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A better ranking system for university teaching?

June 22, 2017 by Leave a Comment

Who is top dog among UK universities?
Image: © Australian Dog Lover, 2017 http://www.australiandoglover.com/2017/04/dog-olympics-2017-newcastle-april-23.html

Redden, E. (2017) Britain Tries to Evaluate Teaching Quality Inside Higher Ed, June 22

This excellent article describes in detail a new three-tiered rating system of teaching quality at universities introduced by the U.K. government, as well as a thoughtful discussion. As I have a son and daughter-in-law teaching in a U.K. university and grandchildren either as students or potential students, I have more than an academic interest in this topic.

How are the rankings done?

Under the government’s Teaching Excellence Framework (TEF), universities in England and Wales will get one of three ‘awards’: gold, silver and bronze (apparently there are no other categories, such as tin, brass, iron or dross for those whose teaching really sucks). A total of 295 institutions opted to participate in the ratings.

Universities are compared on six quantitative metrics that cover:

  • retention rates
  • student satisfaction with teaching, assessment and academic support (from the National Student Survey)
  • rates of employment/post-graduate education six months after graduation.

However, awards are relative rather than absolute since they are matched against ‘benchmarks calculated to account for the demographic profile of their students and the mix of programs offered.’ 

This process generates a “hypothesis” of gold, silver or bronze, which a panel of assessors then tests against additional evidence submitted for consideration by the university (higher education institutions can make up to a 15-page submission to TEF assessors). Ultimately the decision of gold, silver or bronze is a human judgment, not the pure product of a mathematical formula.

What are the results?

Not what you might think. Although Oxford and Cambridge universities were awarded gold, so were some less prestigious universities such as the University of Loughborough, while some more prestigious universities received a bronze. So at least it provides an alternative ranking system to those that focus mainly on research and peer reputation.

What is the purpose of the rankings?

This is less clear. Ostensibly (i.e., according to the government) it is initially aimed at giving potential students a better way of knowing how universities stand with regard to teaching. However, knowing the Conservative government in the UK, it is much more likely to be used to link tuition fees to institutional performance, as part of the government’s free market approach to higher education. (The U.K. government allowed universities to set their own fees, on the assumption that the less prestigious universities would offer lower tuition fees, but guess what – they almost all opted for the highest level possible, and still were able to fill seats).

What are the pros and cons of this ranking?

For a more detailed discussion, see the article itself but here is my take on it.

Pros

First this is a more thoughtful approach to ranking than the other systems. It focuses on teaching (which will be many potential students’ initial interest in a university) and provides a useful counter-balance to the emphasis on research in other rankings.

Second it has a more sophisticated approach than just counting up scores on different criteria. It has an element of human judgement and an opportunity for universities to make their case about why they should be ranked highly. In other words it tries to tie institutional goals to teaching performance and tries to take into account the very large differences between universities in the U.K. in terms of student socio-economic background and curricula.

Third, it does provide a simple, understandable ‘award’ system of categorizing universities on their quality of teaching that students and their parents can at least understand.

Fourth, and most important of all, it sends a clear message to institutions that teaching matters. This may seem obvious, but for many universities – and especially faculty – the only thing that really matters is research. Whether though this form of ranking will be sufficient to get institutions to pay more than lip service to teaching remains to be seen.

Cons

However, there are a number of cons. First the national student union is against it, partly because it is heavily weighted by student satisfaction ratings based on the National Student Survey, which thousands of students have been boycotting (I’m not sure why). One would have thought that students in particular would value some accountability regarding the quality of teaching. But then, the NUS has bigger issues with the government, such as the appallingly high tuition fees (C$16,000 a year- the opposition party in parliament, Labour, has promised free tuition).

More importantly, there are the general arguments about university rankings that still apply to this one. They measure institutional performance not individual department or instructor performance, which can vary enormously within the same institution. If you want to study physics it doesn’t help if a university has an overall gold ranking but its physics department is crap or if you get the one instructor who shouldn’t be allowed in the building.

Also the actual quantitative measures are surrogates for actual teaching performance. No-one has observed the teaching to develop the rankings, except the students, and student rankings themselves, while one important measure, can also be highly misleading, based on instructor personality and the extent to which the instructor makes them work to get a good grade.

The real problem here is two-fold: first, the difficulty of assessing quality teaching in the first place: one man’s meat is another man’s poison. There is no general agreement, at least within an academic discipline, as to what counts as quality teaching (for instance, understanding, memory of facts, or skills of analysis – maybe all three are important but can how one teaches to develop these diverse attributes be assessed separately?).

The second problem is the lack of quality data on teaching performance – it just isn’t tracked directly. Since a student may take courses from up to 40 different instructors and from several different disciplines/departments in a bachelor’s program, it is no mean task to assess the collective effectiveness of their quality of teaching. So we are left with surrogates of quality, such as completion rates.

So is it a waste of time – or worse?

No, I don’t think so. People are going to be influenced by rankings, whatever. This particular ranking system may be flawed, but it is a lot better than the other rankings which are so much influenced by tradition and elitism. It could be used in ways that the data do not justify, such as justifying tuition fee increases or decreased government funding to institutions. It is though a first systematic attempt at a national level to assess quality in teaching, and with patience and care could be considerably improved. But most of all, it is an attempt to ensure accountability for the quality of teaching that takes account of the diversity of students and the different mandates of institutions. It may make both university administrations and individual faculty pay more attention to the importance of teaching well, and that is something we should all support.

So I give it a silver – a good try but there is definitely room for improvement. 

Thanks to Clayton Wright for drawing my attention to this.

Next up

I’m going to be travelling for the next three weeks so my opportunity to blog will be limited – but that has been the case for the last six months. My apologies – I promise to do better. However, a four hour layover at Pearson Airport does give me some time for blogging!

Filed Under: Bibliography, Communities of practice, measuring institutional performance, national, regional and international strategies, quality and quality assurance, Strategies, planning and management, United Kingdom Tagged With: , , , , , ,

One reason we are not getting enough engineers in Canada: the professional associations

March 29, 2017 by 2 Comments

The CN Tower in Toronto: construction supervised by an engineer originally from Iran

From nearly 2,500 posts over nine years, none has generated so many comments as Can you teach ‘real’ engineering at a distance? 

What you will see from the comments from readers is a deep and widespread frustration at the lack of recognition by Canadian professional engineering associations of any courses or programs taken by distance. This is now getting to the point where it is becoming a national scandal. Rather than your having to read through the 120 comments or so on this post, I will summarise them for you.

Accreditation as a professional engineer in Canada

I am not an engineer by background, so please correct me if I am wrong about the process. But this seems to me to be how it works.

In order to obtain work as a professional engineer in Canada, most employers require you to be accredited through the Canadian Engineering Accreditation Board (CEAB). However, this means applying to one of the provincial accreditation agencies such as the Professional Engineers of Ontario (PEO) or the Association of Professional Engineers and Geoscientists of Alberta (APEGA), who assess your qualifications and issue membership to their organisation.

These organisations are groups made of of professional engineers and educators (usually Deans of Engineering Schools in universities and Institutes of Technology), so it is a self-regulating process. Usually the minimum qualification for membership is a four year bachelor’s degree in engineering from a Canadian university or its equivalent (i.e. a university in the USA whose engineering program is recognized by the U.S. Accreditation Board for Engineering and Technology (ABET).

The decision about what foreign qualifications will be accepted is entirely at the discretion of the Canadian professional associations. This is not unlike other professions in Canada, such as teaching, medicine or nursing.

The professional association will require an individual to take further qualifications if it deems the existing qualifications do not meet the standards set.

Engineering and online learning in Canada

Until very recently, there were no fully online undergraduate courses, let alone degree programs, offered by Canadian universities in engineering. That is beginning to change. For instance:

  • Queens University, Ontario is now offering a fully online Bachelor of Mining Engineering Technology. This program is particularly directed at those already working in the mining industry. Queen’s University is one of the oldest and most well-established public universities in Canada;
  • McMaster University, Ontario, is developing an online B.Tech (mainly software engineering) in partnership with Mohawk College. Students can take a diploma program from Mohawk then take the third and fourth year courses from McMaster University. Although the campus-based B. Tech. is well-established and successful, the online version is still in development and not yet available at the time of writing. McMaster University is another well-established Canadian public university with an outstanding reputation in engineering, especially in the automative and steel industries;
  • Cape Breton University, Nova Scotia, offers a one year online B.Tech Manufacturing degree. It is available to students with technology diploma programs from colleges across Canada which have an articulation agreement in place with CBU providing for immediate advanced standing in the BET (Manufacturing) program. Students complete the B. Tech program via distance format in as little as one academic year.

These are the only online programs in engineering from accredited Canadian universities that I know about. If you know of others please let me know.

In addition there are more (but not many) accredited universities in the USA that offer fully online engineering degrees, for example:

  • the University of North Dakota (a highly respected state university) has been offering a range of engineering courses (civil, mechanical, petroleum) mainly or fully online for several years. 
  • Embry-Riddle Aeronautical University (Bachelor of Science in Aeronautics)

Will these qualifications be recognised?

Here’s what Queen’s University states about its Bachelor of Mining Engineering Technology:

The BTech program is unaccredited. Graduates seeking professional licensure would need to apply to write the Board Exams in mining engineering. In Ontario, the application would go to the Professional Engineers Ontario (PEO). As with applications from an accredited program, graduates would also need to write the law and ethics exam, and complete the required supervised work experience program in order to be considered for licensure.

Neither the McMaster nor the Cape Breton web sites provides any statement about professional accreditation.

What do the professional associations say about online or distance learning?

The Professional Engineers of Ontario (PEO) stated in 2016 that

  • ‘PEO does not recognize online or distance education.’

Similarly from APEGA:

  • ‘The current Board of Examiners practice is that they do not recognize distance learning programs.’ 

So frankly, don’t bother to take an online program in engineering in Canada if you want to be a professional engineer.

Determining eligibility: obfuscation and confusion

Furthermore the whole process of identifying from the professional associations whether an online program would be accepted is circuitous and unhelpful. One reader of my blog wrote and told me that he had written to APEGA to ask whether the University of North Dakota engineering degree would be recognised as a qualification towards membership of APEGA. Here is the response he received:

 
The eligibility of any courses you’ve completed will be determined by our Academic Examiners. If the courses were completed in Canada, you will need to submit the transcripts for them to be reviewed. If they were from outside of Canada, you will need to obtain an Academic Assessment Report from World Education Services (WES).

In other words, spend several thousand dollars in tuition fees, THEN we will tell you whether we accept your qualifications or not.

Note that the UND program had already been accredited by the ABET in the USA. Alberta’s APEGA was in fact prepared to make an exception for this degree, but this was not acceptable to Ontario’s PEO. Discussions were to continue with the Canadian Engineering Accreditation Board, but I could find no record of such discussions in a search of their recent documentation. So who knows whether or not the UND degree will be accepted by which provincial association?
 
Or let’s say you are a recent immigrant with an engineering degree from another country. In Alberta, the Alberta Council for Admissions and Transfer (ACAT) is the official body that provides information on admission requirements to engineering programs in Alberta universities and colleges. If you go to the ACAT web site to find out whether you degree would be accredited in Alberta, you are referred to another web site, The Canadian Information Centre for International Credentials. They then refer you back to APEGA.

Why it’s a scandal

Without obtaining a P.Eng. from the professional engineering association in a particular province, it is difficult if not impossible to get a job as a professional engineer. Of course such associations are important to ensure that engineering is being done professionally. Nobody wants their bridges to collapse or car parks on shopping malls to crash into shoppers below (Oh, wait – both of those did happen recently in Ontario).

Why we need high standards in engineering qualifications: Elliott Lake shopping mall collapse

But are these organizations making it unnecessarily difficult for people to qualify as professional engineers? From the 120 comments or so to my blog, there is strong evidence that they are. Yet at the same time we have great hand-wringing from employers, especially, about the lack of qualified engineers.

Let’s be clear about this. This engineering gap is not going to be met purely from high school leavers going into engineering programs at conventional universities. The demographics mean that many of those already working at the technical level in engineering will need upgrading and further qualifications, many while still working – hence the brave but unaccredited program from Queen’s University in mining engineering. Presumably employers will take these graduates even if the PEO holds its nose and sniffs at them because the program was done online.

I heard recently on CBC radio there are currently 18,000 engineers in Canada who came from Iran, one of whom was the supervisor for the construction of the CN tower in Toronto. We will need more engineers from immigrants who should be able to upgrade their existing engineering qualifications online while working at a lower level, without having to start from scratch.

I am not arguing that all engineering can be done fully online. Hands-on experience with equipment and laboratory work are essential. However, increasingly we are seeing co-op programs where employers provide that hands-on experience, often with more advanced and newer equipment than the universities have. Furthermore, more and more engineering is itself virtual (automation for driverless cars, for instance). Simulations and animations are increasingly replacing hands-on training. All the theoretical components of an engineering degree can be handled just as well online, and probably better, than in a face-to-face lecture class.

APEGA and PEO, like many professional bodies, are basically a closed shop or guild that restrict entry to create shortages so that members then can charge higher fees. More importantly they are often run, on a voluntary basis, by older engineers who are blissfully ignorant of new developments in engineering education. At a time when we need more highly qualified people we need greater flexibility in accepting credentials from other countries and more openness to online and distance education qualifications.

It’s time the professional associations in engineering realised that this is the 21st century and recognized appropriate online qualifications.

Filed Under: accreditation, Blogs, Canada, governance, national, regional and international strategies, quality and quality assurance, Strategies, planning and management, Tony's Blog, Tweets Tagged With: , , , ,

Webinar on choosing modes of delivery and the role of face-to-face teaching in an online world

December 15, 2016 by 2 Comments
Why get the bus to campus when you can study online?

Why get the bus to campus when you can study online?

On Tuesday I gave another in the Contact North series of webinars designed around my open, online textbook for faculty and instructors, Teaching in a Digital Age.

This focused on Chapter 9 of the book, but with a different twist from last year’s webinar on the same topic, this year’s webinar focused particularly on the move to blended learning, and the need to redefine the role of campus-based teaching when so much can now be done online.

You can download a recording of the webinar from here: https://contactnorth.webex.com/contactnorth/lsr.php?RCID=760bef531b9a8fcf59f5480dd57401ff. However, make sure you have the WebEx ARF player downloaded in order to play the recording – see the download instructions on the above web page if the ‘play’ button doesn’t load the recording.

Also note that the presentation doesn’t start until two minutes into the recording because the introduction was accidentally muted.

 

Filed Under: blended learning, course design, Events, faculty development and training, innovation, leadership, physical space, planning, policies and management - institutional, quality and quality assurance, selection of media and technologies, Strategies, planning and management, Teaching and learning, webinars Tagged With: , , , , , ,

Are you ready for blended learning?

December 12, 2016 by 4 Comments

changing-teaching-methods-2

I’ve just come back from visiting two universities in central Canada and I have also been getting feedback from pilot institutions on the questionnaire we are developing for a survey of online learning in Canada. Although I do not want to anticipate the results of the survey, some things are already becoming clear, especially about blended learning.

Definition

First of course there is the question of definition. What actually is blended learning? It clearly means different things to different people. I have tried to describe it as on a continuum of educational delivery (see graphic below):

From Chapter 9.1.2, Teaching in a Digital Age

From Chapter 9.1.2, Teaching in a Digital Age

Blended learning can be seen as

  • nothing more than Powerpoint slides in a classroom lecture,
  • extra homework online after a face-to-face class,
  • a ‘flipped’ classroom where the lecture is recorded and available online, and the class time is used for discussion and questions about the video
  • a totally re-designed course, where careful choices have been made about what is done online and what in class (hybrid).

When there are so many different meanings for the same phrase, it becomes somewhat meaningless. For this reason, one recommendation made to us most strongly was that in our survey blended should be counted only when there is a deliberate replacement of face-to-face time with online learning. At least that should be measurable. But what if, in a flipped class, the lecture time is merely replaced with a face-to-face seminar, with the lecture online? Same amount of face-to-face teaching but an increased workload for the student.

It’s not about quantity; it’s about quality

If we take the broad definition to include all or most of the points above, we can certainly make one fairly confident prediction. Nearly all post-secondary teaching, at least in North America, will be blended. In other words, almost all teaching will be either fully online, or a mix of classroom and online activities, if it is not already. Even in the most traditional lecture-based physics courses, for instance, students are likely to have online exercises to do associated with the course set book.

In fact we’ve been told in some of the feedback on the survey questionnaire that blended learning is already the norm in most Canadian post-secondary institutions. This may or may not be true – hopefully the survey will reject or confirm this assumption – but that seems to be the perception of many of those closest to the action. The issue then is not will blended learning become the norm, but how quickly, and my guess is that nearly all courses in Canadian post-secondary institutions will be online or blended within the next five years.

The key question then is not whether or not blended learning will be the norm, but will it be done well or badly? It is this question that keeps me awake at night, because there is no guarantee that classroom instructors drifting into blended learning know anything about the best practices for online teaching, or indeed whether these best practices will migrate successfully to the many different forms of blended learning that will emerge.

What do we do on campus when students can learn most things online?

One reason I lie awake at night is because we have no evidence-based research or theory that can guide instructors on this question. We certainly have a lot of opinions about what can best be taught online and what face-to-face, and we certainly have a lot of good research and theory, and best practice, about how to teach effectively fully online.

Indeed, it is the on-campus activities that are less well defined when students can study online. Or to put it more bluntly, what can we offer students on campus that makes it worth their time to get out of bed and on the bus on a cold and frosty morning that they can’t get by staying home and studying online? What is the added value of the campus or the classroom?

The answer to this question of course will vary from subject to subject. An experienced instructor will maybe intuitively work this out for herself, but there is a lot of scope for getting it wrong as well. I don’t want to under-rate instructor intuition, but theory and research on this question is desperately needed, at least to offset guessing and ‘I know best’ attitudes. Indeed, for far too long, many on-campus instructors have incorrectly assumed that certain teaching or learning activities can only be done well on campus when in fact we have found they can be done just as well or better online. In the future, if not at present, even laboratory work may be done as well online through the use of remote labs, online simulations and/or augmented reality.

So what guidelines or framework can we offer instructors in making these decisions? I have suggested in Chapter 9 of Teaching in a Digital Age four criteria and a simple process for making a decision about the mode of delivery but I am more aware than anybody how fragile and tentative this is without it being backed by theory and research. It is also one thing to decide to do a blended class rather than a face-to-face class, but quite another to decide what should best be done in each of the different modes of delivery.

Why get on the bus when you can study online?

Why get on the bus when you can study online?

Organizational issues

Another factor which unfortunately is often the first issue that institutions try to determine when moving to blended learning is the organizational structure for the learning support units, such as those housing instructional designers, web and media developers, and technical support for LMSs, etc. For many institutions, it is recognized that mainline, on-campus faculty will need substantial learning technology and instructional design support if they are to move to blended learning, but the problem is perceived as having the support in the wrong places.

In many North American universities, this support is often concentrated in Continuing Studies, because, historically, this is the unit that has supported distance and fully online learning. Now that support is needed for on-campus activities. However, the units supporting fully online courses and programs are usually themselves over-stretched, just managing the fully online courses.

Although it is important eventually to align support to where it is most needed, the problem should not be seen as an organizational issue but as a resource issue: there is just not enough existing resources going into academic support to cope with an expansion into blended learning.

The scaling issue

This is the main reason for my lying awake at night. Institutions are already spending a good deal to support just the fully online courses or programs. We have good models here based on instructional designers and media specialists working in a team with instructors in developing fully online courses. This way, the special design requirements for students studying off campus can be met.

However, at the moment, fully online courses constitute somewhere around 10-15% of all the credit-based teaching in North American universities. What happens when we go to 85% or more of the teaching being blended? The current learning technology support model just won’t be able to handle this expansion, certainly not at the rate that it is being predicted. However, without a design strategy for blended learning, and adequate support for faculty and instructors, it is almost certain that the quality will be poor, and it is certain that all the potential benefits of blended learning for transforming the quality of teaching will not be achieved.

Trying to extend the support system from fully online to blended courses and programs will ultimately be unsustainable. Although support units will be essential to get blended learning successfully started, teaching activities must be economically sustainable, which means faculty and instructors will eventually need to become able to design and manage blended learning effectively without continuous and ongoing support from instructional designers and media producers. This will require a huge training and retraining effort for instructors.

Possible solutions

As always, identifying a challenge is much easier than resolving it. But here are some suggestions (please suggest others):

  • Develop an institutional strategy for teaching and learning. Give priority in terms of resources and support to those academic areas ready and wanting to move into innovative teaching, in whatever mode it takes.
  • Identify additional resources for a move to innovative teaching, in the form of extra instructional designers, media producers and release time for faculty for initial course design and development. (This is a good indicator of just how serious the institution is about changing teaching). This will provide a core of support to get things going in an effective manner.
  • Give priority to supporting innovative blended learning designs, where the course is re-designed with a clear rationale for what is being done online and what face-to-face.
  • In particular give priority to supporting academic programs that have a clear strategy for blended and online learning and how it will be delivered across the program
  • Encourage innovation in blended learning design, but ensure that it is properly evaluated and that there is a strategy, if the innovation is successful, for ensuring the design is more widely applied.
  • Don’t mess with successfully operating support units that already exist. If they were needed before for what they do, they are still needed for that. Set up new units to support the move to blended learning and locate them close to the academic departments where they will be needed. Build an institutional community of practice so that the different support units can learn from each other.
  • The most important suggestion of all: overhaul completely your faculty development and training. Start with an online or blended course on how to teach online or in a blended format. Make it mandatory for instructors getting institutional support for blended or online learning. Provide a teaching track for appointments, promotion and tenure to reward innovative teaching. Redesign the post-graduate experience to ensure that teaching methods and pedagogy are also covered as well as research expertise, and ensure a direct link between such courses and teaching appointments. Provide badges, certificates or post-graduate diplomas or degrees for instructors who can demonstrate they have taken courses on teaching in post-secondary education.
  • Give research into blended learning a high priority in the SSHRC; this is going to be the norm and we need to know what works and what doesn’t. In particular we need some good theory on the pedagogical differences between online and classroom teaching – not comparative research about which is best, but what each is uniquely suitable for within a particular subject discipline and teaching context.

Then you will be ready for blended learning.

Over to you

Do you share my concerns or am I just a nervous Nellie? Should we just leave everyone to work it out for themselves?

Alternatively, what do you think needs to be done to ensure that blended learning is introduced sustainably and with high quality?

Does your institution have a plan for dealing with the move to blended learning? Is it a good plan?

 

Filed Under: blended learning, Blogs, change management, faculty development and training, innovation, Monthly Feature, planning, policies and management - institutional, quality and quality assurance, research, selection of media and technologies, Strategies, planning and management, Teaching and learning, Tony's Blog, Tweets Tagged With: , , , , ,

Initiating instructors to online learning: 10 fundamentals

October 12, 2016 by 2 Comments

10-fundamentals-jpg

Click to download the pdf

What? Not ANOTHER book from me? Well, no, not quite.

‘Teaching in a Digital Age‘ has been a great success but it appears it is being primarily used by faculty and instructors already committed to online learning, or on courses for post-graduate students, who don’t have much choice if it is set reading. That’s great, but even though it’s been downloaded over 40,000 times and is being translated into seven languages, there are still hundreds of thousands of faculty and instructors in North America alone who are either not interested in teaching online or are very nervous about it. The Babson 2013 survey for instance found that only 30 percent of chief academic officers believe their faculty accept the value and legitimacy of online education.  This rate is lower than the rate recorded in 2004.

One reason for this is that there are many misconceptions about online learning. At the same time, there are legitimate concerns about online learning being more work or about the quality of online instruction. Of course, reading Teaching in a Digital Age might help dispel the misconceptions and the concerns, but instructors resistant to online learning are not likely to engage with a 500 page textbook in the first place.

I therefore did a series of blog posts aimed at encouraging ‘resistant’ faculty and instructors to at least give online learning a try. The series was initially called ‘Online learning for beginners‘. Contact North liked the idea and suggested that the 10 posts should be re-edited into a 37 page booklet that can be given to faculty and instructors. This booklet is now available. It can either be downloaded as a pdf from the Contact North|Contact Nord website, or printed locally on demand and then can be physically given to instructors. Of course it is likely to be most effective if used in conjunction with Teaching in a Digital Age, but the booklet is written to stand on its own.

So I am hoping that you will find the 10 Fundamentals booklet useful, that you will pass it on or make it available to ‘resistant’ or undecided instructors, and that this will encourage them to seriously consider teaching online.

Let me know whether you think the booklet is likely to work, and, if not, what else could be done.

Filed Under: Bibliography, blended learning, Blogs, course design, developing intellectual skills, Events, faculty development and training, learner support, learners, lectures, Monthly Feature, MOOCs, publications, quality and quality assurance, Strategies, planning and management, Teaching and learning, Tony's Blog, Tweets Tagged With: , , , ,
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