Learn to Manage a Lawn Care or Lawn Service Enterprise
This course is designed as a foundation for a career in turf management.
Turf managers include golf course superintendents and curators of sporting facilities (eg. Football grounds, lawn tennis courts, bowling clubs, race courses, etc).
Content
You must successfully complete assignments and pass exams in 14 modules, and also attend 100 hours of Industry meetings.
Compulsory Modules
- Horticulture I
- Turf Care
- Sports Turf Management
- Turf Repair and Renovation
- Irrigation (Gardens)
- Plant Protection
- Weed Control
- Machinery and Equipment
- Horticultural Resource Management
- Event Management
- Research Project I
Optional Modules
Choose three additional modules from the following options:
- Horticulture II
- Engineering Applications
- Irrigation Management
- Soil Management
- Plant Pathology
- Landscaping I
- Landscape Construction
- Practical Horticulture I
- Practical Horticulture II
- Professional Practice for Consultants
- Supervision
- Horticultural Marketing
- Playground Design
Industry Meetings
This requirement can be achieved by verifying attendance at a series of industry meetings, as follows:
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Meetings may be seminars, conferences, trade shows, committee meetings, volunteer events (eg. Community working bees), or any other meeting where two or more industry people or people who are knowledgeable about their discipline.
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Opportunity must exist for the student to learn through networking, observation and/or interaction with people who know their industry or discipline
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A list of events should be submitted together with dates of each attended and times being claimed for each
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Documentary evidence must be submitted to the school to indicate support each item on the above list (eg. Receipts from seminars, conference or shows, letters from committee or organisation secretaries or committee members. All such documentation must contain a contact details)
What is Needed For a Career in Turf?
What is needed in this industry: learning or qualifications?
Much has been said about the need for Green Keepers to be trained, but all too often we assume that any training must be good training.
Does fast tracking work?
Horticultural Certificates today are shorter than they once were. In the past a gardening apprentice had to attend classes one day a week for 3 years and work on the job under the instruction of a 'qualified' gardener/horticulturist for 3 or 4 years. If you think about it, that adds up to over 5000 hours of training for a certificate.
Today, it is possible for people to attend colleges for 1000 hours or less in some cases, to obtain a 'nationally recognised' diploma. Surely, common sense would tell anyone that a certificate that takes 5000 hours to earn must teach someone more than a diploma that takes 1000 or less hours.
There are two ways of looking at education:
- Firstly, learn how to do a particular thing (like mow grass) in a particular place and time.
- Or learn to understand a particular thing, and build a capacity to adapt to changed circumstances and situations well into the future.
If we mostly focus on the first option:
- Education can be obtained quickly, and be relatively cheap to provide
- A staff member can learn to mow grass today and do the job tomorrow; BUT
- Skills learnt quickly are not necessarily retained long term
- Skills learnt fast are not underpinned by a fundamental and comprehensive foundation that allows them to evolve properly to meet changing circumstances over time.
What then do Green Keepers and Turf Managers really need to know & how do they get to learn it?
A focus on the second option reveals that to learn anything, you need to experience that thing in a variety of ways, over a period of time. The more different ways you see, hear, feel and/or do something, the more it ‘sticks’ in your memory. Knowing this, any good teacher will tell you that quality learning 'takes time'.
To manage turf properly, the skilled professional needs a very solid foundation in not just practical horticulture practices, but also science. They must understand plant physiology and anatomy, biochemistry, plant taxonomy, pathology, entomology, meteorology, genetics, mechanics, and many other things if they are to be able to understand issues that confront them.
They must be able to communicate properly with experts who might help them, and most of all must have strong skills in time, resources and risk management.
If we are going to get better turf professionals, we need longer, more comprehensive and more in depth courses.
ACS Distance Education courses to study from home: Studying via distance education can suit many people in the turf industry due to be able to complete the courses in your own time, at your own pace, at home via the internet or mail. This also saves precious time and cuts down costs of travelling and accommodation etc. On our website you can see details of many courses pertaining to the turf industry, such as short 100 hour courses in Turf Care, Turf Repair and Renovation and Sports Turf Management, to a 600 hour Certificate in Horticulture (Turf) and a 1500 hours Associate Diploma in Turf.
What about Lifelong Education?
People sometimes talk about the need for lifelong education. The idea is that after your first course, you need to keep returning to do new courses, because things change and your first course becomes out of date.
This may be one way of looking at things; but if you look at industry leaders in any discipline, you will find that their initial training (formal or informal) was usually so good that they have developed a capacity to stay up to date. They have obtained a solid education first, then networked themselves into their industry, by joining professional bodies and subscribing to important publications. They attend meetings and conferences; and they continually encounter problems and work on the job with colleagues to solve them. They don’t need to attend more courses at a vocational college or university to keep abreast of industry trends; they are actually setting the trends, and advancing their own knowledge and that of the industry as they move forward.
For someone to become an industry leader in this way though, their initial training needs to be high quality. Quality Education is an investment in the future.
Study methods and options while working - PBL (Problem Based Learning): PBL is where students are assessed on their ability to go through a problem solving process, as opposed to the traditional learning method of students learning by listening to lectures and reading, and are assessed on their ability to recall and communicate what they have learned.
Why is PBL so effective? Research shows that PBL gives the learner greater long-term benefits than traditional learning, and many successful and progressive universities around the world use it in their courses. Graduates of PBL courses advance faster and further in their careers. Other benefits of PBL include:
- Develops critical and creative thinking;
- Creates effective problem-solvers;
- Increases motivation;
- Encourages lateral thinking;
- Improves communication and networking skills;
- Is based on real-life situations.
What is involved in PBL through ACS Distance Education?
Every PBL project is carefully designed by experts to expose you to the information and skills that we want you to learn. When assigned a project, you are given:
- A statement of the problem (eg. diseased species);
- Questions to consider when solving the problem;
- A framework for the time and effort you should spend on the project;
- Support from the school.
The problems that you will solve in your course will relate to what you are learning. They are problems that you might encounter when working that field, adapted to your level of study.
What next?
This course provides an excellent foundation for a career
- If you cannot afford the time -start with a certificate or even one of our short courses. You can always continue studying while you work; and eventually build up to a course like this.
- Alternatively -talk to us. Use our free careers counselling service.
Why Choose This Course
- Unique course materials (developed by our staff) and more current than some colleges (many reviewed annually); as a result, ACS graduates can be more up to date.
- We work hard to help you understand and remember it, develop an ability to apply it in the real world, and build networks with others who work in this field (It’s more than just serving up a collection of information –if all you want is information, buy a book; but if you want an education, that takes learning to a whole new level).
- Start whenever you want, study at your own pace, study anywhere
- Don’t waste time and money traveling classes
- We provide more choices–courses are written to allow you more options to focus on parts of the subject that are of more interest to you; a huge range of elective subjects are offered that don’t exist elsewhere.
- Tutors are accessible (more than elsewhere) – academics work in both the UK and Australia, 5 days a week, 16 hours a day. Answering emails and phone calls from students are top priority.
- We treat students as individuals –don’t get lost in a crowd. Our tutors communicate with you one to one.
- Extra help at no extra cost if needed. When you find something you cannot do, we help you through it or will provide another option.
- Support after you finish a course –We can advise about getting work, starting business, writing a CV, etc. We can promote students and their businesses through our extensive profile on the internet. Graduates who ask will be helped.
- Support from a team of a dozen professional horticulturists, living in different parts of the UK, and in both temperate and tropical climate zones of Australia.
About ACS
ACS was started in 1979 by John Mason, who at the time was a gardening author, horticultural consultant and lecturer in horticulture at several colleges across Melbourne (in Australia). Over the summer that year John discovered that there were thousands of applicants going to be turned away from horticulture courses at Burnley Horticultural College (now Melbourne University). There were simply too few courses being offered for the number of people wanting to study horticulture in Australia. This situation prompted a move to establish a correspondence course at Burnley; but after months of unsuccessful lobbying for support from government; John wrote a course, and with help from a colleague at Council of Adult Education, marketed it.
Standards were originally set in line with what were seen to be the standards of Australia's top horticultural college; and over the years, those standards have never been reduced. This makes our courses longer and more demanding than some other colleges; but it has also led to us building a credibility that stands tall in the horticulture industry across the world.
In the early 1990's John started visiting the UK and becoming involved with the horticulture industry there. Around the mid 1990's ACS began offering RHS courses, and in 2003, John was formally recognised for his contribution to British Horticulture by being made a fellow of the Institute of Horticulture. ACS, as a school, established an office and staff in the UK in 2001, and has expanded considerably since then. Today it is formally affiliated with five other colleges in the UK (including Warwickshire College); all of who license and deliver ACS courses.
A team of leading horticulturists work for the school's horticulture department, including 12 faculty members in both the UK and Australia
How You Study
- As soon as you enroll, we send an email to explain it all.
- We direct you to a short orientation video (downloadable over the internet) to watch, where our principal introduces you to how the course works, and how you can access all sorts of support services
- You are either given a code to access your course online, or sent out a CD or course materials through the mail (or by courier).
- Work through lessons one by one, each lesson typically having four parts:
- An aim -which tells you what you should be achieving in the lesson
- Reading -notes written and regularly revised by our academic staff
- Set Task(s) -These are practicals, research or other experiential learning tasks that strengthen and add to what you have been reading
- Assignment -By answering questions, submitting them to a tutor, then getting feedback from the tutor, you confirm that you are on the right track, but more than that, you are guided to consider what you have been studying in different ways, broadening your perspective and reinforcing what you are learning about
- Other - Your work in a course rarely stops at just the above four parts. Different courses and different students will need further learning experiences. Your set task or assignment may lead to other things, interacting with tutors or people in industry, reviewing additional reference materials or something else. We treat every student as an individual and supplement their learning needs as the occasion requires.
- We provide access to and encourage you to use a range of supplementary services including an online student room, including online library; student bookshop, newsletters, social media etc.
- We provide a "student manual", that is a quick solution to most problems that might occur