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 FDPS is located in the Department of Humanities and Social Sciences in the Faculty of Arts, Law and Social Sciences and is located at Anglia Polytechnic University's (APU) Cambridge campus with both full and part-time students. There are 11 sites of work-based learning (WBL) primarily in Cambridge, the remainder being within the county except for one in nearby Hertfordshire. Two of these sites provide shelter for the homeless; while the Army, an Officers' Training Core and the Territorial Army provide a further three sites. Other sites based with emergency and rescue services include a civil protection unit, a constabulary, St John's Ambulance, a fire and rescue service and a private fire service.
2 Progression is to a newly designed top-up honours programme, BA (Hons) Public Service, and no bridging programme is required.
3 The FD is informed by professional development programmes within the police, fire and rescue services, and by the national occupational standards of tangential professions including social care and custodial care.
4 At the time of the review there were 24 full-time students on the course, and two part-time students who are currently employed within the fire service. None of the full-time students is seconded onto the course.
5 The FDPS aims to:
6 The aims and learning outcomes are consistent with some of the defining characteristics of FDs and are appropriately linked, with particular emphasis on relevant employer involvement, independent learning, and accessibility. Representatives from the police and fire and rescue services are aware and are strongly supportive of the broad programme aims and outcomes, stating that there was an acknowledged need for higher education (HE) to supplement operational training provided by the workplace. The aims reflect the need to develop a critical awareness of public service, citizenship and ethics prior to embarking on employment-specific training within the uniformed and emergency services. The programme is wholly informed by the promotion of sensitivity of cultural awareness and diversity that is increasingly necessary for the uniformed and emergency services.
7 Programme learning outcomes specify knowledge and understanding of the whole public sector, together with the application of concepts and knowledge in the workplace, and is sufficient for the development of generic public sector skills with particular emphasis on uniformed public service. The learning outcomes are appropriate to the achievement of the intermediate level of the FHEQ; with progression from certificate to intermediate level signalled by differentiated learning outcomes for knowledge, understanding and skills. There is sensitivity by the course staff to the difficulty of operating conventional work placements in the emergency services.
8 The programme aims and learning outcomes are clearly stated in the module definition forms and the pathway specification form. They are effectively communicated to students through the student handbook, with useful general information provided to employers. Students stated that they needed greater clarification on the purpose of WBL. However, they have a clear and appreciative understanding of the defining characteristics of the FD.
9 Module learning outcomes reflect the programme learning outcomes, especially the need to acquire relevant knowledge and to integrate this knowledge in practice. The module definition forms offer a strong and coherent presentation of specified outcomes with supporting commentary, indicative outline, delivery activities and learning resources/reading, and assessment. The student handbook communicates general programme aims in a user-friendly fashion and specific learning objectives are provided in individual module guides.
10 The design and content of the curriculum successfully reflects the defining characteristics of FDs and enables students to achieve the programme learning outcomes. The FD award is gained with 240 credits, typically studied over two years, although study can be extended beyond this period through part-time study. There are 110 compulsory credits in year one and 100 compulsory credits in year two, including WBL as 20-credit compulsory modules in each year.
11 The curriculum ensures a balanced coverage of key general areas relating to the public sector through modules including governance and political controversy. A number of imaginative areas directly relevant to public service employment are also included, such as disaster planning and welfare management and a wide range of employment-relevant options is available including criminalistics, people management and firearms and explosives.
12 There is a strong and compelling commitment to public service throughout the programme. Some students currently undertake WBL with a private sector provider of emergency services and the changing relationship between the public and private sectors as deliverers of public services might be further explored within the curriculum.
13 The academic and the work-related parts of the curriculum are complemented by work-based modules in both years of the programme. In consultation with employers, the curriculum is designed to complement service-based training with emphasis on the application of academic knowledge and understanding of the work sector, with ongoing employer forum involvement in curriculum monitoring and development.
14 The needs of students with non-traditional entry qualifications are supported through a skill-specific module at level 1 and through the embedding of skills across all other units. The curriculum effectively provides for the development of independent learning skills for the promotion of lifelong learning, and for the integration of academic knowledge with work experience.
15 Articulation arrangements exist to the BA (Hons) Public Service that differs from the FD in not having specific WBL, but requires research methods training and a dissertation and offers a broader range of options. The modules build on all aspects of learning on the FD and was designed specifically for progression from this programme. FD students are aware of progression opportunities and enthusiastic about the ways in which the FD and honours programme may expand their intellectual horizons and equip them with relevant employment skills.
16 Clear and structured processes ensure that assessment is kept under systematic and effective review. Since 2004, a more coherent examination board structure has been introduced that is specific to the FD.
17 Module assessments are consistent with the learning outcomes and with the intermediate level of FHEQ. They test students' knowledge and understanding of concepts and principles; the application of concepts and principles outside their context and in the workplace; knowledge of key methods of inquiry in social sciences; and a range of skills appropriate and relevant to uniformed and emergency services, and to further study. All modules refer to generic assessment criteria. Some usefully identify specific assessment criteria. The penalty for poor writing skills across the programme is unclear.
18 Students are well informed about assessment processes and procedures through module handbooks, which also specify assessment criteria and penalties for late submission. Information about plagiarism is on the programme's website and in student handbooks. There is effective support for students undertaking assessments, particularly informal support and advice from tutors.
19 There is an appropriate balance between formative and summative assessment, with some level 1 modules recently modified to strengthen formative assessment. A variety of assessments is used: all are appropriate to learning outcomes and assess knowledge and understanding as well as vocational skills and their application.
20 The quality of written feedback on some core modules in level 1 is extensive and in all cases is appropriate to its purpose. The students are satisfied with the quality of feedback and particularly with informal oral feedback from tutors. Clear standard procedures exist for internal markers and a good standard of internal moderation was found.
21 Assessment effectively incorporates WBL through a variety of methods. Employers do not have a formal role in assessment, although they are invited to complete questionnaires on student performance. The annual monitoring report (AMR) indicates that there is an intention to strengthen employer involvement in assessment.
22 Arrangements for accreditation of prior learning (APL) are subject to the University's standard procedures. To date, no students have applied for APL. Current students are unfamiliar with the process and no information is provided on APL in the student handbook.
23 The reviewers scrutinised a wide range of students' work that included coursework assignments and examination scripts. The samples of assessed work indicate that the learning outcomes are being achieved and the majority of students are achieving at the intermediate level of the FHEQ. Students also achieve an appropriate level of knowledge, understanding and skills in relation to the Foundation Degree qualification benchmark.
24 The external assessor is satisfied that the academic standards set are appropriate for the level of the modules and are consistent with relevant external reference points including standards at other UK HE institutions. The external assessor commented favourably on the depth of reflection shown in a number of modules; this is supported by the reviewers.
25 The achievement in student work and meetings with current and graduate students confirm the integration of academic study and work-based activities and skills. Students working in the fire and rescue service valued the increased ability to understand and interpret the cultural norms of the workplace.
26 The AMR for 2003-04 provides an analysis of student attainment, progression and retention. The report acknowledges that the results for the cohort of students commencing in 2003-04 are less satisfactory than those for the first cohort of students. The main reason identified through a detailed and comprehensive analysis is underperformance in the core modules in semester 2 of level 1. The AMR identifies action points to be taken to help prevent a recurrence of these difficulties. Discussions with staff indicated that the action points identified had been implemented but at the time of the review it was too early to identify the effect.
27 The external assessor identified that some students' scripts showed that students needed to be more aware of academic style/discourse. The reviewers' scrutiny of students' work confirmed that some students write in a non-academic style. Discussions with staff confirmed that students with poor writing skills are recommended, but not required, to take advantage of facilities provide by student support services.
28 The first cohort of students in 2002-03 comprised 18 students, five of which were enrolled as part-time students. At the time of the review 11 had completed the FD, and nine are continuing at APU on the BA (Hons) Public Service programme. The part-time students are still to complete the FD.
29 The FD was developed in discussion with uniformed service employers, national training organisations and a specially convened Employers' Forum. The two-year validation was completed in 2002, with an employer as a panel member. Aims and intended outcomes were developed, in both formal and informal discussions, with relevant work sector employers with a particular focus upon the fire and rescue service. Employers involved in programme design included Cambridge University Officers' Training Corp, Essex Police Federation, HM Customs and Excise and the Royal Air Force, Innsworth.
30 Employer representatives attend annual forum meetings where reports are given and proposals made which have influenced curriculum and delivery. An example is employers' expressed preference for generic public sector core modules, as opposed to service-specific modules to give flexibility and provide academic knowledge to reinforce the development of vocational skills. In meetings, employers gave evidence of considerable enthusiasm and support for the degree course and provision for WBL. Discussion with employers also provided evidence of the relevance of the course content to the requirement of the services.
31 The revalidation of the FD in 2004, following the initial two-year approval period, facilitated an early review of employers' changing needs in addition to the emerging FD defining characteristics. Collaboration with employers remains active and the course team indicated a further range of amendments that is under consideration.
32 Participation by employers in formal assessment of students' work is not planned, although employers expressed interest in seeing students' assessed work and attending presentations. This is planned for 2004-05. At the completion of each placement, employers are asked to complete a questionnaire, seeking detailed observations on each student under such headings as time keeping, working without prompting and supervision and bringing academic knowledge and skills into the work place.
The reviewers have confidence in the academic standards and achievements of students.
33 A range of appropriate learning and teaching methods is used, including lectures, seminars, workshops and individual tutorials. Particularly in the core modules, the teaching methods emphasise reflection and sharing work experience. The students expressed satisfaction with the quality of teaching and learning. The quality of course documentation given to students is clear and detailed. Module handbooks are comprehensive and similar information is contained on the programme's website. This also contains some lecture notes, learning resources and guidance, although there is scope for further developing this resource.
34 The academic staff bring a significant body of expertise to inform teaching and learning. This includes extensive professional practice and subject-specific and pedagogic research. Peer observation of teaching takes place and the annual monitoring process prompts identifiable corrective action interventions.
35 Different WBL models are available that accommodate the need of both full and part-time students. The Pathway Adviser has a role in establishing consistency across workplaces to ensure that students have an equivalent threshold of experience. Despite the differing models, there is no evidence that students are experiencing a significant variation in their workplace learning experience. The issue of securing equivalence of the students' learning opportunities between delivery partners is partly addressed by mixing experience in the supportive workshops and tutorials, in which students can exchange experience, so gaining information on a much wider range of public services.
36 Students received written guidance on WBL. They generally expressed satisfaction with their experience and believed that they understood and attained the learning objectives set out in action plans. This was reflected in the level of understanding and attainment in their work. However, in some instances, undue delay occurred in the setting and agreement of action plans that resulted in time being wasted while on WBL. The current process requires two sets of bilateral negotiations between the student and the employer, and the student and the tutor that result in agreed proposals and action plans, but not always at the commencement of the WBL. The reviewers consider that this method lacks clarity and timeliness and is over-reliant on students taking responsibility for placement organisation.
37 Employers received a briefing on their supervisory role for WBL and have a sufficient general awareness of the curriculum. Liaison between employers and academic staff is informal and is good when dealing with problems.
38 Information about the programme is presented to prospective students through open days, promotional talks and advertising material. The promotional material, including that contained on the FdA Public Service website, provides clear and accurate information on the character, content and delivery of the programme, including the nature of the WBL.
39 Current students and graduates indicated that expectations of the programme are realistic and are being met. Retention data confirms this. Of the 18 students who commenced the programme in 2002-03, only two withdrew during their first year of study. The statistics for attainment, progression and retention for the cohort who commenced in 2003-04 are less satisfactory. Of the 21 students who commenced the programme, five withdrew during their first year. Actions have been taken to prevent a recurrence including diagnostic writing tests and study skills sessions but their effect could not be known at the time of the review.
40 New students arriving at the University's Cambridge campus undergo a week-long centrally administered 'Welcome Week', elements of which relate specifically to the FdA Public Service programme. Graduates confirmed that they found this very helpful. They identified the ice-breaking activities, the team building work and the emphasis placed on a public service ethos as being beneficial in preparing them for the programme.
41 Discussions with students and with graduates confirmed the benefits of a range of academic guidance and support. A personal tutorial system is in operation and students have direct access to module leaders. The programme leaders provide extensive support. Central student services provide careers advice, study skills support, help with dyslexia and advice on writing on a self-referral or directed referral basis. Personal development planning runs through the programme and in meetings, and graduates demonstrated that they were impressively adept at reflecting on their learning.
42 Advice is provided during second year on post-FD options, including advice and guidance for progressing to honours degree level study. Students obtain advice and information on employment in the public services through a number of WBL modules.
43 Although guidance is set out in the module guides, students indicated that they were not aware of procedures in the event of difficulties in the workplace. Graduate students said that the workplace supervisor has an important role in providing support while on WBL. At the same time, they recognised that part of the workplace experience was to develop autonomy in their learning and avoid over-dependence on the supervisor.
44 The provision of human and physical resources is good and appropriately organised and managed to achieve the intended programme outcomes and meet the expectations of the defining characteristics of the FD.
45 There is a core of 10 staff who contribute to the programme allowing for subject specialist teaching, with curricula vitae that reflect appropriate expertise, together with a Pathway Leader and Pathway Adviser who manage the programme, including taking primary responsibility for liaison with employers and placement providers. The number and relevant expertise of teaching staff delivering the programme is fit for purpose, with strong institutional and personal links between the University and the emergency services that enables and enhances WBL opportunities. The strong sense of institutional support for the FD is reflected in the new additional management post.
46 University library resources are good and properly supportive of the needs of FD students. Students have access to books, journals and electronic journals. The library is generally open between 0830 to 2345 hours, catering appropriately for the needs of students who might be at work or in WBL. FDPS holdings are spread around the stacks and students are offered a Subject Guide to Public Services that details holdings and access instructions for books, printed and electronic journals and database searches. The library has a useful range of study areas, discussion area with PCs and group discussion rooms, and over 50 PCs. Multiple copies of key texts are available, as are interlibrary loans and intralibrary loans with the APU Chelmsford campus.
47 There is open access to 100 PCs from 0900 to 2100 hours weekdays, and at weekends; three interactive computer-teaching laboratories are available each with 24 machines. Teaching rooms are furnished to a high standard with appropriate facilities. Students expressed satisfaction with the library and other physical resources at the institutional and FDPS levels in a location that allowed them to have a sense of identity within APU as a whole, with excellent and accessible support from academic and library staff.
48 The programme provides opportunities for learning in the work place together with an important two-way transfer between academic and WBL. Students complete 280 hours of WBL during the programme. In year one, students, not in public service employment, undertake two periods of work placement; totalling 140 hours, one in a uniformed service, the second to gain experience of work with homeless people. Additionally, first-year students undertake a week's 'Look at Life' with an army unit.
49 In year two, students complete a self-evaluation to inform their next WBL choices. As far as is practical, students are given the opportunity of work placements relevant to their emerging interests. Students are assisted in gaining placements; these currently include Cambridge Constabulary and the Fire Service at Marshall's Airport. Additional year two placements are being sought.
50 Students who are in suitable employment, or engaged in suitable voluntary work, may count this towards their WBL totals. Provision of WBL in uniformed services presents particular problems; partly because of the emergency nature of the work, partly where it is found difficult to offer the required hours, and on occasion where disrupted by industrial action. Infrequent difficulties with student engagement or attendance on placements and the course team now plans to adopt a more formal and structured approach.
51 Employers providing placements are given a supervisors' pack containing copies of 'Guidelines for Potential Supervisors' and the WBL module guide. Action plans drawn up by students, tutors and employers structure the WBL. There is some evidence from employers that although given this information, detail is not always clear in the initial weeks of the placements. A characteristic of work placements in general is the other and competing demands upon employers' time. Employer participation in course review is undertaken formally by well-attended annual Employers' Forums; informally by day-to-day discussions. Participants include the Cambridge and Essex Police Services, the Cambridge and Essex Fire and Rescue Services, East Anglia Ambulance Service, HM Customs and Excise and the Prison Service. In preparing for placement, students are given guidelines indicating its purpose and relevant procedures. This is reinforced and explained in preparatory modules.
The reviewers have confidence in the quality of the students' learning opportunities.
52 The framework for monitoring and enhancement is set out in the Senate's revised Code of Practice on the Approval, Annual Monitoring and Periodic Review of Taught Programmes of Study. Within this, the degree was reviewed in 2003-04 following the expiry of the two-year validation, and the team updated the Framework Document. Re-validation was completed in October 2004. The small number of changes to the initially validated document indicates the relevance and appropriateness of the 2002 design.
53 From 2004-05, monitoring of the quality and standards became the responsibility of the School of Law, Languages and Social Sciences to be closer to the point of delivery (Faculty of Arts, Law and Social Sciences from January 2005). AMRs, prepared by the Pathway Leader, are scrutinised by the (now discontinued) Regional Faculty Board for Humanities, Law and Social Sciences. Within these arrangements, the Faculty has appointed an FdA External Examiner. Central monitoring of the programme has identified the need for all Pathway Annual Reports to continue to respond to the requirements of the work sector. Reports of employer and student perceptions of WBL are included in Pathway AMRs. The programme has benefited from the comprehensive system of review.
54 The reviewers support the University's claim that the FdA Public Service programme is innovative through its emphasis on uniformed and emergency service in the public sector. Employer representatives confirmed that the multidisciplinary nature of the programme resulted in students gaining a good understanding of the complexity, diversity and change present in the uniformed public services.
55 The reviewers also support the claim that the curriculum is forward looking. Equality and diversity are addressed across the core modules. In addition, the curriculum contains compulsory modules in Intercultural Awareness and Equality and Cultural Diversity. Employer representatives confirmed that they welcome their inclusion.
The Foundation Degree in Public Service validated by Anglia Polytechnic University was reviewed in the academic year 2004-05. Judgements were made about the academic standards and the achievement of students and of the quality of the learning opportunities provided.
Overall, the reviewers have confidence in the academic standards and achievements of students.
Overall, the reviewers have confidence in the quality of learning opportunities provided for students.
Features of good practice and innovation include:
Strengths of the programme include:
Areas for development include: