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

2. INTRODUCTION

3. 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

4. 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

5. 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

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

7. 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.

8. EVOLUTION

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

10. LEARNING SPACE

11. Control, collaboration and confidence

12. 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

13. 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.

14. 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

15. 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

16. 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

17. Control, collaboration and confidence

18. QUESTIONS