Abstract
By the start of 2015 all University courses in Australia were required to be compliant with the new the Australian Qualifications Framework (AQF). Quality in higher education seeks to achieve three goals - quality of design, quality of conformance and quality of performance. This paper brings together a number of higher education principles such as double loop learning, team teaching and heutagogy in order to satisfy these quality requirements. A pilot program was established to satisfy the changes to the Australian regulatory framework for tertiary education. The paper streamlines integrated ways to bring these aspects together that have not previously been identified in higher education publications. The specific focus is for an MBA course delivered in an Australian regional university. The result is a reflection of the application of the newly devised quality principled based heutagogical double loop learning cycle. The model can assist educational administrators and course developers to facilitate students in becoming independent lifelong self-motivated capable learners while at the same time ensuring the quality assurance principles are met.
Highlights
Masters of Business Administration (MBA) courses are the flagship courses offered by universities
This paper provides a reflective look, using a case study approach, on how an Australian University attempted to provide this point of difference by using a quality heutagogical approach while simultaneously complying with changes to tertiary education expectations within the overall education framework operating in Australia
Given there was a paucity of literature in the specific area under review of MBA courses and Australian Qualifications Framework (AQF) compliance other factors related to quality tertiary education were reviewed and analyzed for their relevance
Summary
Masters of Business Administration (MBA) courses are the flagship courses offered by universities. It is a highly competitive field when trying to attract students. This paper provides a reflective look, using a case study approach, on how an Australian University attempted to provide this point of difference by using a quality heutagogical approach while simultaneously complying with changes to tertiary education expectations within the overall education framework operating in Australia. The approach adopted consolidated a number of essential elements of tertiary education such as heutagogy incorporating double-loop learning and team teaching. This was against a backdrop of employing Deming’s Plan-Do-Check-Act (PDCA) approach to Quality which when adapted to higher education becomes Plan-Do-Assess-Improve (PDAI). This paper will outline how these factors were brought together to achieve the desired outcomes of the diverse stakeholder groups with an interest in the process including: students, government agencies, educational standards and university practices
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
