Professional Documents
Culture Documents
Session S1D
to reflect continually on the rationale for, and the nature of,
global partnerships and collaborations in the delivery of
higher education programmes. In planning, designing and
monitoring partnerships, we find it helpful to consider
separately the differences between
FE and HE approaches to learning
HE traditions in different countries
Public and private sector provision of HE, in the
context of trends to deregulate world trade in services
Learning in English as an additional language, and
learning in the learners own language
Face-to-face, virtual and blended learning.
Cultural approaches to access/accessibility
Plainly this is not an exhaustive list, and we plan more
work to turn these into a set of orthogonal dimensions.
Additional factors are not considered, since they are nonnegotiable aspects of our partnerships, for example the various
cultural approaches to pedagogy. Our institutions approach is
a learner-centred, constructivist one, and while we strive to
appreciate other traditions, we do not vary our learning,
teaching and assessment strategy in our partnerships. Below
we explore how we distribute expertise through teaching
packs and personal contact, and then discuss our partnerships
in terms of the above factors.
CONSTRUCTING PARTNERSHIPS
Session S1D
from 1987 to the present day; [21] examines realistic
accounts of experience, which can offer a useful way of
interrogating what we do. Together these accounts illuminate
the complex and shifting domain of HE-level learning within
FE environments.
HE provision in different countries
We must conform to The Scottish Credit and Qualification
Framework (SCQF) [18], which was inspired by The Bologna
Declaration [4]. The latter defines a process to harmonise
parity of qualifications across (by now, around 40) European
countries by 2010. SCQF provides 12 level descriptors, which
cover the whole spectrum of secondary (high school) and
tertiary education, up to SCQF level 12 (doctorates). Level
relates to the complexity of learning outcome and not to the
volume. SCQF levels 7-10 map loosely onto the four years of
the Scottish honours degree: level 7 corresponds both to
degree year 1 and to a Higher National Certificate (HNC),
level 8 to year 2 and to a Higher National Diploma (HND).
(Some institutions increase the proportion of level 8 learning
during the first two years of a degree, but the final level is the
same). The rest of the UK has no equivalent model although
forthcoming legislation on 14-19 Education and Skills [22]
addresses some aspects.
Actual awards under the SCQF depend on the number of
credits obtained at each level, that is, the volume of attainment
at each level. SCQF explicitly states that attaining an HND is
equivalent to passing year 2 of a Scottish degree, thus HND
holders should be able to progress (or articulate) to stage 3 of
a Scottish degree, though the feasibility of this also depends
on the appropriateness of the curriculum - how well it maps
onto the curriculum of years 1 and 2 of the planned degree.
Public-Private partnerships in a global market
With the trend, under the World Trade Organisations General
Agreements in Trade in Services (GATS), to deregulate global
higher education, it is timely to consider the business
relationship between public and private institutions and
between countries. When our partnerships began, the South
East Asia tiger economic boom was in full swing, and the
resulting optimism hid some fundamental questions about the
economic and knowledge flows between economies. Difficult
questions can be asked about the motivation for an institution
within the G8 (the worlds wealthiest economies), to supply
educational products to citizens of other nations. Are such
ventures a means to raise money for the supplier, faced with
dwindling birth rates in their own country? Alternatively does
state support indicate a form of overseas aid, perhaps even a
form of post-colonial restitution? Lastly, as GATS progresses,
are these increasingly a loss-leader for an institution to
establish a global brand in HE?
Napier University is a public-sector institution in the UK,
and thus legally constrained in spending tax-payers money.
For example, students from outside the European Union (EU)
pay the full cost of fees, because state subsidy is only
permissible to EU citizens, and international partnerships must
be cost-neutral. Conversely, in Malaysia, overseas universities
Session S1D
from e-learning. In the case of partnerships, students and staff
at partner colleges require and receive potentially the same
level of access to our VLE as home-based students, though
participation varies. More work is needed to understand the
contribution of VLEs to the overall learner experience.
Although VLE vendors stress the social potential in their
products, we notice in a students a waning in enthusiasm for
once-novel features such as threaded discussion groups.
Access
There were discussions both with the lecturers and later with the students
present (about 8 who attended my guest lecture) re attendance and
motivation to prepare for tutorials. This very much followed the issues
raised, at Napier, by colleagues at the most recent undergraduate Board of
Studies, and also reflects observations of home-based students in the
Student-Staff meetings
Articulation of FE and HE
Our degree structures do not permit optional modules, (except
a single module in years 1 and 2). Flexibility is achieved by
allowing students to transfer between degrees. This simplifies
the mapping of external qualifications to our structures. We
mapped Scottish computing HNDs to our existing 4-year
degrees and found that most pre-requisites for entry in the
existing year 3 were met, some were missing (such as learner
autonomy and critical thinking skills) while others were
exceeded particularly vocational and technical aspects. In
any case our 4-year degrees increasingly rely on approaches
such as problem-based learning to enhance employability
skills and to ensure graduates have a learning experience that
is personally and professionally useful [15]. To build on the
strengths and accommodate the deficiencies we developed a
suite of specific direct entry degree programmes, to meet the
needs of entrants with HNDs. These converge with our four
year degrees by the final semester, but include, for example, a
bridging module (CO32020 Professional Studies) to ease the
transition from FE to HE.
Malaysian diplomas are two or three years in length. Just
as with Scottish FE colleges, we analysed the level and
breadth of relevant diplomas, and identified those with broad
equivalence with the first two years of the Scottish degree. A
detailed mapping was required to gain both Malaysian LAN
approval and Napiers validation. A further articulation issue
emerged between third and fourth year. While gaining
approval and validation was slow but straightforward for
teaching the third year at partner colleges, the final specialist
year teaching is more of a challenge, requiring, for example,
teaching staff to be active researchers in the field. Therefore,
at present, only third year is delivered at partner institutions,
and students may graduate with Napiers ordinary BSc, or
come to Edinburgh for their fourth, honours, year. Equally
some students consider study in Malaysia, but decide to take
both third and fourth year in Edinburgh. So far no Scottishbased student has elected to have a semester studying in
Malaysia, but this may prove attractive in the future.
An international public-private partnership
Session S1D
agreement the fees paid by students at the partner college are
enough to justify staff time for supply and maintenance of
teaching packs and monitoring of delivery and results, while
the costs to the FE partner, and the fees to the student, are no
more expensive than existing local provision.
It is beyond the scope of this paper to investigate the rate
of change of GATS, and its likely effects. As with many freetrade related issues, change is slow and those who invest to
exploit likely developments, fail if they get the timelines
wrong. Intermediaries have come and gone in the course of
these partnerships. Although not involved in this partnership,
the UK e-University (UKeU) also attempted, on a much larger
scale, to create both the content and the supply channel to
internationally distribute UK university learning and
qualifications. UKeU was shut down after estimated losses of
UK50m due to slowness to gain market share and has since
been the subject of UK government investigations.
We took an HCD approach in establishing this
partnership, working with local agents to find common ground
with the Malaysian HE model, discussing all aspects with
senior staff in the proposed partner colleges, and consulting
publications of the Malaysian Government. The success of
this approach is evidenced by the initial granting of LAN
approval, satisfying external examiners to pass Napiers
degree validation process, and continuing to satisfy the UKs
Quality Assurance Agency inspection process, as well as
sustained growth in student numbers. Napier recently carried
out a successful review of the programmes, which continue to
run well at Scottish colleges, but this does not guarantee
continued overseas viability. A current challenge is
maintaining LAN approval, following changes both in our
curricula and in the Malaysian regulatory framework since
1999.
Student voices
In terms of the attractiveness and appropriateness of the
programmes in Malaysia, the following excerpt from an
interview with two Malaysian-based students provides insight
into the cost/value benefits and also positions the 3-year
ordinary degree compared to the traditional 4-year honours
degree and the 2-year diploma:
Q: So why did you choose to do the Napier programme?
A: Compared to other courses, its short - only one year and cost not as
much as other colleges like <another college>. Multimedia is my life
[after] the diploma I took this [degree]
Q: So you wanted to do multimedia. You said other courses were longer,
how long would it take at other colleges to do a multimedia degree courses?
A: At <another college> to do an IT degree would take two and a half
years. Its very costly it costs about RM$32-33k for the whole course,
compared to <partner college> its only RM$16 and one year
Q: But at the end of this year you have an ordinary rather than an honours
degree, is that a problem?
A: Not a problem - with any kind of degree you can get work, Nowadays you
need a degree to get a job - a diploma is now like a normal [school-leaving]
certificate
Session S1D
Q: And the fact that you access the same resources as students at Napier,
you feel youre on the same course as them?
A: Yes
Q: Some WebCT pages have discussions with students comments. Have you
taken part or read the comments from Edinburgh students
A: So far Ive read most of the comments, but Ive never actually
commented.
Q: We at Napier develop teaching packs to support the programmes do
you think these examples are suitable or do you think any examples are too
Scottish-based
A: No, not really I think its good for us actually it broadens our
minds
[2]
[3]
[4]
[5]
[6]
[7]
Buchan, J., Capital of the mind, John Murray, London, UK, 2003.
[8]
[9]
[10] Dearing, R., The national committee of enquiry into Higher Education:
Chapter 2 Scottish Higher Education. URL:
http://www.leeds.ac.uk/educol/ncihe/sc12.htm, 1997.
[11] Harwood, J., & Harwood, D., Higher Education in Further Education:
delivering higher education in a further education context a study of
five South West colleges, Journal of Further and Higher Education,
28, 2, 2004, pp.153-164.
[12] Herman, A., How the Scots invented the modern world, Three Rivers
Press, New York, 2001.
[13] ISO 13407 Human-centered design processes for interactive systems.
International Organization for Standardization, 1999.
[14] McEwan, T., & Cairncross, S., Evaluation and multimedia learning
objects: towards a human-centred approach, Interactive Technology
and Smart Education, 1,2, 2004.
[15] Napier University learning teaching and assessment strategy, URL:
http://www.ed.napier.ac.uk/pdf/LTAstrategy.pdf, 1999.
[16] Parry, G., & Thomson, A., Closer by degrees: the past, present and
future of higher education in further education colleges, URL:
http://www.lsda.org.uk/files/pdf/R1164.pdf, Learning and Skills
Development Agency, London UK, 2002.
[17] Prosser, M., & Trigwell, K., Understanding Learning & Teaching: The
Experience in Higher Education, Open University Press, Buckingham,
UK, 2002.
[18] SCQF The Scottish Credit and Qualification Framework, URL:
http://www.scqf.org.uk/. 2001.
[19] Schn, D.A., The reflective practitioner: how professionals think in
action, Ashgate Publishing, Aldershot, UK, 1991.
[20] SENDA, Special education needs and disability act (2001), URL:
http://www.hmso.gov.uk/acts/acts2001/20010010.htm, 2001.
[21] Stuart, M., Collaborating for change? Managing widening
participation in further and higher education, NAICE (National Institute
of Adult Continuing Education), Leicester, UK, 2002, p.7.
[22] UK Government, White Paper: 14-19 Education and Skills, URL:
http://www.dfes.gov.uk/publications/14-19educationandskills/, 2005.
REFERENCES
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