2016 Graduate Certificate in Quality Assurance Information for Prospective Students

Transcription

1 2016 Graduate Certificate in Quality Assurance Information for Prospective Students 1

2 Course overview The Graduate Certificate in Quality Assurance (course code GC-QA in the University of Melbourne handbook) is a one-year, part time course designed for educators, administrators and quality assurance practitioners seeking to extend their knowledge and skills in tertiary education quality assurance. The course offers expert perspectives on quality assurance (QA) issues, policies, national systems and institutional approaches in both national and international tertiary education contexts, drawn from the best and latest research and resources. It aims to provide concepts, insights and practical skills for designing, analysing and operating QA systems. Participants will also gain access to an international network of practitioners facing similar challenges. Participants can expect a structured suite of readings, study tasks, moderated on-line discussion groups and regular lecturer feedback with a strong cohort experience. Those who successfully complete the course (earn 50 credit points) will be awarded the Graduate Certificate in Quality Assurance by the University of Melbourne s Graduate School of Education. SUITABLE FOR This course is designed for QA professionals within the tertiary education sector. They include, but are not limited to: Staff of tertiary education institutions responsible for quality assurance Trustees or governors of tertiary education institutions that are establishing or improving their quality assurance systems or needing to understand systems of external quality assurance and accreditation Those employed by existing or emerging external quality agencies and require education in the basic structures and implications of quality assurance Board or commission members of external quality agencies Evaluators or reviewers associated with external quality agencies. LEARNING OUTCOMES Upon completion, successful participants will have acquired insights and perspectives on QA systems, approaches and challenges in tertiary education contexts. BENEFITS For individuals Flexibility to schedule course requirements around work/life commitments, through blended and online delivery study options. Gain knowledge of new frameworks, cases and exercises for leading and managing quality assurance processes in tertiary education settings Greater capacity to improve institutional quality assurance policies and processes Opportunities to share insights and experiences through active learning with peers from different parts of the sector For institutions Agencies and institutions considering this course as a professional development strategy for staff can expect the following transformative benefits for their organisations: Staff with a more thorough understanding of the specific quality assurance needs, issues and challenges of the tertiary education sector in a global context An increase in staff confidence and capability to plan and implement strategic quality assurance initiatives More seamless and effective transitions of staff into promotional positions, due to their enhanced capacity and shared language and understandings of institutional quality challenges, policies and processes Increased level of professional collaborations due to an expansion of staff internal and external networks. I hadn t studied for quite a while and was grateful that the program materials and resources were readily available to allow for immediate study enabling me to complete the program requirements on time. The interaction with other students was valuable, especially since they were all from tertiary education and this allowed for greater understanding and learning opportunities from each other as our employment basis was similar. I have already take advantage of some of my learning from the program to assist with an accreditation task for my School. Hearing different perspectives and theories has allowed me to approach my role in more of an informed manner allowing me to also go back to some of the GCQA resources when required. Renata Susanj, Quality and Accreditation Manager, School of Business, University of Western Sydney 2

3 Course structure To gain the Graduate Certificate participants must complete two compulsory and one elective subjects totaling 50 credit points. COMPULSORY SUBJECTS Tertiary Education Policy and Management (MGMT90113) This subject is taken in semester one via blended or online mode (more on delivery modes below). Successful completion equates to 25 credit points. External Quality Assurance (MGMT90117) This subject is taught online and taken in semester two. Successful completion equates to 12.5 credit points. ELECTIVE SUBJECTS One to be chosen from the list below. Each subject is worth 12.5 credit points. All electives are taught online. Please refer to the University of Melbourne Handbook or our website for more information on each subject and its availability. Operating an External Quality Agency (EDUC90605) Maintaining Quality within Institutions (EDUC90602) Institutional Research in Tertiary Education (MGMT90170) DELIVERY MODES Blended mode Blended mode subjects involve: A residential school* featuring lecturer presentations, group exercises and group presentations by participants Two-hour interactive webinars Online discussion board tasks during set periods where participants engage in peer-to-peer interaction. * Residential schools in Australia are held on the University of Melbourne campus. Online mode Online subjects typically involve: Two-hour online webinars featuring lecturer presentations Online discussion board tasks during set periods where participants engage in peer-to-peer interaction. TEACHING DATES 2016 teaching dates are March to November. Dates are subject to confirmation. Please check our website or contact us for details on teaching dates and contact hours. I would like to express my sincere gratitude to the GCQA as it has helped me in having a kaleidoscopic view of the system of quality in the arena of higher education. The assignments which I wrote gave me an opportunity to ponder over my Promethean ideas and experiences which in turn helped me to solve many issues in quality control. The references provided were extremely helpful in answering a few pertinent questions related to the quality issues. The comments which I was asked to write based on the inputs of the other participants of the course also aided me to have a thorough insight into the others experiences and their points of view. This activity equipped me with the analytical skills to critically analyse my own as well as the others ideas which has helped me resolve many quality issues in higher education. I hope that this kind of program would continue to be beneficial to many more in the field. Course Structure Dr M. S. Shyamasundar, Adviser, National Assessment and Accreditation Council (NAAC), India 3

4 Teaching faculty TEACHING FACULTY Dr Jeanette Baird, Adviser to the Office of Higher Education, Papua New Guinea and former Executive Director, Regulation and Review, Australian Tertiary Education Quality Standards Agency (TEQSA). Jeanette teaches the Operating an External Quality Agency subject. Professor Vic Borden, Professor of Educational Leadership and Policy Studies, Indiana University Bloomington. Vic teaches the Institutional Research in Tertiary Education subject with Hamish Coates and Marian Mahat. Professor Hamish Coates, Professor, Melbourne Centre for the Study of Higher Education. Hamish teaches the Institutional Research in Tertiary Education subject with Vic Borden and Marian Mahat. Dr Vernon Crew, Fellow, LH Martin Institute. Vernon teaches the Maintaining Quality Within Institutions subject. Dr Heather Davis, Program Director Awards, LH Martin Institute. Heather is the coordinator for this course and teaches the Tertiary Education Policy and Management subject. Mr Jon File, Director, Development and Consultancy, Centre for Higher Education Policy Studies, University of Twente, Netherlands. Jon teaches the Tertiary Education Policy and Management subject. Ms Marian Mahat, Research Fellow, Melbourne Centre for the Study of Higher Education and PhD Candidate, LH Martin Institute. Marian teaches the Institutional Research in Tertiary Education subject with Vic Borden and Hamish Coates. Dr Geoff Sharrock, Program Director, LH Martin Institute. Geoff teaches and coordinates the compulsory Tertiary Education Policy and Management subject. Subjects in this course are taught by national and international tertiary education experts and leaders I joined the GCQA with a very high expectation and a strong desire to acquire knowledge and skills to enhance my productivity. I am thankful because the program has helped me to understand and appreciate both the conceptual and theoretical basis underpinning quality assurance work, issues and applications. The experience sharing aspect of the course has helped me to understand and embraced quality assurance practices worldwide. The knowledge and experience gained from such international exposure has enhanced my confidence level and also sharpened my skills and competencies as a quality assurance practitioner. Further, the course has changed my thinking and my line of argument. I am now skillful and confident in the discharge of my work as a quality assurance practitioner. My contributions at Board and Committee meetings have improved tremendously. Above all, the course has secured my profession and work. I wish to thank the organisers and lecturers of this enviable program for their insightfulness. Ransford Oware Nyarko, Development Planner and Quality Assurance Expert, National Accreditation Board, Ghana. 4

5 Course fees 2016 fee for the full program (50 credit points) is A$15,908. This fee is correct at time of print and may be subject to change. Please refer to the University of Melbourne website futurestudents.unimelb.edu. au/admissions/fees for a guide on fees or check on our website for the most current fee information for this course. Our course fee applies to both domestic and international applicants. It includes course notes, reading packs and catering during residential schools. It does NOT include text books, travel or accommodation-related expenses. Successful applicants will be offered full fee-paying places in the program. FINANCING OPTIONS All of our postgraduate courses are an opportunity to enhance your professional qualifications and standing. Domestic applicants Successful applicants will be offered a full fee-paying place. Australian citizens and permanent visa holders may be eligible for FEE-HELP, a loan scheme to assist eligible paying students with their tuition fees. Please refer to the Government s Study Assist website studyassist.gov.au/sites/studyassist/ helppayingmyfees/fee-help/pages/feehelp- for more information on eligibility. International applicants Successful applicants, including New Zealand citizens, will be offered a full fee-paying place. All applicants are responsible for their payment. Unpaid fees can result in enrolments being cancelled. Enrolling in the Graduate Certificate in Quality Assurance was a nerve wracking affair for me. It was the first time I had studied for some time and the first time at a tertiary level. As someone who has worked their way up in a university on the basis of grass roots knowledge and ability, this program allowed me to consolidate and frame what I know, while offering me insights and perspectives into areas that were new to me. It built my confidence to go further with my study and I have also found myself evaluating and reviewing work issues with a different perspective which I think is a direct result of studying in the GCQA. In hindsight the residential was perhaps the most useful of elements. During the time of the residential I didn t quite connect the dots, however some of those dots were later joined in the courses following in second semester. I also really enjoyed and learnt a lot about critical thinking from the insights provided by Tom Phillips in External Quality Assurance. Staff are supportive and encouraging and the learning materials are easy to access and use. Would I recommend this program, the short answer is yes, and I already have! Pam Trannore, Manager, Academic Services, College of Design and Social Context, RMIT University. Course fees 5

6 Course prerequisites PROFESSIONAL AND ACADEMIC REQUIREMENTS To be eligible for the GC-QA, applicants must possess: An undergraduate degree or equivalent At least two years of relevant work experience Current employment and/or active involvement in the tertiary education sector Acknowledged support for study by their employer. LANGUAGE REQUIREMENTS All applicants must meet the English language requirements of the University of Melbourne to be eligible for a place in this course. These can be met in a number of ways depending on personal circumstances. You can use IELTS, TOEFL, Pearson Test of English and Cambridge English: Advanced/Certificate of Advanced English (CAE) and satisfy the requirements in one sitting within the 24 months preceding your application. Following are the minimum scores required for this course. IELTS (Academic English only): overall 7.0 (with written 7.0 and no band less than 6.0) TOEFL (Paper-based test): TWE 5.0 TOEFL (Internet-based test): 94 + Writing 27, Speaking 18, Reading 13, Listening 13 Pearson Test of English (Academic): 65 and written communicative skill of 65 with no other communicative skill below 50 CAE: 67 + no less than Good in Writing and Borderline in each other skill. For more details and other ways to satisfy the English language requirements, please refer to the University of Melbourne website: futurestudents.unimelb.edu.au/ admissions/entry-requirements/languagerequirements. ALTERNATIVE ENTRY OPTIONS If you are interested in this course and would like to explore alternative entry options, e.g. you do not currently meet the minimum professional and academic requirements, please contact the course coordinator listed in this brochure to discuss your options. Articulation into this course is available via our assessed single subjects and Emerging Leaders and Managers Program (elamp). Please contact the course coordinator or refer to our website for more information. 6

7 Course applications and contacts HOW TO APPLY Please apply online via: commercial.unimelb.edu.au/mtem/ The documents you will need to provide with your application are: Certified copies of testamurs and transcripts of all degrees listed in the application Certified copies of proof of identity, e.g. passport or birth certificate. A letter of support from your employer A personal statement as to why you are applying and what you wish to get out of the program Your CV Documentation showing how you have met the English language proficiency standards if you have English as a second language or the language of instruction of previous degrees was other than English. Each document must not exceed 1.5Mb. Enquiries regarding applications should be directed to: Brian Seton E: TL-tertiaryed@unimelb.edu.au T: CONTACT We understand that you need to make informed decisions before applying for this course. Please contact the course coordinator below if you would like to know more or discuss things in detail. The course coordinator is: Dr Heather Davis E: heather.davis@unimelb.edu.au T: Course applications and contacts 7

8 ABOUT THE LH MARTIN INSTITUTE The LH Martin Institute for Tertiary Education Leadership and Management was established in 2008 with the vision to create a nationally and internationally recognised hub of teaching and research on tertiary education leadership and management. Our mission is to develop more effective governance as well as leadership and management capacity in tertiary sector institutions so that they may fulfill their missions more successfully. We do this by providing an integrated set of research, programs, events and projects tailored to the needs of the sector s academic and professional leaders. The LH Martin Institute is based at the Melbourne Centre for the Study of Higher Education. W: T: E: martin-institute@unimelb.edu.au LinkedIn Join the LH Martin Institute for Tertiary Education Leadership and Management discussion group. Twitter twitter.com/lhmartininst Facebook facebook.com/lhmartininstitute ABOUT THE MELBOURNE CENTRE FOR THE STUDY OF HIGHER EDUCATION The Melbourne Centre for the Study of Higher Education, or Melbourne CSHE, conducts research and development in the fields of higher education teaching and learning, research, engagement and leadership and management. We aim to deliver quality and innovation in each of these fields through our signature research themes, distinctive projects, practical professional development programs and special events. The Centre is part of The University of Melbourne. W: T: E: melbourne-cshe@unimelb.edu.au ABOUT THE MELBOURNE GRADUATE SCHOOL OF EDUCATION The University of Melbourne has a 150- year history of academic excellence. One of the world s top universities, it is a hub for scholarly inquiry and research innovation. The Melbourne Graduate School of Education is ranked number one in Australia and among the world s finest for education*. The Graduate School s numerous research centres and groups are at the cutting edge of current concerns in education, locally and internationally. They continue to be influential in shaping education policy, systems and practice, both within Australia and abroad. The Graduate School is the awarding faculty for this course. * QS World University Rankings by Subject W: education.unimelb.edu.au CRICOS Provider code: 00116K LH Martin Institute, University of Melbourne August