Subject Overview Report
Reference QO 1/96
November 1996
Quality Assessment of Chemical Engineering
Assessing the Quality of Education
The Higher Education Funding Council for England (HEFCE) assesses the quality of the higher education (HE) in England for which it provides funding. It also undertakes quality assessments in the Northern Ireland universities by arrangement with the Department for Education Northern Ireland (DENI). The purposes of quality assessment are: to ensure that the public funding provided is supporting education of an acceptable quality, to provide public information on that education through the publication of reports, and to provide information and insights to encourage improvements in education.
The main features of the quality assessment method are:
Assessment against Aims and Objectives
The HE sector is diverse. The Council funds education in 136 institutions of HE and 74 further education (FE) colleges. These institutions vary greatly in size, subject provision, history and statement of purpose. Each has autonomy to determine its institutional mission, and its specific aims and objectives at subject level.
Assessment of the Student Learning Experience and Student Achievement
Quality assessment examines the wide range of influences that shape the learning experiences and achievements of students. It covers the full breadth of teaching and learning activities, including: direct observation of classroom/ seminar/workshop/laboratory situations, the methods of assessing students' work, students' work and achievements, the curriculum, staff and staff development, the application of resources (library, IT, equipment), and student support and guidance. This range of activities is captured within a core set of six aspects of provision, each of which is assessed using a four-point assessment scale - (1 to 4, in ascending order of merit) - to produce a graded profile of the provision.
The aspects of provision are:
Curriculum Design, Content and Organisation
Teaching Learning and Assessment
Student Progression and Achievement
Student Support and Guidance
Learning Resources
Quality Assurance and Enhancement.
Each grade indicates the contribution made by that aspect to the attainment of the aims and objectives. Provided that each aspect is graded 2 or better, the quality of education is approved. The Council does not believe that aggregating the six grades in the profile produces meaningful comparative information; any such exercise is misplaced as each assessment is made against the individual provider's stated aims and objectives.
Assessment by Peer Review
Assessors are academic and professional peers in the subject. Most are members of the academic staff of UK HE institutions. Others are drawn from industry, commerce, private practice and the professions.
Combination of Internal and External Processes
The assessment process has three stages:
- Preparation by the subject provider of a self-assessment in the subject, based on the provider's own aims and objectives, and set out in the structure provided by the core set of aspects of provision.
- A three-day assessment visit carried out by a team of assessors. The assessment team grades each of the aspects of provision to make the graded profile of the provision, and derives from that profile the overall judgement.
- Quality assessment reports that are published following individual assessment visits. These reports form the basis of the subject overview reports. For the purpose of quality assessment, some institutions chose to join together more than one subject. Readers, therefore, may wish to consult more than one overview report, in order to obtain a broad view of the subject area. The subject overview reports are distributed widely to schools and FE colleges, public libraries and careers services and are available on the world-wide web
Chemical Engineering
Summary
The ability of multinational chemical companies to attract good graduates, irrespective of their country of origin, requires UK higher education (HE) institutions to provide courses in chemical engineering which compare favourably with international competitors. The assessors found the overall quality of HE provision in chemical engineering in England and Northern Ireland to be high, with all 17 subject providers approved.
All providers aim to provide intellectually stimulating courses which equip students with specialist and transferable skills and meet the academic requirements for Chartered Engineer status. The accreditation of undergraduate courses by the Institution of Chemical Engineers (IChemE) is considered important; the assessors recognise the beneficial effects of the accreditation process, but are concerned that it may place constraints on curricular flexibility at undergraduate level. In general, however, curricula are well matched to the stated aims and objectives and are challenging to students. Design work plays a key part and provides good opportunities for developing individual and teamworking skills, as well as encouraging the requisite industrial input. In widening access to courses, institutions face the problem of devising curricula that stretch the best students while not overloading the weaker ones. The assessors have drawn attention to the need to use small-group tutorials more effectively in this context.
An encouraging feature of the assessment visits was the generally high quality of the teaching observed, which often led to effective learning experiences for students; the assessors noted clearly expressed learning objectives and good planning of teaching and learning in about 70 per cent of the visits. The aspects of teaching and learning most frequently criticised by the assessors related to a failure by some academic staff to use variety in teaching methods and, less commonly, a failure to differentiate adequately between undergraduate and postgraduate teaching. Overall, assessment of students' work appears to be carried out conscientiously against clearly documented procedures.
Undergraduate progression through courses is variable. It is clear that some institutions could do more to monitor and record failures, withdrawals and transfers accurately. Although final achievements by undergraduates need to be interpreted with some care, the outcomes are mainly praiseworthy; the high regard employers have for chemical engineering graduates is reflected in the employment statistics.
Effective academic and pastoral support for students is a consistent feature of the provision and no major shortcomings in the quality of the resources which support the courses were identified; however, the assessors frequently indicated a need for continuing capital investment and upgrading of equipment.
Even though most providers express their concern to maintain and improve the quality of their provision, it seems that not all academic staff are convinced of the value of comprehensive monitoring, review and evaluation procedures. Furthermore, the commitment of established academic staff to professional development related to teaching and learning is variable; the assessors remain to be convinced that there is any real evidence of a positive impact resulting from the training on offer.
Introduction
1. This Overview Report presents the findings of the assessment in 1995-96 of the quality of higher education provided in chemical engineering by universities and colleges in England and Northern Ireland. It has been derived from 17 reports of assessment visits. Its main purposes are to highlight positive features, to emphasise potential areas for improvement and to enhance the dissemination of good practice.
2. The assessment of the quality of the educational provision in chemical engineering was carried out by teams of subject specialist assessors, who are listed in Annex B. In all cases, their consensual judgements were made on a scale of 1 (lowest) to 4 (highest) in the light of the individual subject provider's broad aims and the learning objectives set for students. A profile of the judgements made for each provider is given in Annex A. Despite some variations in the profiles, all provision was approved by the assessors; no institution offering chemical engineering was judged to have major shortcomings in any aspect of its provision (grade 1).
3. Like many other scientific and technological subjects, chemical engineering is of direct economic importance to the UK. Large companies within the process sector of industry are truly multinational and are thus able to recruit the best graduates irrespective of their country of origin. For this reason in particular, higher education institutions (HEIs) must offer an education which compares favourably with the best of international practice, and which also maintains strong links with industry.
4. The need for strong industrial links has had a considerable effect on the pattern of distribution of HE chemical engineering provision. In order to provide students with knowledge and experience of industrial processes, subject providers have tended to be established where access to the major centres of production is relatively easy. Furthermore, the equipment needed to teach chemical engineering is expensive to establish and maintain, particularly if the subject provider intends to offer its diplomates, graduates and postgraduates a thorough training in the operation of pilot-scale industrial plant. This too has helped to determine which institutions have had the capacity to establish chemical engineering as a discrete subject.
5. For these reasons, 15 of the 17 educational providers assessed are either in long-established universities, which are in or near major conurbations, or in some of the former colleges of advanced technology. Only two providers are former polytechnics and there is no provision in the current college sector. The subject providers range in size from a department of chemical engineering with 336 undergraduate and 148 postgraduate students taught by 32 academic staff to one with 88 full-time equivalent students taught by 11 academic staff. Overall, student-staff ratios are equivalent to those of other engineering subjects, ranging from about 10:1 up to approximately 16:1.
Aims and Objectives
6. In order to make judgements about the quality of educational provision, the assessors require that the aims and objectives, which are set out in the subject provider's self-assessment document and are published in the individual quality assessment reports, are clear, unambiguous and capable of summarising the diversity of culture and approach to be found in each institution.
7. The aims of subject providers in chemical engineering, despite some minor variations, are broadly similar. All providers aim to maintain and develop their current links with industry; in three cases, a primary aim of the institution is to offer vocational courses which satisfy local employment needs. More than 80 per cent emphasise their aim of providing modern, high-quality, intellectually stimulating courses which equip students with the specialist and transferable skills necessary to facilitate transition to employment or research, as well as an awareness of environmental and social issues. In almost all cases, the acquisition of these skills is intended to allow graduates to meet the academic requirements for Chartered Engineer status, thereby achieving exemption from the qualifying examination for membership of the IChemE. About 50 per cent of providers give priority to the aim of widening access to chemical engineering courses, albeit with due attention to entry qualifications in some cases, and about 20 per cent see fit to emphasise the encouragement of world-wide student exchange.
8. All institutions concentrate on the main objective of providing students with a broad understanding of their subject, reinforced by greater depth of understanding in certain specialist areas, with emphasis on the acquisition of knowledge and expertise related to industrial processes. Students are encouraged to experience pilot-scale plant operation and to complete substantial exercises related to chemical-plant design during their courses. These exercises are expected to include consideration of economic, environmental and health and safety issues; their inclusion plays an important part in the accreditation of courses by the IChemE.
9. Students' acquisition of transferable skills is also regarded as a major objective for subject providers, although by no means all make comprehensive reference to such skills when listing learning objectives. About 85 per cent stress the importance of information technology (IT), and numeric and communication skills; approximately 50 per cent specify objectives related to problem-solving, teamworking, leadership and managerial skills.
Curriculum Design, Content and Organisation
10. Of the 17 providers, eight were judged to be grade 4 and nine were grade 3 for this aspect of provision. From the evidence available, it is clear that the assessors considered that curricula are generally well balanced, well matched to the stated aims and objectives, and challenging to students. In providing a sound professional education, the curricula offer appropriate breadth and depth, display suitable progression and coherence and are delivered by well-qualified staff. The key part played by design work is reflected in the careful planning and organisation of design projects, which provide good opportunities for teamworking and for input from industry. There was, however, a notable absence of comment by the assessors in relation to the impact that developments in teaching and learning methods might have on curricular design and delivery. Even though the assessors would have expected computer-aided design to be utilised by all providers, and would only have passed comment if it were not, it is clear that more attention could be given to modifying curricular delivery in order to exploit modern technology more effectively.
11. The courses on offer range from BTEC Higher National Certificate or Diploma level to taught postgraduate courses. Most providers have modularised their provision, or are in the process of doing so. Only two providers offer BTEC courses. At undergraduate level, all 17 providers offer three-year, full-time BEng (BA at Cambridge) and four-year, full-time MEng courses, often with a choice of combinations with other subjects; both courses may be prolonged as a result of the insertion of a one-year industrial placement. The early parts of BEng and MEng courses are identical or very similar, with divergence introduced in the later stages, including opportunities to study abroad. Some 11 institutions offer postgraduate courses leading to an MSc qualification; some of these also offer a postgraduate diploma for completion of the taught component of these courses.
12. The content of undergraduate curricula designed by HE subject providers is significantly influenced by the desire to achieve accreditation of courses by the IChemE; successful accreditation depends on the inclusion of appropriate amounts of chemical engineering. For this reason, the sub-degree and degree courses which are on offer in HEIs are relatively narrowly defined and are strongly vocational. Related subjects such as bioprocess engineering, fuel technology, food technology, fire safety and environmental engineering may be included at the discretion of the subject provider. Although the achievement of accredited status is perceived as very important, its requirements may place some constraints on curricular flexibility. In about 30 per cent of the quality assessment reports, the assessors commented on the limited choice of optional courses available to students, although this may be as much due to institutional choice as to the constraints imposed by accreditation. Courses which include mandatory business studies or modern languages are increasingly popular with students and are accepted by the IChemE, except where it is perceived that such material is included at the expense of fundamental science or engineering.
13. Greater curricular flexibility is permissible at postgraduate level, where course content is not constrained by the desire for accreditation, although most taught MSc courses include a similar list of specialisms to those seen in undergraduate provision. There is, however, some evidence of increasing collaboration with academic staff in biochemical, microbiological and environmental disciplines.
14. Although close links have been established with these other subjects, all chemical engineering providers are dependent upon effective teaching of mathematics, physics and chemistry, often by staff from other departments, schools or faculties. Mathematics is of particular importance, as it underpins most aspects of the subject. A source of major concern to providers is the steady decline in the mathematical expertise of entrants to courses. This has resulted in a requirement for remedial mathematics tuition, thereby placing great strain on staff delivering already overcrowded curricula. Chemical engineering is also perceived to provide a bridge between science and engineering, and innovation within the subject often comes through the utilisation and development of scientific discovery. The underlying principles of chemistry and physics are thus of particular importance to industry and, implicitly, HEIs. In view of this, it is not surprising to find that most providers require degree entrants to achieve GCE A-Level passes in mathematics and chemistry or their equivalent.
15. In pursuing the laudable aim of widening access to courses, institutions which recruit students with a wide spread of ability face the problem of devising curricula that adequately stretch the best students while not overloading the weaker ones. To some extent, this is accommodated by offering a range of study programmes, but the assessors have drawn attention to the need to use small-group tutorials more effectively to motivate and challenge all students.
16. The opportunity for undergraduates to spend a year on an industrial placement is offered by most providers as an optional but formal part of the curriculum; in some MEng courses, a minimum of one term's industrial experience is mandatory. The sandwich year in industry is usually taken between the second and third years of study. Students who complete this year successfully may receive a Diploma in Industrial Studies, although by no means all institutions confer such formal recognition of their progress. The industrial year is thus seen by a minority of providers as a key component of their courses, making a substantial contribution to the fulfilment of the aims and learning objectives and taken up by a majority of students. Elsewhere, it is less enthusiastically promoted and is taken by a relatively small proportion of students. In some cases, students may undertake their placements overseas. This development and the increasing number of courses combining chemical engineering with a foreign language have led to better acquisition of modern language skills by students, although the take-up and effectiveness of language tuition varies greatly from one institution to another.
17. In almost all quality assessment reports, the assessors make some reference to the acquisition of transferable skills, even where the subject provider has not emphasised them in its aims and objectives. The general view is that the promotion and practice of such skills is well embedded into existing curricula, with particular contributions by the experience of industrial placement, but that their acquisition is generally not well monitored. The assessment of transferable skills such as oral communication, IT proficiency, project management and teamworking, which are known to be important to employers, requires further attention in many institutions.
Teaching, Learning and Assessment
18. An encouraging feature of the assessment visits to chemical engineering providers was the generally high quality of the teaching observed, which often led to effective learning experiences for students; this was highlighted in about 60 per cent of the reports and confirmed by the grades awarded. Five subject providers were awarded grade 4 and 12 were grade 3. For individual institutions, the classes judged by the assessors to be grade 4 ranged from 26 to 77 per cent; those judged to be grade 3 ranged from 21 to 57 per cent. Classes judged to be grade 2 ranged from 0 to 26 per cent, but no institution had more than a single grade 1 session. Clearly expressed learning objectives and good planning of teaching and learning were noted by the assessors in 71 per cent of the visits, and more than half of the reports praise effective teaching strategies capable of challenging the better students while supporting the weaker; such strategies were reinforced by good quality handouts and other documentation. The beneficial effect of academic staff research and scholarship on teaching and learning was frequently identified as a positive feature, as was the use of industrialists to deliver specialist lectures and tutorials in final-year modules.
19. An important aspect of undergraduate provision in chemical engineering is the design project, the meticulous conduct of which was praised by the assessors in most institutions. More than 40 per cent of the reports highlight the project as a conspicuously successful learning experience which promotes integration of the different strands of the subject as well as the development of transferable skills. Although there are minor variations in different institutions, the project usually consists of small groups of students working in teams, who are required to make a chemical product by different process routes. A joint report is compiled, often in stages, which allows individual contributions to be assessed. Individual students are also assessed on the one or more presentations they make during the project. Students are thus able to make an individual contribution, but are also reliant on others and have to accept some collective responsibility for parts of the project with which they are not directly involved.
20. The design project represents the culmination of an important process of acquisition of practical and design skills running throughout the courses. A number of providers run design exercises which precede the undergraduate project and all providers expose students to significant amounts of practical work throughout their courses; some are able to offer frequent industrial visits. Whilst acknowledging the importance of these activities, the assessors also noted the high number of class contact hours associated with the subject. In one institution, average class contact time of 25 hours per week was judged by the assessors to leave too little time for independent study.
21. The aspects of teaching and learning most frequently criticised by the assessors relate to a failure by some academic staff to use variety in teaching methods in order to present subject material in the most effective way and, less commonly, a failure to differentiate adequately between undergraduate and postgraduate teaching. About 35 per cent of providers are criticised for overuse of the standard lecture format, limited innovation, poorly prepared or illegible overhead projector transparencies and limited use of computer-aided learning. The assessors also noted excessive copying of notes during class time in a minority of institutions. Of even greater concern are the 54 per cent of providers who do not encourage interaction with, or full involvement of, students in teaching and learning sessions. It is possible, moreover, that this may contribute to the disappointingly poor attendance by students observed in about one-third of the providers visited. Two providers are also criticised for not providing proper small-group interaction for postgraduates on MSc courses.
22. Overall, assessment of work appears to be carried out conscientiously against clearly documented procedures. High-quality work by students was commended by the assessors in about one-third of the visits, although in two institutions they commented on a lack of understanding of assessment schemes on the part of students. About 25 per cent of providers were commended for providing exemplary feedback to students; approximately the same percentage were criticised for failing to provide feedback in sufficient detail. The assessors were complimentary about the small number of providers who are introducing peer assessment as one dimension of the overall assessment process. The assessors also praised one institution for a scheme for self-assessment by students which enables them to check their progress in understanding the contents of particular course modules.
23. Criticisms involved inadequate differentiation of individual project marks, over-generous marking of projects and, in a quarter of providers, a failure to guarantee effective double-marking of examination papers and projects. The assessors were also concerned about lack of critical analysis in some final-year project reports and variable quality of MSc dissertations.
Student Progression and Achievement
24. For this aspect of provision, the assessors judged seven institutions to be grade 4, nine to be grade 3 and one to be grade 2. With one exception, chemical engineering providers have experienced a considerable increase in applications over the last five years; in three institutions, applications for degree courses have doubled. The assessors reported that the ratio of applicants to places on offer is generally at a healthy level, although there were some concerns about a recent decline in the numbers of highly qualified students. GCE A-Level qualifications continue to dominate undergraduate recruitment, although the intake to institutions varies from 33 per cent with GCE A-Levels to almost 100 per cent. The average GCE A-Level points score at entry ranges from 12 to almost 30; 65 per cent of institutions attract students with an average of 22 points or more. For the MSc courses, recruitment is usually based on graduates with a First or Upper Second class honours degree, although other applicants may be considered if strongly recommended by their institution.
25. Three institutions run foundation courses judged by the assessors to be particularly effective in preparing students with non-standard qualifications for entry to degree courses. In two of the reports for these institutions, the assessors draw attention to better-than-average results achieved by students with poor GCE A-Level results or students with non-standard qualifications. In comparison with other engineering subjects, the proportion of female entrants is high, ranging from 15 to 33 per cent, while the percentage of students from overseas varies from 5 to 50.
26. Undergraduate progression through courses is extremely variable and in about one-third of providers is difficult to measure. To some extent, this is due to the complexities of modular provision, with opportunities for inter-subject transfer or deferment, but it is clear that some institutions could do more to monitor and record student failure, withdrawal and transfer accurately. Although the assessors commended about one-quarter of providers for exceptionally good progression and completion (in some cases approaching 100 per cent), approximately 70 per cent of the reports contain discussion or recommendations related to high rates of failure to progress beyond first or second-year study at the first attempt. Conversely, taught MSc programmes elicit little criticism in this respect; only two of the 11 institutions experience problems with non-completion by students.
27. Final achievements by undergraduates need to be interpreted with some care, since not all MEng degrees are classified, but it is clear that the outcomes are mainly praiseworthy. The proportion of graduates with First or Upper Second class honours awards varies from 18 to 70 per cent, but only three institutions record annual combined percentages of less than 40 for these top two classifications. Furthermore, the assessors reported that employers find the specialist skills acquired by graduates to be valuable and appropriate for a wide range of careers. From the limited evidence available, it appears that employers have tended not to distinguish between BEng and MEng graduates, although perceptions may now be changing. About 60 per cent of the reports also praise the transferable skills achieved, and only two identify defects in this respect.
28. The high regard employers have for chemical engineering graduates is reflected in the employment statistics. About 65 per cent of the reports strongly endorse the view that chemical engineering studies lead to good prospects for employment in industry, commerce and academe; for example, less than 2 per cent of the last four student cohorts to graduate from one institution are unemployed or unaccounted for. The prospects for employment for graduates from the other 35 per cent of institutions are more variable, however, with only 25 per cent of graduates from one institution confirmed as being in relevant employment during the last three years. There is some evidence that prospects of relevant employment for graduates are increased by subject providers who have established effective liaison with industry.
Student Support and Guidance
29. Effective academic and pastoral support for students is a feature of all chemical engineering provision: 13 providers were judged to be grade 4 and four to be grade 3. Staff-student relations were generally considered to be excellent. More than 80 per cent of the visits by the assessors confirmed good admission and induction arrangements for students and about half of these institutions make additional arrangements designed to assist foreign students. In one case, an innovatory two-day group mini-project is utilised to enhance the induction process. About 50 per cent of providers are commended for producing comprehensive student handbooks, although no handbook is available in one institution and in another the quality of the handbook is poor. Chemical engineering societies run by students are highlighted in many institutions as a valuable professional and social resource.
30. All providers allocate each student to a personal tutor who is responsible for academic support and some pastoral guidance, although students with serious or intractable personal problems are likely to be referred to central institutional services. Two reports indicate that postgraduate students find gaining access to personal tutors more difficult than undergraduates; this may well reflect the erroneous perception amongst some academic staff that postgraduates need less help. The central counselling and careers services are commended in almost all cases, with under-resourcing in just two providers identified as the main defect.
31. There is, however, less uniformity in the provision of formal, timetabled, small-group tutorials. About 50 per cent of the providers run these, at least in the early part of the courses, but it is noticeable that the assessors recommended strengthening the formal and compulsory tutorial commitment in 30 per cent of the institutions visited. Where tutorials are not run, perhaps as a result of rapidly increasing student-staff ratios, the providers often try to ensure frequent staff-student contact by returning coursework through personal tutors. The assessors are not convinced that this works effectively, however, and consider that the lack of academic tutorials could, in some cases, contribute to high non-completion rates. In two reports, the assessors suggest that weaker students fail to take advantage of remedial classes, including tutorials. With the trend, in some providers, towards accepting more students with non-standard qualifications, it is becoming increasingly important that academic staff not only monitor attendance at classes, but also encourage students to review their progress with their tutor more frequently.
Learning Resources
32. The assessment visits to providers of HE chemical engineering identified no major shortcomings in the quality of the resources which support courses, although the assessors frequently indicated the need for continuing capital investment. Of the 17 providers, nine were awarded grade 4, seven were grade 3 and one was grade 2, indicating resources of a generally high quality, well able to support the broad aims of the providers and the learning objectives set for students; in only one provider did the assessors judge that significant improvement is desirable. However, it is also clear that several providers are partly dependent on financial assistance from commercial and industrial sources for the maintenance of high-quality resources; this augments institutional investment in specialised equipment, IT provision, laboratories and library facilities.
33. The quality of teaching accommodation varies considerably, both between and within institutions. Some is highly appropriate, comfortable and well equipped for teaching and learning, while some is uninspiring and in need of urgent refurbishment. A specific problem associated with extraneous noise interfering with the teaching process is mentioned in about one-third of the reports, particularly for institutions occupying urban campuses. Some providers offer a common room or a refreshment lounge to students and staff, thereby enhancing staff-student and student-student interaction. Overall, there is a shortage of accommodation suitable for running small-group tutorials, although some institutions provide staff with individual offices suitable for this purpose.
34. The quality of laboratories ranges from excellent to poor and congested. Although about half of the assessment reports draw attention to the need for new investment and upgrading of specialised equipment, almost all institutions are able to provide equipment which is appropriate to students' needs. About 35 per cent of the reports refer to the beneficial access to research equipment offered to students during their project work, and IT equipment is generally of very good quality.
35. Library provision in almost all institutions was judged to be at least adequate; high-quality provision was reported in almost half of the institutions visited. Good liaison between chemical engineering staff and library subject tutors was frequently commented on by the assessors. About 30 per cent of the providers offer students some form of departmental library in addition to the central facilities. Overall, stocks of books and periodicals are good, but in one institution the assessors criticised the limited stock of both books and journals as well as problems related to overcrowding.
Quality Assurance and Enhancement
36. There is no doubt that it is in relation to this aspect of provision that chemical engineering providers are least successful; this is reflected in the judgements of the assessors, with only two providers judged to be grade 4, 12 to be grade 3 and three to be grade 2. Although all institutions have established formal quality assurance procedures which have been audited by the Higher Education Quality Council (HEQC), subject providers' compliance with the procedures varies. In about 60 per cent of the reports of the visits, the assessors comment on the implementation of the HEQC's recommendations; in other cases, they judge that the procedures were too new to be evaluated properly.
37. Overall, with the exception of a small minority of cases, the assessors judged that subject providers have been slow to incorporate the HEQC's recommendations into their internal procedures. This applies particularly to areas such as quality control procedures for courses; identifying and disseminating good teaching practice; involving staff and postgraduate demonstrators in professional development related to teaching and student learning; giving formal responses to student feedback; and strengthening external input into curricular development. The small number of fully effective systems exhibit clear guidelines for annual course monitoring and review, with specific routes for input from students and external contributors, rapid implementation of action required and careful monitoring of the effects of the action taken.
38. Thus, even though in their aims most providers express their concern to maintain and improve the quality of the provision, the assessors found that quality is often poorly defined and understood and that the procedures designed to guarantee and sustain high quality lack rigour. Furthermore, the reports of the assessment visits give the overall impression that academic staff are by no means convinced of the value of comprehensive monitoring, review and evaluation procedures in assuring and enhancing quality. Such a lack of conviction was manifested in the generally mediocre self-assessment documents prepared by providers, which, although comprehensive, were often insufficiently self-critical and evaluative.
39. Commendably, most institutions now offer a substantial range of staff development activities, including an increasing amount related to teaching and learning, and there is undoubtedly considerable care taken to induct and train newly appointed staff. However, take-up by staff already in post is variable, often because of a lack of direction or requirement by senior staff. Appraisal is reported to assist the identification of staff needs; in many cases, the assessors remain to be convinced that there is any real evidence of a positive impact of staff development on the quality of teaching and learning, except in relation to personal research and scholarship.
40. About 50 per cent of the providers have introduced peer observation of teaching, although mostly on a voluntary basis. Even though this is acknowledged to place an extra burden on already hard-pressed academics, the assessors believe that infrequent but regular peer observation, properly conducted, can be of great benefit to the identification, development and dissemination of good teaching and learning practices within HEIs. Recognition by academic staff of the good practices developed by their colleagues, and the incorporation of such practices into their own teaching, is believed by the assessors to lead, inevitably, to an overall improvement in the quality of delivery to students.
Conclusions
41. The ability of large, multinational companies to attract high-quality graduates, irrespective of their country of origin, requires UK universities to provide courses which compare favourably with international competitors and to maintain strong links with industry. It comes as no surprise, therefore, that the assessors found the overall quality of HE provision in chemical engineering in England and Northern Ireland to be high, with all 17 subject providers approved. The 102 judgements made by the assessors in relation to the six core aspects of provision resulted in 44 grade 4 assessments, 53 grade 3s and only five grade 2s; no grade 1 judgements were made.
42. In addition to the overall judgements, the assessors emphasised a number of specific matters:
a. All providers aim to provide intellectually stimulating courses which equip students with the specialist and transferable skills needed by employers; the acquisition of these skills also allows graduates to meet the academic requirements for Chartered Engineer status.
b. The accreditation of undergraduate courses by the IChemE is considered by the subject providers to be of great importance; the assessors recognise the largely beneficial effects of the accreditation process, but are concerned that it may place some constraints on curricular flexibility at undergraduate level.
c. In general, however, the assessors consider that both undergraduate and postgraduate curricula are well balanced, well matched to the stated aims and objectives and challenging to students. Design work plays a key part and provides good opportunities for developing individual and teamworking skills as well as encouraging the requisite industrial input.
d. In pursuing the laudable aim of widening access to courses, institutions which recruit students with a wide spread of ability face the problem of devising curricula that adequately stretch the best students while not overloading the weaker ones. The assessors have drawn attention to the need to use small-group tutorials more effectively in this context.
e. In almost all assessment reports, the assessors make some reference to the acquisition of transferable skills. The general view is that the promotion and practice of such skills is well embedded into existing curricula, with particular contributions made by the experience of industrial placement, but that their acquisition is generally not well monitored.
f. An encouraging feature of the assessment visits was the generally high quality of the teaching observed, which often led to effective learning experiences for students. This was highlighted in about 60 per cent of the reports and confirmed by the grades awarded by the assessors. Clearly expressed learning objectives and good planning of teaching and learning were noted by the assessors in 71 per cent of the visits.
g. The beneficial effect of academic staff research and scholarship on teaching and learning was frequently identified by the assessors as a positive feature, as was the use of industrialists to deliver specialist lectures and tutorials in final-year modules.
h. The aspects of teaching and learning most frequently criticised by the assessors related to a failure by some academic staff to use variety in teaching methods in order to present subject material in the most effective way, and, less commonly, a failure to differentiate adequately between undergraduate and postgraduate teaching.
i. Overall, assessment of students' work appears to be carried out conscientiously against clearly documented procedures. The assessors were complimentary about the small number of providers who are introducing peer assessment as one dimension of the overall assessment process. The assessors also praised one institution for a scheme for self-assessment by students which enables them to check their progress in understanding the contents of particular course modules.
j. Undergraduate progression through courses is variable and, in about one-third of providers, difficult to measure. To some extent, this is due to the complexities of modular provision, with opportunities for inter-subject transfer or deferment by students, but it is clear that some institutions could do more to monitor and record failures, withdrawals and transfers accurately.
k. Final achievements by undergraduates need to be interpreted with some care, since not all MEng degrees are classified, but it is clear that the outcomes are mainly praiseworthy. The proportion of graduates with First or Upper Second class honours awards varies from 18 to 70 per cent, but only three institutions record annual combined percentages of less than 40 for these top two classifications.
l. The high regard employers have for chemical engineering graduates is reflected in the employment statistics. About 65 per cent of the reports produced by the assessors strongly endorse the view that chemical engineering studies lead to good prospects for employment in industry, commerce and academe.
m. Effective academic and pastoral support for students is a consistent feature of chemical engineering provision; more than 80 per cent of the assessment visits confirmed good admission and induction arrangements.
n. The assessment visits identified no major shortcomings in the quality of the resources which support the courses, although the assessors frequently indicated a need for continuing capital investment and upgrading of equipment. Overall, stocks of journals and periodicals are good.
o. Even though in their aims most providers express their concern to maintain and improve the quality of the provision, the assessors found that quality is often poorly defined and understood. The reports of the assessment visits give the overall impression that academic staff are by no means convinced of the value of comprehensive monitoring, review and evaluation procedures in assuring and enhancing quality.
p. Commendably, most institutions now offer a substantial range of staff development activities; there is undoubtedly considerable care taken to induct, train and support newly appointed staff. However, the commitment of established academic staff to professional development related to teaching and learning is variable; the assessors remain to be convinced that there is any real evidence of a positive impact resulting from the training on offer.
The Graded Profile
The graded profile for an institution indicates the extent to which the student learning experience and achievement demonstrate that the aims and objectives set by the subject provider are being met. The tests and the criteria applied by the assessors are these:- Aspects of Provision
- 1. Curriculum Design, Content and Organisation
2. Teaching, Learning and Assessment
3. Student Progression and Achievement
4. Student Support and Guidance
5. Learning Resources
6. Quality Assurance and Enhancement - Tests to be applied
- To what extent do the student learning experience and student achievement, within this aspect of provision, contribute to meeting the objectives set by the subject provider?
Do the objectives set, and the level of attainment of those objectives, allow the aims set by the subject provider to be met?
- Scale Points
-
- The aims and/or objectives set by the subject provider are not met; there are major shortcomings that must be rectified.
- This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made.
The aims set by the subject provider are broadly met.
- This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement.
The aims set by the subject provider are met.
- This aspect makes a full contribution to the attainment of the stated objectives.
The aims set by the subject provider are met.
Annex A
Institutions Assessed in Chemical Engineering
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Aston University | 3 | 3 | 3 | 4 | 4 | 2 | Quality Approved | Q63/96 |
| Imperial College of Science, Technology and Medicine | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q125/96 |
| Loughborough University | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q215/95 |
| The Queen's University of Belfast | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q74/96 |
| South Bank University | 3 | 3 | 3 | 3 | 3 | 3 | Quality Approved | to be published |
| UMIST | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q75/96 |
| University College London | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q227/96 |
| University of Bath | 3 | 4 | 4 | 3 | 3 | 3 | Quality Approved | to be published |
| University of Birmingham | 4 | 4 | 3 | 4 | 3 | 3 | Quality Approved | Q86/96 |
| University of Bradford | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q71/96 |
| University of Cambridge | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q176/96 |
| University of Leeds | 4 | 3 | 3 | 3 | 3 | 3 | Quality Approved | to be published |
| University of Newcastle upon Tyne | 4 | 4 | 3 | 3 | 4 | 3 | Quality Approved | Q50/96 |
| University of Nottingham | 3 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q154/96 |
| University of Sheffield | 4 | 3 | 4 | 4 | 4 | 2 | Quality Approved | Q138/96 |
| University of Surrey | 3 | 3 | 3 | 4 | 3 | 2 | Quality Approved | Q248/95 |
| University of Teesside | 3 | 3 | 2 | 4 | 2 | 3 | Quality Approved | Q18/96 |
Note:
- Aspects of Provision are:
- 1. Curriculum Design, Content and Organisation
- 2. Teaching, Learning and Assessment
- 3. Student Progression and Achievement
- 4. Student Support and Guidance
- 5. Learning Resources
- 6. Quality Assurance and Enhancement
Annex B
Subject Specialist Assessors in Chemical Engineering
Dr Stephen J Allen
Dr George S Bainbridge
Dr Janet M Bainbridge
Emeritus Professor Philip E Barker
Dr Hadj Benkreira
Dr Robert J Best
Mr Arthur P Campbell
Dr Michael Cloke
Dr Ernest K Clutterbuck
Dr Robert G Edyvean
Dr Douglas S Flett
Dr Peter J Foster
Mr Wolfgang Hamm
Mr Graham M Hampson
Dr John Stanley Hardman
Dr Allan N Hayhurst
Professor Lester Kershenbaum
Dr Walter J Korchinsky
Dr J David Miller
Professor John W Mullin
Professor Philip F Nolan
Dr Michael A Patrick
Mr Kenneth E Peet
Dr Lawrence R Reavill
Dr Alasdair C Renfrew
Dr Peter G Smith
Dr Peter N Snowdon
Dr David T Taylor
Professor W John Thomas
Professor J C Robin Turner
Dr Robin B Wilcockson
Professor Richard A Williams
Mr John Winsor
Professor Anthony A Wragg
Reporting Assessors Participating in the Assessment of Chemical Engineering
Mr Philip Ashworth
Professor Terence Baylis
Professor David Booth
Dr Robert Schofield
Professor David Weitzman
Dr Richard Yorke
Printed copies of this report are available priced £2.00 from:
Quality Assessment Division
HEFCE
Northavon House
Coldharbour Lane
BRISTOL BS16 1QD
Telephone 0117 931 7442
Facsimile 0117 931 7446
Full Subject Index