ACHEA Conference July 2002

1
Toward a student centeredUniversity of the West
Indies Meeting the challenges for a
highquality learning experience

• Presented by
• Sandra Gift
• Senior Programme Officer
• Quality Assurance Unit
• University of the West Indies

2
Content of Presentation

• Perspectives of reviewers on the quality of the
  learning experience
• Some principles for high quality learning
• Understanding student learning
• Teaching and learning for employability, and
• Students as stakeholders in the assessment of
  learning
• General quality assurance issues

3
Factors underlying concernsabout quality

• Rising costs
• Efficient use of resources
• Relevance of programmes offered
• Educational achievements vs. programme objectives
• Desire for international recognition
• Assurance of employability

4
Conditions favouring a high qualitylearning
experience (1998-2000)

• Modern facilities (laboratories etc.)
• Modern, well stocked library
• Competent and helpful academic staff
• Industry links and employers satisfaction
• Vocationally oriented education
• Courses met stated aims and objectives

5
Conditions favouring a high qualitylearning
experience (1998-2000) Contd

• Assessment by coursework in addition to written
  examinations
• Quality assurance and enhancement process
  established
• Innovative teaching methods employed
• Significant improvement in quality of students
  intellects, skills of expression, argumentation
  and analysis

6
Conditions militating against a high quality
learning experience (1998-2000)

• Pedagogical problems
• Bunching of assignments
• Insufficient time for reflection
• Lectures as the principal mode of teaching
• Some out-dated laboratory equipment
• Inadequate stock for some library items
• Insufficient computer resources

7
Conditions militating against a high quality
learning experience (1998-2000) contd

• Lack of adequate linkages to the World of Work
• Lack of guidance in course selection viz-a-viz
  career development
• Passive attitude of students toward learning
• Non-utilization of advice of external examiners
• Lack of staff development to support better
  quality student learning

8
Towards a high quality learning experience

• UWIs strategic plan 2002-2007 focus
• Student-driven and supportive learning
  environment
• Increases in service quality
• Expansion and enhanced resourcing of Quality
  Assurance System to encourage and facilitate,
  inter alia
• A comprehensive curriculum review

9
Towards a high quality learning experience
(contd)

• Analysis of examination results and teaching,
  learning and assessment methods
• Assisting students in developing entrepreneurial
  attitudes and skills
• Devoting greater attention to pedagogy
• Excellence in teaching, scholarship and research
• Aligning degree options with emerging career
  options

10
Implications for higher educationadministrators

• Critical inputs
• Exercise the greatest care in the recruitment of
  teaching staff
• Continuously maintain and upgrade the physical
  environment and range of general resources
• Create a healthy emotional environment for
  student learning

11
Understanding student learning

• Managers of students learning must
• Be concerned about the acquisition and
  application of knowledge of pedagogy and learning
  styles
• Ensure staff development for better understanding
  of student learning
• Take into consideration the needs of mature
  students in higher education
• Recognize that less mature students may not be
  adult learners

12
How students learn- some precepts

• Students assimilate the same experience
  differently
• Teachers may need to extend/modify the approach
  of many students
• Students have to be made to engage the subject
  matter so that transformation and internalization
  can occur

13
How students learn- some precepts (contd)

• Students new to a discipline may require
  conceptual orientation
• Teachers need to assess students to effectively
  address underlying misconceptions or knowledge
  gaps
• Teachers and students are both responsible for
  managing the learning process

14
How students learn- some precepts (contd)

• Feedback is important
• Prior knowledge needs to be activated
• Learning best takes place in a relevant context
• The environment is a critical determinant of the
  learning outcome
• Reduce the amount of didactic teaching

15
How students learn- some precepts (contd)

• Avoid content overload, too much material will
  encourage a surface approach
• Assessment has a powerful impact on student
  behaviour (Fry, Ketteridge and Marshall, 2001)

16
Teaching and learning foremployability

• Emerging elements of employability
• Emphasis on learning to learn
• Effective communication
• Competent numeracy
• Computer literacy and special competencies
• Interpersonal skills
• Problem-solving skills
• Ability to manage transitions
• Personal attitudes and attributes

17
Teaching and learning foremployability

• Other elements of employability
• Critical evaluation of the transfer of theory to
  practice
• Personal attributes such as self-reliance and
  flexibility
• Knowledge of organizational theory and behaviour

18
Factors for effective skills provision

• Students must be active learners
• Skills provision must be
• Time-tabled
• Assigned academic credit
• Relevant to syllabuses and assignments
• Realistic and related to students interests
• Properly integrated either through subject
  units or through specially designed units

19
Factors for effective skills provision

• Skills provision must be (contd)
• Assessed
• Graded
• Interesting
• Supported by relevant staff
• Goal-driven
• flexible
• Greater emphasis need to be placed on team-based
  approach

20
Challenges for higher education administrators

• Bringing into the classroom elements of the world
  of work
• Transformation of the curricula to achieve
  worthwhile skills development
• Recognition of extra-curricula activities
• Use of specialist support for delivering skills
• Developing the role played by career services
• Legitimizing employability attributes through
  credit and assessment

21
Assessment of learning- students as stakeholders
-

• Assessment provides an indication of educational
  effectiveness
• Students perspectives have been marginalized
• Students value assessment when
• The marking can be trusted
• True capabilities are measured, and, accurately
• Provides effective feedback and recommendations
  for improvement

22
Assessment of learning- students as stakeholders
-

• Students are critical of conventional
  examinations
• Examinations largely test memory as poor
  learning,
• Examinations are inappropriate ways of assessing
  genuine capabilities and knowledge (Mc Dowell
  and Sambee, 1999)
• Students found alternative assessment to be
  stimulating and challenging

23
Assessment of learning- students as stakeholders
-

• Increase in the use of alternative assessment
  signals a trend to involve students in
  assessment.
• True nature of the student experience is often
  different from what curriculum objectives target.
• Explore ways to incorporate students views on
  assessment.

24
Quality assurance and qualitymonitoring

• Quality enhancement can be sustained only if it
  is premised on the energies and initiatives of
  frontline academics.
• The work situation and the motivational
  well-being of staff at ground level are important

25
Quality assurance and qualitymonitoring some
issues

• Key Questions
• Is there staff ownership of procedures?
• Is there a fully embedded quality culture?
• Is the Quality focus leading to real improvement?
• Are staff members committed to UWI?
• Is teaching sufficiently recognized and rewarded?

26
Quality assurance and qualitymonitoring some
issues

• As administrators of the quality assurance system
  we need to
• Take full account of the constraints and any
  particular circumstances of the context which can
  impact negatively on the implementation of policy
  for enhancing the quality of the student learning
  experience.
• Understand how academics perceive the effort to
  enhance quality what they actually do and the
  ways in which they adapt policy or work around it.

27
Quality assurance and qualitymonitoring some
issues

• Individuals make the difference
• It is important to note that individuals make the
  difference in ensuring quality and standards.
• The dedication, care, competence and imagination
  of individuals affect the experience and
  achievement of the students.