Course identity and collaborative provision: opportunities and challenges Dr David Chan (SCOPE, City University, Hong Kong) Dr Gary Taylor (PSP, SHU) and Mary Haynes (ECI, SHU)

Development and Society: Collaborative provision Mary Haynes Collaborative Coordinator

Development and Society: Collaborative partnerships UK based partnerships  colleges  universities  NHS trust  charity  school International partnerships  France  Hong Kong  Malaysia  Singapore  Sri Lanka/multi site delivery across Middle East

Development and Society: Collaborative partnerships Range of partnerships  franchise  articulation  dual award  externally validated awards  collaborative development and delivery

 long term strategic approach to guide our work in partnership with others  QAA guidance  assure quality and academic standards  high quality higher education learning environment  parity of student experience  enhance academic standing of SHU awards Development and Society: Collaborative partnerships

Working in partnership with others how do we:  take account of the different cultural context  accommodate local expertise in framework set by SHU  understand and respond to students in partnerships  enhance course identity for staff and students  identify key/emerging issues

Collaborative partnership between PSP (SHU) and SCOPE (Hong Kong) Dr Gary Taylor Psychology, Sociology and Politics

 In existence since  Joint teaching depending upon mode  Mode 1: SHU lectures/fly-ins and Hong Kong seminar/tutorial support  Mode 2: Hong Kong lectures and seminars/tutorial support- supported by SHU mode 2 tutor (sharing resources, providing guidance, moderating student work)  Daytime ( ) and evening (7-10) teaching The Hong Kong partnership

 Importance of comparative context (Europe/Asian Pacific)  Use of visual aids to breakdown linguistic barriers  Slower pace of delivery  Importance of clear explanations of terms and concepts  Making use of screencasts for mode 2 Adapting the content of courses

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

 Electronic chapters of key readings  Extra clarity  Provide teaching materials (slides) before session- allowing for supplementary notes  Support on assessment techniques  Extensive support from SCOPE tutors (6 seminars plus two weekend schools for each module) Support for students

 Importance of fostering team spirit  Regular s correspondence  Face to face meetings with module teams during fly- ins  Need to discuss tutorial/seminar topics delivered by Hong Kong staff  Importance and urgency of regular administrative support teams Coordination with staff in Hong Kong

 Maintaining effective and timely communication  Managing large groups of students  Updating and clarifying quality procedures (including ACPs and ECs)  Moderation of assessment instruments  Importance of sharing good practice Structural challenges

Collaborative partnership: SCOPE, City University, Hong Kong Dr David Chan (SCOPE, City University, Hong Kong)

Teaching and Learning Institutional Development Professional Relationship and Services

Teaching and Learning (I) Subject Matter Knowledge  Command of subject matter knowledge  Updating of subject matter knowledge and search for new subject knowledge  Sharing and exchange of subject teaching practice 17

Teaching and Learning (II) Curriculum and Pedagogical Content Knowledge  Command and application of pedagogical content knowledge  Curriculum design, implementation and improvement  Updating and sharing of pedagogical content knowledge 18

Teaching and Learning (III) Teaching Strategies and Skills, Use of Language and Multi-Media  Knowledge and application of teaching strategies and skills  Language proficiency  Motivation of student learning through different teaching methods and multi-media  Research and dissemination on teaching strategies and skills 19

Teaching and Learning (IV) Assessment and Evaluation  Student assessment methods and procedures  Use of student assessment results  Evaluation and review of teaching and learning programmes 20

Institutional Development (I) Vision and Mission, Culture and Ethos of Organization  Adaptation to the organizational vision and mission culture and ethos  Actualisation of organizational beliefs, vision and mission  Cultivation of a caring and inviting organizational climate  Contribution to reviewing the organizational vision and mission, as well as promoting the organizational culture and organization image 21

Institutional Development (II) Policies, Procedures and Practices  Understanding organizational goals and policies  Implementation of organizational policies, procedures and practices  Formulation of organizational policies, review of procedures and practices for continuous organizational development 22

Institutional Development (III) Home-Institution Collaboration  Understanding students’ family backgrounds  Communication with parents if necessary  Involvement in parent-related activities  Building trust with parents for further development 23

Institutional Development (IV) Responsiveness to Societal Values and Changes  Awareness and knowledge of societal changes in relation to their impact on institution  Responsiveness to societal changes and issues related to social values 24

Professional Relationships and Services (I) Collaborative Relationships within the Institution  Working relationships with individuals  Working relationships with groups  Working relationships within formal structures  Working relationships with industrial networks 25

Professional Relationships and Services (II) Teachers’ Professional Development  Sharing of knowledge and good practices with others  Contributions to teachers’ professional development 26

Professional Relationships and Services (III) Involvement in Policies Related to Education  Awareness and knowledge of policies related to education  Responsiveness to policies related to education  Contribution to policies related to education 27

Professional Relationships and Services (IV) Education-related Community Services and Voluntary Work  Interaction with the broader community  Participation in education-related community services and voluntary work 28

Six Philosophical Areas Belief that all students can learn Love and care for students Respect for diversity Commitment and dedication to the profession Collaboration, sharing and team spirit Passion for continuous learning and excellence 29

Student Development (I) Students’ Diverse Needs in Institution  Understanding student’s diverse needs  Identifying and supporting student’s diverse needs  Collegial collaboration in identifying and supporting students’ diverse needs. 30

Student Development (II) Rapport with Students  Awareness of the importance of establishing rapport with students  Building trust and rapport with students 31

Student Development (III) Pastoral Care for Students  Providing pastoral care for students  Collegial collaboration in providing pastoral care 32

Student Development (IV) Students’ Different Learning Experience  Participation and implementation  Planning and organization  Whole person development of students 33

Proposed Framework of Teaching Competence in Higher Education Learning and Teaching Dimension on understanding why learners learn Dimension on Pedagogical Content Dimension on Pedagogical Learner Knowledge Dimension on Pedagogical Context Knowledge Dimension on Theories of Learning Institutional Development Dimension on Professional Development Dimension on specific roles within the institution Self Actualization Dimension on self- management Dimension on professional relationship 34

Thank you