Reviewing the Quality of Education
The Aims and Objectives for Business and Management
Curriculum Design, Content and Organisation
Teaching, Learning and Assessment
Student Progression and Achievement
The Quality Assurance Agency for Higher Education (QAA) was established in 1997. It has responsibility for assessing the quality of higher education (HE) in England and Northern Ireland from 1 October 1997 under the terms of a contract with the Higher Education Funding Council for England (HEFCE). The purposes of subject review are: to ensure that the public funding provided is supporting education of an acceptable quality, to provide public information on that education through the publication of reports such as this one, and to provide information and insights to encourage improvements in education. The main features of the subject review method are:
Review against Aims and Objectives
The HE sector in England and Northern Ireland is diverse. The HEFCE funds education in over 140 institutions of HE and 75 further education (FE) colleges. These institutions vary greatly in size, subject provision, history and statement of purpose. Each has autonomy to determine its institutional mission, and its specific aims and objectives at subject level. Subject review is carried out in relation to the subject aims and objectives set by each provider. It measures the extent to which each subject provider is successful in achieving its aims and objectives. Readers should be cautious in making comparisons of subject providers solely on the basis of subject review outcomes. Comparisons between providers with substantively different aims and objectives would have little validity.
Review of the Student Learning Experience and Student
Achievement
Subject review examines the wide range of influences that
shape the learning experiences and achievements of students.
It covers the full breadth of teaching and learning
activities, including: direct observation of
classroom/seminar/workshop/ laboratory situations, the
methods of reviewing students' work, students' work and
achievements, the curriculum, staff and staff development,
the application of resources (library, information
technology, equipment), and student support and guidance.
This range of activities is captured within a core set of six
aspects of provision, each of which is graded on a four-point
scale (1 to 4), in ascending order of merit. The aspects of
provision are:
1. This Report presents the findings of a review in October 2000 of the quality of education in business and management provided by Askham Bryan College, York.
2. Askham Bryan College is a specialist land-based college offering further and higher education programmes to the agriculture, horticulture and rural industries. The main campus is at York, and there are four other centres around the region, which together provide a range of vocational and non-vocational courses to their local communities. There are centres in Bedale, Guisborough, Harrogate and Pickering. The College is a further education college, and an affiliated College of the University of Leeds.
3. The College has a maximum student number (MaSN) for higher education of 219, of which approximately 65 are students on business courses. There are 12 full-time lecturers and four part-time lecturers associated with these courses. These are supported by four technicians, eight learning resources staff and three in information and communications technology.
4. The following provision forms the basis of the review:
5. The statistical data in this Introduction are provided by the institution itself. The aims and objectives are presented overleaf. These also are provided by the institution.
Aims
The purpose of the higher education provision at Askham Bryan College is to:
Objectives
HNC and HND Business
The Edexcel BTEC Higher National qualifications in Business are designed to equip students with the knowledge, understanding and skills required for success in current and future employment, or for progression to an undergraduate degree. These transferable skills will enable students to meet changing circumstances, whether they arise from a shift in their own sphere of employment, from promotion, or from general changes in business practices and the business environment.
On completion of the course, students will be able to:
The detailed achievement of the above objectives is through the students meeting all the learning objectives of the individual modules included in their personal study programme. Learning objectives and their associated performance criteria can be found in the Edexcel Publication 'Higher Nationals in Business' and in the course specification. These learning objectives direct both the schemes of work of the individual modules, and the form and content of the assessments.
The learning objectives and performance criteria for all the modules are also in the Student Handbook. A copy of which is given to each student.
BA (Hons) Business Management
This course is a one-year Level 3 top-up degree, which has been developed in consultation with, and is validated by, the University of Leeds. The course provides an opportunity for students, with a good HND grade profile to achieve an honours degree by a further year of study.
On completion of the course, students will be able to:
The detailed achievement of the above objectives is through the students meeting all the learning objectives of the individual modules included in their personal study programme. Learning outcomes and their associated performance criteria can be found in the course scheme approved by the University of Leeds.
These learning objectives determine the schemes of work of the individual modules, and the form and content of the continuous assessment and final examination.
The learning objectives for all modules are available in the BA (Hons) Business Management Course Handbook, a copy of which is issued to all students.
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 review are:
| Aspects of provision |
Grade
|
| Curriculum Design, Content and Organisation |
3
|
| Teaching, Learning and Assessment |
4
|
| Student Progression and Achievement |
4
|
| Student Support and Guidance |
4
|
| Learning Resources |
3
|
| Quality Management and Enhancement |
4
|
8. The quality of education in business and management at the
Askham Bryan College, York is approved.
9. Business management courses are provided through a two or three-year HND (Edexcel) and a one-year BA (Hons) course. The HND course involves the study of eight modules each year in years one and three. The second year is an optional work experience period, but is credit rated. The one-year BA (Hons) course comprises 12 modules with each module having a credit rating of 10. External examiners have expressed general satisfaction with the structure of the curriculum and its comparability to that in other similar institutions. They have commented that the structure and content are appropriate and well considered. In addition, external examiners have been impressed with the positive and innovative thinking of the staff teaching on the course.
10. The courses include a combination of core and option modules that are mainly delivered through lectures, seminars, personal tutorials and small group activities. The content and structure of the HND course follows that which is prescribed by Edexcel. The BA course has been devised by the College and is validated by the University of Leeds. Due to the small numbers of students on these courses only a limited range of options are available, providing students limited choice in developing their own subject interests. In conjunction with the University of Leeds, opportunities also exist for new course developments. The BA programme has been offered since 1993, and modules are revised on a regular basis. However, major changes have only been implemented to the research methods module, largely at the instigation of the University of Leeds.
11. Within the HND course the content and structure of the modules provide sufficient knowledge and understanding expected of an entrant into the world of business. The Edexcel validated programme allows for the development of cognitive skills through, for example, project work; subject-specific skills through practical curriculum-based assignments; and transferable skills through information and communications technology (ICT) and group work. Students spoke highly of their personal development over the duration of the programme. The second year of the HND course provides for a year of industrial experience and training. Students who had opted for the placement year stated that they both valued and enjoyed it as a professional learning experience. Employers also commented on the positive attributes of this part of the course. However, due to financial and other personal commitments, relatively few students are now choosing to follow the placement year.
12. In most respects, the structure and content of the BA course is satisfactory. However, the content is insufficiently underpinned by staff activity, through scholarly work such as research and consultancy. This reduces the currency and thus the quality of the student experience. The curriculum adequately prepares students for employment and further study, but additional modules, in operations management and business economics, would add value to the curriculum and further enhance the students' understanding and employment opportunities.
13. 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.
Curriculum Design, Content and Organisation:
Grade 3.
14. The teaching and learning strategy is sound and the intended learning outcomes are clear and measurable. These are valid and reliable, testing skills and application at an appropriate level. The strategy is effective in integrating ICT, and includes a work experience unit which was particularly appreciated by former students.
15. A variety of teaching and learning strategies is employed to achieve the stated aims and objectives. These include lectures, tutorials and seminars and in the case of the HND course, work placement. A total of 11 teaching sessions was observed. The quality of these sessions was almost uniformly high. Lecturers were well prepared and offered a range and variety of activities to assist the students in their learning. The presentation, content, pace and challenge were appropriate to the needs of the students. The information provided was clear and relevant, and every opportunity was used to involve students throughout the sessions.
16. Student workloads are appropriate and students commented upon the increased challenge and effort that is required to complete the BA course, where the demands increase considerably. The BA course also places increased emphasis on the importance of independent learning.
17. The style and method of assessment on the HND course follows closely the Edexcel guidelines and is mainly through continuous assessment. The tasks, activities and assignments are appropriate and reflect a problem-solving approach where students are required to apply a wide range of transferable skills. The marking criteria are explicit, fair and consistent and the students receive detailed feedback that is helpful to their learning. On the BA course, there is evidence of a similar style and system, but this is augmented by more searching essay assignments and formal written examinations. The quality and quantity of feedback provided to the weaker students should be further considered. Marking is generally sound, although marks awarded to students at the lower end are slightly generous.
18. The dissertation on the BA course has received significant attention by the course team and the external examiners. The recently introduced mandatory unit, on research methods, is a good innovation which enables students to complete their work more effectively. The marking criteria provided to students are detailed, effective and sufficiently broad to enable a fair assessment to take place. Lecturers provide a good and detailed analysis to support the marks awarded for dissertations.
19. An internal verification system is used fully on the HND for all years of the course. A similar procedure has been adopted for the internal moderation of examinations and their subsequent marking on the BA course, and these are effective. The comments of external examiners and verifiers are supportive of both the process of assessment and the outcomes that are achieved. The involvement of external examiners and verifiers is effective in helping the course team to maintain the appropriate standards expected from the students. In addition, the BA degree is subject to external scrutiny by a moderator from the University of Leeds.
20. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Teaching, Learning and Assessment:
Grade 4.
21. There are currently 22 full-time students registered on the HND course and 21 on the BA (Hons) one-year course. Information on the ratio of applicants to places is being collected for the first time in the current academic session. In the five years before September 2000, there was a good level of recruitment to both the HND and the BA (Hons) courses. However, recruitment to the HND course in 2000 is disappointingly low. This is partially due to the College recently relinquishing the running of some further education feeder courses. The proportion of students entering the HND course with GCE A-Level qualifications has also fallen from 50 per cent in 1995-96 to 20 per cent in 1999-2000. The proportion of students entering with GNVQ qualifications has increased proportionately year on year. There is an even gender balance and the majority of students are in the 18 to 24 age group. There is a small number of European students on each course.
22. On the HND course, progression and retention rates have improved substantially over a five-year period. In the last cohort the figure was over 85 per cent. Students who leave the course usually withdraw in the first year, for a variety of personal and financial reasons. Relatively few students who enrol on the BA course leave before completion of the course. Approximately 50 per cent of HND students progress to the BA course. There are very few students who complete either of the courses who do not achieve the designated qualification.
23. On the one-year programme the proportion of students being awarded a First or Upper Second class degree has improved over the last five years. There is substantial evidence of real added-value for entrants with modest academic qualifications. External examiners' reports show consistent satisfaction with the level and standard of the programme outcomes.
24. The employment records of students completing both HND and the BA (Hons) is very good. Of the most recent cohort, over 80 per cent of the BA (Hons) students were in industry-related employment or had progressed to other courses in higher education. Employment destinations of students on the HND course indicate similar patterns, with over 85 per cent of the final-year students gaining industry-related employment or progressing into higher education to complete undergraduate programmes. The College maintains good destination data, including information on the destinations of over 90 per cent of completing students for the past five years. Employers spoke highly of the graduates, including their transferable skills and their ability to apply these skills in practical problem-solving situations. Students spoke positively about their increased self-confidence and self-esteem through completing these courses.
25. A comprehensive range of student work including examinations, dissertations and coursework was reviewed and, overall, the work was of a satisfactory quality. The majority of work had been sensitively marked and indicated that the objectives had been achieved. Whilst students had, in the majority of cases, achieved the expected levels of attainment, those at the lower end of student performance were sometimes poor. The dissertations on the BA (Hons) course in the upper quartile of performance provided evidence of critical and independent thought and all dissertations showed appropriate knowledge.
26. 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.
27. The strategy adopted by the College is to provide a central student support system, which is then augmented at an operational level by personal tutors. The central system, which includes the admissions and student support services, offers the broader perspective to all students at the College, regardless of whether they are following further education or higher education courses. There are a number of staff available to offer specialist advice or to direct students to other specialists or agencies should the need arise. Clear policies exist on matters of equal opportunities.
28. At pre-entry level a series of information days are offered, with two specifically for the higher education provision. All of the support services are linked to the broader provision at the University of Leeds, for example, for careers, health and chaplaincy. Each of the respective support services is advertised at the College through notice boards and in various publications. Course handbooks are given to students on the HND and the BA courses.
29. The procedures for admissions and induction follows good practices and students reported positively on their experiences. These included an introduction to the learning resources centre and ICT facilities. The personal tutor system is consistently praised by all current and former students. All of the staff are very supportive and readily available to discuss personal or academic problems that might arise amongst the students. There is a good rapport between the staff and students and this is conducive to good learning. This is a significant feature of the college. Students highlighted the personal tutor system as being the major source of help and support on all matters. There have been a number of changes to the support and admissions systems over the last two years, and these have contributed to a reduction in student withdrawals to the current low level. HND students are offered opportunities for the accreditation of prior learning and flexible learning throughout their course. The School of Business has a qualified adviser to assist these students.
30. The arrangements for careers information and guidance are clear and generally understood by staff and students. Students have access to a careers information room and a professional vocational counselling and careers guidance service. In addition, the BA students are able to use the careers resources that are provided at the University of Leeds. The College does not organise careers events and there is a feeling that the focus is more related to further education students than students on higher education courses in respect of individual needs and career choices. However, former students commented positively on the opportunities for employment provided by their courses and to their achievements since leaving the college.
31. 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.
32. Askham Bryan College is a specialist college with considerable resources to support a wide range of further and higher education courses. There is a clear and appropriate strategy for the overall provision of learning resources. The resources to support the higher education students are located on the main college campus and are easily accessible to staff and students.
33. The library is situated in the learning resources centre and houses a collection of over 27,000 books, of which 5,000 are in business-related subjects. The range of periodicals and journals includes 40 that are related to business subjects. The centre also has over 600 learning packages, including CD-ROMs and 650 videos. Access to library facilities is excellent. However, the reviewers found considerable shortcomings in the higher education library provision of books and journals. The book stock is too narrowly focused and access to reference material in the College is insufficient, especially at honours level. The College has recognised this deficiency and has made alternative arrangements to allow students to use the reference facilities of the British Library at Thorpe Arch and at the University of Leeds. The British Library is six miles away, although the College provides a weekly bus service. Whilst the use of reference materials at the University of Leeds are free to students on the BA course, students who wish to borrow textbooks must pay an annual fee of £40.00. Students also have access to reference materials at a number of other libraries in the York area.
34. The College is continuing to invest and upgrade its ICT hardware and software, and offers students modern facilities. There are three computer suites situated in the learning resource centre, providing open-access for students. The hardware comprises 27 PCs with a further 30 PCs available in the Learning Connect Room. A further 21 PCs are available adjacent to the science laboratories. An Ethernet network is in place giving shared access to printers, internet and email facilities. All students have individual email addresses and have access to a wide and appropriate range of software applications. The College has recognised the increasing demand for ICT facilities and has provided extensive facilities and opportunities for independent learning. A comprehensive ICT strategy has recently been adopted.
35. The Schools share a large lecture theatre and a suite of lecture and seminar rooms that are located in the main teaching block. All teaching rooms are adequate for purpose and are equipped with appropriate educational technology. Some rooms are in need of refurbishment.
36. The staff are located in offices that are near to the main teaching block and are easily accessible to students. There are, in addition, dedicated tutorial rooms where staff can meet students on a one-to-one basis. The social and sporting facilities have recently been upgraded and are of a high quality. Staff and students comment on the excellent support available from technical and support staff.
37. 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.
Learning Resources:
Grade 3.
38. The College operates comprehensive and effective internal monitoring systems at all levels, with clearly specified communication routes and guidelines for implementation and monitoring. The system is fully understood by both staff and students. Information is clearly displayed and an information system is in place with regular meetings between students and the Head of Student Support Services.
39. The College promotes a climate of self-assessment facilitated by informal and formal course meetings, staff development activities and mentoring programmes. A formal system of staff appraisal has been in place since January 1996. The system includes observation of teaching, personal development plans and appraisal by line managers. This information is used together with the strategic aims of the college to inform the staff development priorities and activities.
40. Students' views are systematically sought, through course feedback questionnaires three times a year, student representatives on course teams, and through the Student Council. A less formal, but no less effective, method operates through the personal tutor and student warden systems. Course staff are responsive to students needs and current and former students confirm that staff deal constructively and rapidly with their queries.
41. The College maintains close links with the external verifiers, external examiners and external moderator. There are clear procedures for processing the reports and responding to any issues that are raised. There is evidence to confirm that suggestions made by external examiners and external verifiers have been considered and swift action taken.
42. The College has an established staff development programme and staff are required to attend three formal staff development sessions each year. The College is also committed to providing up to 10 staff development days a year for academic staff. Staff are encouraged to identify their own specific needs through individual initiatives. Whilst opportunities for staff development are wide ranging, the majority are concerned with delivery and assessment rather than development of subject expertise and knowledge. Further opportunities for staff to improve qualifications and broaden their higher education experiences should be encouraged. All new full-time lecturers undergo an induction process, are allocated a mentor and are required to successfully complete a one-year probationary period.
43. Although the College has attempted to recognise the different responsibilities and workload of staff involved in higher education courses by using a formula which reduces actual contact hours, the actual contact hours remain high in comparison to other higher education providers. There is some concern about the high workloads and their potential impact on the quality of teaching and scholarly pursuit.
44. The self-assessment provides a sound introduction to the programmes. The text is generally descriptive and does not fully evaluate the strengths and weaknesses. Supplementary documentation provided further more detailed analysis of the provision.
45. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Quality Management and Enhancement:
Grade 4.
46. The quality of education in business and management at Askham Bryan College, York is approved. All aspects make at least a substantial contribution to the attainment of the stated objectives and the aims are at least substantially met. The reviewers come to this conclusion, based upon the review visit together with an analysis of the self-assessment and additional data provided.
47. The positive features of the education in business and management in relation to the aspects of provision include the following:
a. The HND curriculum and its associated assessment promotes knowledge and skills required for entry into the world of business (paragraphs 10; 11; 17).
b. The high quality of the teaching (paragraph 15).
c. The development and application of transferable skills (paragraphs 11; 17; 24).
d. The high rate of progression from the HND to the BA (paragraph 22).
e. The substantial added-value for students with modest academic qualifications (paragraph 23).
f. The positive rapport between staff and students which is conducive to effective learning (paragraph 29).
g. Modern and improved information and communication technologies in the College (paragraph 34).
h. The comprehensive quality management systems that are effective at the different levels (paragraphs 38 to 41).
48. The quality of education in business and management
could be improved by addressing the following issues:
a. There is limited scholarship, research and consultancy to underpin the undergraduate course (paragraph 12).
b. Shortcomings in the provision of library books and journals for undergraduate students (paragraph 33).