Project: |
Benchmarking e-Maturity in Scotland’s Colleges |
|
Purpose: |
The purpose of the study was to baseline the development of e-enabled learning and associated activity, such as assessment and support services, across the college sector in Scotland, reporting college self-assessments and perspectives on:
- the spectrum of current implementation
- the strength of institutionalisation
the challenges to be addressed in the next phase of development. |
Our
contribution: |
We scoped and managed the whole exercise from January to June 2007, including design and implementation of a college self-audit, associated questionnaire, stakeholder consultations and additional workshops, leading to submission of a detailed report to SFC. |
Our
approach: |
We involved each college in a process of 'Developmental Self-Audit' based on the e-learning Maturity Model (eMM) developed by Dr. Stephen Marshall of Victoria University of Wellington (New Zealand) – a leading international model for benchmarking e-activity.
The college Developmental Self-Audit approach was underpinned by:
- Initial Desk research on the Scottish landscape, policy and programmes and on previous complimentary e-maturity work in England and New Zealand
- Consultation involving individual interviews with national stakeholders, agencies and experts
- Design and execution of an online Supplementary Survey for issues not directly covered by the DSA e-maturity methodology
|
Results: |
The Developmental Self-Assessment (DSA) process has been of significant value in ascertaining the status of e-activity across Scotland’s colleges. Furthermore many participating have derived real internal value from the DSA process, in terms of sharing understanding and identifying both issues and opportunities for improvement. Some colleges have already committed to iterating the process. |
