Course identity and collaborative provision:

opportunities and challenges

Dr David Chan (SCOPE, City University, Hong Kong)

Dr Gary Taylor (PSP, SHU) and Mary Haynes (ECI, SHU)

Development and Society: Collaborative provision

Mary Haynes Collaborative Coordinator

Development and Society: Collaborative partnerships

UK based partnerships colleges universities NHS trust charity school

International partnerships France Hong Kong Malaysia Singapore Sri Lanka/multi site delivery

across Middle East

Development and Society: Collaborative partnerships

Range of partnerships franchise articulation dual award externally validated awards collaborative development and delivery

long term strategic approach to guide our work in partnership with others

QAA guidance assure quality and academic standards high quality higher education learning

environment parity of student experience enhance academic standing of SHU awards

Development and Society: Collaborative partnerships

Development and Society: Collaborative partnerships

Working in partnership with others how do we:take account of the different cultural contextaccommodate local expertise in framework set by SHUunderstand and respond to students in partnershipsenhance course identity for staff and studentsidentify key/emerging issues

Collaborative partnership between PSP (SHU) and

SCOPE (Hong Kong)

Dr Gary TaylorPsychology, Sociology and Politics

In existence since 2004-2005 Joint teaching depending upon mode Mode 1: SHU lectures/fly-ins and Hong Kong

seminar/tutorial support Mode 2: Hong Kong lectures and

seminars/tutorial support- supported by SHU mode 2 tutor (sharing resources, providing guidance, moderating student work)

Daytime (9.00-12.00) and evening (7-10) teaching

The Hong Kong partnership

Importance of comparative context (Europe/Asian Pacific)

Use of visual aids to breakdown linguistic barriers

Slower pace of delivery Importance of clear explanations of terms

and concepts Making use of screencasts for mode 2

Adapting the content of courses

Highly motivated and focussed Desire for success Polite and respectful Less class participation Many of the students working long hours Demands the same - clear structure and

teaching materials

Student culture

Electronic chapters of key readings Extra clarity Provide teaching materials (slides) before

session- allowing for supplementary notes Support on assessment techniques Extensive support from SCOPE tutors (6

seminars plus two weekend schools for each module)

Support for students

Importance of fostering team spirit Regular emails correspondence Face to face meetings with module teams

during fly-ins Need to discuss tutorial/seminar topics

delivered by Hong Kong staff Importance and urgency of regular

administrative support teams

Coordination with staff in Hong Kong

Maintaining effective and timely communication

Managing large groups of students Updating and clarifying quality procedures

(including ACPs and ECs) Moderation of assessment instruments Importance of sharing good practice

Structural challenges

Collaborative partnership:SCOPE, City University, Hong

Kong Dr David Chan (SCOPE, City University, Hong

Kong)

Teaching and Learning (I)

Subject Matter KnowledgeCommand of subject matter knowledgeUpdating of subject matter knowledge and search for new subject knowledgeSharing and exchange of subject teaching practice

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Teaching and Learning (II)

Curriculum and Pedagogical Content KnowledgeCommand and application of pedagogical content knowledgeCurriculum design, implementation and improvementUpdating and sharing of pedagogical content knowledge

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Teaching and Learning (III)

Teaching Strategies and Skills, Use of Language and Multi-MediaKnowledge and application of teaching strategies and skillsLanguage proficiencyMotivation of student learning through different teaching methods and multi-mediaResearch and dissemination on teaching strategies and skills

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Teaching and Learning (IV)

Assessment and EvaluationStudent assessment methods and proceduresUse of student assessment resultsEvaluation and review of teaching and learning programmes

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Institutional Development (I)

Vision and Mission, Culture and Ethos of OrganizationAdaptation to the organizational vision and mission culture and ethosActualisation of organizational beliefs, vision and missionCultivation of a caring and inviting organizational climateContribution to reviewing the organizational vision and mission, as well as promoting the organizational culture and organization image

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Institutional Development (II)

Policies , Procedures and PracticesUnderstanding organizational goals and policiesImplementation of organizational policies, procedures and practicesFormulation of organizational policies, review of procedures and practices for continuous organizational development

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Institutional Development (III)

Home-Institution CollaborationUnderstanding students’ family backgroundsCommunication with parents if necessaryInvolvement in parent-related activitiesBuilding trust with parents for further development

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Institutional Development (IV)

Responsiveness to Societal Values and ChangesAwareness and knowledge of societal changes in relation to their impact on institutionResponsiveness to societal changes and issues related to social values

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Professional Relationships and Services (I)

Collaborative Relationships within the InstitutionWorking relationships with individualsWorking relationships with groupsWorking relationships within formal structuresWorking relationships with industrial networks

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Professional Relationships and Services (II)

Teachers’ Professional DevelopmentSharing of knowledge and good practices with othersContributions to teachers’ professional development

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Professional Relationships and Services (III)

Involvement in Policies Related to EducationAwareness and knowledge of policies related to educationResponsiveness to policies related to educationContribution to policies related to education

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Professional Relationships and Services (IV)

Education-related Community Services and Voluntary WorkInteraction with the broader communityParticipation in education-related community services and voluntary work

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Six Philosophical Areas

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Student Development (I)

Students’ Diverse Needs in InstitutionUnderstanding student’s diverse needs Identifying and supporting student’s diverse needsCollegial collaboration in identifying and supporting students’ diverse needs.

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Student Development (II)

Rapport with StudentsAwareness of the importance of establishing rapport with students Building trust and rapport with students

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Student Development (III)

Pastoral Care for StudentsProviding pastoral care for studentsCollegial collaboration in providing pastoral care

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Student Development (IV)

Students’ Different Learning ExperienceParticipation and implementationPlanning and organizationWhole person development of students

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Proposed Framework of Teaching Competence in

Higher Education

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Thank you