Transcript No Slide Title
International Partners meeting
Professor Bob Craik Deputy Principal (Learning and Teaching)
Focus on the Future
HERIOT-WATT UNIVERSITY INTERNATIONAL STRATEGY 2010
Objectives
Outline the UK context, HWU values and key principles for quality and standards Describe the quality assurance processes Discuss some of the proposals for improving quality assurance and quality enhancement
Background
Heriot-Watt is small UK expansion not possible UK merger and acquisition no longer likely International business is the solution
Background
Heriot-Watt is an independent Higher Education Institution established by royal Charter in 1966 It has its own degree awarding powers (taught and research) But overseen by Quality Assurance Agency on behalf of the UK Government Other governments Professional institutions
Scottish Credit and Qualifications Framework
1 Credit for 10 hours of student effort 120 credits for an UG year (30 wks @40 hrs) 180 credits for a PG year (45 wks @40 hrs) Higher Education Certificate after level 1 Higher Education Diploma after level 2 Degree after level 3 Honours Degree after level 4 Masters awards
Subject benchmark statements
Describes the features of a named award (eg Civil Engineering) Does not specify the curriculum Each institution can build on its strengths Professional Institutions also oversee the curriculum
Code of Practice
Sets out how institutions should manage their business and students
Collaborative provision
Postgraduate research students Students with disabilities External examining Appeals and complaints Assessment of students
Approval monitoring and review
Career education Work based learning Recruitment and admission
Key principles
All academic standards must be benchmarked against the UK norms Any course offered in more than one location/modes must have identical standards, learning outcomes and develop the same knowledge and skills The University will treat all students the same and will follow the UK
Code of Practice
Student experience
The University does not expect the student experience to be the same everywhere Students have a range of options and pick what suits them and provides best value
Student options
Edinburgh
: academic (and research) focus, academic choice, co-curricular choice, range of services
Dubai, Scottish Borders Campus
activities : More focussed on learning, intimate community of scholars, co-curricular activities, balance of professional and academic
Partner
: Local access, cost, local contextualisation, professionally focussed
Independent Learner
: flexibility, cost
No mode/location provides “better value” than another
Partnerships
Approved Learning Partner Joint Collaborative Partner Articulation Partner Academic Student Exchange Partner Industrial Student Placement Partner Validation Partner Undergraduate, postgraduate, research
Success
Financially sustainable student numbers (prefer growth) Student achievement (pass rates) Student satisfaction (good feedback) Student employment (graduate employment)
Academic Standards Academic Quality
What do they mean and how do we deliver them
Standards
Threshold standard
Standards
Cohort A “high” standard Student achievement Cohort B “low” standard Threshold standard
Quality and Standards
Standards
The height of the bar
Quality
The training and preparation for the jump
Student experience
Did you enjoy it (did you get coffee after)
Academic standards
Academic standards must be the same everywhere Normal rule is “same course, same exam, same markers, same external examiner”.
Planned and managed approach to exceptions (eg Management Programme)
Exam management
Exams are managed by the International Centre for Examinations Managed 28,500 external exams last year Summative assessment is independent of the partners Similar process on Campus (independent location and invigilators)
Academic Quality
Common curriculum and learning outcomes Skills development embedded in the curriculum High quality learning materials for students Tutor guidelines and support Qualified teaching staff at partner (approved by the University) Approved facilities and resources at partner Local contextualisation
Contextualisation
International degree so core learning has to be common Local contextualisation is important for student learning, employability and partner reputation Formative course work should be locally contextualised Dissertations can have a local application Exam answers can reflect local situations Curriculum should not have country specific parts
Learning support IT, Library, Advice
Core learning through the curriculum Learning support provided for all students (mainly web based) Library IT and the Virtual Learning Environment Careers support Induction …
Quality assurance
Quality Assurance
Approval (intention) Monitoring (self-assessment) Review (independent judgement) University School Partner (by government) (by University or Profession) (by University and your gov’t)
The University
University approved by Royal Charter Monitoring through an annual report, approved by Court, to the Government and Quality Assurance Agency (QAA) Review on a 5 year cycle by QAA (Jan 2011) Overseas Audit by QAA (Imperia recently completed) Review by partner government (eg ACTT)
Each School
Annual self-evaluation report of all activities including all off campus activities 5 year cycle of Internal Reviews Students, External specialists, Internal Academics Reported to Senate and QAA
Each Partner: approval
Academic approval by Senate Course curriculum, assessment, academic support (identical to on-campus courses) Scrutiny at a senior level Business approval by named individuals Partner, facilities and resources, teaching staff, quality processes Information from partner, visit report, background checks Approved by Course Leader, Head of School, Legal Services, Academic Registrar, Deputy Principal, University Secretary
Each partner: monitoring
Partner prepares an annual monitoring report (self-assessment ) School reports back to Partner on issues raised and action to be taken Report and response reviewed by Dean and reported to Quality Enhancement and Standards Committee Deputy Principal confirms to Partner that the review has been completed
Each Partner: review
Occasional visits and reports (must be every 3 years) Internal Audit on a 3 year cycle Review of reports and other documents over the past 3 years Formal academic re-approval of partnership
Benefits not features
You can be confident (and demonstrate) that all students learn the same knowledge and skills in a local context You can be assured that the degree standards are the same
Quality enhancement Areas for development
Problem areas
Admin response can be slow (registration) Exam results processing can be slow Feedback to students can be slow Feedback from students can be variable in quality Schools have different processes making multi programme partnerships difficult (for us and you) Difficult for partners to be engaged in curriculum development
Annual report and development
A Board of Studies may be appropriate as a joint forum to annually review the partnership replacing the self-assessment report.
Board of Studies reports to both institutions Probably need to be associated with a visit Report back to partner should include Issues raised by the external examiner Student performance compared to other cohorts Update on business issues and future student numbers (This is the current practice in some schools)
Non academic matters
New student admin system is being introduced To be discussed tomorrow Academic year was designed for a Sept start and is difficult for Jan/Feb start
Student feedback
Partners collect feedback reported through Annual Report HWU staff meet students during visits Some Schools receive feedback directly from students Piloting University wide feedback system Shared with partners Student focused general questions Needs new student admin system
Preparing for Honours
Students undertake a major piece of independent work (dissertation) Students study advanced subjects
Partner needs
Staff to teach specialist subjects Staff to support students doing research Facilities for research (labs, library etc)
Preparing for multi programme delivery
HWU
Consistent admin arrangements through a single contact Consistent (and explicit) academic expectations and support
Partner
Admin processes to manage increased scale
Focus on the Future
HERIOT-WATT UNIVERSITY INTERNATIONAL STRATEGY 2010