1. This Report presents the findings of an assessment in March 1997 of the quality of education in communication and media studies provided by the University of Ulster.
2. The Ulster Polytechnic, founded in 1971, and the New University of Ulster, founded in 1968, merged in 1984 to form the University of Ulster. The University is located on four campuses: at Jordanstown seven miles north of Belfast, in Belfast itself, at Coleraine and in Londonderry. There are eight faculties within a unitary structure. In the academic year 1996-97, over 18,000 students were enrolled at the University.
3. Communication and media studies, although assessed as a single unit in this exercise, are organised as separate areas of provision in the University of Ulster. Communication is taught within the School of Behavioural and Communication Sciences in the Faculty of Social and Health Sciences and Education at Jordanstown, and media studies is taught within the School of Media and Performing Arts in the Faculty of Humanities at Coleraine. In the academic year 1996-97, there were 306 undergraduates and 32 taught postgraduates enrolled on communication programmes, and 17.5 full-time equivalent (FTE) staff. There were 93 undergraduates and seven postgraduates on media studies programmes, with 8 FTE staff.
4. The following provision forms the basis of the assessment:
1.1 Communication
The study of communication is based on a model which applies the social sciences to interpersonal communication and language. This approach is relatively unusual in the UK but is widely adopted elsewhere.
The specific aims of the communication group are to develop in students:
The specific aims of Media Studies are 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 communication and media studies at the University of Ulster is approved.
10. All five courses provided within communication have been planned to operate within the University's modular and semester structure and are (with the sole exception of the MSc) available in both full-time and part-time modes. In this way, depth, breadth and flexibility of study are achieved without the potential danger of a loss of coherence. There is an appropriate balance in each course between modules which promote core knowledge and skills in communication and those which offer broader perspectives to learners. Cross-course and cross-discipline approaches are facilitated by the high proportion of the teaching team who bring expertise from a range of subjects and professionalisms outside communication. Particular strengths are the effective promotion and enhancement of interpersonal communication skills and the creation of explicit links between academic and professional goals and between the theoretical and the practical.
11. All communication modules provide training in transferable skills. Students develop interpersonal, language, communication and leadership skills, as well as an ability to work in teams, through working individually and in groups in the preparation and presentation of seminars and assignments. They recognise the value of these activities to their personal development, and are conscious of the potential vocational benefits, especially in the context of the overt links between academic and professional goals and between the theoretical and the practical. This is particularly evident in the cases of the BSc Communication, Advertising and Marketing (CAM) and the BSc Speech and Language Therapy (where there are placements) and in the MSc.
12. Media studies offers an effective provision at undergraduate level, both for students specialising within the named award and for those taking it as a major or minor route within the humanities combined programme. The media studies curriculum currently emphasises study of film, television, radio and press. There is a good range of modules, including a number from outside the School of Media and Performing Arts; a careful review process checks relevance to the overall curriculum. The number of modules actually offered in any year is much smaller. There is a strong research orientation among staff which benefits the curriculum, particularly in the final year. Current and former students commend the relevance of their course, and attach considerable importance to its wider implications for critical thinking about culture and identities, a dimension which they regard as particularly relevant to Northern Ireland. The assessors confirm that this dimension is well covered and of significant benefit to students. The assessors were also impressed with the development of innovative strategies for critical media studies.
13. Of further significance for students is the developmental strand of media production practice over the three years; this emphasises creativity rather than vocational training, and is of interest and potential benefit for those students who may be seeking careers in the media. Recent developments have permitted combined studies students to enjoy the experience of critical media practice alongside specialising students.
14. There is, however, a need to review the role of practical work within the curricula in media studies. The assessors judged there to be significant unresolved tensions between the pressures of vocational relevance, the development of transferable skills, and connection with the critical approaches central to the curriculum. As a result, there is a lack of clarity in course documentation, and also in the understanding of some students, about the role of practical work within the curriculum. The assessors believe that the introduction of new strands of critical practice using photography and the Internet may provide the means to achieve a clearer delineation of the role of practical work. The assessors also felt that the lack of defined core elements in the media studies curriculum is reducing the effectiveness of course organisation and progression.
15. The PGDip/MA in Media Studies allows students to link their academic study at a high level with experience with the media professions and education. It also allows them to sustain the critical investigation of formations of national and cultural identity.
16. 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.
18. A range of teaching and learning strategies is employed, although the predominant method of delivery is a lecture and seminar programme. The assessors observed 25 sessions covering different levels, different staff and different methods of delivery. Of these sessions, 64 per cent were grade 4, 32 per cent grade 3 and 4 per cent grade 2. There were no grade 1 sessions. The best sessions demonstrated enthusiasm by staff, were well structured with clear objectives, well paced with good links to previous work and to consequent activities, reading and/or assessment. In addition, there was good evidence of sensitive and skilled management of student-staff interaction and involvement of students. In the grade 3 and 4 sessions, the objectives were substantially met, and there was a high level of enthusiasm and commitment by staff and a relaxed interactive atmosphere. However, in the grade 3 sessions, the level of student participation in discussion was rather inhibited by staff not making full use of students' contributions and responses. In the grade 2 session, student learning was not well supported and opportunities to attain teaching and learning objectives were missed.
19. Course documentation and observation of teaching showed that staff make effective use of a wide range of teaching resources, including high-quality information technology (IT). There was also evidence from student handbooks and students themselves that generally they understand the nature of the programmes and their assessment and outcomes. However, student feedback indicated that this understanding is not consistent across all elements of the subject. There is room for clearer articulation of the staff's expectations in the practical elements of the media courses, and particularly in relation to the goal of stimulating creative work amongst students.
20. A range of assessment methods is used, including essays, examinations, oral assessment, workshop reports and dissertations. Students reported that personal guidance and feedback from tutors, when solicited, are usually constructive and effective. However, some marked work in communication showed variable practice between tutors in relation to written feedback. There was also some evidence of a mismatch between written comments and the mark applied to the work. The course review documentation also indicates some student concern about the clarity and consistency of assessment criteria and their application to the work.
21. Feedback about some of the practical elements of media courses is not as clear or helpful to students as that given for theoretical and written work. According to student feedback to the assessors, the assessment of practical sessions does not match the assessment of written work, and the submission of practical work late in the semester makes it difficult for students to obtain feedback. This is particularly important given the apparent reliance upon an experiential learning strategy for students.
22. 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.
24. The subject area has a high ratio of applications to places for its range of programmes and shows an upwards trend over the last four years. Entry qualifications are high, with established programmes attracting candidates with GCE A-Level points scores above 22, and the new programmes building up theirs. There is a good mix of applications in terms of traditional GCE A-Level, BTEC and mature entrants. The proportion of entrants with non-traditional qualifications varies between 10 and 30 per cent across the range of programmes. The male-female ratio of about 1:1.2 corresponds to the demographic ratio.
25. The assessors found that the rates of retention, progression and completion across all programmes are good from year to year. However, there has recently been some non-completion in the first year in a few of the joint honours programmes; the Schools have taken steps to overcome these problems. There is a very low ratio of transfers out from the majority of single programmes. The completion rate of undergraduates from the second year onward is excellent: an average of about 95 per cent successfully complete their programmes and obtain the desired degree and, where appropriate, professional qualification.
26. The assessors found that measured by outcome - the ratio of students gaining a Second class degree or above - student attainment is very good. External examiners' reports are generally complimentary about students' attainment and academic standards. Representatives of professional validating bodies and employers provided good evidence of their satisfaction with the attainment levels of students. In the less explicitly vocational programmes, the number of graduates able to proceed to postgraduate study is also very good and indicates high attainment levels.
27. The assessors read a wide range of students' work, including essays, dissertations and examination scripts. They also looked at some student presentations and artefacts produced in some of the practical components within programmes. The quality of work is high, and there is good evidence of the skills identified in the self-assessment, particularly those of critical, analytical and independent thinking, evaluation and focused research. There was also good evidence, for example in the practical placement reports of the Speech and Language Therapy degree, of the students' ability to combine academic understanding with vocational skills in professional situations.
28. 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.
30. Formal support and guidance at school and central levels are excellent. These are supported by good relations in the Schools at an informal level between staff and students. Students commended to the assessors the excellent provision of central services in careers, counselling, childcare facilities, medical services, guidance and welfare, and the facilities for disabled students. Access funds for students suffering financial hardship are sensitively managed. The Students' Union makes a significant contribution to the students' experience, and this is exemplified by support for the childcare facilities at Coleraine.
31. There is good supporting documentation, such as guidance for staff about support services, special needs and equal opportunities. Information about all support services is extensive and clear. There is a service-level agreement between faculties and support services. In addition, there are exemplary protocols for action in relation to student support.
32. The provision of facilities matches the student profile well. The variety of students' needs is identified and reflected in the documentation provided by both support service staff and school staff. Particular attention is paid to the needs of part-time students, mature students, those with special needs and students from overseas, for whom there is both language teaching and help with cultural acclimatisation. The contact between support services and faculties is effective both informally and formally.
33. The delivery of the curriculum takes note of the range of students' needs. There is a university-wide code of practice for academic support, which co-ordinates with the full range of central services (for example, counselling, guidance and welfare, services for students with disabilities). There is evidence from support staff that evaluations of support services have resulted in changes to the curriculum, especially in easing the students' workload. In addition, evaluation data from the central services show that students make very effective use of the central systems.
34. The assessors were particularly impressed with the range of careers advice and services, both at university level, where the careers advisory service gives excellent support to students, and within the two Schools providing communication and media studies. This advice takes many forms, including the provision of excellent material and teaching input by staff. The service is highly valued by students.
35. 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. Teaching rooms, staff offices and resources for the communication group are closely situated to each other, facilitating contact between students and between students and staff. Teaching accommodation on the Jordanstown site is of good quality overall, but there is pressure on some teaching accommodation with heavy demand for seminar and large lecture facilities.
38. Teaching accommodation for media studies on the Coleraine campus is conveniently situated for interaction between staff and students and has a pleasant ambience. Staff rooms and teaching rooms are of good quality and are well equipped. The studio complex for practical training has recently been re-equipped with high-quality cameras and post-production facilities. There is, however, a shortage of equipment for use by students for independent study, and a shortage of viewing facilities and access to computers.
39. The specialist equipment available for communication studies students is of a high quality and the IT provision is also very good, with an ample number of terminals and up-to-date and relevant software. Communication students have excellent access to both IT and specialist equipment, some available 24 hours a day and the remainder available through easily accessible booking systems. The subject provider fully recognises the importance of the role of specialist equipment in communication studies and has a three-year on-going plan for specialist accommodation and equipment to enable appropriate upgrading and refurbishment. The assessors were impressed by some recent innovations in media studies, for example the use of the Internet by staff and students.
40. Technical support is very good on both sites. Technicians both support students in their independent learning and feed back into the curriculum.
41. The self-assessment document states that the library is of central importance in the academic development of communication and media students. This claim is undermined by some deficiencies on the Jordanstown site, such as access to core texts, limited study space and occasional shortfalls in the provision of new materials to support new and developing courses. The library on the Coleraine site has a good stock of books and other printed materials, and there is good informal liaison between the Schools and the library. However, the provision of non-book sources such as CD-ROMs, videotapes and IT-based materials is limited.
42. 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.
44. It is clear that the University is responsive to issues raised by external bodies and examiners and there are well-defined and effective procedures for considering external comments and clear indications of appropriate action being taken when required. Students are able to participate, through the very effective system of staff-student consultative committees, in the processes of course monitoring; they told the assessors that their recommendations frequently lead to action to improve the quality of their learning. Students' evaluation of modules and programmes is regularly secured through the use of questionnaires.
45. There is an effective two-way information flow which allows full participation in the monitoring and innovation processes. Alongside these formal procedures to assure and enhance the quality of teaching and learning are the informal contacts that occur almost daily between staff and students in the two areas of provision.
46. The subject providers have critical and reflective attitudes towards all aspects of their work. This leads to appropriate curricular development and changes that seek to enhance the quality of the students' experience. For example, the Staff Student Co-ordinating Committee has been responsible for a number of changes to the curriculum, including the introduction of a module in business studies for students on the BSc Hons in Communication Studies and an optional module in language disorders as part of the BSc Hons in Linguistic Science.
47. The University provides good support for staff development to meet new teaching and learning challenges, and there are many examples of good practice in this area. At course and programme level, it is now common practice for staff to involve themselves in peer evaluation of teaching and the dissemination of good practice. The University's Staff Development Unit offers well-supported and specialist in-service courses to enhance teaching skills, as well as an excellent system for ensuring that new staff are encouraged to become better teachers, with the requirement to take a PGCE in university teaching where appropriate.
48. The University is justifiably satisfied with the staff's achievements in scholarship and research and is aware of the need to balance the requirements of quality assurance against the protection of core teaching, scholarly and research activities.
49. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Quality Assurance and Enhancement:
Grade 4.
51. The positive features of the education in communication and media studies in relation to the aspects of provision include the following: