Development and Evaluation of Communities of Practice (CoPs) in Hong Kong Eva WONG & Theresa KWONG (King CHONG, Dimple THADANI & Wing Leung WONG) Centre for Holistic Teaching and Learning Hong Kong Baptist University Lilly International Spring Conference COLLEGE AND UNIVERSITY TEACHING AND LEARNING May 28-31, 2015
Outline • Introduction to Hong Kong Baptist University (HKBU) • Development of CoPs at HKBU • The Master Assessment Plan for CoPs at HKBU • Preliminary findings • Summary and Implications
Where is Hong Kong Baptist University?
Hong Kong Baptist University • Situated in an expensive area of town We are here! • Easy access • A “long” campus consisting of “old” and “new” buildings 4
• Established in 1956 with a Christian heritage • 3 Faculties, 4 Schools & an Academy ‒ Academy of Visual Arts ‒ Faculty of Arts ‒ Faculty of Science ‒ Faculty of Social Sciences ‒ School of Business ‒ School of Chinese Medicine ‒ School of Communication ‒ School of Continuing Education • Programmes from Associate Degree to PhD • ~ 10,000 students • ~ 2,400 staff 5
Development of CoPs in Hong Kong The “Aspirations for the Higher Education System in Hong Kong” • report published in December 2010. enhance teaching and learning – a network of outstanding higher-education educators in Hong Kong to lead – Communities of Practice (CoPs) both within and across institutions CoPs can significantly help faculties • – improve faculty teaching – benefit student learning (Handzic and Lagumdzija, 2010) – relatively new to Hong Kong’s higher education Faculty Community of Practice (CoP) • – a cross-disciplinary group of faculty and staff members engaging in collaborative activities for enhancing teaching and learning (Cox, 2004)
Development of CoPs at HKBU HKBU received start-up funding from the University Grants • Committee (UGC), matched with its own funds to establish Communities of Practice (CoPs). Whole Person Education (WPE) - overarching principle of CoPs: • Help HKBU students to think creatively, critically and positively 5 themes: • 1) Development of the new 4-year degree - Academic Advising 2) Assessing learning outcomes - programme ILOs and University’s Graduate Attributes 3) Enhancing Teaching & Learning - online resources and eTools 4) Enabling students to achieve excellence – showcasing/ publishing quality student work 5) Establishing a community of scholars for interdisciplinarity
Milestones of CoPs Development at HKBU University-wide Briefing on Conducting establishing CoPs evaluation to UGC Supported provide feedback Establishment Retreat on CoPs: about CoPs’ of CoPs learn about effectiveness CoPs Successfully Sharing of secured the CoPs start-up funding experience Workshop Series from the UGC conducted by CoP consultant on how to establish CoPs
Selection Criteria of CoPs project More details at http://chtl.hkbu.edu.hk/main/cops-funding/
List of CoPs established at HKBU from 2013 CoP Topic Community of Practice on Whole-person Education in Medical Services Development of Teaching Portfolio Framework though a Multidisciplinary Community of Practice Enhancing students’ Graduate Attribute (GAs) though Problem-based Learning and Service Learning in Formal Academic Courses Establishing a Community of Multidisciplinary Scholars to Support Education in Environmental Protection and Conservation in Hong Kong A community of Practice to Create a Model for Student e-portfolio as a Tool for Life-long Learning and Assessment Enhancing Student Learning through Holistic Mentoring Programme and Comprehensive Proficiency Test in Analytical Science
The Importance of Assessment to CoPs Hubball et al (2004) envisage that evaluation represents a key to the long-term success and sustainability of CoPs Development of a robust and assessment plan is crucial, to gather sound evidence for evaluation and comparison.
Master Assessment Plan for the CoPs at HKBU • Central theme: – Determinate whether the CoPs are successful , and how – Detect changes of faculty participants in their teaching – Ascertain influences on student learning • Goals and outcomes are: – Provide evidence – Ascertain students’ achievement of leaning outcomes - the Graduate Attributes (GAs) of HKBU – Compare with CoPs established in the US – Identify the strengths and weaknesses , and experience sharing
Assessment Framework Faculties (Changes in teaching & learning practices) Direct Students (Representative assignments) Evidence Collection Faculties (Questionnaire + Focus Group Interviews) Indirect Students (Survey + interviews)
Study Methods Questionnaire Focus Group Interview • By Beach & Cox (2009) , well • Conducted with faculty established; members who had • Investigate how faculties’ completed the participation in CoPs has questionnaire; enhanced their teaching , and • Answered 6 open-ended help improve student learning ; questions developed; • 6 categories with a total of 94 • One hour interview – each items; group; • 5-point Likert scale (5: highest; 1 • Audio-taped and lowest); transcribed. • questionnaire survey conducted online; • Focus group interviews - enrich understanding.
Main Structure of the Questionnaire Measurement Scale Number of Categories Items (5= highest; 1 = lowest) 1 Your changes as a result of 13 Degree of Impact : the CoP participation 5 = a very substantial impact 1 = no impact 2 Changes in personal attitude 8 Degree of Agreement : that affected student learning 5 = strongly agree 1 = strongly disagree 3 Teaching and learning approaches 19 Degree of Implementation : implemented that resulted in 5 = a very substantial amount changed student learning 1 = not at all 4 Assessments used to judge 21 Degree of Adoption : student learning changes 5 = a very substantial amount 1 = not at all 5 31 Changes in student learning Degree of Changes : outcomes as a result of your 5 = a very substantial amount 1 = not at all CoP Project’s activities 2 6 Overall Degree of Changes : 5= a very substantial amount 1 = not at all 94
Open-ended Questions Focus Group Interview Questions 1. What overall changes have you experienced after your participation in the CoP? What are the change(s) in your personal attitude that affected student learning , 2. after your participation in the CoP? What teaching and learning approach (es) have you implemented as the result 3. of your participation in the CoP? What assessment method(s ) have you used to judge the changes in student 4. learning? What change(s) have you observed in student learning outcomes as the result 5. of your participation in the CoP? What is your overall experience from your participation in the CoP? Do you 6. have any suggestions for better implementing your CoP project (e.g. operation and arrangements etc)?
Preliminary Findings
Response Rate Profile of Respondents for 4 CoPs No. of No. of Response Members Responses Rate (%) ^ CoP 1 10 10 100.0 19% 26% CoP 2 11 1 9.1 CoP 3 9 9 100.0 55% CoP 4 8 6 75.0 CoP 5 12 5 41.7 Teaching Staff Academic Staff Administrator/Professional CoP 6 10 6 60.0 ^ As advised by our CoPs Consultant: 1. Size for each CoP is between 8 and 12 members; 2. Only CoPs with response rate >= 60.0% will be included in the analysis; therefore, only CoPs1, 3, 4 & 6 are included.
Profile of Focus Group Interview No. of Members No. of Interviewees CoP 1 10 9 CoP 3 9 7 CoP 4 8 0* CoP 6 10 7 * Focus group interview for CoP 4 was still on going at the time of preparing for this presentation.
Activities that your CoP Project has Undertaken (Can provide more than 1 answer) 3 5 2 4 1 Designed Designed/em Learned Surveyed Made class/ guidelines for ployed about and students to curriculum technology in obtain more engaging in a incorporated process (e.g. a course approaches to information to inclusive incorporate discussion) reach AND different into your learning styles teaching Incorporated connections with professional opportunities 15.2% 13.6% 11.2% 10.4% 8.0% Total number of count = 125
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