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 programme is validated by the University of the Arts, London (the University). It is located in the School of Media (the School) within the largest of the University's constituent colleges, the London College of Communication (LCC). The University, formerly the London Institute, gained its current title in May 2004. LCC was the London College of Printing until 2003.
2 The programme is delivered in full-time mode. At the time of the review there were 43 second-year and 40 first-year students. The first cohort completed the programme in 2004 and there were 23 graduates. There is a placement unit within the first year, but this may be undertaken in-house, with students assisting on second-year projects. In 2005, students obtained placements with some 15 employers, including film production companies, equipment supply companies and animation producers. In year two, students work towards briefs developed in conjunction with industry, usually on LCC premises.
3 All FDs at LCC aim to:
4 Specifically, the Communication Media Degree Programme aims to equip graduates with the creative, academic, analytic and strategic skills that are of direct application to the media industries.
5 All courses in the Communication Media Degree Programme (BA Journalism, BA Film and Video, BA Sound Arts and Design, BA Photography, BA Media and Cultural Studies, FdA Journalism, FdA Photojournalism, FdA Media Practice) share the following common aims:
6 The aims and intended learning outcomes (ILOs) of the FD in Media Practice correspond to appropriate sections of the Subject benchmark statement for communication, media, film and cultural studies. Educational, personal achievement and career aims relate well to the ILOs. In turn, these are well suited to the development of the relevant practical skills, subject knowledge, and intellectual and transferable skills that will enable students to work as media practitioners.
7 The aims and ILOs are appropriate for the intermediate level of FHEQ and a sound basis for achieving the defining characteristics of FDs. Aims and ILOs of the award are clearly articulated in the programme specifications and the student course handbook. Employer guidance documents are clear and concise; the value of this documentation was confirmed with work placement providers. The ILOs at the unit level relate well to the overall provision, including programmes to which students may progress.
8 Employer involvement is maintained and developed through liaison activity related to work-based learning (WBL). The contribution of fractional and associate lecturers who are active in the industry, together with the recently formed Programme Steering Group and conference activity in July 2004, have also provided an effective means for the maintenance of employer participation. This involvement makes an effective contribution to the currency of ILOs and their relevance to occupational standards and practice.
9 The programme aims to widen access. There is evidence in the student profile of some success towards widening participation. For example, for the 2003-04 and 2004-05 cohorts, 20 of those recruited were over 25, and 25 of the 86 enrolments had qualifications other than GCE A-Level, Advanced GNVQ or BTEC National Diploma. The programme is only delivered in full-time mode, as staff believe that other modes would not allow them to deliver all aspects of the programme, for example, the significant amounts of group work. As a result, the programme is not well positioned to attract a more diverse range of students who may require more flexible attendance patterns.
10 The credit rating for the programme is appropriate; 120 credit points achieved in each of the two years is comprised of 80 credits which are specific to media practice, 20 credits which are devoted to core studies and 20 credits allocated to personal and professional development. WBL comprises 70 credits, 30 of which are achieved in year one of the course and 40 of which are achieved in year two. Content is well matched to the intermediate level of FHEQ and reflects the Subject benchmark statement.
11 Articulation arrangements are in existence for progression to the BA (Hons) Film and Video degree. To be considered for progression to the third year of the honours programme, students must achieve a Merit profile, succeed at interview and successfully complete a bridging unit. These requirements are extensive and, in meetings, staff acknowledged that the number of places available in any year depends upon retention rates of the honours programme. In view of the defining characteristics of FDs which require guaranteed articulation to an honours programme, LCC should keep these requirements under review. This issue is now being addressed. A graduate certificate and diploma qualifications for those without Merit profile are currently under development.
12 Vocational skills and their application in a work-based environment are appropriately balanced with academic knowledge and understanding; WBL represents 70 credits of the course, and is facilitated through a four-week work placement in year one and simulated industry projects in year two. Most students obtain external work placements in year one, but some opt to support second-year projects as simulated work placement. The course team makes a substantial effort to match the interests and needs of students to their work placements and WBL integrates well with the Personal and Professional Development (PPD) and Production Skills units. The curriculum promotes lifelong learning; for example, through the PPD units, which are concerned with diagnostic assessments and skills development. Curriculum design satisfies the requirements for historical, critical and theoretical knowledge and understanding.
13 A range of appropriate assessment methods reflects and tests ILOs. These include practical projects, written assignments and production diaries and reflective journals. There is a good balance between individual and group work, with some good examples of the latter which enable students' individual contributions to be recognised and assessed. Students are generally aware of the nature of assessment in each unit. However, this was not the case regarding the Work Placement unit. The Work-Based Learning Guide details how, as part of their assessment, students are required to produce a written report and a production diary. They are also required to give a short five-minute presentation, which is not assessed but provides an opportunity to share experiences with other students. Despite the detail of the Guide, it became clear that not all students fully understood how their work placement was assessed.
14 The documentation and briefings provided for students are generally good. Assessment criteria for specific pieces of work are clear and helpful. Grading criteria are provided although they could distinguish more clearly between different levels of student attainment. Overall, assessment arrangements are robust and fair. There is a policy for internal verification/moderation and its operation was evidenced in student work, but the processes were not always consistently applied and recorded. The use of both numeric and alphabetic grading systems in different units is confusing and hinders transparency in assessment practices. The external examiner reported full confidence in the rigour and robustness of assessment processes.
15 While generally appropriate, assessments did not always provide students with adequate opportunities to reflect on how theoretical considerations influence their projects. The role of critical reflection within the production units is not clear, students are often not being required to reflect sufficiently on the professional and historical context of their practice. Furthermore, marking does not always take appropriate account of issues such as the proper provision of referencing and bibliographies. Such issues are important if the programme is to fulfil the aims of preparing students for further study and getting them to apply conceptual understanding to their practice.
16 Overall achievement has been good to date. Of the 23 graduates in 2004, two achieved Distinction, 13 achieved Merit Plus, six achieved Merit and two a Pass, while five of these graduates progressed to the articulated honours programme.
17 Student work seen by the reviewers demonstrated an appropriate level of achievement. It showed that students develop a range of relevant practical skills. Some production work was of a high standard. The external examiner confirmed the standards of student achievement.
18 Students were well aware of prospective employment markets and of how the course was equipping them for subsequent employment. The course also develops appropriate professional skills and prepares students for further study.
19 Programme ILOs are ambitious, and generally students achieve these. Students show developing attributes of self reflection and evaluation. However, some student work showed limited analytical skills and limited attempts to contextualise project work. Students achieve the technical and professional ILOs for the programme. The best work demonstrates an implicit understanding of historic, contemporary and contextual media issues, in line with the overall aim to encourage students to apply a conceptual understanding and perspective to a range of creative practices. However, a lack of opportunities for students to undertake self reflection on the location of their own work within an historical context, and within contemporary professional practice, mitigates against wider achievement of this.
20 The ILOs relating to WBL requirements focus on the importance of practice in preparing students to work in the industry. This is clearly reflected in the two Production Skills units and in the PPD units.
21 During the validation process, a wide range of employers from the film and television sectors was consulted, including the BBC and employers from the independent and freelance sectors. An industry steering group has recently been established. Its remit is to comment on the content of the curriculum, the assessment of students, WBL and the employability of students. It has only met once, but it should provide a valuable forum within which to maintain a dialogue with employers.
22 Students confirmed the value of their first-year work-placement experience in gaining an insight into the nature and working practices of the media industry. The course team are to be commended on the diversity of placement opportunities that are offered to students, ranging from community video practice to live broadcast television.
23 On completion of a student's work placement, the employer is asked to complete an appraisal form in conjunction with the student. It captures a range of transferable and professional skills in an appropriate manner and is an important element of the students' formative assessment. The course team uses the document to facilitate a structured discussion with students on their work placement.
The reviewers have confidence in the academic standards and achievements of students.
24 Learning and teaching methods are outlined in the Student Course Handbook, and informed by awareness of the Learning and Teaching Strategy for the University and for LCC. The range of learning and teaching methods is appropriate to the programme ILOs. Lectures, workshops, computer-based learning, seminars and individual/group tutorials are coherently mixed across a variety of units that offers an overall balance of modes of delivery, with an emphasis on group-based practical production work. Industry guest speakers also contribute to the delivery of the course. The delivery of the curriculum is supported by appropriate learning materials.
25 Staff were aware that not all students could secure relevant work experience, but were able to demonstrate that students are offered equality of opportunity in this regard. Staff had also considered the problem of ensuring the parity of learning experience for those on external placement and had introduced a reflective diary for use by students while engaged in WBL. This presents a valuable opportunity for students to reflect on learning processes and to encourage direct involvement of employers in evaluating student performance.
26 The programme successfully develops students' learning skills and promotes independent and lifelong learning, notably in production work. The PPD units encourage students actively to reflect on their learning experience and to record their 'employability' skills. However, these units are not clearly linked to the rest of the programme.
27 Evidence suggests that student expectations are realistic and are being met. In 2002-03, 23 from an original intake of 28 completed, with no academic failures; in 2003-04, 46 students enrolled and 43 are still on the programme, again with no academic failures. These good levels of progression and retention indicate that students are appropriately supported.
28 The arrangements for the recruitment, admission and induction of students are fair and consistent. The process for admission to the LCC's School of Media is set out in the Undergraduate Admissions Handbook, which also outlines provision for supporting incoming students who disclose disabilities. Students confirmed that there is a clear system in operation for managing student applications and that written and oral information provided to them was up to date and relevant. Information provided to prospective students and those joining the programme reflects the defining characteristics of an FD.
29 There is a named accreditation of prior (experiential) learning (AP(E)L) adviser within the School and arrangements for the potential APL are in place. Only one student has made a claim for APL to the programme under review to date.
30 Students are given clear and accurate information on the character, content and delivery of the programme through student handbooks, programme specifications, assignment briefs and assessment schedules. In addition, the comprehensive Work-Based Learning Guide for Students provides valuable and clear information about the work placement. From initial contact to the final day of work, students are provided with information on appropriate conduct and how best to record their learning.
31 Students appreciated the ready access to staff who they feel support them in achieving the stated learning outcomes. Personal tutoring, both academic and pastoral, is a strength of the course. Support structures for students with learning disabilities are appropriate and involve an initial informal diagnostic assessment within the level 1 PPD unit, with facilities for subsequent referral/take-up of centrally provided study support.
32 The course is characterised by a desire that students engage with personal development planning through the construction of a PPD. While this represents good practice and is to be encouraged, staff and students recognise the need to develop more integrated assignments to further support student learning and progression. An identified lack of support for students while on work placement has been addressed by the recent appointment of a fractional WBL coordinator.
33 Students confirmed that they received advice and guidance on progression to honours degree level study within LCC and elsewhere. However, staff acknowledged that students had not been given full advice on the requirements for progression to the BA (Hons) Film and Video. New advice will be provided for subsequent cohorts.
34 Students have ready access to advice and information on the requirements of employment, self-employment and entrepreneurial activity as appropriate. This is achieved through simulated live briefs, WBL, PPD units, visiting lecturers and close collaboration with the LCC's Enterprise Centre.
35 The subject team is led by a senior lecturer who is supported by 3.5 fractional staff and eight associate lecturers. All staff have teaching or postgraduate qualifications and recent experience within the industry, including many who are current practitioners.
36 A full-time post has recently been created to support students on work placements and in their personal and professional development. This will help to ensure that students and placement providers are fully prepared.
37 In September 2003, the School moved into purpose-built facilities. The layout and infrastructure were designed to encourage cross-media collaborations, and student work demonstrates that this intention has been realised. The programme makes effective and extensive use of specialist facilities in film, television, animation and sound post-production. An edit training suite contains 16 highly specified computers running appropriate software. It allows the effective demonstration of software and editing techniques. This facility is supported by individual edit suites that are suitable for small-group work. The widescreen digital television studio is also used for filmic work and provides a high-quality production space that is well matched to the provision. Animation facilities include light boxes for drawn animation, rostrum cameras and computers for digital animation.
38 The Library and Learning Resource Centre (LLRC) was opened in 2003. This purpose-built facility is appropriately equipped and provides access to over 230 computers and more than 290 study spaces. The LLRC provides a wide range of relevant learning materials in a variety of formats including 97,500 books; 500 journal titles; 2,000 slides; 3,000 videos and DVDs; and numerous electronic resources. The internet gateway page gives access to a wide range of useful electronic journals and databases. Subject librarians work with course teams and attend the School Course Committee. They purchase materials in liaison with the designated Academic Liaison Representative.
39 There is appropriate technical support for film, video and sound equipment. Facilities, studios and location equipment are all booked centrally with an agreed priority booking system that is based on course priorities and assessment deadlines. Students confirmed that they have access to a full range of relevant facilities and that the provision is appropriate for their programme.
40 The course makes extensive use of media practitioners as both fractional and associate lecturing staff to deliver the course. This ensures that it has a clear vocational focus and contemporary relevance.
41 There is an impressively detailed guide for employers about work placements. It contains clear information about the educational purposes of placement, the responsibilities of students and employers and a form that is used to record the performance of students on work placement. All employers receive either a visit or telephone call from staff at LCC during the placement.
42 The LCC has a WBL forum to support developments, disseminate good practice and provide guidelines to support staff in work-related activities. A major conference on work-related learning was held at LCC in July 2004.
43 Appropriate and adequate policies are in place concerning health and safety in the workplace. Before the start of a placement, all employers are required to complete a health and safety/liability insurance form.
44 Students confirmed that their WBL was effective in helping them to gain a better insight into the world of work. Team skills, interpersonal skills, self-management and the ability to work in a flexible manner were all cited as valuable elements of the experience.
The reviewers have confidence in the quality of the students' learning opportunities.
45 The quality assurance framework is well established and effective. The associated documentation clearly defines where responsibility for assurance and enhancement resides. Operational responsibility for quality assurance is delegated to individual Colleges by the Academic Board of the University. Development of quality policy for approval by the Academic Board is the remit of the Academic Standards and Development Committee, which also maintains an overview of the operation of the quality assurance system and the monitoring of courses. The College Academic Committee (CAC) implements University quality assurance policies within LCC. The CAC is also responsible for the quality of courses and for examining deans' reports and Board of Studies' minutes. Responsibility for the operation and quality of courses within the school is the remit of the School Board of Study. The Course Committee, which is responsible for day-to-day course operation, reports to the School Board of Study.
46 The views of students are valued; there is student representation at Board and Committee meetings at all levels in the system. Student views are also sought through questionnaires such as the induction questionnaire and one in the spring, which focuses on Teaching, Learning and Assessment. There are also termly meetings between the Dean and course representatives in which issues are raised. Students are informed of responses to matters raised formally through the committee structure and in the LCC publication 'Spotlight'. Students confirmed that their concerns are addressed in a timely manner.
47 The programme has been subject to annual monitoring procedures which implement the established quality framework. Matters requiring attention have been addressed, for example, issues raised in external examiners' reports. Where necessary, the minor modifications procedure is used, for example, to make changes to unit content. Discussions with staff indicated that the system is appropriate and effective in improving the quality of provision.
Question 11: Does the evidence in relation to the academic standards and the achievements of students and/or the quality of students' learning opportunities, including their monitoring and enhancement, indicate any areas of innovation and/or examples of good practice that are worthy of wider dissemination?
48 In its self-evaluation, the University identifies three areas of innovation/good practice. These are the use of practitioners as teaching staff, the supportive culture for all students, and the all-through nature of its overall provision which encompasses further education (FE) programmes through to postgraduate provision.
49 The reviewers consider that the inputs from practitioners as associate and sessional lecturers is valuable as a means of providing currency to the programme. It is a practice seen in many institutions and should be encouraged in others. While acknowledging that support for FD students is generally good, it is not unusually so. It reflects the diverse and particular nature of the cohorts, but this is also found in similar situations elsewhere.
50 The University is unusual in the range of its courses, from FE through to master's degrees. This is valuable in providing students with a ladder of opportunities within one organisation. However, progression from the FD to the articulated honours programme is not as smooth and seamless as it might be.
The Foundation Degree (FD) in Media Practice validated by the University of the Arts, London and delivered at the London College of Communication 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.
Strengths of the programmes include:
Areas for development include: