AACRAO Annual Meeting
The Suitability of Three-Year Degrees for Entry into US Graduate School Programs Jen Nielsen Australian Education International Embassy of Australia, Washington DC
“The Impact of Bologna and Three-Year Degrees on US Admissions” • US, Australian, German and British education authorities co-hosted the symposium held in Washington, DC in November 2006 • First formal USA-European discussion of recognition issues since 1994, according to the US Dept of Education • Brought together a diverse group of stakeholders – Academics, credential evaluators, accrediting bodies, admissions officers, professional bodies, US associations, and govt representatives
AACRAO Annual Meeting 2 March 2007 – Boston, MA
AACRAO Three-Year Degree Symposium – Nov 06 Objectives • Help participants from US institutions/ associations understand the nature of 3-year degrees • Reflect on the increasing numbers of international applicants, and the need to maintain academic quality of admitted students • Discuss the necessity of ensuring success by admitting appropriately-prepared and qualified students • Communicate the questions, dilemmas and opportunities that 3-year degrees present
AACRAO Annual Meeting 2 March 2007 – Boston, MA
AACRAO Three-Year Degree Symposium – Nov 06 Main themes of discussion • Different philosophies of undergraduate education • Measuring input vs measuring output/outcomes • Equity issues • The practicality of sheer numbers • Increasing global competition
AACRAO Annual Meeting 2 March 2007 – Boston, MA
AACRAO Three-Year Degree Symposium – Nov 06
Outcomes • Equivalency → Comparability → Suitability • Discussion paper released by AACRAO this week • Considerations for best practice • Additional questions for future discussion – What about other countries with three-year degrees, and how do we handle equity issues? – Global competitiveness of US graduate schools
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Current Practices: Evaluation of 3-year degrees for admission to US grad programs Acceptance of four year bachelor’s degree only
Provisional acceptance of threeyear bachelor’s with requirement for additional “remedial” / general ed courses
Evaluation of the course work in threeyear degree for equivalency in content of credits and inclusion of evaluation of secondary education to further establish equivalency
Determination of competency to succeed in US graduate program rather than consideration of strict equivalency
2005
29%
9%
40%
22%
2006
18%
4%
49%
29%
Percentages of institutions reporting predominant use of these practices (CGS International Graduate Admissions Survey II (125 respondents) & III (177 respondents) AACRAO Annual Meeting 2 March 2007 – Boston, MA
Australian Undergraduate Bachelor Degrees: Structure and Content ¾ Breadth vs Depth: liberal arts general education vs increasing specialisation ¾ “Standard” Bachelor degree is 3 years of full-time study and utilises a different approach to general education ¾ Four-year bachelor degrees in some professional areas (engineering, design, psychology) ¾ Some 5+ yr degrees (medical sciences, architecture) ¾ Double Degrees are becoming more and more common (4 to 6 years, 2 qualifications) ¾ Australian honours degree has no equivalent in USA AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparison of Australian & US Business Degrees ¾ Queensland University of Technology (QUT), 3-year Bachelor of Business (Management) ¾ Michigan State University (MSU), 4-year Bachelor of Arts in General Management ¾ Both business schools accredited by Association to Advance Collegiate Schools of Business International ¾ Both institutions offer a wide range of business specialisations, with general management major representing a ‘generic’ specialisation representative of the curriculum design approach in both degrees
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparison of US and Australian Bachelor of Business (Management) degrees 120
Credit Points (US)
105
Management Major
90 75
Business Core
Management Major
60 45
Electives Business Core
30 15
Double/ Extended Major
General Studies
Electives
0
US - MSU
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Australia - QUT
Outcomes of US/Aus Degree Comparison ¾ The MSU general studies component has no direct equivalent in the QUT degree ¾ Electives in QUT degree can play a general studies role, but are not required ¾ Some MSU introductory units are similar to final year Australian secondary school academic units ¾ Business Core + Major represent very similar education in foundation business fields, plus advanced studies in management in BOTH degrees ¾ QUT degree allows for double major, which provides for ‘broadening’ within the ‘specialised’ Australian approach AACRAO Annual Meeting 2 March 2007 – Boston, MA
Outcomes of US/Aus Degree Comparison ¾ What are ‘similar qualifications’? And what are ‘substantial differences’ that matter in terms of broad equivalence of educational outcomes? ¾ USA 4-year & Australian 3-year Business bachelor degrees have similar outcomes of professional/disciplinary/field of study knowledge (most relevant features for PG study?) ¾ There are no major reasons to believe that the MSU & QUT degrees are not broadly representative of USA & Australian Business Bachelor degrees
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Are Australian 3-year degrees suitable for entry to US graduate study? • Focus on learning outcomes and competencies vs time served • Australian Qualifications Framework • Australian approach to quality
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparative Education Outcomes • If we look at desired outcomes, three-year degrees are comparable to US four-year bachelor degrees • General focus of both degrees is on specialised academic study, leading to a qualification in a major academic discipline or study, or area of professional practice • Both degrees are designed to: - Provide admission to graduate study - Provide admission to the workplace
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparative Education Outcomes Australia
USA •
4 years of full-time study
3 study elements: 1. General Education (40-60%) 2. Major courses 3. Electives •
•
Together the major and electives comprise 72-48 credits May lead to employment or further study
AACRAO Annual Meeting 2 March 2007 – Boston, MA
• Common Degree Titles (Bachelor, Master etc) •Terminal Degrees with labour market relevance or granting access to further study
•
3 years of full-time study
2 study elements: 1. Foundation courses in main area of study (40-60%) 2. Advanced courses in a specific discipline leading to a major •
A major generally comprises 20 courses
•
May lead to employment or further study
The Australian Qualifications Framework How students track through the system
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Quality Assurance Practices in Australia • Australia has a comprehensive and balanced national quality assurance framework with responsibility shared between different levels of government and institutions, based on policies and frameworks that represent international best practice • Australia is actively engaged in international fora such as WTO, OECD, APEC and UNESCO • Australian Universities Quality Agency (AUQA) and European Network for Quality Assurance (ENQA)
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Quality Assurance Framework for Higher Education State accreditation (based on National Protocols)
National
AUQA
Funding support (institutions/students) national reporting performance data, tools
(Australian Universities Quality Agency)
audits
Universities Responsible for academic standards
AQF (Australian Qualifications Framework)
national register and award descriptions
AACRAO Annual Meeting 2 March 2007 – Boston, MA
All the right ingredients: recognition of Australian bachelors degrees A three-cycle (Bachelors, Masters, Doctorate) degree structure
5
Promotion of the Diploma Supplement
5 Being trialled in Australia 5 Well-practised in transfer
A credit accumulation/transfer system
of credit (UMAP)
Accreditation/quality assurance framework
AACRAO Annual Meeting 2 March 2007 – Boston, MA
5 Quality Assurance Framework, AQF, AUQA
Looking Forward: Implications for Australia and the US • Non-recognition of the equivalency of Australian three-year bachelor degrees presents a barrier for potential Australian graduate students to study in the US • Number of Australian graduate students studying in the US has stagnated over past 5 yrs • Increasing numbers of Australian graduate students are studying in UK and Europe, rather than US AACRAO Annual Meeting 2 March 2007 – Boston, MA
Australian Graduate Students Studying in the US vs UK 1200 1000 800
UK
600
US
400 200 0 1999
2000
2001
2002
2003
2004
Looking Forward: Implications for Australia and the US • Continued growth in the number of international students receiving Australian 3-year bachelor degrees
Undergraduate International Students Studying in Australia 120,000
• US is the foremost destination for international graduate students • Potential graduate students from key sender countries (India, China and Middle East) have received a 3-year Australian bachelor degree • Will US graduate schools recognise their qualifications? AACRAO Annual Meeting 2 March 2007 – Boston, MA
100,000 80,000 60,000 40,000 20,000 0 2001
2002
2003
2004
2005
2006
About Australian Education International • Promote Australia’s education, science, training and research capacity internationally • Represent the Australian education and training industry • Provide information about the benefits of studying and living in Australia • Maintain Australia’s high educational standards • Build strong and cooperative relationships with foreign governments, organizations and institutions
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Thank you Jen Nielsen Manager (Education, Science and Training) Australian Education International Embassy of Australia 1601 Massachusetts Avenue, NW Washington, DC 20036 Ph: 202-797-3028 Fax: 202-797-3287 [email protected]
AACRAO Annual Meeting 2 March 2007 – Boston, MA
“The Impact of Bologna and Three-Year Degrees on US Admissions” • US, Australian, German and British education authorities co-hosted the symposium held in Washington, DC in November 2006 • First formal USA-European discussion of recognition issues since 1994, according to the US Dept of Education • Brought together a diverse group of stakeholders – Academics, credential evaluators, accrediting bodies, admissions officers, professional bodies, US associations, and govt representatives
AACRAO Annual Meeting 2 March 2007 – Boston, MA
AACRAO Three-Year Degree Symposium – Nov 06 Objectives • Help participants from US institutions/ associations understand the nature of 3-year degrees • Reflect on the increasing numbers of international applicants, and the need to maintain academic quality of admitted students • Discuss the necessity of ensuring success by admitting appropriately-prepared and qualified students • Communicate the questions, dilemmas and opportunities that 3-year degrees present
AACRAO Annual Meeting 2 March 2007 – Boston, MA
AACRAO Three-Year Degree Symposium – Nov 06 Main themes of discussion • Different philosophies of undergraduate education • Measuring input vs measuring output/outcomes • Equity issues • The practicality of sheer numbers • Increasing global competition
AACRAO Annual Meeting 2 March 2007 – Boston, MA
AACRAO Three-Year Degree Symposium – Nov 06
Outcomes • Equivalency → Comparability → Suitability • Discussion paper released by AACRAO this week • Considerations for best practice • Additional questions for future discussion – What about other countries with three-year degrees, and how do we handle equity issues? – Global competitiveness of US graduate schools
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Current Practices: Evaluation of 3-year degrees for admission to US grad programs Acceptance of four year bachelor’s degree only
Provisional acceptance of threeyear bachelor’s with requirement for additional “remedial” / general ed courses
Evaluation of the course work in threeyear degree for equivalency in content of credits and inclusion of evaluation of secondary education to further establish equivalency
Determination of competency to succeed in US graduate program rather than consideration of strict equivalency
2005
29%
9%
40%
22%
2006
18%
4%
49%
29%
Percentages of institutions reporting predominant use of these practices (CGS International Graduate Admissions Survey II (125 respondents) & III (177 respondents) AACRAO Annual Meeting 2 March 2007 – Boston, MA
Australian Undergraduate Bachelor Degrees: Structure and Content ¾ Breadth vs Depth: liberal arts general education vs increasing specialisation ¾ “Standard” Bachelor degree is 3 years of full-time study and utilises a different approach to general education ¾ Four-year bachelor degrees in some professional areas (engineering, design, psychology) ¾ Some 5+ yr degrees (medical sciences, architecture) ¾ Double Degrees are becoming more and more common (4 to 6 years, 2 qualifications) ¾ Australian honours degree has no equivalent in USA AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparison of Australian & US Business Degrees ¾ Queensland University of Technology (QUT), 3-year Bachelor of Business (Management) ¾ Michigan State University (MSU), 4-year Bachelor of Arts in General Management ¾ Both business schools accredited by Association to Advance Collegiate Schools of Business International ¾ Both institutions offer a wide range of business specialisations, with general management major representing a ‘generic’ specialisation representative of the curriculum design approach in both degrees
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparison of US and Australian Bachelor of Business (Management) degrees 120
Credit Points (US)
105
Management Major
90 75
Business Core
Management Major
60 45
Electives Business Core
30 15
Double/ Extended Major
General Studies
Electives
0
US - MSU
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Australia - QUT
Outcomes of US/Aus Degree Comparison ¾ The MSU general studies component has no direct equivalent in the QUT degree ¾ Electives in QUT degree can play a general studies role, but are not required ¾ Some MSU introductory units are similar to final year Australian secondary school academic units ¾ Business Core + Major represent very similar education in foundation business fields, plus advanced studies in management in BOTH degrees ¾ QUT degree allows for double major, which provides for ‘broadening’ within the ‘specialised’ Australian approach AACRAO Annual Meeting 2 March 2007 – Boston, MA
Outcomes of US/Aus Degree Comparison ¾ What are ‘similar qualifications’? And what are ‘substantial differences’ that matter in terms of broad equivalence of educational outcomes? ¾ USA 4-year & Australian 3-year Business bachelor degrees have similar outcomes of professional/disciplinary/field of study knowledge (most relevant features for PG study?) ¾ There are no major reasons to believe that the MSU & QUT degrees are not broadly representative of USA & Australian Business Bachelor degrees
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Are Australian 3-year degrees suitable for entry to US graduate study? • Focus on learning outcomes and competencies vs time served • Australian Qualifications Framework • Australian approach to quality
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparative Education Outcomes • If we look at desired outcomes, three-year degrees are comparable to US four-year bachelor degrees • General focus of both degrees is on specialised academic study, leading to a qualification in a major academic discipline or study, or area of professional practice • Both degrees are designed to: - Provide admission to graduate study - Provide admission to the workplace
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Comparative Education Outcomes Australia
USA •
4 years of full-time study
3 study elements: 1. General Education (40-60%) 2. Major courses 3. Electives •
•
Together the major and electives comprise 72-48 credits May lead to employment or further study
AACRAO Annual Meeting 2 March 2007 – Boston, MA
• Common Degree Titles (Bachelor, Master etc) •Terminal Degrees with labour market relevance or granting access to further study
•
3 years of full-time study
2 study elements: 1. Foundation courses in main area of study (40-60%) 2. Advanced courses in a specific discipline leading to a major •
A major generally comprises 20 courses
•
May lead to employment or further study
The Australian Qualifications Framework How students track through the system
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Quality Assurance Practices in Australia • Australia has a comprehensive and balanced national quality assurance framework with responsibility shared between different levels of government and institutions, based on policies and frameworks that represent international best practice • Australia is actively engaged in international fora such as WTO, OECD, APEC and UNESCO • Australian Universities Quality Agency (AUQA) and European Network for Quality Assurance (ENQA)
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Quality Assurance Framework for Higher Education State accreditation (based on National Protocols)
National
AUQA
Funding support (institutions/students) national reporting performance data, tools
(Australian Universities Quality Agency)
audits
Universities Responsible for academic standards
AQF (Australian Qualifications Framework)
national register and award descriptions
AACRAO Annual Meeting 2 March 2007 – Boston, MA
All the right ingredients: recognition of Australian bachelors degrees A three-cycle (Bachelors, Masters, Doctorate) degree structure
5
Promotion of the Diploma Supplement
5 Being trialled in Australia 5 Well-practised in transfer
A credit accumulation/transfer system
of credit (UMAP)
Accreditation/quality assurance framework
AACRAO Annual Meeting 2 March 2007 – Boston, MA
5 Quality Assurance Framework, AQF, AUQA
Looking Forward: Implications for Australia and the US • Non-recognition of the equivalency of Australian three-year bachelor degrees presents a barrier for potential Australian graduate students to study in the US • Number of Australian graduate students studying in the US has stagnated over past 5 yrs • Increasing numbers of Australian graduate students are studying in UK and Europe, rather than US AACRAO Annual Meeting 2 March 2007 – Boston, MA
Australian Graduate Students Studying in the US vs UK 1200 1000 800
UK
600
US
400 200 0 1999
2000
2001
2002
2003
2004
Looking Forward: Implications for Australia and the US • Continued growth in the number of international students receiving Australian 3-year bachelor degrees
Undergraduate International Students Studying in Australia 120,000
• US is the foremost destination for international graduate students • Potential graduate students from key sender countries (India, China and Middle East) have received a 3-year Australian bachelor degree • Will US graduate schools recognise their qualifications? AACRAO Annual Meeting 2 March 2007 – Boston, MA
100,000 80,000 60,000 40,000 20,000 0 2001
2002
2003
2004
2005
2006
About Australian Education International • Promote Australia’s education, science, training and research capacity internationally • Represent the Australian education and training industry • Provide information about the benefits of studying and living in Australia • Maintain Australia’s high educational standards • Build strong and cooperative relationships with foreign governments, organizations and institutions
AACRAO Annual Meeting 2 March 2007 – Boston, MA
Thank you Jen Nielsen Manager (Education, Science and Training) Australian Education International Embassy of Australia 1601 Massachusetts Avenue, NW Washington, DC 20036 Ph: 202-797-3028 Fax: 202-797-3287 [email protected]
AACRAO Annual Meeting 2 March 2007 – Boston, MA
