Welcome to the
Strategic Partnerships Project
About
The aim of the AToM project was to improve levels of successful completion and address issues of attrition in Masters programmes due to students not having the pre-requisite abilities (skills and knowledge) required to succeed at master’s level. The project has developed a pedagogical approach based on self assessment and designed a web-based platform where students compare their abilities with pre-requisites set by tutors. Learning content is targeted at the potential student in order for them to address the gaps in their abilities. The Partners developed access modules for four masters programmes to test the assumption that by taking the module and engaging with targeted learning content, potential students would address gaps in their abilities before making an application for the related master’s program.
Partners
Partners contribution to the project
There were four partners in the project; three universities; University of Borås (UB), University of the Highlands and Islands (UHI), University of Alcalá (UAH) and a software developer; Digital Connextions Ltd, (DC).
Description of undertaken main activities;
AToM: The Access to Masters platform, a HTML5 System developed by Digital Connextions is accessible to prospective students online. The access modules below can be used online or downloaded and run offline. Instructional video on how to use the platform, as well as information about the project for students and teachers, was developed and published by UHI.
- Access module for a Masters´ programme in Textile Engineering, (UB).
- Access module for a Masters´ programme in Education, (UHI).
- Access module for a Masters´ programme in Leadership and Management, (UHI).
- Access module for a Masters´ programme in Telecommunication Engineering, (UAH).
The University of the Highlands & Islands
The University of the Highlands and Islands is federated rural university with 13 independent colleges and research centres and more than 70 local learning centres covering a vast area from the Shetland Islands in the north to Argyll in the south and including approximately 100 inhabited islands.
The university relies on technology to connect its partners and deliver its blended and online programmes. This is supported by the Educational Development Unit which plays a pivotal role in supporting the multiple pedagogic models.
The University of the Highlands and Islands is the pedagogical lead on this project. They are providing pedagogical expertise and working with project partners to develop content tailored to their individual master’s programmes.
They are also developing two pilot AToM modules for their Master's in Education and Master's in Leadership and Management degrees.
Access to the Master's in Leadership and Management degree can be found on their homepage and the AToM self assessment test.
Access to the Master's in tertiary and Higher Education degree can be found on their homepage and the AToM self assessment test.
Find us
University of the Highlands and Islands
Registered office: 12b Ness Walk, Inverness, Scotland, IV3 5SQ
Inverness Campus Address: 1 Inverness Campus, Inverness, IV2 5NA.
Email: eo@uhi.ac.uk
Phone: +44 (0)1463 279000.
The University of Borås
The University of Borås combines the business sphere with the public sector to manage education and research of high quality and social relevance.
They are the AToM project lead, responsible for project coordination and financing, liaising with the Erasmus+ Agency, maintaining an employability perspective.
Access to the Master's in Textile Engineering degree can be found on their homepage and the AToM self assessment test. For more information about assessment please watch and the video or join the exciting new Facebook community.
Find us
Högskolan i Borås, S-501 90 Borås, Sverige.
Mail: registrator@hb.se.
Phone: +46-33-435 40 00
The University of Alcalá
The University of Alcalá is among the best in the world having been awarded 5 stars for Teaching, Internationalisation, Employability, Infrastructure, Innovation and Social Commitment by the QS Stars international accreditation system.
The University of Alcalá is responsible for evaluating the AToM project, monitoring progress, developing reporting procedures and publishing the outcomes of the project.
The University of Alcalá are also developing a pilot AToM module for their Master's in Telecommunication Engineering degree and Master's in Industrial Engineering.
Access to the Master's in Telecommunication Engineering degree can be found on their homepage and the AToM self assessment test click here. For more information about Master's in Industrial Engineering click here and the AToM self assessment here or join their exciting new Facebook community here.
Find us
University of Alcalá, Pza. San Diego,
28801 - Alcalá de Henares, Madrid, Spain.
Mail: ciu@uah.es
Phone: +34 91 885 40 00.
Digital Connextions Ltd
Digital Connextions is a provider of software that specialises in skills discovery, employability and recruitment. They have worked with the partner universities to develop the AToM platform and online tool that helps universities demonstrate to students the requirements and content of their master's courses. The content of the AToM modules helps students prepare themselves for their master's applications and courses.
The Project
The AToM pilot project aims to design, develop, implement and evaluate access modules to study master's courses in Europe.
AToM modules are designed to help universities attract suitable students. The course content within the modules helps potential students understand the requirements of the master's course and allows them to prepare for the course by developing the knowledge and skills required for course entry and success.
The access module is not designed to replace or compete with existing methods of validation and credit transfer (such as ECTS) but to help potential students self-identify their suitability.
Hogskolan i Boras, registration number 202100-3138, with address at Allegation 1, 501 90 Boras.
Contact Dr Ramon Garrote, email ramon.garrote@hb.se
Timetable from 01/09/16 until 31/08/19
Total costs is estimated at Eur 263,390
Overview
The AToM platform allows candidates to assess their suitability for their selected masters programme and where required provides them with self study resources to help them prepare prior to their application.
A radar chart provides a graphical representation of the required level for successful completion of the assessment. Learning resources are assigned to each of the 12 abilities and once a candidate has undertaken the assessment they are provided with a bespoke subset to help focus their attention on any areas where their abilities did not meet the required level.
Access to the candidate portal can be embedded on the University website or can be shared by email. On first access the candidate is required to create an account. The account is used for authentication, communication, keeping track of assessment attempts and to enable identification of candidates at the application stage.
Once logged onto the platform the candidate is presented with 12 abilities, each ability is accommodated with a level guide to help the candidate make a subjective decision about their current level of ability. Clicking on the level guide displays the guide. The slider bar is used to select the ability level. Once all 12 abilities have been assessed the candidate selects next to proceed to the next stage. The next stage provides a review of how the candidate performed. The candidate can either be successful or unsuccessful in their attempt.
Hovering over the points on the the radar chart provides a pop up box showing the name of the ability and the comparison between the required and submitted levels. Clicking on the points on the radar chart provides the candidates with direct access to the supporting resources for that ability. There is an option to download all the resources or only the resources for where the candidate failed the required level. The system also emails the candidate with a link to the resources, this is to encourage them to read the resources and to re-take the assessment.
The system will not allow the candidate to retake the assessment until 24 hrs has elapsed. This is to allow candidates time to reflect on the supporting resources.
Include: AtoM platform from screen shots
Methodology
Due to the range of skills and experiences required to develop, implement and evaluate the project. The partners developed the following five work streams:
- Developing the technology and how it interfaces with the Universities’ systems and the content of the four access modules.
- Identifying the content of the access modules and defining an appropriate pedagogical model for delivery.
- Identifying an appropriate format and then developing the module content as digital learning interventions to include generic (academic study skills and employability skills) and subject specific knowledge.
- Dissemination of the project outputs including the modules, the approach taken and the experiences of using the module to a wide range of potential users (other universities),
- Evaluation of the four access modules, other outputs and the project.
Each Partner assumed a discreet set of responsibilities in order for the project to achieve the desired outcomes.
UB will be responsible for project coordination, for maintaining an employability perspective when developing the access module, for developing the subject-specific content for the Textile Engineering access module and for ensuring development of the off-line module that mimics the on-line module.
Responsibility for the elaboration of the meetings minutes / proceedings:
- Startup meeting at UB, Sweden 2016-Sept-19-20
- Virtual meetings (Skype or Adobe connect Pro).
UHI will work closely with Digital Connextions to input into the development of the HTM5 System. In additions it will work with the other partner Universities to contribute to the provision of content for the modules including generic academic study skills, employability skills and subject specific knowledge from the Masters in Education program. Implementation and development of subject-specific content of the access module for the Masters in Education and Master in MSc Leadership and Management. Furthermore the University will identify an appropriate format and will develop the module(s) content as digital learning interventions.
Responsibility for the elaboration of the meetings minutes / proceedings:
- Meeting at UHI, UK, 2017, June 15/16
DC will develop the source code for the on-line and, together with the University of Borås, the off-line diagnostic tool and support the sharing of information via detailed data analytics/reporting. They will provide access to their existing platform Hiryzr free of charge for the duration of the project. The tools shall give potential students opportunity to evaluate their skills compared to the demands set by the master program in question. is responsible for the web page and dissemination at large that the results of the monitoring and evaluation appear on the project's web page (this will be done in partnership with the University of Alcalá)
Responsibility for the elaboration of the meetings minutes / proceedings:
- Meeting at CD, UK 2018-06-XXX
UAH will be responsible for evaluation of the project implementation and development of subject-specific content of the access module for the Masters in MEng in Telecommunication Engineering. At the first meeting the U of Alcalá will present the deadlines and reporting procedures for the different moment/parts of the project to be included in the evaluation.
It is also the responsibility of the University of Alcalá that the results of the monitoring and evaluation appear on the project's web page. They will also monitor that the meeting dates have been met and evaluate the success of the meetings (e.g., if all partners are present and if there is agreement on the upcoming activities, responsibilities and deadlines)
Responsibility for the elaboration of the meetings minutes / proceedings:
- Meeting at UAH, Spain, 2017-02-23/24
Access Modules
The partnership developed four access modules. Each access module consists a range of up to twelve abilities (skills and knowledge) which a student will require to succeed on the masters programme.
The tutors (subject specialists) identified a range of learning resources intended to improve students skill or knowledge in each ability
The tutors identified where students should be on the continuum in order to succeed in the programme. To help students identify where they are, each ability is accompanied by either five or six 'level statements'.
Once students assess their abilities, the AToM system plots the student's assessment on a radar graph and compares that with the pre-requisites set by the tutors. Where there are gaps, the learning resources are presented to the student
The impact of this is that students are better prepared to study on the programme thereby improving successful completion rates and potentially raising the profile of the programme, thus attracting more and/or better students.
Textile Engineering
University of Boras: Masters Textile Science and Engineering Programme
The Swedish School of Textiles was founded in 1866 and currently has about 900 students from all over the world in seven undergraduate programmes and seven master's programmes. The facilities include the Textile Fashion Center, a newly renovated former viscose mill, housing the Textile Museum of Sweden, lecture halls, textile workshops and laboratories, fashion businesses and an incubator for entrepreneurs.
The two-year Textile Science and Engineering Programme is intended for domestic and international students with a bachelor's degree in the subject. Applicants need to be skilled in mathematics, textile manufacturing techniques, textile materials technology and textile chemistry. Over four semesters, which are divided into discrete courses, students further develop their knowledge, skills and judgement in textile technology.
The advanced courses follow an order and pedagogy that enables gradual and incremental progression in textile materials technology, textile chemistry and textile product design. Students develop their hands-on skills through assignments that involve experiments and characterization techniques. Academic communication abilities are also assessed and the requirements increase with every assignment.
Textile technology is about maintaining the essential nature of a textile, while adding functionality and 'smartness' through various processes. These processes have to work within the limitations posed by the textiles and their surroundings. The course emphasises process context and sustainability issues. Environmental concern is a major driver for the department's research activities and, in the second year of this programme, students on this programme become very involved with these research activities.
Course lasts 24 months
Taught in English
Application deadline: 1 March 2017
Go to AToM module
Med Tertiary and Higher Education
University of the Highlands and Islands: MEd Tertiary and Higher Education
This MEd Tertiary and Higher Education is designed to support the professional development of individuals working in education and training at either tertiary or higher education level. The intention is to strengthen and enhance participants' understanding of educational issues while raising their professional profiles.
Students on the programme will be encouraged to discuss and analyse information from a wide range of theoretical perspectives and apply them to their own professional practice. They will have the opportunity to focus studies on an area of professional educational interest while developing research skills and an understanding of ethical principles in higher education.
The course can help to make changes in professional practice that can have a positive impact on the individual and on their learners.
The course also offers specialist modules for those working in a clinical practice and who teach, for example; nursing or dental students. Students who choose this option can exit with a PgCert Clinical Pedagogy or continue on to the full MEd Tertiary and Higher Education
Course lasts 12 months or part-time
Taught in English
Go to AToM module
MSc Leadership and Management
University of Highlands and Islands: Master's in Leadership and Management (MSc)
There are real challenges for leaders and managers with organisations looking to achieve more while controlling and cutting costs. Leaders need to take on greater responsibility to drive innovation and creativity within their teams, finding new solutions and new ways of working.
It is aimed at graduates who have recently taken up a leadership position in an organisation - or are about to do so - who will no doubt be considering whether there is anything else they could be doing to develop and improve leadership and management skills, especially if they wish to take a more proactive role.
This flexible and high quality masters programme is designed to help develop and enhance leadership skills and knowledge through a structured online learning programme that is highly flexible and delivered by experienced practitioners.
Course lasts 12 months or part-time
Taught in English
Go to AToM module
MEng Telecommunications Engineering
University of Alcalá: Master's in Telecommunication Engineering (MEng)
Telecommunication Engineering is one of the most demanded professions nowadays. Several studies indicate that the need for Telecommunication Engineers in developed countries is very high, due to the deploy of wideband fix and mobile communication networks, and the associated devices and services. The emerging 5G technology and new applications of information and communication technologies to fields like intelligent transportation systems, defence, bioengineering, home automation, data analytics and big data, machine learning, cybersecurity, … will require professionals with high level abilities that can be achieved with this Master.
The Master is organized in two academic years with 90 to 120 ECTS, depending on the previous knowledge. It has four modules. A first one to even out the knowledge of students, complementing the undergraduate studies in order to guarantee their success in this Master. The second and third modules are formed by mandatory courses to acquire the competencies of Ministerial Order CIN/355/2009, which regulates this profession. The fourth module is composed of three subjects into three specialities (Intelligent Transportation Systems, Aerospace and Defence Technologies, and Bioengineering), and finishes with a Master Thesis related to the speciality. Internships in companies is also considered as part of the specialization.
Course lasts 18 months
Taught in Spanish and English
Application deadline: July
Go to AToM module
MEng Industrial Engineering
University of Alcalá: Master's in Industrial Engineering (MEng)
Industrial Engineering is a classic and at the same time, highly demanded profession in the field of engineering. The need for industrial engineers to design, implement and control production systems at industries (machinery, equipment, services, logistic, transportation, energy, … ) has been always, is today, and will be in the future, very high.
Industrial Engineering is a branch of Engineering, created more than 150 years ago (1850) whose field of activity is oriented towards the project, construction and production in the industry and its transformations, in general, covering a large number of fields, both traditional as of the future, such as: Electronics and Automation, Electrical Engineering, Electromedicine and Bioengineering, Industrial Chemistry and Environment, Energy Techniques, Construction, Machines, Industrial Organization and Manufacturing.
Industrial Engineering is the most general engineering and its multidisciplinary base, combining technological knowledge very diverse, allows the training to the industrial engineer to adapt to any business sector finding the solution to the different problems that arise both technological, as economic or management.
The Master is organized in two academic years with up to 120 ECTS, depending on the previous knowledge. It has four modules. A first one to even out the knowledge of students, complementing the undergraduate studies in order to guarantee their success in this Master. The second and third modules are formed by mandatory courses to acquire the competencies of Ministerial Order CIN/311/2009, which regulates this profession. The fourth module is composed of three subjects into two specialities (Smart greeds, and Robotics), and finishes with a Master Thesis related to the speciality. Internships in companies are mandatory.
Go to AToM module
Outputs
The outputs developed by the AToM project can be freely downloaded and used under Creative Commons license CC-BY-SA 4.0. All images used under permission remain the copyright of the license holder.
Learning resources and offline modules
Platform coding
Except where otherwise noted, this code is licensed under Creative Commons license CC-BY-SA 4.0. All images used under permission remain the copyright of the license holder.
Dissemination
The Results of the project have been widely disseminated to other higher education institutions in the hope that the system will be extended and used for master’s courses at these institutions. The techniques used to develop the access module in this project can readily be used to develop similar modules for other levels of education (e.g., bachelor's) and for courses given in other languages. This will further increase the impact of the innovation. Hence we are opening up education offered in Europe and we are using innovative tools that are embedded in the digital age.
This section contains information about meetings and events that have taken place during the project.
Transnational meetings
Five face to face transnational meetings have taken place; the start-up meeting at University of Borås (Borås Sweden), the second meeting at University of Alcala (Alcala, Spain), the third meeting hosted by University of Highlands and Islands (Perth, Scotland), the fourth meeting in Malaga, Spain (this was an extra meeting) and the final meeting at University of Borås (Borås Sweden).
At the first meeting the roles and responsibilities of all partners as well as the milestones and deadlines of the project were discussed and agreed upon.
To avoid any potential delays in securing the legal paperwork involved with creating an application interface programme (API) with each of the University’s main management information systems, it was discussed that resulting data be accessible and viewable within the academic portal user interface and not shared directly with the UHI, UAH and UOB via an API to each of the University’s management information systems. It was agreed that ATOM would not collect any personal identifiable information therefore rendering the API ineffective in collecting any data that could be linked or aligned with student records or the student application process.
The second meeting took place in Alcalá de Henares, Spain (UAH-partner), 2017, February 23/24. At this meeting a writing workshop led by UHI and DC began with a demonstration of the types of learning content that the access module can accommodate. The group had opportunity to discuss and agree on communications (type and frequency), document storage (platform and file conventions) and development and quality assurance workflows between the technical developers at UHI and the writers at UOA and UOB.
DC also presented the projects´ website (http://www.go2atom.com/) and Twitter account.
All partners reported that they were working on their tasks and felt confident that they could proceed as planned. The changes in the responsibilities outlined in the project manual, due to withdrawal of one partner, were discussed and decided upon.
Following the presentation of the AToM platform and subsequent discussions it was decided to make a number of changes. DC was given the task to implement the suggested changes. For this work DC would be reimbursed for 33 working days á 162€. This money will be taken from the PMI.
The third meeting took place in Perth, Scotland, UK, 2017 June 15/16. UAH presented the report of the work that had been done by all the universities and the coordinator presented the budget situation.
The partners presented their access modules and confirmed that they had:
- Created their module space on the AToM platform.
- Populated the module space with their 12 abilities
- Populated each of the 12 abilities with 5 exemplar statements
- Uploaded EDU developed content and associated it with relevant abilities.
Each partner presented some of their ideas about methods to disseminate the material and methods for marketing the module to a wide range of potential students. A discussion followed and it was agreed that this exchange of ideas should go on at the next virtual meeting.
The planning process for the multiplier events at the three universities (UB, UHI, UAH) were discussed. Suggestions, needs, etc.
This additional meeting in Malaga was conducted in order to present the modules developed by each university, discussion and information regarding issues with General Data Protection Regulation (GDPR), agree about the evaluation questionnaire, research questions, agree the approach (methodology) each partner will take to gather data for evaluation, dicuss the ethical implications, etc.
At the final meeting in Borås UHI offered to take responsibility for the AToM homepage and the partners gratefully accepted their offer and agreed that UHI is free to make such changes they deem appropriate.
The meeting delegates also had an enjoyable evening contributing to the University of Boras’ multiplier event.
Multiplier events
Three multiplier events was conducted as part of the dissemination process.
Together, the three events gathered 39 domestic and 39 international participants. This is below the target of 75 international and 150 domestic visitors, but the the audiences were well suited to understand the intentions of the project and appreciate it as a viable solution to issues about recruitment of students. The low attendence rate in the events is mostly due to the geography. Both Perth and Borås are remotely located resulting in high cost and expenditure of time for visitors who may otherwise have been interested.
Papers and conferences
Publications - Journals
Preparing for masters´ studies: a web based tool for self-assessment and knowledge gap mitigation abstract.
Video - Presentations
Click here to view Dr Ramón Garrote's video documentary about the project outcomes.
How AToM is contributing to the textile engineering industry
Candidates applying for the master’s programme in textile engineering at the University of Borås can now take a digital test to assess their suitability and readiness for the programme prior to applying.
The test module was developed by leading academic’s Anders Persson and Behnaz Baghaei, from the University Borås in collaboration with University of Borås, Sweden, University of the Highlands and Islands, Great Britain, University Alcala de Henares, Spain and Digital Connextions Limited. This highly innovative project was graciously funded by Erasmus+ Strategic Partnership.
The test module and AToM platform have been developed for individuals who are considering applying to the master’s programme in textile engineering at the Swedish School of Textiles, University of Borås. Programme coordinator Anders Persson said;
“The purpose of the test is to give the prospective student the opportunity to make an assessment of their knowledge and skills in textile engineering. We have assumed the admission requirements for the master’s programme in textile engineering and added some important skills from the syllabus of our bachelor’s programme. In this way, we hope that the students admitted to the master’s programme become aware of what is expected of them.”
In the web-based test, when the applicants have signed up with their e-mail address, they get to take a stand on six statements about their skills and abilities in twelve different categories.
“The results are presented in the form of a radar chart and are compared to our estimation of what prospective master’s students need in their toolbox in order to succeed in the programme. In the radar chart the applicant can see any differences in expectations.”
The textile engineering test consists of 12 different categories of questions:
- Mathematics: Arithmetic, analysis, geometry, and linear algebra
- Mathematics: Mathematical statistics
- Organic chemistry
- Textile chemistry
- Material science: Fibre technology
- Material science: Polymer technology
- Textile production methods: Weaving
- Textile production methods: Knitting technology
- Clothing technology
- Textile value chains and sustainable development
- Engineering skills, product development, and problem shooting
- Scientific communication
Applicants who have assessed their abilities lower than the university’s expectations receive a link to interactive resources. Each resource has been developed or specifically chosen by the Academic partners to provide candidates with self training to improve their knowledge or skills in that particular ability.
The candidate can then re-take the test and join a closed Facebook group, where they can receive peer support about the test and the self-study resources. The self-study modules can also be used in the bachelor’s programme and for exchange students. The test itself is anonymous, but in order to sign up you need to leave a valid e-mail address. Candidates will not be requested to submit any other personal details in the test.
Anders Persson commented; “As the programme coordinator, I hope this test gives us better prepared students as well as an increased interest in the master’s programme”.
From sophiscated fashion to life saving medical textiles, the University of Borås Textile Engineering Programme offers more than yarn and the odd loom or two. This programme itself is intended for students with a bachelors degree in this particular domain. In order to take full advantage of the two year textile science and engineering programme, applicants are now encouraged to take the AToM self assessment. AToM encourages applicants to consider every aspect of Textile Engineering programme before applying. From math, textile manufacturing techniques, textile materials technology, textile chemistry to manufacturing techniques, AToM fully explores every aspects of the programme. Applicants are not only provided with a unique understanding of their abilities before joining, AToM provides applicants with interactive learning resources to help them close any identified areas of weakness. For more information on how to take the AToM assessment watch the guidance video and register here.
Two conference papers that outline the project has been published;
EDULEARN, July 2018
PREPARING FOR MASTERS´ STUDIES: A WEB BASED TOOL FOR SELF-ASSESSMENT AND KNOWLEDGE GAP MITIGATION
XIX Scientific Convention on Engineering and Architecture, Havana City, Cuba, November 26 - 30 , 2018, Havana
A DIGITAL TOOL FOR IMPROVING ENROLMENT AND COMPLETION RATE OF MASTERS´ STUDIES
UAH: The multiplier event at University of Alcalá in May 2019, invited people from Universities abroad. Once results have been obtained (survey answers of applicants, results obtained directly from the platform, etc.), comparative studies will be carried out and publications in conferences and journals are being prepared.
Additionally, information about ATOM project has been disseminated using social networks (twitter, facebook), with the account of University of Alcalá.
UHI: Flyers, UHI newsletter, Twitter, Webinars – UHI Digital Education Week January 2019, Internal conference presentation – Learning and Teaching Conference, June 2017
Presentations at an national conference – Digifest 2018, Dissemination meetings with people from Jisc, Multiplier event – Perth College 12th June 2019
UB: To the multiplier event in Borås May 22 2019 swedish and foreign participants who had an interest in international master programme recruitment participated, experiences and user perception was shared and discussed. A facebook group for potential applicants to the MSc in textile engineering has offered opportunity for peer-peer interaction.