Rachael Woodcock, Elina Wu, Alton Au & Lester Kong

1. Long distance relationships can work!
Supporting international top up degree
students: Lessons learned working with our
South East Asian Partner
Alton Au, Rachael Woodcock, Elina Wu,
25th June 2015

2. The Partnership
• The collaborative arrangement began in 2005 and now
includes ten courses across Sheffield Business School
(SBS), Faculty of Health and Wellbeing (HWB) and Faculty
of Arts, Computing, Engineering and Sciences (ACES)
• In 2012, three Business top up degree courses introduced:
– BA(Hons) Business Management (FT and PT)
– BA(Hons) Business and Human Resource Management (FT and
PT)
– BA (Hons) Business and Finance (FT and PT)
• Endorsement achieved for BA(Hons) Business and HRM in
2011 for national HRM professional body.
• Student numbers over three years:
Academic
Year
Business
Management
Business and
HRM
Business and
Finance
12/13 126 77 45
13/14 118 59 44
14/15 149 81 55

3. Flying Faculty Model for Business Courses
• SBS Collaborative Course Leader (including Link Tutor role)
• Partner Programme Co-Ordinators (Local Course Leaders)
• Short fat module delivery (UK based modules are long thin)
• SHU lecturers Module Lead and deliver all lectures via one
week study blocks
• 12 week seminar teaching delivered by Partner Local Tutors
• 50% of all course work is marked by SHU and 50% by the
partner
• All exams marked by SHU
• Student support provided by the partner

4. Degree Classifications
(average across three courses)
0
10
20
30
40
50
60
2:1 2:2 3rd still studying withdrawn
2012/13
2013/14

5. Comparative Module Statistics
Module 1
Module 2
Module 3
Course 12/13 13/14
first time pass rate arithmetic mean mark first time pass rate arithmetic mean mark
Partner Course 1 81.43 % 46 91.38% 51
Partner Course 2 82.02% 48 94.83% 54
Partner Course 3 81.82% 47 88.10% 47
SBS Based International (top up) 83.33% 47 89.74% 47
Course 12/13 13/14
first time pass rate arithmetic mean mark first time pass rate arithmetic mean mark
Partner Course 1 76.64% 45 79.65% 46
Partner Course 2 79.55% 46 94.74% 50
Partner Course 3 72.73% 43 61.90% 43
SBS Based International (top up) 93.62% 48 75.76% 45
Course 12/13 13/14
first time pass rate arithmetic mean mark first time pass rate arithmetic mean mark
Partner Course 1 93.55% 57 83.72% 51
Partner Course 3 88.89% 55 92.86% 52
SBS Based International (top up) 83.33%% 51 71.79% 49
Course 12/13 13/14
first time pass rate arithmetic mean mark first time pass rate arithmetic mean mark
Partner Course 3 79.55% 47 92.86% 48
SBS Based International (top up) 80.85% 44 89.39% 45
Course 12/13 13/14
first time pass rate arithmetic mean mark first time pass rate arithmetic mean mark
Partner Course 1 83.74% 47 80.80% 49
SBS Based International (top up) 87.50% 46 68.42% 43
Module 4
Module 5

6. What students say...
• "The lecturers and tutors have a great passion for teaching.
The learning materials are well prepared. I have much more
confidence in applying what I have learnt to my future jobs."
• "The programme encourages a sophisticated approach to
learning, developing my skills in critical thinking and problem
solving. The lecturers are very friendly and willing to
communicate with us."
• "I am enjoying Learning from the caring, professional and
experienced lecturers. I am broadening my horizons about
the real business world. I believe my English has improved a
lot moreover, my self-confidence is enhanced through the
discussions and presentations in English".

7. Our recommendation:
focus on the process of partnership
• 'Ensuring high quality learning experiences for all
students, irrespective of where their learning takes place
is not simply a matter of ensuring that the curriculum or
programme is of a high quality. Working in partnership in
TNE contexts goes beyond what can be recorded through
a pre-defined partnership agreement.....crucial attention
needs to be paid to the process, that is, the way in which
partners interact and engage collaboratively over time in
order to achieve the best possible outcomes for students'
(Keay et al., 2014, p.265)
Source: Keay, J., May, H., and O'Mahony, J. (2014). Improving learning and teaching in transnational education: Can communities of
practice help? Journal of Education of Teaching: International research and pedagogy, 40 (3), 251-266

8. Communities of Practice
(Wenger 1998)
Groups of people who share a concern or a passion for
something they do and learn how to do it better as they
interact regularly
• Three interrelated dimensions:
– Joint enterprise (domain)
• Members committed and competent to work toward a common goal
– Mutual engagement (community)
• Members sharing activity, information and help
– Shared repertoire (practice)
• Jointly developed resources
Source: Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. New York: Cambridge University Press

9. Lessons Learned ...the importance of
Developing student identity and community
– To feel part of SHU and partner community
– To meet people outside own course
– To provide extra curricular events and speakers
– To establish clear and open lines of communication and feedback
PRACTICE: Welcome Gifts; Business Network events starting at induction; Student
representatives per seminar group; course level social events
Supporting the transition from Higher Diploma to SBS graduate
in one year:
– Exploring SHU level 6 study expectations
– Supporting the development of academic skills such as researching,
referencing, critical analysis and essay writing
– Developing English reading, writing and speaking skills
– Developing competence in using online resources including library
gateway and turnitin
– Encouraging student interaction and debate in class
– Developing independent thinkers and researchers
PRACTICE: An integrated induction and study skills support programme covering the
duration of the course

10. Student Initial Induction
When What Areas Covered
Beginning of course (usually Saturday before
first study block)
Partner induction  Partner facilities and student support
 Library access and ID cards,
 Expectations of level 6 study - transition
from IVE Higher Diploma to Top Up
Degree
Beginning of course (usually Saturday before
first study block)
'Business Network' event Aim: to bring all three programmes together to
see the whole SBS Business programme
community, to start networking with each
other and meet the teaching team.
 Fun Business games activities
 Expectations, challenges and strategies
for succeeding on the SHU/SHAPE top Up
degree
Study Block Week 1 Induction session 1  Welcome and overview of SHU and SBS
 Meet the SHU/Partner programme team
 Overview of programme – modules and
calendar of events
 Roles and responsibilities – students and
SHU and Partner
 Summary of programme handbook
Study Block Week 1 Induction session 2  Overview of online systems:
o SHU student portal (SHUSPACE)
o Programme and module
blackboard sites
o My student record
o Library gateway - researching for
assignments

11. Study skills support
What Areas Covered
Getting online Navigating around Blackboard, library gateway and searching
for quality sources online including online academic journals
Academic reading Reading and summarising academic sources (text book chapters and journal
articles)
Being critical –
developing your
argument
Evaluating theories, models and ideas; comparing and contrasting ideas and
perspectives; developing an argument
Referencing your
work
Understanding why and how to reference using the Harvard Referencing System
and how to use Turnitin reports
1) Lectures provided by SBS team during study block teaching covering
level 6 study, academic writing and referencing
2) Workshops (below) to give 'hands-on' activities and advice in
seminar groups, delivered by the local teaching team during the
first few weeks of semester one

12. Study skills support
3) Additional study skills session is provided by the
SBS Collaborative Course Leader and Head of
Department (October each year).
Two hour sessions delivered in seminar groups
undertaking exercises to support students in their
preparation for their first assessments in the two core
modules.
4) Partner provides several sessions in the first and
second semester on English writing and reading
skills

13. Lessons Learned ...the importance of
Communication, communication, communication
"Listening is just as important as providing information. Offering
people the facility to ask questions, provide feedback, comment, and
amend are all important aspects of collaborative communications"
(Lank 2006, p.110)
PRACTICE: Regular SBS visits on-site; Regular module based
communications between SBS teaching team, partner team and
students; Scheduling of lectures to encourage student questions and
discussion with SHU teaching team; Encouraging students to ask for
support when facing difficulties; Staff Student Review Meetings mid
semester with SBS Collaborative Course Leader; Partner visits
(including today) to observe teaching, meet key SBS departments
including marketing; student support, LTA contacts and module
teams.
Source: Lank, E. (2006). Collaborative Advantage: How Organizations Win by Working Together. Basingstoke: Palgrave Macmillan

14. Lessons Learned ...the importance of
Developing a one team one goal community
PRACTICE: Working intensively together from day one (achieving
Local Government accreditation); Shared information, values and
goals (student success and employability); Mutual respect,
accountability and problem solving; one team ethos (academic,
student support and admin working together)

15. Lessons Learned ...the importance of
Taking time to reflect and learn together
"Building in time for review and reflection, treating learning as a core
business process rather than a nice-to-have option, agreeing what
action is needed when lessons have been learnt - these are
characteristics of a collaborative effort that intends to get the
maximum value possible from its work" (Lank 2006, p.125)
PRACTICE: regular on-site progress review meetings (two per
semester involving operational and senior teams); joint
development of annual return reports; on-going annual return
record - rolling action plan for continuous improvement.
Source: Lank, E. (2006). Collaborative Advantage: How Organizations Win by Working Together. Basingstoke: Palgrave Macmillan

16. Lessons Learned ...the importance of
Supporting the front line - SHU and Partner staff
PRACTICE:
– SBS staff: One-to-One briefings; Regular communications and
updates to SBS Module Leaders
– Partner Teaching Staff: SBS induction; Module induction; Regular
module level communications and feedback; Course level
communications via Local Tutor meetings; LTA Events; Appraisals;
Teaching observations
– Partner Student Support and Admin: designated SBS contacts for
queries and updates; On-site visit to Partner from SBS
administration team; Video conferencing training and updates;
Partner visits to meet and explore processes and best practice

17. Supporting the front line:
Local tutor induction and on-going support
Activity When Comments SHU Staff
Welcome Upon Appointment  Teaching team introductions
 Access to Programme and Module Blackboard
sites
SBS Programme team
Module Training Start of semester • Face to face briefing for local tutors SBS Module Leaders
In Country Induction September and January  Delivered during study block period to cover:
o Sheffield Hallam University
o Sheffield Business School and the
specific programme
o SHU Learning, teaching and assessment
strategy
o Assessment, feedback and moderation
requirements
o Staff development and support
initiatives
o Student support services
SBS and Partner
Programme Team
Peer Development/Support On-going throughout
the academic year
 Observing SHU delivered lectures
 Week by week mentoring of seminar
programme delivery (online with Module
Leaders)
 Involvement in Peer Supported Review
projects
 On-going support and guidance on
assessment, marking, feedback and
moderation
SBS Teaching Team
Observation of teaching Annual • Seminar class observed and feedback provided SBS and Partner
Programme Team
Appraisal Annual • SHU based documentation to agree teaching
objectives and support required
SBS Programme team
Learning, Teaching and Assessment
Events
Throughout the year • SBS led development events SBS Teaching Team
Local Tutor meetings each semester One per semester • Operational updates and discussions SBS and Partner team

18. Considerations for the future...
• Student Experience:
– Course level social and guest speaker events
– Connecting students to SBS based students
– Improving English reading, writing and speaking through enhanced
English programme
– Developing online communities
– Inspirational student awards
• Staff Development:
– Joint research projects
– Peer supported review projects
– Inspiration teachers awards
• Course developments:
– New top up programmes for 16/17
– Pedagogic review to further enhance the delivery model
• How can we best use SBS and Partner teaching resources to support students
in a one year programme?
– One week study blocks or.....
– Short fat and/or long thin modules and assessments
– AACSB accreditation