1. This Report presents the findings of an assessment in November 1995 of the quality of education in sociology provided by the University of Lincolnshire and Humberside.
2. The University of Lincolnshire and Humberside, previously Humberside College of Higher Education, received university status in 1992. The University consists of 13 schools and one research centre. The number of students enrolled in 1995-96 was 14,559 (12,361 full-time equivalent (FTE)). Sociology, the assessment of which includes criminology, is provided in a number of programmes offered by the School of Social Science and Professional Studies, based at the Inglemire Avenue site.
3. In the academic year 1995-96, approximately 300 FTE students were enrolled on sociology/criminology programmes, comprising 284 FTE students on undergraduate programmes and 16 FTE students on postgraduate programmes. There are 12.3 FTE staff in sociology and criminology.
4. The following provision forms the basis of the assessment:
and the sociology/criminology components of the following courses:
Sociology at the University is located within the Field of Social Science in the new School of Social Science and Professional Studies. The aims of Sociology are consistent with the proposed University mission:
Sociology aims to contribute to the output in social science and allied disciplines, of graduates who are independent learners, who are critical, analytical and reflective upon the relevance, practice and application of Sociological knowledge in the contemporary world, and who have a range of personal competencies and abilities which enlarge their postgraduate opportunities, whether in employment or further education and training.
An additional aim is to offer to groups who have traditionally been under-represented in higher education, opportunities to develop their educational potential to the full in the context of a stimulating and enjoyable range of learning experiences.
2. Objectives: Learning outcomes for Sociology
On completing a degree programme students will have:
2.1 Intellectual Skills
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 sociology at the University of Lincolnshire and Humberside is approved.
10. The BA (Hons) Applied Social Science programme was redesigned and revalidated in 1992-93, and had its first intake in 1994. The foundation and intermediate levels therefore represent the revalidated course, whilst the final year represents the old course. Central to its development has been the idea of 'the critical practitioner', with emphasis placed on students becoming independent learners who are both analytical and reflective and capable of integrating theory and practice. A student-centred approach is adopted, with the foundation year comprising a Learning to Learn programme and a project and topic in sociology and the other designated subjects. In subsequent years there is more subject choice, while the final year includes a compulsory double unit in independent studies.
11. In the foundation year, the Learning to Learn programme plays a central role in developing the personal and communication skills identified in the stated objectives. Some of these group and presentation skills are explicitly assessed in the projects to ensure that the programme is an integral part of the foundation level course. This emphasis on communication skills is, on the evidence of seminars observed by the assessors, continued through the intermediate and final levels in seminars. The projects and topics explicitly address the intellectual skills identified in the self-assessment and play a key role in introducing students to the different perspectives within sociology and their application to contemporary issues. Students are given some choice within sociology as to what project and topic they take. There is a potential risk that the student experience will be divergent, but the existence of common learning outcomes and forms of assessment within subjects, along with the co-ordination of projects and topics, ensure that students are appropriately introduced to central themes and concepts within the discipline.
12. Progression within the course is expedited by the identification of clear learning outcomes at different levels. The course moves appropriately from identification to application, analysis and evaluation. Increasing opportunities for student choice, the emphasis placed upon case studies, and the stress given to independent studies all play an appropriate part in encouraging students to become reflective practitioners. Furthermore, the assessment strategy expressly addresses the range of intellectual, personal and communication skills, integrated with conceptual and subject-based criteria, identified in the self-assessment.
13. Problems exist, however, in the current design of the course; it does not ensure that students acquire an understanding of key methodological issues critical both to case studies and independent studies as well as to the provision of a complete grounding in the discipline. At foundation level, students have to learn research methods within the Learning to Learn programme and are introduced to major theories and concepts within sociology. Thereafter, their examination of methodological issues is somewhat uneven. Some units address these issues, but students may opt not to take them and therefore may not acquire the requisite research skills identified in the objectives set. External examiners confirm that some of the students' work, especially in case studies and independent studies, exemplifies this weakness.
14. The opportunities for choice at the intermediate and final levels involve a wider concern - that students at the same level undertake units with somewhat different learning outcomes and forms of assessment. There is a lack of assessment criteria laid down for different forms of assessment, leading to variability in the skills being assessed. This is evident in students' work. There is also a danger, evident in student feedback, of a lack of comparability between the marking of different units. Tutors are aware of these weaknesses and the fact that some units taken by the current third-year students (for example, Deviance) do not exemplify the learning outcomes identified in the revalidated course or those which would be appropriate for the final year. Staff have already designed a course which is based appropriately on staff specialisms and they intend to rectify these weaknesses in the development of joint honours courses, which has already begun.
15. Students also expressed some concerns about the organisation for both undergraduate and postgraduate programmes. There has been some improvement this year; for example, course booklets for second-year units have been successfully revised and are now available before the summer vacation. However, it was felt that there was still a need to improve in this area.
16. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Curriculum Design, Content and Organisation:
Grade 3.
18. The assessors are impressed by the student learning and staff development packs that have been produced to support the development of the Learning to Learn modules, and by the enthusiasm of staff and students in their delivery. Evidence of skills acquisition was noted in respect of information technology (IT) and critical thinking in seminars, and the Learning to Learn initiative was seen to be of considerable benefit to students.
19. Sociology units are delivered in a range of modes, for example lectures, seminars and workshops. The assessors observed 17 teaching sessions, of which 35 per cent were grade 4, 47 per cent were grade 3 and 18 per cent were grade 2. The assessors noted the contrast in the delivery between lectures and seminars. The former were primarily presentational; they were well prepared, clearly delivered and dealt with conceptual material critically and at an appropriate level. The delivery was, however, essentially didactic and there were few opportunities for students to engage explicitly as active learners. The course team may wish to review this in the light of their objectives in relation to active, participatory learning.
20. By contrast, the seminars provided opportunities for students to rehearse skills acquisition within a sociological framework. In the best sessions, the assessors identified exemplary instances of the attainment of objectives through student-centred learning experiences; examples included structured, group-based tasks in which students developed debating skills around a topic and were then challenged by an opposing group. However, in other sessions there were fewer opportunities for students to develop the skills of critical enquiry and self-managed learning, or to be active participants.
21. The assessors are impressed with the variety of assessment methods that have been developed, including conferences, case studies and group presentations, with assessment criteria based on learning outcomes. There is progression from year one to year three in skills development (for example, self-management) and in handling subject-based materials (from more descriptive outcomes at year one to evaluation and analysis in year three). Such innovative approaches are to be commended in the light of the high student-staff ratios.
22. There is evidence from the range of written work seen that some third-year work is attaining these higher order outcomes. The assessors were impressed with the quality of written assignments and noted one example of an undergraduate whose course task had been accepted for publication in a professional journal.
23. Feedback sheets are attached to all work and comments are seen as constructive and helpful to students. However, the assessors feel there could be a better delineation of assessment criteria in relation to specific grades for assessed work. At present, apart from the independent studies module, students cannot identify in the documentation the expectations for a particular grade of work.
24. 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.
26. On the postgraduate programmes, students are admitted without traditional entry qualifications. This policy helps to fulfil the stated aims relating to the promotion of access. However, the MSc has had a falling recruitment and has not run this year. This is partly due to the growing reluctance of employers to fund secondees, but there was evidence from discussions with local agency representatives that the course could be marketed more effectively.
27. The achievement of students on the BA (Hons) Applied Social Science, as measured by the increasing proportion gaining Upper Second class awards, is considerable. There is evidence that significant added value is provided at both undergraduate and postgraduate levels, when a comparison is made between entry qualifications and results. Moreover, students' work reflects a growing capacity for them to become independent learners.
28. There was some evidence of a significant number of withdrawals and transfers to alternative courses in the recent past, at foundation level and in the first few weeks on part-time courses (including postgraduate programmes). The Department has recognised this problem and taken steps both to analyse the reasons for withdrawal and to prevent it in the future, by interviewing applicants and providing more structured support for part-time students.
29. Data are available on student progression and achievement, but they are not completely reliable. For example, different sources pointed to different rates of withdrawal, and the data on first destinations are acknowledged to be only partial. Appropriate steps have been taken to address these issues by developing a centralised student information system and by building closer links with the careers service, supplementing this data if necessary with data collected by staff.
30. 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.
32. On arrival, students are involved in an extensive and intensive induction programme, which aims to socialise them into the study programmes as well as the University. Undergraduate students are provided with materials for the Learning to Learn programme and are introduced to the facilities and services available on the campus, as well as beginning their study programmes. This induction process involves the departmental and university services, including learning support services. One weakness is that there is no similar procedure for postgraduate students, a number of whom said they had to find their own way into the routines of learning. A second weakness is that, despite the centrality of Learning to Learn in the foundation year, there is no formal follow-up in the second or third years. The result of this is that the study-skills support of the first year is at best complemented by less formal procedures in the following years.
33. At undergraduate level, the personal tutor system has recently been reorganised so that the personal tutor is primarily responsible for pastoral matters. This is the first step in a comprehensive set of arrangements for pastoral support, including central services, ranging from financial matters, legal and other advice, and counselling when necessary. Students learn of these facilities in their induction week, with follow-up through leaflets and related publicity. Although these services are located at the Cottingham Road campus, the take-up by sociology/criminology students seems relatively high compared with other departments.
34. There is a meeting between the personal tutor and tutees in the induction period, and another meeting towards the end of the first semester. One consequence of this is that there is no necessary involvement of the personal tutor with academic matters, which are the responsibility of the unit tutor in the first instance. Second and third-year students the assessors met reported that this was an unsatisfactory situation when compared with the previous arrangements; personal tutors formerly had both a pastoral and academic responsibility and unit tutors seemed more approachable. The principal complaint was that unit co-ordinators appear to be too busy to see students about individual academic matters, whereas the personal tutors are only seen to give a breakdown of examination results. Students also suggested that the arrangements for staff to be available to meet them at set times during the week could be better communicated.
35. The University and the Department recognise and support the special needs of different sections of the student body, particularly those with disabilities. This support is provided by the central services, assisted strongly by the Department. Included in this provision of support are blind and partially sighted students and students with other disabilities, including learning problems. However, the special needs of different social groups among the student population, such as mature students and ethnic minorities, are being met only partially. In the case of students with young children, the absence of a crèche creates particular difficulties, although attempts are made to off-set the effects of this through financial support of a total of £30,000 a year for child-care. Nonetheless, claims to meet the needs of a broad intake of students are somewhat jeopardised by the lack of crèche facilities.
36. Students have high regard for the support provided by the careers service. Of particular importance is that the service has a presence from the first year, providing opportunities for seminar meetings at the end of that year. A group of second-year students confirmed that this was a particularly useful session and came at an opportune time in their undergraduate careers. Most of the careers support is provided during the third and final year of study, involving close work with the curriculum staff in the Department to develop focused programmes.
37. 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.
Student Support and Guidance:
Grade 2.
39. The Department's learning resources strategy is focused on the Learning Development Unit, which has been very effective in enabling students to develop their independent learning skills. This takes place through the study-skills activity, covering writing, reading and related skills, complemented by generic skills, developed by both the Department and the University's Learning Development Unit. The Department and the University have developed an appropriate range of resources to supplement and support the learning programmes, involving learning packages, case-study teaching strategies, visiting lecturers and the IT-skills programme. These approaches and resources have been updated recently and the Skills Acquisition Package is being reviewed and evaluated by the University's Learning Support Unit.
40. The Department of Learning Support covers the library, computer services and media services, and the Division of Assistive Resources and Technology (DART) aims to provide an integrated learning support service. The library provides a good service to the students, within the limits of the budget, including multiple copies of key texts, journals, CD-ROM facilities and other services. An important feature is the location of on-line computer units in the library to permit independent and supported study within the library. The staff provide an accessible service, facilitating the use of the library, including telephone renewals where students have difficulties returning books or library searches for part-time students who have difficulty making use of the library. Nevertheless, postgraduate students spoke to the assessors of the difficulty of obtaining the appropriate reading. Where notice is given, the availability of texts can be increased by shortening the loan periods. However, sociology staff do not always provide such notice, and students experience difficulties at peak demand times. There are restricted opening hours on Fridays and Saturdays, and there is no Sunday opening. Both younger and mature students confirmed that they would welcome an earlier opening on Fridays and all-day Sunday opening. There is scope for improvement in the provision of these services, for both part-time and full-time students, although the needs of each should be differentiated.
41. The computer services are involved in the Learning to Learn programme, familiarising students with computer services and their use for learning and research. There is good quality support for the open-learning packages in word-processing and related database use. There is provision for students to have prior competences recognised, and computer staff act as supportive facilitators as students work through the packages. The opening hours are the same as for the library, and thus subject to the same restrictions. There has been recent expansion in the number of workstations available and the Department is involved in the University's strategy in relation to IT. However, the ratio of students to workstations is 18:1, making access difficult, particularly in relation to the pressure of essay deadlines.
42. The media services offer good support to students, particularly on project work. This support includes opportunities to borrow technical equipment, which is important in the independent research work undertaken. Students have access to the facilities, and technical staff assist and facilitate use of the more complicated equipment.
43. The DART began with a principal concern with blind and partially sighted students, but very quickly extended its support and now offers a comprehensive, quality service to students and support for staff. Members of the sociology staff were involved in initiating this development. There was evidence that sociology students from the Department make use of the facilities on offer, and efforts are being made to extend the service across the University. Critical to the development of the DART has been the close integration within learning support services, both formally and substantively, resulting in staff support in the evaluation of equipment as well as the development of procedures.
44. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Learning Resources:
Grade 3.
46. External examiners' reports provide indicators of the level of attainment of unit objectives and comparability across the subject. Whilst many positive comments are made in the reports (for example, about the variety of assessment and the good standard of work) some concerns are also expressed. For example, examinations are deemed to be too hard and theoretical, and methodological weaknesses in students' work are not sufficiently addressed.
47. The assessors judge that there is significant scope for improvement in terms of the operation of procedures for considering external examiners' comments. Although systems are in place, there is a need to establish better procedures for 'closing the loop', with clearer articulation of actions taken where appropriate.
48. The assessors have similar concerns in relation to student evaluation of courses. The Applied Social Science degree is evaluated by means of a course questionnaire administered at the end of the final year. Evaluation of individual units occurs on an ad hoc basis. There is scope for a more systematic unit evaluation which would enable staff to monitor the student experience more effectively and consider appropriate action in the light of findings.
49. The University is to be commended for developing a programme for training student representatives, which is being implemented this term. This should provide for more systematic and informed student representation in future.
50. Staff development operates at a number of levels in the University. There is evidence that the staff appraisal process informs staff development activities. The university-wide programme supports curriculum and research development. In addition, the Learning to Learn programme has been supported by a programme of staff induction and staff development, as well as tutor packs. These packs provide high-quality materials and a session-by-session programme for staff delivering the units. Departmental support for staff development is evident, with priority being given to attendance at conferences. Additionally, staff are supported in their own skills development, for example in counselling skills.
51. There are clear indications of recent developments benefiting the student experience; examples include the Learning to Learn programme, access for a more diverse student population, and the engagement of students in active learning. However, there is a pressing need to ensure that more coherent systems are in place to monitor, evaluate and enhance the quality of the student experience in a systematic and more visible way.
52. 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.
Quality Assurance and Enhancement:
Grade 2.
54. The positive features of the education in sociology in relation to the aspects of provision include the following: