ALIGNMENT OF PROGRAMME OUTCOMES WITH SUBJECT OUTCOMES: A CASE OF PERSONAL SKILLS DEVELOPMENT IN HIGHER EDUCATION Charlotte CHOW Student Affairs Office The Hong Kong Polytechnic University Ken WONG Department of Management and Marketing The Hong Kong Polytechnic University Abstract The Hong Kong higher education has been going through a transition from a process-oriented approach to an outcome-based approach to teaching and learning since 2004, under the call from Hong Kong University Grants Committee. The Hong Kong Polytechnic University took a leading position in such a move. We adopted an outcome-oriented model to curriculum design by incorporating clear articulation of intended learning outcomes, designing teaching and assessment methods which align with the intended outcomes. Effective university education does not only provide students with the opportunities to acquire subject knowledge, but personal skills for lifelong development in the society. The need to foster students’ personal skills has been stipulated at the institutional, faculty and department level. In tackling with such need, the Faculty of Business adopted two approaches in fostering students’ personal skills. The first approach was by means of introducing specific and separate mandatory subjects into the curriculum, such as personal skills development course. The other approach was to embed the development of personal skills integrally into the subjects of the mainstream curriculum by introducing new curricular emphases, teaching methods and educational technologies. Out of the entire thirteen intended programme learning outcomes embarked, four of them have been aligned at the credit-bearing personal skills development course. These included English communication, creative thinking, self-evaluation and teamwork. These intended learning outcomes were clearly communicated to students at the start of the semester. Students were exposed to a variety of interactive learning environment in group and individual setting. Formative and summative assessment activities were organized. Attainment of learning outcomes was reflected through students’ submission of work, such as group report and presentation, peer assessment and reflective essay. The experience of implementing the course and students’ feedback for programme improvement are shared in this paper. Keywords: personal skill, life skill, generic learning outcome, outcome-based education, alignment of learning outcomes.
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Introduction The Hong Kong higher education has been going through a transition from a process-oriented approach to an outcome-based approach to teaching and learning since 2004, under the call from Hong Kong University Grants Committee. The Committee has the mandate to advise the Hong Kong Government about the development of higher education institutes and its funding needs. The University Grants Committee works with institutions to promote excellence in their teaching, learning and research. The curriculum revision exercise was launched under the call for assuring and improving student learning outcome in 2004 at the Hong Kong Polytechnic University (PolyU). All undergraduate programmes were revised to articulate learning outcomes and enhance alignment of teaching, learning and assessment with outcomes. The process of curriculum revision was vigorous and involved faculty members at subject, programme level and school level. It was not merely a process of documentation, but a review among teaching staff on the syllabus, teaching approaches and assessment methods. The revised programme documents were endorsed by Faculty Boards so that the revised programmes were implemented starting 2005/2006 academic year. The Hong Kong Polytechnic University aspires to produce graduates with the attributes of responsible citizens and leaders of tomorrow. The University believes that by adopting an outcome-based approach to curriculum development, teaching, learning, assessment and quality assurance, the University will be able to improve the quality of its educational provision to ensure students’ attainment of the desired learning outcomes. The pioneer proponent of outcome-based education encompassed a strong notion of constructive alignment (Biggs, 1999 & 2003). The focus is on what students can learn, and align teaching and assessment to those outcomes. PolyU’s model of outcome-based approach has gradually taken shape over the years, as the PolyU community constantly reviews its good practices, makes reference to sound educational theories, and learns from international experiences in student learning outcomes assessment.
A Stand-alone Course on Personal Skills In this great century, the growth of information is exponential and the nature of and skill requirements for work are changing. Hence, the development of personal skills
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has become a more prominent focus in education. Effective university education does not only provide students with the opportunities to acquire subject knowledge, but personal skills for lifelong development in the society. The label of ‘personal skills’ is named differently around the world. Table 1 Countries
Inter-changeable Terms
Australia
Generic competencies, Key competencies, employability skills, generic skills
Canada
Employment skills
Germany
Key qualifications
U.K.
Core skills, key skills, common skills
U.S.
Basic
skills,
necessary
skills,
workplace know-how Singapore
Transferable skills
The meaning of it varies in philosophical positions (Barrie, 2004, 2006). Many universities also produced curriculum maps which demonstrate the development of personal skills within existing curricula (Barrie, 2005; Hager, Holland & Beckett, 2002), but the effectiveness also depends on its approach of implementation and active engagement of teaching staff.
Within the Faculty of business, the credit bearing mandatory course on personal skills development was introduced since 2005/2006. This is a stand-alone approach to the development of personal skills. The outcome-based model of teaching and learning has been an integral focus at this subject. It embodies four dynamically related features: Articulation of desired learning outcomes Alignment of educational provision with desired learning outcomes Assessment of student learning outcomes Continuous improvement based on outcome evidence
The experience of implementing the Personal Skills Development course by aligning programme outcomes with subject outcomes is discussed in this paper. A number of
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teaching and learning activities was adopted to facilitate the development and learning of desired outcomes. In this paper, we focus on discussing the blended learning approach.
Align Programme Outcomes with Subject Outcomes Like many other universities, the Hong Kong Polytechnic University asked programme leaders to review their curriculum to ensure that the personal skills being stipulated at the university level were embedded at the curriculum. Subject leaders of Faculty of Business were asked to name several core elements from their subjects with the focus on the skills trained in the subject context. Learning outcomes and assessment methods were also named. They attend the group review sessions by sharing with other subject leaders with the information mentioned above. They read through each other’s syllabus to identify gaps, repetitions, meaningful assessment and see how these can be matched with the curriculum standards on personal skills attainment at the programme level.
The curriculum map showing the core subjects of the Bachelor of Business and Administration Programme is shown at Table 2. Table 2: curriculum map Programme Outcomes for the BBA (Hons) Scheme
Core Subjects
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Management & Organization Personal Skills Development
2
3
4
5
6
7
8
9
10
11
12
13
Information Technology for Business
Introduction to Marketing
Strategic Management
Corporate Responsibility
Social
Programme Outcomes
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Outcome 1: Communicate verbally in English and Putonghua at a level of effectiveness sufficient for a business presentation or general conversation with a mono-lingual speaker of each language. Outcome 2: Communicate in writing in English and in Chinese, at a level of effectiveness sufficient for general business communication. Outcome 3: Demonstrate a global outlook and an understanding of cultural diversity, as evidenced by an understanding of globalization, the dimensions along which cultures vary and the implications of both for business. Outcome 4: Identify and invoke mechanisms for the stimulation of creative thinking in the business setting. Outcome 5: Identify and resolve ethical issues as they arise generally and in the specific business settings for which they are being prepared. Outcome 6: Use current information technology effectively and evaluate new technologies as they emerge. Outcome 7: Analyze business situations and problems by applying conceptual frameworks drawn from Accounting, Finance, Economics, Behavioural Science, Law and Quantitative Methods. Outcome 8: Carry out and act upon self-appraisal and reflective thinking, in the areas of creativity, teamwork, leadership, career selection and learning to learn. Outcome 9: Apply basic financial theories, analyze financial reports and understand the operation of financial markets. Outcome 10: Identify and analyze the means by which value is created in goods and services and delivered to users. Outcome 11: Conceptualize and act upon the group and individual dynamics that exist within organizations. Outcome 12: Identify and analyze those aspects of the domestic and global business environment that set the ‘parameters of choice’ within which business organizations set objectives and take actions. Outcome 13: Have sufficient professionally-specific skills and knowledge to make an immediate contribution to the organization in which they are first employed; and Have a foundation of professionally-specific skills and knowledge, on which to base the process of continuous professional development.
Out of the thirteen intended learning outcomes listed at the programme level, the personal skills development course tapped into four of those outcomes. These included English communication, creative thinking, self-evaluation and teamwork.
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Table 3: Exemplary Outcomes at Different Levels Programme Level
Subject Level (Personal Skills Development Course)
Identify and invoke mechanisms for the Be aware of, and able to draw on, stimulation of creative thinking in the methods for the improvement of creative business setting. thinking. Carry out and act upon self-appraisal and reflective thinking, in the areas of creativity, teamwork, leadership, career selection and learning to learn.
Be able to appraise their own approach to learning and development, and to propose actions for improvement, where necessary
In the table above, the intended learning outcomes at the Personal Skills Development Course relate to the programme level outcomes. The skills described in the programme level outcomes are put in the context of respective subject. Since the personal skills development course is a generic course at an open context, the creative thinking skills described was put in general context. This subject level outcome did not represent the entire programme level outcomes, but by a complete list of related subject outcomes.
Implementation of outcome-based education at Personal Skills Development Course During the start of the course, students are distributed with the course outline. Subject syllabus containing clear statements of the learning outcomes to be achieved was stated at the course outline. The lecturer went through all the learning objectives with students, ensuring common understanding regarding university’s expectation on their performance. The assessment guidelines were also communicated and distributed to all students of the personal skills development course. Students were given enough formative feedback during the subject, and before the final summative assessment, to provide them with a basis for improvement as they proceed through the semester. For instance, they receive instant feedback from the eFace Survey, telling them about their status of their well-being. They also receive an instant report with interpretation on their performance level of personal skills after
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they finished the generic competencies questionnaire online. Before students carry out an assessment task, they were told, and should understand, the criteria against which they would be assessed. They should understand the level of achievement required to get an ‘A’, ‘B’ or ‘C’. This expectation is now built in to the Student Feedback Questionnaire. Assessments were set appropriate for the learning outcomes for the subject. Please refer to Table 4 for details of the assessment tasks.
Table 4 Personal Trained Oral
Skills Teaching and Learning Assessment Tasks Activities English Group Discussion
English Presentation
Communication Creative and Critical Debate Thinking
Analysis of Business Case Reflective Essay
Self Evaluation
Learning Games Reflective Essay Generic Competencies Questionnaire eFace Survey
Teamwork
Group Discussion Group Project
Group Assignment Confidential Peer Appraisal
Students were exposed to a variety of topics on personal skills. They were given the chances to practice these skills by engaging at the teaching and learning activities described in the above table. Teaching staff from the English for Language and Communication Department and Student Affairs Office took up the workshop on English Presentation and ePortfolio respectively. Blended Learning Approach - A visualized outcome-based Learning System A website was established to facilitate integration, rethinking and dissemination of holistic visualized learning materials for the class. The site contains material, instant interactive feedback and content based on the idea of Visual Holistic blended learning, which refers to the combination of different modes of delivering e-content in a
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holistic system, including diagrams, graphs, words, video & cartoons in two e-Modes: e-Homework and You-tube video demonstration. e-Homework - An online exercise (link: https://www2.polyu.edu.hk/edc/authws/obp/) is a major element of the homework. The exercise was conducted in the mode of instant interactivity. You-tube Video – A video was created in YouTube to promote the importance of Whole-life Well-being and implications of its index in the context of business planning as a demonstration. (http://www.youtube.com/watch?v=uv7m5xscO0I). This video was shown to the classes. Students can review it at any time. They can share it with other students. We encouraged them to form collaborative teams to promote the concept to the community at large. According to our e-learning survey, an average student spends 10-15 minutes to complete the exercise. After submitting the results, respondents can see their individual faces which are the visualization of his or her well-beings with various numerical results for all three dimensions of well-being, namely psychological well-being, physical well-being and financial well-being. The results also include short explanations about their current situations. They can compare their faces and results with others. This exercise aims to get students’ involvement on their well-being and requires them to apply the concept to real-life business setting. The students had to answer several questions about the comments on their results and how could they apply their results to their managerial implications in their homework which is a part of their continuous assessments. Approaches to assessment which reflect a blended learning approach Two major tasks for evaluating the outcome of our blended learning approach were a focus group discussion and follow-up survey. The purpose of these tasks is to evaluate the visualized holistic conceptualizations of major perspectives and comments on the efficiency and effectiveness of the blended learning experience and process.
Feedback e-Survey The e-survey with a total of 152 questionnaires returned (response rate: 49%). In general, the students have positive perceptions about the project and believe it is
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useful for their blended learning as the process is integrated with well-designed links between face-to-face teaching and self independent learning in a dynamic e-context incorporating team’s collaboration in implementing project in both classroom & real business settings. They also appreciated the value of e-Learning survey so all of them can contribute to the further improvement of the e-tool. Focus Group The purpose of the Focus Group Discussion was to meet students in person and to ask them what they really had learnt from the process of the Face e-exercise. Total 30 students were invited to take part in the focus group. They were divided into 5 groups, led by 5 interviewers. Students appreciated the useful elements of the exercise (e.g., user-friendly and funny feedback) and suggested areas for further improvement (e.g., some questions are too direct). They were keen in giving some recommendations (e.g. including a new dimension of Social well-being for future measurement). This Focus Group helped us to understand the needs of students and their perceptions of the learning process. The feedbacks provided us with precious ideas for improvement and also helped to identify some of the shortcomings of the e-exercise. The useful findings from our blended learning assessments of above eSurvey and focus group discussion reflects two major good practices as: Independent Re-discovery of Individual Well-being -Through several blended activities, students had chances to discover their own well-beings! Almost 13% of students enjoy high levels of their well-beings. Nevertheless almost 8% of students were discovered to have poor lifestyles and more than 6% of students are evaluated to be below the standard. The assessment of their well-beings and distribution of faces areas summarized in Appendix 7. These statistics show that the project has a potential to help all those students to learn together in sorting out similar problems.
Our focus group and survey brought positive responses from students. Majority of them agreed that e-exercise was easy to access and comprehensive. Most importantly they agree that the exercise has stimulated their interest in particular subject as well as their creativity and innovation. It also helped them to understand real self (such as weakness & strength, competence & hidden personal problems). Most of the students agree that e-exercise assists them to apply the concepts of well-beings to real-life
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settings. They are indeed collaborators of this blend learning process in the future. When they graduate from PolyU, they can still use the e-tool for updated assessment of their well-being. The learning experience is beyond PolyU. Implication from the eSurvey and Focus Group The blended exercise with various e-modes has adopted multi-approaches of communicating information to students and really getting involved all of them by providing unique one-to-one instant feedback. This approach enables the blended activities (from watching a video to collaborating team interview jobs in a business context) to be more enjoyable and interesting. In other words, several multi-sensor teaching techniques and active learning strategies have been used. Students have gone through e-exercise and real-life face-to-face interviews which adopts the idea of blended holistic teaching and independent self-learning to help them to conceptualize their skills and knowledge. The students needed to apply selling and marketing skills in their assignments. In short, the interactive exercise enhances students’ learning through instant response in a funny way. The notion of visual faces aligns with the use of multi-sensory teaching techniques to promote active learning. It also aims to promote students’ creativity and involvement in solving their problems.
Conclusion The experiences of conducting a separate mandatory core subjects on personal skills development raises students’ awareness of these skills. It provided a more collaborative and collegial form of creative hurdle assessment. Consultant staff from different offices taught the course in which they brought novelty and diversity to content and its delivery. Students were exposed to a variety of relevant and interesting teaching and learning activities which articulate the desired learning outcome and reinforce their participation in practicing their creativity, English presentation skills, teamwork and self evaluation. Alignment of learning outcomes at programme level and subject level ensures that students develop their personal skills more effectively and coherently. The outcome-based model of teaching and learning involves many different kind of teaching and learning activities, which all work in line with the desired learning
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outcomes. The syllabus was ability-based where students received formative feedback during their course of learning. The evaluation results collected from the eSurvey and the focus group helped the course leader to improve and to refine learning system and to better adjust the blended learning approach in the future.
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