Introduction
1. This is the report of an Enhancement-led institutional review (ELIR) of the Royal Scottish Academy of Music and Drama (the Academy) undertaken by the Quality Assurance Agency for Higher Education (the Agency). The Agency is grateful to the Academy for the willing cooperation provided to the ELIR team.
2. The review followed a method agreed with Universities-Scotland, student bodies and the Scottish Higher Education Funding Council (SHEFC), and informed by consultation with the Scottish higher education sector. The ELIR method focuses on: the strategic management of enhancement; the effectiveness of student learning; and the use of a range of reference points. These reference points include: the Scottish Credit and Qualifications Framework (SCQF), the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), published by the Agency, subject benchmark information, and student, employer and international perspectives. Full detail on the method is set out in the Handbook for enhancement-led institutional review: Scotland, which is available on the Agency's web site.
Method of review
3. The Academy submitted a Reflective Analysis (RA) which set out its strategy for quality enhancement, its approach to the management of quality and standards and its view of the effectiveness of its approach. Other documents available to the ELIR team with the RA included the institutional profile at 14 January 2004, the Quality Enhancement Strategy: 2002 to 2006, the Quality Assurance Handbook and the 2004 Prospectus. The RA provided the focus for the review and was used to develop a programme of activities by the team to provide a representative illustration of the way the Academy approaches the management of quality, enhancement and academic standards.
4. The Academy submitted two case studies with its RA. These took the form of two videos following the learning experiences of an undergraduate student stage manager during an opera production and a vocal studies postgraduate student with a major performing role in the opera. As well as demonstrating the development of the students, the case studies contained reflections by each student on their own work and staff commentaries to highlight the significance of particular activities.
5. The RA had been approved by the Academy's Academic Board following wide consultation among staff and students. Its production was overseen by an ad hoc Institutional Review Group (IRG), established by the Academic Board with the remit of overseeing an audit of all the Academy's quality assurance processes in the context of the academic infrastructure and to coordinate preparations for ELIR. The IRG membership included student representation as well as both academic and support staff. The clear, open and honest nature of the RA provided a very helpful starting point for the review.
6. The ELIR team visited the Academy on two occasions: the Part 1 visit took place on 11 and 12 January 2004 and the Part 2 visit took place between 16 and 18 March 2004.
7. During the Part 1 visit, the Academy's senior staff, the two external members on the Academic Board and Students' Union President made a presentation to the ELIR team which provided a helpful foundation to the team's discussions and understanding of the Academy. The team also met a group of senior staff with responsibility for managing quality and enhancement activity across the institution, staff who had been involved in internal review at the subject level, and a group of students, including those involved with internal reviews. The team discussed a range of matters, many of which had been raised in the RA, including: the balance between academic and professional motivations and pressures in the context of an institution focused on the production of music and drama professionals; the definition of quality enhancement in this same context; the movement from quality assurance to enhancement in internal quality assurance processes and outcomes; and, the management of the students' learning experience including assessment.
8. During the Part 1 visit, the Academy made available a set of documentation which had been identified within the RA, and supplementary information identified during the course of the visit. This enabled the ELIR team to develop a programme of meetings and to identify a set of documentation for the Part 2 visit in order to provide a representative view of the Academy's approach to assuring and enhancing quality, and maintaining the standards of its awards.
9. The ELIR team comprised: Professor Bob Craik, Ms Sara Jennett, Professor Neil Keeble, Mr Gavin McCabe (reviewers), and Mr Kevin Porter (review secretary). During the Part 1 visit and on the final day of the Part 2 visit, the team was accompanied by an independent observer, Professor David Swinfen. The review was coordinated on behalf of the Agency by Ms Ailsa Crum, Assistant Director, QAA Scottish Office.
Background information about the institution
10. The Academy is the only conservatoire for music and drama in Scotland. It is one of five Royal Schools of Music and one of three Royal Schools of Drama in the UK. It was originally established in 1847 as the Glasgow Athenaeum. In 1939 it became one of the Scottish Central Institutions and, in 1992, the Academy became a Designated Institution. The Academy was granted degree-awarding powers for taught programmes in May 1994 and, since 1999-2000, has had an agreement with the University of St Andrews for offering research degrees.
11. The Academy's mission is: 'To produce musicians, actors and other professionals in music and drama well equipped to pursue a diversity of careers at national and international level'.
12. In the context of that mission, the Board of Governors has articulated four key strategic aims to guide the Academy's development:
- an unequivocal commitment to excellence in the delivery of services to students;
- the enhancement of the Academy's status as a specialist institution;
- the enhancement of the national and international status of the RSAMD; and
- the development of the Academy's activities into new appropriate arenas.
13. The Academic Board is responsible to the Board of Governors for the oversight of the Academy's academic work including quality assurance and enhancement. The Academy's Quality Assurance Handbook describes the Academic Standards Committee as an 'executive arm' of the Academic Board, it has a remit relating to quality assurance and enhancement as well as academic standards. The Academy has two schools: the School of Drama and the School of Music. Each has a school committee reporting directly to the Academic Board. Each school is led by a director with responsibility for the academic, artistic and administrative development of the school.
14. In 2002-03, the Academy had 532 undergraduate students, and 129 postgraduate students (of whom 11 were research students). In addition to its higher education provision, the Academy also offers part-time courses to students of school age. In session 2002-03, 170 students were enrolled in the Junior Academy of Music and 210 in the Junior Academy of Drama. There were also 37 students undertaking part-time continuing education courses.
15. The RA indicated that the Academy is the only UK conservatoire to have applied for and achieved taught degree-awarding powers. The Academy is proud of that distinction, indicating that the process of application had created a 'lasting legacy that underpins the Academy's approach to quality assurance and enhancement'.
Institution's strategy for quality enhancement
16. The RA stated that the development of a quality enhancement strategy had prompted the Academy to consider the 'essential elements' which combine to create a quality learning environment for its students. The Academy's strategy is a synthesis of those elements comprising:
- Quality Assurance Systems and Processes;
- Learning and Teaching Strategy;
- Learning Resources Strategy;
- Equality of Opportunity and Widening Participation Strategy;
- Research and Knowledge Transfer Strategy;
- Human Resource Strategy.
Internal monitoring and review of quality and standards and public information
Overview of the institution's internal arrangements for assuring the quality of programmes and maintaining the standards of its academic awards and credit
17. The RA stated that the Academy's policy on quality 'focuses on standards, on learning and teaching and on the environment that supports them'. It went on to indicate that the concept of 'quality' held by staff and students was one which recognised that the Academy was:
- 'concerned with the effectiveness of the institution, in all of its aspects;
- inspired by the urge to meet the individual needs of students and staff, with performance as central to their work;
- committed to maintaining its position as a leading institution for the development of music and drama in the UK and internationally'.
Internal approval, monitoring and review
Course approval and validation
18. The RA indicated that the quality assurance of a course began with a proposal being considered through the course approval and validation process. Course proposals are first considered by the relevant school committee, and thereafter by the Senior Management Team, which considers the proposal's viability in terms of resourcing and compatibility with the Academy's mission. Proposals successful at that stage are considered by the Academic Board for inclusion in the Strategic Plan. This is the trigger for beginning the validation process which, the RA indicated, was overseen by the Academic Standards Committee.
19. The Academy places particular value upon the external involvement in its approval and validation process. One external member is included in the initial scrutiny panel and three are included in the full scrutiny panel (one academic, one professional and one employer). From the ELIR team's discussions with staff, it was clear that this level of externality is considered to provide the Academic Board with an objective and informed view of the quality, academic standard and professional relevance of course proposals.
20. The ELIR team noted that the documentation submitted as part of the process was steadily improving over time and that the revalidation of existing courses was being used as an opportunity to revise course documents and, in particular, to provide more detail on the learning outcomes and assessment criteria.
Monitoring, evaluation and review (MER)
21. The RA stated that all courses were subject to the Academy's MER process, which keeps under continuous review 'all aspects of a course's delivery and provides students...with the primary means through which they can offer feedback on all aspects of their learning experience.'
22. The MER process comprises two elements: first monitoring, and second evaluation and review. Monitoring panels meet twice a year to monitor the course delivery against the course aims and objectives, and provide a mechanism for gaining and considering student feedback. Evaluation groups meet once a year to evaluate the findings of the relevant monitoring panel, consider summaries of external examiners' reports and relevant performance indicators. The evaluation groups each produce an annual review report and recommendations which are considered first by the relevant school committee and by the Academic Standards Committee. MER reports also contribute to the five-yearly course reviews (see below, paragraph 25).
23. The membership of monitoring panels includes one elected student representative from each year of the course. The membership of the evaluation groups comprises all members of the relevant monitoring panel, extended to include two external members (one academic and one professional) and two graduates of the course. All staff and students the ELIR team met were agreed that the process was very effective in providing timely feedback and a route for student concerns to be addressed. The team noted that the MER process was being used by students to raise both operational points and more strategic matters. It was clear that the strategic matters were being addressed at a senior level and progress was communicated to students. It would be useful for the Academy to reflect on how it might manage the students' expectations concerning the longer timeframe for strategic matters to be resolved (see below, paragraph 66).
24. Overall, the ELIR team considered the MER process to be an example of good practice. The use of graduates in the evaluation phase appears to be particularly effective in that it provides a longer-term perspective and context for student concerns (see also below, paragraph 67).
Course Review
25. The RA stated that the course review process was as rigorous as the initial validation process. Each course is subject to 'in-depth' review on a five-year cycle. In common with the validation process, the review panel membership includes three external members (academic, employer and professional) and, in session 2004-05, will include a student representative. The ELIR team learned that this process would be applied outwith the normal cycle if changes were proposed to a course which the Academic Standards Committee considered would 'substantially alter the nature of the course'.
Departmental Review
26. The RA indicated that the Academy's departmental review process was intended to assist in the identification of departmental staff development needs and it provided the opportunity for the assessment of teaching quality through external peer review. Departmental reviews take place every three years and all staff participate in peer observation of their teaching on a maximum six-year cycle (see below, paragraphs 121-124).
External examining
27. The RA emphasised the 'considerable investment' made by the Academy in the appointment of its external examiners, reflecting the recognition that these external examiners provide the Academic Board with a 'vital source of information regarding the standards and quality of the Academy's courses'.
28. The arrangements for appointing external examiners are detailed in the Quality Assurance Handbook. External examiners are appointed by the Academic Board on the recommendation of the Academic Standards Committee. The Academy appoints external examiners both from comparable higher education institutions and from relevant professions; all such candidates are expected to have had teaching and assessment experience.
29. The RA indicated that, for contextual and theoretical aspects of courses, external examiners moderated assessed work on an agreed sampling basis in a manner found commonly in many higher education institutions. However, the use of those external examiners appointed to examine performance elements of courses was somewhat different. Both schools of the Academy adhered to the principle that performance external examiners should be involved directly in the examination of students. The RA noted that this requirement for students to be seen and heard by the relevant examiner was costly, but worthwhile in terms of 'underwriting the integrity of the examinations process and in assisting the Academy to arrive at an informed and objective insight regarding the comparability of [its] standards'. Assurance against the potential for subjective bias, particularly in the end of year assessment of performance, is provided through the use of assessment panels. These, typically, are panels of three including at least one external examiner.
30. The differences in the ways external examiners are deployed across the two schools were highlighted in the RA. In the School of Drama, external examiners are involved in the examination of all final-year students, which necessitates their attendance at a number of student productions throughout the session. In the School of Music, external examiners are deployed across all years of all courses, attending and reporting upon mid-session examinations, as well as those at the end of session.
31. In the School of Music, external specialist assessors (generally instrument specialists) are appointed to the specialist examinations panels. These assessors are not appointed by the Academic Board and, therefore, do not submit a formal external examiner's report. The RA indicated that they make a 'vital and objective contribution' to the examinations process, with their views on individual student performances 'informing the School's insight into standards and quality'. The School also appoints three external moderators, one each for the BA Musical Studies, BMus Performance and MMus courses. The RA indicated that their role was to ensure the comparability of standards across the specialist examination panels for each of the School's departments. Moderators are also invited to report on the effectiveness and efficiency of the examinations process, and to confirm that each specialist examination panel has operated in accordance with the relevant regulations.
32. External examiners' reports are considered within the schools and departments. On an annual basis, the Academic Registrar prepares a summary of all the external examiners' reports, highlighting matters to which schools and departments should respond. The Academic Registrar's report, together with the schools' and departments' responses, is considered by the Academic Standards Committee and reported to the Academic Board. Summaries of the external examiners' reports are also considered by the MER evaluation groups, providing students with the opportunity to comment on matters raised.
33. In the course of reviewing a range of external examiners' reports and related material, the ELIR team found considerable evidence to suggest that the external examiner system was operating in the manner anticipated by the Academy and that matters identified were acted upon.
34. In discussion with staff, the ELIR team noted that academic standards and assessment criteria were often described in terms of professional competence and skill. The team recognised that this may be a useful shorthand for describing the complex issues of academic performance standards and criteria. The team also recognised the distinctive nature of the Academy's activity and the importance it places on matters such as professional relevance. Nonetheless, there is a risk that staff and students may believe that academic standards (including learning outcomes and associated assessment criteria) are defined as professional competence, thereby obscuring the academic reference points (see below, paragraphs 55 and 118).
The use made of external reference points for assuring quality and standards
Scottish Credit and Qualifications Framework
35. The RA indicated that all of the Academy's courses are credit rated in accordance with the SCQF. The RA also provided an introduction to the way in which the Academy used credit rating systems.
36. In 2002-03 the Academy undertook a review of all courses to ensure that they were adhering to the SCQF. As a result of this review, additional exit awards were introduced, and the duration of masters courses was extended from 30 to 45 weeks. The RA noted that, in the future, developments relating to the SCQF may also facilitate the delivery of a more flexible curriculum in terms of mode of delivery and the choice of electives.
37. From the ELIR team's consideration of course documentation, which makes explicit the links to the SCQF, as well as papers from the Academic Standards Committee and the Academic Board, it was clear that matters of award level and credit are considered thoroughly. It was also evident from the team's discussions with staff that matters relating to the SCQF were widely understood (see below, paragraph 43).
Subject benchmark statements
38. The RA stated that three subject benchmark statements were relevant to the work of the Academy:
- dance, drama and performance;
- music;
- The Standard for Initial Teacher Education in Scotland.
39. As part of the course review process, course teams are required to demonstrate how the aims and learning outcomes of their courses accord with the relevant subject benchmark statement. The ELIR team found examples of this occurring in the course documentation provided.
Code of practice
40. The RA set out the arrangements the Academy had made to review its activity against the Code of practice. In 2002-03, a subgroup of the Institutional Review Group met on a weekly basis to audit all of the Academy's quality assurance processes against the Code. The Academy considered that the audit had revealed a high level of alignment with the Code, although full alignment with a number of the precepts had required modification to the Quality Assurance Handbook, Academy regulations and policy statements. The Academy considered that more significant work was required in order to adhere to the precepts of the sections of the Code relating to students with disabilities (see below, paragraphs 88-91 and 113), and that on career education, information and guidance. The ELIR team heard that both schools provided opportunities for students to receive careers advice and the Academy was considering ways in which its students could access more general careers provision to ensure its students would not be disadvantaged in a wider labour market. The team considered that the Academy was meeting the precepts of that section of the Code. Overall, the team considered that the Academy had taken a thorough and thoughtful approach to reviewing its activity against the Code.
Use of the academic infrastructure
41. The ELIR team saw much evidence to suggest that the Academy makes full use of the academic infrastructure, and has been systematically updating its course documentation as part of the course review cycle. In a small institution many of the reviews relating to the use of the academic infrastructure are undertaken by the same people, thereby facilitating a clear understanding of connections between the elements of the infrastructure.
Programme specifications
42. The Academy has adopted a standard format for producing programme specifications, which is set out in the Quality Assurance Handbook. Programme specifications are considered during course approval and review, with the specifications being included in the formal 'course document' for each course. Summaries of the programme specifications are included in the student handbook for each course. From reading the handbooks provided, the ELIR team saw that all the information expected in a programme specification was included within the documents. The team considered there would be benefit in gathering that information under the heading 'programme specification' for clarity and ease of use.
43. Although course handbooks make reference to SCQF levels, the ELIR team found that these were imprecisely explained in some cases, for example, there were instances of the same phrase appearing as the learning outcome for all four levels of an award. These instances were acknowledged in the team's discussions with staff and it was explained that the course documentation was undergoing revision as each course was formally reviewed. The team saw, from the range of course documentation provided, that improvements were being made. The team also learned from its discussions with students that they were able to discuss the learning outcomes and assessment criteria on an individual basis with tutors (see also below, paragraphs 92, 100 and 101).
Progress files
44. The RA acknowledged that the Academy has not yet begun to address the introduction of Personal Development Planning (PDP), but stated that it will begin to do so over the remainder of session 2003-04. Reflective diaries are currently used in a number of the Academy's courses and it is expected that this current practice will provide the basis for the development of PDP (see also below, paragraphs 105 and 112).
Professional and statutory bodies and employers
45. The Academy engages with one statutory body, the General Teaching Council for Scotland (GTC) in respect of the BEd Music, and one professional body, the National Council for Drama Training (NCDT) in respect of the BA Acting and the BA Technical and Production Arts.
46. The GTC approves and reviews courses through participation in the Academy's internal course approval processes. The NCDT conducts its own course approval and review process, which operates on a five-yearly cycle. The RA noted that revisions to the NCDT processes, which were currently being considered, did not appear to take into account the developments in quality assurance and enhancement in the Scottish higher education sector.
47. The Academy's formal monitoring and review processes capture employer feedback, supported by the informal networks which are promoted by the institution. The Academy has very well developed relationships with the professions through its extensive use of part time teachers, links with employers, and its inclusion of graduates in the MER process. The ELIR team considered that the Academy has excellent links with employers and the professions, and clearly takes their requirements into careful consideration when developing and reviewing its courses.
Collaborative provision
48. The Academy has three collaborative partners. It has a long-standing agreement with the University of Glasgow to offer the BEd Music. A more recent agreement (dating from 1999-2000) with the National Piping Centre, Glasgow, to offer the BA Scottish Music (Piping). Both of these courses lead to an award of the Academy and each is managed by a joint board convened by the Academy's Director of Music. Since 1999-2000, the Academy has had in place an agreement with the University of St Andrews to offer research awards (see below, paragraphs 50 and 51).
49. The ELIR team considered a range of documentation relating to the taught courses, including external examiners' reports, and the report to the Academy's Board of Governors on the operation of the collaborative links, as well as discussing the links with a range of staff and students. On the basis of this, the team concluded that the courses are well established and fully integrated into the Academy's course approval and MER systems.
Research degrees
50. The RA highlighted that the Academy does not have research degree awarding powers but has established a link with the University of St Andrews to offer research degrees. Following an institutional approval visit from the University, a memorandum of agreement was put in place in 1999-2000. The agreement is subject to annual approval by the University and, the RA indicated, has proven to be very effective and supportive for the Academy.
51. The Research Degrees Committee, whose membership includes University representation, has responsibility for the admission of research students, monitoring their progress and overseeing examination arrangements. The RA stated that the Academy had, with minor modification, adopted the University's research degree regulations and code of practice for research students and supervisors. It has also adopted the University's practice of reviewing formally each student's progress on an annual basis. In addition, a sub-group of the Research Degrees Committee comprising two senior members of the Academy's staff and one University representative, interviews each student to discuss the student's project and to determine progress. The outcomes of these reviews are reported to the Research Degrees Committee and to the students and their supervisors. The ELIR team considered that these arrangements worked well and were developing in a manner that was consistent with other activities within the Academy.
Commentary on the ability of the institution's internal review systems to monitor and maintain quality and standards
52. The Academy has a range of mechanisms in place for assuring itself of the quality of its provision. Course Reviews are undertaken on a five-year cycle, Departmental Reviews on a three-year cycle and Monitoring, Evaluation and Review (MER) occurs on an annual cycle. Collectively, these arrangements meet the SHEFC criteria for internal review at the subject level, as appended to the ELIR Handbook. Student feedback is incorporated in a number of the processes, notably MER with student and graduate representation on the panels. Explicit consideration of teaching quality is most clearly identified with the Departmental Review process. Adherence with SCQF and the use of benchmarking statements is considered as part of Course Review. These processes are well established and widely understood within the Academy. A particular feature is the level of externality involved, including graduates, employers and representation from the professions as well as staff from comparable academic institutions. In addition to these review processes, the Academic Board itself is active in monitoring and evaluating provision to a level of detail that is unlikely to be found in a larger institution.
53. It was clear to the ELIR team that the Academy has robust processes for the monitoring and evaluation of the quality of its provision. In its RA, the Academy stated that it was confident of the effectiveness of its quality assurance procedures, without being complacent. The team considers this confidence is well placed. All the evidence reviewed by the team indicated that there can be broad confidence in the Academy's current, and likely future, management of the quality of its provision.
54. The RA indicated that the Academy makes a considerable investment in its external examiners, who are appointed from relevant professions as well as comparable academic institutions. The external examiners are involved with the moderation of internal assessment and are also directly involved with the assessment of performance. Assurance against the potential for subjective bias in the assessment of performance is provided through the use of assessment panels, which bring together staff and at least one external examiner. In the School of Music there are three external moderators who ensure the comparability of standards across the specialist examination panels for each of the School's departments. The moderators also have a role in evaluating the effectiveness of the School's examinations process. Overall, the ELIR team found considerable evidence of the Academy's external examiner system operating as intended, with matters identified by the external examiners' being acted upon.
55. It is clear that the Academy has given careful consideration to the academic infrastructure and, as part of the course review cycle, is systematically revising its course documentation to reflect developments in the academic infrastructure. In discussion with staff, the ELIR team noted that academic standards were frequently expressed in terms of professional competencies, where these competencies were used as a proxy for academic standards. The team recognised that this might be a useful shorthand for academic staff who are aware of the implicit link to the academic framework. However, during the team's wide-ranging discussions with groups of staff it became apparent that, in some cases, professional reference points were being identified to the exclusion of academic reference points. The team considered that the wider use of professional reference points is likely to lead to confusion, particularly among colleagues from the professions and students who may be unaware of the underpinning academic framework (see below, paragraphs 92, 101, 102, 109 and 118). The Academy should reflect on the ways in which the underpinning academic reference points are communicated to staff and students to ensure that no misunderstandings occur.
56. Based on the extensive network of external examiners, the involvement of external examiners with senior staff in the assessment panels and the Academy's thorough arrangements for addressing matters raised by the examinations process overall, the ELIR team considers that broad confidence can be placed in the Academy's current, and likely future, management of the academic standards of its awards.
Overview of the institution's approach to ensuring that the information it publishes about the quality of provision is complete, accurate and fair
57. The RA listed the types of documents in which the Academy publishes information on the quality of its courses, including the Prospectus and course material. The Academy indicated that it met SHEFC's expectations regarding the information that should be available to prospective and current students, as expressed in the SHEFC circular HE/19/03, Public Information on Quality: Guidance Notes for Institutions.
58. The Academy's Prospectus contains statements regarding the quality of courses, resources available to support course delivery, a range of selected student comments, indicative information regarding possible future career paths and details of links with the industry. The Academy does not currently publish either the outcomes of internal quality assurance processes or quantitative performance indicators. The RA noted that the sector has yet to finalise agreement on the comprehensive information set to be published by institutions, but expressed the Academy's intention to continue to participate in the discussions and to seek to adopt best practice in this area.
59. The Academy does not currently recruit through UCAS and, therefore, its courses are not included in UCAS publications. As a consequence, social inclusion data (other than percentages of students from low participation neighbourhoods) which is published by HEFCE and derived from information provided by UCAS, is not available for the Academy (or for the other UK conservatoires).
60. The RA stated that the size of the institution coupled with the relatively small number of courses meant that the task of ensuring the accuracy, completeness and fairness of the information it published was not as complex as it might be in a larger institution. It was also acknowledged that some current processes involved with the approval of documents were informal and the Academy was working to develop more formal arrangements. The content of the Prospectus, which is reviewed and updated annually as are the Guide to Applicants and Induction Handbook, is approved by the directors of school and the Academic Registrar prior to publication. In discussion with the ELIR team students confirmed the accuracy of the information they had received from the Academy.
Commentary on the institution's arrangements for ensuring that the information it publishes about the quality of its provision is complete, accurate and fair
61. The Academy has processes in place for ensuring that the information it publishes is complete, accurate and fair. The Academic Registrar plays a key role both in co-ordinating these processes and in ensuring the accuracy of the information itself. The Academy is aware that some of its processes have been informal in the past and is working to develop more formal arrangements. The ELIR team recognised that this was, in large part, a feature of the size of the institution and considers that these more flexible arrangements may have been appropriate given the context of the Academy.
The student experience
Overview of the institution's approach to engaging students in the assurance and enhancement of the quality of teaching and learning
Student engagement in quality assurance and enhancement
62. The RA indicated that one of the Academy's strengths was its capacity to 'focus on the needs of the individual student'. Students are included in the membership of the majority of the Academy's academic committees, including the Academic Board. Following a recent review, student representation on the academic committees has been extended to include the School of Drama Committee, the School of Music Committee and the Research Committee. Students are involved in a range of the Academy's quality assurance and enhancement processes. At present course review panels meet student representatives, but the Academy has also recently decided to include student representatives in the membership of course review panels, in line with SHEFC guidelines. In the Departmental Review process (see above, paragraph 26), written questionnaires, adapted to suit departmental purposes from the exemplar provided in the Quality Assurance Handbook, are used to obtain student feedback.
63. The Academy regards the MER process as its principal means of gathering student feedback (see above, paragraphs 21-24). The RA emphasised that the Academy is aware that the MER process is effective in 'getting things done'. This was confirmed to the ELIR team in discussion with groups of students, who identified the role of MER convenor as particularly useful in facilitating the progression and resolution of matters raised. Another positive feature of the MER process identified by groups of students was the opportunity it provided to gain the insight of students at a later stage in their studies. The team considered that the practice of maintaining the same student representatives over the duration of their courses allowed for the effective progression of ideas. It also enabled representatives to develop in the role.
64. A number of planned developments in student representation were identified in the RA, including the recognition of the benefits of providing training for student representatives. The team learnt that the Students' Union had invited the national body Sparqs (Student Participation in Quality Scotland) to provide this training. The Academy also indicated the intention to develop the student intranet, 'My Academy', as a means for facilitating communication between student representatives and the students they represent. The RA expressed the hope that this would provide more information to the student body on action taken as a result of the MER process.
65. A further opportunity for gaining student feedback is provided by the heads of departments' weekly 'open door' sessions. Reports on these sessions are made to the relevant school consultative committees, and the ELIR team learnt of a number of improvements introduced as a result.
66. Although the range of opportunities available for providing feedback was appreciated by students, in discussion it was highlighted that there were limited opportunities for students to provide feedback anonymously. It was suggested to the ELIR team that the close relationship between students and staff could make individuals reluctant to raise criticisms because of a perception that this might have an adverse affect on students' future assessment or employment opportunities. The team noted that the Academy uses student feedback questionnaires, for example in the Departmental Review process, but students had a concern that individual's views could still be identified due to the tight knit academic community. The idea of the Academy providing a 'suggestions box' was raised by the students as an additional mechanism by which truly anonymous and frank student feedback might be provided. The team noted that the Academy is aware of this persistent issue and, in addition to offering a wide range of means for seeking student feedback, has put measures in place to provide safeguards for students.
67. It was clear to the ELIR team that the provisions in place for students to make their views known were well understood and evidently well used. Student representatives provided the team with a lively and highly articulate commentary on their involvement with the MER process in particular. There was evidence that the Academy was responsive to matters raised, although some problems, such as availability of practice space, were more intractable and were taking longer to resolve. The team considered that the involvement of graduates in the evaluation phase of MER, which had the effect of adding 'student hindsight', is a very positive and innovative feature.
Communication with students
68. Senior staff expressed the Academy's view that the short lines of communication from the student body to staff at the institutional level ensures that student views are not overlooked, and can influence decision-making. The Student-Staff Forum sits outside the Academy's academic structure and, the RA indicated, it provides an opportunity for students and staff to discuss social, welfare and domestic matters in a 'structured, although relatively informal, way'. It is convened by the Principal and its membership includes all elected officers of the Students' Union and a wide range of academic and support staff.
69. The RA stated that the Students' Union represented a 'vital means of communication between the student body and the management of the Academy'. The current Student President is the first to hold that position on a full-time sabbatical basis, and the RA expressed the view that this had reinvigorated the Students' Union. In the current session, the Union has developed its own website to facilitate communication with the student body. Also in the current session, the Students' Union elected officers have agreed role specifications which, the Academy considered, had improved the Union's overall effectiveness.
70. The RA indicated that all levels of staff are 'highly visible and therefore accessible' to colleagues and students. The Principal has an open door policy and the RA stated that this approach permeated the whole institution. This view was borne out in the ELIR team's discussions with all groups of staff and students. A great willingness to involve students in the Academy's activities was apparent. A good example of this was provided in the RA where it was noted that all students had been invited to identify those qualities they would wish to see in the new Principal before the selection was made.
71. Students commented that the Academy was open to suggestions for change, and Student Union officers considered that their views were sought and considered. The Student-Staff Forum was widely regarded by students as a highly effective means for the rapid resolution of matters raised.
Overview of the institution's approach to the promotion of effective student learning
Learning and teaching strategy
72. The RA described learning and teaching as the Academy's 'absolute priorities'. One of the 'defining characteristics' that underpin the Academy's mission is that 'each student's programme of study is, to a considerable extent, designed to meet her/his particular needs'. This is reflected in the Academy's Learning and Teaching Strategy which, the RA explained, is based upon the following principles:
- 'Performance as central to each student's learning experience.
- An overriding emphasis on the preparation of students for professional life and the need to inculcate the values of life-long learning.
- The necessity to focus on the learning needs of the individual student.
- The value of the teacher/practitioner and the benefits that flow from such a close association with the industry and the professions.
- The value of assessment as a catalyst for learning.
- The need to promote creativity in all of its aspects mindful of the benefits of enterprise, entrepreneurship and transferable skills.'
73. The Learning and Teaching Strategy states that the sustained practice of skills and the experience of ensemble working, which it considers are essential to a conservatoire approach, can only be delivered through full-time courses. At the same time, the Strategy recognises the need to be responsive to the changing demands of the professions and of society generally. The Academy's graduates must be equipped for self-employment, and a 'portfolio' working life in which they are likely to move between different employment contexts, possibly maintaining several career paths simultaneously. The Strategy also acknowledges that the balance between learning and teaching in the Academy 'needs to be reviewed', and that tension is created by the imperative to enhance the quality of the student learning experience within a context of diminishing resources. It indicates that more effective communication, research outcomes, the introduction of new technologies and staff development will facilitate change. The two school committees have been charged with the task of developing operational plans to prioritise the objectives set out in the Strategy.
74. Related to its attainment of taught degree awarding powers in 1996, the Academy has defined 'those characteristics of performance based programmes that make them degree worthy' and identified these at separate stages of a student's progress, from application through study to graduation. These characteristics are set out in the Quality Assurance Handbook and are currently being updated to reflect developments in the academic infrastructure, including SCQF.
Staff
75. The RA stated that the Academy maintains a 'close and symbiotic' relationship with the professions which helped to ensure the continued vocational relevance of its courses. It went on to indicate that the Academy employed a proportionately high number of part-time teachers who are also active in the professions, thereby providing students with a direct and live link to those professions. There are also a significant number of distinguished 'guest' professionals, working as directors (in drama) or giving master-classes (in music) and usually working intensively with students for a short period of time.
76. The ELIR team explored the arrangements in place to integrate part-time and visiting staff with the Academy context, in particular, the measures in place to ensure continuity in the students' learning experience, and to provide an overview of individual student's progress, learning needs and workload. The team heard that an overview of the student experience is maintained by course leaders (in drama) and heads of department (in music), with tutorials to discuss the individual student's progress. The team formed the view that, in general, the potential risks involved in the strategy of employing working professionals are clearly recognised and managed in practice, although they could be made more explicit in the Academy's Quality Enhancement Strategy, which highlights only the benefits.
77. The ELIR team noted that some newer courses in drama appeared to operate with very few full-time staff; in one case only the course leader was employed by the Academy on a full-time basis. In a meeting with course leaders it was confirmed that the wider group of Academy staff would become involved in supporting courses, working together as a course team, on a regular basis. The course leader would retain responsibility for holding the formal student progress tutorials.
78. From the comments of students and staff, it was abundantly clear to the ELIR team that both full-time and part-time staff were very committed to ensuring a holistic and positive experience for students. A high level of staff/student contact time is provided, with one-to-one tuition being a particular feature, especially in music. The commitment and dedication of both staff and students to their particular vocation was evident in their demanding work schedules, which included time spent in practice and rehearsal. The need for staff to give individual attention to students appeared at times to be competing with academic and performance demands in a very full programme of activities. The Academy will wish to keep this under review as it continues to implement its Learning and Teaching Strategy.
Learning resources and environment
79. The RA stated that the Academy is 'housed in a modern, specially designed building' and that its facilities were 'among the best in the world' with a number of auditoria designed for public performances and acoustically tuned 'to the highest possible standards'. Students of the BA Scottish Music (Piping) have access to the resources of the National Piping Centre, and students of the BA Digital Film and Television have access to the studios of Scottish Television, both of which are located close to the Academy.
80. Information Services was established as a new department in 1998-99, bringing together the library, information systems and information technology. The department supports IT provision, both as a management tool and as a support for learning. In 2000-01 the Academic Board created the Information Services Committee to 'guide the strategic development' of that service. In recent years, the Academy has made a significant investment in CIT provision and the RA expressed the Academy's intention to pursue this area further. In particular the Academy intends to ensure that all students leave with a threshold level of IT skills, and that the potential of CIT as an aid to both learning and teaching is exploited to the full. A working party is currently considering the desirability and form of a virtual learning environment in a conservatoire context. This appeared to the ELIR team to be a positive development.
81. The ELIR team explored the mechanisms in place to identify and address matters relating to learning resources. In discussion with the team, groups of staff identified course review outcomes as an effective means of highlighting resource needs. These are channelled through the Estates Committee and the Senior Management Team to the relevant Governors' committees. One particular example was shared with the team relating to the Contemporary Theatre Practice course, where student comments arising from the MER process had been pursued through an audit of the use of space which, in turn, had influenced the Estates Strategy. The team was also able to see students' comments on learning resources being pursued from the MER process through the Academic Registrar's annual reports on quality assurance to the Academic Board and Governors.
82. The Academy has distinctive, specialist resources and has, hitherto, been able to concentrate its activities largely in one location, providing a useful focus for the performing arts, for its students and the greater public. However, expanding student numbers and courses have meant that the present everyday facilities (such as practice rooms and rehearsal space) are under pressure at peak times. It was clear to the ELIR team that these pressures are well understood within the institution, having been identified by the Academy's established processes. It was also apparent that the Academy was taking action to address the matters raised.
Student support
83. The RA stated that the learning experience offered by the Academy was 'concerned with the whole person' and consequently made demands on its students in 'aesthetic, academic, emotional and physical' ways. It was acknowledged that these demands, combined with the 'inherent stress' of public performance, created a challenging learning environment. In recognition of these special demands, the Academy has a range of support mechanisms in place.
84. The case studies that accompanied the RA followed the activity of an undergraduate student stage manager during the production of an opera and a Vocal Studies postgraduate student with a major performing role in the same opera. Each student was shown developing as they received support from specialist tutors, and working alongside their fellow students. The stage manager was also shown managing the work of other students. The students' reflections on their work were given to camera, and staff comments were added to highlight the purpose and significance of particular activities. The ELIR team found that these case studies provided a useful insight into the student experience at the Academy.
85. Responsibility for student support in each school lies with the Associate Director (in the School of Music) and the Dean of Drama (in the School of Drama). These individuals are supported by a team of student advisers. Advisers are nominated academic staff who students may consult on a confidential basis. The Academy employs a full-time Counsellor and Welfare Adviser who has particular experience in dealing with performance-related matters and who reports annually to the Academic Board on matters of particular significance. Additional specialist consultants are also retained to whom students may be referred if physical or medical problems impair their performance. It is a notable feature of the Academy's internal review processes that they all make explicit reference to the needs of students with disabilities.
86. The Associate Director and Dean of Drama oversee the student induction arrangements, which include specific school and department briefings as well as meetings with the Academic Registrar, Counsellor and Welfare Adviser, MER Convenors and the Principal. Students are briefed on the MER process, the Student-Staff Forum and access to pastoral support. The RA explained that the relatively small number of students involved (annual intake is approximately 150 students) meant it is possible to get to know everyone quickly. The ELIR team saw a sample student induction pack, which provided comprehensive and useful information. The induction process is monitored by course leaders (in drama) and heads of department (in music) who hold course meetings about two weeks into the term to gather students' views on induction and the course information provided. Senior staff informed the team that the Academy's Reachability Group (see below, paragraphs 88-91) had highlighted that the needs of disabled students should be given particular consideration during induction. Students who met the team demonstrated an awareness of the range of support available and how to access it.
87. Learner support in relation to the performance elements of students' experience is provided by the specialist teachers in the schools. The RA explained that the small numbers of students at the Academy had not enabled it to sustain its own learning support unit to provide support in relation to the contextual aspects of the curriculum. To date such support has been provided by individual tutors and, on an ad hoc basis, by the Counsellor and Welfare Support Adviser. A particular need for support had been identified in the preparation of written assignments, and the Academy had made arrangements for its students to make use of the Effective Learning Unit managed by Glasgow Caledonian University. The service is offered at the Academy on a part-time basis and students are able to drop-in or can be referred. The ELIR team heard that this arrangement had been introduced during the current academic year on a trial basis. It was, therefore, too early to be evaluated but the team noted it was being monitored by the school committees.
Equality of opportunity
88. The RA stated that the Academy is committed to cultural and social inclusion, and had established the Reachability Group, chaired by the Principal, with responsibility for the formulation of policy in respect of equality of opportunity. The RA also set out a range of measures the Academy had put in place to widen access, including the 'ReachOut' programme which was designed to promote an early interest in the performing arts, and the opportunities for students with disabilities to negotiate an individual learning agreement with the relevant head of department and the Academy's Counsellor and Welfare Adviser.
89. The Reachability Group has produced an Equality of Opportunity Action Plan intended to guide and coordinate the Academy's activities in this area. The Plan sets out comprehensive proposals for addressing equality, some of which had been implemented at the time of the review visits, for example the appointment of an Access Coordinator. Other actions were in progress, such as delivering an explicit system for induction programmes for students with disabilities, and addressing the particular needs of disabled students when on placement.
90. The Reachability Group had also conducted a comprehensive curriculum audit in relation to equal opportunities. The audit report notes areas of existing good practice, for example the embedding of material in the curriculum for certain courses, and recommends ways in which courses could be broadened to reflect a more diverse range of cultures. Senior staff indicated that this work was still under consideration, but the group was clearly committed to progressing the matters raised over the longer term.
91. The ELIR team heard that the work of the Reachability Group had been supported over the last two years by a programme of staff development sessions on related topics, such as raising awareness of particular learning needs. Students informed the team that their learning had been supported in a positive manner. The team considered that the work undertaken in this area was very positive, in particular the curriculum audit and the Academy's far-reaching considerations about access to music education which the Reachability Group was working well to address. The Academy will wish to progress this work, in particular to engage all staff and to include a focus on ethnic diversity.
Information to support students' learning experience
92. The ELIR team learnt from its discussions that all students are provided with a handbook for their course. These provide a comprehensive guide to course aims, individual unit learning outcomes, assessment requirements, curricular choice and regulations. Many good examples were seen, but the team noted the variation in the format adopted in the handbooks and considered some standardisation might be helpful, for example, to ensure parity in the information provided to students. Students indicated that they were aware of the key information contained in the handbooks, for example the assessment criteria, and made use of them as the need arose.
93. Staff explained to the ELIR team that a course document, once approved, was regarded as an 'active document' enabling responsiveness to internal or external developments. The team learnt that, while changes to assessment or learning outcomes would require approval through the Academy's formal processes (see above, paragraph 25), the curriculum content and delivery could vary. Staff expressed confidence that courses are always kept in line with the indicative content set out in the handbooks provided to students prior to their arrival at the Academy. However, the team was aware of a perception among the students it met that course content, learning facilities or delivery could be modified, including elements being discontinued, with little or no prior notification. Staff involved in internal review assured the team that students would be advised in advance by letter if any significant changes to their course were to be made. The team appreciated the need for flexibility, particularly given the rapidly changing demands of the profession, but considered that the Academy should reflect on the impact of curriculum alterations in the light of the expectations that current and prospective students have about their learning experience and ensure that such alterations are communicated to all students.
Learning opportunities
94. The RA emphasised that the Academy's approach to learning and teaching was based on 'an acknowledgement of each student's unique potential, creativity and talents'. While each course had specified aims and each unit learning outcomes, it was stated in the RA that 'the greater part of the learning experience which enables an individual student to achieve those aims and outcomes will be the product of an individualised programme of study agreed between teacher and student'. As has already been noted (see above, paragraph 72), the centrality of performance is one of the principles on which the Academy's Learning and Teaching Strategy is based. The RA indicated that the Academy took great care to ensure that all of its students were exposed to an appropriate range of performance opportunities. The ELIR team explored how such individualised experiences operated in practice and the ways in which the Academy ensured it provided fair and equitable learning opportunities for all of its students.
Performance opportunities
95. Senior staff in both schools indicated that performance opportunities were allocated following discussions in staff meetings, and that care was taken to ensure that students were allocated the roles which would offer them a suitable challenge. The ELIR team heard that the school management meetings at which these decisions were taken were not minuted, but a formal record was kept of meetings at which inter-departmental and departmental examiners considered student 'progress'. The School of Music has a performance policy for orchestral work which states that all students will have opportunities in any year to participate as part of an orchestra for 'non-public' sessions. For public performances, students are selected according to merit and suitability for the demands of the performance required. Senior staff confirmed that there would be no benefit, either to the Academy or its students, in putting individuals in a position where they were likely to fail in public.
96. Student representatives confirmed that the allocation of performance opportunities was intended to ensure a 'journey appropriate to them' and that, in general, this was provided. Although it was noted that the reasons for particular role allocations were not always transparent. Without indicating any current sense of unfairness, some students expressed a desire to be auditioned for their performance roles in the Academy, which they considered might add to their professional skills development. A number of students also commented, positively, on the extent to which they could make opportunities for themselves within or beyond the course, for example by taking up placements or entering competitions. They described such activity as good preparation for entering the highly competitive professional field.
97. The ELIR team came to the view that, overall, the performance opportunities were effectively managed by the Academy with an evident focus on individual students' abilities and development.
Progress monitoring
98. Staff confirmed that course leaders in drama and heads of department in music would hold at least annual formal progress tutorials with students. Music tutors in particular guided students on the appropriateness of particular performance opportunities, for example where these arose outside the Academy. Placement opportunities are a managed part of the experience on certain courses, and a possible option on others if the placements are seen as providing appropriate learning opportunities for the students concerned. In drama, a system of tutors operating in a team has been established so that students can choose the member of staff with whom to discuss their progress.
99. The groups of students who met the ELIR team described a mix of tutorial arrangements depending on their course. All students indicated that they received regular 'progress' tutorials whether these were offered each term, at the end of particular projects, or annually. Drama students spoke favourably of the group tutorial system. In general, the students indicated that they were content with the extent of 'ongoing' feedback provided.
Feedback on assessment
100. The Academy's approach to assessment, particularly of performance, involves a team of examiners (see above, paragraphs 27-33), the Academy's intention is to ensure that a balanced and moderated view of a student's performance can be arrived at. The ELIR team was provided with sample student record files from each school, which included assessment reports from staff. Some written comments were clearly drawn up against specified assessment requirements and involved the students in assessing themselves against the same criteria. Others took the form of unstructured comments from individual staff, and appeared to be personal responses to the particular performance seen, rather than a considered judgement against explicit criteria.
101. Students indicated to the ELIR team that the form of feedback they received on assessments varied between lecturers and, in some cases, written feedback was not provided. However, there was a high level of satisfaction around the opportunities available for receiving oral feedback on coursework and performance. There was some uncertainty about the extent to which all examiners applied specific assessment criteria, although the majority of students who met the team expressed confidence in the fairness of the assessment arrangements, noting the role of the assessment panels and that these included an external examiner.
102. Examples of good practice in assessment were evident. The ELIR team considers that the Academy should ensure that explicit assessment criteria are applied more consistently and reflected in student feedback.
Balance of workload
103. Staff involved in the Academy's review processes informed the ELIR team that the high contact hours at the Academy, with more limited independent study, was typical in a conservatoire context. Learning experiences were planned on the basis of 10 notional hours of study (including contact time and individual study) being equivalent to one credit. Staff recognised the importance of managing contact time to ensure students were not overloaded, for example, by setting limits on the rehearsal time spent on productions. As a group, the students appeared to be unclear about how credit was assigned, or could be negotiated, for different elements of their work. The students did comment on inequalities of workload, between courses and between individuals on the same course. To a large extent this appeared to be a matter of student choice. There was, however, some indication that students were expected to set other work aside in favour of opera rehearsals in the run-up to the production, whether or not their participation was required, to achieve the learning outcomes of credit-bearing study.
104. It was evident to the ELIR team that staff are aware of the tendency for performance demands to override other considerations and have taken steps to limit this, for example, by giving guidance to visiting professionals on the time available for rehearsal. Despite this, it did appear possible that the student learning experience could be overtaken at times by production demands. It was also clear to the team, and the Academy, that the students themselves displayed an extraordinary commitment and enthusiasm for their subjects, and many had very heavy workloads which were largely self-imposed.
Overview of the institution's approach to the promotion of employability of its students
105. The RA indicated that, in addition to developing students' specialist skills, key transferable skills were embedded within course content and all courses included a compulsory professional practice unit. Senior staff reported to the ELIR team that the Academy was still in the process of an internal debate about how to develop transferable skills, particularly in relation to the use of PDP. A computer system was being installed to facilitate students' recording of their own progress, with the intention of building on the current use of journals and diaries, to make them more reflective of such skills requirements. Students were enthusiastic about the professional practice skills element of their courses and about the many opportunities to discuss employment possibilities with staff and visiting professionals. Students' experiences in the use of learning logs and journals varied depending on their course of study. The team noted the range of opportunities for skills development, and considered that the wider use of PDP would enhance the ability of the Academy to support students in planning and tracking their development of particular skills.
106. The RA stated that the Academy's graduates were successful in finding either course related employment or further study. Despite the obvious importance placed on employability, the ELIR team noted shortcomings in the Academy's presentation of performance indicators relating to graduate employment. The figures in the Annual Quality Assurance Report from the Academic Standards Committee to the Academic Board expressed the number of students in course-related employment as a percentage of those in any employment, rather than as a percentage of the whole cohort. The overall rates of employment quoted in the RA masked some significant differences between courses. The team noted that the Academy as a whole had good rates of progression to course-related employment or further study, although there are difficulties in establishing the longevity of this employment, given the tendency towards short-term employment opportunities in the performing arts.
107. The ELIR team saw ample evidence that the Academy has prioritised its links with the relevant professions as reflected in its commitment to involving external professionals in the MER process, the active professional involvement of many staff, and the involvement of professional practitioners in assessing student work. The promotion of employability is integrated into the educational culture to a remarkable degree through the replication of professional contexts for student learning and through the Academy's use of professional part-time staff and examiners, so that prospective employers are on the premises much of the time.
Commentary on the effectiveness of the institution's approach to promoting an effective learning experience for students
108. The student experience at the Academy is supported by the full involvement of students in the MER process, extensive student membership on committees, and the Student-Staff Forum. This will soon be augmented by the involvement of students in the periodic course review panels. Student representatives are active participants in the MER process, and the ELIR team noted their high level of engagement and enthusiasm when voicing their views. Matters raised by students are dealt with promptly wherever possible, with good communication structures across the Academy to address the different categories of matters raised from practical problem-solving to strategic matters requiring the views of the Academic Board and the Governors. The inclusion of graduate members in the annual evaluation element of the MER process is innovative and valuable in providing insights of those who have completed the course. Taken together, the Academy has a comprehensive and effective set of measures for gathering and responding positively to students' views.
109. The RA indicated that the Academy's approach to learning and teaching was based on 'an acknowledgement of each student's unique potential, creativity and talents'. While each course has specified aims and objectives and each unit has learning outcomes, students are provided with individualised programmes of study to enable them to achieve those aims and outcomes. The individual programmes are negotiated and agreed between the staff and the students, with the course leaders (in drama) and heads of department (in music) maintaining an overview of each student's progress by holding regular tutorials. Students expressed a high level of satisfaction with the opportunities provided for discussing progress and receiving feedback from staff. There were examples of good practice in providing feedback to students on their assessments, aligning comments to the assessment criteria, and the ELIR team considered that this approach should be extended.
110. The centrality of performance is one of the principles on which the Academy's Learning and Teaching Strategy is based. Performance opportunities within and beyond the course are supported by teachers and provide a means for students to demonstrate their skills to potential future employers. The commitment and dedication of both the staff and students to their particular vocation was evident in their demanding work schedules and the commitment of time for rehearsal.
111. The Academy fosters strong professional links, achieved by encouraging full-time staff to maintain a current professional as well as an academic profile, and providing students with many opportunities to work with part-time and visiting professionals. Mechanisms are in place to introduce these part-time and visiting staff to the Academy context, which includes student assessment. An overview of the student experience is maintained, by course leaders (in drama) and heads of department (in music) who conduct personal tutorials to discuss students' progress. In general, the potential risks involved in the strategy of employing working professionals are clearly recognised and managed in practice, although these risks could be made more explicit in the Academy's Quality Enhancement Strategy which currently lists only the benefits.
112. The Academy is committed to developing students' skills for lifelong learning. Further work will be required to make the acquisition of transferable skills clear for students and their future employers, and to ensure a full integration of such skills into the student experience. The development of existing learning logs and diaries into a system of PDP is under consideration by the Academy, and the team would encourage this.
113. The RA stated that the Academy is committed to social and cultural inclusion. It has devised the ReachOut programme, to promote an early interest in the performing arts. The Academy has established a Reachability Group with responsibility for the formulation of policy relating to equality of opportunity. The Group has devised a detailed action plan which, although recent, had already delivered certain benefits such as the appointment of an Access Coordinator. The Group has also conducted a comprehensive curriculum audit which identified existing good practice in embedding material in the curriculum, and also recommended areas for development. The work of the Group has been supported by a programme of staff development sessions on related topics.
Effectiveness of the institutions strategy for quality enhancement
Overview of the institution's approach to managing improvement in the quality of teaching and learning
Quality enhancement strategy
114. The RA explained that the Academy first produced a formal quality enhancement strategy as part of the planning process for the 2002 to 2006 Strategic Plan. Although this was in part prompted by the SHEFC requirement to demonstrate institutional commitment to educational improvement, the RA emphasised that the Academy had already adopted a proactive approach to the promotion of quality enhancement. The creation of the strategy did, however, provide the Academy with an opportunity to consider the connections between a number of existing discrete strategies (see above, paragraph 16).
115. The RA described the combined strategy as a 'synthesis' of the integral elements, and the Quality Enhancement Strategy itself asserts that by making explicit the links between the Academy's various strategic initiatives, it 'adds value to the sum of its parts'. The Quality Enhancement Strategy begins with 28 'quality statements' as a guide to assessing the quality of educational provision. These are accompanied by a matrix identifying the seven 'evaluation instruments' or means by which each can be used as a criterion in monitoring programmes of study. The ELIR team noted that there was some variation between these and the related statements and evaluation instruments set out in the Quality Assurance Handbook. Nonetheless, the fully developed matrix will enable the Academy to effectively and reliably monitor its enhancement initiatives.
116. The added-value of the over-arching strategy was confirmed to the ELIR team in discussion with staff. The overall strategy is a comprehensive document and it was clear to the team that the holistic approach to quality enhancement is a strength.
117. The RA identified the need to communicate the aims of the Quality Enhancement Strategy effectively, and to involve staff and students more in its 'development'. The ELIR team noted the positive steps being taken to increase ownership of the strategy by both staff and students, for example, through planned staff development days and the direct involvement of students in discussion of its revision.
Enhancing quality in a conservatoire
118. As a conservatoire, a focused and vocational higher educational institution with a very specific mission, the Academy is aware that it faces some particular challenges in managing improvements in the quality of teaching and learning, and in implementing a quality enhancement strategy. The ELIR team formed the view from its discussions that the Academy's commitment to improving the quality of its students' performance could lead staff and students to think of enhancement in terms of improvement in individual skills. In the Academy's internal discourse, 'quality' tends to be associated with the standard of students' performance, and 'enhancement' with improvement in that performance. In the view of the team, this carries a risk that the focus of enhancement on the quality of performance may divert attention away from the quality of educational provision. There would be benefit in ensuring that tighter definitions of these terms are more consistently applied in documentation and by all staff.
Role of the Academic Board
119. The Academic Standards Committee provides an annual report on quality assurance and enhancement to the Academic Board. The focus of the reports seen by the ELIR team was on assurance rather than enhancement (that is, backward rather than forward-looking) and, the team considered that thought might be given to enlarging the scope of these reports to encourage discussion of enhancement at the Academic Board.
Link to the national enhancement themes
120. The Academy has two staff involved in the networks for the current sector-wide enhancement themes and has indicated that it plans staff development days based on these themes. However, the Academic Board has identified its own list of themes that it considers particularly relevant to the Academy. Its chosen themes (reachability, support for learning, employability, student feedback, use of IT in learning and teaching, foundation skills) overlap, but are not identical with, the sector-wide themes for 2003-04 and 2004-05. The stated intention of the Academy is to engage with both sets of themes and the Quality Enhancement Monitoring Group will oversee the Academy's engagement, providing a mechanism to establish whether this programme is too ambitious. The ELIR team considered there would be benefit, for the Academy and the sector, from the Academy's full participation in the national themes.
Overview of the linkage between the institution's arrangements for internal quality assurance and its enhancement activity
The enhancement focus within the Academy's quality assurance processes
121. The Academy has in place a range of interrelated internal review processes (see above, paragraphs 18-26). Although the RA did not explicitly list quality enhancement among their strengths, the ELIR team formed the view that quality enhancement is an integral part of, and actively promoted by, these processes. From the minutes of the Academic Board, ASC and school committees it was clear that there was extensive discussion on matters raised in the MER process and decisions were reached about action to be taken. The MER evaluation groups' inclusion of graduates and external representatives of the professions is exceptional and beneficial. This externality clearly contributes significantly to the capacity of MER to recommend changes that keep curricula and course delivery relevant to employers' needs and abreast of current professional developments.
122. Quality enhancement forms a key part of the departmental review process in three ways. First, the process is linked to staff development. Second, external peer observation of at least one-half of a department's teaching is a standard part of the process. And third, in the report submitted to the relevant school committee, the relevant head of department is required to identify both good practice and development needs.
123. The RA identifies the external peer observation of teaching as a distinctive aspect of the Academy's internal review processes that secures regular individual reflection upon teaching practice. The process is described, with clear guidance to external observers on its aims, in the Quality Assurance Handbook. The external observer submits reports on the teaching that has been observed. These reports, confidential to the teacher concerned, the head of department and the director of school, form part of the evidence base on which the head of department draws in writing his or her departmental report. The Quality Assurance Handbook states that the head of department's review report should conclude with a three-year prioritised action plan focused on staff development needs which is forwarded to the Academic Board. In the examples seen by the ELIR team these action points could sometimes have been rather more precise and targeted; they were not always prioritised. If the confidential report reveals individual teaching weaknesses, a private meeting is arranged by the head of department to formulate an individual staff development strategy, which is reviewed annually. The external observer also submits a non-confidential summary report which is submitted to the departmental review panel. In addition, the head of department also draws on confidential staff questionnaires submitted as part of the review procedure. These questionnaires afford opportunities to comment on staff development needs within the departmental context.
124. The groups of staff who met the ELIR team clearly regarded this process as critical but supportive, a valuable spur to self-reflection. It was commended in the 1997 HEQC audit report and continues to be a positively focused and well-coordinated set of arrangements for ensuring the institution identifies and responds to staff development needs. The team agreed with the Academy view that it may point to these arrangements as a means by which it can safeguard and enhance the quality of its teaching and, in particular, retain institutional confidence in its one-to-one teaching.
Overview of the institution's approach to recognising, rewarding and implementing good practice in the context of its strategy for quality enhancement
Polices for appraisal and promotion of staff
125. The RA recognised that 'Staff development is of fundamental importance in the pursuit of quality enhancement'. Staff development, performance management and pay are the responsibility of the Staff Committee which receives recommendations from the Staff Review Board. The 1997 HEQC audit report noted that 'Policy, procedures and criteria for staff promotion are still under development' and that, while promotion opportunities are few in a small institution, a 'published system' of promotion should be in place. The Quality Enhancement Strategy indicates that a Staff Development Working Group is still considering action in this area and is expected to report in session 2003-04.
Support for educational development
126. The current arrangements for staff support and development date from 1992-93, when they were revised as part of the preparation for degree-awarding powers. The Staff Development Working Group will report to the Academic Board with recommendations for a further improved staff development scheme and a job evaluation exercise is currently underway. The RA stated that the outcome of both of these processes would be considered by the Academic Board 'in the context of discussions around salary and reward mechanisms'. A measure of the Academy's commitment to staff development is its decision in 2001 to pay the application fee and first year's registration fee for membership of the institute for Learning and Teaching for all eligible staff.
127. The staff development interview is based upon a self-review. The proforma encourages the interviewee to identify difficulties encountered, unused skills, and staff development needs. It might also include a section allowing the interviewee to record successes and achievements, in particular any teaching initiatives which merit wider dissemination. There is an opportunity to comment on very similar issues on the related form in the departmental review process. Although the emphasis of one is departmental and the other individual, it was not entirely clear to the ELIR team, or to some members of staff, why the two could not be combined.
128. The Staff Development Committee receives copies of the staff development plan, and a record of attendance at any staff development events. These allow the Committee to monitor the range and effectiveness of staff development at both individual and institutional level. The Staff Development Committee reports annually to the Academic Board on the effectiveness of the operation of the Staff Development Scheme. In the view of the ELIR team, this constitutes a very coherent and effective set of arrangements.
Commentary on the combined effect of the institution's policies and practices for ensuring improvement in the quality of teaching and learning
129. The Academy's commitment to a culture of enhancement is very positive and generates a vibrant and developing educational culture. The ELIR team was in no doubt that the staff that it met were committed to providing students with the best possible educational experience. This vocational commitment and enthusiasm in the staff, together with their shared sense of mission, are indicators of the Academy's ability to maintain a culture of continuous educational improvement.
130. The Academy's internal review processes make an important contribution to maintaining this culture. They are responsive both to staff needs and to student experience. Not only are internal monitoring processes directly linked to staff development but the ELIR team found a clear documentary trail of a number of matters being raised through internal monitoring, actioned and followed through. In conjunction with the Academy's comprehensive Quality Enhancement Strategy this constitutes an effective mechanism for monitoring and promoting educational development. Particularly positive is the regular use of external peer observation of teaching and its integration into departmental and staff development plans.
131. The significant external representation in internal monitoring processes, together with the Academy's extensive use of part-time teachers from, and its close links with, the professions for which it is preparing its students, are especially notable drivers of continuous improvement. They ensure that the currency of the curriculum is constantly updated and that its relevance to career progression is maintained.
132. Staff from the Academy are involved in the networks for the current national enhancement themes. The ELIR team considered there would be benefit, for the Academy and the sector, from the Academy's full participation in the national themes.
Commentary on the effectiveness of the institution's implementation of its strategy for quality enhancement
133. In common with other higher education institutions in the sector, the Academy has only recently adopted a quality enhancement strategy and it is therefore too early to reach firm conclusions about the effectiveness of its implementation. Nonetheless, the ELIR team noted that those staff it met were aware of the Academy's strategy and endorsed its holistic nature. The strategy's comprehensive approach to quality enhancement, recognising that the experience of students is shaped by all facets of the Academy's activities, is a real strength. Its constituent parts have SMART objectives and the Quality Enhancement Monitoring Group oversees its implementation. The strategy is revised annually as part of the Academy's strategic planning process. Together, this provides convincing evidence that enhancement is embedded within the Academy's practices and operating activities.
Summary
Background to the institution and ELIR method
134. The Academy is the only conservatoire for music and drama in Scotland; it is one of five Royal Schools of Music and one of three Royal Schools of Drama in the UK. It was originally established in 1847 as the Glasgow Athenaeum. In 1939 it became one of the Scottish Central Institutions and, in 1992, the Academy became a Designated Institution. The Academy was granted degree-awarding powers for taught programmes in May 1994 and, since 1999-2000, has had an agreement with the University of St. Andrews for offering research degrees.
135. The Academic Board is responsible to the Board of Governors for the oversight of the Academy's academic work including quality assurance and enhancement. The Academy has two schools: the School of Drama and the School of Music. Each has a school committee reporting directly to the Academic Board. Each school is led by a director with responsibility for the academic, artistic and administrative development of the school.
136. In line with the ELIR method, the Academy submitted a RA in advance of the review. The RA set out the Academy's strategy for quality enhancement, its approach to the management of quality and standards and its view of the effectiveness of its approach. The clear, open and honest nature of the RA greatly assisted the review.
137. The Academy submitted two case studies with its RA. These took the form of two videos following the learning experiences of two students, one undergraduate and one postgraduate in the production and performance of an opera. As well as demonstrating the development of the students, the case studies contained reflections by each student on their own work and staff commentaries to highlight the significance of particular activities.
Overview of the matters raised by the review
138. The Academy has extensive processes in place to assure quality and maintain standards. In 2002, the Academy developed a four-year strategy for quality enhancement that brings together the Academy's various strategic initiatives in support of quality, ranging from strategies to policies, procedures and action plans. The Academy has indicated that the process of developing the Quality Enhancement Strategy was 'intrinsically valuable as it has caused the Academy to reflect on the inter-relatedness of its infrastructure of policies and procedures which support learning and teaching'.
139. The particular themes pursued in the review were: the balance between academic and professional motivations and pressures in the context of an institution focused on the production of music and drama professionals; the definition of quality enhancement in this same context; the movement from quality assurance to enhancement in internal quality assurance processes and outcomes; and, the management of the students' learning experience including assessment
Commentary on the ability of the institution's internal review systems to monitor and maintain quality and standards at the level of the programme or award
140. The Academy has a range of mechanisms in place for assuring itself of the quality of its provision. Course Reviews are undertaken on a five-year cycle, Departmental Reviews on a three-year cycle and MER occurs on an annual cycle. Collectively, these arrangements meet the SHEFC criteria for internal review at the subject level, as appended to the ELIR Handbook. Student feedback is incorporated in a number of the processes, notably MER with student and graduate representation on the panels. Explicit consideration of teaching quality is most clearly identified with the Departmental Review process. Adherence with SCQF and the use of benchmarking statements is considered as part of Course Review. These processes are well established and widely understood within the Academy. A particular feature is the level of externality involved, including graduates, employers and representation from the professions as well as staff from comparable academic institutions. In addition to these review processes, the Academic Board itself is active in monitoring and evaluating provision to a level of detail that is unlikely to be found in a larger institution.
141. It was clear to the ELIR team that the Academy has robust processes for the monitoring and evaluation of the quality of its provision. In its RA, the Academy stated that it was confident of the effectiveness of its quality assurance procedures, without being complacent. The team considers this confidence is well placed. All the evidence reviewed by the team indicated that there can be broad confidence in the Academy's current, and likely future, management of the quality of its provision.
142. The RA indicated that the Academy makes a considerable investment in its external examiners, who are appointed from relevant professions as well as comparable academic institutions. The external examiners are involved with the moderation of internal assessment and are also directly involved with the assessment of performance. Assurance against the potential for subjectivity or bias in the assessment of performance is provided through the use of assessment panels, which bring together staff and at least one external examiner. In the School of Music there are three external moderators who ensure the comparability of standards across the specialist examination panels for each of the School's departments. The moderators also have a role in evaluating the effectiveness of the School's examinations process. Overall, the ELIR team found considerable evidence of the Academy's external examiner system operating as intended, with matters identified by the external examiners' being acted upon.
143. It is clear that the Academy has given careful consideration to the academic infrastructure and, as part of the course review cycle, is systematically revising its course documentation to reflect developments in the academic infrastructure. In discussion with staff, the ELIR team noted that learning outcomes were frequently expressed in terms of professional competencies, where these competencies were used as a proxy for academic standards. The team recognised that this might be a useful shorthand for academic staff who are aware of the implicit link to the academic framework. However, during the team's wide-ranging discussions with groups of staff it became apparent that, in some cases, professional reference points were being identified to the exclusion of academic reference points. The team considered that the wider use of professional reference points is likely to lead to confusion, particularly among colleagues from the professions and students who may be unaware of the underpinning academic framework. The Academy should reflect on the ways in which the underpinning academic reference points are communicated to staff and students to ensure that no misunderstandings occur.
144. Based on the extensive network of external examiners, the involvement of external examiners with senior staff in the assessment panels and the Academy's thorough arrangements for addressing matters raised by the examinations process overall, the ELIR team considers that broad confidence can be placed in the Academy's current, and likely future, management of the academic standards of its awards.
Commentary on the institution's arrangements for ensuring that the information it publishes about the quality of its provision is complete, accurate and fair
145. The Academy has processes in place for ensuring that the information it publishes is complete, accurate and fair. The Academic Registrar plays a key role both in coordinating these processes and in ensuring the accuracy of the information. The Academy is aware that some of its processes have been informal in the past and is working to develop more formal arrangements. The ELIR team recognised that this was, in large part, a feature of the size of the institution and considers that these more flexible arrangements may have been appropriate given the context of the Academy.
Commentary on the effectiveness of the institution's approach to promoting an effective learning experience for students
146. The student experience at the Academy is supported by the full involvement of students in the MER process, extensive student membership on committees, and the Student-Staff Forum. This will soon be augmented by the involvement of students in the periodic course review panels. Student representatives are active participants in the MER process, and the ELIR team noted their high level of engagement and enthusiasm when voicing their views. Matters raised by students are dealt with promptly wherever possible, with good communication structures across the Academy to address the different categories of matters raised from practical problem-solving to strategic matters requiring the views of the Academic Board and the Governors. The inclusion of graduate members in the annual evaluation element of the MER process is innovative, and valuable in providing insights of those who have completed the course. Taken together, the Academy has a comprehensive and effective set of measures for gathering and responding positively to students' views.
147. The RA indicated that the Academy's approach to learning and teaching was based on 'an acknowledgement of each student's unique potential, creativity and talents'. While each course has specified aims and objectives and each unit has learning outcomes, students are provided with individualised programmes of study to enable them to achieve those aims and outcomes. The individual programmes are negotiated and agreed between the staff and the students, with the course leaders (in drama) and heads of department (in music) maintaining an overview of each student's progress by holding regular tutorials. Students expressed a high level of satisfaction with the opportunities provided for discussing progress and receiving feedback from staff. There were examples of good practice in providing feedback to students on their assessments, aligning comments to the assessment criteria, and the ELIR team considered that this approach should be extended.
148. The centrality of performance is one of the principles on which the Academy's Learning and Teaching Strategy is based. Performance opportunities within and beyond the course are supported by teachers and provide a means for students to demonstrate their skills to potential future employers. The commitment and dedication of both the staff and students to their particular vocation was evident in their demanding work schedules and the commitment of time for rehearsal.
149. The Academy fosters strong professional links, achieved by encouraging full-time staff to maintain a current professional as well as an academic profile, and providing students with many opportunities to work with part-time and visiting professionals. Mechanisms are in place to introduce these part-time and visiting staff to the Academy context, which includes student assessment. An overview of the student experience is maintained, by course leaders (in drama) and heads of department (in music) who conduct personal tutorials to discuss students' progress. In general, the potential risks involved in the strategy of employing working professionals are clearly recognised and managed in practice, although these risks could be made more explicit in the Academy's Quality Enhancement Strategy which currently lists only the benefits.
150. The Academy is committed to developing students' skills for lifelong learning. Further work will be required to make the acquisition of transferable skills clear for students and their future employers, and to ensure a full integration of such skills into the student experience. The development of existing 'learning logs' and diaries into a system of PDP is under consideration by the Academy, and the ELIR team would encourage this.
151. The RA stated that the Academy is committed to social and cultural inclusion. It has devised the ReachOut programme, to promote an early interest in the performing arts. The Academy has established a Reachability Group with responsibility for the formulation of policy relating to equality of opportunity. The Group has devised a detailed action plan which, although recent, had already delivered certain benefits such as the appointment of an Access Coordinator. The Group has also conducted a comprehensive curriculum audit which identified existing good practice in embedding material in the curriculum, and also recommended areas for development. The work of the Group has been supported by a programme of staff development sessions on related topics.
Commentary on the combined effect of the institution's policies and practices for ensuring improvement in the quality of teaching and learning
152. The Academy's commitment to a culture of enhancement is very positive and generates a vibrant and developing educational culture. The ELIR team was in no doubt that the staff that it met were committed to providing students with the best possible educational experience. This vocational commitment and enthusiasm in the staff, together with their shared sense of mission, are indicators of the Academy's ability to maintain a culture of continuous educational improvement.
153. The Academy's internal review processes make an important contribution to maintaining this culture. They are responsive both to staff needs and to student experience. Not only are internal monitoring processes directly linked to staff development but the ELIR team found a clear documentary trail of a number of matters being raised through internal monitoring, actioned and followed through. In conjunction with the Academy's comprehensive Quality Enhancement Strategy this constitutes an effective mechanism for monitoring and promoting educational development. Particularly positive is the regular use of external peer observation of teaching and its integration into departmental and staff development plans.
154. The significant external representation in internal monitoring processes, together with the Academy's extensive use of part-time teachers from, and its close links with, the professions for which it is preparing its students, are especially notable drivers of continuous improvement. They ensure that the currency of the curriculum is constantly updated and that its relevance to career progression is maintained.
155. Staff from the Academy are involved in the networks for the current national enhancement themes. The ELIR team considered there would be benefit, for the Academy and the sector, from the Academy's full participation in the national themes.
Commentary on the effectiveness of the institution's implementation of its strategy for quality enhancement
156. In common with other higher education institutions in the sector, the Academy has only recently adopted a quality enhancement strategy and it is therefore too early to reach firm conclusions about the effectiveness of its implementation. Nonetheless, the ELIR team noted that those staff it met were aware of the Academy's strategy and endorsed its holistic nature. The strategy's comprehensive approach to quality enhancement, recognising that the experience of students is shaped by all facets of the Academy's activities, is a real strength. Its constituent parts have SMART objectives and the Quality Enhancement Monitoring Group oversees its implementation. The strategy is revised annually as part of the Academy's strategic planning process. Together, this provides convincing evidence that enhancement is embedded within the Academy's practices and operating activities.
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