1. This Report presents the findings of an assessment in March 1997 of the quality of education in agriculture, forestry and agricultural sciences, environmental studies, and food science provided by the University of Nottingham.
2. Opened in 1881, the University College of Nottingham received its Royal Charter as the University of Nottingham in 1948. The University has some 15,500 full-time students and 1,160 academic staff. The Faculty of Agricultural and Food Sciences is located on the 16-hectare Sutton Bonington campus, the former Midland Agriculture and Dairy College, which became part of the University College in 1947. The 434-hectare university farm, animal research units, trial plots, arboretum and glasshouses are immediately adjacent to the Sutton Bonington campus, which is about 10 miles from the main campus.
3. The Faculty of Agricultural and Food Sciences has three departments: Agriculture and Horticulture; Applied Biochemistry and Food Science; and Physiology and Environmental Science. There are 457 full-time undergraduates and 34 full-time and three part-time MSc students enrolled in the Faculty, making a total of 492.5 full-time equivalent students. They are taught by 54 full-time academic staff and 39 special professors and lecturers, and eminent visiting staff from industry or research institutions. In addition, there are 46 permanent and 26 research technicians, 16 full-time and 11 part-time secretarial and clerical staff, 13 central administration staff, 41 residence staff, 48 surveyor's staff and 15 staff in the Farm and Animal Research Unit.
4. The following provision, constituting all the taught programmes in the Faculty, forms the basis of the assessment:
Following the University's policy, the Faculty aims to sustain and improve its provision of education in the agricultural, food and environmental sciences from a base of excellence in research and scholarship created by all staff. This provision is designed to enable access to knowledge and to develop both an analytical, questioning approach and the abilities to assess information and reach decisions. The research environment enables ready familiarisation with the latest developments in theoretical and practical sciences, and the close proximity of the University Farms and Food Processing Hall provide for their explicit application.
Awareness of the international nature of these sciences is actively promoted and efforts are continually made to develop teaching and research links worldwide. The Faculty aims to provide graduates who are able to work confidently at home or abroad and who can independently apply their skills to new situations. Collaboration in teaching and research with other organisations is encouraged through appointment of Special Lecturers and Professors and through direct links. Particular importance is attached to the development of transferable skills through student-centred learning.
We aim to provide a wide choice of subject specialisations, all within three modular degree programmes: the BSc in Agricultural and Food Sciences, the BSc in European Studies in the Agricultural and Food Sciences and BSc in Agriculture or Horticulture with Technology. Encouragement is given to the study of modules in other Faculties where appropriate to student interests. MSc programmes are offered in Environmental Science and in Agronomy (Crop Science & Management).
Objectives
For all our students to:
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 agriculture, forestry and agricultural sciences, environmental studies, and food science at the University of Nottingham is approved.
10. The modular undergraduate programme has been designed to provide students with the opportunity to develop a programme of study well matched to their prior learning, experience and interests. Students defer their choice of specialist route until the end of the first semester, during which they take compulsory science modules. In the second semester, students enter one of nine specialist courses in agriculture, horticulture, plant science, environmental biology, animal science, food science/food microbiology, human nutrition, biotechnology or applied biology. The food science course is approved under category A for Licentiateship of the Institute of Food Science and Technology.
11. Appropriate depth of study is achieved, whilst the breadth required for progression to advanced study and employment is preserved. Students may extend their studies by one year by taking a European route, a technology route, or an industrial placement. Students spend the first semester of the European-route year at the University of Nottingham improving their foreign language skills and studying European infrastructure; they continue their studies at a European university. Students on the technology route spend a year at a partner institution (for example, De Montfort University) to increase their vocational skills, such as in crop production technology or machinery technology. Two or three students each year take an industrial placement in the UK or overseas.
12. The MSc programmes in Crop Science and Management and in Environmental Science have been designed as discrete programmes. In addition to compulsory modules, students may select from a range of topics, either in the Faculty or at the main campus, to suit their needs. Experimentally based project work forms an important element in both programmes.
13. In choosing courses, students consult tutors and are guided by module convenors and course managers. This guidance is underpinned by a catalogue of modules and other documents which provide students with valuable information on objectives, content, methods of teaching, methods of assessment and compatibility with other modules for their specialist course.
14. All students have good opportunities to develop transferable skills, including taking responsibility for their own learning, teamwork and time management and, in addition in the case of MSc students, experimental design, analysis and communication. Current third and fourth-year students and former undergraduates regretted the lack of introductory information technology (IT) skills in the early stages of their programmes. This deficiency has been addressed and current first-year students are receiving tuition in these skills. Project work, closely linked to the research interests of the staff, makes an important contribution to the development of students' transferable skills.
15. The teaching and learning strategy for all the programmes is well matched to the subject aims and objectives. This strategy requires the students to take increasing responsibility for managing their own learning as the programmes progress. The content is informed by recent developments in teaching and learning, such as computer-assisted learning (CAL) and computer-generated poster presentations, as well as recent subject developments.
16. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Curriculum Design, Content and Organisation:
Grade 4.
18. The assessors observed 30 classes, including lectures, practicals, tutorials, seminars, workshops and project supervision, at all levels, on all programmes and involving 28 academic staff. Of these classes, 67 per cent were grade 4, 27 per cent grade 3 and 6 per cent grade 2. There were no grade 1 classes. The best sessions were characterised by clear objectives which were achieved, a clear structure, relevance to the students' interests, effective use of technology and visual aids, authoritative and enthusiastic presentation and the engagement of the students in a variety of challenging activities. The quality of the other sessions could have been raised by increasing challenge, by providing examples of the application of the material under consideration, or by increasing students' participation in the learning activities.
19. The students experience a wide range of methods of assessment, such as written examinations, coursework, project work, poster and oral presentations, dissertations and peer assessment. Coursework assignments are well designed as both learning aids and tests of the students' achievement of the subject's objectives. Examination questions, however, are not always well matched to the objectives and do not always allow sufficient opportunity for students to demonstrate, and be rewarded for, their capacity to analyse and interpret data.
20. The Faculty has introduced marking conventions and standardised feedback forms for all students' work. The sharing of best practice in the Faculty and its consistent application would help to assure the comparability of marking criteria in the Faculty and would provide all students with detailed and helpful feedback to assist them with further work.
21. 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.
23. Postgraduate students join their courses with at least a Second class honours degree. Enrolments on the MSc Crop Science and Management have increased from typically six entrants to its predecessor course, the MSc in Agronomy, to 13 in 1996. The staff attribute this increase to the redesign of the course. Some 38 per cent of these students are from overseas.
24. In 1996, 46 per cent of the undergraduate entrants and 56 per cent of the postgraduate entrants were women, with 3 per cent of the undergraduates and 16 per cent of the postgraduates coming from non-EU countries. Mature students accounted for 14.5 per cent of the 1996 undergraduate cohort. Enrolments of both mature and overseas undergraduates exceed the University's targets set for the Faculty.
25. Undergraduate retention and completion rates are usually good. About 6 per cent of undergraduates transfer to other courses within the Faculty, taking advantage of the flexibility of the modular structure. About 10 per cent transfer to other courses elsewhere in the University of Nottingham or to other universities, or leave higher education. The unusually high number of students, 12 per cent of the total cohort, who transferred out of the Faculty in 1994 is explained by the difficulties many of them experienced with an excessively challenging Environmental Science module in the first semester. This issue was addressed for the 1995 student entry and has contributed to an increase in retention rates to 96 per cent in 1996. Very few students withdraw or transfer in years two and three. Completion rates for postgraduates are excellent. Almost all attain the required level in the taught modules and proceed to complete the MSc within the standard time of one year.
26. Most undergraduates achieve good degrees. In 1996, 92 per cent of students on the BSc (Hons) Agricultural and Food Sciences and all of those on the European Studies route graduated with at least a Second class honours degree, and 3 per cent of the BSc (Hons) Agricultural and Food Sciences cohort obtained First class honours. Mature students and non-GCE A-Level entrants achieve good results: 76 per cent and 86 per cent respectively in 1996 obtained at least a Second class honours degree and one mature student achieved a First. The first cohort of students enrolled on the BSc (Hons) Agriculture or Horticulture with Technology will graduate in 1997. More detailed information would allow the staff to analyse student progression for each course more fully, and this would inform future planning.
27. The students' assessed work demonstrates high levels of achievement of the subject's aims and objectives. Project reports demonstrate the acquisition of a range of skills, including critical analysis of both information and data, self-management and organisation, communication, problem-solving and presentation. Most students develop good IT skills.
28. External examiners confirm that students generally attain a high standard in their work and that undergraduates show a depth of knowledge of recent research developments not usually found at this level. Employers prize the graduates' interpersonal skills of critical thinking, initiative, leadership and teamworking, in addition to their presentation skills. Current and former students reported their satisfaction with the quality of their education.
29. Graduates have a good record of securing employment in a wide range of areas within six months of graduating. Typically, about half of the graduates from each cohort gain long-term employment related to the subjects they have studied. Postgraduates who obtain full-time employment do so in areas mainly related to agriculture or food sciences.
30. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Student Progression and Achievement:
Grade 4.
32. Students, staff and graduates of the Faculty all referred to the closeness of the Sutton Bonington 'family'. This sense of community contributes to providing the students with effective support and guidance. Informal support is reinforced by formal mechanisms, such as the personal tutorial system, although a few students reported some delays before their first tutorial, and tutorial records are not always up to date. Resident students also receive support from resident tutors. The Student Guild, the Faculty's branch of the University's Students' Union, also provides welfare services. Students confirmed that the staff are accessible, approachable and willing to respond to the needs of all students.
33. Communication between the central support and guidance services on the main campus and the Faculty is effective and well co-ordinated. Counselling and help with learning difficulties are available both on the main campus and, increasingly, at Sutton Bonington. The level and quality of support at Sutton Bonington are very high, and waiting lists for appointments are shorter than on the main campus.
34. The careers advisory service provides a comprehensive service on the main campus and a more restricted service at Sutton Bonington. Computer-based services are being developed to increase the students' access to information. Some students reported that they would welcome guidance tailored to their subject specialisms earlier in their courses to help them with module selection.
35. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Student Support and Guidance:
Grade 4.
37. The students are well supported by the University's libraries. The Faculty's library, open for over 70 hours each week, houses 45,000 books and 500 current periodicals and has 100 study spaces. It also holds an excellent set of research journals. The provision of collections of research papers by lecturers to support modules is an example of good practice. Students would benefit from the regular review of textbooks to ensure that they are all up to date. At times of peak demand, multiple copies of some titles, recommended as essential reading, are in short supply. Students can obtain additional material from the British Lending Library and the libraries on the main campus. Students can travel easily to the main campus on a regular coach service.
38. The Faculty has excellent computing resources. It places a high priority on the use of computers, and students have access to around 60 up-to-date personal computers. Plans are in hand to add another 40, 30 of them for the start of the 1997-98 session. All first-year students are expected to attend four one-hour evening training sessions in IT in their first semester. Students have 24-hour access to the central computing laboratory. Technical support is provided between 0900 and 1100 hours and 1400 to 1600 on weekdays. These hours were introduced in October 1996, having previously been from 0800 to 2300. Some students expressed concern at the recent reduction in this support.
39. Some 39 hectares of farmland are devoted to research work and 395 hectares are farmed on a commercial basis. The farm is an excellent resource for students to learn the application of scientific principles to commercial production of crops and animals, and environmental aspects of land management. In addition, the students use it for farm data analysis and projects.
40. Academic staff are effectively supported in their teaching and research work by well-qualified technicians. They also value the efficient administrative support available within the Faculty.
41. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Learning Resources:
Grade 4.
43. The focus for evaluation lies at module level, and the processes involved are well understood by staff and students. Students are invited to evaluate each module through discussion and by completing a standard questionnaire. The Course Managers' Group receives module reports and confirms that action points identified are progressed. Responses to student feedback are reported to the following cohort of students. Degree-evaluation questionnaires, to be completed at the end of each course, have recently been developed. Reports and action plans resulting from this process and from meetings of the Staff-Student Consultative Committee are also considered by the Course Managers' Group.
44. The Faculty is characterised by its high level of responsiveness to comment about its provision. It has effectively addressed issues raised in the 1996 Faculty Audit. External examiners' reports are considered by the subject staff and a written response, outlining action to be taken, is prepared by the Head of Department.
45. The Faculty has operated peer pairing for observation of teaching for several years, and has recently developed peer observation circles, each comprising about eight staff, grouped randomly across subject boundaries; each staff member observes another member each semester. Peer observation and biennial staff appraisal inform the Staff Development Plan, which outlines the strategy for achievement of the Faculty's objectives. This demonstrates a clear commitment to teaching quality.
46. All new lecturers are provided with a mentor, a senior member of the academic staff; those who are not qualified teachers must successfully complete a teaching induction programme delivered by the Teaching and Staff Development Unit (TSDU). The Faculty will introduce training for postgraduate demonstrators in 1997. The assessors encourage the Faculty to extend this training to part-time and occasional teachers to help them develop teaching skills of a similar quality to that of full-time staff.
47. Faculty academic and support staff participate in a wide range of appropriate staff development activities, covering topics such as teaching techniques, IT skills, appraisal training and teaching quality. The well-resourced TSDU provides an in-house programme throughout the year and supports attendance at external activities.
48. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Quality Assurance and Enhancement:
Grade 4.
50. The positive features of the education in agriculture, forestry and agricultural sciences, environmental studies, and food science in relation to the aspects of provision include the following: