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Teaching and Learning Quality Process Review Document
March 1996
Table of Contents
1 Institutional Perspectives On Teaching And Learning......................................................... 1
l . l A statement on the mission and role of Lingnan College ................................................ ... .......... .1 1.2 Teaching and learning quality : a decade ofdevelopment ............................. .................. ..... ...... ... 1 1.3 Brief explanation of the whole~person development approach to education ...... ..... ........ ..... ......... ! 1.4 Brief description of Lingnan College, including student and staff profiles and financial
summary .......... ......... ........... ............ ........... ...... .......... ................................................. ............... .... 2 I.S Lingnan College's philosophy on teaching, learning and scholarship ........................................... 2 1.6 Description of Lingnan College's physical environment, with special emphasis on the
facilities that promote teaching and learning quality .................................................................... 3
2 Academic : Undergraduate and Postgraduate Programmes................................................ 4
2. 1 Description of the progratnrnes .... .............................................. .... ............................. .......... 4 2. /.1 Undergraduate honours programmes ..................................... ................................... 4 2. 1.2 Poslgraduate programmes.............................................................................. ....... ... 5
2 .2. Description of the internal development processes fur new programme proposals and review processes for existing programme structural revisions ........ : ............. .......... .............. ........ $
2 .3 Description of the processes for monitoring programmes, programme management, teaching and learning, and programme feedback mechanisms ....... ................ .... ............... ........................ ...$
2.4 Description of the monitoring procedures for programme entry qualifications and programme completion and attrition rates ................................................................ ................ ... ..6 2.4.1 Monitoring procedures for programme entry qualifications ........ ....................................6 2. 4.2 Programme completion rates .. ..... .. ..... ...... ... ........ ... ........ .......................................... ........ 6 2. 4. 3 Programme attrition rates .......... .... ... ............ ...... ............ ........... ................... .................... 7
3 Teaching Enhancement: Policies and Practices.................................................................... 7
3.1 Procedures for monitoring teaching and supervision quality........ ............................. ................... 7 3.2 Personnel practices that emphasise commitment to enhancing teaching quality........................... 7 3.3 Other practices which encourage commitment to enhancing teaching quality.............................. 8 3.4 Procedures for monitoring the scholarly activities of teachers ................. ...... ....... ...... ...... ........... 8
4 Learning Enhancement........................................................... ..... ..... ........................................ 9
4: 1 Academic programme design features that enhance learning quality .......................................... . 9 4.2 The promotion of students' acceptance of their responsibility for learning ................ ............ ... I 0 4.3 Student learning support services...... ...... .... ..................... .............. ... ............... ......... ..... ............. I 0 4.4 Student~staffconsultation processes ............ ................................... ............................................ 1I 4.5 Student evaluation ofcourses, teaching and supervision effectiveness ........................................... ll 4.6 Examination procedures : external assessments of learning outcomes ..... ....... ...................... .... .. 1 I 4 .7 Student performance monitoring procedures (including Boards of Examiners, the
Examinations Comminee and the Academic Board) ......... ...... .... ........................ .... ...... .............. I2 4.8 Monitoring graduate performance ......... .. .. .................... .................... ...... .. ......... .... ......... ...... ....... 12 4.9 Graduates proceeding to further studies ........ ...................................... .......... ..... ............ ....... .. ..... 12
5 Self-evaluation of the Procedures and Systems ................................................................... 13
5.1 An assessment of how well institutiona l practices have promoted teaching and learning quality ···:··· ....................... ...................... .............. ........... .......... .................. ......... ........... ........._. .. . 13
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Table of Contents
5.2 An assessment of the extent to which good teaching has been acknowledged by Lingnan College.. ................................................. ............. ................... ... .......... ....... .......... ........... .. ... ...... ... l3
5.3 An assessment of the degree to which Lingnan College has established an academic quality culture ... ....... .................. .................. ........... ...................... ............... ....... ............. ................ ........ . 14
S.4 An assessment of the effectiveness ofcurrent practice in ensuring teaching and learning quality ... ............... ...... ......... .... .............. .............................. .... ............................................ .......... 14
5.4. 1 Curriculum Design ......... ......... ...... ............................ : ........... .......... .................. ... ...... ..... 14
5.4. 2 Pedagogical Design.... .............. ..... ................. .................... .. ........................... .... .... ... ..... IS 5.4. 3 The Implementation ofTeaching and Learning ................ ....... ...... ................................. 15 5.4. 4 Learning Outcomes............... ... ......................... ......... ......... ....... .................. ............ ........ IS
5.4.5 Resources to Support Quality Teaching and Learning Outcomes ..................... ... .......... 16
Conclusion ..... .......................................................................... : ............................................... 16
Attachment .............................................................................................................................. 17
Appendix 1 -Student Profile ................................................................................................. 18
Appendix 2 - Staff Profile ...................................................................................................... 19
Appendix 3- Graduate Survey Result.................................................................................. 21
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1 Institutional Perspectives On Teaching And Learning
1.1 A statement Oil the mission and role ofLingnan College
Lingnan's mission is to strive for excellence in education. It seeks to provide its students with an education in the liberal arts tradition which produces a sound intellectual foundation that enables them to think, judge, care and, ultimately, act responsibly in the changing circumstances ofHong Kong, the region and the world.
Lingnan seeks to accomplish this mission by :
developing integrated programmes of study at undergraduate and postgraduate level relevant to Hong Kong's needs in a changing international environment;
ensuring that students have adequate language and communication skills to cope with Hong Kong's multilingua l environment;
promoting effective teaching, innovative research and intellectual discourse;
creating a campus atmosphere conducive to strengthening interpersonal relationships on the basis of respect, trust and care;
increasing formal and informal access so that the loca l and international community may utilise the resources ofLingnan to their best benefit;
interacting with different sectors of society to understand how best to serve their needs; and
providing the community with as much information as possible to ensure transparency ofoperations.
1.2 Teachillg and learning quality : a decade ofdevelopment
In the past ten years Lingnan has progressed from being a post-secondary college to a tertiary-level institution offering undergraduate and postgraduate degrees. To achieve this transition Lingnan has had to upgrade the academic qualifications of its staff and recruit experienced academics locally and internationa lly. lt has also had to establish mechanisms for degree programme design, implementation and review. At the Faculty!Oivision leve l, Degree Prog ramme Committees have been established. At the College level, the Academic Board established the Academic Validation and Monitoring· Committee, headed by the Director of Degree Development. This committee became the Academic Quality Assurance Committee (AQAC), under the chairmanship of the Vice-President. A separate committee ·· the Teaching Quality and Development Committee (TQDC) -- has also been established. Responsibility for institution-wide academic quality assurance rest with the Assoc iate Vice-president (Academic) through the Vice-President.
1.3 Brief explanation of tire whole-person development approach to ed11cation
Lingoan believes that in preparing i1s students for the future it is necessary not only to develop their intellectual capacity but also to cultivate the whole person, including the dispositions of soc ial , emotional, moral, physical and aesthetic aspects of the
personality. Activities complementary to the core teaching functions of higher education are necessary so that students will be able to realise their full potential and become responsible members of society. Bi-weekly College assemblies are held, at which distinguished guest speakers are invited to explore diverse topics, to broaden students' knowledge and experience and to increase their social and cultural awareness. Topics include moral, social and political issues. It is encouraging that student groups actively initiate different topics of concern to them.
1.4 Brief description of Lingnan College, incfltding student and staff profiles andfinancial summary
Lingnao became a degree-granting institution in 1991 and has three Faculties: Arts (Departments of Chinese, English and Translation), Business (Departments of Accounting and Finance, Computer Studies, Management, and Marketing and International Business). Social Sciences (Departments of Economics, and Politics and Sociology), and a General Education Division. In the academic year 1995/96, there are 2,059 students and 136 a eadem ic staff. Appendices l and 2 show details of student and staff profiles and a financial summary appears below.
Financial Summary
1991~94 1995-98* 1. Recurrent Revenue (HK$'000) (HK$,000)
Government 367,139 615,502 Student Fees 54,085 226,517 Others (e.g. interest received 14,244 37,627 from fixed deposits, rental recovery from staff quarters)
2. Recurrent Expenditure Salaries, etc. 350,882 74&,490 Research Expenditure 12,906 27,083 Staff Development 2,402 6,200 Library 38,949 62,048 Computer 18,654 33,437
*Estimate
1.5 Lingnan College's philosophy on teaching, learning and scholarship
Lingnan places emphasis on its teaching role and fully recognises that enhancing teaching and learning quality requires the fostering of a synergistic relationship between teachi ng and scholarship. Achieving this Syflergy has been, and continues to be, a high priority in Lingnan's recent academic development. Teaching and learning excellence, for both its students and staff, is thus fundamental to the attainment of Lingnan's mission. The 1991 Institutional Review Panel's report exemplified this when it concluded :
"The distinctive nature of the General Education component of the proposed degrees, together with the College' s enlightened approach towards scholarly activities and a concentration on innovative techniques in learning and teaching at degree level could establish the College as distinctive in the Hong Kong spectrum of tertiary institutions.'' (1991 Institutional Review Report).
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1.6 Description of Lingnan College's physical environment, with special emphasis on the facilities that promote teaching and learning quality
The new campus in Tuen Mun has been designed to provide the best possible physical environment for tertiary education. It is a serene and peaceful environment, with courtyard gardens, pavilions, squares and seating places, that encourages informal discussions and interactions among staff and students. For convenient access, the various teaching facilities (including tutorial rooms, language laboratories, computer laboratories, lecture rooms and lecture theatres) are distributed throughout the camp~•s. Physical education and recreational activities organised by student groups and by the Student Affairs Office make good use of excellent indoor <:~nd outdoor sports facilities. This encourages the development of recreational skills. better health habits and physical we)l-being. Student hostels offer communal living useful to the learning and practis ing of social skills crucial for the students' future contribution to society. Currently some 500 students are housed in hostels in the former Perowne Barracks where Lingnan has taken temporary accommodation for students and staff. Hostel places for 1,500 students are under construction, with completion expected by September 1996, and additional funding is being sought for a further 500 hostel places o~ campus.
The Library is centrally pos itioned in the Main Building occupying two floors with 3,000 square metres of floor space and 450 seats. lt has been ful ly automated and public access terminals are available throughout the Library. As the library system is connected to the campus-wide network, its online catalogue is accessible inside and outside the campus. It also allows access to other library catalogues and information databases in Hong Kong and overseas via riARNET (Hong Kong Academic and Research Network) and Internet.
The Computer Services Centre (CSC) is located in the Main Building with computer laboratories in Faculty buildings. The Centre is organised as a central unit providing state of the art information technology facilities and services to meet Lingnan's educational, research and admin istrative requirements. The campus network is available around the clock. The user community can access Lingnan's systems as well as other local and overseas systems through the Internet from the central facilities or at the users ' home or hostel. Regular workshops and seminars are conducted for new and advanced users for the acquisition and improvement of skills in various areas of information technology.
The Educatio nal Technology Centre (ETC) supports high quality teaching and learning by eqt1ipping each teaching venue with appropriate audio-visual equipment (including simultaneous interpretation system, data projection system, visualizer and multi-system video cassette recorder). Various educational media facilities have also been established in the ETC. which have been specially designed to facilitate teaching and learning quality. These include a media producti on lounge, a closedcircuit televisio n studio, a dark room , a graphics room, an audio recording room and an instruct io nal media resources room.
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2 Academic : Undergraduate and Postgraduate Programmes
2.1 Description ofthe programmes
2.1.1 Undergraduate honours progrnmmes
At the undergraduate level Lingnan now offers four honours degree programmes. It is a requirement that General Education should constitute not less than 10% ofall undergraduate programmes.
Lingnan also offers conversion programmes which enable holders of its diplomas to transform these into an honours degree.
Academic programmes are summarised in the table below with brief explanatory notes.
VALIDATION TITLE OAT£ REMARKS
BA (Hons) Chinese Offers two
specialisation
co;versionProgro;mes Programme'S(Hons & Non-Hons) will be
completed in t998
BA (Hons) Translation
eo;verSionrrog..a.-On1es p;o-~ffiiilei(Hons & Non-Hons) compteted in
1995 BBA (Hons) Offers eight
areas of specialisation
A'hiih____Co;v-;:rSJon-Programoie(Hons) demand likely
to continue for some years
BSocSc (Hons) Offers five areas of specialisation
ConversionProgra~m~ Prog'iamrne-(Hons) will be
completed in 1997
General Education All students take this as Part of their degree
lt s hould be noted that since the summer of 1991 Lingnan has undergone nine validation and three reval idation exercises, all ofwhich have been successful.
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So far only the Translation and Social Sciences programmes have graduated students (1994 and 1995). The first graduates from the Business and Chinese .programmes will emerge in 1996.
2.1.2 Postgraduate programmes
In September 1995 Lingnan accepted its first postgraduate research (MPhil) degree students -- two full-time and two part-time students in Social Sciences and two fulltime students in Translation. Further postgraduate research degree students will be admitted in Chinese and Business in 1997.
2.2. Description ofthe internal development processes for new programme proposals and review processes for existing programme structural revisions
New programme proposals developed by small steering groups are scrutinised from two key perspectives : curriculum design and pedagogical design. The key body in the internal review process with responsibility for the initiation of new programmes is the Programme Committee. A Programme Committee is set up for each programme to review and consider the proposed curriculum content and teaching method. The Programme Committee consists of staff from the host department and the departments/division contributing to a programme. Further advice is sought from external peers who are appointed to the Departmental/Divisional Advisory Boards and relevant professional bodies. If supported by the relevant Programme Committee, a degree proposal is forwarded via the Faculty Board to the AQAC, formerly the Quality Assurance Committee (QAC), for endorsement and, ultimately, to the Academic Board for approval of the academic content. Council approval is required before any programme may be offered. Currently, Lingnan degree programmes a lso require validation and approval by the Hong Kong Council for Academic Accreditation (HKCAA).
Proposals for structural revisions to existing programmes are initiated by academk staff in the light of the most recent advances in the subject area and are based upon feedback received from students, external examiners and the Advisory Boards. Proposals for major structural changes are recommended by the Programme Committee and are formally considered by the Faculty Board, t.he AQAC and the Academic Board. Lingnan is conscious that major structural changes may be disrllptive to students and they are consequently normally proposed within the context of the external revalidation of degree programmes which occurs every three to four years.
2.3 Description of tlze processes for monitoring programmes, programme management, teaching and learning, and programme feedback mechanisms
Programme management is the major responsibility of the Programme Committee. Monitoring of programme quality is focused on the areas of implementation and
outcome assessment.
Year tutors, stream co-ordinators or core subject co-ordinators monitor specific aspects
of programme delivery on an on-going basis. Their feedback, together with the student
evaluation ofeach course, is provided for the Programme Committee's consideration in
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its annual review of programme performance. Further input may be provided by the
Teaching and Learning Quality Assurance Panels which have recently been set up to
review and monitor teaching and leaming quality assurance mechanisms and processes
within a Faculty. These Panels conduct teaching and course evaluations, consider
improvements to teaching methods and formulate strategies for the self-evaluation of
teaching staff. Expert advice on implementation quality is provided by External
Examiners who are appointed for each programme of study. They are invited to
comment on the examination papers and to read samples of examination scripts as well
as to advise on the award of results. The annual report of the External Examiner is
referred to the Programme Committee for consideration and action. Additional external
input is provided by the Advisory Boards.
Programme Committees are required to submit an annual report on each degree
programme for submission to the AQAC through the Faculty/Division Board. The
report presents key indicators of student performance, such as examination results,
completion and attrition rates, to underpin its recommendations and responses to the
internal and extemal feedback received.
2.4 Description of the monitoring procedures for programme entry qualifications a11dprogramme completion and attrition rates
2.4.1 Monitoring procedures for programme entry qualifications
The admission of new students is processed through direct and JUPAS admission and the screening procedures of the latter are fully computerised. After the release of the HKALE results, the Management Information Unit (MIU) will check whether the applicants have fulfilled all admission requirements and will generate a score list based on the "Formula for Calculating Admission Scores of Applicants withAL and AS Subject Results" , which is updated each year and approved by the Academic
Board.
Students admitted to Lingnan have to fulfil both the institutional and programme entrance requirements, which were proposed by the various Programme Committees and approved by the Academic Board before being externally validated by the HKCAA. Any subsequent changes need the Academic Board's approval.
Regarding direct admission, as applicants are in possession of very diverse qualifications, they are considered. by departments on an individual basis under College-wide guidelines.
An Undergraduate Admissions Committee has been established to co-ordinate College policy and practices in this area.
2.4.2 Programme completion rates
In 1993 and 1994, the first two cohorts of graduates were produced, with ·completion rates respectively of 94% and 98% for the Translation Programme and 72% and 89% for the Social Sciences degree.
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3 Teaching Enhancement: Policies and Practices
2.4.3 Programme attrition rates
Generally speaking, the attrition rate for students proceed ing from Year Two to Three is lower than that from Year One to Two. The Year One to Two rate ranges from 1.4% to 7.3 %. The Year Two to Three anrition rate has been in the range of0.8% to 2.2% apart from the 1991-1992 academic year when the rate was 23.6%, largely attributable to the free movement of students between institutions prior to Lingnan's joining JUPAS in 1994.
3.1 Procedures for monitoring teaching and supervision quality
A mandatory, centrally-administered student evaluation is a major component of the process of monitoring teaching and learning quality. Students are required to complete a course evaluation questionnaire for each course they have taken. The students remain anonymous, and the results of the questionnaires are processed by the MIU and then returned to the teaching staff after all grades have been submitted. Results are made available to Deans and Department/Division Heads. Coupled with peer review of course syllabi and course materials, this provides feedback to Department/Division Heads on teaching performance and to Teach ing and Learning Quality Assurance Panels on the effectiveness of teach ing methods, supervision and course organisation. Project supervision effectiveness is monitored by Project Co-ordinators using reporting mechanisms designed to indicate the extent to which supervision is being diligently undertaken.
3.2 j>ersonnel practices that emphasise commitment to enhancing teaching quality
Quality in teaching and learning begins with the recruitment and subsequent development of academic staff.
When the need for a new academic appointment has been identified, the post will be advertised in local newspapers and, where appropriate, in the relevant overseas newspapers and journals. Circulars advertising vacant posts are distributed to all relevant staff through Heads of Departments/Division. The criteria for appointment for all levels of staff place emphasis on competence in teaching. In the recruitment process referees are invited to comment on the teaching competence of all shortlisted candidates.
For promotion and the crossing of the efficiency bar for academic staff. proof of satisfactory teaching ability is sought as well as a sound research and publication record. For example, one of the criteria for the consideration of promotion to a Senior Lectureship post is "excellence in teaching''.
Facilities for staff development are directed towards enabling academic staff to meet their responsibilities to the students, to their disciplines and to scholarship.
The Staff Development and Scholarly Activities Committee (SDSAC) administers funds to support staff to pmsue postgraduate study programmes, to attend conferences and to engage in other scholarly activities.
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Lingnan has a comprehensive staff appraisal system which has as its main focus the development of staffbased on an assessment of their performance. This includes as a key component the assessment of their competence in teaching, which takes into account student evaluations.
3.3 Other practices which encourage commitment to enhancing teaching quality
Teaching quality is encouraged and supported by the ETC's slaff development programmes and the Teaching Development Grants programme.
rn lhe 1994-1995 academic year, there were more than 220 participants at the 20 seminars and workshops of the Staff Professional Development Programme (SPDP) arranged by the ETC. Topic areas covered include teaching skills, use of educational technology, communication skills and educational evaluation. ln March 1996, this programme was re-named the Quality Teaching and Educational Development Programme.
In October 1994 the ETC became responsible for administering a UGC's grant of HK$5,000,000 to develop " A Consortium for the Promotion of Teaching Skills and Technology". This project is expected to run until July 1997. Jt offers a variety of professional development programmes to all UGC institutions. This encourages and strengthens commitment to enhancing teaching quality.
The Teaching Development Grants promote teaching innovation. These grants have been awarded to support a comprehensive teaching skills programme for new academic staff, the use of multi-media in language teaching and learning and a variety of specialised teaching enhancement initiatives.
Funds have been set aside to enable Faculties, Departments and Division to hold retreat sessions to give a focus to deliberations on teaching evaluation and the enhancement of academic quality.
Lingnan has recently decided to inaugurate a Teaching Excellence Awards Scheme which will give formal recognition to teaching excellence. A working group of the TQDC is currently developing the detailed proposal.
· 3.4 Procedures for monitoring the scholarly activities ofteachers
The monitoring of scholarly activities takes place in the context of staff appraisal and research funding.
Annual performance appraisal of academic staff is undoubtedly the most effective way of monitoring scholarly activities. Staff members are required to report on their scholarly activities such as conferences attended and scholarly works published.
The monitoring of scholarly activities is also achieved through formal application for funding to undertake research and to attend conferences. The Faculty/Division Research Panel -- comprising the Dean, Professors, Directors of Research Centres and senior staff -- assesses project proposals for research grants and makes recommendations to the SDSAC's sub-committee on research for further deliberation. Where research grants arc given from the Direct Allocation Scheme or the Research Grants Council's Earmarked Grant or after attending conferences and workshops, staff members are required to report to the SDSAC on outcomes.
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4 Learning Enhancement
4.1 Academic programme design features that enhance learning quality
Learning quality will be enhanced when course objectives are clear and course content is of relevance and interest to the student. Sufficient fle xibility in the choice of courses will also allow bener matching of student needs to course requirements.
Learning quality significantly depends on students' learning motivation and their participation in d iscussion. In all programmes, students are allowed a choice of electives. Lectures, seminars and tutorials are the common teaching mode, making it possible for students to participate in team work and group discussions. Students are also expected to make presentations and interact with others in tutorials. Students are encouraged to approach staff directly ifthey encounter difficulties in learning.
Innovative teaching methods are encoLtraged. In the Business Strategy course, for example, in addition to seminars and tutorials, students are requ ired to fonn syndicates of five persons, each member being from a different specialisation. Syndicates act as business organisations for the purpose of competing with other syndicates in an on-going business simulation using software specifically designed for this purpose.
The General Education courses, in the three generic categories of Rational Think ing, Values in Human Society and Cultures and Ideas, form 10% of all programmes, expose students, in the liberal arts tradition, to a wide range of areas of study in philosophy and/or cultural studies and thus offer a contrasting experience to their major areas of study.
Special attention is also paid to students' language competence. Since the introduction of the Language Enhancement Fund in t991, Lingnan has greatly expanded its provision of language courses in English and Chinese through its Foundation Programmes. In J992-1993, a Self-Ac.cess Centre, which offers ancillary language services, was established to provide an independent learning environment to complement regular classroom teaching. Lingnan has also introduced more Putonghua teaching to meet the current and future needs of Hong Kong people post 1997, and a third language stream, consisting of Japanese and French, in the language curriculum. These developments have led to the planned establishment of a Language Centre within the Arts Faculty, for implementatio n in the 1996-1997 academic year.
In order to meet Lingnan 's requirement that all graduating students be computer literate, computer courses have been developed which are appropriate to the needs of students on the various programmes.
All Faculties utilise study tours and field trips. In the Arts Faculty, study tours to China, Taiwan and Australia have been organised and they form a special feature of the Translation and Chinese Programmes. In some courses in the Busin~ss Faculty, students are required to organise their field trips to companies in order to investigate business-related issues and compile reports on these trips. Students in the Social Sciences Faculty made a study visit to the Guangdong School of Public Administration.
4.2 The promotion of students' acceptance of their responsibility for learning
A key factor in enabling students to accept responsibility for their own learning is the recognition that an important function of the first year of an undergraduate degree programme is to mark the transition from school to higher learni ng. In that first year, students are given an introduction to independent learning by the use of small group teaching, seminars, tutorial presentations and limited case study work. These are the means whereby students increasingly contribute to, and participate in, the learning process. In subsequent years, the development of the skills of analysis and synthesis and independent learning is fostered by a decreasing emphasis on classroom learning and the introduction of project work, culminating in a final year honours project which is a major element. of all programmes and which requires intensive application by the individual.
A special initiative in language acquisition generated a College-wide language learning style survey in the academic years 1992-1995. The objective was to identify means of encouraging learner autonomy and providing relevant facilities and services.
The provision of orientation and induction activities for new students, in which second and final year students play an important role, promotes students' acceptance of their responsibility for learning. Students' enthusiasm in establishing a wide variety of clubs and societies is indicative of their acceptance of .responsibility for learning outside the confines of classroom and curriculum. Hostel life is important in helping students to learn to control the quality of their own lives, a process in which wardens. senior tutors and tutors play a significant part.
Lingnan is fortunate in having been able to secure funding from various memorial funds, organisations, firms, profess ional bodies and individual benefactors to support an extensive scholarship programme. The awards are made annually to recognise outstanding academic performanc~ in specific discipline areas and to sponsor extracurricular activities. The top prize to the Most Outstanding Student of the College is awarded to the student who has demonstrated a high level of social awareness) outstanding contribution to college life and good academic achievement. The awardee is elected by fellow students. This exemplifies Lingnan's commitment to whole person development and its promotion of students' acceptance of their re~ponsibility for learning in the widest possible sense.
4.3 Student/earning support services
The Learning Support Services Committee is responsible for the quality assurance of the servicing units through a network of support service panels at the Facu lty/Division level. The Committee co-ordinates and reviews the provision of services by the Library, the CSC, the ETC and Language Laboratories.
The mission of the Library is to provide services and resources to support the educational aims of the College. Its acquisitions policy has been formulated on the basis of consultations with Faculty members and is reviewed and revised periodically. Ten experienced professional staff with postgraduate training in library and information sciences, together with relevant subject expertise, are appointed to key areas to ensure a high quality of service. Bibliographic instructions and user education in new technologies nre conduc1ed for staff and students throughout the
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year. The Library automated system has effectively collected users' comments and feedback and various statistics for management decisions.
The CSC has adopted a Total Quality Management system to ensure quality services through a well-organised user-oriented structure utilising professional staff experienced in all areas of information technology. With a help-desk system, users receive full attention. User requests are satisfied and problems resolved within the shortest possible time. Network and system performance are monitored on-line around the clock to ensure availability, stability and security with performance statistics published monthly. User tra ining programmes are held on a regular basis.
The ETC co-operates with the Student Affairs Office and the Student Counselling Unit to promote student learni ng, personal development and interpersonal communication skills by running seminars and workshops on such topics. To facilitat e students' use of audio-visual resources, the ETC provides audio-visual assistance and facilities for their academic presentations and extra-curricular activities.
4.4 Student-staffconsultation processes
Student representatives are full members of the Academ ic Board, the Faculty/Division Boards and Programme Committees. They are entitled to access to information and participation in the decision making of these committees.
Another formal channel for students to express their views is provided by the Faculty or Department/Division-based Staff-Student Consultation Committees which usually meet at least once each term .
Staff give course selection guidance and other counsell ing to students and thus provide a less fonnal channel of communication, and a means of addressing individual student problems. Each academic staff member is also required to dedicate at least five office hours a week for student consultations.
In all Faculties, considerable guidance is given to students in stream selection . In the Business Faculty, this is through a process organised by the Year-Two Programme Coordinator with input from Department Heads and Stream Leaders. In the Social Sciences Faculty this is the responsibility of the Programme Directors. Year Tutors guide students in the Arts Faculty.
4.5 Stz1dent evaluation ofcourses, teaching and supervision effectiveness
The requ iremen t to complete a course evaluation questionnaire encourages students to focus on the effectiveness of the teaching and ·learning experience and thereby further devel o p their critical awareness. Anonymity enconrages them to express their views freely.
4.6 ExamilltltioJt procedures: externalllssessments oflearning outcomes
An external examination system has been used for many years at Lingnan to ensure the maintenance of acceptable academic assessment standards. One or more External Examiners are appointed, ofte n from overseas, for each degree programme. They are involved in various stages of the examination procedures, from considering and
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recommending any changes to the draft examination papers to moderating a sample of marked scripts. They may also be involved in coursework assess.ment and may be required to assist in any viva voce and/or practical examination. They are invited to attend meetings of the relevant Board of Examiners at least once during their term of office and to assist the Board in determining student appeals.
External Examiners submit a confidential report to the President, providing views on the structure and format of the examinations and the overall performance of candidates. They may also make suggestions about any other matters they consider pertinent. The President will pass a copy of the report to the appropriate Dean and Department/Division Head for action.
External Examiners also advise the Departments/Division on curriculum improvement. including any proposed changes in degree programmes and the content of new courses.
4. 7 Student performance monitoring procedures (including Boards of Examiners, the Examinations Committee and the Academic Board)
A Board of Examiners is formed for each programme to consider student course results. These Boards comprise all relevant staff and External Examiners. They approve examination question papers (including the duration of examinations, number and level of questions and solutions, coverage of the syllabus, marking schemes and any other related matters). They also approve individual course grades and determine the honours classification to be awarded to graduating students.
The Boards of Examiners report to the College Examinations Committee upon completion of the examinations at the end of each term . The Examinations Committee, comprising the Associate Vice-President (Academic), the Registrar and o ne representative from each ofthe Faculties/Division and Departments. 1t considers the Boards of Examiners' reports and endorses, if deemed appropriate, any recommendations in respect of students• progression, graduation, repetition of studies or other actions for consideration and final approval by the Academic Board.
4.8 iWonitoring graduate performance
Tbe Student Counselling Unit conducts a graduate employment survey annually to provide information on Lingnan graduates' employment status, career destination, starting salary and relevance of study to work. These data are made available to Fac ulties and Departments/Division to inform the programme review process. The results of this survey conducted in 1990-1994 are summarised in Appendix 3.
4.9 Graduates proceeding to further studies
Every year a number of graduates decide to continue full-time postgraduate studies immediately after graduation either locally or overseas. From I 990 to 1994, an aver<~ge of about 4.8% of graduates continued full -time studies. Most of these graduates took up postgrad·uate studies, especially at the masters degree level.
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5 Self-evaluation of the Procedures and Systems
5.1 An assessment of how well institutional practices have promoted teaching and learning quality
The provision of a high quality learning environment has always been central to the achievement of Lingnan's mission. Lingnan has implemented staffing policies and procedures to upgrade the qualifications profile and broaden the experience base of its academic staff, on the premise that there is a strong correlation between the qualifications and experience of staff members and the quality of teaching. The criteria for appointment of new staff at all levels emphasise competence in teaching, as well as making more stringent requirements in terms of higher degree qualifications and research record and aptitude. However, Lingnan recognises that the appointment of new staff with brilliant research records and experience of university level teaching elsewhere is not in itself sufficient means to achieve a culture which promotes teaching and learning quality.
Staff development seminars have been designed to cater for the needs of both new appointees and existing staff. They focus on the acquisition of skills required to harness the considerable technological resources available in the new campus in innovative ways in support of teaching and learning, as well as on the core teaching and course evaluation activities. Response to these seminars has been encouraging but some resistance to technology-based teaching and communication is apparent.
Positive reinforcement for good teaching is provided by the systematic student evaluation system which forms part of the input to the staff performance appraisal system introduced in 1995. Clear performance objectives for the coming year are set during the dialogue between the staff member and the Head of Department/Division. The system will be reviewed after one year of operation to ensure that it is meeting the objectives set for it.
Since Lingnan believes in the synergy between teaching and research, the performance targets for academic staff relate to both areas. Contract renewal, bar crossing and promotion opportunities for academic staff depend upon demonstrable activity in both aspects. This has created some difficulties for, and resistance from, staff who were not previously required to meet research output criteria. Wide consultation has taken place about the appropriate balance between the teaching and research activities of Lingnan academic staff. A position paper is being developed, which, in clarifying expectations, should help to alleviate anxiety among staff and contribute to the establishment of a quality culture appropriate for Lingnan as it prepares for its next goals of self-accreditation and university status.
5.2 An assessment of the extent to which good teaching has been acknowledged by Lingnan College
Before Lingnan became an exclusively degree awarding institution, the academic focus was entirely on teaching and learning. The small size of the College has enabled it to promote access to academic staff as a major advantage to its students and its excellent staff-student relations have contributed to successful learning outcomes. The planned introduction of the Teaching Excellence Award scheme will formalise and publicise recognition for outstanding performance in this area. This may help to counteract a perception among some staff that research output has overtaken teachi ng as the prime indicator of academic worth.
13
5.3 An assessment ofthe degree to which Lingnan College has established an academic quality culture
Since it began to offer degree programmes in 1991, Lingnan's institutional practices have been strongly influenced by the requirements for external validation and review. Success in validation and revalidation exercises has confirmed that appropriate quality control mechanisms are in place. Incorporation as a degree-granting tertiary institution under the UGC has improved access to information on best practice elsewhere in the sector, encouraged participation in joint activities and opened up funding for initiatives to enhance teaching and learning. The College has allocated substantial resources to the development of its own fully integrated quality culture. It has appointed an Associate Vice-President (Academic) and an Associate VicePresident (Development) with special responsibilities for different aspects of quality provision. It recognises, however, that a quality culture cannot be imposed from the top, but that the involvement of all staff is crucial to an understanding and acceptance of the need for continuous improvement in achieving the highest level of performance.
[n preparing for the Institutional Review, four Task Forces were established in November 1995. Careful attention was paid to the composition of each group by observing the principle of involvement of staff at every leve l. Each Task Force was allocated a specific responsibility relating to the Institutional Review and charged with producing a paper or papers which would provide a basis for the development of appropriate documentation. A!l groups are making satisfactory progress towards meeting their given deadlines.
lt is envisaged that the preparation for the Institutional Review will be an iterative process relying heavily on the input of staff throughout the College. This process will play a major role in focusing attention on the identification and clear articulation of an institutional quality culture based upon sound academic values and a selfcritical approach to achieving the goals defined by the mission statement.
5.4 An assessment of the effectiveness of current practice in ensuring teaching and learning quality
5.4.1 Curriculum Design
The formal mechanisms of academic quality assurance have been described in Section 2. These mechanisms are still being refined to achieve the right balance between academic creativity, which lies at the heart of good curriculum design, and accountability to students and to the College for the quality of the courses and programmes offered.
Lingnan believes the existing curriculum design quality assurance processes allow reaso nable academic freedom while enabling Departments/Division and Faculties to receive feedback and advice from all relevant sources in designing new curricula and reviewing existing prog rammes. As more experience is gained in the delivery of degree programmes, and as the increased research activities of academic staff ft}ed back into the curriculum design process, the College expects to see further improvements in this area.
14
5.4.2 Pedagogical Design
In order to give teaching quality assurance an appropriate instituti onal emphasis, Lingnan has created a Teaching Quality and Development Committee to be chaired by the Associate Vice-President (Academic) and has instituted Faculty or Department/Division-based Teaching and Learning Quality Assurance Panels. These Panels review the appropriateness and performance of particular teaching methods and advise Department/Division Heads and staff on teaching quality issues and encourage and promote innovation and best practice.
The range of acceptable teaching methods is extensive. Individual teaching staff, who are responsible for the delivery of academic content, are encouraged to adopt diverse pedagogical methods. Most teaching staff choose to use the lecture approach augmented by participative small group discussions and seminars. More active learning strategies are increasingly in evidence (such as case synthesis and other case studies, computer simulations and language laboratories). It is anticipated that the teaching method quality assurance framework described above, together with the new possibilities offered by state of the art technology in the new campus, will give impetus to a greater use of more active learning methods in the future.
5.4.3 The Implementation of Teaching and Learning
To date, the implementation of teaching and learning quality assurance mechanisms has been reactive as a consequence of the requirement to have degree programmes externally validated and revalidated. Quality assurance practices exist in all Faculties and appropriate structures are in place at the institutional level to allow Lingnan to be more innovative in its teaching and learning quality assurance. As part of this development, Lingnan is in the process of articulating quality criteria and standards to ensure systematic monitoring and review incorporating appropriate inputs from students, staff and external experts. Lingnan now has an improved capacity to monitor its teaching and learn ing quality, which will ensure that its standards continue to improve and that it can become more proactive in its approach to teaching and learning qual ity assurance.
5.4.4 Learning Outcomes
As has been mentioned in Section 4 above, student learning outcomes as measured by examination results are regularly monitored and scrutinised. The External Examiner system is a vital component of the quality assurance of learning outcomes. Internally, responsibility for monitoring student academic performance rests with the Faculty/Division Board of Examiners, the College Examinations Committee and, ultimately, the Academic Board. At course level, the link between learning outcomes and teaching and learning design and enhancement is a feature built into the annual academ ic review process.
Lingnan is aware that there are other indicators of long-term learning outcomes which relate to graduate success . As Lingnan has only produced two cohorts of honours degree graduates to date, reliable performance indicators are still being developed. However, the College already collects data and provides statistics on honours classification achievement rates, programme completion rates, work placement rates, graduates proceeding to further study, the relevance of study to work and employer/student satisfaction rates which are used to inform the deliberations of the Programme Committees for annual review reports.
15
6 Conclusion
5.4.5 Resources to Support Quality Teaching and Learning Outcomes
Lingnan places a high budgetary priority on achieving excellence in teaching and learning. The funding of new staff positions, particularly at the Senior Lecturer level and above, has enabled the recruitment of experienced local and overseas academics, who have brought to Lingnan considerable graduate and postgraduate teaching experience, research capability and, most importantly, university values. Very generous funding has enabled the Library to develop the necessary infrastructure and advanced technology services to support students and staff in their efforts to achieve quality learning outcomes. The CSC has been funded to provide ready access to computer facilities for all students and to ensure that every individual member of staff has a computer. The ETC has also been funded to provide a wide range of teaching and learning enhancement initiatives to support Lingnan's quest for teaching and learning excellence.
Although at present budgeting and financial management are centralised, Lingnan is exploring ways of devolving financial responsibility.
Lingnan is an institution facing major changes in expectations. It has moved to a new campus, it has a new President and it is adapting to a new ethos as a fully-fledged tertiary institution. The successful management of the change process will be a crucial factor in maintaining the quality of teaching and learning which will continue to lie at the heart of Lingnan's mission.
As an institution in the liberal arts tradition, Lingnan believes in excellence in education. This commitment means that ways of enhancing teaching and learning quality are continuously being sought. While Lingnan has in place the appropriate teaching and learning quality mechanisms, established in the context of degree validation and revalidation requirements, they are currently under review as part of the process of internalising quality assurance as an integral part of Lingnan's own quality culture. Teaching and learning quality criteria and standards are still evolving.
Lingnan's comparatively small size has meant that good staff-student relationships have always been and will continue to be one of its distinguishing features. This enables it to guide students in determining their learning outcomes and to give them confidence to apply the knowledge they have acquired in whatever field of endeavour they choose upon graduation. In defining its unique place in the spectrum of tertiary provision in Hong Kong, Lingnan is pledged to retain its student-centred focus and to continue to provide 'whole person' development opportunities for its students underpinned by the scholarly activity of its staff. This will ensure that its graduates are equipped not only with excellent up-to-date knowledge in th eir subject area, but are articulate, literate individuals with welldeveloped social skills. A high quality teaching and learning environment is fundamental to the achievement of this aim.
The review of teaching and learning quality processes forms part of a wider review of quality provision in preparation for the Institutional Review which is expected to take place in September 1997. Lingnan is committed to ensuring that it has all the necessary mechanisms in place to demonstrate to the visiting panel that it has matured sufficiently as a fully-fledged tertiary institution to be awarded self-accrediting status.
16
Attachment
List of Abbreviations
Academic Quality Assurance Committee (AQAC) Computer Services Centre (CSC) Educational Technology Centre (~J~)
Management Information Tech.n.Of<)gy {MIU) Staff Development and Scholarly Activities Committee (SDSAC) StaffProfessional and Development Programme (SPDP) Teaching Quality and Development Committee (TQDC)
List of documentation to be made available during the Panel's visit
Academic Board Standing Committees' Tenns ofReference Academic Regulations Academic StaffContract Renewal and Promotion Criteria and Practices Academic StaffRecruitment Policies and Practices Annual Programme Reports Course and Teaching Evaluation Questionnaire and Data
~/ .. ·. ··:~ Definitive Programme Documents ' ETC Staff Professional Development Programme (SPDP) (renamed "Quality Teaching
and Educational Development Programme" in March 1996) Report External Examiners' Reports Grade Distribution Reports Graduate Employment Survey Handbook of Programme Development Library Report
..... Lingnan College Calendar 1996-97 Minutes ofAcademic Board and its Standing Committees Notes of Advisory Board Meetings Outline Plan for Teaching Development Grants, 1995-1998 Report on Staff Development and Scholarly Activities
r - . Report on Teaching Development Grants Scheme {. --. Report on the Establislunent of a Language Centre and Formulation of a Language Policy
Student Affairs Office Report Student Counselling Unit Report Student Enrolments by Programme and Level Student Scholarships and Finance (Summary Report) Student Statistical Data on Admissions, Performance, and Attainment (overall and by programme)
. /
. -· " ....... ...; ;
17
Appendix 1
Students Profiles
1991-92 1995-96 No. % No. %
No. of Undergraduate Students
BA (Hons) Chinese -- -- 226 11.9% . BA (Hons) Translation 54 35.5% 228 12.0% . BBA (Hons) -- -- 958 50.6% . BSocSc (Hons) 98 64.5% 481 25.4%
Total J5i3> 100% 189ib) 100% No. of Graduates
Faculty ofArts Lingnan had its first 110 32.0% . Faculty ofBusiness cohort ofdegree -- -. Faculty of Social graduates in I 994 234 68.0%
Sciences 34ic)Total 100%
Age ofYear 1 Students . 18 or below I 0.7% 5 0.7% . 19-22 143 94.1% 692 95.6% . over 23 8 5.3% 27 3.7%
Total J5i3> 100% 724 100%
Sex of Undergraduate Students . Male 53 34.9% 814 43 .0% . Female 99 65.1% 1079 57.0%
Total J5i0> 100% 1893 100%
Notes (a) Honours diploma students are not included. (b) Conversion programme students are not included.
(c) Graduates from programmes completed in summer 1995.
18
Staff Prom~ Appendix 2
Faculty ofArts (Departments of Chinese, English
and Translation)
Faculty of Business (Departments ofAccounting and
Finance, Computer Studies, Management, and Marketing and
International Business)
Faculty of Social Sciences (Departments of Economics, and
Politics and Sociology)
General Education Division T otal
I 1991-92 1995-96 199 1-92 1995-96 1991-92 1995-96 1991-92 1995-96 1991-92 1995-96
No. % No. % No. % No. % No. % No. % No. % No. % No. % No. % A<:aslc:mjc Ranks
Dean of faculty
Depanmenl Head
l>rofessor
Un iversily Reader University Senior Lecturer
I <o>
.(I>)
-. .
5.0 . -. -
_(c)
_(d}
i•> 2
2(d)
-.
:5.0 5.0 5.0
I i•l
-. .
2.4
4.8 . --
(I) .(s)-
)(f)
-7M
-.
6.1 .
14.3
l lh)
l(hl
-. .
5.9 5.9
.
.
.
(i)-(il-
3(j)
l(j)
5
-.
10.7 3.6
17.9
. I
---
. 11.1
.
. -
. _(k)
-.
2(k)
. ---
15.4
3
4
--
3.4
4.6
-. -
- -. -
8 6.1 3 2.3
16 12.3 Ur1ivcrsity Lecturer - . 27 67.5 . . 27 55.1 - . 16 57.1 - . 9 69.2 . . 79 60.8 Universi ty Assislanl Lcclurcr . - 5 12.5 . - 4 8.2 . . 3 10.7 - - 2 15.4 - - 14 !0.8 C<lllC£C Reader ibl 10.0 - . . - - - . . . . . . - - 2 2.3 -College Principal Lecturer IM 5.0 - - I 2.4 . - - - . - I 11.1 . - 3 3.4 . .
'0
College Senior Lecturer
College Lecturer
3 11
15.0 55.0
I
I
2.5 2.5
7 ( <)
26(t) 16.6 61.9
3 5
6. 1 10.2
4
11
23.5 64.7
--
. -
I
5 I 1.1 55.6
--
--
15 53
17.0 60.2
4 3. 1 6 4.6
College Assistant Lecturer 2 10.0 - - 5 I 1.9 - - - . . - I 11.1 . - 8 9.1 . . Total 20 !00.0 40 100.0 42 100.0 49 / 00. 0 17 /00.0 28 100.0 9 /00.0 !3 100.0 88 100.0 130 100.0
l:fi~h~:sl A~ad~mi!: Ql!alifi!:nliQn~
Ooctoralc
Master 's Degree
5 9
25.0 45.0
11 24
27.5 60.0
2 35
4.8
83.3 10 38
20.4 77.6
6 11
35.3 64.7
21 • 7
75.0 25.0
6 2
66.7 22.2
8
5 61.5 38.5
19 57
21.6 64.8
50 38.5 74 56.9
Bachelor's Degree 3 15.0 4 10.0 4 9.5 I 2.0 - . . . I 11.1 . - 8 9.1 5 3.8 Diploma 3 15.0 I 2.5 I 2.4 - - . . . - - . . . 4 4.5 I 0.8
Cco(s:ssi!lnol Qualif~ - . - . 22 52.4 24 49.0 . . ( 3.6 - - 2 15.4 22 25.0 25 19.2
Six
Mole 11 55.0 22 55.0 32 76.2 39 79.6 12 70.6 25 89.3 8 88.9 12 92.3 63 71.6 98 75.4 I
Female --- --
9 45.0 18 45 .0 10 23.8 10 20.4 5 29.4 3 10.7 I 11.1 I -
7.7 -
25 28.4 32 24.6 I
Notes C•> The Dean was also the Head of Department of Translation
<11) A College Reader and the College Principal Lecturer were Heads of Departments of Chinese and English respectively <'> A Professor is also the Dean of Faculty and the Head of Department of Translation <6) A Professor and a University Senior Lecturer are the Heads of Departments ofChinese and English respectively
StaffProfile Appendix 2
<•> A College Lecturer was acting as the Head of Department of Acounting & Finance and a College Senior Lecturer was acting as the Head of Department ofComputer Studies eo A Professor is also the Dean of the Faculty of Business
(g) Four ofthe University Senior Lecturers are also the Heads of Departments ofAccounting & Finance, Computer Studies, Management, and Marketing & International Business
c~> The Dean of the Faculty of Social Sciences was on leave and the Head of Department ofSocial Sciences was acting as the Dean
(i) A Professor is also the Dean ofthe Faculty of Social Sciences
ul A Univ ersity Reader and a Professor are the Heads of the Departments of Economics, and Politics & Sociology respectively
(k) A University Senior Lecturer is also the Division Head
"-.}
0
Appendix 3
A. Employment Record of Graduates
The employment record of graduates is based on the Graduate Employment Survey conducted annually by the Student Counselling Unit. Data collected from graduates (1990~1994) are summarized as follows:
1 Employment Status
From 1990 to 1994, an average of about 78% of each year's graduates obtained full-time employment as at December of that year. About 2% and 6% of graduates reported to be working on part-time or temporary basis and to be seeking employment respectively. A yearly average of about 5% of graduates chose to pursue further education immediately after graduation.
2 Career Destination
Over 80% of the full-time employed graduates found their careers in the commerce and industry sector consistently throughout 1990 to 1994. About 10% of them joined the education sector and 2% worked in the community and social services sector. The civil service sector absorbed about 2% of them.
3 St:lrting Salary
There was a rising trend in starting monthly salary of full-time employed graduates. The mode increased almost every year. The mean and the median rose from $6,295 in 1990 to $9,468 in 1994 and $6,750 in 1991 to $8,800 in 1994 respectively. The percentage of increase in the mean and the median both reached the peak in the year of 1993.
4 Relevance of Study to Work
findings also indicated that the curricula had considerable relevance to the work engaged in by graduates. A clear majority of the full-time employed graduates (over 70%) reported that their jobs were either in the area of or related to their major fields ofstudy programmes.
B. Destinations of Graduates (1990-1994) for FulHime Further Studies
1990 1991 1992 1993 1994 D~ Australia 2 - - - C:~nada I - I I I Hong Kong I 2 - I 3 United Kingdom 15 11 10 8 17 United States 3 - - I Unknown - 2 - .
Total 22 15 11 11 ' 21 0/u of Graduate 8.6% 4.6% 2.9% 2.8% . 4.9% Population
21
Update on Institutional Initiatives which have taken place since the production of the TLQPR Document in March 1996
P. 3 Section 1.6 Student Hostels
The expected completion date for the campus hostels is now November l996. It is
anticipated that students will take up residence in January 1997. College policy requires all undergraduate students to be resident for at least two of the three years that
they spend at Lingnan.
P. 7 Section 3.1 Student Evaluation
A working group ofTQDC (the working group on the Course and Teaching evaluation
questionnaire) has been appointed to revise the questionnaire in the light of feedback
received from staff and students.
P. 13 Section 5.1 Staff Appraisal
The system and documentation have been revised after the first year of operation in the light of feedback received from participants.
P. 8 Section 3.3 Teaching Development
An Educational Development Officer (EDO) has been appointed with effect from l
October 1996 to assist teaching facility in the development of methods for the evaluation of teaching effectiveness and to advise on strategies for the enhancement of course design, delivery and assessment. An immediate priority is to provide support for irmovative teaching practices and teaching development project teams in relation to
(a) teaching portfolio development, (b) creating a flexible learning environment.
Document to accompany the TLQPR submission, as requested by UGC
This supplementary document discusses teaching and learning quality under the following headings: l . lnrroducrion: critical review ofeducational mission 2. Developing a TLQPRframework: an assessment 3. Informal processes 4. Addressing identified weaknesses. When the UGC Panel visits the CoJJege in September, an annotated version of the 1LQPR submission, as well as supplementary documentation, will be available for perusal.
1. Introduction: crilical review ofeducational mission
In recent years, Lingnan has increasingJy been referred to as a liberal arts institution, and, indeed, a draft UGC report on the furure ofhigher education in Hong Kong speaks of the college in these tenns. We take this to be an implicit endorsement of the liberal arts approach, as a unique aspect ofour mission. As noted in section 1.5 of the lLQPR document dated March 1996, the Institutional Review Panel in 1991 affirmed that a liberal arts orientation had the potential to establish the College as "distinctive in the Hong Kong spectrum of tertiary instirutions."
Our current self-critical review of teaching and learning processes has highlighted the central importance of understanding what a liberal ans orientation entails. For. without this understanding we are unable to satisfactorily define our educational style, direction and substance in relation to the liberal philosophy. Similarly, without an appraisal of our past history, we cannot be sure of the extent to which we already embody the liberal ideal.
In retrospect, it' is clear that the founders of the Lingnan tradition almost 1 l 0 years ago in Guangzhou were imbued with the· true spirit of the liberal arts uni,·ersity with a distinctive Christian ethos. In tenns of educational philosophy, we·would claim to share their commitment to providing for students a learning experience which emphasizes their development as all round individuals with a social conscience and a willingness to improve all aspects of society - within realistic limits - rather than to envisage education only in relation to production and consumption. The Lingnan mono of 'Education for Service' is a more succinct statement of this view of the liberally educated person as one whose beliefand value systems lead them to work for the overa)) good ofsociety.
In tenns of teaching and learning, then, we eschew narrow vocationalism, or a focus on training alone, in favour of an approach to education which values the development of a community of scholars and teachers who demand "breadth in the treatment of their subjects, a self-continuous reflectiveness, a thoughtfulness about subjects under study and a respect for rigorous intellectual acti\'ity". Lingnan is moving towards achieving educational ideals such as these. Indeed, in taking decisive first steps towards becoming Asia' s leading liberal arts university - via our preparation for self-regulation and university title - we are aware that these ideals have also been espoused by some oftbe world's foremost liberal artS universities.
2. Developing a TLQPRframework: An asse.ssmem
The processes for ensuring the qual ity of our academic programme are discussed in sections 2 and 3 of the TLQPR document. These processes are part ofan integrated quality system for the creation and monitoring of the College's overall learning environment. Our revised system of committees under the aegis of the Academic Board and the President deal responsibly with our commitment to accountability and the continuous improvement of all of our activities. This does not mean we have resolved the dilemma of central control and coordination of academic management vis a vis the need for flexibility and creativity in teaching and learning at the department level. It does mean, however, that the new comrninee system will continue to evolve until there is an optimal balance between the requirements of academic quality assurance as a process internal to the institution, on the one hand, and the imperative of'doing more with less' in a period of increasing financial stringency, on the other.
1
During departmental retreats and internal academic development meetings, all academic staff have been involved in a self-critical examination of formal and informal teaching and learning processes. The TLQPR document prepared for the Panel earlier this year, has formed the basis for a critique of what actually happens at the level of the individual teacher and learner working together to ensure quality results are achieved, or indeed, that improvements are discussed and implemented for the mutual benefrt of students and the College as a whole.
To complement this close evaluation of teaching and learning assumptions and practices, thorough-going reviews of academic suppon and administration have also occurred during the past year. These processes are a further development and more detailed explication of the earlier work of the task forces referred to in section 1.6 and the importance of academic support systems in quality assurance, as noted in sections 4.3 and 5.3 of the TLQPR document. These reviews, which included advice from ex1emal experts, identified a number ofweaknesses in the area of liaison and coordination between units in service provision, and delays in responding to requests for resources to support the teaching programme. On the other hand, the reviews identified that targetted staff development has begun to produce a climate of 'customer focus' and process redesign which wiJI lead to improved services for students and staff.
Because of their contribution to the academic programme, especially in respect of 'implementation quality' and 'resource provision', each unit has focused specifically on how jts services support the quality of teaching and learning. As a result of this self· evaluation process, all units in the college have developed \vrinen statements • including action plans - which have initiated the self-regulating approach to teaching quality, academic support and academic administration at Lingnan.
Since only active involvement by all members of the college community will lead to the development of a strong culture of academic quality, srudent representatives from all programmes have been an integral part of the on· going consultations on teaching and learning quality. Srudent views on the ways in which staff can best facilitate a quality learning environment, form the basis of current revisions to course curricula, as well as the course and teaching e\'aluation system. In addition, students have contributed valuable insights into the issues d iscussed by staff at their first annual academ ic retreats. While the majority of departments met with students prior to the retreats to ascertain srudents' priorities and perspectives on what improvements in teaching and learning quality would be desirable. at least one of the departments invited student representatives to their retreat and others intend doing so for those planned in the coming year. Following the retreat, each department submitted to the Teaching Quality and Development Comminee, a report which included its resolutions on ' processes for quality assurance' and 'action plans for self-improvement'. ·
3. Informal processes
It is the. informal processes for ensuring the quality of teaching and learning which promote a climate of collegiality amongst academic staff, and even more so between staff and students. While Lingnan is knovm for its excellent staff·srudent relationships, we feel there is always room for further enhancement in this crucial area. Hence we are paying special anention to engendering in our learning community, the desire to communicate better and more frequently in ways which support the more fonnal channels. In this context, the following are some of our infonnal processes:
3.1 Student opinion surveys of the extent to which, for example, the General Education programme provides an enriching and contrasting perspective from which to examine personal, ethical and social issues; these surveys are complementary to regular feedback sought for the purposes of curriculum review.
3.2 'Open agenda' student-staff forums on issues that have arisen and might not have been discussed in consultative comminees, or at the department level.
3.3 Student societies at the depanment level, which aiso comprise academic staff, organise activities such as educational camps for school students in China. debates and educational 'days' or 'fairs' which foster
2
cJoser links and a constant interchange of views between students and staff outside of formal curriculum and classroom situations.
3.4 As part of the 'Lingnan family' tradition, staff are involved with students in extra-curricula activities such as: local community development projects,hostel life, farewell functions for graduating 'students, sporting events and visits to overseas countries, including the PRC.
3 .5 Informal staff working groups which review individual parts of a course to assist staff to become more fully involved in discussion and policy formulation.
3.6 'Off the record' contacts with members of the wider community, but including employers and alumni, to seek useful ideas and suggestions to supplement the more structured consultation that occurs during regular internal review or validation exercises.
3.7 Requests for former graduates and staff in sister institutions to review our syllabi and teaching methodologies, to ensure that currency and appropriateness are maintained.
3.8 Close and amicable relationships between teaching and support staff across the College are valued because of the ro]e this informal network plays in providing better coordinated and targetted learning services for students; once it is available for use, the staff club will be an invaluab)e resource to promote collegiality in this regard.
3.9 Peer consultation and review in the form of infonnal1y-organised workshops to evaluate the experience of conducting a particular subject and especially to consider the views of colleagues responsible for the subject in the past, or those preparing to do so on an individual or team basis.
3.10 Classroom observations and feedback organised by staff teaching the same course, on a reciprocal, voluntary and informal basis. Feedback is oral or written and structured in the sense that it focuses on: learning objectives, teaching methodology, learning tasks and classroom interactions.
4. Addressing identified weaknesses .. . Our assessment of the quality processes examined in this paper indicate the generally healthy state of formal and
infonnal teaching and learning processes at Lingnan .. However, a critical self-evaluation also needs to look to the , .. future and to foreshadow policies and procedures which will maintain our commiunent to standards wonh y of an - emerging liberal ans university in which excellence in aJJ activities is our first and guiding principle. Within the ... space available in this document, the following initiatives are suggested as indicative improvements in relation to · the 1LQPR panel's five dimensions of teaching and learning quality:
4.1 Curriculum design
. 4.1.1 Strengthen curriculum review committees to ensure the rele\'ance and consistency of individual courses
with departmental and faculty objectives, as appropriate. 4.1.2 Increase financial support for staff presenting papers on teaching a~d curriculum develop:n ent at
international conferences, by earmarking funds for the exclusive use of those whose papers focus on teaching and learning enhancement. In addition, junior staff who are not presenting a paper, have a ' once only' opportunity to attend such development conferences, with partial funding support.
4.1.3 Supplement the College's existing quality assurance systems with a validation body which comprises a majority of e>..1ernal members and whose terms of reference ensure that Lingnan has the capabili ry and resources to be self-regulating in terms of its academic programme.
4.1.4 Encourage greater feedback from alumni on their courses at Lingnan, based on their experience since graduation, in order that peninent advice is incorporated into curriculum design and revision.
4.2 Pedagogical design
4.2.1 Strengthen the presently Hmited orientation 3Jld induction programmes, so that they support the College's educational quality culture. The revised programmes will be monitored by the Teaching Quality and Development Committee and managed by the recently-appointed Educational Development Officer who
also works directly with staff ~n the irnpr~vement of teaching and learning at the individual and department level. / · . ;_.•
4.2.2 Encourage more action researc~: by staff on topics related to teaching and learning, hi particular those whic'h lead to a better understanli~or~ents• teaming styles.
4.2.3 Build upon the student orientation progralhJne by inviting second and third year students to act as mentors to first year students, by sharing their experiences of teaching and )earning - especialJy assessment of )earning and the role ofexaminations in the learning process.
4.2.4 Extend the use ofpeer review, as distinct from Staff appraisal, to improve all aspects of teaching quality. 4.2.5 Increase the am.ount of effort devoted to the development of Jocal case and teaching materials to increase
the motivation ofstudents and to supplement such resources in Hong Kong.
4.3 Implementation quality
4.3.1 Implement academic. development programmes which produce a· flexible learning environment in which staffare more learner~centered and students more autonomous in their approach to learning.
4.3.2 Introduce bi-annual open forums for staff and students to work together on issues that affect teaching and learning.
4.3.3 Funher develop the seminar series, 'Pathways to Excellence in Higher Education', to continue the regular interaction ofstaffwith prominent experts in teaching and learning quality.
4.3.4 Increase interdepartmental liaison between course coordinators, ~specially for servicing departments where a concened effon is required to ensure curriculum relevance and ;mplementation quality.
4.4 Outcome assessment
4.4.1 Make available to students, the results of improvements to teaching and learning which have occurred as a result of evaluation feedback, hence communicating to them the value of their feedback to the enhancement of educational quality.
4.4.2 Ensure that the departmental examination officer confers with staff responsible for drafting examination paperst before submission to Registry and subsequently to external examiners.
4.4.3 Discover increasingly more valid and appropriate measures of student learning by reviewing the components of assessment, so that flexibility and equity are maintained.
4.5 Resource provision
4.5.1 Introduce a programme in which young visiting scholars work with junior members of College staff on educational quality initiatives to enhance competence in teaching and learning.
4.5.2 Work more closely with the Student CounseHing Units to ensure that feedback from employers on the quality ofour graduates becomes part of revisions to teaching and learning.
4.5.3 Provide additional advanced computer technology to enhance student learning via simulatjon and computer modelling laboratories, as well as staffresearch and teaching preparation through better access to a broader range ofkey databases.
In conclusion, it is important to emphasise that responsibility for teaching quality cannot be imposed from outside, but must be driven by the needs and aspirations of those engaged in teaching; that is, by individual academic staff and their departments devising learning experiences which are flexible and rigorous enough to satisfy, or exceed, the realistic expectations ofStUdents. Since this is increasingly the caset and an agreed academic quality system is in place, we can be confident that our graduates will have acquired the critical skills and abilities sufficient to express themselves in ways that reflect weB upon Lingnan as a quality liberal arts institution.
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