Reviewing the Quality of Education
Curriculum Design, Content and Organisation
Teaching, Learning and Assessment
Student Progression and Achievement
Quality Management and Enhancement
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:
This overview report discusses the findings of the reviews of 60 institutions offering economics in England and Northern Ireland. Applications to study economics remain healthy; 72 per cent of applicants enter through the GCE A-Level route. The subject attracts a predominance of male students; 17 per cent of students are over 21 years on entry to undergraduate courses. The quality of education in economics is approved in all universities, and the reviewers find the quality to be good and sometimes excellent. In all but four universities, provision in each aspect either substantially, (grade 3) or fully, (grade 4) meets the stated objectives. A full contribution in every aspect is made in 15 universities (25 per cent).
Economics is offered at undergraduate level as a primarily academic discipline, and as an applied subject often with business and finance and having a more vocational orientation. In general, undergraduate curricula build progressively on core aspects of the subject towards more applied and specialised areas, often informed by current research. Attention is paid to the integrated development of a wide range of intellectual and key transferable skills. Postgraduate opportunities are provided at 37 of the universities through taught masters programmes. Masters programmes cover a wide range of business, financial and policy applications and areas of advanced specialisation in economics.
The overall quality of teaching is high, with clear strategies, varied methods, and extensive use of information technology (IT). Attention is paid to developing the skills of independent learning, in a few cases through innovative teaching methods. Assessment practices are weaker and are judged to be appropriate for only just over half (34) of the universities. Shortcomings are attributed to inadequate assessment of key skills, variable quality of feedback on assessed work and, in a few cases, poor procedures for moderation. Overall, marking is rigorous, consistent and appropriate to level.
Student progression and completion is judged to be wholly satisfactory in 32 universities, but in 18 there are concerns about progression from the first year. The demands of the numerical aspects of the discipline are a challenge for some students, including many of those recruited from wider access routes. Student achievement is good with around 90 per cent of students gaining a Second class degree or better. Postgraduate completion rates are excellent. Employers are very positive about the technical and general skills of economics graduates and there is good progress to employment or further study.
Student support and guidance is judged to be of the highest quality in all but one university. Good practice is noted at induction; in relation to mathematics, in the identification of needs and the provision of support; in the provision of academic review and guidance through tutoring; in the supervision of work placements and overseas study; in the provision of university support services and careers guidance.
Learning resources are wholly adequate in 93 per cent of providers, with good and accessible library and IT facilities and increasing innovation in using on-line learning technology.
Just over one-half of the providers (33) have robust and constructive quality management systems, although this is the weakest aspect overall. The main concerns relate to the efficacy of monitoring mechanisms and approaches to enhancing the quality of provision. Good practice in respect of feedback from students, the response to external examiners and staff development exist more widely.
1. This Overview Report presents the findings of the review between October 2000 and December 2001 of the quality of higher education provided in economics by universities and university colleges in England and Northern Ireland. It has been derived from the subject review reports of the 60 review visits carried out. Its main purposes are to highlight both positive features and areas for improvement, and to assist in the dissemination of best practice.
2. Review visits to economics provision were made to 60 universities and university colleges. Nine of the review visits were made to joint provision with other subjects. These were with either business and management or politics. A profile of the judgements made for each institution making provision in economics is given in Annex A. This shows that the quality of provision in all institutions was approved. The review of the quality of education in economics was carried out by teams of subject specialist reviewers, who are listed in Annex B.
3. The aims and objectives for economics are clearly stated overall, although there is often little differentiation between the broad purposes of provision and the intended learning outcomes. The aims and objectives that relate to the content of degrees identify an understanding of economic principles, the tools of economic analysis and the application of economic ideas to economic policy, social policy and economic behaviour. Most universities explicitly identify the use of quantitative techniques within the aims or objectives. All of the providers aim to develop skills, including subject specific skills, intellectual skills and key transferable skills.
4. In the majority of institutions, the aims and objectives make reference to demanding or challenging learning experiences, and 13 universities (22 per cent) explicitly aim to achieve academic excellence for their students. Objectives for courses at undergraduate and postgraduate level include professional or vocational relevance where appropriate. It is the explicit aim of 26 universities (44 per cent) to provide a programme of study in economics that is vocationally or professionally relevant. A quarter of the universities aim to promote wide access to undergraduate programmes.
5. Not every university offering postgraduate provision identifies separate aims for masters courses. Where they do they emphasise higher conceptual abilities, research skills and more applied or focused fields of study. These are reflected in explicit postgraduate objectives, which relate to advanced academic skills and in-depth, specialised, subject involvement.
6. This aspect is judged by the reviewers to be making a full contribution to achieving the stated aims and objectives of the programmes in 42 (70 per cent) out of the 60 providers reviewed. For the remaining 18 (30 per cent), this aspect makes a substantial contribution with scope for improvement.
7. Single honours undergraduate degrees are offered by 55 providers (92 per cent). Of these, 49 offer degrees in economics or applied economics and 37 offer degrees in business or financial economics. These 37 include 17 of the 20 post-1992 universities reviewed. This reflects a move by many universities, especially those seeking to increase their recruitment, to offer degrees of a more explicitly vocational nature. Other single honours degrees with a specific focus, such as international economics, political economy or major economics with a foreign language, are offered by 30 providers. Single honours degrees in economics with econometrics or statistics are offered by 13 providers (22 per cent), all of which are pre-1992 universities. Of the providers, 50 (83 per cent) offer joint honours degrees in economics, 22 of them offering joint economics with at least five other subjects. This wide range of programmes is well matched to the variety of students' needs.
8. Taught postgraduate programmes are offered by 37 providers (62 per cent). Of these, 26 offer programmes in economics or economics with econometrics, 16 offer economics programmes with a business or finance orientation and 28 with another orientation, such as development economics or international economics. Taught postgraduate programmes are offered in 75 per cent of pre-1992 universities reviewed and 35 per cent of post-1992 universities.
9. The majority of undergraduate programmes are modular, with appropriate progression assured through the use of core modules and prerequisites. Typically, the ratio of optional to core modules increases with the level of study. Most single honours programmes include a compulsory dissertation at Level 3. In joint honours programmes, dissertations are generally not available to students; where they are, they are normally optional.
10. Generally, single and joint honours undergraduate programmes are designed to give students a sound understanding of microeconomics and macroeconomics to at least Level 2, and quantitative techniques to at least Level 1, or in the case of single honours programmes to Level 2. Where quantitative methods are covered at a lower level by joint honours students, this is reflected in the choice of modules offered to them. However, there are three cases where the reviewers specifically noted that the quantitative underpinning required for Level 2 and 3 modules relatively disadvantage joint honours students.
11. Level 2 core and optional modules aim to build on Level 1 core modules, and Level 3 core and optional modules build on Level 2 core modules. Where particular options are offered jointly at Levels 2 and 3, the reviewers note that there is sometimes a problem of distinguishing the extent to which Level 3 students are achieving appropriately to that level. Reports indicate that there is also the danger of inadequate preparation for students studying such modules having only completed Level 1 modules. In a few cases, the coherence of the curriculum is limited by the lack of integration of core and optional modules. Problems of coherence or curricular progression are the principal reasons why grade 3 judgements were made for this aspect.
12. In all cases, undergraduate economics is taught from first principles; additionally in some cases, there is separate provision at Level 1 for students with GCE A-Level Economics. Overall, mathematics is required only to GCSE grade C or equivalent. In a few cases, mathematics at GCE A-Level or equivalent is required. In other cases, there are separate streams for quantitative methods at Level 1 for those with, and without, GCE A-Level Mathematics. The reviewers identify that care has to be taken in such instances to ensure equality of learning opportunities. Reports identify a potential problem at Level 1 arising from a diverse intake of students, where only some have prior experience of economics and where quantitative skills are diverse. Clear strategies have been developed in such cases to ensure that students entering Level 2 have an appropriate understanding of core concepts.
13. Providers offer programmes in which modules demonstrate currency and relevance, and where many modules are underpinned by staff research and/or scholarly activity. In only three reports (5 per cent) is concern expressed about lack of currency or relevance of some of the modules.
14. The development of subject-specific, cognitive and key transferable skills is an explicit part of most programmes and many providers have undertaken mapping exercises to ensure that students are given the opportunity to develop a range of skills. The reviewers reported that there is an appropriate programme of skills development in 95 per cent of cases.
Teaching, Learning and Assessment
15. Teaching, learning and assessment make a full contribution to the provider's aims and objectives in 35 (58 per cent) of the 60 reviews. For a further 24 providers (40 per cent), this aspect makes a substantial contribution leaving scope for improvement. In only one case is there significant scope for improvement.
16. Clear strategies for co-ordinating teaching and learning are identified for 38 providers. For a further 20, teaching and learning are matched to the needs of students and are appropriate to intended learning outcomes. In only two cases are processes for linking teaching and learning absent.
17. In one university, teaching and learning are delivered primarily through distance learning. Otherwise, economics provision comprises lectures supported by small-group classes, seminars, workshops and laboratory-based sessions. The progressive development of students' independent learning skills is standard. A few providers use innovative methods such as role-playing and learning support groups. All universities make use of computer-aided learning and/or IT in class activities. Five cases are identified where internet-based virtual learning environments make effective contributions to the learning process. The reviewers identified seven cases where postgraduate teaching is structured in order to exploit the independent learning skills gained by students in their first degrees.
18. The overall quality of teaching observed by the reviewers was good, with many excellent sessions led by enthusiastic staff. Teaching is generally informed by the research interests of staff. Subject matter is both challenging and current. In only one case did the reviewers feel that teaching materials were dated. Clear objectives for teaching sessions were given; the pace of lectures seen was appropriate for both subject content and student intake; and good use was made of teaching accommodation and visual aids. Student workloads are appropriate for the intake and the stated aims and objectives of providers. Overall, students appreciated the good quality of teaching. In 15 cases, however, there was a lack of student preparation or participation in some sessions. Poor or late attendance at lectures was noted in a further three cases. In six cases, students or the reviewers expressed some reservations about the teaching provided by graduate teaching assistants. The use of assistants is widespread however, and overall represents a positive contribution to teaching and learning.
19. Intended learning outcomes for both subject-specific and key transferable skills are clearly articulated. Although examples were found where the teaching of key skills was delivered through the provision of special modules or lectures, normally such skills are developed directly within economics teaching. A final-year project or dissertation in which a student can demonstrate the achievement of a range of skills, including independent learning, is usual at the undergraduate level for single honours students and is seen by providers as an especially important part of the learning process.
20. Oral and written feedback to students on assessed work is almost universally provided, but was rated as variable in quality, quantity or timeliness in 21 cases. This contributed to the award of a grade 3 for this aspect in nine of these cases. In two cases, it was observed that less, rather than more, feedback was given to weaker students. Uneven feedback was even noted in four cases where set feedback forms were in use.
21. Assessment is the weakest element of this aspect. Assessment is deemed well matched to intended learning outcomes and appropriate for level without any reservations for only just over half of the providers (34 cases). Where assessment is noted as being deficient, it was the failure to assess key skills adequately that predominates. In two cases, however, the assessment of group-working skills compromised the reliable assessment of individual student achievement in subject-specific skills. Students have a satisfactory knowledge of assessment methods and criteria in all but two cases.
22. Both the reviewers and external examiners commented that marking overall is rigorous, consistent and appropriate to level. Normal practice involves anonymous scripts and double or moderated marking of projects. However, better record keeping by examiners to confirm that effective moderation is taking place was thought to be desirable in eight cases. In a further eight cases, examples of moderation processes that were applied unevenly were observed.
Student Progression and Achievement
23. This aspect is judged by the reviewers to make a full contribution to the aims and objectives in 45 (75 per cent) out of the 60 provisions reviewed. For 13 providers (22 per cent), this aspect makes a substantial contribution. In two cases, the reviewers judged there was significant scope for improvement. The 20 post-1992 universities reviewed contributed 11 out of the 15 cases where this aspect makes less than a full contribution, a disproportionately high number.
24. On average, applications for undergraduate programmes are healthy with 6.55 applications for each place available, although with a wide variation. The average points score of those entering with GCE A-Levels is between 19 and 20, but the range across institutions is very wide, from 10 to 30. GCE A-Level Economics is not normally required for entry, although GCE A-Level Mathematics is needed for entry for economics programmes in some institutions and for entry to some specialised degrees in others. Overall, 28 per cent of entrants have non-GCE A-Level entry qualifications, including overseas qualifications. Higher proportions are found in universities that have made particular efforts to widen access to groups that are under-represented in higher education. About 64 per cent of students are male and 17 per cent of undergraduates are mature (over 21 years old) on entry. Institutions have noted a downward trend in the proportion of mature entrants.
25. The average number of applications to places for postgraduate programmes is 6.94:1, again with a wide range across the universities. Minimum entrance requirements to these programmes vary between institutions from Lower Second to First class honours or equivalent. Economics attracts substantial numbers of applications from non-UK students. These students constitute a particularly high proportion at the postgraduate level, comprising well over half the student intake in many universities.
26. The reviewers considered undergraduate progression and completion rates to be satisfactory for the majority of providers (32 cases). However, in a substantial minority of cases (18), progression rates at Level 1 gave some cause for concern. High withdrawal rates were identified as a problem in five of these cases, substantial academic failure in six, transfers out of economics in two (both relating to joint degrees) and a combination of two of these three in the remaining five. In 10 other cases, significant proportions of students needed to retake examinations in order to progress. Similar problems were encountered at Level 2 in nine cases. Economics provision at Level 1 requires the development of a wide range of skills, including mathematical, statistical, analytical and communication skills. The diverse entry to some universities can pose significant challenges to those institutions in progressing students through Level 1 and beyond. It is creditable that in many universities students without GCE A-Level or equivalent entrance qualifications were successful.
27. Generally, once students have progressed to Level 2, undergraduate completion rates are satisfactory. Postgraduate completion rates are excellent. The proportions of students gaining First and Upper Second class degrees across universities is broadly in line with initial entrance qualifications. Overall, about 7.5 per cent of students are awarded First class degrees, 42 per cent Upper Seconds, 40 per cent Lower Seconds, 8 per cent Third class and 2.5 per cent other awards. Students who take advantage of work placements have tended to obtain a better class of degree. Scrutiny of student work supported external examiners' views that students who graduate in economics demonstrate both good subject-specific skills and a wide range of key skills. Some of the project work seen at the postgraduate level is considered to be of publishable quality.
28. Where opinions from employers were reported (22 cases), these were complimentary about the technical and general skills of the economics graduates. The employability of economics graduates is supported by data relating to the wide range of first destinations of students and by the comments of former students. For both undergraduates and postgraduates, about 50 per cent enter employment and another 20 per cent proceed to further study. Unemployment is low at 4 per cent. However, career destinations for about 23 per cent of undergraduates and 37 per cent of postgraduates are unknown. In many cases, such high figures are explained by the lack of information on non-UK students who return home after graduation. Inadequately comprehensive data on first destinations is an important information gap for universities attempting to determine the extent to which the education they are providing is meeting their stated aims and objectives.
29. Student support and guidance is the strongest aspect of economics provision. In 59 of the 60 review visits, grade 4 was awarded. In all of these cases, there is a co-ordinated strategy for support and guidance that is understood by both undergraduate and postgraduate students. Students expressed high satisfaction overall and were very appreciative of the range of support and guidance received.
30. Departments provide effective and comprehensive guidance for prospective economics students through prospectuses, open days, web sites and interviews. Further information is provided for students with disabilities and mature students. Once admitted, an induction is given covering the essential aspects of the programmes and the systems for academic and pastoral support. Best practices include providing information on faculty and subject structures; assistance with the choice of option modules; library induction; an introduction to central services; and instruction on accessing internet-based information. In some cases, induction includes the diagnostic testing of mathematical ability, which then informs module guidance; in one case, a one-week pre-session mathematical course is provided as part of induction. Handbooks outlining study requirements, including advice on plagiarism, are concise and informative and are appreciated by students.
31. The tutoring of economics students is recognised as a major strength in 48 cases. A variety of systems are in operation for undergraduates. Tutors provide academic guidance and, together with the central services, academic and pastoral support. Overall, the students are very satisfied with the tutoring systems. In 20 cases, the students expressed considerable appreciation of the friendliness and approachability of both academic and support staff. The departmental secretary and other support staff play a key role in providing information and support. Monitoring of class and tutorial attendance, assessment outcomes, and tracking the use made of module learning materials on web sites allow early detection of students at risk. In the best instances, staff are trained in their tutoring roles.
32. Those economics students taking advantage of a study year abroad are provided with additional support. In the best cases, the student is visited abroad and regular contact is maintained through email. There are established links between the home and overseas universities, leading to successful academic and social experiences. In one department, however, students were critical that no overseas monitoring visit was made by staff. For work placements within the UK, students are normally provided with a tutor who visits the student at the workplace; in the best instances, a company mentor is also provided. The students also valued the written guidance provided for both overseas study and work placements.
33. The use made of central services is seen as an essential aspect of support in 24 cases. Such services include English language orientation and tuition for overseas students; study skills workshops; additional classes particularly in numeracy; accommodation provision, seen as a particular problem for overseas and postgraduate economics students; and the chaplaincy. Professional counselling services support students with personal problems who require more than informal discussions with their tutors. Students are normally self-referred, but tutors can suggest counselling. Services provide financial advice and, in extreme instances, financial assistance.
34. Careers advisory services are valued by both undergraduate and postgraduate economics students, and made a particularly significant contribution in 11 cases. In only one case did students express reservations about the effectiveness of the services. In the best cases there is close co-operation between personal tutors, the departments and the central services in offering careers advice. Formal advice is provided with producing curricula vitae, making job applications and interview techniques. The services also provide assistance with obtaining vacation work, internships with companies leading to permanent employment and part-time evening and weekend work. Former students are often invited to provide careers advice. Links with employers are identified as particularly helpful in two departments. The high employment rates for economics students, where known, testify, in part, to the effectiveness of the services, the departments and the personal tutors in providing careers guidance.
35. This aspect is judged by the reviewers to make a full contribution to achieving the aims and objectives of the programmes of 56 (93 per cent) out of the 60 providers reviewed. For the remaining four providers (7 per cent), this aspect makes a substantial contribution.
36. In 48 cases (80 per cent), providers have a clear and well-articulated strategy for learning resources. This normally involves giving students access to, and experience in, using the full range of resources appropriate to the study of economics. In all but one of the remaining cases, a learning resources strategy is implicit. This entails monitoring, reviewing and planning the provision of resources and improving them within budget constraints.
37. In all except three cases, library resources are sufficient to support the aims of the provision, although several providers have to adopt strategies for dealing with heavy demands on key texts at certain times of the year. Responses include the careful use of short and medium-loan facilities, study packs, extended library opening times, increased photocopying facilities and liaison between library and academic staff to ensure that the scheduling of assignments is appropriate to library demand. Library opening times are appropriate overall, and in only two cases could provision be improved by the extension of opening hours.
38. Computing facilities provide necessary learning resources for economics. These facilities are appropriate in all cases and many providers have a clear strategy for extending the use of such facilities through some or all of the following: increased numbers of PCs; improved printing facilities; increased numbers of 24-hour access PC laboratories; use of virtual learning environments, such as BlackBoard and WebCT, both as a means of disseminating materials and for on-line learning; increased provision of economics software; increased use of the internet for learning and teaching; and facilities for accessing resources remotely. Many reports comment on the helpful nature of computing and help-desk support staff and on the comprehensive IT induction programmes.
39. Teaching accommodation is considered appropriate and deficiencies noted in only two cases. Most providers have a clearly articulated strategy for equipping and updating lecture theatres and classrooms. Data projection and video facilities are available to support teaching and learning, either as fixtures within rooms or as bookable, portable facilities.
40. Social accommodation is appropriate in all cases, ranging from adequate to excellent. Many providers have been sensitive to the needs of students in the positioning and equipping of social and refreshment facilities. Departmental social facilities are often provided in addition to those of the university.
Quality Management and Enhancement
41. This is the weakest aspect of the economics provision. Of the 60 providers, 33 (55 per cent) were awarded grade 4 where a full contribution was made to the attainment of the stated objectives and the aims set were met. A grade 3 was awarded to 26 (43 per cent) and one (2 per cent) university a grade 2. These results indicate that quality management and enhancement of economics requires improvement in 27 (45 per cent) providers.
42. The review reports indicate substantial variations in monitoring and evaluation. Strengths are identified in the university-wide quality management systems, particularly in 21 reviews, but the impact is variable at subject level. In the best cases reported, the committees oversee quality, including departmental boards, undergraduate and postgraduate committees and teaching committees, and ensure that assessment practice, student information and guidance and curricular developments are addressed robustly. In 13 universities, the reports indicate a lack of rigour in quality management systems. In these cases, more formal recording of decisions and accurate minutes to aid the tracing of progress on issues raised are recommended. In six cases particularly, the reviewers identified the need to tighten the quality procedures, including more effective response to module evaluations. The availability, accuracy, and evaluation of data is an issue in some cases. External examiners' reports contribute significantly to the processes of annual monitoring and these are identified as key elements in 10 reports. However, in some providers, action is not taken promptly in response to the external examiners' reports.
43. The contribution of student input into quality management features strongly with 23 providers. There are formal inputs through staff-student committees, boards of studies and consideration of module questionnaires, and informally through tutorials with staff. Students are made aware of action taken as a result of their comments and confirmed this to the reviewers. For example, there have been improvements in module handbooks, module curricula and resource rooms as a result of student comments. Departmental newsletters and information on the intranet, as well as committee minutes, provide this information to students. In only one case, was a lack of monitoring and evaluation of feedback on student comments identified.
44. Rigorous yearly and two yearly reviews of economics are judged to be a particular strength in eight institutions. The universities provide for the enhancement and dissemination of best practices across the economics provision. In other cases, however, the lack of enhancement was reported as an important issue. In one case, the reviewers stated the need to enhance the subject expertise of the academic staff; a serious weakness. Overall, enhancement procedures could be improved.
45. In line with institution-wide policies, all economics departments have specific staff development procedures in place. In 11 reviews, staff development activities are seen as a major strength and involve full and part-time staff. Activities include induction and mentoring for new staff, peer observation of teaching, staff appraisal, training courses, seminar programmes and attendance at academic conferences. In the best practice, staff new to teaching are expected to acquire a postgraduate teaching certificate and training needs of other staff are identified during appraisals and implemented. Routes to promotion through teaching excellence are available in some institutions.
46. In 32 (53 per cent) cases the reviewers found the self-assessment document (SAD) to be descriptive, although informative, rather than evaluative. Such self-assessments could have been more positive about the strengths of the provision, better supported by evidence, and more analytical overall. The SADs at 20 institutions were found to be evaluative and formed a sound basis for the reviews. However, in those institutions awarded grade 3 for the aspect, the SADs were less evaluative overall. There are only 13 cases reported where students contributed to the self-assessment.
47. The quality of education in economics was reviewed at 60 universities and university colleges in England and Northern Ireland. In all of these the quality of education in economics was approved. The reviewers found the quality of education to be good and sometimes excellent. In all but four, the provision in each aspect either substantially (grade 3) or fully (grade 4) met the stated objectives. A full contribution in every aspect was made in 15 universities (25 per cent) drawn from both pre and post-1992 sectors. Of the judgements made overall in the six aspects, 270 (75 per cent) were at grade 4, 86 (24 per cent) were at grade 3 and 4 (1 per cent) were at grade 2.
48. The strongest aspects are judged to be student support and guidance and learning resources, although curriculum design content and organisation and student progression and achievement also score highly. In teaching learning and assessment the grade reflects good teaching and learning which in some instances contrasts with poor assessment practice. Quality management and enhancement can be improved in just under half of the institutions by more rigorous quality review at subject level and more vigorous approaches to enhancing provision.
49. Other key features in economics include:
a. A wide range of programmes with curricula which are well matched to the needs of students and the development of subject-specific, cognitive and key transferable skills. For one-third of students, this development is insufficiently progressive or lacks coherence, and in three cases quantitative elements are of an inappropriate level.
b. Currency and relevance of programmes and modules or units underpinned by the influence of staff research and scholarly activity.
c. Effective learning well supported by high quality teaching with clear objectives and appropriate strategies. In a minority of instances students' preparation for, and participation in, classes are insufficient. Feedback given to students on their work aids learning in many cases, but could be improved in a significant minority of cases.
d. Assessment well matched to learning outcomes and appropriate for level in over half the cases. In the remaining instances there is a need to improve the assessment of key skills, and to strengthen assessment or moderation procedures.
e. Satisfactory undergraduate progression and completion rates for the majority of providers. Where weaknesses occur, this is predominately in progression from Level 1. There are excellent completion rates for postgraduate students.
f. High levels of student achievement, which available data suggest are matched by good rates of progression to employment or further study by both undergraduate and postgraduate students.
g. Excellent support and guidance systems across economics providers. These cover admissions and induction, tutoring, university-wide support services and careers advice. Additional mathematics support is provided in some cases.
h. Learning resources strategy and provision well matched to students' learning needs. The information technology and library resources support provision effectively in virtually all instances and there is increasing use of on-line learning materials.
i. Robust quality assurance and enhancement systems in a majority of universities, including effective student input to quality processes in many instances. Good practice includes regular course review, peer observation of teaching, pro-active staff development and the effective induction and mentoring of new staff, including part-time staff and graduate teaching assistants. In a significant minority of cases, however, there is a need to improve the rigour in quality systems and enhancement processes.
The graded profile in 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.
Annex A
Institutions Reviewed in Economics
Key
A - Curriculum Design, Content and Organisation
B - Teaching, Learning and Assessment
C - Student Progression and Achievement
D - Student Support and Guidance
E - Learning Resources
F - Quality Management and Enhancement
| Institution | A B C D E F | Outcome | Report no | |||||||
| Loughborough University | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q224/2001 | |||||||
| Middlesex University | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q315/2001 | |||||||
| Open University | 4 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q358/2001 | |||||||
| Oxford Brookes University | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q45/2001 | |||||||
| Queen Mary and Westfield College | 3 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q465/2001 | |||||||
| Royal Holloway | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q542/2001 | |||||||
| School of Oriental and African Studies | 4 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q164/2001 | |||||||
| School of Slavonic and Eastern European Studies | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q143/2001 | |||||||
| South Bank University | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q231/2001 | |||||||
| Staffordshire University | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q52/2001 | |||||||
| The Manchester Metropolitan University | 4 | 3 | 3 | 3 | 4 | 3 | Quality Approved | not published | |||||||
| The Nottingham Trent University | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q89/2001 | |||||||
| The Queen's University of Belfast | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q547/2001 | |||||||
| University College London | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q218/2001 | |||||||
| University of Bath | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q495/2001 | |||||||
| University of Birmingham | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q200/2001 | |||||||
| University of Bradford | 3 | 2 | 4 | 4 | 4 | 4 | Quality Approved | Q483/2001 | |||||||
| University of Bristol | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q58/2001 | |||||||
| University of Cambridge | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q79/2001 | |||||||
| University of Central England in Birmingham | 3 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q249/2001 | |||||||
| University of Durham | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q461/2001 | |||||||
| University of East Anglia | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q553/2001 | |||||||
| University of East London | 3 | 4 | 2 | 4 | 4 | 3 | Quality Approved | Q3/2001 | |||||||
| University of Essex | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q519/2001 | |||||||
| University of Exeter | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q206/2001 | |||||||
| University of Greenwich | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q20/2001 | |||||||
| University of Hertfordshire | 3 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q513/2001 | |||||||
| University of Hull | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q31/2001 | |||||||
| University of Keele | 3 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q26/2001 | |||||||
| University of Kent at Canterbury | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q421/2001 | |||||||
| University of Leeds | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q457/2001 | |||||||
| University of Leicester | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q141/2001 | |||||||
| University of Liverpool | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q548/2001 | |||||||
| University of Manchester | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q178/2001 | |||||||
| University of Newcastle upon Tyne | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q434/2001 | |||||||
| University of Northumbria at Newcastle | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q342/2001 | |||||||
| University of Nottingham | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q203/2001 | |||||||
| University of Oxford | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q371/2001 | |||||||
| University of Portsmouth | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q83/2001 | |||||||
| University of Reading | 3 | 4 | 4 | 4 | 4 | 2 | Quality Approved | Q188/2001 | |||||||
| University of Salford | 3 | 4 | 2 | 4 | 4 | 3 | Quality Approved | Q397/2001 | |||||||
| University of Sheffield | 4 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q528/2001 | |||||||
| University of Southampton | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q159/2001 | |||||||
| University of Surrey | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q489/2001 | |||||||
| University of Sussex | 3 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q103/2001 | |||||||
| University of the West of England, Bristol | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q502/2001 | |||||||
| University of Ulster | 4 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q449/2001 | |||||||
| University of Warwick | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q144/2001 | |||||||
| University of Wolverhampton | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q454/2001 | |||||||
| University of York | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q114/2001 | |||||||
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Mrs Mavis Ainsworth OBE Dr Christopher Amodio Professor Allan Ashworth Professor (Emeritus) Terence Baylis Mr Jeffery H Butel Eur Ing Alan Chantler Ms Alexa Christou Mr Peter Clarke Mr Gerald P Crawley Dr Gordon Edwards Dr Michael Emery Professor Paul Fairest Mr Nigel R Hall |
Mr Tony Harding Dr John Hurley Mr Robert H Jones Dr Susan E Kay Mr Andrew Knowles Mrs Margaret Moran Mr Alan Nisbett Mrs Christine Plumbridge Dr Robert Schofield Professor Caroline M Strange Dr Richard G Wheeler Dr Richard J Whewell Dr Dick Yorke |
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Dr Greg Anderson Professor Tony Antoniou Professor Philip Arestis Mr John S Ashworth Dr Ronald I Ayres Professor John A Beath Mr Brian Beavis Mr Malcolm S Bradbury Mr Ian G Bradley Dr Christopher M Davis Mr Derek F Deadman Professor Panicos Demetriades Mr Andrew Dunnett Mr Christopher W Elven Dr Donald C Finlay Mr Roger G Fox Professor George Hadjimatheou Mr Christopher J Hammond Ms Susan Hatt Mr Richard I Hawkesworth Professor Andrew G Henley Professor Philip R Holmes Professor Norman J Ireland Dr Clifford Jefferson Professor Derek G Leslie Mr Michael G Marshall Dr John F Martin |
Mr W Peter J Maunder Mr Alastair N D McAuley Dr C Wyn Morgan Dr Christopher J Mulhearn Dr Alistair Munro Ms Eleni Paliginis Dr Malcolm Pemberton Mr Paul Periton Mr Geoffrey V Reed Dr Peter J Reynolds Dr Peter A Riach Mr Jack Riley Mr Michael J Rosser Professor Malcolm Sawyer Professor Somnath Sen Mr Frank E Skuse Mr John Sloman Dr R John D Sutherland Mr Kevin P Tinsdale Dr Stephen D Trotter Professor Roger W Vickerman Professor John Vint Dr Bernard Walters Dr Frank A Wilson Mr Nicholas C Wiseman Dr Peter Wynarczyk |