101/95
Quality Assessment Report by the HEFCE for

Royal Northern College of Music

Music

January 1995

Contents

• Introduction
• Aims and Objectives
• Student Learning Experience
• Student Achievement
• Conclusions and Recommendations

Introduction

1. This Report presents the findings of an assessment in January 1995 of the quality of education provided in music by the Royal Northern College of Music.
2. The Royal Northern College of Music is a conservatoire, composed of six schools: Academic Studies, Composition and Performance, incorporating the Opera Department, Keyboard Studies, Strings, Vocal, and Wind and Percussion. At the time of the assessment 570 full-time equivalent (FTE) students were enrolled, of whom 391 were studying at undergraduate level. There are 69.25 FTE academic staff: 33 full-time, 40 engaged in part-time (pro rata) teaching, and 83 hourly paid instrumental teachers. In addition, 2.5 FTE academic staff are involved with the Junior Strings Project. The staff-student ratio is 1:8.
3. The assessment included the following courses:

   GMus RNCM, a diploma of honours degree equivalence

   GRNCM, a diploma of ordinary degree equivalence

   MusB/GRNCM, taught jointly with the University of Manchester

   MusM, Postgraduate Diploma in Advanced Studies

   Diploma in Professional Performance, PPRNCM.
   
   

   Aims and Objectives

4. The mission of the Royal Northern College of Music is to prepare gifted students for a professional career in music, to develop each student's intellectual and artistic potential by a wide-ranging academic programme, and to participate in the development of the arts regionally, nationally and internationally. The aims and objectives of the College relate closely to the mission. In brief, they are to provide a student-centred curriculum through which individuals can develop at their own rate and to their fullest ability within a coherent framework of education and training, and to provide the maximum experience of performance in a professional context. The College is successful in achieving these aims, through its provision of a curriculum which is designed to develop the highest standards of performance as well as a broad musical understanding and knowledge, and through fostering an ethos of professionalism. Five of the six schools are oriented towards specific practical disciplines and the School of Academic Studies offers a range of modular provision which enriches the students' principal study through developing their `awareness of analytical, stylistic, historical, linguistic and expressive perspectives'.
5. The one-to-one lessons in the principal study are central to the preparation of students for a professional career in music. At undergraduate level, the curriculum provides a flexible structure together with appropriate progression. Students take a common core in the first year, which is streamed for some aspects of academic studies, and, in subsequent years, they choose from a range of options in line with their developing understanding of their talents and interests and of the requirements of a professional career in music. At postgraduate level, a masters degree and a postgraduate diploma, validated by the University of Manchester, are available. Additionally, there are opportunities for advanced students to develop their skills for the award of a Diploma in Professional Performance, based on the outcome of a final recital, with no academic requirements.
6. Course components in areas such as the art of teaching and music therapy give students some introduction to opportunities beyond the field of full-time professional performance. At each stage of their course, the main considerations underlying both the choices made by students and the guidance offered to them relate closely to the expectations of the profession.
7. The College participates in the promotion of the arts through its function as an Arts Centre, providing a programme of public performances and making available to outside bodies its excellent facilities including those for recording. In addition, many of its teachers are distinguished performers and several fulfil advisory and administrative roles in the arts in the region and beyond.
   
   

   Student Learning Experience

8. The assessors observed a range of teaching and learning activities which included lectures, seminars and workshops, one-to-one practical lessons, rehearsals and performances. Both undergraduate and postgraduate classes were observed. Approximately 75 per cent of the teaching and learning sessions seen were judged to be excellent, and all other sessions seen were satisfactory. The excellent practice observed included teaching which was well focused, with clear and understood objectives, often highly stimulating and imaginative, and appropriate to the level of the students being taught. Students responded to the high expectations of their teachers. Particularly noticeable was the readiness of students in a variety of learning situations to take an active role in their learning by participating in discussions and asking questions.
9. In the practical work for the principal study, the teachers are highly skilled, know their students well and take a real interest in their individual progress. The assessors noted examples of teachers using careful differentiation in approach, to enable students within a group to progress at their own pace. Practical classes are also successful in providing appropriate preparation for the stage and concert platform, as well as training in musicianship.
10. The assessment methods used are well suited to the aims and objectives of the courses. The assessment of work done during the course, particularly the internal recitals, is an important part of the student's learning experience. Recordings and videos of student performance are viewed and discussed with the teacher. The marking of coursework is fair and consistent and tutors' written comments are helpful, though sometimes brief. The assessors are impressed by the thorough and meticulous way in which the examination boards carry out their duties.
11. The notably warm, professional and friendly relations between staff and students are fostered by the small-group and one-to-one teaching which are key factors in many aspects of the teaching and learning process. Students appreciate the approachable and supportive attitude of their teachers and support staff.
12. Student welfare is addressed through an induction programme for all new students, residential accommodation for students in their first year and student advisory services based in the Academic Registry. Wheelchair access and support for students with dyslexia and hearing impairment are available.
13. Academic and pastoral support is good and counselling support is available from a number of academic staff with recognised qualifications who take on this role on a voluntary and part-time basis. However, some students have found difficulty in gaining access to counselling services at the time of immediate need and the College may wish to consider the benefits that a full-time counsellor would bring to student welfare and support.
14. The high proportion of part-time staff gives the College flexibility in matching student interests and needs with appropriate instrumental or singing tuition, and to draw on the services of distinguished practitioners whose teaching is informed by their experience of professional performance at the highest level. As well as the full-time and part-time teachers there is an impressive list of internationally renowned musicians who periodically visit the College to give master classes. The assessors found the claim that there is a `strong and dedicated tutorial staff which includes teachers, performers, composers and scholars of international repute' to be justified.
15. The curriculum and the teaching benefit from the professional perspective resulting from the involvement of members of college staff with local and national artistic and educational organisations, including The Royal Opera House, the Halle Orchestra, the European String Teachers Association and many others, and from the involvement of the College in artistic and educational initiatives. These include the development of national programmes for wind orchestra performance and repertoire, and string teaching.
16. All full-time and pro rata staff have regular appraisal interviews with a senior colleague. In the School of Academic Studies this includes feedback from student questionnaires. The assessors recommend that this practice should be made common to all schools. A Staff Development Committee has recently been established to co-ordinate staff-development initiatives. There is, however, at present no formal policy statement on staff development and the assessors suggest that the College may wish to consider formulating a strategy to identify and respond to needs as an aid to medium and long-term planning.
17. Teaching and learning are supported by 64.8 FTE technical and support staff, who provide advice and guidance for students on matters of professional practice, including recording, and on the preparation of publicity and promotional material.
18. The College is housed in a purpose-built building with spacious and attractive public areas for exhibitions and displays, and an opera theatre and a concert hall of professional standard. Teaching also takes place in the nearby Grosvenor Building, and at Hartley Hall, the College's hall of residence. The accommodation is able to cope with the demands of a flexible delivery, the requirements of large numbers of part-time staff, and bookings by external performers and groups. The rooms are generally appropriate for their purpose, though the ventilation system in parts of the main building is poor. The social, dining and recreational accommodation for staff and students is attractive with high-quality amenities and catering.
19. Practice accommodation is adequate though under pressure at times of maximum demand. A piano loan scheme and flexible booking times generally meet the needs of students. The percussion section, however, requires additional accommodation, and its present overspill occupancy of a foyer results in intrusive sound in other teaching rooms.
20. There is a very good match of equipment and needs. The College has a good stock of instruments, and an effective policy on their upkeep and repair. A resident luthier (instrument maker) is engaged, with outside sponsorship, to make and maintain a full baroque orchestra as a long-term project. Equipment in the recording studio is excellent, and includes facilities for video and CD recording of broadcast quality. However, opportunities are limited for students to become familiar with other aspects of information technology (IT) of potential vocational relevance, such as word-processing and the use of databases.
21. The library is to move into new premises and the space available to it is currently under great pressure. At the time of the visit, the library was awaiting connection to JANET, which will provide links with other academic libraries in the UK, and there were plans in hand for installing CD-ROM facilities and for updating the computerised system for cataloguing and issuing library stock.
22. The academic management of the College is school based, under the management of the Directorate and Academic Board. Heads of schools are responsible for the management, staffing, and organisation of both teaching and assessment for their school, and within schools there are clear and effective lines of communication and close working relationships. However, communication between schools is less consistent. This is illustrated in inconsistencies in the range and quality of information contained in student handbooks, in the implementation of student feedback questionnaires and their role in staff appraisal, and in the approach to student welfare, for example, in respect of repetitive strain injury.
23. The assessors encourage the College to continue developing and monitoring course management structures which operate across the College and between the schools, and to keep under review the role of the Curriculum Monitoring and Review Committee in establishing consistent practices in quality assurance.
24. The quality of teaching and learning and of student achievement is monitored by: regular meetings of staff in each school, including part-time staff; the Staff-Student Liaison Committee which meets at least termly; press reviews of public performances; informal contact with the professional world of music; and the receipt and discussion of external examiners' reports within schools and by the Curriculum Monitoring and Review Committee. The degree of detail contained in external examiners' reports is variable, and the current guidelines and proforma issued to external examiners require revision to achieve greater consistency in the amount and nature of the feedback provided.
    
    

    Student Achievement

25. At the time of the assessment visit, 391 students were enrolled on the undergraduate GMus and GRNCM courses, 129 on taught postgraduate courses, 29 on the Diploma in Professional Performance course and 21 on the MusB/GRNCM course. These figures include 48 visiting students from overseas.
26. The College attracts applicants of high musical ability and operates a rigorous selection procedure. All students are expected to participate fully in orchestral work.
27. The quality of the students is demonstrated by the performance opportunities offered to them, for example, as deputies in local orchestras, and as singers with local choral societies. Representatives of the music profession regularly attend student performances and this has resulted in offers of professional engagements for students.
28. The number of students who do not complete their courses is variable, though recently small. The reason for non-completion by postgraduates is often financial. For some students, the requirement for professional standards of achievement in performance is not attainable and they are advised and supported in their transition to an alternative course. The number of students suffering with repetitive strain injury is becoming a subject of concern in two schools, and the assessors suggest that this is a matter which the College as a whole may wish to address.
29. Students are aware from their first entry to the College of an assumption of professional standards of commitment and attainment, which underpins their attitude to preparation, teaching and to the criticism and guidance they receive throughout their course. This is clearly evident in their work in class and performance. Performing standards achieved are at a very high level. Students' academic coursework is of a sound quality, with the best showing knowledge of appropriate references and apt illustration of points. In the best practical training, students are developing transferable skills including presentation, communication and independent thinking.
30. Reports from external examiners are consistent in their praise for the level of achievement of the students, and for the confident and outgoing manner of students performing in assessed recitals and in viva voce examinations. Students achieve good results in their final awards. From 1991 to 1994, an average of between 50 per cent and 65.7 per cent of finalists in the GMus RNCM course gained a First or an Upper Second class award. Employers commend graduates for their communication and other transferable skills, and for their vitality and enthusiasm.
31. Employment statistics over the last five years are impressive, particularly as opportunities for professional employment for some categories of performers are decreasing. Over half of each cohort of graduates of the College has regularly found employment in performance until 1994, when the figure fell to 40 per cent. Many graduates are at the top of their profession and have achieved national and international esteem. About a fifth of leavers go on to further study. Relatively few, between 5 per cent and 11 per cent annually, go into non-performing employment, including teaching and musical administration.
    
    

    Conclusions and Recommendations

32. The Royal Northern College of Music claims to provide an excellent education in music. The assessors come to the overall conclusion, based on the assessment visit and an analysis of the self-assessment, together with the statistical indicators, that the quality of education in music at the Royal Northern College of Music is excellent.
33. The assessors found that the claims and evaluations made in the self-assessment are justified. The College has largely succeeded in achieving its aims and objectives and assessors were very impressed by the positive working relations between staff and students. The College has a strong professional ethos which contributes to the high quality of the students' learning experience and their achievements.
34. The Royal Northern College of Music has a number of major strengths and these include the following:
    • High-quality students selected especially in terms of professional performance potential and achievement.
    • A strong ethos of professionalism which pervades all college activities.
    • Excellent staff-student relations which are reflected in the approach to teaching and learning.
    • A high proportion of excellence in the teaching and learning activities observed. Some 75 per cent of sessions were judged to be excellent.
    • Good-quality resources supporting the development of a professional level of performance.
    • A well-qualified and inspiring staff excellently matched to the range of student interests and needs.
    • A student-centred curriculum which is adaptable to individual needs and aspirations.
35. The assessors recognise that the College has a concern for continuous development and improvement and offer the following recommendations in the spirit of helping the College to build upon its many strengths. The College is recommended to:
    • Continue to develop and monitor the effectiveness of institutional policies and management structures for ensuring consistency of practice between schools in relation to quality assurance procedures including: student feedback, course handbooks, staff appraisal, assessment procedures and student welfare and support.
    • Address the need for implementation of aspects of IT to enhance the content and delivery of the curriculum.
    • Consider, in the light of the College's own concern about student progression and the drop-out rate, the benefits of the services of a full-time counsellor for student welfare and support.

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