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Bachelor of Interior Design (Residential) Information Set

Billy Blue College of Design

Create a Residential Interior Design Career

Billy Blue’s Bachelor of Interior Design (Residential) degree creates designers who have the skills and creativity to respond and adapt to the future challenges of sustainable residential design for 21st century housing, high-rise living, mobile, multi-purpose and adaptive reuse environments.

Residential Interior students engage with the theoretical and practical elements of designing residential environments. Students explore and respond to contemporary issues impacting residential interior design thinking, such as our aging population, homelessness, evolving gender roles and definitions of family. Students investigate frontier theories that inform the notion of home in both physical and virtual environments. There is also an opportunity to apply theory to practice by creating a range of residential interior design solutions to meet real client briefs.

Build Skills and a Professional Portfolio

In as little as two years, the Bachelor of Interior Design (Residential) shows you how to create, design and organise innovative and responsible solutions for residential environments.

You learn to create, design and organise innovative and responsible solutions using various communication and media methods. You will discover emerging digital culture, communication systems, design theory and environment design. This stream equips you for work as a residential interior designer in an architectural or interior design practice anywhere in the world.

Theory is brought to life through hands-on practical experience in an exciting studio environment amongst other like-minded passionate individuals. The design work you do throughout your study contributes to your professional portfolio – your passport to a serious design career.

Graduate employment opportunities:

  • Interior designer
  • Joinery designer
  • 3D computer modelling consultant
  • Soft and Hard materiality and furnishings consultant
  • Residential design consultant
  • Homelessness solutions strategist
  • Aged care facilities designer
  • Innovative home technology consultant
  • Luxury private developer designer

.

Dive into a creative industries career as a:

»      Residential Interior Designer

»      Property Stylist

»      Interior Design Journalist and editor

»      Housing solutions strategist

»      Aged care facilities designer

Course Overview

Qualification Title Bachelor of Interior Design (Residential)
Study Options – Domestic Australian students

Full-time Blended*

Part-time Blended*

*Blended - face to face on campus plus facilitated online

Study Options – International students

Full-time Blended*

*Blended - face to face on campus plus facilitated online (no more than a third of the course online)

Start Dates

February, June, September

For specific dates visit the website

Course Length

Full-time: 3 years

Accelerated: 2 years

Part-time: 6 years maximum

Payment Options - Domestic Australian students

Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

FEE-HELP

FEE-HELP is Australian Government’s loan scheme for higher education degree courses.

Further information within this Course Information Sheet

It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

Payment Options – International students

Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

Further information within this Course Information Sheet

 

Course study requirements Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study. Assessment  Practical assignments, research projects, presentations and reports
Locations

Sydney Campus

Brisbane Campus

 

Delivered by Billy Blue College of Design at Torrens University Australia
Provider Torrens University Australia Ltd is registered as a self-accrediting Australian university by the Tertiary Education Quality and Standards Agency (TEQSA). CRICOS Course Code 090302G
Provider obligations Torrens University is responsible for all aspects of the student experience, including the quality of course delivery, in compliance with the Higher Education Standards 2015 Accrediting body Torrens University Australia Ltd
Course Fees

For details, refer to the website.

 

Any other fees

For details, refer to the website.

 

 

Essential requirements for admission: No additional requirements

 

Student Profile

The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.

 

Applicant background Trimester one / Full year intake 2018
Number of students Percentage of all students
(A) Higher education study
(includes a bridging or enabling course)
5 17.85%
(B) Vocational education and training (VET) study <5 <5
(C) Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)
9 32.14%

(D) Recent secondary education:

·        Admitted solely on the basis of ATAR
(regardless of whether this includes the consideration of
adjustment factors such as equity or subject bonus points)

9 32.14%
·        Admitted where both ATAR and additional criteria were considered
(e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
0 0%
·        Admitted on the basis of other criteria only and ATAR was not a factor
(e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement)
<5 <5
International students 5 17.85%
All students 28 100.0%

Notes:        “<5” – the number of students is less than 5.

N/A – Students not accepted in this category.

N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.

Admission Criteria

Applicants with higher education study

 

·       A completed higher education qualification at AQF level 5 (diploma) or above, or equivalent, from an Australian University or another accredited higher education provider

OR

·       Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 6 (Associate Degree) or above, or equivalent, from an Australian University or another accredited higher education provider

Applicants with vocational education and training (VET) study

 

·       A completed vocational education qualification at AQF level 4 (Certificate IV) or above, or equivalent, from a registered training organisation (RTO)

OR

·       Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 5 (Diploma) or above, or equivalent, at a registered training organisation (RTO)

Applicants with work and life experience

 

Demonstrated ability to undertake study at the required level:

·        broadly relevant work experience (documented e.g. CV), demonstrating a reasonable prospect of success; OR

·        formal, informal or non-formal study, completed or partially completed, demonstrating a reasonable prospect of success; OR

·        written submission to demonstrate reasonable prospect of success; OR

·        discipline specific portfolio (art and/or design).

Applicants with recent secondary education (within the past two years) with ATAR or equivalent

(for applicants who will be selected wholly or partly on the basis of ATAR)

Minimum ATAR required for consideration: 60

English Language Proficiency

(applicable to international students, and in addition to academic or special entry requirements noted above)

Equivalent IELTS 6.0 (Academic) with no skills band less than 5.5

ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2018

(ATAR-based offers only, across all offer rounds)

 

ATAR (OP in QLD)
(Excluding adjustment factors) *

 

[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR]

Highest rank to receive an offer 95.55
Median rank to receive an offer 69
Lowest rank to receive an offer 63.9

Notes:                     * “<5” – indicates less than 5 ATAR-based offers were made

 

Other admission options

(For applicants who will be selected on a basis other than ATAR)

Special Entry:

Applicants in any category whose study, work or life experiences have been impacted by disability, illness or family disruption will be given special consideration for admission. Each application will be considered on its merit, based on the evidence supplied by the applicant attesting to the circumstances of the applicant. Applicants for special entry may need to complete written or numerical tasks to assist with assessing eligibility for admission.

How to apply

Advanced standing/academic credit/recognition of prior learning (RPL)

You may be entitled to credit for prior learning, whether formal or informal. Formal learning can include previous study in higher education, vocational education, or adult and community education. Informal learning can include on the job learning or various kinds of work and life experience. Credit can reduce the amount of study needed to complete a degree.

Applicants admitted based on prior higher education study may be eligible for Advanced Standing in the form of credit and/or recognition of prior learning (RPL) under the Torrens University Australia Credit Policy.

  • Students with completed subjects may be eligible for specified credit and/or elective exemptions
  • Students who have completed a qualification at AQF level 5 (diploma) or above may be eligible for block credit (where a block credit agreement exists)
  • Students with a mix of formal study and informal and/or non-formal learning may be eligible for recognition of prior learning in addition to any credit approved.

Credit will not be applied automatically. Applicants must apply for credit and/or RPL as early as possible prior to each study period, with applications not accepted after week 2.

For further information about credit and recognition of prior learning please see http://www.torrens.edu.au/apply-online/course-credits.

Where to get further information

Torrens University

UAC

Australian Tertiary Admissions Centres (TACs)

Quality Indicators for Learning and Teaching (QILT)

Course Structure

The course structure comprises 8 common core subjects, 15 specialised subjects and 1 elective subject over Levels 100, 200 and 300, as follows:

Level 100

3 common core
subjects

+

5 specialised subjectsLevel 200

 

3 common core
subjects

+

4 specialised subjects, 1 elective

Level 300

2 common core
subjects

+

6 specialised subjects

Course Rules

To be awarded the Bachelor of Interior Design (Residential), students will need to complete 240 credit points over 24 subjects as outlined in the Course Structure above.  Each subject has a value of 10 credit points

Subjects

Subject details

Recommended Study Pattern

Level 100

Subject title, descriptor

Full-time

Part-time

Accelerated

DCX101    Design Context

This introductory subject places design process and practice within the context of a chronological survey of major historical eras of influence. Students are encouraged to engage with the historical socio-political movements influencing design trends of each era through research and reflection. Academic skills (research, referencing, essay writing, and sentence structure) and design software skills are taught in weekly lessons. Students use the academic and software skills to document historical research and generate creative responses to the themes of historical eras

Trimester 1

Trimester 1

Trimester 1

BID102A Ideas and Innovation in Design

This subject examines the way design ideas are generated. Students will explore concepts of assimilation, synthesis and transformation and will develop an understanding of reflective design practice.

A foundation language of experimentation, risk-taking and problem solving is introduced, combined with theories of ideas generation and their transformation into a design outcome.

In addition, students will investigate a variety of methods and techniques to understand design innovation through individual and group exploration and analysis.

 

Trimester 1

Trimester 1

Trimester 1

BID104A    Interior Design Practice

This subject examines perspectives on models of practice relevant to Interior Design. It examines design practice in response to changing needs and requirements of clients and design briefs. It also explores the strategies used for expressing ideas, and the design skills required to communicate them. The purpose of the subject is for students to gain knowledge in foundation level design practice relevant to Interior Design. The design process workflow from original idea to review of work in progress, revision, presentation and reflection is explored.

Trimester 1

Trimester 2

Trimester 1

DSO102 Design Studio 1

The subject introduces the student to various aspects of the elements of design, e.g. materiality, form and shape, colour, positive and negative space etc. utilised in creative problem solving. Initially students are introduced to a design development process, from the tangible to the digital; through paper model making with its inherent skills development and risk taking, then on to further digital development using newly introduced software. Concurrent, weekly, individual homework tasks focus on understanding and appreciation of materials, their many varied uses, properties and the manufacturing processes related to them. Students will make incremental progress towards choosing a material in which their individual design can be realised. The submission will include a material and colour folio. The final submission will be a model executed in an appropriate material with its function/usage contextualised with all relevant information gleaned throughout the trimester.

Trimester 2

Trimester 3

Trimester 1

SED101    Spatial Environment Design 1

This subject investigates the evolution of built environment design. It explores major art and architectural movements throughout history and the development of contemporary design by investigating significant turning points and historic milestones.

This subject will focus on developing the students’ understanding of the complexities of designing an area within a spatial environment whilst identifying and activating an urban site, with consideration of the longevity and adaptability of the final design solution. Students will integrate their research and knowledge of environments, identifying design related and environmental imperatives in the realisation of design briefs.

Trimester 2

Trimester 4

Trimester 2

MSP102   3D Modelling for Spatial Projects

The purpose of this subject is to introduce the fundamental theories, practices, and methods for developing three-dimensional design. The subject covers 3D concepts and techniques, as well as practice in contemporary industry software. The subject investigates the integration of modelling, texture and light in three-dimensional space. Concept development is practiced in a range of spatial activities, investigating the relationship of spatial projects to a target audience. Development in professional work disciplines for design practice is key to the delivery of this subject.

Trimester 2

Trimester 4

Trimester 2

BID108A    Systems and Documentation 1

Systems and Documentation 1 introduces students to the different construction systems applicable to the design of nominated interiors, and how design solutions are communicated to stakeholders (contract managers, consultants and contractors) through contract documentation. Students will develop a series of documentation drawings for a small scale nominated environment.

Trimester 3

Trimester 5

Trimester 2

DSO103    Design Studio 2

Design Studio 2 offers an introduction to the building blocks of creating and developing brands and is designed to give students a broad understanding of the stages and methodologies adopted in the brand development process. The subject draws on the theory and practice that sits behind brand creation. It covers the broad spectrum of brand development, values, trends and branding techniques, as well as fundamentals such as brand positioning and brand architecture. The subject also explores the relationship between branding and audiences, cross-cultural influences and shifts in consumer behaviour. Students must first understand and apply the fundamentals of branding and then go on to use that knowledge as the basis for developing and progressing a brand. This theoretical and practical subject will equip students with the knowledge and insight with which to build their own branding expertise.

Trimester 3

Trimester 6

Trimester 2

 

Level 200

DSO201 Design Studio 3

The subject introduces business practices such as costing, time management, value engineering and general models of monetising and valuing output typical of a variety of design industries. Case study analyses’ of a typical design industry business practices, domestic and international, acquaint students with the differences and similarities that exist. Students learn about contractual agreements, and where appropriate become familiar with international shipping and distribution terms as well as an introduction to design copyright laws. Initial overview of time allocation practices and the creation and understanding costing terms such as: Bill Of Material (BOM) /Scope of Work / Deliverables used in typical projects is followed by application. Students plan a project from start to finish through to the development of an appropriate project management plan for their particular industry such as time management charts with typical dependencies highlighted and costed

Trimester 4

Trimester 7

Trimester 3

IDR202A Environment Design 2 (Residential)

The theoretical base of this subject will focus on developing the students’ understanding of the complexities of designing interiors for both single and double storey residential environments whilst appreciating the growing demand for the application of sustainable design practices- not only in materials and technologies but also in the longevity and adaptability of the final design solution.

Students will integrate their research and knowledge of residential environments, and environmental imperatives into the creative realisation of project briefs.

Trimester 4

Trimester 7

Trimester 3

IDR205A    Scheduling Interiors 2 (Residential)

Scheduling Interiors 2 (Residential) introduces the student to the practical knowledge required to specify soft materials in a residential environment. It recognises the importance of developing appropriate aesthetics to reflect a concept developed from a client brief as well as the importance of sustainable practices in residential design. This subject focuses on educating the student in the suitability and appropriateness of soft materials to the specification of any residential interior, investigating flooring, bedding, window treatments and furniture. The role of quality assurance and its importance in realising an efficient and effective residential project is also investigated.

Trimester 4

Trimester 8

Trimester 3

IDR206A Theories of Space and Place 2

Theories of Space and Place 2 explores theories and issues relevant to the design of residential environments in the 21 Century. The subject focuses on the study of human behaviour and psychology and how this contributes to the research, conceptualisation and delivery of a residential design solution. It explores the notion of ‘home’ and how this translates to a ‘physical’ or ‘digital’ environment as well as the relationship of ‘home’ to a broader socio/political and cultural context.

Theories of Space and Place 2 also explores pertinent issues related to the contemporary residential experience such as the environment, gender, age and disability.

Trimester 5

Trimester 9

Trimester 3

PBL202    Problem Based Learning Studio

Problem-based learning (PBL) is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Students are given the opportunities to problem-solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection. The underpinning philosophy of PBL is that learning can be considered a “constructive, self-directed, collaborative and contextual” activity. The principle of construct positions students as active knowledge seekers and co-creators who organise new relevant experiences into personal mental representations with the help of prior knowledge. This is further reinforced by social theories of learning that advance the merits of social interaction in cognitive development.

The aim of this subject is to trigger student learning with a problem which needs resolution. Students make connections to the challenge by activating their individual and collective prior knowledge and finding resources to make sense of the phenomenon; they also engage in peer learning through small-group discussions and consolidate their learning through reflective writing. Beyond enabling students to make sense of the concepts and subject matter, this learning experience will also help students develop an understanding of themselves and their contexts, and the ways and situations in which they learn effectively.

Trimester 5

Trimester 10

Trimester 4

DDD203    Discover, Define, Develop, Deliver

The myth of innovation is that brilliant ideas leap fully resolved from the minds of geniuses. The reality is that most innovation comes from a process of rigorous examination through which great ideas are identified and developed before being realised as new offerings and capabilities.

This subject introduces Problem Based Learning (PBL), mapped out as the 'Double Diamond’, the collaborative process by which the designer’s sensibilities and methods are employed to integrate the needs of people, the possibility of technology and the requirement for business success. In short, Double Diamond approach converts need into demand. It’s a human-centred approach to problem-solving that focuses thinking about meanings instead of features, searching for radical changes instead of improvements and proposing visions instead of satisfying existing needs.

Today, designers across many disciplines share some similar approaches to the creative process. Every design specialist has a different approach and way of working, but there are some commonalities in their creative process. Divided into four distinct phases – Discover, Define, Develop and Deliver – the Double Diamond is a simple visual map which illustrates the PBL approach.

In this subject, students examine a range of possible ideas – divergent thinking; before refining and narrowing down to the best idea – convergent thinking. To discover which ideas are best, the creative process is iterative. Ideas are developed, tested and refined many times, with weak ideas dropped in the process. This cycle is an essential part of a good design strategy.

Students are introduced to practical design methods – like user journeys, empathy mapping, character profiles – and how they can be used to move a project through the four phases of the Double Diamond.

Discover – The first quarter of the Double Diamond model covers the start of the project. Students look at the world from a fresh perspective; notice new things and gather insights.

Define – The second quarter represents the definition stage, in which students analyse and synthesise all of the possibilities identified in the Discover phase. Which matters most? Which should we act upon first? What is feasible? The goal here is to develop a clear creative brief that frames the fundamental design challenge.

Develop – The third quarter marks a period of development where solutions or concepts are created, prototyped, tested and iterated. This process of trial and error helps students to improve and refine their ideas.

Delivery – The final quarter of the Double Diamond model is the delivery stage, where the resulting project (a product, service or environment, for example) is finalised, produced and launched.

Thinking like a designer can transform the way you develop products, services, processes – and even strategy.

Trimester 5

Trimester 10

Trimester 4

IDR207A Systems and Documentation 2 (Residential)

Systems and Documentation 2 (Residential) continues to develop the student’s understanding of the different construction systems applicable to residential design applicable to small to mid-scale projects. It also investigates how design solutions are communicated to stakeholders (contract managers, consultants and contractors)- namely through documentation, specifications and contract management. Students will develop a complete set of documentation drawings for their nominated residential design proposal. The tutorials and assessments will all be carried out using computer aided documentation.

Trimester 6

Trimester 11

Trimester 4

Elective 1 (Level 100, 200 or 300 subject)

The elective subject can be taken from levels 100, 200 or 300 in any Torrens University course, subject to availability and Program Director’s approval. Pre-requisites and other rules apply.

Trimester 6

Trimester 12

Trimester 4

 

Level 300

SEN301   Social Enterprise

Social Enterprise is an exciting theoretically-based subject that is driven by the desire to create positive change through entrepreneurial activities. These activities harness design thinking and problem-solving processes in the realisation of pragmatic, viable project proposals from initiation to client presentation.

By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities through systematic research and competitor analysis, Social Enterprise empowers students to conceptualise, develop and propose new ventures and products that focus primarily upon social change for good. In addition, this subject will help students understand and address the practical challenges of working within this environment; to analyse different entrepreneurial business strategies, to explore diverse funding strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy. Social Enterprise enables students to appreciate the power of creativity in problem-solving and the importance of the designer’s role in making a difference and precipitating change.

Trimester 7

Trimester 13

Trimester 5

IDR301A    Emerging Design Technologies (Residential)

Emerging Design Technologies: Residential examines the technology focused theories affecting the experiential nature of design for residential environments in both the physical and digital arena. It examines how technology is influencing the experience of living, sleeping, cleansing and any activity associated with the perception of ‘home’. It examines a global context of changing perceptions of ‘residing’ and how the residential environment is being redefined by environmental and technological trends. This subject also explores the emerging factors influencing the residential experience of virtual worlds, film and animation.

Trimester 7

Trimester 13

Trimester 5

IDR302A    Environment Design 3 (Residential)

The theoretical base of this subject will focus on developing the students’ understanding of the complexities of designing large scale residential developments whilst appreciating the growing demand for the application of sustainable design practices - not only in materials and technologies but also in the longevity and adaptability of the final design solution. Students will integrate their research and knowledge of large scale residential environments into the creative realisation of project briefs. Students will also prepare specification documents and schedules for part of a large scale residential development.

Trimester 7

Trimester 14

Trimester 5

IDR303A Systems and Documentation 3 (Residential)

Systems and Documentation 3 (Residential) develops the students understanding of the different construction systems applicable to the design of residential environments, and how design solutions are communicated to stakeholders (contract managers, consultants and contractors)- namely through documentation, and contract documentation (e.g. function and construction of stairs). Students will develop a complete set of documentation drawings for a nominated design proposal. The tutorial and assessments will all be carried out using computer aided documentation.

Trimester 8

Trimester 15

Trimester 5

WIL302    Work Integrated Learning

This subject is designed to provide students with professional experience in an area related to their field of study or the career they are working towards. The aim of providing industry-specific opportunities is to enable students to develop skills that will enhance their prospects of gaining meaningful employment and building their career for the future.

Much of the benefit of work integrated learning comes from observation, practicing under supervision and reflection. Work Integrated Learning is an excellent way to broaden the students learning environment while they are studying. It allows them to see first-hand how what they are learning in their degree translates into practice, as well as how ‘real world’ practice relates to what they are learning at University.

This subject will develop work ready skills and boost students’ employability while they are studying.

There are two work integrated learning options available to students:

Option 1: Internship

Students are offered the opportunity to work within a professional design environment for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. 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 research tasks, conducting interviews and gathering data in order to understand the key concepts in managing a professional design practice with emphasis placed on the operation of the professional design environment.

Option 2: Industry Live Brief

This subject requires students to respond to criteria set within the context of an Industry Live 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. The subject is delivered from a cross discipline perspective and draws on both discipline specific and common design practices.

Students are required to work both independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.

Trimester 8

Trimester 16

Trimester 6

IDR304A    Systems and Documentation 4 (Residential)

Systems and Documentation 4 (Residential) extends the student’s knowledge and communication of different construction systems for a nominated residential design proposal. Students are required to complete a full documentation package for their nominated design proposal.

Trimester 8

Trimester 16

Trimester 6

BID301A    Creative Thinking Process

This subject provides students with the opportunity to develop their understanding of relevant design history and theories and their application to change and innovation within contemporary practice.

Central to this subject will be the application of contemporary design thinking in the critical reflection of their own, and their peers, creative output. Students will also gain insight into evaluating design outcomes in response to user feedback. The subject is designed and delivered from an interior designer perspective and draws on the student’s knowledge of design history and innovation. This subject also draws on the student’s own experience as a design consumer.

Trimester 9

Trimester 17

Trimester 6

BID302A    Portfolio and Industry Experience

This subject aims to cultivate a broader understanding of portfolios and presentations for the design industry within a professional context. It explores contemporary styles and methods of presentation.

The identification and analysis of employment target markets is introduced to students. This is enhanced through self-directed research that aims to help students gain an understanding of the specific needs and preferences of the Interior Design industry.

Students build relationships with Interior Design industry through possible internship or design studio project or on campus live brief. This industry engagement exposes students to rigors of the real world design practice whilst adding valuable experience to student CV.

Trimester 9

Trimester 18

Trimester 6

 

*Elective rules:

Pre-requisites and other rules apply;

Electives are subject to availability;

Elective subjects may not be offered in the same order as selected;

Electives from other programs may be available and are subject to Program Director approval.

Elective Bank

CDC200A  Message, Meaning, Media (F2F OnCampus only)

This subject expands the understanding of symbols, signs and semantic conventions within communication systems and media. Students are introduced to the history and application of semiotics and encouraged to review, relate and re-evaluate design and communication strategies within the context of de-constructing conventional thinking and design practices. There is particular reference to the cultural shift from words to pictures and the role of meaning in an evolving creative and technological environment. Students present individual and group solutions for the development of a system of symbols and information graphics.

CIM200A Life Through a Lens

This subject examines ideas and techniques within the practice of narrative photography. Through lectures examining historical milestones in photography and camera and lighting practical tutorials in understanding the accepted rules, students will gain the confidence to make innovative choices in their creative photography production processes. Students will develop creative narrative photography. Through the production of a multi-panel photo sequence, informed creative choices will be demonstrated.

DIG103A Interaction Design

This subject continues the exploration of the fundamental theory and practice of user experience (UX), user interface (UI) for interaction design in digital media. The subject covers core research phases of UX, before enabling students to create UI and web based solutions to identified problems. Students will focus on interpreting and structuring information architecture for a client to enable the highest quality UX possible between consumer and brand. Students will also focus on visual aspects of UI design and the ways in which visual design affects end-user experience.

FA204A  Fashion and Social Media (OnLine or F2F OnCampus)

This subject requires students to work independently when designing and building a social media strategy for a fashion brand. Students study cases of specific and successful Australian branded fashion and fashion PR companies, their practices and strategies. Situated in traditional Problem Based Learning environment students collaborate online within a group to adapt and negotiate the solutions to a set brief and problem. Students collaborate online with their peers to critically review and analyse their understanding of social media and its application. They identify and build on their knowledge in understanding the Social Media Landscape and its many features by demonstrating its usage and benefits for brand fashion companies. Students develop a coherent body of knowledge of the range of social media tools that currently exist and are used in the branded fashion industry underpinning the marketing and branding division of such businesses. Students need to demonstrate their cognitive and creative skills whilst identifying a range of scenarios for the development of a Social Media strategy for a fashion brand and critically analyse the Return on Investment for their chosen approach. In addition students will demonstrate their communication skills and present their ideas and knowledge of their chosen social media scenario to their peers and teachers in a simulated boardroom scenario.

IDC201A Design Research

Contemporary design practice has evolved a culture that applies a range of research methodologies to investigate design processes that are appropriate and relevant to creative problem solving. This subject explores the notion of designer as a generator of need and purpose and how research practice underpins these roles.

The purpose of this subject is to expand the student’s knowledge of the research processes that inform emerging design practice and how this affects the designer/client/project relationship.  Students will expand their skills in identifying research methods and the application of analysis to a design project. Students will also be introduced to legal and ethical issues in design research.

IDC208A Environment Design 3: Commercial (F2F OnCampus only)

The theoretical base of this subject will focus on developing the students’ understanding of the complexities of designing a retail environment whilst appreciating the growing demand for the application of sustainable design practices – not only in materials and technologies but also in the longevity and adaptability of the final design solution. Students will integrate their knowledge of a retail space, identity design and environmental imperatives into the creative realisation of a project brief. Students will further develop their research skills and apply these to the design of an ‘ecofriendly’ retail project.

IDC302A Systems and Documentation 2: Commercial

Systems and Documentation 2 : Commercial extends the student's learning and communication of different construction systems for  a nominated commercial design proposal

a. In the case of physical environments, the students are required to complete a full documentation package for their nominated design proposal.

b. In the case of digital environment proposal students are required to extend the communication of their design proposals through additional digital representation techniques: e.g. fly-through, animation, interactive components.

IDC303A Scheduling Interiors 2: Commercial (F2F OnCampus only)

Scheduling Interiors 2: Commercial introduces the student to the practical knowledge required to construct nominated commercial environments. It recognises the importance of nominating appropriate and sustainable finishes, furniture and fittings for nominated commercial environments. Students learn the following: types, styles and suitability of materiality and finishes; application of lighting types and styles; fixtures and fittings and selection of joinery items. Scheduling Interiors 2: Commercial also educates students in specification writing, preparation of schedules and what role they play in contract administration, as well as the principles of quality assurance in the design and documentation process. The principles of building management systems are also introduced.

MGT201A Project Management (OnLine or F2F OnCampus)

Businesses today are increasingly adopting a project-based approach to undertake and manage a diverse mix of business activities ranging from recruitment and change management to product development and implementation. Project management allows organisations to more effectively manage human and financial resources and to meet specific time constraints.

This subject introduces students to the field of project management. It explores the historical development of project management and introduces students to the Project Management Body of Knowledge.It examines the theoretical underpinnings of project management and looks at such specific elements as the project life cycle, the role of the project manager, the use of project teams, issues affecting project implementation, and planning, scheduling, and costing. It also explores how technology is used to assist in the management of projects and discusses various project management tools.

PUBH2000-Foundations of Public Health (OnLine)

Within this introductory course, students will learn the principles and practice of public health and improving the health of populations. Students will learn various functions and definitions of public health, the historical origins of public health and its evolution as a discipline. Students will learn relevant key principles associated with public health: ecological, human rights-based approach to health, social determinants approach; ‘new public health; the role and function of government in the administration of public health; public health service models, including comprehensive and selective primary health care. They will consider different understandings of health and illness, including professional, lay and Australian Indigenous definitions.

 

Campus Locations

BBCD delivers this course at the following campus locations:

  • Sydney: Level 1, 46-52 Mountain Street, Ultimo NSW Australia 2007
  • Brisbane: 90 Bowen Terrace, Fortitude Valley, QLD, 4006

Campus Facilities and Services

All campuses are designed to provide students with professional spaces in which to learn and work. They have been planned with student study needs in mind with well-equipped accessible learning spaces as well as student breakout areas for group work and spending time with friends.

Facilities and Services include:

  • The Customer Service Hub – our friendly and experienced staff can give help and advice about courses, your enrolment and campus life, including all services and activities on campus.
  • Counsellors are available for students to consult with on a range of personal issues
  • Student wireless access throughout the Campus
  • Student break-out and relaxed study spaces for group work
  • Student lounge areas – most with microwaves, kitchenette facilities and vending machines
  • The Learning Hub, home to the Learning Support Team, encompasses Learning Skills Advisors, Learning Technology Advisors, and Library & Learning Skills Officers. It provides an integrated, holistic support program for students throughout the study lifecycle within a library/collaborative study environment.

The service includes:

  • Support and workshops with highly qualified staff in the areas of Academic skills, Library skills, and Technology skills, both on campus and online.
  • Physical and digital resources relevant to studies, such as books, journals, multimedia, databases
  • Self-check kiosks for library loans and print and copy facilities

Success Coaches: 

Our Success Coaches are industry and education experts who leverage your strengths to align your learning with your broader life purpose. With a focus on career goals, and trained in Gallup Strength methodologies, your Success Coach will take a strengths-based approach to helping you set your learning and career goals.

Partnering with you for the duration of your studies, the Success Coach is here to make sense of all of the learning experiences, including readiness for and securing of work integrated learning, placements, internships and opportunities in internal enterprises.  All of our coaches are industry professionals, which will give you that inside edge you’ll need to be successful in your chosen career.

Irrelevant of how you like to learn, our coaches are there for you.  Coaching can take place online, or on campus.  Our main priorities are to make sure that you are always well connected and motivated, that you are successfully completing your desired subjects, and that you gain valuable knowledge and experience through participation and engagement, whilst always aligning to your natural talents.

Billy Blue College of Design at Torrens University Australia

Back in 1987 (before Photoshop existed) Sydney design agency Billy Blue Creative was looking for some fresh creative blood to work on their clients’ projects, so they took the only logical step: to open a design school.

What started as a magazine, blossomed into a design agency, then a school and now a university, created by designers for designers. Today Billy Blue College of Design at Torrens University Australia is renowned for its pioneering spirit and high employability rate across a variety of design disciplines, including branded fashion, communication design, digital media design and interior design. Courses are developed by some of the industry’s best designers and lecturers who work in leading agencies.

Gain Real Industry Experience

Billy Blue enjoys a strong connection to the design industry, with opportunities to develop as a professional, work in class on real world projects and grow your own network of industry contacts and clients before you graduate.

With internships and work integrated learning programs involving live briefs, students get the opportunity to work with some of Australia’s leading design firms.

Learn in a Supportive Environment

At Billy Blue you get specialist design courses by designers for designers. Industry experts teach and mentor students, showing them the ropes with industry-relevant skills and super handy career advice.

Billy Blue lecturers don’t just teach; they act as mentors to help you achieve your goals. Committed to your success, your lecturers will work closely with you throughout your study.

Face to Face classes are kept small, with a maximum of 24 students, to ensure that you get individual attention when you need it.

In addition, you have access to industry-standard design computer labs and studio spaces, as well as a well-stocked resource centre to further enrich your learning experience.

Graduate with an Impressive Portfolio …

At Billy Blue, you develop knowledge and skills that are relevant to the industry. You also gain valuable exposure to the industry through the college’s internship program and work-integrated learning initiatives, where you have the opportunity to work on commercial projects with external clients.

You develop a network of contacts and potential clients as well as a professional-calibre portfolio – what every designer needs to land serious work.

Benefit from an award-winning track record

BBCD graduates consistently place in and win prestigious design awards and competitions, including:

  • 2016 Eussen Living competition, finalist
  • 2016 Staron Design Awards, winner
  • 2016 International Green Interior Awards (x2)
  • 2015 Eussen Living competition, winner
  • 2014 Grand Designs Live Sydney Competition
  • 2013 Grand Designs Live Sydney Competition 

Is Billy Blue College of Design well known within the design industry?

Billy Blue was created by the industry for the industry, and maintains strong industry links. All lecturers are industry practitioners, possessing inside knowledge and experience that they pass on to you.

 

Billy Blue have alumni working on award winning projects with some of the best design practices in Sydney, such as:

  • Arent & Pyke
  • AJ+C
  • Bates Smart
  • The Uncarved Block
  • BVN (Bligh Voller Nield)
  • The Bold Collective
  • Girvan Waugh
  • Group GSA
  • Hassell (Shanghai)
  • Imagination
  • Luchetti Krelle
  • Mima Design
  • PTW (Peddle Thorp and Walker)
  • Siren Design
  • Woods Bagot
  • SJB

Billy Blue students have also interned or gained work experience with top design houses and firms, including:

Allen Jack+Cottier
Buchan Group
Bates Smart
Workshopped
Traffik
There
KannFinch
Edge Interior Design
Woods Bagot
Arent & Pyke
Fremantle Media
Inochi Design Life
SJB
Birdblack Design
The Style Project
Warren and Mahoney
Bauer Media (Belle Magazine, Australian House and Garden, Real Living Magazine)
Kieran McInerny Architects
2KRS
Liquid Design
Tim Leveson
Annie Benjamin Design
Design4Space

The college is respected and renowned in the industry - the clear choice for anyone seeking a career in design.

Can Billy Blue help me find work after I graduate?

The college provides you with the opportunity to seek work experience while you study, and also ensures that you graduate with a professional portfolio that can land you serious work.

Design houses and other employers regularly contact Billy Blue when looking to hire, so job opportunities may be communicated directly to you – even before you graduate.

In addition, Billy Blue hosts a graduate exhibition that is attended by top professionals in the design and advertising industries – students have been known to get calls from prospective employers following the exhibition.

Work Placement

WIL302

Work Integrated Learning encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena.

The student either applies to the relevant industry directly or via the Industry Consultant and Success Coach team. Laureate Australia has a dedicated team that will provide assistance with resume and industry contacts. Students meet with their consultant and Success Coach as part of the process so that the correct placement documentation is completed. All industry partners are aware of the primacy of the student’s learning experience and the desired outcomes of their placement. To evidence the agreement of the relationship between the employer and the college, placements and internships are only agreed to with partners who have entered into a formal agreement, in the form of a Memorandum of Understanding. This agreement is drafted and signed by the host/employer, the student and a Torrens representative before the placement begins. The document includes the placement details and terms. Once the documentation has been verified, the student is insured by Torrens and can begin their internship. The Student placement is monitored by interacting with the subject tasks and discussion forum and assessment tasks, through regular meetings involving an appointed academic, the Careers Consultant and the Industry Manager. The Student proceeds to complete 120 hours in this subject including a minimum of 90 hours placement. The student submits their assessment tasks before a pre-determined assessment deadline.

Students undertaking an industry live brief will engage with a similar range of professional experiences to those on placement. Assignment to, and management of, WIL tasks may occur face to face or via a dedicated online platform. Exposure to industry practice will translate into different – yet meaningful – experiences. Apart from the expectation that students complete a minimum of 120 hours of work, projects may be individual or group based; students; students may or may not see projects through to completion but may contribute to (and be assessed on) progress; students may be involved in the initial pitch to clients and/or supervisors for the awarding of the project; students may, or may not, be involved in presenting the project during its progress, or at completion.

A positive student experience

Torrens University values the importance of a positive student experience, and therefore has robust processes to resolve student complaints.  The Student Complaints Policy, and associated procedures, can be access from the website.

Paying for your qualification

We offer two payment options for this course:

Upfront payment

If you want to complete your qualification debt-free you can choose to pay as you go. This means tuition fees will be invoiced each trimester and payment is required on or before the due date using EFTPOS, credit card or Flywire.

FEE-HELP

FEE-HELP is Australian Government’s loan scheme for higher education degree courses.

It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

Further information about FEE-HELP, including eligibility, is available at:

FEE-HELP website

FEE-HELP booklets

Austudy and Abstudy

Students enrolled in this course may be eligible for government assistance, such as Austudy or Abstudy.

For full course and Billy Blue College of Design details go to the college website

Frequently Asked Questions

Are Billy Blue qualifications recognised?

Yes, all Billy Blue qualifications are accredited by Torrens University Australia and nationally recognised. In addition, Billy Blue’s close industry links ensure that your Billy Blue qualification is highly respected within the design industry.

Is Course Credit available?

Yes, course credit is available upon application and academic approval.  This credit can take the form of credit transfer, block credit, or Recognition of Prior Learning (RPL).  For further information, consult our friendly Course and Careers Advisor, or visit the website.

Are any payment options or financial assistance available?

Billy Blue Bachelor Degree courses are eligible for FEE HELP (Australian students only). FEE-HELP is Australian Government’s loan scheme for higher education degree courses. It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.

What materials and equipment will I need to provide?

All students are required to bring a laptop to class. Interior Design and Decoration students who own a Mac will need a dual boot functionality and access to Windows Operating System (Windows 10 or higher; Windows 8 highly recommended)

Hardware minimum specs:

  • Intel Core™   i7 processor  3.3GHz or higher
  • Windows 10 or higher (Windows 8.1 recommended)
  • 15”screen or larger with a minimum resolution of 1920 x 1080px
  • 8GB RAM or higher
  • 2GB Dedicated Graphics (Intel HD Graphics 6000 or better)
  • 1TB hard drive
  • Built in or external video camera
  • Built in or external speakers
  • Built in or external microphone
  • 3 button mouse
  • Basic Digital Camera or smart phone with camera (required).

Software requirements:

We recommend students purchase a subscription membership with Adobe Creative Cloud (Student and Teacher Edition). We suggest the ‘Complete — Student version’, which is heavily discounted and provides full access to all Adobe applications. At time of writing, it is advertised at $28.59/month.

For more detail, visit Australian Adobe site: https://creative.adobe.com/plans?store_code=au

Please Note: Internet access is required for software activation and validation of subscription, as well as to online services.

Contact Us

Website:    http://www.billyblue.edu.au/contact-us

Phone:         1300 851 245

Contact Us

www.billyblue.edu.au/courses

 

Billy Blue Sydney Campus

Level 1, 46-52 Mountain Street Ultimo NSW Australia 2007

 

Billy Blue Brisbane Campus

90 Bowen Terrace
Fortitude Valley QLD Australia 4006

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