The broad theme of learning and teaching was examined through the perspectives on the processes that were targeted to enhance: ( 1 ) programme development and moderation, (2) evaluation and monitoring, and (3) staff development and awareness.
5. 4.2. 1 Programme development and moderation
Programme development and review of qualifications related to the 'Standard 2' of the AQMS of ABC College. The Standard states:
An educationally sound, effective process is used for the development, approval and review of all qualifications, programmes and courses associated with the institutions.
Stakeholders have appropriate opportunities to give feedback on programmes and to be involved in the development and review of programme outcome. (ABC College, 2005, p. 22)
Over the years the ITPs appear to have developed a rigorous system for development and handling programme development for change. Programme development ensured
that they were consistent with the institution's mission, vision and strategic direction and that they are educationally sound. The Academic Board, as the highest academic policy making body, ensured that the new programmes that have received 'approval in principle', was developed in accordance with the profile and charter of the Institution and that the programme complies with the provisions of the Institute's Academic Statute (ABC College, 2005).
A 'formal approval' process was also reported as instituted by the Academic Approvals Committee (a sub-committee of Academic Board) of new programmes (ABC College, 2005). This process followed a detailed scrutiny of the proposed new curriculum, to ensure that the design of the curriculum has followed established procedures and meets 'quality' expectations, as per the quality standards.
In addition, it ensures that plans for ongoing development, review and redevelopment of the programmes were in place and were implemented in consultation with stakeholder groups. As one participant explained:
We have a stakeholders' committee for programmes or suites of programmes and that gives us feedback. And they will tell us whether what we're doing meets their needs or not. That probably is the biggest feedback we get. We've also got regional advisory committees for the whole institution on different sites. (MQ06-ABC)
Academic staff members at ABC College were also supported by a team of Academic Advisors27. The main thrust of the Academic Advisors' task was to offer curriculum development advice on changes to academic programmes and to work with the staff to ensure that they received a curriculum which was sound and it would ensure that the approval processes were completed (MQ06-ABC). The latter activity included the internal approval processes and then, if accreditation was required, the Academic Advisors would help with the organisation of this accreditation. The stated views of some participants regarding this role indicated that they spent a great deal of time with teaching teams on course development, to make sure that the process was right from the beginning (MQOI -ABC).
The Academic Advisers also "pick up a lot of informal information" that they and some in senior QA work "can go and chat" about (MQ05-ABC). Each Academic Adviser has a portfolio of programmes. They were in a position to see how the
programmes were delivered at various campuses of the Institution which gives them "quite a good picture . . . which they can help link with the best practices" (MQ05- ABC).
The procedures in place for programme development appears to be elaborate and
hence perceived by some as bureaucratic and time consuming. One participant notes that there is a "healthy friction between wanting to respond quickly to students and
industry requirements versus following procedures and processes" (MQ05-ABC). The participant further elaborated this tension as follows:
Even the Deans . . . find the process bureaucratic and long. At times they feel it' s unnecessary although as they begin to use it more and more, it doesn't come so complicated and they appear to be managing the process quite well. But anybody who' s coming into it new . . . if they get really excited and if there are say 20 students and the industry wants this, you
know they can't sort of chuck a programme together and run it. (MQ06-
ABC)
Closely aligned to programme development and reVIew IS the assessment and
moderation. According to the Institution's AQMS, "the ABC College is committed to ensuring that assessment is fair, valid and reliable" (ABC College, 2005). A number of policies and procedures were in place to ensure good practice is employed for assessment and moderation. Being a multi-campus institution, internal moderation included inter-campus moderation of student assessment processes and outcomes as well.
5.4.2.2 Evaluation and monitoring
In order to achieve internal QA objectives, the ABC College had in place a number of evaluation and monitoring processes. A notable element of the evaluation process was
the student evaluation of programmes each semester and student feedback through
biannual surveys. (See Section 5.4.3, pp. 1 5 1 - 1 52). The monitoring and review of programmes include consideration of their currency especially to meet industry needs
(ABC College, 2005). This was undertaken through an annual programme report and
action plan for improvement.
Internal audits and reviews of aspects of the Institute' s academic systems, regulations and practices, were carried out based on an annual internal programme audit plan, approved by the Academic Board. Additionally a review of the College's quality management systems in relation to their currency, by senior managers also took place on a biannual basis.
As part of the institutional monitoring processes, review of feedback from student surveys and audit reviews at Boards of Studies and/or Academic Board also took place.
Chapter Five: Presentation of Results - The Secondary Case Studies 1 50 5. 4.2. 3 Staff development and awareness
Staff development and awareness included providing opportunities for them to undertake adult learning and teaching programmes with support from Academic
Advisors and obtaining staff 'buy-in' .
Staffing is a critical resource in the policy process o f QA in any TEIs. At ABC College, one participant noted that, overarching all the faculties and teaching learning teams, there is an acknowledgment of adult learning and teaching (MQOI -ABC). The same participant, with reference to two institutional requirements, substantiated this as follows:
We have a policy that all of our teaching staff (a) have qualifications above the level they are teaching, and (b) have training and mentoring in adult learning. (MQO I -ABC)
Another ABC College participant reiterated the emphasis on gaining tertiary level teaching competence as follows:
[We] make sure that all our staff have got some teaching qualification because polytechnics have often brought the industry person who is well recognised but may not have any teaching qualification. So we are really conscious of starting at that point. We provide an 'adult certificate' ; . . . which isn't a lot. . . . If you haven't got, you've got to do it. This is the minimum. (MQ05-ABC)
This 'adult teaching certificate' is compulsory at the ABC College. As one KI stated for polytechnic teachers this is not a national requirement at this stage. However, it was believed that it would be so in the future.
For the success of QA programmes, nearly all participants expressed the importance of staff buy-in as a critical requirement. "If you don't have that you are not going to get very far," asserted one participant (MQ04-ABC). According to this participant, even in policy development, the involvement of staff was crucial.
I think the staff feel as if they have buy-in if they are able to contribute to the policies. That's the main thing . . . . They have a 2-week consultation period. They get the draft. They can offer their opinions. . . . their suggestions are taken back to whoever is actually writing the policy. They might be amended, they may not be, but normally the staff will get feedback as to why their suggestions haven't been taken up. So it's really a whole 'buy-in' thing, 'Okay, I have contributed to this policy, so it's my responsibility to see that it goes well' . (MQ04-NZ)
Chapter Five: Presentation of Results - The Secondary Case Studies 1 5 1
5.4.3 Student Engagement: Survey and Student Evaluation
ABC College paid particular attention to removing barriers to student access to tertiary education and subsequent barriers to student success. Exceeding student expectation was a major part of its quality philosophy. Hence, obtaining student feedback, not only from student surveys and programme evaluations but from a variety of sources, was regularly carried out. The Institution conducted two main student surveys throughout the year. One was the 'first impression' survey undertaken with students who were just starting their courses. This survey was conducted fairly early in the year, to find out students' first impressions of the institution and to identify any problems that might be arising, so that they could be fixed as quickly as possible (MQOI -ABC). The other student survey was the main ' student satisfaction' survey, conducted across all students. This survey was conducted later in the academic year around August/September and it sampled the whole institution.
One participant was convinced that students would be forthcoming in their feedback during such surveys:
The students will tell you if they are receiving the right sort of teaching method to suit them. We're also actually working in terms of 'have they surveyed their client group, and are they providing what is required out there? ' (MQ04-ABC)
At the same time, the same participant admitted that, although a lot of information was gathered from students, particularly during audits, not all information gathered was useful.
A lot of it is hot air; a lot of students . . . use the audit perhaps as an avenue to vent their frustrations. That's fine, but we cut through a lot of that and question them about 'How is this going to impact on you? ' 'Why is this happening? ', 'How can we make improvements? ' Again it's getting their buy-in too, because they feel comfortable they can share their information with us and we can share it in the end in feedback with their tutors and lecturers. (MQ04-ABC)
Another participant also agreed that student surveys needed to be read with a degree of caution.
I have done a lot of student satisfaction surveys and most of those students are pretty satisfied with their teaching/learning experience, even if I as educator know that there are people teaching on that programme who I would consider would need further staff development. Students notoriously will be more interested in and will be more vocal about, 'how far they have to walk to the library' , 'the number of car parks', 'how good the food is', and 'what's in the sandwiches in cafes ' . Those things tend to
1 52 overtake some of the real fundamental shifts in teaching that we are trying to actually create. (MQ02-ABC)
These excerpts indicated that student buy-in was also important, in the same way as seeking staff buy-in and was critical in the implementation of QA policies. Instead of regular student surveys, through the more traditional filling of forms, the conducting of ' focus groups' may be an alternative, or even a complementary strategy, for QA. The following participant subscribed to this approach.
Some of the student satisfaction surveys I have done have been around developing focus groups of students to get the real questions out. It's looking at the satisfaction level as well as an importance rating on the various things. (MQ02-NZ)