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
Section G 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 The consortium membership includes University College Chichester (UCC) and West Sussex County Council (WSCC). The delivery of the programme takes place almost entirely in the offices of WSCC. The number of work-based learning sites is currently 10, although there are intentions to expand the FD programme into other areas, including other local government offices and other public sector employers.
2 The FD is designed specifically to cater for the needs of part-time students employed in local government. It aims to equip students to understand the nature of the organisations in which they work, the roles they are called upon to play, and how they might enhance their own performance in pursuit of their chosen careers. It also aims to set the work within an academic context. This context is provided by the Foundation Degree qualification benchmark (FDqb) and the Subject benchmark statement for general business and management. The programme offers a particular mixture of academic, vocational and professional study that encourages students to develop as learners within their work environment and to be reflective, lifelong learners. It operates at the intermediate level within The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) and its successful completion enables students to progress to the honours level of UCC's BA (Hons) Business Studies programme. The programme was validated in September 2003 and recruited 31 students in 2003-04 and 10 students in 2004-05.
3 The aims of the FD in Local Government Management are to:
4 The programme aims and learning outcomes are appropriately articulated at both certificate and intermediate stages, are clearly stated in programme documentation such as the module handbook, and are understood by students. However, the links between these could be improved by reference to aspects of the Subject benchmark statement for general business and management. The aims have been designed to meet the specific needs of the local authority, thus providing a sound basis to achieve the employer involvement that is characteristic of an FD. The programme reflects the FHEQ descriptors at intermediate level and the programme was informed by the FDqb.
5 Mapping against the aims and learning outcomes of the programme is not explicit. However, given the degree of module choice and negotiation, a simple curriculum map is not applicable. The external examiner has suggested the need for further clarity to ensure that all learning outcomes are achieved. The facility for student negotiation may be regarded as good practice, but a robust approach towards ensuring parity is required.
6 Developing students as lifelong learners is central to the programme. At the start of both levels 1 and 2, students are prepared for their studies through modules which specifically require personal development plans (PDPs), learning logs and learning contracts.
7 The curricula are based around 10 credit modules at level 1, nine of which are core, and 15 credit modules at level 2, six of which are core. Each level includes at least one explicit work-based module and, in addition, some option modules may also be work based. Approximately 25 per cent of the curriculum is work based. Progression to honours degree level requires students to take a bridging module which includes the Critical Analysis module, credited at 23 points by UCC.
8 The programme is designed to provide students with the knowledge, understanding and skills required by WSCC. The programme supports the translation of learning back into students' job roles. The programme team has made some progress in addressing the external examiner's comments for a greater specific focus on a local government context. Further consideration would strengthen curricular links, particularly to the first aim of the provision: a firm grounding in the principles of local government management. The curriculum is constructed around the central values of self-managed learning and reflection, which feature in the learning outcomes of several modules.
9 The programme is employer-led and meets the community needs of WSCC. Self-managed learning provides developmental opportunities for WSCC employees. Throughout the programme, emphasis is placed on critical reflection and personal development, a key feature being the production of a PDP. Students are encouraged to take ownership of their learning and determine the pace and sequence of modules and assessments. While option modules provide students with opportunities for flexibility, a lack of clarity and equity has been noted by the external examiner. The appointment of an option module coordinator, and further support from UCC, has provided a structure whereby individual students, their line manager and the module tutor agree explicit links between the PDP and the module learning outcomes.
10 Arrangements for assessment are clearly outlined in the student handbook. A wide variety of assessment methods is used, including formative assessments, which develop the students' practical and transferable skills. There are no time constrained, unseen tests or examinations. This may be a disadvantage for those students who eventually choose to study the top-up degree. The external examiner, in 2004, noted that it is sometimes unclear to what extent students are expected to apply theory or techniques of analysis in their assessed work. In addition, the weighting of assessment criteria and the significance attributed to key elements in the assessment was sometimes unclear.
11 The single external examiner's report is extensive. It makes reference to the high overall level of marks and some evidence of inconsistency of assessment. There is also some evidence of inconsistent moderation practices and inadequate referencing. All these concerns have been carefully addressed through the programme team's response to the external examiner's report, the annual monitoring event and the school management team's response to this. Redesigned structured assessment forms are now more transparent and reflect good practice. Four students have progressed on to the honours degree where their marks compare favourably with those of other students. A new structured induction process has been introduced at UCC to emphasise the higher education (HE) experience and stress the importance of referencing in academic work.
12 The amount and depth of written feedback to students is often too limited and represents a missed learning opportunity. The programme team has responded to student feedback and external examiner comments and addressed these issues with later cohorts. Clearer assignment briefs and a redesigned assessment feedback form enable tutors to link their comments to the assessment criteria and provide more detailed feedback. Second marking is undertaken by WSCC staff, with UCC appropriately sampling to ensure consistency. Appropriate training has been provided for WSCC staff at UCC.
13 A review of student work for all modules indicates that the standards are consistent and at least meet the threshold requirements of the award. A significant proportion of the students' work is well above the minimum standard. There is clear evidence of achievement across a broad range of study relevant to local government management, and of the ability to demonstrate a range of relevant employment-related skills. Students are able successfully to link theory and practice.
14 There was considerable variability in demonstrating the extent to which academic and intellectual progression and critical analysis were secure. There are some good examples of reflection and self-assessment but some equally uncritical and shallow levels of analysis in students' work. In the former, connections to theories and critical evaluation which have required the development of higher-level skills were evident. However, in many instances, there was limited evidence of academic referencing or the construction of appropriate bibliographies. There was some uncertainty among students regarding academic conventions and expectations. Reassuringly, the programme team has recognised the need to ensure that students are enabled to achieve learning outcomes at the appropriate level. The Thinking, Arguing and Knowing module, is to be introduced and delivered by UCC and is to be promoted to students as an advisable option module.
15 Student work from the first cohort shows that application of theory and correct citation is underdeveloped. However, later cohorts have benefited from a stricter policy that has been enforced. Students confirmed that they had been unsure about what was expected of them; in particular what constitutes an academic piece of work. One student has withdrawn from the first cohort and five have completed the FD, of whom four are now studying on the top-up degree with the same success that they achieved on the FD.
16 The students' work is well presented and shows clear evidence of academic study, work-based learning and the development of appropriate personal and professional skills. All students are engaged in personal development planning from the start of the programme and are encouraged to become reflective practitioners. The emphasis on experiential and self-directed learning is an example of good practice.
17 WSCC has taken the lead role in curriculum design, module delivery and the primary assessment of students. As the self-evaluation observes, the genesis of the FD was the recognition by WSCC of the need to develop effective managers within the workplace. The programme is delivered, assessed and managed on a day-to-day basis primarily by WSCC. The subsequent operation of the programme strongly reflects this origin as an employer-led initiative. All core modules are provided in the workplace by tutors who are primarily professional practitioners across a range of county council responsibilities. Some option modules are provided by UCC but, to date, these have not constituted a large proportion of students' learning.
18 One consequence of the above is that students do not closely identify themselves as college students, and tend to view the degree as a form of in-house training rather than as a university education. Senior managers at WSCC, however, emphasise the programme's broader educational objectives that go beyond the development of specific workplace skills. These objectives are intended to provide students with a fuller view of the organisation, their role within it and their relationship to the roles of others. The induction and administration of the initial cohort tended to encourage student perceptions of UCC as a somewhat marginal participant. Students joining the programme had no direct personal contact with UCC for several months after commencement. However, subsequent cohorts will be inducted at the UCC campus and will be given full student access to its facilities from the outset. This should have the effect of enhancing the place of UCC among student perceptions. It must be acknowledged, however, that there are inevitable constraints on students' use of the resources on campus. These are imposed by the county-wide participation on the programme as well as the obvious pressures on the time of students who are in full-time employment. To lighten these difficulties, the programme team is encouraging the greater use by students of Portia, the UCC's on-line teaching and learning system.
The reviewers have confidence in the academic standards and achievements of students.
19 After the initial induction, students may attend some one-day courses, individual tutorials or meetings with their learning set. These usually take place at a convenient location. Students may gather evidence to support their progress towards the achievement of learning outcomes from their line managers at work. Some students indicated they would prefer a less self-directed approach. There was a unanimous view among students that the learning sets provide helpful peer support and a source, where valuable, academic advice can be gained. Students within their set have tended to choose the same diet of modules to support each other through the programme.
20 There is a variety of learning and teaching methods that enable students to demonstrate they have achieved the learning outcomes. The programme specification indicates the main elements within the teaching and learning strategy, usually including workshops, syndicated work, learning sets, day schools and learning on-line. These link closely with the central theme across aims and learning outcomes of self-managed learning within a programme driven by the individual student's PDP. These approaches are regarded as effective in integrating work-based aspects as students work independently and carefully reflect on their own personal development. However, there remain some concerns around the comparability of student experiences and the perceived lack of an HE experience. The tutors' perceptions are that student participation in the teaching and learning process is very positive.
21 The programme meets the community needs of West Sussex and provides the infrastructure for a group of dispersed students studying in off-site locations. All students have access to the WSCC intranet and UCC Portia, both of which provide learning resources. Many teaching materials are available electronically and students frequently email assignment drafts to tutors. This, along with the learning set meetings, provides flexibility appropriate to the needs of FD students.
22 Line managers at WSCC nominate their employees to study the FD. As a result of this, students are generally well supported, motivated and enthusiastic about their personal development. The majority of students do not have a further education level 4 qualification and feel that they have benefited in terms of improved confidence and access to career opportunities. Approximately 30 per cent of students already hold HE qualifications. Some students have entered the programme from non-traditional entry routes and they are able to sample modules before embarking on the full FD programme.
23 All prospective students attend a briefing about the programme followed by a two-day induction. This has recently been revised to include an introduction to the facilities and resources at UCC. Due to the flexibility of the programme, there have been some initial problems with clarity of course dates and administration which have now largely been resolved by establishing the Centre for Collaborative Programmes based at UCC.
24 Each student is assigned an academic adviser who acts as a supportive coach or work-based tutor and has an important role in instigating the PDP and helping individual students plan their own learning. The academic adviser is able to support the student through the learning process and provide feedback on assignment drafts and clarify expectations. The academic adviser also meets with groups of students in learning sets on average every six weeks. This provides peer support, fosters reflective learning and is much valued by students.
25 Study skills are developed through the Learning to Learn module as part of the induction process. Guidance on referencing, producing an academic piece of work and clearer assessment criteria are now included within this. A new module, Academic Thinking, will better prepare students for the critical analysis that is required during the second year of the programme. A 'Knowledge Café' held in 2004, brought students and staff together to promote learning and this also engendered a sense of being a part of the academic community.
26 Feedback from students indicates that the programme is relevant to the development needs of the organisation and the career potential of the individuals involved. Students considering progression to the BA (Hons) Business Studies degree are invited to an open evening. Completion of the Critical Analysis module helped students from the first cohort to manage the transition to level 3 study.
27 The FD coordinator works with the liaison tutor to ensure appropriate staffing of the programme and the adequacy of learning resources. A substantial part of the programme is delivered by module coordinators and academic advisers employed by WSCC. The team is well qualified to deliver the programme and is able to contextualise it to the needs of WSCC.
28 Staff development opportunities, particularly in relation to teaching and learning, are actively being promoted. Two WSCC tutors are currently undertaking the Graduate Certificate in Learning and Teaching that has been accredited by the Higher Education Academy and is based at UCC. This represents a considerable commitment in time and effort by personnel who are not primarily lecturers in HE. Since the major part of the programme is delivered by practitioners, the wider uptake of this staff development opportunity is encouraged. WSCC tutors are informed about further opportunities to participate in college staff development programmes through Portia and email.
29 Students have access to resources at the UCC libraries in Chichester and Bognor Regis in addition to the 35 WSCC libraries in towns and villages across the county. Staff and students have access to the UCC's intranet site, Portia. In addition, an on-line information system has been set up specifically to support the programme. In the first year of its operation, students experienced difficulty in accessing on-line resources from off-site locations but this problem is now in the process of being resolved through further investment.
30 Each student is allocated a £200 learning account per level from WSCC, which can be spent on books, learning resources or specific personal development. This system is tailored to individual needs and encourages initiative and decision-making which is compatible with the aims and distinctive features of the programme.
31 The programme is employer driven and relies extensively on the integration of academic study and work-based learning. WSCC contributes to the delivery of the programme through the provision of module coordinators and academic advisers and the involvement of line managers. These contributions are effectively coordinated by the FD coordinator, employed by WSCC. Rather than seeking accreditation of prior (experiential) learning, a majority of students preferred to undertake all modules rather than have experience or qualifications accredited. Students are effectively mentored by their line managers. However, the extent of line manager involvement is not consistent across WSCC. Careful attention needs to be given to the induction and support of line managers as the programme expands.
32 The focus on work-based learning is a strength of the programme. In option modules, students are able to negotiate their own assignments with academic advisers and line managers. While there is a need to ensure comparability between different assignments, this feature helps to ensure that work-based learning is relevant to practice and up to date. The best examples of these negotiated assignments are commendable and are examples of good practice.
33 Despite the dominant role of WSCC in the delivery and assessment of the programme, and the bespoke nature of many of its modules, it is, in principle, extendable to other employers, including those in the voluntary sector. A number of possible future partners have already been identified, including district-level councils and partly autonomous services, such as the Fire Service. A widening of participation would in the longer term offer important opportunities for the enrichment of the programme's work-based curriculum.
The reviewers have confidence in the quality of the students' learning opportunities.
34 UCC has overarching responsibility for monitoring the administration of the programme and for the enhancement of its quality and standards. UCC has strong and extensive mechanisms for quality assurance and enhancement which have been properly deployed.
35 The validation of the FD was undertaken, in conformity with UCC practice, in two stages. A preliminary internal process was followed by a final event that involved external assessors. The outcome of the first stage of the process informed the submission to the second. The reports of both events indicate a thorough and searching examination of the proposal.
36 Once validated, UCC programmes are subject to extensive annual review. This internal process examines statistical and documentary material, including the report of the external examiner. The report identifies areas for attention concerning the enhancement of quality and the assurance of standards. The FD underwent its first annual monitoring process in December 2004. This was carried out by the Collaborative Programmes Quality Committee which was established by UCC to have oversight of the institution's shared provision. The extensive recommendations of this committee were subsequently incorporated into an action plan by the School Management Committee.
37 Student input into quality enhancement is facilitated by the regular events at USS which, as well as having a direct pedagogical function, also elicit feedback from those undertaking the programme. Less formal student input is provided through the liaison tutor arrangement.
38 The view of the partner organisations is that the approach that has been used in the design, development and delivery of this FD is innovative and remains relatively unusual in practice. This view was endorsed by the external examiner and is also supported by the reviewers. This FD meets all of the defining characteristics that have been identified in the FDqb. Innovation has been identified in the structure and level of support that is provided by WSCC and the use of practitioner academic advisers to assist students with their studies. There is a clear emphasis on experiential learning and the learning sets are a solution to assisting students with their performance throughout the programme. The recent introduction of the Collaborative Programmes Quality Committee was in response to a criticism of UCC's collaborative practice in a recent institutional review and has been identified as a mechanism of good practice.
The Foundation Degree in Local Government Management validated by University College Chichester and delivered at West Sussex County Council (WSCC) 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.
Conclusions and areas for development
Features of good practice and innovation include:
Strengths of the programme include:
Areas for development include: