1. This Report presents the findings of an assessment in January 1996 of the quality of education in French, German, Iberian studies, Italian, Russian and linguistics provided by Queen Mary and Westfield College.
2. Queen Mary and Westfield College was formed as a constituent college of the University of London in 1989 through the merger of Queen Mary College and Westfield College. The College is organised into nine faculties. The School of Modern Languages forms part of the Faculty of Arts and comprises Departments of French, German, Hispanic Studies and Italian, Russian, and Linguistics.
3. At the time of the assessment, there were some 640 students registered on programmes of study involving the School of Modern Languages. Of these, 146 were spending a year abroad as part of their degree programme. There were also 15 students on the taught postgraduate course, the MA in European Languages, Literatures and Thought. About 45 per cent of undergraduates take French, 25 per cent Hispanic Studies, 20 per cent German, and 10 per cent Russian. Many language students take courses in linguistics, while Italian is an optional subject. There are 36 academic staff in the School, assisted by nine language assistants and three graduates on teaching studentships.
4. The following provision forms the basis of the assessment:
The Modern European Languages departments of Queen Mary and Westfield College offer an extensive range of undergraduate and postgraduate programmes - individually, jointly and in collaboration with other departments both within and outside the Faculty of Arts. The overall aims of the languages programmes are in keeping with the College's Mission Statement, paragraph 3 of which states:
“The College's teaching takes place in a research environment in which original inquiry and creative scholarship enrich the teaching process and the learning experience; it is dedicated to the highest standards which are traditionally rigorous and exacting so as to develop critical and intellectual powers and skills; yet it offers up-to-date and relevant combinations of subjects with modern curricula and methods of teaching and learning. The College aims to encourage the broadest personal and intellectual development of its students in order to equip them for employment and to enable them to contribute to society.”
The primary aims of the language departments are:
A student successfully completing a programme of study in languages at QMW will:
6. The graded profile in paragraph 7 indicates the
extent to which the student learning experience and
achievement demonstrate that the aims and objectives
set by the subject provider are being met. The tests
and the criteria applied by the reviewers are these:
Aspects of provision
1. Curriculum Design, Content and Organisation
2. Teaching, Learning and Assessment
3. Student Progression and Achievement
4. Student Support and Guidance
5. Learning Resources
6. Quality Management and Enhancement.
Tests to be applied
To what extent do the student learning experience and
student achievement, within this aspect of provision,
contribute to meeting the objectives set by the subject
provider?
Do the objectives set, and the level of attainment of
those objectives, allow the aims set by the subject
provider to be met?
Scale points
1 The aims and/or objectives set by the subject provider are not met; there are major shortcomings that must be rectified.
2 This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met.
3 This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are substantially met.
4 This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
7. The grades awarded as a result of the assessment are:
8. The quality of education in modern languages at Queen Mary and Westfield College is approved.
10. The aim of preparing linguistically competent graduates is served by the provision of progressively developing core language programmes, which have to be passed if students are to have the language concerned named in their degree title.
11. The School operates a modular course structure. Students must take a defined number of course units in each language studied to degree level, supplemented by units from selected content courses in the chosen language area, which comprise literary, cultural and linguistic modules. There is also the possibility of taking some units outside the subject. This system offers students a high degree of choice, and meets the aim of providing curricula which are flexible and which reflect the varying needs of students. The possibility that academic coherence might be lost in this diversity is checked by a system of prerequisites, the provision of academic advice on unit choice, and the requirement to follow pathways in some areas. The assessors are pleased to note that the School continues to monitor the balance between choice and coherence.
12. The School offers a rich diet of challenging and imaginative content courses which span the period from the middle ages to the present and include, for example, Literary Links (Russian) and The Discovery of the Body (French). These effectively embody the stated principle that language should not be isolated from the culture it expresses.
13. The content courses are well matched to the expertise and research activities of the teaching staff in a School which has an extremely successful research record; they thereby provide an education informed by 'high standards of research and scholarship', as claimed.
14. Formal curricular provision is enhanced by a programme of high-profile visiting speakers and research seminars and by the production of plays in the target language. These productions offer opportunities for developing language competence and transferable skills and provide additional perspectives on set texts.
15. The School claims particular strength in contemporary and historical linguistics, including general and language-specific courses. The assessors find this claim to be generally substantiated. However, they note that the course in Russian Linguistics can no longer be offered and hope that consideration will be given to reinstating this distinctive feature of the curriculum for students of Russian.
16. Undergraduate language programmes are normally of four years' duration and involve an integrated year abroad, assessed by project work in the target language. An exception is made in the case of programmes involving ab initio Russian, where intensive language work is done in a preliminary year, followed by a shorter period spent in Russia during year two. Work sampled, external examiners' comments and views expressed by students and graduates all suggest that ab initio Russian students are not disadvantaged by this arrangement.
17. The MA in European Languages, Literatures and Thought is structured round a core component of modern critical theory with optional modules; these afford a European perspective, based on the research expertise of staff across the School. The optional structure successfully combines choice and coherence. A programme of study-skills seminars offers training in research methods. The course design for this programme is imaginative and effective, and accords with the stated aim relating to postgraduate study.
18. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Curriculum Design, Content and Organisation:
Grade 4.
20. The assessors observed a range of teaching and learning sessions in both language and content courses. They were able to attend classes given by most members of staff teaching during the visit, including language and graduate assistants. They sampled classes at different levels in various formats, including lectures, seminars, workshops and conversation sessions. In total, 46 classes were observed, of which 60 per cent were grade 4, 33 per cent were grade 3, and 7 per cent were grade 2. No classes were grade 1.
21. There was clear evidence that the main aims directly pertaining to teaching and learning are being met. In all classes, the atmosphere was informal and encouraging, with excellent rapport between staff and students, thereby achieving a learning environment of 'mutual respect'. Content classes were consistently enriched by staff research, providing 'education informed by high standards of research and scholarship'. Staff were sensitive to students' needs in a setting where their varied backgrounds were valued and acknowledged, as defined in the subject aims.
22. The grade 4 classes and most of those awarded grade 3 were characterised by careful preparation, clear objectives and lucid presentation. Pace and delivery were brisk and lively. Teaching was enthusiastic, committed and dynamic with good use of humour, anecdote and detail to sustain interest. Content was challenging and demanding. Where appropriate, students were set a variety of tasks, including role-play and pair work. Supervision of students working independently and correction of students' errors were tactful but firm. Students were attentive in lectures, and engaged and relaxed in seminars. In some language classes, students were described by the assessors as being 'impassioned'; they were motivated into discussion in the target language not only with the tutor, but with one another, even when not being directly supervised.
23. In some grade 3 classes and in the few grade 2 classes, the main shortcoming was that students did not always know what was expected of them, owing to: lack of clarity in the objectives, structure or delivery; insufficient correction of mistakes or explanations of difficult terminology; or lack of specific instructions.
24. The postgraduate teaching seen by the assessors was of high quality. Comment, analysis and discussion were handled with great skill, resourcefulness and intellectual insight. Postgraduates met by the assessors praised the teaching, which they described as stimulating and thorough.
25. Assessment takes a wide variety of forms, appropriate to the skills and knowledge being assessed and the levels and modes of study. The year abroad project, written in the target language, is a valuable assessment device which also enables students to engage in research in a literary or cultural subject of interest to them. Students met by the assessors welcomed this opportunity. Postgraduate assessment is by dissertation and a portfolio of essays.
26. The assessors sampled students' assessed work and found variable feedback, ranging from conscientious to a near-exemplary degree to fairly cursory. However, there was no evidence of dissatisfaction with the quality of feedback received, and students reported that their work was marked promptly and that the feedback provided was extremely helpful.
27. Some individual course units have published marking schemes and assessment criteria. The School should consider extending this practice by introducing assessment schemes and criteria appropriate for each mode of assessment (including, for example, seminar presentations); these should be clearly set out and communicated to the students.
28. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Teaching, Learning and Assessment:
Grade 4.
30. The claim that the School provides considerable value added is sustained. The average GCE A-Level points score is 19.2, and in recent years over 50 per cent of students have been awarded First or Upper Second class degrees. In 1994, 8 per cent graduated with a First class degree and 48 per cent with an Upper Second, across all the language degree programmes. There were some particularly impressive instances of value added: a student who entered with 10 GCE A-Level points attained a First class degree in Hispanic and European Studies; one student entering with eight GCE A-Level points attained an Upper Second class degree in German; and one student with a Spanish baccalaureate qualification attained an Upper Second class degree in French and Russian.
31. Withdrawal and failure rates are low. The computerised system for monitoring student progression and achievement is at present being piloted by the Departments of Hispanic Studies and Linguistics ; it allows for the electronic input of information on results achieved by each student for each course unit. This is regarded as an effective and comprehensive mechanism for monitoring progress, which could usefully be adopted throughout the School.
32. The quality of students' oral work in language is generally sound. There was evidence from class observation of a high level of oral fluency and linguistic awareness, as well as a willingness to use the target language. Class observation also provided evidence of students' conceptual and critical abilities, their self-confidence and their skills in presentation and debate. They were also seen to be involved and enthusiastic, reflecting the objective of communicating the enjoyment and excitement of study, as well as the attainment of the defined range of transferable skills.
33. The undergraduates' scripts sampled by the assessors indicated a variable range of achievement in written work. The better students demonstrated idiomatic fluency and grammatical competence. However, there was evidence that high quality in written language is not always being achieved, especially in syntactic and morphological accuracy; this was particularly the case in French and German. Written work on content courses generally matched the objectives of critical enquiry and contextual understanding.
34. Postgraduate written work showed analysis and sophistication of argument with a good grasp of the subject across different cultures. There were clear signs of progression from undergraduate level. The potential for doctoral research, envisaged in the subject aims, was apparent in the productive use of primary and secondary sources and the ability to mount and sustain an argument throughout a lengthy dissertation. Choice and execution of dissertation topics displayed initiative and some flair.
35. The record of graduate employment and further study is in line with the high profile of student achievement. Careers destinations for students graduating in 1994 and 1995 cover a wide range of employment areas, including law, accountancy, investment banking, teaching, drama and entertainment. The assessors met groups of recent graduates from each of the language degree programmes, most of whom were using the relevant language in their work. A high proportion of graduates (40 per cent in 1995) proceed to further study and research.
36. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Student Progression and Achievement:
Grade 4.
38. The academic and pastoral welfare of students is a central concern of the School from the induction period onwards. Initial and continuing support is impressive and there is clear evidence that each student is treated as an individual, as claimed.
39. The restructured personal adviser system, common to all departments in the School, ensures that any problems which arise are dealt with at a very early stage. In addition to the formal contact which staff have as personal advisers, office hours are set aside for informal meetings. Students attested to the fact that academic staff are accessible and prepared to offer extra tuition in response to student needs, despite their formidable research and teaching commitments. Communication among advisers is good both within the School departments and with departments outside the School. ERASMUS students have an adviser within each Department. MA students also enjoy a comparable level of support. All students the assessors met spoke positively about the care and individual attention they received.
40. The College offers a range of support services and there appears to be effective liaison between central services and the School. The School has recently agreed to appoint a support and liaison officer to help students in cases of sexual or racial harassment. The student welfare services have a high profile and provide good handbooks and leaflets detailing the range of services offered. A possible gap in provision exists in relation to study skills; the Bell English Institute provides basic instruction in English and study skills, but this is designed primarily for students whose native language is not English. The careers service offers facilities to students in all years of their course, though its links with the School do not appear to be markedly pro-active.
41. The School is in the process of producing a handbook for students. This will maximise the reliability of information disseminated among students and encourage the sharing of good practice. It will also remove the discrepancies in quality and style in the currently separate departmental handbooks.
42. Effective guidance is provided for students going to study or work abroad. It comprises a series of briefings, including meetings with students recently returned from abroad, supported by documentation designed to assist students in surmounting possible administrative and bureaucratic obstacles and making cultural adjustments. Guidance is tailored to meet the requirements of different countries and, where possible, of individual students. The compulsory project during the year abroad helps to ensure effective continuing contact between the students and their personal academic advisers. Communication is maintained through regular correspondence. However, no systematic arrangements exist for students to be visited, except during ERASMUS co-ordination visits. This is a potential weakness and the School might explore ways of enabling visits to take place on a more regular basis, to strengthen its support for students.
43. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Student Support and Guidance:
Grade 4.
45. Virtually all teaching takes place in the arts faculty building, a factor that will help the newly created School to forge an identity. Classrooms are pleasant and comfortable. All have whiteboards and the four language-specific seminar rooms have video equipment and small libraries. These seminar rooms are available to students when not being used for teaching. The lecture theatre and video-viewing room have valuable large-group viewing facilities which particularly support the various course units in cinema. The purpose-built drama studio is available for producing plays.
46. All staff have their own offices which are large enough to accommodate small-group or tutorial teaching. The existence of such pleasant working conditions for staff helps the School to maintain friendly and informal staff-student relations and facilitates staff availability.
47. There is no designated social space in the arts faculty building for undergraduates, postgraduates or staff. All three groups have expressed concern about this. Social facilities close to teaching and staff accommodation would facilitate increased liaison and co-operation, of clear benefit to both staff and students. The assessors are pleased to note the plans for a postgraduate common room in an adjacent building.
48. The self-assessment claims that the College is at the forefront of the use of computers in education. While this claim may be somewhat exaggerated, the School does have considerable strengths in its provision of information technology (IT). The Faculty of Arts' computer unit, comprised of three full-time members of staff, is a key resource in providing and co-ordinating IT in the School, even though its brief is faculty-wide. There is good liaison between the unit and the library, and between the unit and the departments within the School. This has resulted in IT facilities which are easy to use and widely available. Over 70 computers are available to students in the arts faculty building, and a further 20 are available in the library, which has longer opening hours. All computer stations are networked. There is evidence that these facilities are well used. There is some pressure on access at peak times, which especially affects MA students, who have no specially designated computer facility. Excellent, user-friendly documentation supports the word-processing applications, CALL and the Internet. The differing availability and quality of CALL products determine the extent of their use in each language. In some cases, CALL material is fully integrated into language teaching. The provision has recently been enhanced by the installation of 15 CD-ROM units in one computer suite.
49. The School is well equipped to fulfil its goal of encouraging language students to develop independent learning skills. One of the three up-to-date language laboratories is designated for self-access work. The video-viewing room and the facilities for receiving satellite television programmes offer excellent opportunities for strengthening performance in, and comprehension of, the spoken language. The facilities are appreciated and fully used by the students. Video and audio materials are available for use on site or on loan. A camcorder and editing facilities allow students to make video films. Students of French produce a video as a course requirement. The remaining two language laboratories are timetabled for teaching, and are used especially for beginners' language courses. The specialist language-learning installation is run by the language services supervisor. There is one technician; given the range of tasks required of the staff and the need for technical assistance, more technical help might be needed as the various installations and equipment age.
50. The library is situated close to the arts faculty building and provides an excellent resource which is supplemented by the possibility of using other libraries of the University of London. Purpose-built in 1988, it contains some 78,000 books in its modern languages collection and takes some 250 periodicals. The book and journal stock amply meets the needs of students at both undergraduate and postgraduate level. There are 1,029 study spaces in a pleasant, airy environment, plus computer workstations and video-viewing facilities. The documentation and introductory visits are exemplary, while electronic databases widen the students' contact with IT. The library is designated a European Documentation Centre. Students expressed satisfaction with the library provision.
51. A sound administrative structure is in place. At school level, the team comprises the school administrator, an assistant administrator and a clerical assistant. In addition, each Department has secretarial assistance. The efficiency and good humour of the administrative staff play a significant role in ensuring the smooth running of the School.
52. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Learning Resources:
Grade 4.
54. The visit took place at a time of transition in the College, following merger with the Medical Colleges of St Bartholomew's and the Royal London Hospitals, and the recent formation of the School of Modern Languages itself. This has particular significance in the area of quality assurance and enhancement, where many structures are newly in place and not fully tried. Others are in process of implementation, and some are still at the planning stage. The assessors found evidence of a sound basic structure which, in time, is likely to ensure harmonisation of procedures across the School and implementation of best practice in all constituent departments.
55. At present, there are some inconsistencies in the mechanisms for ensuring the overall quality of provision, where best practice has not yet been fully disseminated. There is evidence of dialogue and responsiveness to external examiners' feedback, but the level of response is variable. The exemplary thoroughness of the responses provided by the Department of French was identified as good practice. Peer review of teaching and whole-day staff development meetings which take place in the Department of Hispanic Studies could be adapted and expanded in line with the School's stated intention. Discrepancies exist in the job-descriptions for language-study co-ordinators, who play a crucial role. Differences in the number of taught language classes and in assessment criteria might also be considered in order to achieve consistency without necessarily imposing uniformity. The assessors recognise that the School is actively considering many of these and other issues with a view to harmonisation.
56. Quality assurance operates within the framework provided by the College's Education Quality Assurance Handbook, which clearly outlines procedures for the introduction of new programmes and courses, annual monitoring and sexennial reviews. The sexennial review of languages conducted by the College's Academic Standards Committee took place in May 1995 and its report was made available to the assessors. Many of the recommendations have been implemented, for example, revised procedures for gathering and processing student evaluation of courses. Others have not yet been acted upon, for example, the systematic monitoring and evaluation of the year abroad. The assessors endorse the view that the experience of the year abroad should be subject to more systematic evaluation and hope that the School will soon be able to give attention to this matter.
57. Annual reports on undergraduate and postgraduate teaching incorporate reviews of recruitment, progress and awards, and are submitted to the Arts Faculty Board. The assessors support the School in its efforts to secure a revision of these reports so that they involve staff and students in their preparation and reflect more fully the focus on teaching.
58. The processes of quality review by staff, students and external examiners are, as stated in the self-assessment, 'multi-faceted'. This is appropriate, given the complex and varied nature of the School, provided that care is taken to avoid fragmentation. Students are represented on the Staff-Student Liaison Committee (SSLC) for each Department. The SSLCs have a broad remit which includes matters directly pertaining to quality of teaching and learning. Issues are referred to the Head of School to initiate action or further discussion as appropriate. Undergraduates reported that their views are effectively represented and cited several examples where change had been initiated by students. These included revised assessment for ab initio Spanish, increased weighting for the year abroad project in French, and improved access to library facilities. The MA students have an SSLC representative, but appear to take less interest in its procedures. The SSLCs are not yet involved in the annual teaching reports. In view of the valuable role already played by the SSLCs, consideration might be given to boosting their status within the new school structure.
59. A programme of staff development exists for both teaching and research. However, there are inconsistencies between departments and it is not clear how appraisal feeds into staff development. The assessors concur with the finding of the sexennial review report that there may be a need for a comprehensive staff development strategy to ensure the continued high quality of the students' learning experience. The induction of new staff is effectively achieved through a college course and a departmental mentoring scheme. Mentors are provided for all new staff, including graduate and language assistants, lecturers and professors.
60. The assessors are unable to form a clear view of the efficacy of many new procedures which have only recently been put in place. They are aware that some of the gaps identified in the current provision are due to be closed in the near future. In the light of the dedication, enthusiasm and commitment of staff and students, the spirit of collegiality and co-operation, and the School's clarity of vision, the assessors are confident that quality is assured and will be enhanced.
61. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Quality Assurance and Enhancement:
Grade 3.
63. The positive features of the education in French, German, Iberian studies, Italian, Russian and linguistics in relation to the aspects of provision include the following: