
Sydney
Term 3 - 2022
Melbourne
Online
Term 2 - 2022
Melbourne
Online
Sydney
Term 1 - 2022
Melbourne
Online
Sydney
Term 3 - 2021
Melbourne
Online
Term 2 - 2021
Online
Term 1 - 2021
Brisbane
Melbourne
Online
Sydney
Term 3 - 2020
Brisbane
Melbourne
Online
Term 2 - 2020
Brisbane
Melbourne
Online
Sydney
Term 1 - 2020
Bundaberg
Brisbane
Cairns
Gladstone
Melbourne
Mackay
Online
Rockhampton
Sydney
Townsville
Term 3 - 2019
Brisbane
Melbourne
Online
Term 2 - 2019
Bundaberg
Brisbane
Cairns
Gladstone
Melbourne
Mackay
Online
Rockhampton
Sydney
Townsville
Term 1 - 2019
Bundaberg
Brisbane
Cairns
Gladstone
Melbourne
Mackay
Online
Rockhampton
Sydney
Townsville
Term 3 - 2018
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2018
Bundaberg
Brisbane
Cairns
Distance
Gladstone
Melbourne
Mackay
Rockhampton
Sydney
Townsville
Term 1 - 2018
Bundaberg
Brisbane
Cairns
Distance
Gladstone
Melbourne
Mackay
Rockhampton
Sydney
Townsville
Term 3 - 2017
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2017
Bundaberg
Brisbane
Cairns
Distance
Gladstone
Melbourne
Mackay
Rockhampton
Sydney
Townsville
Term 1 - 2017
Bundaberg
Brisbane
Cairns
Distance
Gladstone
Melbourne
Mackay
Rockhampton
Sydney
Townsville
Term 3 - 2016
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2016
Bundaberg
Brisbane
Cairns
Distance
Melbourne
Mackay
Rockhampton
Sydney
Townsville
Term 1 - 2016
Bundaberg
Brisbane
Cairns
Distance
Melbourne
Mackay
Rockhampton
Sydney
Townsville
Term 3 - 2015
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2015
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Mackay
Rockhampton
Sydney
Term 1 - 2015
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Bundaberg
Brisbane
Distance
Melbourne
Mackay
Rockhampton
Sydney
Term 3 - 2014
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2014
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Bundaberg
Brisbane
Distance
Melbourne
Mackay
Rockhampton
Sydney
Term 1 - 2014
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Bundaberg
Brisbane
Distance
Melbourne
Mackay
Rockhampton
Sydney
Show All
International Availability
Term 3 - 2025
Melbourne
Online
Term 2 - 2025
Melbourne
Online
Sydney
Term 1 - 2025
Melbourne
Online
Sydney
Term 3 - 2024
Melbourne
Online
Term 2 - 2024
Melbourne
Online
Sydney
Term 1 - 2024
Melbourne
Online
Sydney
Term 3 - 2023
Melbourne
Online
Term 2 - 2023
Melbourne
Online
Sydney
Term 1 - 2023
Melbourne
Online
Sydney
Term 3 - 2022
Melbourne
Online
Term 2 - 2022
Melbourne
Online
Sydney
Term 1 - 2022
Melbourne
Online
Sydney
Term 3 - 2021
Melbourne
Online
Term 2 - 2021
Brisbane
Melbourne
Online
Sydney
Term 1 - 2021
Brisbane
Melbourne
Online
Sydney
Term 3 - 2020
Brisbane
Melbourne
Online
Term 2 - 2020
Brisbane
Melbourne
Online
Sydney
Term 1 - 2020
Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Term 3 - 2019
Brisbane
Melbourne
Online
Term 2 - 2019
Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Term 1 - 2019
Brisbane
Cairns
Melbourne
Online
Rockhampton
Sydney
Term 3 - 2018
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2018
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Term 1 - 2018
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Term 3 - 2017
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2017
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Term 1 - 2017
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Term 3 - 2016
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2016
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Term 1 - 2016
Brisbane
Cairns
Distance
Melbourne
Rockhampton
Sydney
Term 3 - 2015
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2015
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Rockhampton
Sydney
Term 1 - 2015
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Rockhampton
Sydney
Term 3 - 2014
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2014
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
Brisbane
Distance
Melbourne
Rockhampton
Sydney
Term 1 - 2014
Students wishing to study the financial planning major will only be able to study financial planning courses via distance education.
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 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
- tertiary 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 overall 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; or
- Cambridge Certificate in advanced English (CAE) - Score of 180 or above; or
- Cambridge Certificate of Proficiency in English - Score of 200 or above; or
- Combined Universities Language Test (CULT) - 70% with no individual component score of less than 15.
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
International students should visit www.cqu.edu.au/international for further information.
Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge
English and mathematics
Fees and Charges
Course Features
Awards and Accreditation
| Interim Awards | Not applicable |
|---|---|
| Exit Awards | CM31 - Diploma of Accounting Studies |
| Accreditation |
|
Residential School Requirements
No Residential School for this course.
Practicum/Work Placement
| BUSN12001 - Students wishing to undertake work integrated learning need to take BUSN19024 as a compulsory unit and BUSN12001 (equivalent to two elective units). |
Previous and Current Enrolments
| Year | Number of Students |
|---|---|
| 2024 | 277 |
| 2023 | 345 |
| 2022 | 405 |
| 2021 | 434 |
| 2020 | 527 |
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.
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 accounting practice.
- Critically reflecting on ethical dilemmas and issues and take responsibility for ethically correct decisions and/or ensuring awareness of applicable ethical thinking and behaviour.
Examples are:
- Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
- Successfully processing and coping with your own emotions and behaviour when dealing with individuals or peers in the professional environment.
Examples are:
- Functioning with an awareness and understanding that Accounting practice is mandated by specific legal and regulatory requirements and standards to enable the professional delivery of practice.
- Having knowledge of and compliance with Australian Law and professional regulatory requirements and standards, which informs and determines accounting practices.
- Applying appropriate legal principles and disclosure requirements in preparing financial reports.
- Complying with the policies and practices of organisations in which you may be placed for find employment.
- Complying with the requirements for registration with the Accounting Professional & Ethical Standards Board (APESB).
Examples are:
- Understanding and responding to verbal and communication accurately, appropriately and in a timely manner.
- Providing clear instructions in the context of the situation.
- Providing accurate, timely, clear feedback and reporting in the delivery of accounting practice.
- Delivering interactivity with your communication (timeliness, accuracy and effectiveness) to resolve complex problems and maintain trusting and effective relationships.
- 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 or group.
- Establishing rapport with clients in the delivery of accounting practice and respond appropriately to clients, supervisors and other professionals.
- Recognising, interpreting and responding appropriately to behavioural cues.
- Being self-aware of your own use of non-verbal cues during interactions.
- Having sensitivity and empathy to cultural, religious and individual differences.
- Being able to consistently display appropriate facial expressions, eye contact, body movements and gestures while being mindful of personal space and boundaries.
- Being able to demonstrate effective non-verbal communication that is respectful, clear, empathetic, honest and non-judgemental when communicating with students, families and professional colleagues.
- Effectively and appropriately communicating, in written English, in a wide variety of contexts to engage in activities related to the course and in professional settings.
- Acquiring, understanding, applying and conveying information in a written format.
- 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 accounting practice requirements.
Examples are:
- Demonstrating the mental functioning and thinking capacities to deliver competent accounting practice.
- Having the cognitive capacity to acquire theoretical knowledge as well as develop the cognitive processing skills to successfully undertake the course, its learning activities and assessments.
- Having the capacity to acquire, process, integrate and implement a comprehensive body of knowledge and skills in both academic and professional practice settings.
- Competently and consistently demonstrating the ability to read, decode, interpret and comprehend multiple sources of information in accounting practice.
- Acquiring and interpreting evidence and accurately conveying appropriate information both in data and numerical formats.
- Having the ability to reason with numbers and other mathematical concepts, principles and operations and competently communicate and demonstrate these in a range of contexts to solve a variety of mathematical problems associated with accounting practice.
- Demonstrating the capacity to undertake complex financial analysis of accounting reports, including the use of Excel spreadsheet software.
Examples include:
- Demonstrating an understanding of how theory as well as personal, social and cultural experiences relate to practice or personal or professional knowledge.
- Discovering and challenging own underlying assumptions.
- Making connections between personal and work experiences and what is being learnt.
Examples are:
- Having the ability to use ICT appropriately and effectively in a wide range of accounting contexts.
- Demonstrating sufficient computer knowledge and skills to engage in the on-line learning environment that may include completing relevant on-line assessments, participating in various on-line forums, responding to emails and using spreadsheet software such as Excel.
- Preparing accounting entries and/or reports using accounting specific ICT.
- Processing and presenting information relevant to accounting by using specific software programs and Excel spreadsheet software.
Core Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Digital Media Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting and digital media problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting and digital media knowledge in business and/or other contexts
- 3. Critically apply theoretical and technical accounting and digital media knowledge and skills to provide possible solutions to routine business and/or other issues
- 4. Justify and communicate accounting and digital media advice, insights and/or ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
Electives or a Minor Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting knowledge in a business context
- 3. Critically apply theoretical and technical accounting knowledge and skills to provide possible solutions to routine business issues
- 4. Justify and communicate accounting advice and ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
Financial Planning Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting and financial planning problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting and financial planning knowledge in a business context
- 3. Critically apply theoretical and technical accounting and financial planning knowledge and skills to provide possible solutions to routine business issues
- 4. Justify and communicate accounting and financial planning advice and ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
Geography and Environmental Studies Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting, geography and environmental problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting, geography and environmental knowledge in business and/or other contexts
- 3. Critically apply theoretical and technical accounting, geography and environmental knowledge and skills to provide possible solutions to routine business and/or other issues
- 4. Justify and communicate accounting, geography and environmental advice, insights and/or ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business or other problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
History Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting problems and history issues in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting and history knowledge in a business and/or other contexts
- 3. Critically apply theoretical and technical accounting and history knowledge and skills to provide possible solutions to routine business and/or other issues
- 4. Justify and communicate accounting and history advice, insights and/or ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem or history issue in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
Human Resources Management Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting and management of human resources problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting and management of human resources knowledge in a business context
- 3. Critically apply theoretical and technical accounting and management of human resources knowledge and skills to provide possible solutions to routine business issues
- 4. Justify and communicate accounting and management of human resources advice and ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
Journalism Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting and journalistic problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting and journalism knowledge in business and/or other contexts
- 3. Critically apply theoretical and technical accounting and journalism knowledge and skills to provide possible solutions to routine business and/or other issues
- 4. Justify and communicate accounting and journalism advice, insights and/or ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
Management Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting and management problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting and management knowledge in a business context
- 3. Critically apply theoretical and technical accounting and management knowledge and skills to provide possible solutions to routine business issues
- 4. Justify and communicate accounting and management advice and ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||
| 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 | ||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | ||||||
Marketing Learning Outcomes
- 1. Exercise judgement under supervision to provide possible solutions to routine accounting and marketing problems in straightforward contexts using where appropriate social, ethical, economic, regulatory, sustainability, governance and/or global perspectives
- 2. Integrate theoretical and technical accounting and marketing knowledge in a business context
- 3. Critically apply theoretical and technical accounting and marketing knowledge and skills to provide possible solutions to routine business issues
- 4. Justify and communicate accounting and marketing advice and ideas in straightforward contexts to influence specialists and non-specialists
- 5. Contribute accounting expertise to a diverse team collaboratively providing possible solutions to a routine business problem in a straightforward context
- 6. Reflect on performance feedback to identify and action learning opportunities and self-improvements.
| Course Learning Outcomes | ||||||
|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||