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 FD in Fashion commenced in September 2003 and is one of a suite of FDs which is being developed by The Arts Institute at Bournemouth (AIB). They are currently validated by The Surrey Institute of Art and Design (SIAD), which has granted accredited status to the AIB. The AIB, which is responsible for the development of the FD, is seeking degree-awarding powers. The FD is offered full-time over two years and, as it is in its second year of operation, no students had graduated at the time of the visit.
2 There are currently 42 students studying on the course, 15 in the first intake and 27 in the second. All but three students are female. Students undertake two weeks work experience in the first year, and optionally in the second year, with employers such as Monsoon and Debenhams, as well as smaller manufacturing and retail organisations across the country. Students normally undertake work placement singly, but some employers offer two places. The AIB has links with 20 work placement providers. Students are drawn predominately from the southern and south-west regions. A particular feature of the programme is the close relationship developed with the fashion design and retail chain New Look, which has its headquarters in Weymouth. This association extends from involvement in curricular design and development, through the provision of work placements to the teaching of one unit and inputs to others.
The FD in Fashion is structured in order to enable students to:
3 The self-evaluation lists clear and appropriate course aims and intended learning outcomes (ILOs), which are a sound basis for achieving the defining characteristics of FDs. The aims are set appropriately at the intermediate level of the FHEQ, enabling students to demonstrate suitable intellectual development. The course team has ensured that the aims and ILOs are a reflection of current occupational standards and practice. Work-related learning outcomes are incorporated in appropriate units and allow second-year students to negotiate the emphasis of their studies.
4 There is a clear relationship between individual unit learning outcomes and the units and programme as a whole. Discussions with students, staff and employers showed that there is clear and effective communication and understanding of aims and outcomes to all stakeholders.
5 The course offers 120 credits at both foundation and intermediate levels of the FHEQ. In their second-year, students are able to follow different vocational emphases, towards buying and merchandising or design and making, through a common framework of units where work-related projects are negotiated through a learning agreement with the student. This helps to give both coherence and flexibility to the programme.
6 The AIB has a strong tradition of vocational education and much of the content of the curricula is based on the principle of building relationships between the institution and the workplace. Curricular content is strongly practice based and the institution has contact with an industry liaison group and the Sector Skills Council. The content of the FD is closely modelled on industrial practice and draws upon external professionals who contribute to the curriculum, reinforcing industrial currency. There is, however, limited opportunity to explore and apply the information technology (IT)-based aspects of the curriculum. The assessment evidence produced for this unit did not link closely with the application of IT in the industry. Students identified that they did not feel stretched by this unit.
7 There is an institutional commitment to widening participation, and 60 per cent of students come from vocational education or other non-traditional routes. Students are provided with a free, six-week, pre-higher education (HE) programme. In some cases, participation in this programme becomes a condition for acceptance onto the course. Equality and inclusivity are achieved by valuing commitment rather than qualifications alone. Learning to learn and study skills form part of the basic curriculum. Personal planning and reflection skills are geared towards the promotion of lifelong learning and students are encouraged to become aware of their career aspirations and approaches to learning. Reflective journals and progress files are assessed and this encourages a serious approach to the development of reflective learning.
8 There is guaranteed articulation to the independent BA (Hons) in Fashion Studies. Students intending to follow this route study Issues in Critical and Theoretical Study in their second year. This unit helps them develop their critical and analytical skills in a theoretical framework. The AIB provides a bridging course during the summer vacation; this further prepares students for third-year study. The curriculum also provides opportunities to consider the alternatives of work or progression to further study at other HE providers.
9 The complexity of the assessment process and documentation does not facilitate the use of appropriate assessment criteria. The reviewers found it difficult to track the use of unit learning outcomes in relation to generic assessment criteria in the design of the assessment requirements. In some units, assessment tasks do not fully cover the ILOs. Students, however, stated that they were clear about assessment requirements from the assignment briefs and about the policy on deadlines and the need to plan their workload. Students received an assessment schedule in order to enable them to manage their time.
10 A variety of assessment methods is used including presentations, written evaluations, practical work and learning agreements for the second-year intermediate level negotiated assignments. Assessment is used to provide formative feedback to students as well as to measure their progress. The course team gives students individual feedback tutorials on each module, in addition to written feedback. Students are able to understand the assessment process with the aid of this verbal feedback. A simpler assessment form referenced directly against the learning outcomes would make the process more transparent. The course team is exploring the use of formative peer assessment to support the students in the development of independent learning skills.
11 The preparation for work-based learning (WBL), and its assessment, enables students to understand the relationship between their placement and course-based learning. Assignment briefs and written feedback from staff show consideration of an appropriate range of employment-relevant skills and WBL is assessed through a presentation and a written evaluation. The latter provide evidence that vocational and academic learning were being used and tested in the workplace, although they were largely descriptive, with little analysis.
12 Employers are not involved in the direct assessment of WBL, but help to support the assignment tasks and are fully involved with formative feedback to students. The WBL provider from New Look was clear about how the course learning outcomes could be applied during placement. Employers appreciate the range of knowledge and skills displayed by students on placement.
13 The opportunity to negotiate the outcomes for the Specialist Practice Preparation and Professional Project Planning projects enables students to relate their projects to their personal development profile (PDP) and career aspirations. The evaluations and learning agreements show evidence of some reflection, but students would benefit from more direction on how to structure these and relate them more specifically to the learning outcomes and the development of their PDP skills. Students and staff accepted that learning opportunities and workload could vary according to the nature of the task undertaken, and there is an opportunity to develop mechanisms to ensure parity and equivalence.
14 The assessment process has an appropriate level of rigour and is deemed 'very thorough and fair' by the external examiner. Assessment briefs are developed and reflected upon by the course team and are the subject of continuing review. There was evidence that double-marking is carried out and the AIB is instigating cross-course verification processes this academic year. There are parity meetings across courses at the end of the academic year.
15 Widening participation is facilitated by consideration of accreditation of prior experiential learning and the process is applied in a systematic way.
16 A review of student assignment work from nine units indicates that course outcomes are likely to be achieved and will meet the expectations of the defining characteristics of FDs. The reviewers found more strengths than weaknesses in the standard of work sampled. The samples show that the overall standard of student work is good and appropriate to the nature of the final award. Observation of learning journals, learning agreements and visits to employers, confirm that work undertaken on placements achieves the relevant learning outcomes.
17 Student work shows that transferable skills are being developed with a healthy level of integration of activities and skills. Individual student learning agreements show a reflective approach by students to their direction and progression. There was little evidence of a systematic development of analytical skills. Students and employers confirmed the development of technical and work-specific skills that are achieved both on-campus and in the workplace.
18 The satisfactory achievement of students is reinforced by good retention, with all of the first cohort progressing to the second year. In preparation for progression to BA (Hons) programmes, seven out of 15 students have enrolled on the optional unit Issues in Critical and Theoretical Study. Students were clear about their intended destinations and are confident that their skills are appropriate for progression to employment or further study.
19 Employers were involved in the design of the curriculum and participated in the validation processes. Guidance was sought from the Sector Skills Council and there is evidence that industry is informing the continuing development of the curriculum through the Industrial Liaison Group. The course has been successful in securing a core of placement providers ranging from small companies to major high street retailers within the local area and in central London. These afford the students a range of opportunities.
20 The course enjoys a close relationship with New Look in Weymouth. Personnel from New Look teach on the course and are closely involved in its development. The connection provides a very good opportunity for students to witness this area of the industry in action and to appreciate the kinds of behaviours and approaches that they should adopt in order to be successful in the employment arena.
21 The learning outcomes and assessment processes are particularly relevant to the industrial context of the course, and provide a distinctive character that clearly defines this as a stand-alone qualification enabling graduates to enter employment. Employers have a positive approach to their work with the AIB. Companies that offered opportunities to other institutions, and were well placed to compare the qualities of the individuals attending work experience, commented favourably on the qualities of the AIB students.
The reviewers have confidence in the emerging academic standards and emerging achievements of students.
22 The course is informed by the institution's learning, teaching and assessment strategy, characterised by the delivery of a flexible curriculum. The course handbook outlines the range of learning and teaching methods, which includes workshop/studio practice, lectures, seminars, group critiques, guided reading, tutorials, projects, demonstrations, learning teams, personal planning and reflection, work-related learning and independent study. Student work confirms the breadth and effectiveness of this range to promote the integration of academic studies with WBL.
23 The delivery of the curriculum is generally supported by appropriate learning materials. The Computer Applications unit has caused some concern, due to lack of opportunity to engage with the industry-specific computer-aided design software provided. This is being addressed through unit amendments and the appointment of a technician tutor who works closely with the course team. Other units are enriched by the use of live projects and visiting lecturers.
24 In their second year, students are able to negotiate the focus of particular study activities with tutors and follow particular emphasis towards design practice or retail and buying aspects. Tutorial support facilitates the negotiable unit content through the use of learning agreements, which specify the scope of study and assessment. All students are following a full-time route and are not in relevant employment. There is some flexibility for individual learning opportunities to be explored. For example, students have been given deadline extensions to enable uptake of placement opportunities in their first year. The encouragement of students to use self-reflective learning is a feature of the course, and student work shows that they are willing to take responsibility for their own development and learning in a range of different situations.
25 Course Board meeting minutes show that the staff team is able to develop the learning methods and materials through feedback from students, use of visiting lecturers, live projects, consultation with the industry through the Industry Liaison Group, and with staff from other programmes such as BA (Hons) Fashion Studies.
26 Course information is generally suitable for students, who receive a comprehensive handbook. The pre-study course ensures that support needs are met from the outset. There is well-organised entry support, including a diagnostic exercise embedded in the induction processes that identifies students in need of dyslexia or study support.
27 Students are subsequently well supported at both course and college level. They have access to advisers on financial issues and careers. Staff goodwill enables a high level of support on a one-to-one basis. The level of tutorial support is exceptionally good, but may not be sustainable if numbers on the course grow. There are two units that support the development and recording of PDP. Throughout the course, students have other opportunities to develop these skills, apply them and reflect upon them through teamworking activities and live briefs.
28 There is excellent support for students while on placement, both by course staff and by host employers. Placement packs are used to provide materials for students and for employers. Pastoral support is available by phone and email while the students are on placement, and appropriate checks on employers are carried out.
29 Students are briefed on progression to the BA (Hons) and or employment at the beginning of the second year. There are strong links between the BA and FD. Students are consulted at key stages, particularly at the beginning of level 2, as to the likelihood of their progressing to the BA. Students were satisfied that these advice sessions remained objective, and set out clearly the choices that FD students are able to make. Information on progression is also supplied within the course handbook.
30 Staffing levels have been increased from the first year, with two staff fully committed to the FD and four others working across the FD and BA (Hons) Fashion programmes. In conjunction with a variety of visiting and part-time staff from practice, these are appropriate to sustaining the programme. Staff curricula vitae show that they have appropriate qualifications and evidence a wide variety of skills and professional or industrial practice. Most staff have professional experience of the industry. There is a yearly review of the staffing level against student/industry needs.
31 There are good library resources within a purpose-built environment that is expanding to include a display area for a design museum. This provides good examples of aesthetic references, which match a well organised and catalogued library. There is access to a wide range of standard industry texts, and relevant on-line materials such as the Worth Global Style Network. The library has extended hours, including evenings and Saturdays.
32 The AIB provides good general IT facilities. The student-computer ratio of 6:1 is sufficient to support course delivery. Students have ready access to the most appropriate generic software, for example, Photoshop, Illustrator. Fashion industry-specific software, including the Lectra system, is also available but is yet to be fully integrated into the curriculum. Support sessions for IT are geared towards helping students in the general use of computers and other electronic resources.
33 The AIB prides itself on the industry-standard resources it has set for the delivery of the FD in Fashion. The course is provided with ample resources for the workshop-based elements of the programme. Industry representatives support the technological investment at the AIB as being wholly appropriate. The strong links with industry through the Industrial Liaison Group enables the staff team to keep abreast of industry developments, and the team engage in reciprocal visits to employers.
34 WBL is clearly integrated into the course, which has a strong vocational emphasis. Students are involved with live projects as well as experiencing a placement unit in industry for two weeks in the first year and the option of further WBL in year two. Visiting lecturers contribute to the delivery and this is well planned and integrated in to the schedule. Employers also have an important role in delivery.
35 The management of the placement process involves a lot of effort by the course team. Placement providers are briefed and students have an identified mentor for their placements. Employers provide formative feedback, and there is evidence from this process that students are developing the appropriate skills. The course team visits the majority of students who are on placement. This adheres to the institutional policy on placements and the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), published by QAA. There are open channels of communication amongst the provider the course team and the student during the placement.
36 The AIB requires employers to be responsible for health and safety and risk assessment. A greater emphasis on risk assessment would reflect more closely the Code of practice, Section 9: Placement learning.
The reviewers have confidence in the quality of the
37 SIAD validates all HE courses at the AIB. Following an institutional review, SIAD has delegated quality assurance to the AIB, which is now seeking approval for degree-awarding powers. The internal validation process is sound, meeting requirements for employer consultation through use of external members and the Sector Skills Council. Foundation Degree Forward reviewed and commented favourably on the AIB's documentation. The Industrial Liaison Group is now fully established with formal terms of reference.
38 Clear mechanisms are in place for ensuring the course is monitored systematically against its learning outcomes, with course action plans drawn up to promote improvement. The establishment of the Industrial Liaison Group provides opportunity for review of curricular currency. Some employers would welcome further opportunities to contribute to course development and enhancement through monitoring and review.
39 The annual course monitoring report (ACMR) takes account of the outcomes of the Student Perception Survey, which uses a 25 per cent sample of units for evaluation purposes. The ACMR also includes comments from the external examiner who reviews work from all modules. The external examiner also examines the honours degree course, and this is deemed good practice. A number of issues have been raised through different forums and there is evidence that these have been or are still being addressed. Action plans are approved and issues may be addressed at institution level. Assessment regulations are clearly laid out in the HE Regulations, which also includes internal moderation procedures.
40 The FD in Fashion has a distinctive character, with a strong independent identity. The close links with employers in the design, development and delivery of the course, the good-quality work-placement opportunities and the integration of work-related learning through live projects and industry-related teaching constitutes good practice. Overall, through the constructive links with employers the Institute offers effective learning opportunities closely matched to the defining characteristics of FDs.
41 The flexibility in the second year of the course allows students the option of different emphases for study through some units by use of negotiated learning agreements. There is further flexibility, which allows students to plan their studies to facilitate progression to a degree or to employment. This combination of choices is a bold and innovative approach to delivering a range of outcomes for small groups of students, within the spirit of FDs. The reviewers anticipate that some further development will be necessary: to ensure equivalence of workload and challenge; to nurture analytical skills to sustain BA (Hons)-level study and to encourage more structured reflection and to ensure that all options have related progression opportunities.
The Foundation Degree in Fashion validated by The Surrey Institute of Art and Design and delivered by The Arts Institute at Bournemouth was reviewed in the academic year 2004-05. Judgements were made about the emerging academic standards and the emerging achievement of students and the quality of learning opportunities provided.
Overall, the reviewers have confidence in the emerging standards and emerging achievements of students.
Overall, the reviewers have confidence in the quality of learning opportunities.
Features identified as good practice and innovation include:
Strengths of the programme include:
Areas for development include: