Association of Colleges

Benchmarking

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Benchmarking

The AoC International Charter will both link to existing benchmarking information relating to different areas of international/global activity in which Colleges are involved and will gradually establish new benchmarks through the peer networking and review processes.

Where appropriate, benchmarking data will be cross-referenced to specific elements of the Charter Review Instrument and Colleges are advised to refer to this when preparing their Self-assessment Matrix.

The information below is based on the outcomes of, ”Benchmarking the provision of services for international students in further education institutions”, UKCISA, 2008. 

1.Supporting International Students

It is recommended that Colleges use the UKCISA ‘Self-Assessment Benchmarking Tool’ as an aid to their self-assessment and improvement planning for in this area of their international activity. The Tool is an excellent indicator and planning resource and enables Colleges to compare their service offer to that of other institutions. The publication and the Tool can be accessed at:

http://www.ukcisa.org.uk/about/material_media/research_reports.php

Element 32:   Does the college provide dedicated support for all overseas students in accordance with the national benchmarking standards which emerged from the UKCISA Survey (2008)?*

Recruitment and Admission
Does the College provide pre-departure information to international students via (as many of the following as are applicable)?

  • handbooks/documents sent by post
  • agents/College web site
  • bulletins by email
  • in-country briefings by College staff?

Visas

  • Is advice/assistance relating to visas/entry clearance and/or appeals against refusals provided to students?

‘Meet and Greet’ Services'

  • Does the College organise a ‘meet and greet service’ for students on arrival (via college staff, home-stay families or a contracted-out arrangement)?

Induction/Orientation

  • Does the College provide specific orientation/induction programmes, specifically for international students? 

Study issues

  • Does the College offer in-session English language and/or study support to international students?

Accommodation

  • Does the College assist international students with finding long-term or temporary accommodation?

Student Support and Advice

  • Does the College provide general information and advice on immigration issues to international students?
  • Does the College provide practical assistance to international students with Immigration issues (e.g. one-to-one support with visa applications)?
  • Does the College issue international students with an emergency contact number?
  • Does the College make any specific support and guidance arrangements for international students under 18 years of age, with the involvement of their parents or guardians?

Social Provision

  • Does the College arrange any specific cultural/sporting/tourist activities for international students?
  • Does the College arrange any other activities aimed at increasing the interaction of international students with home students and the local community?
  • Does the College run a mentoring or ‘buddying’ scheme or similar?

Finance

  • Are international students made aware prior to registration, what the fees will be for the duration of their programme (i.e. does the College fix fees in advance)?
  • Does the College operate a ‘hardship fund’ or similar for international students or do these students have access to similar resources which are available to home students?
  • Does the College offer any specific support for international students with disabilities or do these students have access to similar resources which are available to home students?

Employment

  • Does the College provide any specific assistance to international students in finding part-time work whilst studying and related arrangements (such as National Insurance appointments) or do these students have access to similar resources which are available to home students?
  • Does the College provide any specific advice on careers and/or further study to international students or do these students have access to similar resources to those which are available to home students?

General

  • Are the above services are available to EU as well as international students?
  • Are policies, systems, procedures and practice relating to all areas of provision and support for international students regularly reviewed and are the outcomes acted upon?
  • In addition to mainstream student satisfaction surveys carried out by the College, is feedback specifically sought from international students in relation to all areas of their experience and is  there a system in place to ensure that this is incorporated into the reviews (as above)?

2.   Projects and Services


Element 33:  Before committing to special projects, consultancy services and off-shore programmes, does the college ensure it has the capacity to deliver appropriately and to a high standard and that it has the necessary staff and other resources in place? 

For example:
 

  • Is consideration given to whether the business/partnership/delivery models for different projects are best suited to the product or service offer, the timescale for implementation and the culture in which the college will be working?
  • Are planning systems in place to ensure that a comprehensive assessment of resource implications and potential risks is undertaken and that all relevant personnel of the college are involved in the planning process?
  • Is a delivery plan constructed for each project which has defined stages linked to clear objectives and are the implementation of the plan monitored centrally or at departmental level (as appropriate)?
  • Is legal advice sought on matters of intellectual property rights (IPR) in different contexts?
  • Are financial and general contingency plans put in place for projects and are risks kept under review?
  • Are issues relating to cultural awareness, personal security, health & safety routinely taken into account at the planning stage of international ventures? 

Element 34:  Does the college utilise robust processes for selecting, supporting and quality assuring off-site work carried out by external parties under franchise, agency, partnership or other sub-contracting arrangements?

For example:
 

  • Are comprehensive checks carried out in relation to the background, reputation, relevant track record and capacity to deliver of the potential franchisee/collaborator/partner?
  • Are the roles and commitments of partners clearly defined in a Memorandum of Agreement or formal sub-contract (as appropriate) and are clear specifications and work plans established for different ventures?
  • Is a risk analysis always undertaken at the outset of the collaboration (and are the additional factors relating to the College’s assumption of the lead role where applicable, taken into account)?
  • Are structures in place for the management of the consortium/partnership as well as systems to ensure effective communication?
  • Do the resource and implementation plans take account of the delivery of training or other capacity-building activities for international collaborators or staff of the College? 
  • Are steps taken to extend the quality assurance procedures of the College to the project and partners’ activities and any products and outcomes (especially important if these are not covered by the requirements of for e.g.,  a UK awarding body)?
  • Are named people within the College and the partner organisations responsible for ensuring that agreed quality assurance procedures are implemented?
  • When the collaborative relationships are envisaged as being medium to long-term are the potential added costs or risks attached to withdrawing within a shorter timeframe taken into account at the outset of each?
  • Are appropriate measures in place overall (via the above and contingency planning) to mediate the risk to the reputation of the College and to UK Further Education, of the possible failure of any of the ventures?

Element 35:  Does the college utilise evaluation procedures for individual projects/pieces of work carried out for international clients and/or with international partners and are the results used to improve systems and inform future provision?
 

  • Does the College establish clear focus and defined objectives for the evaluation of different projects?
  • Are appropriate quantitative and qualitative indicators established for projects and is the evaluation process embedded from the outset of each?
  • Are evaluations referenced to there any external frameworks or benchmarking criteria where this is appropriate?
  • Do the College’s project evaluations proactively elicit input from partners, beneficiaries (students, staff, clients) and other stake-holders
  • Are cross-cultural factors and language issues taken into account when designing evaluation frameworks for international projects?
  • Do project budgets include specific and sufficient allocations for evaluation?
  • Are external evaluators used appropriately (i.e. where they can provide clearly defined added value?
  • Are the outcomes of projects and evaluations effectively disseminated within the College and to other relevant audience?
  • Does project evaluation clearly sit within the strategic planning framework for the College and are there systems in place to ensure that all relevant information is fed into this process?

3. Mobility


Element 11:  Does the Strategy include provision of opportunities for learners to gain practical experience of other countries e.g. via projects, high quality exchange programmes and work/study experience abroad? 

Focusing on the quality aspects of mobility, the The European Quality Charter for Mobility (EQCM) constitutes a reference document for stays abroad in order to ensure that participants, both young people and adults, have a positive experience. Its scope covers stays by young people and adults for the purposes of both formal and non-formal learning and hence for their personal and professional development. It offers guidance designed to respond to participants' expectations and the legitimate requirements of education bodies and institutions.  Though the EQCM is a European Commission tool, the principles are transferable to mobility in the wider international context and Colleges are advised to refer to it when designing mobility activities.


The EQCM guidance consists of ten principles which may be adapted to accommodate particular features of each placement or exchange. These are:

  1. information and guidance: every candidate should have access to clear and reliable sources of information and guidance on mobility and the conditions in which it can be taken up, including details of the Charter itself and the roles of sending and hosting organisations;
  2. learning plan: a plan must be drawn up and signed by the sending and hosting organisations and participants before every stay for education or training purposes. It must describe the objectives and expected outcomes, the means of achieving them, and evaluation, and must also take account of reintegration issues;
  3. personalisation: mobility must fit in with personal learning pathways, skills and motivation of participants, and should develop or supplement them;
  4. general preparation: before departure, participants should receive general preparation tailored to their specific needs and covering linguistic, pedagogical, legal, cultural or financial aspects;
  5. linguistic aspects: language skills make for more effective learning, intercultural communication and a better understanding of the host country's culture. Arrangements should therefore include a pre-departure assessment of language skills, the possibility of attending courses in the language of the host country and/or language learning and linguistic support and advice in the host country;
  6. logistical support: this could include providing participants with information and assistance concerning travel arrangements, insurance, the portability of government grants and loans, residence or work permits, social security and any other practical aspects;
  7. mentoring: the hosting organisation should provide mentoring to advise and help participants throughout their stay, also to ensure their integration;
  8. recognition: if periods of study or training abroad are an integral part of a formal study or training programme, the learning plan must mention this, and participants should be provided with assistance regarding recognition and certification. For other types of mobility, and particularly those in the context of non-formal education and training, certification via an appropriate document is recommended
  9. reintegration and evaluation: on returning to their country of origin, participants should receive guidance on how to make use of the competences acquired during their stay and, following a long stay, any necessary help with reintegration. Evaluation of the experience acquired should make it possible to assess whether the aims of the learning plan have been achieved;
  10. commitments and responsibilities: the responsibilities arising from these quality criteria must be agreed and, in particular, confirmed in writing by all sides (sending and hosting organisations and participants).


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Enquiries to: charter@aoc.co.uk


 


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