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:
Politics has demonstrated a high level of achievement during the reviews. Of the 65 providers, 15 (23 per cent) demonstrated that all six aspects of their provision made a full contribution to the achievement of the subject aims and objectives (grade 4).
Curricula vary considerably, depending on the focus and culture of the provider, with programmes offered in the broad areas of politics, international relations and European studies. Curricula are generally well designed and successfully develop transferable and analytical skills. A major feature is that curricula are enriched by staff research and scholarship. Single, joint and combined honours undergraduate programmes feature, together with masters programmes.
Teaching and learning in politics are generally of high quality, with a range of teaching and learning approaches and activities employed. A variety of assessment methods is used, but assessment procedures are the weakest area of this aspect. In some cases, assessment criteria are not made clear to students, and they are not always clearly linked to learning outcomes. Although good feedback on student work is noted in a number of reports, there is still scope for improvement overall in order that students may learn from their mistakes and develop their skills and knowledge further.
Providers are widening access and many offer opportunities to students with non-traditional educational qualifications and experience. A feature is the added-value provided for these students who progress successfully to further study or employment. The subject knowledge, analytical and transferable skills achieved clearly contribute to their success. Retention rates are high and student work demonstrated good levels of achievement of subject-specific knowledge and skills.
Student support and guidance, provided centrally by institutions and by subject staff are impressive. Formal mechanisms are in place and are complemented by informal support provided by staff who students frequently described as both accessible and helpful.
Library and information technology (IT) provision are excellent in many cases, and good specialist and departmental book collections also feature. However, library stock and/or access to IT facilities could be improved in 9 per cent of the provision.
In 35 per cent of the institutions, the reviewers found that there was scope for improvement in the effectiveness of the quality procedures. In some cases, institutional procedures are not fully implemented at the subject level and timely, comprehensive statistical information would assist subject staff in other cases. The views of students, however, are generally sought and acted on effectively. Opportunities for sharing good practice are sometimes being missed through an underdeveloped culture of staff development.
1. This Overview Report presents the findings of the review between 2000 and 2001 of the quality of HE provided in politics by universities and colleges of higher education in England and Northern Ireland. It has been derived from the subject review reports of the 65 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. A profile of the judgements made for each institution with provision in politics is given in Annex A. The quality of all the provision in politics has been approved. The review of the quality of education in politics was carried out by teams of subject specialist reviewers each led by a review chair. The reviewers are listed in Annex B.
3. Review visits were made to 64 universities and one college of HE with provision in politics. Six visits were joint with other subject areas. The provision of two institutions involved collaboration with partner colleges of FE.
4. The broad aims of the provision and the learning objectives set for students provide a collective statement of intent for the programmes. The reviewers judged that the aims offered a basis for testing against the provision, although there are occasional examples of aims and objectives which are not clearly measurable, such as 'enabling students of different backgrounds to fulfil their potential' or 'providing postgraduate students with enhanced knowledge'.
5. Aims and objectives vary considerably and these reflect the diversity of culture, focus and approach within the subject area. Of the 65 institutions visited, 15 (23 per cent) were judged to have fully achieved the stated aims and objectives (grade 4) for all six aspects.
6. Generic aims that feature regularly show that providers aim to offer programmes which develop transferable skills, facilitate independent and lifelong learning, provide a stimulating and supportive learning environment and prepare students for employment.
7. Programmes in politics, international relations and European studies have wide-ranging subject-specific aims, which include knowledge and understanding of comparative politics, political theory, foreign policy, international organisation and current controversies related to contemporary developments in eastern and western Europe.
8. Programme objectives are clearly related to the achievement of subject-specific knowledge and skills according to the emphasis of the particular area of politics studied. Transferable and cognitive skills emphasised are problem-solving, IT and communication skills and critical and analytical understanding of theories and sources. Research methodology and skills feature particularly at postgraduate level.
9. For this aspect, 55 of the 65 institutions (85 per cent) reviewed were awarded grade 4, with the remainder awarded grade 3, indicating scope for improvement.
10. There is considerable variety in the provision of politics in terms of subject cover and curricular content and design. Some institutions offer a good range of single and joint honours undergraduate programmes plus a suite of masters programmes, while two providers offer only joint or combined honours programmes, and others have currently suspended their single honours programmes.
11. Subject coverage ranges across, for example, political theory, philosophy, government, comparative politics, area studies, international relations, war studies and peace studies. Provision reflects the introduction to the subject, as well as the aim, to allow greater specialisation and independent learning beyond year one. Masters provision shows greater diversity, with programmes reflecting particular institutional traditions and staff expertise.
12. Innovation in the curricula is a feature both of modules within existing awards, and of some new programmes. There are numerous examples of a multidisciplinary approach to politics, stemming in part from the character of the subject in focus, such as, war studies, peace studies or area studies. In other cases, multidisciplinarity is a product of the joint honours programme that characterises the provision rather than the conscious design of the department.
13. Curriculum design and organisation are strong overall. Curricula are coherent, allow progression in subject knowledge, and foster breadth and depth of knowledge as well as the development of skills. There is variation in the organisation of core and option modules, the application of prerequisites and the opportunities for undergraduates to select modules from Levels 2 and 3. The balancing of the elements of choice and flexibility with prescribed study varies, but only one example of weakness is identified by the reviewers. Scope for improvement in terms of coherence, organisation and separation of levels is identified in only seven cases. The challenge and amount of material at each level of study is also deemed appropriate in all but three cases. The integration of skills into the curricula is a noted feature of most reports, with only five providers not clearly linking skills to learning outcomes at module level.
14. The status of the undergraduate dissertation varies considerably. For some providers, a dissertation is compulsory and embodies the culmination of a variety of skills, including independent learning. In other programmes, dissertations are optional or can be substituted by other units, including work placement.
15. The vocational emphasis of curricula are noted, with best practice including formal mechanisms for employer input into the curricula. Many programmes offer work experience, internships and placements. Dedicated undergraduate internships are less common but exist in eight programmes including the head office of political parties, the Northern Ireland Legislative Assembly, the Houses of Commons and Lords, and the European Parliament, with varieties of work placement in a further 10 providers. Other providers, often as part of the SOCRATES programme, have integrated a period of study abroad to enhance student learning experiences.
16. A clear strength of politics provision, especially at Level 3 and in postgraduate programmes, is that curricula are informed by staff research and scholarship. The currency of curricula is notable, with only one example where scope for improvement is cited.
Teaching, Learning and Assessment
17. Of the six aspects under review, this aspect is the weakest. Despite this, more than half the providers (55 per cent) were judged to make a full contribution to the achievement of the aims and objectives (grade 4) and the remaining 45 per cent make a substantial contribution (grade 3).
18. All institutions except one have formal teaching and learning strategies. In some, these constitute a clear vision of objectives and ways of developing to achieve these. However, most do not articulate clear strategic directions, but rather constitute a description of current practices.
19. The reviewers judged the overall quality of teaching in 95 per cent of institutions to be good overall and frequently very good. Best practice involved enthusiastic and stimulating delivery, clear objectives and structures for individual sessions, the encouragement of student participation and effective use of educational technology with, for example, visual aids, handouts, overhead projectors and videos. Weaker sessions were most often characterised by undue dominance by tutors and inadequate opportunities for student participation. Other flaws included seeking to impart too much material or providing inappropriate challenge for the level. In two institutions, poor student attendance undermined the quality of sessions.
20. Teaching methods largely consist of lectures, seminars and tutorials. Examples of innovation are widespread, and include computer-assisted learning, internet-based discussion groups, role-play and simulation exercises, case-studies, data analysis workshops and student-led group work. Postgraduate teaching emphasises less formally directed, more student-centred approaches.
21. In most institutions, student learning is facilitated by high-quality course materials that clearly articulate learning objectives for individual courses, and by workloads which are appropriate to the student profile. In five instances, the reviewers noted a lack of clarity in learning outcomes in modules and, in two cases, a tendency for modules to be overloaded with material.
22. Politics students experience a variety of types of assessment includes essays, examinations, including both unseen, open book and seen examinations, dissertations, assessed presentations, group projects, learning journals, short tests and data analysis exercises. Assessment strategies in 60 per cent of providers clearly link teaching and assessment practices and the development of knowledge, critical, analytical and key transferable skills. However, 26 per cent of providers fail to do this effectively and the development of such skills is not sufficiently supported by assessment strategies.
23. Assessment criteria are clearly articulated, and students generally understand what is expected of them. In two cases, level descriptors and marking schemes are considered by the reviewers to be insufficiently clear to the extent that they hinder the student learning process.
24. Best assessment practice includes full feedback on oral presentations, examinations and dissertations as well as essays. In 36 cases it is praised as providing the critical analysis that enables students at all ability levels to improve. However, the reviewers noted variable practices in feedback on assessed work in 22 (34 per cent) of the 65 providers. The reviewers reported specific weaknesses in eight institutions, criticising the timeliness, quality and consistency of feedback, especially to weaker students.
25. Marking practices vary considerably, from blind double-marking to seen marking and moderation. Most practices were commended as transparent and fair, although reports draw attention to problems that need remedying in four cases. A reluctance to use the full marking range was noted in four institutions.
Student Progression and Achievement
26. Progression and achievement by politics students is good overall. In 49 providers (75 per cent), this aspect was judged to make a full contribution to the achievement of stated aims and objectives (grade 4), and in the remaining 16 it made a substantial contribution (grade 3).
27. Applications to politics programmes average approximately 6 for each place at undergraduate level. The average conceals a wide variation between institutions: from two to 15. In a small majority of reports, reference is made to a recent decline in applications. Applications to postgraduate programmes average approximately 4.3 for each place. Again, this masks a wide range from one to 21 applicants for each place.
28. The number of undergraduate entrants with GCE A-Levels varies from 97 per cent to 28 per cent across the institutions. The average GCE A-Level points score of entrants ranges from 29 to 9; nationally, the average points score for politics is 18. The proportion of students with other entry qualifications varies greatly across institutions and ranges from three to 67 per cent. Providers have diverse recruitment strategies, ranging from a focus on the local area, to regional, national or even international recruitment. Some 46 per cent of undergraduates and 43 per cent of postgraduates are female. Around 20 per cent are mature students at the time of entry; at minimum this is around 3 per cent, while elsewhere the proportion exceeds 60 per cent. Just under 5 per cent of entrants have some disability, with dyslexia the most commonly reported. Where data are available, entrants from ethnic minorities rarely exceed proportions in the population as a whole. However, in some cases these proportions are as high as 69 per cent. International students form a larger proportion of the postgraduate than the undergraduate population.
29. Trends in student progression are impressive. In the typical institution, 80 per cent of undergraduate entrants (ranging from 99 to 45 per cent) and over 90 per cent of postgraduates (100 to 66 per cent) are ultimately awarded degrees. However, this varies considerably between providers, with undergraduate withdrawals sometimes as high as 37 per cent. The reviewers criticised 10 providers for unsatisfactory progression rates. Postgraduate completion rates also demonstrate considerable variation, with some part-time masters programmes achieving only 50 per cent completion rates within five years of enrolment.
30. The institutions award 5.8 per cent First class and 52.6 per cent Upper Second class honours degrees in politics on average. Overall, within these figures there is considerable variation between providers, with some awarding no First class degrees at all. The reviewers identified 11 institutions as achieving low numbers of Firsts. In three of these cases, an important cause of this is inappropriate regulatory frameworks for determining degree classifications. The highest number of First class awards made on any programme is 18 per cent. The proportions of Firsts and Upper Seconds awarded ranges between 25 and 90 per cent. The number of distinctions awarded on masters programmes also varies considerably. Some 12 (18 per cent institutions were commended by reviewers for producing excellent added-value given the wide nature of their student intake.
31. The reviewers were impressed with the quality of the student work examined. Students are able to demonstrate the ability to communicate effectively in oral and written form, to think conceptually, the capacity to carry out independent research, and sound critical and analytical, time management and group working skills. However, in a small minority (8 per cent) of institutions, the reviewers expressed concern about more limited ability for conceptual thinking, inadequate reading or overly contentious approaches.
32. Former students and employers spoke highly of the knowledge and skills gained while studying politics. Reflecting this, first-destination data, where known, show an average of 51 per cent of former students are employed (ranging from 75 to 26 per cent), 22 per cent undertaking further study (48 to 3 per cent) and only 7 per cent still seeking employment (19 to 0 per cent) within six months of graduation. According to first-destination data, the proportion of postgraduate students involved in further study ranges from 58 to 5 per cent, with from 25 to 0 per cent reported as unemployed and 95 to 5 per cent as employed.
33. Student support and guidance procedures are effectively and firmly embedded among the institutions offering politics. This is demonstrated by the achievement of a grade 4 awarded in all but one institution reviewed. Integration of support and guidance provision is a feature of the overwhelming majority of politics providers, with best practice involving the creation of one-stop facilities for students to access dedicated central services.
34. Arrangements for admission are effective, typically involving open days in which applicants are introduced to the programmes, facilities, resources and welfare services available. These are supported by published materials and increasingly through the institution's intranet. Institutions normally have separate admission arrangements for international students who form a significant community on many programmes, especially at masters level. Admission processes may involve interview, although practical difficulties can preclude this. Arrangements for taught postgraduates, mature and applicants with non-traditional entry qualifications are more likely to involve interview prior to formal application.
35. Induction events are of high quality, typically involving a two-tier process of introducing students to the institution and the provision of central services, together with a deeper induction into the subject and programme requirements. Best practice includes specific induction for identifiable student communities, including part-time and direct entrant. Support for international students also involves separate induction events at most institutions. Innovation in support of international students includes, for example, the pairing of such students with sponsor families from outside the institution. Normally, there is separate induction for postgraduates.
36. Dedicated contacts within departments for students with special needs, international students, part-time and non-traditional students is a positive feature of the integration of subject support with central services. Examples of good practice include institutional funding of dyslexia assessments, the use of learning materials adapted for special needs students and special resources.
37. Effective student support and guidance is one element of the widening participation strategies pursued by providers. Good practice explicitly links student support and guidance strategies to the needs of the student profile, and a good proportion of institutions approach support and guidance in this way. Elements of existing good practice include diagnostic testing or profiling of students' key skills with appropriate follow-up procedures, and personal development portfolios or logs which help develop students' abilities to identify and reflect on their skills. In one instance, however, the compulsory undergraduate dissertation lacks adequate support and guidance.
38. Academic guidance takes a variety of forms, including personal tutors who stay with students throughout their studies, year or level tutors, or field or subject leaders. Formal and informal systems are generally effective with students praising the helpfulness of staff. Good practice involves pro-active mentoring, and measures to monitor student performance, attendance and retention. Appropriately trained student mentors also are sometimes used. Support for students on work placements or study abroad is generally good, with best practice involving full pre-placement documentation, email contact, visits during placement and post-placement debriefing.
39. Careers services provide valuable support to politics students both during their studies and after graduation. While it is typical for careers services to provide drop-in surgeries and events for students, in some 10 per cent of cases careers advice is integrated more fully into the curriculum. Careers services feature as part of the induction procedures but the prevailing pattern is for students to use drop-in surgeries more frequently as they progress through their degrees. Feedback from students indicated higher levels of appreciation of the services at successive levels of study.
40. For this aspect, 59 (91 per cent) providers were awarded grade 4, five were grade 3, and the remaining provider received grade 2. In almost all cases there are effective strategies in place to ensure appropriate learning resources are provided to support the curricula and teaching and learning activities. In the best instances, these strategies are clearly articulated, appropriate to the curricula and student profile and significantly enhance the learning experience of students.
41. Libraries are generally well appointed and operate flexible opening hours. In most cases, they have student-friendly loan arrangements which include short loan arrangements of varying periods, telephone and electronic reservation systems. There is one case of a door-to-door service where students can have books posted to their homes. There are wide variations in library opening hours, which differ in term-time from 67 hours to 107 hours each week. Induction arrangements introducing students to library resources are commented on favourably in 32 (49 per cent) reports.
42. There is concern in a few cases about limitations in book and periodical stocks and directed learning materials in support of specific modules/units, but serious shortfalls are evident in only one institution. The reviewers noted that the library budget of one provider includes an automatic increase in funding to cope with rising student numbers. Politics related volumes vary widely from 3,100 to over 1 million volumes in a specialist area studies collection. A clear trend is the provision of electronic learning resources, including electronic on-line journals and, in a growing number of providers, video and radio broadcast material. Practice varies in charging for interlibrary loans with some institutions making generous provision. Excellent liaison between specialist subject librarians and academic staff is a common occurrence. In several universities, there are specialist library collections of international importance in, for example, military history, international relations and international political economy. These collections significantly enrich the quality of student learning.
43. Overall, teaching and learning benefit from a very good level of IT support, and ready access to computers and IT facilities. Only one provider is judged to have less than satisfactory provision. Induction and IT training and support are good across the providers. In over 25 per cent of institutions, there is 24-hour open access to PCs, and one provider has 24-hour access 365 days a year. At undergraduate level, the ratio of students to computers varies widely from 6.5:1 to 18:1 among the providers.
44. The use of electronic resources in support of taught programmes occurs in over 50 per cent of inst, and internet-based learning is a feature of some 25 per cent of provision. Good practice is demonstrated in the imaginative use of such resources to support teaching in a variety of innovative ways. In some cases, reading lists, module questionnaires and a wide range of supporting documentation are provided on-line, and some include links to the library catalogue and e-journals supplemented by internet discussion groups. There are examples of modules/units wholly delivered through the internet.
45. Teaching and social accommodation is generally of an adequate standard or better, with many providers offering new or recently refurbished facilities. The match between the type of teaching and learning activity and accommodation is considered appropriate, with space for independent study often in library and learning resource centres. Most providers have dedicated social accommodation for students as well as staff. The reviewers commented very favourably on the technical and administrative support provided at the institution level and the quality of departmental/school administrative support.
Quality Management and Enhancement
46. For this aspect, 42 providers were awarded a grade 4, 22 providers were grade 3 and one received a grade 2. Quality assurance and enhancement is generally effective overall but practices and systems vary widely. The highest graded providers have very effective, rigorous and systematic approaches, while others lack a fully comprehensive approach to quality assurance and enhancement.
47. Responsibilities at university, faculty and departmental levels vary. In 92 per cent of providers there are clear and robust structures of responsibility, but in five cases (8 per cent) it is not clear where responsibility lies for the different elements of the quality cycle. In seven (11 per cent) providers, there are significant deficiencies in the collection and monitoring of student progression data which hinder the effective evaluation of trends.
48. Some 97 per cent of institutions operate annual reporting processes which consider student evaluation of teaching, external examiners' reports and internal review. These processes offer a strong quality management and enhancement framework. However, there are examples of weak annual review where the reviewers considered some procedures perfunctory. For example, a lack of formal monitoring of documentation, and a lack of robustness in some departmental quality mechanisms are cited. Good practice exists in the form of departmental quality management systems supplemented by internal audit, faculty and institution-wide procedures and periodic course reviews.
49. All institutions have a wide range of opportunities for students to make their views known, including questionnaires, staff-student consultative committees and the election of student representatives. These measures ensure student views are taken into account in module and course review. The active encouragement of student involvement in quality enhancement and student participation in departmental staff meetings are examples of good practice. In all institutions, feedback from students is not only sought but acted upon, although in 10 (15 per cent) institutions reporting back to the students on action taken could be improved.
50. There is clear evidence that providers respond speedily and effectively to comments raised by external examiners and use their expertise as part of their consultation processes. There were two exceptions to this where the reviewers considered departments either did not have effective mechanisms for responding to external examiners' reports or were slow in doing so.
51. All providers have induction processes for new staff and a wide range of training schemes exist to support them. Opportunities for staff development are plentiful, but there is an embedded culture of staff development and training for established staff exists in only a minority of institutions. Best practice was reported in schemes which ensure that all teaching staff including permanent, part-time and postgraduate teaching assistants are properly trained and mentored. Poor practice was identified by the reviewers in one case where there is no clear strategy for staff development and uptake of staff development activities is low.
52. Staff mentoring is generally very effective in providing a supportive environment for staff development, although in 20 reports no reference is made to mentoring. Peer review of teaching is mentioned in 85 per cent of cases and is most effectively used as a mechanism for developing best practice and reflection on the teaching process. In 10 cases peer review is either not mentioned, is sporadic or poorly implemented. Staff appraisal is commonly operated and there is evidence that this informs staff development.
53. In general, the self-assessment documents were useful and were the product of widespread consultation. Less effective examples were mainly descriptive, with only limited evaluation and the views of external examiners and students conspicuous by their absence. In one case, the data provided on student entry, progression and completion was found to be barely adequate for the purpose of review.
54. Student support and guidance achieved the highest grades, with grade 4 awarded in all but one review; the remaining provider awarded a grade 3. The other high scoring aspects of provision, with grade 4 awarded in at least 75 per cent of providers, were curriculum design, content and organisation, student progression and achievement and learning resources. However, a greater need for improvement was found in teaching, learning and assessment, where a grade 4 was achieved by 55 per cent of providers. A grade 2 was awarded in only two providers, in learning resources and quality management and enhancement respectively. Overall, 66 per cent of providers gained a grade 4 in quality management and enhancement.
55. Other key features of politics include:
a. Staff research underpins the curricula and ensures currency in a rapidly changing subject area. The influence of staff research is particularly evident at Level 3, and in postgraduate programmes.
b. The subject area is characterised by the rich diversity of modules offered at both undergraduate and postgraduate levels. Even within traditionally named programmes there is often considerable variation in the range of study areas offered.
c. The curricula offer flexibility and student choice and some providers have successfully integrated transferable skills into curricula. However, the reviewers sometimes noted limited coherence in curricula, poor organisation or separation between levels.
d. High-quality teaching is a feature of the majority of programmes, with examples of innovative teaching techniques. Most providers have developed teaching and learning strategies to promote subject-specific and key transferable skills.
e. Teaching and learning activities promote and encourage independent learning. Despite the emphasis placed on the development of transferable skills, there are cases where these skills are not clearly assessed.
f. Assessment procedures require further consideration by some politics staff, particularly in relating assessment methods to the learning objectives and providing clear assessment criteria and helpful feedback on student work. However, some providers do not use the full range of marks available.
g. The subject area is widening participation, resulting in a student profile from a range of backgrounds, qualifications and experience. Twelve (18 per cent) providers who have diverse student profiles are also successful at adding value to the student experience, in terms of their level of achievement.
h. Retention rates are high and student work demonstrated good levels of achievement of subject-specific knowledge and skills.
i. Student support and guidance are impressive. Other strengths of this aspect include good written guidance, support and guidance for students with special needs, and effective induction procedures, with separate sessions provided for international, mature, part-time or direct entrants being examples of good practice.
j. There is good access to libraries and information technology facilities, and the overwhelming majority of providers have learning resources which appropriately support the curricula and teaching and learning activities. However, there is room for improvement in 9 per cent of cases. Specialist library collections are a feature of some provision.
k. Student involvement in quality procedures relating to the shaping of the learning experience is extensive, but some are inadequately implementing the procedures established by the institution. Staff development for induction, mentoring and peer review of teaching leads to enhancement, but the voluntary, active participation in the wide-ranging staff development opportunities available is disappointing in some institutions.
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 Politics
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 |
| Anglia Polytechnic University | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q305/2001 |
| Birkbeck College | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q239/2001 |
| Brunel University | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q507/2001 |
| Coventry University | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q169/2001 |
| De Montfort University | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q199/2001 |
| Goldsmiths College | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q110/2001 |
| King's College London | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q437/2001 |
| Kingston University | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q53/2001 |
| Liverpool John Moores University | 4 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q259/2001 |
| London Guildhall University | 4 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q511/2001 |
| London School of Economics and Political Science | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q107/2001 |
| Loughborough University | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q383/2001 |
| Middlesex University | 4 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q84/2001 |
| Open University | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q359/2001 |
| Oxford Brookes University | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q322/2001 |
| Queen Mary and Westfield College | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q160/2001 |
| School of Oriental and African Studies | 4 | 4 | 4 | 4 | 3 | 3 | Quality Approved | Q388/2001 |
| School of Slavonic and Eastern European Studies Senate | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q143/2001 |
| South Bank University | 4 | 4 | 3 | 4 | 2 | 4 | Quality Approved | Q95/2001 |
| The Manchester Metropolitan University | 4 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q232/2001 |
| The Nottingham Trent University | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q496/2001 |
| The Queen's University of Belfast | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q198/2001 |
| University College London | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q70/2001 |
| University College Northampton | 3 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q389/2001 |
| University of Bath | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q495/2001 |
| University of Birmingham | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q447/2001 |
| University of Bradford | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q208/2001 |
| University of Bristol | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q22/2001 |
| University of Cambridge | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q417/2001 |
| University of Central England in Birmingham | 3 | 3 | 3 | 4 | 4 | 4 | Quality Approved | not published |
| University of Central Lancashire | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q175/2001 |
| University of Durham | 3 | 3 | 4 | 4 | 4 | 3 | Quality Approved | not published |
| University of East Anglia | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q431/2001 |
| University of Essex | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q223/2001 |
| University of Exeter | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q241/2001 |
| University of Greenwich | 3 | 4 | 3 | 4 | 4 | 3 | Quality Approved | not published |
| University of Huddersfield | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q509/2001 |
| University of Hull | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q262/2001 |
| University of Keele | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q378/2001 |
| University of Kent at Canterbury | 3 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q490/2001 |
| University of Lancaster | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q49/2001 |
| University of Leeds | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q193/2001 |
| University of Leicester | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q55/2001 |
| University of Lincoln | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q9/2001 |
| University of Liverpool | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q245/2001 |
| University of Manchester | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q187/2001 |
| University of Newcastle upon Tyne | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q557/2001 |
| University of North London | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q505/2001 |
| University of Northumbria at Newcastle | 4 | 4 | 4 | 4 | 4 | 2 | Quality Approved | Q165/2001 |
| University of Nottingham | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q456/2001 |
| University of Oxford | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q12/2001 |
| University of Plymouth | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q296/2001 |
| University of Portsmouth | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q300/2001 |
| University of Reading | 4 | 4 | 4 | 3 | 3 | 4 | Quality Approved | Q534/2001 |
| University of Salford | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q264/2001 |
| University of Sheffield | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q21/2001 |
| University of Southampton | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q396/2001 |
| University of Sunderland | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q260/2001 |
| University of Sussex | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q219/2001 |
| University of the West of England, Bristol | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q472/2001 |
| University of Ulster | 4 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q428/2001 |
| University of Warwick | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q463/2001 |
| University of Westminster | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q354/2001 |
| University of Wolverhampton | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q533/2001 |
| University of York | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q145/2001 |
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Mrs Mavis Ainsworth OBE Dr Christopher Amodio Mr Philip Ashworth Professor (Emeritus) Terence Baylis Ms Penelope J Blackie Mr Jeffery H Butel Ms Alexa Christou Mr Peter Clarke Mr Gerald P Crawley Professor Paul Fairest Mrs Ruth L Goodison Mr Nigel R Hall Mr Tony Harding |
Dr Susan A Hill Dr John Hurley Dr Susan E Kay Mr David Kinnear Mr Andrew Knowles Mr Alan Nisbett Mrs Christine Plumbridge Professor Geoffrey Robinson Ms M Helen Thomas Professor David Weitzman Dr Richard G Wheeler Dr Dick Yorke |
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Professor John Annette Dr Hugh P Atkinson Ms Rachel Barnard Professor David S Bell Mr John F Berryman Professor Hugh M Bochel Dr Jacqueline E Briggs Dr Paul Byrne Professor John T Callaghan Dr William A Callahan Dr James M Connelly Dr Stephen G Cope Mr Rhys Dogan Dr Barbara Emadi-Coffin Dr Theo G Farrell Professor Kevin Featherstone Dr Justin T Fisher Dr Anthony W Forster Dr Robert Garner Professor Michael J F Goldsmith Mr Ian A Gordon Dr John R Greenaway Professor John R Greenwood Mr H T Gordon Hands Dr Lisa S Harrison Dr Kenneth J Harrop Dr Jeffrey P Haynes Dr Douglas Jaenicke Dr Edward J Johnson |
Mr Kenneth T Jones Professor Caroline M Kennedy-Pipe Dr William J King Dr David S Lane Dr Peter J Laugharne Mr Adrian N Lee Dr Moya S Lloyd Dr Barbara L Mcguinness Dr Robert J McKeever Dr Dean L McSweeney Dr Susan E Milner Dr John F Morgan Dr Martyn Nightingale Ms Sarah E Perrigo Professor Colin S Rallings Dr David B Robertson Dr Lynton J Robins Professor Paul F Rogers Dr Alan M Russell Mr David Sadler Professor Gurharpal Singh Dr Christopher P Stevens Mr Eric Tanenbaum Mr Clive G Tempest Emeritus Professor Alastair H Thomas Mr Darren Wallis Dr Matthew D Wyman Mr Michael A Young |