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 This report presents the findings of a review of the emerging academic standards and emerging achievements of students, the quality of students' learning opportunities and the monitoring and enhancement, of the FD in Applied Computing (Defence Geographic Information). Within a collaborative framework, Sheffield Hallam University (SHU) is the validating institution; the Royal School of Military Survey (RSMS) is the educational provider and 42 Engineer Regiment is the employer. The review was completed in the academic year 2004-05.
2 The FD is studied on a full-time basis. Certificate level and Intermediate level studies as set out in The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) are carried out wholly within the School, each over a nine-month period. Modules are delivered in block mode. Between these two levels, students complete 18 to 30 months operational training (work-based learning (WBL)) within their military units. Two cohorts are normally recruited each year. Currently, 11 students are studying at Certificate level and 13 at Intermediate level. The core programme team consists of 38 full-time members of staff, supported by one part-time staff constituting an 0.5 full-time equivalent, together with seven technical support staff. The student:staff ratio (SSR) for the programme is currently 3:1.
3 The FD, validated in 2003, was developed in line with the Ministry of Defence's policy that education should underpin career and personal development, and a Defence Training Review which recommended that all career educational provision should reflect recognised civilian qualifications. The RSMS is part of the Royal Engineers' Geographic Engineer Group (GEG) The GEG's role is to collect survey data relating to the terrain, analyse that data and produce information to aid land and air-based forces. This is represented in the three specialisms or trades targeted by the FD.
4 The educational aims set down in the programme specification are as follows:
The Defence Geographic Information FD is designed to provide students with a sound knowledge base, as well as technical and personal skills, so that they are able to undertake the acquisition, analysis, production and dissemination of geospatial information for use in support of a range of operational activities including humanitarian aid programmes, de-mining, peace-keeping and war fighting.
Specifically the programme aims to equip students with relevant qualities and skills necessary to:
5 The role of the RSMS is to provide education to military technicians within the Corps of Royal Engineers and equip them with the necessary skills and knowledge to support their specialist trades in data, terrain analysis or production. The FD was designed following an analysis conducted by the Army Training Branch which identified the employers' needs and ensured that the new programme reflects current practice at national and international level in military and civilian employment.
6 The programme aims and intended learning outcomes are clear and reflect the occupational standards of the sector. They are available to staff and students by means of the School's intranet and the programme handbook. An initial mapping exercise ensured coherence between programme and module aims and outcomes. It also ensured that constant reference is made to the integration of academic studies and WBL, reflecting the qualities and skills required within the relevant trade.
7 The programme reflects the requirements of the FHEQ and the defining characteristics of FDs. Learning outcomes are appropriate and emphasise the progressive development of skills and competencies, and link theory and practice in the workplace. Employer involvement is a strong characteristic of the programme.
8 The FD comprises 240 credits, of which 120 are at Certificate level and 120 at Intermediate level, with 20 credits dedicated solely to WBL within the experiential modules. Although the curriculum focuses on three specialist areas, it does not only train students for specific military tasks. Its design accommodates the student's development as a professional soldier as well as a geographic technician, and successfully enables the attainment of programme outcomes by students from a wide variety of educational backgrounds. Data-gathering, analysis and presentation are key elements and students are exposed to a wide range of hardware and software systems, which are also used commercially for civilian applications. This provides them with marketable skills when they leave the Army.
9 The curriculum is appropriately organised, and learning outcomes include a range of knowledge and generic skills at a suitable level. A system of compulsory and elective modules provide three slightly different specialist routes to the qualification. The student transcript clarifies the focus and content of the award. The balance between theory and practice is well maintained through close contact with military operational units.
10 The first cohort of students had completed a year of a Higher National Diploma programme and returned from their WBL in 2004. This prior work was accredited through SHU procedures for the accreditation of prior certificated learning. This was followed by year two of the FD. These procedures ensured that the phasing arrangement was appropriate and thorough. Due to the long period soldiers spend in operational work placements, phasing arrangements will remain in operation until 2006. A formal articulation arrangement exists with SHU for successful students to proceed to the BSc Applied Computing honours degree. To enhance opportunities for progression to an honours degree, arrangements are also in place with three other higher education institutions in other parts of the country.
11 Military staff are selected for the role of instructor by way of their regular career reviews. They teach at the School for a period of three years and then return to military duties. This rotation ensures that current practice in the field is constantly informing the curriculum.
12 Student work demonstrated a high level of integration of vocational skills and their application in a work-based environment. Lifelong learning is promoted through a personal development record. Although the take-up of this is currently mixed, students had a strong sense of career direction and found the programme useful to future career and personal development. They are aware of a future opportunity to proceed to an honours programme, but most currently view the Army as their career.
13 The purposes and philosophy of assessment are clearly expressed in the programme specification and definitive programme document. Procedures for assessment, documentation and feedback are clear and formalised. Module descriptors provide students with a helpful level of detail regarding the requirements and criteria for achieving each grade. Procedures for moderation of assessment are thorough and mirror those of SHU. The external examiner looks at work from both levels of the programme. The Link Tutor from SHU has responsibility for ensuring that SHU regulations are followed.
14 There is an appropriate balance between examinations and the coursework, which includes practical tasks, problem solving and group work. The range and variety of assessment methods provides a sufficient challenge for students and tests the achievement of module and programme learning outcomes. In particular, experiential modules successfully integrate students' studies and their WBL as soldiers. Students spoke positively about the embedding of WBL across the curriculum. Feedback on student work, both completed and in progress, is extensive and constructive and students find this very valuable.
15 The primary employer, 42 Engineer Regiment (Geographic) is not formally involved in any summative assessment, although students are given formative feedback on their WBL by employing officers. This informs delivery and assessment at Certificate level as well as the experiential module at Intermediate level.
16 The WBL is fully integrated within the curriculum. A representative sample of student work at both levels, including examination and coursework was seen. This demonstrated the required integration of practical and theoretical concepts and skills. The level of student achievement is consistent with the requirements of the award, the defining characteristics of FDs, and confirms the success of the provider's approach to WBL. The aim to prepare soldiers with the skills to work within a civilian capacity is met.
17 At the time of the review, no students had completed either level of the new programme. The first cohort of FD students graduated in January 2005. Having originally started on an HND programme, SHU mechanisms for APCL were used to phase these students on to the FD. Both staff and students encountered some difficulties while adapting to a different assessment style. In response, a quality committee was set up with the remit of ensuring that all assessments are consistent in level, and to identify any further areas for development. The student work and the most recent external examiner report confirms that the steps the team has taken successfully address the areas of concern.
18 Retention on the course is excellent. Of the one cohort to have completed the award, 96 per cent of those who started the Intermediate level programme graduated. Only one student has left the programme for academic reasons and he was redeployed within the Armed Forces; 97 per cent of those who started the new first year of the programme have successfully completed that level. Currently, there are a further 11 students studying Certificate level and 13 on Intermediate level, and retention so far is 100 per cent.
19 The nature of the relationship between the education provider (RSMS) and the employer (42 Engineer Regiment) is such that the curriculum is fully aligned with the employer's requirements, and monitoring arrangements ensure that this continues to be the case.
20 The currency of the material is routinely reviewed in a number of ways involving both the provider and employers. At the end of each module, a session is held to review the delivery and content of the module. A similar exercise reviews the whole level at the end of the year. Following each military exercise the relevant unit reports on the effectiveness of the training students have received, and identifies any deficiencies.
21 Military staff are posted to teach at RSMS for specific periods, typically three years. Both before and after this posting they will probably be posted to operational units and so are able to bring their up-to-date knowledge of the actual operational context to bear upon their teaching and programme content. Civilian staff experience operational conditions by participating as observers in some military exercises to ensure that their knowledge of the operational environment remains current.
22 Following initial Basic Military Training, and completion of the first year of the FD (Certificate level), soldiers are posted to an operational unit for 18 to 30 months, during which time they employ the skills learned in the School, before returning to complete their studies. During the period of the posting they undertake two specific credit-rated WBL modules. The first Certificate level module requires that they produce a portfolio of evidence relating to the skills learned in their Certificate level studies. This is followed by the Intermediate level module, focused on strategic and management issues, in which students reflect upon their experience, their contribution to the work of the unit and the role of their unit within the broader military context. Although employers do not mark assessed work, they do provide oral feedback and confirm the evidence in the portfolio for the first WBL module.
The reviewers have confidence in the emerging academic standards and the emerging achievements of students.
23 All students study full-time, and modules are delivered in block mode. An appropriate range of teaching and learning methods, including lectures, laboratories, workshops and case-studies is used. The involvement of military staff, as instructors on the programme, ensures that the exercises and research tasks assigned to the students are highly relevant to the current operational requirements of the workplace. The ability to instruct and convey information is a requirement in the military role. During regular reviews, staff are judged as suitable or otherwise for an instructor role.
24 The students are extremely positive about the high level of support and relevant expertise of the staff teaching on the programme, and value the intensive tutor contact. The excellent Pass rates for the programme demonstrate that the teaching and learning is effective in enabling them to achieve the programme learning outcomes.
25 Students have access to the internet and are registered to use 'virtual-campus' on-line resources. In addition, staff routinely make available copies of their notes and PowerPoint presentations. The students confirm that these learning materials meet their needs.
26 The RSMS has an effective student support system, including pre-admission advice and guidance where students are briefed about the programme before joining the Army and again before selection. The students undergo several tests in addition to those required to be a Royal Engineer. Once selected, students follow an extensive induction. The students are given an effective documentary source of information and guidance, including the programme handbook, timetable, module descriptors and the procedures for assessment, and access to the student intranet for soft-copy versions.
27 Students are appreciative of the overall level of support given by the teaching team. All students may request a tutorial with any member of the teaching team; this session is held after hours usually on the same day. Students state that the instructors willingly make time to provide them with extra support whenever required. When a student is referred in a module they are given two to three days of intensive tutorials, often on a one-to-one basis before being re-assessed.
28 Although staff acknowledge that the full potential of the professional development record is yet to be realised, students do have annual and half-yearly progress reports, where development is an element of the key discussions. Advice on progression to honours and subsequent employment within and outside the Army is given as part of reporting procedures and this extends to issues on employment, self-employment and entrepreneurial activity within the civilian computing industry.
29 This is highly effective in the personal development of students. In addition, trade-specific elective managers liaise with module leaders to facilitate academic guidance as well as offering pastoral support. A group-conferencing facility is available on the RSMS network, enabling students to participate in group activities over a local-area network. Students find this helpful during their programme and it can be accessed when they are deployed. Help with mathematics is also available by means of a CD-ROM resource in the library.
30 Students are effectively supported while they are undertaking WBL activities. Both employers and students are fully briefed and given information packs providing details of the work placement and its assessment. Every student is allocated a member of staff as a supervisor. When students are on WBL, email is used to communicate with and gain the appropriate advice from RSMS-based staff.
31 A combination of 20 civilian and 30 military staff teach on the programme. The SSR ratio of 3:1 is excellent and all the staff are well qualified and regularly attend conferences and commercial courses, to ensure that their subject knowledge is up to date. Although no formal peer review process is in place staff regularly sit in on each others' classes. The rigorous double-marking process enables military and less experienced civilian staff to observe and learn from their more experienced colleagues.
32 The physical resources are excellent and plentiful. All teaching accommodation is of a high standard. The computer hardware and software is state of the art and is identical to that used in deployment. These effectively prepare students for operational duties and their WBL. They are an example of good practice.
33 The library has a wide range of relevant books and the annual budget is sufficient to ensure that the stock is regularly updated. Access to the internet is available through classroom, conference and laboratory computers. Students also have access to 'virtual-campus' on the internet. This is a source for training, education, research and discussion in geographic information systems (GIS). The accompanying library service offers a comprehensive guide to GIS literature.
34 Before posting, soldiers indicate their preference for location and type of work and this is taken into account when matching availability with demand. Before the posting begins, students and their mentors are given a briefing as to the significance of WBL within the FD, and on the detailed arrangements for the experiential modules. A mentor, who may be a warrant officer or a technical control officer, liaises with students when they are on operational duties. If issues cannot be resolved at this level they can contact a member of the programme team.
35 Academic support is provided for both experiential modules. In the final week of Certificate level, students are fully briefed on the module and what is required. Employing units are briefed on the work to be completed and the expectations that accompany it. A portfolio of work is then assembled and is signed off by military employers as soldiers complete each task.
36 During the review, examination of portfolios submitted for the Intermediate level module confirmed that the students had undertaken it in an appropriate manner and that it provided an effective instrument for developing skills of reflective analysis. Former students indicated it was a useful exercise and that they and the employers had understood its requirements. Overall, these modules make a significant contribution to the WBL element of the FD defining characteristics.
The reviewers have confidence in the quality of the students' learning opportunities.
37 The contract between SHU and RSMS sets out the responsibilities of each party. Thorough procedures are in place for programme validation and approval by SHU. These arrangements encompass the expectations delineated in the Code of practice for the assurance of academic quality and standards in higher education, Section 2: Collaborative provision, published by QAA. The validation processes ensure that the programme meets a clear employer need and the defining characteristics of a FD. Some changes to the programme have been made since validation using the effective Minor Modifications procedures of the University.
38 The review, monitoring and quality enhancement mechanisms for the FD are appropriate and are carried out in strict accordance with the University framework, which is fully described in the Definitive Course Document. The programme director is responsible for the academic direction of the degree and ensures that the SHU link tutor is provided with relevant documentation, and reports directly to the Training Committee of the GEG. Other managers are appointed to look at everyday management, resource issues and pastoral care.
39 The scrutiny of standards and aspects of the student experience is monitored by the link tutor and independently by the external examiner, both of whom report directly to the University. In light of the recent introduction of the FDs, the University established additional Annual Quality Review reporting requirements, and the University's Monitoring Subcommittee receives a summary of the findings arising from them. The standard form currently used by examiners does not contain explicit reference to WBL. The University intends to amend the form to incorporate this important element of the programme. Comments of the external examiner are properly considered, and there is evidence of appropriate responses to them.
40 Students' views are considered in a number of ways. Questionnaires are distributed at the end of each module and form the basis of programme review. Review meetings are held on completion of each module and level of the programme. Minutes of these meetings are circulated within RSMS and SHU for information and action. Students are encouraged to be forthright with their views and opinions, and during the review expressed themselves clearly. They do not feel they have to wait for a formal meeting between staff and students to raise operational issues and tend to identify them as they occur. Overall, they are very satisfied with their experiences of the programme and its place within their army career. Staff intend to highlight changes which have resulted from student input as new students begin the course to encourage them to participate.
41 The self-evaluation claims that the programme design and content are examples of good practice in what FDs are designed to achieve. They cite its vocational focus; the relevance of the skills and knowledge acquired to the needs of the current and future employers, and the close integration of academic and WBL achieved through the collaboration of employers and programme providers, collocated on one site. The reviewers agree that clear evidence of these features was demonstrated throughout the review and that they constitute good practice.
42 The self-evaluation also claims that the programme opens a pathway to lifelong learning, providing an opportunity to progress to other qualifications as shown by the sponsorship of soldiers on higher education (HE) programmes is good practice. The reviewers conclude that as only one cohort has graduated from the programme, the use of the personal development record is variable and the number of students sponsored on HE programmes so far has been small; it is too early to confirm that this claim is justified.
The Foundation Degree in Applied Computing (Defence Geographic Information) validated by Sheffield Hallam University and delivered at the Royal School of Military Survey 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: