Reviewing the Quality of Education
The Aims and Objectives for Politics
Curriculum Design, Content and Organisation
Teaching, Learning and Assessment
Student Progression and Achievement
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 January 2001 of the quality of education in politics provided by Queen Mary and Westfield College, University of London. The College has recently adopted a shorter working title, Queen Mary, University of London, as part of its external communications strategy.
2. Queen Mary and Westfield College was founded in 1989 as a result of the merger of Queen Mary College and Westfield College. Both had formerly been schools of the University of London with roots in predecessor institutions from the late nineteenth century. In 1995, the College was further expanded by merging with two existing medical schools: the London Hospital Medical College, which was established in 1785 as England's first medical school, and St Bartholomew's Hospital Medical College, established in 1943, but with its foundations in the original twelfth century hospital. The College has over 8,000 full-time equivalent (FTE) students, of whom 75 per cent are enrolled on undergraduate courses. The non-medical work of the College is divided into four faculties. All courses within this review are provided by the Faculty of Arts, of which Politics is one of the constituent departments.
3. Currently, the number of students engaged in programmes within this review is 233 FTEs, of whom 26 FTEs are engaged on postgraduate courses. There are currently 12.25 FTE teaching staff. Two of the four research staff also contribute to teaching. The Department is supported by one FTE secretarial staff and an 0.8 FTE administrator. Visiting speakers from the worlds of policy and political practice also contribute to the programmes.
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.
On successful completion of our Single Honours Politics programme, students will be expected to:
These objectives also pertain to Politics Joint Honours students, whose exploration of the discipline in less breadth (but equal depth) will be balanced by their knowledge of a complementary discipline.
Additionally, at the MSc level, a student on successful completion of the course will be expected 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 |
3
|
| Student Progression and Achievement |
4
|
| Student Support and Guidance |
4
|
| Learning Resources |
4
|
| Quality Management and Enhancement |
4
|
8. The quality of education in politics at Queen Mary, University of London is approved.
9. At undergraduate level, the Department offers a single honours BA degree in politics, joint BA degrees with History, Law, Geography, German, French, and Russian, and in Hispanic Politics and Politics, and the BSc (Econ) Economics and Politics. The rules governing whether particular courses are compulsory or optional vary from scheme to scheme, but in all schemes there is a wide range of optional courses after the first year, with only one course (Modern Political Thought) being compulsory thereafter. The decision has been taken to introduce a compulsory project in the third year. Courses falling within this review are modular, and delivery is organised over two semesters. Some courses last for one semester, and some are taken over two semesters.
10. The Department relies on what are described as 'suggestive pathways' to help students to put together a coherent set of courses for their degree. These pathways are called British Politics, European Politics, Public Policy, Identity Politics, and Political Theory. There are also some other free-standing courses. These pathways are partially linked by a system of prerequisites, but not all third-year courses have such prerequisites, and some courses can be taken in either the second or third year. The coherence, breadth, and depth of an individual student's degree therefore depend very heavily on advice from personal tutors; this works satisfactorily at the moment, but could become a source of weakness if the Department experiences further expansion, and needs to be kept under scrutiny.
11. Transferable skills, both in proficiency in IT and in general academic and communications competence are taught within the Department's credit bearing courses and by a range of special courses mounted by the College, including the library and the arts computing unit.
12. Learning opportunities appropriate to the intended outcomes are provided by the courses in the Department; these are appropriately informed by recent developments in teaching and learning, and draw extensively on research and scholarship within the discipline. The Department is making the third-year project, currently optional, compulsory for all third-year students. This will enable all students to benefit from acquiring the skills involved in undertaking a piece of sustained political research.
13. The MSc Public Policy is a well-designed course, equally suited to students with an academic interest in politics or those intending to follow a career in the public service. It makes full use of the facilities provided by the school's location in the capital, both in recruitment and learning opportunities. Masters candidates also write a 15,000-word dissertation, for which appropriate guidance is offered.
14. 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.
15. There is a clear and well-developed strategy for teaching and learning within the Department, linked to the learning objectives set out in the self-assessment document. The strategy aims to provide for students a learning environment informed by research; students are encouraged to become responsible, independent, and reflective learners through the development of transferable skills and of a rigorous understanding of subject knowledge in politics.
16. Teaching is mainly by lectures and tutorials, although in some final-year options a system of seminars and workshops is sometimes used, so as to combine the dissemination of information with effective student participation. There is some use of small-group discussions and students' skills are developed through teamwork and role-playing. In line with objectives, learning resources such as the internet are also incorporated as appropriate. Students engage well with the innovative and appropriate range of teaching techniques employed at both undergraduate and postgraduate levels.
17. The reviewers observed a total of 10 teaching sessions at all levels, including lectures, seminars and tutorials. The quality of teaching observed was uniformly high, and the reviewers commend the range of teaching methods employed. They also noted the high level of the students' subject knowledge and their development of analytical and argumentation skills. However, the Department may wish to consider whether further attention should be given to the development of presentational skills.
18. Good course materials are provided for students; these are appropriate to the subject and level and well presented. However, there is room for improvement with respect to the clarity and consistency in the expression of learning outcomes and skills, as distinct from the course aims. The Department will wish to ensure that all course documents are of the high quality noted in some, but not all, of the examples reviewed. The location and delivery of transferable skills could be made more explicit.
19. Typically, students are assessed by a mixture of coursework and examinations. Essay titles set and the examination papers were appropriate and suitably matched to the material studied. Students were aware of the assessment criteria, which are listed in student handbooks. The workload increases progressively as undergraduate students move through their course. The quality and promptness of feedback were generally commendable, and need to be considered in the context of the high level of approachability of staff. The Department may wish to consider the current policy of assessing student presentations. There is clear evidence of the implementation of institutional policy with respect to double-marking. External examiners have consistently reported that assessment procedures are rigorous and consistent.
20. 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.
21. The intake reflects the Department's aim to recruit well-qualified students from a variety of backgrounds. Of the 1997 cohort, 11 per cent were Access students and 19 per cent international students. The remainder were students with traditional qualifications and an average GCE A-Level score of 22 points. The intake is well balanced in terms of gender and ethnic origin; no statistical data was available on applicants and entrants with a disability, and the Department is encouraged to amend its database to include this information. Although application figures have declined in recent years, there are still over 11 applicants for each place. A small number of students arrive through clearing. The Department has recently taken a number of recruitment initiatives, including the production of attractive publicity materials and the development of a web site.
22. The great majority of applicants progress successfully into the second year: over 90 per cent of single honours and 85 per cent of joint honours students make the transition. Completion rates are also good, with over 80 per cent of entrants obtaining a degree. The Department carefully monitors reasons for non-completion. Over 75 per cent of the single honours entrants obtain an Upper Second class degree or better. In addition, progression rates for joint honours students have improved markedly in recent years, with 80 per cent of the 1997 cohort obtaining an Upper Second class degree or better. Completion rates for the masters vary from 72 per cent to 100 per cent, although the numbers involved are relatively small.
23. The reviewers scrutinised 12 samples of students' work, at both undergraduate and postgraduate levels. These samples displayed an impressive development of student knowledge, and appropriate feedback. The assessment tasks were well suited to the intended learning outcomes. The work displayed adequate preparation, and showed suitable levels of knowledge and analytical skills, although little stress is placed on these in course documentation. External examiners have consistently praised the quality of the students' work and confirmed the appropriateness of the marking. Meetings with former students confirmed the effective development of subject knowledge and its relevance for their academic and vocational needs; they also praised the training provided in key skills, in particular those of analysis and argumentation.
24. First-destination statistics show that 40 per cent of graduates enter employment immediately, and another 30 per cent proceed to further education or professional training. The Department joins with the College's careers service in organising a number of events to provide careers information and appropriate training. Although the Department maintains contact with many of its former students, including its masters graduates, it may be opportune to develop more rigorous data on the destinations of former masters students.
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 Department provides and seeks to sustain a caring and attractive environment for students to study. There is a flexible and responsive system of support and guidance for students at departmental and institutional levels.
27. Good contact is maintained with students who have accepted a place at the College, and there is a range of prospectuses and information available through a web site. Active steps are currently being taken to enhance outreach activities and open days for prospective students. The induction arrangements for all programmes are carefully designed so as to provide information and user-friendly advice to students on the various pathways available, the range of choices of optional courses, and the College's central services. A well-presented series of handbooks and guides is available for student use.
28. All students are allocated a personal adviser within the Politics Department, whilst a senior tutor takes responsibility for overseeing the Department's student support systems. The senior tutor provides resources for personal advisers and is an additional contact point for students. Information about these services is provided in booklets and through the Department's web site. Students are required to meet their personal adviser at least twice a year and an office hours system ensures that personal advisers are available for consultation on a regular basis. Procedures exist whereby students can change their personal adviser, but this is seldom used; students are highly complimentary about the level of support provided by the Department's academic, administrative and secretarial team. Students following joint honours programmes have an additional adviser from the Department whose subject is being studied in conjunction with politics. Arrangements are in place to ensure effective liaison between the tutors in these cases. Records of student attendance are collated by the departmental administrator, and students who are absent from classes are contacted in writing. There is close liaison between administrative staff and personal advisers, and the Department actively seeks explanations for the absence of students from scheduled classes.
29. A set of centralised services provide for student support in areas such as IT skills, counselling and careers advice. There is increasingly effective liaison between the Department and the College's careers service and the future development of planned initiatives should be monitored to ensure that they are fully developed. Data on the incidence of disability within the student cohort could be systematically monitored.
30. 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.
31. The Department makes effective use of the College's and the federal University of London's learning resources; the location of the College, close to the City of London and Westminster, with convenient transport links to other centres of learning resources facilitates this. Therefore, the provision of learning resources within the College needs to be appreciated as part of a wider provision within the metropolis.
32. The College has integrated library and IT resources into a single academic information service that helps departments to develop a coherent learning resources strategy. This process is further enhanced by recent moves to devolve aspects of funding, including library expenditure, to departmental level. The Politics Department is also supported by a subject-specialist librarian, who works closely with departmental staff to ensure efficiency and equity in library coverage for all courses. Although library holdings, with approximately 15,000 volumes in politics, are under some pressure, Queen Mary benefits from the use of the University of London library. Provision has been made for the collection of multiple copies of key texts, and there is a short-loan system for books that are heavily in demand. Periodical provision is adequate, in view of the fact that students are able to take advantage of other library provision in London. The Department organises familiarisation tours for the benefit of students, for example, a tour of the School of Eastern European Studies libraries for those enrolled on the East European politics course. Library staff provide training in library use throughout the academic year; there is a valuable departmental initiative in the development of a library-use assignment as part of the first-year courses.
33. The Department expects its students to achieve a level of computer competency. Email is effectively used for departmental communication. Computing provision and support, as well as much IT training, is provided by a special Faculty of Arts computing service; the staff of this service are themselves graduates in arts subjects and this facilitates an understanding of the special needs and problems of faculty students. The Faculty is well provided with computer terminals and associated printers. Many of the terminals are located in the library, and others are in a special computer suite near the computer adviser's office. A limited degree of help and advice is available for students who elect to use their own machines. Special arrangements, including computing facilities, have been provided for students in the Politics Department. Progress is being made towards the availability of facilities on a 24-hour basis.
34. The Department has adequate plans to improve facilities and support for disabled students and has already made considerable progress towards this goal. Most politics teaching takes place within the Faculty building, in modern, light and well-equipped rooms. Students have access to a wide range of social facilities in the Students' Union building, and high-quality residences are available on the Mile End Campus.
35. 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.
36. The Department operates a number of quality management mechanisms. First, the annual course report is compiled by teaching staff and submitted to the Head of Department. This encourages staff to reflect constructively on all aspects of their course provision. The annual course report is also informed by a system of anonymous student questionnaires. These have been designed recently and gather quantitative and qualitative data for the self-management of course provision. The Department's own management information system enables the Department to monitor most statistical indicators of student progress. The Department also prepares an annual teaching report, incorporating data from the other quality management mechanisms.
37. Quality management at college level is supported by the Arts Faculty Board and the College's Quality Enhancement Committee. The Faculty Board receives and considers the annual teaching report, and validates new departmental courses. Whilst the reviewers note that this function has not operated as rigorously in the past as some aspects of the provider's quality management systems, they recognise that the Quality Enhancement Committee has recently revised its processes for validating courses. This Committee also has an important role in monitoring and enhancing provision, and arranges for the internal review of provision by a team from the Committee supported by an external assessor. This process involves scrutiny of a comprehensive range of documentation, and a day of meetings with staff and students. The most recent internal review of politics took place in February 2000, and the Department has produced an interim report detailing responses to most of the Committee's recommendations.
38. The Department has an active student-staff liaison committee, chaired by a staff member and comprising undergraduate and postgraduate representatives. The Department is responsive to the Committee's recommendations. Communication between the Committee and the departmental meeting occurs through the chair of the Committee; the Department might wish to consider supplementing this by having student representation on the departmental meeting.
39. The Department operates a mandatory scheme of peer review of teaching. Feedback on teaching observations is detailed in a report, to which the person reviewed adds comments. Peer review is also effectively used as a mechanism for self-reflection and sharing of best practice, in particular, between established staff and newly appointed staff for the benefit of all parties.
40. A number of other mechanisms exist for the development of teaching staff. Newly appointed staff are required to take part in the College's staff development programme leading to a Postgraduate Certificate in Academic Practice. Further support for new staff is provided through the Department's mentoring scheme. All full-time staff also benefit from the Department's scheme of annual appraisal. Teaching assistants operate to a set of departmental guidelines. They also attend the Department's teaching forum, are mentored by course lecturers, and are invited to attend the College's staff development classes.
41. The self-assessment document is succinct and, in general, accurately reflects the departmental profile and practice. It formed a good and helpful basis for the review visit.
42. 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.
43. The quality of education in politics at Queen Mary, University of London 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 upon the review visit together with an analysis of the self-assessment and additional data provided.
44. The positive features of the education in politics in relation to the aspects of provision include the following:
a. The excellent MSc Public Policy, that is of great value to both practitioners and academics (paragraph 13).
b. Access to staff and the quality and timing of feedback (paragraph 19).
c. The good progression and completion rates over a considerable period of time (paragraph 22).
d. The flexibility and responsiveness of student support systems (paragraph 28).
e. The way in which the College, through its Faculty of Arts computing service, understands and responds to the information technology needs of faculty students (paragraph 33).
f. The range of effective and responsive quality management mechanisms (paragraphs 36; 37).
45. The quality of education in politics could be improved by addressing the following issues:
a. The College should review its documentation to ensure consistency and clarity in the enunciation of aims and objectives, the skills imparted by each course, and the location and delivery of transferable and cognitive skills (paragraph 18).