Quality Assessment Report by the HEFCE for

University of York

Computing

March 1994

Contents

Introduction

Aims and Objectives

Student Learning Experience

Student Achievement

Conclusions and Recommendations

Introduction

1. This report presents the findings of an assessment, in March 1994, of the quality of education in computing provided by the University of York.
2. The University of York was founded in 1962, and occupies a pleasant, compact campus on the outskirts of the city. It has sought to establish itself as a national and international University based upon a collegiate structure. The colleges, which combine residential accommodation and academic facilities, thus emphasise a collegiate atmosphere and culture.
3. As a prerequisite of this assessment the University produced a self-assessment document, which provided a useful framework for the visit.
4. The stated aims of the University are:
   • To provide an intellectual, social and physical environment in which scholarship and learning may thrive.
   • To demonstrate its position as a leading teaching institution, committed to high standards in the selection, teaching and pastoral care of students.
   • To strengthen further its established position as one of the country's leading research universities.
5. The University is organised into twenty departments, responsible for the majority of the programmes of study. In 1992-93 there were nearly 4,000 undergraduates and about 1,400 graduate students at the University. This Report focuses on the following courses:

   BEng/BSc Computer Science

   BEng/BSc Information Engineering

   BSc Computer Science and Mathematics

   MEng Computer Systems and Software Engineering

   BA Information Technology, Business Management and Language (ITBML)

   MSc Information Processing.(IP)

   In 1993-94 the Department contains 247 undergraduates and 71 graduate students.
   
   

   Aims and Objectives

6. The central aim of the Department of Computer Science is `to undertake research and teaching of the highest international standards in computer science and related areas'. This conforms to the University Mission. The course schemes provided by the Department are described in the University's prospectus as involving `theory as well as practice, hardware as well as software, professional competence as well as intellectual adventure'. There are two different sets of taught course streams: those requiring mathematical skills at GCE A-Level, with physics seen as advantageous, and those without that requirement.
7. In the MEng/BEng/BSc schemes, there is an emphasis on courses related to computer science, with a complementary aspect of mathematics, supplemented by electronics or by commercial systems. There is a particular emphasis in the MEng course scheme on large group work in technological areas. The BA/MSc schemes follow courses in information systems and business management, with additional foreign language courses in the BA. The course units contribute to the degree schemes in a defined and clear manner. Their relevance is maintained as far as possible by the experience of the academic staff, moderated by the Board of Studies and the Teaching Committee. The degree schemes are fully accredited by the British Computer Society and, in appropriate cases, by the Institution of Electrical Engineers.
   
   

   Student Learning Experience

8. Students are provided with a well-produced handbook which outlines the structure and content of each of the various course components in computing. The handbook also contains a digest of the regulations and guidelines for assessment. This handbook is an excellent resource, much valued by both students and staff.
9. Presentation of courses is by means of lectures, tutorials, laboratory and problem classes, all of which were observed during the assessment visit. Of these, more than half were judged to be excellent, with all of the remainder being assessed as satisfactory. Lectures vary from didactic presentations to interactive sessions, and are based in many instances on internally prepared course notes, available at cost to the students. Tutorials are typically for first-year students, and take place in groups of up to five, where pre-arranged topics relating to the week's work are discussed and evaluated. Laboratory classes are extended and practically-based, with enhanced assistance and supervision. Problem classes allow students to work individually or in groups with augmented staff support in a variety of areas. General skills in preparation and presentation are supported by specialised lectures. Considerable input to this aspect of students' learning is experiential during the main stream of the central courses.
10. Lectures are used to define the level and overall content of the course components. The variety and balance of the pace and style of delivery ensures that the students' interest is generally maintained. A distinctive feature of the York courses is the teaching of the necessary mathematics by the staff of the Department of Computer Science. This ensures that the students fully appreciate the relevance and use made of mathematics in support of their other studies.
11. Teaching laboratories, both hardware- and software-based, are mostly of adequate size and are well-equipped with appropriate systems. Practical sessions are supervised by academic staff, ably and enthusiastically assisted by graduate students acting as demonstrators. In most cases, teaching staff adopt a `light-touch' approach which enables students to make appropriate progress whilst maintaining their investigative learning. In many of the practical classes, students make good use of available on-line support material; many examples of machine-based exercises and assessments were seen. This reflects the commitment of both staff and students to the effective use of information technology (IT) in support of the learning process.
12. Small group tutorials, usually with four or five students, were also observed. Activity during such sessions is varied, combining review and overview of taught material, student discussion and debate, student presentations and, where appropriate, pastoral care. In most cases, the participants were well prepared and genuine interaction took place between staff and students as well as between the students themselves. Many of these sessions provide extensions to, as well as reinforcement of, the content of lectures and practicals.
13. Students are expected to be present at all relevant sessions, and any absentees are checked to examine the reasons for absence. Attendance is good and students highly motivated.
14. Academic staff are very well qualified, and include three professors, two visiting professors, three readers, four senior lecturers and one senior teaching fellow. Every member of academic staff is active in research, from which the department receives about 50 per cent of its income. The Department was awarded a grade 5 in the most recent Research Assessment Exercise (1992). Relations between staff and students are open and friendly, which facilitates and enhances a relaxed atmosphere in tutorial and practical sessions, from which the students obviously benefit. The genuine commitment by staff to the pastoral system has a side effect of ensuring that appropriate monitoring and feedback for quality assurance procedures appear naturally in day to day events.
15. The Department has outgrown its original accommodation, largely due to an expansion of research activity. The growth has been handled partly by accommodating some faculty members in adjacent buildings, and partly via the use of temporary facilities. The provision of a new building is high on the University's priority list. Laboratory classes are held in purpose-built accommodation within the Department, which appears more than adequate to meet current demand. Equipment provision for teaching is both ample in quantity and good in quality; the modern integrated network of workstations is accessible from within the colleges.
16. Library provision is rather less satisfactory, with some present and former students reporting delays in obtaining access to key books. Resources for the library are provided partly from central funds, and partly from a fee element to support college libraries.
17. Each student is allocated a supervisor, who assumes a pastoral role in addition to the direction of overall study. This is carried our formally during the students' first year, becoming more personally based during the second year. During the third year (and fourth year for MEng students) the students' project supervisor assumes this role in addition to his/her other duties. The collegiate structure, allows students to maintain a continuous pastoral base during their period at the University.
18. Student feedback is accomplished formally by the Staff-Student Committee, meeting termly, and including student representatives from each year of each course scheme. Questionnaires are completed for each course presented, although there is discussion about reducing the frequency to alternate years. These are discussed by staff and with the Staff-Student Committee. The return rate of questionnaires has fallen in recent years, and may be connected with student-perceived `feedback overload'.
19. It is clear that the Department responds promptly and appropriately to needs identified through application of quality assurance mechanisms. The Curriculum Sub-Committee and Staff-Student Committee are notably active in this respect, although it is also clear that the Head of Department and Chair of Board of Studies are routinely consulted and maintain a high level of participation.
    
    

    Student Achievement

20. The students choose their course scheme and qualification in York following interview. The great majority are from GCE A-Level studies, with an average points score of over 22. There is a strong commitment to the institution by students and staff, which greatly assists in maintaining its reputation. About 20 per cent of the current cohort of 121 are female.
21. Progress of students between years of courses is in the range 90-100 per cent, although this fell to 76 per cent for the first cohort of the Information Technology, Business Management and Language course. Results of final undergraduate examinations for the past three years indicate a slightly lower than average number of First Class honours awards but a higher than average number of Upper Second class awards. External examiners have remarked on this, but the Department has been unable to determine any obviously related cause. This situation should be monitored very carefully.
22. The processes for setting, marking and moderating examinations and coursework assignments are entirely appropriate and well understood by the staff. The feedback provided to students, together with the continuous monitoring of attendance and progress, provides a very supportive learning environment. External examiners participate in all examination boards and their comments have led to appropriate change and development. The Department is to be commended for its commitment to preserving anonymity in assessment (except for projects) through sound practice in preparation of data for examination boards. However, the development of a departmental handbook for examinations would be helpful for new staff and external examiners, given the demands of the process.
23. Examples of final year projects were perused by the assessors, and were found to be of high quality. The care and attention given to the formulation, supervision and assessment of projects is exemplary. However, it was noted that, in many cases, students did not present or demonstrate the outcomes of their project to staff and fellow students as a part of the assessment process. The Department might like to review this with a view to encouraging more such participation. The successful completion rate for research students has been 100 per cent for a number of years and this is expected to continue. This level of success again reflects the care and attention devoted to the selection and supervision activities of the staff.
24. The courses prepare students very well for employment in technological areas; the success rates of students are reflected in the statistics concerning graduate employment. The percentage of students in permanent employment has remained near 90 for the past five years, showing an increasing margin above the national average. Some 10 per cent of graduates go on to further study, many at York.
    
    

    Conclusions and Recommendations

25. The University claims to provide an excellent education in computing. The assessors came to the overall conclusion, based upon the assessment visit and an analysis of the self-assessment together with statistical indicators, that the quality of the educational provision in computing at the University of York is excellent.
26. There is much of which the Department may be proud. Positive features of the provision include:
    • The Department is well organised and well run. The enthusiasm and commitment of the staff, conveyed in a relaxed atmosphere, encourage confidence in the students. The quality of the formal quality assurance procedures is evident while, highly effective, informal processes will continue given the high personal commitment of the staff.
    • Assessment procedures are generally very good and the assessors would particularly commend the practice of preserving anonymity where possible.
    • The processes of student recruitment, particularly the practice of interviewing prospective candidates, is commendable. The Student Handbook is an excellent resource, much valued by both students and staff.
    • The teaching of tutorial groups is excellent and encourages students to seek and provide mutual support.
    • The range of courses is wide. In particular assessors note the value of the BA ITBML and MSc IP courses. The Department should be encouraged to pursue other appropriate directions of development whilst, at the same time, taking care to guard against the temptation to encourage separate factions.
27. In order to build upon these strengths the Department should consider the following recommendations:
    • More students should be encouraged to demonstrate and present the outcomes of their final year projects as part of their assessment.
    • The Department needs to give some attention to the relatively poor response rate to end-of-year questionnaires.
    • A departmental handbook for examinations procedures would be helpful for both new staff and external examiners.
    • The library provision available on site is barely adequate to support state of the art Computer Science. The University should review this position.

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