Contents

Reviewing the Quality of Education

Introduction

The Aims and Objectives for Archaeology

Summary of the Review

The Quality of Education

Curriculum Design, Content and Organisation

Teaching, Learning and Assessment

Student Progression and Achievement

Student Support and Guidance

Learning Resources

Quality Management and Enhancement

Conclusions

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:

Review against Aims and Objectives

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.

Review of the Student Learning Experience and Student Achievement

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:

• Curriculum Design, Content and Organisation
• Teaching, Learning and Assessment
• Student Progression and Achievement
• Student Support and Guidance
• Learning Resources
• Quality Management and Enhancement.

• Preparation by the subject provider of a selfassessment in the subject, based on the provider's own aims and objectives, and set out in the structure provided by the core set of aspects of provision.
• A three-day review visit carried out by a team of reviewers. The review team grades each of the aspects of provision to make a graded profile of the provision, and derives from that profile an overall judgement. Provided that each aspect is graded 2 or better, the quality of the education is approved.

1. This Report presents the findings of a review in May 2001 of the quality of education in archaeology provided by The Queen's University of Belfast.

2. The Queen's University of Belfast was established as the Queen's College in 1845. It was one of three colleges forming the Queen's University of Ireland and in 1908 received its own royal charter. The University is situated approximately one mile south of the city centre. In the academic year 2000-01, there are 11,596 full-time and 5,773 part-time undergraduate students, a full-time equivalent (FTE) of 12,650 students. There are 1,960 full-time and 1,623 part-time postgraduate students, a FTE of 2,465 students. The University is organised into five faculties and the School of Archaeology and Palaeoecology is within the Faculty of Science and Agriculture.

3. The School has 12 full-time academic staff, six postgraduate teaching assistants and three FTE administrative and clerical staff. In 2000-01, there are 281 students taking undergraduate modules in archaeology and palaeoecology and a total of 132 FTE undergraduate students. There are a further 22 postgraduate students, 19.4 FTE.

4. The following provision forms the basis of the review: Single subject undergraduate programmes:

• BA (Hons) Archaeology
• BSc (Hons) Archaeology-Palaeoecology

Joint and combined undergraduate programmes:

• BA (Hons) Archaeology and another subject
• BA (Hons) Archaeology and another subject as major or minor
• BA (Hons) Archaeology and a second and third subject
• BSc (Hons) Archaeology-Palaeoecology and Geography

Postgraduate programmes:

• MA/Diploma in Archaeology
• MSc/Diploma in Palaeoecology.

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.

Aims

In harmony with the University's Learning and Teaching Strategy, the School in general aims to:

• provide a learning environment where students can acquire knowledge of the human past through archaeology studied in relation to the past natural environment;
• integrate effectively the teaching of archaeology and palaeoecology, giving students a choice of knowledge, skills or research-based paths (or variable amounts of all three) to match their future interests;
• provide flexible undergraduate programmes responsive to the personal and professional development of the students, including specialised skills;
• provide opportunities for students to develop transferable skills, including information technology (IT), writing and research skills;
• provide teaching programmes based on good, current research by staff, which enable students at the later stages to evaluate literature critically in the development of their knowledge or apply research methodologies to collect data for subsequent critical analysis;
• provide varied methods of learning and assessment that encourage students to develop self-evaluation and reflective practices;
• widen access to the subject.

The School also has pathway-specific aims, to provide the opportunity for students to:

Diploma in Archaeology

• develop their archaeological knowledge and understanding;

MA in Archaeology

• develop their archaeological knowledge and understanding, to a level sufficient to conduct independent research;

Diploma in Palaeoecology

• develop their knowledge of palaeoecology and acquire a range of palaeoecological skills;

MSc in Palaeoecology

• develop their knowledge of palaeoecology so that they can conduct independent research.

Objectives

On successful completion of the undergraduate degree pathways in Archaeology and Palaeoecology, a student will be able to, in general:

• demonstrate knowledge and understanding of any practice, theory or skill covered by the modules they have taken;
• demonstrate transferable skills such as writing or IT;
• show evidence of reflection in the work they produce;
• demonstrate knowledge and understanding of studies covering a broad chronological and geographical spectrum;
• demonstrate competence in the systematic handling of primary evidence;
• demonstrate that they can marshal and evaluate arguments critically;
• assemble and present coherent arguments based on critical evaluation of their reading or research, and using appropriate oral, written, visual and computer skills;
• collaborate effectively within a team of peers;
• appreciate the importance of safety procedures in a laboratory or fieldwork setting;
• understand and apply some of the principal field and laboratory skills needed for the practice of archaeology and palaeoecology.

Objectives specific to those completing single honours Archaeology:

• demonstrate knowledge and understanding of at least two methodological studies, including, experimental archaeology, sites and their relationship to landscape or excavation.

Specific to those completing the Diploma in Archaeology:

• demonstrate an understanding of archaeology as a discipline, within the context of a particular theme or period.

Specific to those completing the MA in Archaeology:

• demonstrate an in-depth understanding of a particular theme, chronologically defined period or approach in archaeology and be capable of conducting and developing research on the topic.

Specific to those completing the Diploma in Palaeoecology:

• demonstrate an understanding of environmental history, and the importance of precise chronology in elucidating palaeoecological sequences;
• demonstrate an understanding of analytical approaches, including relevant quantitative techniques.

Specific to those completing the MSc in Palaeoecology:

• demonstrate an understanding of environmental history, and the importance of precise chronology in elucidating palaeoecological sequences and use this understanding as a basis for conducting research;
• demonstrate an understanding of analytical approaches, including relevant quantitative techniques and be capable of applying these in a research context.

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:

8. The quality of education in archaeology at The Queen's University of Belfast is approved.

9. The wide range of module-based single, joint and combined honours undergraduate programmes lie in the faculties of the Humanities, and Science and Agriculture, and allow considerable choice of subject, and flexibility within pathways. The MA and MSc programmes are for graduate entrants, and are designed to develop knowledge and understanding commensurate with the conduct of independent research. All programmes allow study in full and part-time modes.

10. The School achieves its aims of giving undergraduate students a choice of knowledge, skills, or research-based paths (or variable amounts of all three) through the variety of programmes. The single honours programmes provide for those wishing to concentrate on archaeology, or archaeology and palaeoecology. Joint honours programmes allow archaeology to be taken equally with another subject; the contribution of archaeology may also be weighted as a major or minor; in combined honours programmes, archaeology and each of two other subjects have equal weightings. A wide choice of modules provides introductory material at Level 1. In general, Level 2 emphasises practical skills and Level 3 self-learning. Prescribed modules address appropriate core material. University practice, and particularly the Faculty of the Humanities, allows modules at Levels 2 and 3 to be taken during either the second or third years. Precise counselling provided for each student by the School's adviser of studies ensures that precursor and dependent modules are appropriately sequenced at Levels 2 and 3, therefore ensuring proper curricular progression and coherence in each individual's pathway.

11. Enhancement of the undergraduate curriculum has occurred over the past few years, particularly with the creation of additional modules, which reinforce Levels 2 and 3. Modules entitled; Artefacts, Archaeological Excavation; Sites are Level 2 courses recently available, while Insects in Archaeology and the Special Subject (on a topic requested by a majority of students) have been developed exclusively for Level 3. The Dissertation in Archaeology or Palaeoecology (weighted as two modules) is undertaken at Level 3. An alternative guided study project is available for the weaker students.

12. The masters and diploma curricula emphasise archaeological themes or periods (MA/Diploma), and the application of precise chronology in elucidating palaeoecological sequences (MSc/Diploma). Modular choice is wide for the MA programme and a dissertation forms a substantial part of the requirement. Initially, each curriculum provides a fast and significant introduction to the subject and subsequently, in keeping with stated aims, the emphasis is on attaining skills for independent research. Masters students may take a few undergraduate Level 2 or 3 modules, particularly if their first degrees are not in archaeology.

13. Transferable, IT, writing, and research skills are addressed within appropriate modules, therefore meeting a curricular aim. The School greatly advocates the non-compulsory Field or Excavation Module, offered for six weeks between years one and two. For masters students, MA and MSc, skills and preparation for research are handled in a compulsory module Research Techniques in Archaeology and Paleoecology.

14. Curriculum development and enhancement are vigorously pursued to maintain topicality and scope throughout; a new Palaeoecology-Biology joint honours programme is currently being devised. Research expertise of staff most clearly informs module content and curricula. A noteworthy feature is the emphasis on Ireland in the European context. Well-documented evidence indicates the valuable contributions made, in an advisory capacity, by the external examiner, external professionals and the Environmental and Heritage Service (EHS).

15. 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.

16. The teaching and learning strategy provides a variety of educational experiences including lectures, student-led seminars, tutorials, practical and field courses, fieldwork, project and computer-based work. Tutorial and written material has been developed to support students in using SPSS, CALIB and PowerPoint. Practical classes deploy a wide variety of material from the School's museum. Students especially value the experience of field trips and classes. Independent learning in dissertations and projects is appropriately supported. Overall, there is a strong and commendable ethos of commitment to learning and teaching at all levels.

17. The reviewers observed six teaching and learning sessions covering a variety of topics at all levels, including teaching on particular areas and periods and skills-based knowledge; three lectures, two practicals and one tutorial were observed. Half of the sessions were of high quality, and all were at least satisfactory. The strong research ethos of the School informs learning and teaching at all levels. Evidence of good practice includes thorough planning, appropriate use of visual aids and handout material of excellent quality. Student participation was very successful in the process of gaining understanding. The high-quality sessions benefited greatly from the intelligent use of innovative learning and teaching methods.

18. Visiting lecturers from the profession in Northern Ireland and elsewhere make valuable contributions to the students' learning experiences, particularly in the more vocational aspects. Several members of the School have written teaching textbooks. Students are familiar with the internet and other resources. They praise highly the teaching they receive, and particularly appreciate the availability and frequency of tutorial assistance.

19. Student work was sampled from all levels and pathways together with associated feedback and mark grids. The quality of feedback was generally very good, but in a minority of cases, slightly variable at the upper end of the mark range. Coursework is usually returned within three weeks, and students feel that feedback is regular and helpful.

20. External examiner's reports are generally extremely positive in tone. A steady improvement over the last few years in standards and procedures of the examination process was noted.

21. There is a lack of clarity in the match of teaching, learning and assessment to the different levels of the subject provision at both undergraduate and masters levels. There is no differentiation between Level 2 and Level 3 marking of the same optional modules (some of which are available to masters students), although this is mitigated by the provision of other modules specific to each level. Although, for dissertations, separate sets of criteria exist at undergraduate and masters levels, these are very similar and differentiation is being achieved implicitly through relative weightings, titles set, and expectations, rather than through clearly individual and explicitly expressed documentation.

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 substantially met.

Teaching, Learning and Assessment:
Grade 3.

23. The number of undergraduate applications has remained steady over the past few years. The ratio of applicants to entrants is typically 4.6:1. Most entrants have GCE A-Levels averaging a points score of 21 for each of the BA and joint honours, 18.5 for the BSc and 13 for the Science Faculty's preliminary year (Level 0). The male-to-female student ratio is 1:1; most (87 per cent) are from Northern Ireland, the remainder from the Republic of Ireland or UK with a recent increase in the latter. The School endorses the University's aim to widen access by participating in the Summer School and Discovering Queen's programmes and by contributing to the Certificate Course in Archaeology, run by the Institute of Lifelong Learning. As part of a flexible attitude towards gaining a diversity of students, the School is enrolling increasing numbers of part-time and mature undergraduates (4 per cent) and postgraduates (36 per cent).

24. The University's positive attitude to flexibility benefits those students who, for reasons of awakened specific interest or newly perceived employment prospects, choose to alter their degree pathways. Therefore, at Level 1 and Level 0, considerable numbers of transfers in and out are made and there is allowed flexibility for rejoining a pathway after withdrawing. The School produced clear progression statistics that relate to Levels 2 and 3, together with individual details of all withdrawals or non-completions. For the last three successive cohorts who graduated, (in total over all programmes) 19, 24 and 32 students entered Level 2. The corresponding percentages of those, who gained degrees are 100, 93, 100, the clear majority gaining Upper or Lower Second class awards.

25. Entrants to the postgraduate programmes should have a good honours degree - in archaeology or a related discipline for the MSc/Diploma -generally in a subject other than archaeology for the MA/Diploma. Initially, students are registered on diplomas and proceed to the masters programmes subject to satisfactory performance in the first semester. Some opt to remain as diploma students if personal circumstances force their plans to change. Virtually all masters students gain an award, and the majority, masters degrees.

26. External examiners and the reviewers praise the high standard of achievement attained by graduates. Overall, students' work, at all levels, testifies to a high level of achievement appropriate to the relevant intended learning outcomes. Many of the Level 3 and postgraduate dissertations show impressive levels of achievement. For the most recent cohort of graduates, 30 per cent continued on further study or research, 35 per cent gained employment in archaeology, 10 per cent gained employment outside archaeology, and 20 per cent travelled before embarking on careers. This demonstrates significant success in starting careers. Employers welcome the abilities of the School's graduates and value their range of pertinent practical skills.

27. 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.

28. Admission and induction procedures are clear, effective and centrally co-ordinated. The School holds a series of well-attended open days backed up by admission interviews where appropriate. Faculty induction programmes span two weeks. In addition to containing events that introduce students to the School, University and library, training in IT skills is offered. The University issues a wide range of information in the form of booklets and handouts to students on arrival. All undergraduate students, have the opportunity to discuss initial module choice with the student adviser. Postgraduate induction covers relevant information and also includes a field trip.

29. The course handbooks and the School's web pages are comprehensively written, and well organised, providing detailed information on course structure and content, academic procedures and progression regulations. Students showed familiarity with their contents and testified to their usefulness.

30. The School operates an effective system of personal tutors and a student adviser. The student adviser crucially discusses module and pathway choices with students at all levels; personal tutors are assigned for single and joint honours students from Level 1 onwards. They meet with students each term to discuss both academic and personal matters, including a core-skills questionnaire at Level 2. This is designed to help with the drawing up of curricula vitae. Tutors are available at other times to discuss immediate concerns. The reviewers found, and the students indicate, that the tutor/adviser system operates with great effect. Students felt that all tutors were friendly, helpful and approachable.

31. Particular student problems are considered at a student support committee, chaired by the Head of Undergraduate Teaching, where the student adviser plays a key role. This Committee examines cases of concern, and indicates the relevant central advisory and counselling services. Appropriate confidentially is respected throughout. Students expressed satisfaction with this system.

32. Facilities such as student counselling, a student financial advisory service, careers service and disabilities service are provided centrally. There is clear and effective integration of these services, with individual School staff members. Liaison has recently been strengthened between the careers service and the School. Careers information and guidance are provided from year two onwards, and talks on relevant employment opportunities are incorporated in visits to museums and the EHS.

33. There is every indication of an excellent sense of student community, and of good, informal relations with teaching staff. The role of the School office as a point of contact is greatly appreciated by students.

34. 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.

35. The School has a well-developed strategy for determining and supplying the accommodation, equipment and teaching-resource needs of staff and students. The modular review groups consider (with student input through questionnaires) resource availability annually. The School undertakes, and acts on, an annual teaching review-audit that examines expenditure for each module in relation to student numbers, equipment requirement, teaching assistants and field trips. Major issues that emerge are addressed, at least annually, during away day sessions. This clearly optimises the resource provision.

36. The main University library, the Seamus Heaney Library and the University Science Library are near the School. The main library houses more than 400,000 texts. Within the three libraries, there are at least 12,000 volumes and about 100 journals (extended by electronic access) that relate primarily and specifically to archaeology and palaeoecology. The School has an annual budget of £5,000 for books, and controls purchases towards student needs. Multiple copies of set texts and photocopies of key articles are in the Seamus Heaney Library, with some provided by staff in the School office. Specific study packs have been prepared where texts are rare or expensive. Students indicate satisfaction with acquisition of study materials. There are 500 reader places in the Seamus Heaney Library and 700 in each of the other two. Libraries are open on weekdays from 0900 to 2200 hours, with extended opening of reading rooms during examination periods.

37. The School possesses a wide range of equipment for teaching, for example, field-survey equipment, digital cameras, scanners and pottery fabrication facilities, and has direct access to electron microscopes and microprobe analysers. Excellent reference collections of pollen, tree-rings, fauna and entomological specimens are held. The museum and its well-arranged extensive artefact collection is a fine, well-used facility. The world-class carbon-dating laboratory provides an exceptional resource for project work.

38. The University supplies 660 networked PCs (updated four-yearly) on 16 open-access sites. The 240 in the Seamus Heaney Building are particularly used by the School's students and allow 14-hour access, extending to 24 hours during examination periods. In the Elmwood Building (where the school is based) there are 70 networked PCs, including seven dedicated to cartography and surveying. The Palaeoecology building houses three scanners, seven workstations for undergraduates and 11 for postgraduates. Word-processing, presentational and significant subject and module-specific software packages are used. Of note are the software, CALIB which is applied extensively to carbon-dating (and whose writer is a staff member of the School), and the internally produced guide to the statistical package, SPSS.

39. Rooms used for lectures, tutorials and projects and the laboratories are adequate and well supplied with maintained teaching aids. Much use is made of the School's space, with due emphasis on holding classes in the museum. In line with plans for expansion there are clear prospects to extend the School's accommodation into custom-designed buildings. The School and University social accommodation receives praise by students.

40. 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.

41. The University and School have clear procedures and reporting lines for quality management and enhancement. The School reports through faculty regulations and management committees to the University Learning and Teaching Committee. The School's staff-student curriculum committee (SSCC), is chaired by the School's Head of Teaching and, including student representatives, considers pathways, proposed changes and annual module reviews. The latter consider module descriptions and topicality, student questionnaires and examination performance. The SSCC's business is formally documented with minutes displayed. The module review mechanisms that involve student participation are exemplary. Significant proposed developments are scrutinised by the higher committees on the reporting line.

42. Collective and larger issues, future planning, and substantial items from; examination boards, the SSCC, the external examiner's reports and pathway review, contribute to carefully prepared agenda for a two-day annual review, attended by all staff, on Lusty Beg Island. Specifically prepared working papers and presentations ensure maximum use of time, while the social aspect enhances the event's ambience. Significantly, the key discussions that addressed curricular development and governance, following the instatement of the School as a discrete entity in 1998, were held at such an event. The scope and style of the proceedings of these meetings are central to the quality enhancement process and represent a committed, highly reflective and self-critical attitude towards educating students. 43. The external examiner oversees the examining process, meets graduating students and provides advice. His advice on modules, and pathways was particularly useful when the School became a discrete unit. Comments from the external examiner receive prompt and full response from the School.

44. The School implements the University's appraisal scheme through three-trained school appraisers. Where necessary, and following University practice, matters are referred to the staff training and development unit (STDU). In an initiative aimed at enhancement, the appraisers gather issues best addressed collectively and responses are made to the benefit of the group whilst maintaining individual confidentiality. The process of peer review of teaching is on the agenda for the annual review. New staff are required to take the Postgraduate Certificate in Higher Education Teaching (PGCHET) programme, and set induction programmes introduce them to their roles within the University. Award of the PGCHET leads to membership of the Institute of Learning and Teaching. There is evidence that new staff apply and disseminate what they have learnt in the PGCHET.

45. Postgraduates acting as tutors are required to undertake central training on small-group teaching organised by the STDU. They are fully briefed on specific details of each taught session by the relevant members of the School. Similarly, professional archaeologists contributing to a module are fully briefed by staff who, if necessary, discuss any issues arising from their presentations.

46. The self-assessment document was clear and provided a useful basis for the review, there being evaluation of the present position in relation to the evolution of the School as an entity. The base room material was well organised and usefully indexed.

47. 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.

48. The quality of education in archaeology at The Queen's University of Belfast 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.

49. The positive features of the education in archaeology in relation to the aspects of provision include the following:

a. The range of programmes offered; the flexibility of choice afforded within programmes; the strong emphasis on practical and field work; the influence of research expertise and external professionals; the emphasis on Ireland within the European setting (paragraphs 9 to 11; 14).

b. The range of methods used for teaching and learning; the research and scholastic expertise of staff which is evident in their teaching; the strong ethos and commitment of staff and students to teaching and learning (paragraphs 16 to 18).

c. The widening access and steady level of numbers of applicants; the achievement of the students; the large majority of graduates gaining employment or continuing in research or study (paragraphs 23; 24; 26).

d. The high quality of student handbooks and internet-based support materials; the personal tutor system and the work of the student adviser; the central facilities for support and guidance (paragraphs 28 to 30; 32).

e. The strategy for learning resources; the libraries; the collections, the museum and its artefacts; the advanced research equipment used for undergraduate and postgraduate projects; the information technology and software resources (paragraphs 35 to 38).

f. Module reviews and the influence of student opinion; the discussions and development work that are part of the annual reviews held during the two away days; the use of the external examiner, his advice and the response made to it (paragraphs 41 to 43).

50. The quality of education in archaeology could be improved by addressing the following issue:

a. The need to clarify and make explicit, the assessment criteria being used at each level and for each mode of assessment (paragraph 21).

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