AQF and ABDC submission on
Business education*
ANZAM Institutional Members Meeting 9
December 2011
* Material in these slides are taken from the ABDC submission to AQF except otherwise as indicated.
AQF – what’s it all about?
•
•
•
Introduced 1995:
– “Australian Qualifications Framework
(AQF) is the national policy for
regulated qualifications in Australian
education & training. It incorporates
the qualifications from each
education & training sector into a
single comprehensive national
qualifications framework” (AQF First
Edition, July 2011, p. 9)
Revised 2011 by AQF Council
– “to ensure that qualification
outcomes remain relevant &
nationally consistent, continue to
support flexible qualifications
linkages and pathways and enable
national and international portability
and comparability of qualifications”
(p. 9)
Qualifications - 10 levels
•
ABDC meeting 27th July – presentation
by Di Brooker
– While AQF developed “First edition” TEQSA
will regulate compliance
– TEQSA not in full operation until January
2012; full compliance by 2015
– Current uncertainty for business schools &
universities – clarification of document
•
ABDC – raised six issues with them subsequently presented as agreed
business deans perspective on document
ABDC issues - generic
• Global context in which business schools operate
– including accreditation, rankings, international
competition
– face challenge of this plus subject to significant scrutiny
• Graduate capabilities and quality
– come from strong links to professions & accreditation
• Business schools at forefront
– in demonstrating quality at an international level for
long-term sustainability
ABDC issues - specific
1. Acceptable title of
programs: seek recognition
that:
– Executive MBA is a
compliant title – common
globally c.f. MBA
(Executive)
– P/G Cert. in Bus. & P/G Dip.
in Bus. = level 8 Grad Cert &
Grad Dip
2. Professional
doctorates:
– Most appropriately fits
in with AQF level 10
– Not all programs
compliant with 2 years
research requirement
– Encourage Deans to
ensure DBA compliance
ABDC issues - specific
3. Recognition of prior learning & pathways
(section 2.1.10)
– Typically 50% credit for Advanced Dip. or Associate
Degree linked to a 3 year Bachelor Degree
– Other arrangements can be negotiated at
institution level
– ABDC – interpret as minimum guidelines
ABDC issues - specific
4. Volume of learning
AQF policy:
“The volume of learning of a
Masters Degree (Coursework) is
typically 1-2 year; in the same
discipline 1.5 years following a
level 7 qualification or 1 year
following a level 8 qualification; in
a different discipline 2 years
following a level 7 qualification or
1.5 years following a level 8
qualification”
• Full-time
– Australia = 2 – semesters/4
courses/year
• But:
– many level 9 masters in
business between 1-2 years of
study – MBA, EMBA, conversion
masters (Accounting)
• ABDC argument:
– use non-disc. skills & kn.
– 18mths therefore be recognized
as typical for MBAs at level 9
– and same for conversion
Masters
ABDC issues - specific
5. Structured practice related
learning
• “The Masters Degree
(Coursework) is designed so that
graduates will have undertaken a
program of structured learning
with some independent research
and project work or practice
related learning. If this
qualification is to prepare
graduates for a profession a
significant component of
structured learning will be
developed in collaboration with a
relevant professional, statutory or
regulatory body”
ABDC position
• Structured learning experience is
satisfied if the program is
accredited by the relevant
professional body
• Where there is no professional
body ..satisfied by evidence of
appropriate graduate
destinations and strong
employability
ABDC issues - specific
6. Combined, dual and
joint degrees
• First Edition silent on
these
• Substantial variation in
practice could damage
quality & international
reputation
• ABDC position on these
degrees
– Achievement of relevant
learning outcomes
– Max 50% overlap in
learning outcomes of
two separate degrees
Conclusion
• Important to global competitiveness of
business schools
• Uncertainty about interpretation
• ABDC proactive in influencing “effective
implementation of the AQF to Australian
business programs” (ABDC submission, p.9)