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 learningAQF 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)