TCAUE – Taxonomy and Credential Outline
14 About the Credential Outline
Developed from the taxonomy is the Australasian University Educator’s Credential Outline (Credential Outline), which is designed to be tailored to the needs of each university/provider, whilst having consistent sections to aid quality assurance processes, articulation pathways, and portability.
Universities/providers complete the Credential Outline to assure consistency, transparency, credibility, and portability in the utilisation of the taxonomy. Each provider may customise the Outline to meet its individual needs and values.
A Credential Outline contains the following minimum information:
a) A customised provider statement which is also tailored to each educator profile.
b) A statement of institutional values.
c) Certified learning – stated learning outcomes for each educator profile that outline what the successful learner will know and can do based on their participation or completion. This is a customised provider section. Only assessed TCAUE Credentials (a stacked group of modules/micro-credentials) which meet the prescribed volume of learning (120-150 hours) are certified.
d) Delivery mode – online only, face-to-face, and hybrid.
e) Volume of learning – time commitment – statement of hours for typical learning (including assessment).
f) A personalisation and flexibility statement, developed by each institution. Educators may be able to self-select pathways in line with their role, development needs, and career aspirations, as recommended in the review of literature (Dinan-Thompson et al., 2021).
g) Assessment type, and complexity of assessment.
h) Equivalent AQF level, if assessed.
i) Pathways – a statement of the articulation pathways. Clear and simple language must be used to communicate the benefits of the program/unit/subject/credential (For example, on successful completion of this credential you will receive academic credit [add credit point value, e.g., 3CP], for one subject/unit at AQF level 8 and be eligible to apply for a [name of] fellowship).
j) Quality assurance. This is presented as a statement of legitimacy. It provides validation, and includes the quality assurance indicators used for each university educator profile.
k) Supervision – example: unsupervised (in part) or supervised (for assessment).
l) Verification of identity. This approach may vary depending on the university educator profile, the provider, and the platform used to issue certificates and badges.
m) Endorsement by CAULLT (applies to modules/micro-credentials that stack to at least 120 hours of learning and include assessment).
n) Fees, cancellation and refund policy (if appropriate).