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:
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.
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:
Reviewers are academic and professional peers in the subject. Most are members of the academic staff of UK HE institutions. Others are drawn from industry, commerce, private practice and the professions.
The review method has two main processes:
In addition to individual review reports, the QAA will publish subject overview reports at the conclusion of reviews in a subject. The subject overview reports are distributed widely to schools and FE colleges, public libraries and careers services. Both the review reports and the subject overview reports are available in hard copy and are also on the world-wide web.
1. This Report presents the findings of a review in December 2000 of the quality of education in philosophy provided by the University of Wolverhampton.
2. The institution was one of the first polytechnics to be formally designated, in 1969, and became the University of Wolverhampton in 1992. The University currently has around 12,700 full-time students and 8,900 part-time students. It has 11 schools and occupies five campuses. Philosophy is based at the Dudley Campus, a few miles from the main campus at Wolverhampton, and is one of four subjects located within the Division of English, Film, Literature and Philosophy, in the School of Humanities, Languages and Social Sciences. Philosophy can be studied as a single honours programme or in combination with one or two other subjects (in equal or major/minor proportions).
3. At the time of the review, 56 full-time and 11 part-time students were following undergraduate programmes in philosophy. Three full-time and one part-time (0.25 full-time equivalent) academic staff are involved with the delivery of the provision, with shared support from a school administrator, three clerical staff and seven audiovisual and information technology (IT) technicians.
4. The following provision forms the basis of the review:
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.
Philosophy is delivered in the context of the University's commitments to the extension of access and equal opportunities, responsiveness to local, regional and national needs, curriculum innovation and continuing quality enhancement. In particular the subject aims to:
Students who successfully complete a programme of study in which at least half of the modules are from philosophy will be able to:
On successful completion of study at Levels 1, 2 and 3 students will be able to:
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:
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?
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 |
4
|
| Student Progression and Achievement |
4
|
| Student Support and Guidance |
4
|
| Learning Resources |
4
|
| Quality Management and Enhancement |
4
|
8. The quality of education in philosophy at the University of Wolverhampton is approved.
9. Philosophy at the University of Wolverhampton may be taken either as a single subject or in combination with one or two other subjects. The University's modular structure promotes choice and interdisciplinarity, with students required to take a range of subjects at Level 1. Students who may not have previously studied philosophy are able to sample modules without an initial commitment to a full degree programme. At present, the curriculum offers three modules in philosophy at Level 1 (each worth 15 credits). A student must pass in one of these to proceed to a degree programme that includes philosophy in its title. Students have requested greater provision of philosophy modules at this level, but the subject team convincingly argues that these three modules offer an adequate introduction to the subject. In addition, there are modules with a philosophical content in other subjects, such as politics, religion and law, which may be taken as part of a Level 1 menu.
10. At Levels 2 and 3, increased specialisation is introduced according to the pathway (single or combined honours) the student has chosen. The subject team draws on both the analytic and the continental traditions in philosophy to provide a broad, flexible curriculum that gives students the opportunity to achieve an appropriate range of subject-specific learning outcomes. Curricular design ensures coherence at Level 2 with the provision of two core modules: Traditions of Moral Philosophy and What is Knowledge? At Level 3, student choice is emphasised; the only compulsory component is the completion of a 15-credit project or independent study.
11. In view of their small numbers, the subject staff are to be congratulated on module content which is up to date, taking account of developments in the subject to provide a challenging curriculum. Students whom the reviewers met commented on the relevance of the curriculum to contemporary ethical and philosophical problems and its development of personal transferable skills, such as the ability to present arguments cogently, evaluate evidence and test hypotheses. Curricular content benefits from staff research in subjects such as feminism and philosophy, Wittgenstein, professional ethics, and philosophy of the mind. Curricular developments have been made in response to student opinion and in the light of student achievement. Recent reports by the external examiner have praised curricular currency and commended the teaching team on the success of changes introduced and proposed. These are exemplified in the development of links with other subjects, and the reorientation of specialist provision to accommodate both the analytic and continental philosophical traditions.
12. Curricular design and organisation are enhanced by developments in IT and by the generous provision of learning resources. In general, curricular design is appropriately matched to level, although the subject team may wish to reconsider the inclusion of philosophy of logic in the compulsory Level 1 module, Using Critical Reason, as perhaps too advanced for students at this stage. The reviewers also note that the provision of formal logic at Level 1, as opposed to philosophy of logic, is not extensive. While this is not in itself inappropriate, the subject team may wish to omit the misleading reference to formal logic in the intended learning outcomes at Level 1.
13. 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.
14. The teaching and learning strategy for each module is specified in module documentation. Learning objectives are, in general, clearly stated, and the work expected of students in each module is appropriate in terms of depth and range. The overall workload for each module is also appropriate and there is consistency across modules.
15. Knowledge and understanding of philosophy are instilled through an appropriate combination of lectures, seminars, private study and essay writing, with some group work, case studies and oral presentations. The reviewers observed eight teaching and learning sessions, across all levels and of various types. They conclude that the staff, who have a good range of teaching skills, typically of a high level, provide a stimulating variety of learning experiences. Particularly commendable is the excellent quality of student participation in seminars, reflecting both an impressive level of student engagement and an environment conducive to active learning.
16. In line with the provider's aims, teaching and learning practices seek to equip students with a range of transferable skills of value to further study and employment. Optional study sessions are available at Level 1 to help students acquire study skills. All module learning outcomes include the acquisition of writing and IT proficiency, and the ability to present ideas and arguments cogently in writing and speaking. With regard to oral presentations, where students may have had little previous experience, the development of appropriate skills is carefully promoted. Criteria are set out clearly in advance, materials exploring oral presentations and their assessment are available to both students and tutors, there are always two assessors present, and the external examiner is informed of the outcome.
17. A variety of assessment methods is used, with assignments appropriately matched to level. Assessment criteria are explicitly stated in module documentation, and students confirmed that they are aware of them. The external examiner has commended this practice and the manner in which criteria are reflected in the feedback material given to students. The subject team may wish to extend this good practice to the matter of student participation in seminars, which in some modules is assessed but with no precise guidance. Otherwise, assessment procedures are rigorous and transparent.
18. Marking of examinations and coursework is efficient and well judged, and blind second-marking of essays and moderation of examination scripts are effectively carried out. Feedback on written work is provided and is in general of high quality, although occasionally it is too brief and difficult to decipher to be really helpful. Feedback is also provided through seminar discussion, and there is the opportunity for students to discuss their assignments individually with their tutor. Students confirmed that this system of oral feedback works well and is frequently used.
19. 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.
20. In line with the University's commitment to the extension of access, philosophy programmes cater for students from a wide variety of backgrounds, including those from socioeconomically deprived areas, students with non-traditional academic qualifications, students with no formal qualifications and ethnic minorities. Many students are local. The ratio of applications to places is 2.5:1; 47 per cent of entrants have GCE A-Levels, with an average points score of 13.4, and 37 per cent of entrants are mature students.
21. Over the last few years, philosophy has had recruitment problems, with a significant drop in numbers of applications and enrolments; a decline also affecting humanities recruitment within the School. The reviewers note the commitment of the subject team to recruitment, including improving the quantity and quality of the information it gives prospective students about the generous financial assistance available from the University. The subject team is actively involved in schools and college liaison, including a workshop on the new AS-Level in Critical Thinking. Perhaps as a result of these endeavours, the year 2000 has seen a small upturn in enrolments. In addition, there are plans to introduce promoted joint awards, such as English and philosophy, and modules that can combine with other subject programmes, for example, in film and business.
22. Although the School is concerned about progression between Levels 1 and 2, the reviewers note that progression rates in philosophy, at 83.6 per cent from Level 1 to 2, are comparable with the School's average and exceed the HEFCE benchmark. In view of the entry profile of students, and the sampling of subjects at Level 1 encouraged by the University's modular system, this rate of progression is commendable. The reviewers also note with approval the School's recent Student Retention Project - Phase 1, and the consequent adoption of the Academic Progress Review - Student Self-Assessment, designed to maintain and improve retention levels. Completion rates for students who graduate with philosophy in their award title are also consistent with the HEFCE benchmark, at 76.4 per cent.
23. External examiner's reports confirm the reviewers' opinion of the level of student achievement as highly satisfactory. Evidence from meetings with students and scrutiny of a varied range of student work suggests that students attain a good understanding of philosophical problems, can relate arguments in philosophy to other areas of enquiry, and are able to communicate in a clear and coherent fashion, both orally and in writing. Both anecdotal and data-based evidence demonstrates that students coming into philosophy through non-traditional academic routes, and sometimes with no formal qualifications, achieve distinguished results. This is an indication of the extent to which the subject team, in line with aims and objectives, adds value by the learning experience it provides. This is also evidenced by degree results. Although there were no First class degrees among those who graduated in 2000, there was a satisfying cluster in the Second class, with a 40 per cent and 50 per cent division between Upper and Lower Second class respectively.
24. Students spoke in very positive terms about the long-term benefits of their learning experience in philosophy. Although students accept that philosophy is not a directly vocational subject, they are of the view that its study greatly enhances their employability. Surveys of graduate destinations indicate that philosophy graduates have, in the medium term, levels of employment comparable to other humanities graduates at Wolverhampton. Of those who graduated in 1998, it is estimated that 56 per cent have gone into employment, 22 per cent into further study or training, and 22 per cent were still seeking employment. Not least among the claims made by both current and former students for the value of studying philosophy was improvement in their quality of life, in whatever job or situation they found themselves.
25. 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.
26. The School has an active and varied schools and college liaison programme involving visits to schools, and the Glimpse programme in which students have taster courses at the University. The reviewers suggest that the subject's visibility in the liaison literature, such as the Glimpse magazine, might be enhanced. This could contribute positively to recruitment. General information for prospective students, however, is attractively presented, and all applicants are invited to open days and supplied with detailed information on philosophy programmes. They are also given the opportunity to discuss programme choice with the subject team. On enrolment, each new cohort of students is given an effective induction programme, which includes information on the University's central support systems as well as advice and information specific to philosophy.
27. Students are provided with a subject guide, an award handbook and a range of other publications which, together, give sufficiently full and clear information on all aspects of the programme, and the facilities and services of the University (the Dudley Campus in particular). Each module has a guide that sets out the appropriate information specific to that module, including learning objectives, details of assessment, programme of sessions, and recommended reading. Although the documentation is quite adequate for purpose, the reviewers consider that some of it, in particular the important subject guide, would benefit from a more attractive format and tighter editorial control to ensure consistency in presentation.
28. There is a well-developed framework of formal support and guidance for philosophy students, in addition to highly effective informal arrangements. The personal tutor system involves frequent contact between student and tutor throughout a scheme of study. Academic guidance is provided through module tutorials and also through day-to-day contact with philosophy staff, all of whom advertise office hours. Current and former students spoke with unstinting praise of the academic guidance and support available from all sources. This is especially significant in the context of a student profile which includes a high proportion of mature and part-time students, and students with non-traditional entry qualifications.
29. A close and effective check on students' progress is maintained through a formal assessment exercise in each semester, which informs a monitoring system to ensure that students running into problems are identified and offered help through the Retention Project. Students requiring special support are referred to the Student Support Centre provided at school level, which offers study-skills development sessions for individuals as well as a developed programme of workshops. Students may attend the centre of their own accord if they wish. The reviewers who observed the centre at work found it to be busy and effective. A special needs tutor liaises with students with disabilities and organises support, including special IT provision, as appropriate.
30. In general, good arrangements are made to ensure that school and university-based support and guidance are easily accessible from the Dudley Campus. A member of the counselling service visits the Dudley Campus on a regular basis and offers individual counselling sessions. The University's well-used, and valued employment service offers individual careers advice as well as workshop sessions. Talks on career planning have recently begun to be incorporated into the philosophy programme. There is also a Careers Planning module which students may opt for as part of their Level 2 programme. In relation to these central services, the reviewers conclude that the student experience in philosophy is not adversely affected by being based at Dudley, away from the main campus. In fact, the current location appears to offer a degree of integration between academic and supporting frameworks that could easily be lost in the forthcoming concentration of provision on the main campus.
31. 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.
32. The University has appropriate and effective library and IT strategies that have ensured generous learning resources for philosophy, including the purchase of books and journals to the value of £13,000 over the last three years. Overall, the book and journal stock is adequate to support the subject. It is housed in the small but impressive learning centre on the Dudley Campus, with generous opening hours of 66 hours a week during term-time. Students also have access to the library collections at other campuses of the University, and can reserve titles from them to be collected at the Dudley Campus. There is an inexpensive interlibrary loan scheme, and a sophisticated system of CD-ROM provision which enables students and staff to access journals not held in hard copy in the learning centre, including some back issues. Overall, there are effective arrangements for supplementing the centre's relatively modest provision, and for maintaining and updating library and IT resources to a satisfactory level. This is facilitated by good liaison between the philosophy subject team and staff of the learning centre, in particular the subject librarian. Students and staff both spoke warmly of the expert and helpful support provided by learning centre staff, which includes a highly valued induction programme for new students and a range of printed and on-line guides for all users.
33. There is good IT provision on the Dudley Campus. Staff members have networked PCs, and there are 108 networked workstations available to students, with roughly one for every 12 students. Students expressed a high degree of satisfaction with the availability and accessibility of computer workstations, and with the IT-related support, which includes drop-in surgery sessions and help-desks, as well as four IT technicians. Students have access to printing and photocopying facilities in the learning centre. The Wolverhampton On-line Learning Framework (WOLF) is a computer-based learning support facility developed at the University. WOLF gives students electronic access to an increasing number of module support materials, such as lecture notes, reading material and discussion lists.
34. Teaching accommodation and facilities seen by the reviewers were fit-for-purpose. The learning centre offers a variety of environments for study, providing areas for both group and individual work, and students expressed a high degree of satisfaction regarding the study spaces available on campus. There is adequate provision for the needs of disabled students and staff through, for example, Braillers, scanners, minicoms, the provision of sign-language interpreters and note-takers, and the facility for modified assessment tasks. The School has produced a booklet on the needs of students with disabilities for the guidance of academic and support staff. The Dudley Campus has a staff common room, a Students' Union building with dining and social facilities, and a variety of sports facilities. The campus is pleasant, and students find it a friendly place to work and socialise.
35. There is appropriate administrative support in the School, comprising an administrator and two clerical staff, who liaise efficiently and cheerfully with the philosophy subject team.
36. 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.
37. A robust institutional quality management and enhancement structure is in place, through the University Quality Committee (UQC) and its standing panels, and the School Quality Committee (SQC) and its sub-committees. The QAA, in its Continuation Audit Report of 1999, expressed confidence in developments in the University relating to the monitoring, validation and promotion of good practice. The SQC is responsible for annual monitoring and enhancement, requiring completion of a monitoring template (the annual report) covering important issues of quality management, such as the external examiner's report and student feedback. The UQC has oversight of this process. The UQC's review and revalidation of philosophy in 1998 took a positive view of the processes by which the quality of the provision is maintained and enhanced. This view is confirmed by the reviewers' experience of the philosophy provision.
38. Student opinion is sought in a number of ways. The evaluation of modules is elicited through anonymous, machine-read questionnaires. The responses for philosophy modules indicate a high level of student satisfaction with the provision, exceeding the School's average. There is also the student forum, which meets at least once each semester. Informal liaison meetings with staff supplement the forum; these meetings are used to inform students of decisions taken by the subject team in response to student feedback. Students the reviewers spoke to expressed not only high levels of satisfaction with the provision, but also with the part they are able to play in shaping and enhancing their own learning experiences. In this respect, the reviewers commend the subject team's introduction of a questionnaire whereby philosophy students are asked to comment on the quality of their learning experience. Overall, the reviewers believe that the School and the subject team are very effective in seeking and responding to student opinion, although the subject team may wish to consider more formal and explicit ways of telling students of decisions taken as a result of their feedback.
39. The external examiner's report is scrutinised at both university and school level, and a summary of ensuing decisions is included in the annual report and sent to the examiner. The reviewers note the satisfaction expressed by the external examiner with assessment procedures and the conduct of the assessment board, and also with recent changes made at his suggestion, such as the introduction of explicit assessment criteria. In 1998, the external examiner had also suggested that thought be given to feedback on student essays, and was pleased to note the following year that a template had been introduced. The reviewers suggest that its use might be monitored to ensure consistent helpfulness across all modules.
40. All members of staff are appraised on an annual basis. As a result of needs identified, and in consultation with personnel services, the School draws up an annual staff development plan. The philosophy subject team participates in staff development opportunities provided by the School, which include staff awaydays, workshops on teaching and learning and on the use of IT in teaching. In addition, there is an effective system of peer review of teaching, involving the observation of staff in a variety of teaching forums. By means of a general document derived from such observations, the School disseminates a good practice guide. The self-assessment document was considered satisfactory.
41. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Quality Management and Enhancement:
Grade 4.
42. The quality of education in philosophy at the University of Wolverhampton is approved. All aspects make a full contribution to the attainment of the stated objectives and the aims are met. The reviewers come to this conclusion, based upon the review visit together with an analysis of the self-assessment and additional data provided.
43. The positive features of the education in philosophy in relation to the aspects of provision include the following:
a. Flexibility of programme choice at Level 1, with appropriate introductory modules in philosophy (paragraph 9).
b. A well-designed, broad curriculum at Levels 2 and 3, drawing on analytic and continental philosophical traditions and combining coherence with optionality (paragraph 10).
c. Modular content which is up to date and challenging, and informed by staff research (paragraph 11).
d. The acquisition of personal and key skills of value to further study, employment and general experience (paragraphs 11; 16; 23).
e. High-quality teaching in an interactive learning environment (paragraph 15).
f. A stimulating variety of assessment methods, with clearly stated criteria, linked to feedback on assignments (paragraphs 17; 18).
g. A pro-active recruitment policy leading to the enrolment of students from varied backgrounds, many from the locality, and with a range of entry qualifications; good progression and completion rates, with a commendable retention policy (paragraphs 20 to 22; 26).
h. A high level of student achievement, demonstrating added-value in the learning experience (paragraph 23).
i. An effective induction programme for new students, and helpful programme and module guides for all students (paragraphs 26; 27).
j. Excellent informal support for students, within a well-developed framework of formal support, including effective monitoring procedures and study-skills development, with special provision for disabled students (paragraphs 28; 29; 34).
k. Readily available on-site counselling and careers advice (paragraph 30).
l. Good library and information technology provision, study spaces and teaching accommodation which fully meet students' needs (paragraphs 32 to 34).
m. The School's effective administrative support (paragraph 35).
n. Robust institutional quality management and enhancement procedures, reflected in quality processes at school and subject level, including the production of an annual monitoring report which details responses to the external examiner's report (paragraphs 37; 39).
o. A responsible and responsive approach to the views of students (paragraph 38).
p. Thorough staff appraisal procedures and an active staff development scheme (paragraph 40).