Home
Quality Assurance Agency for Higher Education
Subject Review Report
November 2000
Q85/2001

University of Durham

Archaeology

Contents

Reviewing the Quality of Education

Introduction

The Aims and Objectives for Archaeology

Summary of the Review

The Quality of Education

Curriculum Design, Content and Organisation

Teaching, Learning and Assessment

Student Progression and Achievement

Student Support and Guidance

Learning Resources

Quality Management and Enhancement

Conclusions


Reviewing the Quality of Education

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:

Peer Review

Reviewers are academic and professional peers in the subject. Most are members of the academic staff of UK HE institutions. Others are drawn from industry, commerce, private practice and the professions.

Combination of Internal and External Processes

 The review method has two main processes:
Published Reports

 In addition to individual review reports, the QAA will publish subject overview reports at the conclusion of reviews in a subject. The subject overview reports are distributed widely to schools and FE colleges, public libraries and careers services. Both the review reports and the subject overview reports are available in hard copy and are also on the world-wide web.


Introduction

1. This Report presents the findings of a review in November 2000 of the quality of education in archaeology provided by the University of Durham.

2. The University of Durham was founded in 1832. It is a collegiate university with 12 colleges and two societies. The colleges have a social and residential role, and many have libraries and information technology (IT) facilities. They play no direct role in specialist teaching, however, except for the University College at Stockton. The University has 10,760 full-time equivalent (FTE) students comprising 10,225 full-time and 1,070 part-time students. There are 31 schools and departments within the University, organised into four faculties. The programmes under review are provided by the Department of Archaeology, which is located on the University Science Site in Durham and is one of the 11 departments in the Faculty of Social Sciences.

3. The provision covers 263 full-time and 10 part-time undergraduates, and 26 full-time and five part-time students on taught postgraduate courses. There are 20.6 FTE teaching staff in the Department, three staff in academic-related posts, input to the teaching from research staff and students, and a variety of professional staff who teach on a part-time basis. The latter include academic staff in other departments, and staff of the University museums and of the Archaeological Services University of Durham (ASUD). The departmental support staff comprises four technical staff, an administrator, and two full-time and one part-time secretaries.

4. The following provision forms the basis of the review:

Other than three of the masters courses, all programmes are modularised, and most masters courses are available as one-year full-time, or two-year part-time programmes. The MSc Applied Archaeological Science has been withdrawn, and the MA Numismatic Studies is suspended for the foreseeable future following staff retirements. There has been no recruitment in the current year to the MSc Applied Chronometry or to the MAs in Prehistoric Rock Art or Archaeology (East Asia). It is planned to reintroduce the latter two next year as strands within the MA Archaeology.

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.


The Aims and Objectives for Archaeology

Aims

The Department of Archaeology offers programmes and course pathways that are distinctive in their combination of area/period knowledge, method and theory, and archaeological science. Its aims in all taught courses are as follows:

Objectives: Undergraduate

By the end of their course, undergraduates taking the single honours courses will have:

  1. acquired a general knowledge of archaeology and detailed knowledge of a range of specific themes;
  2. acquired the ability to identify and analyse categories of archaeological material;
  3. demonstrated an understanding of theories and methods of archaeology, of archaeological science, and of a range of areas and periods, and appreciated the interrelationships of these bodies of knowledge;
  4. taken on increasing responsibility for their own learning;
  5. undertaken an independent investigation of a specialised topic.
  6. developed a range of skills, including:
    (a) the description, synthesis and evaluation of evidence;
    (b) the critical evaluation of arguments against evidence;
    (c) the effective presentation of written and/or oral arguments;
    (d) the ability to work independently;
    (e) the ability to collect and process data;
    (f) the ability to use a variety of library, computing and information technology (IT) resources.
  7. developed skills specific to employment in field archaeology, such as surveying, excavating, and recording.

Within this framework, single honours BA students will gain greater breadth and/or depth within the discipline of archaeology as a whole, while single honours BSc students will acquire a more specialised understanding of archaeological science and its skills and methods.

Joint honours and combined honours social sciences and natural sciences students will acquire all the objectives listed above save 4, 5 and 7, which they have the opportunity to develop.

Objectives: Postgraduate

By the end of their course, postgraduates will have developed the skills listed above as appropriate, and in addition will:

  1. develop and enhance independent research skills;
  2. acquire specialist knowledge of a particular area of archaeology;
  3. explore relevant issues in an intellectually independent manner appropriate to a higher degree;
  4. achieve levels of training in specific techniques that enable them to embark on further academic research;
  5. have the opportunity to prepare themselves for employment within relevant professional archaeological and heritage organisations.

Within this framework, students will acquire specialist knowledge appropriate to their courses of study. Specifically:

  1. students taking the MSc courses in Palaeopathology, Ancient Diet and Health and Applied Chronometry will develop skills in scientific techniques of analysis and identification;
  2. students taking the MA courses in Archaeological Survey, Conservation of Historic Objects (Archaeology), and Museum and Artefact Studies will develop practical/technical skills relevant to professional practice;
  3. students taking the MA Archaeology will develop particular knowledge in a specific area and/or period of archaeology.

The postgraduate courses, in particular the MA Archaeology, can also act as a 'conversion course' for students entering archaeology from a different disciplinary background who may wish to pursue further study or a career in archaeology.


Summary of the Review

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 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
4
Quality Management and Enhancement
4

8. The quality of education in archaeology at the University of Durham is approved.


The Quality of Education
Curriculum Design, Content and Organisation

 9. The Department keeps its degree programmes under careful review, including the range of MA/MSc courses offered, taking account of changes in staffing, student demand and professional requirements. The undergraduate provision was comprehensively reviewed in 1998 to include improving the balance between progression and student choice. The Department has also identified the teaching of the theoretical aspects of archaeology as a specialisation to be further developed.

10. In the undergraduate degrees, core modules exist to provide a sound base. A wide range of optional modules are offered at Levels 2 and 3, most of which can be taken at either stage. Students reported that they appreciated the range of choice provided, as enabling them to meet their interests and help them in their future careers. Overall, external examiners are content with the curricular content, its wide range and appropriate level. Recent developments in the discipline are well reflected in all programmes, which are also enhanced by the staff's research activity.

11. The specialist MA/MSc courses, such as the MAs in Conservation of Historic Objects (Archaeology) and in Museum and Artefact Studies, and the MScs in the scientific aspects of the discipline, are highly valued by employers and their value is recognised by external examiners. The design of the MA Archaeology, with a core module and identified strands, provides well for specialised interests. However, further consideration, aided by improved identification of the learning outcomes of individual modules, should be given to its suitability for its dual role as a specialist and a conversion course.

12. The programmes offer students good opportunities to develop their transferable skills, such as in the use of IT, and written and oral communication. Group-working opportunities are provided through fieldwork, seminars and tutorials. The curricula are described well in handbooks and the module details provided to students, with increasing information being given on the web site.

13. The learning outcomes of the BA and BSc degrees could be further developed in the curricular descriptions, to ensure that the differential integrity of the awards is made clearer. Steps could also be taken to better ensure that all single honours students achieve the stated aims to study a range of areas and periods, and an understanding of the relationship between area/period, method and scientific knowledge. Further consideration should also be given to better defining the difference between the two and three-module masters dissertations.

14. The Department's objectives for the acquisition of field archaeological and associated skills are well expressed in the descriptions of the relevant core modules. These modules provide an understanding of the role of fieldwork in the study of archaeology, and a sound basis for students to expand their knowledge and skills further in the course, should they wish to do so.

15. 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.

Teaching, Learning and Assessment

 16. The Department aims to provide 'stimulating, intellectually demanding and enjoyable teaching which enables student learning to take place within an active research environment'. This aim is met, but with some variation between modules. Students are expected to take increasing responsibility for their own learning on progressing through the undergraduate courses. This objective is successfully achieved through the increasing use of seminar presentations and, in the single honours degrees, the writing and researching of the Level 3 dissertation, the supervision of which is well structured under the oversight of a dissertation convenor.

17. The Department's teaching and learning strategy is outlined in a document of this title, and further details are given in the self-assessment document. Methods employed include lectures, tutorials, seminars, practicals, problem-solving sessions and two three-week periods of practical archaeological training: an excavation at the end of Level 1, and excavation, survey, laboratory or museum work at the end of Level 2. In general, the learning and teaching methods are appropriately matched to the levels and to the intended learning outcomes, and effectively deliver archaeological knowledge and understanding, intellectual skills and a wide range of transferable skills. When lectures are shared between undergraduate and masters level modules, learning experiences are clearly differentiated through separate tutorials, seminars and assessments.

18. The reviewers observed 13 teaching and learning sessions. These sessions covered all levels of the provision and included lectures, seminars, tutorials and laboratory work. All observed sessions were at least satisfactory, most were good, and a number were excellent. Very effective tutorials at Level 1 provided good support and were well linked to lectures. In a conservation practical session, students worked under careful guidance on archaeological materials, and tackled authentic problems in a professional environment. Overall, objectives were clear, though not always stated explicitly, and delivery was generally good with clear emphasis on key points and appropriate questioning of students. There were a few instances where the pace or the encouragement of student participation might have been improved. Students responded well, were well prepared, managed their work effectively, and made sound contributions in seminar presentations and in discussions.

19. The variety of assessment methods used is wholly appropriate to the diverse content and objectives of individual modules, and is generally well matched to progression through the levels of study. The choice of essay and seminar topics, and examination questions, provides a positive framework for individual student attainment of learning outcomes, allowing either a broader or a deeper focus. This is in line with the Department's philosophy of promoting students' learning opportunities and increasing responsibility for their own learning. Marking procedures are clear and very conscientiously applied, with anonymous double-marking of examination scripts and well-documented double-marking of all summative assessments. External examiners are well satisfied with the procedures, the consistency of marking and its internal moderation.

20. Highly effective patterns of formative assessment are present at all levels, and are well integrated with the key objectives which are measured through summative assessments, including examinations. The rapid return and good feedback on assessments is highly appreciated by students. There is evidence of coherent overall thinking about assessment strategies, and that the Department is continuing to pursue this. There are, however, some inappropriate overlaps of content between summative essays and examination questions. This may reflect insufficient consistency in the articulation of intended learning outcomes for modules, and the need for clearer aims and objectives at programme level.

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.

Student Progression and Achievement

 22. There is a strong demand for the undergraduate programmes: over the past three years, there have been around 6.5 applications for each place for the single honours degrees and 10 for the joint honours programmes. Entrants are well qualified; around 87 per cent enter with GCE A-Levels, with an average points score of 23.4, above the median for archaeology degrees. There is also appreciable recruitment of mature students with non-traditional qualifications, who make up 13 per cent of entrants. Steps are being taken to widen access further with the transfer of part-time students to the Department for the current year, and the Department's desire to be involved in developments on the University's Stockton Campus. Applications for the postgraduate courses are fewer, at slightly over one for each place, but these generally represent highly committed candidates; 37 per cent come from the local region and 32 per cent from overseas.

23. Progression and completion rates for the last three completing cohorts are excellent: over 93 per cent for the undergraduate degrees, when net transfers out of the provision are excluded, and 98 per cent for the masters programmes. At undergraduate level, there is considerable transfer between archaeological programmes, the opportunity for which is valued by students. There is around a 3 per cent net transfer out of the subject.

24. The profile of degree classes awarded is excellent. Over the past three years, around 70 per cent of single and joint honours graduates have obtained First or Upper Second class honours degrees, and 23 per cent of masters graduates have obtained passes with Distinction. The appropriateness of this profile is strongly attested to by external examiners, who remark favourably on the often impressive quality of individual student work and the high overall attainment of graduates. The reviewers' scrutiny of student work confirms this, noting in particular portfolios of practical work and dissertations of very high quality. Overall, there is a pattern of consistently high attainment across the full range of assessment, and the best work shows evidence of wide reading, well-structured argument, mature judgement and analysis, and good communication, analytical, presentation and IT skills.

25. From the known returns for the past three years, a high proportion of graduates proceed to higher degrees or further study: around 49 per cent for the BA/BSc degrees and 27 per cent for the MA/MSc programmes. A further 32 and 73 per cent respectively, proceed directly to employment. Returns for the undergraduate degrees were around 71 per cent, and for the MA/MSc graduates about 96 per cent. Clearly, the masters courses provide a strong training for research at doctoral level and a sound basis for employment in specific areas of professional archaeology.

26. Employers commented that they valued highly the skills shown by graduates, including the generic skills shown by those entering general employment. The graduates concerned also judged that they had been well equipped for their current employment, including in the development of their planning, time-management, communication and IT skills. Employers in the professional archaeology sector were appreciative of the level of education provided, and particularly valued the focused training provided by the masters level courses. Graduates of all programmes expressed genuine appreciation of the value of the learning experience provided by the Department, and rated highly the preparation for them to work independently. Current students reported that they found their experience stimulating and challenging.

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.


Student Support and Guidance

 28. The Department has created an atmosphere where students clearly form a coherent group among themselves, and also have very good relations with the teaching staff, whom they find to be easily approached, accessible, friendly and supportive. Students also highly value the departmental office as a first port of call for problems and queries. This is combined with an ethos whereby students rightly accept a considerable measure of individual responsibility, which is reflected in the amount of choice offered in the undergraduate degree programmes.

29. Prospective students receive advance information about the Department and its provision. Mature, non-traditional entrants and part-time students are interviewed, and all applicants are invited to open days. Students are highly appreciative of the welcome shown by the Department during the application and admissions process. There is an induction course on arrival, with additional support provided by the University and the colleges for mature and overseas students. A weekend field trip helps first-year students to bond and can be enhanced by further excavation work. The Department has put in place appropriate measures to support the predicted growing number of part-time entrants with non-traditional qualifications.

30. All students are assigned to a departmental personal tutor, whose prime role is to provide academic guidance. The colleges, through their tutors, are the main designated source for pastoral care. Roles overlap constructively. Liaison between college senior tutors and the Department is clearly organised and effective. Students are very content with the support provided and with the pro-active nature of the tutorial support. The Department has a system to identify students at risk, through poor attendance or non-submission of required work. This system is effective, and is clearly understood and supported by students. Good information, including on the Department's expectations, is provided to students through the departmental student handbook, and students were clearly aware of its contents.

31. Advice on careers in archaeology is provided effectively, primarily by the Department's staff, aided informally by the contacts that students make on vacation placements. In addition, good and pro-active support is provided by the University's careers service for more general employment, including vacation placements.

32. The University provides a wide range of general support services augmented by those of the Students' Union. There is good provision and appropriate access to hardship funds, with the Students' Union having emergency funds to deal with short-term crises. Other support includes assistance with language skills, welfare and counselling. In particular, the University's policy and practice for students with disabilities is excellent.

33. 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.

Learning Resources

 34. The Department is housed in the Dawson Building on the University's Science Site. Prior to occupation of the building in 1996, complete refurbishment was carried out to meet the Department's requirements. Thus the building has modern and well-equipped teaching and specialist laboratory facilities along with appropriate accommodation for staff and students, including a common room.

35. There is a clear strategy for the management of learning resources, encompassing IT, library provision and equipment, as well as evidence of their enhancement via the activities of the Department's teaching and learning, and finance committees. The equipment available is fit for purpose, and in many cases better than that. The Department has, rightly, invested in joint equipment purchases with other areas, with considerable benefits in exposing students to state-of-the-art facilities. There has been a capping of numbers on practical/laboratory-based modules. So far this has been dealt with satisfactorily, but further consideration should be given to resource provision or the timetabling of practical splits in these areas. Technical and administrative support is adequate. Although only one technician with a wide portfolio of responsibilities provides direct teaching support, academic-related staff such as senior experimental officers and the scientific officer play an important role in managing the laboratory and IT provision. Teaching collections are used in modules throughout the curriculum, and are augmented effectively by the additional collections available in the Oriental and Old Fulling Mill Museums. Overall, there is a very valuable range of resources, with evidence seen of their novel use in teaching and learning, and good use also being made of local archaeological sites.

36. There is good liaison between the Department and the library. The library holdings include extensive and appropriate book and journal stocks. Staff have responded to demands on library resources by placing many items from the reading lists of core and optional modules on its reserve collection, and the library has been responsive in its provision to meet new subject areas developed by the Department. Overall, students are content with the improvements made and also value the additional and responsive facilities provided by college libraries.

37. There is a wide range of IT support and training, and evidence of the incorporation of computer-based learning and specialist software packages into the curriculum, including innovative pilots in the use of the internet in teaching delivery and support. The access provided through the Department's Kiln Laboratory is an important IT resource. This is augmented by extensive IT provision across the campus, which extends to the colleges and includes valued help-desk and dial-up support services. Students were highly appreciative of this provision and the support provided.

38. The University and the colleges provide a wide range of social, sporting and cultural facilities which are valued by students.

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.

Quality Management and Enhancement

 40. The quality management procedures are clearly laid down by the University and are broadly followed by the Department. Overall responsibility rests with the Chair of the Board of Studies for Archaeology, and operational responsibility is delegated to the directors of undergraduate and postgraduate studies. Undergraduate and postgraduate teaching and learning committees (UGTLC and PGTLC) report to the Board of Studies, which in turn reports to the Dean of the Faculty of Social Sciences. There are appropriate procedures for annual course monitoring, approval of new courses and modules, and periodic review; external input is now required for the last two.

41. The archaeology provision was reviewed by the Department in 1998 and underwent a periodic review by the University in 1999. The report of the latter raised some issues. These have subsequently been addressed, including strengthening the staff-student liaison committee (SSLC), thus opening more effective lines of communication with students. The University is currently proposing a strengthened periodic review process in which internal and QAA reviews would alternate at three-year intervals.

42. Annual monitoring is carried out in the Department by its committees, which consider the feedback from external examiners, students' questionnaires and appropriate data. Completion of this process is confirmed through the annual report checklist submitted to the Dean by the Board of Studies. This monitoring has been effective, resulting in a number of actions to enhance the provision. However, the production of a consolidated annual report should be considered, in line with proposals under consideration at university level.

43. Students' views are effectively gathered through their representation on the UGTLC and PGTLC, through the SSLC and the annually completed module questionnaires. Issues raised have been addressed appropriately, and feedback on actions taken has been improved. Students reported that the Department listens to them and responds. In 1999, a full and useful analysis of all student questionnaire feedback was carried out; this exercise could be undertaken annually.

44. Recently appointed staff, both full and part-time, confirmed the effectiveness of the University and departmental arrangements for induction, probation, training and mentoring. All new full-time academic staff are required to complete the University's Postgraduate Certificate in Learning and Teaching as a condition of completing probation. The Department has held workshops and away days in each of the past three years to consider the development of policy and practice for teaching and learning. Departmental academic staff have been involved in the University's wide range of staff development activities relating to teaching and learning; this could be extended more effectively to research staff and other part-time teachers. All staff are appraised at regular intervals, and there is effective and supportive paired peer review of teaching in the Department. Reports on these processes portray the Department as an open and self-aware academic community.

45. The self-assessment was written by staff groups within the Department and reviewed by committees which included student representatives. It provided a sound basis for the review, but a greater emphasis might have been placed on evaluation rather than description; however, appropriate evidence, particularly from external examiners, was cited. Fuller statistical data should have been provided and the aims and objectives could have been sharpened further to better reflect the provision.

46. 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.

Conclusions

47. The quality of education in archaeology at the University of Durham 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.

48. The positive features of the education in archaeology in relation to the aspects of provision include the following:

  1. Curricula that are wide ranging, current, of appropriate level and enhanced by staff research, which also provide students with choice and good opportunities to develop their transferable skills (paragraphs 9 to 12).
  2. The variety and appropriateness of the range of learning, teaching and assessment methods; the rigour of the marking of summative work; the quality of feedback on formative work, and the good responses from students (paragraphs 16 to 20; 24).
  3. The strong demand for the programmes, excellent completion rates, good profile of degree classes, and generally high achievements of students and their good employment record (paragraphs 22 to 26).
  4. The excellent support provided for students by the Department, colleges and university services, with good liaison among these providers (paragraphs 28 to 32).
  5. Generally good and well-managed resources, including library, information technology and museum collections, which enhance the students' experience (paragraphs 34 to 38).
  6. Continuously developing university procedures for quality assurance, which operate effectively in the Department, and the Department's appropriate responsiveness to comments by external examiners and students (paragraphs 40 to 43).
  7. The good support provided for new staff and the range of general opportunities for staff development and enhancement of the provision, including the well-established and supportive paired peer observation of teaching (paragraph 44).

49. The quality of education in archaeology could be improved by addressing the following issue:

  1. Defining more clearly the intended learning outcomes of programmes and modules, to address the curricular anomalies identified and to better inform assessment (paragraphs 11; 13; 20).

Home

Top