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Quality Beyond Boundaries Group (QBBG)

Melbourne: October 2016

Heriot-Watt University: Case Study

Ruth Moir (Assistant Principal – International Development) John W Sawkins (Deputy Principal – Learning and Teaching)

1. Background – brief overview of the institution

1.1. Our History – pioneering access to education The Heriot-Watt story starts in 1821 in Scotland with the establishment of the Edinburgh School of Arts. This became the world’s first Mechanics Institute and it started a movement throughout Britain and abroad. It was established for the scientific instruction of artisans, providing opportunities for both men and women to access education and useful employment, widening access to education for the working classes. This was set in the context of Edinburgh’s leading role in the Enlightenment – with thinkers and writers such as Adam Smith, David Hume, Robert Adam, Adam Ferguson, Walter Scott and James Hutton making international impact.

1.2. From Mechanics Institute to International University Today, Heriot-Watt is a specialist international institution with over 9,000 students in the UK and 30,000 students worldwide studying at our campuses in Dubai and Malaysia, with academic partners and as independent distance learners on postgraduate programmes. In 2005, HWU established its Dubai Campus in Dubai International Academic City. Welcomed by the Dubai authorities for its focus on Engineering and programmes relevant to the economic development goals of the region, Heriot-Watt now has 3,900 students from Foundation to Postgraduate levels and over 150 staff. In 2014, the University opened Heriot-Watt University Malaysia in the government capital of Putrajaya – we now have over 1,000 students there.

2. Vision and mission of the Institution

2.1. The Vision Heriot-Watt’s vision is to be world leading, within all its specialist areas of science, engineering, technology and business.

2.2 The Mission Our mission is to create and exchange knowledge for the benefit of society. Heriot-Watt’s vision and mission draws from its rich history and tradition in which teaching and research have always been professionally relevant. Heriot-Watt graduates have a distinctive and strong professional orientation. Degree programmes are characterised by global recognition and international professional relevance are defining features of the University.

Heriot-Watt University Malaysia

Heriot-Watt University Dubai

Heriot-Watt University UK

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3. Strategy – National, International, Learning and Teaching and Research

3.1. “Global Thinking: Worldwide Influence” The Heriot-Watt University Strategy – “Global Thinking: Worldwide Influence” - is supported by Learning and Teaching, Research and Internationalisation Strategies. Key international strategic elements run through all the strategies. Our aims are to:

Increase the University’s international reputation and standing

Promote HWU as a centre for research and innovation

To be a global leader in high quality learning and teaching

To provide sustainable growth in academic activities

To grow financially viable international business

4. Global Profile – Campuses, Programmes, Students, Partnerships and Distance Learning

4.1. Programmes and Modes of Learning The University’s programmes (undergraduate, postgraduate and foundation) are offered to a diverse student population through a number of different modes of learning, including studying with academic partners or by independent distance learning, as well as studying on campus - with options to transfer between campuses. In some cases, notably on the University’s Edinburgh Business School MBA programme, adaptive learning approaches allow the student to determine their own mode of study and pace of learning with considerable flexibility to ensure that learning can fit alongside work and life commitments. Students are studying for this programme in 166 countries. https://www.ebsglobal.net/

4.2 A University with International Campuses Heriot-Watt University has three campuses in Scotland (Edinburgh, Galashiels and Stromness) and campuses in Dubai and Malaysia.

4.3 Partnership and Collaboration The University has a strong commitment to collaboration and partnership which considerably strengthens the University’s global presence and enriches the experience of working and studying at Heriot-Watt. These partnerships embrace teaching and learning and research and extend to partnership working with professional bodies and industry. The range of partnership modes includes:

Academic Learning Partners Teaching partnerships normally with overseas academic institutions which offer local access to programmes of study leading to Heriot-Watt Awards;

Collaborative Partnerships Partnerships with UK, European and international higher education institutions to offer joint programmes;

Research Collaborations Collaborations for research purposes, some of which extend into joint taught programmes.

Articulation Partners Within the UK and overseas, offering a range of transfer routes into specified Heriot-Watt programmes;

Exchange Agreements and Study Abroad Offering a range of opportunities for Heriot-Watt students to undertake a period of study with an international partner institution either as a formal part of a programme, or as an exchange arrangement. The arrangements also facilitate options for students to come to Heriot-Watt as part of an exchange or short period of study;

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Industrial partnerships Arrangements with international employers which enable students to undertake a period of work experience.

4.4 Postgraduate online learning

In addition, the University has around 40 postgraduate online, flexible learning programmes which

include the Edinburgh Business School’s MBA Programme which is currently being delivered to around

12,000 students.

4.5 Student Number Profile as at March 2016

Total Number There are 30,000 registered students in total, comprising:

On campus – of the 30,000 total around 14,000 students are studying on campus

9,000 students on campuses in Scotland

4,000 students on the Dubai campus

1,000 students on the Malaysia campus

Transnational - of the 30,000 total population, around 16,000 students are on international (transnational) programmes:

8,500: studying with HWU Partners

7,500: independent distance learners

5 Global students

5.1 Graduate Attributes The student experience at Heriot-Watt University, including the academic content of programmes and courses of study offered, is designed to enable all to develop the skills and qualities of the University’s four Graduate Attributes. These are: Specialist; Creative; Professional; Global. These qualities and skills are intentionally aspirational, reflecting the characteristics which HWU graduates will not only acquire during the period of study at the University, but also develop further during the course of their professional life. An over-arching strapline summarises the four attributes and emphasises the distinctive quality of the HWU graduate: professionally educated, globally employable. Each attribute is expanded by a series of bullet points which explains the particular qualities and skills which the HWU graduate will be able to demonstrate.

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5.2 Go Global – Student Mobility and Inter-Campus Transfers at Heriot-Watt University https://www.hw.ac.uk/students/studies/go-global.htm

We are building opportunities for student mobility, encouraging all our students to benefit from working and socialising in an international institution, whether at home or abroad; experience that is crucial in developing graduates able to create solutions and work effectively in inter-disciplinary and international settings. The Heriot-Watt ‘Go Global’ student mobility strategy was launched in 2015 and numbers of students participating have doubled since then. In 2015/16, around 70 students from the UK campuses went to study for a year at the international campus locations. Two students from the UK undertook one semester in Dubai, then one in Malaysia before returning to the UK. We have featured a couple of case studies below. As our students say, Heriot-Watt is offering ‘a gap year without a gap’! The student mobility strategy and the promotional campaign have both won national awards and attract the attention and support of governments in all our locations. Inter Campus Transfers (2016/17), Projected Student Numbers (July 2016)

Full Year One Semester

UK to Dubai 0 13

UK to Malaysia 13 15

Dubai to UK 79 6

Malaysia to UK 48 1

Dubai to Malaysia 3 1

Malaysia to Dubai 0 0

TOTAL 143 36

Student Profile: Kim Ritchie Business Management 3rd Year

Kim, from Scotland, is currently studying at our Malaysia Campus for a year on an Inter-Campus Transfer. She is studying Business Management in the School of Management and Languages. Kim is based at the Malaysia Campus until June 2016, when she will return to complete her degree in Edinburgh. Why did you decide to take part in the Global Student Programme at Heriot-Watt? The opportunity to study in Malaysia was very appealing from many perspectives. Continuing the same programme while experiencing an entirely different culture and

country seemed like a win-win and the sunny climate in Malaysia made it an even easier decision to make! How is studying in Malaysia different to studying in the UK? As the Malaysian Campus is newer than Edinburgh, the class sizes are considerably smaller. This means more time can be spent with the lecturers. What are the highlights from you global student experience so far? The highlights from this experience so far will have to be the travelling we’ve been able to do. Malaysia has beautiful islands and beaches and, as it is located close to so many different countries, you could visit a different place every weekend and barely even scratch the surface of travel destinations. Being able to travel with a large group makes these opportunities even more memorable.

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What advice would you give other students thinking of taking part in Heriot-Watt’s global student programme? I would thoroughly recommend anyone thinking of taking part in Heriot-Watt’s global student programme to take full advantage of the offer. Spending a year abroad is a fantastic way to meet new people, learn about a new culture and have the opportunity to travel the surrounding areas. Do think carefully about it as it can be quite a long time without your home comforts however I definitely think it’s worth it for the experience you will gain. Student Profile: Jacob Lamb: Structural Engineering with International Studies MEng

Jacob, from Scotland, travelled to Dubai for a semester as part of the inter-campus transfer programme. He is studying an MEng Structural Engineering with International Studies in the school of Energy, Geoscience, Infrastructure and Society. Jacob is based at the Edinburgh Campus. How did the culture differ in your exchange country? Dubai is a cultural melting pot (and with average temperatures of 30°C, a literal one too). I found the overall attitude to be very relaxed, friendly, and cooperative, which was easy to keep in mind during the few cases of cultural friction I had. As most people

I met were expats themselves they very welcoming when they found out I was new, and I very rarely felt out of place. What were the highlights from you global student experience? I had enough free time to do many exciting things in Dubai, such as having lunch in the Burj Khalifa 445m high, do a skydive over the Palm Island, and scuba dive off the coast of Oman, all with new friends I’d made through the transfer. Was there anything that you found challenging about studying in your exchange country? As the course is identical to that given in Edinburgh I had very few problems changing campus study-wise. My lecturers delivered classes the same way and the exams were taken at the same time. The smaller class size meant there was often more individual support but this also meant the class could get side-tracked and it wasn’t always easy to find someone to study with. How do you think being a global student will benefit you in your career after university? The experience of actually living and working in Dubai will help me decide if I want to return there and work after university - like a number of graduates I met whilst there. The contacts I made will be valuable if I do decide to return and helpful with advice in making the decision.

6 Global Academic Organization – Quality Assurance and Academic Governance Structures

6.1 Global Quality Assurance Framework – Local and International QA Regulatory Requirements The effective management of quality assurance and standards is a priority and the university has a strong commitment to assuring the quality of its programmes across all modes and locations of study. This is achieved through a strong internal framework for quality assurance and an academic management structure. The Academic Management Structure has been established with a multi-campus international university in mind.

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6.2 Internal Quality Assurance Framework Heriot-Watt University has one overarching Code of Practice which sets the policy framework for all QA activities and all programmes irrespective of mode or location of study. This is the Code of Practice for the Management of Multi-Location and Multi-mode Programmes. The code is an essential tool in communicating policy and practice across the institution, incorporating a series of concise briefing notes which provide a reference guide to principles, practice and procedure.

6.3 External Quality Assurance Frameworks Heriot-Watt University complies with the requirements in all jurisdications where it operates. Agencies with which it works include: • Quality Assurance Agency (QAA) UK / Scotland:

– Scotland: Enhancement Led Institutional Review (2015) – UK: QAA Reviews of Transnational Education (TNE) e.g. United Arab Emirates (2014)

• National Regulatory / Government Agencies

e.g. Knowledge and Human Development Authority (KHDA Dubai), Malaysian Qualifications Agency (MQA Malaysia)

• Other External Professional bodies

e.g. IMechE (Mechanical Engineering), ICE (Civil Engineering), IFA (Actuaries)

6.2 Global Academic Management Structure - Common across the University The Academic Management structure has been designed to provide a common framework for managing academic development and delivery across a multi campus international university. The Senate is the ultimate academic authority, with Senate Councils constituted in Dubai and Malaysia to ensure coherence across the whole institution. Academic Schools and related disciplines are led by a single Head of School and Programmes are directed under a single Board of Studies. Academic regulations, ordinances, policies and procedures are common. The balance of Programme leadership is currently in the UK Campuses, but the institution has established the common structures and frameworks in order to facilitate the development away from this to a truly global institution. The structures foresee and enable the possibility of programme leadership from Dubai or Malaysia and, in the competitive global world we operate within, the institution is increasingly encouraging programme innovation and new approaches from its academic staff internationally. Equally, the expectations of students and operating requirements at the international campuses continue to drive innovation and systems developments across the whole institution.

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6.3 Governance structure The University’s wider governance structure is shown in Appendix 1.

6.4 Global Academic Framework Academic Authority - the University’s Senate is the ultimate academic body and does not delegate its

responsibility for, or authority over, quality and standards. However, the Senate Councils in Malaysia and Dubai ensure coherence and report into the Senate.

Academic Provision - identical academic standards; diversity of learning experiences. Consequently there is one Heriot-Watt University Degree, wherever and however studied. Degrees are not differentiated by location, although contextualization of content is encouraged.

Student Experience - all Heriot-Watt programmes of study provide students with the opportunity to develop their academic, personal and professional potential, and the University seeks to enhance the experience of students across all modes and locations.

Student Learning Experience: Minimum Threshold - the quality of the learning experience must always be sufficient to enable students to achieve all of the programme's specified learning outcomes.

Values Based - the Heriot-Watt student learning experience and our approach to learning and teaching are underpinned by our values: Valuing and Respecting Everyone; Pursuing Excellence; Pride and Belonging; Shaping the Future; Outward Looking.

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7 Progress towards building one University The University seeks to establish itself as a truly international university with significant global presence. The institution does not adopt the terminology of ‘branch campuses’ and is committed to achieving a ‘one Heriot-Watt’ approach across all its practices and academic activities. Structures, governance arrangements, practice and procedure are underpinned and informed by this philosophy. University leadership events are being used to promote and develop the approach across professional services as well as the academic community. There are both great opportunities and significant challenges. A significant project currently being undertaken is to envisage, plan and deliver the next phase of growth at the university’s Dubai Campus. The campus was established 10 years ago and this is a good time to reflect on progress to date and plan for a future with new programmes and an increased research activity relevant to the region. Global staffing and reward strategies have been developed which benchmark reward to the location contexts, within a coherent Heriot-Watt University framework. In the professional services areas, the international campuses and flexible delivery modes have been driving change across the whole institution with a major programme of work being delivered to ensure systems are brought up to date and made fit for purpose. The competitive Asian markets have prompted the development of smarter systems for recruitment and admission of students.

7.1 QAA (Scotland) 2015 ELIR Outcome: Areas of Positive Practice The recent Quality Assurance Agency (QAA) Enhancement Led Institutional Review (ELIR) of Heriot-Watt University focused on the management of quality and standards in multi-mode, multi-location delivery. The findings of the report identified areas of good practice and in terms of the overall assessment Heriot-Watt University received the best possible judgement:

“Heriot-Watt University has effective arrangements for managing academic standards and the student learning experience. These arrangements are likely to continue to be effective in the future”.

This is a positive judgement, which means the University has robust arrangements for securing academic standards and for enhancing the quality of the student experience. Two key areas of positive practice found by the external team are extracted below:

8 Key Challenges and Risks across Jurisdictions The key challenges are:

Ensuring rigorous quality assurance and enhancement systems and processes that preserve the principle of ‘one Heriot-Watt University degree’ which underpins maintenance of standards and global student mobility;

Bipartite liaison activity - Liaising effectively with governmental and regulatory agencies in every individual jurisdiction in which Heriot-Watt University operates;

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Multipartite liaison activity - Facilitating liaison between agencies in different jurisdictions which have a shared interest in quality assurance / enhancement activity at Heriot-Watt University;

Review-related activity - Managing multiple / overlapping requests for large amounts of information / data in relation to

quality reviews – lessen regulatory burden Exploring ways in which differing quality review processes can be enhanced (i.e. more effective and

efficient) through greater inter-agency coordination – streamlining processes, identifying and addressing gaps;

In general meeting (potentially conflicting) quality assurance / enhancement requirements of different jurisdictions.

Communicating clear and informative messages to stakeholders – students, employers, professional bodies etc.

9 Opportunities – how do you foresee the future?

Opportunities to enhance the effectiveness of quality assurance and enhancement systems and processes through greater collaboration:

Collaboration between agencies, professional bodies, employers and institutions

Collaboration amongst agencies

Collaboration with students throughout

Benefits in relation to quality assurance and enhancement activities:

Increased levels of trust – promotes open and honest engagement, lowers transactions costs

Increased effectiveness

Increased efficiency

Reduction of regulatory burden

Regulatory Agencies

Students

Education Institutions

Professional Bodies /

Employers

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Appendix 1

SCHOOLS/POSTGRADUTE INSTITUTE (excl. EBS)

UNIVERSITY EXECUTIVE

COURT

SENATE

GOVERNANCE &

NOMINATIONS

COMMITTEE

REMUNERATION

COMMITTEE

STAFF COMMITTEE

FINANCE COMMITTEE

Sub-Committees:

Campus Committee

Fees Working Group

Endowments

Committee

Collections Committee

AUDIT & RISK

COMMITTEE

EMERGENCY

COMMITTEE OF

COURT

DISCIPLINE

COMMITTEE

INFORMATION

SERVICES COMMITTEE

POSTGRADUATE

STUDIES COMMITTEE

UNDERGRADUATE

STUDIES COMMITTEE

QUALITY &

STANDARDS

COMMITTEE

ORDINANCES & REGULATIONS

COMMITTEE (joint Court & Senate)

SENATE BUSINESS

COMMITTEE

Sub-Committees:

Nominating Committee

Honorary Degrees

Working Group

Academic Council

- Dubai

- Malaysia

- West London College

CAMPUS SERVICES

MANAGEMENT BOARD

INTERNATIONAL

STRATEGY BOARD

RISK & PROJECT

MANAGEMENT

STRATEGY GROUP

SECRETARY’S BOARD

LEARNING & TEACHING

BOARD

RESEARCH &

KNOWLEDGE

EXCHANGE BOARD

PRINCIPAL’S ADVISORY

GROUP

TRAC DEVELOPMENT &

RESOURCE MODELLING

WORKING GROUP

VACANCY

MANAGEMENT GROUP

DUBAI CAMPUS

EXECUTIVE COMMITTEE

FEES WORKING GROUP

COMBINED JOINT

NEGOTIATING AND

CONSULTATIVE FORUM

SCHOOL MANAGEMENT

BOARD

Area of governance: Learning & Teaching Research Support Services Undergraduate Postgraduate Quality & Standards Staff/Student network International Industrial advisory Information strategy Exam,Discipline, Studies (Boards)

* HWUM is managed by its Executive Management Committee, but is represented at the University Executive by the Vice-Principal (Malaysia) & Provost.

**EBS has a constitutional relationship direct with the Court

HWU/WLC EXECUTIVE

MANAGEMENT

COMMITTEE

INTERNATIONAL

HWUM EXECUTIVE

MANAGEMENT

COMMITTEE*

DUBAI

MANAGEMENT

BOARD

HWUM

EXECUTIVE

MANAGEMENT

COMMITTEE**

ACADEMIC

COUNCIL

MALAYSIA

ACADEMIC

COUNCIL

DUBAI

SENATE

SENATE BUSINESS

COMMITTEE

UNIVERSITY EXECUTIVE

STRATEGIC

MARKETING

COMMITTEE

HEALTH &

SAFETY

COMMITTEE

STAFF

NETWORK

DUBAI MANAGEMENT

BOARD

HERIOT-WATT UNIVERSITY GOVERNANCE STRUCTURE

COURT

DUBAI CAMPUS

EXECUTIVE

COMMITTEE

DUBAI CAMPUS

OPERATIONAL

MANAGEMENT

COMMITTEE

EDINBURGH BUSINESS SCHOOL**

HWU TRADING

LTD.

HWU SPORTS VILLAGE LTD.

HWU SERVICES LTD.

GLOBAL STUDENT

LIAISON COMMITTEE

HWUM BOARD