AQF and ABDC Submission on Business Education

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Transcript AQF and ABDC Submission on Business Education

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) •

ABDC meeting 27 th

by Di Brooker

July –

presentation – 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

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) •


– raised six issues with them subsequently presented as agreed business deans perspective on document •

Qualifications -

10 levels

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” • • •


– Australia = 2 – semesters/4 courses/year


– 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

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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


• • • 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)