Academic review of UK higher education
Introduction
A Subject provision and overall aims
B Academic standards Intended learning outcomes
Intended learning outcomes
Curricula
Assessment
Student achievementC Quality of learning opportunities
Teaching and learning
Student progression
Learning resourcesD Maintenance and enhancement of quality and standards
Summary of the main review
Subject provision and the overall aims
The Quality Assurance Agency for Higher Education (the QAA) helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
In developing its method for academic review, the QAA has published a wide range of materials designed to provide a background against which the reviews can take place. These are:
The QAA carries out reviews of individual subjects through service level agreements with the main higher education funding bodies. It also carries out institutional reviews of higher education institutions. The judgements made by the subject reviewers can contribute substantially to institutional review.
Subject review is a peer review process. It starts when institutions evaluate their provision in a subject in a self-evaluation document. This document is submitted to the QAA for use by a team of reviewers who gather evidence to enable them to report their judgements on the academic standards and the quality of learning opportunities. Review activities include meeting staff and students, scrutinising students' assessed work, reading relevant documents, and examining learning resources. Full details of the process of subject review can be found in the Handbook for academic review, QAA, 2000.
The range of judgements that reviewers may utilise when they have completed a subject review are summarised below.
To reach this judgement, reviewers look at:
Reviewers make one of the following judgements for each of three aspects of learning opportunities:
The three aspects of quality of learning opportunities are:
Reviewers also report the degree of confidence they have in the institution's ability to maintain and enhance quality and standards in the subject under review.
1. This report presents the findings of a review of the academic standards achieved, and the quality of the learning opportunities provided, in law programmes at the University of Abertay Dundee. The review was completed in the academic year 2001-02.
2. All specialist programmes and service teaching in the discipline of law throughout the University are provided by the Division of Law, which is based in Dundee Business School. The review covered the four following specialist programmes offered by the Division:
This commercial short course programme was discontinued in December 2001, the planned date for expiration of the Division's contract with the Registers of Scotland.
3. The overall aim of the law provision is:
4. This overall aim is consistent with the University's mission, particularly in relation to its commitment to providing a high-quality learning and scholarly environment, developing vocationally relevant higher education (HE), and widening access to its courses.
5. Each of the four programmes has appropriate additional aims and intended learning outcomes that characterise the provision and determine the nature and purpose of the qualification. They are summarised as follows:
6. Overall, these course-specific aims are consistent with the broad aim of the subject provision and with the intended learning outcomes. The details of the aims and intended learning outcomes for each programme are spelt out in their respective programme specifications.
7. Intended learning outcomes for each programme encompass both common and distinctive features of the courses that students follow. For example, those for the BA (Hons) Law and the BA (Hons) European Business Law both stress the vocational nature of the provision and the progressive development of students' intellectual capacities and transferable skills. Documentation for the BA (Hons) Law includes specific references to knowledge and understanding of the core disciplines of the law of Scotland. That for the BA (Hons) European Business Law refers to knowledge and understanding of the European community and European Union (EU) law, and to the third year of study, which is spent abroad.
8. Differentiated intended learning outcomes to be achieved progressively by the end of each year of study are described in programme specifications. When, as a result of revisions to a programme, a module is moved from one level to another, care is needed to ensure that the intended learning outcomes reflect the new level.
9. Articulation arrangements permitting students to transfer from HND studies directly into the second year of degree studies are designed to ensure that such students satisfy the requirements relating to achievement of the intended learning outcomes at the appropriate level.
10. The Division has taken care to develop clear statements of learning outcomes, relating them to the University's mission statement and mapping them on to the Subject benchmark statement for law. The reviewers consider that the Division's statements are appropriate for the different levels of study, and that they match the sector's expectations. The level of awards for the BA (Hons) Law, the BA (Hons) European Business Law, and the Diploma in Conveyancing and Executry Law is consistent with the descriptors for the Scottish Qualifications Framework. The Diploma is also approved by the Scottish Conveyancing and Executry Services Board (SCESB).
11. Module handbooks issued at the start of each course clearly identify for students the specific aims and learning outcomes for the module. Further explanations are provided by the module tutors. Overall, the intended learning outcomes for modules are appropriate to the broad aims of the provision.
12. Discussions with students revealed that while they are aware of intended learning outcomes for particular modules, they are unclear about programme outcomes. This matter requires attention because students are not always able to relate and integrate the various elements of their programmes. The Division acknowledges the need to communicate information about programme aims and intended learning outcomes more clearly and consistently. It plans to include such information in future editions of the students' course information booklet.
13. The curricula for all programmes are designed to focus on the practical application of legal skills and knowledge, underpinned by theory. The curricula enable students to develop knowledge and understanding of the core discipline, cognitive skills of analysis, synthesis and evaluation, and a variety of key transferable skills.
14. The modular nature of the curricula combines compulsory core and common modules with opportunities for options and specialisations appropriate to the separate programmes. Level 1 is essentially a foundation year which includes the cornerstone module on legal systems and method, and modules on obligations, jurisprudence, European Commission and public law. At level 2, commonality is maintained in semester one, where students develop their knowledge of law in property, criminal law, commercial law and free movement. In semester two, law students may choose family law and property law while European business law students take further modules in European law and business law.
15. Most level 3 students on the BA (Hons) Law choose the pathway leading to the Diploma in Conveyancing and Executry Law, but could instead choose those that focus on financial aspects of law, or travel and tourism law. At this level, students on the BA (Hons) European Business Law spend both semesters in a partner institution in the EU to acquire a sound knowledge of the business law of another European state.
16. The level 4 curricula are designed to develop in students the higher-level skills of analysis, synthesis and evaluation, particularly through their selection of a project topic for in-depth study culminating in a dissertation.
17. The range of options available to students in any one year is determined by staff availability and student numbers. The course information book and discussions with staff give students guidance and support in choosing options suitable for their career aspirations.
18. In addition to the common elements in the curricula for the three academic programmes, certain features contribute to the distinctiveness of each one. The BA (Hons) Law offers students who take the appropriate subjects in the third year, the opportunity to gain the Diploma in Conveyancing and Executry Law as well as the degree. It is also possible to graduate after the third year with an ordinary degree. Overall, the curricula enable students to achieve the intended learning outcomes, equipping them with a range of skills and knowledge appropriate to a professional career in law, as former students and their employers testified in a meeting with the reviewers.
19 The Diploma in Conveyancing and Executry Law is a three-year part-time course, incorporated within the BA (Hons) Law. It gives a qualification in conveyancing and executry practice accredited by the current professional body, the SCESB. The reviewers are satisfied that the curriculum, which includes property law, conveyancing and wills, trusts and executries, allows the intended learning outcomes to be achieved. The secretary of the SCESB spoke enthusiastically about the course and was pleased with the qualification that students obtained.
20. The BA (Hons) European Business Law includes modules on EU institutions, EU free movement, EU law, intellectual property law and competition law. The two semesters at level 3 spent in a partner European institution are intended to develop students' ability to adapt to, and operate in, different cultural and educational environments. Recent revisions to the course should enable all the intended learning outcomes to be achieved.
21. The Diploma in Continuing Professional Development (Law) was a successful initiative which gave training to staff of the Registers of Scotland in conveyancing law and practice in the broader context of law and legal systems.
22. All four courses contain curricular components to develop transferable skills such as analysis and communication. There is also a strong emphasis on teaching specific legal skills such as will and deed drafting.
23. To maintain the currency of the curricula and inform their design, all staff undertake research to varying degrees. They also keep abreast of developments in the areas of law they teach.
24. The reviewers are generally satisfied that the curricular content and design enable the intended learning outcomes to be achieved.
25. The reviewers sampled assessments at all levels and saw examples ranging from the traditional to the innovative, such as assignments and examinations, portfolios, document preparation, an ongoing scenario, and a mock trial on video. Other forms of assessment, appropriate to the different levels of study, include logbooks, presentations, seminar papers, preparation of case papers and hypothetical courts. Most assessments are designed to integrate academic and practical skills and to incorporate learning activities. Students receive clear guidance on aims and objectives in the module handbooks and, in some modules, written explanations of the rationale for the assessment methods used.
26. The grading of assessment is elaborate. Work is assessed on a university-wide system of 18 numerical grades, each with a qualitative descriptor. However, these are not sufficiently informative about the distinctiveness of each grade, so what differentiates one grade from others close to it is not always clear. Some external examiners' reports have commented on the complexity of the grading system. Students have become familiar with it and, if they need clarification, they talk to module tutors.
27. Standard feedback sheets are used with the grading system and are well designed to provide detailed feedback on knowledge, skills and progression. However, the sample seen by the reviewers showed that in most cases these sheets are not fully used. Feedback is often minimal, adding little information to the grade; students would not know why a specific grade has been given or how they could improve on it. Students find staff approachable and accessible if they need more detailed feedback on their work, but students have to take the initiative to request it, and many do not. The Division is urged to formalise arrangements for giving more detailed assessment feedback to all students.
28. Students expressed concern about the quantity of assessment, which results in very heavy workloads at certain times of the year. Even though they are informed of deadlines at the beginning of semesters, and care is taken about the amount of assessment within a module, students find it difficult to manage the assessment workload of several modules together when these have deadlines close to one another.
29. A system for internal moderation of assessment includes approval of units of assessment before they are issued to students; annual review to consider the balance and methodology of the assessment for each module; and confirmation that marking is appropriate.
30. External examiners are drawn from practitioners and academics, including one from continental Europe for the BA (Hons) European Business Law. They follow the institutional procedures for external examining and complete standardised reports. Apologies for absence are recorded in formal minutes. External examiners attend course and subject assessment boards and are involved in discussions relating to students who choose to exit early with a Certificate or Diploma, instead of completing the full degree programme.
31. The reviewers sampled a wide range of students' work at all levels on the three academic programmes and considered the external examiners' reports for the three years preceding the review. They also engaged in lengthy discussions with the Division on student achievement, and appreciate the additional documentation that staff produced on this area of the provision.
32. The lack of involvement of external examiners at levels 1 and 2 means that responsibility for keeping standards consistently in line with sector expectations lies with internal moderators.
33. The standards set at levels 3 and 4 are appropriate for the awards and comparable with those of other institutions. The reviewers are concerned, however, about the number of students who do not perform well enough to obtain these awards. The latest figures available show that the proportion of students at the end of the third year of study who are able to graduate with an ordinary degree or proceed to honours is only around 60 per cent on the BA (Hons) Law, and only some 35 per cent on the BA (Hons) European Business Law. The reviewers accept that with relatively small cohorts of students the poor performance of only a handful can have a significant impact on overall achievement rates. Nevertheless, they urge the Division to give sustained attention to dealing with this situation.
34. External examiners have identified in some students significant weaknesses in written communication skills. They have also commented on the breadth of student achievement, which can range from outstanding to very poor. Within individual course modules this is reflected in a wide range of performance outcomes; while some students achieve impressive grades, significant numbers do not, and despite the improvement achieved in recent sessions, several modules still have high non-completion rates. Moreover, the mean grade achieved in many modules (particularly at levels 1 and 2) is low.
35. Overall, however, based on their sampling of students' work and consideration of external examiners' reports, the reviewers judge that the standards applied in assessing student achievement at levels 3 and 4 are acceptable. Some students achieve high classifications at honours level; over 60 per cent of students graduating in a recent session achieved either a First or an Upper Second class award. This is particularly impressive given the students' academic profile on entry that, in keeping with the university's policy of widening access, is lower than that for other institutions offering studies in law. There is, therefore, considerable evidence of added-value in terms of student achievement, and the reviewers applaud the Division and these students accordingly.
36. The law programmes are, to a large extent, vocationally driven and details on first destinations of graduates are collected. The Division acknowledges that, as is common in the sector, information gathered through questionnaires is patchy. However, these show that around 25 per cent of graduates secure work of a legal nature and some 13 per cent in financial services. In a meeting with the reviewers, employers rated highly the aptitude and skills of graduates of the provision. The reviewers were similarly impressed by the enthusiasm of the former students who attended the same meeting.
37. The programmes also prepare students for further study, with about 15 per cent of them proceeding to postgraduate work. Representatives from such students testified that they enjoyed a stimulating and intellectually rigorous educational experience in the Division.
38. With respect to academic standards, the reviewers conclude that:
Overall, the reviewers have confidence in the academic standards achieved by the programmes in law at the University of Abertay Dundee.
39. Students experience a wide range of effective teaching and learning activities, from traditional-style lectures to innovative use of simulations and information technology (IT), but the quality of this experience is variable. At its best, when managed by talented, innovative, enthusiastic teachers it stimulates and engages students, enabling them to achieve the intended learning outcomes of the programmes. Certain areas of teaching are seen to be lively and popular, and students spoke warmly of the enjoyment and benefit they derive from such sessions. However, in other elements of the programmes learning is adversely affected by what students perceive to be a heavy overall workload in terms of the number of modules to be studied and the amount of assessment associated with them, and the sometimes limited written feedback on assignments. Students explained that when they feel demotivated they absent themselves from classes.
40. Students progressively acquire specialist knowledge and transferable as well as subject-specific skills through programmes that combine large and small-group teaching, guided and independent learning, and working with peers.
41. Teaching materials are both internet and paper-based. While there is good practice in both, this is not formally and extensively disseminated in the Division. Wider use of IT is desirable, as is greater consistency in how information relating to intended learning outcomes and assessment is communicated in module handbooks.
42. The Division could make better use of the University's teaching and learning strategy, and the support associated with it, to enhance the delivery of programmes to students. Staff referred frequently to the informal collegiate culture that prevails in the Division. While this is supportive, it is not strong enough to foster further innovation or ensure that sustained attention is paid to targeting matters such as student retention and widespread integration into the curricula of staff research, not only in subject specialisms but also into teaching and learning.
43. The provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses.
The quality of teaching and learning is approved, but
44. In accordance with the University's mission on access, the Division seeks to attract students from a wide range of backgrounds. Annual intake involves relatively small cohorts, reflecting a decrease in the number of applicants and the Division's aim to increase the required entry qualifications to bring them more in line with other institutions in the sector. The target intake for the BA (Hons) Law is 25; for the BA (Hons) European Business Law it is 10. On average, two students are admitted each year to the part-time Diploma in Conveyancing and Executry Law.
45. Recruitment literature strongly emphasises the vocational nature of the programmes. However, some students considered that references to future employment in the legal profession are ambiguous and have led to misunderstandings. The reviewers note that the Division has sought to clarify employment opportunities after students have enrolled. They urge the Division to take further steps to remove any uncertainties over professional qualifications.
46. A well-received induction programme welcomes students and introduces them to the staff and services provided at university level as well as in the Division. Institutional support available throughout the year includes seminars on personal finance and study skills, as well as individual counselling and other advisory services.
47. Within the Division, the relatively small number of students means that a high level of pastoral care and support is possible, and students spoke well of the availability and helpfulness of staff. All students have a personal tutor. Personal tutors and year tutors monitor problems that arise. Class representatives also draw attention to any matters of concern.
48. Staff give feedback on assignments, but because of its timing and brevity, some students perceive this as assessment rather than as a form of academic guidance to support their learning and progression.
49. In light of the size of the student cohorts, much of the support is understandably provided on an informal, open-door basis. However, it seems to depend on student initiative rather than being staff-driven. It is not clear to the reviewers that the support undoubtedly available to weaker students is being used by them. This is a matter for concern, given the significant numbers of students who drop out of study or underachieve. The Division should consider ways of being more pro-active and systematic in monitoring student progression and providing support to all students who need it.
50. The Division is concerned about the non-completion rates, particularly at levels 1 and 2, and has taken some steps to address the problem. These have mainly involved changes to the forms of assessment and to the order in which modules are studied. While these changes have resulted in some improvement, the Division appears to consider some factors to be too deep-rooted or too widespread across the undergraduate student body as a whole to be easily remedied. In particular, the reviewers are struck by the clear evidence noted by the Division of low motivation and poor attendance on the part of significant numbers of students, leading to disappointing performance and ultimately high non-completion rates. Although these factors may also affect other divisions within the University, the reviewers are not convinced that adequate consideration has yet been given to the reasons for students underachieving in law. They urge the Division to continue its investigations into this issue, undertaking a focused and systematic analysis of all possible factors contributing to student performance and progression.
51. The provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses.
The quality of student progression is approved, but
52. There are a sufficient number of qualified academic staff and support staff to deliver the programmes. The academic staff collectively have relevant consultancy and practical experience which they often use to good effect in their teaching and in the development of learning materials. Some modules make use of case-studies, others of intranet resources and web links. This use of IT is an example of good practice that adds significantly to the students' learning experience and should be encouraged throughout the programmes. Impressive laboratory facilities, with generous provision in terms of hardware and software, enable students to practise a range of IT skills, particularly in will and deed drafting.
53. Deployment of staff at levels 1 to 3 is based on the need to ensure that core subjects are covered, while specialist interests and expertise are used at level 4. Staff are stretched as they attempt to maintain a balance between teaching, research, pastoral care, administration and staff development. It is difficult to accommodate competing demands, and staff development in particular seems to have been given less importance than it deserves.
54. Future staff development will depend on the University's recently relaunched procedure for staff review and career development. The reviewers urge the Division to take advantage of this opportunity for a more systematic and cohesive approach to the further development of skills, knowledge and expertise that will enhance students' experience.
55. The 1996 Teaching Quality Assessment report drew attention to deficiencies in the library and its law holdings. The impressive library building, opened in 1998, now affords an airy and attractive environment conducive to study. The transfer of the collection of the local practising faculty of solicitors and arrangements whereby students have access to the library of the University of Dundee have brought about improvements.
56. The Division provided the reviewers with detailed documentation regarding the library's compliance with the recommendations of the Society of Public Teachers of Law. It also explained that early editions of standard texts are, as a matter of policy, kept on shelves to allow students to trace changes, and that current editions are available in the short-loans sections. In addition, the Division described the close working relationship between the designated academic librarian and the programme team. Nevertheless, after careful consideration of all the evidence, the reviewers conclude from their own observations, (particularly regarding non-availability of some critical materials) and from students' comments about inadequate stock and the poor condition of some books, that on balance there are deficiencies that limit students' opportunities for appropriate research.
57. Annual library expenditure on undergraduate provision is considerably less than that of other law schools, and prioritising new and emerging areas is at the expense of updating and increasing stock for core areas in the undergraduate provision. This is understandable, and the academic librarian's analysis of library usage to some extent alerts the Division to respond to students' needs as required. However, to complement this there should be a clear long-term strategy and effective management to improve stock across all areas.
58. The provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses.
The quality of learning resources is approved, but
59. The University's quality guide for staff and students contains comprehensive, clear information on all institutional policies, regulations and procedures. The School oversees local compliance with institutional requirements, mainly through the Module Scrutiny Group and the School Executive Board.
60. Within these broader structures, the Division operates a variety of measures designed to maintain and enhance quality and standards. It holds formal, minuted meetings of the Subject Assessment Board and the Course Assessment Board, both of which include external examiners. It submits annual programme reports to the School Executive Board, and administers a mid-semester questionnaire for student evaluations of each module. Year tutors meet class representatives once a month and report any problems to the Course Executive Board, which includes student representatives. From time to time the Division also holds informal meetings of subgroups of staff associated with each module, and these undertake an annual review of their provision.
61. Recognised procedures for the Division's activities are in place and are generally observed. The Division's culture is in the process of evolving from one that is informal and intuitively understood to one that recognises the value of more formal and systematic implementation.
62. The Division's frankness in discussing matters that concern it and the reviewers, and the University's formal structures for dealing with issues arising from internal procedures, give the reviewers confidence in the institution's ability to maintain and enhance quality and standards in law.
Law programmes at the University of Abertay Dundee were reviewed in the academic year 2001-02. Judgements were made about the academic standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
Academic standards
Overall, the reviewers have confidence in the academic standards achieved by the programmes in law at the University of Abertay Dundee.
Strengths include:
Issues include:
Quality of learning opportunities
Teaching and learning
The quality of teaching and learning is approved, but:
Student progression
The quality of student progression is approved, but:
Learning resources
The quality of learning resources is approved, but:
Maintenance and enhancement of quality and standards
The reviewers have confidence in the University's ability to maintain and enhance quality and standards in law.