Developing a competency framework for practitioners of English for Specific engineering purposes (ESEP)

The English for Specific Engineering Purposes (ESEP) competencies of ESL practitioners teaching English for Specific Academic Purposes (ESAP) at Malaysian engineering and technical (MTUN) universities is vital in ensuring quality learning and teaching of language and communication skills at those institutions. This study aims to develop a competency framework for ESEP practitioners at MTUN universities. The development of the framework was conducted in two phases using the exploratory sequential mixed methods. The first phase comprises qualitative data gathered from document analyses, related literature and semi structured interviews. This study is framed by the principles of Malaysian Teacher Standards (MTS) i.e. the Professional Values, Knowledge and Understanding, and Skills of Learning and Teaching. The principles are represented by Walker's Professional ELT Service Standards, Venkatraman and Prema's Competencies for Teachers of English in Engineering Colleges and BALEAP Framework. The second phase comprises quantitative data gathered from three Delphi rounds with 14 ESEP experts and a survey of 101 MTUN ESEP practitioners. Finding from the qualitative inquiry revealed evidence of the three principles in identifying the practitioners required competency which implicates two types of professional development training. Formal and informal. The quantitative analyses using SmartPLS software identified the second principle (ESEP Knowledge and Understanding) and 'patient when learners have difficulties in learning as the prevalent principle and competency item for ESEP practitioners. This confirms the importance of ESEP practitioners. This confirms the importance of ESEP practitioners, knowledge and understanding in engineering to elevate their status and recognitions, as well as enhance learners interest in learning the language. The competency framework for ESEP practitioners was also validated in terms of its realibility and validity based on a measurement model developed from the sofware. The framework could be a standard for the practitioners learning and teaching practices and employed as a standard evaluation for quality enhancement professional development training and recruitment purposes. The finding also implicate the need for the local quality agencies to specify a standard of competencies as a guideline for ESEP practitioners qualifications teaching at MTUN universities

Two discourses: Researchers and policy-making in higher education

The theme of this article focuses on how policy discourse and research discourse meet in contract research in higher education. The interplay of these discourses has consequences for researchers who have to balance conflicting demands, which we view as links between research and policy cycles. Two evaluation studies on the introduction and effects of new policy instruments are discussed, focusing on the interaction between policy needs, and research design. The examples are taken from policies in the development towards increasing self-regulation in higher education, of which Finland and the Netherlands are interesting examples in the European context

Excellence and Quality in Andalusia University Library System

From 1996 onwards, then, the Quality Assessment National Plan and the adoption of its agenda by regional authorities and Universities alike has resulted in a growing acceptance by the Spanish academic community of the challenges and opportunities offered by evaluation and quality assurance activities. Academic librarians have been committed to this culture of quality from the very beginnings and in most cases have being leading the way in their own institutions. General tools like the Evaluation Guide referred to above developed to be applied in administration and services alike were of little use for libraries, so academic libraries have been the first units to develop their own evaluation guides at local and regional levels. University System in Andalusia (Spain) is formed by 10 Universities financed by regional government. The Quality Unit of Andalusia Universities convened in 2000 an Assessment University Libraries Pilot Plan to do a global analysis of the Library System. This Pilot Plan has had three steps: - During 2000-2002, a technical committee to draft a new evaluation guide for academic libraries. Based on the EFQM, because of its growing influence in the evaluation of the public sector and not-for-profit organizations across Europe. During the course of our work we were delighted to see that we concurred basically with the approach taken by LISIM. The Guide is divided into 5 parts, as follows: Analysis and Description of 9 criteria adapted to library scenario, 35 Tables for data collection, a set of 30 quality and performance Indicators, a Excellence-rating matrix, an objective tool, to determine the level of excellence achieved by the library on a scale from 0 to 10, and General guidelines for the Assessment Committees of University Departments (the basic unit of research assessment undertaken by the University) and of degree courses (the basic unit of assessment of teaching personnel). - In 2002-2004, a coordination committee drove the assessment process of 9 libraries and tested materials and evaluation methodology. The Pilot Plan has finalised with External Evaluation for 5 External Committee formed by librarians, faculties and EFQM methodology specialist. The aim of this paper is explain different parts and strong points of this process and how EFQM is suitable for all kind of librarie

The whole of university experience: retention, attrition, learning and personal support interventions during undergraduate business studies

The Whole of University Experience (WoUE) project examined factors underpinning attrition in the first, second and third year of a business degree at six Australian universities – Griffith University, Monash University, Murdoch University, University of South Australia, University of Southern Queensland, and University of the Sunshine Coast. A questionnaire completed in 2008, 2009, and 2010 by a total of 7,486 students enabled gathering of data relating to demographics; students’ experience of university; their use and perceptions of the usefulness of student support interventions; open-ended comments about the best and worst aspects of the university experience; and aspects in need of improvement. In each year a small number of students were also interviewed for the purpose of fleshing out the survey data and exploring the interactions between various factors associated with attrition. Overall, the data strongly indicates that factors related to attrition are generally university-specific and reflect both student characteristics and their responses to the specific institutional culture and environment. The only attrition triggers which span most universities and most years of study are ‘lack of a clear reason for being at university’ and ‘the feeling of having insufficient ability to succeed at university’. Correlation analysis relating 70 statements probing students’ experience of university to the strength of their intention to leave before completing a degree revealed notable differentiation in attrition triggers on the basis of year of study. Follow-up analysis in one university indicated further differentiation in the triggers for attrition, semester by semester. It seems that many different factors underpin attrition decisions in any one institution and for any one individual, for whom attrition appears to be the result of the aggregation of diverse factors generally followed by ‘the straw that broke the camel’s back’. When responses are grouped by demographic variables some difference in the factors associated with domestic and international student attrition is apparent, but no difference in the factors associated with their sense of satisfaction or belonging is obvious. In the responses of international and domestic students to issues of teaching quality, differences primarily related to expectations regarding teaching staff approachability, availability and helpfulness. For students enrolled part-time or full-time different factors underpin attrition, and attrition triggers also differ on the basis of time spent on campus and average grades. Preliminary analysis suggests that having to take a loan or engage in full-time work to fund studies is a greater attrition risk factor in most universities than is the receipt of Centrelink benefits (which may be seen as a proxy indicator for low socio-economic status). Analysis of responses to questions about the use and usefulness of student support interventions indicates that, in general, when students use personal support interventions these are mostly seen as very useful. However, data also indicate that many, and often the majority of, students have either not used or are not aware of the support services available. Practically, the project has delivered, and will continue to deliver, significant value to the higher education sector. On the basis of evidence from the project, partner universities have begun addressing high-value student retention issues and it is expected that this evidence will continue to influence institutional decision-making for several years beyond the life of the project. Dissemination activities external to partner universities, including publication of five journal articles and numerous workshops or presentations, have assisted staff in other universities to reflect upon issues critical to student retention in both first year and beyond. Further publication outcomes are expected. Critically, as indicated in the independent project evaluation, “the project has directed much needed attention to factors associated with attrition in later years of the student experience (second and third years) … facilitated discussion around frameworks for evidence-based institutional responses that constitute effective interventions … [and] reinforced the need for institutions to collect their own data on the student experience to inform individual institutional responses and interventions”

Assessing the infusion of sustainability principles into university curricula

open3siThe current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were ìhuman connections to the physical and natural worldî, and ìethics/valuesî. The most relevant ESD topics were: ìsustainable production/consumptionî and ìhealth promotionî. The most infused ESD pillars (competencies) were: ìlearning to knowî and ìlearning to doî. The most relevant ESD principles were: ìpracticed locallyî and ìresponds through applied learningî. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula. Keywords: education for sustainable development, higher education, professional development, curricula revision, Reorient University Curricula to Address Sustainability (RUCAS)openBiasutti, Michele; De Baz, Theodora; Alshawa, HalaBiasutti, Michele; De Baz, Theodora; Alshawa, Hal

Towards a Research Strategy on Learning & Teaching. Report of a study to assist HEFCE in the development of a long-term research and evaluation plan to underpin its policies on learning and teaching

The Council commissioned the Centre for Higher Education Research and Information (CHERI) to conduct a scoping study to assist in the development of the Council’s longterm research and evaluation strategy for learning and teaching. Members of the project team have conducted interviews with a large number of HEFCE staff and with staff and representatives of other national bodies and higher education institutions, have scrutinised HEFCE research and evaluation reports, and have investigated the approaches and experiences of a number of other countries

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic