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.
1 Following the advent of Foundation Degrees (FDs) in 2001, the University of North London (as London Metropolitan University (the University) was then named) identified journalism as a potential area of study for the award of such a degree which would enhance its provision and fulfil its mission. Subsequent discussions with Lambeth College (the College), in south London, led to the development of the FD in Journalism. The College has a long-standing expertise in journalism having provided, for several years, an 18 week fast-track course for graduates who sit industry recognised exams set by the National Council for the Training of Journalists (NCTJ). Additionally, the journalism industry had identified a gap in national provision that could be appropriately filled by an FD course which would appeal to a wider variety of age, experience, education and cultural diversity.
2 A group of stakeholders, consisting of the University of North London, Lambeth College and industrial representatives from organisations including The Press Association, the Kent Messenger Group and Newsquest South London, designed the programme which was validated in July 2002. In addition to preparing students for the award of the FD in Journalism, the programme is accredited by the NCTJ, and prepares students for that organisation's examinations.
3 The FD programme is modular, comprising two years' full-time study, with students following eight 15-credit modules per year. All but two modules are delivered at the Vauxhall Campus of the College, the remainder being provided by the University at its North Campus. The FD articulates with a one-year level H programme at the University, leading to a new BA (Hons) degree in Journalism Studies.
4 All students spend four weeks in the middle of year two in a working environment as part of the requirements of the Work Placement module, usually in more than one environment. Work-based learning providers include The Press Association, South London Press, North London Newspapers, Barking and Dagenham Post, and Pride Magazine; all are generally within the greater London area, the majority being involved in production of regional newspapers and speciality magazines. These opportunities to gain experience in work-related learning were initially arranged by the course team but, with increasing numbers, students are encouraged to identify suitable work placements on their own initiative, with help from the College as necessary.
5 Overall, there are currently 24 full-time students registered for the award of an FD in Journalism. Of the five students comprising the first cohort who enrolled in 2002, four completed successfully and have progressed to the articulated BA (Hons) degree programme in Journalism Studies at the University.
6 Programme aims and outcomes were formulated with reference to the Subject benchmark statement for English, and for communications, media, film and cultural studies, and were matched with the Foundation Degree qualification benchmark (FDqb), published by QAA. The overall aims of the degree are as follows:
In the context of these overall parameters, the degree also aims to promote the following range of knowledge and skills specific to journalism:
7 There is a clear statement of aims in both the validation documentation and the programme specification for the FD in Journalism. The generic aims are shared with those of the BA (Hons) in Journalism Studies, to which students may progress, with the exception that the honours programme is additionally available in part-time mode.
8 The programme specification for the FD is in need of review as it contains out-of-date references to the University of North London and to option modules which are no longer available. Additionally, a group of aims concerned with widening participation, prior learning and experience, teaching and learning, student support and progression do not appear in the programme specification. There is general reference to the relevant Subject benchmark statement for English, and for communication, media, film and cultural studies, but it is not clear that these have had any significance in terms of course design.
9 There are a number of aims designed to promote 'knowledge and skills specific to journalism'. This statement of aims is clear and appropriate to an FD in Journalism with a strong focus upon the technical and professional skills required in journalistic practices, and reflecting a curriculum largely defined by NCTJ standards. While this is a distinctive feature of the course, the aims do not reflect the integration of work-based learning or of employer engagement into the programme as distinctive characteristics of the FD qualification.
10 While there is reference in the programme aims to 'critical self-reflection and evaluation', the focus upon the kinds of conceptual skills defined by the FDqb as the level descriptors for the qualification is limited. This is compounded by infrequent reference to such skills in the Module aims and learning outcomes. The programme aims do not make any specific reference to flexible delivery modes and study patterns as defined by the FDqb.
11 The programme aims are generally appropriate for an FD, although the course team may wish to review the aims for the programme during the process of revising the programme specification to take account more fully of these characteristics. This could include a review of the extent to which conceptual and analytical skills are integrated throughout the curriculum and, consequently, how such integration is manifested within the teaching, learning and assessment practices. However, the reviewers noted the College's commitment to widening participation and cohort diversity as an element of good practice.
12 Discussions with students during the review suggested that many seemed vague about the nature of the FD as a qualification. The student and course handbooks could be significantly enhanced to include clear statements of degree purpose, programme aims and learning outcomes.
13 The credit rating for the programme is a conventional split between 120 certificate level credits and 120 intermediate level credits, thus constituting the required 240 credits at appropriate levels for the FD qualification. Students who complete the FD successfully have access to a BA (Hons) in Journalism Studies at the University. Of the small group of five students who made up the first intake to the FD in 2002, all but one, who withdrew for non-academic reasons, were successfully awarded the degree and progressed to the honours programme. Both staff and students confirmed that they were progressing appropriately.
14 The FD programme has been accredited by the NCTJ, although none of the students who had successfully completed the programme had yet attained NCTJ accreditation through its separate processes. The external examiner for the programme has extensive experience of NCTJ accreditation, and confirms the standards of student achievement generally as a good basis for entering the profession.
15 The strong practical commitment to widening participation and the ethos of student support surrounding the programme provides a solid basis for students to succeed in achieving the programme outcomes. A system of Individual Learning Records is in place, although the reviewers felt that this could be enhanced by integrating the use of ICT into the process, and structuring the documentation to require more evaluative reflective practice by students.
16 There is a strong emphasis within the curriculum and its delivery upon vocational skills related to journalism. All students undertake a relatively short work placement which is useful and relevant and, although compulsory, is not integrated fully into the programme. Students expressed the view that they had not been fully prepared for the placements and would welcome more practice, for instance, in interviewing skills. Employer evaluations of the students' performance during the placement were broadly positive and supportive. There was some evidence, however, that they supported the students' view. Some employers commented that the students' writing skills need improvement, and the reviewers found this to be evident in sampled student work.
17 The reviewers found evidence that the programme leader effectively prepared students for the formal requirements of their placements. There was also use of effective simulation to fill in between short placements where necessary. These practices could be enhanced at C level to increase the students' preparation for the work-based learning. Overall, students felt that they were well supported by employers and by the programme leader during the placement.
18 The self-evaluation states that: 'In devising an overall assessment regime and individual module assessments there was a clear aim to provide some variety in the modes of assessment while ensuring that they were integral to the teaching and learning process and able to reflect rigorously the different types of skills and knowledge being assessed'. The reviewers concur that there is a variety of assessment instruments in use and that these are generally 'fit for purpose'. On balance, however, the programme team may wish to review the extent to which the assessment has focused on technical skills to prepare students for the NCTJ requirements at the expense of enhancing their capacity for more cognitive and analytical work. More sustained pieces of written assessment could be introduced, thus creating opportunities for students to demonstrate development of critical and evaluative skills in their work. Evidence from employers' feedback on student placements would seem to support the benefits of such a review. In this context, it was less than clear that there is in place an effective 'overall assessment regime'. Standard University arrangements are in place to support accreditation of prior experiential learning to gain entry and progress within the FD but, as yet, these have not been required or implemented.
19 While there was evidence of assessment criteria in module descriptors, the course handbook misses the opportunity to ensure that these are clearly stated as some students were not entirely clear on what was required of them. This is compounded given that the extent and quality of written feedback to students on their assessment work is often limited. Generally, but not always, poor grammar, spelling and punctuation are corrected; otherwise feedback tends to be conducted at the level of 'ticks' and numerical 'marks'. However, there is evidence that detailed 'whole group' feedback was provided, supplemented by verbal discussion. Students who had progressed to the articulated programme at the University commented that feedback on their assignments is more extensive, aided by a standard assessment feedback sheet indicating the performance against the designated assessment criteria. The reviewers were somewhat surprised that the University had not shared this approach with the College staff, and noted that staff development on this topic is planned for the imminent future.
20 The reviewers found little evidence of any internal moderation of assessment. The University appoints an external examiner. As the Annual Monitoring Report makes clear, there was no involvement of the external examiner in C level moderation or in the early stages of development of the programme. This means that the University has limited capacity to intervene expeditiously should standards be inappropriate to the level of the award. The reviewers recommend that the University consider the development of appropriate mechanisms to support College staff. This would ensure its accountability for the qualification as an awarding body. The reviewers are satisfied that the University intends to do so in the near future.
21 The reviewers concur with the judgement of the external examiner that some of the marking of student work was 'over generous'. They also agreed, however, with his view that threshold standards were satisfactory, and that there was no evidence that successful students should have failed. It is important, however, that student work is 'realistically appraised', both in relation to academic standards and in terms of employment potential.
22 The programme team could strengthen the portfolio element of assessing the placement to draw out further the students' potential for evaluation and reflective practice, in addition to the more descriptive accounts of experience. The portfolio could be used to enable greater integration of the work-based learning into the programme by requiring students to relate what they had learnt through the rest of the programme to the evaluation of the placement. Following established University practice, a proportion (20 per cent) of assessment is awarded for attendance during the placement.
23 As confirmed by the external examiner, the reviewers have confidence that students are achieving threshold standards for the qualification of FD. The external examiner also confirms that the course is providing for students a 'good base from which to join the profession', and that students had 'made considerable progress in obtaining the skills and knowledge necessary to become professional journalists'. However, as yet, none of the first cohort of students has succeeded in obtaining NCTJ accreditation, although all of them had proceeded satisfactorily onto the honours degree programme, and did not report any difficulties with the level of study or standard of work expected of them.
24 The reviewers were less confident that students were demonstrating 'critical understanding of the well-established principles in their field of study' or 'ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context'. Consequently, the College and the University should review the extent to which the programme can be strengthened to ensure that the full range of level descriptors that define the FD qualification are evident. The effective integration of technical skills, academic capacities and work-based learning remains a significant challenge.
25 The self-evaluation states that the programme team 'would like to see the employers having more input in the assessment of the programme and the development of the employer forum is addressing that issue and putting in plans for employers to set and mark assignments'. Following discussion with employers of placement students, and with the programme team, the reviewers formed the view that employer engagement has steadily been enhanced since the initial stages of development, and there were indications that this could indeed become a distinctive strength of the programme.
26 Employers had advised on the design and development of the curriculum, much of which is based upon the requirements for accreditation by the professional body, the NCTJ. The external examiner has extensive experience in the accreditation of NCTJ courses, and many of the teaching staff have experience of work as professional journalists. Students receive input from media professionals as invited speakers, and the programme team expressed a desire to expand this programme of visits.
27 It was clear that employers and students gained positive experiences from the placements, and the reviewers noted the evident commitment to enhance the level of employer engagement further. It will be important, however, to improve the level of briefing to all employers about the purposes and intended outcomes of the work-based learning, and to enhance its integration into the structure of the programme. The reviewers had confidence that the staff are aware of this issue and will continue to address it as the award develops and relationships with employers become more embedded.
The reviewers have confidence in the academic standards and achievements of students.
28 The FD in Journalism covers a range of teaching and learning methods, although more use could be made of technology, especially use of the internet. A clearer indication of how teaching and learning is mapped to QAA subject benchmark statements would have been useful.
29 Through lesson plans and schemes of work, the reviewers found evidence of well-organised approaches to teaching and learning sessions, although students reported that the quality of the teaching was variable. At its best, teaching is professional, appropriately structured and well informed, while less successful sessions tended to rely predominantly on the transmission of information. There is a college-wide system of peer observation of teaching, carried out by the relevant Head of School, and most staff have experience in the field of journalism.
30 Lesson plans show a differentiation strategy to deal with students of different abilities, plus the use of question and answer and observation to check whether students are attaining the learning outcomes. While there is a high amount of formal teaching timetabled, an increasing amount of this time in the second year is used for the students' own self-directed projects, especially in newspaper production. The College supplied a clear document on the encouragement of self-directed learning.
31 In general, there is limited flexibility in teaching and learning strategies, and more emphasis could usefully be placed upon thoroughly underpinning conceptual understanding across the curriculum. Students felt that that there is too much emphasis placed upon 'didactic' classroom practice and insufficient opportunity for them to take responsibility for their own independent learning. More could be done to develop technology assisted learning activities outside specific modules involving the use of Quark software, for example, although students were appreciative of the module website.
32 Currently, staff are heavily involved in the sourcing of placements for students, and a need for students to proactively seek their own opportunities is recognised. One student with particular interests had found her own placement, and was supported by the staff in this. Students are given guidance on what is expected from their placements. Employers provide some feedback on the performance of students on placement. The College recognises that this could be more in-depth.
33 The development of the programme has concentrated on provision of the NCTJ syllabus which may have led to the emphasis on technical skills at the expense of cognitive skills and analytical capacities. There was a general view among students that the programme could be more challenging, and they stated that neither the programme of study nor the assessment tasks during the first semester had required them to undertake significant research or use library resources. This would also give a clearer integration of work-based and academic learning.
34 A wide range of support services is available to students. There is a personal tutor scheme, operated by the programme leader, with one hour per week available for students to express issues. Other time is available for one-to-one meetings. Students report positively on their experience of the scheme, and on the effective level of support and guidance provided, in particular, by the Programme Leader.
35 The Course Handbook does not contain information on the content of modules, although the Student Check Survey indicated that that they were well received. While more information on the choices available to second-year students would be useful, students expressed satisfaction with the current level of on-line support. They were able to discuss module choices with their personal tutor. Students considered that staff were supportive, helpful and readily available. Problems with the Shorthand modules had been addressed, and extra tutorial support was offered.
36 There is a lack of clarity in the management of the relationship between the College and the University. This has caused severe hardship for students in accessing students' loans and payment of fees. This was extremely disruptive to the student experience and led to related problems with access to College facilities and the library.
37 Similarly, students reported that their experience of induction was not positive, especially for the 2004 entry. Several had been surprised to find that the programme was taught mainly at the College. While information was available on both the College and University websites, and provided in the University prospectus, there was no detailed information on location. The College campus was not indicated in the list of sites in the prospectus, nor was the address included. Students felt that they were not part of the University and had experienced problems due to lack of information about the exact relationship. The reviewers were subsequently informed by a representative of the University that clarification of information was in hand.
38 The College pre-tests all students on numeracy and literacy on entry. The results are used to indicate particular areas of learning support needed by the student. It is suggested that these could be more actively used to demonstrate added-value as the student progresses through the degree.
39 The introduction of University facilities at an earlier stage of the FD schedule would improve the collaborative relations with the College.
40 The provision is supported by a full-time programme leader, appropriate College staff and a range of visiting tutors. There are additional staff for the two l level modules delivered at the University. All journalism staff at the College meet the NCTJ criteria with regard to experience and qualifications. Their professional expertise provides students with a key learning resource.
41 The subject providers might wish to consider the evolution of a staff development strategy that enables staff to engage with the FD. This might include support of curriculum design, assessment and pedagogy.
42 Students have access to a moderately sized newsroom that is equipped with 18 computer workstations. All computers have internet access and suitable industry standard software. This facility provides an appropriate environment in which to deliver practical journalism skills, training and instruction in the use of desktop publishing software. A further four digital media suites give students access to a range of computer operating systems and software. Students also use the College's black and white darkroom and photographic studio. There is sufficient technical support for all of the practical facilities.
43 The library at the College provides a quiet working environment. Students have access to books, periodicals and on-line sources of information. However, the range of the library stock in journalism is limited. While students have reading rights at the University they do not have borrowing rights. This also applies to those FD students following modules at the University. The University accepts that this is somewhat unjust, and expressed its intent to deal with the problem. It is of concern that the restricted range and limited access to books and periodicals is reflected in the student work where students use internet sources over printed materials.
44 Substantial employer involvement in the delivery of the programme has yet to materialise. The self-evaluation states that 'employers make a contribution to assessment of student performance on placement'. There is evidence of this in the placement feedback forms, but these are generic and give little information relating to the learning outcomes. The report from a work placement employer is worth 20 per cent of the assessment for that module.
45 An Employers' Forum has been established. While only two employers attended the initial meeting, the College is planning to use this as a foundation to build future involvement. Placement employers met by the reviewers expressed interest in becoming involved more. As yet employers are not used in setting or marking assessment. An example of how this could be developed was displayed during a visit to The Press Association where subeditors had set work for first-year students and gave detailed feedback.
46 Placement students expressed satisfaction with the skills they had acquired on the programme. They could appreciate their relevance and were able to demonstrate the skills necessary for employment. Employers met by the reviewers confirmed the value of the NCTJ qualification. While students all felt that they would progress to the top-up BA in Journalism Studies, they realised that the FD did give them the option of seeking work on its completion.
47 Support material for employers providing placements is not produced, such information being currently dealt with verbally by the Programme Leader. It would be helpful for employers to have more information about the exact requirements for students on the FD, with clearer outcomes set and disseminated. However, appropriate and adequate policies on health and safety on placement are evident.
48 In addition to the work-based learning which occurs mainly on the placement module, students visit the local courts and write stories based on cases. They also benefit from visits to The Press Association and the involvement of external speakers from industry.
The reviewers have confidence in the quality of the students' learning opportunities.
49 The validation process ensures that the defining characteristics of an FD are embedded within the programme. There is appropriate reference to the relevant subject benchmark statement and the national qualifications framework. Consideration of professional skills and the relevance of the curriculum to the workplace is also an integral part of the process. The interval between periodic reviews is determined by the validation panel, but this was not recorded in the report of the validation. The NCTJ conduct a separate accreditation process, currently reviewed on an annual basis.
50 The overall responsibility for quality assurance rests with the University, although the annual monitoring process combines both University and College procedures through the College's Course Review and the University's Annual Monitoring Report. It brings together data from student feedback, employer comment, local module and course monitoring, and external examiner reports. This ensures that the programme is monitored in a systematic manner. The report identifies any areas of concern and records the necessary action, the person responsible and the completion date. The final section of the report comments on the effectiveness of course liaison between the University and the College.
51 The University, as the awarding institution, has ultimate responsibility for the academic standards of the programme, and the University's quality assurance procedures apply. There is clear evidence that the course monitoring process is generally effective in identifying areas of concern and ensuring that they are responded to in an appropriate manner. For example, the limited access to desktop publishing software has been rectified. However, there is insufficient integration between University processes and the provision. For example, the University did not formally record the change in the range of l level option modules offered at the University, or develop an amended programme specification, and there was a lack of Module Monitoring Forms at the 2002 Journalism Field Board. In accord with University requirements an external examiner is appointed for the l level modules. In order to ensure the appropriateness of the standard of the award the subject provider might wish to consider the desirability of extending the remit to include C level.
52 The College system for capturing student opinion could be more focused; at present it tends to be generic in approach. In accord with the practices of the University, new systems are being introduced which should assist in ensuring that students' course and module-specific concerns are recorded and acted on.
53 In the self-evaluation, the provider identified that the FD programme 'is innovative in its very existence' as it 'represents a new departure in the provision of journalism training within the higher education sector'. It cites the combination of the FD with NCTJ qualification as 'a particularly notable feature of the course', allowing students the choice of immediate employment or opportunity to progress to the BA (Hons) Journalism Studies articulated degree, which may be taken part-time in combination with employment.
54 While acknowledging that these points are correct interpretations, and that NCTJ accreditation for an FD is rare, the reviewers did not feel able to identify any specific aspect as being especially innovative or worthy of wider dissemination. However, the reviewers identified elements of good practice, such as the development of technical and professional skills, the effective programme leadership at the College, and the College's approach and commitment to widening participation and cohort diversity.
The Foundation Degree (FD) in Journalism validated by London Metropolitan University (the University) and delivered at Lambeth College was reviewed in the academic year 2004-05. Judgements were made about the academic standards and the achievement of students and of the quality 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.
Features of good practice and innovation include:
Strengths of the programme include:
Areas for development include: