1. This Report presents the findings of an assessment in October 1995 of the quality of education in sociology provided by Goldsmiths College.
2. Goldsmiths College was founded in 1891 by the Worshipful Company of Goldsmiths to provide educational opportunities for the local population. It became a constituent college of the University of London in 1988, and is located at New Cross, near Lewisham, on a campus containing a number of historic buildings. The College offers a distinctive subject mix of degree courses, most of them within a common modular structure, in the social sciences, mathematics, humanities, visual and performing arts, media and communications. There are currently some 4,500 full-time students. The Department of Sociology is one of 16 academic departments.
3. There are 182 students enrolled for the single honours degree in sociology and 185 students (92.5 full-time equivalent) for joint honours programmes which combine sociology with anthropology (53 students), communication studies (96 students) or history (36 students). Some 55 students are enrolled on the taught masters courses, and there are about 60 research degree students. There are 20 full-time members of teaching staff in the Department and 12 visiting tutors, most of whom are second or third-year research students.
4. The following provision forms the basis of the assessment:
The Department aims at the provision of a positive working environment for staff and students alike which is characterised by values of reasoned discussion, openness in decision making, sympathy and receptiveness in our social relations, and efficiency in administration to facilitate the above. Teaching is a central part of the activities of academic staff but is integrated with their other commitments to research and administration. Similarly the student learning experience is not regarded by staff as independent of the students' social and personal development.
The Department provides an enthusiastic and supportive working environment for all its members. We aim to encourage in our students an eagerness for learning, and help them attain high standards of rigorous thought, develop their capacities to articulate reasoned arguments and make reasoned judgements, and to achieve and maintain a high level of general literacy. Our more specific objectives are to equip our students with a thorough and scholarly foundation in terms of their knowledge and understanding of the discipline, a grasp of advanced work across a range of specialized fields, a recognition of the relevance of sociology to the contemporary world, and the capacity to use sociology to make contributions to both further understanding and practice. We seek to ensure that all of our students become competent sociologists at a variety of levels from the average graduate with an appreciative and critical grasp of the potential of their subject to the successful doctoral candidate who has made an original contribution to the subject.
We encourage our students to become good citizens, through the development of a work ethic and the exercise of rational and flexible thought, and also through their understanding of the variety of human creativity, the historical and cultural factors that determine social life, the causes and effects of stratification, stigma and prejudice, and the dynamic interplay between the local and the global.
The aims specified above have been developed in the context of a mixed body of students, representative of many different cultural traditions as well as an age range from high ability school leavers to mature students and educational 'returners'. Our admissions policy is comprehensive and this is reflected in the composition of the student community and the quality of its interaction.
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 sociology at Goldsmiths College is approved.
10. The College identifies as an important feature of its mission 'the study of creative, cultural and social processes, with a commitment to life-long learning'. The Department's aims fit well with the College's mission. The self-assessment cites a series of aims, including the encouragement of students' eagerness for learning, the promotion of their rigour of thought and capacity to develop a reasoned argument, and a high level of literacy. Additional goals include equipping students with a critical knowledge of their discipline, the capacity to study independently, the ability to engage in practical research, and appropriate information technology (IT) skills.
11. Sociology at Goldsmiths is characterised by a distinctive emphasis on cultural sociology and qualitative research methods. In the first two years of the BA Sociology, core courses lay the subject's foundation by addressing concepts and debates within the subject, relating them to major contemporary issues, and introducing students to research methods. A quarter of the second-year and half of the third-year curriculum consist of optional courses. The breadth of choice enables staff to teach specialist courses on their research interests and offers students considerable flexibility in tailoring their studies to reflect their interests.The eminence and enthusiasm of the staff in the sociology of culture and communications, and the sociology of gender and race is clearly of benefit to students. The Department claims that teaching is largely research driven without compromising what constitutes a proper and necessary education in sociology. However, the assessors share the concern about curricular balance and coherence expressed in the College's recent Departmental Review. The balanced sociology undergraduate curriculum sought by the Department, involving 'a critical and cumulative knowledge of the discipline' related to the College's inner city location, might reasonably be expected to include the study of economic and political institutions, demographic change and quantitative research methods. However, there is insufficient coverage of these aspects of contemporary society. A number of modules examine contemporary themes in sociology, drawing on the latest scholarship, but there are others where elements of the curricular content and recommended reading appear somewhat dated, and important recent literature is not cited. The assessors are not persuaded by staff members' arguments against providing full references for recommended reading in course handbooks.
12. The Department aims to ensure that all students become competent sociologists at a variety of levels commensurate with the qualification sought, and with a critical and cumulative knowledge of the discipline. The assessors are not convinced that these aims are achieved in relation to students' familiarity with and competence in using research methods. The intention that undergraduate students should acquire the ability to engage practically in research at whatever level and develop appropriate IT skills deserves reconsideration, to ensure that all students acquire appropriate competence and breadth. The sociology curriculum includes copious discussion of research methodology, but the extent of joint honours students' exposure to practical research methods, incorporating practice in data collection and analysis, depends on their choice of options in year three. This merits review, in order to meet both the Department's and the College's goals. The Department may meet its aims more fully by requiring joint honours students to complete a dissertation, as the single-subject students do, with the requisite underpinning studies.
13. The Department offers a well-established MA in Sociology with special reference to Qualitative Research, and contributes to the MA in Communication, Culture and Society. The latter is part of an interdepartmental modular MA in Contemporary Cultural Processes. This is an exciting programme which allows a high degree of option choice while retaining a clear core structure: 16 options are provided by the sociology staff alone. The MA in Contemporary Urban Studies had its first intake in 1995. This is an interesting development which reflects the current departmental involvement in urban regeneration evaluation. There may be opportunities here, at undergraduate level, to draw on staff expertise and to extend students' insight into the workings of the inner city.
14. 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.
16. The assessors observed 18 classes, including lectures, seminars, small-group work and individual tutorials. These comprised 20 hours of teaching by 14 different members of staff. All but one of them were undergraduate classes. Only one postgraduate class could be visited because the scheduled sociology teaching for the masters courses fell almost wholly outside the assessment visit. Of the classes observed, 45 per cent were judged to be grade 4 and 55 per cent were grade 3. In most of the sessions seen, teachers set out clear objectives, although they were rarely expressed in terms of learning outcomes. The assessors observed stimulating lectures and a good quality of discussion in seminars and classes, as well as the appropriate use of small-group work and independent learning strategies.
17. The best sessions were characterised by skilled presentation of complex material by lecturers, or by clear development in the insight and understanding of students in small groups. In a number of classes, staff successfully drew on students' diversity of backgrounds and experiences to inform the discussion, demonstrating an admirable familiarity with individual students' circumstances. In several of the grade 3 sessions, students clearly acquired knowledge or practised their oral skills. However, opportunities were missed to ensure that all students were making appropriate progress, or to draw on students' varied backgrounds to enable them to learn from each other. In classes where several activities were pursued, some parts were highly effective, but others failed to stimulate the desired response because of poor timekeeping or the absence of students who were due to present papers.
18. The Department's central aim of encouraging progressively more advanced scholarship is met. Its objectives of promoting students' intellectual rigour and their capacity to engage in reasoned argument, employing high standards of literacy, are perhaps best achieved within the dissertation, which represents the summit of undergraduates' intellectual achievement. However, these attainments are also evident in other assessed work and in the admirable confidence and competence of many of the students the assessors met.
19. Other than dissertations, the quantity of assessed work seen was small, because of the early stage in the academic year and the University of London's control over examination scripts. Most of the work had no accompanying comments or indication of the marks awarded. Considering the diversity of the student group and the curricular content, the range of forms of assessment used is rather traditional; it consists primarily of a fortnightly essay and unseen examinations. The assessors appreciate the constraints of operating within a framework of regulations set by the University of London, but encourage the staff team to consider a more varied diet of assessment, and also to review the place of non-assessed work in the first year. The assessors regard it as unusual that first-year marks contribute to final-year degree classifications. They were confused, as external examiners have been, about the extent to which coursework is double-marked, as claimed, and about the variability of written feedback. Students do not appear to be given standardised assessment criteria, nor are pro formas or feedback sheets used to promote consistency and good practice across the curriculum. The Teaching Committee may wish to review this matter.
20. The assessors were impressed by staff members' capacity to challenge and engage students in intellectual debate, notably in the teaching of options courses. This led to high quality of rigour and argument. Students perceived staff as accessible and helpful, and commented favourably on the speedy return of assignments and the useful feedback they received.
21. 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.
23. The self-assessment claims that departmental aims for the student profile have been developed in the context of a mixed body of students, representative of many different cultural traditions as well as an age range from high-ability school-leavers to mature students and educational 'returners'. The comprehensive admissions policy is reflected in the composition of the student community and the quality of its interaction. The student groups are certainly very varied. Over the past five years there has been a marked shift away from the traditional recruitment profile of well-qualified school leavers; the number of students entering from access courses and the recruitment of overseas students have significantly increased. In 1994-95, there were 61 students from access courses, 28 overseas students and 16 students from continental Europe within a total undergraduate population of 335. Nearly half are mature students, and two-thirds of these are aged over 25 on entry. Over two-thirds of the undergraduates are women, a significant number of whom have responsibility for children or other dependants. A variety of cultural backgrounds are represented, with about one-third of the students from minority ethnic groups. There are no reliable statistics on the recruitment of disabled students.
24. The Department has noted an increased first-year withdrawal rate in recent years. External examiners have partly attributed this to overseas students' difficulties with first-year work when English is not their first language. The Department is actively concerned with this issue, citing as contributory factors the general expansion of student numbers, an increase in the number of overseas students, and growing financial hardship for many students. Strenuous efforts have been made to urge overseas students to attend the language classes provided, but they cannot be required to attend unless they have failed a course. Support mechanisms have been reviewed, and academic programmes in the first year have been revised to make them more accessible and readily understood.
25. Retention and progression rates after the first year are much better. By graduation, many students are producing impressive work, demonstrating both their intellectual ability in sociology and other generic academic skills. This is particularly evident in final-year dissertations, many of which attain a high level of content and presentation. The external examiners are generally well satisfied with the standard of work. Over the last five years, degree results have been good, particularly in BA Communication Studies and Sociology and BA Anthropology and Sociology, where two-thirds of students achieve First or Upper Second class degrees. Results for the BA Sociology, which tends to recruit slightly less well-qualified students, are sound, but 1994 and 1995 saw a slight decline in the proportion of good degrees awarded. Although this may prove to be a random fluctuation, the causes should be investigated,.
26. First destination data for 1993, compiled by the University of London's careers service, show that well over half of the sociology graduates obtain permanent employment or progress to further study within six months of graduation. First destination data for the 1995 cohort were being collected by the Department at the time of the assessment visit. They showed only one student to be in permanent employment and six to be engaged in further study, with 21 in temporary employment. In the assessors' view this profile is not unusual for sociology graduates; a similar view was expressed by the College's careers adviser.
27. 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.
29. The staff provide a second line of academic guidance and pastoral support. Students find them approachable, friendly and helpful; they are easy to contact even outside the advertised office hours when their availability is guaranteed. There is a mix of staff who have been at the College for many years and younger, more recently appointed staff; some were students or part-time lecturers prior to their appointment. Students are given helpful feedback on their assessed work. However, the assessors encourage the staff to consider using standard pro formas to provide explicit guidance on assessment criteria. The overwhelming impression from students is that the Department's systems for support work well.
30. The College's specialist support services also work well, often collaborating with the Department's staff in tailoring provision to meet students' requirements. This year, for the first time, the careers service will be offering masters students the kind of advice and preparation for job-seeking which is customarily offered to final-year undergraduates, in recognition of their deferred career planning. In other areas, such as nursery places, provision is meagre in relation to the nature of the student body. In sociology, many of the mature students have responsibility for the care of dependants, and are largely constrained to the locality in their choice of higher education institution. The College has difficulty in accommodating disabled students with severe mobility problems, but sensitive support is provided for those with some other kinds of disability, including dyslexia. Where the University of London provides similar services to those of the College, these are seen as geographically and socially remote, and hence are little used.
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.
33. It is claimed that the library has satisfactory holdings of sociology materials, but both undergraduates and postgraduates expressed serious dissatisfaction with the adequacy of library stocks. Up-to-date material is in short supply and insufficient copies of key texts are held. Efforts to maximise book availability through the short-loan system, intended to meet undergraduates' needs, reduce the number of copies kept for reference only, which postgraduates would prefer. Students are encouraged to make use of other libraries open to them within the University of London, and to derive benefit from the fees paid by the College to support the Senate House Library. However, in practice few students avail themselves of these opportunities in the early years of their studies. The assessors feel that this advice is more realistic for final-year and postgraduate students, with their specialist requirements. First-year students may consult materials, but do not have borrowing rights from other college libraries within the University of London. The college library's opening hours are extensive during term-time, but limited during vacations, despite the year-round needs of postgraduate and part-time students. The assessors recognise the efforts being made by staff within the Department and the College to try to overcome the problems of long-standing underfunding in this area, for example in the production of tutor packs for photocopying by students. The imminent construction of a major new information services facility is welcomed.
34. The provision of IT facilities is generally adequate for current demands. The College has four open-access IT rooms, with technical support and extensive opening hours. Students reported that they could usually find a vacant terminal when they wished to use one. Various IT training sessions are offered, opportunities which had been taken up by the majority of the first-year students. The Department is committed to developing students' appropriate IT skills. However, the assessors are concerned that mere encouragement to learn these skills, rather than a formal requirement, enables some students to avoid acquiring word-processing skills and the ability to manipulate and analyse social research data using appropriate software. This is not in students' interests, given the contemporary nature of social research in relation to qualitative as well as quantitative data. Both those planning to register for a research degree and those seeking employment which will utilise their social research skills will need to acquire IT abilities. Although the assessors would like the Department to consider the further incorporation of IT into the core curricula and options, or stronger encouragement for students to use IT-based data analysis techniques in their dissertations, this would carry resource implications. The planned new information services facility may be capable of meeting these needs.
35. The self-assessment is realistic about the quality of the College's present accommodation. The estates strategy acknowledges that the Department of Sociology's current buildings are 'ill suited to their purpose', but there are plans for academic staff accommodation to be located on the central part of the campus. The Department has managed to secure some of the best available centrally-booked teaching rooms. However, the assessors observed classes which took place in rooms that needed refurbishment and lacked basic equipment; other rooms used for teaching were barn-like and dingy. Nevertheless, it is important to acknowledge that good work is being done despite the 'shabby and chaotic' accommodation. A class held in a lecturer's basement office, which was poorly ventilated and lacked adequate natural light, was crowded, but provided an ambience in keeping with the warmth and informality of staff-student relations. Despite the affection felt by staff for their buildings and their efforts to personalise their offices, the assessors consider them inappropriate for the size of the tutorial classes which are accommodated in them. The architectural problems of the site present difficulties in adapting buildings for mobility-impaired students, and no fixed hearing induction loops have been installed, but the College is investing in mobile facilities for hearing-impaired students.
36. 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.
Learning Resources:
Grade 2.
38. A particular feature of quality assurance within the Department is the effort made to maintain an openness and responsiveness to student involvement and concerns. Detailed course questionnaires are regularly distributed to students and course teams discuss the results, with a view to introducing changes where appropriate. There is evidence from a range of sources that identified problems are openly discussed and appropriate action is promptly taken, for example in modifying the teaching of research methods in response to one external examiner's comments. External examiners' reports are considered in detail at departmental meetings. Students appreciate staff members' vigilance over the quality of their educational experiences. In particular, they cite the induction process at the beginning of their studies, the quality of the teaching and the ready availability of staff for tutorial support. These methods of quality assurance appear to be rigorous and generally effective. External examiners' reports display a positive view of standards across course programmes.
39. Teaching by all staff is subject to observation and appraisal by other members of the staff team, working in pairs, within a peer review system; this involves termly reports to the review co-ordinator. Visiting tutors, who are drawn from the Department's own advanced research students, receive a programme of induction and training organised by the deputy head of department with support from the College's professional training unit. These development and support systems are well conceived and executed, and are valued by staff. Such peer support arrangements to help colleagues develop their teaching competence deserves commendation.
40. Departmental quality assurance systems mesh well with wider college quality procedures. The College's review of the Department in 1994 asserted that there had been much progress and high achievement in this area in recent years, with 'a clear basis for further development and enhancement of quality'. The assessors are pleased to endorse this positive view.
41. The admirably critical self-assessment shows that the aims and objectives for sociology are well thought out and wholly appropriate to the College's inner-city location. However, insufficient detailed evidence was provided in some sections to show how the Department's claims were met, for example in relation to the appropriateness of staff expertise, students' assessment, and support services for the student profile. Examples of good practice were outlined within the College's quality assurance arrangements.
42. 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.
44. The positive features of the education in sociology in relation to the aspects of provision include the following: