The puzzle of partnerships

1. The puzzle of partnerships

2. Importance of Partnership Arrangements • Aids consistency in the operation of collaborations across all parts of the University; • Provides existing and potential partners with a transparent description of the University’s expectations; • Sets out the University’s responsibilities for collaborative arrangements in the maintenance of academic standards and assurance of the quality of the student experience.

3. Responsiblity • All publicly-funded higher education institutions in the UK are subject to obligations to their respective funding councils and to the Quality Assurance Agency for Higher Education (QAA).   • In developing, extending or managing collaborative arrangements and their associated provision, the University has to ensure that its policies and practices are consistent with the UK Quality Code for Higher Education (the Quality Code) Chapter B10: Managing Higher Education Provision with Others. • The Quality Code is a code of good practice for UK higher education institutions in developing, extending or managing collaborative arrangements.  Chapter B10 comprises 19 indicators which outline the key matters of principle identified as important for the assurance of quality and academic standards. Institutions are expected to be able to demonstrate that they are effectively addressing the issues covered by the indicators.

4. Types of Partnerships • Articulation • Capacity Strengthening/Building • Distance Delivery • Distance Learning or ‘E-learning’ • Double/Multiple Degrees • Franchising • Hybrid • Joint Degrees – Research • Joint Degrees – Taught • Joint Delivery • Research Collaborations • Staff Mobility • Student Mobility • Validation

5. Key Requirements • Business Case and Costing Model • Due Diligence • Memorandum of Agreement [or equivalent] • Monitoring Partnership Review  • Risk Assessment

6. What is Due Diligence? • The following information must be provided and submitted by the proposing School: • a) The Mission Statement or equivalent (the mission of the overseas institution must be compatible with the University's Mission Statement). • b) The strategic plan or equivalent, giving a context for the proposed collaboration with GCU in terms of the partner’s other current, previous and proposed work with overseas institutions, its overall profile, aims and direction (the proposed collaboration should be compatible with the strategic plan of the University). • c) The legal status of the overseas institution (e.g. whether public or private; whether it has award-conferring powers; the level of awards taught and conferred). • d) The financial status of the proposed partner.

7. e) The possible long term strategic benefits to the University of the collaboration. • f) Whether there is commitment at all levels in the partner to the proposed collaboration. • g) The reputation of the overseas institution with, for example, employers, funding agency, published reports, QAA (sources of information might include QAA reports; the British Council; UK National Academic Recognition Information Centre (UK NARIC); UKVI and UK government offices based in the overseas county; overseas government departments and overseas government agencies; European Union agencies). • h) Where the overseas institution has existing collaborative arrangements, then references should be sought from partners. Where, after investigation, there is evidence of previous collaborative arrangements which have terminated, references should also be sought from these previous partners. This would be particularly important if there was any such evidence of recent termination in the same subject/programme now proposed. The reason for finishing with a previous partner and commencing with a new partner would need to be explored in depth. Where a UK HEI has withdrawn from a collaborative agreement and is approached by another UK HEI which is intending to enter into a collaborative arrangement with that overseas institution, then, as far as possible, a full disclosure of the circumstances should be given.

8. ‘Pre – Nuptial’ – Becoming Friends with Benefits • There are a number of different ways in which proposals for collaboration or partnership development may be initiated: • as a result of the University’s strategic plan;  • through an approach from a prospective partner institution (e.g. through former academic colleague or alumnus);  • a request from the University’s senior management to investigate a possible collaboration; or  • a combination of these and other routes. 

9. But… • Before taking discussions too far it is important to establish if • the proposed collaboration is consistent with the University’s and the College’s strategic and regional priorities. • it is appropriate to undertake the proposed collaboration given the University’s/ College’s existing partnership arrangements and other commitments.

10. Consider • Demand • How you will build the relationship • How you will develop the proposal for presentation to senior management to achieve approval for a possible partnership

11. The magic moment! • The MOU • What is a Memo of Understanding? • A handshake • A ‘partner’ but not spouse • Not legally binding

12. Wedded Bliss • Monitoring and Evaluation • Feedback from students • Evaluation of results: How do students fare academically? Socially? • Site visits/Meeting at Conferences

13. How do you keep it fresh? • Novelty destination or one that will last • Safe rather than exciting • Over time does the relationship change? You move up the rankings, they move down – or VV • Changes – personnel, rules and regulations, country rules and regulations, financial constraints

14. Breaking up is hard to do • How do you terminate an agreement that isn’t working? • A partnership or collaborative agreement may come to an end for various reasons: a partner institution may successfully achieve degree-awarding powers; a partner may decide to cease offering a programme; the articulation arrangement is no longer viable; or the University may decide, following a review, that the collaboration no longer fits with its strategic plan.

15. In all cases, the withdrawal and termination must adopt key principles, some of which will be more relevant for specific partnership and collaborative arrangements. These include: • must be carefully managed so as to ensure that academic standards and the quality of the student learning experience is maintained for remaining students • both the University and partner institutions continue to have responsibilities until all students have completed or have left the programme or programmes • the withdrawal decision must be communicated promptly to the partner institutions by the University or vice versa. Communication of the decision must allow sufficient time for detailed arrangements to be discussed and agreed. • an action plan (incorporating any teach out arrangements) must be agreed via a meeting(s) of the partner institutions

16. the plan should include an agreed date for final student admissions to the programme that are the subject of the collaborative agreement • following the completion or departure of the final students, the University will write to the partner institution to confirm the termination of the collaborative arrangement • a timeline for completion of the withdrawal will be agreed by the University with the partner institutions on a case-by-case basis.

17. Some things are not meant to last