Complete Education and Tertiary guide and the Role of Vocational Education and Training in Facilities

The following has been adapted from the FMA Australia Magazine, Facility Perspectives, Complete Education and Tertiary guide and the Role of Vocational Education and Training in Facilities in September 2008 and December 2008 issues respectively. 

Facility Perspectives’ Melanie Drummond investigates the new tertiary education opportunities on offer and explores what is available in 2009 for Facility Managers throughout Australia.  From its largely trades-based beginnings, the facility management industry has grown progressively toward a business management focus. Critical to the accommodation of this growth has been the number and scope of educational opportunities available for those looking to enter the industry as a career of choice. Since the range of responsibilities and demands being placed on facility managers has also increased during this time, facility managers already in the industry increasingly need opportunities available in the tertiary sector to upskill and meet the evolving needs of the industry.

The Role of Vocational Education and Training in Facilities is covered by Meg MichelI, Director Program Management, UNE Partnerships and Martin Leitch, Director, FMEDGE.

Complete Education and Tertiary guide
Role of Vocational Education and Training in Facilities

HOLMESGLEN INSTITUTE, VICTORIA

Bachelor of Facilities Management

A recent newcomer to the facility management tertiary sector is Holmesglen Institute, the largest TAFE Institute in Victoria. Offering a Bachelor of Facilities Management, Holmesglen will ensure students leave with a keen focus on improvement to enterprise
productivity by strategically managing and optimising the value delivered by built facilities and associate services. Holmesglen has emerged as a new player on the higher education scene with a fresh vision for vocational-professional degree programs in building and property that aim at bridging the gap between vocational training and higher education. The Holmesglen philosophy is that FM professionals should have the skills to locate, evaluate, and apply information appropriately, and to create knowledge in a changing environment where jobs and job challenges of the future do not yet exist.
Dynamic Program Structure
Programs are designed around a 2 tier structure, the first tier being a 3-year (full-time equivalent) ‘foundation’ degree, the Bachelor of Applied Science (Built Environment), that provides graduates with a range of skills and knowledge to operate effectively across a number of roles at pre-professional level. Second tier programs include 1-year (fulltime equivalent) professional specialisations in:

• building surveying (Bachelor of Built Environment)
• construction management and economics (Bachelor of Construction Management and Economics)
• facilities management (Bachelor of Facilities Management)
• property valuation (Bachelor of Property Valuation).

Bachelor Qualification
Facilities Management is an exciting field which demands a diverse knowledge set required in managing modern technology driven facilities, as well as the people and space used within them. Students enter this fourth year specialisation following successful completion of the Bachelor of Applied Science (Built Environment), or those with significant relevant industry experience and the equivalent of a degree may be granted credit and be accepted directly into the course. The overriding principle of the course is on improvement to enterprise productivity by strategically managing and optimising the value delivered by built facilities and associate services.

www.holmesglen.vic.edu.au

CHARLES DARWIN UNIVERSITY, NORTHERN TERRITORY

Charles Darwin University offer a Diploma of Project Management which can be completed at full-time study in half a year, or undertaken in a part-time capacity over the duration of one year.

www.cdu.edu.au

BOND UNIVERSITY, GOLD COAST, QLD

Bond University offer a Bachelor of Property and Sustainable Development degree with a major in Assets and Facilities Management. The degree consists of 16 subjects which cover topics such as Building Pathology, Sustainable Construction, Business
Law, and Cultural and Ethical skills. The degree can be completed over 2 years of full-time study or student can study at their own pace part-time.

www.bond.edu.au

UNIVERSITY OF THE SUNSHINE COAST, MAROOCHYDORE

The University of the Sunshine Coast in Maroochydore offer a Bachelor of Business (Property and Asset Management). Property and Asset management underpins areas such as residential and commercial developments, construction, and tourism and facilities management. The program includes the core business courses such as marketing, accounting, economics and human resource management to ensure graduates understand key business imperatives. This is supported by specialist units which provide detailed knowledge on key industry areas such as property economics, property management, investment decision making, property law, valuation issues and asset and facilities management. Students can also apply to undertake first-year courses in this program at the USC Noosa Centre.

www.usc.edu.au

UNIVERSITY OF SOUTHERN QUEENSLAND

The University of Southern Queensland offer a Master of Project Management which aims to produce graduates who have appropriate skills and knowledge to be capable of managing small, medium and large-sized projects as a senior team leader, a project manager or project director. The Masters can be completed on campus, through distance education or online. Duration is 2 terms fulltime or 4 years part-time.

www.usq.edu.au

CENTRAL QUEENSLAND UNIVERSITY

Central Queensland University offer a Master of Maintenance Management program. The program is suited to those currently employed in the areas of maintenance engineering or maintenance management, who would like to advance their careers
through professional upgrading of their knowledge, skills and qualifications. The aim of the Master of Maintenance Management program is for the student to apply the knowledge and skills gained from experience and studies in maintenance management towards creation of opportunities to improve maintenance practices thereby providing leadership in the industrial maintenance organisation.

www.cqu.edu.au

QUEENSLAND UNIVERSITY OF TECHNOLOGY

While QUT do not offer specific facility management courses, they do run the Bachelor of Urban Development (Property Economics). A number of graduates from this QUT program do venture into the FM industry. QUT is also the headquarters of the Centre for Integrated Engineering Asset Management – a major research initiative funded under the Federal Government’s CRC scheme. The CRC for Construction Innovation is also headquartered at QUT and it has an emerging focus on the FM Field

www.qut.edu.au

UNIVERSITY OF SOUTH AUSTRALIA

The University of South Australia currently offer a nested Graduate Certificate/Graduate Diploma/Master in Facilities and Asset Management program through their Construction Management and Economics (Building) discipline. Most (and likely all) of the
courses are being developed for an online mode.

www.unisa.edu.au

UNIVERSITY OF ADELAIDE

The University of Adelaide offer a Masters in Project Mangement, a Masters in Applied Project Management and a Graduate Certificate in Project Management.

www.adelaide.edu.au

CURTIN UNIVERSITY OF TECHNOLOGY, WESTERN AUSTRALIA

Curtin University offer a 1-year graduate certificate in Facilities Management. Also covered in the course are project management and procurement management.

www.curtin.edu.au

VICTORIA UNIVERSITY, MELBOURNE

Victoria University of Melbourne offers a Graduate Certificate in Project Management, a Graduate Diploma of Project Management and a Master of Contacting and Project Management.

www.vu.edu.au

UNIVERSITY OF MELBOURNE

Facilities Management is offered at 4th year undergraduate level as part of the University of Melbourne’s Bachelor of Property and Construction program. It is also offered in conjunction with Asset Management and Corporate Real Estate as part of the  Master of Property and Construction program. FM lecturer Chris Heywood says it is possible with the Masters, and to some extent the undergraduate program, to construct a FM focused qualification by undertaking other subjects such as services, sustainability and building regulations.

www.unimelb.edu.au

ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY (RMIT)

RMIT offers a generic Master of Project Management as well as specialisations in Engineering, Facilities Management and Information Technology. The duration of the masters (one and a half years full time) incorporates the Graduate Diploma (One year
full time or two years part-time) and the Graduate Certificate (Six months full time or one year part-time). The program also allows students who are working as Project Managers in a particular discipline to specialise in engineering, information technology or facilities management.

www.rmit.com.au

SWINBURNE UNIVERSITY OF TECHNOLOGY, VICTORIA

Swinburne University of Techology in Hawthorne Victoria offers a Diploma of Project Management and a Graduate Certificate of Business (Project Management). In the area of Construction Management, also offered is a Graduate Certificate of Technology
(Construction Management), Graduate Diploma of Technology (Construction Mangement) and a Master of Techhnology Management (Construction Management).

www.swinburne.edu.au

DEAKIN UNIVERSITY, GEELONG

At Deakin University, students can enrol in the Bachelor of Construction Management/Bachelor of Facilities Management combined degree, which offers a unique mix of construction and property disciplines. Graduates are able to work across traditional professional boundaries, from property investment and development through to space management and workplace logistics, using key project-management skills to ensure optimum value for money is attained at all stages of the property life cycle. The course allows the opportunity for students to complete an honours stream for the Construction Management component or for the Facilities Management component. The double degree is a five-year full-time program, also accredited by RICS for construction, facilities management and building surveying career destinations. Students can exit early from the program after three years with a Bachelor of Facilities Management. Deakin also offers and FM major as part of their Bachelor of Management and Bachelor of Commerce degrees. From February 2008, Deakin is offering a distance learning pathway for FM (both pass and honours degree), which will enable students to participate from anywhere in the world. Face-to-face study is conducted at Deakin’s award-winning Waterfront

www.deakin.edu.au

UNIVERSITY OF BALLARAT

The University of Ballarat currently offers a Diploma of Project Management. The course is offered on a fee-for-service basis, and monthly workshops are scheduled over one semester. The program is available in Sydney, Ballarat, Geelong and Bendigo.

www.ballarat.edu.au

UNIVERSITY OF SYDNEY

The School of Architecture runs a Graduate Certificate, Graduate Diploma, and Masters Degree in Facilities Management. The Faculty of Economics and Business in conjunction with the School of Architecture also offers a doubles degree – the Master of Commerce and Master of Facilities Management. The program is designed for those currently working as facility managers and allows for interstate students to participate. Candidates with industry experience but without formal qualifications may enter the Graduate Certificate course, and subject to their performance can then upgrade to Diploma or Masters.

www.usyd.edu.au

THE UNIVERSITY OF NEWCASTLE

The University of Newcastle offers a Bachelor of Construction Management (Building) which is accredited by the Australian Institute of Building, the Australian Institute of Quantity Surveying, The Chartered Institute of Building, and the Singapore Institute of
Surveyors and Valuers. The program is offered in mixed-mode, allowing students the flexibility to either attend classes at our Callaghan campus, or to learn in a virtual environment wherever they are located. The program is also offered off-shore in Singapore (TMC).

www.newcastle.edu.au

UNIVERSITY OF NEW SOUTH WALES

The Faculty of the Built Environment at the University of New South Wales is the largest faculty of its kind in Australia by range of programs offered. On offer at the FBE is the Bachelor of Construction Management and Property which focuses on people and process management within the specific contexts of building construction, property development, quantity surveying and facilities management. The four-year full-time program of study offers students management skills in the areas of planning, risk assessment, occupational health and safety, property management and organisational behaviour. The FBE also offers a Graduate Certificate in Construction Project Management, Master of Construction Project Management and a Master of Construction Project Management (in Professional Practice). Another postgraduate offering from FBE is the Master of Property and Development which allows students to specialize in Investment and Development or Asset and Facilities Management. In the area of sustainable development, FBE offer a Graduate Certificate in Built Environment (Sustainable Development) and a Master of Built Environment (Sustainable Development).

www.unsw.edu.au

UNIVERSITY OF TECHNOLOGY, SYDNEY

UTS offer a Bachelor of Construction which provides students with comprehensive building education. The degree is concerned with all aspects of the construction process, including business management, construction technology, project management, quantity surveying, applied economics, contract administration and property development. There are also opportunities for further study after completing the course through an Honours program, the Master’s programs in Project Management and Facility Management or a Master of Business Administration (MBA).

www.uts.edu.au

UNIVERSITY OF WESTERN SYDNEY

The University of Western Sydney offers students a Bachelor of Construction Management. Students will develop specialised skills in construction management taught through theoretical, practical, and hands-on experience. Among topics covered in the program are project management, building law, accounting and design science.

www.uwa.edu.au

UNIVERSITY OF NEW ENGLAND, NEW SOUTH WALES

The University of New England offers a Graduate Certificate in Project Management which can be completed over 1 trimester full time or over 2 trimesters part-time.

www.une.edu.au

CHARLES STURT UNIVERSITY

Charles Stuart University offers a Graduate Certificate in Project Management which includes accreditation as a Certified Associate Project Manager (CAPM) from the Project Management Institute.

www.csu.edu.au

THE UNIVERSITY OF WESTERN AUSTRALIA

The University of Western Australia offers a Master of Business and Engineering Asset Management. The emphasis of Engineering Asset Management is on achieving sustainable business outcomes and competitive advantage by applying systematic and risk-based processes to decisions concerning the engineering assets of an organization. The postgraduate degree includes units from the Faculty of Engineering, Computing and Mathematics and the Business School. Students will engage in a balanced interdisciplinary programme of asset management, engineering and business units with a focus in practical applications and the challenges faced by today’s organisations.

www.uwa.edu.au

UNIVERSITY OF WOLLONGONG

The University of Wollongong offers a Master of Engineering Asset Management. The objective of the program is to ensure continuos improvement in the strategic and tactical response of organisations and their managers, to the management of infrastructure assets. This is achieved through a balance program of subjects in asset management science and engineering, business administration and management. Other topics covered include: Project Implementation and Outsourcing, Life-Cycle and Risk Management, Maintenance Requirements Analysis and Managing People in Organisations.

www.uow.edu.au

Facilities Management and other practices related to the industry may also feature as a component of courses offered at the following tertiary providers:

Tertiary Education sector, Vocational Education and Training (VET)1

As an integral part of the Tertiary Education sector, Vocational Education and Training (VET) provides a range of opportunities to develop skills that are applied directly into the workplace, through specific guidelines devised by a national body in consultation with industry, called the National Skills Framework. The national training system promotes quality and consistency across Australia to ensure relevance and standardisation of qualifications. Through their Industry Skills Council2, each specific industry or sector can develop a training package that identifies the required skills and knowledge to perform effectively within that sector. The training package will define how these skills are developed through specific Units of Competency that form the requirements of the training package. Skills Councils are responsible for regularly reviewing and maintaining Training Packages to ensure that they continue to reflect industry current best practice.

In Australia, the VET system is provided by Registered Training Organisations (RTOs) that are accredited by State Government. Accreditation of RTO’s is achieved by demonstrated compliance with a comprehensive and rigorous national quality system, the Australian Quality Training Framework (AQTF). The AQTF aims to achieve national consistency in the quality of training delivery. This aim, combined with the use of Training Packages, also results in consistent levels of student competency. RTO’s include high schools, the TAFE network, private training and education providers, adult and community education, and universities. VET offers nationally recognised and respected qualifications, from certificates through to diplomas and Vocational Graduate Certificates. The system enables students and industry practitioners to develop new skills or enhance existing skills, and opens pathways to further study at university or other higher educational institutions.

WHY VET?

The VET system’s greatest strength is its flexibility. VET students have learning and study options not normally available to students outside the sector. Programs are delivered through a wide variety of study modes, including online, distance education, and in the workplace. Programs may be customised to suit individual, industry or particular workplace needs. They include apprenticeships and traineeships. The flexible nature of VET programs extends to assessment methods and study timetables, so that students can learn at a pace that suits their workplace, family and personal demands. VET qualifications are structured in a manner that progress through a course, and are recognised by Statements of Attainment for relevant Units of Competence. It is a requirement of the AQTF that such Statements of Attainment must be recognised by all RTO’s. This means that students can complete a qualification with more than one RTO. The AQTF also ensures the integrity and reputation of VET awards. Students who have acquired skills through previous workplace or other training may be eligible for those skills or experience to be officially acknowledged through a process known as Recognition of Prior Learning (RPL). Prior experience or skills may then be credited towards current VET studies. Flexibility in program content and course delivery also extends to flexibility of access. VET students enjoy an equality of access to VET programs irrespective of location, employment status, or demographical background. Lastly, successful VET study opens defined pathways to university awards, both undergraduate and postgraduate. These pathways complement the acquisition and enhancement of workplace or vocational skills, with the status of university degrees.

HOW DOES IT WORK?

Competency based training is at the heart of VET programs. Competency comprises three mutually dependent elements: knowledge, skill and attitude. All three elements must be present before an individual can be described as being “competent” in a particular activity. Knowing how to do something does not mean that one can do it and similarly being able carry out a task without appropriate knowledge and/or attitude can be a very limiting, if not dangerous, scenario. Competency based training requires students to demonstrate that they have attained specific industry standards, which are current, reviewed regularly, and workplace relevant. By meeting those standards and achieving defined learning outcomes in training packages, VET students obtain qualifications directly relevant to their particular industry or profession. The range of industries or professions serviced by the VET sector is huge, and includes such diverse areas such as practice management, business, community services, mining and engineering, facilities management, and the general construction and property service sector. The development of training packages in close consultation with industry groups and employer organisations highlights the intimate interconnectivity and linkages between the VET provider, the relevant industry group, employers, and the final content of the learning materials delivered to VET students. Through achieving nationally recognised competencies, the successful VET student acquires new skills and knowledge or consolidates existing skills and knowledge that are valuable and contemporary to the individual student and their current or future employer.

AUSTRALIAN QUALIFICATIONS FRAMEWORK

The Australian Qualifications Framework (AQF) details the recognised levels of study within the post-compulsory education sector. Awards under the AQF start at Certificate I and progress to Diploma, on to Bachelor and through to Doctoral degrees. Whilst the study level increases with each step there is no requirement for students to approach their studies in a linear fashion, particularly where a different set of skills may be required due to a change in job role. For example a student who enters the university system after leaving school may enrol in a Bachelor degree. Upon completion of this award they may enter the workforce. At this point they have only limited skills and experience in the ‘application’ of their knowledge. They may choose to enrol in a Certificate IV or Diploma level course to provide them with a vehicle to develop their skills in a workplace setting. This is often seen in the engineering sector with graduate engineers undertaking vocational training qualifications in project management. It is
also seen in other technical fields where professionals move into supervisory or managerial roles with little or no prior management experience. Such people may have a degree in information technology and be enrolled in a Certificate IV in Frontline Management.

VET IN THE FM CONTEXT

As recently as 2004, a series of Facilities Management related qualifications were introduced into the VET sector. These resulted from a lengthy period of industry consultation in which the Facility Management Association of Australia played a significant role. These new qualifications range from a Certificate III to an Advanced Diploma and have already been reviewed to ensure on-going alignment with current industry requirements.3 These qualifications effectively close the gap between secondary education and the higher education sector to create a vocational pathway to university education. Selecting a relevant VET course can also offer credit towards university courses, thus providing a cost effective route to a university degree. This opens a whole new opportunity for FM industry practitioners to works towards a university degree at a pace commensurate with the demands of the “day job” and other financial commitments. They also offer graduates with non-FM degrees the opportunity to overlay their current degree with a specific Facilities Management qualification without the need to return to University for a second degree. Despite the recent training package review, there are still a number of gaps in the competencies that the qualifications cover. To address this and to complement the qualifications, VET sector providers also play an invaluable role in offering non-accredited courses. Such courses cover the more technical areas of FM, “soft” management skills and rapidly developing aspects of the industry, such as environmental sustainability. The development of such courses serves to support the industry where the updating of qualifications can be a lengthy and bureaucratic process.

CONCLUSION

In conclusion, the VET sector plays an invaluable role in tertiary education, either to provide a stand-alone qualification solution or a route to university and higher qualifications. Its value also lies in its competency based approach to education – it provides employers with the confidence that VET qualified applicants have proved their knowledge and demonstrated their ability to apply it in a workplace based environment and that there is national consistency. Finally, it sets a national benchmark for industry competency requirements to assist both employers and employees in improving performance and to assist with reducing current skill shortages. General information on the vocational education and training system in this article was sourced in part from Did You Know - A Guide to Vocational Education and Training in Australia published by National Centre for Vocational Education Research.

REFERENCES

1 Also known as Vocational & Technical Education (VTE)
2 The Industry Skills Council for the FM industry is the Construction and Property Services Industry Skills Council (CPSISC)
3 Full details of these qualifications, including providers, can be found on www.ntis.gov.au (search key words “Facility Management”) 

Complete Education and Tertiary guide
Role of Vocational Education and Training in Facilities

For more information please contact us or visit the FMA Australia website at www.fma.com.au