Academic review of UK higher education
Introduction
A Subject provision and overall aims
B Academic standards
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 outcomes
Subject provision and the overall aims
The Quality Assurance Agency for Higher Education (the Agency) 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 Agency has published a wide range of materials designed to provide a background against which the reviews can take place. These are:
The Agency 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 Agency 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 art and design, and communications, media, film and television studies programmes at New College Nottingham. The review was completed in the academic year 2003-04.
2. New College Nottingham and its City Campus were formed as a result of the merger of four colleges between 1997 and 1999. Nottingham has one of the most educationally deprived wards in England with 47 per cent of the College's students coming from a widening participation background. At present, there are 5,034 full-time students and 31,300 enrolments on part-time courses.
3. The programmes under review are:
4. Most programmes are managed through the recently created Lace Market School of Art, Design and Fashion (145 students). The HND Media (25 students) is in the School of Business, Computing, Media and Multimedia; the 3D Design Craft (Furniture) (12 students) is in the School of Construction. The latter students are taught at Basford Hall. Other students are taught in the Adams Building and the Lace Market Building in the city centre. The Lace Market Building is currently being developed and the present cohorts on the 3D design and graphic design programmes are in temporary accommodation.
5. The College devised four strategic objectives in the spring of 2002 for implementation over three years. These are:
6. The overall aims of the subject provision are to provide:
7. The aims and intended learning outcomes (ILOs) of the programmes, which are listed in the programme specifications, are clear, appropriate and linked together. They relate to the Subject benchmark statement for art and design, published by the Agency, for HNC and HND programmes in graphic design, fashion design, fashion technology, 3D design and 3D design craft (furniture), and to the Subject benchmark statement for communication, media, film and cultural studies, as published by the Agency, for the HND in media. The programmes are validated by Edexcel. There is external verification for programmes and a regional quality reviewer is in place.
8. Aims and objectives are clearly linked to detailed and informative programme specifications. Unit learning outcomes, aims and objectives and assessment criteria are described on learner-assigned project briefs.
9. The small student cohort allows easy access to information and students are aware of the ILOs. However, student handbooks are inconsistent and not always student-friendly. Mapping of ILOs through to assessment is not presented in a unified or cohesive way.
10. The above-mentioned subject benchmark statements and The framework for higher education qualifications in England, Wales and Northern Ireland are used to inform programme curricula and associated internal reviews. Students said that they understood the formal representation process on curriculum feedback and feel that their opinions are sought and acted upon. Content and design of the curriculum follow the approved BTEC Edexcel model. There are 10 HNC units and 16 HND units in the programmes. The HNC/D Graphic Design has 18 units instead of the usual 16, thereby adding to the students' workload.
11. To maintain and enhance currency, the curricula are further informed by contacts with the creative industries and industrial groups. In particular, the media group meets on a regular basis with the local design and advertising community. The fashion programmes also have good links with industry and their curricula are supported by excellent industrial-standard equipment in the Gerber Suite. Graphic design and 3D design programmes are working to extend their industrial contacts.
12. All curricula across all programmes achieved an appropriate level of design currency for this level of study. The reviewers found that there is a wide choice of project interpretations that can be undertaken within units, which increases the breadth of the curriculum and facilitates student-centred learning.
13. There is appropriate curricular content on the broad role of visual research. It was noted that drawing is a component offered across most programmes. Drawing and visual research are strengths in the HNC/D Graphic Design. There is no clear dedicated unit for web design within the curriculum for graphic design, but some web design is included within the HND Media (Production Option) programme.
14. Common and transferable skills are evident. Some vocational underpinning, as part of the curriculum, is provided by industry input in delivery, including the use of some practising designers/craftsmen as part-time staff. The use of live briefs aids currency and provides the potential for some contact and formative feedback from real clients.
15. Work-based learning is achieved through some placement activities, including live projects or students finding their own placements. The placement provision was patchy, particularly in graphic design and 3D design, despite being flagged in handbooks. The reviewers consider, as do staff, students and employers, that involvement in a real workplace is essential to develop fully work-related skills. The College places importance on work-based learning and is seeking to improve the current position.
16. Student achievement of ILOs is assessed by means of a diverse range of project briefs, which are provided to students at the commencement of each relevant Edexcel unit. The Edexcel units include ILOs and assessment criteria. These are suitably mapped onto the project briefs and contextualised in terms of the tasks set for the subject. Assessed outcomes embrace both written and practical work. Students are encouraged to evaluate the problems embedded in the brief and to relate the realisation of outcomes to their individual learning needs and directions.
17. Assessment and grading criteria are generally clear and unambiguous and are included in all briefs which follow a standardised format for all programmes. Project briefs also include helpful information and advice for students, further supported by group and individual discussions before the commencement of each project. Students expressed a full understanding of the assessment processes and procedures and the criteria involved.
18. All project briefs are subjected to internal verification prior to being issued to students, in order to ensure relevance. Forms for unit feedback are used to provide individual feedback to students. This was judged to be generally consistent and helpful to students and related well to programme specifications and advice given in project briefs and some course and unit handbooks. The written responses from tutors are also supported by discussion during individual tutorials which follow the assessments. Students have the opportunity to respond to unit assessments through end-of-unit questionnaires.
19. All assessed work is subject to Edexcel external verification and internal verifier sampling. Edexcel verifiers' reports generally express consistent satisfaction with the rigorous and fair assessment processes and, where an individual course problem had been identified, prompt action was taken by the College to correct it.
20. Various programme and unit handbooks, including a handbook for HE students, are provided to students and refer, among other things, to assessment processes and procedures. Some contextualise assessment through the inclusion of sample project briefs, but the handbooks for HND Media also usefully include sample written feedback forms and detailed outcomes and assessment criteria. It was noted that the College has plans to standardise information provided to students in order to ensure parity of treatment.
21. The external verifiers and the reviewers confirm that the standards achieved by students are entirely appropriate to the qualification for which they are studying. They also comment on the excellence of some of the student work.
22. High levels of student achievement are reflected in the number of students who successfully progress to degree courses at other institutions or take up relevant employment. Former students and employers commented on how well the programmes had prepared students for further study and for employment. Success in national competitions, for example, the second and third place in the Woodworker competition by HND 3D Design Craft (Furniture) students, also supports the high level of attainment.
23. With respect to academic standards, the reviewers conclude that:
Overall, the reviewers have confidence in the academic standards achieved by the programmes in art and design, and communications, media, film and television studies at New College Nottingham.
24. A wide range of sound teaching and learning strategies is used in the delivery of the programmes, including individual studio tuition, small-group activities, student presentations, demonstrations, lectures, workshops, seminars and tutorials. Emphasis is placed upon student interpretation of project briefs in order to encourage individual approaches and self-directed study within the parameters of Edexcel units. Common skills are embedded in the briefs.
25. Student-centred learning is encouraged and some students take on freelance work outside the College. They may also enrol in free additional college courses, although few had taken advantage of this. Live briefs and projects, which simulate commercial or industrial commissions, are central to some courses in order to promote understanding of external pressures and constraints. For example, media students are involved with local hospital radio and video project work for Nottingham City Council. Students confirmed that they appreciate the variety of approaches to learning and the commitment of the teaching staff, many of whom are involved in external professional practice.
26. The quality of learning materials, including project briefs, lecture notes, handouts, the student intranet and technical information, is good. Students are encouraged to develop their own ideas within a constructive critical framework supported by vocationally relevant theoretical studies. All courses include professional studies, either in an integrated form within projects, or as subject-specific studies.
27. Students expressed enthusiasm for the teaching and learning strategies employed by the staff. They were confident that the courses would facilitate their career aspirations and particularly commended the quality of the teaching. They were aware that personal time-management was important and that workloads were intense although manageable.
28. Former students confirmed that the courses had enabled them to obtain satisfying career positions and that the vocational focus on creativity, design and technical skills had been most important. They particularly endorsed the individual treatment received from tutors, the team spirit, professionalism and sense of community.
29. Full-time staff are enthusiastically committed to their teaching and participate in external activities in support of their subject specialisms. Those involved with professional organisations are able to forge links for their students or to organise overseas visits and short placements, for example, a visit to the Milan Furniture Show for the HND 3D Design Craft (Furniture) students and a seminar at the Zandra Rhodes Design and Textile Museum for the fashion students. The policy of employing part-time staff enables immediate professional experience to be available to support students' teaching and learning.
30. The provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
The quality of teaching and learning is commendable.
31. The programmes reviewed have effective arrangements for admission and induction. All qualified candidates are interviewed and, as part of this process, counselled about the nature of the programmes and the anticipated workload. Care is taken to ensure that non-traditional mature students do not experience barriers to entry. Further development plans for the enhancement of admission and induction procedures are in progress, as part of the application of recently gained HEFCE retention development funding.
32. The institution as a whole suffers from difficult local demography and recruitment competition with other local provision. Student intake can fluctuate considerably as admission requirements in other regional colleges and universities are adjusted in response to market trends. This has resulted in uneven recruitment in recent years and difficult challenges for the College management in adjusting to these external pressures without loss of quality. The College sets out to meet primarily local demand at 'world-class level' and is achieving this successfully.
33. Retention is generally good, with 90 to 100 per cent progression being recorded on most programmes. Problems have been experienced in recent years in the HNC/D Graphic Design with the loss of students to employment and to other (often degree level) courses in competitor institutions. A specific graphic design retention action plan is now being put into place.
34. Tutorials currently take place on both a formal and informal basis, supported by small student numbers and ongoing close staff-student contact. All students are invited to a one-to-one pastoral tutorial at least three times each academic year. Information from these tutorials was not always consistently recorded. Plans are in hand to formalise these arrangements through the introduction of scheduled tutorial appointments with systematic reporting.
35. Programmes are vocationally focused and relevant to employment. Former and current students endorsed this, but some commented that they would like more help from the institution on careers advice and programme-based career planning. The institution has good evidence of student progression into course-related employment and to other educational courses, including degrees.
36. The provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
The quality of student progression is commendable.
37. The teaching teams consist of full, fractional and part-time posts with appropriate academic and teaching qualifications. Staff are involved in continuing professional development (CPD) supported by a system of annual Personal Development Review. There is a College strategy to encourage staff development by a 10 per cent reduction in HE contractual hours for scholarly activity. Programme staff were seen to take opportunities available for subject-related and learning and teaching CPD.
38. The College has a comprehensive corporate plan that includes strategic development of learning resources and specifically information technology (IT)-related resource development.
39. Learning resources fully support the curriculum delivery and the teaching and learning strategies employed. Teaching accommodation and specialist equipment are both appropriate for the ILOs and vocationally relevant with good technical support. Although HNC/D Graphic Design students expressed a need for improved access to IT and current hardware and software, the reviewers were satisfied that the College is implementing a phased updating and maintenance plan. New computers and software were delivered to the graphic design provision during the review period.
40. The reviewers found that learners have access to a well-stocked learning resource centre, including internet facilities, and that all students receive a full induction to the facilities. Some book lists provided for students had limited or out-of-date references which did not reflect the full range of resources available.
41. Appropriate and effective technical learning support is on hand. Acquisition of new computer-aided design (CAD) visualisation software has been driven by industry requirements. Within fashion and fashion technology the IT/CAD provision is outstanding, in particular, the industry-standard equipment in the Gerber Suite. This indicates that the curricular delivery is supported in terms of currency and relevance of resources for all programmes.
42. Studio accommodation is generous, light and airy and well maintained. Students appreciate the extensive workshop facilities and technical support available and are well provided with necessary equipment. Subject-specific technical support and guidance is available from qualified technicians and learning assistants within the curriculum areas who have clearly defined roles.
43. The recent renovations in the Adams Building provided spacious, well-lit accommodation entirely suited to the programmes on offer.
44. The provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
The quality of learning resources is commendable.
45. The arrangements for ensuring quality and standards of the taught programmes are rigorous and well documented in the Quality Manual. This contains useful diagrams for programme approval processes and associated checklists. The manual is published and updated in an electronic format to ensure that staff have access to current information. Many of the procedures, which support standards and quality, are also available and operate on-line, for example, the Professional Development Review System. Tutornet/HE is an excellent home-grown electronic resource for staff involved in HE programmes, which has links to internal and external sources of advice, for example, to the Learning and Teaching Support Network.
46. Course reviews are held at the end of every academic year or, for the HND fashion teams, at the end of every semester. The evidence used includes external verifier reports, statistical data, student feedback and staff views. All HE provision is reviewed every two years by trained internal reviewers. Formal student input into the quality processes is through unit questionnaires and course reviews. Student representatives sit on the Student Board which discusses campus-based issues. The students seen by the reviewers expressed satisfaction with the response of staff to issues raised in both formal and informal situations.
47. External verifier (EV) reports are sent to the Assistant Director (Staff Development and Standards). Programme leaders and internal verifiers produce an action plan to address EV comments which is returned to the Assistant Director. The loop-closing process is tracked electronically. Most EV reports have been positive and supportive of the work of programme teams. One EV report identified a number of issues that were quickly remedied by the programme team, demonstrating the efficiency of the quality systems.
48. HE provision is overseen by the HE Strategy Group which consists of the Principal, two Assistant Directors and a Head of School. Programme Area Managers take responsibility for particular groups of related courses and there are named central staff with an HE support role. The leaders of all HE programmes meet three times a term for a course leaders' seminar where HE issues are discussed. The above systems have helped to share good practice in managing HE provision and to promote an HE culture and ethos, in line with the College's strategic objective. The self-evaluation document was descriptive rather than analytical, which belies the College's thorough approach to managing quality.
Art and design, and communications, media, film and television studies programmes at New College Nottingham were reviewed in the academic year 2003-04. Judgements were made about the academic standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
Overall, the reviewers have confidence in the academic standards achieved by the programmes in art and design, and communications, media, film and television studies at New College Nottingham.
Strengths include:
Issues include:
The quality of teaching and learning is commendable:
The quality of student progression is commendable:
The quality of learning resources is commendable:
The reviewers have confidence in the College's ability to maintain and enhance standards and quality in art and design, and communications, media, film and television studies. The College demonstrated a very rapid and effective response in remedying weaknesses identified by an external verifier.