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 Health and Fitness was developed jointly by Barnet College (the College) and Middlesex University (the University). The University and College have run collaborative programmes in this area since 1998. It is delivered in the context of an established partnership between the University and College, both members of the Middlesex University Higher and Further Education Consortium (MUHFEC). Under the terms of the MUHFEC agreement, funding is received by the University and distributed between partners according to the amount of teaching and learning delivered at each institution.
2 The programme is taught jointly by a staff team drawn from the University's School of Health and Social Science and the College. A review of estates at the College resulted in the relocation of the programme to the North London Business Park (NLBP) and the Graham Park Campuses at the College, while retaining the existing delivery at the Enfield Campus of the University.
3 The work-based learning (WBL) environments are an integral part of the programme. There are some 35 WBL sites. These are located mainly in north London and are in easy travelling distance from the three campuses. They include, for the most part, private fitness and health clubs and local authority sports and leisure centres. Other sites include hotels, high schools, football clubs and youth centres.
4 The programme aims to:
5 In producing the intended learning outcomes (ILOs), the programme team referred to a variety of external reference points including the FHEQ, the Foundation Degree qualification benchmark, the Code of practice for the assurance of academic quality and standards in higher education, published by QAA, and the professional competencies required by relevant professional bodies. Relevant and current occupational standards are therefore reflected in the ILOs. This has resulted in a series of aims and ILOs that clearly refer to the characteristics of FDs.
6 The ILOs consist of generic outcomes common to all three pathways, for example, cognitive skills such as reflecting on the application of theory to practice, practical skills, such as undertaking basic fitness assessments and key skills, such as information technology (IT). The generic skills are supplemented by a set of pathway-specific learning outcomes. The overall ILOs are at an appropriate level in relation to the FHEQ.
7 The overall aims and ILOs are clearly mapped against individual modules to guide students in their learning. While the ILOs are clearly communicated to students in their handbook, during the meetings with the reviewers, students were unable to articulate effectively the meaning and purpose of the ILOs. Information regarding the key features of the provision, including ILOs, is communicated to employers through the Employer Forum. At present this is mostly limited to placement providers, but the team plans to extend the membership beyond this.
8 The development of the programme is in line with the University's strategy to develop its sport and health provision and was informed by a comprehensive market survey. One of the aims of the consortium is to widen participation in higher education through the local provision of programmes such as FDs. There is appropriate reference to relevant subject benchmark statements published by QAA. Students are able to achieve 240 credits and there are clearly articulated arrangements for progression to three other qualifications within the Sports and Exercise Science subject group. Flexibility is assured through the part-time route and the two-point entry opportunity, which allows students to take modules in different orders. Three specific pathways have been developed in direct response to employer needs and include sports fitness, health promotion and health therapies. Students reported that the articulation arrangements were clear and highly suitable for their ambitions for future lifelong learning.
9 Occupational standards are incorporated into the design of the programme by embedding several professional qualifications within specific modules. Professional competency standards and opportunities to gain qualifications have been successfully integrated into the curriculum. These include the Central YMCA Qualifications (CYQ) Fitness Instructors Certificate, a First Aid at Work Certificate, sports coaching qualifications and the International Therapy Examinations Council's (ITEC) therapy qualifications for body massage, sports massage and aromatherapy. The College is an approved centre for the CYQ and ITEC qualifications. Students reported that the inclusion of professional awards confers a greater choice of employment. The programme team is also exploring the implications of the emerging Sector Skills Council (SSC) and other professional guidelines on future programme development.
10 Twelve new modules were developed and integrated with existing modules from other professional programmes in sport and health. These existing modules were checked for their match against the characteristics of FDs. Employers were consulted prior to the validation of the programme.
11 The balance and integration of academic studies and practical vocational skills is achieved in the overall programme and within modules. A carefully organised curriculum map explains progression through the curriculum. Vocationally relevant transferable skills are embedded throughout the curriculum, for example, in the modules Developing Transferable Skills and Research Methods. Students experience and practice work-related skills in public environments in several level 1 modules, for example, Fitness and Safe Practice and Business and Professional Conduct. However, currently, students do not have a prescribed work experience module until level 2. The reviewers had concerns about the absence of a work experience module in level 1, the aims and content of the Work Experience 1 module and its appropriateness in level 2, while noting that work-related experience was included in level 1 study.
12 Working within the University assessment regulations, a diverse range of assessment methods has been devised to ensure that the assessment of the achievement of the ILOs relating to academic and vocational skills and knowledge is effective. In line with the characteristics of the FD, assessments for the professional/vocational qualifications are integrated into module assessments. Students are required to pass the professional elements in order to pass the module. The integration of academic study with WBL is demonstrated in the portfolios where skills and knowledge acquired in the workplace are assessed. Employers provide formative feedback on the employment-related ILOs.
13 Students said that they understood what is required of them for assessment, including the assessment of professional qualifications. Assessed work for academic and work experience is carefully moderated using internal schedules and forms. Feedback is extensive and constructive with markers making full use of the assessment criteria sheet. Written feedback, while supportive and positive, does not always match the grade awarded and make clear reference to the ILOs.
14 The assessment of the Work Experience 1 is less appropriate for level 2. In particular, the emphasis on self-reflection in the log does not require students to produce sufficient evidence based reasoning.
15 Students indicated some lack of clarity regarding their understanding of the procedures for the retrieval of failed assessed work. While it is useful to provide the web address for accessing the procedures relating to retrieval, written information is less explicit in the documents that the students receive.
16 The reviewers scrutinised a sample of student work from a range of modules and modes of assessment. In general, the emerging standards achieved by students are commensurate with the threshold requirements of the award. Student attainment on the professional qualifications embedded within the programme also confirms the achievement of an appropriate level of employment-relevant skills. Students were able to analyse data, make effective use of the human performance laboratory, produce well-researched project reports and demonstrate self-reflective skills. Their ability to relate theory to work situations is demonstrated in the module, Work Experience 2. In the first year of the programme, students generally performed less well on the Functional Anatomy and Anatomy and Physiology modules with pass rates of 67 per cent and 63 per cent respectively. However, in the second year of the programme, the pass rates improved to 75 per cent and 73 per cent respectively after first submission following actions taken by the programme team to support student learning and performance.
17 At the end of 2003-04, of the original 16 students on the first cohort, 14 (87.5 per cent) were able to progress to year two. Nine students achieved the full 120 credits; five students were able to progress with credit deficit; one student completed the first semester and withdrew, and one student failed. Of the 16 students, 12 students registered for year two, two withdrew before assessment after gaining employment, with five of the remaining 10 predicted to graduate in June 2005 and three in December 2005.
18 Current trends in employment, and the recommendations from relevant SSC and professional, statutory and regulatory body organisations (SPRITO, Skills Direct, LA Fitness, ITEC, CYQ) in the health and fitness sectors have been taken into consideration in relation to the design of the curriculum and in the overall aims of the programme. The Employer's Forum ensures the currency of the curriculum and the assessment strategies will be kept in line with the evolution of sector needs.
19 The curriculum includes a number of professional practice based modules such as Business and Professional Conduct, Work Experience 1 and 2 and Health Promotion. A direct relationship between module learning outcomes and work related experiences is evident in most modules. In level 1, through links with employers, students have the opportunity to experience work-related situations such as event support at the London Marathon.
20 Work experience employers are involved in the achievement of the students through support and guidance in choosing an appropriate work-based project at level 2. Direct employer involvement within the assessment process is limited to a specific set of employment related outcomes such as time keeping, attendance, appearance etc.
21 There are ample placement opportunities for students on two of the pathways through an established network of placement providers, such as school and sports centre links. Placement opportunities for students on the health therapies pathways are, however, problematic, partly due to the nature of employment within this field and because there is not, as yet, an established network. This problem is currently being addressed to take cognisance of working patterns in this field.
22 Feedback from both students and employers has been solicited through formal and informal feedback mechanisms including the Employer's Forum. Outcomes from this have been used to inform appraisal and development of the programme as well as the specific work-experience modules.
The reviewers have confidence in the emerging academic standards and emerging achievements of students.
23 Learning and teaching approaches have been developed within the framework of the University's and the School's Learning, Teaching and Assessment strategies and have been designed to facilitate the development of autonomous learners. The learning and teaching strategy is effective for FD students coming from non-traditional backgrounds through, for example, an early emphasis on graduate skills, and on the concept of personal development planning (PDP), an essential component to promote the integration of work-related knowledge and skills and of reflective practice.
24 There is an emphasis on joint and team teaching between the College and the University, for example, for the Health and Individual module, College staff provide the lectures and students then attend joint laboratory sessions delivered by University staff. Shared learning occurs when College and University students attend the same modules and in the integrated professional qualifications when foundation students are taught with part-time students taking the professional courses. Careful planning of the shared learning sessions ensures that students benefit from contact with other sport and health professionals. Students reported that they found these shared earning experiences highly rewarding. Additional subject-based support is provided in the form of joint University and College workshops attached to some modules, and drop-in classes providing general help for students needing to resubmit work.
25 There is a range of teaching and learning methods which places emphasis on the integration of academic and vocational education. For example, at level 1, simulated work such as gym and massage sessions at the Graham Road Campus, are incorporated in learning where students work with the public and with people with special needs.
26 Learning and teaching strategies for the FD are enhanced by staff development and through staff working in the health and sport sector. Staff development opportunities have been used to enhance strategies for WBL, professional modules and the internet. The relationship with the sport and health sector industry is secured through some staff working in industry, for example, as masseurs, physiotherapists and sports coaches.
27 At the time of the review, the programme was delivered on three campuses. The arrangements are planned so students do not have to travel between campuses on any one day. While students benefit from the specialist resources on the campuses, some students can spend too much time travelling to the three campuses. However, there are plans to use two campuses. University and College staff, with support from a College librarian at NLBP, work together to deliver the Developing Transferable Skills module. This unit, supported by the University web-based virtual learning environment, also provides students with weekly feedback on written work.
28 The experience and skills of College staff, in particular, in supporting students who would not necessarily have engaged in higher-level study is a central feature of a highly effective and proactive system of student support. Students are given clear and accurate information on content and delivery of the FD through open days, interview and taster sessions. There is close cooperation between admission tutors at the College and University during recruitment. Students are provided with detailed information on the FD in the College and University prospectuses, although the College prospectus for 2005-06 refers to the programme being delivered on two, rather three campuses. The student handbook, while in many ways informative, does not sufficiently explain the characteristics of the FD.
29 Extensive academic and pastoral support is provided on all three sites. Specialist dyslexia and language support with on-line tutorials is available. Effective support is also provided by module leaders and tutors who indicate designated meeting times. Student feedback at the end of the first year indicated that this support was highly valued. Students spoke very highly about the support provided by the course leader who has developed a highly cooperative relationship with the University's link tutor.
30 PDP is introduced in the first semester Developing Transferable Skills module, which introduces basic skills, including those required for the work place, and reflective practice. Reflection is continued through individual learning plans and in the work placement modules at level 2; however, there is less emphasis on this in the second semester of level 1 which the course team are aware of and is addressing. The programme team has plans to tailor PDP throughout the programme and to enhance support to student practical-theory reflection throughout level 1.
31 Work placements are efficiently organised by the University's and College's work placement units and support is provided by professional staff in placements. During the Work Placement 2 module, students attend a weekly tutorial. Advice on progression to level 3 is provided. Careers advice is included in induction and guest speakers are encouraged to talk about entry to their industries.
32 Student progression is diligently monitored throughout the two years of the programme. Through the flexible assessment regulations and staff support, students are able to progress and receive support for individually styled learning contracts. This opportunity is highly appropriate for the student profile and for the features of the FD.
33 Staff are well qualified and have relevant expertise in areas such as physiotherapy, sports psychology, sport nutrition and health promotion. Some College staff are also practitioners which ensures currency. The overall staff profile demonstrates a high level of suitability for the FD, in particular for the specialist modules.
34 Students are provided with a comprehensive handbook on learning resources. Teaching areas on all three sites are comfortable and well-furnished and learning is supported with overhead projectors, television monitors and IT for presentations. The therapy base room at the Graham Road Campus has an interactive white board. IT and library facilities are extensive, for example, at the College (NLBP) there are three open access IT suites and other suites are bookable or available for teaching purposes. At Graham Road students can book study rooms for private study.
35 The learning centres on the three sites provide students with a wide range of books in health and fitness, access to subject related periodicals and reports, and a computer area with learning support staff and on-line search. Learning resource specialists work effectively with teaching staff to ensure that resources are available and published in handbooks.
36 Most practical teaching takes place at the Graham Road site which houses a gym, sports hall, swimming pool, massage suites and a professionally-run reception area for the local community. Students are able to hire out massage beds. The University provides a skills and human performance laboratory and a new gym with support services which has a two-way mirror so tutors can observe students with clients. Students expressed high levels of satisfaction with the learning resources available to them on the three sites and in work placements. The resources are highly appropriate for supporting students in the achievement of the academic and professional vocational ILOs of the FD.
37 Relations between employers and the teaching staff, through regular contacts and the Employers' Forum, are sufficiently well managed to ensure that students' experiences on placements support their learning and achievement of ILOs. The database provides extensive details of the facilities available and the points of contact in the various placements.
38 Students are well briefed by teaching and placement staff on the requirements for work experience, including health and safety regulations. Employers nominate a work placement supervisor to work with the students' College supervisor and devise a learning contract with specific ILOs for the particular placement relevant to the specialist pathway. Work supervisors provide students with formative feedback. Work placement supervisors contribute to student learning, for example, providing guidance on projects, although the characteristics of the FD have not been sufficiently explained to all supervisors. Measures are taken to secure feedback from supervisors to enhance the work experiences of students. Student feedback and discussions between reviewers and supervisors indicate that these arrangements are working well and that work experiences are organised to reflect the defining characteristics of the FD.
The reviewers have confidence in the quality of the students' learning opportunities.
39 The programme was subject to a thorough validation process that explored the defining characteristics of FDs. There was extensive consultation with employers including the local council, fitness centres, a complementary therapy consortium, health therapy counsellors, YMCA and local gyms. An external assessor from industry participated in the validation. The validation process is explicitly defined in the University's excellent Procedures Handbook, which includes the responsibilities of link tutors who play a key role in the relationship between the University and College. Programme monitoring and enhancement are thorough and the first Annual Monitoring Report (AMR) for 2003-04 was meticulous in its coverage of key issues. Standards within the professional qualifications are assured by using the examining procedures of the professional bodies.
40 University external examiners are appointed to subject areas, rather than specific programmes. A formal external examiners' report was not available at the time of the review. While the AMR process will draw on the reports from all examiners responsible for modules contributing to the programme (four in total), the examiner for the FD will have an overall view of the standards of the programme, particularly with reference to the specific characteristics of FDs.
41 Formal and informal processes for student evaluation of the programme operate effectively across the provision. The upgrading of the CYQ qualification to level 2 full gym instructor is an example of a response to student and employer feedback. An annual evaluation of the work experience activities, incorporating the advice from employers, will be undertaken to ensure equivalence of student learning experiences across different placements.
42 There are several areas of good practice. Professional competency standards and opportunities to gain qualifications have been successfully integrated into the curriculum. The inclusion of these professional awards confers a greater choice of employment for students. The programme team has worked with some vigour to establish the employers' forum to ensure that the curriculum and the assessment strategies are kept in line with the evolution of the health and fitness sector. Students are able to progress using individual learning contracts, facilitated by the flexible assessment regulations and by staff support. This is highly appropriate for the student profile and for the nature of the FD.
The Foundation Degree (FD) in Health and Fitness validated by Middlesex University and delivered with Barnet College was reviewed in the academic year 2004-05. Judgements were made about the emerging academic standards and the emerging achievement of students and of the quality of learning opportunities.
Overall, the reviewers have confidence in the emerging academic standards and the emerging achievements of students.
Overall, the reviewers have confidence in the quality of learning opportunities.
Features of good practice and innovation include:
Strengths of the programme include:
Areas for development include: