1. This Report presents the findings of an assessment in January 1997 of the quality of education in the history of art and design provided by The London Institute.
2. The London Institute was formed in 1986 by the then Inner London Education Authority when four art colleges and three specialist colleges were brought together into a single institution operating on a collegiate model. The Institute was incorporated as a higher education corporation in April 1989. By 1990, the 36 departments which had existed within the seven colleges in 1986 had been regrouped into 16 schools within five colleges: Camberwell College of Arts, Central Saint Martins College of Art and Design, Chelsea College of Art and Design, the London College of Fashion, and the London College of Printing and Distributive Trades. The history of art and design is taught as a discrete subject at Camberwell College of Arts, where there is an undergraduate programme with three strands - critical studies, history of the decorative arts, and history of the graphic arts - and at Chelsea College of Art and Design, where an MA in the History and Theory of Modern Art is offered. Both colleges have a long and distinguished history within art and design education.
3. In the academic year 1996-97, 862 undergraduates and 89 postgraduates were enrolled at Camberwell and there were 733 undergraduates and 106 postgraduates at Chelsea. In the same academic year, 101 students were enrolled on the BA History of Art and Design programmes at Camberwell and there were 28 students on the MA course at Chelsea. Six full-time equivalent (FTE) staff teach the history of art at Camberwell and there are six FTE staff at Chelsea in the history of art provision overall.
4. The following provision forms the basis of the assessment:
1.1 The London Institute Aims
2.1 The BA (Hons) History of Art and Design at Camberwell is intended to enable students 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:
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 the history of art, architecture and design at the London Institute is approved.
10. The design of the curriculum is effective in ensuring academic progression. The induction programme in the first term of the BA and the research-skills element in the MA support the objectives of developing communication skills and research skills, and provide an appropriate and supportive learning environment for the intended diverse student profile in both programmes.
11. In the BA programme, students choose their specialisation at the end of the induction term when a clear perception of the nature of each of the three different strands - graphic arts, decorative arts and critical studies - has been developed. The common and specialist elements in the lecture/seminar programmes in all three years reflect the aims and objectives of the acquisition of broad and specialist knowledge.
12. The acknowledged differences in the structure, content and allocation of time to the specialist strands in the BA are required to facilitate the necessary studio-based elements in the history of the graphic arts strand. Staff are currently reviewing the structure and content of the curriculum to address the issue of how studio experience could be introduced to the other specialisms. At present, the diversity of each strand gives added value to the core aspects and to the student experience, but the management of these differences needs to be resolved. The specific aims and objects of each specialism and the learning outcomes need to be more clearly articulated.
13. The content of the MA programme varies from year to year in response to students' research interests. This is a unique feature of the course. The diversity of the MA curriculum is managed by the emphasis on contextualising the chosen topics within the 'history' of art, and by the structure and clear aims and objectives of the seminar programme and assessment structure.
14. The written assignments and seminar papers in Stage 1 (PGDip) of the postgraduate course support the development of research skills and a scholarly approach. The project and the dissertation in the MA stage support the development of a programme of personal study and the articulation of a developed theoretical position in relation to practice.
15. There are a number of distinctive features to the provision in both the undergraduate and postgraduate courses, notably those which support the objectives of facilitating study within the context of practice. In the BA course, students make regular museum study trips. They also complete work placements which are highly valued by both students and placement hosts. Assignments such as the first-year research project (based currently on the Camberwell Collection), the contemporary practice project and the history symposium also provide an opportunity for students to engage in individual and team research relating to primary source material.
16. The MA programme provides a forum for students to develop and articulate a theoretical position in relation to their own practice. The student profile of mature professionals working in a variety of areas of art practice is an essential feature of the course, particularly in informing the seminar programme. An additional feature of the MA is the students' annual exhibition, the symposium and conferences that they organise, plus a magazine publication.
17. Both programmes of study provide opportunities for students to develop transferable skills, and the opportunity for group working develops interpersonal communication and team-building skills. The students recognise and value these opportunities.
18. 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.
Curriculum Design, Content and Organisation:
Grade 3.
20. The assessors observed teaching and learning activities across all years and strands of the BA and involving all years of the MA. The observations included lectures, seminars, tutorials and practical sessions. Of the 17 sessions observed, 35 per cent were grade 4, 47 per cent were grade 3 and 18 per cent were grade 2. There were no grade 1 sessions.
21. The main characteristics of the grade 4 sessions were clear sets of objectives successfully achieved through careful preparation and effective teaching strategies. There was evidence of strong student participation in the appropriate sessions, which indicated an involvement with the course and a commitment to the subject. Students demonstrated an array of intellectual, organisational and communication skills as well as a level of independence, maturity and personal responsibility directly pertinent to the specific objectives of the degrees. Students were also consistently supportive of each other. Grade 3 sessions were sound and competently delivered, although they lacked some clarity of intention and clear conclusions. The grade 2 sessions were adequately though unevenly presented and were not clearly thought through in terms of learning objectives and student involvement.
22. The lack of more sharply defined aims and objectives at the level of individual course elements in the BA programme means that learning outcomes do not inform teaching strategies often enough in a clear and focused way. The objectives of the MA course are more clearly defined and the teaching and tutorials are more consistently effective. The student workload, while demanding, is carefully spread out throughout the year and students are clearly informed about this pattern at the beginning of each stage.
23. The range of assessment on both degrees is appropriate to the level and mode of study in its variety and intellectual demands. In the MA, and in the best cases on the BA, assessments were demonstrably related to learning outcomes.
24. A clear and well-designed assessment sheet for the BA is helpful in clarifying for staff the level of achievement and in communicating the reasons for that level to students. The criteria identified on the sheet are broadly in line with the aims and objectives of the course, but more precise criteria are precluded because of the standardised nature of the assessment sheet.
25. Staff comments on MA assessments do not relate specifically to criteria outlined and no written record of these comments is given to the student, although students have access to their tutorial records. Students receive oral feedback on their performance in their tutorials, and there is evidence that this is thorough and valuable; however, it cannot be a substitute for a written record.
26. 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.
Teaching, Learning and Assessment:
Grade 3.
28. The undergraduate and postgraduate courses do not fully exploit their specialist features in their marketing and advertising, which could account for the low numbers of applications. Both courses have acknowledged this issue and have identified remedial action.
29. The selection procedures are effective and particularly rigorous at postgraduate level, despite both courses having a modest level of application. The selection process results in the recruitment of suitably qualified, motivated and skilled students who are able to meet the challenges of the courses' expectations. This is evidenced by the level of student work that fulfils the aims and objectives of the courses. Much of the work seen was characterised by a solid competence at undergraduate level and focused, well-grounded theory at postgraduate level. There was evidence in both programmes of independent learning and initiative, displayed in student logbooks as well as in seminar research and presentations.
30. There is evidence of a withdrawal rate in the first two years of the BA programmes varying between 8 and 23 per cent over the past three years, for a combination of academic, personal and financial reasons. The PG Dip/MA programme also shows a similar pattern of withdrawal. However, the pass rate is 100 per cent for those students who complete the course on both the undergraduate and postgraduate programmes.
31. On completion there is growing evidence that graduating students achieve employment in a wide range of professions and are employing their skills and abilities developed on the courses. This is confirmed for the undergraduate course through positive comment from employers and placement providers. Graduates from the MA course have an impressive profile of professional development as practising artists and academics in the field of art and design. In this respect, the provision meets those aims and objectives that refer to the development of professional skills, independent learning and an ability to respond to professional opportunities.
32. 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.
Student Progression and Achievement:
Grade 3.
34. All students on both courses are integrated into well-developed personal tutor structures whose functions are clearly defined and which provide a strong framework for supporting, advising and referring students. Students have acknowledged the supportive nature of this system.
35. Students also have access to academic tutors. These tutors are integrated into the MA programme, but the system is optional for undergraduates. However, students testified to the effectiveness of the new central booking system for facilitating contact with staff.
36. The availability of tutorial advice on academic matters is an important and necessary supplement to the course handbook for undergraduates, given that this document is confusing in places, limited in its range of advice and guidance on learning skills, and overly formal in tone. The handbook for the BA course needs to provide more detailed information about the aims and objectives for each of the three specialisms. Some advice on learning skills is available through the induction programme in the first term.
37. Pastoral support on the degrees is effectively supported in the areas of health, welfare and careers by a student services system which is centrally administered; students have local access to this system through information assistants at Chelsea and Camberwell. There is a well-developed policy for equal opportunities and provision for students with dyslexia, deafness and sight impairment. Physical disadvantage is not a handicap to joining the course and meeting its objectives. Personal tutors are familiar with the student services and can refer students to the relevant parts of the system.
38. Careers information and guidance are available throughout the year from student services. More specialised knowledge and skills, however, are developed on the undergraduate course by means of the placement, the professional practice seminars and students' involvement in exhibitions.
39. 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.
41. There is good liaison between the specialist departments and the library staff, who participate in board and committee meetings and course development and monitoring. A particular feature of the library at Camberwell is the rare book room. Computer and audiovisual facilities, and the contemporary art catalogues and review sections at Chelsea are particularly valuable resources in the context of this provision. Slide collections are located at both sites. The collection at Chelsea is notable in that stock is regularly augmented by slides of contemporary exhibition/art works prepared by the photographic technician. The collection at Camberwell is comprehensive in the history of the graphic arts, but requires significant improvement in respect of the history of the decorative arts. Furthermore, whilst the appointment of a half-time slide librarian is an enhancement of the previous provision, access by students is inevitably restricted.
42. There is restricted access to, and use of, some of the specialised resources, including libraries. The opening hours at Camberwell are constrained by staffing shortages and at Chelsea there are only two evenings when the library is open to 1900 hours. This may have an impact on how students use libraries, particularly for special collections and periodical resources, both of which are important in acquiring specialist knowledge in the history and theory of art and design.
43. The information technology (IT) and computing provision at Camberwell is good and is being enhanced. It supports the undergraduate curriculum and students with a range of appropriate professional skills. Induction processes are in place and there are facilities for the creation of interactive electronic databases. At Chelsea, students have access to word-processing facilities and computing suites.
44. In general, the teaching accommodation at both colleges is adequate and well equipped with audiovisual aids. However, teaching accommodation at Chelsea is not always appropriate for seminar work, and at Camberwell the equipment for showing films to a large audience is inadequate. Staff accommodation on both sites is adequate, but social accommodation at Camberwell is limited. Appropriate technical and administrative support is provided at both sites.
45. 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.
Learning Resources:
Grade 3.
47. Commendably, the Institute has evaluated the implications of the audit report and articulated them in a response of January 1997. A major review has been initiated with regard to teaching and learning, staff development, and learning resources. An external consultant has been employed to develop an integrated approach in the first two areas. Similar work, also drawing on external expertise, has been set in place to evaluate a strategy for collecting and disseminating student feedback. Reports are anticipated in April and May 1997.
48. Many of these concerns have been identified through existing monitoring processes in the courses assessed and appropriate action has been taken in many instances. There is an effective student input to the monitoring process in both colleges.
49. However, there is scope for some improvement in the external assurance of quality. External examiners' reports provide insufficient texture and detail for due consideration as a significant part of the course monitoring exercise, as claimed in the self-assessment, and do not always adhere to the Institute's guidelines.
50. The self-assessment is a well-written and self-critical document that provided the assessors with a good starting point for the visit. One of the self-criticisms in the self-assessment is that observation of teaching does not take place as a formal part of course monitoring, though the assessors note that this is being considered by the staff group.
51. Opportunities are afforded for individual staff development and research linked to the appraisal systems of both colleges, and the majority of staff take advantage of these opportunities. However, there is a need for a more strategic, systematic and collective approach and more focus on the development of appropriate teaching and learning techniques.
52. 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.
54. The positive features of the education in the history of art and design in relation to the aspects of provision include the following: