Gcqa 2012 Brochure

8/6/2019 Gcqa 2012 Brochure

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www.lhmartininstitute.edu.au

Graduate Certi cate inQuality AssuranceProgram Outline 2012

The LH Martin Institute is Australias national tertiary educationleadership and management institute, established with the support o the Australian Government and based at the University o Melbourne.


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www. lhmartininstitute .edu.au


[ The discussion board contributions ] o ered deep insight on the relevance and impact o di erent

quality standards in diverse contexts around the globe... The GCQA is a highly rewarding programpro essionally and will signi cantly infuence my career growth.

Dr Baburajan Panthayil Krishnan, Quality Assurance Coordinator, Higher Technology College, United Arab Emirates and GCQA Alumnus.

Participant Pro leSince its launch in 2010 the Program has attractedparticipants rom 23 countries, including: Australia Barbados Ghana Guyana Hong Kong Ireland Kenya Malta Namibia

Oman Pakistan Papua New Guinea Portugal Saudi Arabia Seychelles Singapore South A rica The Netherlands Trinidad & Tobago

United Arab Emirates USA Vanuatu

Participants also worked in various sectors like highereducation, government and vocational training. The graphsshow the make-up o participants so ar based on regionand organisation type.

32%

22%10%

10%

13%

13%

-

Australia

Africa

Middle East

Europe

Asia-Pacific

Americas

42%

39%

17%

2%

Higher Education

Government

Vocational Education and Training

Other

Participants by Region

Participants by Organisation Type


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GCQA units 2012 To complete the program, participants need to gain 50credit points, by undertaking:

Two compulsory units: Tertiary Education Policy and Management(25 points, semester 1)External Quality Assurance (12.5 points, semester 2).

Plus one o two elective units:Operating an External Quality AgencyMaintaining Quality within Institutions (12.5 points,semester 2).

Compulsory Foundation Unit

Tertiary Education Policy and Management This unit has three main themes, explored by comparingtertiary systems internationally:

The Nature of the Tertiary Education OrganisationHow are tertiary sector institutions di erent rom other typeso organisations? What are the implications or this in thecontext o management and leadership?

Comparative Tertiary Education Policy Studies How have di erent tertiary education systems andinstitutions met the pressures and dynamics o contemporary societies?

Management and Leadership in Tertiary Education How do managers balance competing demands, multiplevalues and distributed authority in tertiary sector settings?

Compulsory QA Unit External Quality Assurance

This unit explores the di erent approaches to QAinternationally through ve themes:

Quality Assurance for Higher Education In this course the concept o quality is not treated asan absolute. It is shaped by variables that de ne qualityin speci c contexts national, economic, political, andinstitutional. A variety o rameworks may be used to setstandards and measure quality through processes that weknow as quality assurance. Here the ocus here is on nationalQA systems and the roles o QA agencies, rather than theinternal QA systems that most institutions have established.

External Quality Assurance Roles and Responsibilities Central to this theme are the generic unctions o externalquality assurance (EQA) and the di erent ways in whichEQA agencies discharge their roles and responsibilities.We will consider examples that relate both to QA at theinstitutional level and the program level, with emphasis ontheir complementary role.

Networks of External Quality Agencies Quality assurance practitioners in higher education have

ormed associations that can play a vital role in terms o in ormation exchange, problem-solving, QA policy ormation,and mutual support. This theme deals with the signi cantinternational networks, their national member networks, andtheir role in nding solutions to the problems occasioned bycross-border and distance education providers.

Standards Applied by External Quality Assurance Agencies EQA agencies are concerned with standards, particularlywhether and how a given approach will work whenapplied to higher education institutions. We will examinethe meaning o minimum standards, in contrast withstandards that change behaviors. An important concept isthat o policy objectives or EQA standards, ranging romcompliance, to varying degrees o assurance, and then toongoing autonomous improvement.

GCQA Program Outline 2012


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External Quality Assurance Agencies Emerging Challenges

The nal theme discusses the many challenges that haveemerged in higher education over the past two decades andthe role o EQA agencies in dealing with them. They include:the globalisation o education, the trend to privatization ineducation, new technologies, the growth o degree mills

that sell bogus or sub-standard quali cations and theirpatronage o spurious accreditation agencies. At the sametime, QA agencies are in the midst o a long-standing debateregarding the quality o education, its relevance, cost, andbene ts. Perhaps the question becomes what is quality, andwhen we nd out can we a ord it?

Elective Unit Operating an External Quality Agency

This unit deals with aspects o operating an externalQA agency. The ocus is on the practical aspects o providing services that ensure quality o programs or

institutions through accreditation or quality review andimprovement strategies.

Five aspects are discussed:

Structures and Management. The establishment o a QA agency requires decisions onthe basic unctions and the scope and range o activitiesto ul ll the agency role in audit, review or accreditation.Organizational structures must be put in place and QAmethodologies developed in consultation with the highereducation sector. Establishing the reputation o a new agencyas credible and accountable to stakeholders is essential.

Methods of Review and Accreditation In choosing a QA ramework or the agency, some ollowthe tness- or-purpose de nition o quality while otheragencies emphasise use o pre-determined sets o standards or assessing institutions and programs. The

oundation o any QA process is the sel -assessmentprepared by the higher education institution and agenciesneed to provide guidance in this regard. Another importantaspect o an agencys work is the use o review teamreports or agency decision-making on QA outcomes in a

air, consistent and transparent way.

Reviewers Roles and Training The quality o review teams depends on recruitment o reviewers and training them in preparation or serving onteams. The module discusses the range o roles undertakenby reviewers, the pro les o e ective reviewers and wayso recruiting them. The training o reviewers is also coveredwith examples o di erent approaches to training.

Site Visits The site visit is conducted by a review team and maylast or several days, depending on the complexity o the institution or program being examined. The primarypurpose is to explore the in ormation in the sel -assessmentdocument and collect urther evidence on which a teamassessment may be based. The site visit is preceded by

substantial preparation including planning meetings and theconstruction o schedules and interviewee lists.

Preparation of the Report The purpose, substance and style o reports variesaccording to the QA ramework being used. An importantarea or attention is the construction o argument todemonstrate the evidence used to draw review teamconclusions on an institution or program. Di erent strategiesmay be used or compiling reports such as the leader o theteam taking responsibility, or an agency sta member beingresponsible or dra ting in collaboration with the team.

Elective Unit Maintaining Quality within Institutions This unit takes an insider view o quality in institutionsand explores how universities and colleges can takeresponsibility or building and maintaining quality. Fourtopics are discussed as ollows.

Context and Approach International and national contexts or institutionalquality including social, political, economic and technologychanges. The institutional context including values, policy,governance and management. Institutional approach toquality in terms o a quality cycle.

The Quality Cycle: Planning and Acting The bases or a planning architecture and process includinglong term vision, medium term strategic plans and shorterterm operational plans considered at di erent operationaland activity levels. Acting to implement plans including mostcommon areas and responsibilities or action.

The Quality Cycle: Evaluating and Improving Evaluation as long term, summative and externally engagedreview and monitoring, with short time rames, or ormativeand internal purposes and including business intelligencesystems. The demonstration o improvement in institutionalkey per ormance indicators and time series data.

External Reference: Benchmarking and Quality Agencies The di erence between in ormation comparison andbenchmarking, choosing comparators and partners and themove towards standards. The institutional response andhow to prepare or external quality agency audits.

The GCQA program has provided me with exposure to various aspects o higher education quality

assurance practices across the globe...The practical work we did helped a great deal. I am seeingthe rewards o this now as I conduct similar work in my job on a daily basis.

Emmanuel Duku, Assistant Secretary (Administration)National Accreditation Board, Ghana and GCQA Alumnus.


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Associate Professor Leo Goedegebuure is Deputy Director o the LH MartinInstitute or Higher Education Leadershipand Management and active in the eldo higher education policy research andmanagement. Prior to his move to Australia(University o New England, Centre or

Higher Education Management and Policy), Leo wasExecutive Director o the Center or Higher Education PolicyStudies (CHEPS), at the University o Twente, Netherlands.

His research interests are in the areas o governanceand management, both at the systems and institutionallevel; system dynamics including large scale restructuringpolicies; university-industry relationships; and institutionalmergers. He is auditor or the Hong Kong Quality Assurance

Council and has been a member and rapporteur or theOECD tertiary education review o New Zealand.

Dr Geoff Sharrock is Program Director atthe LH Martin Institute or Higher EducationLeadership and Management. Withextensive experience in public administration,private consulting and managementeducation, Geo s research interests andpublications ocus on tertiary sector policy,

strategy, culture, leadership and management.

He has worked as an adviser on the Growing Esteemstrategy development project at the University o Melbourneand project manager on the Baker-IDI medical researchinstitute merger.

Associate Professor Hamish Coates is with the LH Martin Institute or HigherEducation Leadership and Management andalso leads higher education research at the

Australian Council or Educational Research.

His research interests include large-scale educational evaluation, tertiary education policy,learner engagement, leadership, quality assurance, andassessment methodology. He has been a consultant to theWorld Bank and OECD and has held visiting ellowshipsat the University o Michigan and UNESCOs InternationalInstitute or Educational Planning.

Dr Chinh Nguyen is Academic ProgramsSupport O cer at the LH Martin Institute

or Higher Education Leadership andManagement. Chinhs doctoral research

ocused on the discursive and electronicconstruction o Australian universities andinternational students perceptions o

university websites. Chinhs research interests ocus onorganisational discourse, discursive identity, strategyand change.

Dr Jeanette Baird is Executive Director o the Australian Universities Quality Agency(AUQA). Her background is in highereducation and public sector management.Jeanette has acilitated numerous training

workshops on higher education qualityassurance, presented at national andinternational meetings, and taken part on reviews o overseas universities. Among other activities, she took alead role in a 2007-08 AUQA project or the establishmento a higher education quality assurance agency or theKingdom o Bahrain. In 2008, she was chair o the SteeringGroup that developed the Good Practice Principles orEnglish Language Pro ciency or International Students in

Australian Universities. Her current research interests are inhigher education quality assurance, governance, and riskmanagement.

Tom Phillip s is Director o Soutenir Ltd, aninternational consulting and project servicescompany. His experience in and aroundhigher education spans 40 years ininstitutions, educational and pro essionalorganisations, and consultancy, dealingwith diverse topics student recruitment,

admissions, and advising; research on student retention andper ormance; international student a airs and exchange;sel -assessment, accreditation and quality management;and more recently, EU- unded capacity-building projectsin quality assurance. Toms special interests relate to thecomparability o quality assurance (QA) and accreditationsystems; development o standards, evaluation criteria, and

processes; quality assurance policy; the role o QA agenciesas surrogates o government; and the behavioral context o accreditation.

Pro le o Facilitators


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I ound the course very use ul in gaining much greater understanding o the policy and regulatory context

o QA in higher education, not just in Australia, but in other parts o the world...I was able to use real workissues and explore them in greater depth as part o the assignments or the course.

Janet Beard, Director (Integrated Administration),The University of Melbourne and GCQA Alumnus

Application Details Eligibility, Fees and Scholarships

Entry requirementsCandidates or the GCQA are expected to have:

An undergraduate degree or equivalent At least two years o relevant work experience Current employment in the sector, and employer support

to attend the program.

English language requirements All applicants must meet the English language requirementso the University o Melbourne to be eligible or the program.

These can be met in a number o ways, outlined at:http:// uturestudents.unimelb.edu.au/admissions/ entry-requirements/language-requirements

The IELTS and TOEFL requirements are:

IELTS (Academic English only): overall 7.0, with written7.0 and no band less than 6.0.

TOEFL (paper-based test): 600 + TWE 5.0 TOEFL (computer-based test): 250 + 5.0 essay rating TOEFL (internet-based test): 100 + written score o 24

and no band less than 21.

The test must be taken no more than 24 months prior toapplication and the score must be achieved rom a singletest report.

Fees The 2012 ee or the ull 50 points GCQA program is$11,680.

Fee includes access to all online resources, but excludestext books.

ScholarshipsINQAAHE provides six scholarships worth US$ 5,000 each

or candidates who satis y their eligibility criteria. Please visitthe INQAAHE website or urther in ormation:

www.inqaahe.org.

How to apply Visit the LH Martin Institute website or application details:www.lhmartininstitute.edu.au

Application closing date: Applications close on Monday, 5 December 2011 .

http://futurestudents.unimelb.edu.au/admissions/entry-requirements/language-requirementshttp://futurestudents.unimelb.edu.au/admissions/entry-requirements/language-requirementshttp://futurestudents.unimelb.edu.au/admissions/entry-requirements/language-requirements


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About the Melbourne Graduate Schoolo Education

The University o Melbourne has a 150-year history o academic excellence. One o the worlds top universities, itis a hub or scholarly inquiry and research innovation.

In 2008 the University adopted a graduate school modelo education, aligning with leading institutions in the USand Europe. The Melbourne Graduate School o Educationis recognised as one o Australias leading schools o education. The Schools 16 research centres and groupsare at the cutting edge o current concerns in education,locally and internationally. They continue to be infuential inshaping education policy, systems and practice, both within

Australia and abroad.

About the LH Martin lnstitute Tertiary education is a complex and rapidly changingenvironment in which to lead and manage. A strongunderstanding o its unique structure and complex policyenvironment is crucial to the success o your institution.

The LH Martin Institute or Higher Education Leadershipand Management has been established by the AustralianGovernment to enhance tertiary education in Australia andNew Zealand by providing a suite o programs and activities

ocused on institutional management and leadership withinthis sector. We are committed to developing the knowledgeand skills o both current and aspiring leaders to ensurethey meet their personal and organisational goals.

Our activities include postgraduate award programs,executive education programs, con erences, publicseminars, research and consulting projects.

Funded by the Australian Government throughthe Department of Education, Employmentand Workplaces Relations

July 2011 LH Martin Institute, University o Melbourne

Printed on recycled paper

Further In ormationFor more in ormation regarding this Program pleasecontact Associate Pro essor Leo Goedegebuure [email protected] or call the LH Martin Institute.

Detailed in ormation regarding the ull range o LH MartinInstitute programs is available on the website:www.lhmartininstitute.edu.au

Contact DetailsT +61 3 8344 0756F +61 3 9347 8922E [email protected]

Disclaimer The in ormation in this outline was correct at the time o printing. The LH MartinInstitute reserves the right to make changes as appropriate. As details maychange, you are encouraged to visit the Institutes website or contact us orupdated in ormation.

Statement On Privacy PolicyWhen dealing with personal or health in ormation about individuals, theUniversity o Melbourne is obliged to comply with the In ormation Privacy Act

2000 and the Health Records Act 2001. For urther in ormation re er to:www.unimelb.edu.au/unisec/privacy/privacypolicy.html

Intellectual PropertyFor urther in ormation re er to:www.unimelb.edu.au/Statutes

CRICOS Provider code: 00116K

Copyright Copyright University o Melbourne 2011. Copyright in this publication isowned by the University and no part o it may be reproduced without the

permission o the University.

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Gcqa 2012 Brochure