Abstract
This article discusses changes that occurred after a case study that examined the effectiveness and efficiency of a Self-access Centre (SAC) within a university in Hong Kong using Morrison’s (2003) Evaluation of Self-access Language Learning Centre framework. The case study addressed issues from a stakeholder’s perspective by collecting data from learners through an online questionnaire and conducting 15 semi-structured interviews, an advisers’ focus group and management interviews and reports. The outcome of the study showed that a wider perspective for senior managers and insights for evaluation of the support services is vital to making key decisions in context. Upon reflection of the findings with the new SAC manager, more acute decision-making and continuous improvement is needed to enhance effectiveness and efficiency of the running of the SAC. To achieve this, regular feedback from various stakeholders, also re-structuring human and non-human support systems is vital.
Highlights
To date, top management has been narrowly defining the success of these programmes by using incomplete data that focuses on frequency of the services taken up by users as a measure of the efficient use of resources
The case study described in this paper aimed to investigate the effectiveness of the services we provide in enhancing students’ learning and developing ‘learner autonomy’ which is the ultimate goal of most self-access centres
Space restrictions limit the amount of detail that can be given here, but methods used include: an advisers’ focus group, semi-structured interviews with 15 Self-access Centre (SAC) users, an interview with the SAC coordinator, as well as the examination of internal reports from 2011 to 2014
Summary
Morrison's (2003) original SAC Mapping for HKU (as each SAC is unique, his evaluation framework first requires each institution to conduct a mapping process to identify key features) had five components. From the findings of the case study and in consultation with Dr Morrison, it has been decided that the five components (adapted framework see Figure 2), will be reduced to three protagonists; the learner, human support and non-human support. Reports with feedback and data from various support services need to be collated every semester and closely monitored for evaluation and decision-making. Since evaluation and feedback will take place regularly, decisions can be made for adjustments of the services offered, and this will enhance effectiveness
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