1. This Report presents the findings of an assessment in January 1996 of the quality of education in French, German and Spanish provided by the University of Hertfordshire.
2. The University of Hertfordshire was founded as Hatfield Technical College in 1951 and designated Hatfield Polytechnic in 1967. It was incorporated as a university in 1992. The University has four campuses in Hertfordshire to accommodate its eight schools of study. The Division of Modern Languages is located within the School of Humanities and Education, and is responsible for the provision of French, German and Spanish within other schemes throughout the University. Language teaching takes place at the Watford, Hertford and Hatfield campuses.
3. At the time of the visit, there were 1,038 students studying French, German and Spanish. About 50 per cent of the students were based at Hatfield, 30 per cent at Hertford and 20 per cent at Watford. The School's language teaching personnel includes 13 permanent members of staff (11 full-time equivalents (FTEs)), six part-time members of staff (2.3 FTEs) and six language assistants.
4. The following provision forms the basis of the assessment:
The University does not offer degrees in languages. It has, however, held a commitment to enabling students to take a modern foreign language since 1976. In 1989 all scheme designers were exhorted to consider including a European foreign language within their scheme's specified programme to raise students' awareness of Europe and their employability. The study of a modern foreign language normally constitutes one-fifth of a student's programme in any year. Each scheme has its own aims and objectives to which are added the aims of all undergraduate language programmes in the University:
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 modern languages at the University of Hertfordshire is approved.
10. The availability of language modules also depends on student numbers, so that some modules may only run on one campus. In 1995-96, the provision includes German and Spanish being taught ab initio on all three campuses except in the third year, although Hatfield students can join the Watford programme for this work. French ab initio is only running for the first two years at Hatfield; this is the second year it is on offer and the third year will be offered next year for the first time. Post-GCSE German is running at Hatfield and Hertford. Post-GCE A-Level German is running at Hertford. Post-GCSE and post-GCE A-Level Spanish are offered and running at Hertford. Post-GCSE French is running at Watford in the third year only and on the Hatfield and Hertford campuses for the first and second years. Post-GCE A-Level French is offered at Hatfield and Hertford.
11. The curriculum is constructed around three sequences of double modules for each language level (A1, A2 and A3 modules for ab initio, B1, B2 and B3 modules for post-GCSE level and C1, C2 and C3 modules for post-GCE A-Level) with a clearly stated academic progression within each level. The intention is to achieve a smooth progression between levels, but the evidence obtained from class observations, meetings with students and the external examiner's report indicates that this is not always achieved. Flexibility has been incorporated through the definition of equivalent modules across levels (for example A2 and B1, A3 and B2, B3 and C1) and by making this provision a generic, standardised, multi-campus provision at the lower levels. As indicated above, the current provision obliges some students to travel to a different campus or to join parallel groups if they wish to continue their language study. At higher levels, the common core is reduced in order to permit the addition of a subject-specific element. The resulting programme does not altogether match the student profile. There is flexibility derived from standardisation of the modules, but this may be at the expense of the integration of language into the schemes.
12. The language modules develop oral, aural, reading and writing skills; some skills are emphasised more than others. They also introduce students to aspects of the social, cultural and political structure of the target language country. The Division aims to encourage students to take responsibility for their own learning, but self-directed learning information is not integrated into the curriculum. The assessors suggest a strategy be developed to remedy this in order to provide positive and full guidance, reflecting the aims.
13. At more advanced levels, Business School students are provided with specific elements to enable them to work in a business environment in or with the target language. This is strengthened by a work placement in the relevant country, followed by a report of that experience, a proportion of which must be written in the target language. In the School of Engineering, however, the single-module language pathway, whilst permitting students to acquire basic vocabulary, does not offer specialist terminology; this was confirmed by staff and students. In the School of Humanities, students taking the second and final-year literature module do not always have sufficient linguistic skills to enable them to engage in a genuine literary investigation of the text.
14. 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.
Curriculum Design, Content and Organisation:
Grade 2.
16. Teaching sessions were mostly well prepared, well structured and took place in a friendly and supportive atmosphere. For the most part, students participated enthusiastically. Overall, the staff showed a high level of commitment and dedication to their teaching, though some less successful classes were found to be too teacher-centred; they failed to involve students sufficiently or provide a sufficient linguistic challenge. The mixed ability of some groups was an inhibiting factor for less able students and a disincentive for more experienced students. Although much teaching was undertaken in the target language, the assessors noted that the foreign language assistants did not always operate in their native language.
17. Overall, little evidence was found to indicate that students take responsibility for their own learning. The culture of the Division is perceived as one where directed learning remains the norm. However, staff buy in self-learning materials and also produce them in-house, in support of students' learning outside the classroom.
18. The assessors find that the communicative approach to teaching, and the stress laid on oral skills in general, are not reflected adequately in the assessment weighting of these elements in assessment tasks at the middle and highest levels. There is, however, a more significant weighting of 55 per cent of the total assessment mark for oral/aural skills at the lower level.
19. The assessors commend as good practice the adoption of standard assessment criteria across campuses for the individual languages, and the use of anonymous double-marking of examinations. Further positive features include the minimum 50 per cent attendance rule and the development of transferable skills. Written feedback to students is generally helpful and full. Students have usually received work back promptly. Staff members readily offer guidance and remedial support if required.
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 met.
Teaching, Learning and Assessment:
Grade 3.
22. In 1994, the reduction of 12.4 per cent in students taking language courses was not spread evenly over the three campuses and three languages. Contributory factors included: the impact of the BA Humanities modular scheme; the failure to recruit to target on the European Business Studies (now International Business Studies) course; the introduction of European foreign language modules in LLB, which drew overseas students from ab initio Spanish; and the introduction of ab initio French in the Combined Studies languages programme, which attracted students from German.
23. The decline in numbers of students choosing languages, which is highest at Hatfield, is also marked at Watford and Hertford. Problems of viability of final-year groups in French and Spanish at Hatfield cause students active concern, as they appreciate the added value of the skills associated with language learning to their employability.
24. Each scheme has its own regulations governing progression, such that in order to continue the study of a language into a second and third year, a student must not only pass language modules, but satisfy the examiners in other subjects. The completion rates in languages at Watford and Hertford are each 93 per cent; at Hatfield they are 83 per cent. This is variously attributed to option and scheme changes, and the introduction of a university-wide ab initio language curriculum and examination which has led to an increase in failures in the Languages for Engineers programme. The assessors find that the quality of the progressive development in oral, written and transferable skills is variable over the range of provision, from ab initio to post-experience business studies students.
25. The figures given for the first destination of honours graduates in European Business Studies and Humanities reflect the national average for employment at home and abroad. Language courses at Hertfordshire feed into other humanities postgraduate studies.
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.
Student Progression and Achievement:
Grade 3.
28. The admissions process is controlled by schools or schemes, and students are not recruited specifically to study languages. Nevertheless, the information they receive concerning the academic structure of their schemes includes the various possibilities which exist for language study. During the induction process, students wishing to include languages amongst their subjects are given detailed advice by languages staff, who ensure that, in the case of non-beginners, enrolment for a language option is at an appropriate level.
29. In most cases, students are allocated a personal tutor for their period of study. This pastoral support is generally complemented by a year tutor. These support roles are carried out within the structure of the scheme rather than in relation to language studies specifically. On a more informal level, languages staff provide effective academic and sometimes pastoral support by virtue of their openness and willingness to make themselves available to students from a number of schemes. In some cases, however, students reported that such availability was restricted. Careers advice is provided centrally by the University's Student Services Department. A comprehensive service is available, although it is not oriented in a systematic manner towards careers based on a skill in a foreign language.
30. The year abroad, for those language students whose course includes such an element, is managed within the structure of individual schemes. Nevertheless, this placement represents a significant component for a number of languages students, particularly those based in the Business School. Languages staff provide support both prior to students' departure (in the form of practical and academic information and linguistic survival skills) and during their placement periods (through informal correspondence and, in the case of International Business students, formal visits). Support for finding work placements is limited to advice on procedures to be followed and provision of contact addresses.
31. Students are given the opportunity to express their views on their experience through the mechanisms of scheme committees and the evaluation questionnaires which are issued both centrally and specifically in respect of language courses. However, not all students regarded these mechanisms as being fully effective in recognising their diverse needs (for example, mature students with family responsibilities) and responding to them.
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 Support and Guidance:
Grade 3.
34. The assessors agree with the self-assessment document's observation that the quality of other teaching rooms across the three campuses is variable. The provision of video playback and overhead projection equipment is judged acceptable. There are no PCs for computer-assisted language learning (CALL) available for students in the language laboratories, and there is little evidence of integration of CALL into the languages teaching methodology.
35. The foreign language book stock in the library has improved recently, but the number of bilingual dictionaries is still small. There remain problems concerning the accessibility of daily newspapers and weekly periodicals, despite the fact that the library's policy allows the purchase of more than one copy across the University. Library staff indicated that inter-campus book/journal loans could be processed within 48 hours; evidence from students did not always support this view. The library holds a variety of commercially produced course materials in packs (audio/video tapes plus supporting books).
36. The assessors observe that some languages staff have spent considerable time and effort on the production of self-study packs for students. However, they also note students' limited exposure to a wider range of printed and audio/video/CALL materials. On some sites students make good use of their well-equipped campus computer centre, which has extensive opening hours. Foreign language spellcheck is now available on the machines.
37. Students have access to satellite television recordings on the Hatfield and Watford campuses. Consideration might be given to monitoring the frequency of usage across language or campus, and to the integration more generally of its application into the teaching and learning programme.
38. Technician support is supplied through media services and the library. The Division has a 0.5 call facility on a technician based at Hatfield. There are some problems with requests for bulk audio copying, but not with off-air television recording done through the library. A low level of administrative and technical support was signalled at the time of the validation of programmes in modern languages in March 1994, and the languages co-ordinator (Hertford) repeats this observation in the Annual Monitoring and Evaluation Report. The assessors note that this lack of support has an impact on the staff's time management.
39. 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.
Learning Resources:
Grade 2.
41. The assessors find that the University has a well-developed, tiered quality assurance system with responsibilities at university, school, divisional and scheme levels, as set out clearly in the self-assessment document. Validation procedures are rigorous and involve wide consultation and external input. The Division of Languages prepares a separate monitoring and evaluation report annually for each campus on which languages are offered, encompassing all the language programmes. These reports are then submitted to the Academic Quality Committee of the School of Humanities and Education for approval.
42. The reports contain a detailed and critical review of the provision, extensive student feedback obtained from questionnaires, and external examiners' reports. Issues are identified for the attention of the Head of the Languages Division, the deans of the schools and the University's senior management. The assessors conclude that these procedures are followed rigorously and that a wide range of relevant conclusions, proposals and action points for the improvement and development of the provision are delivered annually.
43. Students' opinions are collected formally through a detailed questionnaire, and through a system of scheme representation. The former provides useful quantitative data, but the effectiveness of the latter is somewhat diminished by the fragmentary nature of the student cohorts in languages. However, informal channels of communication between languages staff and students provide supplementary qualitative information.
44. The Division operates the University's staff appraisal scheme and links it with a divisional staff development policy. Permanent staff have agreed training and development plans which contribute to the aims of the Division. Staff have embarked on a programme of information technology development which, as yet, has not had a major impact on the curriculum. There has been a comprehensive system of peer observation within the Division and staff are encouraged to share expertise with each other. A mentor system has been developed to assist new and temporary staff (brought in to provide cover in the case of illness). The assessors believe, however, that these systems are not yet formalised or monitored for all teaching staff, and that there is therefore an inconsistency of delivery across the three languages and sites.
45. The information systems do not always meet the needs of the students and staff; tracking student registration and assessing the level of demand for a module are difficult because statistics on students are organised by scheme. The Division of Languages deals promptly with students' requests for additional groups or levels, or for a change from one level to another. It provides modules for students from more than one site, for example when numbers are small. Nonetheless, the assessors note the difficulties of ensuring the accuracy of information provided to students and staff concerning student numbers as they change through the year, and progression opportunities in languages.
46. There is little statistical information available on students' use of computing and library resources. The assessors were not able to identify evidence of any measurement of student activity outside the classroom. Such information might permit the Division to monitor the achievement of the aim of encouraging students to take responsibility for their own learning.
47. 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.
49. The positive features of the education in French, German and Spanish in relation to the aspects of provision include the following: