Tertiary Course Accreditation Handbook 2013

Transcription

1 Tertiary Course Accreditation Handbook 2013 A Guide to the Procedures and Requirements for the Accreditation of Tertiary Courses in Human Resource Management

2 Table of Contents Introduction... 3 Accreditation aims... 4 Criteria for assessment... 4 Part 1: Course information... 4 Part 2: AHRI accreditation criteria... 5 Part 3: Course review... 8 Accreditation process Appendices Appendix 1 Student prizes Appendix 2 AHRI membership Appendix 3 Accreditation Administration Fees P a g e

3 Introduction The Australian Human Resources Institute (AHRI) is the national association representing human resource and people management professionals. AHRI leads the direction and fosters the growth of the HR profession through actively setting standards and building the capability of the profession. The AHRI vision people leading business recognises the changing requirements of Australian business against a background of considerable economic challenge. It also acknowledges the continuing opportunity for the HR profession to actively contribute specialist knowledge for the delivery of people management solutions to business and the academic community. As the HR professional association, it is vital for AHRI to be involved in the education of people who enter the profession. Through the accreditation process the application of the AHRI HR Model of Excellence will influence ongoing Human Resources curriculum development. AHRI HR Model of Excellence Driving your success The Australian Human Resources Institute (AHRI) is the national association representing human resource and people management professionals. AHRI leads the direction and fosters the growth of the HR profession through actively setting standards and building the capability of the profession Our positioning statement driving your success acknowledges AHRI s readiness to act in the role of mentor and contributor to the HR profession in general and to the institute membership base. Human resource management is comprised of a number of interrelated activities that combine to drive business performance. With a base capability of being Business Driven, HR professionals require the following additional capabilities: Strategic Architect, Stakeholder Manager, Workforce Designer, Credible Activist, Expert Practitioner and Culture & Change Agent. 3 P a g e

4 Human resource management knowledge and capability underpin HR practice and influence the professional behaviour of HR professionals and how they are perceived. In addition, the overarching goal of people leading business is underpinned by the following four HR objectives: Contribute to a profitable and sustainable organisation Increase workforce competency and engagement Develop excellence in people management Create a dynamic and productive work environment The AHRI Model of Excellence is evolved from the HR Management Model developed by AHRI in 2003, incorporating latest research results from the HR Competency Study conducted by RBL and the of Michigan and drawing from the HR Competency Model developed from this study by Professors Dave Ulrich and Wayne Brockbank. AHRI participated in the fifth and sixth rounds of the study as a regional partner. Accreditation aims There are a number of important inter-related aims for AHRI s role in accreditation of HR courses delivered in Australia, including: To develop and promote HR as a profession To provide industry feedback, knowledge and experience in curriculum development to ensure continued professional relevance To develop co-operation, partnerships and alliances with educators in pursuing common goals in relation to HR and the profession To develop and promote HR course development that enhances professional standing and recognition of AHRI members (refer Appendix 1 Professional Development and Recognition) To increase awareness and visibility of AHRI as the HR industry body. Criteria for assessment AHRI recognises that each institution and course/delivery is unique. Furthermore, it acknowledges that fundamentally, the academic quality and standards of courses related to professional preparation are primarily secured by the internal quality assurance processes of the institutions. As the Australian HR professional association, it is important for AHRI to be involved with the education of people entering the profession, as well as those already within the profession. Through the application of the AHRI HR Model of Excellence the ongoing development of curriculum in Australia will continue to reflect the changing requirements of Australian business. The application has three parts, course information, accreditation criteria and course review. Part 1: Course information Overview of the course including relevant institutional information. Please note that AHRI accreditation is only undertaken against core units of study, where a graduating student can be guaranteed of having completed these units of study. While details of elective units are noted, they are not used for the purposes of assessing accreditation eligibility. 4 P a g e

5 Where a course structure varies from the standard number of nominal hours/units of study (as per the table below), a rationale for the variation should be provided: Course Level Units of Study Bachelor 24 Graduate Certificate 4 Graduate Diploma 4 Masters 4 Issues of advanced standing or recognition of prior learning should also be included as relevant to each program of study. Where you are seeking unique accreditation for the various entry/exit points of a program, individual applications are required. For example, if you have Graduate Certificate and Graduate Diploma exit points as part of a Masters, and you want each course accredited, you will need to submit three applications to demonstrate that each course individually meets the criteria. If you only are seeking accreditation for the Masters program, only one application is required. Part 2: AHRI accreditation criteria AHRI accreditation is based upon the AHRI HR Model of Excellence capabilities: Strategic Architect, Stakeholder Manager, Workforce Designer, Credible Activist, Expert Practitioner and Culture & Change Agent and the extent to which an institution s tertiary course reflects these competencies. a) AHRI Model of Excellence Competencies Business Driven Aligns people management strategies with business objectives and the external environment Strategic Architect Sets and drives the HR vision for the organisation Stakeholder Manager Identifies and responds to stakeholder demands and manages relationships Workforce Designer Builds organisational capability through high performing people Credible Activist Exercises influence and provides HR advice to achieve objectives Expert Practitioner Applies expert HR knowledge to deliver value to the business Culture and Change Agent Facilitates change in response to internal and external operating environments Minimum standards guidelines AHRI acknowledges that each HR education institution and course is unique, and it recognises that academic quality and standards of courses related to professional preparation are primarily secured by the internal quality assurance processes of the institutions. 5 P a g e

6 The National Accreditation Committee (NAC) has created suggested guidelines in relation to course content areas at the various levels for the qualifications accredited by AHRI as entry qualifications to the HRM Profession. As such, the guidelines are intended to provide guidance for and VET sector course designers. For a copy of these guidelines please contact courseaccreditation@ahri.com.au. The NAC also supports the inclusion of a practical component in the structure of courses of study such as the inclusion of a Work Integrated Learning (WIL) initiative. 6 P a g e

7 b) Weighting of competencies The approximate weighting of the AHRI Model of Excellence competencies within a course of study is identified in the matrix below. The referencing to the specific AHRI competencies will vary according to the level of education. Therefore it is expected that a VET or Bachelor program is less likely to have a narrower focus on the competencies than a Masters or post-graduate course of study. Qualification Certificate IV Bachelor s Degree Graduate Certificate Graduate Diploma Masters/MBA Competency % Degree % Degree % Degree % Degree % Degree Business Driven 10 Understanding 20 Application 20 Implementation 20 Development 25 Development Strategic Architect 10 Understanding 15 Understanding 20 Implementation 20 Development 25 Development Stakeholder Manager 10 Understanding 15 Understanding 10 Implementation 10 Implementation 10 Development Workforce Designer 25 Understanding 15 Application 15 Development 15 Development 10 Development Credible Activist 10 Understanding 10 Application 10 Implementation 10 Implementation 10 Development Expert Practitioner 25 Understanding 15 Application 15 Implementation 15 Development 10 Development Culture & Change Agent 10 Understanding 10 Understanding 10 Implementation 10 Implementation 10 Development Legend Understanding awareness and understanding of the requirement of the HR function and has developed foundational competency Application understand and applies practice based on this competency Implementation applies practice and implements strategy based on this competency Development develops strategy and ensures delivery of practice in line with this competency 7 P a g e

8 Part 3: Course review a) Advisory committees AHRI feels a vital aspect of any course of study is the ongoing review, evaluation and improvement of the program. Part 3 of the Accreditation application refers to the existence of a Curriculum/Advisory Committee/Board whose role it is to provide ongoing support, whereas the NAC is able to provide tri-annual feedback. It would be anticipated that the Curriculum/Advisory Committee/Board would meet on a biannual basis. As an indication of the desired make-up of this type of committee the NAC has provided suggestions regarding the formation of the following stakeholder groups. Senior industry representatives representing both the public and private sector with a range of generalist and specialist HR experience AHRI professional member if required support can be offered by AHRI in sourcing appropriate representatives Senior academics with a combination of specialist and broader business focus Past and present students of the course of study Representation from a graduate recruiter etc. The size and mix of the committee should be reflective of the breadth of the education program. In addition the professional capabilities of the committee should be relevant to the program and should be aligned to the ideal target market of the course of study, e.g. global representation for an international focus. For example, a tertiary HR course with a strong international focus may utilise an advisory committee with the follow members, Job role / title Corporate Services Manager General Manager General Manager Director Recruiter HR Manager Lecturer Lecturer Senior Lecturer Head, Discipline Management Convenor, Master HRM Chair, Division of Education Committee Vice-Chancellor, Division Education Committee Head of School, Business & Government, Division Education Committee Head of School, Information Sciences, Division Education Committee Organisation Public Sector Organisation Private Sector Organisation Private Sector Organisation Government Department Recruitment Organisation International Public Service Organisation Please note from 2013 all accredited course advisory committees will be audited annually to ascertain meeting regularity and committee stakeholder representation. 8 P a g e

9 b) Referees AHRI Accreditation Handbook 2013 Tertiary The inclusion of referee details in the application is a key validation element and gives the NAC the opportunity to communication with key stakeholder groups associated with the construction of the tertiary course. Accreditation criteria and the National Accreditation Committee The accreditation criteria are intended to be flexible to encourage Institutions to develop HR courses in unique and innovative ways. As a consequence the accreditation decision is a matter of judgement rather than precise measurement. The National Accreditation Committee (NAC) conducts a desk audit/assessment of the university applications based on the information and documents supplied in the application form. As a general rule a site visit will not be required of public universities or Registered Training Organisations (RTOs). The National Accreditation Committee (NAC) The NAC operates as an independent body with authority to report to the AHRI Ltd. Board on the accreditation outcomes of the tertiary HRM courses. The committee is appointed by AHRI Ltd according to the following criteria which is designed to represent the various stakeholder groups I. Chair of the NAC (nominated by the AHRI Ltd Board) II. III. IV. Two AHRI Ltd. Board members (nominated by the AHRI Ltd Board) Industry representatives representing both the public and private sector with a range of generalist and specialist HR experience (minimum 4, but can be increased under the direction of the National President on behalf of the AHRI Ltd Board) Senior academics at Associate Professor level (or above) with a combination of specialist and broader business focus (minimum 2, but can be increased under the direction of the National President on behalf of the AHRI Ltd Board) V. VET representative ( 1-2 maximum) VI. VII. AHRI National President (ex officio) Representatives from AHRI Services Co. Ltd. (in a non-voting capacity) as required 9 P a g e

10 National Accreditation Committee 2013 CHAIR AHRI Ltd Board Appointed Associate Professor Alan R Nankervis CAHRI Associate Professor of HRM School of Management RMIT Business, RMIT AHRI CSP Representative AHRI CSP Representative Industry Public Industry Public Industry Private Industry Private Industry Private Academic Board Academic HR Specific VET Representative VET Representative AHRI (ex officio) AHRI (non voting) AHRI (non voting) TBC Dr Kim Schofield FAHRI Mr Ron Watts FAHRI Mr Damian West Ms Narelle Blaasch Ms Julie Coleman CAHRI Ms Lyn Goodear CAHRI Professor Marian Baird CAHRI Associate Professor Paul Davidson FAHRI Ms Patricia Neden Ms Jennifer Barlow MAHRI Mr Peter Wilson AM FAHRI Ms Anne-Marie Dolan CAHRI Ms Dana Grgas MAHRI Deputy Commissioner Capability and Development, WA Public Sector Commission ACT State President Director of Human Resources, ANU Group Manager, Workforce Policy Group, Australian Public Service Commission Senior HR Manager Development Division, Woodside Energy Strategic HR Adviser Monash College Pty Ltd National Manager Professional Development, AHRI Professor of Employment Relations, The of Sydney Project Management Academy, and Brisbane Graduate School of Business Queensland of Technology Chief Executive Officer Innovation & Business Skills Australia (IBSA) Head Teacher Business Services, Sutherland College of TAFE National President AHRI Manager, Development and Research Centre of Excellence AHRI Consultant - Development and Research Centre of Excellence AHRI 10 P a g e

11 Accreditation process 1. Applicant completes the application form returning it to AHRI electronically. The application must include a fully completed application document including all required additional material in the checklist which may be sent under separate cover e.g. Student Handbook. Please note that failure to provide all relevant information will result in a resubmission fee, refer to Appendix Applicants must complete the AHRI template invoice to align with their application details. A copy of this completed invoice must be included with the application, along with advice re payment details. 3. Via desk audit, AHRI verifies the application is complete and correct. 4. Complete and correct applications are retained for review by the NAC 5. Incomplete applications are returned for further detail or evidence (a re-submission fee may apply). 6. The National Accreditation Committee (NAC) reviews applications and reports on outcomes, being: Status Definition Action Accredited The NAC finds that based upon the application submitted that the course is to be accredited. Upon confirmation of acceptance AHRI adds the course to its register of Accredited Courses and sends the applicant an Accredited Course Logo. Use of the logo is bound by conditions supplied by AHRI to the qualifying institution, for the qualifying accreditation period. Accreditation Pending The NAC finds that further evidence is required in order to fully assess if the course may be accredited. In the case of an applicant that is required to provide further evidence, AHRI will provide feedback indicating the gaps in information provided, and a date by which this must be provided to the committee for reconsideration. Accreditation Premature The NAC finds that the application by an institution is premature and that further more in depth consideration must be given by the institution prior to a future application. In the case of an application being premature, AHRI will provide feedback indicating the gaps in information provided and guidance regarding the resubmission of an application the following year. For the opportunity to articulate to/from AHRI designed programs, such as the Professional Diploma of Human Resources to/from tertiary courses accredited by AHRI please contact the AHRI National Manager of Professional Development, education@ahri.com.au 11 P a g e

12 Review process In the event that an Institution is dissatisfied with the outcome of the accreditation process, an application for review may be lodged for the decision to be reviewed. The process is outlined as follows: 1. The applicant notifies the AHRI Manager Development and Research that they wish to appeal the decision of the NAC. 2. The AHRI Manager Development and Research or nominee, together with the NAC Chair nominates a review panel and sets a time and place for the review. a. The review panel must not be voting members of the NAC excepting the Chair b. The review panel will be chaired by the AHRI executive Director c. The applicant must forward any submissions and further evidence two weeks prior to the review. They may address the review panel during the review. d. The review panel may request further information. 3. The review panel will examine: a. The application and supporting documents b. Desk Audit Summary c. Any additional submissions from the applicant 4. The review panel advises the NAC either that it upholds the decision, or that it recommends that the decision be revisited. 5. A final decision will be provided to the applicant within 30 days of the review panel meeting. 12 P a g e

13 Appendices Appendix 1 Student prizes AHRI in an effort to continue to strengthen the ties between AHRI and its accredited education providers provides Student Awards to students of AHRI accredited education programs. All AHRI accredited education providers are entitled to one AHRI Student Award per accredited program. Key elements of AHRI s Student Award Policy are as follows: A maximum of 1 Student Award per accredited program per annum o Accredited providers will determine their individual course awards (for example Student of the Year) and the criteria for each award Accredited providers are to: o notify AHRI in writing a minimum 4 weeks before any prize is to be awarded o provide details of the accredited course, the name of the prize (eg Student of the Year) and the recipient name o details are to be provided to the Development and Research Coordinator, Level 13, 565 Bourke Street Melbourne, 3000 All prizes will be comprised of 1 year full AHRI Membership, an AHRI Certificate and a congratulations letter from AHRI Should you have any specific questions about the AHRI Student Awards policy please contact Sheree Barletta, Development and Research Coordinator Sheree.Barletta@ahri.com.au 13 P a g e

14 Appendix 2 AHRI membership Student membership Student membership offers full time tertiary students an introduction to AHRI with the first year of membership free. Students can gain access to the full range of member benefits and services. Full-time students are required to apply online and forward evidence of full-time study. This evidence can include a copy of your tertiary student card. Alternatively, students can submit an enrolment form that states their full name and current year of study, and meets at least one of the following criteria: states that the student is studying full-time demonstrates that the student is completing at least four subjects demonstrates that the student has an Equivalent Full Time Student Unit (EFTSU) of at least demonstrates that the student is completing a minimum of 20 hours of classes per week demonstrates that the student is an Open Training and Education Network (OTEN) student completing at least four subjects Supporting evidence should be forwarded to the membership team at AHRI national office by post, fax or . Applications for student membership will not be processed until verification of full-time study is received. Students will receive confirmation of membership in the mail. Please allow 10 working days for the application to be processed. Please note: This free membership offer is only available to full-time tertiary students who apply online and have not previously held AHRI membership. Evidence of full-time study must be submitted for each year of student membership. Part-time students can apply for Affiliate membership. AHRI Professional membership Professional membership of AHRI is recommended for practicing HR professionals. Professional members must satisfy the minimum education and/or knowledge, skills and experience requirements and commit to AHRI s continuing professional development (CPD) program, CPDedge. The AHRI professional recognition framework (PRF) incorporates the AHRI Model of Excellence and aligns professional membership with HR and people management career paths providing public recognition of a member s knowledge, skills, experience and commitment to CPD. Only professional members are able to use AHRI post-nominals and have access to the full range of member benefits (including all Career benefits). Professional membership of AHRI is vital for HR practitioners wishing to keep up-to-date with the latest HR issues, research and developments to ensure their knowledge, skills and networks remain current. Professional membership types include: Member (MAHRI) Entry-to-mid level HR professionals and specialists and/or graduates of HR or related disciplines 14 P a g e

15 Certified Professional (CAHRI) Mid-to-senior level HR professionals and specialists Fellow (FAHRI) Senior-to-director level HR professionals and specialists AHRI Organisation Membership In the current climate of fast moving economic, political, social and educational change, it is important that organisations ensure that individuals responsible for people management make every effort to stay in touch with developments in the field of HR. Access to the latest people management knowledge is essential for organisations to stay ahead, regardless of the size or sector. AHRI has more than 60 years experience in providing specialist education, professional development and membership services. AHRI organisation membership is a cost effective way to provide your organisation with exclusive access to comprehensive, current and relevant HR industry knowledge and expertise. Organisation Members pay an annual fee of $660 for access to a comprehensive range of organisation-specific benefits and individual membership for one nominated employee. For any enquiries regarding organisational membership, organisationmember@ahri.com.au Please refer to for further information regarding AHRI membership. For any further enquiries contact membership@ahri.com.au Appendix 3 Accreditation Administration Fees Applicants must complete the AHRI template invoice to align with their application details. A copy of this completed invoice must be included with the application including payment details. 1. Accreditation Administration Fee applications = $500/course 15 P a g e