Foreword
1 This is a report of an academic quality audit of Bishop Grosseteste College (the College) undertaken by the Quality Assurance Agency for Higher Education (QAA). QAA is grateful to the College for the willing cooperation provided to the audit team.
2 The audit was carried out using a revised process approved by the former Higher Education Quality Council (HEQC), and endorsed by HEQC's successor body, QAA. The modified process has been introduced following completion in 1997 of the original national academic quality audit programme which began in 1991 under the auspices of the CVCP's Academic Audit Unit (AAU) and was subsequently taken over by HEQC in 1992. The principal purpose of this revised process is to offer an opinion on the extent to which individual institutions are discharging effectively their corporate responsibilities for the academic standards and quality of their awards and associated programmes of study. The process takes as its starting point the assumption that institutions have appropriate quality assurance policies and procedures in place, and also assumes that they can provide convincing evidence that these are working to good effect. The audit checks the extent to which this is the case and that the methods used are sufficiently reliable to continue to provide stakeholders with the necessary assurances for the future. The audit process focuses on four main topics: the institution's quality strategy; academic standards; the learning infrastructure; and internal and external communications.
Method and process
3 The primary source of documentary information available to the audit team about the College's quality assurance arrangements was an Analytical Account (the Account), prepared for the purposes of the audit. The Account provided examples of the evidence used by the College to satisfy itself of the effectiveness of its procedures for the management of quality and standards. The College also supplied a number of supporting documents, including the Corporate Plan, the student prospectus and handbooks and information relating to quality assurance. The HEQC quality audit report of 1994 was also available to the team. At a briefing meeting held to review this information, the team drew up a programme of meetings for the visit.
4 The audit team visited the College from 23-27 April 2001. For the duration of the visit, the College made available to the team a base room containing the documents referred to in the Account and also provided access to its web site. The team held a total of 12 meetings with staff and students of the College and its partner institutions. These meetings, together with the documentary material available to the team, provided the information, examples and evidence upon which this report is based.
5 The audit team comprised Mr P K Griffiths, Mr J J Horton, Dr J R Newton, auditors; and Ms M C McIntyre, audit secretary. The audit was coordinated for QAA by Ms J Cairns, Assistant Director, Institutional Review Directorate.
6 A brief guide, Bishop Grosseteste College, facts and figures, prepared by the College, is attached as appendix 1. A list of the College's collaborative partnerships, current at August 2001, is included as appendix 2.
Context of the current audit
Background
7 Bishop Grosseteste College, located on the north side of the city of Lincoln, was founded in 1862 by the Church of England, originally to train women as teachers in elementary schools. Today its scope and intake are broader, although its major focus remains upon initial teacher training (ITT) for primary schools, and the College is currently recognised as a specialist independent institution by the Higher Education Funding Council for England (HEFCE). In recent years the College has additionally introduced a small portfolio of degrees (including Heritage Studies, Drama in the Community, and English Literature, and a unique MBA in Church Management). All of the College's degrees and other award-bearing programmes are currently validated by the University of Hull. A Foundation Degree for Teaching Assistants validated by the University of Leicester is being designed and is expected to be in place from September 2001. The quality of the College's academic programmes is secured by its own quality assurance procedures which are designed to be compatible with those of the University. This affiliation, and the resulting joint academic scrutiny, underpins the standards set by the College.
The College's mission and size
8 The College's Christian foundation contributes significantly to its ethos and values which inform all of its activities, although these are applied in a general and non-sectarian way in relation to recruitment and to the student experience. The College counts among its aims, which are set out in the Corporate Plan (2001):
- 'to continue to nurture and develop an ethos and values based in the College's Christian foundation and made explicit in its course provision; in the quality of communal life; and in the College's relations with wider academic and social communities in the UK and abroad;
- to maintain high quality academic provision;
- to promote equal access for as wide a range of potential students while maintaining a coherent institutional ethos, academic excellence, and the financial health of the College;
- to play a full part in the educational, economic, cultural and social life of Lincoln, Lincolnshire and the East Midlands Region'.
9 The size of the College in terms of its staff and student numbers is small, and this shapes its character and its approach to operations. The College recognises not only the opportunities afforded by its size, but also the need to establish its claims to quality in all its activities within the higher education sector through a robust approach to the gathering and interrogation of evidence to underpin those claims. The student numbers for the academic year 2000-01 total 990, of which 783 are undergraduate, 207 postgraduate; 814 are full-time, 176 part-time; 845 are female, 145 male. Seventy per cent of students are registered on the ITT programmes. The staffing total is currently 121.7 FTE, of whom 40.8 are academic staff and 80.9 support staff, including those engaged on external cooperative projects.
10 The Account stated that following national recommendations for the governance of public bodies, the Instruments and Articles of Government of the College were revised in 1998. The governing body was reduced from 25 to 15 and now includes six independent governors, two who have experience of university sector higher education, and representatives of the University of Hull, College staff and the student body.
The 1994 audit and the College response
11 In 1994 the College participated in a quality audit conducted by HEQC. The subsequent report, published in October of that year, commended a number of aspects of the College's educational provision and of its arrangements for quality assurance, including the meticulous concern of the College for the views of its students; its ability to respond rapidly to academic concerns; the close working relationship between the College and the University of Hull; links with primary schools; the degree of care taken with marking and moderation; and the support for PGCE students. The report also invited the College to give further consideration to a range of matters including the informality of the existing quality assurance arrangements; the relationship between the College's Academic Board and the Joint Board of Studies; the process of external examining; as well as 'develop(ing) a greater sense of shared ownership for all aspects of quality assurance'. The College responded to the 1994 report through three key changes in its mode of operations which are designed to secure quality and standards. These are through governance, management and quality assurance; academic developments; and seeking to contribute to local, regional and national priorities. The degree to which these changes have met the recommendations made in the earlier report is covered elsewhere in this report.
The Analytical Account
12 The College's Account was arranged in six sections: an overview of the College and its mission; the institutional quality strategy (including the relationship with the University of Hull); academic standards of programmes and awards; the learning infrastructure (including learning resources, student support, and staff development); internal and external communications; and future opportunities and challenges. Appendices included tabulated data on programmes, financial accounts, academic policy and management/committee structure, and a student profile. The Account conveyed a sense of common ownership at all levels throughout the College. The Account was valuable to the audit team in the clarity and comprehensiveness of its description, including details of the arrangements for assuring quality and standards, but provided only a limited analysis of the effectiveness of such arrangements. However, the supplementary documents cited in the Account and listed in its appendix, coupled with the extensive and expertly organised contents of the documentary base room, and the open and frank discussions in which the College engaged with the team, did provide significant evidence of the College's capacity for critical self-evaluation.
External profile
13 Bishop Grosseteste College, though numerically small in size, is committed to avoiding insularity. The externality of its vision and approach can be exemplified by features such as the College's integral and almost universally applied programme of student placements and work-based learning activities, which not only fulfils its mission of forging strong relationships with the wider community, but also enhances the subsequent employment prospects of its students. The College also contributes to, and participates in, externally funded cooperative community projects designed to widen access to higher education. These include the Disabilities Project, the Under-Represented Groups (URG) Project and the Personal Education Advisors for Rural Learners (PEARL) Project. The College is also planning for the provision of foundation degree programmes in association with the University of Leicester. The College also hosts external exhibitions and performances in the fields of art, music and drama.
Strategic approach to quality management
14 The Account described the College's academic quality strategy, which had been set out in the Strategic Plan (1998-2002), as recognising that 'the enhancement of quality and the improvement of standards is not simply the responsibility of any one individual or a single committee within the College [but] is the result of the complex interaction of a range of factors...contributing to an overall culture dedicated to the provision of opportunities for high quality learning and teaching'. The Account indicated that the report of the 1994 audit 'has been influential in the development of the strategies that have emerged since'.
15 The College has taken a number of steps to revise its quality assurance arrangements since the 1994 HEQC quality audit. That report had indicated that the College's approach to quality assurance had depended to a great extent on the effective working of informal arrangements, and that this had prevented the achievement of a more holistic approach to quality monitoring and assurance. The present continuation audit visit confirmed that the atmosphere of collegiality and openness which characterised the workings of the College had been sustained alongside the more formalised arrangements for the management and enhancement of quality assurance. The College is to be commended for this and for the strengths which it achieves from the informal means of communication which are made possible within a small, close-knit college community. The formalisation is exemplified through the development of the Code of Practice for the Assurance of Academic Quality and attempts to obtain greater involvement of staff in the committee structure. This was illustrated by the operation of the Learning and Teaching Committee, which the Account had highlighted as 'an example of the way in which the College has taken steps to respond to changing circumstances and to involve programme leaders and others increasingly in the strategic decision-making process'.
16 In 1997, following the appointment of the present Principal, a fundamental review of the College's quality assurance arrangements commenced. In 1998, a Director of Quality Assurance was appointed with a remit to take forward the review of systems and procedures, and in 1999 a Vice-Principal was appointed with responsibility for overseeing all academic matters. The Account indicated that the review of quality assurance was completed in 1999. The Account also explained that administrative support to underpin the College's academic operation is overseen by the Director of Administration, whose responsibilities include oversight of a College Registry function. The Registry team acts as its own secretariat headed by the Assistant Registrar. Some key committees (Learning and Teaching, Recruitment and Library and Resource Committees) have support from administrative staff, others are mainly managed by academic staff.
The aims of the quality strategy
17 The Account stated that the aims of the quality strategy include, 'sustaining and, wherever possible, improving the learning experience of all students; monitoring and supporting progress and achievement of students; maintaining and improving the quality of programmes; ensuring the comparability of academic standards at BGC with those set nationally; and monitoring and reviewing a set of institutional codes of practice'. The outcomes of the review of quality assurance were presented in a revised Academic Quality Assurance Structures and Procedures document. Subsequent revisions were incorporated into the current College quality procedures handbook, the Code of Practice for the Assurance of Academic Quality.
The College's Code of Practice
18 The Account stated that the College's academic policies, including those on programme approval, review and improvement and assessment, have been developed into a Code of Practice for the Assurance of Academic Quality which is aligned with procedures of the University of Hull. The aim of the Code is to establish explicit standards and procedures, which are accessible to students and staff. The principles on which the Code is based include making processes 'explicit, transparent and accessible'. In discussions with College staff, the audit team found that the Code of Practice was widely known and used, that all staff had been consulted on drafts of its various sections, and that a number of staff had been involved in drawing up individual sections. From its discussions with staff the team found that, although awareness of the quality strategy section of the Strategic Plan was not high, it was apparent to the team that there was general understanding of its approach to quality management. The team was therefore able to confirm the College's commitment that 'the enhancement of quality and the improvement of standards is not simply the responsibility of one individual'.
Governance, management and quality assurance
19 The Account explained that the 'review of the management structure of the College in 1998 focused on the need to manage change effectively across the College, in general, and the academic provision in particular'. Specifically, the revised arrangements were designed to 'provide a focus on quality assurance; facilitate responsibilities being appropriately devolved to postholders at programme and subject level; clarify relationships between internal committees, Academic Board and the BGC-Hull Joint Board of Studies; and to encourage members of academic staff and, where appropriate, support staff, to participate actively in the quality assurance of the College's academic programmes'.
20 The Account outlined the membership of the Directorate, which comprises the Principal, the Vice-Principal, the Director of Quality Assurance, the Director of Finance and the Director of Administration. The Account described the Directorate as the 'senior management decision-making body' and explained that it 'provides leadership on policy and strategic issues...and major aspects of quality review and assurance are agreed by it'. The Directorate meets fortnightly. The Account emphasised that 'developments do not proceed far without shared Directorate knowledge and sanction'. In addition, the Account explained that 'the relationship of the Directorate to other committees in the College is mediated through the Principal and individual members of the Directorate chairing key committees'.
Academic Board and its sub-committees
21 The Account described the role of Academic Board as 'the most significant body in the quality assurance procedures governing the College's academic activities'. The Account explained that Academic Board is accountable to 'the Principal, Governing Body and the University of Hull, through the Joint Board of Studies, for oversight of all academic matters'. The Account listed Academic Board's responsibilities as including 'advising the Principal on all matters relating to College academic policy and courses; monitoring and approving the arrangements for the quality assurance of all academic activity; overseeing and monitoring the application of assessment regulations and procedures on all courses; and receiving reports from external examiners, Joint Examinations Board and College committees'. The Account also explained that Academic Board 'has responsibility for the review of College academic policies and procedures, to ensure transparency, proper scrutiny and the discussion of key issues by programme leaders and other academic managers'. It indicated that Academic Board gives approval for annual review reports, responses to external reports, the appointment of external examiners, and changes to regulations. Staff who were members of Academic Board spoke of the value derived from membership in terms of giving an overview of College academic activities, a sense of involvement in College decision-making processes and an increased knowledge of developments within the College.
22 The Account indicated that the work of Academic Board is supported by a number of sub-committees that report regularly on the basis of a rolling programme. Three committees make reports and recommendations to Academic Board at each of its three meetings during the academic year. These are the Learning and Teaching Committee; the Library and Resources Committee; and the Student Progress Committee. Other committees which report to Academic Board on an annual basis are the Academic Staff Development Committee; the Research Committee; the Recruitment Committee; and the Staff/Student Committee.
23 Documentation made available for the audit included the remit and terms of reference of Academic Board's sub-committees. The audit team noted that the terms of reference of the Academic Board committees referred, on a number of occasions, to the intention to be advisory to the Directorate, while others, such as the Student Progress Committee, had no reporting line specified. While in practice this advisory role to the Directorate would clearly be an outcome of an effective structure, it did seem to the team to raise the likelihood of some confusion occurring between the responsibilities of the Directorate and those of Academic Board. In discussion, confusion was also expressed amongst staff regarding the respective roles of Academic Board and the deliberative committee structure, and the Directorate and management executive structure. In evaluating the effectiveness of its committee structure, the College would be advised to consider distinguishing more effectively between the deliberative and executive functions exercised by its various committees.
24 The audit team was also of the view that not all sub-committees of Academic Board were operating effectively or consistently as a source of evidence and advice for the parent Committee. For example, one sub-committee had not reported to the Board as frequently as its terms of reference required, and Academic Board was not therefore in a position to consider or review the outcomes of that sub-committee's deliberations. There was evidence too that some sub-committees provided Academic Board with minutes, but others only with a summary report. There was other evidence that those committees which were required to report regularly to Academic Board functioned rather more effectively in their deliberation on policy development and implementation matters, and resource-related items, than those which were required to report annually. Such sub-committees acted more as fora for discussion rather than as sources of information for Academic Board. The College may wish to take steps to satisfy itself that the distinctive responsibilities of the current committee structure upon which it depends for evidence, information and advice are clearly articulated.
25 The College's Articles of Government stated that 'each term, the Academic Board shall submit a written report to the Governing Body on its activities'. From its examination of appropriate committee papers it did not appear to the audit team that this requirement was being met, though the team did note that the Chief Executive's report to meetings of the Governing Body dealt with academic matters. The team was subsequently informed of a proposal that the elected staff governor, a member of Academic Board, should report formally to the governors from September 2001. New programme proposals also require the approval of Academic Board, though it did not appear that the proposal to develop a Foundation Degree in collaboration with the University of Leicester and other regional partners had been considered formally by the Board. In the light of the discrepancies between the Board's remit and some of its practices, and its failure to note these, the College may wish to consider mechanisms for establishing regular monitoring of the Board so that it is able to become aware of any omissions in its considerations. In considering the operation of the College's committee structure, the team heard on a number of occasions that formal review of committees was not a feature of the College, neither was it an annual requirement of Academic Board itself; rather, the Board reviewed itself 'as the need arises', as it has done a number of times in the last five years. Consequently the College would be advised to establish mechanisms whereby key College committees might be required to review, and report on, their effectiveness on a regular basis and thus provide a means by which the College judges the purpose and viability of the number and structure of its committees.
Learning and Teaching Committee
26 The Account described the origins in the Course Leaders' Committee of the Learning and Teaching Committee which was formally constituted in October 2000. The Account indicated that a consultation process which informed the development of the Learning and Teaching Strategy (LTS) had raised matters such as staffing and resource budgets to support learning and teaching, as well as the need for a mechanism and locus of responsibility for its monitoring and implementation. Hence the principal responsibilities of the Committee were stated in the Account to include 'to debate and advise senior managers on learning and teaching matters and to recommend to Directorate priorities for implementation of the LTS; to consider appropriate allocation of budget available for implementation of the LTS; to monitor the LTS; and to advise senior managers on staffing and staff development priorities'. From discussion about the operation of the Committee in its first year, the audit team came to the view that the Committee had considerable potential for formalising and adding greater transparency to the linkage between academic development and resource planning. Similarly the Committee was able to secure the involvement of programme leaders in academic policy and planning matters.
Programme committees and other academic teams
27 The Account made reference to the 'progressive delegation of quality assurance responsibility to programme leaders and teams', with the use of a system of programme committees, each of which is under the direction of a programme leader and 'is responsible for securing the delivery, monitoring, and development of its programme'. The programme committees play an essentially monitoring role and, in addition to maintaining the quality of learning and teaching, the committees receive and respond to external examiner and other external reports. In addition, all academic staff are members of at least one of the subject development groups which the College uses for the purpose of underpinning the subject elements of all programmes. The Account stated that these groups 'meet regularly to examine both cross-programme issues, such as assessment issues, and subject specific matters'; their role being mainly developmental in focus and enhancement-led, feeding into programme committees. In view of the size and nature of the four year BA/BSc programme where students are required to study both specialist and teaching studies, 'there is a need to ensure that provision is coordinated within as well as between year groups and this is effected by a system of year teams and year leaders'. The Account explained that the year teams for the four year programme, each of which is under the direction of a year leader, 'provide the key vehicle by which coherence and comparability of experience is provided for students'. The relevant terms of reference and role specifications were set out in the College's Academic Management Structure document.
28 From its discussions with staff and with students, and from its examination of committee and team and subject leader meeting minutes, the audit team was able to confirm that the programme committee and subject development group arrangements worked effectively. The team was informed that each complemented the other in discussions on matters such as assessment or student progress, without unnecessary duplication. From discussion the team also formed the view that the Subject Development Groups functioned as important focal points in supporting the College's core skills initiative and also its efforts to secure a shift towards independent learning (see below, paragraph 56).
Programme approval, monitoring and review
29 The aims of the quality strategy expressed in the Account include 'to maintain and, wherever appropriate, to improve further the quality of programmes across the whole range of the College's academic provision' and 'to ensure the comparability of academic standards at BGC with those set nationally'. The Account indicated that the College seeks to evaluate the quality of its educational provision through making use of a combination of annual and quinquennial programme reviews, interim student review and feedback, and reports from external examiners, OFSTED inspectors, and joint coordinators of the University of Hull.
30 The Account drew attention to the fact that 'scrutiny of new course proposals is staged, detailed and rigorous'. Following a sequence which involves the production of a programme document and a review of the development process, external consultation takes place. The final stages of the process involve a College Quality Assurance Panel and a review of the proposal by Academic Board, with a final report to the Joint Board of Studies, initially through its Standing Group. The Account stated that the addition of the Standing Group to the process is an 'extremely valuable' development. Available documentation relating to programme approval included evidence of thorough external consultation, which indicated both a focus on quality and standards and the rigour exercised by the Joint Board of Studies (see below, paragraph 38). The concern shown by staff generally for the production of sound proposals was evident to the audit team in the quality of the documentation and the ways in which potentially complex issues, such as the use of APEL procedures, had been addressed. The team found this careful approach to the development of new programmes to be a noteworthy feature of work at the College and would wish to commend the College's controlled and strategic approach to developing academic provision.
31 Annual reviews are conducted to a format detailed in the College's Code of Practice for the Assurance of Academic Quality. The reviews are designed to provide evidence to Academic Board of the quality and standards achieved in the College's programmes. The evidence base that is used to inform the production of the review reports includes the provision of programme committee minutes, interim and annual student reviews, reports from external examiners and statistical information relating to the student cohort. The Director of Quality Assurance then produces an executive summary, with proposed cross-College action, and presents this to Academic Board. Annual programme reports and recent executive summaries were available to the audit team. The team considered that both types of report were complete, consistent and provided the basis for suitable evidence to Academic Board. Indeed the reports provide a good example of the progress being made by the College in encouraging a self-critical approach to the evaluation of the quality of learning and teaching at programme level. The team was thus able to gain a clear view of how the procedure was well-established and being used effectively both for monitoring quality and for developmental purposes. However the team noted that Academic Board's terms of reference required that it should receive 'a complete set of individual programme reports', which it currently does not. In discussing this matter with senior staff, the team was informed that the reports were made available to the Board on request. Academic Board will no doubt wish to address such inconsistency in its terms of reference and modus operandi in order that it might clarify further its own requirements (see above, paragraph 23).
32 The Account stated that quinquennial reviews are conducted at the College 'in an echo of the University of Hull's procedures'. The process is designed to enable the College to assess the currency and validity of a programme and to confirm its standards. The College, through agreement with the University, has modified quinquennial review plans in the light of the schedules of OFSTED inspections and QAA subject reviews. The College has also adapted the process for specific purposes, such as to address the particular needs of a programme scheduled for review as, for example, occurred in Heritage Studies in 1998. This alignment of internal schedules for review with the demands of external agencies, and the adaptation of the reviews to become fit for purpose more effectively had been carefully considered by the Joint Board of Studies before approval.
The development of research and scholarship
33 The Account indicated that the establishment of the Research Committee in 1997, signalled 'the importance of research and scholarship in developing a culture and environment for high quality teaching and learning' and that the Committee had 'been instrumental in developing an embryonic College-wide strategy for the development of research and scholarship'. The audit team also learnt that the College had taken the decision not to submit for the 2001 Research Assessment Exercise. During the visit, through scrutiny of research bulletins, committee minutes and other papers, and in its meetings with staff, the team established that a range of activities were being pursued in support of institutional efforts to develop a research culture. Staff felt adequately supported in research and scholarly activity. The team was also informed by senior management that the Board of Governors had approved the establishment of a new post of Research Director with the aim of raising the College's research profile and building on existing individual and joint research, as well as the research seminar programme.
The academic standards of awards
The definition of academic standards
34 The College set out its approach to the establishment and maintenance of standards in its Strategic Plan and its developing Corporate Plan. The maintenance of sound academic standards is not seen to be the responsibility of any one individual or a single committee, but occurs as 'the result of a complex interaction of a range of factors'. As a result of these interactions, the College aims to monitor the achievement of its students and to ensure the comparability of its academic standards with those set nationally. The Account indicated that a review of academic standards focusing on undergraduate levels and progression was started in January 1999 as a response, in part, to the Dearing and the Graduate Standards Reports. The review informed changes in programmes and subjects across the institution and the use of QAA Benchmark Statements led to the reconsideration of levels and standards expected in the relevant subject elements of the College's programmes. In the Account the College reflected that, following the publication of QAA guidelines, 'progress has been made across all subjects and programmes', with programme specifications also being developed.
35 The Account considered progress within the College in a range of processes which it contended have influence upon the academic standards of its programmes. These include the ongoing review of the College's relationship with the University of Hull; the arrangements for programme approval, review and improvement (see above, paragraphs 29, 30, 31 and 32); a focus on standards at entry; and a concern for the internal and external comparability of award standards.
Relationship with the University of Hull
36 The Account stated that affiliation with the University of Hull and the joint academic scrutiny this relationship generates, 'underwrite the academic standards set by the College as appropriate to the award of degrees of a major UK university'. A Memorandum of Agreement further clarifies the relationship in that the College, as an 'autonomous self-governing entity', has full responsibility for student progress, examination and assessment in keeping with the University regulations. The relationship is formally supported by the work and reporting procedures of four groups: the Joint Review Group, Joint Examinations Boards, Joint Board of Studies, Joint Coordinators, and also the reciprocal arrangements which exist for senior representation on the College Governing Body and on the University Senate. In addition to these arrangements, the Account described a number of more informal contacts that exist between the two institutions, including joint staff development days. In considering the relationship over recent years, senior representatives of the University of Hull thought it to be 'extremely strong and positive'. The audit team also heard that, following the replacement of the BA/BSc with QTS 'joint degree' in 1997 by one wholly Lincoln-based, the relationship had 'improved, strengthened and become more effective' as it had moved to a 'straight validation arrangement'.
Joint Review Group
37 The Account explained that the Joint Review Group, comprising senior members of both institutions, meets annually to review formally the working of the Memorandum of Agreement. The Group considers any possible developments in collaborative working between the two institutions and also provides the opportunity for discussion of regional and sectoral issues of mutual interest. The most recent review of the Group had reported that the Memorandum of Agreement 'served, and continued to serve, well as a source of confidence and satisfaction'. At the time of the audit, some consideration was being given to whether the Memorandum should be re-drafted or whether any changes should be effected by means of an addendum, although this would in no way alter the basis of the relationship between the two institutions. The audit team formed the view that the Joint Review Group was functioning effectively and that the importance given to its work, at the most senior levels, was an indication of the strong commitment of both institutions.
Joint Board of Studies
38 The Account explained that the Joint Board of Studies has equal University and College membership and carries delegated authority from the University of Hull for validation and review, the award of degrees, external examiner appointments and approval of regulations and syllabuses. The Joint Board meets termly and the conduct of its business is described as 'typically cordial and constructive'. The Account went on to state that 'since the Board of Studies is where the validation process ''happens'' and since the validation relationship is, by definition, an unequal one, this is no small achievement.' The College Academic Board is described as the guarantor for the Joint Board of Studies of internal scrutiny of academic matters. This major responsibility is recognised in the Account where it was stated that, 'in practice, the Joint Board of Studies to a considerable extent relies on the internal QA arrangements at Bishop Grosseteste College; as an autonomous institution, the College must be responsible for its own internal procedures'.
39 Evidence available during the visit provided information about the relationship of the Joint Board of Studies to the College Academic Board and the data that the Joint Board receives in order to carry out its responsibilities. The audit team noted that the calendar of Academic Board had been revised in order to allow the Joint Board to receive, and comment upon, the Academic Board agenda in a more timely manner. Academic Board also reviews external examiner nominations and programme proposals before making recommendations to the Joint Board. The visit provided strong evidence of the effective approach adopted by both Boards. This included the availability of full documentation, examples of rigorous discussion associated with external examiner appointments; thorough debate of the nature of award proposals and the validation mechanisms to be employed; the critical review of the work of joint coordinators and gradual improvements in statistical analysis of student progress. There was clear evidence that the conduct of the Joint Board is thorough and appropriate and this signals its continuing intention to ensure that there is 'proper monitoring of delegated powers...(and) proper vigilance in relation to the powers delegated by Senate'. The work of the Joint Board of Studies also provides indications of the willingness of both institutions to work collaboratively in sharing experiences both of external review and more generally from across the higher education sector. As a contribution to the development of a shared sense of academic standards, this was clearly significant.
Examination boards
40 The Account stated that when the College's main four year BA/BSc with QTS was originally set up, students undertook the second year of their studies at Hull in the University subject departments. At this time, two arrangements were put in place to support and monitor the coherence and quality of the degree programme: namely, the Joint Examinations Board, chaired by the Pro-Vice-Chancellor, with specialist College and University membership; and joint coordinators, appointed by the University departments to liaise regularly with subject leaders at the College and to meet together annually to review subject matters. The 'joint degrees' were replaced in 1997 by one wholly Lincoln-based. As a result of the change it was agreed that the Joint Examination Board would continue with its present remit until the last cohort of the 'old' four year degree graduated in 2000. The 'new' four year degree, based solely at BGC will be subject to a new examination board. The Account explained that 'examination boards for the other degree programmes have University representation, but are chaired by the Principal'.
41 With regard to the arrangements for chairing of examination boards, different remits are in place and the audit team was informed that it had been agreed that the arrangements of the examination board for the four year degree (previously the 'joint degree') would be reviewed during 2000-01. The team noted with interest that the University's continued insistence on chairing the Board of Examiners was the subject of active discussion between the two institutions at a senior level.
Joint coordinators
42 The audit team heard that the role of the joint coordinators had originally developed as part of the arrangements for the 'joint degree' (see above, paragraph 40). On the cessation of this degree, the effectiveness and value provided by the coordinators were considered so beneficial that the arrangement was extended to all of the College's programmes. The work of the joint coordinators is to ensure, on behalf of the Joint Board of Studies, that there is regular and effective dialogue and exchange of information between the University and the College on matters of validation, programme development, assessment, student progress and the implementation of quality assurance procedures. Their responsibilities are described in the College Code of Practice and this information is supported by details of reporting arrangements and a schedule of activity for the year. The joint coordinators were identified by senior University and College representatives as making a major contribution to the understanding and monitoring of academic standards of both institutions. The team learnt from teaching members of the College staff of the high regard with which this aspect of the links with the University is held.
43 A template is provided for development of the annual report and the audit team noted that this has a significant 'standards' agenda. For example, coordinators are required to report on standards achieved by the students, programme standards and a number of assessment-related issues including moderation. With regard to reporting arrangements, the team heard that interim and annual reports are produced by each joint coordinator for Academic Board and the Joint Board of Studies. The interim reports are designed to review the College's responses to the previous year's reports and a joint coordinators' plenary meeting considers both interim and annual reports. This completes what the College refers to as 'a consistent yearly pattern of review and report on the academic relationship between the University of Hull and the College'.
44 The Joint Board of Studies has commented that 'the framework (for reporting) had not been used in all cases despite various reminders' and that 'wider scale use (of the template) would soon prevail'. In a review of a number of these reports by the audit team, significant differences in the consistency of the annual reports received was identified, with only a limited number addressing the 'standards' agenda explicitly or following the approach required by the Joint Board of Studies. The team noted that such inconsistency had also been a matter for comment among staff of the College. Given the importance accorded by both institutions to the role of the Joint Coordinators, the team would wish to encourage the Joint Board of Studies in its task of securing greater consistency in these reports.
Entry procedures and standards
45 The Account stated that 'BGC recruits students from throughout the British Isles to both its undergraduate and postgraduate programmes'. The Account commented that a significant proportion come from within the East Midlands and despite the geographical constraints of the College's position, the College generally recruits to targets and competes successfully with larger institutions on the periphery of its region. The Account explained that policy on admissions and entry standards is determined by the Directorate in consultation with the Recruitment Committee, which itself is responsible for developing appropriate strategies to increase and enhance intake and for evaluating recruitment activity. Admission procedures are explained in a set of guidelines and programme and subject leaders are provided with recruitment targets for their areas. The Account described the 'comprehensive interviewing strategy' which the College has adopted and the heavy burden that is carried by staff responsible for admissions. The College considers that its commitment to interviewing candidates for admission is a very important element in providing a positive initial experience of higher education and of the College, and consequently this process is extensively reviewed and evaluated by the Recruitment Committee.
46 During the visit the audit team considered the issues surrounding entry standards with staff and noted the staff focus on the maintenance of academic standards within discussions on admissions. The Account indicated that as it works towards widening access and participation in higher education, the College has recognised that 'the balance between diversifying intakes and maintaining or improving standards is a fine one'. There is wide evidence of the extensive mechanisms that the College has put in place to support students, including the 'crucial part', of which the Account spoke, played by the Core Skills Programme. This programme includes transferable skill development but, in addition, provides surgeries and twilight workshop sessions in literacy, numeracy and ICT. It was the view of senior staff that 'there is no direct tension between access and standards provided appropriate support is made available'. The team formed the view that a clear understanding of the implications of this message was evident in the general approach of the staff to this matter and in their obvious concern to support students appropriately.
47 The visit provided evidence that the Recruitment Committee was an active forum for debate on a range of admissions and recruitment matters. It was informed by statistical data provided by the Registry and clearly adopted an evaluative approach to its review of recruitment activity. However, the relationship of this Committee to Academic Board and the evidence it provided to the Board on a regular annual basis was not clear to the audit team since formal reporting of the Committee to the Board was patchy and the Board itself did not take steps to monitor formally the work of the Committee. This was judged to be less a reflection of the work of the Recruitment Committee than an indication of the approach adopted by Academic Board to the work of its sub-committees (see above, paragraph 24). The College will no doubt wish to review the reporting mechanisms and scheduling of reports from the Recruitment Committee to Academic Board, in order to ensure that the Board is provided with appropriate evidence and information to conduct its business effectively.
Comparability of the standards of awards
48 The Account stated that 'arrangements for the internal and external assessment standards are designed to ensure comparability and consistency between BGC programmes and with similar provision in other institutions'. The College focuses on the use of internal assessment criteria and engagement in a range of external forms of scrutiny. With regard to the use of internal policies and procedures, the College had endeavoured to facilitate a common understanding of expected standards, in part, through its development of its assessment policy. This policy has been developed into a Code of Practice (see above, paragraph 18). The aim of the Code has been to establish explicit standards and procedures. Application of the Code is seen to be the responsibility of all academic staff with consistency of implementation overseen by programme leaders, and supervision of implementation conducted by the Directorate and Academic Board. College documentation indicated that it was intended that the Code of Practice should be reviewed on a two-year cycle by Academic Board. The audit team found there to be an impressive shared understanding among staff and students of expected standards, which had been helped, in part, by the work undertaken to date on the production of programme specifications and the recent consideration of QAA's Benchmark Statements. The visit made clear that the aims which the College set itself in its development of the Code of Practice appeared to be accepted widely through the institution, including in the extensive work-based assessments that are a particular feature at the College.
College assessment procedures
49 The College Code of Practice for the Assessment of Students explained that the College is accountable to a number of bodies for its assessment practices, procedures and outcomes, including the Joint Examination Board. The Account stated that the Assessment Policy aims to ensure that 'students and staff have a clear understanding of the expected standards to be achieved, the requirements of individual forms of assessment and the criteria against which judgements are made'. There exists a framework of College-wide generic criteria for the assessment of assignments, which the Account indicated had been reviewed and amended in 1999 'in the light of the University of Hull revisions to undergraduate regulations'.
50 The Account explained that 'Examination Boards are held in the presence of external examiners and the University of Hull joint coordinators'. The examination boards have the responsibility of determining awards and the degree classification of each student at graduation. They also review the overall standards of student performance, the appropriateness of assessment criteria and the proper conduct of the assessment process. Recently the pattern of degree classifications has been monitored by the examination boards in order to consider trends. However the Account made reference to the need to make greater use of the available management information and performance data in order to monitor standards over time, since this had been somewhat limited to date.
External review
51 With regard to the external scrutiny of academic programmes at the College, the Account identified QAA's continuation audit, subject review and OFSTED as major external markers of achievement and progress. Although the College considers that 'the totality of audit and inspection demands place a disproportionate burden on a small college', the audit team heard from senior staff that the College recognised and accepted this as a natural consequence of its academic portfolio and aspirations. The challenge for management was stated as being to ensure that systems were manageable and appropriate to the context within which the College operates. To assist in meeting this challenge, the team heard that the College has taken a leading role in the HEFCE-funded Management of Small Colleges of Higher Education (MASHEIN) project.
External examiners
52 The Account stated that the principal means of achieving external moderation of standards is achieved by the appointment of appropriate and well-qualified external examiners. The College Code of Practice details appointment procedures; identifies rights, roles and responsibilities; and reporting arrangements, for external examiners. Appointments are made in accordance with the regulations of the University of Hull, and the College Academic Board makes recommendations to the Joint Board of Studies which has delegated authority to approve. The Code of Practice also describes the respective responsibilities of the College and University for processing external examiner reports. There is clear evidence of a sense of ownership of the reports at the most senior institutional levels. The audit team considered the action plans drawn up at programme level and the action taken by the Director of Quality Assurance in summarising the reports of the external examiners and subsequently reporting to Academic Board. The team considered that the entire process of external examining makes a significant contribution to the College's understanding of academic standards and would wish to commend the diligence with which recommendations of external examiners are responded to, and acted upon, throughout the College's programmes.
The learning infrastructure
The context
53 The Account stated that in responding to 'an almost infinite agenda' the College has 'attempted to develop an integrated approach to its learning environment'. It described three aspects of the context of that agenda as the growth in information systems; initiatives to widen participation; and the regional contribution of the College. The Account concluded that 'successful implementation depends on effective management of the learning infrastructure which includes the facilities for learning and teaching, the Library and related learning resources including ICT provision, student support and guidance, staffing and administrative support'.
Learning and Teaching Strategy
54 The Account stated that central to the current and future development of an appropriate infrastructure was the LTS, whose anticipated key outcomes include 'increased student responsibility and independence of learning; programmes which are flexible and responsive; a well-defined strategy for the provision of learning and teaching resources; programmes of professional development for staff; and clear and effective mechanisms for monitoring, reviewing and evaluating learning and teaching in terms of curriculum provision, tutor and student performance, and levels and suitability of resources'.
Key features of the Learning and Teaching Strategy
55 The Account emphasised the central role of the Learning and Teaching Committee in 'developing policy, implementing action, monitoring progress and evaluating the impact of programme teams' actions on the quality of the learning and teaching that takes place'. The Account also indicated that 'alongside the rapid advances in teaching technology, lectures, seminars and tutorials will remain core elements of the teaching and learning environment'. Lectures are seen as 'promoting further discussion in follow-up seminars and tutorials and initiating individual independent learning'. Emphasis is also given to student placements and work-based learning. The Account pointed out that 'student placements are a major feature of all the undergraduate degrees, with the exception of English Literature', providing students with 'opportunities for broadening their experience, increasing their range of professional skills and becoming better prepared for work'. The audit team heard evidence from staff, placement tutors at the work location, and the students themselves (including representation from the Drama in the Community and the Heritage Studies degree programmes) and found much to commend in the selection, supervision, assessment and overall monitoring of the work-based learning activity, as well as in its effectiveness in relation to post-college employment opportunities.
56 In addition, the Account stated, 'independent learning is demanded of students within and across its programmes of study'. The LTS sets out plans to increase the proportion of the undergraduate degree programmes managed through independent learning. In implementing this policy, the Account explained there will be a two-fold approach: 'the establishment of a focused and progressive College-wide programme of support for core skills, which takes place outside the degree programmes, and the systematic and progressive development of skills within each degree'. Significant elements of the LTS will require investment from the College and the Account expressed the College's commitment to meeting those needs. When discussing, for example, the costs of work placements, the Account stated that 'the College recognises their value and will direct resources as necessary to support their maintenance and development'. In its exploration of matters relating to the development and implementation of the College's LTS, the audit team found a similar degree of awareness on the part of staff as in the case of those who were members of the Learning and Teaching Committee. From discussion it was evident to the team that staff were able to provide many quite specific examples of ongoing involvement in activities and initiatives, and of staff development support for key elements of the strategy such as independent learning, core/transferable skills, subject benchmarking, use of level descriptors, membership of the Institute for Learning and Teaching (ILT), and opportunities for staff research and scholarship.
Library and learning resources
57 The Account explained that the Library and Resources Committee is 'charged with taking an increasingly strategic view of learning resources'. The Committee functions in cooperation with the Learning and Teaching Committee and the ICT subject development group. The management of learning resources is the daily responsibility of respectively the Librarian, the Information Systems Manager, and the Learning Resources Manager (a recently established post). The College Library (Sibthorp Library) has a stock comparatively generous for an institution of this size. There was sufficient evidence that Library provision is generally meeting students' requirements and that communication between the Library and its users is effective. The audit team learnt, in the context of funding, that the Librarian could apply to the Directorate for extra support if a particular development (eg Web of Science) is beyond the annual budget of the Library. Students reported no significant problems concerning the accessibility or quantity of copies of items appearing on reading lists, and there was a particular appreciation of the recent expansion of drama stock in response to student expressed need. From its discussions with staff and students about current Library provision, the team was of the view that the Library and Resources Committee was working well within its remit to 'enhance the integration of resource provision whilst retaining flexibility and responsiveness to the needs of both tutors and students'.
58 The audit team also learnt from relevant personnel that developments in independent learning are predictably beginning to impinge upon the Library and learning resource infrastructure. Although the team's discussions with the students (including part-timer representation) revealed current satisfaction with the Library's opening hours, the team did ask if consideration had been given to extending hours for reference and self-service facilities only, and was told that Library policy is to provide professional staff during all opening hours. However, in the context of limited resources for staffing, independent learning initiatives, and plans for widening access, the College may wish to bear in mind this possibility for the future. Users have access to the stock of the Brynmor Jones Library of the University of Hull, either indirectly by document delivery or directly by personal visit, with all College students enjoying the same entitlements as those who are registered at the University of Hull itself. The College Library is a member of several Library cooperative schemes, most notably UK Libraries Plus which offers reciprocal access to a rapidly expanding network of HE libraries nationwide; this is a potentially valuable resource for students whose homebase is not local to the College, and also in the context of developments in distance learning generally.
59 In respect of IT support students again expressed satisfaction in general with the accessibility and availability of networked PCs. Two recent developments were welcomed as having alleviated earlier concerns: the provision of a dedicated teaching room containing a cluster of machines that had eased the pressure on pcs in the Library; also the opening of a cyber café on campus. The introduction of the College's intranet, though in the early stages of development, is regarded by staff and students as a valuable development, particularly for its inclusion of teaching materials. Indeed, student reaction was so positively conveyed that the audit team would wish to encourage the College to invest the necessary resource to accelerate its fuller implementation. It was also apparent that the assessment, at entry, of applicants' IT skills and their further development as part of the Core Skills Programme, is enhancing their potential to exploit the advantages of the IT infrastructure. Students on the flexible path towards PGCE can also access the University of Hull's electronic learning system MERLIN, which, following a forthcoming review, will be considered for an extension of availability to students on other programmes.
60 The visit provided strong evidence that the staff engaged on Library and IT operations are working together to good effect within their busy schedules. The recent appointment of a Learning Resources Manager to work in partnership with the Librarian and the Information Systems Manager should allow not only further coordination of Library, IT and AV activity with new developments in teaching and learning methods, but also ensure regular monitoring of the effectiveness of integrating the various strands of the learning environment.
Student support and guidance
61 There was consistent evidence to underpin the College's claim in the Account that general support of students is facilitated by the College's small size and compact campus; equally evidence was apparent that the College's ethos and values, deriving from its Christian foundation, are implicit in the College's relations with the students. The 1994 audit had identified a potential for conflict between the College's twin commitments to its religious association and to widening access, whilst finding no evidence of this inhibiting those who did not share the Anglican traditions. During the visit of the present audit team, the team was able to commend the College's demonstrably positive inclusivity in this respect. Based on discussions with staff and students, the team considered that the relationship between the College and its students is one of mutual cooperation rather than of separate identities.
The staff/student committee
62 The President of the Students' Union is an elected sabbatical post with membership of several college committees, including Academic Board (with provision for an alternate). The Staff/Student Committee itself reports to Academic Board annually, and there was some evidence, apart from a recent example of delayed documentation, to suggest that matters thereby raised are normally dealt with appropriately. Although appreciating the more informal nature of minute-taking and action-planning of the Staff/Student Committee, the audit team would wish the College, as the student body further diversifies and expands, to consider increasing the formality of compiling, and the regularity of receiving, the record of the Staff/Student Committee (see below, paragraph 71).
Student support systems
63 During the visit documents were made available which confirmed the effectiveness of student support systems: significant amongst these were the programme of the College Chaplain (with a major role in the community life of the College), the report of the College Tutor (described as a listening and referral role) and general information given to students (as part of their well-received induction programme, showing routes to personal guidance and support in cases of medical, pastoral, financial and academic difficulties). The planned establishment of a campus crèche, notwithstanding the small size of the institution, was a further indicative example to the audit team of the College's concern to facilitate the learning environment for different groups of students.
Staff development
64 The Account stated that staff development is a key element in the overall approach to the enhancement of quality in line with the aims of the College, which were stated in the Corporate Plan to include, 'promoting the professional fulfilment of all staff by offering systematic structures and guidance for staff development, and by recognising achievement; and providing programmes of professional development, including opportunities for research and scholarship, for all staff, which update expertise in teaching'. In the course of the visit the audit team met with almost all of the College's teaching staff and a proportion of support staff. During the discussions, it was clear that the concept, practice and general resourcing of staff development activity is firmly embedded in the College's processes, and that, although the College has no current plans for a dedicated post of staff development coordinator, the small size of the institution and the high awareness of staff of development opportunities suggest that the systems in place are working effectively.
65 All staff expressed appreciation of the ways in which they had been inducted upon appointment to the College's staff, in terms both of sharing its mission and of the requirements of their job descriptions. The audit team heard of the sensitively developed mentoring scheme (mentors are allotted from outside the appointee's immediate area of activity) and noted with commendation that the formal period of mentoring (several months) is often extended on an informal and voluntary basis, which provided an indication of the success of the scheme. Also, both in the probationary stages and as part of continuing professional development, there are opportunities for 'shadowing'.
Staff appraisal
66 The Account explained that staff development is informed by the appraisal system. Observation of teaching is conducted by peers and line-managers, while the formal appraisal interview is conducted by the line-manager. In discussion, the audit team learnt that staff found this arrangement acceptable and valuable as a two-way process. In the exceptional event of a disagreement over an outcome there would be flexibility within the process for a change of line-manager. Training for appraisers and appraisees is integral to the process. The team understood the effectiveness of the appraisal system from a number of examples which indicated the manner in which the process balanced the needs of the institution and those of the individual staff member.
67 In the context of general professional development, and notwithstanding the limited opportunities for promotion within a small college, the audit team learnt of several good practices. Although the College has understandably not engaged hitherto with the Research Assessment Exercises, research activity is strongly encouraged and supported, especially where it contributes directly to the quality of method and content in learning and teaching as the major focus of the College. Staff are also encouraged to attend relevant professional conferences, and the team noted with approval that staff are required to produce substantial written reports on the proceedings for dissemination to interested groups in the College as a whole. Many of the teaching staff are engaged in the process of application for membership of the ILT, and financial support is to be provided by the College to facilitate registration and membership of the ILT.
68 Evidence of awareness and training in broader areas of College life was also clear; for example, health and safety, disability issues (the College has recently appointed to its project staff a HEFCE funded part-time Disabilities Coordinator), and the equal opportunities agenda, which the audit team found to pervade College practices. The team learnt that those members of staff engaged in either staff or student recruitment and interviewing had previous relevant experience in these processes or are given training in this aspect of equal opportunities practice. Perhaps as the College diversifies and expands its intake through the potential success of projects such as URG and PEARL, it may choose to increase the formality and documentary evidence of such training.
69 From the considerable body of evidence made available to it, the audit team was able to confirm that the College operates a coherent, collectively-owned policy on staff development, and has a variety of mechanisms in place by means of which the College can assure itself of the effectiveness of its policy. The College is to be commended for the way in which staff development is generally informed by, and relates to, the needs of the learning environment and the student experience.
Internal and external communications
Internal communications
70 The Account identified the importance to the College of establishing 'efficient and effective means and lines of communication'. During the visit much of the discussion with staff and students focused on the benefits for communication that result from the small size of the institution. The Account also underlined 'the value of the informal networks of overlapping groups in a small institution'. However, the Account also recognised the need to develop an Information Strategy which would be a 'crucial element in the College's plans for continuing to manage change effectively'. During the visit the Information Strategy was described as 'emerging' and of having the objectives of refining and consolidating information demands and improving communication within the College. The Account described a number of ways in which the Governors, Directorate, staff and students communicate including electronic and paper-based media, but particularly stressed the continued value of face-to-face discussions. The audit team heard numerous examples of the effectiveness of the Common Room, the use made of Staff Governors and the benefits of the Staff Council, which meets termly and the high priority given to this by staff and by the Principal. The Staff/Student Committee was considered by staff as having a particularly important place in the College's approach to communication.
The committee structure
71 The visit provided evidence that the purpose and responsibilities of the formal committee structure sometimes appear unclear to staff. The 1994 audit had identified 'considerable variation in both the style and standard of the written records of committee proceedings' and in its response the College had indicated its intention to ensure that 'all its key committees and exam boards are minuted by trained members of the Secretariat'. The audit team established that this had not occurred, that no standard College minuting conventions exist, and that 'considerable variation in both the style and standard of reporting' remain. In the light of the considerable benefits which arise from the College being a small institution, which traditionally and culturally has focused strongly upon personal communication methods, the College may wish to establish standard minuting conventions throughout Academic Board and its sub-committees. It will thereby formalise communication for those matters which do not sit easily within informal and personal methods of communication. At the same time, the College may wish to consider the contribution which such conventions might offer to any review mechanisms of its committee structure which it chooses to establish, and the ability of the parent committee to monitor its sub-committees.
External communication
72 The Account identified the most significant areas of communication externally for the College as being with placements in the schools for ITT courses and hosts for the drama and heritage studies programmes. The extent of placement opportunities and the arrangements that are in place for their preparation, supervision and assessment have been commended elsewhere in this report (see above, paragraphs 56 and 57). The partnership arrangements are supported by extensive documentation which describes the respective responsibilities of student, placement and College. Discussions with partners confirmed the rigorous and critically evaluative approach adopted by the College in all aspects of its partnership arrangements.
73 The Prospectus is cited in the Account as being one of the main methods of communication used by the College; additionally, the College has developed a web site and emerging intranet facility which were seen to be 'important and developing means of information and communication'. The accuracy of content of the College's web site and intranet is the responsibility of the Head of Administration, a member of the Directorate, working in close collaboration with the Information Systems Manager. It appeared to the audit team that appropriate and secure mechanisms were in place for ensuring the accuracy and currency of College information.
Student involvement
74 The Account described the Students' Union as 'very active' and the visit provided useful evidence of the ways in which the work of the formal College support processes interacted and complemented the Students' Union welfare arrangements. This included the extensive involvement of both parties in the student induction arrangements, including those for mature students and for those who were studying part-time. The fruitful cooperation is no doubt an outcome of the ready access to College staff, including members of the Directorate, that is enjoyed by students and Students' Union representatives.
Interim student review
75 The Account indicated that student feedback forms part of the annual review of each course, with interim student reviews being undertaken for each year group at around the mid-point of the academic year. The College's Code of Practice indicated that both annual programme review and interim review are based on student review and are used 'to test that the standards and quality of programmes are maintained by the learning and teaching provision as evidenced in students' experiences of programmes'. In support of its Account the College made available examples of completed pro formas to illustrate this process. The process is organised and administered by students. From its examination of the materials and through its meetings with programme and year leaders and with students, the audit team was able to confirm that the procedure is followed consistently, responded to effectively by programme teams, is valued by students, and is also used to the benefit of current students.
Complaints and appeals
76 The College Charter detailed what students are entitled to expect and made reference to the Complaint/Appeals Procedure which may be invoked for academic or non-academic matters. A College version of the Student Charter is included within each procedural handbook, as are detailed student complaints, disciplinary and appeals procedures. The audit team noted that the process to be followed for academic appeal had been designed as an entirely internal procedure to Bishop Grosseteste College. Given the awarding body responsibilities of the University, this issue was discussed with senior staff of both institutions. The University view was that, formally, academic appeals were a two-stage process with students entitled to access the University's procedures at the second stage. The College view was that, should the appeals procedure be revised to clarify the full entitlement for students, this would be an acceptable development. In order to make clear students' entitlement opportunities within the validation agreement, it is advisable that the academic appeals procedures be revised to ensure that, not only are they transparent and explicit, but that the respective jurisdictional authority of the College and of the awarding body is clarified.
Conclusions
77 Bishop Grosseteste College is a small, independent higher education institution with a distinctive character and the mission to continue to nurture an ethos and values based in the College's Christian foundation, and made explicit in its academic provision. In recent years the College has been subject to significant change and has diversified its academic activities, through extending its course portfolio to include degrees in arts and humanities, and involvement in local and regional initiatives designed to widen access and increase participation in higher education. During this period of change, in which the College has also sought to continue its shift in emphasis towards independent learning, it might have risked compromising the strong sense of community highlighted in a previous audit report, together with the resilience and commitment of staff, and the environment of high quality academic support and pastoral care for students. The College instead adopted a planned and controlled approach to development, which has enabled it to maintain its identity, academic reputation and strong sense of collegiality through the prolonged period of change.
78 The College has invested considerable time and effort in recent years in reviewing its quality management arrangements and quality assurance mechanisms. Through its quality strategy the College had sought to achieve greater involvement of academic staff in the quality assurance of academic provision, together with a clearer understanding of responsibilities for the management and implementation of quality assurance processes. In the Account the College drew attention to the challenge of maintaining and enhancing quality through 'the provision of systems which are manageable and appropriate to the context within which the College operates'. There was considerable evidence that staff of the College were actively engaging with wider national debates on quality assurance principles and practice and that they were very positive about such involvement. The external and internal evidence available on the standards and outcomes achieved by students provided further confirmation of the evolving effectiveness of the College's approach to the management of change.
79 In working towards the realisation of the aims of its quality strategy, the College has reviewed its management structure, strengthened its links with the University of Hull, encouraged a strong culture of staff development which relates well to staff and student needs, and provided students with a sound combination of formal and informal systems of academic and pastoral support. It is to the College's credit that, despite the considerable demands placed upon it by external audit and inspection, and the resultant internal pressures, it has been able to put in place systems for the assurance of quality and the maintenance of standards which are owned by staff and which are appropriate to the context within which the College operates. In this it has been assisted by the strength of its supportive relationship with the University of Hull.
80 The clear awareness amongst staff of responsibilities for quality assurance, and the progress made generally by the College in implementing its quality systems, has not prevented it from acknowledging that there are aspects of its quality assurance arrangements and structures which need to be given further consideration. The College has identified the need to achieve fuller alignment with the requirements of external monitoring bodies through implementation of its own Codes of Practice, and to improve its use of performance monitoring data. The College has secured greater clarity in the relationship between Academic Board and the Joint Board of Studies. There is, however, progress yet to be made in securing more effective links between Academic Board and its sub-committees, and in clarifying the interface between deliberative and executive structures. In attending to these matters the College will be able to draw upon its evident capacity for critical reflection which has been developed in recent years.
81 There is clear evidence of the robust nature of assessment practices at the College, including those for placements and work-based learning; the responsiveness to external examiners' recommendations; the focus on quality and standards in programme approval and review; the emphasis on core and transferable skills; the wide acceptance of the aims of its Code of Practice; and the development of a shared sense of academic standards with the University of Hull, the College's validating partner. For the future these should provide the College with secure assurance that it is addressing and maintaining the academic standards of awards.
82 The College is embarking on a period of further development that exploits the opportunities available at national, regional, and local levels, and is looking towards a 'period of controlled and sustained growth' in new areas of activity which include the development of a Foundation Degree and the introduction of a secondary PGCE programme. The College recognises that 'the overarching challenge' it faces is the need to manage change successfully. At the time of the audit the revised management arrangements which had resulted from the 1998 review of the College's management structure, and which had focused on the need to manage change effectively, were working largely as the College had intended. The diversification of provision had been strategically planned and effectively managed. The College's senior management and governing body were actively considering strategies for improvement which would assist the College in the area of risk management for the quality of learning and teaching. The College has made good progress in recent years and can be confident as it works towards 'further enhancement of its provision'.
83 There is evidence of careful and very effective consideration of quality and standards matters throughout the College and there can be overall confidence in the College's ability to discharge its responsibilities for the maintenance and support of academic quality and standards.
Points for commendation
84 The audit team commends the College for the following aspects of its practice:
- the way in which the ethos of the College expressed in its mission is demonstrably embraced by staff throughout the College (paragraphs 8, 61 and 65);
- the opportunities provided for the student voice to be expressed and heard in academic, pastoral and deliberative contexts (paragraphs 10, 22, 29, 57, 61 and 62);
- the centrality of placements and work-based learning in the student experience and arrangements for students' preparation, supervision and assessment (paragraphs 13, 55, 56 and 72);
- the College's active involvement in a number of collaborative, community-based projects designed to increase access to higher education (paragraphs 13, 61 and 68);
- the development of a robust assessment framework (paragraphs 21, 27, 36, 42, 43, 48, 49 and 55);
- the diligence with which the recommendations of external examiners are responded to and acted upon throughout all the College's programmes; (paragraphs 21, 31, 52);
- the College's controlled and strategic approach to developing academic diversity and flexibility of provision (paragraphs 26 and 30);
- the culture of staff development and the role this plays in the enhancement of teaching, learning and assessment (paragraphs 26, 36, 56, 64, 66 and 69).
Points for further consideration
85 As it continues to develop its systems and arrangements for assuring the quality of its educational provision and the standards of its awards, the College is invited to consider the advisability of:
- clarifying the distinctive responsibilities of the management executive and deliberative committee structure of the College (paragraph 23);
- implementing a regular monitoring and review mechanism for the terms of reference and procedures of the College's Academic Board and its committees (paragraphs 24, 25, 31, 47 and 71);
- reviewing the focus, purpose and consistency of joint coordinators' annual reports to the Joint Board of Studies (paragraph 44);
- developing a consistent reporting mechanism and minuting conventions for key committees (paragraph 71);
- reviewing the academic appeals procedure to ensure that students are clear about the jurisdictional authority both of the College and of the awarding body respectively (paragraph 76).
Appendix 1*
Bishop Grosseteste College - facts and figures 2000-01
History
Founded by the Church of England in 1862 to train elementary school teachers, the College is now a diversified institution of higher education, still on its original site and with an expanding portfolio of arts and humanities degrees (Drama in the Community, English Literature, Heritage Studies and an MBA in Church Management which is unique in the UK). It has sustained an outstanding national and international reputation for its historic specialism of teacher education (it is designated a specialist institution by HEFCE) and a high profile for the quality of the academic and supportive experience offered to all students, particularly in work-based learning. Under a Memorandum of Agreement dating from 1994, most of the College's degrees are validated by the University of Hull. From September 2001, a Foundation Degree validated by the University of Leicester has been added to its provision. A new post of Director of Research from 2001 will enhance the College's research culture.
In a recent statement (2001), the Governing Body affirmed the College's
strategic intention to remain an independent HEI, collaborating with sector
and regional partners as appropriate, but continuing to sustain a distinctive
ethos and identity, realistic growth, increasingly flexible provision and
improved access for students from diverse backgrounds. All of this is made
possible by an environment of sound finances and reliable recruitment.
A £2.5m building project including a new learning and teaching block due
to open in 2002, together with further plans for enhanced sport and leisure facilities,
represent significant investment in a planned, coherent future built on past
success and current and potential strengths.
Mission
The College's Mission is set out in the current Corporate Plan. In sum, the statement involves a commitment to: ethos and values reflecting BGC's Christian tradition; high quality academic provision, coherent integration of learning and teaching, research and professional education; constructive relationships between College community groups (students, staff, managers and governors); taking a full part in the educational, cultural and community life of city, county and region; professional fulfillment of staff and recognition of achievement; integrated strategic planning, clear priorities and systematic procedures; promotion of the College's profile as a centre of excellence.
The College also claims distinctiveness in terms of: quality (assessed by QAA and OFSTED); student experience and support (evidenced in good retention rates); shared sense of purpose, objectives and values (confirmed by 2001 QAA institutional audit).
Academic aims and objectives
The current academic aims and objectives are derived from the Learning and Teaching Strategy published in May 2000 and updated for the Annual Operating Statement for 2001-02.
The following key outlines provide the main aims for which annual objectives are identified:
1. increased student responsibility and independence of learning supported by effective teaching and appropriate resources;
2. programmes of study which are flexible and responsive to the needs of individual students and changes in local, regional and national priorities;
3. a well-defined strategy and plan for the provision of learning and teaching resources to support changes in programmes of study and modes of delivery;
4. programmes of professional development, including opportunities for research and scholarship for all staff which recognise and update expertise in teaching including membership of the ILT.
Key statistics 2000-01
| Number of students | 960 |
| Number of staff | 206 |
| Number of taught courses | 18 |
Faculties
The equivalent to faculties are:
Teacher education (primary undergraduate)
Teacher education (primary postgraduate)
Teacher education (secondary postgraduate)
Arts and Humanities
Education Development Services (P/T postgraduate)
Number of students 2000-01
(Based on HESA 1.12.2000)
| Listed by faculty | [0,000] | Total |
|---|---|---|
| TE (primary UG) | 641 | 641 |
| TE (primary PG) | 59 | 59 |
| TE (secondary PG) | - | - |
| A/H | 149 | 149 |
| EDS | 111 | 111 |
| Total | 960 | 960 |
Student characteristics [total population]
(Based on HESA 1.12.2000)
| Gender | Full-time | Part-time | Total |
|---|---|---|---|
| Male | 107 | 34 | 141 |
| Female | 707 | 112 | 819 |
| Total | 814 | 146 | 960 |
Age
Proportion of full-time undergraduate population aged 21 or over on entry - 15%
Proportion of part-time undergraduate population aged 21 or over on entry - N/A
Student accommodation
| Under-graduate | Post-graduate | Total | |
|---|---|---|---|
| University accommodation | 179 | 1 | 180 |
| Home | 195 | 15 | 210 |
| Private accommodation | 404 | 10 | 414 |
Domicile
| UK | Other EU | Overseas | Total | |
|---|---|---|---|---|
| Undergraduate | 781 | 2 | - | 783 |
| Postgraduate | 177 | - | - | 177 |
| Total | 958 | 2 | - | 960 |
University staff [year] 31.7.2001
(Based on payroll/personnel records)
| Full-time | Part-time | Total | |
|---|---|---|---|
| Academic/research | 32 | 69 | 101 |
| Administrative/Clerical | 26 | 10 | 36 |
| Technical (inc Library) | 6 | 10 | 16 |
| Manual | 14 | 39 | 53 |
| Total | 78 | 128 | 206 |
Finances (year) accounts
| Income 31.7.2000 | £4.60m |
| Expenditure 31.7.2000 | £4.18m |
*As supplied by Bishop Grosseteste College
Appendix 2*
List of the College's collaborative partnerships as at 31 August 2001
Validated programmes
| External institution | Programme title |
|---|---|
| University of Hull |
BA/BSc (Hons) Specialist Subject and Education BA (Hons) Primary Education BA (Hons) Drama in the Community BA (Hons) Heritage Studies BA (Hons) English Literature PGCE (General Primary) Flexible Route PGCE (Primary) PGCE (Secondary) Master of Business Administration (Church Management) Master of Arts (Education) Certificate in Professional Studies in Education Diploma in Professional Studies in Education Diploma in Professional Studies in Education (SEN) Certificate in Professional Studies in Education (Early Years) Certificate in Professional Studies in Education (Mentoring) |
| University of Leicester | Foundation Degree for Teaching Assistants |
Franchised programmes
N/A
Franchised modules
N/A
Other collaborative programmes
N/A
*As supplied by Bishop Grosseteste College
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