The International Symposium on Exchange among Universities with Quality Assurance in East Asian Region, Tokyo, September 2011

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The International Symposium on Exchange among Universities with Quality Assurance in East Asian Region, Tokyo, 29-30 September 2011 WG A:Exchange programs with credit transfers and grading policy The

1 The International Symposium on Exchange among Universities with Quality Assurance in East Asian Region, Tokyo, September 2011 WG A:Exchange programs with credit transfers and grading policy The Importance of Permeability in Asian Higher Education: General Trends and Possible Challenges based upon the Study on Credit and Grading Policies of 13 Asian Nations Taiji Hotta, Ph.D Hiroshima University, Japan All opinions in this presentation are solely my own view and do not represent any policy of the Japanese government

2 Background of recent ad hoc research project A study on ACTS and credit transfer systems of ASEAN+3 nations (Contract based research project with the Ministry of Education, Japan) [February 1 ~March 31, 2010] 1.Background: the speech of former Prime Minister Hatoyama at the Trilateral Summit of China-Japan-South Korea, October 2009 on the promotion of student mobility in Asia 2. Purpose: To study current credit and grade (transfer) systems of all 13 ASEAN+3 nations 3.Research team: Nearly 30 researchers and resource persons from most of the 13 nations. 4.Findings: See the printed material, Comparative Table of 13 Asian Countries

3 Common Tendencies in Asia (Part 1) credit = hours of teaching The number of teaching hours is more commonly used for counting credits than the amount of student workload. 4 year bachelor s programs Except Malaysia and Laos. Medicine and engineering require 5-6 years 120 to 150 credits for a (4 years) bachelor s degree. Estimated student workload is hours/credit (Based on # of hours/credit in internship, lab work and field work) China ( ), Japan (45), Cambodia (45), Indonesia (46), Malaysia (40), the Philippines (51), NTU in Singapore (39), Thailand (45)

4 Common Tendencies in Asia (Part 2) Two semester system and weeks per semester. However, the majority are between weeks per semester More use of absolute grading than relative grading However, grading policies vary from institution to institution and even from department to department Two general patterns of academic calendar However, academic calendar greatly varies from institution to institution and from nation to nation (See next chart) 1 Brunei Darussalam, China, Japan, South Korea, Indonesia. Laos, Singapore and Vietnam 2 Cambodia, Malaysia, Myanmar, the Philippines, and Thailand

5 A comparative chart of academic calendars in Asia

6 Importance of Permeability in Asia Convergence as a key concept of the Bologna Process, but a major restructuring of the system in Europe Harmonization process in Asian higher education and the development of ACTS by SEAMEO and AUN The 21 st century for more international competition, but also for Lifelong Learning (acceptance of different educational experiences) 4 Importance of a Permeable educational recognition system without any biased judgment in Asia

Issues and Possible Future Challenges 1 2 3 4 Credit Transfer: Development of ACSAM (Academic Credit System for Asian Mobility) Quality of Education: Indication of learning outcomes in course

7 Issues and Possible Future Challenges Credit Transfer: Development of ACSAM (Academic Credit System for Asian Mobility) Quality of Education: Indication of learning outcomes in course catalogue, syllabus and transcript Grade Transfer: Development of a grading system by utilizing both absolute & relative grading methods to select a group of excellent students Academic Calendar: Creation of 4 terms in one academic year by teaching 7-8 weeks courses instead of 13-17weeks.

1. Development of ACSAM 1 A common framework of credit system among 13 Asian nations is; One credit =40-50 hours of workload, (including teaching hours) If it also requires the definition based upon

8 1. Development of ACSAM 1 A common framework of credit system among 13 Asian nations is; One credit =40-50 hours of workload, (including teaching hours) If it also requires the definition based upon teaching hours, it may be defined as; One credit=14-16 hours of teaching 2 The name of this system should avoid using the word transfer according to the lesson from Europe. Thus, it may be called; Academic Credit System for Asian Mobility (ACSAM) [1 ACSAM=1.6 ECTS/UCTS/ACTS]

9 2. Indication of Learning Outcomes 1 2 Promote the creation of syllabus, course catalogue & a Diploma Supplement type of detailed transcript with ACSAM and learning outcomes Use the concept of thetuning project in Europe, especially how to define generic and subject-specific competences for each class and degree program **Generic Competences : Interpersonal skills, analytical skills, work autonomously, etc ** Subject-specific Competences : specifically required skills in each field of study

10 Key Concepts by Dr. Gehmlich, Bologna Expert Key Concepts: The workload is a quantitative measure of all learning activities that may be feasibly required for the achievement of learning outcomes The workload is expressed as a quantitative figure = Credit The achievement is expressed as a qualitative result = Learning Outcomes Learning outcomes are the statements of what a learner is expected to know, understand, and be able to do at the end of a period of learning Information about credit and learning outcomes are documented in the course catalogue, syllabus, learning agreement (study plan), and Diploma Supplement type of detailed transcript

11 3. Development of a grading policy to select the top 1 2 Rationale: A relative grading type of model may be more useful than an absolute grading model for Asian mobility to select excellent students from all institutions despite knowing the actual quality of education in each institution. Roughly ranged and pre-decided proportions of students grading to mainly select excellent students for mobility ** For example, the top 5~10% for A and the next 20~25% for B and the rest in somewhere between C and F (Fail). This will select at least the top 25~35% of students from all institutions.

12 4. Development of 4 terms in one academic year 1 Divide each semester into TWO parts by either cutting a pre-existing course in half (7-8 weeks sessions), or restructure pre-existing courses into 7-8 weeks courses (See next chart) 2 This creation of 4 terms in one academic year will create more flexibility for students to study in different educational institutions among Asian nations.

13 4. Development of 4 terms in one academic year

14 Conclusion Develop a permeable framework for the internationalization of higher education in Asia Discuss possibilities of ACSAM, learning outcomes, a grading system to screen a top group, and 4 divisions of the academic year Co-Develop a joint study curricula with no credit transfer, but direct recognition by each group of Asian partner universities These promotions will bring more mutual trust and better conditions for quality assurance among Asian higher education institutions

15 THANK YOU Taiji Hotta, Ph.D. International Center Hiroshima University

16 Glossary ACTS- ASEAN Credit Transfer System SEAMEO- Southeast Asian Ministers of Education Organization AUN- ASEAN University Network ACSAM-Academic Credit System for Asian Mobility ECTS- European Credit Transfer System UCTS- UMAP Credit Transfer Scheme UMAP- University Mobility in Asia and Pacific TUNING project- Tuning Educational Structures in Europe

UMAP Exchange Program and UMAP Credit Transfer Scheme (UCTS) Users Guide

UMAP Exchange Program and UMAP Credit Transfer Scheme (UCTS) Users Guide CONTENTS INTRODUCTION 1 a. Why is a Common Educational Framework, UCTS, in Asia Needed? 1 b.who will benefit from UCTS and what