Reviewing the Quality of Education
The Aims and Objectives for Politics
Curriculum Design, Content and Organisation
Teaching, Learning and Assessment
Student Progression and Achievement
The Quality Assurance Agency for Higher Education (QAA) was established in 1997. It has responsibility for assessing the quality of higher education (HE) in England and Northern Ireland from 1 October 1997 under the terms of a contract with the Higher Education Funding Council for England (HEFCE). The purposes of subject review are: to ensure that the public funding provided is supporting education of an acceptable quality, to provide public information on that education through the publication of reports such as this one, and to provide information and insights to encourage improvements in education. The main features of the subject review method are:
The HE sector in England and Northern Ireland is diverse. The HEFCE funds education in over 140 institutions of HE and 75 further education (FE) colleges. These institutions vary greatly in size, subject provision, history and statement of purpose. Each has autonomy to determine its institutional mission, and its specific aims and objectives at subject level. Subject review is carried out in relation to the subject aims and objectives set by each provider. It measures the extent to which each subject provider is successful in achieving its aims and objectives. Readers should be cautious in making comparisons of subject providers solely on the basis of subject review outcomes. Comparisons between providers with substantively different aims and objectives would have little validity.
Subject review examines the wide range of influences that shape the learning experiences and achievements of students. It covers the full breadth of teaching and learning activities, including: direct observation of classroom/seminar/workshop/ laboratory situations, the methods of reviewing students' work, students' work and achievements, the curriculum, staff and staff development, the application of resources (library, information technology, equipment), and student support and guidance. This range of activities is captured within a core set of six aspects of provision, each of which is graded on a four-point scale (1 to 4), in ascending order of merit. The aspects of provision are:
Reviewers are academic and professional peers in the subject. Most are members of the academic staff of UK HE institutions. Others are drawn from industry, commerce, private practice and the professions.
The review method has two main processes:
In addition to individual review reports, the QAA will publish subject overview reports at the conclusion of reviews in a subject. The subject overview reports are distributed widely to schools and FE colleges, public libraries and careers services. Both the review reports and the subject overview reports are available in hard copy and are also on the world-wide web.
1. This Report presents the findings of a review in November 2001 of the quality of education in politics provided by the University of the West of England, Bristol.
2. Bristol Polytechnic was formed in 1969 from the merger of colleges of commerce, art and education and became the University of the West of England, Bristol (UWE) in 1992. It has 12 faculties and is located on five campuses, four in Bristol and one in Gloucester. It also has centres in Bath and Swindon. The University has over 24,400 students, of whom over 17,000 are full-time.
3. The School of Politics is located within the faculty of Economics and Social Sciences, on the University's main Frenchay Campus, some five miles from the centre of Bristol. There are 285 full-time and 11 part-time students on its undergraduate programmes. There has been no intake on the postgraduate courses in the two academic years 2000-02. There are 14 full-time and three part-time academic staff in the School of Politics.
4. The following provision forms the basis of the review:
Undergraduate:
Interim Awards
Postgraduate:
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.
The mission of the University of the West of England is 'to advance an inclusive, civilised and democratic society and its enrichment through education, research, consultancy and public service'. To further this mission, the aims of the Politics School in its provision of modules and awards in politics are to:
1. foster an understanding of the subject matter of politics, including theoretical, normative and empirical concerns relating to governance and their relevance to the contemporary world;
2. foster an understanding of the breadth, diversity and importance of political phenomena;
3. enable students to study politics as a single discipline, or with another discipline or thematic pathway, or to take politics at an introductory level, thereby providing an opportunity to study specialist options in political science subjects, informed by staff scholarship and research;
4. develop both subject-specific, cognitive and key transferable skills as a foundation for further study and as a basis for a range of careers;
5. provide flexible programmes of study, enabling students to enter the programme at different levels, to move between different award routes or between full and part-time study, or to gain an interim award;
6. provide learning opportunities to students with a wide range of GCE A-Level scores and to those with different entry qualifications;
7. provide students with access to appropriate support facilities;
8. adopt a reflective approach to developments in teaching, learning and assessment in politics;
9. provide staff and students with appropriate learning resources to enable them to develop the skills necessary for the achievement of their educational goals;
10. monitor the delivery of its programmes on a systematic basis to ensure that feedback from students, external examiners and other appropriate stakeholders is used to maintain and enhance the quality of students' learning experience.
1. Our objectives do not distinguish between single and joint honours students. We expect the single honours student to provide evidence of fulfilling our objectives in more modules than a joint honours student. However, joint honours Politics students are not expected to engage the subject with the breadth and depth of the single honours student.
2. Students on the politics award at UWE should have the opportunity to develop both their knowledge and their understanding of the core concepts in the discipline and to enhance their skills. In politics, students encounter a learning environment that provides opportunities for them to develop their decision-making skills, their interpersonal skills, their use of information technology (IT) and their critical and analytical skills. Many of the subject-specific skills which politics students develop are also highly transferable and enable students to move into a wide range of employment opportunities.
3. On completion of the undergraduate programme, typical single and joint honours degree students should be able to:
3.1 understand the main elements of political theory;
3.2 apply political theory to empirical topics;
3.3 grasp certain normative dimensions of political thought;
3.4 assess the nature of government and political problems in more than one country;
3.5 understand that problems in politics are affected by different value positions and can be studied from a variety of perspectives;
3.6 understand and employ a variety of methods for interpreting political phenomena;
3.7 access and evaluate sources of political data and evidence;
3.8 communicate clearly and present a coherent argument;
3.9 progress to further study or seek employment in a wide range of careers;
3.10 Certificate of Higher Education students will have been introduced to certain normative dimensions of political thought, and to the nature of government and political problems in more than one country;
3.11 Diploma of Higher Education students will also have been introduced to normative dimensions of political thought, the nature of government in more than one country, and will have begun to assess the nature of government, political problems and the application of political theory to empirical topics.
4. In addition to the above, on completion of the postgraduate programme the typical MSc Politics students should be able to:
4.1 display the necessary skills in engaging with current debates in politics at an advanced level;
4.2 understand and evaluate different research methods in politics, and recognise the contexts in which they are appropriately applied;
4.3 formulate and answer research questions;
4.4 generate research materials and resources independently;
4.5 produce a dissertation that presents findings, analysis and conclusions in a coherent fashion at a level appropriate for postgraduate students;
4.6 A postgraduate diploma student will develop the skills and abilities outlined in 4.1 to 4.4, but will not proceed to their amplification through an independent research dissertation as in 4.5.
6. The graded profile in paragraph 7 indicates the extent to which the student learning experience and achievement demonstrate that the aims and objectives set by the subject provider are being met. The tests and the criteria applied by the reviewers are these:
To what extent do the student learning experience and student achievement, within this aspect of provision, contribute to meeting the objectives set by the subject provider?
Do the objectives set, and the level of attainment of those objectives, allow the aims set by the subject provider to be met?
1 The aims and/or objectives set by the subject provider are not met; there are major shortcomings that must be rectified.
2 This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met.
3 This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are substantially met.
4 This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
7. The grades awarded as a result of the review are:
|
Aspects of provision
|
Grade
|
|---|---|
| Curriculum Design, Content and Organisation |
4
|
| Teaching, Learning and Assessment |
3
|
| Student Progression and Achievement |
3
|
| Student Support and Guidance |
4
|
| Learning Resources |
4
|
| Quality Management and Enhancement |
3
|
8. The quality of education in politics at the University of the West of England, Bristol is approved.
9. The single and joint honours courses in politics provide a flexible structure based on a wide range of modules which can be studied in either full or part-time modes. The balance between core and optional modules ensures the coherence of the courses, whilst facilitating student choice. The undergraduate curriculum was revised for new-intake students in 1999-2000. The new courses are based on four 30-credit modules a year. The previous arrangement was based on six 20-credit modules a year. A distinctive feature of the new undergraduate curriculum is that modules are classified as 'political science' or 'political theory and ideas', and students must take a proportion of modules from each classification. This ensures that all students receive a solid grounding in the key aspects of the discipline. While the political science modules invariably include a theoretical dimension, their focus lies with political institutions and processes.
10. The provision is designed to ensure coherent progression, and clear distinctions are made between learning outcomes at each level. Level 1 modules introduce key concepts, institutions and political processes; Level 2 modules develop students' appreciation of political science analysis and broaden their knowledge base; and Level 3 modules offer opportunities for independent, research-led, specialist analysis. There is only limited choice at Level 1, but increasing degrees of choice are available at Levels 2 and 3. Students also have the option of undertaking a research-based dissertation at Level 3.
11. The School offers a number of opportunities for second-level students to undertake study abroad for either a year or a semester. The syllabus at international partner institutions is specifically approved to ensure that course aims and objectives are developed during the exchange.
12. The postgraduate curriculum concentrates on a more specialised range of issues than the undergraduate, but again reflects a concern to ensure that students are exposed to both political science and political theory. The curriculum is intellectually challenging and reflects contemporary debate. It also offers appropriate training in research skills. These courses have only recruited very small numbers of students in recent years, and the School is currently revising its postgraduate provision.
13. Transferable skills are developed in all modules. They are based on the framework offered by the National Benchmark Statement for Politics, and particular emphasis is placed on analytical and research skills. The provision has traditionally concentrated on qualitative approaches to the discipline at undergraduate level, but quantitative methods are now included in a new compulsory and innovative Level 2 methodology module, Reading Politics.
14. There is a growing research culture within the School that underpins the quality of teaching and curriculum design. Staff are actively involved in research and scholarly activities that directly support the programmes, and which produce intellectually challenging postgraduate and Level 3 undergraduate modules. There is evidence of ongoing curriculum development and many examples of currency and innovation in the curriculum, including modules on Political Science Methodology, Caribbean and Irish Politics.
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 School aims to adopt a reflective approach to developments in teaching, learning and assessment. There was ample evidence of this in the wide range of teaching and assessment methods used at undergraduate level, with a view to achieving different learning objectives. Lecturers make considerable use of visual aids and lectures are reinforced by a computerised conferencing system which allows students to access lecture notes and further guidance about reading on line.
17. A variety of seminar formats, including small-group work and various forms of student presentation, is used to encourage participation. Module handbooks specify the intended learning outcomes and, in general, clearly explain the teaching and assessment methods being used and their specific purpose. The assessment methods are often well designed to encourage the development of particular transferable skills, such as time management, written and oral communication, working in groups and the use of IT.
18. The reviewers observed nine teaching sessions, lectures and seminars, covering all undergraduate levels. These were generally of a good quality, some being very good, and were well planned and well delivered. The material covered was up to date and generally of an appropriate level, and there was a good level of student participation. The School has identified attendance at seminars as a problem, but has recently taken steps, such as a return to weekly seminars and allowing students a choice of seminar times, in order to address the matter. Some evidence of improved attendance in the current year was reported.
19. The reviewers also scrutinised a wide range of assessed work by students, including examination scripts, dissertations, essays, shorter essays forming the basis of student presentations and tests. The assessment requirements were clearly stated, and in most cases were appropriate to the level. Marking was consistent, with evidence of internal moderation and satisfactory involvement of external examiners in the examining process. The reviewers noted some good practice in the provision of feedback to students including oral and written feedback on student presentations and on tests.
20. While there have been few MSc students during the period under review, the teaching, learning and assessment arrangements at this level are satisfactory, with longer intensive classes on taught modules, more advanced assessment techniques and a research-based dissertation.
21. The School aims to develop subject-specific and transferable skills as a basis for further study and a range of careers, and the intention is to develop students' abilities as independent learners. It is not clear that at the undergraduate level the strategy for developing students' learning has been adequately thought through or implemented. Teaching and learning programmes lack a framework for progressive development of these skills. In addition, the feedback provided to students is less than adequate in several respects. For example, while feedback on assessed work is often good in the case of better work, on poorer work it is frequently unhelpful and negative. There is no guidance on the criteria required to achieve different grades of award in School or in many module handbooks. Furthermore, there are limited opportunities for students to write longer research-based essays, even at Level 3.
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 School of Politics aims to provide access to higher education for students with diverse prior educational experiences. An average of 94 per cent of single-honours students and 85 per cent of joint-honours students come with GCE A-Level qualifications or equivalent, with the remainder coming from a variety of routes including access schemes and from overseas. Average GCE A-Level point scores are around 14, with the range varying from 4 through to 28. While the proportion of mature students has dropped in recent years, in common with elsewhere in the sector, it remains around 12 per cent on joint honours and just under 10 per cent on single honours.
24. Applications and admissions to the programmes have declined in recent years, which is not untypical for the subject area. In common with national trends, men form a majority of students studying politics. The Faculty has taken a number of initiatives to widen participation, including strengthening its relationships with local schools and colleges, and introducing mentoring schemes for pupils in primary and secondary schools, with a particular focus on ethnic minorities. These are clearly long-term initiatives and it is too early to judge their success, but the University is to be commended for its commitment to this agenda.
25. Through its modular system, the University is committed to giving all students the opportunity to progress and achieve an award, even if this takes more than three years. In this context, completion and continuation rates have been satisfactory, with over 80 per cent completing or still in the system after three years.
26. The achievement of good honours degrees by some students with non-traditional backgrounds represents good added-value. Overall, however, achievement rates have been a cause for concern. There have been high levels of failure at first attempt on individual modules over the last two academic years at all levels. In some modules this exceeded 50 per cent, and has rarely been below 20 per cent. The School has taken some constructive steps to address this problem through restructuring the design and organisation of curricula and aspects of student support. It is too early to judge the success of these actions. The proportions of First and Upper Second class honours degrees awarded has recently fallen to 25 per cent of graduating students, from the previous level of 33 per cent. In part, this has resulted from a change in the degree classification scheme, which is based on an average of student marks at Levels 2 and 3. Despite evidence of the exercise of some sensible discretion in the operation of the system, the classification scheme has clearly disadvantaged some able students. External examiners have raised concerns over this issue and the University has acknowledged the problem and is in the process of changing the regulations.
27. The best of the assessed work scrutinised by the reviewers was of a good quality and demonstrated sound levels of knowledge, analysis and research. Poorer work lacked evidence of critical and analytical skills, but overall the work demonstrated achievement of aims and objectives.
28. Former students spoke highly of the transferable employment-related skills that they had acquired in the course of their studies. First-destination data show that graduates progress to a range of careers appropriate to the School's aims and objectives.
29. 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.
Student Progression and Achievement:
Grade 3.
30. There are support and guidance processes at school, faculty and university levels. Overall, the system is comprehensive and appropriate to the nature of the student intake, with a range of channels available to provide information and guidance. At School level, support is underpinned by good staff-student relations. Current and former students spoke warmly of a dedicated, friendly, approachable and open group of academic staff.
31. Written guidance to students is provided in the University, Faculty and School handbooks, as well as in guides to individual modules. Information on support services in the University and Faculty documentation is comprehensive; that in the relatively new school handbooks is less so, but it nonetheless provides students with useful points of contact.
32. Admissions arrangements are very well organised. Potential students are given an impressive volume of information about the University, and have the opportunity to tour not just campus facilities and student accommodation but also the city of Bristol itself. Induction procedures are comprehensive. First-year students undergo a five-day programme including meetings with subject librarians, careers advisers, IT support staff as well as student advisers and academic staff. Direct entrants to Level 2, returning students and postgraduates all receive dedicated induction sessions.
33. The system for academic guidance and tutorial support has undergone a major overhaul in 2001-02, in response to concerns about the robustness of previous arrangements. The University has recently appointed professional student advisers at faculty level, including two in the Faculty of Economics and Social Sciences. These advisers are currently undergoing an impressively wide-ranging training programme to enable them to provide support on both pastoral and academic-related matters, releasing academic staff to concentrate on subject-related guidance. While it is too soon to be certain about the effectiveness of these new arrangements, the reviewers commend an imaginative and well-considered innovation.
34. There are effective systems for advising students on option choices. An 'options fair' is organised at which tutors provide information on the content of options, and advise students about choices, in the light of previous performance. Following the publication of assessment results, tutors offer help and advice to students, to enable them to plan their further progress through the programmes. This represents good practice.
35. At faculty level, a study-skills tutor provides individual guidance and runs a series of workshops on a range of issues. Part-time students also have access to a dedicated tutor. It is evident that both services make a significant contribution to the academic development of many politics students.
36. The central University support structures are of a high quality. They are provided through a centre for student affairs comprising the enquiry admission service, advice and welfare service, counselling service, careers service and disability resource centre. The reviewers were particularly impressed with the support and guidance offered to students with disabilities. There are well-considered arrangements for careers advice, mostly targeted at final-year students, and the careers service offers a comprehensive range of information, in both print and electronic form.
37. 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.
38. Co-ordination between academic, library and technical staff has ensured strategic and effective management of a modest resource base. It has also enabled the School to maintain the currency of the curriculum, and to support a number of innovations in curriculum, teaching, learning and assessment. The School has made good use of information technologies to expand the range of intended learning outcomes to meet the requirements of national benchmarks, as well as the changing needs of students.
39. There are effective mechanisms to ensure the maintenance, replacement and updating of learning resources, based on complementary procedures at the school and university levels. These mechanisms include the updating of reading lists and the identification and replacement of missing stock.
40. The University library system is composed of seven libraries on separate campuses. The electronic catalogue enables students to identify the resources of the entire library system, which they can access through an impressive and efficient internal intersite transfer arrangement. Students also have free access to the national interlibrary loan system. Special loan and photocopying arrangements operate for part-time students. Special arrangements and a range of specialist facilities are also provided for students with disabilities. The Frenchay Campus library offers 1,167 study places, including facilities for private, silent and group work.
41. The library is open seven days a week for a total of 70 hours during term-time, and six days a week 43 hours during the Summer and Christmas vacations. Consideration is being given to extending opening hours. Book and journal stocks are appropriate to student needs, and demand and use are carefully monitored. The fall in student numbers has resulted in a decline in University expenditure on library resources in politics over recent years; however, the School has maintained expenditure on journals, and the Faculty has made additional allocations to support the acquisition of books for new modules.
42. There is good access to IT facilities. The Frenchay campus has approximately 1,500 computers available for use by students: a student to computer ratio of 10:1. There are 84 computers in four faculty-based PC laboratories; these are open between 0700 and 2100 hours, Monday to Friday during term-time. There are two University PC laboratories on the Frenchay Campus, with a total of 80 computers, provide 24-hour access. The central computing office offers one-to-one drop-in, telephone and email advice to students and staff, whilst the Faculty Technical Officer provides support for students in the Faculty PC laboratories.
43. Students are offered a general induction to both the library and computing service, but library and computing service staff are also directly involved in the delivery of several core and optional modules. The library offers telephone and email advice for part-time students and students with disabilities, as well as personal help and advice during library opening hours. All modules provide additional learning materials through an electronic conferencing system, including lecture notes, specialist materials and links to appropriate external web sites.
44. Teaching accommodation is good and well matched to group sizes. Teaching rooms are equipped with audiovisual and, in many instances, electronic facilities. The Frenchay Campus has an appropriate range of social and recreation facilities. Academic, library, technical and administrative staff are integrated into the resource planning process.
45. 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.
46. Formal responsibility for quality management lies primarily with the Faculty though, as would be expected, there is also a range of detailed procedures at programme and school or field levels.
47. The School makes considerable efforts to elicit the views of students on their learning experience. The active staff-student committee contains representatives from all modules, and students are encouraged to air problems and make suggestions for improvement, which are clearly acted on. Students also complete mid-session qualitative evaluations of modules; these have led to modifications in such areas as teaching styles and assessment arrangements during the remainder of the academic year. There is also a formal questionnaire to elicit more detailed answers to quantitative and qualitative questions at the end of each module.
48. It was clear from discussions and from external examiners' reports that the Faculty had experienced considerable difficulties in earlier years with the data provided by the University's computerised record system. The reviewers were assured that modifications to the system had greatly improved the quality of information available for examination boards, and indeed this had been confirmed by the most recent external examiners' reports.
49. The School aims to monitor the delivery of its programmes on a systematic basis to maintain and enhance the quality of the students' learning experience. However, in the view of the reviewers, the operation of school-level procedures is pervaded by a degree of informality and lack of rigour which makes them less effective than they should be. For example, while responses to the formal student evaluation questionnaire are generally positive, the value of the results is reduced by the generally poor response rates, and the Faculty has shown little sense of urgency about improving these. While there was claimed to be a significant link between seminar attendance and student performance, the School seemed to be unable to produce systematic data about attendance levels. And while it is clear that the School does take external examiners' reports seriously, discussing issues raised and considering appropriate responses, it may wish to consider whether there should be early written response to external examiners' reports, direct to the examiners, as a matter of course.
50. The School has well-developed procedures for the induction of new staff and for providing them with the necessary professional development training, and there is in general a good take up of staff development opportunities. There is regular peer observation of teaching, reinforced by oral and written feedback, and evidence that members of staff are responsive to suggestions made. An annual appraisal process is used in part to ensure that training opportunities and adequate resources are available.
51. The Faculty Teaching and Learning Committee, with representation from the School, is an important focus for exploring issues relating to enhancement of teaching quality, providing a useful range of reports on various aspects of students' performance and the operations of the University's procedures. There is also evidence of continuing debate within the School on a range of matters, justifying the School's claim to provide a reflective approach to developments in teaching, learning and assessment.
52. The self-assessment document provided a reasonable summary of the provision and an adequate basis for the purposes of the review. It contained rather limited evaluation.
53. 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.
Quality Management and Enhancement:
Grade 3.
54. The quality of education in politics at the University of the West of England, Bristol 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 on the review visit together with an analysis of the self-assessment and additional data provided.
55. The positive features of the education in politics in relation to the aspects of provision include the following:
a. Flexible curricula which are coherent and progressive (paragraphs 9; 10; 12).
b. Innovation, currency and intellectual challenge within the curricula (paragraphs 12 to 14).
c. A reflective approach to teaching, learning and assessment which leads to an effective variety of approaches and good quality teaching (paragraphs 16 to 18).
d. Initiatives taken by the Faculty to widen participation (paragraph 24).
e. High added-value demonstrated by the performance of some students (paragraph 26).
f. The high level of student support provided by the politics team and within the Faculty (paragraphs 30; 32; 33).
g. The support provided for students with disabilities (paragraphs 36; 40).
h. The effective management of the resource base (paragraphs 38: 39).
i. The good use made of information technologies to meet the needs of students (paragraphs 38; 43).
j. The commitment of staff to quality enhancement (paragraphs 50; 51).
56. The quality of education in politics could be improved by addressing the following issues:
a. The lack of a progressive teaching and learning framework for the development of the learning skills implicit in aims and objectives (paragraph 21).
b. The poor performance of many students at both module and award levels (paragraph 26).
c. The lack of rigour in monitoring processes at School level (paragraph 49).