Purposes and outcomes of the review
The programme reviewed
Section A Framework
Section B Overall educational aims of the programme
Section C An evaluation of the emerging standards of the programme and the emerging achievements of students
Section D An evaluation of the quality of students' learning opportunities
Section E An evaluation of the monitoring and enhancement of quality and standards
Section F Good practice and/or innovative features
Summary of the main review outcomes
The Higher Education Funding Council for England has commissioned the Quality Assurance Agency for Higher Education to carry out a second programme of reviews of a sample of Foundation Degrees (FDs) in England in the academic year 2004-05. The major purposes of the review process are:
The findings from the reviewers' lines of enquiry result in a published report containing two threshold judgements. In the case of programmes where there are students who have graduated, the report contains judgements on the confidence, or otherwise, the reviewers have in:
In the case of recent programmes where no students have graduated to date, the report contains judgements on the confidence, or otherwise, the reviewers have in:
The report also comments on the maintenance and enhancement of standards and quality, and on the examples of good practice and innovation which may be worthy of wider dissemination.
Each review looks at one FD programme. It covers the entirely of that programme and includes, as applicable, the provision at all sites of delivery, all pathways, sites of work-based learning and modes of study.
The review takes place within a framework that includes a range of activities common to all reviews. Each review is structured around a series of 11 key questions to be considered by the provider in preparing its self-evaluation and by the reviewers when summarising evidence to be used to reach the two threshold judgements. The same questions form the structure of the report.
Foundation degree (FD) in Engineering Technology
1 This report presents the findings of a review of the academic standards and achievements of students and the quality of students' learning opportunities, including monitoring and enhancement, of the FD in Engineering Technology at the University of Bradford (the University). The review was completed in the academic year 2004-05.
2 The FD is awarded by the University and is administered by staff in the School of Engineering, Design and Technology (EDT). The programme is delivered by staff in Bradford College, Wakefield College and Bishop Auckland College, the last in association with South-West Durham Training Ltd (SWDT), a group training company with registered charity status. The FD was designed to provide employers with staff with increased technical skills and a qualification with embedded work-based learning (WBL). It was also designed to offer National Certificate students in the Colleges' further study and progression opportunities.
3 The FD is currently studied on a three year part-time basis. Students are in full-time employment in a variety of positions in engineering and manufacturing companies in West Yorkshire, County Durham, Tyne and Wear and Cleveland. In 2003, an initial cohort of 21 students, all with appropriate Higher National Certificate qualifications, were admitted directly to the final year of the programme, and 17 graduated in 2004. In 2004, 22 students began the programme, the majority with direct access to the second stage; Bishop Auckland College admitted a small number to the first year.
4 As set out in the self-evaluation, the aims of the FD are to:
5 The programme aims and intended learning outcomes (ILOs) are clearly stated in the programme specification and are articulated to students through programme handbooks. The aims are consistent with the stated outcomes and both are commensurate with the defining characteristics of FDs, including the Foundation Degree qualification benchmark. The final stage of the programme is set at FHEQ level I, and this is reflected in the module learning outcomes. The programme is designed to contribute to the occupational standards defined for the designation of Incorporated Engineer (IEng), and the provider intends to present the programme as part of a package of learning for IEng accreditation at a later date.
6 The aims and ILOs reflect appropriately the intention to provide a flexible opportunity for students already established in technical employment to develop a range of core technical, non-technical and transferable skills. There are opportunities for specialist studies in manufacturing engineering, plant and process engineering, computer-aided engineering, electronic engineering and electrical engineering. Alternatively, students may follow a generic route with a range of optional modules to suit individual needs. The programme is designed to allow students to achieve the learning outcomes in both academic and work-based settings and for these to be mutually supportive of the learning process.
7 The FD comprises a total of 240 credits. The curriculum design ascribes 60 credits to the study and development of core skills and 180 credits to the development of subject knowledge and skills; within this design, 80 credits are gained through WBL. This organisation provides coherent academic progression and the appropriate integration of college-based learning and workplace activities.
8 In line with the defining characteristics of FDs, the programme offers appropriate progression opportunities. On successful completion of the FD, graduates may proceed, with minimal bridging, to the final year of recently created BEng degrees in either Manufacturing Engineering or Mechanical Engineering, on which part-time routes are available. Alternatively, they have access to other full-time BEng degrees and BSc degrees within the School.
9 The curriculum facilitates students' independent learning and reflection on lifelong learning and the development of their personal transferable skills through the thread of diagnostic and synoptic core skills and professional skills modules. This is an example of good practice. Students confirmed the relevance of this aspect of their studies to their career development and the support which it offered in identifying links between the programme and the workplace. Links between the work-based environment and academic knowledge and understanding are made through college-based modules, which include opportunities to complete assignments with a work focus.
10 The programme offers an appropriate degree of flexibility through the choice of pathways. The outcomes of specialist modules are based on the needs of employers local to particular delivery sites; an equivalence of student learning is achieved through the specification of the approved curriculum, the involvement of delivery partners in curriculum design and regular monitoring meetings between partners.
11 Details of assessment procedures, including the submission of work, progression between stages and arrangements for supplementary assessment, are clearly stated in the University's administrative regulations within the Quality Assurance Handbook. Students are issued with copies of the module descriptors which contain assessment criteria; however, student handbooks do not contain detailed assessment information, such as regulations governing late submission.
12 A range of assessment methods is employed, including closed-book examinations, class tests, laboratory reports, technical reports, assignments and oral presentations. WBL modules are assessed exclusively by coursework, generally in the form of a 2,000-word technical report, and by a 4,000-word report, presentation and oral presentation in the case of the Design project. A small number of modules are assessed by examination only, but the great majority also contain an element of coursework. The methods employed for Stage 2 modules are well matched to FHEQ level I and are also appropriate for the assessment of the achievement of programme outcomes and the circumstances of FD students. Students expressed general satisfaction with assessment approaches, particularly in relation to the assessment of WBL modules.
13 For each assignment, students are provided with a briefing sheet which contains clear guidelines relating to the expected content and assessment criteria. They are also given guidance on report writing which they consider to be very useful. Formative feedback given to students on their coursework is variable in quality, although students found it generally helpful. While some practices vary across the Colleges, continual efforts are made to ensure consistency in assessment practices. These include the use of a common marking scheme and examination papers drawn from a question bank, with questions previously approved by the external examiner, and moderation meetings at the end of each semester to monitor the application of assessment criteria.
14 The performance of the first cohort was very good, and the range of marks achieved by students at the three Colleges was consistent with what might be expected from committed, mature students. Graduates achieved an average mark of 65 per cent across all their modules, and four were awarded overall Distinctions.
15 The external examiner confirmed that students produced a good standard of work. The reviewers scrutinised a representative sample of student work and found evidence of the appropriate application of subject-specific knowledge to workplace practice. The work of the best students demonstrated the ability to write effective technical reports. One module, Professional Development, produced some work of poor quality, and this anomaly should be investigated.
16 Progression and completion rates are high. Of the 2003 entry cohort, 81 per cent successfully completed the programme, and only one student did not do so because of academic failure. There is evidence that FD students are effectively prepared for further study. Eight graduates progressed to the final year of a BEng (Hons) programme and a further three Bradford College HND students successfully completed bridging modules, drawn from the FD, to the same honours programme. There is some anecdotal evidence of career enhancement among those who have studied on the FD.
17 Wide consultation took place between the University, partner institutions and employers during the planning and design of the FD. The main initiative for the programme came from SWDT who, together with EDT, identified a shortage of technical skills in recruits to the engineering industry. SWDT and Bishop Auckland College approached EDT, seeking a progression route for their students studying for an Advanced Modern Apprenticeship. The initiative for curriculum design came from SWDT, in association with Filtronic plc, a major employer in the north-east of England. The curriculum was developed collaboratively by the partners in the present consortium and employers' representatives, taking into account the specialisms and needs of local employers. These procedures represent an example of good practice.
18 The involvement of employers at an early stage contributed to the design of a curriculum which integrates effectively academic study and practice in the workplace. Bishop Auckland College and SWDT have an established practice of the joint delivery of technical certificates in modern apprenticeships; the other partner institutions have close links with companies where their students are in employment.
19 Currently, the involvement of employers in the development of the FD is variable, with examples of consistent and proactive support together with a limited number where commitment is minimal. Support was sufficient to facilitate the successful achievements of the 2003 entry cohort, although subject staff acknowledge that there is scope for improvement in employer participation. Employers are represented on the FD Planning Group, and they have made an effective contribution to the design of the BEng (Hons) degrees with which the FD is articulated.
20 Although they may be invited to attend the poster session, which forms part of the assessment of the design project, employers do not contribute to the formal assessment processes of the programme. The reviewers encourage the course team to develop strategies to involve employers further in assessment and other aspects of the programme. This view was endorsed by some employers to reviewers during visits to workplace.
The reviewers have confidence in the academic standards and the achievements of students.
21 The learning and teaching strategy adopted by subject staff is appropriate to the distinctive character of the FD. Work-based and college-based activities are well integrated, with the effective use of work-based assignments and a work-based project, to enable students to achieve the ILOs. A broad range of approaches is used, including formal lectures, practical demonstrations, practical sessions and tutorials.
22 Programme delivery is sufficiently flexible to accommodate variations in learning and teaching practices across the Colleges and respond to the needs of individual students. Equity of opportunity is provided by module teams, consisting of college staff and a member of the University staff, who agree the material to be covered and produce common course material and learning resources, and represents good practice. This results in a well-organised learning and teaching experience for students. Schemes of work, in conjunction with module descriptors, show a weekly breakdown of the outcomes to be covered and the teaching methods used. The practical experience of students, coupled with relatively small class sizes, has enabled staff to introduce a large element of independent learning. This has been successful to date, but consideration needs to be given to this approach in respect of current and future first-year entry students who have less practical experience.
23 Students generally attend college on one day each week, and further individual support is available, if required. In addition, they have the opportunity to attend summer schools delivered by University staff, in curriculum areas covered by core modules such as Mathematics and ICT. This fosters group identity, provides a stronger link with the University and enables students to broaden their experience and learn from each other.
24 Teaching staff have all had experience of working with Higher National programmes and have established effective links with local employers. This experience has enabled them to support the students' WBL activities effectively and link them to academic learning through the introduction of learner contracts. This is an example of good practice. However, the application of these has been varied across the Colleges, and consideration should be given to a standard formal approach involving the student, the employer and the tutor in all cases. This is currently the practice of only one College.
25 The Colleges administer the admissions process, applying common entry criteria and providing common programme information complemented by site-specific details. The process is flexible: all prospective entrants are interviewed, with qualifications and experience considered on their merits. Some registration difficulties with the admission of the first cohort, arising from the different timescales operated by the Colleges and the University, are being addressed. A small number of students were initially registered on an inappropriate pathway; this problem was resolved only after the programme had begun. The Colleges and the University should review and monitor admissions procedures to ensure that in future student learning is not adversely affected.
26 All students are in employment within the field of engineering and to date the majority have entered with HNC qualifications. Accreditation of prior experiential learning procedures have been used to permit direct entry to the second stage of the FD. In 2004, three students were admitted to the first year of the programme, two with National Certificate and one with GCE A-Level qualifications. The former group was provided with an induction programme at the end of their HNC studies, and the latter with an appropriate programme prior to beginning their studies. All received the School's Handbook and a college-based FD Handbook, giving course management and curriculum details, teaching, learning and assessment strategies and progression opportunities.
27. Each student is allocated a personal tutor who provides academic guidance through timetabled tutorials or on an individual basis. Tutorials provide specific help with WBL assignments and with report writing. Staff are committed and readily available for consultation, including by email and telephone. Students were appreciative of the support which they received. Information, in the form of handbooks and course handouts, is detailed and informative in most areas.
28 Staff delivering the programme are well qualified and possess relevant experience and expertise in engineering. All either have, or are working towards, a teaching qualification. They are subject to teaching observations as part of comprehensive schemes, the outcomes of which, together with appraisal procedures, are used to inform staff development activities. To date, these have not been specifically aimed at FD provision, and Colleges may wish to consider introducing specific activities related to WBL requirements.
29 Development opportunities linked to continuing professional development are widely pursued by staff. Strong industrial links have been formed historically and are currently used to enhance and update staff knowledge and experience. Staff wishing to increase their knowledge can avail themselves of University facilities.
30 All students have access to college libraries and information technology (IT) facilities, as well as to resources provided by the University. These are sufficient to support the programme. They include sufficient and accessible IT workstations with internet access and a good set of relevant course books. The Colleges have adequate practical resources of laboratory and workshop equipment, software and accommodation. Staff are enthusiastic, and have incorporated the equipment appropriately to enable students to work independently, mainly through assignment work. Employers' resources are understandably variable, but the reviewers found examples of excellent facilities in certain settings.
31 In general, employers make an important contribution to the delivery of the programme and the students' learning experience through the opportunities they provide for the operation of the WBL modules. These modules are designed with sufficient flexibility to enable employers to propose projects and activities which may form the basis of work-based assignments.
32 For WBL modules, students must agree with their tutors the project and the methodology by which the learning outcomes may be met. These learning contracts take into account the circumstances of students' employment and the facilities offered by employers. While subject staff are confident that the flexibility of this process ensures that no student is disadvantaged in the event of a lack of support by an employer, the programme overall would benefit from more formal liaison between employers and the Colleges.
33 Day-to-day supervision of WBL is the responsibility of the employer; however, there is no system of workplace mentors or facilitators in place, and the degree of supervision by employers is variable. Visits by college staff to students in their workplace are infrequent. College staff should consider the implementation of more regular and formalised contact in this area.
The reviewers have confidence in the quality of the students' learning opportunities.
34 The development and subsequent approval of the FD included a full and appropriate consideration of the defining characteristics of FDs, as well as a clear specification of the relative roles of the awarding body and partners in relation to academic standards and quality. Adjustments to the normal University quality assurance arrangements have been clearly set out and include procedures to facilitate both flexibility and consistency in programme delivery and assessment. The reviewers welcome the initiative to create a handbook codifying procedures for the benefit of all staff.
35 Monitoring and review procedures are comprehensive and effective. Programme teams and subject groups report directly to the School Academic Programmes Committee and contribute to the FD's annual pedagogic review, with consideration of module review forms, stage evaluation questionnaires, staff-student liaison committees, assessment details and the external examiner's report. This information provides the basis for the annual monitoring report, which identifies good practice and generates an action plan to address areas for further development. This report is considered by the University's Academic Policy Committee, and relevant issues are referred back to the appropriate area.
36 Students have opportunities to contribute to quality assurance matters and to receive feedback on them, although the operation of staff-student liaison committees is not consistent across the partner institutions. Arrangements to secure equity in the students' learning experience within WBL modules are based on a common module descriptor and approval by a college tutor of an individual specification to achieve agreed learning outcomes. There is some variability across the partners on how the role of the employer and the workplace setting is fully factored in and formalised within the specification.
37 The FD was designed following wide consultation between the University, partner institutions and employers. The programme's content and organisation responded to a clearly identified need for engineers with developed technical skills, and was well designed to accommodate the specialisms and requirements of local employers. Through the diagnostic and synoptic core skills and professional skills modules, the curriculum facilitates students' independent learning and reflection on the development of their personal transferable skills.
38 Module teams provide equity of opportunity for students in the different Colleges and ensure a well-organised learning and teaching experience for students. Tutors have been able to support students' work-based learning activities effectively and link them to academic learning through the introduction of learner contracts.
39 The reviewers regard the flexibility of the programme and the integration of subject knowledge and understanding through the work-based modules, cited in the self-assessment, as strengths of the provision.
The Foundation Degree (FD) in Engineering Technology, validated by the University of Bradford and delivered at Bradford College, Wakefield College and Bishop Auckland College, was reviewed in the academic year 2004-05. Judgements were made about the academic standards and the achievement of students and of the learning opportunities provided.
Overall, the reviewers have confidence in the academic standards and achievements of students.
Overall, the reviewers have confidence in the quality of learning opportunities provided for students.
Conclusions and areas for development
Features of good practice include:
The strengths of the programme include:
Areas for development: