long distance relationships can work! supporting international top up degree students: lessons...

Long distance relationships can work! Supporting international top up degree

students: Lessons learned working with our South East Asian Partner

Alton Au, Rachael Woodcock, Elina Wu, 25th June 2015

The Partnership • The collaborative arrangement began in 2005 and now includes

ten courses across Sheffield Business School (SBS), Faculty of Health and Wellbeing (HWB) and Faculty of Arts, Computing, Engineering and Sciences (ACES)

• In 2012, three Business top up degree courses introduced:– BA(Hons) Business Management (FT and PT)– BA(Hons) Business and Human Resource Management (FT and PT)– BA (Hons) Business and Finance (FT and PT)

• Endorsement achieved for BA(Hons) Business and HRM in 2011 for national HRM professional body.

• Student numbers over three years:Academic Year

Business Management

Business and HRM

Business and Finance

12/13 126 77 45

13/14 118 59 44

14/15 149 81 55

Flying Faculty Model for Business Courses

• SBS Collaborative Course Leader (including Link Tutor role)• Partner Programme Co-Ordinators (Local Course Leaders)• Short fat module delivery (UK based modules are long thin)• SHU lecturers Module Lead and deliver all lectures via one week

study blocks• 12 week seminar teaching delivered by Partner Local Tutors• 50% of all course work is marked by SHU and 50% by the

partner• All exams marked by SHU• Student support provided by the partner

Degree Classifications (average across three courses)

2:1 2:2 3rd still studying withdrawn0

10

20

30

40

50

60

2012/132013/14

Comparative Module StatisticsModule 1

Module 2

Module 3

Course 12/13 13/14 first time pass rate arithmetic mean mark first time pass rate arithmetic mean mark

Partner Course 1 81.43 % 46 91.38% 51Partner Course 2 82.02% 48 94.83% 54Partner Course 3 81.82% 47 88.10% 47SBS Based International (top up) 83.33% 47 89.74% 47


Partner Course 1 76.64% 45 79.65% 46Partner Course 2 79.55% 46 94.74% 50Partner Course 3 72.73% 43 61.90% 43SBS Based International (top up) 93.62% 48 75.76% 45


Partner Course 1 93.55% 57 83.72% 51Partner Course 3 88.89% 55 92.86% 52SBS Based International (top up) 83.33%% 51 71.79% 49


Partner Course 3 79.55% 47 92.86% 48SBS Based International (top up) 80.85% 44 89.39% 45

Course 12/13 13/14

first time pass rate arithmetic mean mark first time pass rate arithmetic mean markPartner Course 1 83.74% 47 80.80% 49SBS Based International (top up) 87.50% 46 68.42% 43

Module 4

Module 5

What students say...• "The lecturers and tutors have a great passion for teaching. The

learning materials are well prepared. I have much more confidence in applying what I have learnt to my future jobs."

• "The programme encourages a sophisticated approach to learning, developing my skills in critical thinking and problem solving. The lecturers are very friendly and willing to communicate with us."

• "I am enjoying Learning from the caring, professional and experienced lecturers. I am broadening my horizons about the real business world. I believe my English has improved a lot moreover, my self-confidence is enhanced through the discussions and presentations in English".

Our recommendation:focus on the process of partnership

• 'Ensuring high quality learning experiences for all students, irrespective of where their learning takes place is not simply a matter of ensuring that the curriculum or programme is of a high quality. Working in partnership in TNE contexts goes beyond what can be recorded through a pre-defined partnership agreement.....crucial attention needs to be paid to the process, that is, the way in which partners interact and engage collaboratively over time in order to achieve the best possible outcomes for students' (Keay et al., 2014, p.265)

Source: Keay, J., May, H., and O'Mahony, J. (2014). Improving learning and teaching in transnational education: Can communities of practice help? Journal of Education of Teaching: International research and pedagogy, 40 (3), 251-266

Communities of Practice(Wenger 1998)

Groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly

• Three interrelated dimensions:– Joint enterprise (domain)

• Members committed and competent to work toward a common goal

– Mutual engagement (community)• Members sharing activity, information and help

– Shared repertoire (practice)• Jointly developed resources

Source: Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. New York: Cambridge University Press

Lessons Learned ...the importance ofDeveloping student identity and community– To feel part of SHU and partner community– To meet people outside own course– To provide extra curricular events and speakers– To establish clear and open lines of communication and feedback

PRACTICE: Welcome Gifts; Business Network events starting at induction; Student representatives per seminar group; course level social events

Supporting the transition from Higher Diploma to SBS graduate in one year:– Exploring SHU level 6 study expectations– Supporting the development of academic skills such as researching, referencing, critical

analysis and essay writing– Developing English reading, writing and speaking skills– Developing competence in using online resources including library gateway and turnitin– Encouraging student interaction and debate in class– Developing independent thinkers and researchers

PRACTICE: An integrated induction and study skills support programme covering the duration of the course

Student Initial Induction When What Areas CoveredBeginning of course (usually Saturday before first study block)

Partner induction Partner facilities and student support Library access and ID cards, Expectations of level 6 study - transition

from IVE Higher Diploma to Top Up Degree

Beginning of course (usually Saturday before first study block)

'Business Network' event

Aim: to bring all three programmes together to see the whole SBS Business programme community, to start networking with each other and meet the teaching team. Fun Business games activities Expectations, challenges and strategies

for succeeding on the SHU/SHAPE top Up degree

Study Block Week 1 Induction session 1 Welcome and overview of SHU and SBS Meet the SHU/Partner programme team Overview of programme – modules and

calendar of events Roles and responsibilities – students and

SHU and Partner Summary of programme handbook

Study Block Week 1 Induction session 2 Overview of online systems:o SHU student portal (SHUSPACE)o Programme and module

blackboard siteso My student recordo Library gateway - researching for

assignments

Study skills support

What Areas Covered

Getting online Navigating around Blackboard, library gateway and searching for quality sources online including online academic journals

Academic reading Reading and summarising academic sources (text book chapters and journal articles)

Being critical – developing your argument

Evaluating theories, models and ideas; comparing and contrasting ideas and perspectives; developing an argument

Referencing your work

Understanding why and how to reference using the Harvard Referencing System and how to use Turnitin reports

1) Lectures provided by SBS team during study block teaching covering level 6 study, academic writing and referencing

2) Workshops (below) to give 'hands-on' activities and advice in seminar groups, delivered by the local teaching team during thefirst few weeks of semester one

Study skills support

3) Additional study skills session is provided by the SBS Collaborative Course Leader and Head of Department (October each year).

Two hour sessions delivered in seminar groups undertaking exercises to support students in their preparation for their first assessments in the two core modules.

4) Partner provides several sessions in the first and second semester on English writing and reading skills

Lessons Learned ...the importance ofCommunication, communication, communication"Listening is just as important as providing information. Offering people the facility to ask questions, provide feedback, comment, and amend are all important aspects of collaborative communications" (Lank 2006, p.110)

PRACTICE: Regular SBS visits on-site; Regular module based communications between SBS teaching team, partner team and students; Scheduling of lectures to encourage student questions and discussion with SHU teaching team; Encouraging students to ask for support when facing difficulties; Staff Student Review Meetings mid semester with SBS Collaborative Course Leader; Partner visits (including today) to observe teaching, meet key SBS departments including marketing; student support, LTA contacts and module teams.

Source: Lank, E. (2006). Collaborative Advantage: How Organizations Win by Working Together. Basingstoke: Palgrave Macmillan

Lessons Learned ...the importance of

Developing a one team one goal communityPRACTICE: Working intensively together from day one (achieving Local Government accreditation); Shared information, values and goals (student success and employability); Mutual respect, accountability and problem solving; one team ethos (academic, student support and admin working together)


Taking time to reflect and learn together"Building in time for review and reflection, treating learning as a core business process rather than a nice-to-have option, agreeing what action is needed when lessons have been learnt - these are characteristics of a collaborative effort that intends to get the maximum value possible from its work" (Lank 2006, p.125)

PRACTICE: regular on-site progress review meetings (two per semester involving operational and senior teams); joint development of annual return reports; on-going annual return record - rolling action plan for continuous improvement.

Source: Lank, E. (2006). Collaborative Advantage: How Organizations Win by Working Together. Basingstoke: Palgrave Macmillan


Supporting the front line - SHU and Partner staff

PRACTICE: – SBS staff: One-to-One briefings; Regular communications and

updates to SBS Module Leaders– Partner Teaching Staff: SBS induction; Module induction; Regular

module level communications and feedback; Course level communications via Local Tutor meetings; LTA Events; Appraisals; Teaching observations

– Partner Student Support and Admin: designated SBS contacts for queries and updates; On-site visit to Partner from SBS administration team; Video conferencing training and updates; Partner visits to meet and explore processes and best practice

Supporting the front line: Local tutor induction and on-going support

Activity When Comments SHU StaffWelcome Upon Appointment Teaching team introductions

Access to Programme and Module Blackboard sites

SBS Programme team

Module Training Start of semester • Face to face briefing for local tutors SBS Module Leaders

In Country Induction September and January Delivered during study block period to cover:o Sheffield Hallam Universityo Sheffield Business School and the

specific programmeo SHU Learning, teaching and

assessment strategyo Assessment, feedback and moderation

requirementso Staff development and support

initiativeso Student support services

SBS and Partner Programme Team

Peer Development/Support On-going throughout the academic year

Observing SHU delivered lectures Week by week mentoring of seminar

programme delivery (online with Module Leaders)

Involvement in Peer Supported Review projects

On-going support and guidance on assessment, marking, feedback and moderation

SBS Teaching Team

Observation of teaching Annual • Seminar class observed and feedback provided SBS and Partner Programme Team

Appraisal Annual • SHU based documentation to agree teaching objectives and support required

SBS Programme team

Learning, Teaching and Assessment Events

Throughout the year • SBS led development events SBS Teaching Team

Local Tutor meetings each semester One per semester • Operational updates and discussions SBS and Partner team

Considerations for the future...• Student Experience:

– Course level social and guest speaker events– Connecting students to SBS based students– Improving English reading, writing and speaking through enhanced English

programme– Developing online communities– Inspirational student awards

• Staff Development:– Joint research projects– Peer supported review projects– Inspiration teachers awards

• Course developments:– New top up programmes for 16/17– Pedagogic review to further enhance the delivery model

• How can we best use SBS and Partner teaching resources to support students in a one year programme?

– One week study blocks or.....– Short fat and/or long thin modules and assessments

– AACSB accreditation