Control, collaboration and confidence Jeni Fountain Industry Influenced Education Control, collaboration and confidence Jeni Fountain

INTRODUCTION

BACKGROUND 2010 tender announced Tender for Graduate Diploma, one year, 120 credits Secured 2011 but NZQA recommended Graduate Certificate 60 credits, 6 months Level 7: 4 courses (15 credit) (10 modules) CPD modules Deliver across country and world Students and staff off-site

INDUSTRY INVOLVEMENT Programme Advisory Committee Steering Committee Immigration Advisers Authority Registrar, Policy Operations Manager University of Victoria (Melbourne) University of Waikato Immigration New Zealand Professional Body: NZAMI; Licensed Advisers Additional academic Steering Committee

PAST EXPERIENCE Graduate Certificate in New Zealand Immigration Advice online, different full-time and part-time delivery models, sequential, achievement standards based on Licensed Immigration Advisers Competency standards, 60% - 80% pass rate requirements, full license on completion Collaborative? Industry influenced development; Several stakeholders Parameters established before development staff employed 6 month planned development timeline; 18 months until actual delivery start development continued throughout first delivery

Done to, not done with – no control, collaboration and confidence 3 weeks stress leave Resignation RESULTS

TWO YEARS LATER (2016) Ministry of Business, Innovation and Employment (MBIE) commission report; Regulation of Immigration Advice in New Zealand New Graduate Diploma in New Zealand Immigration Advice 120 credit, 8 courses Practical component Completion of first four courses meets eligibility for provisional licensing Supervision (2 year period) After two years, an independent report into the regulation of immigration advisers was completed with 14 recommendations. Of significance to us was a recommendation to increase the qualification length and to include mechanisms for practical experience. In response, in 2016 the Graduate Certificate in New Zealand Immigration Advice was phased out, and we were tasked with developing a new Graduate Diploma in New Zealand Immigration Advice qualification to meet these recommendations. The new qualification would be twice as long and include a work-placement option – by default it also required a simulated work-placement option for those unable to participate in a real work placement.

EVOLUTION

EVOLUTION (after two years) Asynchronous Chat capability Microphone capability Webcam, microphones using Adobe Connect Synchronous Forums, learning activities

LEARNING SPACE

Control, collaboration and confidence

INDUSTRY RELATIONSHIPS Reflection: contracted hour, creative autonomy and inclusion at all stakeholder meetings (independent consultant) (control) Two areas for success: Qualification Relationship change management (collaboration and confidence) Define the roles Set clear parameters

CHALLENGES Repetitious development Design and accountability implications Quality assurance This year I would like to share my experience with repetitious development, and design and accountability implications and quality assurance, when attempting to implement industry initiated educational change.

CHALLENGES: repetitious development Industry is forever evolving Instructions change without warning and regularly Collaborate to: Define appropriate, achievable timeframes Understand the needs of industry, limitations of developer Prioritise – choose Question and clarify Control, collaboration and confidence

CHALLENGES: design and accountability Collaborate to: Define the roles and responsibilities Acknowledge industry needs and requirements Understand responsibilities of developer to the institute, NZQA Who are the experts? How and when should each stakeholder be included? Resourcing; who, what, how Templates and rules Control, collaboration and confidence

CHALLENGES: quality assurance Collaborate to: Understand sharing, feedback, confidentiality and accountabilities of all parties Establish authority in different situations Establish involvement in different situations Training: staff and students Introduction week; testing equipment, disclaimers Student behaviour and expectations Student handbook and regulations Control, collaboration and confidence

Control, collaboration and confidence

QUESTIONS