The Quality Assurance Agency for Higher Education (QAA) was established in 1997. It has responsibility for assessing the quality of higher education (HE) in England and Northern Ireland from 1 October 1997 under the terms of a contract with the Higher Education Funding Council for England (HEFCE). The purposes of subject review are: to ensure that the public funding provided is supporting education of an acceptable quality, to provide public information on that education through the publication of reports such as this one, and to provide information and insights to encourage improvements in education. The main features of the subject review method are:
Review against Aims and Objectives
The HE sector in England and Northern Ireland is diverse. The HEFCE funds education in over 140 institutions of HE and 75 further education (FE) colleges. These institutions vary greatly in size, subject provision, history and statement of purpose. Each has autonomy to determine its institutional mission, and its specific aims and objectives at subject level. Subject review is carried out in relation to the subject aims and objectives set by each provider. It measures the extent to which each subject provider is successful in achieving its aims and objectives. Readers should be cautious in making comparisons of subject providers solely on the basis of subject review outcomes. Comparisons between providers with substantively different aims and objectives would have little validity.
Review of the Student Learning Experience and Student
Achievement
Subject review examines the wide range of influences that
shape the learning experiences and achievements of students.
It covers the full breadth of teaching and learning
activities, including: direct observation of
classroom/seminar/workshop/ laboratory situations, the
methods of reviewing students' work, students' work and
achievements, the curriculum, staff and staff development,
the application of resources (library, information
technology, equipment), and student support and guidance.
This range of activities is captured within a core set of six
aspects of provision, each of which is graded on a four-point
scale (1 to 4), in ascending order of merit. The aspects of
provision are:
1. This Report presents the findings of a review in October 2000 of the quality of education in politics provided by the London School of Economics and Political Science (LSE).
2. The School was founded in 1895 to improve facilities for the study of the social sciences. From the outset, the School was open equally to women and men, and aimed to cater for mature students as well as younger ones. It became a School of the University of London in 1900. There are 18 academic departments and 25 research centres and institutes in the School. In 1999-2000, there were 6,484 full-time and 819 part-time undergraduate and postgraduate students registered at the School. The institution benefits from being located in central London.
3. The provision covers programmes offered in the Departments of Government and International Relations, and the European Institute (EI) and the Development Studies Institute (DESTIN). The Departments have been at the centre of their respective subjects since the 1920s and together form one of the largest centres for research and teaching in political sciences in Europe. The Institutes, established in 1990 and 1991 respectively, are interdisciplinary teaching and research units, which offer, with one exception, programmes at postgraduate level. Statistical data for 1999-2000 indicate that there were 329 full-time and two part-time undergraduate students, and 704 full-time and 48 part-time taught postgraduates in the provision overall.
4. The following provision forms the basis of the review:
Government
International Relations
DESTIN
E1
5. The statistical data in this Introduction are provided by the institution itself. The aims and objectives are presented overleaf. These also are provided by the institution.
The Aims and Objectives for Politics
Aims
All BSc and MSc programmes in politics aim:
1. to provide an academically challenging education, in a research-active environment, to intellectually able students from a wide range of countries;
2. to provide access to the wider context of the social sciences;
3. to enable students intending to pursue higher degrees to develop the necessary analytical and theoretical sophistication, and breadth and depth of understanding, within their field of study.
4. thus enabling students who go directly into non-academic careers (e.g. government, the voluntary sector, international organisations, business and media) to become articulate, clear-thinking individuals, able critically to analyse complex bodies of material.
In addition, the BSc Russian Studies aims:
5. to combine historical and interdisciplinary social science approaches to the study of Russia and its sphere of influence.
Further, at MSc level:
1. all programmes aim to provide advanced postgraduate education, and, in the case of RT programmes, research training in the social sciences, of the highest academic standards;
2. programmes in Government and IR aim to provide specialist study opportunities to students with a first degree in a cognate area;
3. programmes in DESTIN and EI aim to develop interdisciplinary perspectives on relevant issues for students from diverse intellectual backgrounds.
The Diploma in World Politics aims:
1. to provide an introduction to the major sub-divisions of IR for graduate students with little or no prior knowledge of the field.
1.4 Objectives
Students completing undergraduate programmes should possess:
1. detailed and critical understanding of the core literature and main theoretical debates in their chosen field;
2. basic knowledge of at least one other social science discipline;
3. more advanced knowledge of at least one specialist area in their field;
4. the ability to work independently, planning and producing lucid, coherent, analytic written papers;
5. the ability to make concise, clear oral presentations.
In addition to these general objectives, students completing the BSc Government should possess:
1. knowledge of the main findings in each of the four areas of the Department's work: political theory, comparative politics, public administration and public policy, and European policy and politics.
Students completing joint honours in Government should possess:
1. basic knowledge of the main findings in each of the above areas;
2. basic knowledge of the non-Government discipline.
Students completing the BSc IR should possess:
1. knowledge of the main findings in international political theory, international institutions, foreign policy analysis and the politics of international economic relations;
2. awareness of the main events in the post-1914 history of international relations.
Students completing the BSc Russian Studies should possess:
1. the language skills necessary to use Russian sources.
Students who graduate with a Diploma in World Politics should possess:
1. a critical understanding of the core theories and issues in IR;
2. the ability to work independently, planning and writing essays and seminar presentations, deploying arguments in a succinct, precise manner;
3. the basis for further study at masters level.
Students completing masters degrees should possess:
1. an advanced, critical understanding of the main theoretical and policy debates within their chosen field;
2. specialist knowledge of at least one sub-field of their chosen area;
3. the ability to work independently, employing an empirical and analytical knowledge of their field in the planning and presentation of succinct, precise arguments, written and oral;
4. ability to design and independently execute a 'long essay/dissertation' on an approved subject of their own choice within their field.
Students completing 'RT' MScs should, in addition, possess:
1. a critical understanding of the main methodological and philosophical problems involved in research in their field;
2. knowledge of the skills appropriate to research in their field, set out in the ESRC's Training Guidelines for Postgraduate Research.
In addition to these general objectives, students completing masters degrees in Government and IR should possess:
1. a detailed knowledge of the main findings and theories associated with the particular focus of their degree.
Students completing MScs in DESTIN and the EI should possess:
1. specialist knowledge of their subject area drawn from more than one social science discipline;
2. awareness of the problems associated with interdisciplinary study;
3. the ability to apply this knowledge and awareness to the specific focus of their programme.
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 review are:
| Aspects of provision |
Grade
|
| Curriculum Design, Content and Organisation |
4
|
| Teaching, Learning and Assessment |
3
|
| Student Progression and Achievement |
4
|
| Student Support and Guidance |
4
|
| Learning Resources |
4
|
| Quality Management and Enhancement |
3
|
8. The quality of education in politics at the London School of Economics and Political Science is approved.
The Quality of Education
Curriculum Design, Content and Organisation
9. The Departments of Government and International Relations, and the Development Studies and European Institutes (DESTIN and EI respectively) together offer a wide range of full-time undergraduate and full and part-time postgraduate programmes. The design of the curricula is generally appropriate to the stated aims and objectives, and the more specific programme objectives. The challenging curricula are well matched to the profile of highly-qualified students.
10. A system of compulsory core courses and focused curricula generally deliver coherence and progression in the undergraduate programmes. The breadth and depth of study is impressive, supporting the undergraduate aim 'to enable students intending to pursue higher degrees to develop the necessary analytical and theoretical sophistication, and breadth and depth of understanding, within their field of study'. Flexibility and student choice are provided through an excellent range of course choice, with clear opportunities for specialisation.
11. For the BSc International Relations and the BSc Russian Studies, core and option provision at each level builds upon knowledge acquired at the previous level. The Department of Government does not distinguish between Levels 2 and 3 and offers a common set of courses from which students choose a number each year. The Department of Government is currently undertaking a review of the curriculum with a view to establishing clear stages of progression. At all levels, there are excellent learning opportunities to develop critical, analytical and subject-specific skills.
12. The provision's objectives state that 'Students completing the BSc Government should possess knowledge of the main findings in each of the four areas of the Department's work: political theory, comparative politics, public administration and public policy, and European policy and politics', while students completing the joint honours in Government should possess 'basic knowledge' of these areas. Course GV101, taken in years one or two by joint honours students, and year one by single honours students, broadly covers the basic knowledge of these areas. However, the reviewers were not convinced that the design of the curriculum ensures that all single honours students would be certain to develop more than basic knowledge in all four areas, in line with the stated objective. The reviewers recognise that the majority of students would follow appropriate courses and gain such knowledge, but the opportunity to avoid areas of study remains.
13. Research training MScs, with current RT Recognition from the Economic and Social Research Council (ESRC), taught in conjunction with the Methodology Institute, offer an extremely thorough training in social science methodology and the principles of research design. This constitutes a very good preparation for further research.
14. MSc programmes in DESTIN and the EI have, as an objective, raising awareness of the problems of interdisciplinary study. To this end, curricula are appropriately informed by perspectives from a range of social science disciplines.
15. The curricula are research-driven, in line with the aim of locating the educational experience within a research-active environment. Many individual courses throughout the provision are up to date and informed by the latest academic research. Many programmes at postgraduate level are highly innovative. Staff research interests clearly contribute to the content of courses and the design of the curricula. This is most notable in the extensive range of options provided by full-time academic staff, many of whom are world-class scholars, while core provision is supported by tutors who are experts in their fields. There is abundant evidence that the programmes prepare students very well for a wide range of careers as well as for further study.
16. 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.
Teaching, Learning and Assessment
17. Each of the Departments and Institutes under review has recently produced learning and teaching strategies. These documents describe current practices, rather than engaging with recent developments in learning and teaching, and do not currently articulate any clear views about why the forms of teaching and assessment used will most assist students in achieving the stated objectives.
18. The reviewers observed 17 teaching sessions, covering lectures, undergraduate classes and postgraduate seminars across all levels and a range of programmes. The teaching, provided by full-time and occasional teachers, was of a consistently high quality, with some of the best sessions outstanding and models of their kind. Lecturers showed fluency and mastery of their subject matter, visual aids were used appropriately, and in some lectures student participation was encouraged. Most classes and seminars involved sophisticated discussion by impressively well-prepared students, who were often skilfully drawn into discussion by their tutors. Classes and seminars made extensive use of oral presentations. A few sessions overran, and occasionally classes and seminars became tutor-dominated.
19. Intended learning outcomes are not always explicitly articulated in course documentation. The student learning experience might benefit from greater clarification of course objectives, for example, through course outlines indicating specific objectives or learning outcomes. In line with stated aims, programme objectives focus on learning outcomes related to subject-specific knowledge and critical and analytical skills.
20. A variety of methods of formative assessment is used, including essays, presentations and mock examinations, and this is reinforced through the tutor/supervisor systems. The recent adoption of assessment criteria has aided student awareness of the requirements for assessment. The workload placed on students is demanding, but appropriate for a profile of well-qualified, motivated students, many of whom are international students. The diversity of the student profile enriches the learning environment. Written feedback on students' work varied from poor to comprehensive, with the best providing helpful comments that promoted learning.
21. A minority of external examiners have commented on the heavy reliance on examinations as summative assessment. Whilst there is a clear and coherent rationale which generally supports and underpins the approach, subject staff may wish to consider some extension of the use of alternative forms of assessment where this may benefit the student learning experience. Students were unaware that feedback could be obtained on examination performance. Excellent systems are in place to ensure fairness in assessment and monitoring of levels, including anonymous, blind, double-marking and moderation of student work, and effective use of external examiners.
22. The reviewers found a limited match between assessment methods and the stated aims and objectives in the case of key transferable skills. Both undergraduate and postgraduate students are expected to make clear and concise and/or precise oral presentations, but these are rarely formally assessed; the provider cannot clearly demonstrate that these objectives are being fully met.
23. 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.
Teaching, Learning and Assessment:
Grade 3.
Student Progression and Achievement
24. The programmes attract high-calibre applicants from around the world. Demand for undergraduate and postgraduate programmes is high, with over 10 applicants for each place. At undergraduate level, about 50 per cent of entrants across the provision have GCE A-Levels, with an average points score of over 26, but the Department of Government admits a higher proportion with A-Levels. The international origins of many students at undergraduate and postgraduate levels adds a valuable dimension to the programmes. At masters level, the diversity of disciplinary and professional backgrounds of students enables students to benefit from the experience of their peers. The male to female percentage ratio is 51:49 and mature students account for about 6 per cent of entrants.
25. Progression and completion rates are very good across the provision. Over the last three years, 94 per cent of entrants to undergraduate programmes in Government, 98 per cent of BSc International Relations and 88 per cent of BSc Russian Studies entrants were able to proceed to year two. There are some transfers to other LSE programmes, and between Government programmes. On the rare occasions when students fail, many return the following year and successfully complete their degrees. Similarly, those who defer, for example for medical reasons, also show a high rate of completion. Overall, 94 per cent of entrants completed their degrees between 1998 and 2000.
26. Degree classifications indicate a good level of achievement. Among those who graduated in 2000, 84 per cent of BSc International Relations, 81 per cent of Government and 100 per cent of BSc Russian Studies students gained a First or Upper Second class honours degree, with no Third class degrees awarded.
27. Completion rates for full-time masters students are also very high: approximately 94 per cent gain the appropriate award. For the part-time programmes, the non-completion rate has been higher, but there have been significant improvements in recent years, bringing them more into line with their full-time equivalents. At masters level, a Merit category has been introduced to show reward for strong students, in addition to the previously existing Distinction.
28. From their scrutiny of students' work, the reviewers found that the aims of the subject to ensure knowledge and understanding, together with the ability to undertake critical and analytical expositions of key topics, were successfully met. In particular, the ability of both undergraduate and postgraduate students to understand and apply theory was demonstrated at a very high level. The reviewers agree with external examiners in recognising the quality of student achievement.
29. In addition, there is clear evidence of students' attainment of a variety of knowledge, skills and understanding relating to their chosen specialisms within the subjects. Where appropriate, students also develop knowledge of other social science disciplines. Subject staff encourage students to achieve very high levels of academic development, and this is recognised and appreciated by current and former students.
30. Many graduates progress into careers directly related to training in politics, international relations or development studies. Known first-destinations data over the last three years for non-overseas students show very low levels of unemployment (3 per cent for both undergraduates and postgraduates) and evidence of the achievement of high-quality occupations.
31. 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.
32. An effective strategy for student support and guidance successfully provides a variety of support mechanisms which are appropriate to the student profile and appreciated by students. Written guidance is generally helpful, with comprehensive school-wide undergraduate and postgraduate handbooks. Content and presentation of subject-level information varies, but the BSc International Relations handbooks are particularly user-friendly. Students actively use the developing internet-based information. Staff-student relations are good, and students clearly appreciate the approachability of many staff.
33. Admissions procedures are effective and rigorous and are subsequently supported with a wide-ranging induction programme. These begin before arrival, with advance documentation and access to much internet-based information. On arrival, the school and subject staff provide careful guidance, assisting in course selection and addressing special needs (with documented support available to disabled students, women and international students). Although some students reported that vital information, such as which courses would be running, did not always meet its target audience immediately before, and in the early weeks of, the academic year, the School is taking steps to improve its induction and mentoring arrangements.
34. The principal focus for student guidance is the personal tutor for undergraduates, or supervisor for postgraduates. Although the role of the personal tutor/supervisor is acknowledged to vary across the provision, support and guidance is appropriate to the student profile. Students meet their personal tutor/supervisor at least twice a term, and meetings are effective in identifying needs for support and guidance. Progress is monitored effectively and feedback on academic performance provided at these meetings. The tutor/supervisor systems can provide valuable additional support to students, including advice on examination performance. It is clear that many students use the tutor/supervisor system as a mechanism to improve their performance in assessments. Further support is available through an academic staff office-hours system and email communication. At the school level, pastoral care is supported by central services such as accommodation, chaplaincy, nursery, and health centre.
35. Careers advice is available both through the School's careers service and, following consultative initiatives between academic staff and career advisers, more focused and effective provision by subject staff themselves. This has involved the organisation of special career events, such as inviting representatives of international organisations to advise on employment possibilities.
36. 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.
37. The British Library of Political and Economic Science is the primary UK library for the social sciences and has over four million volumes, as well as over 7,000 books classified within the subject area of politics and available to LSE staff and students only. Over 65 electronic journals are also available. Opening hours are extensive and students are assisted by library induction sessions and help-desks operated by friendly, helpful staff.
38. An effective committee structure ensures that student and staff needs are transmitted to the library, and there is close liaison between academic and library staff. Although the library is a major research library, purchasing for teaching is given priority. Offprint collections, dedicated course collections and study packs are used to cope with heavy demand within the limits of copyright. The library is undergoing a major move, and dislocation has been inevitable. However, disruption has been minimised through extensive consultation and speedy responses to problems identified. The Departments and Institutes also have small but effective teaching collections.
39. The School's central information technology (IT) services provide over 600 IBM PCs, about 300 of which are available 24 hours. The ratio of students to PCs of 8.5:1 is good, and funding has been allocated to improve this to 5:1. The help-desk is operated by students and open from 0830 to 1730 hours in term-time. Students are very appreciative of the IT provision in the School. Induction is available, but students are often conversant with IT before they arrive. A very good range of specialist packages is available, and internet-based information is accessible from halls of residence. Printing is relatively cheap and is available in the library and the Students' Union. Subject staff are developing the use of public folders on the School's IT system. Student handbooks, reading lists and information from lectures are gradually becoming available across the provision.
40. The language centre provides valuable training and support facilities, which are particularly appropriate for the large number of international students in the provision. Language centre and subject staff are active in identifying students with specific language needs.
41. The School's central London location is ideally sited for political science studies. Facilities at research institutes and other libraries are also available within easy reach. The Departments and Institutes are located in different buildings and have student common rooms and staff offices in their main buildings. Every effort has been made to make these attractive and convivial. Teaching accommodation is generally good and some is first class.
42. Administrative support is appropriate. There is robust liaison between the library and academic, IT and administrative staff.
43. 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.
Quality Management and Enhancement
44. The School has systems in place for monitoring and evaluating quality, primarily through the Teaching Quality Assurance Committee (TQAC), which organises five-yearly reviews of departments and institutes and oversees teaching quality. TQAC reports are sent to departments and institutes for consideration; they also feed into an integrated but separate process of departmental review by the Academic Planning and Resources Committee. A centralised system of course evaluation by students is in place. Internal procedures are currently under consideration, in order to give a more developmental focus.
45. Procedures for responding to external examiners' comments are in place, and a formal response to external examiners, indicating action taken on their suggestions, has been introduced this year. However, points raised have not always been clearly recorded, the forum for discussion varies according to subject provider, and some external examiners have had to repeat issues that they have raised, such as assessment procedures, in more than one report.
46. Staff-student committees and student evaluation questionnaires are well established. However, procedures for reporting staff action back to students could be more clearly defined. Student perception is that their views are listened to, particularly in respect of minor recommendations, but they are not always aware of action taken.
47. At the department and institute level, the training and monitoring of the performance of occasional teachers, including postgraduate teaching assistants, is well established and clearly effective. The induction arrangements for new staff, including mentoring, and the training provided are good, as is the established monitoring system. High-quality teaching is an important criterion in terms of both appointments and promotion of academic staff.
48. Staff appraisal is in place across the provision. The Department of Government has had an informal system of peer review of teaching for some time, and the reviewers welcome the decision of the Department of International Relations and the Institutes to introduce a similar system this year. However, there is little evidence to suggest that peer review is at present systematically used to share good practice or to enhance the provision.
49. In 1998, the School introduced a teaching and learning development office, which is active in providing training, support and advice to departments and individual members of staff. It offers a range of training courses, and further opportunities exist through the University of London. While some staff have attended staff development courses, the reviewers found a disappointing take-up of such activities by academic staff. There appears to be a rather limited engagement with teaching and learning developments, and opportunities for enhancement of the provision are being missed.
50. The reviewers recognise the challenge of writing a self-assessment document that covers the work of four subject areas. The document provides a reasonably comprehensive account of the provision, but contains little critical reflection.
51. 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.
Quality Management and Enhancement:
Grade 3.
52. The quality of education in politics at the London School of Economics and Political Science is approved. All aspects make at least a substantial contribution to the attainment of the stated objectives and the aims are at least substantially met. The reviewers come to this conclusion, based on the review visit together with an analysis of the self-assessment and additional data provided.
53. The positive features of the education in politics in relation to the aspects of provision include the following:
a. Curricula provide excellent student choice, opportunities for specialisation, and the development of subject-specific knowledge and critical and analytical skills which promote progression to employment and/or further study (paragraphs 10; 13; 15).
b. Curricula are informed by the research of world-class scholars, which ensures currency (paragraph 15).
c. Committed teachers provide high-quality teaching, encouraging student engagement and participation (paragraph 18).
d. The demanding workload is appropriate to the student profile of well-qualified, motivated students (paragraph 20).
e. Recruitment of well-qualified, cosmopolitan students is buoyant; they achieve good degree results and progress to a wide range of employment and/or further study (paragraphs 24; 25 to 27; 30).
f. There is a high level of achievement of subject-specific knowledge, critical and analytical skills and the application of theory (paragraphs 28; 29).
g. Support and guidance systems at the subject level are complemented by centrally provided services and are effective in identifying and addressing student needs (paragraphs 32 to 34).
h. Learning resources fully support the curricula and teaching and learning activities (paragraphs 37 to 40).
i. The developing school-wide procedures, such as the creation of a teaching and learning development office and the induction and training of occasional teachers and new staff, promote enhancement of the provision (paragraphs 47; 49).
54. The quality of education in politics could be improved by addressing the following issues:
a. The need for an appropriate match between teaching, learning and assessment to ensure full achievement of the stated objectives of the provision (paragraphs 17; 19; 22).
b. The need to fully implement quality management and enhancement procedures at the subject level (paragraphs 45; 48; 49).