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 City University (CU) has developed the programme in partnership with City and Islington College (CIC) to meet employer needs. The programme was validated in 2002. The full-time two year programme commenced in the academic year 2002-03 and the three year part-time in 2003-04. The FD in Ophthalmic Dispensing is offered in both full and part-time modes by CU School of Allied Health Sciences in the Department of Optometry and Visual Science. A pre-registration further education Diploma programme in Ophthalmic Dispensing is also offered by CIC.
2 The programme is designed to address the needs of dispensing opticians who are trained to interpret and fit prescriptions for spectacles provided by either optometrists or ophthalmic medical practitioners and to recognise basic ocular disorders. The majority of its modules are delivered by CIC, while CU delivers three modules. In 2004, there were 39 full-time and three part-time students enrolled. The majority of students enter directly from secondary school with GCE A-Level qualifications.
3 The professions of ophthalmic dispensing and optometry are regulated by a statutory body, the General Optical Council (GOC), which is charged, among other things, with promoting high standards of professional education and conduct among dispensing opticians. The current requirement for the registration of dispensing opticians is that a student should satisfy the examination requirements of the Association of British Dispensing Opticians (ABDO), and have completed one year in full-time practice.
4 The work-based learning (WBL) is undertaken in dispensing opticians' or optometric practices. Nearly a half of these are located in Central London, a quarter in Essex, and a fifth in Surrey and Hertfordshire. Over two-thirds are large multiple practices, with 80 per cent of all placements being concentrated in four organisations. The remainder of placements are in small independent practices.
The FD in Ophthalmic Dispensing aims to:
5 The programme aims refer to students' acquisition of knowledge and skills necessary to prepare them for a career in ophthalmic dispensing. In consultation with employers, the programme's intended learning outcomes (ILOs) have been designed to meet the needs of dispensing opticians. The ILOs provide a sound basis for achieving the defining characteristics of FDs.
6 The aims of the programme are clear and appropriate for this professionally-based vocational award and align with the core curriculum and the core competencies published by the GOC. There are clear links between the programme aims and the ILOs and there is emerging evidence that the latter will allow students to gain statutory body registration. The ILOs are informed by the Foundation Degree qualification benchmark and align with the intermediate level of the FHEQ.
7 The aims cover fitness for award and fitness for practice that are appropriate for a vocationally based programme leading to professional registration. The aims highlight the responsibility of all stakeholders to engage in an integrated approach to learning and personal development in support of each student.
8 The aims and ILOs are communicated clearly to the students and employers in the programme handbook and the programme specification and through oral dissemination. In addition, the mapping of the programme ILOs to the modules assists students in monitoring their learning and personal and professional development.
9 The two year full-time and three year part-time programmes are delivered mainly at CIC with the level 1 Human Biology module and the level 2 Clinical Skills and Visual and Neural Biology modules being taught at CU. Both routes share the same curriculum, with each year of the part-time course delivering approximately one-third of the full-time course content. Current part-time students are required to be in relevant employment and work in ophthalmic dispensing practices. As part of the programme requirements, each student must complete a minimum of 32 days of working in practice under supervision. This is an important element of the programme for the acquisition of team-building, personal and technical skills development. However, this component of the curriculum does not carry any credit rating in the current scheme although it does comprise 40 per cent of the assessment in the Dispensing 2 module.
10 Owing to the need to align the programme with ABDO's examination syllabus, it comprises 285 credits with nine compulsory modules, totalling 135 credits at level 1. At level 2, the nine core modules totalling 150 credits build upon the foundation set at level 1. Level 1 Human Biology, and level 2 Visual and Neural Biology and Clinical Skills modules are common to the FD and the BSc (Hons) in Optometry. There are further opportunities for rationalisation where the core curricula for dispensing optics and optometry align and have the same learning outcomes, as determined by the statutory body.
11 The curriculum offers a coherent and progressive learning experience for students as they progress through the course and is designed to equip them with the skills required by employers. The curriculum defines explicitly the skills (including problem-solving skills in relation to ophthalmic dispensing) to be developed to comply with the requirements of the statutory body. A matrix of the core competencies is provided and is mapped within the modular framework. To satisfy the needs of the registration process, students must perform these core tasks to a clearly defined minimum threshold level. This transparency is to be commended as it is helpful to the students in planning their learning within the workplace.
12 Although the quality of student work confirms the links between theory and practice, further integration of academic studies and WBL opportunities could make articulation more effective.
13 There is articulation for the FD graduates, who may choose to enter year one of the BSc (Hons) Advanced Ophthalmic Dispensing or year one or two of the BSc (Hons) Optometry, delivered by CU. The difficulty of aligning the clinical components of the FD with those of the full-time optometry degree and satisfying the requirements of the statutory body currently precludes entry to level 3 of the degree. All students wishing to progress to optometry are accommodated within either year one or year two of the programme. Entry is contingent on places being available within year two. This provides a degree of uncertainty for students as progression with advanced standing is not guaranteed to year two, even if academic attainment is at an appropriate level.
14 Assessment practices reflect the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), Section 6: Assessment of students, published by QAA. They have been validated by CU and are in accordance with its regulatory framework. The assessment arrangements presented in the programme specification, the module descriptors and the programme handbook are clearly understood by the students. They represent a coherent and integrated assessment strategy for the programme.
15 The methods of assessment for each module are generally appropriate and align with the intermediate level of the FHEQ and level 5 of the National Qualifications Framework. However, there are instances where the reviewers considered the standard of the assessment task to be more suited to final-year honours rather than the FD level. In addition, the design of some assessment tasks, for example in the Visual Optics 1 module, is not always clearly matched to the module ILOs.
16 The external examiner indicates that the range and depth of the assessment methods is appropriate and that the assessment processes are good. The wide range of assessment includes coursework projects, laboratory reports, dispensing reports, the production of booklets for use by patients, class tests, mathematical problem-solving exercises, written examinations, portfolios and a placement log book. The students have ample opportunities to demonstrate not only their academic knowledge and understanding but also to rehearse, apply and develop a range of technical skills within the workplace. Clear assessment criteria are provided for the students and they are aware of what is expected of them.
17 Within the WBL workplace, a designated practice supervisor from the optician's practice monitors and approves the students' completion of practical tasks, dispensing skills and communication skills, but does not undertake formal assessment. The assessment of WBL is undertaken by members of the teaching team and is based on each student's WBL portfolio and a pro forma report from the practice supervisor. The practice supervisors contribute indirectly to the summative assessment of the students' work and are strongly supportive of the students. Given the centrality of the WBL skills development in the curriculum and the expertise of the practice supervisors, the programme team should give further consideration to expanding the latter's role in the assessment of the WBL.
18 While the WBL portfolios are neatly presented, some students are slow to make entries and they are often completed retrospectively. Consequently, students' recollections may not be fully reflective of the full range of their WBL experiences, which are subsequently assessed. In addition, students need to be encouraged to represent the full range of their activities in the portfolio and to engage in more effective reflection of their learning experiences.
19 Appropriate marking and moderation arrangements are in place to ensure the security of assessment and to provide for the consistent measurement of student achievement. The formal written feedback to students on their assessed work is generally, but not universally, good and the students comment positively on the quality of informal feedback given by members of staff.
20 Arrangements are in place to award recognition of accreditation of prior (experiential) learning in accordance with CU's regulations. To date, this has been little used as most entrants enter the programme with GCE A-Level qualifications. The CIC Tutorial Policy provides details of individual student files and individual learning plans (ILPs), indicating the frequency of student meetings with their tutors as being at least once every half-term to review progress and to set targets.
21 In the main, assessments and student work indicate that module outcomes are being achieved. Student work displays a good standard of knowledge and understanding of the subject and allows them to demonstrate the acquisition of analytical, transferable and subject-specific skills. In particular, the practical skills displayed by the students both in the laboratory-based learning and in the WBL placement are seen as appropriate by the employers. There is also evidence of integration between this work and the acquisition of academic skills of measurement and analysis. The procedures and measurements undertaken by students that are often incorporated in case-studies and practice with 'real' customers, provide a sound basis for the achievement of ophthalmic clinical skills. Students value the workplace experience as it provides a context for their learning and an important insight into vision care. Students indicate that they had been able to consider the range of career options much earlier than expected by gaining this insight into vision care delivery in practice.
22 An analysis of the cohort of full-time students completing in 2004 indicates that of the students entering level 2, 89 per cent achieved an FD. The external examiner indicates that students perform very favourably in comparison with other institutions.
23 Academic standards appropriate to the Intermediate level, as defined in the FHEQ, are being achieved by students and their work reaches the threshold requirements for the award of an FD.
24 The FD design integrates with the ABDO syllabus to prepare students for the professional body's examinations. Consequently the programme displays a strong relationship between its ILOs and the learning outcomes of the WBL module. This is confirmed in meetings with students and the practice supervisors. It is validated by the GOC and there is some employer involvement in review meetings.
25 Many employers 'sponsor' existing part-time employees on the programme and are able to accommodate full-time students undertaking the 32-day WBL placements. Some students who do not undertake work experience before the placement would welcome the extension of this period to provide them with more time to gain the necessary learning experience.
26 Practices are well equipped to support the learning needs of students and invest in staff training and development. The FD students benefit from this and are afforded access to the relevant expertise within the practice. During the work experience, the interpersonal skills developed, including teamwork and communication, contribute significantly to the development of students' lifelong learning.
27 Although the WBL placement is not credit-rated, the work placement portfolio contributes 40 per cent to the level 2 Dispensing 2 module.
28 Although employers are keen to take an active role in the evaluation and development of the FD, their workload provides an obstacle to their regular attendance at programme meetings.
The reviewers have confidence in the academic standards and achievements of students.
29 The coordinated and collaborative learning and teaching strategy is designed to meet the academic, clinical and professional needs of dispensing opticians. It incorporates a range of teaching and learning methods including lectures, tutorials, presentations, practical laboratory work, individual and group project work and WBL. These methods are effective in helping the students to achieve the ILOs and to integrate theory and practice. The teaching sessions, which incorporate interactive methods and problem solving, are well planned and the learning activities are imaginative. The WBL provides valuable experiential learning for the students. The practice supervisor and the WBL tutor play an effective role in linking theory and practice. At present, there are insufficient formal opportunities within the curriculum for students to share their WBL experiences.
30 A range of appropriate learning materials supports the delivery of the curriculum. The lecture schedules contain clear lists of the resources and identify the major texts required. They provide a sound basis to encourage students who wish to learn independently. The on-line development of a comprehensive programme of learning and practical material for the level 2 Clinical Skills, Visual and Neural Biology and level 1 Human Biology is to be commended. This facility allows students to work through modules at their own pace either within formal classes or from independent workstations. An appropriate range of support services and facilities at CU and CIC are available to and valued by the students.
31 Where possible, the teaching team adopts a flexible approach to module delivery, which the part-time students appreciate. The teaching team is sensitive to the challenges associated with mixed-ability teaching and to issues of equal opportunity. The enthusiasm and professionalism of the students and their active engagement with on-line resources clearly indicates that the approach to learning and teaching is effective in promoting independent and lifelong learning.
32 A range of methods is employed by the teaching team to review and evaluate the effectiveness of the teaching and learning. These include formal and informal student feedback, student achievements, teaching-team meetings and the discussions at the programme's academic board. The students, for example, comment very positively that the teaching team actively encourages their learning.
33 Over 95 per cent of the entrants to the programme are under 25 with GCE A-level qualifications. They enter with a relatively homogeneous range of skills and knowledge. The induction programme is welcomed by students and it ensures that they are well informed about the programme, its content, character and delivery.
34 The CIC Tutorial Policy clearly indicates students' entitlement. Each student is allocated a personal tutor, who meets with them at regular intervals and is available should the student require advice and assistance. As part of this process the students are supported in completing their ILPs. The ILPs, although a useful aid to learning, could be used more effectively in developing further students' skills of reflection, particularly in the context of their WBL experiences.
35 Students are supported during their 32-day work placement by an initial visit, followed by a subsequent visit during the placement and a one-to-one review at its completion. Students speak enthusiastically about the friendliness and availability of the teaching staff, even when the students are away on work placement.
36 In the only cohort to graduate to date, 75 per cent of the full-time students progressed from level 1 to level 2. At the end of 2004, 93 per cent of full-time level 1 students progressed to level 2. The retention rates from 2003-04 on the part-time programme have been much more variable on far lower intakes, averaging 39 per cent over two years. Most withdrawals have been for non-academic reasons.
37 Those students completing the FD are given the opportunity of progressing to honours degrees. Generally, the students are well prepared as they undertake some of the level 1 and 2 modules in common with the BSc honours students. To date, the majority of the FD graduates have proceeded to the honours degrees. Almost all the students interviewed by the reviewers indicate that they would also like to follow the same progression routes.
38 Learning and teaching is provided by 16 full and part-time CIC teaching staff, three technicians and one administrative assistant. Of these, one part-time staff member and one administrative assistant devote all of their time to the FD. At CU, 13 full-time teaching staff and one technician provide support for the programme. The teaching staff are generally well qualified, with a wide range of commercial, professional and practical experience within the field of ophthalmic dispensing. A number have active research interests, and some have teaching qualifications.
39 The staff within the opticians' practices are well qualified and provide a structured training and learning experience, as well as good advice and support for the students. They contribute to the programme by providing the opportunity for the students to undertake a wide variety of workplace experiences based upon live and current issues at work.
40 A coherent resources strategy ensures that there are sufficient specialist facilities within CU, CIC and WBL settings to achieve the programme ILOs. This strategy ensures that a wide range of learning resources is available to support the needs of the programme.
41 The learning resources centre (LRC) at CIC's Angel Campus offers a modern learning environment with a range of core texts, a small selection of appropriate journals and periodicals, resource packs, DVDs, CDs, networked CD-ROMs, photocopying and printing facilities, careers guidance material, television and audio equipment. The CIC intranet and the internet are available on the LRC's networked machines. Although there are no dedicated subject librarians, students can seek information, support and guidance from learning resources staff. The traditionally designed CU library contains a wide range of texts and journals to support the programme. Opening hours of the latter and the LRC at CIC are adequate to meet students' needs. The students have access to extensive information and communications technology facilities at CU and CIC, and there is appropriate technical support for these facilities.
42 The laboratories at CIC and CU provide well-equipped and spacious facilities. They offer students the opportunity to undertake practical work in both real and virtual environments and to practice their dispensing and workshop skills. Students undertake their work placements in a wide range of opticians' practices embracing a number of the major national chains and small independent outlets. The facilities within the WBL environments are good; they include all the equipment listed as compulsory, and much of that listed as desirable in the supervisor's handbook and they meet GOC's requirements.
43 Part-time students are employed in relevant organisations and full-time students are expected to find suitable 32-day work placements for WBL. The high quality of the WBL experience is well integrated into specific programme modules ensuring that the knowledge-based and clinical activities are matched to the programme ILOs and the defining characteristics of an FD. The need to develop interpersonal skills is emphasised and supported through the WBL placement. Many of these skills form the basis upon which students' lifelong learning within the optical sector will be developed.
44 A WBL tutor, who also acts a mentor to the students, ensures that formal and effective links are established with optician's practices to support students during placement. At the initial visit, the WBL tutor ensures that the organisation has established policies on health and safety and equal opportunities that apply to the students. The WBL tutor is also available to students by telephone and email. Students welcome the role played by their practice supervisors, who provide advice, day-to-day guidance and supervise their work experience.
45 Practice supervisors are required to verify that the students have completed the requisite number of cases, which represent 20 per cent of the WBL assessment. In addition, they have to submit a report attesting to each student's learning experience which represents 20 per cent of the WBL assessment. Although the employers 'sign off' the number of cases presented by the student and write a report on the student's performance, it is the teaching staff who assign the marks.
46 A supervisor's handbook provides a guide to work placement. It outlines the criteria supervisors should use in monitoring students' progress in their acquisition of practical dispensing and communication skills. It includes tracking sheets, which supervisors use to record each student's interaction with customers. However, some employers consider that the handbook could be rationalised to make its content more comprehensible to both themselves and the students. In addition, a visit from CIC before students' placement, would aid practice supervisors' understanding of their role in facilitating students' WBL. This could aid further the communication between the teaching staff and the employer. It could also help to clarify the role and scope of assessment and to encourage the latter to adopt a more structured approach to supervisor support for the students. Furthermore, given the workload of employers and their difficulty in attending employer liaison meetings at CIC, the visits could be used to encourage them to provide additional developmental feedback on the FD's design.
The reviewers have confidence in the quality of the students' learning opportunities.
47 There are clear and coherent systems for quality monitoring and enhancement that are well integrated between the institutions and operate effectively. The quality assurance framework operated by CU is consistent with the Code of practice, Section 2: Collaborative provision and flexible and distributed learning (including e-learning).
48 At the programme level, as Programme Director, the Head of the Department of Optometry and Visual Science plays a pivotal role in integrating the delivery of the programme at the two institutions and ensuring its integrity.
49 The annual programme evaluation reports are effective and there is evidence that the programme team responds to emerging issues. For example, additional laboratory sessions were introduced to help support students to improve their achievement in the level 1 Human Biology module.
50 The format of the external examiner's report is standard to all CU programmes. The most recent report (2004), comments on the lack of student documentation for the WBL element of the programme. In addition, the content of the reports is limited and does not inform programme development sufficiently. CU should be encouraged to review the format of the external examiner's report to ensure that responses are more comprehensive, and include comment on students' WBL placement.
51 CU and CIC have been proactive in addressing cross-institutional quality assurance issues that underpin the delivery of the FD. Each institution operates its own quality assurance framework to comply with the requirements of different stakeholders. As the programme has evolved, the partnership between the institutions has ensured that the clarity and coherence of their systems for quality monitoring and enhancement have not been compromised. Their effective integration at all levels lends the reviewers to have confidence in the quality framework supporting the programme which represents good practice.
The Foundation Degree (FD) in Ophthalmic Dispensing validated by City University (CU) and delivered at CU and City and Islington College (CIC) was reviewed in the academic year 2004-05. Judgments 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 the students' learning opportunities.
Features of good practice and innovation in the programme include:
Strengths of the programme include:
Areas for development include: