Design

Master of Design

CRICOS 095356G

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Hanna Chen Student Work | Master of Design | Torrens University

What is a Master of Design?

A Master of Design encourages designers, developers, technologists, programmers, artists and teachers to explore the space between design, project management and business disciplines. It offers the high-level knowledge to successfully implement design practice and principles to various societal needs. At the same time, it introduces cutting-edge technologies, systems and applications. Complete the Master of Design in 1.5 years or the Advanced Masters in two years.

The course is blended with online and face-to-face subjects, providing a flexible learning environment. In the core subjects, you’ll explore conceptual challenges and questions of visual expressions to develop useful, usable and appropriate designs for good. You’ll explore aspects of the user experience, the role of design in humanising information, and the aesthetic and practical dynamics of effective communication and branding in the international industry landscape. With a variety of electives to choose from, you can design your course to suit your interests. You’ll extend your managerial skills and practice; build your understanding of strategic processes; use creative tools and design research; discover the convergent space between disciplines; and explore the latest design theory, practice and innovation.

Develop your understanding of strategic processes, creative tools and design research.
Discover the shared space between disciplines.
Extend your managerial skills and practice in real-world environments.
Explore the latest design theory and innovations in your chosen area.

Free Adobe Creative Cloud Pro licence

You'll receive a free Adobe Creative Cloud Pro licence for the entire time you're studying Design with us.

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Study mode

Online, On campus, Blended

Campus locations*

Sydney, Online

Student

Domestic

International

Course duration

Master of Design: 1.5 years full time, part time options available

Start date

05 Jun 2023

18 Sep 2023

View all key dates

Fees

View Fees

This is an AQF Level 9 course delivered by Torrens University Australia Ltd T/A Billy Blue College of Design.

*For more details on international student study options.

Explore work from Billy Blue College of Design students.

Career opportunities

This program will help you progress to senior roles within the design industry worldwide. It will also help you become an entrepreneurial, successful problem-solver who can create and contribute to a variety of design solutions. No matter what field you’re operating in, you’ll graduate with skills and knowledge that will take your career to the next level, plus an impressive portfolio that’s sure to lead to work at the highest levels anywhere around the world.

Potential career paths

Creative Director
Average salary: $120,000 - $174,000
Startup Founder
Average salary: $58,500 - $175,000
Design Lecturer
Average salary: $108,000 - $155,000

Learn more about careers in Design

Showcase

Dan Coman

An experienced senior graphic designer, Dan is passionate about storytelling and creating engaging brand experiences. Upon graduating, Dan was awarded at the Postgraduate Design Excellence Award by Billy Blue.

Showcase

Solly Memetoglu

Coming to Sydney from Germany, Solly has always been a creative thinker. His expertise lies in graphic design, branding, motion design, illustration and iconography.

Subjects and units

Each subject involves 10 hours of study per week, comprising three hours of facilitated study and seven hours self-directed study.

Capstone project: six hours facilitated study and 14 hours self-directed study per week

Master
Graduate Diploma
Graduate Certificate
Electives

Requirements

To qualify for a Master of Design, complete seven core subjects. Additionally, you're required to select four electives from the electives tab.

Your Capstone project will require six hours facilitated study and 14 hours self-directed study per week.

Core subjects

Design Identity | DSGN6026

This subject introduces students to philosophical and theoretical lenses for interpreting the various contexts of reception within which their designs will be encountered, engaged with, experienced or consumed. Design Identity, focuses specifically on ‘the connections of text as a stimulus to design approaches and understanding but more importantly on new ways of seeing. In this subject students engage with texts that are, or have been, influential in shaping ways in which designers and design theory engages the worlds that designed things enter into and subsequently re-define. A range of differing texts, including theoretical, literary and designed texts, and texts utilizing different media, are introduced and explored.
Design Context | DSGN6027

This subject provides a suite of cross disciplinary, practice based topics for designers in the areas of, time, space, motion and interaction. Designers will explore conceptual challenges and questions of visual expression in the quest to develop useful, usable and resonant designs for good. This will include understanding and articulating ‘user experience’, the role of design in humanizing information, the aesthetic and conceptual dynamics of effective communication, branding and communication within the international industry landscape.
Design Futures | DSGN6028

This subject introduces designers to research methodologies as a basis for identifying problems which can be the catalyst to bring about change. Students gain skills in the analysis of research data using grounded theory and phenomenography, in addition to visual research methods used as a foundation for creative and design solutions inherent in cross-disciplinary creative practice.

By means of reflection, analysis and contextualising an identified culture—their own or others— and by drawing on its philosophies, typical behaviours and patterns, designers explore, elicit and assess problems to instigate creative group projects. The design practices foster understanding of, and connection with, the contexts that designed things participate in, enrich and often transform. The additional emphasis is on problem identification that informs and leads to enhanced futures based on successful creative outcomes.
Social Enterprise | DSGN6031

The theoretical base of this subject focuses on developing the students’ understanding of the fundamental contemporary theories of social entrepreneurship and a variety of applicable business models. The course will explore cross discipline material encompassing design, business and technology and how to acquire and combine knowledge and skills in all 3 areas to amplify the potential for success in 21st century society. At the core of this subject will be a focus on customer experience design, both theory and skill, and why user centric principles are increasingly used in business today. Students will explore the application of entrepreneurship business strategies and apply this knowledge in a philanthropic context and come up with solution to a real world problem they can execute to the pitch ready stage for investment. The project will entail some type of ‘design for good’ aspect in either a profit or non-for-profit business model. Students will be expected to think critically as they evaluate complex ideas and learn the patterns, frameworks and mechanics or storytelling, behavior design, game design and platform design.
Research and Innovation | DSGN6029

This subject culminates in a synthesised project proposal as foundation for the Cap-stone Project. Consideration of ethics and approaches to potentially sensitive research are identified before approval of the research approach by the University Ethics Committee. During this subject designers develop and consolidate their understanding of research practices as well as findings in order to thoroughly analyse and review collected information gathered without any demographic constraints. The proposal stipulates the problem and the solution as it appears, the research focus group (if any) as well as the type of research to be conducted. Creative and societal innovation founded on research but also reflexive practice is to be considered in the proposal for the Capstone Project. At the end of this subject designers will have proposed the foundations of a self-initiated project that exhibits a sophisticated understanding of contemporary design practice based on triple line philosophy: 1) environmental sustainability; 2) social, ethics and creative responsibility combined with; 3) financial responsibility.
Design and Economies | DSGN6030

The practice of design has always been profoundly shaped by the particular economies in which it has been embedded. The demands placed on both human and non-human ecologies by 20th century growth-based economies, are evidently unsustainable. Increasing acknowledgment of ecological stress upon the planet, in tandem with the economic instability of the first decades of the 21st century, have given impetus to a rethinking of our assumptions about the economy. Over the past decades a number of critical thinkers have proposed new approaches to the economy. What are the implications of these potential economies for design? How might more sustainable approaches to the economy open up new possibilities for design? What might be the role of design in the transition to a different economy?
Capstone project | DSGN6032

The final subject requires students to execute, finalise and present their self- initiated project exhibiting a sophisticated understanding of contemporary design practice, whilst addressing the university ethos. Central to the project will be evidence of critical analysis and reflexive and reflective practice, social engagement, in addition to the use of refined visual language in its execution with particular industry relevancy for which their project is intended. Students must draw on the philosophical, practical, methodological, theoretical and technical tools they have gathered over the duration of the degree to complete a successful project. Students are individually mentored through this project by a supervisor with complementary practice-based research expertise. Projects can be static or interactive, print or digital, objects or installations, and could incorporate sound or moving image, but could also be a systems design of a problem. Students must complete all other required subjects before undertaking the Capstone project.

Requirements

To qualify for a Graduate Diploma of Design, complete five core subjects. Additionally, you're required to select three electives from the electives tab.

Core subjects

Design Identity | DSGN6026

This subject introduces students to philosophical and theoretical lenses for interpreting the various contexts of reception within which their designs will be encountered, engaged with, experienced or consumed. Design Identity, focuses specifically on ‘the connections of text as a stimulus to design approaches and understanding but more importantly on new ways of seeing. In this subject students engage with texts that are, or have been, influential in shaping ways in which designers and design theory engages the worlds that designed things enter into and subsequently re-define. A range of differing texts, including theoretical, literary and designed texts, and texts utilizing different media, are introduced and explored.
Design Context | DSGN6027

This subject provides a suite of cross disciplinary, practice based topics for designers in the areas of, time, space, motion and interaction. Designers will explore conceptual challenges and questions of visual expression in the quest to develop useful, usable and resonant designs for good. This will include understanding and articulating ‘user experience’, the role of design in humanizing information, the aesthetic and conceptual dynamics of effective communication, branding and communication within the international industry landscape.
Design Futures | DSGN6028

This subject introduces designers to research methodologies as a basis for identifying problems which can be the catalyst to bring about change. Students gain skills in the analysis of research data using grounded theory and phenomenography, in addition to visual research methods used as a foundation for creative and design solutions inherent in cross-disciplinary creative practice.

By means of reflection, analysis and contextualising an identified culture—their own or others— and by drawing on its philosophies, typical behaviours and patterns, designers explore, elicit and assess problems to instigate creative group projects. The design practices foster understanding of, and connection with, the contexts that designed things participate in, enrich and often transform. The additional emphasis is on problem identification that informs and leads to enhanced futures based on successful creative outcomes.
Social Enterprise | DSGN6031

The theoretical base of this subject focuses on developing the students’ understanding of the fundamental contemporary theories of social entrepreneurship and a variety of applicable business models. The course will explore cross discipline material encompassing design, business and technology and how to acquire and combine knowledge and skills in all 3 areas to amplify the potential for success in 21st century society. At the core of this subject will be a focus on customer experience design, both theory and skill, and why user centric principles are increasingly used in business today. Students will explore the application of entrepreneurship business strategies and apply this knowledge in a philanthropic context and come up with solution to a real world problem they can execute to the pitch ready stage for investment. The project will entail some type of ‘design for good’ aspect in either a profit or non-for-profit business model. Students will be expected to think critically as they evaluate complex ideas and learn the patterns, frameworks and mechanics or storytelling, behavior design, game design and platform design.
Research and Innovation | DSGN6029

This subject culminates in a synthesised project proposal as foundation for the Cap-stone Project. Consideration of ethics and approaches to potentially sensitive research are identified before approval of the research approach by the University Ethics Committee. During this subject designers develop and consolidate their understanding of research practices as well as findings in order to thoroughly analyse and review collected information gathered without any demographic constraints. The proposal stipulates the problem and the solution as it appears, the research focus group (if any) as well as the type of research to be conducted. Creative and societal innovation founded on research but also reflexive practice is to be considered in the proposal for the Capstone Project. At the end of this subject designers will have proposed the foundations of a self-initiated project that exhibits a sophisticated understanding of contemporary design practice based on triple line philosophy: 1) environmental sustainability; 2) social, ethics and creative responsibility combined with; 3) financial responsibility.

Requirements

To qualify for a Graduate Certificate of Design, complete two core subjects. Additionally, you're required to select two electives from the electives tab.

Core subjects

Design Identity | DSGN6026

This subject introduces students to philosophical and theoretical lenses for interpreting the various contexts of reception within which their designs will be encountered, engaged with, experienced or consumed. Design Identity, focuses specifically on ‘the connections of text as a stimulus to design approaches and understanding but more importantly on new ways of seeing. In this subject students engage with texts that are, or have been, influential in shaping ways in which designers and design theory engages the worlds that designed things enter into and subsequently re-define. A range of differing texts, including theoretical, literary and designed texts, and texts utilizing different media, are introduced and explored.
Design Context | DSGN6027

This subject provides a suite of cross disciplinary, practice based topics for designers in the areas of, time, space, motion and interaction. Designers will explore conceptual challenges and questions of visual expression in the quest to develop useful, usable and resonant designs for good. This will include understanding and articulating ‘user experience’, the role of design in humanizing information, the aesthetic and conceptual dynamics of effective communication, branding and communication within the international industry landscape.

Requirements

For a Graduate Certificate of Design, select two elective subjects.

For a Graduate Diploma of Design, select three elective subjects.

For a Master of Design, select four elective subjects.

Elective subjects

Interface Development | DID600A

This subject introduces the practical and conceptual skills and knowledge required to design and produce online user interfaces. Students learn how to use compliant standards- based markup and scripting language to develop interfaces. The subject covers concept development, prototyping, development, testing and troubleshooting concepts and techniques typical to interface development. Students also learn how to produce animated elements suitable for online interactive media.
User Experience Design | DID602A

This subject develops conceptual and practical knowledge and skills in experience design for interactive and online media. Students will use common experience design research methods to analyse audience and content requirements. Students will work through concept development, prototyping, validation and testing phases to improve and refine a user experience design in relation to the requirements of a specific client brief. Throughout students will develop their knowledge and skillset in terms of creating usable and user- centred interactive design experiences.
Multi-Platform Experience Design | DID603A

This subject covers the scoping, planning, design and delivery of a continuous multi-platform user experience design project. As part of this project, students will develop and integrate promotional and social media strategy. The subject explores agile and iterative design and project management methodologies, and the use of scenario/story-based analysis to inform the design and development of interactive features. The subject also develops and extends students’ skillset in terms of usability testing and validation processes.
User Experience Management and Systems | DID601A

This subject covers the use and customization of content and technology systems for the delivery of online content. Students learn how to generate flexible design solutions to present and manage complex and variable content. The subject introduces online content management systems and specialist development tools, and students will learn how to use and customize these systems and tools to meet specific design and project requirements. Students will also learn about hosting platforms, performance measurement and metrics systems for online content.
Principles of Project Management | PROJ6000

This course provides students with a grounding in the principles of project management, its methods and contemporary standards associated with managing diverse projects. Students in this course are introduced to the knowledge, tools, and techniques needed to manage projects (including IT projects) successfully throughout a project life cycle, and to the language used by practitioners in conjunction with the terminology recognised by the Project Management Institute (PMI). Students explore the project management knowledge areas and process groups of the Project Management Body of Knowledge (PMBoK) guide. Students also examine the ways these two dimensions of project management interact in initiating (scoping), planning, executing (launching), monitoring and controlling, and closing a project. The subject provides students with opportunities to also examine the challenges of project management and the professional traits that project managers are associated with.
Organisational Best Practice | MGT610

Benchmarking and the ability to collect, analyse and present benchmarking data to influence organisational decision making is a core competence for many organisations. This subject develops students’ analytical skills and understanding of benchmarking processes and procedures before supporting them in a benchmarking exercise of their own.
Global Management | MGT616

This subject addresses management issues other than those of Western capitalism and will prepare students with knowledge of global enterprises and issues. There will be a focus on: •Analysing and responding to different business cultures, and developing a global business mindset •Gaining knowledge and insight into business ethics and the international responsibilities of company directors facing issues such as bribery/corruption laws, and corporate social responsibility (CSR) •Developing an understanding and insight into the rationale and practices of global mixed economies (e.g. state-owned enterprises) It is recommended that this subject is completed at the beginning of the MBA. The subject challenges the student to think differently about organisational experiences, to look at these through a variety of cultural lenses, and to explore different ways by which people are influenced within the organisation and have an impact through the management function. The student can gain different insights into management and an increased understanding of how we experience the world.
Dynamic Leadership | MGT601

Leadership in modern organisations is a way of thinking and behaving. It is not necessarily a position in a hierarchy. Leadership is a process of energising, influencing and motivating others: up, down, sideways and diagonally. Becoming an effective leader requires self-awareness, self-management and a strong set of interpersonal communication skills, a set of capabilities that are often described as Emotional Intelligence (EQ). In addition, effective leaders think and act strategically, they build a climate for creativity and innovation, and are culturally sensitive and comfortable with ambiguity.

This subject focuses on developing your leadership capability and not leadership as a theoretical concept that applies to other people. It helps you explore your own leadership development and self-image, using the techniques of reflective research and supported by a mentoring partner. It guides you through the preparation of plan for your continued leadership and professional development that is consistent with your personal values, anchored by the academic literature and enables you to be authentic, confident and resilient in leading productive work places for the future.
Dynamic Leadership provides learning at the cognitive or intellectual level and at the affective or emotional level. It develops explicit knowledge of leadership (know-what) and the often-neglected tacit knowledge (know-how).
Design Thinking For Education | DTE401

This course explores the origins and processes of design thinking and its use across a range of disciplines and contexts. You will use design thinking to identify and address an issue within your own professional context. As a result of this process, you will reach an advanced understanding of potential roles as innovators and leaders in education.
Technology and Education | TED403

This subject challenges students to engage with a diverse range of educational technologies with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.
Digital Transformation | DTR400

In this Micro-credential students will explore the Design Thinking and Creative Intelligence methodology as a framework for creative problem solving within the context of Digital Transformation. Students will navigate the iterative design process of understanding using the lens of empathy, ideation, development and delivery. This subject encourages students to develop problem solving skills through the application of both creative and critical thinking skills and will explore concepts such as convergent and divergent thinking processes. Students explore the strategic thinking and entrepreneurial skills that are required for successful leadership and implement an effective work practice within an interdisciplinary group, applying the methods, processes, and tools of problem-based learning to demonstrate autonomy, collaboration, and well-developed judgment and responsibility in a Digital Transformation.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Design Thinking and Creative Intelligence | DEST400

In this Micro-credential students will explore the Design Thinking and Creative Intelligence methodology as a framework for creative problem solving within the context of Digital Transformation. Students will navigate the iterative design process of understanding using the lens of empathy, ideation, development and delivery. This subject encourages students to develop problem solving skills through the application of both creative and critical thinking skills and will explore concepts such as convergent and divergent thinking processes. Students explore the strategic thinking and entrepreneurial skills that are required for successful leadership and implement an effective work practice within an interdisciplinary group, applying the methods, processes, and tools of problem-based learning to demonstrate autonomy, collaboration, and well-developed judgment and responsibility in a Digital Transformation.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Data Analytics and Artificial Intelligence | DAAI400

This Micro-credential introduces students to the areas of Data Analytics and Artificial Intelligence. They will gain insight into basic knowledge representation, problem solving techniques and explore data science processes, data ingestion, cleansing, and transformation fundamentals that turn data analytics into insights to drive decision making. Students learn techniques and best practices in the analysis of data sets which are useful for crucial organisation decisions. They will explore how data and tools can be used to solve complex, real-world business problems through the application of machine learning, algorithms and other Artificial Intelligence techniques. Students are also challenged to understand the ethical and privacy issues related to machine learning and artificial intelligence.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Cybersecurity | DTCS400

This micro-credential introduces key concepts of Cyber Security such as confidentiality, integrity and availability. Students will explore the scale of the Cyber Security challenge globally, including the social factors informing individual, organisational, and international attitudes towards Cyber Security. Recent trends impacting the threats and vulnerabilities that are having a global impact and causing business disruptions are examined. Globally recognised frameworks that businesses employ to address Cyber Security exposure are explored and potential solutions addressing organisational Cyber Security issues are analysed.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
User Experience | DTUX400

This Micro-credential develops conceptual knowledge and skills in User Experience Design. Students will use industry standard User Experience Design research methods to analyse both audience and content requirements. They will examine qualitative and quantitative research methods and will explore personas, mental models, customer journeys and user touchpoints. Students will develop their knowledge and skillset in terms of creating usable and user-cantered design experiences and will gain insight into the processes that lead to improved User Experience and its application in both physical and online environments.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
The Internet of Things | DTIT400

This Micro-credential introduces the concept of the Internet of Things (IoT) and of the underlying connections between people, process and platforms that can drive the digital transformation of organisations. Students will be introduced to the key technological components underpinning IoT and how their implementation can serve a business strategy by increasing organisational efficiencies, improving coordination and driving productivity. Students will gain the capacity to articulate how key IoT technologies can improve organisational productivity and add value, to recommend strategies for developing the necessary skills and foundational capabilities to support the implementation of IoT technologies within an organisation and to create a road map for the implementation of IoT in a business context.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Cloud Computing | DTCC400

This Micro-credential explores core concepts of Cloud Computing. Students will be introduced to cloud service infrastructure, architecture and cloud economics. They will be exposed to different cloud facilities including storage services, database services, computing services, security measures, networking basics and content delivery. Additionally, scaling and monitoring will be examined in order to perform load balancing tasks for an effective cloud architecture.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Blockchain | DTBC400

This Micro-credential examines the core concepts and principles of Blockchain and of its potential emerging trends in areas such as financial services, smart contracts, supply chain logistics and other fields where an open, distributed ledger that can record transactions between two parties efficiently and in a verifiable and permanent way may be useful. While not offering an examination of the deeper mathematical and cryptographic principles underlying Blockchain technology, students will gain an understanding of the fundamentals and potential impacts of Blockchain to implement a ‘secure by design’ distributed computing system with high fault tolerance. This will provide a deeper understanding of the capabilities and limitations of blockchain technology, enabling students to assess which business problems it can potentially solve.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Agile Mindset | DTAM400

This Micro-credential introduces the principles of Agile Mindset methodologies for Project Management. Agile Mindset uses an iterative process that breaks down projects into small pieces that are completed in work sessions that run from the design phase to testing and quality assurance (QA). Agile Mindset is a project management methodology that involves securing client feedback in every step of the project development process. Students will critically evaluate a range of Agile Mindset methods and their suitability to particular types of projects. They will examine the processes, tools and artefacts used in Agile Mindset project management and discover which methods are most appropriate to the particular problems to be solved and how they can best contribute to project success.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Data Science Essentials I | DSE500-MC1

Data Science Essentials I introduces students to the rapidly growing field of data science providing an overview of the fundamentals. Students will acquire knowledge to identify and propose solutions to problems in different business and organisational contexts. In addition, students will be introduced to various concepts, techniques, processes and the common tools used by data scientists to gather and analyse data.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Data Science Essentials II | DSE500-MC2

DSE500-MC2 - Data Science Essentials II examines various processes used to identify different patterns in collected data and how to construct data sets to solve distinct data science problems. Students will further develop data into different models, evaluate these models and use them to create stories. In applying this knowledge to different domains, students will also deploy the models created and refine them based on feedback. Students are further challenged to rationalise ethical and privacy issues related to data science.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Human Centred Design for Software Engineering I | HCD402-MC1

This micro-credential explores several non-technical aspects of software development, especially pertaining to human behaviour and interactions to emphasise the human aspects of technology. The micro-credential covers the basic theories of knowledge, human cognition, ethical and moral values, creative aspects of the human mind and social interaction among human beings through a technological context. Students will use their existing knowledge and specialised skills to help formulate and suggest innovative solutions to problems that affect diverse societies.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Human Centred Design for Software Engineering II | HCD402-MC2

This micro-credential helps students further explore several non-technical aspects of software development. Continuing from Human Centred Design – Micro-Credential 1, this subject dives further into the Human-Centred design space. The content covers the more advanced concepts of differing knowledge, human cognition, regional ethical and moral values, and creative aspects of the human mind and how different contextual instances shape design at a higher level. Students will use their existing knowledge, prior experience in Human Centred Design – Micro Credential 1, and specialised skills to help research and develop innovative solutions to problems that affect diverse societies.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Secure By Design I | SBD403-MC1

This micro-credential deals with integrating the entire development lifecycle of IT systems in a secure environment through secure design methodologies, software development models, architecture design and industry Secure by Design standards such as OWASP (Open Web Application Security Project).

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Secure by Design II | SBD403-MC2

This Micro-credential continues the integration of the entire development lifecycle of IT systems in a secure environment through further investigation of secure design methodologies. Continuing from Secure by Design Micro-credential 1 — Micro-credential 2 explores concepts such as secure failure, domain-driven design, and common cyber-attack techniques. This Micro-credential continues to explore the construction of security as a component of IT systems.

This elective is a micro-credential worth 5 credit points. Select a second micro-credential elective to make 10 credit points required.
Work Integrated Learning | WIL600

This subject is designed to provide students an opportunity to pursue a significant project in a professional environment in an area related to their specialisation. This will enable students to develop skills that enhance their prospects of gaining meaningful employment and build their career for the future. Work integrated learning broadens the students’ learning environment while they’re studying and allows them to see first-hand how their learnings in their degree translates in practice, as well as how ‘real world’ practice relates to what they are learning at University.
There are two options available to students: Option 1: Industry placement Students are offered the opportunity to undertake an industry placement at an organisation in a relevant position. This encourages them to build long-term relationships with the industry and provides an opportunity for them to work with and learn from people who may end up becoming colleagues, managers or mentors. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of industry-led tasks that are relevant to their field of study in order to understand the key concepts of working in and managing a professional technology team with emphasis placed on the operation of the environment.

Option 2: Industry Brief Students respond to criteria set within the context of an Industry Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice.  Students draw upon the philosophical, practical, methodological, theoretical and technical tools they have gathered over the duration of the degree to complete a successful project. Students are mentored through this project with complementary practice-based expertise. Projects must pertain to the field relevant to their specialisation.
The subject is delivered from a cross specialisation perspective and draws on both specialised and common industry practices.
Contracts and Procurement | PROJ6004

Procurement and contracts are integral to successful project management. In this course, students learn about planning for purchases and acquisitions, requests for proposal, vendor selection, contract administration, and contract closure. Students learn how to approach key issues with regard to short and long‐term contracts, and small and large contracts. Topics covered include the examination of procurement strategies, responsiveness, and supplier‐client relationships. Students will also examine tendering, bidding and order management processes, relevant legal and commercial implications, as well as managing the relationship between buyer and seller, assessing vendor performance, contract change control, and conflict resolution.
Project, Portfolio and Program Management - PROJ6018

This subject consolidates your knowledge of project and program management concepts and introduces Project Portfolio Management. Specific topics include portfolio management lifecycles and frameworks, capability and capacity, project management maturity and change management. You will discuss the influence of the PMO in the successful delivery of projects and programs within the Project Portfolio.

You will also learn to select projects for inclusion in the portfolio and assess and evaluate the performance of the portfolio of projects and programs. Lastly there will be a focus on how to apply a range of tools and techniques when managing project portfolios, specifically considering strategic management, and benefits to the organisation.

International students must not enrol in more than one-third (33%) of online subjects over their course, and must study at least one face-to-face subject each study period. Please note that due to COVID-19, authorities have provided exceptions to the usual face-to-face learning requirements until 30 June 2023 only. For more information, visit Study in Australia.

International students on a student visa are required to study full time (i.e. must complete a minimum of 1.0 EFTSL of study per year). For the latest information on study locations, please check the entry requirements flyer.

Industry partners and work placements

The big difference at Billy Blue College of Design at Torrens University Australia is that you’ll start working in the design industry from day one – gaining valuable experience, learning from industry professionals and making industry connections.

Complete a capstone

Complete a capstone unit to showcase your understanding of design practice and theory in context within the industry.

Entry details

Domestic
International

Fees

Check the domestic course fee schedule for the cost of your course.

FEE-HELP

Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.

Learn more about fees and FEE-HELP

Scholarships

If you are truly passionate about Design and Creative Technology, we want to hear from you. We have a variety of Design and Creative Technology scholarships on offer to assist you in becoming a key part of the Design and Creative Technology industry:

Admission criteria

Before you begin your course application, check that you meet the requirements listed below.

Completion of a bachelor-level degree or postgraduate study and;

A written proposal and;

Portfolio of relevant work and;

Resume and;

Selection interview

OR work life experience demonstrating the ability to undertake study at the required level.

View full course admission information

Guaranteed pathway and Recognition of Prior Learning

If you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.

Learn more about study pathways

Fees

Check the international course fee schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.

Fee payment

Course fees can be paid across three study periods. Each instalment to be paid before the beginning of the academic stage census date.

Scholarships

We want you to have the best possible chance to succeed, which is why we offer a range of financial scholarships to support our international students during their study journey.

Admission criteria

Before you begin your course application to study as an international student, check that you meet the requirements below.

Completion of a bachelor-level degree or postgraduate study and;

A written proposal and;

Portfolio of relevant work and;

Resume and selection interview and;

Academic IELTS 6.5 (no band less than 6.0) or equivalent

OR alternative entry requirement may be available. Contact the International Admissions team for more information.

View full course admission information

Guaranteed pathway and Recognition of Prior Learning

Learn more about study pathways

Frequently asked questions

What are Torrens University Australia’s ATAR requirements for domestic students?

Torrens University Australia no longer considers ATAR (Australian Tertiary Admission Rank) as our primary entry requirement. We have removed ATAR as the key admissions criteria for applicants aiming to study at Torrens University Australia. We strongly believed an alternative to the ATAR system should be found, which more broadly assesses students, especially when soft skills are emerging as important employability attributes. So, students with a recent secondary school education are now considered for admission if they have a Year 12 (Australian secondary school) certificate. Exceptions may apply to some courses.
What if  I don’t meet the entry criteria for a degree?

Torrens University Australia has a range of application pathways to help you gain entry into our degrees based on different criteria.

To find out more, visit Study Pathways or contact our Future Student Advisors.
Am I eligible for FEE-HELP?
If you are a domestic student attending university or an approved higher education provider, you can get a FEE-HELP loan to pay all or part of your tuition fees.

You are eligible for FEE-HELP assistance for a unit of study (i.e. subject) if you:

Undertake study with an approved provider.

Meet the citizenship and residency requirements:

An Australian citizen or a New Zealand Special Category Visa holder who meets the long-term residency criteria and who will undertake, in Australia, at least one unit of study contributing to your course; OR

A permanent humanitarian visa holder who will be a resident in Australia for the duration of your unit; OR

Are a permanent visa holder who is undertaking bridging study for overseas-trained professionals, and will be a resident in Australia for the duration of the study.

Enrolled in an eligible unit of study by the census date for the unit.

Have not exceeded the FEE-HELP limit.

For full details, visit the Australian Government website Study Assist.

If you are still unsure, please contact our Future Student Advisors who can talk you through the information.

Can I get course credit for previous experience?

Yes, course credit is available for most courses upon application and academic approval (excluding Higher Degree by Research programs). 

If you have already completed a qualification or have relevant work experience, you may be eligible for credit towards your course. This credit can take the form of credit transfer, block credit or Recognition of Prior Learning (RPL). Review our Course Credits page or chat to our Future Student Advisors.
What are Recognition of Prior Learning (RPL) and Credit Transfer (CT)? How do I apply?

Recognition of Prior Learning (RPL) is an assessment process that recognises experience, previous study and qualifications, and other forms of informal and non-formal learning, to determine if you meet course requirements.

If you have relevant qualifications or experience, you may be eligible for credit towards your course and a reduction in tuition costs.

Please speak to our Future Student Advisors to discuss your prior learning experiences.

For more information, please visit Course credits.
How do I apply for a scholarship?

Torrens University has a wide range of scholarship options to support new, returning, international and Australian students. They all include a reduction in tuition fees, and some scholarships include a mentoring component with our industry partners.

Domestic students

When you speak to our Future Student Advisors, let them know you wish to be considered for a scholarship in your application form. They will show you how to apply for a scholarship.

International students

Please contact your Education Agent for further information. Alternatively, you can call us on 1300 575 803 or by email.

For more details, explore our range of scholarships.

Master of Design