Aligning the activities in the literacy-embedding value chain at the Waikato Institute of Technology (Wintec)

Greyling, Wilfred and McKnight, Evelyn (2010) Aligning the activities in the literacy-embedding value chain at the Waikato Institute of Technology (Wintec). In: Making the Links: Learning, Teaching and High Quality Student Outcomes: Proceedings of the 9th Conference of the New Zealand Association of Bridging Educators. Dept of Foundation Studies, Unitec Institute of Technology, Auckland, New Zealand, pp. 56-77. ISBN 9780473189358

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Official URL: http://www.bridgingeducators.org.nz/Documents/Conf...

Abstract or Summary

We argue that one of our purposes in literacy and numeracy (LN) embedding is to align the activities of this particular value chain so that we may benefit optimally from the New Zealand Tertiary Education Commission’s (TEC) investment and achieve a sector-wide objective of equipping foundation-level learners with the skills, knowledge, attitudes and values needed to manage the complex demands of their future worlds of work. More specifically, we look at the primary tasks of the LN-embedding project as clusters of activities which are not independent; rather, they have to be purposely aligned, if not integrated, on both the horizontal and the vertical planes. To illustrate horizontal alignment, we mapped the steps and activities for one of our primary tasks, namely, to devise programme-specific literacy and numeracy surveys at Wintec to meet TEC funding requirements. To illustrate the internal consistency of the steps and activities within a primary task, we outline how we selected constructs from the TEC’s Learning Progressions as a basis for formulating test specifications, selecting item types, devising the surveys, gathering and processing trial data, as well as collecting and processing beginning- and end-of-course results to show progress. We also include item facility values and Cronbach alpha coefficients as measures of how reliable the surveys were and how these findings prompted us to reflect on how we could develop and use them in future. We argue that the internal collaborative survey design process within the institute paved the way for the mandatory use of the TEC’s assessment tool in 2011. To illustrate vertical alignment (between activity sets across primary tasks), we show that higher-order linkages between these activities allow us to extract additional value from the LN-embedding value chain. We conclude that these two forms of alignment are important in extracting optimal value from government investments and achieving more with less in tertiary education provision.

Item Type:Book Section
Additional Information:Conference held 29 September - 1 October, 2010, in Wellington, New Zealand
Keywords that describe the item:literacy embedding, value chain, horizontal and vertical integration, survey, assessment, TEC
Subjects:L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions:Schools > School for Foundation Studies
ID Code:1182
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Deposited On:22 Aug 2011 06:09
Last Modified:22 Aug 2011 06:09

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