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 Marine Systems Engineering is validated by the University of Portsmouth (the University) and delivered at the Royal Naval School of Marine Engineering, Gosport through its training organisation, HMS Sultan, and endorsed by the employer, FLEET. The programme started in September 2003. It was developed in the context of the Ministry of Defence thrust to move towards a graduate education for naval technicians.
2 The FD currently has 366 students who are serving members of the Royal Navy (RN). Students who started the FD in September 2003 will graduate in February 2006. Students who were given accreditation of prior (experiential) learning (AP(E)L) from a previous HND programme graduated in October 2004 and February 2005. There are currently three intakes each year and it is proposed to extend this to six, although it is not intended to increase overall numbers of entrants.
3 All students taking the FD are following the Marine Engineer Artificer Qualifying Course (MEAQC), which recruits apprentices nationwide. The MEAQC also recruits from within the RN itself and additionally attracts a small number of students from overseas navies. The MEAQC has a long history in the RN. Its basic aim is to develop the necessary academic and practical skills required of serving personnel within the RN Engineering Branch, in order to maintain a seaworthy and active naval force in both peace and battle conditions. Qualifying study at HMS Sultan is a prerequisite for all students prior to entry to the MEAQC. In an RN context, the FD is a fundamental and integral part of the MEAQC. It operates under validation and partnership arrangements with the University, through the Department of Mechanical and Design Engineering.
4 The University has developed a close working relationship with the RN for the provision of higher education (HE) courses. The University was inaugurated in 1992, although its origin can be traced back to the foundation of the Portsmouth and Gosport School of Science and Art in 1869, and degrees were first awarded to college students in 1901. The University currently offers 20 separate FD programmes.
5 The course aims to equip students to work as mechanical, electrical and electronic systems engineers in the marine environment using current in-service technology. In addition, and more generally, the course aims to:
6 The programme aims are clearly linked to the intended outcomes. Appropriate references are made to knowledge and understanding, cognitive skills, practical professional or subject-specific skills and transferable and key skills. A mapping exercise describing these links has been undertaken. The programme reflects the defining characteristics of FDs, the Foundation Degree qualification benchmark (FDQB) and the requirements of the FHEQ at Intermediate level. Appropriate references are also made to the RN Operational Performance Statements and Training Objectives.
7 WBL is central to the design and delivery of the programme. It is embedded in the curriculum and integrated as a continuous process throughout the course. As yet, occupational standards have not been published at level 4 in this area. However, three professional bodies, the Institution of Incorporated Engineers (IIE), the Institute of Marine Engineering Science and Technology (IMarEst) and the Royal Institution of Naval Architects (RINA) have recently granted the FD the maximum available accreditation for a programme of this kind. This refers to the first two years of an accredited BEng degree, leading to Incorporated Engineer (lEng) status, in accordance with UK-Spec and the continuing satisfaction of RN standards. It is a clear endorsement of an appropriate level of aims and learning outcomes. The accreditation was achieved on a full-term basis for five years. Students will need to engage in further study in order to achieve full academic exemption. This can be obtained by successful completion of an accredited bachelor's degree in engineering or technology.
8 At the FD planning stage, involving both University and RN staff, due account was taken of content, academic level and learning outcomes to ensure a coherent programme of course units constructed from existing HMS Sultan 'modules'. In some course units, the documentation indicates an excessive number of learning outcomes. This partly arises from confusion between training objectives and learning outcomes. However, the University is working with RN staff to simplify and clarify such issues on a unit-by-unit basis. The translation of a multiplicity of training objectives into consolidated learning outcomes across all course units is a challenge that remains to be fully addressed as the course develops.
9 The programme aims and intended learning outcomes are communicated primarily through the programme specification and the student handbook. While there is some discrepancy in the terminology used, staff and students are confident that these documents are meaningful and helpful to all stakeholders.
10 The credit rating of the programme is 240 credits. The curriculum is constructed from MEAQC modules, which draw on the RN Operational Performance Statements and Training Objectives. All the units are mandatory. This is in line with FLEET requirements. In the absence of optional units, some students who are members of the submarine branch expressed concern about a surface-ship bias with regard to the content of some of the generic units.
11 The curriculum is heavily influenced by the employer, FLEET. This manifests itself in the form of feedback from the Intelligent Customer Cell, which forms a link with HMS Sultan. Staff are also active in proposing amendments to the curriculum through the medium of programme boards. A strength of this arrangement is the integration of vocational and academic skills. Many units demonstrate elements of both. In consequence, there are no specific credits awarded for the WBL element.
12 At validation, the requirement for articulation with an honours degree was recognised by the provision of a link to the final year of the BSc (Hons) Technology Management. However, since 2003, the experience gained from RN students studying the BEng (Hons) Mechanical and Manufacturing Engineering has led to a decision to offer this to FD graduates, following the successful completion of a mathematics bridging course. Given that the career progression model for FD students requires them to go to sea following graduation, the University is actively engaged in the development of a distance-learning mode for all the level 3 BEng (Hons) Mechanical and Manufacturing Engineering units. Work is well underway on this innovation, in consultation with RN staff, with an anticipated start date of October 2006.
13 The RN is an equal opportunities employer and operates within the wider framework of EU employment legislation. The conditions of WBL comply fully with relevant health and safety legislation.
14 The RN is committed to lifelong learning and has recently established a network of Fleet Education and Development Officers, one of whose functions is to conduct personal development interviews with potential students, with a view to updating their personal development plans.
15 A diverse range of assessment methods is used, including appropriate competence-based assignments, testing both knowledge and understanding and vocational applications in the workplace. Students are able to demonstrate analytical, transferable and subject-specific skills through oral, written and practical presentations, including a project in the second year. These are fully in line with the requirements of the FHEQ at intermediate level.
16 The arrangements for assessment are generally clear, well documented and understood by all participants, although the reviewers found that those relating to the project were an exception to this judgement. The project is undertaken on a group basis, with each member of the group taking lead responsibility for specific inputs. The reviewers noted that written reports for a particular group include identical results and data for individuals. It is not clear how an individual student is awarded marks for parts of the project where others take the lead. The reviewers were also uncertain whether the accredited FD project or the previous HND project module is the basis for current work. The reviewers were reassured to learn that the supporting documentation and arrangements for the delivery of the project are subject to review by University and RN staff, and that this matter is earmarked for urgent attention.
17 In every other respect, the security of assessment arrangements is underpinned by sound administration and clear criteria. This ensures consistent measurement of student achievement. Assessments exhibit fitness for purpose, and using question banks, which are reviewed and updated as necessary. A continuous programme of review, monitoring and amendment of course unit assessments is maintained on a collaborative basis between the University coordinators and Module Responsible Officers (MROs) from HMS Sultan.
18 The employer is closely involved in the assessment process. Assessment relies heavily on a low staff-student ratio with highly directed practical assignments geared to maintaining and repairing a range of marine equipment. Assessment takes place in a real work environment, which uses sophisticated physical resources, including fully operational ship engineering systems and marine power plants.
19 The majority of students achieve the appropriate standards within a prescribed time frame. However, the need to satisfy all of the training objectives means that a student may have to repeat the assessment of a unit or units. This gives rise to the Brought Up To Standard (BUTS) system, which is designed to allow students to repeat assignments where required and to offer remedial support to them during this process. The number of BUTS may build up over a period of time. Students expressed concern that lack of communication between staff some times led to a delay in advice to students concerning BUTS referrals, leading to subsequent pressure upon them. The reviewers concluded that there is scope for more openness and transparency in communications to students in this respect. The BUTS system is currently subject to review at HMS Sultan.
20 The reviewers found little evidence of written feedback to students in the assessment process and this was particularly evident with reference to BUTS. Adequate written feedback to students on project work is lacking, although confidential comments are provided by tutors to the Divisional Officer. In general, formative feedback through tutors' written comments on assessed work is sparse, although verbal feedback is given in some cases. More formal written feedback procedures are not yet embedded in the culture and practice of the FD delivery.
21 Robust and transparent arrangements for the AP(E)L, under University regulations, are in place. These were used as criteria for the transfer of HND students to the second year of the FD programme in 2003, but have not so far been used or needed to admit students to the programme.
22 Student work sampled by the reviewers was generally of a high standard. Student achievement is fully in accordance with the requirements of the award and the defining characteristics of an FD. Retention rates on the programme are high, with minimal non-continuation due to academic failure. The external examiner, while confirming that students are achieving the learning outcomes at the appropriate standard, queried some of the relatively high marks obtained. To some extent the high achievement is a consequence of strong student motivation, high contact time, small cohorts and both strong attendance and timekeeping in the context of naval discipline. The BUTS system also results in the successful completion of tasks that students might otherwise fail to achieve.
23 Students are able to demonstrate an appropriate range of employment-relevant skills. Examples include practical work relating to designing, building, testing and fault finding on hydraulic systems; planned maintenance schedules on live marine engineering systems according to manufacturers' specifications; calibration, testing and fault diagnosis on marine main engine power plant, boilers, main engine room control panels and diesel generation.
24 As well as encouraging students to demonstrate practical vocationally relevant skills, integrating WBL and academic study, the programme aims to develop habits of self-study and independent learning as a basis for progression to the final year of an honours degree. Those students who progressed from the previous HND course, through the FD to the honours programme, performed creditably in the final assessment, one achieving a First Class honours degree, and four graduating with Upper Second classifications.
25 As a result of the long history of the MEAQC and more recent collaboration with the University, the FD programme meets the current RN needs. WBL, through the operation, maintenance and repair of current marine machinery and systems within the training environment, provides an ideal vehicle for relevant instruction leading to practical understanding. As a consequence, there is a close correlation between unit learning outcomes and the required outcomes from WBL exercises.
26 WBL is fully integrated into the programme, with these elements delivered by Senior Ratings, many of whom recently completed the MEAQC themselves and have returned to HMS Sultan following an operational tour at sea. Students are complimentary about the integration of WBL with classroom material. They fully endorsed the use of Senior Ratings for delivery and assessment as this meant that they were being taught and assessed by practitioners, using current on-board equipment.
27 The programme fully meets the FDQB requirements for employer involvement in the design and delivery of the curriculum and in the assessment of students. This is fundamental to student achievement at every level. In presenting the programme for University validation as an FD, the RN is successfully progressing its policy for course design to include, where appropriate, the opportunity for its personnel to obtain relevant civilian qualifications, as well as meeting its internal training needs. University validation and partnership provides appropriate external recognition of both academic and practical achievement. The partial lEng accreditation, on a full-term basis, further strengthens the vocational recognition of the programme.
The reviewers have confidence in the academic standards and achievements of students.
28 A range of teaching and learning techniques is used, including formal lectures, tutorials, practical work-based assignments, project development and laboratory work. Students confirm that these strategies successfully integrate the academic and vocational elements of the programme. The students confirm that staff support during the vocational phase is generally effective, but that the project brief requirements are less clear and in some respects confusing.
29 The delivery of topics within the programme allow a logical progression from theoretical introduction in a traditional classroom-based environment, through laboratory-based practical applications of underpinning concepts to final fault diagnosis and rectification on ship-borne systems. The roles and tasks experienced by the students are all commensurate with future employment, and especially relevant when introducing and demonstrating practical vocationally specific applications of theoretical underpinning knowledge.
30 The requirements of the University's Learning, Teaching and Assessment Strategy are complemented by the Defence Systems approach to Training. There is close liaison between the relevant management staff through the MROs and the University link coordinators. The reviewers noted that the Programme Manager, who is a member of the University staff, does not have a teaching role on the programme and acts largely in a link role. Responsibility for teaching arrangements rests with the Course Manager who is a RN training officer. The reviewers found the titles of the two managers somewhat confusing, but in practice the arrangement appears to work well.
31 All HMS Sultan teaching staff undergo teacher training through the Defence College of Training Support (Portsmouth). In addition, some staff are supported to study for additional teaching qualifications such as the Postgraduate Certificate in Education (PGCE), Certificate in Education (CertEd) and/or City and Guilds qualifications. The employment of serving RN personnel is a strength of the provision, as it brings currency and credibility to support the continuity provided by the civilian staff. In addition, HMS Sultan staff attend University workshops on teaching and learning techniques and seminars such as the FD Forwards presentation held at the University as part of the University's Learning, Teaching and Support Network.
32 Consistency of delivery is addressed through various official channels, including feedback from students peer review of instructors and input from the Feedback and Changes Working Group. The quality of the delivery is attested by student comments to the reviewers, the external examiners reports and the IIE accreditation report.
33 The programme contains a high level of directed class contact and practical assessment. That leaves relatively little time for self-study and independent learning, as noted by the external examiner. However, the unique demands of the employer necessitate the development of highly practically skilled graduates focusing on equipment specific maintenance competence.
34 The RN has a 24-hour/seven-days-a-week duty of care responsibility for staff. As a consequence, a very structured system of academic and pastoral support is provided. Each student cohort is assigned to a Divisional Officer, a member of the programme delivery team, who acts as a mentor and adviser. A Divisional Senior Rating is also allocated to a number of cohorts, acting as a personal tutor, Detailed prior knowledge of students' abilities and achievements means that academic support, including study skill requirements, may be targeted to meet the distinctive individual needs.
35 All students receive a student handbook and unit descriptors at the beginning of the programme as part of an extensive briefing on the University's role and its links with HMS Sultan. The handbook and unit descriptors provide clear information on the content and delivery of the programme, with particular reference to the WBL on a course-unit basis. Subsequently, they receive module resource packs, known as 'dockets'. These are comprehensive study guides which contain relevant background material and references specific to course units.
36 The positioning of the FD, as part of the MEAQC, in a comprehensive career structure, makes a significant contribution to widening participation. Artificer apprentices are recruited from a variety of academic backgrounds, including GCE A-Levels and BTEC awards. Other students enter through the Artificer Candidate route with non-academic qualifications but with Naval Mathematics and English Test scores of 3/3, which the RN regards as a GCSE equivalent. In addition, some students from foreign navies are also admitted on the same basis. The projected move from three to six intakes a year will enhance the flexibility of recruitment and strengthen the well-balanced use of human and physical resources throughout the programme.
37 Since all students are either artificers or artificer candidates, their backgrounds and educational qualifications are in most cases similar or have been made so by way of their naval training. This is why the use of AP(E)L to admit students is rarely needed, although three submissions have been considered so far, but not progressed. The University's formal AP(E)L procedures were used to grant advanced standing to HND students who transferred to the FD and subsequently graduated in October 2004 and February 2005. AP(E)L arrangements are not described in the student handbook, but will be included in future versions.
38 Articulation routes to honours degrees at the University are only briefly described in the programme specification and in the student handbook. Students are also informed about this opportunity during induction. However, students appeared to be unclear about the availability and the processes involved for progression to honours. University staff are working with HMS Sultan in order to redefine the articulation routes.
39 The vocational ethos of the programme is underpinned by strong specialist resources. A five-year procurement and maintenance plan is updated annually by the MROs with input from the teaching staff. Specialist physical and staffing resources are organised effectively in four groups, namely the Academic Training Group, the Ship Systems Group, the Ship Machinery Group, and the Craft Training Group.
40 Over 130 teaching personnel contribute to the programme, half of whom are RN and half are civilian employees. They are well qualified to contribute to the programme, including many with recent experience of active service at sea. The curricula vitae of all new staff are monitored by the University and, where appropriate, they attend an RN course in instructional techniques. Additionally, their continuing instructional abilities are monitored annually through observations by qualified instructional officers.
41 Learning resources are deployed in a realistic marine engineering context. The shipboard environment is replicated wherever possible giving a realistic feel to the learning and assessment process. For example, a working marine engine for the latest type 45 frigate was being made available for student use before the final building and sea trials had been completed for the first vessel being delivered. The varied and up to date range of classroom, laboratory and WBL resources enables students to enhance their engineering competence by designing and building pneumatic and hydraulic systems, using planned maintenance schedules on systems according to manufacturers' specifications, and structuring diagnostic testing for the analysis, location and rectification of faults on modem marine systems. This enhances student confidence with reference to their future work environment.
42 Access to information and communication technology, with appropriate technical assistance, enables students to become familiar with sophisticated highly specialised CBT and PC-based systems, and high fidelity simulation and training rigs. All students have access to the internet, with most owning their own laptops.
43 The on-site technical library, while comprehensively stocked with books of reference appropriate to ships' equipment in the RN, is not organised as a learning resource centre. It exhibits a somewhat dated unwelcoming ambience that would benefit from enhancement, in order to bring it up to an equitable standard comparable with those of other educational institutions offering HE programmes.
44 The involvement of the employer in the delivery of the programme on an ongoing basis is fundamental to its success. The FD is designed, financed and administered by the RN, using FLEET personnel and resources, under the validation and collaboration arrangements with the University. The programme is specifically designed to develop a wide range of practical knowledge, understanding and operative skills of current RN ship machinery and systems. WBL is underpinned by the mathematics and engineering principles necessary to develop the required learning outcomes. It takes place on relevant machinery and simulators in a laboratory environment rather than on-the-job training at sea. In this way, it can be programmed and, within a short timeframe, embraces all aspects of operation from diagnostic testing, fault analysis, maintenance and repair. WBL, as practised at HMS Sultan, is the most appropriate and effective vehicle to enable students to achieve the learning outcomes.
45 To support these facilities, the staff involved in instruction, assessment and administration are mostly serving or retired RN personnel with recent experience in all aspects of operation of marine systems. In addition, serving personnel are generally redeployed after two and a half years at HMS Sultan so that the staffing complement is continually being replaced by others fresh from sea duty, who bring current experiences of ship-borne machinery operations to the programme. This facilitates and enhances the relevance, credibility and currency of WBL.
46 HMS Sultan is required to carry out Health and Safety risk assessments of the training environment and training activities and the instructors are required to make students aware of risks associated with their particular training activity. All students on the programme are briefed on health and safety issues associated with each activity. Instruction on ship-borne health and safety requirements is incorporated into the programme. In addition, students are required to complete a full risk assessment, before the manufacture stage, on their final project.
The reviewers have confidence in the quality of the students' learning opportunities.
47 Rigorous procedures are in place for the monitoring and enhancement of standards and quality, based on the University's established quality assurance procedures and those of the RN. The two systems have been effectively integrated. The resulting management system incorporates well-focused roles and responsibilities of both University and RN personnel. Procedures are in place to review standards and quality annually and on a six-yearly basis.
48 The Board of Studies provides the central focus for quality assurance. Evidence action plans indicate a proactive approach to quality enhancement. The quality and effectiveness of all RN training is monitored by an RN Training Policy Advisory Group. FD issues raised in this forum are discussed at termly meetings of the Feedback and Changes Working Group before being passed to the Board of Studies for final consideration and implementation. The views of recent graduates are obtained through detailed Course Training Feedback Questionnaires, which are collated by the RN Quality Control Officer before being considered by the Board. Feedback from programme staff and FLEET is presented directly to the Board through their representatives. Additionally, internal feedback from students is monitored through the Staff Student Consultative Committee. Staff presentation skills are monitored by the in-house RN Accreditation Group. The overall system is comprehensive and effective.
49 The external examiner makes an important contribution to quality assurance. The University has made special arrangements for the external examiner to make at least two visits each year and to provide a report following each visit. The professional accreditation of the programme by the IIE, IMarEst and RINA is a further external recognition of quality.
50 Collaboration between the University, the RN's training organisation, HMS Sultan and the employer, FLEET, is an innovative arrangement, which ensures that the FD maintains appropriate academic standards and fully meets employer needs. There is a fruitful ongoing dialogue between the MROs and University staff.
51 WBL is embedded in the curriculum and integrated as a continuous process throughout the course. Students benefit greatly from the use of ship-borne equipment for laboratory use in a realistic environment. High-quality teaching and learning resources known as 'dockets' are supplied for each module and are constantly being reviewed and updated.
52 The deployment of serving RN personnel to contribute to teaching and learning, on a rotating basis after service at sea, improves and maintains the currency of the programme.
53 The positioning of the FD, as part of the MEAQC, in a comprehensive career structure, drawing on several access routes, makes a significant contribution to widening participation in HE.
54 Plans are underway to develop a distance-learning version of the articulated honours year to enable RN personnel to continue with their studies while at sea. This innovative programme is the first of its kind to address FD issues of articulation and progression for serving RN personnel.
The Foundation Degree (FD) in Marine Systems Engineering validated by the University of Portsmouth (the University) and delivered at HMS Sultan 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: