1 The Quality Assurance Agency for Higher Education (QAA) is a UK organisation which aims to promote public confidence that the quality of provision and standards of awards in higher education are being safeguarded and enhanced. It provides public information about quality and standards in higher education to meet the needs of students, employers and the funders of higher education. One of QAA's activities is to carry out quality audits of collaborative links between UK higher education institutions and some of their partner organisations in other countries. In the spring of 2001, QAA audited selected partnership links between UK higher education institutions and institutions in China. The purpose of the audits was to provide information on the way in which the UK institutions are maintaining academic standards and quality of education in their partnerships with institutions in China.
The process of audit of overseas partnership links
2 In planning these audits of overseas collaborative provision, QAA invited all UK institutions to provide a list of their collaborative links with partners in China. Each of the UK institutions whose collaborative link had been selected for the audit provided for QAA a Commentary describing the way the partnership operated, and commenting on the effectiveness of the means by which the UK institution assured quality and standards in the link. In addition, each institution was asked, as part of its Commentary, to make reference to the extent to which the link was representative of its procedures and practice in all its overseas collaborative activity or specific to this link, subject or country. QAA identified two UK institutions which had established arrangements where most or all of the educational provision was delivered through a partner in China, and these institutions were visited by small teams of auditors to discuss the arrangements with appropriate staff and to look at relevant documentation.
3 Audit teams visited the partner in China to gain further insight into the experience of students and staff, and to supplement the view formed by the team from the institution's Commentary and from the UK visit. During each of the visits in China, further documentation about the link was made available to the team, and discussions were conducted with key members of staff, lecturers and students. In addition, members of the team were able to see facilities and resources available to the students. QAA is grateful to the UK institutions and their partners in China for the willing cooperation provided to the team.
4 Institutions were invited, in their Commentaries, to make reference to the way in which their arrangements met the precepts of QAA's Code of practice on the assurance of academic quality and standards in higher education, Section 2: Collaborative provision (1999) (QAA's Code). QAA's Code contains precepts and guidance about the assurance of quality and standards in all collaborative provision, and it is expected that institutions would be adhering to the precepts of the Code. In the context of these audits, the Code was used as a reference point by the audit team, and its contents are reflected in the observations in this report.
The context of collaborative provision with partners in China
5 The result of a scoping exercise on UK collaborative activity with China was published by QAA in the report UK collaborative links with China: Report of a scoping exercise, 1999-2000. This report aimed to provide for UK higher education institutions an outline of the context of higher education in China, and of particular opportunities and challenges presented by collaborative arrangements for taught programmes with Chinese institutions. As part of its visit to China in 2001, the audit team met representatives of the Education Department of Guangdong Province, and was not made aware of any changes to the context given in the scoping report.
The collaborative link between the University of Wales College, Newport and the
South SCI-Tech Training Institute, Dongguan
6 The collaborative provision considered in this report relates to the franchise by the University of Wales College, Newport (UWCN) to the South SCI-Tech Training Institute (SSTI, or the Institute) of programmes of study leading to the awards of a Certificate and Diploma in Business Administration (CBA and DBA), and the joint delivery of a programme of study on block release leading to the award of Master of Business Administration (MBA). A distinctive feature of the arrangement is that the programmes are delivered and assessed in Mandarin, the MBA delivery involving instantaneous translation from English in the lecture theatre. The Institute is a provider of continuing education located at Dongguan, in the Province of Guandong in the Peoples' Republic of China.
7 The audit team comprised Mrs N J Channon, Dr D H Furneaux and Dr S Jackson. The visit to UWCN took place on 8-9 February 2001. The team held two formal meetings, the first with staff centrally responsible for the link with the Institute, the second with staff with specialist responsibility for the link. The QAA report of the audit of UWCN's collaborative link with St Angela's College, Sligo, Ireland was available to the team.
8 A visit to UWCN's partner in Dongguan took place on 27 March 2001. The audit team comprised Dr D J Buckingham, Mrs N J Channon, Dr P D Hartley and Dr S Jackson. The team was supported by an interpreter who assisted with discussions and translated items of documentation. The team met the President of the Institute, the Registrar, the part-time teaching staff and a representative group of students. The team was also provided with an opportunity to attend a lecture given by a member of UWCN staff assisted by an interpreter.
Background
9 The collaborative arrangement with SSTI follows the style of UWCN's existing collaborative link with another partner institution in China. That link also supports CBA, DBA and MBA stages, delivered and assessed in Mandarin, and with the MBA stage being delivered by UWCN staff through instantaneous translation. At the time of the audit visit to SSTI, three cohorts of students had completed the programme delivered in collaboration with the other partner, so UWCN had operational experience of this type of collaboration. In July 2000, UWCN validated a similar link with another partner institution in China (see also below, paragraph 45).
10 The link with SSTI was initiated in January 1999 when the Dean of International Affairs visited the Institute. A successful validation event was held in March 2000, and 55 students were enrolled on the programme at SSTI with a start date of July 2000. The Commentary did not discuss the initial catalyst for the link with SSTI, but it appeared from discussions with UWCN staff that UWCN's local consultant in China was instrumental in making the first contact. Once that had occurred, UWCN's existing procedure for establishing a link with a partner institution overseas was followed. This procedure was described in some detail in the Commentary. It consists of three main stages: a stage-one report which comments on the general viability of the proposal and the suitability of the institution as a partner; a Memorandum of Understanding to agree to work together and to proceed to validation; and a Memorandum of Agreement which is signed after a successful validation.
11 The strategy for overseas links forms a part of UWCN's strategic plan, and the operation of such links is outlined in a document entitled Operational Guidelines for the development, operation and monitoring of Twinned Programmes Overseas. UWCN also publishes Guidelines for Overseas Quality Code of Practice. It was clear to the audit team from these documents that a significant effort had been made to establish formal policies and procedures, and to make appropriate guidance available to staff involved in overseas activities. The team concluded that UWCN had developed well-documented and comprehensive policies and procedures for the initiation and approval of overseas links.
12 In its Commentary, UWCN described this partnership as typical of its collaborative arrangements, adding that 'many of the conclusions reached about the effectiveness of its partnership could be applied to all UWCN collaborative links'. The delivery of the programme and assessment in a language other than English is, however, not a typical feature.
The partner Institute
13 SSTI was founded in 1995 with the approval of the Ministry of Science and Technology. Its mission is to offer professional education to business management personnel and equip them with appropriate skills in computer applications, foreign languages and business administration. It provides vocational training in science, technology and professional studies to a wide range of local and regional employees. It is located in the City Science Building and Central Library, Dongguan. The Institute comes under the direction of, and is part-funded by, the Dongguan City Commission of Science and Technology. It also offers training courses on a commercial basis. UWCN's MBA programme has received approval from the Dongguan City Commission of Science and Technology and the audit team was told that it had also received approval from the national Ministry of Science and Technology. The team was informed that an application for approval had been made to the Guangdong Provincial Ministry of Education and the Institute was awaiting a response.
14 The Institute has established an Overseas Education Centre to manage its links with UWCN, and intends to expand this area of its activity in the future. The Institute also has links with other Chinese Universities. It offers remote education programmes in association with Tsinghua University and a master's degree programme in 'World Economy' with Lingnan College of Sun Yisheng University, Guangzhou.
Formal arrangements
15 The audit team studied the documents relating to the approval of this link, and concluded that UWCN's required procedures had been followed. The team considered that the procedures supported a comprehensive approval process for a normal collaborative arrangement, although it questioned whether sufficient attention had been paid to the language aspect of the delivery and assessment in this particular link (see below, paragraph 35). A Memorandum of Agreement was signed after the validation of the programme. The Memorandum contains information on lines of communication, activities, costs and fees and also specifies quality procedures and processes. It is a legally binding document, signed by authorised representatives of both institutions. The team considered that the information available in the Memorandum or appendices met the spirit of the precepts of QAA's Code of practice on collaborative provision.
16 The University of Wales requires that the language and location of delivery are stipulated on certificates. Certificates for the MBA award are produced by the University's central Registry. A sample certificate confirmed that it met the expectations of QAA's Code of practice. During its visit, the audit team learnt that no formal transcripts were currently issued to students; a notification of results is sent to students 'later', but that does not constitute a formal transcript.
17 The matter of the wording on the certificate was raised with the audit team during its visit to the Institute. The students were concerned that the identification of the place of study and the language of instruction might imply a difference in standard of award between the Institute and UWCN. The team noted that the current wording refers to the fact that 'this scheme was taught and assessed in English and Mandarin'. In the team's view this wording is misleading. While it is expected that students will improve their English language skills as the programme develops, neither UWCN nor the Institute provides any specific instruction in English as part of the programme, and there is no requirement for students to achieve a recognised qualification of proficiency in English. Although part of the instruction is delivered in English, by UWCN staff, it is received by the majority of the students via the medium of translation into Mandarin. Currently there is no requirement for any of the assessed work to be completed in English. It is therefore possible for students to complete the programme without any understanding of English language. UWCN will wish to review the wording on the certificate to ensure that it accurately reflects the circumstances under which the programme is delivered and assessed.
18 The Memorandum of Agreement states that UWCN does not allow publication of any material relating to their courses without prior approval. The audit team's discussions with UWCN staff about monitoring mechanisms did not reveal a very active stance toward the monitoring of publicity material, nor did there appear to be a formal central mechanism for approval of such material. The team noted the existence of an SSTI web site, and was assured by staff at the Institute that its contents had been approved by UWCN.
19 The Commentary described an exercise conducted by UWCN to map its processes and procedures for collaborative activity against the precepts of QAA's Code of practice. UWCN clearly intends to recognise and adhere to the Code, and the audit team formed the view that adherence was generally satisfactory.
Responsibility for quality and standards
20 The Commentary stated clearly that 'responsibility for assuring academic standards and the quality of all collaborative provision rests with UWCN (although the ultimate guarantor remains in this case the University of Wales)'. It also quoted from its Regulations for Collaborative Provision a principal aim of 'ensuring that students undertaking UWCN programmes...have access to opportunities to reach academic standards comparable with those achieved by students pursuing similar awards and programmes of study at UWCN'. The Memorandum of Agreement specifies the particular responsibilities of the Institute and UWCN, including matters relating to learning opportunities and student support. Staff at SSTI, in discussion with the audit team, confirmed that UWCN retained responsibility for all aspects of the academic standard of the award while their responsibility was to support the quality of the students' learning experience. From its reading of the reports of the validation of the link, and from the Memorandum of Agreement, the team concluded that UWCN was accepting full responsibility for the quality of provision and standards of the award in the collaborative link with the Institute.
Quality of learning opportunities and student support
Liaison and administration
21 The International Office of UWCN has an administrative function for overseas partners and acts as a 'clearing house' for contact with overseas partners, but the responsibility for quality assurance remains with the academic departments and the relevant UWCN committees. A link coordinator is appointed from the appropriate academic department of UWCN, and, similarly, a link coordinator is appointed by the collaborating partner. In the link with SSTI, the Link Coordinator from UWCN's Department of Business and Management and the SSTI Link Coordinator provide the main conduit for liaison on programme-related issues. In addition, regular visits are made to China by teaching staff of UWCN. A procedure exists for keeping records of such visits, the main aim being to track action from one visit to the next. It was not clear to the audit team exactly what part these reports played in the formal procedures for quality assurance, although the recording and tracking of action resulting from visits was considered by the team to be an example of good practice. Senior staff of the Institute expressed their satisfaction with the liaison arrangements with UWCN.
Monitoring of provision
22 The Commentary stated that the 'arrangements for quality assurance and control are no less robust than those operating for programmes delivered in Newport', although UWCN recognised that the link was only recently established and that some procedures had yet to be fully implemented. The Institute will be expected to follow the standard procedures for annual monitoring, and produce an annual monitoring and evaluation report that is considered in UWCN at both departmental and Deputy Principal level. Student feedback is gathered via module questionnaires that feed into the annual monitoring report, by representation on Course Boards, and through focus groups. During its visit to Dongguan, the audit team saw in translation examples of questionnaires that had been completed by students. Some of the matters raised in these reports will be of concern to UWCN, but at the time of the audit visit it was too early in the cycle of monitoring for the team to be able to see what action will follow when the reports are considered as part of the monitoring process.
23 The audit team formed the view that the process and procedures for annual monitoring were clear and robust, although it felt that UWCN was more reliant on local analysis of data than it would expect to be for a programme delivered and assessed in a familiar language. UWCN appeared to be expecting the monitoring processes to work as smoothly at the Institute as in its link with its existing partner in China, although the Institute and the existing partner are different types of institution with different academic and administrative infrastructures.
24 UWCN has an Overseas Collaboration Group, chaired by the Deputy Principal, which oversees the management and development of all overseas activity. This Group recommends action to Academic Board and/or to the Principal's Management Group. Monitoring of existing collaborative links has been embedded into UWCN's own annual monitoring procedures.
Curriculum
25 The module specifications and intended learning outcomes for the programme delivered at SSTI are identical to those delivered at UWCN, although cultural differences are taken into account in the content of teaching materials and in the development of in-class activities. For the certificate and diploma stages of the programme, which are delivered by local tutors employed by SSTI, UWCN agrees module implementation plans with the tutors. It was pointed out to the audit team by local tutors that although there had been some amendments to reflect the local context, and that tutors may use Chinese case studies to illustrate key points, one of the principal attractions of the programme was that it introduced students to concepts and theories of Western management practice. Tutors explained that case studies were often used for comparative purposes to illustrate differences in culture and approach.
26 For the diploma stage with the current cohort of students, the delivery site was moved to a factory, the place of employment of the majority of the students. Although this move was made after validation, the audit team was assured by UWCN that the new site was appropriate and offered all the necessary support resources. The team also learnt at SSTI that the change of location had been discussed with the students, and that their approval had been gained for the change in arrangements. The MBA stage of the programme was being delivered at the City Library site of SSTI, as planned.
27 Teaching delivery for the MBA stage of the programme involves staff from UWCN spending limited periods, usually two weeks, at the Institute during which time they present a concentrated programme of lectures and other learning activities. The total input from UWCN staff for this stage of the programme is approximately six weeks. In between the visits, there is an expectation that other staff and tutors at the Institute will provide support for the students' studies. However, when this matter was discussed at SSTI, the Institute was unclear about how this would be provided. UWCN will wish to review its arrangements for the delivery of the programme to ensure that the mechanism for provision of learner support in the time between the visits by UWCN staff is clear to everyone concerned.
Language of instruction
28 Translation between English and Mandarin during the MBA stage of the programme is undoubtedly one of the major features of this arrangement, and the one that presents the greatest potential challenge to the security of quality and standards. It was apparent to the audit team from all the documents available to it, and information provided during discussions, that UWCN was well-aware of this challenge, and had been prudent and cautious in the development of the link with SSTI, as it had been in the link with its existing partner in China.
29 In relation to the impact on delivery of instantaneous translation from English to Mandarin in lectures, the students' learning experience in the lecture room is manifestly different from that of students on the equivalent programme at UWCN. UWCN has accumulated experience with this method of delivery through its existing collaborative partnership in China. Consequently, it recognises the importance of careful advance preparation between the lecturer and the interpreter, and of supporting students with hard-copy translated materials for the lectures.
30 The evidence provided to the audit team indicated that with both an experienced lecturer and interpreter the learning experience for students could be very effective. As part of the visit to SSTI, members of the team had the opportunity to observe the delivery of a lecture in the MBA stage by a member of UWCN staff with the assistance of a senior academic from UWCN's existing partner in China acting in the role of interpreter. The observers also attended the pre-lecture briefing when the lecturer and interpreter discussed the content of the lecture and the arrangements for its delivery. The observation demonstrated to the team the effectiveness of these arrangements, and how good working relationship between the lecturer and interpreter is able to provide students with good learning opportunities. The delivery involved more than just the translation of the English into Mandarin; the experienced interpreter, who works with UWCN staff in UWCN's existing partnership link in China, was able to ensure that the students fully understood the content of the lecture and to add comments as appropriate. Indeed, in other circumstances staff of UWCN have referred to interpreters acting in the role of co-teachers, a view that was endorsed by the members of the team who observed the lecture at SSTI. The observers also noted that the lecture was well-supported by visual aids, and that students had been provided with copies of the presentation translated into Mandarin.
Staffing and staff development
31 In the March 2000 validation report on the link, it was recorded that the Institute intended to develop its own expertise so that it could deliver the programme without the involvement of staff from UWCN's existing partner in China. As yet there has been little development in this direction, and the delivery of the programme continues to rely substantially on teachers who come from outside the Institute. In the certificate and diploma stages of the programme, staff from Chinese universities, including universities some distance from Dongguan, are employed to deliver the programme. Staff CVs were checked at validation. The audit team learnt from staff at SSTI that they had been selected through personal contacts with the Institute, and that their appointments had been approved by UWCN. The team learnt from its discussions at UWCN that its Link Coordinator would process individual changes for approval at department level, and that UWCN saw all CVs of staff once a year.
32 The Commentary described several development activities for staff from the Chinese institutions, taking place both in Newport and in China. The audit team formed the view that UWCN was responding to identified staff development needs, although the extent to which Chinese staff had been made aware of the specific expectations of UK higher education programmes at this level was not clear to the team. Tutors at SSTI who met the team referred to the need to complete their module implementation plans, giving details of how they planned to deliver the modules. They confirmed that they had opportunities to contact staff of UWCN in support of their role, and that the teaching team at SSTI was given additional briefing and development opportunities by visiting UWCN staff.
33 The audit team was informed by UWCN that the MBA stage was delivered entirely by staff of UWCN on a visiting basis. However, the understanding of staff at the Institute was that while three of the four MBA modules would be delivered by visiting UWCN staff, the fourth would be taught by a professor from a university in Shanghai. At the time of the audit visit, the Institute was awaiting confirmation from UWCN about the teaching arrangements for this module. UWCN will wish to clarify these arrangements, and indicate its procedures for approval of the delivery of the MBA stage of the programme by staff other than those of UWCN.
34 UWCN stated in its Commentary that 'the quality of the translators and interpreters is critical to the successful operation of the programme'. This is a view that the audit team would endorse. As part of its discussions at SSTI, the team met the interpreter who had been appointed by the Institute to take up support of the MBA stage of the programme. It was clear from these discussions that this interpreter was at an early stage in the development of his expertise to support the teaching delivery of the programme. He currently had limited knowledge of the subject content of the programme and little experience of instantaneous translation in a lecture situation. For the start of the MBA stage of the programme at SSTI, a professor of English language from UWCN's other partner in China, with considerable experience of delivering the MBA stage there, had been brought in at short notice to support lecture delivery by UWCN staff. This professor acted as interpreter for the lecture that was observed by members of the team. It is the intention of the Institute that the recently appointed interpreter will initially observe lectures and learn from the experience of the experienced interpreter.
35 The audit team questioned the soundness of this approach. Given the central importance of the interpreter, UWCN may wish to consider introducing some quality standards, and monitoring of achievement of those standards, to ensure that the staff employed by the Institute as interpreters are fully able to meet the demanding requirements of effective instantaneous translation in the area of management and business administration.
Provision of information for students
36 A student handbook entitled Overseas Student Handbook is provided by UWCN. A copy was provided to the audit team, and it appeared to be comprehensive and suitable for its purpose. Discussions with students at the Institute confirmed to the team that students were familiar with the Overseas Student Handbook, and they were aware of the procedures for appeal detailed in it. The procedure for complaints and appeals was discussed at UWCN. Although the Memorandum of Agreement is carefully worded on this matter, the team was assured by UWCN that students at SSTI were students of UWCN, and had the same rights of appeal as any other UWCN student. The team was also informed that, although an appeal had not happened as yet, the intention would be for UWCN staff to go to SSTI to deal with it. It was clear to the team that students were able to raise matters of concern with the teaching team and with the Institute. They were also able to discuss matters of concern with UWCN staff during their visits to the Institute. The most significant concern raised by students referred to the wording on the certificate (see above, paragraph 17). This matter had been discussed on a number of occasions, and was raised with the team. An explanation for the current position has been provided by UWCN.
Assurance of the standards of awards
Entry requirements
37 The minimum entry requirements for the programme are stated in the Memorandum of Agreement as 'a degree or postgraduate qualification awarded by a recognised UK or overseas academic body or its equivalent within approved University of Wales Standing Order Regulation 19, or such other professional qualifications as may be deemed by the University of Wales as equivalent, together with appropriate experience'. The latter route requires UWCN's approval, acting through the Link Coordinator. The validated scheme also allows 'candidates aged 25 or over, without the necessary academic qualifications, to offer, as an admission qualification, evidence of appropriate experience. Such a candidate may be admitted if deemed by the University of Wales, on the advice of the Link Coordinator at UWCN, to be both capable of succeeding on and contributing to the course'.
38 The audit team noted that these entry requirements allowed students from a wide and diverse range of experience and ability access to the programme, and that most of the first cohort of students at SSTI had entered under the 'mature' student route. The evidence provided by UWCN indicated that only one student was under the age of 25. Of the 55 students admitted to the programme, 13 had been recruited on the basis of a recognised four-year degree programme, and 42 had been admitted on the basis of age and experience. All had been in employment before enrolment on the programme, and some had given up their employment in order to study on the programme for the award of MBA. The team was informed by the Institute that all special cases are referred to the Link Coordinator for approval. In discussion at UWCN, the team gained the impression that the Link Coordinator was effectively making the admissions decisions. Given the diversity of information and experience profiles likely to be submitted, the team concluded it might be more appropriate if these decisions were taken more formally at department level, and included members of staff not directly involved with the link.
Assessment of students
39 The Commentary stated that examination procedures, systems for security of examination papers, and invigilation procedures were all in accordance with UWCN's regulations. The assessment processes for the programme at SSTI are identical to those used at UWCN, and all assessments are internally verified by appropriate UWCN staff and the external examiners in the UK and/or China. The Institute confirmed that this would be the case. Examination Boards will be held in China and will chaired by a nominee of UWCN's Assistant Principal (Academic), normally a head of department, another senior member of staff, or the Assistant Principal (Academic) himself.
40 UWCN is well-aware of the challenges imposed by the language of assessment, as with the language of instruction, being Mandarin, and it expends considerable effort in the translation of the papers of assessment and the scripts of assessed work. UWCN did not, however, appear to employ statistical analysis of the outcomes of assessment to assist with the moderation of marking standards.
41 Assignments and examination papers for the certificate and diploma stages are prepared in Mandarin by the teaching staff, translated into English, and forwarded to the Link Coordinator who arranges internal and external verification. For the MBA stage, assessments are prepared in English, internally and externally verified, and then translated into Mandarin. From its scrutiny of the CBA/DBA assessments provided at Dongguan the team, with the assistance of its interpreter, identified some differences between the examination papers as set in English and as translated into Mandarin. UWCN will wish to assure itself that translated versions of its MBA-stage examination papers are exactly as set by staff at UWCN.
42 All assessments are completed and initially marked in Mandarin. In all cases a 25 per cent random sample of all assessment is translated into English for second-marking by UWCN staff, and verification by external examiners. A 10 per cent sample of the translated scripts are sent to an independent translation service to check accuracy of translation. MBA assessments are initially marked by local tutors in Mandarin, not by UWCN tutors who taught the programme. The audit team expressed some surprise at this practice. It did not seem logical that if the local staff were not considered suitable to teach the programme at master's level they should be given responsibility for assessing what standards have been achieved in written work. Standards of the MBA-level assessed work are checked by UWCN staff through a 25 per cent sample, so the majority of the students' assessed work at the final award levels is not seen by staff at UWCN. UWCN may wish to re-consider its approach to the marking, sampling and moderation of assessment at the level of the final award to ensure that it is fully confident that its expectation for standards of achievement is consistently achieved.
43 The audit team discussed with staff of UWCN the dissertation element of the MBA programme and its potential difficulties. Students propose projects following discussions with local staff. These proposals will then be translated into English and discussed by a course team of UWCN staff and local tutors. Both a local supervisor and a UWCN supervisor will be allocated to approved projects. The team was informed by UWCN that, in its experience of operating the existing collaborative partnership in China, the role of its own supervisor had been minimal. It appeared that there was a reluctance by both the student and the local supervisor to consult the assigned UWCN supervisor. If this pattern is repeated at SSTI, the local supervisor will carry the major responsibility of supporting students' dissertation work. Local supervisors, however, work part-time for the Institute, and are normally available to students only when they are teaching at SSTI, although students and supervisors reported to the team that contact by telephone or email was the usual expectation. The team enquired about the level of support which might be available to students for the development and completion of their dissertations, and the Institute made clear to the team that it was aware that local tutors may need some additional guidance or training to support dissertation work. Given the importance of the dissertation element of the programme, UWCN will wish to review its arrangements for the support of students and ensure that appropriate guidance and development opportunities will be available to local supervisors.
44 The audit team formed the view that, notwithstanding some areas where improvement could be made, the effort and investment made by UWCN to meet the challenge of assessment in a language other than English was enabling it to maintain security of assessment at the current scale of activity. However, the team questioned the ability to maintain this level of security if UWCN pursued plans for the future expansion of the programme at other centres in China. The team's concerns lay in the potential threat to the ability of UWCN to maintain the quality and the amount of translation required to support the current level of moderation and checks on accuracy, given the pressure to reduce the sampling ratio with increasing student numbers.
External examiners
45 UWCN appoints a UK-based external examiner and a China-based external examiner for the programme. The UK-based examiner has access to the 25 per cent translated sample of scripts and marks. The China-based external has access to all original scripts in Mandarin and marks. Both can discuss the assessed work with local and UWCN teaching staff, and both attend the Examination Board at SSTI. UWCN subsequently informed QAA that Academic Board had recently agreed the appointment of a team of six external examiners who could operate across all four centres offering the MBA programme, including the three in China.
46 The procedure for appointing external examiners is the same as for UWCN's programmes in the UK. Advice on nominations is sought from various sources including the British Council and previous external examiners. At the time of the audit visit, induction and training for external examiners had been limited, but the audit team noted plans for the introduction of a formal induction programme in addition to the standard pack of information currently provided. It was not clear to the team how China-based external examiners would access this training, or what other preparatory training they received before engaging in a UK master's programme.
47 The Memorandum of Agreement states that UWCN shall 'appoint external examiners for the courses, such examiners to be fluent in the language of examination'. The Commentary stated that 'UK-based externals should have experience of MBA programmes in the UK and are appointed with a view to their familiarity with the business and education context in South East Asia and China in particular', and that 'China-based externals should have experience of master's programmes and should be familiar with Western management education systems. It is desirable, but not essential, that they speak some English'. In its discussions at UWCN, the audit team was informed that it was not a requirement for the UK-based external examiner to speak Mandarin, from which the team concluded that there was some confusion between practice and the statement in the Memorandum. If the statement in the Memorandum is not followed rigorously, UWCN could find itself in a position where the UK-based and China-based external examiners would be unable to communicate directly with each other, and UWCN would lose some ability to independently sample original scripts and assignments, weakening UWCN's ability to be confident of the maintenance of academic standards. UWCN might wish to make more explicit its requirements for the language requirements of its external examiners on this programme.
48 The teaching staff who met the audit team at SSTI had had little opportunity to make contact with either of the external examiners at the time of the audit visit. The team noted that the China-based external examiner had received copies of the examination questions and case studies, and had identified a number of typographical errors.
49 The University of Wales College, Newport, has established a partnership link with the South SCI-Tech Institute, Dongguan, in the People's Republic of China for the joint delivery of its MBA programme. The link involves the franchise of the Certificate and Diploma in Business Administration and the joint delivery of the Master's in Business Administration (MBA) programme. UWCN has an existing link with another partner institution in China for the joint delivery of its MBA programme. Both operate in the same manner, with Mandarin as the language of instruction and assessment. The programmes operate under the approval of the University of Wales, which is the ultimate guarantor of standards, although responsibility for the oversight and management of the programmes rests with UWCN.
50 UWCN provided a thoughtful and reflective Commentary on the collaborative link which provided an excellent introduction to the audit. The Commentary made reference to UWCN's assessment of its current procedures against the precepts in the section of QAA's Code of practice on collaborative provision. The findings of this audit confirm that UWCN is generally compliant with the expectations of the Code. The Commentary stated that the arrangements for the management of the link with the South SCI-Tech Institute, Dongguan, is representative of UWCN's procedures for collaborative provision except for the special requirements associated with the use of Mandarin as the language of instruction and assessment.
51 UWCN recognises that its collaborative activity in China is breaking new ground, particularly with regard to the language of instruction and assessment, and has made considerable effort to put in place additional safeguards to ensure that it maintains an appropriate control of academic standards. These include the translation of a representative sample of students' assessed work, together with checks on the quality of translation. UWCN employs two external examiners, one based in the UK and one based in China, to ensure that the moderation of the programme fulfils the expectations of both the UK higher education at master's level and the local professional context in China.
52 The lengths to which UWCN had gone to meet the challenge of instruction and assessment in a language other than English are recognised. However, the continuing success of the model is dependent upon a number of key factors. In particular, the delivery of the programme in the MBA stage relies on the commitment and competence of individual staff of UWCN and the Institute. Delivery of lectures in English, with simultaneous translation into Mandarin, requires considerable preparation and staff training to ensure that students have a consistently high quality of provision. Currently UWCN is attempting to involve more academic staff in the programme to share responsibility and broaden the base of subject expertise.
53 Similarly, in China, there is a heavy reliance on the quality and skill of the interpreters who work alongside UWCN staff. Their role in lectures goes beyond the translation of the delivery from English to Mandarin. They also add context and explanation in order to enhance the students' understanding of the course material. They need, therefore, to have knowledge of the subject as well as competence in instantaneous translation. Evidence at SSTI suggested that where this can be achieved the learning opportunity offered to students is excellent. However, it was also apparent that a great deal of effort goes into achieving a high standard of team-work between UWCN staff and an experienced interpreter, a standard that might be difficult to sustain with other personnel or on an extended scale.
54 At the time of the audit visit the programme at the Institute was still in the early stages of development, and the first cohort of students was just embarking on the MBA stage of the programme, having completed the CBA and DBA stages. Consequently, there was little evidence available to demonstrate the successful operation of the programme, although the students were very positive about their learning experience and about the prospect of completing the MBA programme. Nevertheless, the Institute was not as well-prepared for the MBA stage of the programme as might have been expected. There was, for example, some uncertainty about who would be teaching one of the MBA modules, about who would be interpreting in the lectures, and about the arrangements for supporting students during the dissertation stage. UWCN has given approval for the operation of the programme. Consideration should be given to checking that all the arrangements are in place to safeguard the delivery of the MBA stage of the programme.
55 This model of collaborative provision for delivery and assessment of UWCN's MBA programme in Mandarin has some aspects that could be improved, but overall it has been demonstrated to work effectively for the relatively small number of students currently enrolled. UWCN is considering extension of the model to other centres in China. Scaling-up to a more extensive operation, either in terms of the number of delivery centres or the number of students, would put the effectiveness of the current model at risk, principally through the availability of appropriately experienced staff and in the management of the translation and moderation of a significantly larger through-put of assessed work. While there can be broad confidence that quality of provision and academic standards are being maintained in the current model, there would be less confidence if UWCN were to extend the model in the number of links operating the model or the number of students involved.
Comments on the audit report supplied by University of Wales College, Newport
The University of Wales College, Newport is committed to continually seeking to improve the quality of its provision and of its quality assurance systems and welcomes the report from QAA of a review which was professionally managed and conducted. UWCN takes considerable encouragement from the positive tone of the report and the conclusions which indicate:
- the compliance with the QAA Code of practice, particularly in respect of the Memorandum of Agreement;
- the recognition that UWCN 'has made considerable effort to put in place additional safeguards to ensure that it maintains an appropriate control of academic standards' and that 'the process and procedures for annual monitoring were clear and robust';
- the expression that 'there can be broad confidence that quality of provision and academic standards are being maintained in the current model';
- the effectiveness of the current arrangements for interpretation and 'how a good working relationship between the lecturer and interpreter is able to provide students with a good learning opportunity';
- the 'well-documented and comprehensive policies and procedures for the initiation and approval of overseas links'.
However, the University College would wish to guard against complacency and will be taking action to address the issues which are raised in this perceptive report regarding:
- reviewing the wording of the certificates;
- lmore formal monitoring of the publicity material provided by Collaborative Partner Institutions (CPIs);
- continuing to monitor and review the marking, sampling and moderation of assessment practices;
- the monitoring of learner support at CPIs;
- clarifying arrangements for the taught aspects of the MBA stage further in advance (this has already been achieved for the current provision at SSTI);
- monitoring the standards of interpretation and translation of assessment materials at regular intervals (in respect of this the experienced interpreter observed by the QAA team has been appointed to the staff of SSTI);
- considering how to extend recently introduced policies on the induction and appointment of external examiners based and operating overseas;
- continuing to adopt a careful, incremental approach to expansion in China and adjusting the level of resource and support for CPIs accordingly.
It is considered that, through attending to the above issues, the quality of collaborative provision of the University College will be rendered even more secure than at present.
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