Senate
Subject: Collaboration with Nanyang
Origin: Learning
and Teaching Committee, 5 November 2009
Senate action required:
Senate approval is sought for
the recommendations of the LTC validation panel whose report is attached, to
give effect to the re-validation of the one-year programme in Graphic
Communication and the validation of two further programmes, in Fine Art and 3D
Design New Practice. The panel’s
recommendations have been fully endorsed by LTC. The Minute of the Committee is set out below.
Learning
and Teaching Committee considered the report of a validation panel on
programmes to be delivered by NAFA in collaboration with
It
was agreed to recommend to Senate:
(i)
That the one-year programme in Graphic Communication delivered by NAFA
be re-validated for a further four intakes, up to and including the 2012/13
intake, to lead to the LU degree of BA Honours.
(ii)
That from 2009/10, NAFA students on the Graphic Communication programme
undertake a seven-week visit to LUSAD during their first semester. (Financial arrangements for this have already
been approved by Operations Committee.)
(iii)
That two further one-year programmes, in Fine Art and in 3D Design:New
Practice, to be delivered by NAFA, be validated in the first instance for three
intakes, 2010/11, 2011/12 and 2012/13, to lead also to the LU degree of BA
Honours, both programmes also to include a seven-week visit to LUSAD for NAFA
students.
(iv)
That students admitted to the programmes be required to have an IELTS
score of at least 6.5 and that this be kept under review over time. It was considered important to ensure that
students did not struggle with English language given the short length of the
programme, especially any international students recruited directly.
It
was agreed to ask LUSAD to ensure that actions were taken on the further
recommendations set out in the validation panel’s report to strengthen
the partnership with NAFA during the next phase of collaboration between the
two institutions, and to be ready to report on progress to the AD(T) at APR in
spring 2010.
It
was noted that further discussions were taking place with NAFA through the good
offices of the Dean of SSH, seeking a positive response to recommendation (xv)
concerning the registration of NAFA staff for PhD studies with Loughborough.
Learning
and Teaching Committee
Report of a
Validation Panel on programmes to be delivered by Nanyang Academy of Fine Arts,
Singapore, in collaboration with Loughborough University School of Art &
Design
Background
1.
Loughborough
University Senate in June 2004 approved the validation of a one-year programme
in Graphic Communication to be delivered by Nanyang Academy of Fine Arts (NAFA)
in
2.
The validation
was approved for a period of three years in the first instance, continuation
beyond this period being subject to review towards the end of 2005/06. Senate approved the extension of the
validation to the end of session 2008/09 following a positive review in May
2006 and the programme was therefore due for revalidation this year, 2009.
3.
LUSAD has worked
in partnership with NAFA over the last five years to facilitate the
validation. The model has proven
successful in terms of establishing a link between LUSAD and a highly reputable
international art and design institution, and the graduates from the programme
have been of excellent quality. However,
the programme has not delivered on all of the original objectives. In particular, the collaboration has not
brought LU and NAFA students into close working relationships and provided a
shared student experience, and it has not resulted in a flow of taught or
research postgraduate registrations or staff research projects.
4.
LUSAD therefore submitted
proposals, following discussions with NAFA, to refashion the Graphic
Communication programme to incorporate a half-semester study period in
Loughborough. NAFA students would spend 7
weeks at LUSAD at the start of Semester 1: one week of
‘pre-sessional’ inductions followed by 6 weeks of academic study
within the respective Part C programme year groups. It was intended that the students would stay on campus in
flexible student hotel type accommodation.
Total tuition and accommodation costs per student would be pro-rated
from actual overseas tuition rates (0.25 x LU international tuition fee for 6
weeks/30 credits) and on-campus student accommodation rates.
5.
LUSAD also
proposed the development of the collaboration such that from 2010-11 it would
encompass two further programmes on the same lines, in Fine Art and 3D Design:New
Practice.
6.
Operations
Committee gave its support to the new proposals and approved the associated
financial arrangements.
7.
In accordance with the University’s Procedures for the Approval, Monitoring and Review of Collaborative
Provision, Learning and Teaching Committee was subsequently invited to
establish a validation panel to consider the proposals in detail.
Process
8.
LTC appointed the following panel to visit NAFA,
Professor Morag Bell, PVC (T), Chair
Professor Terence Kavanagh,
Dean of the Faculty of Social Sciences and Humanities
Dr Paul Byrne, AD(T) of the Faculty of SSH
Robert Bowyer, Programme Quality Team Manager
and Alan Bunkum, Senior Academic LUSAD, as subject
specialist adviser
9.
Extensive institutional and programme documentation was provided by NAFA
in advance of the visit. Programme
specifications, programme regulations, module specifications and assessment
matrices were provided by LUSAD.
Material relating to the Graphic Communication programme included
programme review data from the past three academic years, including external
examiners’ reports. A
‘collaborative proposal QA statement’ was also provided.
10.
The panel visit to NAFA took place on 8 and 9 June 2009.
11.
Members of NAFA meeting with the panel included
1.
Choo Thiam Siew, President
2.
3.
4.
5.
Samuel Lee, Vice Dean, Office of Academic Affairs
6.
Tan Ooh Chye, Vice Dean, Office of Academic Affairs
7.
Sun Hwee Chein, Registrar
8.
Ng Yew Kit, HOD, Design and Media
9.
Terence Yeung, Course Leader, Graphic Communication
10. Sabrina Long, HOD, 3D
Design, and Course Leader-designate, 3DD New Practice
11. Boo Sze Yang, HOD, Fine Art
12. Susie Lingham, Course
Leader-designate, Fine Art
12.
The panel also met with other members of the teaching staff from the
relevant departments, and Directors and Managers of selected academic support
services, as well as a mixed group of NAFA Diploma students and graduates
potentially interested in enrolling on the degree programmes under
consideration.
13.
The panel toured the Library, relevant studios and workshops, and was
able to see students’ degree/diploma shows in preparation.
14.
The panel’s recommendations, which are set out at the end of this
report, were conveyed to the senior management of NAFA in the course of the
final meeting.
Institutional context
15.
The panel viewed NAFA’s corporate video and received a
presentation giving an overview of the institution. This highlighted developments that had taken
place since the LU validation visit in 2004.
·
NAFA had moved into its 3 purpose-built
·
The institution had been restructured in April 2007 into eight academic departments,
namely 3D Design, Arts Management and Education, Dance, Design and Media,
Fashion Studies, Fine Art, Music, and Theatre.
·
A new Office of Academic Affairs had been formed to oversee the
functions of the eight departments, supervise curriculum content and administer
operational policies.
·
There had also been changes to the Administrative Wing structure to
better manage new initiatives and projects.
·
Staff numbers had risen substantially.
There were now 104 full-time and 324 part-time academic staff. There were 96 full-time staff in
administration, and 22 technical staff.
90% of the full-time academic staff had first degree or higher
qualifications; 54% had Master’s degrees or Doctorates.
·
A total of 2328 students were enrolled in 2008-09, 2190 of them on
diploma programmes and 138 on degree programmes. Some 34% of the total were international, the
largest proportion from
·
11 full-time Diploma, and 18 BA and MA programmes were offered by the
eight main departments. Numerous
part-time Certificate courses were also offered through the Continuing
Education Branch.
·
NAFA had maintained its links with the University of Huddersfield in the
UK, now offering nine different BA programmes and 4 MA programmes through this
collaboration, and also with the University of Wales (2 BA programmes). It had developed a BFA degree in Dance in
collaboration with
16.
It remained an aspiration of NAFA to achieve degree-awarding status in
its own right, but discussions with the recently appointed Minister of
Education in
17.
Student numbers could not realistically grow beyond a maximum of 2500
within the existing three campus buildings, unless classes were run in the evenings,
which might allow expansion up to c2800.
The acquisition of a further site was therefore being explored, to provide
an extra 7000m2.
18.
NAFA wished to see a multi-cultural mix within its student population,
with emphasis on
19.
NAFA was aiming to increase the proportion of staff having postgraduate
qualifications to at least 70% and was providing 2-3 sponsorships annually in
support of this objective. 65 academic
staff (63%) had completed the Postgraduate Diploma in Higher Education offered
through NIE,
20.
Developments in relation to Library facilities and IT were outlined in
the documentation and discussed with the relevant staff. The Library staff worked in conjunction with
the academic staff to ensure that the information needs of staff and students
were met. Steps had been taken to
increase access to online databases, though on cost grounds there were no
subscriptions to e-journals. In terms of
IT, NAFA had a campus-wide wireless system to provide network connectivity for
staff and students. There was a
student:computer ratio of 3:1. WebCT was
used for e-learning activities over the internet. Several members of staff were using
e-learning to support and enhance their classroom teaching and more e-learning
modules and units for existing modules were being developed. Courses in information literacy, and citation
and referencing were available to students.
21.
Further institutional information was incorporated in the panel documentation.
Graphic Communication
22.
The Graphic Communication programme was now the responsibility of the
Department of Design and Media.
23.
Student numbers on the programme had increased from a first intake of 8
in 2004/05 to 28 in 2008/09. 32 places
had already been offered for 2009/10. Singaporean
and international students were represented in roughly equal numbers.
24.
Of the 63 degrees awarded up to the end of 2007/08, 11 had been firsts,
17 2.1s, 24 2.2s and 11 thirds.
25.
NAFA’s graduate employment survey indicated an employment rate of
91% for (economically active) degree graduates.
26.
The external examiners’ reports were very positive. One of the examiners responsible for
LUSAD’s Loughborough-based programmes had acted in this capacity each
year. Reports had commented favourably on
the comparability of the standards of work achieved by the NAFA students.
27.
The external examiners had applauded the existing short study visit by
the NAFA students to Loughborough and had encouraged LUSAD to maintain it as a
feature of the programme and to enhance its value.
28.
LUSAD staff had initially been involved in the student selection
process, but had allowed NAFA colleagues to run this by themselves as an agreed
and trusted understanding of requirements had developed. Selection involved an interview and a
portfolio assessment. An IELTS score of
6.5 was expected of students for whom English was not the first language.
29.
‘Learning agreements’ were used as on the LU campus,
negotiated and agreed between the student and tutor, and recording the work to
be undertaken to meet module learning outcomes.
These were considered to work effectively. Agreements needed to be updated as work
progressed to incorporate any substantial changes. Students were also required to keep detailed
workbooks.
30.
Students were provided with one-to-one academic support both in person
and via email. Part-time staff were
expected to make themselves accessible to students.
31.
Students had opportunities to provide feedback on their experience,
including periodic ‘dialogue sessions’ with the HOD and also an
anonymous online assessment process at the end of the year, though this
focussed on the contributions of individual teaching staff rather than the
effectiveness of aspects of the learning and teaching process as such. Module feedback questionnaires were not used
and there was no equivalent body to a staff/student committee.
32.
Very few students had sought to progress to a Master’s degree at
Loughborough. Two from the current cohort
were pursuing the possibility. Lack of
sufficient funding was a major factor.
33.
46% of FT academic staff in the Department of Design and Media had
qualifications at Master’s level and above, which was a lower proportion
than in most other departments. Various
opportunities for professional development were outlined. As well as offering sponsorships to allow
staff to attend programmes leading to higher degrees, NAFA sponsored staff on
certificated programmes to keep up-to-date with the latest professional and
industrial practice, supported overseas attachments and encouraged and funded staff
to present research papers at local and international conferences, as well as
engaging in professional consultancy projects. Part-time staff were practising professionals
who were up-to-date with approaches and technologies in the industry. They often contributed articles on the
projects they were dealing with, were fully involved in workshops and discussions
with the full-time staff in their programme areas, and were often paired with full-time
colleagues for module delivery.
34.
There was provision under the existing agreement for a joint Programme
Management Committee. The panel was
assured that NAFA and LUSAD staff engaged in dialogue about the academic and
administrative arrangements for the programme and possible developments, as
well as the progress and performance of individual students. However, these discussions were not conducted
on a formal basis in committee.
3D Design:New Practice and
Fine Art
35.
The panel noted that the proposed new programmes in 3D Design:New
Practice and Fine Art were likely to have elements in common with existing
degree programmes administered by the same NAFA departments in collaboration
with the
36.
A Diploma in 3D Design or equivalent,
with specialisation in furniture, jewellery, ceramic, product or industrial
design, would be required for entry to 3D Design:New Practice. Workshop or hands-on skills and abilities
would be expected.
37.
For entry to the Fine Art degree programme, a Diploma in Fine Art from
NAFA or equivalent would be required.
Students with a Diploma in areas such as 3D Design, or Design and Media,
would be considered on a case by case basis.
An understanding of contemporary art theory would be needed. It would also be important to test
students’ ability to express themselves in writing.
38.
Applicants would be selected on the basis of interview and
portfolio. International students would
be asked to send a portfolio in the first instance, but could have an interview
conducted by videoconferencing/Skype. It
was envisaged that a member of LUSAD staff would be involved in the selection
process at the outset, as had been the case with the Graphic Communication
programme.
39.
NAFA was acutely aware of the importance of students having good English
language skills, especially for a one-year programme. There had been no major problems up to now on
the Graphic Communication programme with an IELTS score of 6.5 and it was hoped
that Loughborough would not raise this requirement as it would be likely to
deter some international applicants from progressing to the degree.
40.
The operation of the Huddersfield degree programmes had helped to
familiarise staff with the
41.
The equivalent of the ‘learning agreement’ used for Graphic
Communication would be put in place: a ‘statement of intent’ for 3D
Design, and an ‘artist’s statement’ and exhibition proposal
for Fine Art. Students would be expected
to work at clarifying their intentions and aspirations in the period before
their visit to Loughborough. The panel
considered it essential that there was continuous dialogue between the staff
supporting the students at NAFA and at LUSAD, to ensure there was a shared
interpretation of the work students had agreed to undertake to achieve the
learning outcomes.
42.
78% of the FT academic staff in 3D Design, and 63% of the FT academic
staff in Fine Art, were qualified to Master’s level or above. Staff kept themselves updated with
contemporary theory and practice in much the same way as staff in Design and
Media. In terms of technological
innovations, it was helpful that NAFA had good relationships with a number of
manufacturing companies who allowed access to their equipment.
43.
The panel received the cvs of
staff who were expected to teach on the new programmes, as well as those
teaching on Graphic Communication (seven members of staff in each case). (A few were missing from the documentation
provided.) The panel was satisfied that
all those whose cvs were available
were appropriately qualified to contribute to the degree programmes, and that
those designated as Course Leaders were qualified to fulfil these roles.
44.
The panel considered the facilities and equipment for 3D Design
generally adequate, although poor for Ceramics.
NAFA students would need familiarising with some of the equipment
available at LUSAD. For Fine Art, studio
space was good, there were excellent facilities for animation and printmaking,
and superb exhibition space.
Conclusions
45.
The panel, in the light of its enquiries and the discussions that had
taken place in the course of its visit, agreed
to
recommend to LTC and Senate:
(i)
That the one-year
programme in Graphic Communication delivered by NAFA be re-validated for a
further four intakes, up to and including the 2012/13 intake, to lead to the LU
degree of BA Honours.
(ii)
That from 2009/10, NAFA students on the Graphic Communication programme undertake a seven-week visit to LUSAD during
their first semester. (Financial
arrangements for this have already been approved by Operations Committee.)
(iii)
That two further
one-year programmes, in Fine Art and in 3D Design:New Practice, to be delivered
by NAFA, be validated in the first instance for three intakes, 2010/11, 2011/12
and 2012/13, to lead also to the LU degree of BA Honours, both programmes also
to include a seven-week visit to LUSAD for NAFA students.
(iv)
That students
admitted to the programmes be required to have an IELTS score of at least 6.5
and that this be kept under review over time.
It was considered important to ensure that students did not struggle
with English language given the short length of the programme, especially any
international students recruited directly.
46. The panel also agreed
to recommend that the following actions be taken during the next phase of
collaboration between the two institutions that was now beginning, in order to
strengthen the partnership and maximise the benefits drawn from it:
(i)
That a joint
Monitoring and Review Committee be established between the two institutions to
meet at least once a year to take an overview of the three programmes. This would be in addition to the individual Programme
Committees, also involving staff from both LUSAD and NAFA, which should meet at
least three times a year, and in future have a formal agenda and be minuted. The business of the Monitoring and Review
Committee should be linked with Annual Programme Review at LU.
(ii)
That NAFA’s
plans for the development of the physical resources relevant to each degree
programme should be presented to the Monitoring and Review Committee, to
provide assurance that resources were being matched to what students wished to
achieve in their work. LUSAD should also
share information with NAFA about updates to its own resources, in order, for
example, to ensure that matching software was in use.
(iii)
That LUSAD draw
up an academic timetable for the forthcoming year for use by staff and
students, indicating key deliverables and relevant deadlines. A 2009-10 timetable was needed urgently for Graphic
Communication. It would be especially
important to provide a planned programme of work for the period between
students’ enrolment at NAFA (in late July) and their visit to LUSAD, to
ensure the time was used profitably.
(iv)
That LUSAD
produce programme handbooks for NAFA students, which could be made available
via the NAFA intranet at the start of their academic year.
(v)
That steps be
taken by both LUSAD and NAFA to ensure continuity of academic supervision and
support for the NAFA students through the year, and that there was ongoing
dialogue between the staff of the two institutions.
(vi)
That appropriate
members of NAFA teaching staff be expected to visit LUSAD towards the beginning
and end of the student visits.
(vii)
That feedback be
collected from NAFA students at the end of their visit to LUSAD and presented
in due course for consideration by the Monitoring and Review Committee.
(viii)
That NAFA
students on the LU programmes also be asked to complete standard LU module
feedback forms, and that NAFA be encouraged to consider the establishment of a
staff/student committee to allow discussion and consultation about the
programmes and matters relevant to the quality of the students’
experience.
(ix)
That NAFA
students enrolled on the programmes be registered as students of LU from the
start of the academic year at NAFA, and that checks be made to ensure that they
would be given an LU student email account and online access to resources such
as ‘Learn’ from Singapore as well as when they were present on the
LU campus.
(x)
That NAFA be
encouraged to make greater use of electronic resources to support and enhance
face-to-face teaching.
(xi)
That LU
regulations and procedures be used for handling impaired performance claims,
academic misconduct and student appeals against programme board decisions. Any modifications for logistical or
locational reasons should be fully documented and approved by LU.
(xii)
That NAFA be
asked to ensure that degree level opportunities were drawn to the attention of
its own diploma students and that it took appropriate steps to dispel any
anxieties amongst students about their ability to cope with final year UG level
study. LUSAD could assist in this: if
NAFA students were to compile a list of questions about the programmes, LUSAD
students could be asked to answer them, thus generating a list of FAQs. It might be feasible also for LUSAD to let
NAFA students have sight of some previous LUSAD UG dissertations.
(xiii)
That LUSAD
provide information about the postgraduate opportunities available in
Loughborough, to enable NAFA to promote them more strongly to its degree students. LUSAD would include an appropriate seminar
during the students’ visit.
(xiv)
That both LUSAD
and NAFA put greater effort into stimulating meaningful dialogue between the
staff of the two institutions as a foundation for future collaborative work. This was starting to happen, for example, through
the Drawing Research Group, but more could be done to foster strong working
relationships within the partnership, which could lead on to further
developments in the future.
(xv)
That
opportunities for development at Master’s and PhD level be further
exploited to build a culture of high level qualifications and understanding
that would enrich the UG degree programmes.
LU would wish NAFA to plan for one member of staff in each programme
area to be registered for a PhD at LU over the validation cycle, and to use its
sponsorship arrangements to support them.
A typical model might be for the individual to spend their first year of
research registration at LU, which would include attendance on appropriate
research training modules, then return to NAFA where the remainder of the PhD
studies could be undertaken under joint NAFA/LUSAD supervision.
47. The
panel also asked that the Academic
Registry at LU advise NAFA and LUSAD on the visa requirements of the NAFA
students undertaking the 7-week visit to Loughborough, in relation to the new
Points-based Immigration System being introduced by the UK Border Agency.
RAB 220609