Premier’s ABN AMRO Business Studies Economics Scholarship
The range and scope of relationships
between industry bodies and education
delivery providers
Maria Evans
TAFE NSW - Riverina Institute
Sponsored by
This report will detail how this scholarship enabled participation in a conference which
focused on international topics and access to new developments in the fields of
intercultural, cross-cultural, and multicultural academic and corporate arenas.
The report will also outline the various networking opportunities which were provided
with business and educational leaders from around the world and outline future
networking opportunities.
Results of a survey of business educators with regard to teacher qualifications, delivery
methods, recognition and assessment and information gained from businesses to
determine their training requirements will be detailed.
Focus of the study
The focus of the study was twofold:
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Attendance, participation and presentation at the International Society for Business
Education SIEC-ISBE 77th annual conference in Boston, Massachusetts, titled
Leadership in Teaching, Technology and Trade and associated activities;
Investigation of the range and scope of relationships between industry bodies and
education delivery providers that facilitate the effective and efficient exchange of
ideas in the United States/Canada, United Kingdom and Hong Kong.
Attendance at the 2005 Boston conference provided opportunity to interact, observe and
exchange educational strategies with progressive multinational participants and attendees
of the annual conference at an international site.
The conference was held at Suffolk University and attended by 170 participants from
19 countries. What better place to hold a conference than a university with 86 colleges
and more than one million students in metropolitan Boston.
The conference afforded the opportunity to participate in the pedagogy of the
conference, consisting of lectures, workshops, seminars and special presentations. A total
of 26 separate seminars, presentations and workshops covered a very wide range of
business education topics such as Business Teacher Leadership—Strategies for Success
and Instructional Design of Distance Learning Classes Based on Learning Strategies.
My presentation titled Recognising and Valuing Workplace Training was very well received by
the standing room only audience—many taking away ideas of how they can implement
similar projects (see Attachment A).
Visits were scheduled to the Federal Reserve Bank of Boston, Harvard University, the
Massachusetts Institute of Technology and local businesses such as the Boston Globe,
Genzyme and Fidelity Investments.
I also visited and/or surveyed many educational institutions in the United States of
America/Canada, United Kingdom and Hong Kong, ranging from high schools to
universities, to investigate the range and scope of relationships between industry bodies
and education delivery providers that facilitate the effective and efficient exchange of
ideas. The institutions contacted freely provided information to enable data to be
gathered.
The following educational institutions were visited:
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Suffolk University;
Harvard Business School;
Harvard University;
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Massachusetts Institute of Technology;
New York University;
Buffalo University;
Villa Maria College Buffalo;
Ridgeway High School Fort Erie;
York University;
York College;
Invest Training Solutions York;
Hull Business College;
Lincoln College;
Oxford University;
City of Bath College;
Pitman Training Centre Bath;
Hong Kong Institute of Education.
Industry contacts also provided information on training requirements and highlighted
international practice and trends.
Significant learning in Business Education
United States
Designing and delivering work-based learning programs is one of the biggest businesses
in the United States. Corporations in that country spend more money annually on
training than do all the public schools in the country combined.
In the United States, educational funding is eight per cent federal money and 92 per cent
state and local authority funding. There is a concerted national move toward School to
Work Opportunities, a federally funded initiative to assist the transition between school
and work. The new role of the business educator is to provide the link between
secondary school and the workplace. Educators must change the content and the
structure of how business subject matter is delivered.
The three core elements of School to Work Opportunities are:
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School-based learning—classroom instruction based on business-defined
occupational skill standards;
Work-based learning—career exploration, work experience, structured training and
mentoring at job sites;
Connecting activities—courses integrating classroom and on-the-job instruction,
matching students with participating employers, training of mentors and the building
of other bridges between school and work.
Colleges are encouraged to visit partnered business workplaces; organise short,
intermediate-length and long-term internships to enable students to experience
workplace demands; and arrange classroom visits by speakers from business to reinforce
requirements with regard to attitude, effort, supervision and opportunity.
Students could be contracted by businesses to become actively engaged in solving
authentic business problems and move back and forth from classroom to the workplace
in doing so. Real business problems are provided as assignments. It is pleasing to note
that this is exactly what happens at Albury Campus Diploma in the Information
Technology program.
Online learning is a high growth area and is only limited by budgetary constraints. One
college reported a growth of 25 per cent in 2004. Most of the learning institutions used
WEBCT/
Blackboard as the preferred platform. Textbooks were used as learning materials. It was
acknowledged that online study does not suit all students and all interested students had
to work through an orientation program which assessed their suitability to this type of
learning. Definite policy and procedures were in place so that requirements were spelt
out to students well in advance of commencement. Tulsa Community College was of the
opinion that students wanted convenience first, then quality, if possible.
Harvard Business School
Students at Harvard Business School represent 110 countries. Seventy-five of the 500
courses offered at Harvard are available by distance learning. No special distance
education courses are offered; they only add a distance option to a current course. As a
result, 25 per cent of local students attend classes less regularly. Distance learning is
delivered by video of lectures which are then rebroadcast worldwide 24 hours after
lecture is given at Harvard. Harvard does not use Web CT or Blackboard, but their own
platform and a textbook are required. Harvard is currently looking at possible changes to
the structure of courses, which may mean offering alternatives such as a course done in
collaboration with another institution and distance only courses using lectures and
material from a previous semester.
New York
According to Michael Bronner, of Business Education at New York University, by 2005
colleges and universities which once prepared business-teacher education students
dropped by almost two-thirds. In New York City only a half-dozen secondary schools
offer any Business Education courses. The secondary school market has shrunk; no
longer are entry-level clerical skills needed by business since technology handles most of
this without much need for training. Formerly licensed and certified secretarial teachers
are now required to become recertified in technology within the coming year as their
earlier licenses are to be rescinded.
Education for business must realise that most of our future and ongoing learning will not
take place in a traditional classroom but be site-specific, on the job, or even at home.
This type of learning has major ramifications for business educations as learning systems
are developed for respective disciplines that can be used anywhere and at any time.
In the United States they use the term ‘corporate university’, which refers to private
businesses which are now doing their own training.
Buffalo State College
Buffalo State University is attached to New York University and offers a four-year degree
in Business Administration. Students can choose a concentration on management,
marketing, accounting and finance or international business. Graduates from the
business and marketing departments can then teach business and marketing courses in
middle and high schools.
Sweden
It appears that many countries are facing the same challenges. In a workshop by
presenter Agneta Wickart, in Sweden, she stated, ‘A professional challenge confronting a
teacher in Business Economics in high school is to bring reality into school and to give
the students a more holistic view on the subject.’ Four years ago her college had only 15
to 20 students per year studying Business Economics, but this year the number has
increased to 125.
The secret was to bring reality into school by interacting with local companies to get
every couple of students a ‘parent’ company of their own. The students visit their
company after each major theoretical block to see whether it also exists in reality. The
students don’t work in the companies; instead, they meet both staff and management in
all different departments and see examples of how the work is carried out by asking
questions. The students are very positive about this opportunity to get out into reality,
and also the less motivated, ‘weaker’ students think it is great.
United Kingdom
Hull Business College
Hull Business College offers online learning in business and computer studies, some of
which are accredited. Accredited subjects are aligned to a national competency. Students
must enrol in person, where they are counselled on their suitability for a particular course
or method of study. Students can choose to study fully off campus or can access tutors
on campus or at the town library, where Hull College has placed 12 computers with a
facilitator/tutor. In 2003 enrolments doubled and in 2004 enrolments rose by 25 per
cent. Again, it seemed that funding restrictions had an impact on enrolment increase.
The department is now intending to target 16- to18-year-old students.
Another arm of Hull College, Vision to Learn, offers totally distant course study.
Students have a one-week feedback turnaround.
Invest Business Training Solutions is the commercial arm of Hull College, and it runs
short or customised training required by industry.
Colchester Institute
Colchester Institute is a College of Further and Higher Education in England which has
designed and implemented a set of capabilities that are utilised within the Personal
Development Review framework. To date, 30 members of the College Management
Group are involved with the process called Leadership NOT Management. Since
implementation, completion rates have risen from 50 per cent in the 1990s to 75 per cent
now.
There is a great demand for their courses; 3000 students were turned away this year
because funds were not there. There has been no growth money for lifelong learning
(funding is for 15-, 16-, 17-year-olds). At 18 you are considered ‘over the hill’.
Bath Business School
Bath Business School runs Pitman Training and offers online training in computer
software. Enrolled students have access to material for a three-month period. They
mainly offer three types of training:
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Standard Courses include the audio-visual method of training and include up to
Diploma courses.
Quickstart is a program of classroom-based, tutor-led courses featuring the main
components of Microsoft Office via a simple step-by-step format. It has been written
to get learners up and running on the main features within one day.
Customised Training is where participants have their own trainer and is suitable for
groups of up to six people.
Jamaica
According to Claudette Williams-Meyers, the University of Technology, Jamaica School
of Business Administration, offers a Bachelor of Business Administration Degree with a
concentration in Administrative Management. The university found that graduates were
generally concerned that some employers would consider their degree to be ‘secretarial’
and as such they would not be as recognised as their counterparts with degrees in other
disciplines were. In order to overcome this barrier, Dr Williams-Meyers undertook the
following:
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Completed an extensive program review.
Met with industry stakeholders.
Removed courses such as document processing (upgraded it to Document and
Information Management).
Included an IT major.
Dr Williams-Meyer is in the process of reviewing the program and would like me to
complete a similar review here in Australia so that we can do a comparative study.
Hong Kong
Hong Kong University of Education is an institution which offers a four-year degree—
Teacher Education plus a major in Business, Languages etc. There are approximately
70,000 students with 329 teachers, but there is currently a restructure in progress which
will see a reduction of 80 teachers and a budget cut of 30 per cent over the next three
years. Dr Christina Yu, who is a lecturer at the University, has established a program in
which she takes students to visit teacher education institutions in various countries. Last
year they visited Canada.
Results of surveys
Survey of educators
Thirty-nine international educators completed the survey, which looked at teacher
qualifications/
industry experience required by teachers; level of training delivered; funding for training;
curriculum; teaching, assessment and recognition.
Survey results showed:
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Nearly 77 per cent institutions required teachers to have a university degree but did
not require teachers to have industry experience (65.8%). Pure academics.
The survey sample delivered training right across the education spectrum, ranging
from 15.4 per cent trade and vocational training (lowest) to 33.3 per cent degree
(highest).
61.5 per cent of curriculum is designed within the individual institution.
Teachers can only make minor changes to curriculum to account for student needs
and local factors.
All countries are working with some sort of standard system; however, Australia
appears to be leading the way in this area.
Traditional face-to-face teaching on college premises is still the predominant method
of delivery, with online and flexible delivery gaining popularity. On-the-job training
and assessment-only pathways were rarely used.
Formal examinations with practical and theoretical assessment tasks are still the
predominant method of assessment, with workplace and online assessment used
rarely. While previous training is rarely recognised, recognition of previous work and
life experiences was not used. Only one institution allowed for 100 per cent
recognition of a course, with the majority (37.8%) allowing 0 to 20 per cent
recognition.
Survey of business clients
Only five businesses completed the actual client survey, others preferring to relate the
information personally.
Industries interviewed varied in size from less than 20 local staff to more than 500
international employees. Companies from the United States, United Kingdom and
Canada revealed the following information with regard to office administration and
management:
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Employees were required to have school matriculation or similar for employment.
Generalised rather than specific entry level work skills were required.
All wanted some on-the-job and some off-the-job training.
All preferred face-to-face rather than online training.
Just-in-time training was preferred and it was this training requirement which was not
being met.
Real life problems should be used for assessment.
Standards and qualifications should be set at a state level.
Trainers should be state accredited.
The importance of formal post-school training qualifications varied between countries.
In the United States and Ireland, formal qualifications were imperative to obtain work,
while the United Kingdom, Canada and Hong Kong tended to take a more relaxed
position and employ on skills. The European Union now has an EU Passport which
enables qualifications to be recognised right across the EU. This will be a great advantage
for EU students wishing to work in other countries. I understand it to be very much like
our Australian competency passport.
Qualifications set at a state level were seen to be useful to business when employing staff,
but they did not feel a strong need to give qualifications for training they provided. They
understood, however, that it would be an important factor for employees. All companies
interviewed felt that training was an investment, not an expense.
Conclusion
It is imperative that Riverina Institute of TAFE, and in fact TAFE NSW generally,
continue to develop relationships with industry bodies and individual companies both
large and small. Every opportunity should be taken to foster these relationships on both
a formal and informal level.
Worldwide, business education recognises that it is vital to involve industry with training
and to make learning more realistic. In the area of international business, I am keen to
link Riverina Institute students with students from overseas colleges. Many of the
overseas colleges have already expressed a desire to link their students with colleges in
Australia. Student exchange is another possibility worth exploring.
TAFE New South Wales is in an enviable position with regard to responding to clients’
needs in the areas of flexible delivery and recognition. This was especially evidenced by
the interest in my presentation at the conference and the survey responses, which
showed that 44.7 per cent never use recognition.
Because three out of every four jobs requires some skills related to a business skill, it is
important to provide business study for all students, not only for those who will pursue a
business administration or management career. No matter what career you choose you
are in business.
There is a need to progress more articulation in business training from school, TAFE
and university, and the project of cooperative activities between schools, TAFE and
universities which the NSW Department of Education and Training is undertaking is to
be commended. I intend to investigate possibilities of championing this model in the
Riverina area.
I aim to establish an Australian chapter of the International Society for Business
Education (ISBE). ISBE aims to provide worthwhile educational and business
opportunities and programs to members, and this is an opportunity for Australian
Business teachers to become involved in an international arena.
ISBE is very keen to include Australia in its large network and to champion this I intend
to submit a formal bid for the 2010 international conference to be held in Australia.
I would like to identify and promote mechanisms and schemes for encouraging visits by
SIEC/ISBE members, individually and in groups, to Australia. Within the next six
months I will host a teacher from Germany and possibly one from New York University.
Participation in joint projects with SIEC/ISBE institutions will be pursued.
A sample of education and business contacts is available.
Acknowledgments
The award of this scholarship has provided the opportunity of a lifetime and I am
extremely grateful to all those associated with this award. Firstly, the Premiers, both
former and current, are to be thanked for the vision and the opportunity given me to
undertake this study tour. The sponsors of the scholarship, ABN AMRO, are also to be
thanked for their support and congratulated for their encouragement of professional
development projects.
Attachment A
-------- Original Message -------Subject: Boston presentation
Date: Fri, 07 Oct 2005 01:18:09 -0700
From: Dana Fladhammer <dana.fladhammer@pcmail.maricopa.edu>
Organization: Phoenix College
To: Maria Evans (school) <maria.evans@tafensw.edu.au>
Dear Maria Evans,
Your presentation at the Boston ISBE Conference was outstanding. As I assisted in introducing
your session, arriving early and leaving late, I was able to observe those who participated in this
session. As the room filled to overflowing it was obvious there was a great deal of interest in the
topic. It was easy to see from the attentive audience and the thoughtful questions posed during the
Q&A that we found your presentation especially interesting. This is a program we can take back to
our own school districts. You gave us concrete, practical steps to follow to make implementation
possible. I appreciate the fact that you are available via e-mail for future reference and questions.
Sincerely,
Dana Fladhammer