Victoria’s change-model to TAFE: building a framework for tertiary education

Abstract

ABSTRACT This thesis presents the findings of research into institutional change and how structural re-modelling of TAFEs in Victoria may be assessed as fit-for-purpose for institutions operating in tertiary education. Technical and Further Education (‘TAFE’) in Australia developed a distinctive identity during the twentieth century, yet institutional arrangements were not static: this involved the reorientation of vocational education in Australia to be funded and regulated under the auspice of micro-economic reform national policy. This institutional change triggered incremental transformation across Australia’s complex federalism and shared institutional structures and ultimately impacted TAFEs as state organisations. The thesis applies gradual change theoretical modelling to these TAFE Institutes, adopting an empirical research method that records the insights and reflections of that leadership through this change. This intra-organisational analysis seeks to explore the challenges of organisational leaders through changing institutional dynamics and the extent (or otherwise) of strategic change modelling while also reviewing outcomes including suitability of TAFE governance. The research question is to explore if, or to what extent, does the conceptual framework of gradual institutional change assist to explain (and model) the policy changes at the Victorian TAFEs during this changing environment. The thesis contends that this may be a viable framework that may enable predictive modelling of change for TVET institutions, as public and private sector organisations manage their sustainability in a broader competitive tertiary education sector.