1. This Report presents the findings of an assessment in November 1996 of the quality of education in general engineering provided by the University of Leicester.
2. The University of Leicester is a well-established institution, which was founded in 1921. There are over 8,300 full-time and 900 part-time students at the University, which has a campus close to the centre of the city. A further 3,600 home and overseas students are enrolled on postgraduate distance-learning courses. The Department of Engineering is located in the Science Faculty and has links with Wyggeston and Queen Elizabeth I College, a further education college on the same campus, and Sunway College in Malaysia.
3. There are 360 students taking modules leading to BEng and MEng degrees. There are 25 full-time and four part-time teaching staff, supported by eight academic-related, 20 technical and seven clerical staff.
4. The following provision forms the basis of the assessment:
The Engineering Department at The University of Leicester is a General Engineering department with the following aims:
1. To provide courses which:
a) are enjoyable and motivating and which create enthusiasm for engineering through the challenge of responding to interesting engineering problems;
b) provide flexibility and variety so that students can explore areas they find particularly interesting and stimulating as they gain more understanding;
c) have a standard of teaching considered to be high by students, academic staff and industrial bodies;
d) are accredited by the appropriate professional institutions; and
e) cultivate the synergy between teaching and research.
2. To present courses in which:
a) material is presented in a manner most appropriate to the learning goals, to students' preferred learning styles as well as to subject matter;
b) modules are cohesive, presented in a logical sequence, and appropriately coupled;
c) independent learning skills required for a successful career are developed; and
d) advanced modules give insights into engineering thought processes and techniques used in research and industry.
3. To offer a range of courses which provide, through our BEng and MEng degrees:
a) a broad foundation in engineering across a range of electrical, electronic, mechanical and software engineering topics with common modules in all years;
b) the opportunity for specialisation in “Electrical and Electronic” and “Mechanical” engineering;
c) the considerable flexibility of choice to study General Engineering;
d) insights into the total process of designing integrated electronic and software systems;
e) extended training for the most able students having the potential to rise to senior levels of responsibility in industry;
f) first hand experience of the requirements, opportunities and modes of operation of engineering industry both within the UK and the wider European Union;
and, through our MSc degree:
g) advanced tools and techniques for use in the modelling, analysis, design and control of complex engineering systems.
4. To cater for both:
a) the wide-ranging welfare needs, and
b) the learning support needs, of all our students.
5. To maintain the quality of all aspects of the teaching and learning environment.
Objectives
All graduates should:
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 general engineering at the University of Leicester is approved.
10. The curriculum reflects the stated aims. The Department has a strong research focus and aims to develop a synergy between teaching and research. The objectives are challenging and, whilst some are demonstrable, it is not clear to the assessors how others are measured. There is a need throughout the curriculum for objectives and outcomes to be stated more clearly so that both staff and students are aware of the expected outcomes of individual modules and programmes of study.
11. A distinguishing feature of the curriculum is the emphasis on general engineering. This broad engineering base is challenging, particularly for those students with UK entry qualifications as they are generally weak in mathematics compared to European students. The role of control systems throughout mainstream programmes is indicative of the analytical content, and students are expected to achieve a high level of attainment.
12. The lecture courses on the degree programmes are underpinned with a well-organised laboratory schedule at both first and second-year level, and design studies provide an integrating element to the courses. Final-year and other advanced options generally reflect the research expertise of the staff. Projects are well organised and in many cases also provide a direct link with the research activity of the staff.
13. There are well-established twinning arrangements with Sunway College in Malaysia. Of those students who enter the second year directly, more than 50 per cent are from Sunway College. The recently established foundation programme at Wyggeston and Queen Elizabeth I College has been developed from experience gained from working with other colleges. There is close contact between the College and the University, with well-defined routes for developing the curriculum.
14. The 'with Industry' options are gaining in popularity. The Department has developed effective procedures to monitor students' progress in industry and to ensure that work placements lead to an experience at an appropriate level. There are similar arrangements for work placements in Europe, but the European option is not as popular. Graduates and employers commented favourably on the placement opportunity. The Department's excellent links with industry have resulted in a revitalised and expanded Industrial Consultative Committee which provides another source of advice for curricular development. Students commented favourably on the advantages of the modular system and the opportunities to become involved in the activities of the professional engineering institutions.
15. The development of transferable skills, a stated objective, is not clearly identified within the curriculum. There are elements within the curriculum which provide students with the opportunity to enhance their transferable skills, but it is not clear to the assessors how the acquisition of such skills is structured, guided and measured.
16. The new MSc in Systems Engineering has recruited its first cohort this session. Its content is relevant, has been guided by industrial advisers and draws on experience gained from running a previous MSc. However, it is too early to assess this course fully.
17. 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.
Curriculum Design, Content and Organisation:
Grade 3.
19. The assessors observed lectures, seminars, practical classes and tutorials, which were taught by 18 members of the academic staff. Of the 26 classes observed, 19 per cent were of the highest quality, grade 4, 58 per cent were grade 3, 19 per cent grade 2 and 4 per cent grade 1. The Department is substantially addressing its aim of having a 'standard of teaching considered to be high'. Most teaching observed was of a traditional format. Examples of good practice included well-planned and structured sessions delivered at an appropriate pace by enthusiastic staff. Some excellent practice was seen in project supervision sessions where staff demonstrated the link between teaching and research. Laboratory and tutorial sessions were well planned and allowed students to learn from their mistakes and from each other.
20. Most teachers relied on the use of a whiteboard and an overhead projector. In general, these techniques were employed effectively, but the assessors would encourage better use of handouts, video material and direct projection from the computer screen. In some cases, staff need to review their classroom techniques to ensure clarity of delivery and that students participate more actively in sessions. In some classes attendance was poor, and occasionally the late arrival of students disrupted sessions.
21. Students expressed their support for the Department and its staff, but they had reservations about the quality of some of the teaching. The assessors recommend that the Department should adopt a means of disseminating best practice in teaching methods. Students also criticised poor ventilation in some lecture rooms which they found distracted their concentration.
22. The course employs a comprehensive range of assessment methods. Many provide rapid feedback on progress, which was much appreciated by students. However, students stated that they were not always made aware on their overall assessment profile of the importance of individual continuous assessment assignments. In most cases, assessment is appropriate to the level of study, but the assessors noted instances where examination questions were not sufficiently well constructed to allow for adequate discrimination between the higher levels of honours classification.
23. 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.
25. Of the students admitted to the first-year course in Leicester, some two-thirds have GCE A-Level qualifications. There is a published requirement of 18 GCE A-Level points for the BEng and 22 for the MEng. However, the Department has in the past recruited significant numbers of students with eight to 12 points, although recently the average has risen to nearly 18 points.
26. The number of students entering the degree course from the foundation year, although important, is small; only 50 per cent of those on the foundation course move to the first year of the degree. The Department recognised that entrants with BTEC qualifications were not achieving the success expected and has raised the entry requirements for such students. From 1991 to 1995, progression from first to second year of the degree ranged between 76 and 91 per cent of the cohort, and comparable figures for second to third year ranged between 93 and 98 per cent.
27. The work produced by students is of appropriate quality. During the visit, the assessors reviewed marked exercises, examination scripts, practical write-ups and project reports. By the end of the course, students have both a broad knowledge base and valuable specialist knowledge in specific areas. However, the more able students are, on some occasions, insufficiently challenged by the work.
28. The added value to students is commendable; despite the relatively modest GCE A-Levels of some entrants, about half the students graduate with First or Upper Second class degrees. In 1996, 21 per cent received First class awards and 32 per cent Upper Seconds. The direct-entry students from Malaysia achieve high degree classifications.
29. The first-destination data account for some 50 per cent of those who graduated between 1992 and 1995. University statistics for engineering show acceptable progression to employment; an average of 80 per cent of graduates with known destinations have gone on to appropriate employment or further studies. The proportion of the University of Leicester's graduates continuing their education or training is higher than the national average for engineering (33 per cent against 23 per cent). The unemployment rate for this group is similarly higher (20 per cent against 11 per cent). However, unemployment was only 8 per cent in 1995, and a follow-up survey of UK students one year after graduation found only 2 per cent still unemployed. Of those who did not reply, 75 per cent were overseas students returning home. Employers whom the assessors met were supportive of the curriculum and expressed satisfaction with the graduates produced. They particularly appreciated skills in specialist systems and graduates in control engineering.
30. 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.
Student Progression and Achievement:
Grade 3.
32. In common with the University's policy, every engineering student is allocated to a personal tutor. The University lays down clear and effective guidelines on the responsibility of the tutor and the student. A well-planned and comprehensive system of learning support is organised by the Department and is clearly presented in the induction process. The overall strategy is to develop independent learning skills by stages, progressing from a closely structured programme of seminars and group assignments in the first year to considerable autonomy in the final year. In the second year, coursework is supplemented by a series of formative assignments of mainly examination-style questions. These non-compulsory assignments are a popular source of feedback, and students are told how their performance relates to that of the rest of the group. The office 'surgery hours' associated with every first and second-year lecture course provide an effective means for students to resolve outstanding problems and for lecturers to receive direct and detailed feedback. Third-year students have weekly contact with their project tutor who, in practice, assumes the role of personal tutor. Additional tutor support is provided for the cohort of Sunway College students who join the course at the start of the second year. Students were very satisfied with the nature and the level of learning support provided by the Department.
33. The support of the Department is complemented by the wide range of academic, personal and welfare services provided centrally by the University. For instance, the information room in College House provides comprehensive resources and advice on careers and learning support. This is widely used and appreciated by engineering students, but they make little use of individual consultations and workshops. Responsibility for the industrial placement rests with the students, but the Department, in collaboration with the careers service, provides considerable help. Many overseas students, including some of the Sunway College students, use the English language teaching unit. The Study Support Centre provides a high level of special needs support, particularly for dyslexic students. A very welcome aspect of staff development in this area is the document on dyslexia recently circulated by the Centre to all tutors and markers.
34. 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.
36. The library is housed in an attractive building covering 7,000 square metres. It stocks more than 900,000 items and has 850 reading spaces. The annual investment in engineering books and journals is satisfactory. Information and help are available from a variety of sources: the enquiry desk; a subject librarian with special responsibilities for engineering; in printed form through various library guides; and electronically on LIBERTAS (an on-line catalogue service), the library pages of Campus-Wide Information System and the Internet. The subject librarian plays an active role in supporting students seeking information and preparing for their final-year projects. The Department appoints a library liaison officer with a specific responsibility to ensure appropriate texts are available. Teaching is supported by an Audiovisual Services Unit which also provides general advice on the use of teaching media. The assessors, however, saw very limited use of audiovisual material in classes.
37. The University and the Department have good information technology (IT) resources. The computer centre is responsible for the central computing services as well as the University's management information system. The campus is networked, with clusters of computers at a number of points. This allows students to make use of IT at a location most convenient for them and at almost any time of day. In all, they have access to 400 networked PCs and Apple Macintoshes plus 45 PCs available in laboratories. The Department has its own open-access computing laboratory comprising 24 computers and its own world-wide web server. A wide range of application software is available, including engineering packages. The Department reviews annually its hardware and software needs. Students from Sunway College entering the second year were reported not to have been introduced to application software, such as spreadsheet and database, when studying the first year of the course in Malaysia.
38. There is a wide age range within the academic staff, and there are a number of lecturers from overseas. The Department has three Royal Academy visiting professors in Principles of Engineering Design. These and other visiting lecturers have made a considerable contribution to the Department. Many staff have a national or international reputation in specific areas such as bioengineering, signal processing, control, power engineering, radio systems, materials, thermofluids and environmental engineering. The academic staff are well supported by effective technical and administrative staff.
39. 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.
41. The quality processes gather evidence through clear and appropriate procedures. Students are made aware of these and participate in a number of ways: through their representatives on the Staff-Student Committee, through their responses to regular and purposeful questionnaires on matters of teaching methods and effectiveness, and in less formal ways. The formal student assessments, annual staff reports on the courses and the staff's responses to the student questionnaires all contribute to quality assurance. The external examiners play a full and valued role through the Department's examining boards and submit annual reports which are scrutinised and acted upon. External examiners comment favourably on the courses overall.
42. Continued accreditation of the Department's engineering courses by the relevant professional bodies reflects the general quality, and fitness of the aims. The University regularly audits departments, and the Engineering Department has responded promptly and effectively to the recommendations of a recent internal audit. The self-assessment provides a clear statement of the Department's aims and objectives and the way it delivers them. It provides a good description of its processes and resources, but could be improved by greater evaluation of the activities.
43. The Department places a high priority on research, which it sees as a means of providing a relevant and appropriate framework in which to plan its courses and enrich its teaching strategies. However, it is not clear to the assessors how the Department links this overall strategy to curricular development, resource planning and teaching development. The aims and objectives in the self-assessment provide a framework for this relationship, but the Department is only partially successful in clearly demonstrating these links.
44. The University is committed to staff development through a central Staff Development Unit, whose services are used by the Department, to the benefit of both new and established staff . New staff follow an induction scheme and are guided by a mentor, who is often the new member's research leader. The Department has recently introduced a regular series of staff development workshops based on the Effective Engineering Education initiative in which the majority of the staff have participated. There are university-wide guidelines for staff appraisal, which inform staff development generally, and the Department follows these.
45. The University has decided to implement teaching assessment procedures including, for example, peer assessment and teaching observation for both new and established staff. In view of the recent growth in student numbers in the Department, the influx of new staff, and the predominantly traditional teaching methods observed, the assessors suggest that the Department should focus more directly on its teaching by adopting a regular and formal programme of teacher development.
46. 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.
Quality Assurance and Enhancement:
Grade 3.
48. The positive features of the education in general engineering in relation to the aspects of provision include the following: