Dr Noel Bridgeman (FNACCQ), UNITEC, New Zealand
nbridgeman@unitec.ac.nz

Alison Young (FNACCQ), UNITEC, New Zealand
ayoung@unitec.ac.nz

Bridgeman, N. &  Young, A. (2006, July), NACCQ - A National Computing Education Organisation for the 21st Century. Bulletin of Applied Computing and Information Technology Vol. 4, Issue 1. ISSN 1176-4120. Retrieved from

ABSTRACT

This paper describes and analyses a survey of the member institutions of the National Advisory Committee on Computing Qualifications (NACCQ).  During 2004 the executive committee of the NACCQ reconsidered the developments within the ICT and the tertiary education sectors and their implications for the philosophy and mission of the organisation.  NACCQ member institutions were surveyed in late 2004 to gather information that could be drawn on to allow NACCQ to review its services and best direct its efforts and resources into channels most beneficial to its member institutions.  This will allow the NACCQ to move into the 21st century with a sound knowledge of the requirements of its member institutions and the best way in which it can serve them in the foreseeable future.

Keywords

National Advisory Committee on Computing Qualifications, NACCQ

1. INTRODUCTION

The National Advisory Committee (NAC) was established in 1988 (Joyce & Young, 1998) to oversee and support the introduction of new computing qualifications that had been developed in the preceding 18 months, to replace the New Zealand Certificate in Data Processing, which would deliver to the computing industry knowledgeable, work-ready employees.  It was renamed the National Advisory Committee on Computing Qualifications (NACCQ) in 1990.  It was also charged with managing the processes which saw the NACCQ develop course descriptors which were reviewed on a two yearly basis.  This process was to ensure currency of content of the newly approved Certificate in Business Computing (CBC) introduced nationally in 1988,  the Advanced Certificate in Business Computing (ACBC), introduced nationally in 1989, and the National Diploma in Business Computing (NDBC) introduced in 1990 at Waikato Poltechnic and Taranaki Polytechnic (the two institutions of the authors) and then nationally in 1991.  However, during the intervening 15 years many NACCQ member Institutions have developed their own degrees and other qualifications which has meant there has been a significant reduction in the number of students enrolled in programmes made up of NACCQ developed qualifications.  The mission and philosophy of the NACCQ has not been changed over the years and can still be perceived to address the needs of the member organisations.  However the activities of the NACCQ need to be reviewed to establish if they were still meeting the needs of the member institutions.

2. METHODOLOGY

To gather the required data from the NACCQ member institutions (refer to: http//www.naccq.ac.nz) it was decided to send a survey by way of a questionnaire.  The questionnaire gathered quantitative data and also asked the member organisation to give their opinions on a number of matters which, when collated, would allow NACCQ to draw some conclusions as to how well it was currently serving its members and to make some decisions as to how, in the future, it may best direct its efforts and resources to be of the most benefit to its member institutions.  NACCQ member institutions pay a voluntary annual levy to the NACCQ based on the number of Effective Full-Time Students (EFTS) enrolled in their computing and information technology programmes.

3. RESULTS

Thirteen of the eighteen NACCQ member institutions replied, although this was only a 57% institutional response rate, it did include the largest contributors of NACCQ funds, which in itself has implications for the NACCQ executive.  It also represents 80% of the total EFTS’s reported to the NACCQ (Roberton, 2004).

3.1 Current NACCQ Objectives

For four of the six objectives, eleven or more (85%) of the respondents indicated that they rated highly the “National” role NACCQ played, while there was less support for the provision of nationally recognized NACCQ qualifications.

3.2 Current NACCQ Services

The current NACCQ services that respondents rated most highly were the annual conference (100%), and Blue Book moderation and curriculum development (73%).

3.3 Possible NACCQ Services

Possible NACCQ services that were medium-high or highly rated were: Seminars on new technologies (62%), Degree Cross-Credit Matrix (62%), Regional meetings to discuss teaching (62%), and the possible service rating the highest was a seminar on attracting future students (69%).

3.4 Further Services/Activities NACCQ Could Facilitate

The most highly supported “Further service/activities respondents felt NACCQ could facilitate” was Curriculum Alignment with schools (4 respondents).  This development is already underway with the “Fluency in IT, New Zealand” project.  (Clear & Bidois 2005)

3.5 Inter-Institute Collaboration

100% of respondents said they would be prepared to host seminars or visiting speakers, while 85% said they would be prepared to send their top three project students to a national seminar to showcase their major project.

3.6 Staff Attendance

Most respondents (62%) were prepared to host a one day seminar by visiting speakers and encourage their staff to attend. 

3.7 Further Services and Support NACCQ Could Provide that You Would Use

Although we received two useful suggestions, 85% of respondents had no suggestions to make on further NACCQ services and support that they would use.

3.8 In Your Institution,  Approximately How Many EFTS Are in  Blue Book Based Programmes/Modules/Courses?

3.9 How Many EFTS Are in Non- Blue Book Courses?

(** = Secondary School Funding source to allow Sec students to take -Tertiary courses, for credit)

From the responses to the questionnaires it was found that only 18% of EFTS were generated from Blue-Book qualifications and 82% of EFTS’s were from non-Blue Book qualifications.

[ The ‘Blue Book’s is a collection of descriptions of modules and qualifications in information and communications technology offered by most of New Zealand institutes of technology and polytechnics. For details refer to 'Accreditation And Moderation Action Plan' (AMAP) at http://www.naccq.ac.nz/qualifications.html?page=2 .]

3.10 Generating New EFTS

How can we generate new EFTS in the current environment?

85% of respondents had a variety of suggestions as to how NACCQ might contribute towards generating new EFTS and as such keep the courses and qualifications of their institutions viable.

3.11 Should NACCQ Be Involved in Helping Institutions Generate New EFTS?

Internationally there is a downturn in the number of students entering tertiary education in the field of computing and information technology.  In this survey 85% of respondents felt NACCQ could be involved in helping member institutions generate new enrolments.

3.12 Role for NACCQ on National Issues

85% of respondents had suggestions to make as to what role NACCQ could play on national issues.  The most common theme was acting as a national body to promote education and skills development in the field of computing and information technology.  This included all stakeholders, industry, secondary schools and other tertiary providers and also policy-making bodies and government.

3.13 What Role, if Any, Does NACCQ Have to Play in Helping Institutions?

In the question of continuing to help member institutions, 77% of the respondents felt that there were a variety of ways that NACCQ could help the institutions and offered suggestions that are consistent with the mission and objects of the NACCQ. (Rules v3.1, 2003)

4. FINDINGS

It is indicated by the results from the questionnaire respondents that they felt there is still a role for NACCQ going forward, although given the number of EFTS involved (now less than 20% Blue-Book EFTS, and  60% degree EFTS) there should be a review of how NACCQ may support its degree offering institutions.  However, there is not yet a clear and common understanding as to just what form this new NACCQ support for institutions may take and it will be an interesting challenge for the NACCQ Executive in the near future.

The survey comments noted a number of initiatives (seminars, a central assessment resource, cross-credits) that could be implemented fairly quickly but it would require the support of the institutions to implement them.  The NACCQ is still primarily a volunteer organisation and the development of some of these initiatives requires resources of time and money that are just not available at present (NACCQ Financial Report, 2004).

The NACCQ currently offers services in four major areas, national curriculum development and promulgation, curriculum quality assurance, research networks and support, and publications.  There is an increasing role in the underpinning of the quality of degree programmes, although this service has not been widely supported to date.  This is now a critical area as it is vital for the sector to demonstrate that its degree teaching community is research active in the hostile environment created by the new Performance Based Research Fund (PBRF).

Curriculum alignment with secondary schools and other providers was mentioned on a number of occasions in the survey responses.  It is pleasing to note therefore that this initiative has already been developed with the FITNZ project and includes the role of the NACCQ in that project.

5. CONCLUSION

The survey conducted of member institutions at the end of 2004 has made it clear that the NACCQ has a major role to play in the offering of computing and information technology programmes in the future.  The results also indicate strong institutional support for the activities of the NACCQ and support of ongoing activities.  However, as only 20% of EFTS’s are now in Blue Book qualifications, it is appropriate that the NACCQ has dialogue with member institutions with respect to future activities and support so it can accommodate the needs of all member institutions in the future.

REFERENCES

Clear, T.,  & Bidois, G. (2005) FITNZ: Graduate profiles for ICT at Senior Secondary Level. Proceedings of the 18th NACCQ Annual Conference, 145-150, Tauranga, July 10-13, 2005, NACCQ.

Joyce, D., & Young, A. (1998) NACCQ: The Evolution of an APNZ Subject Forum, Paper presented at the Association of Polytechnics in New Zealand Annual Conference, Auckland.

Roberton, G. (2004) “Chairpersons Report” , NACCQ Annual General Meeting, NACCQ,       Hamilton.

NACCQ Financial Report, 31 March 2004, NACCQ, Rules Governing the National Advisory Committee on Computing Qualifications, v3.1/ 2003.

 Copyright © 2006 NACCQ. Krassie Petrova, Michael Verhaart & Donald Joyce (Eds.). An Open Access Journal, DOAJ # 11764120