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.
1 This report presents the findings of a review of the emerging academic standards and emerging achievements of students and the quality of students' learning opportunities, including monitoring and enhancement, of the FD in Fashion Design Skills at Bath Spa University College. The review was completed in the academic year 2004-05.
2 The FD may be studied on a full-time basis over two years or a part-time basis over four years. It is taught within the Bath School of Art and Design. The core programme team consists of two full-time members of staff, supported by tutors constituting of 1.5 full-time equivalent, together with a full-time senior technical demonstrator. At the time of the review, 24 full-time and four part-time students were enrolled on the two levels of the FD. The student-staff ratio (SSR) for the programme is currently 16:1.
3 The FD was developed in response to the British Fashion Council and Department of Trade and Industry report, The Study of the UK Designer Fashion Sector 2003. This identified a need for more specialised courses providing technical skills training, such as creative pattern cutting, to address a shortage of skilled workers and competent cutters. In developing the course, advice was obtained from the relevant Sector Skills Council (SSC) (Skillfast-UK), the British Fashion Council and other industrial advisers.s
4 As set out in the self-evaluation, the main aim of the FD is to:
Educational aims state that on successful completion of the programme students will have:
5 The FD has a distinct focus on garment construction and technical skills development. This is highly relevant to the professional standards within the fashion industry and appropriate to the Foundation Degree qualification benchmark, published by QAA.
6 The programme aims are clearly stated in programme information and the handbook. They encompass the defining characteristics of FDs and are appropriate to the achievement of the FHEQ at Certificate and Intermediate levels.
7 The aims and learning outcomes are closely linked; this is clearly demonstrated in the programme specification and across all the modules presented in the programme handbook. The aims and the learning outcomes are broad-ranging and ambitious, with an emphasis upon the development of subject-specific skills and the integration of academic studies. Programme and module learning outcomes support the progression of students between the two levels of the FD.
8 Learning outcomes corresponding to work-related learning take a number of different forms including industrial projects and lectures from well-respected members of the fashion industry.
9 Since the programme began in 2003, no student cohort has yet completed the FD. When the programme was initially approved, articulation to a BA (Hons) Fashion was agreed. The programme team is currently engaged in changing the articulation to a more appropriate BA (Hons) Fashion and Textiles programme. Senior managers confirmed that regulatory and procedural arrangements for this are now in place. Second-year students confirmed an expectation to progress to honours level but were uncertain about the requirements for articulation. During discussions, staff accepted that the information on progression in the current programme handbook is unclear and does not reflect the criteria clearly.
10 The institutional policy on progression is based on credit accumulation and the student's ability to benefit from the course to which they are progressing. Grades achieved at the Intermediate level of the FD contribute 20 per cent towards the final honours classification. Students wishing to progress to the programme within the articulation agreement will be interviewed. Students may be granted permission to proceed directly or be required to do some extra work to ensure that they could benefit from further study.
11 The programme aims to develop students' critical awareness of current and former practice in fashion, and integrate practical and contextual understanding. This is achieved, for example, by the contextual studies sessions delivered in partnership with the Museum of Costume, Bath. In this case taught sessions are built around a clearly developed learning strategy offering a unique opportunity to students on this programme. This element of the programme is a distinctive feature and an example of good practice. Students are enthusiastic about their experiences working with the museum and appreciate the benefits that this offered for their creative work.
12 The arrangements for assessment are clear and robust. The programme handbook provides detailed information regarding module specific assessment requirements and marking criteria. All work is double-marked and reviewed by the external examiner, ensuring consistent measurement of student achievement across the cohort. Formative assessment, in the form of regular progress reviews, facilitates feedback, guides students' learning and monitors their progress. Comprehensive and constructive written formative and summative feedback is provided to students on all their written and practical work. This strategic focus on assessment is an example of good practice.
13 Assessment methods include written tests, essays, seminar presentations and the presentation of design portfolios and completed garments. A pre-programme project allows for a diagnostic assessment of newly enrolled students. The assessment strategy is appropriate to the Intermediate level of the FHEQ and level 5 of the National Vocational Qualifications Framework, and effectively evaluates competencies within both the theoretical and practical elements of the course. Further emphasis in assessment briefs and in feedback to students on the links between theory and practice would strengthen this distinctive feature of the provision.
14 Work-based learning (WBL) is assessed by industry-led projects that are delivered within the institution. These are devised by industry and scrutinised by the internal staff to ensure that the learning outcomes meet the requirement of the module. Industry-led projects are marked by subject staff and informed by employer comment. While industry representatives participate in critiques and provide feedback reports, they do not contribute formally to the assessment process.
15 Opportunities for industrial placements are promoted through a network of industrial contacts. Such placements do not form part of the validated provision and are not assessed. Students are responsible for the arrangements and any costs incurred when undertaking a placement. The four students who have undertaken industrial placements stated that they have benefited from the experience.
16 The University College maintains an electronic student record system, which provides a transcript with the final award. The Personal and Academic Record (PAR) was introduced in 2004 for first-year students. It aims to promote and record student progress and achievement. Its content for second-year students is currently being developed. The PAR is not yet used sufficiently widely to develop effectively the reflective activities that underpin the delivery of practical and conceptual skills and contribute to lifelong learning.
17 There is an established process for the award of credits in recognition of accreditation of prior learning. Clear arrangements for the accreditation of experiential as well as certificated learning provide explicit information regarding the nature and range of evidence required.
18 The FD comprises 240 credits, of which 120 are at Certificate level and 120 at Intermediate level. The WBL element, incorporating vocational skills and their application within in the workplace, is entirely integrated within modules and does not carry separate credits. Formal WBL is integrated throughout the programme through industry-led projects. The success of this approach to WBL is confirmed by the quality of the student work, which demonstrates the integration of practical and conceptual skills.
19 At the time of the review, no students had completed the programme. A representative sample of student work at both levels was seen. This clearly demonstrated that students had developed a good understanding and application of visual research and vocational skills, coupled with an awareness of historical and contemporary influences within the context of their studies. Industrial partners, including providers of placements and industry-led projects, confirm that students from this programme have an appropriate level of knowledge and skills. This is also evidenced through student work and projects designed to enable students to demonstrate the application of skills within defined contexts. The level of student achievement is consistent with the threshold requirements of the award and the defining characteristics of an FD.
20 The very thorough introduction to technical skills at the outset of their studies enables those students entering with limited or no prior 'make' experience to rapidly acquire the requisite technical knowledge and skills. The technical abilities and creative techniques evidenced within the garments submitted for the Flat Pattern Cutting module and the industry-led project were of an exceptionally high order.
21 Feedback from students and high attrition rates from the first cohort on the programme indicated that the design and delivery of the curriculum was particularly demanding and was inappropriate for this cohort. Changes in recruitment processes and a rationalisation of the student workload and the pace of delivery during the initial stages of the programme have been introduced. Consequently, student retention has improved dramatically and currently follows the School norms. All four students who progressed to year two from the initial cohort have continued, and 95 per cent of those enrolled in year one in 2004 have been retained. The programme team believes an intense workload is necessary to enable students to develop appropriate skills in preparation for the reality of work within the fashion industry. Students confirmed their understanding of the relevance of this experience to their professional aspirations, but also noted the need for reflection and application of skills learnt within modules.
22 The FD was designed following extensive discussions and input from external professional experts from the fashion industry. These included The Study of the UK Designer Fashion Sector (2003) commissioned by the British Fashion Council and the Department of Trade and Industry. Two publications from the SSC for apparel, footwear, textiles and related business (Skillfast-UK) have become key references. Advice from major employers in the fashion industry and involvement with employers and Skillfast-UK is ongoing. The programme team has responded positively to the views and recommendations made by external bodies and the external examiner. The programme provides effective technical skills training and enables students to communicate ideas to manufacturers. These skills have been identified as needs within the fashion industry. This relationship continues to be actively maintained by all parties through involvement in the continuing progress of the programme and in its delivery and represents an example of good practice.
23 Industry-led projects, which are developed and delivered in conjunction with industrial companies, mirror the working practices and realities of the sector. Emphasis is focused on developing the students' design, pattern and construction skills within the context of similar challenges such as identifying market demands, resource restrictions and understanding the necessity to manage their time effectively and meet deadlines. This is supplemented by opportunities to participate in industrial placements. Students complete a log or journal of their experience, although this is not assessed. This enables them to identify the skills and knowledge they have acquired and to link these to the industrial context.
The reviewers have confidence in the emerging academic standards and the emerging achievements of students.
24 The majority of the students study full-time. The opportunity to negotiate individual learning patterns allows for flexibility, and this has been effective for the part-time students currently enrolled.
25 An appropriate range of teaching and learning methods, including workshop/studio, lectures, seminars and discussion groups is articulated in the programme handbook. The approach to learning and teaching focuses on the development of students as autonomous learners, encourages the integration of skills into academic work, and encourages the element of employability in all programmes. The FD programme meets these aims. Reflective learning is developed through project work, in the contextual studies programme and through the fashion discussion groups.
26 Students generally appreciate the range of teaching and learning methods deployed, and are positive about the enthusiastic and committed teaching team. They value the small group teaching and intensive tutor contact and feel this to be key to their successful learning. The programme reflects its clear rationale of developing strong links with industry through the use of industry-led projects and valued input from visiting practitioners. The visiting speakers programme provides an opportunity for broadening the student experience, through exposure to other creative practitioners and ensures currency. The teaching of theoretical and practical elements is successfully integrated, especially in the contextual studies programme, through the links with the Museum of Costume. This represents good practice. Students and external industrial consultants value the opportunities provided by this partnership.
27 New academic staff who do not possess a teaching qualification, or equivalent higher education experience, receive teaching remission, and are required to undertake the Institute for Learning and Teaching accredited in-house training programme. This is also offered to visiting tutors, but few are able to avail themselves of the opportunity because of other commitments. Peer review of teaching is undertaken and in conjunction with appraisal, is used as a means of identifying individual and institutional staff development needs. Evidence was seen in staff curricula vitae of staff development resulting from these systems.
28 The quality of learning materials is generally good. Industrial project briefs are clear and well written. The handbooks for contextual studies provide thorough and clear guidance on the aims and expected outcomes of the module, as well as advice on study skills. Students receive a range of handouts and lecture notes, and further support is available from study skills publications within the institution.
29 Prospective students are provided with clear written guidance on the nature of the programme, the FD defining characteristics and contain an appropriate focus on WBL. Students understand the industrial and skills-based focus of the programme and identify the programme handbook as a useful source of reference.
30 All applicants are interviewed. Students enter the programme with a range of level 3 qualifications. The majority of students are aged under 25 and are female. Students receive an effective induction to the programme, including health and safety requirements. An evaluation of the induction process is undertaken by the institution in the form of a student questionnaire. Students feel fully supported by their personal tutor. They praised the academic support and guidance provided on their written work, the ease of access to individual tutorial support, and the advice and recommendations for more specialist support. The University College maintains a wide range of academic and pastoral support facilities. These include specific support for students with disabilities and a student counselling and financial advice service. This level of support is an example of good practice.
31 The recent and relevant industrial experience of staff, along with advice from visiting lecturers, provides general guidance on career pathways. Aspects of career development and the identification of a range of employment opportunities are covered in the programme, and the Job Shop provides more general careers guidance.
32 A range of initiatives supports the development of the disciplines of fashion and textile design, which are relatively new to this institution. These include building a specialist team of academics and support staff, as well as setting up a comprehensive equipment and studio base.
33 The expertise of the staff covers the full range of disciplines within the programme and includes members who have extensive and current experience in the industry. A range of visiting tutors and speakers from industry further enhances the student experience. Staff from the BA (Hons) programme in Surface Design contribute to the FD and this supports the delivery of a wide range of skills and approaches and student progression. Students appreciate the expertise of staff and their availability, noting that the support given by the core team and the input from visitors from industry is particularly strong.
34 The programme operates with a good SSR facilitating the delivery of an intense curriculum. Once the programme attracts its full complement of students, staff appreciate that this is likely to alter, but an additional appointment will shortly be made.
35 Core activities are delivered in dedicated studios in the Circus, close to the Museum of Costume and under a mile from the main campus of the School of Art and Design at Sion Hill. In response to student feedback, more taught sessions have been scheduled on the main campus to integrate FD students more fully into the School. The Circus studios have good facilities for the practical work associated with fashion design and manufacture, and house the offices of key staff delivering the programme. Students also have access to a range of well-equipped textiles studios and workshops at the main campus. The School benefits from a dedicated subject-specific library on the main campus, together with an extensive slide collection.
36 The main IT provision is located at Sion Hill, with more limited provision sited within studios at the Circus. The external examiner has noted the need for further investment in the delivery and integration of discipline-related IT skills within the programme; this was also noted by the students. The institution has approved investment in further resources to support expansion planned for the School. This will be supplemented further following the institution's successful bid for Centre of Excellence in Teaching and Learning funding.
37 The range of opportunities offered to students to develop learning outcomes relevant to future employment and work within the fashion and textile industry is wide ranging. Employers contribute to the delivery of the FD principally through the industry-led projects. They meet with students and go through the written briefs and convey to students what is required. This enables students to see the importance of good communication between client and manufacturer. Throughout, academic staff have an overview of the process and grade the projects taking employer comments into account. Students receive written notification of what employers have said, even if their comments were made orally. High profile, well-respected visiting lecturers bring a further sense of industrial reality to the programme and provide students with an understanding of a cross section of job opportunities within the fashion industry.
38 The programme team encourages students to source their own work placements where possible. This works effectively with the current small number of students, but as full cohorts are recruited it may not be sufficiently systematic to ensure student needs are met. In three of the four placements undertaken so far, employers had been fully briefed about the purpose of the work placement and its role within the programme. These employers spoke positively about the experience from their own and the student perspective. Where students had expressed an interest in specialist facilities or technologies, this had been incorporated successfully within the training. Students were generally well monitored and supported by academic staff. Staff are working to improve the briefing and monitoring processes.
The reviewers have confidence in the quality of the students' learning opportunities.
39 The University College website contains a clear statement of its responsibilities and methods for monitoring and enhancing academic quality. The University Quality Academic Standards Committee has overarching responsibility for the clearly defined procedures and guidelines that effectively underpin the monitoring of academic standards, and the quality of the student experience at subject level. The approval process has ensured that the programme meets a clearly defined employment need and the FD defining characteristics. New programmes of study are exposed to external scrutiny before approval. Emphasis is focused on the developmental phase and ongoing consultation with employers and sector organisations. The School is seeking to establish a Foundation Degree Advisory Group linked to the Regional Development Agency and the SSC to further build upon this dialogue. It has already introduced a 'Framework for the review of Foundation Degrees' to deal with the distinct characteristics of these programmes.
40 External examiner reports are duly considered and appropriate action is taken. An annual risk-assessment procedure centres on the unit of review, in this case Bath School of Art and Design and is informed by annual programme reports. These reports are considered by boards at programme and School level, both of which have student representation. All academic programmes are assessed on a five to six-year cycle. The review of the School in 2005, approved delivery of all programmes for a further six years. It highlighted the need to revise student handbooks to make them more student-friendly and to make explicit reference to key skills at level 1.
41 The quality management processes ensure that the programme, including the WBL element, is systematically monitored against its learning outcomes, with action plans drawn up to promote improvement. As a result, the programme has identified and responded to issues of access and retention, skills acquisition and pace of delivery.
42 Students are represented on the all-relevant institutional committees. They feel confident that their views are sought and acted upon. In addition to student representation and participation within the formal committee structure, a system of open access to staff for students promotes a supportive learning environment. This high level of interaction between staff and students is an example of good practice and a very positive feature of the provision.s
43 The self-evaluation identifies responsiveness to industry requirements to address shortfalls in skills training as good practice. The programme enjoys strong connections within the fashion industry and maintains an ongoing dialogue with Skillfast-UK. This informs and supports the currency of the curriculum. This aspect is further enhanced by the up-to-date knowledge and professional expertise of the teaching team, a range of visiting tutors and the industry-led projects. These factors represent an example of good practice.
44 The self-evaluation identifies the teaching collaboration between the University College staff and the curatorial staff of the Museum of Costume as a distinctive feature of the programme. The reviewers agree that this enables students to make a clear connection between theory and practice in an historical context. They also gain an understanding of the technical construction of garments and use the museum as a source of creative inspiration. This effective collaboration constitutes good practice.
45 A further example of good practice is the commendable level of academic support and guidance given in relation to both practical and written work, facilitated by ease of access to individual tutorial support. This is supplemented by a full range of support services offered by the institution.s
The Foundation Degree in Fashion Design Skills validated by and delivered at Bath Spa University 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 academic standards and emerging 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: