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Where Credit is Due?: Issues in Academic Quality and Equivalence for UWI undergraduates returning from Study Abroad. Anna Kasafi Perkins, QAU, Office of the Board for Undergraduate Studies, Mona June 19, 2008.
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Where Credit is Due?: Issues in Academic Quality and Equivalence for UWI undergraduates returning from Study Abroad Anna Kasafi Perkins, QAU, Office of the Board for Undergraduate Studies, Mona June 19, 2008
I feel like I went away with a 5lb brain and came back with a 10lb brain.Megil McNeil, former Study Abroad Student, Mona Campus, UWI.
Purpose: Explore issues of quality and equivalence as it relates to Study Abroad. • It looks at the experience of UWI students on the Mona Campus. • Relies on interviews with returning students and seasoned Study Abroad administrators
Defining Study Abroad Study Abroad as it is used in this discussion is equivalent to what UWI refers to as Education Abroad, where students spend some time studying in an international context, often for the purpose of gaining academic credit. Student Exchange: Reciprocal agreement Study Abroad: No reciprocal agreement Intercampus: Millennium Project
Purpose of Study Abroad • “Study Abroad is an integral part of…efforts to provide the highest quality educational experience for students” (Marlene Johnson, Exec Director, NAFSA) • “International competence” – UWI Policy Statement • Takes for granted therefore that there are some issues of quality and equivalence that are inherent to Study Abroad
USA/CANADA FRANCE/UK UWI, MONA/ JAMAICA SWEDEN SWITZERLAND SOUTH PACIFIC
Student Participation in Study Abroad, Mona Campus: 1999-2007
Quality & Equivalence Issues 1. Ensuring academic rigour of the academic programme 2. Ensuring the equivalence between course content & grading 3. Counting credits transferred toward fulfilment of degree requirements Students desire maximum benefit from the experience!
Quality? • Commonwealth institutions in the South often have a tendency to look down on the education provided in just about all but the Ivy League institutions in the North (Linda Carty, Syracuse University, 2005).
Grading • Grading , a primary concern of students all around the world, remains a central concern for students who engage in study abroad programmes. The “grading system” in the host institution ought to be explained to the visiting students. Something as simple as the letter grade equivalence in a system of only percentages can cause students distress (Linda Carty, Syracuse, 2005).
The UWI Experience • All of these issues had been experienced by UWI Study Abroad students in the past in one way or another • Learn from experience and collaboration (CUSAC, etc) • Mechanisms for dealing with these issues: • Use of MOUs/partnerships/other agreements • International Office with dedicated staff • Internal policy arrangements • Structured approach to course approval & credit transfer that is faculty driven
MOUs • System of equivalents of credit transfers agreed upon between partners • Reciprocal recognition • Facilitates movement of students
Credit Transfer • Counting towards GPA • Recorded on transcript • Transfering credits: long process, delay getting grades on the transcript; delay completion of programme • Course changes needed: lengthy process; delay;
Programme Quality • Student feedback: • “Best year of my academic life…at UWI I got 1 A/semester…at York, 3 A’s”. • “The level of education we have at UWI in the Caribbean is on par or even above what I have seen here at Queens. ..UIW is up there with the best” (Current Study Abroad Student in letter to Beverley Hunter). • Quality experience due to: calibre of professors, teaching and learning environment; student support services; • Outcomes assessment: anecdotal evidence (B+ = B+ student); Dept of Education looks at course work, handouts, labs, etc; research and analysis necessary; tools to measure study abroad learning outcomes; reciprocal quality assurance team/audit;
Internal Policy • Policy Statement • Use of Letter Grade: A=A (case for marks to be used to give higher grade towards 1st class honours) – respected and granted equal value at home • Structured process • How is the process evaluated?
Dedicated IP Office • Kudos for IP staff: 24/7, guidance, care “Throughout the process of registering for this programme, I received high quality services from the administrators of the exchange programme. This was commendable as previously the service I experienced at UWI was not of this standard. As a result I was adequately prepared for my time away” (Study Abroad Student).
IP Office, contd • New Int’l Students Prog. Office – Aug. 1; marketing, deepen relationship with faculty; preparation & debriefing; monitoring • Financial sustainability important
Structured Process • Faculty driven – key; • Exchange: pre-approval after content scrutinised; Fac & Acad. Board approvals • Study Abroad: Similar process; equivalent courses that they would have registered for • Rubber stamping role of Fac. & Academic Boards? • What happens with a programme that is not offered at UWI? How is quality assessed?
What can UWI learn? • Revisit meaning of quality teaching and learning • Outcomes assessment vital for all programmes, including Study Abroad • Study Abroad can provide opportunities that students cannot get locally
