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 Hong Kong. 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 Hong Kong.
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 Hong Kong. On the basis of the information provided on the range and scale of the links, computing and information technology was selected as the subject focus for the audit. 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 four UK institutions which had established arrangements where most or all of the educational provision was delivered through a partner in Hong Kong, 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 Hong Kong 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 Hong Kong, 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, who included subject specialists in computing and information technology, were able to see facilities and resources available to the students. Examples of students' work were seen by members of the team, including the subject specialists either in Hong Kong or in the UK. QAA is grateful to the UK institutions and their partners in Hong Kong 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 Hong Kong
5 Under Hong Kong legislation introduced in 1997, all courses conducted
in Hong Kong leading to the award of non-local higher academic or professional
qualifications have to be registered or exempted. This means that all programmes
offered by UK institutions in partnership with institutions in Hong Kong
have to be registered or exempted. The criteria for the registration of
a course include the requirement that there are effective measures in place
to maintain the standard of the course at a comparable level with that
of a similar course conducted in the home country. Those courses that are
conducted in collaboration with a local institution of higher education
may be exempted from registration. Registration is approved by the Registrar
of non-local higher and professional education courses, and the decision
is based on advice from the Hong Kong Council for Academic Accreditation
(HKCAA). Registration or exemption does not mean that the course is also
recognised by HKCAA or employers in Hong Kong. Courses which are considered
to be 'purely distance learning' are excluded from the registration requirement.
The collaborative link between the University of North London and the Hong Kong
Computer Institute
6 The collaborative provision considered in this report relates to the programme of study delivered by the Hong Kong Computer Institute (HKCI) leading to the award of BSc (Honours) Computing of the University of North London. HKCI is a private education provider which was established in 1981, and its stated Mission is 'to provide higher education for professional practice in computer-related discipline'. It has two teaching centres in Hong Kong, one in Yaumatei, the other in Wanchai. The course is registered with HKCAA. The language of instruction and assessment is English.
7 An audit team comprising Dr D J Buckingham, Dr P D Hartley and Dr G A Stoy visited the University of North London on 19-20 February 2001. The team held two formal meetings during the visit. The first was with University staff centrally responsible for the link and the second with staff responsible for the programme aspect of the link. The team had as part of the documentation for the visit the QAA report of February 2000 of the continuation audit which took place in November 1999 of the University of North London.
8 The visit to HKCI in Hong Kong took place on 23 March 2001. The audit
team comprised Dr D J Buckingham, Professor R S Burgess, Mrs N J Channon,
Dr P D Hartley and Professor B S Lee. The team visited the Wanchai Centre
of HKCI and held meetings with senior management staff, students and teaching
staff together with project supervisors.
Background
9 Initially, the relationship established between the University and HKCI enabled students with the HKCI Higher Diploma in Computing to gain direct entry by advanced standing into the final year (level 3) of a prescribed programme of studies in the University's BSc (Hons) Computing programme in London. This arrangement pertained for seven years, during which time, according to its Commentary, the University gained confidence that the students were 'capable of achieving Honours with above average classes'. The University became aware that students with potential for further study to gain a UK degree were deterred by the cost of study in the UK. As a result of its positive experience of the articulation link with HKCI, the University decided to establish a 'top-up programme available part-time in Hong Kong which would be as close as possible to the experience of the existing Hong Kong Higher Diplomates who transferred into the final year programme at UNL in London'. The Faculty of Science, Computing and Engineering and the University considered the possibilities for partnerships carefully before deciding to evaluate HKCI in depth. This final evaluation took place over a period of four months, and included a visit to undertake a review of resources and to allow discussions with HKCI staff and Diploma students. The level 3 course at HKCI started in September 1997.
10 The University's Commentary described this provision as 'not a franchise, neither does it fall within the traditional patterns of distance learning'. It considers that the 'programme management and the students' experience are more like that of students following a course at a satellite location in the UK'. The level 3 course is delivered using web-based materials, and is taught partly by tutors who are based at HKCI in Hong Kong, with visits from University staff who deliver key lectures and classes for concentrated periods during the semester. The School responsible for delivering the BSc (Hons) Computing programme in the University is the School of Informatics and Multimedia Technology (SIMT).
11 The University's Commentary stated that the level 3 course had been operating at HKCI since September 1997. It explained that the normal procedures of the University, as set out in its Quality Assurance Handbook 'were followed from the initial steps to the validation and operation of the programme'. The Commentary went on to say that SIMT had submitted an Academic Development proposal for the level 3 delivery at HKCI to the Academic Development Sub-Committee of the University's Academic Board, and the course operated 'under an interim agreement' until the validation was completed in February 1998. A Memorandum of Cooperation was signed in August 1998, valid for three years in the first instance. A review of the collaborative partnership was in progress at the time of the audit visit, and the audit team had sight of the critical review document for this event. The responsibilities of HKCI are outlined in the Memorandum of Cooperation, which specifies the academic and legal aspects governing the operation and management of the link.
12 The Memorandum of Cooperation states that HKCI promotional literature for the course requires the advance approval of the University. The Commentary recognised that the University had 'experienced some difficulties in the past in this respect', but the audit team was assured by the HKCI senior management group that robust processes were now in place to ensure that all publicity material is cleared by the University prior to publication.
13 The University's Commentary on the collaborative link made reference to certain precepts of QAA's Code of practice on collaborative provision. The audit team formed the view that the arrangements as described generally adhered to the precepts of this section of the Code except in respect of certificates and transcripts. The team saw examples of certificates and transcripts, neither of which mentioned the place of study. The certificates issued to HKCI students were identical with those issued by the University, and did not mention the existence of the transcript. The team considered that the certificate as currently designed did not adhere to QAA's Code of practice on collaborative provision.
14 In its description of the collaborative arrangement, the Commentary made
the point that this type of collaborative provision was 'the first of its
kind in the University'. While this would suggest that it is not representative
of the University's collaborative arrangements overseas, the Commentary went
on to say that 'however, all the underpinning quality assurance and approval
mechanisms are representative of the University's other overseas collaborative
arrangements'.
Responsibilities for quality and standards
15 The Definitive Course Document sets out the responsibilities of both HKCI and the University in managing the link and the quality assurance mechanisms. The Memorandum of Cooperation states that the University's standard quality assurance procedures, as stated in its Quality Assurance Handbook apply to this link. It is clear from both these documents that the University is responsible for the academic standard of the award, and that HKCI is responsible for 'ensuring that the delivery and management of the programme conform to the University's procedures and requirements'. Student support and welfare is specifically noted as a responsibility of HKCI. Students are registered both with HKCI and the University.
Quality of learning opportunities and student support
Liaison and operation of the link
16 A Link Coordinator is based at the University and a Course Director is based at HKCI. Their responsibilities are outlined in the web-based material provided to students giving information about the level 3 course. When the Link Coordinator visits Hong Kong, opportunity is taken to hold a management meeting involving the Coordinator, the Principal and Vice-Principal of HKCI, the HKCI Course Director and the HKCI module tutors. These meetings address issues relating to student performance, administrative support and the overall management of the collaborative link. During its visit to HKCI the audit team was assured by teaching staff that these meetings addressed key teaching and learning issues in addition to matters relating to the administration of the link. The management meetings were clearly regarded by HKCI staff as a very important feature of the link. The team saw records of these meetings, and agreed that they formed a valuable liaison and management feature of the partnership.
17 The Link Coordinator has the responsibility of taking the examination question papers to HKCI, and of invigilating the examinations. During these visits, the Link Coordinator manages project viva examinations and takes part in some of them (see below, paragraph 41). From its discussions at the University and at HKCI, the audit team formed the view that a considerable responsibility for managing the link had been devolved to the University's Link Coordinator, and that the quality of the link was heavily dependent on the energy and enthusiasm of this one individual. The University might wish to consider providing back-up to the Link Coordinator in order to support the robustness of the link.
18 University module tutors visit HKCI to deliver lectures in concentrated blocks of time. Visits by module tutors take place at different stages of the semester (see below, paragraph 20). University module tutors produce a visit report for the Link Coordinator, which is also fed into the annual monitoring process. The audit team saw some examples of staff reports and found them to be variable in their coverage and depth of comment.
19 The role of the local tutors at HKCI is to support the students in working through the web-based materials provided by UNL, and to assist them in handling particular concepts and issues, thereby providing a solid foundation prior to the UNL visits. The local tutors provide two hours of class contact per module per week. Students reported to the audit team that they found the local tutors very helpful, knowledgeable and accessible, via email in addition to weekly tutorials.
20 The audit team discussed with HKCI tutors the pattern of the visits made by University module tutors. The timing of these visits in relation to the delivery of the module at HKCI is not centrally specified and is left to the discretion of the module tutor. HKCI tutors reported that the standard practice was for a University module tutor to visit in the third or fourth week of the semester, although occasionally teaching visits take place outside of this time frame. Classes would normally be delivered to the students by the University module tutor on the Monday, Wednesday and Friday evenings of the visit. Other meetings would be held with HKCI teaching staff on matters relating to teaching, learning and assessment, as part of an ongoing staff development programme. The team heard from local tutors that they received only two or three weeks' notification of the visits by University staff, although senior managers were of the view that visits were planned some months in advance. There appeared to be some uncertainty in the forward planning of visits which the University might wish to address as part of a more systematic planning of the operation of the link.
21 There was also some discrepancy in the documentation concerning the number of lecture contact hours in these visits. The Commentary stated that the HKCI students received 12 contact lecture hours from a University module tutor over a one week period, by comparison with students at the University who receive 24 lecture hours spread over 12 weeks. In the document submitted to HKCAA it appears to be three lectures of two to two and a half hours each which are delivered in the week-long tuition visit. The University will wish to make clear to students and HKCI tutors the correct expectation for contact hours.
22 The audit team had detailed discussions with the HKCI tutors and students
on matters surrounding the visits by University module tutors. Both local
tutors and students expressed the view that the current arrangements worked
well, and that visits by module tutors some three to four weeks after the
start of the semester came at an appropriate time in the study of the module.
The linkage between University module tutors and HKCI tutors was also,
in the students' view, functioning effectively. The team noted the positive
views of staff and students, but felt, nonetheless, that a more centrally
planned approach to the planning of visits by the University would enhance
the course further, and avoid possible inconsistencies or uncertainties.
Monitoring of provision
23 In accordance with normal University requirements this course is subject to annual monitoring, and an annual summative report and action plan are produced by the Course Director. The informal feedback from module tutors, together with staff visit reports, all feed into the annual monitoring report. The annual monitoring report is received by the Academic Quality Committee of the University's Faculty of Science, Computing and Engineering. The Faculty's report on its response to the annual monitoring report is received by the University's Academic Quality Committee which ultimately reports to Academic Board. During its visit to the University the audit team saw documentary evidence that this reporting of annual monitoring of the level 3 course at HKCI was firmly established.
24 HKCI tutors produce fortnightly progress reports to the Link Coordinator on their module. The audit team saw examples of these and was of the view that more guidance was needed for tutors in completing these in a meaningful way. The local tutors who met the audit team in Hong Kong reported that they now also completed weekly progress reports on students' progress. These were monitored by the Course Director at HKCI, who summarised them for the module tutors and was responsible for addressing directly any matters of concern. On completion of a module, students and local tutors provide feedback to visiting University staff.
25 Delivery of the level 3 course at HKCI has been in operation since 1997
and the Memorandum of Cooperation is due for renewal. The process of renewal
requires a review of the course. Stage one of the review had been completed
at the time of the audit visit, and a critical review document had been
produced. The review document seen by the audit team gave a useful analysis
of the current state of the level 3 course, and raised some pertinent discussions
of staff development for the HKCI tutors and of the competency of the students
in English language skills. The second stage will involve external assessors
and a panel visit in London, with students at HKCI being interviewed via
a video-link. At the time of the audit visit this stage was expected to
be completed within the next three months. The panel report will ultimately
have to be approved by the University's Academic Quality Committee, which
reports to Academic Board.
Curriculum
26 Students at HKCI study the same modules in the same semester led by the same module tutor as students at the University. The resource of web-based materials available to HKCI students for the modules of the HKCI level 3 course is identical to that for students studying those modules in the UK, hence there is an equivalence of learning resource. Unlike the students in the UK, however, these students have no choice of option modules, the package of modules which they study having been selected to match their experience of the Higher Diploma.
27 The audit team came to the conclusion that the curriculum as delivered
at HKCI is current and is an accurate reflection of the UK scheme. Some
of the modules would perhaps be at level two in comparable courses in the
UK, but it was noted that the University's scheme differentiates between
advanced and 'starred' advanced modules, and the HKCI version includes
sufficient 'starred' advanced modules to satisfy the University's regulations.
The Advanced Database Technology module, which has been described as too
demanding for the HKCI students by the University module tutor, is no longer
part of the level 3 course at HKCI, but HKCI staff pointed out that this
was in response to student pressure for a module more relevant to their
needs.
Learning resources
28 HKCI students receive a mixture of tutorial support from the local tutors and a concentrated delivery of lectures by University module tutors part-way into the semester. In discussion with the audit team, HKCI tutors reported that they were able to contact the University tutors by email if they wanted to discuss aspects of supporting students with their studies of the resource materials. Students expressed to the team the view that the interface between University teaching staff and local tutors worked well, and that the local tutors were effective in making contact with University staff to make good any gaps in the web-based teaching materials.
29 The audit team discussed the teaching programme, and use of teaching materials, with the HKCI tutors and students. In these discussions the team could not discern a clear and consistent approach to the respective roles of the web-based material, the local tutors, and the visiting University staff in terms of delivery of the course. Some staff and students expressed the view that the web-based materials were the key component of the course, with the local tutors facilitating students' understanding of the material they contained, enhanced by specialist input from visiting University staff. Others were of the view that the major input came from the local tutors, with support from the web-based material, again with specialist enhancement from visiting staff. The University might see merit in clarifying its perception of the respective roles of the web-based material and the local tutors, and communicating this unambiguously to staff and students at HKCI.
30 The audit team had the opportunity to inspect the web-based resource materials and found some of them disappointing. The material is variable in quality, mainly text-based, with little interaction or use of multi-media; some of the hyper-links failed to work; one of the assignments for a current module was missing; some of the material was in note form; and, for some modules, the material was only usable with local tutor guidance. On the other hand, some of the material was of good quality, well-planned and comprehensive. It was clear from discussions with the local tutors that, where there were deficiencies, they could access the University's UK web site to make them good. In view of the fact that these materials are a critical component in the delivery of this level 3 course, which began delivery at HKCI in 1997, the University will wish to give early attention to ensuring consistency of quality, coverage and completeness in web-based resources. The University subsequently commented that some of the materials viewed were for modules currently running and missing links may well have been for material not yet reached and still in preparation.
31 There have been discussions between HKCI and the University about the
physical resources available for the Hong Kong students. These matters
have been raised in HKCI visit reports by some University module tutors,
and have been followed up in HKCI/University management meetings. HKCI
provides a small library of core texts (including multiple copies of some)
although the library does not carry academic journals in the subject area.
However, staff and students confirmed that the students can access suitable
journals in the local university libraries. Some aspects of the course
require access to additional materials; on the whole these are available
at HKCI or suitable alternatives have been found or generated. There are
two computing laboratories, with technician support, available for student
use, normally open until 10pm, with adequate numbers of up-to-date computers.
HKCI staff expressed to the audit team their commitment to purchase relevant,
advanced software, such as Rational Rose, as necessary. The students expressed
the view in discussion with the team that the local resources were appropriate
for their needs. The team formed the view that the resources for the course
were suitable, bearing in mind that most students had access to appropriate
hardware and software of their own or in their place of work. In the light
of its earlier discussions with HKCI on resource matters, the University
will wish carefully to monitor resource provision to ensure that learning
resources continue to remain appropriate to the delivery of the course.
Project work
32 The level 3 project is a double module. The approach to project supervision was described by the Course Director. Initially he outlines to students the approach to be adopted in producing the project, and the amount of time they should devote to project preparation and writing. Students are required to pursue their own interests in their projects, and to submit their own proposals. Each student then submits a project proposal, which must include a research element, to the Course Director who then liaises with the Project Coordinator at the University in respect of approving project proposals. The Course Director then allocates students to project supervisors selected from the group of tutors, with each supervisor being responsible for between four and six students. Supervisors are expected to meet their students once per week during the project preparation phase. Students keep a project logbook, and monthly project progress reports are submitted to the Course Director.
33 All project reports are sent to the University and held there. From its reading of a sample of project reports, the audit team formed the view that projects were well-managed. It noted that project topics tended to focus on system or software development, and were usually work-related, with some consideration of alternative approaches. The team considered, however, that the reports showed limited academic content and little critical evaluation. Local tutors were aware of students' preferences for practical aspects of project work, and were trying to encourage students in the direction of project work that better demonstrated the expectations of an honours-level project. The team was assured that the students were appropriately reflective in their project logbooks, but it was difficult to persuade them to be constructively critical in the final report. This problem could, in the view of the team, be addressed by explicit assessment criteria in the project guidance emphasising the essential requirement at honours level for evidence of research backed up by academic references, evaluation and critical reflection.
34 A concern expressed by the University in relation to performance of
students in the project is their command of English. This concern has been
discussed in the management meetings, and is also mentioned in the Critical
Review Document, where it is noted that students could enhance their performance
with improved language skills. All the students who met the audit team
were graduates of the HKCI Higher Diploma, in which they had studied English
for two years. An English language course is offered as additional support
to the BSc students, but few take advantage of it, despite the fact that
students' performance in English language had given rise to concern. The
University might wish to give them greater encouragement to take advantage
of the classes that are offered.
Staffing and staff development
35 Most of the local tutors at HKCI are experienced IT professionals with some teaching experience at HE level; some have research experience. Tutors are recruited by HKCI, and their CVs are sent to the University for approval. From the documentation available to it, the audit team considered that the procedures for appointment and approval of local tutors functioned satisfactorily.
36 The audit team heard from University staff that staff development had been undertaken by the University, largely by way of seminars and workshops held with HKCI tutors by visiting University staff. The Commentary explained that, initially, the University provided staff development across a wide spectrum, giving both research seminars and sessions on curriculum-related issues. More recently, staff development activity has concentrated more on helping HKCI staff to prepare for project supervision, and to understand and appreciate the University's perspective on the curriculum for the course. HKCI tutors, in discussion with the team, confirmed that these staff development sessions had been of benefit to them. The team formed the view that the local tutors were committed to the level 3 course, and showed a good awareness of the expectations of a UK honours degree.
37 The audit team, however, was not able to find evidence of a systematic
evaluation of local staff development needs, nor of the impact of the staff
development initiatives which had taken place. HKCI clearly has a committed
local staff base, and the University might consider how local staff might
gain further benefit from a more systematic evaluation of their contribution
to the teaching programme.
Information for students
38 The students are subject to the University's regulations, and in particular
those regulations relating to appeals. The Student Handbook available
to HKCI students is the general University handbook; there is not a version
which is specific to HKCI. Information is available on the web, but this
seems to be limited to course information and to an outline of the responsibilities
of the Course Director, local tutors and the University module tutors.
The audit team established in discussion with students at HKCI that they
were aware of how to obtain information on course regulations, and on complaints
and appeals procedures.
Assurance of the standards of awards
39 In its Commentary, the University expressed its confidence that 'the standards of assessment and award are identical between UNL- and HKCI-based students'. It based this confidence on the fact that HKCI students study the same modules at the same time as the students at the University. Examination papers are set by University module tutors, and examinations are invigilated by the University Link Coordinator. HKCI students' examination scripts are marked by University module tutors and moderated alongside those of UK students. The final outcome of assessment and classification of awards is determined by the same assessment board for both groups of students.
40 The Commentary goes on to say that where coursework and projects are marked locally by HKCI tutors, 'clear guidelines are provided as well as moderation of marks by UNL staff'. Assignments are set by University module tutors, and may sometimes be adapted to suit the Hong Kong context. They are marked by HKCI tutors and moderated by the University. The audit team noted that moderation has required little change to the marks awarded by the local tutors. HKCI tutors provide oral feedback to students on their performance in assignments.
41 With regard to project assessment, the audit team established from its meetings with HKCI tutors that a generic marking scheme is followed for project marking. Each project is first-marked by the HKCI tutor who is the project supervisor, and at the project viva examination the supervisor is present but the questioning is led by the second-marker. The viva examination may be conducted by the supervising HKCI tutor and the Link Coordinator, or by HKCI tutors only. The University explained that where projects have HKCI staff as both first- and second-markers, the Link Coordinator 'is still involved as a marker even though this is not documented where he is not directly involved in the viva', adding that the Link Coordinator 'leads a sample of vivas' where high, borderline or contentious marks have been allocated.
42 In the situation where a member of University staff is not directly involved in a student's project assessment, the audit team noted that initial assessment by HKCI tutors of project and assignments together could amount to 435 of the 800 available units of assessment for the level 3 course. While recognising that all projects and assignments are moderated by the University, the team noted this significant reliance on primary marking by HKCI tutors who are given guidance on their marking but are not necessarily experienced in assessment at honours level. This is a matter upon which the University, as the awarding body, might wish to reflect in its review of the collaborative link with HKCI.
43 Students have the opportunity to produce an interim report in order
to obtain formal feedback on progress. A student's project logbook will
not be checked until the viva examination, so the majority of the students,
who do not volunteer to produce an interim report on the project, will
have no formal check or feedback on their work until the project is assessed.
The University may wish to consider the merit of making the interim report
a requirement, or finding other ways to ensure that students have at least
one recorded formative check on progress before the final project assessment.
Entry requirements
44 The University's Commentary set out the position on applications
and admissions to the level 3 course. HKCI recruits, and can accept with
delegated authority, all students who are holders of the HKCI Higher Diploma.
In practice all applications are checked by the Course Leader at the University
who is required to forward to the Student Record Office submission of applications
to the course. Non-standard applicants would have to be approved by the
University, but, in practice, all students so far admitted to the level
3 course have held the HKCI Higher Diploma.
External examiners
45 The Commentary emphasised that the 'external examiners for HKCI assessment are the same as for the UNL-based students taking the same modules'. They are appointed following the University's standard procedures as set out in the Quality Assurance Handbook. The audit team noted that the external examiners commented on the whole cohort of students and did not identify the HKCI cohort separately. There is clearly the advantage of equity in this approach, but it does deny the University the opportunity of identifying matters of progression or standards particular to the HKCI cohort. The University might wish to consider how it might combine the best features of the single-cohort approach with the benefits of separate identification of the HKCI cohort.
46 HKCI tutors do not see the external examiner's reports, and do not receive systematic feedback derived from such reports relating to the level of student achievement on the course. It appeared to the audit team that HKCI managers had only very recently been sent copies of external examiner's reports. In view of the fact that HKCI tutors have responsibility for the primary-marking of a significant proportion of student assessed work prior to moderation, the University may wish to consider whether a greater involvement with the reports and views of the external examiners could introduce a useful element of staff development. It might also consider whether an occasional visit by an external examiner to HKCI would be helpful to HKCI managers and tutors.
47 The collaborative link between the University of North London and the Hong Kong Computer Institute is a level 3 part-time course forming a top-up to the HKCI Higher Diploma and leading to the University's award of BSc (Honours) Computing. The delivery of the course makes use of web-based materials from the University, student support from local tutors and specialist input from visiting University staff.
48 The University provided a Commentary for the audit on the collaborative link which provided a useful starting point for the audit. Except in respect of certificates and transcripts, neither of which mention the place of study, the arrangements for this collaborative provision generally adhere to the precepts of QAA's Code of practice on collaborative provision. In its Commentary, the University explained that this type of collaboration was the first of its kind in the University, but stated that the underpinning quality assurance and approval mechanisms were representative of its other overseas collaborative arrangements.
49 Staff and students see the teaching visits by University staff as an invaluable part of the course. The scheduling of visits currently takes place by individual agreement with the members of staff concerned. It is suggested that a more systematic approach to University staff visits would enhance the course, as would an ongoing evaluation of the impact of such visits in terms of input to the student learning process and to staff development. Local tutors are well-qualified, and are clearly providing a good support service to the students. They would gain from a more systematic evaluation of their input by the University, which could be further enhanced by ensuring that local tutors have direct feedback on issues raised by external examiners.
50 The University and HKCI are aware that some students are in need of more support in the development of their English language proficiency. English language classes are offered, but attendance is not a requirement, and there is therefore the possibility that the academic performance of weaker students will be hindered if they do not get sufficient encouragement to improve their proficiency in the language.
51 Staff and students are sometimes unclear about the relative status of the web-based material relative to the interpretation put on it by local tutors and to the lectures given by visiting staff. It could be helpful to tutors and students if the University could indicate more clearly its perception of the respective roles of these three dimensions in the delivery of the course. Nevertheless, the students at HKCI are clearly very committed to the course and are finding their educational experience both rewarding and enjoyable. There can be broad confidence in the quality of the learning opportunities available to the students at HKCI through this collaborative link.
52 The University has put in place rigorous control by University staff of the examination setting, sitting and marking processes. Assignments are set by University staff and marked by local tutors. Where projects have HKCI tutors as both first- and second-markers, more than half the units of assessment of the course are initially generated by HKCI tutors. Consideration should be given to whether this is appropriate for the final year of an honours programme. However, the University moderates work that is assessed at HKCI, and there can be confidence that the academic standard of the awards gained by students of the level 3 course at HKCI is consistent with that of the awards gained by students on the BSc (Honours) Computing programme at the University.
Comments*
Comments on the audit report supplied by the University of North London
The University welcomes the positive tone of the report and wishes to indicate relevant developments in the partnership that have occurred since the audit visit. These developments should also be viewed against the background of the University's continuing quality processes. References to paragraphs in the report are shown in brackets.
- The School has appointed a deputy to the Link Coordinator to increase the robustness of the link and to develop other staff (17).
- The management and control of visits has been further strengthened by the production of a formal agreement of the visit schedule well in advance (20-22) and guidelines for visit reports (18). A structured programme of staff development for HKCI tutors will be set up in consultation with HKCI staff (37).
- The School is introducing review mechanisms for course materials (29-30) as part of its commitment to ensuring high quality learning materials across its provision. It will revisit the format of HKCI tutors' reports to include them in these mechanisms (24) as well as formalising the report-back on resources to be included in UNL staffs' visit reports (31).
- A statement on the roles of web materials, HKCI tutors and UNL visiting lecturers will be agreed and disseminated to all involved, including students (51).
- The UNL project guidelines are now supplemented by the project web site for HKCI students giving additional detailed guidance on required project methodology, including more explicit guidance on assessment criteria on the research element, and outcomes (33). Guidance is now also provided on academic referencing, evaluation and critical reflection. The web site provides a communication link between the UNL tutor responsible for HKCI project management and HKCI students.
- All HKCI projects will continue to be pre-viva marked by UNL staff in Hong Kong. All new HKCI staff supervising projects and acting as module tutors will receive staff development induction on assessment standards from a member of the UNL management team (42).
- All project students are now required to produce an interim report at the half-way stage and to discuss their progress with the UNL Link Coordinator (43). The School will review whether the interim report should be an assessment requirement to ensure communication and progress on student projects.
- Through the continuing staff development process UNL ensures that HKCI staff gain further knowledge and experience of marking coursework and projects. UNL will instigate parallel marking by UNL tutors of first coursework documentation for modules undertaken by HKCI students. Any differences in marking grades will continue to be managed by UNL and local HKCI tutors during the relevant UNL module tutor's visit. Once consistency in coursework marking standards has been established over two consecutive visits, parallel marking will not be required for the experienced HKCI tutor (42).
- HKCI tutors will receive feedback from the UNL module tutors including the Module Monitoring Form and a commentary on any issues arising (46).
- In conducting and moderating assessment, the School will continue to employ the one cohort approach for the advantage of equity, while separate statistics will be provided for HKCI students to monitor their performance and any trends related thereto (45).
- The University will continue to encourage students to take advantage of the English language classes, highlighting the fact that for some their assessment would improve significantly with better English (34).
- The University intends to implement changes to the standard transcript and certificate to make it compatible with the QAA Code of practice in the very near future (13).
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The statement to HKCAA will be clarified so that it indicates that staff
are required to provide 12 contact hours in HKCI (21).
*As supplied by the University of North London
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