Professional Accreditation Guidelines for Australian Accounting Degrees

Transcription

1 Professional Accreditation Guidelines for Australian Accounting Degrees CPA Australia and the Institute of Chartered Accountants in Australia June

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3 Contents Policy changes 2 Professional Bodies contact details 2 Glossary of terms 3 Introduction 4 Section 1: Principles underlying accreditation 5 Principles 5 Objectives 5 Section 2: Accreditation standards 7 Standard 1: Qualification requirements 8 Standard 2: Curriculum 8 Standard 3: Academic staff 8 Standard 4: Staff development 8 Standard 5: Students 9 Standard 6: Resources and facilities 9 Standard 7: Quality assurance 10 Standard 8: Graduate outcomes 10 Section 3: Required knowledge areas and learning outcomes 11 Section 4: Accreditation process New program eligibility check Accreditation submission and review process 15 Section 5: Frequently Asked Questions 16 Requirements 16 Process 16 Obligations 17 Program changes 17 Program promotion 17 Links to the profession 18 Section 6: Accreditation submission templates 19 Template 1: New higher education provider and new program 20 Template 2: New or revised program from an existing provider 23 Template 3: Annual report on accredited programs (sample) 25 Template 4: Program reaccreditation 27 Appendix 1: Required knowledge areas and learning outcomes (detailed) 30 Appendix 2: Twinning arrangement additional requirements 33 1

4 Policy changes The information contained in these guidelines was correct at the time of publication. However, as accreditation policies are constantly being reviewed to incorporate feedback from academics and the profession, and to maintain currency of information and best practice in accreditation methodologies, changes may occur. You can find the most up-to-date version of these guidelines on each professional body s website: CPA Australia and the Institute of Chartered Accountants in Australia (the Institute) Professional Bodies contact details CPA Australia Level 20, 28 Freshwater Place Southbank Melbourne VIC 3006 GPO Box 2820 Melbourne VIC 3001 Telephone: Facsimile: accreditation@cpaaustralia.com.au Website: Institute of Chartered Accountants in Australia Chartered Accountants House 33 Erskine St Sydney NSW 2000 GPO Box 9985 Sydney NSW 2001 Telephone: Facsimile: accreditation@charteredaccountants.com.au Website: 2

5 Glossary of terms The following terms and definitions are used throughout these guidelines. Advanced standing: Campus: Core curriculum: Distance education: Higher Education Program (Program): Higher Education Provider (Provider): Professional Bodies: Schools of Accounting: Subject: Twinning program: A form of credit for any previous learning Physical site of program delivery, operating under the full resolution of the higher education provider s governing body. Subjects covering the pre requisite knowledge areas required by the professional bodies. Generally a program delivery mode that is heavily based on distance education materials, with minimal or no student contact hours. Some higher education providers may supplement the learning materials with tutorials or workshops. A bachelor degree or postgraduate award defined as higher education in the Australian Qualification Framework (or overseas equivalent). A university or other higher education provider that has been registered by the Tertiary Education Quality and Standards Agency (TEQSA). Term which refers to both CPA Australia and the Institute of Chartered Accountants in Australia (the Institute). Accounting programs in Australia exist in several different ways such as programs run directly by faculties, schools or departments. In the interest of uniformity, all are referred to in these guidelines as Schools of Accounting irrespective of differences that may exist within individual higher education providers organisational structures. Specific subject or unit of study within a higher education program. An arrangement by a higher education provider where students undertake studies with two educational providers, (either in Australia or overseas); expressly designed to lead to the completion of an agreed higher education award. 3

6 Introduction The primary purpose of professional accreditation of higher education accounting programs is to assure the quality of educational programs, their providers and to promote improvements in accounting education quality. CPA Australia and the Institute of Chartered Accountants in Australia (the Institute) share a common overall vision for accreditation, as explained in this section of the guidelines. This section is written jointly by CPA Australia and the Institute (the Professional Bodies) to explain the overall philosophy, objectives, expectations and pre-requisite knowledge requirements for accreditation of accounting degrees. The purpose of these accreditation guidelines is to: i. inform new higher education providers in Australia of the professional standards to be met for professional accreditation of their new accounting program/s; (Refer to Section 6: Template 1) and, ii. inform existing higher education providers in Australia of the professional standards to be met for professional accreditation of any new or revised accounting program/s they may be planning; (Refer to Section 6: Template 2) and, iii. inform all higher education providers of the annual reporting and five-yearly review requirements to maintain professional accreditation of their accounting program/s (Refer to Section 6: Templates 3 & 4). 4

7 Section 1: Principles underlying accreditation Principles The Professional Bodies are committed to ensuring excellence in accounting education through effective cooperation with higher education providers via the process of professional accreditation. To pursue this, these guidelines have been set out using the following four pillars: Professional accreditation is a partnership between higher education providers and the accounting profession and is an integral part of a continuous quality improvement process. Accreditation standards therefore should be seen as dynamic rather than static. Professional accreditation seeks to ensure the suitability of graduates to undertake an entry-level role in a field of accounting practice by reviewing the education content and process of their qualification. The accounting profession needs graduates from diverse backgrounds with a range of competencies. It requires all graduates to have capacities for inquiry, abstract logical thinking and critical analysis, in addition to appropriate written and oral communication and interpersonal skills. The profession expects these capacities and skills to be gained and/or enhanced through accounting as well as general education. Professional accreditation is based on demonstrated quality of the education experience, with higher education providers establishing the objectives to be achieved, the means to their achievement, evidence that the objectives have been achieved, and mechanisms for continuous review and improvement. Objectives There are four objectives the Professional Bodies aim to achieve via the professional accreditation of higher education accounting programs: 1. Ensure the technical content of each program provides essential disciplinary depth for graduates to enter the respective professional programs offered by the Professional Bodies respectively. 2. Ensure the existence of a quality assurance framework for higher education providers who develop and deliver higher education accounting programs. 3. Encourage innovation in teaching and learning with particular focus on integrating the development of critical thinking, ethical judgment and communication skills of graduates. 4. Advocacy aimed at ensuring the sustainability of accounting education and its response to evolving needs of the profession. 1. Technical content Each Professional Body will conduct a desktop assessment of technical content of new higher education accounting programs to determine coverage of the core knowledge areas required for entry to their respective professional program. This assessment will make reference to the following: Business, Management and Economics Learning and Teaching Academic Standards Statement for Accounting December 2010 Australian Learning & Teaching Council IFAC International Education Standards Accreditation standards and required knowledge areas outlined by the Professional Bodies (refer to Sections 2 & 3) This technical content assessment will be undertaken confidentially by a representative from each Professional Body with appropriate accounting academic qualifications. The outcome of this assessment will be included in the final accreditation approval recommendation made to each Professional Body s accreditation governance board/ committee. 2. Quality assurance framework The Professional Bodies recognise the existing standardbased quality assurance framework within the Australian higher education provider system. Each Professional Body will only accept submissions for programs that have been accredited as higher education programs, at least at Australian Qualifications Framework (AQF) Bachelor Degree level, by the Tertiary Education Quality Standards Agency (TEQSA). Higher Education Providers themselves must also be registered as an approved provider with TEQSA. Further, both Professional Bodies will accept information available through TEQSA and other agencies reports, and acknowledge the diligence undertaken by bodies such as AACSB, EQUIS and ISO. 5

8 Additional quality assurance requirements will apply to those higher education providers that have not undergone such non essential accreditation agency reviews (such as AACSB, EQUIS etc) until such time as the Professional Bodies are satisfied with the sustainability and quality of their operations. Relevant links: TEQSA AQF: AACSB: EQUIS: ISO: ALTC: 3. Innovation in teaching and learning In the interests of meeting the evolving needs of the accounting profession, the Professional Bodies continue to encourage this type of innovation. Non-technical skills such as critical thinking, ethical judgement and communication skills are highlighted by the profession as being essential accounting graduate attributes. Each Professional Body will assist wherever possible in providing resource links between academia and the profession in terms of program development and delivery to achieve desired graduate attributes. 4. Advocacy Whilst not a formal part of the program accreditation process, the Professional Bodies will use information gained via the process to continue to lobby government to: recognise the importance of education services to the Australian economy increase real spending on higher education provide incentives to attract and retain appropriately qualified people into accounting education. 6

9 Section 2: Accreditation standards The Professional Bodies have jointly developed the accreditation standards against which the quality of higher education accounting programs and their providers will be assessed. Professional accreditation of a program signifies that the program and provider have been assessed as meeting the standards and that the program provides the graduate students with the knowledge, skills and professional attributes necessary to practice the accounting profession in Australia. The accreditation standards are those standards also used by both Professional Bodies to assess whether an accounting degree will produce graduates with the requisite knowledge, skills and attributes required for entry into the relevant professional accounting program, the Chartered Accountants Program and the CPA Program. There are eight standards for higher education providers wishing to offer a professionally accredited accounting program. A School of Accounting seeking professional accreditation of their accounting degree must demonstrate that it satisfies, or is capable of satisfying, all of the accreditation standards. Where it does not satisfy a standard, it must set out its plans to meet the standard. This may apply particularly to new and evolving schools. Where a School of Accounting meets the guidelines and evidence notes accompanying each of the standards, it can be reasonably confident that it will satisfy that standard. Schools may elect to provide an alternative type of evidence but must demonstrate that their approach enables them to meet the standards. The accreditation standards address the following accounting programs: an undergraduate program resulting in a Bachelor degree award that is listed as approved on the Australian Qualifications Framework (AQF) register and TEQSA a postgraduate program resulting in a postgraduate award that is listed as approved on the Australian Qualifications Framework (AQF) register and TEQSA Please note that any new school of accounting or new accounting program within an established school must not advertise an accounting program or give the impression that it will lead to a qualification which entitles graduates to enter the relevant professional program until such a program has been granted approval by the Professional Bodies. The Professional Bodies accreditation standards are concerned with educational outcomes as much as inputs/ processes. The required knowledge areas and learning outcomes in Section 3 provide further detail to curriculum developers and evaluators of the items which should appear in a curriculum and assessment design if it is to achieve the expected educational learning outcomes. Accreditation standards including guideline and evidence requirements The Professional Bodies require new higher education providers to provide an electronic copy of their submission template and relevant documentation listed under evidence with all submissions for new programs (see Section 6: Template 1). An electronic copy can be ed or mailed on a USB drive or CD to each Professional Body at their respective addresses shown on page 1. It is not the intention of the Professional Bodies to have providers write material especially for the submission. Instead, it is preferred and anticipated that much of this material already forms part of the School of Accounting s documentation and can be readily accessed and utilised for submission purposes. 7

10 Standard 1: Qualification requirements The accounting program qualification meets the following academic entry requirements of the accounting profession leads to the completion of a TEQSA accredited bachelor degree or postgraduate award in Australia and, is delivered by a higher education provider registered with TEQSA. Guideline: Assurance that the provider is a TEQSA registered higher education provider and is capable of delivering a TEQSA accredited program at least at bachelor degree level throughout the period of accreditation. Evidence: Evidence of program and higher education provider registration with TEQSA including the date of the most recent approval and reaccreditation due date. An attestation from the CEO confirming that the higher education provider is capable of delivering a quality programme throughout the period of professional accreditation. A copy of all recent academic audit final reports from accreditation bodies (if any). The most recent annual report for the higher education provider. Standard 2: Curriculum The program meets the profession s requirements for required knowledge areas and learning outcomes, as detailed in Section 3 Guideline: The higher education provider will be required to map the content of its program to the Professional Bodies required knowledge areas and learning outcomes. Evidence: Template 1 including a mapping of program content to required knowledge areas. Subject outlines. Sample assessment material, including final examination papers, for the required knowledge areas. Standard 3: Academic staff The higher education provider must demonstrate that an adequate number of appropriately qualified academic staff are available to ensure that required learning outcomes can be delivered. Guidelines: Academic staff members who teach students in the program are expected to hold a qualification in the relevant discipline at least at an equivalent or preferably higher level than the course of study being taught or with equivalent professional experience. It is expected that each of the required knowledge areas will be coordinated by a specialist academic staff member. Effective policies and procedures governing staff recruitment, performance appraisal and development must be implemented. Evidence: A list of academic staff which includes their current qualifications and any further qualifications that they are working towards and the discipline area in which they teach and/or co-ordinate. A copy of the provider s policies on staff recruitment, performance appraisal and development. Standard 4: Staff development Academic staff has current knowledge in the topics they deliver, and demonstrate scholarship. Guidelines: Academic staff undertake relevant professional development, which could include further relevant academic study with a research component, or are engaged in activities that enhance their ability to deliver current knowledge. Academic staff are engaged in professional and/or scholarly activities. These may include but are not limited to: 8

11 research; authoring accounting text books and non-research journal articles; reviewing or refereeing academic research articles; supervising theses; presenting papers at academic or professional meetings/conferences; participating in professional development activities recognised by the professional bodies; preparing case studies and other teaching materials based on their experience as a professional accountant/consultant or as an outcome of time spent on industry experience leave ; serving on expert panels in organisations such as IFAC, ASIC and various professional accounting, taxation and other organisations. active membership of relevant academic or professional boards or committees; contributing to developing financial reporting standards, ethical and professional standards and other relevant standards. Evidence: Details of staff professional development undertaken during past year, currently undertaking and planned. A summary of research outputs for the past 5 years. Details of professional and scholarly activities in which staff are or have been involved for the past 5 years. Standard 5: Students The higher education provider has policies and procedures in place for student entry, management, guidance and support. Guidelines: There is an established system for clearly publicising policy relating to student entry requirements, management and support. Students are or will be provided with up to date information about program academic requirements for entry to each Professional Body. Evidence: Copies of published information/policies regarding student entry requirements, student management and support. Copies of the proposed information that will be provided to students regarding the Chartered Accountants Program and the CPA Program academic requirements for admission and study options which fulfil these requirements. Standard 6: Resources and facilities The higher education provider provides students with access to knowledge resources including learning materials. Guidelines: Knowledge resources and learning materials should: be current; be available in sufficient quantities to meet student demand; meet student research activities; be accessible to students. Adequate resources are required to accommodate program delivery, student population and staff needs. These resources should include, but are not limited to: teaching rooms; staff accommodation; access/availability to resources including library, technology facilities, learning management system etc. Evidence: Details of information resources and learning materials available to students. Details of how information resources are accessed by students. Details of class sizes, program delivery mode, staff:student ratios. (Physical resources such as teaching rooms, staff accommodation, library and computer labs will be viewed at an initial site visit required for all new higher education providers). 9

12 Standard 7: Quality assurance The higher education provider has policies and procedures in place to ensure the quality of the accounting program is maintained and continually improved. Guidelines: These should include, but are not limited to: Curriculum design and implementation methods, including teaching practices. Review of assessment items for the required subjects. An effective system for regular monitoring and evaluation of programs to ensure that the program approval and accreditation criteria continue to be met. Evidence: Details of curriculum design and implementation methods and teaching practices. Details of the assessment review policy and procedures. Details of the policy and procedures for monitoring and evaluating subjects. Standard 8: Graduate outcomes The higher education provider has systems in place to monitor graduate placement and to seek stakeholder satisfaction and feedback. Guidelines: Monitoring systems may include, but are not limited to: Data showing the placement of students. External surveys and feedback from the business community regarding the quality of graduates and the accounting program. Employer representation on advisory groups. Graduate surveys. Overview on engagement policy/projects. Other evidence appropriate to the specific higher education provider. Evidence: Evidence may include but is not limited to: Data showing the placement of students. Outcomes of external surveys and feedback from the business community regarding the quality of graduates and the accounting program. Details of employer/profession representation on advisory groups. Outcomes of graduate surveys. 10

13 Section 3: Required knowledge areas and learning outcomes A professionally accredited accounting program must produce graduates with the knowledge, skills and attributes necessary to enter the profession and further their development via either Professional Body. In assessing an accounting degree for accreditation, the Professional Bodies acknowledge the accounting academic standards identified by the Learning and Teaching Academic Standards Project of the ALTC in December 2010*. These standards prescribe threshold learning outcomes across five interrelated areas, that all providers of Bachelor and coursework Master degree programs in accounting are expected to meet: *Australian Learning and Teaching Council (2010), Learning and Teaching Academic Standards Project: Accounting Academic Standards Statement, page 10 Bachelor graduates in Accounting will be able to: Master (Entry) graduates inaccounting will be able to: Master (Advanced) graduates in Accounting will be able to: Judgement Exercise judgement under supervision to solve routine accounting problems in straightforward contexts using social, ethical, economic, regulatory and global perspectives Exercise judgement under supervision to solve routine accounting problems in diverse contexts using social, ethical, economic, regulatory and global perspectives Exercise judgement under minimal supervision to solve emerging and/ or advanced accounting problems in complex contexts using social, ethical, economic, regulatory and global perspectives Knowledge Integrate theoretical and technical accounting knowledge which includes a selection of auditing and assurance, finance, economics, quantitative methods, information systems, commercial law, corporation law and taxation law Integrate theoretical and technical accounting knowledge which includes a selection of auditing and assurance, finance, economics, quantitative methods, information systems, commercial law, corporation law and taxation law Integrate advanced theoretical and technical accounting knowledge which includes a selection of auditing and assurance, finance, economics, quantitative methods, information systems, commercial law, corporation law and taxation law Application skills Critically apply theoretical and technical accounting knowledge and skills to solve routine accounting problems Critically apply theoretical and technical accounting knowledge and skills to solve routine accounting problems Critically apply advanced theoretical and technical accounting knowledge and skills to solve emerging and/or advanced accounting problems Communication and teamwork Justify and communicate accounting advice and ideas in straightforward collaborative contexts involving both accountants and non-accountants Justify and communicate accounting advice and ideas in diverse collaborative contexts involving both accountants and non-accountants Justify and communicate accounting advice and ideas in complex collaborative contexts involving both accountants and non-accountants Self-management Reflect on performance feedback to identify and action learning opportunities and self-improvements Seek and reflect on performance feedback to identify and action learning opportunities and self-improvements and initiate this process for others Seek and reflect on performance feedback to identify and action learning opportunities and self-improvements and initiate this process for others With reference to the above knowledge threshold learning outcomes, listed overpage are the specific accounting and business topic areas that must be covered in an accounting degree program seeking accreditation by the Professional Bodies. Please note This list does not represent a list of prescribed subjects. In some cases (e.g. financial accounting), one knowledge area will extend over more than one subject. Also, coverage of a particular knowledge area may be integrated with other areas in one or more subjects. The knowledge areas for both Professional Bodies are the same with one exception: CPA Australia will accept accreditation submissions for programs that do not include the core knowledge areas of taxation and/or auditing and assurance. However, students must still have the opportunity to study accredited subjects in these areas through their institution. These core knowledge areas may be completed as part of CPA Program professional level studies. 11

14 To summarise The Professional Bodies require the following knowledge areas to be covered: Knowledge area CPA Australia The Institute Accounting information systems P P Accounting systems and processes P P Accounting theory P P Audit and assurance P Commercial law P P Corporations law P P Economics P P Ethics across the curriculum P P Finance P P Financial accounting P P Management accounting P P Quantitative methods P P Taxation P A broad definition of each knowledge area is provided in the following paragraphs. Appendix 1 provides detailed learning outcomes for each knowledge area which set out the specific prerequisite knowledge that graduates entering the professional programs of either Professional Body will be assumed to have acquired. Whilst they are intended to be indicative only and not to be tightly prescriptive of program content, they will be used by the Professional Bodies in their review of accounting programs for professional accreditation and membership assessments. Accounting information systems This topic covers matters such as productivity software, file and database management systems, accounting information systems in business, systems development and maintenance, and electronic commerce. Accounting systems and processes This area covers an understanding of the form and function of financial statements and of how financial transactions are recorded. The area includes preparation and interpretation of different forms of financial statements, and the use of accounting software to record and report business transactions. Accounting theory This area covers an understanding of the theoretical issues and concepts underlying the practice of accounting, finance and related disciplines. There is a focus on the understanding and application of the conceptual framework, and its role in contemporary accounting practice. Audit and assurance This topic covers the nature and purpose of auditing and the regulatory and professional environment in which it operates. The area includes an understanding of the role of auditing standards, and their application to the audit process. Commercial law This area covers general legal knowledge relating to the business environment, and an understanding of the responsibilities and risks that impact that environment. Corporations law This area covers the national corporate law framework as legislated and its commercial application to the business environment. Economics This topic covers microeconomic concepts and principles, (i.e. demand and supply, markets and pricing, factor markets, income distribution and market failure) and/or macroeconomic concepts and principles (i.e. performance, structure and behaviour of the financial economy). Ethics across the curriculum Ethics is an important element in the development of new accounting and business professionals. It is expected that higher education providers will refer to ethical decisionmaking models, principles and values across the curriculum of accredited programs and, where possible, encourage debate on ethical issues based on practical cases. It is not expected that the learning outcomes will be covered 12

15 within a single unit of study, however it is intended that ethical concepts and principles and their applicability to the accounting profession will be covered throughout the curriculum. Finance This area covers an understanding of the business finance and treasury function, the analysis and management of an entity s financial position, and current developments and issues of relevance to finance and treasury functions. Financial accounting This area covers an understanding of how financial transactions are recorded and reported for different entities, including companies and groups. It also covers an understanding of the theoretical issues and concepts underlying accounting practice and consideration of current financial accounting and analysis issues within an international context. Management accounting This area covers an understanding of developments in management accounting (including budgeting, product and service costing, control and performance evaluation, and strategic management accounting) by the application of relevant numerical and analytical skills and the demonstration of current theoretical knowledge in the application of these skills. Quantitative methods This topic covers the study of descriptive statistics, frequency and probability distributions, hypothesis testing, simple linear regression and correlation, all of which are key statistical analysis tools. Taxation This topic covers the fundamentals of the taxation system and its administration in Australia. This includes an understanding of compliance with statutory and professional requirements, and its application to current issues. Compliance with the International Federation of Accountants (IFAC) The Professional Bodies are members of IFAC. In 2003, IFAC released a series of International Education Standards (IESs), which all members of IFAC are required to comply with. IES 2 Content of Professional Accounting Education Programs specifically relates to the core knowledge areas that must be covered in the pre-qualification education of professional accountants. In Australia, pre-qualification education includes accredited higher education degree programs plus the professional programs, namely the Chartered Accountants Program and the CPA Program. Relevant IFAC documentation includes: The International Education Standards for Professional Accountants issued by IFAC Note: IESs are intended to establish the essential elements on which education and training programs, both prequalification and post-qualification, for all accountants should be founded. Although they cannot override authoritative local pronouncements, they are essentially prescriptive in nature. The International Education Guidelines issued by IFAC Note: International Education Guidelines promote good practice and/or provide good advice. They are based on careful study of the best practices and most effective methods for dealing with the issues being addressed. The International Education Papers issued by IFAC Note: International Education Papers promote discussion on education issues affecting the accountancy profession, present findings or describe situations of interest relating to education and development issues for the profession. These documents are available on the IFAC website Note: June 2012: It is important to note that the International Education Standards 1-8 are currently under review; with particular relevance to these guidelines being IES 1, 2, 4 & 6. These guidelines will be reviewed to reflect any revisions made to IESs, the expected date for completing of this project is mid Visit for more information on this project. 13

16 Section 4: Accreditation process 5.1 New program eligibility check We encourage higher education providers to use the diagram below to complete an initial assessment of the accounting program they would like accredited to check eligibility before submitting an application to the Professional Bodies. Start Higher Education Provider interested in having a program accredited by CPA Australia & the Institute of Chartered Accountants in Australia ê Step 1 Review the Accreditation Guidelines ê Step 2 At a glance eligibility check 1. Is the program accredited by TEQSA? Yes/No 2. Is the higher education provider registered with TEQSA? Yes/No 3. Does the program cover all the required core knowledge areas as listed in the accreditation guidelines? Yes/No ê Step 3 If the provider answered No to any of the 3 questions in Step 2 then this would indicate the program is not yet ready to be considered for accreditation by CPA Australia and the Institute. Enquires about these minimum criteria can be lodged via accreditation@cpaaustralia.com.au or accreditation@charteredaccountants.com.au If the provider answered Yes two all 3 of the questions in step 2, then the provider would be encouraged to continue with the application for program accreditation with CPA Australia and the Institute in step 4. ê Step 4 Option 1 We are higher education provider applying for accreditation of a new program (Provider doesn t have any prior CPA Australia or the Institute accredited programs) Complete Template 1 Refer to Diagram 5.2 Option 2 We are higher education provider with a current CPA Australia and/or the Institute accredited program(s) and wish to apply for accreditation of a new/revised program or a twinning arrangement Complete Template 2 Refer to Diagram

17 5.2 Accreditation submission and review process The below diagram provides an overview of the accreditation process from initial submission to reaccreditation review. Option 1 Start Higher Education Provider seeking accreditation of a program for the first time ê Step 1: Initial submission Higher Education Provider to send accreditation submission to both Professional Bodies by completing Template 1 and attaching required evidence (soft copy submission preferred) ê Option 2 Start Higher Education Provider with an existing accreditation program/s seeking accreditation on a new program ê Step 1: New program submission Higher Education Provider to send accreditation submission to both Professional Bodies by completing Template 2 and attaching required evidence (soft copy submission preferred) ê Step 2: Submission review Professional Bodies conduct the initial desktop review and request any further information for the Higher Education Provider if required ê Step 3: Site visit to Higher Education Provider Site visit conducted to the Higher Education Provider by the Professional Bodies (see page 18 for details) this applies only to Higher Education Providers applying for accreditation for the first time ê Step 4: Submission outcome Outcome of the submission is advised to the Higher Education Provider after being considered by each Professional Body s accreditation governance board/commitee ê Accreditation granted If accreditation is granted, the Higher Education Provider will need to follow steps as part of their on-going accreditation and reaccreditation requirements over the 5 year period Logo Licence: Contact the Professional Bodies for assistance on using the logos on marketing collateral ê Accreditation not granted If accreditation is not granted, CPA Australia and ICAA will provide feedback to Higher Education Provider on the changes that would be required in order for the program to be considered for accreditation in the future Annual report submission will be requested by the Professional Bodies throughout the accreditation period, see an example of the information requested in Template 3 Reaccreditation A full review of accredited programs and a site visit will occur every 5 years. A reminder is issued by the Professional Bodies 6 months prior to accreditation expiry, complete Template 4 Changes to accredited programs Providers must notify the Professional Bodies of any material changes to accredited programs throughout the accreditation period, complete Template 2 15

18 Section 5: Frequently Asked Questions Requirements Do the Professional Bodies stipulate any requirements relating to the advanced standing policy of accredited programs? The Professional Bodies acknowledge the autonomy of TEQSA registered providers in granting advanced standing in their programs in alignment with the AQF Qualification Pathways Policy. Do the Professional Bodies prescribe a minimum student:staff ratio? The student:staff ratio must be at an acceptable level and comparable with other disciplines. The desired maximum class size for tutorials and similar classes is usually between Computer laboratory sessions or workshop type classes may have higher numbers than this. Do the Professional Bodies stipulate any program assessment requirements? The Professional Bodies acknowledge providers autonomy to fulfil TEQSA s requirements for effective assessment design, monitoring, analysis, comparison and feedback in facilitating students to achieve the stated student learning outcomes for the program. Do the Professional Bodies accredit conversion programs that are not award based? The Professional Bodies will only accredit programs that are award-based (eg bachelor degree, master etc.). What are the specific requirements of a twinning arrangement? For twinning arrangements, assessment of the program will focus on the following factors: Approval of program by relevant higher education agencies equivalence of curriculum quality of instruction reliability of assessment adequate and accessible facilities. See Appendix 2 for further information on these factors. For twinning arrangement accreditation submissions, providers are to use Template 1. What are the requirements for re-accreditation? The Professional Bodies require all accredited programs to apply for re-accreditation every five years. In order to be re-accredited by the Professional Bodies, the program must meet the accreditation standards and criteria current at the time. Process Are there any fees associated with Professional Body accreditation? There are no fees payable by a higher education provider to apply for accreditation by the Professional Bodies. The Professional Bodies invest in accreditation as part of their broader academic commitments. What does the site visit by the Professional Bodies involve? The Professional Bodies will conduct a site visit for the first program accreditation submission by a new higher education provider and the reaccreditation review (if required) which occurs every 5 years. Where possible, each site visit will be conducted by representatives of both Professional Bodies. The initial site visit will take place during the assessment stage of the accreditation process. At the site visit, the representatives of the Professional Bodies will identify any areas of concern and the higher education provider must address these areas before the application will be considered for accreditation by the Professional Bodies. If the provider is operating a twinning arrangement, and the Professional Bodies have not previously visited the twinning partner campus, then a site visit to that campus will normally be required. The reaccreditation site visit will be a requirement for providers within their first 10 years of accredited program delivery and recommended for more established providers. What if a new program is accredited in the 5-yearly review cycle? If a provider introduces a new accredited program during their 5-yearly review cycle, the new program will need to be included in the next review submission regardless of whether the initial accreditation of that program was less than 5 years ago. This is to streamline processes for all stakeholders and align subsequent review cycles to the same period. 16

19 Obligations What are the ongoing requirements of higher education providers of accredited program(s): Once a program is accredited by the Professional Bodies, we request that the provider: provides confirmation/ update of subject tables annually. The Professional Bodies will send an request to the provider s nominated contact for response. Failure to supply timely information may result in program details being removed from both websites. advise of any proposed significant changes to the program via submission of Template 3. Please note: Major changes will be reviewed by the Professional Bodies relevant accreditation/education committee. Changes may impact the accredited status of the program. In what circumstances can the Professional Bodies withdraw program accreditation? Should the Professional Bodies accreditation criteria not be met, the program will not be re-accredited. Similarly, should either Professional Body become aware of a significant change to an accredited program that results in the accreditation criteria not being met, accreditation of this program can be withdrawn by the Professional Bodies. Program changes What is considered a major change? A major change is anything that impacts on how the provider or accredited program complies with the Professional Bodies Accreditation Standards and Required Knowledge Areas. Examples can include but are not limited to: Change of ownership or legal control of higher education provider Change of program or provider accreditation status with TEQSA Change to AQF level and title Changes to key staff within the School of Accounting Changes to program delivery locations/campuses Changes to mode of delivery Changes to program structure or content associated with required knowledge areas Program cessation How do I notify the Professional Bodies of a major change? Complete Template 2 found in the accreditation guidelines document & through to accreditation@cpaaustralia. com.au and accreditation@charteredaccountants.com.au. The accreditation status of the program/s will be reviewed by the Professional Bodies and you will be advised in writing by each body of the outcome of this review. I am changing the name of the program/subjects but not the structure / or content within what should I do? details of the change through to accreditation@ cpaaustralia.com.au and accreditation@ charteredaccountants.com.au to ensure the program name is updated on both Professional Bodies websites. I am looking at changing program structure but want to ensure it still meets the requirements of accreditation by the Professional Bodies what should I do? Complete Template 2 found in the accreditation guidelines document & through to accreditation@cpaaustralia. com.au and accreditation@charteredaccountants.com. au. This will then be assessed by the Professional Bodies and we will advise as to whether the changes will impact the accredited status of the program. Program promotion Marketing the program accreditation If a program is accredited, the higher education provider will receive an accreditation certificate to display on campus and also have access to both of the Professional Body logos to use on their marketing material for the program in accordance with respective guidelines. The accredited program will also be listed on both Professional Body websites. Are there requirements that providers should be aware of when advertising the accredited status of a program or using the Professional Bodies logos? Yes both Professional Bodies have a number of set requirements with how the logo, trademarks and brand are utilised. Contact the Professional Bodies for assistance on using the logo on marketing materials 17

20 Where do Professional Bodies publish accredited programs? Both Professional Bodies publish a dynamic list of accredited programs on their websites. In efforts to provide accurate information to members and potential members of the Professional Bodies and the broader community about accredited programs available, we require the assistance of higher education providers to maintain the listing via timely submission of their annual reports and notifying of any changes outside this reporting period as soon as possible. Links to the profession Do the Professional Bodies wish to have representation on program advisory boards? Higher education providers are encouraged to invite members and representatives of the professional bodies to have input into the program development process via advisory committees or program review panels. Ideally, the appointed persons would include employers of program graduates in order to provide a marketplace view of the education needs of the industry, as well as feedback on the accounting programs offered and on the standards achieved by graduates. Do the Professional Bodies support Work Integrated Learning? In support of developing well-rounded, work-ready graduates, the Professional Bodies welcome the inclusion of workintegrated learning in Australian accounting degrees across a range of formats including: professional work placements internships, practicum, field/clinical placements cooperative education service learning community projects industry projects work-based projects fieldwork site visits, field observations and shadowing The Professional Bodies welcome opportunities to promote such activities to its members and invite their involvement. The work integrated learning may also contribute towards the practical experience requirement for the professional program of both Professional Bodies. 18

21 Section 6: Accreditation submission templates The following section provides the templates that need to be completed for accreditation submissions and for the on-going requirements of accredited programs. Please also refer to the accreditation flow charts in Section 5 for an overview of the accreditation process. Electronic submissions are preferred and need to be addressed, along with the supporting documentation, to: CPA Australia accreditation@cpaaustralia.com.au Institute of Chartered Accountants in Australia accreditation@charteredaccountants.com.au 19

22 Template 1: New higher education provider and new program This application template should be completed and submitted to both Professional Bodies by a new higher education provider seeking professional accreditation for a new accounting program or for a new twinning arrangement. Evidence documents should accompany the completed template. Higher Education Provider contact details Provider name: Faculty (or equivalent): Program name: Location: Contact name: Signature: Campus: Position: Telephone: Date: Program details Name of the program Internal program identification number Level of award Duration of program on full-time/part-time basis, as applicable Attendance mode Delivery mode Campus locations where program is offered Program outline Provide details of the program outline showing the distribution of compulsory and elective subjects over the duration of the program 20