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
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.
Foundation Degree (FD) in Modern Manufacturing
1 The programme is an award of the University of East London (UEL). It is delivered at Thames Gateway College (the College), which is within the Centre for Engineering and Manufacturing Excellence (CEME) in Dagenham. The College is a joint venture between Barking College of Technology and Havering College of Further and Higher Education (Barking and Havering Colleges). The Colleges have a joint Centre of Vocational Excellence for engineering.
2 Although intended to be available to any student who meets entry requirements, all students to date have been employees of Ford Motor Company (FMC) and are either on the company's apprenticeship scheme or are time-served apprentices. The company is the primary employer partner for the programme and has adopted the FD as part of its apprenticeship package. Apprentices also undertake NVQ 3 in engineering, assessed wholly in the workplace, alongside their degree studies.
3 The programme was only in its second year of operation at the time of the review and had not produced any graduates. The first cohort of students have been attending for two days each week, and are expected to graduate in 2005 after two years of study. Following experience with the first cohort, the attendance mode was changed to one afternoon and evening a week, at the request of FMC. This is less disruptive to the company's shift working. The second and subsequent cohorts will therefore study the programme over three years. There are 20 first-year students and 10 second-year students.
4 The programme specifications state that the programme is designed to:
5 The aims and the intended learning outcomes (ILOs) of the programme are clear and well laid out within the programme specifications. One of the defining features of a FD is the work-based activity, which provides opportunity to apply knowledge or develop learning in the workplace. This is clearly reflected in the programme.
6 The programme ILOs fully reflect programme aims. The subject team has identified links between programme and module outcomes and these links are coherent. The programme ILOs clearly place the award at the Intermediate level in the FHEQ.
7 The relationship with FMC is very beneficial to the programme, which is seen as an essential element within a progression of courses. The successful bid for funding to build the CEME included the proposal FDs, which would allow the company's apprentices, employees of their supplier companies and local and medium-sized enterprises, to progress to intermediate level courses and on to undergraduate courses, and then to postgraduate courses. Several employers were consulted in the overall design of the programme and there was an employer representative on the validation panel.
8 There is clear and effective written communication of the aims and ILOs in the programme specifications, which are available to staff, students and employers. There is an industrial advisory board. Discussions with employer representatives showed variable understanding of aims and ILOs. At the meeting with the reviewers, both first and second-year students were not aware of the aims of the programme. However, the students were familiar with the ILOs for the modules.
9 The work-based learning (WBL) ILOs are specifically addressed in the Management, Communications and Work-Based Learning module and the Project module. The learning outcomes of these modules are consistent with the programme outcomes.
10 The students study 240 credits; 120 at level C and 120 at level I. To ensure that all students have an appropriate grounding for the programme, they study a three-week introductory programme covering mathematics, physics, information technology skills and introduction to engineering. These modules are credit rated.
11 The programme has been designed to articulate with two different honours degree programmes: BEng (Hons) Manufacturing Systems Engineering at UEL, and BEng (Hons) Automotive Engineering at Anglia Polytechnic University. The first cohort is yet to progress to these degree courses. The programme has two option streams, manufacturing technology and automotive. These articulate to the respective honours programmes. No students have yet opted for the automotive pathway.
12 The curriculum enables the students to attain the intended programme outcomes. The curriculum is progressive, from one level to the next, with appropriate underpinning for subsequent study. Students are provided with the knowledge and skills necessary to progress to further study.
13 There is provision in the curriculum to support students with non-traditional entry, particularly those from a non-mathematical background. The programme has had impressive success in attracting many students who would not traditionally have entered higher education, notably several mature students on adult apprenticeships. The providers are encouraged to continue to strive to attract a wider diversity of students.
14 At the time of the review, there were plans to seek professional accreditation for the programme for Incorporated Engineering status with the Institution of Incorporated Engineers. Such a plan is to be encouraged.
15 In discussion, students indicated that they had been introduced to personal development plans but have not used them yet. They have only been introduced this year. However, their employer is provided with progress reports which track student performance. Students are taught valuable skills in research techniques, report writing, referencing and formal report writing as part of the WBL modules.
16 The WBL aspects of the programme are highly effective. They are well integrated with academic studies. The students undertake the 20-credit, second level Project module in their place of employment. An academic member of staff provides supervision and reviews progress. Assessment is in the form of a written report and oral presentation to academic staff and employer representatives.
17 Student assessment is normally designed and planned by College tutors and is then subject to internal and external verification. Typically, assessment for a unit is divided equally between assignments and examinations. Exceptions to this include project work, presentations and case studies.
18 Industrial mentors are not normally involved in assessment design and planning. However, students stated that project work is well supported by their employer, who approves industry-based projects. Once the assessments are devised the students are briefed by the tutors in classes, and this is further supported by written briefs.
19 On occasion, staff have taken the decision, following consultation with students, to put back assessment submission dates to accommodate difficulties the classes were encountering. However, this has tended to adversely affect assessment loading and resulted in bunching of student work.
20 There are appropriate arrangements for the moderation of marking to ensure that assessment marking standards are maintained. The College is currently adopting anonymous marking practices for assessments, where it is practical. While no evidence was found to support secure submission procedures for course work-based assessments, this is not a critical issue in view of the small cohort numbers.
21 The sample of assessments seen by the reviewers was of an appropriate standard for the award, and the level of marking was rigorous. This supports the views expressed by the external examiner. There had been some initial difficulties getting material to the external examiner, but these had been addressed.
22 Staff are to be commended for the two week turnaround for the marking of assignments. The student work sample seen by the reviewers contained useful annotation of marked work, with written commentaries which formatively guided students in the improvement of their work. Additionally, the students interviewed said the staff are willing to talk through their work and offer further guidance.
23 The validation document allows for the accreditation of prior learning. There has been no example of any credit for prior experience or learning being granted to date. UEL has established accreditation of prior experiential learning processes, which staff may wish to consider, to ensure that students' prior educational and industrial experience is taken fully into account. This is important in view of the non-traditional educational backgrounds of the students.
24 Currently, the course is in its second year of operation and has drawn all of its students from FMC. Progression has been good. All 10 students of the first cohort progressed to the second year, and are on course to graduate in 2005. Of the second cohort of 20 students, 18 are still on course, with none leaving for academic reasons. This success can be attributed to the dedication and motivation of both the students and the staff at the College.
25 The standard of work seen by the reviewers was appropriate to level. It demonstrated a good level of knowledge and understanding and a range of specialist and general skills. Of particular note was the level of confidence engendered in the students, demonstrated by the individual presentations for the project module. The external examiner's reports confirmed the standard and quality of students' work.
26 All of the second-year students interviewed had aspirations to articulate onto an honours degree award. However, the students were confused by the information given to them, particularly that pertaining to the further study-time required to gain an honours degree and the name of the award.
27 Students who were questioned had been introduced to personal development planning and understood its purpose. They commented that they were being assessed in key skills, which would contribute to their portfolio. Evidence from discussions and student work, demonstrated that students are developing lifelong learning skills. This should prepare them well for their future careers and/or for progression to the final year of an honours programme.
28 The design of the curriculum has benefited by way of substantial involvement of employers at the conception stage and then throughout the processes of development and realisation of the programme. The special relationship of the teaching team with FMC has played a significant part in this. This distinctive partnership with the major employer of students on the FD allows continuous inputs to be made to the curriculum. After the first year of operation, following joint employer/institution review, revision was made to the curriculum to enhance the student experience. A representative of an engineering relevant Public Sector Borrowing Requirement (PSBR) participated in the validation of the FD and thus facilitated relevant PSBR oversight of the development of the curriculum.
29 The comprehensive, long-standing relationship between FMC and the teaching team facilitates involvement of that company's staff in assessment and achievement. Regular meetings between the company's staff and the teaching team are scheduled, where progress of each student is reviewed and if necessary the required remedial action is determined and put in place. Involvement in assessment is limited but occurs in key WBL modules and at this level the involvement is noteworthy.
The reviewers have confidence in the emerging academic standards and emerging achievements of students.
30 The taught element of the FD is delivered using traditional classroom teaching methods supplemented with hands-on practical work, seminars and self-directed learning, which is usually work-related. One module had the practical element delivered at UEL. Students completed a learning-style questionnaire on commencement of their studies and their preferred mode of learning was discussed in tutorials.
31 The small size of classes enables an interactive approach to be used in teaching. This encourages student participation, a point confirmed by students in discussion. Learning materials are in the form of handouts, and include many examples from the internet. There is no provision for distance-based learning. Module guides are provided, but the standard varies between modules.
32 Work-based and work-related learning play a valuable role in the programme. Only two of the modules (one each year) are identified by the course team as being work-based. These are Management, Communication and Work-Based Learning where case studies from industry are used throughout the module, and Project and Work-Based Learning. In the latter, students are required to investigate a work-based problem and are given guidance on its selection by College staff. Parts of the Project assessment are by presentation and this represents good practice in the promotion of independent learning. Many other modules benefit from case studies and work-related assignments, in which students are expected to use examples from their work place. In addition, the previous industrial experience of many tutors contributes to the vocational relevance of the teaching.
33 College tutors provide appropriate academic support. Students are allocated a personal tutor and records are kept of meetings. They expressed satisfaction with the tutorial system. First-year students stated that support had been provided both when asked for from tutors and in personal tutorial sessions which proactively reviewed a student's academic progress. In contrast to the positive support claims made by first-year students, the second-year students stated that access to staff out of classes was restricted, owing to the students' study pattern and the limited free time available while at the College.
34 An induction programme had been provided to introduce students to the course and the supporting facilities. At the beginning of each module, a plan of work is normally provided for students. In addition, staff from UEL had briefed students with regard to progression opportunities but there was some evidence of confusion about these among second-year students. Most students wanted to progress to honours-level study, but were unsure how to apply and how long it would take them to qualify after the FD.
35 There is good overall provision of pastoral support. Facilities at the College are located in the library area. Tutors encourage email contact for out-of-hours help which students value. Because the students have come to the programme through other provision at the College, they are already well known to staff. Additionally, internet-based resources, which are currently being introduced, offer further guidance. Students also have access to the full range of student support services at UEL.
36 Academic support for work-based modules was apparent, but support from work-based supervisors was less evident. It was clear that more understanding of the nature of the FD needs to be communicated to workplace supervisors to enable them to improve their help to students. Support from industrial mentors was reported as ranging in standard, and students and mentors alike asked for more guidance information to be sent to mentors explaining the nature of their role.
37 The supply, organisation and management of physical and human resources are excellent. The teaching takes place primarily within the state-of-the-art, purpose-built CEME facility, although students use some specialist equipment at UEL. CEME creates an excellent learning environment for the students. Classrooms and tutorial rooms are well equipped with whiteboards and/or large, flat-screen television displays. The latter were shown to be particularly beneficial in promoting good learning within an electromechanical laboratory.
38 CEME has a range of well-equipped laboratories. Some are specialist in nature, others are more general. In the general workshop area, there are machine tools that facilitate almost all of the major machining processes. Modern CNC machine tools and robots are available for the more advanced manufacturing aspects of the curriculum. A major automatic assembly system is currently being commissioned and will be available for future FD students.
39 CEME is well supplied with modern networked PCs. Students have access to a comprehensive range of general purpose software, to email and to the internet. There is an excellent range of software to support the engineering curriculum, with modern CAD/CAM, FE and system modelling packages available.
40 Students can also access the laboratory and computing facilities at the University, thus providing an opportunity to gain experience of engineering equipment that may not be available at CEME and also exposing students to one of the best-equipped manufacturing laboratories in the UK. Some students who reside close to UEL make more use of the facilities there.
41 The small library at CEME contains copies of all books referred to in the module templates. More substantive library facilities are available at Barking and Havering Colleges and at UEL. Remote access to the catalogue of the University library is available from CEME. Journal provision at CEME is basic, with a limited number of engineering journals; however, the major journal holdings at UEL are available. Internet facilities provide a gateway to the College's e-library which can be used to discover reference material. There is also a teaching and learning resource available to students at FMC's learning centre.
42 The teaching staff are well qualified, many with extensive relevant industrial experience. Their combined expertise ensures that the curriculum is fully covered. The teaching team is enhanced by the engineering staff at the University, who are assigned to support the programme. The technician force within CEME provide effective support to the teaching and learning activities.
43 Havering and Barking Colleges and the University are at different stages of development of e-learning. A common e-learning platform is not in place. However, the adoption of a common e-learning platform was reported to be imminent.
44 The employer makes a significant contribution to the successful delivery of the programme. The curriculum provides for prescribed WBL on one module in each year. Additionally, given the nature of the employment and mode of study, each student on the course experiences additional informal WBL by way of discussing current learning material with their supervisor and colleagues at the workplace.
45 Second-year students were most complimentary about the Project and Work-Based Learning module. In each case, their employer had been significantly involved with defining the project and in acting as an industrial supervisor guiding the work-based elements of the project. All students were confident that their industrial supervisor would be making a contribution to the assessment at the project presentations that are scheduled to take place near the end of the academic year. The WBL on this FD stands out as a defining characteristic.
The reviewers have confidence in the quality of the students' learning opportunities.
46 All formal course documentation clearly identifies the FD as a University course, with the further education colleges having responsibility for providing an appropriate and managed learning environment. The course was validated in July 2002. The University course approval regulations were followed. Documentation shows that resulting conditions and recommendations were appropriately addressed.
47 The University has defined operational quality procedures which are implemented for the programme. These work within the overall University quality framework. Course and module approval is carried out by the University; external examiners are appointed by the University, and the course committee reports annually to the School of Computing and Technology at UEL. The annual course report identifies any issues arising which are then included in an action plan.
48 The FD link coordinator from the University liaises closely with the programme team leader. The link coordinator meets with the teaching staff on an informal basis, attends course team meetings and assessment boards, and also has an involvement in the preparation of the annual review and enhancement process report.
49 There are formal opportunities for students to raise issues, including through student representatives on the course committee. However, it has proved difficult for representatives to attend meetings because of the timing of them, making actual opportunities to engage rather limited. Students also complete survey questionnaires and stated that they feel able to raise issues informally. They also stated that issues raised by them have generally been addressed.
50 Any issues raised by the external examiner are discussed at the course team meeting and an action plan included in the annual review and enhancement process report. The course team provides its response to the issues raised by the external examiner.
51 Minutes of the meetings between staff of the College and FMC show that they meet on a regular basis to discuss student progress and issues relating to WBL.
52 The programme was developed with the aid of a major employer, the FMC. The content of the curriculum is reviewed by regular meetings between Ford staff and College staff, ensuring its currency.
53 The facilities at CEME, including staffing resulting from collaboration between academia and industry, represent an ideal environment for the delivery of a FD in the subject area.
54 The FD is seen as a key part of the progression of Ford Apprentices and could form the basis of schemes for other employers.
The Foundation Degree (FD) in Modern Manufacturing validated by the University of East London and delivered at the Centre for Engineering and Manufacturing Excellence by staff of Thames Gateway 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 the 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.
Conclusions and areas for development
Strengths of the programme include:
Areas for development include: