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 Network Technology
1 The FdSc Network Technology is awarded by the University of Essex (the University). It is delivered at South East Essex College of Arts and Technology (the College) in Southend. The programme is offered in full-time mode over two years and on a part-time day basis over three years. An evening-only mode was offered but attracted too few students to be viable. The programme is small, with 11 first-year and nine second-year students.
2 The FdSc programme began in 2002 and was developed alongside the College's BSc Network Technology programme, which is also validated by the University. Initially, the two years of the FD were totally common with the first two years of the BSc programme. However, the original second-year Group Project module was changed to a Work-Based Project module for FdSc students for those starting the programme in 2003. This is the only difference between the FD and the first two years of the BSc.
3 Economic activity in the region is dominated by small and medium-sized enterprises (SMEs) and this means that there are limited opportunities for students to gain work experience in a networking context. The nine final-level students were undertaking project-based work experience with seven different employers at the time of the review. These included software developers, schools, colleges and business organisations with information technology (IT) service areas.
4 Rather than use commercially available packages, the College has developed its own intranet system, SeeNet. This is a comprehensive information source and learning environment, which is accessible by staff and students. It is the definitive source of information on courses and modules.
Overall educational aims of the programme
5 The validation document states that the programme is intended to 'facilitate the academic development of industry specialists with the benefits of both a general background in networked systems and experience of vendor-specific requirements, enabling graduates to become realistic applicants for work in the industry. To this end, students should acquire an understanding of the development, design and usage of computer networks established in support of organisational goals'.
6 The self-evaluation states the following aims of the programme, which are intended to equip students to take up relevant employment in the industry or further study.
7 The aims of the FD are set out in the programme specifications, which identify the intended learning outcomes (ILOs), in terms of knowledge, understanding, and intellectual/cognitive, practical and key skills. These are linked to teaching and learning methods, and assessment. The originally validated aims of the programme have been refined and clarified in the latest version of the programme specification, which reflects the original validation document, the Subject benchmark statement for computing and the draft for the Foundation Degree: qualification benchmark.
8 The aims of the programme were informed by regional skills shortages and the widening participation agenda, which is a feature of the partnership with the University. In addition, views were obtained from three significant employers in the sector.
9 The programme aims are supported by ILOs that are progressively developed from level 1 to level 2 and are consistent with the FHEQ at intermediate level. They also reflect current occupational standards; for example, vendor curricula from CISCO and Microsoft are embedded. The programme aims are also designed to prepare students for progression to final honours level.
10 Students are provided with a course handbook that sets out the aims and ILOs. This and other programme information is also available on SeeNet. The handbooks provide module/unit information, assessment schedules, appeals procedures, and related course management, student support and monitoring details. Students are provided with additional detailed information in year handbooks.
11 The programme has a credit rating of 240 credits. Articulation arrangements are in place to enable students to progress to the final year of the BSc (Hons) in Network Technology. Some six students have made this transfer and are all still on the programme, suggesting that the FD was appropriate preparation for the third year of the BSc. Given the commonality between the programmes, there is no need for a bridging element. While no formal arrangements are in place for articulation to other higher education (HE) institutions, advice is given on employment opportunities and the completion of the vendor certification.
12 The programme was designed for flexibility in terms of the mode of study and the period for completion. Full-time students follow a two-year programme which embraces work placement, while those in employment may opt to progress at a rate more suited to their needs (or the needs of the employer) by infilling on to the full-time modules. Some additional flexibility has been created by the delivery of the operating systems module by distance learning and on-line access to the CISCO curriculum and associated tests at any time.
13 It is possible for students with non-traditional entry qualifications to attain the programme outcomes. Accreditation of prior learning is available but has not been used to date. The design of the curriculum supports lifelong learning, notably through a personal development plan produced in the first-year Personal Development module and the Graduate Skills Development module in year two.
14 The curriculum provides some integration of vocational skills and their application in a work-based environment with academic knowledge. This is particularly notable in the End User Support and Work-Based Project modules and the incorporation of vendor courseware from Microsoft and CISCO. These elements enhance the characteristics of the FD, and ensure currency and relevance for the workplace.
15 The assessment arrangements are in the student handbooks distributed to students and held on SeeNet. There are inconsistencies in the printed information but students are referred to SeeNet as the definitive version. Students did not appear to know this. They also unanimously stated that they were not given assessment schedules. These are produced and provided in the course handbook, but have clearly not been communicated effectively to students.
16 The external examiner and scrutiny of student work indicated that the assessment processes generally enable the students to achieve the ILOs. In order to support work-related learning, the second-year Group Project has appropriately been replaced with a Work-Based Project this year. At the time of the review, this module was underway, but had not been completed. All proposed projects appear to match the module objectives, and most are appropriate.
17 While generally satisfactory, some assessment issues were identified during the review. Staff have acknowledged that the programme, as originally designed, contained an overreliance on examinations. Some minor changes have been made to start to address this. While acknowledging that some examinations are appropriate, the current emphasis is not fully consistent with the ILOs. Assessment criteria, while generally appropriate, are sometimes too widely specified.
18 Assessment instruments are externally moderated. The assessment for both years is the same as for the honours programme. All assessments are double-marked. Marking of work is to an appropriate standard, a view supported by the external examiner.
19 Work-based assessment is supported through the use of vendor-specific modules. The risk with this approach is that vendor curricula tend to be tightly focused on providing knowledge and skills, and do not include the key skills of transferability, communication, personal reflection and the more traditional academic skills of analysis and critical reflection. The programme overcomes this by judicious use of assessments that encourage the development of these skills. There are plans for ongoing formative assessment of students by employers in the Work-Based Project and for employer participation in summative assessment. Employers are generally, however, not involved in assignment design or summative assessment of students. Such involvement would be contrary to University assessment regulations.
20 There is a secure and comprehensive in-house designed HE tracking system (HEAT) which prints a coversheet when the students submit their work; automatically applies capping; and indicates late submissions, resits, and repeated years. Students receive an individual transcript detailing their achievements at module level; the overall outcome, and any progression constraints.
21 For the cohort joining in 2002, the FD was not graded. Subsequent graduates will be awarded a degree with Distinction, Merit or Pass. There have been no graduates under this latter arrangement.
22 The use of industry-standard vendor qualifications is laudable. Not only do students gain knowledge and skills that enhance their employability, they also have the option of gaining vendor recognition by taking the appropriate vendor assessments, which are separate from the FD assessments.
23 The external examiner reported in 2004 that the achievement of students is in line with that of students on similar programmes elsewhere. He had raised several issues in 2003 and reported that these had been dealt with satisfactorily. The reviewers looked at a range of student work including coursework and examinations. Overall, these indicated that students showed appropriate levels of knowledge and understanding and of general and subject-specific skills. In a few cases, students demonstrated weak analytical skills.
24 A large proportion of students have progressed or achieved the award only after assessment resits or retaking the year. Of the first cohort, only 23 per cent passed the first year at the first attempt; with a further 46 per cent able to progress after resits. This has subsequently improved. Of the 22 students enrolling in 2003-04, five could not progress, while seven others needed to undertake assessment resits before progressing. Staff attribute the improvement to a stronger cohort of students, their own greater experience of teaching at this level and the changes to assessment.
25 The College identified the need for the course through a consideration of published reports on IT skills shortages in East Anglia. At the time of the design of the course, the relevant Sector Skills Council (SSC) had only just been formed and so had limited influence on the course design. Several employers were sent course proposals for comment and took part in the Validation Event.
26 The local economy is dominated by SMEs serving a range of industries. In many cases, these companies have little computer expertise. Consequently there has been little direct employer involvement in continuing curricular development. Nonetheless, the College has held an information evening for local employers with a view to increasing its links to local employers and establishing an employers' forum, thus formalising the process of consultation. This is a welcome development.
27 For the first cohort of students who joined the programme in 2002 there was no formal work placement, but students could opt to undertake placements if they could find them. Only about 50 per cent actually undertook any work experience, and this was mostly within the College. In order to strengthen the work-related elements of the course, modifications were made to specific modules. In the End User Support module at level 1, students approach a local company and analyse the computer system used. The Work-Related Project at level 2 involves students performing project work within a local company. Due to the nature of local employers, students will often have greater computing expertise than is present in the company, and so the basis of the module is that students act as consultants. Technical support is provided by the College.
28 The reviewers confirm that the arrangements for work placement fulfil the requirements for a FD. The College has appointed an employer liaison tutor to develop employer links and strengthen communication between the College, students and employers. The reviewers welcome this appointment.
29 There is no formal involvement of employers in assessment, although students are interviewed by the employer, together with college staff on completion of the Project module. The employer's comments help inform the project assessment, which is also based on a portfolio produced during the placement. Students are given clear guidelines of the expectations of this portfolio and of the allocation of marks. The College is encouraged to seek ways of further employer involvement in the delivery and assessment of the course.
The reviewers have confidence in the academic standards and achievements of students.
30 The programme involves a variety of teaching and learning methods. There is a strong emphasis on learning through the development of work-related skills focused on vocationally relevant contexts. Students are also prepared for possible progress to an honours programme. Teaching and learning occurs through the use of lectures, seminars, tutorials and practical sessions. Classes are held in common with students on the BSc (Hons) in Network Technology.
31 The relatively poor attainment rates of FD students, in some modules, suggests that, while the teaching and learning methods adopted for the FD in Network Technology are generally satisfactory, there is room for improvement. The team has identified this problem and has made improvements but more adaptation is required.
32 The introduction of a consultancy-model project in year two in 2004-05 has strengthened the work-based elements of the teaching and learning strategy. The approach to the first year End User Support module has the advantage that students are based in the College and have all the support mechanisms that the team offers, including weekly classes and workshops, while preparing the students for the Work-based Project in the second year.
33 The College has an extensive and effective student-support system that is available to students from pre-admission and throughout their period of study. This includes support from the College's careers office to help them gain employment. The College provides students with an HE student handbook, a course handbook for each year and individual module guides for each module. All this information is available on SeeNet. The institution may wish to consider reducing the amount of printed materials, as there is considerable duplication and potential for confusion.
34 There is good support for students undertaking work-based learning (WBL) activities. Both employers and students are issued with information packs giving details of the Work-Based Project module, its assessment, and the terms and conditions of the placement. It is intended that students will be visited at their placement by college staff and interviewed on completion by college staff and the employer.
35 Students complimented the teaching team on the overall level of support they receive. All students have a personal tutor, and a weekly tutorial session. Often these sessions turn into additional subject tutorials, which students appreciate. Students develop a personal development journal in year one, but this is not continued into year two. The team may wish to consider continuing this into the second year.
36 There is a useful cover sheet for providing feedback and some tutors complete these comprehensively, but others are terse and unhelpful. Students retain the coversheets but their assessed work is kept back for the external examiner. All tutors provide oral feedback, some in tutorial sessions, others on request and students appreciate this. As a result of these practices, however, students are not getting consistent, full and permanent feedback to help support their learning.
37 There are sufficient staff available for the programme. Most have relevant industrial experience and have an appropriate level of qualification. Several are working towards higher degrees, while others have undertaken the CISCO, Certified Network Associate and Network Professional awards.
38 The College offers a good range of in-house staff-development activities, which are well supported by the staff teaching the FD. However, there is much more limited evidence of attendance at subject-related courses and conferences. The College offers a further 10 days a year for staff to undertake scholarly activities.
39 The College is situated in a new building, which is very suitable for its purpose. At present, computing facilities are housed in large open areas with limited division between open-access computers and teaching areas. Students reported that they found these conditions distracting owing to the high noise level. The College is proposing to modify the layout in order to make more enclosed areas available.
40 There is adequate availability of suitable PCs and the College has an appropriate strategy for keeping these resources up to date. The Microsoft Academy Suite is a self-financing unit that is equipped with high-specification equipment. Similarly, the CISCO laboratory has a good level of resource provision.
41 The library houses a limited range of books for HE students and many of these are rather dated. Students reported that they often did not have enough books to undertake their assignments. At the time of the review, students had reading rights at the University of Essex library, and a fortnightly van service was about to be introduced enabling students to order books from that library and borrow them on the College library terms. The College subscribes to some computing journals and also has access to others on-line.
42 The main vehicle for WBL is the Project. Students are able to find their own placement or choose one suggested by the College. The precise specification of the individual project is negotiated between employer and student, resulting in a signed agreement. The Project then has to gain the approval of the module leader.
43 Both employers and students are issued with information packs giving details of the module, assessment and the terms and conditions of the placement. Some of the material is shared with another course and there is potential confusion over some of the detail (for example, module numbers). The reviewers consider that the material issued should only relate to the specific course involved in order to prevent confusion.
44 It is commendable that all nine students in the second year are involved in placements in seven different companies. The reviewers acknowledge the difficulty of finding suitable networking projects, since employers are naturally unwilling to allow students to change configurations, for example, on mission-critical systems. Because students often have greater computing knowledge than the employer, the latter is often only able to offer mentoring in respect of aspects such as project management and communications, leaving the 'technical' mentoring to college staff. The reviewers expressed concern about one work-based project that requires the students to design and produce a database. The students have had no relevant underpinning in this area to help them make a realistic attempt at the technical aspects of the project. This could adversely impact on the students' performance and indicates that some aspects of the overseeing of projects are weak.
45 The first-year module, End User Support, involves the student identifying a suitable company and analysing their existing computer system. This is an appropriate means of introducing students to the workplace.
46 Little use is made of invited guest lecturers from industry, currently restricted to a lecturer from a member of the College's helpdesk. This is an area that needs development.
47 The reviewers confirm that the procedures for WBL do satisfy the defining characteristic of FDs, but encourage further development in this area.
The reviewers have confidence in the quality of the students' learning opportunities.
48 The College has a developing system of quality assurance. Well-defined procedures are in place to ensure effective strategic monitoring and management. The overall quality framework is designed to harmonise the requirements of the College and the University, and incorporates appropriate aspects of the QAA framework.
49 There are appropriate arrangements for the monitoring of the programme. An annual course team review leads to the production of a self-assessment report, which is the main instrument for the review of standards and the enhancement of quality. Arising from the report, an action plan is produced covering key areas such as student recruitment, achievement, assessment and feedback, resources, and staff development. The report is considered by the School Board and the HE Board of Studies, and reviewed by the Dean of Learning Partnerships. The University has overall responsibility for quality assurance. The Dean has representation on the HE Board of Studies, while the College is represented on the Board of Studies for Learning Partnerships. This latter Board oversees the quality and standards of the University's partnership provision, and ensures that the quality of HE programmes delivered at the College aligns with that at the University.
50 All schools delivering HE have two representatives on the College HE Board of Studies and are required to feedback to the HE School Board. The HE teaching staff are invited to a monthly HE Staff Forum, there is a dedicated HE website available on SeeNet and a HE staff handbook is provided to all staff.
51 There are appropriate arrangements for the appointment of external examiners. They are nominated by the College to the Dean of Learning Partnerships and appointed by the University. The College's responses to external examiner reports are submitted to the Board of Studies for Learning Partnerships after consideration by the Dean. The external examiner for the FD Network Technology visited the College for the examination board process and gave positive feedback.
52 The reviewers saw evidence of effective working in the College system, including feedback on the self-evaluation report and the action plan from the University. However, there are inadequate formal mechanisms for obtaining the views of the students, and the FD students do not have their own course representative. Contributions from other course representatives at team meetings, or from student questionnaires, were limited, with very little at module level. The reviewers recommend that the procedures for collecting student feedback are reviewed.
53 The use of vendor-specific curricular provision within the FD is a noteworthy element of the programme. The potential of such practice is significant and should be encouraged within the HE sector as a whole. It is important to ensure that such vendor/industry curricula are adapted to include the skills required of a level C or level 1 module or group of modules, such as analysis, problem-solving, communication and other key and transferable skills.
54 The College has developed its SeeNet system over a number of years. It holds all the definitive information that students need and is an internet-based system that allows students to access resources on and off campus. The system maintains all records on assessments, and maintains assessment tracking for HE students in general, and the FdSc Network Technology in particular.
55 SeeNet also provides a flexible and easy means for staff to plan individual lessons and provide these plans and associated resources to students. It is fully integrated into the whole of the College's teaching and learning and provides students with an easy-to-access and definitive source of information. The College plans to extend the system to offer even greater flexibility. An institutional intranet, which offers such a comprehensive service, including lesson planning, resources and resource availability to all students is worthy of wider dissemination.
The Foundation Degree (FD) in Network Technology validated by the University of Essex and delivered at South East Essex College of Arts and Technology, 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 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: