Changes in the Working Lives of VET Practitioners in Recent Years

308 Pages·2016·2.43 MB·English

by  Chris Ho

Changes in the Working Lives of
VET Practitioners in Recent Years:
A Case Study

Chris Ho
Master of Business Management (Victoria University)
Graduate Certificate of Adult Learning (Monash University)
Graduate Certificate of Adult Literacy and
Numeracy Practice (Box Hill Institute)
Bachelor of Science (Victoria University)

Submitted in partial fulfilment for the degree of
Doctor of Education
College of Education
Victoria University Melbourne Australia

2016
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Declaration

I, Chris Ho, declare that the EdD thesis entitled Changes in the Working
Lives of VET Practitioners in Recent Years: A Case Study is no more than
66 000 words in length including quotes and exclusive of tables, figures,
appendices, bibliography, references and footnotes. This thesis contains no
material that has been submitted previously, in whole or in part, for the
award of any other academic degree or diploma. Except where otherwise
indicated, this thesis is my own work.

Signature: Date: 17/12/2015

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Acknowledgements
This study has enabled me to develop many skills in research. I am now
ready to embark on more research studies with the intention of contributing
to the education system in Australia and, where needed, in other countries.
All of this would not have been possible without the generosity of Victoria
University in granting a scholarship, Dr Marg Malloch for inviting me to
study in the doctorate program at Victoria University, Melbourne Australia,
and Dr Marcelle Cacciattolo agreeing to co-supervision and providing
relevant feedback throughout the research.
My deepest gratitude is for Adjunct Professor Dr Ian Ling, who has been
my supporter and mentor, giving me the enlightenment, encouragement and
direction which led me to finishing this research; without him this thesis may
not have come to fruition. I also would like to extend my appreciation to Mrs
Marg Ling, who has provided me with many comforting drinks, and even
more so with encouraging remarks that kept me on track both intellectually
and emotionally.
I would also like to thank my wonderful Phillipa Ho who has been
extremely supportive of my studies throughout the past six years; without
her, our home would not have been able to function. To my children I would
also like to say ‘thank you’ for being interested in some of my research and
for just being wonderful children.
I thank Dr Diane Brown for copyediting the thesis in accordance with the
Australian Standards for Editing Practice (2013) and the national
IPED/DDOGS guidelines for editing research theses.
Finally, I would like to add: ‘An education is important not just for now
but forever; for learning should be a lifelong journey to fulfil the aspiration to
become a better individual’.
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Abstract
The purpose of my case study, undertaken by means of interviews in the
hospitality centres of two TAFE institutes in Melbourne, Victoria, Australia,
was to gain an in-depth understanding of the changes which have occurred in
recent years and their effects on the working lives of the VET practitioners.
To achieve this I used a qualitative research method to seek answers to the
research questions, by using a set of case study procedures which allowed me
to systematically collect evidence, and produce findings based on the data
collected.
Recent changes in the workplace for Vocational Education and Training
(VET) practitioners have been occasioned by four predominant factors:
changes in state and federal government policies; changes in training
packages in order to make them more relevant; advancement in technology
and the way it has been integrated into a blended learning approach; and
adoption of a business model approach in vocational education to ensure that
centres within institutions remain profitable and viable.
My findings indicate there has been a dramatic increase in the
administrative workload placed on VET practitioners, caused by these
changes. In particular, the pressures on VET practitioners to be more
productive, and the pressure on administration staff (centre managers and
above) to perform financially for their centres and their institutions and, in
many cases, the lack of necessary communication and leadership skills
required to build productive and enthused teams able to focus more on
viability and profitability, is leaving trainers feeling confused and inadequate
as they grapple with students who now must be treated as both learners and
clients.

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As an outcome of my study, I have proposed a transformational model –
applicable at both an individual and organisational level – that will alleviate
the stress and the pressure in times of change, and transform the VET
practitioner's workplace into one that will be more productive.
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Table of Contents
Declaration ........................................................................................................... i
Acknowledgements ................................................................................................... ii
Abstract .........................................................................................................iii
Table of Contents ...................................................................................................... v
List of Figures ......................................................................................................... ix
List of Tables .......................................................................................................... x

CHAPTER 1 INTRODUCTION TO VOCATIONAL EDUCATION
AND TRAINING ............................................................................ 1
Introduction ................................................................................................................. 1
Context and rationale .................................................................................................. 2
Research questions ...................................................................................................... 3
General research question .................................................................................. 3
Specific research questions ................................................................................ 4
Vocational education and training (VET) ................................................................... 4
Importance of VET ..................................................................................................... 6
Australian vocational education and training work force ........................................... 8
Changing culture ......................................................................................................... 9
Purpose of the study .................................................................................................. 10
Thesis structure ......................................................................................................... 12
Summary .................................................................................................................. 13

CHAPTER 2 LITERATURE REVIEW ............................................................ 14
Introduction ............................................................................................................... 14
Note on the sources used for this review.......................................................... 15
Brief history of vocational education ........................................................................ 15
Early history ..................................................................................................... 16
More recent developments: 1950–1975 ........................................................... 17
Recent changes ......................................................................................................... 18
Funding policy changes.................................................................................... 18
Changing work force ........................................................................................ 21
Changing nature of work .................................................................................. 22
Changing identity ............................................................................................. 26
Changing pedagogies ....................................................................................... 28
Professional development ................................................................................ 30
Possible causes for the changes ................................................................................ 31
Government policy changes ............................................................................. 31
VET trainers and lifelong learning ................................................................... 32
Employability skills development .................................................................... 34
Globalisation and technical advances .............................................................. 36
Vocational education in the USA ..................................................................... 39
Theoretical underpinning: ‘moral purpose’ .............................................................. 41
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Possible directions for the future .............................................................................. 42
Conclusion ................................................................................................................ 44

CHAPTER 3 METHODOLOGY AND METHODS ........................................ 46
Introduction ............................................................................................................... 46
Qualitative research .................................................................................................. 47
Distinguishing between qualitative and quantitative research ......................... 48
Key characteristics of my qualitative research ................................................. 48
Advantages of qualitative data ......................................................................... 49
Case study methods .......................................................................................... 50
Types of case study .......................................................................................... 53
Limitations of case study approach .................................................................. 57
Justification for the use of case study ....................................................................... 58
Case study design...................................................................................................... 59
Identifying the cases to be investigated ........................................................... 61
Collecting data ................................................................................................. 61
Content analysis ............................................................................................... 64
Analysing and interpreting data ....................................................................... 67
Identifying the research questions .................................................................... 75
Conclusion ....................................................................................................... 76

CHAPTER 4 ANDREW BARTON INSTITUTE ............................................. 77
Introduction ............................................................................................................... 77
Inductive data reduction ............................................................................................ 77
Question 1. What changes have you noticed in the past five to ten years in the
workplace? ....................................................................................................... 78
Impact of compliance ....................................................................................... 78
Changes that are business driven ..................................................................... 82
Changes to funding policies ............................................................................. 85
Changes in management style .......................................................................... 86
Changes in policy ............................................................................................. 90
Lack of collaboration ....................................................................................... 91
Changing student population ............................................................................ 92
Synthesis .......................................................................................................... 99
Question 2: What driving forces have directed changes in the VET industry
in recent years ................................................................................................ 100
Federal government policies .......................................................................... 100
Management changes ..................................................................................... 105
Student interactions ........................................................................................ 110
Synthesis ........................................................................................................ 116
Question 3: How have changes affected the day-to-day activities of VET
practitioners? .................................................................................................. 117
Increase in compliance work .......................................................................... 118
Increased stress .............................................................................................. 122
Students ........................................................................................................ 127
Synthesis ........................................................................................................ 129
Question 4: What power relationships have emerged between administrators, staff
and students? .................................................................................................. 130
Corporatisation ............................................................................................... 130
Policy ........................................................................................................ 133
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Management ................................................................................................... 137
Culture change ............................................................................................... 140
Synthesis ........................................................................................................ 145
Question 5. What leadership skills are required to lead in this culture of change? 146
Change management skills ............................................................................. 146
Situational leadership skills ............................................................................ 148
Transformational leadership skills ................................................................. 151
Synthesis ........................................................................................................ 158

CHAPTER 5 MATTHEW NIXON INSTITUTE ............................................ 159
Introduction ............................................................................................................. 159
Inductive data reduction .......................................................................................... 159
Question 1: What changes have you noticed in the past five to ten years in the
workplace? ..................................................................................................... 160
Analysis of organising themes ....................................................................... 160
Changes in management ................................................................................ 163
Students 168
Synthesis ........................................................................................................ 173
Question 2: What driving forces have directed changes in the VET industry in
recent years .................................................................................................... 174
Federal government policies .......................................................................... 174
An emergent business model ......................................................................... 177
Changing student attitudes ............................................................................. 181
Competition .................................................................................................... 184
Synthesis ........................................................................................................ 186
Question 3: How have changes affected the day-to-day activities of VET
practitioners? .................................................................................................. 187
Changing work force ...................................................................................... 187
Industry standards .......................................................................................... 190
Management issues ........................................................................................ 192
Multiskilling ................................................................................................... 195
Students’ attitudes .......................................................................................... 196
Increased administrative work ....................................................................... 198
Synthesis ........................................................................................................ 199
Question 4: What power relationships have emerged between administrators,
staff and students? .......................................................................................... 200
Corporatisation ............................................................................................... 200
Student/teacher roles ...................................................................................... 202
Power shift ..................................................................................................... 204
Workplace learning ........................................................................................ 206
Leadership and management .......................................................................... 207
Building rapport ............................................................................................. 212
Synthesis ........................................................................................................ 213
Question 5: What leadership skills are required to lead in a culture of change? .... 214
Workplace situational leadership ................................................................... 215
Transformational leadership ........................................................................... 216
Transparent leadership ................................................................................... 223
Synthesis ........................................................................................................ 227

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CHAPTER 6 FINDINGS AND REFLECTIONS ............................................ 228
Introduction ............................................................................................................. 228
Question 1: What changes have you noticed in the past five to ten years? ............ 229
Issue 1.1 – Compliance .................................................................................. 229
Issue 1.2 – Policy changes ............................................................................. 229
Issue 1.3 – Student profiles ............................................................................ 232
Issue 1.4 – Centralisation of decision making and a change in
management style .................................................................................. 233
Question 2: What have been the driving forces directing changes in the
industry in recent years?................................................................................. 235
Issue 2.1 – Policy changes ............................................................................. 235
Issue 2.2 – Business model of operation ........................................................ 236
Issue 2.3 – Changing perception of students as clients .................................. 237
Question 3: How have changes affected day-to-day activities of VET
practitioners? .................................................................................................. 240
Issue 3.1 – Management ................................................................................. 240
Issue 3.2 – Increase in administration workload ............................................ 241
Issue 3.3 – Multiskilling and multi-tasking .................................................... 242
Question 4: What power relationships have emerged between administrators,
staff and students? .......................................................................................... 245
Issue 4.1 – Profitability and financial survival ............................................... 245
Issue 4.2 – Clients .......................................................................................... 247
Issue 4.3 – Communication and hidden agendas ........................................... 248
Question 5: What leadership skills are required to lead in this culture
of change? ...................................................................................................... 249
Issue 5.1 – Financial survival skills ............................................................... 249
Issue 5.2 – Servicing clients ........................................................................... 251
Issue 5.3 – Transparency ................................................................................ 252
Issue 5.4 – Meeting the needs of stakeholders ............................................... 254
Issue 5.5 – Understanding each other’s position ............................................ 255
Issue 5.6 – Understanding the environment ................................................... 256
Issue 5.6 – Communication skills .................................................................. 257
Issue 5.9 – Transformational skills ................................................................ 258

CHAPTER 7 MOVING FORWARD ............................................................... 259
Becoming a corporate educational organisation ..................................................... 259
VET change model ................................................................................................. 260
Individualistic transformational model .......................................................... 262
Model for policymakers ................................................................................. 264
References ...................................................................................................... 265
Appendices ...................................................................................................... 280
Appendix 1: ............................................................................................................ 281
Appendix 2: Findings and reflections ..................................................................... 282
Appendix 3: ............................................................................................................ 287
Appendix 4: ............................................................................................................ 292

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List of Figures
Figure 2.1 Framework for leadership ........................................................ 42
Figure 7.1 Individualistic transformational model .................................. 262

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