Report of External
Evaluation and Review
National Technology Institute Limited
Highly Confident in educational performance
Highly Confident in capability in self-assessment
Date of report: 4 April 2013
Contents
Purpose of this Report................................................................... 3
Introduction ................................................................................... 3
1. TEO in context.......................................................................................... 3
2. Scope of external evaluation and review .................................................. 5
3. Conduct of external evaluation and review ............................................... 5
Summary of Results ...................................................................... 6
Findings ........................................................................................ 8
Recommendations ...................................................................... 15
Appendix ..................................................................................... 16
MoE Number:
7832
NZQA Reference:
C09183
Date of EER visit:
3-5 December 2012
2
Purpose of this Report
The purpose of this external evaluation and review report is to provide a public
statement about the Tertiary Education Organisation’s (TEO) educational
performance and capability in self-assessment. It forms part of the accountability
process required by Government to inform investors, the public, students,
prospective students, communities, employers, and other interested parties. It is
also intended to be used by the TEO itself for quality improvement purposes.
Introduction
1. TEO in context
Name of TEO:
National Technology Institute Limited (NTIL)
Type:
Private training establishment (PTE)
Location:
20 Hobson Street, Auckland Central, Auckland
Delivery sites:
146 Durham Street, Tauranga
First registered:
30 March 2007
Courses currently delivered
NTIL currently delivers the following courses:
•
National Diploma in Hospitality
(Management) (Level 5)
•
National Diploma in Hospitality (Operational
Management) (Level 5)
•
National Technology Institute Certificate in
Hospitality (Operations Supervision) (Level
4)
•
National Diploma in Computing (Level 5)
•
Diploma in Computing (Level 6)
•
Diploma in Computing (with strands in
Software Development and Computer
Networking) (Level 7)
Code of Practice signatory?
Yes
Number of students:
International: 227 equivalent full-time students
Number of staff:
NTIL has 29 full-time staff, 23 part-time staff (11
full-time equivalent staff) and 33 support staff from
3
the Ntec group.
Scope of active
accreditation:
Distinctive characteristics:
•
Computing and Information
Technology/Computing Subfield
•
Service Sector/Hospitality Domain
NTIL is part of National Tertiary Education
Consortium Limited (Ntec). Ntec provides each of
the four schools in the consortium with shared
services.
•
40 of the 227 students are based in
Tauranga, mostly on the information
technology (IT) courses
•
74 per cent of the students are male
•
68 per cent are under 25
•
Class sizes are limited to a maximum of 25
•
Each student receives a laptop/notebook to
use during their study
Recent significant changes:
A chief executive officer was appointed in August
2011 who reports directly to the board of directors.
Previous quality assurance
history:
At the previous quality assurance visit by NZQA,
an audit (2008), NTIL met all but two requirements
of the then standard. The two requirements not
met related to governance and management, and
learner information, entry and support. The one
requirement not met at the earlier audit had been
resolved.
Of the five unit standards submitted for moderation
in 2011, two required modification and one was not
approved. Assessor decisions were verified for
four of the five unit standards, but not for unit
standard 7910 Demonstrate knowledge of
computer data types and data structures (level 5)
(7 credits).
4
2. Scope of external evaluation and review
In accordance with NZQA policy, the mandatory focus areas of governance,
management, and strategy, and international student support were included in the
scope of this external evaluation and review (EER). The National Diploma in
Hospitality (Operational Management) (Level 5) programme was selected as a
focus area as it is one of the main courses in the hospitality area. The Diploma in
Computing (Level 6) programme was selected as a focus area as it typifies the
courses delivered in the provider’s other main subject area of computing.
3. Conduct of external evaluation and review
All external evaluation and reviews are conducted in accordance with NZQA’s
published policies and procedures. The methodology used is described fully in the
web document Policy and Guidelines for the Conduct of External Evaluation and
Review available at: http://www.nzqa.govt.nz/providers-partners/registration-andaccreditation/external-evaluation-and-review/policy-and-guidelines-eer/introduction.
The TEO has an opportunity to comment on the accuracy of this report, and any
submissions received are fully considered by NZQA before finalising the report.
The EER was conducted over three days by two NZQA evaluators at the institute’s
premises in Auckland. The evaluation involved interviews with:
•
The chief executive officer
•
The management team
•
The managers of the two programmes selected as focus areas
•
All the tutors in the focus areas
•
Students from each of the two programmes selected as focus areas
•
Tutors and students from the Tauranga campus via Skype
•
The student support team
•
Nine ex-students
•
Two ex-students via phone
•
Seven stakeholders
The evaluation also involved a review of relevant documentation, such as the
student handbook, achievement data, student evaluation forms, the staff
professional development plan, moderation reports, graduate destination data,
collaboration agreements, meeting minutes, self-assessment reports, and
associated correspondence.
5
Summary of Results
Statement of confidence on educational performance
NZQA is Highly Confident in the educational performance of National
Technology Institute Limited.
NTIL has a proud record of educational achievement which has been sustained
over a number of years. Students on the National Diploma in Hospitality
(Operational Management) programme have achieved a rate of qualification
completion of 93 per cent so far in 2012, and the rate is expected to rise as more
students graduate. Students in the Diploma in Computing programme have
achieved a rate of 100 per cent qualification completion so far this year. By any
measure, these rates are high, and this impression is endorsed by the Tertiary
Education Commission (TEC) figure of an 80 per cent qualification completion rate
for all domestic students at levels 5 and 6 in 2011. The rates of graduate
employment and involvement in higher education are similarly high, indicating other
valuable outcomes.
NTIL has a holistic approach to education. It realises that its role is far more than
providing a way of gaining qualifications. It sets itself lofty targets and achieves
them. A strong set of core values ensures that the students are the focus of
attention, and NTIL takes extensive measures to ensure their needs are met.
These measures include providing additional courses in professional and personal
skill development, and conversational classes, as well as a laptop for each student.
Such measures are supplemented by the use of outside speakers from industry
and from welfare organisations. The links with the community are also strong as
NTIL recognises that one of its primary goals is to ensure the students successfully
integrate into the community.
The tutors are experienced and skilled. They have a very good relationship with
the students. The students appreciate the tutors’ passion and the additional help
they provide. Further help is provided by the pastoral care team whose assistance
was recognised by the positive results of an i-graduate survey undertaken by the
Ministry of Education and Education New Zealand. NTIL receives very positive
feedback from current students, ex-students, and external stakeholders. The
feedback affirms the high standard of educational performance.
NTIL is always seeking new ways of improving its operation. It is currently
developing additional forms of collaboration with other educational institutions, such
as a university in England. It is also encouraging the growth of student-run
businesses through an innovations centre it is establishing. Such developments
exemplify the proactive and student-centred approach followed by NTIL.
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Statement of confidence on capability in self-assessment
NZQA is Highly Confident in the capability in self-assessment of National
Technology Institute Limited.
Self-assessment is embedded at NTIL. It is not satisfied with students achieving
rates of qualification completion that are clearly high, but benchmarks them by
comparing them with rates achieved by other PTEs and performance figures from
other organisation such as the Hospitality Standards Institute. It also compares the
current achievement rates with the achievement rates of previous years. In this
way, NTIL obtains a well-balanced view of its achievement.
NTIL keeps detailed records of graduate destinations which it analyses to check the
links between the nature of the jobs and the courses studied. Self-assessment, for
example, revealed that 81 per cent of the employed graduates of the level 6
Diploma in Computing from 2009-2010 were employed in IT-related positions.
Additional data used by NTIL is generated by a range of evaluation forms. The
student feedback form is effectively used at the end of each term; the scores are
collated for each tutor and used to assess each tutor’s performance. The end-ofcourse evaluation forms and the facilities and service evaluation forms also provide
valuable data which is analysed and used as a basis for reflection on different
aspects of NTIL. The data is supplemented by the feedback gained from various
groups such as the advisory groups.
NTIL quickly takes action when there is negative feedback, such as that received
about the accounting unit standard. The response was to devise an introductory
accounting course before the unit standard was undertaken. Another example was
the quick response to a concern expressed by a company employing hospitality
staff on a casual basis about the use of languages other than English.
NTIL effectively utilises the annual review of the Code of Practice for the Pastoral
Care of International Students (Code of Practice) to assess its performance. When
the review undertaken in August 2012 found a need for the appointment of a
pastoral care staff member to deal with students aged under 18, an appointment
was made within a month. Similarly effective and prompt action was taken to run a
Code of Practice workshop for staff and to formulate a template to use in
communicating with the parents of students aged under 18. NTIL takes its role as
an educational institution very seriously and uses every practical way of ensuring it
is providing a valuable service.
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Findings1
1.1 How well do learners achieve?
The rating for performance in relation to this key evaluation question is Excellent.
The rating for capability in self-assessment for this key evaluation question is
Excellent.
NTIL students have achieved excellent academic results over a number of years.
Students on the National Diploma in Hospitality (Operational Management)
programme, for example, achieved a 100 per cent completion rate in 2010,
followed by 95 per cent in 2011 and 93 per cent so far in 2012, but the rate is
expected to rise as more students graduate. Over the same period, students in the
Diploma in Computing programme achieved rates of 89.5 per cent, 95 per cent, and
so far in 2012, 100 per cent. By any measure, these rates are high, and this
impression is endorsed by the TEC figure of 80 per cent qualification completion
rate for domestic students studying at levels 5 and 6 in 2011.
Further confirmation of the high levels of achievement of the hospitality students
was gained when NTIL’s students won medals in a regional culinary competition
organised by the Restaurant Association of New Zealand. The evaluation team
met a stakeholder working for a hospitality recruitment company who described
how well prepared NTIL’s students were to start work. The directors and managers
emphasise the importance of ensuring the students have the skills required to
secure employment. When a gap is identified, NTIL quickly devises a way of
remedying it. This often takes the form of additional courses for the students,
provided at no charge. Good examples of these are the pronunciation classes and
the Toastmasters classes, both of which develop soft skills such as communication
and presentation.
NTIL has an excellent overview of the sectors in which it is offering courses and
uses this to assess the educational performance of its students. Comparisons are
made with other PTEs offering hospitality and computing courses and with the
overall performance of the PTE sector according to TEC statistics. Further
comparisons are made with previous years, and trends are identified. NTIL has a
good understanding of the reasons why a few students have to withdraw from their
programme. When NTIL has some concerns about its students, it takes corrective
action. An example of this was the prompt response to feedback given by a
stakeholder about some hospitality students using their own language while being
employed in a casual capacity.
1
The findings in this report are derived using a standard process and are based on a targeted
sample of the organisation’s activities.
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1.2 What is the value of the outcomes for key stakeholders, including
learners?
The rating for performance in relation to this key evaluation question is Excellent.
The rating for capability in self-assessment for this key evaluation question is
Excellent.
The directors and managers emphasised from the outset of the EER that NTIL aims
to provide a holistic experience. The college succeeds in this. The students gain
far more than a qualification – they are successfully integrated into the community
in all respects. This goes much further than the basics of employment, even
though high rates of success are achieved there also. For example, 100 per cent
of the hospitality students in 2011, and so far in 2012, have gained full-time
employment in hotels, restaurants, and cafes. Their jobs include restaurant
supervisor, duty manager, and the manager of a club.
Even though it is recognised that it takes longer for IT students to secure full-time
positions, positive outcomes have been achieved. A study of the computing
graduates from 2009 and 2010 revealed that 75 per cent had moved into
employment and 25 per cent had moved to further study. Of the employed
graduates, 81 per cent were in IT-related employment such as IT support staff,
system administrators, programmers, and network administrators. NTIL recognises
the importance of connecting the academic sector with industry and provides
financial support to students gaining Microsoft certifications. NTIL is also
developing a relationship with an IT company to provide internships and assistance
with projects. This will be extended next year by the formation of an innovations
centre to undertake projects highlighting the talents of NTIL’s IT and hospitality
students, with a view to developing them into businesses. This type of approach is
assisted by the frequent use of outside speakers in both the programmes.
NTIL demonstrates its commitment to developing the whole person through its
personal and professional skills courses. They cover topics such as workplace
culture, team building, decision-making, communication, and research skills.
Students are encouraged to practise their skills by working with charitable
organisations such as the Kidney Foundation. NTIL’s students also benefit from
the work experience gained through the Auckland Regional Migrant Services
Charitable Trust and the wide range of industry links enjoyed by Ntec. There is
also an extensive range of academic links such as the collaboration agreement with
a local polytechnic.
NTIL has ongoing student destination data going back to 2009 for both hospitality
and computing. It continuously updates this data and analyses it to check that
students are achieving the outcomes expected of them. The rates of employment
are benchmarked against the rates of employment achieved at other PTEs. This
self-assessment is effective and endorses the value of NTIL’s courses.
9
1.3 How well do programmes and activities match the needs of
learners and other stakeholders?
The rating for performance in relation to this key evaluation question is Excellent.
The rating for capability in self-assessment for this key evaluation question is
Excellent.
The different types of courses offered by NTIL, such as the professional skills and
the Toastmasters courses, along with the academic programmes, allow NTIL to
ensure that its learners’ needs are fully covered. These courses are supplemented
by pronunciation classes and a variety of supplementary short courses such as the
barista course and the Licence Controller Qualification course. NTIL appreciates
that valuable learning takes place outside the classroom and facilitates this by
organising social outings and talks by groups such as the Family Planning
Association. The police also regularly make presentations to the students on topics
associated with student safety. A new move is the provision of workshops,
particularly for IT students, about how to build relationships with people that
develop into business networks.
The breadth and variety of these initiatives owe much to the experience of the
directors and the way in which they use the advisory groups. These groups
discuss NTIL’s courses and are always looking for ways in which NTIL can make its
students more employable. In this way, NTIL ensures that its programmes and
activities are as relevant as they can be and that they are matching stakeholder
needs.
NTIL closely monitors industry needs. The introduction of the level 7 Diploma in
Computing is an example of the result of such monitoring, as it has been developed
to prepare students for two key parts of the IT industry, networking and software
development. Similar work has been undertaken with the Hospitality Standards
Institute. NTIL takes this a step further by ensuring the needs of students for
courses of further education are met through a variety of pathways such as the
pathway to the Bachelor of Tourism and Hospitality at Le Cordon Bleu in Australia
and the Bachelor of Information Technology at the Southern Institute of Technology.
It is typical of NTIL’s approach that it is not resting on its laurels and has developed
another educational pathway with Northampton University in England, which will
start in 2013.
NTIL has a number of groups that help it to assess the effectiveness of its coverage
of stakeholder needs through the provision of feedback. NTIL uses the feedback to
make improvements. The student council, for example, requested that more
outside speakers be provided and, in response, sessions now take place on an
almost weekly basis. Feedback also prompted NTIL to use e-learning to help
students track their progress and to provide Licence Controller Qualification
courses for all hospitality programmes.
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1.4 How effective is the teaching?
The rating for performance in relation to this key evaluation question is Excellent.
The rating for capability in self-assessment for this key evaluation question is
Excellent.
The teaching at NTIL is highly effective. The tutors are experienced and have
relevant qualifications in their specialist industries. All of them either have, or are
completing, qualifications in adult education. The good mix of full and part-time
tutors ensures that many of them are still involved in their areas of specialisation
and are bringing up-to-date practice to their delivery. The very positive written
feedback from the students confirms the high standard of the teaching.
The high course completion rates are supported by effective systems of moderation.
Twenty per cent of the hospitality assessments, for example, are internally
moderated, and a range of external contractors are used for external moderation.
The most recent moderation by the Hospitality Standards Institute took place in
November 2012, and the report confirmed that moderation requirements were
being met. The external moderation undertaken by NZQA in November 2011 also
confirmed that national external requirements were being met for the majority of the
four unit standards moderated. The one exception was where NZQA stated that
NTIL was expecting too much from its learners.
Students and ex-students spoken to by the evaluation team described the strong
relationships they have with the tutors. They praised their passion for their subjects
and the way in which they respond quickly to requests for assistance. The tutors
make effective use of the students’ prior experience by encouraging them to share
in class. Throughout the classes, the emphasis is on hands-on teaching. This
approach is aided by NTIL’s decision to supply laptops to all its students for them to
use in their lessons.
NTIL appreciates the importance of effective teaching and has systems that check
that it is taking place. The student feedback form is effectively used at the end of
each term and the scores are collated for each tutor. NTIL quickly takes action
when there is negative feedback, such as that received about the accounting unit
standard. The response was to devise an introductory accounting course before
the unit standard was undertaken. When it was found that another tutor was writing
too much on the board, steps were taken to ensure that PowerPoint presentations
were used as a supplement. The evaluation team saw an example of a
comprehensive class observation report and details of subsequent emails and
meetings held to develop support mechanisms for a tutor. Even though the visit to
the class only took place two weeks before the EER, improvements to the tutor’s
teaching had already taken place.
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1.5 How well are learners guided and supported?
The rating for performance in relation to this key evaluation question is Excellent.
The rating for capability in self-assessment for this key evaluation question is
Excellent.
NTIL puts the students at the centre of its operation. The interests of the students
are paramount, and the additional courses, such as Toastmasters and professional
skills, and the facilities provided for the students, are testament to this commitment.
However, the support mechanisms go much further than courses and facilities.
The pastoral care team oversees a network of support that is both extensive and
individualised.
The network is evident as soon as the students enter the country. They are
provided with free airport pick-up, a SIM card for a phone call home, and free
accommodation in a hostel for two weeks while they are finding their feet. The
orientation takes two days and is very thorough, including such aspects as CV
writing and Māori culture as well as the items covered in the comprehensive
student handbook. The i-graduate survey undertaken by the Ministry of Education
and Education New Zealand reported student satisfaction scores for the four
aspects of arrival, learning, living, and support. NTIL recorded scores in all four
sections above those of an accumulated group of global private providers, and in
three of the four sections above those of the PTEs who participated in the survey.
The students benefit from the shared services provided by the Ntec consortium.
This arrangement allows NTIL to concentrate on academic services. Buddy
systems are established when necessary for the students, and the students
appreciate the one-to-one help they receive from the tutors when they have a
problem understanding any material. The student management system warns the
students in advance of the expiry dates of their visas and insurance policies and
they are helped to renew them. The evaluation team also saw instances where an
individualised approach was taken, such as taking a student to a Citizens Advice
Bureau and helping a student with mental health issues to fly home.
NTIL undertakes a very thorough review of its international student support each
year when it completes its self-review of the implementation of the Code of Practice.
An action plan is drawn up and the evaluation team saw evidence of improvements
being made after the review in August 2012, such as the appointment of a pastoral
care staff member to look after students aged under 18, and the formulation of a
template to be used in communicating with the parents of those students. Further
effective self-assessment of student support forms part of the end-of-course
evaluation forms and the facilities and service evaluation form.
12
1.6 How effective are governance and management in supporting
educational achievement?
The rating for performance in relation to this key evaluation question is Excellent.
The rating for capability in self-assessment for this key evaluation question is
Excellent.
A strong set of values, including respect, integrity, ethics, and inclusiveness are at
the core of NTIL. The directors stressed these values at the outset of the EER, and
it soon became evident to the evaluation team that everything NTIL does is imbued
with them. Profits are seen as necessary for the sustainability of the organisation,
but are not a driving force. The board of directors supports educational
achievement by allocating funds to provide a laptop for each student and by
providing generous professional development for the staff, such as the availability
of up to $1,000 for IT staff to gain additional IT certifications. Ntec also has a staff
development manager who closely monitors staff effectiveness, training, and
development.
A large amount of money is allocated to academic scholarships for distribution to
the top students in each programme. Further scholarships are awarded in the form
of reduced fees to students who spend a second year at NTIL. Other scholarships
are awarded to students who have the ability to be tertiary students but not the
means. Three full scholarships, for example, have been awarded to three
Vietnamese boys by a charity which helps street kids, child victims of trafficking and
the rural poor in Vietnam.
The governance and management teams further support the students by organising
meetings, which are used by managers and heads of faculty to improve current
ways of supporting educational achievement and to identify new ways of learning.
Two examples of new directions being taken are the innovations centre mentioned
in section 1.2, and Enactus (a group of students, academics, and business leaders),
both of which will also stimulate the growth of student-run businesses. The
meetings where these ideas are discussed include the weekly management
meetings, programme committee meetings, and the continuous improvement
committee meetings. The strategic plan is reviewed thoroughly each year. The
students are kept aware of developments by efficient methods of communication.
Feedback is gained through a variety of means, as mentioned, and the governance
and management teams are responsive to the feedback. The provision of laptops
arose from feedback by the students concerned about the lack of access in the
evenings to NTIL’s computers. The new student lounge and café is another
example of an effective response to feedback. In this case, the students requested
a larger space where they could meet. The continuous improvement committee is
an effective way of overseeing the annual review of qualifications and programmes
of study to ensure that they remain relevant and in line with contemporary practice.
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Focus Areas
This section reports significant findings in each focus area, not already covered in
Part 1.
2.1 Focus area: Governance, management, and strategy
The rating in this focus area for educational performance is Excellent.
The rating for capability in self-assessment for this focus area is Excellent.
2.2 Focus area: International student support
The rating in this focus area for educational performance is Excellent.
The rating for capability in self-assessment for this focus area is Excellent.
2.3 Focus area: National Diploma in Hospitality (Operational
Management) (Level 5)
The rating in this focus area for educational performance is Excellent.
The rating for capability in self-assessment for this focus area is Excellent.
2.4 Focus area: Diploma in Computing (Level 6)
The rating in this focus area for educational performance is Excellent.
The rating for capability in self-assessment for this focus area is Excellent.
14
Recommendations
There are no recommendations arising from this external evaluation and review.
15
Appendix
Regulatory basis for external evaluation and review
Self-assessment and external evaluation and review are requirements of programme
approval and accreditation (under sections 249 and 250 of the Education Act 1989) for all
TEOs that are entitled to apply. The requirements are set through the Criteria for Approval
and Accreditation of Programmes established by NZQA under section 253(1)(d) and (e) of
the Act and published in the Gazette of 28 July 2011 at page 3207. These policies and
criteria are deemed, by section 44 of the Education Amendment Act 2011, to be rules made
under the new section 253.
In addition, for registered private training establishments, the criteria and policies for their
registration require self-assessment and external evaluation and review at an organisational
level in addition to the individual programmes they own or provide. These criteria and
policies are also deemed, by section 44 of the Education Amendment Act 2011, to be rules
made under section 253. Section 233B(1) of the Act requires registered PTEs to comply
with these rules.
NZQA is responsible for ensuring non-university TEOs continue to comply with the rules
after the initial granting of approval and accreditation of programmes and/or registration.
The New Zealand Vice-Chancellors’ Committee (NZVCC) has statutory responsibility for
compliance by universities.
This report reflects the findings and conclusions of the external evaluation and review
process, conducted according to the EER process approved by the NZQA Board.
The report identifies strengths and areas for improvement in terms of the organisation’s
educational performance and capability in self-assessment.
External evaluation and review reports are one contributing piece of information in
determining future funding decisions where the organisation is a funded TEO subject to an
investment plan agreed with the Tertiary Education Commission.
External evaluation and review reports are public information and are available from the
NZQA website (www.nzqa.govt.nz).
Information relevant to the external evaluation and review process, including the publication
Policy and Guidelines for the Conduct of External Evaluation and Review, is available at:
http://www.nzqa.govt.nz/providers-partners/registration-and-accreditation/externalevaluation-and-review/policy-and-guidelines-eer/introduction/
NZQA
Ph 0800 697 296
E qaadmin@nzqa.govt.nz
www.nzqa.govt.nz
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