1. This Report presents the findings of an assessment in January 1998 of the quality of education in Middle Eastern and African studies provided by the School of Oriental and African Studies.
2. The School of Oriental Studies was established in 1916 by Royal Charter as a result of the 1908 Reay Committee, and was granted the status of a school of the University of London. lt later moved to a building on the Bloomsbury site, off Russell Square. In 1938, the title of the School was changed to School of Oriental and African Studies. There are 2,584 full-time and 455 part-time students studying at the School, 1,240 of whom are postgraduate students
3. The School is organised into fifteen academic departments, and there is a Music Studies subject centre and regional research centres. Middle Eastern and African studies taught courses are provided by the Languages and Cultures of Africa Department (AD) and the Languages and Cultures of the Near and Middle East Department (NMED). Elements of Middle Eastern and African studies are also provided and taught by other departments as part of their courses, such as Middle Eastern politics. In addition, a small number of students follow NMED undergraduate courses which may lead to the award of a School Certificate, and masters students registered on regional and interdisciplinary degrees may take courses offered by the Departments. There are 257 full-time and 5 part-time students in both Departments, 237 of whom are studying at undergraduate level. Twenty full-time and five part-time are postgraduate students. There are 33 full-time staff in the provision, with four staff working part-time. Each Department has the services of one member of the support staff.
4. The following provision forms the basis of the assessment:
The two departments - Department of the Languages and Cultures of Africa (AD) and Department of the Languages and Cultures of the Near and Middle East (NMED) - provide instruction and promote research in the languages, literatures and cultures of Africa and the Middle East. To this end the departments offer taught BA and MA degrees in the principal languages and cultures of Africa and the Middle East in line with the School's mission “to be a centre of excellence in research and teaching relating to Asia and Africa”.
The range of emphasis in the various programmes in considerable, but they share an acknowledgement and appreciation of the pre-eminent role of language in any intellectual discourse.
The departments offer three types of BA degrees: single-subject language-based degrees; single-subject culture-based degrees; two-subject degrees. The objective of the single-subject language-based degrees (NMED) is to equip students with advanced competence in a language, coupled with a knowledge of the appropriate culture and literature. The objective of the culture-based degrees (AD and NMED) is to equip students with an understanding of a variety of cultural expression underpinned with a basic competence in at least one African or Middle Eastern language. The objective of the two-subject degrees is to equip students with competence in an African or Middle Eastern language and/or culture in combination with a course of study in a social science or humanities subject with an African or Middle Eastern focus, the two halves of these degrees thus forming a mutually complementary whole from these departments. Successful graduates will have received an intellectual training in the organisation of data, combined with a systematic training in understanding and analysing the structures of a language and/or culture. They will be able to engage with a wide range of African or Middle Eastern cultural issues and will be aware of the variety and relativity of cultural values in the wider world.
The main objective of the MA programmes is to enhance competence in a range of skills such as oral communication, data organisation and advanced writing, which are a preparation for the workplace as much as for the pursuit of research. Elementary and intermediate language courses and courses in African or Middle Eastern literatures are also available as options in some of the School's other MA degrees, which provide opportunities for graduate students to extend their knowledge and acquire linguistic skills in an area-based, disciplinary, or comparative context.
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 Middle Eastern and African studies at the School of Oriental and African Studies is approved.
10. The single-subject degrees, for example Arabic, provide opportunities for students to take courses of a broad cultural nature in addition to language courses, and the two-subject degrees enable language/cultural studies to be combined with a wide range of social science and humanities subjects. All the BA degrees provide a good basis for the Departments to meet their aim of helping to meet national social science and humanities needs for students with marketable, non-Eurocentric skills. The curricula of the courses are such that they can also be used to support other programmes, for example, an undergraduate one-year Certificate in Arabic. Languages and other units can be taken as 'floaters' by students outside the Departments.
11. The length of the BA degree programmes varies according to the nature of the programme. In general, where a year abroad is part of the provision, the degree is of four years duration. Due to difficulties in arranging placements in some countries, a year abroad is not possible, and the degree is then of three years duration. The Departments keep these arrangements under constant review in order to ensure that the high quality of the language provision is approximately equal across the languages in each degree type.
12. The length of the course dictates the numbers of credit units which must be studied and successfully completed. There are 16 units for a four-year degree and 12 units for a three-year degree. The distribution of the units over the length of the degree programme reflects the nature of the study, so that in a language degree, the majority are language study; in combined language/cultural studies degrees there is a balance, and in a cultural studies degree, the emphasis is on the culture of the chosen area. The design of the curricula and the differentiation of learning objectives for each degree, allows for maximum flexibility and successfully meets the diverse learning requirements of students.
13. All of the degree programmes are based on a recognition of 'the pre-eminent role of language in any intellectual discourse'. This is the unifying core of the degree programmes and successfully gives an overall coherence to the educational provision. lt would be helpful if the Departments could articulate more clearly what is implied by the level and character of languages competence required for each degree-type. Some explanation is given in the Africa Department handbook as to the levels of attainment required dependent on the length of degree being studied, but no explanation is given by NMED as to 'basic competence', 'competence', and 'advanced competence' in their written material.
14. The curricula at all levels are well designed, and individual course units provide students with a well-grounded basis for acquiring knowledge and understanding of the subject concerned. Emphasis is placed throughout on the links between theoretical frameworks and empirical data/practice. Subject areas are thoroughly covered, and overall, the curricula within specific degree programmes enables students to obtain a well-rounded understanding of the field of studies, and to develop their analytical and critical skills.
15. The MA courses are well designed in terms of the objectives which are set, in particular with regard to the preparation of students to undertake research degrees.
16. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Curriculum Design, Content and Organisation:
Grade 4.
18. At any time, in language classes, there will be students with some experience of speaking and learning another language, those with no previous language learning, mother-tongue speakers , 'floater' students and postgraduate students gaining language skills. Staff are enthusiastic about the advantages of this system for the sharing of expertise within the student group. Certainly the acquisition of language by the majority of students is rapid, and the assessors were very impressed by the oral competence displayed at all levels in the provision.
19. Teaching and learning in both Departments focuses on the provision of access for students to the cultures of Africa and the Near and Middle East through the study of their languages. Language teaching, and the fostering of increased competence in language therefore forms a central part of the provision in most undergraduate or postgraduate degrees, whether single or double subject. This is outlined in the subject aims and objectives of both Departments.
20. Twelve undergraduate and four postgraduate classes were observed by the assessors. The majority were lectures, but two practical language sessions, two seminars, one workshop and one theatrical presentation were also observed. Of these, 69 per cent of classes were grade 4, 19 per cent grade 3 and 12 per cent grade 2. There were no grade 1 sessions. Examples of good teaching included enthusiastic delivery by staff with a high level of student interaction, sessions which clearly matched the learning objectives, well-prepared materials and a high quality of content. Less successful classes included some where there was disorganisation in the planning of sessions, too rapid or too slow paces of delivery or partial involvement by the students.
21. Subject-specific skills, for example in the grammatical analysis of Hausa, and transferable skills, for example in the analysis of data and concepts, are well taught, and students and staff share an enthusiastic interest in the subjects studied. These skills could be further fostered through a more organised and timetabled approach to the promotion of independent study.
22. There is a good match between assessment design, assessment criteria and learning objectives at postgraduate and undergraduate levels. There is a traditional mix of coursework and examinations, and external examiners' reports recognise that the examinations are a fair and appropriate test of the students' knowledge of the material covered by the curriculum. A higher profile is given to summative rather than formative assessment in most units. In language classes there are regular tests. Students commented on the care and thoroughness of staff advice given on coursework which is provided through written feedback and tutorials.
23. 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.
25. The student profile matches the aims of the provision although the emphasis upon language as a key to culture leads to frequent debate within the staff group as to whether the intake criteria should be changed to ensure that students have a language learning background. Undergraduate students, but particularly the MA students, are at different levels of competence in English and the language of study, and while this creates an opportunity for the effective sharing of languages skills between the students, it can cause some students to feel that they are being held back, particularly at the first level of language study.
26. The non-completion rate among students who started on undergraduate courses in the two Departments between 1992 and 1994 is 30 per cent. Some of these students (10 per cent) decide to transfer to other courses within the School, leaving an overall drop-out rate from the School of about 20 per cent. Progression rates are good after year one. There are few transfers in and out of courses from other universities, but students who are unsuccessful in some year-one examinations are sometimes transferred into other SOAS courses where they go on to attain good results. The first year drop-out figures are high and give rise to some concern, but the reasons for non-completion given by staff suggest that this phenomenon may be difficult to avoid. The Departments do everything they can to ensure that potential students are made aware of the difficulties they face in taking these courses, but they need to continue to monitor the situation carefully. Postgraduate students progression rates are high and there are very few transfers or withdrawals. Only 15 per cent of postgraduate students fail to complete successfully within the minimum period.
27. A considerable quantity of student work from both Departments was scrutinised by the assessors. The overall impression was of high quality work with careful staff comments designed to promote student learning and subsequent attainment. Seventy per cent of students go on to achieve a First or Upper Second class honours degree award. This appropriately reflects the success of the students' learning process and the teaching programme.
28. Student attendance is monitored by class registers, and permission to attend examinations is dependent on attendance. The rule is that students must attend a minimum of 80 per cent of language and 50 per cent of non-language classes if they are to take the examinations. Details of students' performance are passed on to departmental tutors and biannual reports are written on all students by tutors.
29. Destination data from the careers service shows that about 26 per cent of graduates go on to research. For 1996-97, 40 per cent of graduates had gained employment in finance, media, teaching and management posts and 54 per cent of postgraduates had gained employment.
30. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Student Progression and Achievement:
Grade 4.
32. New undergraduate and postgraduate students attend school induction meetings and receive comprehensive and useful handbooks. Undergraduates are provided with advice from the beginning of their course, on language learning, study techniques including essay writing, reading for study, note taking and approaches to learning and managing work. Training in information technology (IT) is an integral part of the induction process, and this includes computer-assisted language learning (CALL) for Arabic. Students said they found these sessions very useful and reassuring. Discussions with postgraduate students indicated a need for tutorial guidance on making presentations and effectively contributing to seminars.
33. Academic and pastoral support is provided through the formal system of academic and personal tutors. Contact is student led and members of staff are identified to students as being available for help and advice. Students comment favourably on the ease of access to tutors and the help they receive from them.
34. Comprehensive advice is given to students about the year abroad, and special attention is given to the support required. Effective support is provided by a variety of means including visits, telephone calls and support within the host Institution.
35. Provision is made by the School, free of charge, for the acquisition of the required competence in English by students whose mother tongue is not English. School-based presessional English courses, which are charged for, are available for those who require them. Some students may be advised to take four hours of tuition per week.
36. Informal study groups organised by undergraduates are encouraged and have been formed. For postgraduates, the Postgraduate Students' Society provides similar opportunities to meet and seminars are held regularly within the School.
37. There is a wide range of student services which are provided centrally, and the Departments draw upon these to the benefit of students. The School welfare officers are easily accessible and advice is sought primarily by mature students and overseas students. There is counselling from professional counsellors, chaplains and the adviser for Muslim students, and a university medical and dental service along with an accommodation office. The School has a careers officer who organises an active careers awareness programme from year one with a career pack, a programme of speakers and skills training on constructing CVs and presentation at interviews. These are greatly appreciated by students.
38. 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.
40. The library is an excellent learning resource which provides a unique range of materials in the relevant fields of study. The book and periodical stock is regularly updated, and course reading lists are monitored by subject librarians. There are 600 study spaces in the library with plans to increase the number. Subject librarians are available for consultation by students, and have offices close to area reading rooms. There is close and effective liaison between subject librarians and academic staff.
41. Students have a library induction programme in their first year, and for third and fourth-year and postgraduate students advanced training programmes are provided to enable them to make use of on-line bibliographical resources. For teaching, supplies of popular books are monitored and added to as necessary, while a wide range of photocopied excerpts is provided in the teaching collection to back up the book provision. The teaching collection has a range of books from reading lists kept on short-term or intermediate-term loan. There was widespread criticism from students about the difficulty in gaining access to texts by large groups of students preparing for a seminar/essay or examination, but the assessors were unable to substantiate this problem. Any relevant core texts, even for popular subjects, were available in the library and were stocked in several bookshops nearby.
42. IT provision is less than adequate for student learning and study associated with course assessments. There is a total of 150 workstations in the School, but not all of these are available to all students at all times during the working day. There are plans for a further 110 workstations to be in place by summer 1998. There is a tiny number of printers and students rightly expressed strong dissatisfaction about both computing and printing facilities. There was also dissatisfaction about photocopying facilities. Technical support is provided for both IT and photocopying, with a help desk available in the library. Students living in the new hall of residence who had their own computers were positive about the on-line networking available in their rooms.
43. The CALL facility includes a valuable networked provision of non-Roman fonts, and students at first year and MA levels are given induction courses into CALL, e-mail and word-processing.
44. There is a video resource room which includes access to satellite broadcasts in Arabic and Turkish and provides the BBC World and Arabic services and Hausa. These and other relevant media resources are an invaluable addition to the teaching and learning programme.
45. This aspect makes a substantial contribution to the attainment of the state objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Learning Resources:
Grade 3.
47. A number of recommendations made by HEQC in 1993 have been acted upon. Students are now formally represented on departmental and school committees, and there is a Pro-Director in charge of staff development. The Student-Staff Forum, a system of year representatives and the Students' Union are all integrated into the formal structures. Courses are now evaluated by confidential questionnaires, which are analysed by heads of department who pass on relevant issues to course convenors. The convenor ensures that courses and course units are appropriately modified.
48. The small number of students in most classes, and the personal and academic tutor system, means that there are effective informal mechanisms for student views to be heard and acted upon and students reported that this was by and large effective. This would, however, benefit from being supplemented by rigorous formal means, for example, a formal mechanism for reporting back to students on the course evaluations or any action taken.
49. The aims and objectives for the provision given in the self-assessment document are limited in scope and were not fully consistent with the material in the course handbooks. Neither were they reflected in more than a few course handouts. The Departments have been slow in adopting such terminology as a means of describing the purpose of courses and course units, or of identifying what students would expect to have achieved at various levels. While recent proformas for new courses include a section for statement of objectives and learning outcomes, these are mostly given in the form of brief outlines of course content.
50. A system for staff appraisal is in place which is successful in identifying staff development needs and addressing these to the appropriate Pro-Director. The University of London Institute of Education provides a range of courses for staff, who are fully informed of what is available. There was evidence of good departmental attendance at training opportunities. New staff have an induction course and are provided with a senior academic mentor who assesses their staff development needs and helps to identify suitable courses. Regular reports are submitted to the Pro-Director during the probation period. It is clear that staff development makes a substantial contribution to various aspects of teaching and learning, an example of which is the Language Forum where new approaches have been stimulated and there is wide discussion of pedagogic issues.
51. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Quality Assurance and Enhancement:
Grade 3.
53. The positive features of the education in Middle Eastern and African studies in relation to the aspects of provision include the following: