Academic review of UK higher education
Introduction
A Subject provision and overall aims
B Academic standards Intended learning outcomes
Intended learning outcomes
Curricula
Assessment
Student achievementC Quality of learning opportunities
Teaching and learning
Student progression
Learning resourcesD Maintenance and enhancement of quality and standards
Summary of the main review outcomes
Subject provision and the overall aims
The Quality Assurance Agency for Higher Education (the QAA) helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
In developing its method for academic review, the QAA has published a wide range of materials designed to provide a background against which the reviews can take place. These are:
The QAA carries out reviews of individual subjects through service level agreements with the main higher education funding bodies. It also carries out institutional reviews of higher education institutions. The judgements made by the subject reviewers can contribute substantially to institutional review.
Subject review is a peer review process. It starts when institutions evaluate their provision in a subject in a self-evaluation document. This document is submitted to the QAA for use by a team of reviewers who gather evidence to enable them to report their judgements on the academic standards and the quality of learning opportunities. Review activities include meeting staff and students, scrutinising students' assessed work, reading relevant documents, and examining learning resources. Full details of the process of subject review can be found in the Handbook for academic review, QAA, 2000.
The range of judgements that reviewers may utilise when they have completed a subject review are summarised below.
To reach this judgement, reviewers look at:
Reviewers make one of the following judgements for each of three aspects of
learning opportunities:
The three aspects of quality of learning opportunities are:
Reviewers also report the degree of confidence they have in the institution's ability to maintain and enhance quality and standards in the subject under review.
1. This report presents the findings of a review of the academic standards achieved, and the quality of the learning opportunities provided, in engineering programmes at Blackpool and The Fylde College. The review was completed in the academic year 2002-03.
2. Engineering is currently offered on the following programmes:
Engineering is delivered within two schools of the College. The School of Engineering is the main provider and is located at the Bispham Campus. The degree programmes are validated and awarded by the University of Lancaster. Nautical science is offered by the School of Maritime Operations, which is based at the Fleetwood Campus. Currently, there are 55 full-time HND students and 170 part-time HNC students, a total of 140 full-time equivalents (FTEs). There are 29 part-time BEng students (15 FTEs) and 79 FTEs in nautical science.
3. All programmes focus on the study and application of current practices and knowledge and skills in the engineering and maritime industries, especially those that provide work locally. The programmes are part of the College's higher education (HE) provision with 1,160 full-time and 537 part-time students, a total of 1,430 FTEs.
4. The principal aims of the programmes are to:
5. The programmes have specifications that provide details of general aims and intended learning outcomes. Programme teams have identified the links between programme outcomes and the subject content of units. Specifications have been developed with reference to the Subject benchmark statement for engineering.
6. In general, the aims are appropriate and demanding. They make appropriate reference to the College's mission regarding meeting the needs of individuals, organisations and the broader community through innovative learning and partnerships.
7. The HNC/HND Engineering programmes and the intended learning outcomes described in the respective specifications are those defined by Edexcel. Programme teams have adopted these outcomes without any significant modification. Overall, programme outcomes are closely linked with the outcomes of individual units. The aims and outcomes are clearly stated in the programme specifications. The reviewers confirm that the aims of the programme provider are appropriate. The validation document includes overall aims and learning outcomes for individual units. The BEng staff intend to rewrite unit descriptors, which are currently too brief. The HND Nautical Science handbook includes clearly defined aims and programme outcomes which are linked with individual units. Students on all programmes confirmed to the reviewers that they understand the intended learning outcomes, which are conveyed to them during induction.
8. The engineering curricula are informed by an employer liaison forum, which includes employers from the larger companies in the region. The programme team encouraged smaller employees to participate, with a relaunch of the forum in 2002. The curricula for the HNC/HND Engineering programmes are based on a total of 10 and 16 Edexcel units respectively. In line with Edexcel requirements, students study six core and either four or 10 option units, selected by the College, to reflect student preferences, the needs of local industry and the expertise of staff. Students are generally satisfied with the availability of options and recognise the resource constraints in the availability of choice. Personal and transferable skills are featured in the curriculum and include management, working with others, numeracy, design and creativity.
9. The BEng curriculum offers a well-organised set of modules which ensures cohesion and progression. There are no options in the BEng programmes, although students can take one of two awards, BEng Mechatronics and BEng Mechanical and Production Engineering. While the mechatronics programme does not include any specific units on robotics, the reviewers confirmed the views of students that there was sufficient coverage of robotics in other units. The BEng and HNC/HND programmes are not accredited for registration with the Engineering Council for Incorporated Engineering status. Students who met with the reviewers expressed a wish for accreditation. Programme staff intend to commence the process for registration as soon as possible.
10. The HND Nautical Science programme has been designed in collaboration with the Maritime and Coastguard Agency (MCA) to provide awards leading to Merchant Deck Officers Certificates of Competency, as specified by the International Convention on Standards and Training and Certification and Watchkeeping for Seafarers. Nautical science staff have developed excellent links with the industry. The curriculum includes an appropriate period of seagoing experience necessary to demonstrate professional competence. The curriculum, with the experience at sea, provides programmes for the Officer of the Watch and Chief Mates certificates. Communication, problem-solving skills and information technology (IT) are embedded in the curriculum. The School may wish to reflect on the loss of some modules that address fundamental principles of engineering and science.
11. In the BEng programmes, there needs to be a review of the second-year project and its relation to the dissertation in the third year. Currently, there is little difference in the learning outcomes for projects and dissertations. Final-year students could see little value in producing a project in the second year and a dissertation in the third year, since they are both industry-based and students also write reports regularly as part of their other work. The programme team intends to review this situation, which could lead to honours students being identified earlier so that they can take a taught module rather than a second project. The reviewers also suggest that the review includes ways to provide better guidance on referencing for dissertations.
12. Current and former students confirmed that the curricula in all programmes are relevant to their employment and career aspirations. Students sponsored by local companies told the reviewers that the curriculum is well integrated with the tasks they perform at work.
13. The assessment process in all programmes enables students to demonstrate the achievement of intended learning outcomes. Assessments are challenging and appropriate for the programme levels. Students are assessed using a mixture of written assignments, practical and project work and end of unit tests. For the HNC/HND programmes, common skills are included in the assessments. The number and type of assignments vary between units, with the programme manager being responsible for the overall approach to assessment in consultation with members of the teaching team. The HNC/HND Engineering external verifiers commented on the extensive use of test type assignments and recommended a review of assessment methods. The reviewers support this recommendation. The balance between tests and assignments in nautical science is appropriate, where tests have been increased to address suspicions of plagiarism. The School of Maritime Operations recently appointed an internal verifier. In all HNC/HND programmes, the internal verifier system is effective in coordinating and moderating the design and marking of student work.
14. For all programmes, assignment schedules are set at the start of each unit. Although there is no apparent overall control of the programme schedule, students, and particularly part-time students, expressed satisfaction that their assessment workload is manageable.
Assignment briefs are clearly written and include criteria for grades or marks. In the HNC/HND Engineering programmes, there was one case of mismatch between the assignment requirements and the grading criteria. While the programme team discussed with the reviewers how final grades for each unit were arrived at, it was not conveyed to students in an explicit and written manner.
15. Generally, written feedback to students is detailed and enables students to understand how they can improve their performance. Students were positive about the formative feedback provided and welcomed the inclusion of oral feedback on their work, in particular in nautical science. However, in the BEng programmes, more effective use should be made of the feedback form with clearer reference to assignment briefs and marking criteria. The reviewers agree with the external examiner that the marking criteria for the project in year two need to be clarified. It is the School of Engineering's policy to retain student work. While students are encouraged to keep photocopies of their work, they regard its retention as a loss of an opportunity to use assessments as part of their learning. The reviewers share the students' opinion and recommend that the College review its policy in this respect.
16. External verifiers for the HNC/HND programmes report that students are achieving the intended learning outcomes. Through the scrutiny of a wide range of types of assessments from all levels, the reviewers can confirm this judgement. Generally, students demonstrate an understanding of subject knowledge and an ability to apply key concepts and theory in engineering and nautical science to practical problems. The acquisition of common skills, as defined by Edexcel, is evident in student work, in particular applying numeracy, communicating, working with others and applying design and creativity.
17. In the BEng programmes, students make extensive use of their industrial experience in their work. This results in highly relevant and applied work, often based on live projects. Students demonstrated an awareness of contemporary engineering problems and showed abilities to evaluate designs, processes and products, and make improvements. Engineering business and management knowledge is evident in student work. Students also demonstrated use of appropriate techniques and ability to analyse and interpret data. Student assignments showed that the students were able to use laboratory and workshop equipment, including appropriate software to generate data.
18. However, some consideration should be given to encouraging all engineering students to make less use of pencil drawings and more of computer generated images. Student achievement could be enhanced and made more professional in the area of computing and engineering drawing. In the case of HNC/HND Engineering programmes, the achievement of drawing and design skills could be improved through rearranging the sequence of units to enable students to have appropriate learning opportunities at an earlier stage in the programme.
19. In the HNC/HND Engineering programmes over the past three years, students have achieved Distinctions in 15 per cent of the units, Merits in 65 per cent and Passes in 20 per cent. For the HND Nautical Science, many of the units are based on competences, with only some units using the Distinction, Merit and Pass grading descriptors. For the BEng, the most recent completed cohort included one First class, two Upper Second class, one Lower Second class, one Third class honours and two Commendation awards.
20. With respect to academic standards, the reviewers conclude that:
Overall, the reviewers have confidence in the academic standards achieved by the programmes in engineering at Blackpool and The Fylde College.
21. Programme teams' meetings regularly discuss learning and teaching strategies. All programmes use a range of methods including lectures, practical classes, case-studies and group discussions. Students are provided with week-by-week schedules for learning and teaching. Generally, students are very positive about the quality of teaching and learning in all programmes. Student comments to the reviewers, evidence in student college questionnaires and in unit feedback showed that they regard their tutors as having a good knowledge of their subjects, communicate effectively and manage the learning efficiently. This was also confirmed in discussions with former students.
22. HNC/HND Engineering students stated that they would appreciate the opportunity for site visits. These are not currently available because of timetable restrictions. Students who are not employed in the engineering industry would benefit from such visits. They would also have their understanding enhanced if they were given more practical experience of equipment and instrumentation. The School of Engineering places value on recruiting staff from the industry, but sometimes finds this difficult.
Some of the BEng programmes are delivered at the Heysham energy plant and students have some lectures from staff at the University of Lancaster for the advanced level units. Students commented favourably on the helpful teaching of mathematics early on in the programme.
23. The HND Nautical Science students were especially positive about the way tutors make use of actual examples from the maritime industry to illustrate the learning. Of particular note are the discussions which follow these illustrations. Emphasis is placed on practical 'to-do' sessions based on professionally required levels of competence. All staff are Master Mariners and over 70 per cent have degrees and/or teaching qualifications. Overseas students especially appreciate the introduction of one-to-one tutorials. Students commented that, while teaching and learning is good, more use could be made of IT in the delivery of the programme.
24. The provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
The quality of teaching and learning is commendable.
25. Recruitment of both full and part-time students on day release from employment is consistent with the College's HE strategy of providing flexible learning opportunities at various levels. Bridging courses are available to support mature students returning to study. The majority of students admitted to the engineering programmes are mature and live locally. The admission of students with qualifications outside the normal HE entry profile is in line with the College's commitment to open access and is facilitated by an efficient Accreditation of Prior Learning/Accreditation of Prior Experiential Learning procedure and by interviews to assess applicants' abilities to succeed.
26. Current and former students confirm the effectiveness of the induction programme in providing information on the College, the programmes and student support systems. In particular, overseas students in nautical science were very complimentary about the support they received on arrival. The School of Maritime Operations is to be commended for the proactive manner with which it worked with local agencies to combat racism suffered by overseas students in the area.
27. Students reported that personal tutoring and academic support are excellent with approachable and responsive staff operating an open-door policy. The use of email is alleviating some of the problems normally associated with part-time day-release students.
28. Good progression rates are testimony to the students' satisfaction with their programmes and to the effective support students receive from staff. For the HNC/HND Engineering programmes, the completion rates vary between 75 and 82 per cent of first-year enrolments. For HND Nautical Science, the average completion rate is 85 per cent over the last three years. The BEng rate is 100 per cent for the recent graduates for the 1998-99 intake, with progression rates from years one to two, averaging 71 per cent for subsequent cohorts.
29. On successful completion of the programmes, the majority of students remain with their current employers. There is evidence that many gain promotion or new appointments.
30. The provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
The quality of student progression is commendable.
31. The academic and professional qualifications of staff are appropriate for the HNC/HND programmes. However, more staff development is required for the undergraduate programme. While 90 per cent of the staff teaching on the HE programme are graduates, there is only one Chartered Engineer. The 1995 three-yearly review suggested that staff should improve their qualifications and the reviewers would support that view, particularly for degree-level work. Other areas of staff development are good, despite heavy staff workloads. There is an observation scheme to enhance teaching and learning and new staff are supported by mentors. There is an appropriate level of technical and administrative support for all programmes.
32. Teaching accommodation is appropriately appointed with equipment to support the teaching and learning with some rooms having smart boards and video-conferencing links. The latter is particularly useful for off-site delivery of the BEng (Hons) Mechanical and Production Engineering degree at Heysham. Students valued the access they have to a HE common room where they can work when the resource centres are closed.
33. The School of Engineering laboratories have appropriate levels and range of equipment. Electronics laboratories were upgraded following a successful bid in 2002-03. The CAM facilities support industry-standard software including AutoCAD and specialist CAD/CAM software. Student access to computers is good with well-maintained facilities. Engineering students have access to the XP operating system with up-to-date software installed. Staff are trained for using new IT facilities.
34. Engineering students have access to the Garstang Resources Centre, which is open from 1000 to 2100 hours Monday to Thursday and to 1700 hours on Fridays. The overall provision of information services is good, with some 25,000 books and 250 journals available. The resources are supplemented by on-line databases, which students can access from home. Learner resource advisers are available to support students. Students found the stocks of books and journals satisfactory, although additional copies of recommended texts would be welcome.
35. The School of Maritime Operations has a range of appropriate and well-maintained facilities, including a five-bridge full-mission ship simulator, electronic and navigational instruments and chartrooms, alongside computer laboratories and lecture/tutorial rooms. Shipping companies use the facilities for training purposes. The equipment is of industry-standard and recently the simulator was upgraded. The nearby college radar station is equipped with Global Positioning System receivers for maritime navigation, and students benefit from the integration of real-time observations of shipping activity with classroom simulations.
36. The learning resource centre at Fleetwood is adequately stocked with multiple copies of relevant publications, including an extensive range of industry periodicals. There is a comprehensive collection of industry-produced videos illustrating various maritime incidents. The centre offers good IT support to supplement the resources in the School. Subject specialist staff are available. Shortages of seating space and problems with noise levels are being addressed. The student common room, refectory and the quality and extent of technical and administrative support are good. The continuing refurbishment of the on-campus 100-bed hall of residence has been welcomed by students.
37. The provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
The quality of learning resources in HND Nautical Science is commendable.
38. The provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses.
The quality of learning resources in BEng Mechatronics, BEng Mechanical and Production Engineering, HNC/HND Electrical/Electronic Engineering, HNC/HND Manufacturing Engineering, HNC/HND Mechanical Engineering, HNC/HND Plant and Process Engineering, and HNC/HND Telecommunications is approved, but
39. The maintenance and enhancement of quality procedures follow the College's guidelines set out in the quality manual. Recently, in the School of Maritime Operations the quality system underwent an extensive overall under the guidance of the MCA and the School of Engineering operates an ISO 9002 quality system and is externally audited twice a year.
40. Edexcel external verifier reports are thoroughly discussed by programme teams and there are action plans which are implemented and checked. The annual course review takes note of verifier reports, which are considered by the School Quality Assurance Meeting, with any critical issues being forwarded to College management.
41. Students' views are gathered through questionnaires and through regular meetings with staff. There are two annual surveys undertaken by the Directorate of Quality and Standards, one during the post-induction period and the second, the Learner Perception of Courses survey, is carried out in February. Questionnaires are also used by teaching staff to elicit students' views on teaching and learning. Students were very positive about the way their views are gathered and quoted several examples to the reviewers to demonstrate that, where appropriate, action had been taken to address problems, including altering timetables to meet the needs of part-time students.
42. The College is an associate college of the University of Lancaster, which appoints the BEng external examiner. There is also a member of the University who acts as a consultant for the programme. However, the new examiner was not formally appointed until April 2003, while the review was taking place. The examiner did carry out duties, but was not able to attend the examination board in July 2002. Because of this delay, an external examiner's report was not available for the BEng degrees. This was noted in the School of Engineering's annual review for 2002, which was sent to the University. A report was eventually produced during the review. In future, external examiners should be formally appointed for the start of the academic year so that their reports can be available in time to ensure and enhance quality.
43. The University is required to undertake three-yearly reviews of the BEng programmes. Since the programme was validated in 1992-93, there has been only one such review, in 1995. The University did, however, revalidate the degree, through a specialist subcommittee, in 1998. The reviewers were informed that there is to be a review in May 2003. The College should improve its quality assurance records by ensuring that reports from the University dealing with its BEng programme are available in the College.
44. Through close links with the maritime industry, staff in nautical science have an excellent record of staff development. The 1995 three-yearly review for the BEng programmes emphasised the importance of staff development through research and related activities for staff teaching on undergraduate programmes. The reviewers agree with this, and recommend that more staff in engineering seek advanced qualifications and membership of professional bodies. This would support the strategy for the engineering programmes to secure accreditation from professional bodies.
45. The School of Maritime Operations produces its own prospectus. However, the College's 2003-04 prospectus did not include any reference to the HND Nautical Science programme and included an HND Marine Engineering programme, which was not available in the School.
46. The self-evaluation document provided the reviewers with a useful guide to the provision. It needed to be more evaluative and detailed in its qualitative statements and quantitative information.
Engineering programmes at Blackpool and The Fylde College were reviewed in the academic year 2002-03. Judgements were made about the academic standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
Overall, the reviewers have confidence in the academic standards achieved by the programmes in engineering at Blackpool and The Fylde College.
Strengths include:
Issues include:
the School of Engineering may wish to reconsider its policy of retaining student work.
The quality of teaching and learning in engineering is commendable:
Strengths include:
The quality of student progression in engineering is commendable:
Strengths include:
The quality of learning resources in HND Nautical Science is commendable:
Strengths include:
The quality of learning resources in BEng Mechatronics, BEng Mechanical and Production Engineering, HNC/HND Electrical/Electronic Engineering, HNC/HND Manufacturing Engineering, HNC/HND Mechanical Engineering, HNC/HND Plant and Process Engineering, and HNC/HND Telecommunications is approved, but:
The maintenance and enhancement of the HNC/HND programmes is satisfactory. There are appropriate responses to HNC/HND external verifiers' reports through annual course reviews. Students' views are gathered and action taken, where appropriate. Nautical science staff have excellent records of staff development through their close links with industry. However, more engineering staff need to seek advanced qualifications and membership of professional bodies. External examiners for the BEng should be formally appointed for the start of the academic year so that their report is available in time for programme reviews. Three-yearly reviews should be carried out according to the agreed timetable. The College should ensure that information in the Prospectus is accurate for the HND Nautical Science programme.