Subject Overview Report
Reference QO 6/96
November 1996
Quality Assessment of Linguistics
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
Linguistics
Summary
The quality of education in linguistics was assessed in 1995-96 in 33 higher education institutions in England. The quality was approved in all provision in the subject. In the 22 assessments of linguistics as a single subject, the quality was either grade 3 or 4 on the four-point scale in three of the six aspects: Teaching, Learning and Assessment; Student Progression and Achievement; and Student Support and Guidance. In Curriculum Design, Content and Organisation and Learning Resources, 20 (91 per cent) of the 22 assessments were grade 3 or 4. Quality Assurance and Enhancement was judged to be making at least a substantial contribution to the attainment of objectives (grade 3 or 4) in 18 (82 per cent) of the providers and, overall, this aspect represented the weakest link in an otherwise high profile. In the 12 institutions in which linguistics was assessed jointly with other related subjects of modern languages, the profile was less strong. Student Support and Guidance almost invariably (in 11 of the 12 assessments) made a full contribution to the attainment of the objectives. The other aspect that consistently made at least a substantial contribution to the attainment of the objectives was Teaching, Learning and Assessment.
The picture which emerges from the assessment of linguistics is of a successful educational experience. The place of the subject in modular degree programmes appears to be growing in importance. The widespread provision of taught postgraduate programmes successfully addresses a diverse range of needs for continuing professional development, particularly in teaching, research and other specialised and professionally recognised studies.
The most prominent features of the quality of education in linguistics are: well-designed curricula; a high proportion of successful teaching and learning sessions observed by the assessors; high rates of completion and achievement underpinned by firm evidence of high levels of attainment by many students; some outstanding examples of teaching and learning informed by scholarship; a high level of student satisfaction; good progression of students to employment, higher education and research; and a strong commitment to quality enhancement.
There is some inconsistency in the presentation of aims and objectives, particularly in the treatment of subject-specific and general or transferable skills. The development of modular structures in the curricula has highlighted the problems experienced in collecting meaningful data on student progression and developing management information systems to inform planning and quality improvement. In approximately 40 per cent of the providers, the arrangements for assessing students' work and providing helpful feedback were criticised. Steps to improve the means of identifying and disseminating good practice amongst staff are needed in approximately 25 per cent of all the provision.
Introduction
1. This Overview Report presents the findings of the assessment in 1995-96 of the quality of higher education provided in linguistics by universities and colleges in England. The findings are derived from the programme of assessment visits (listed in Annex A) made by the assessors (see Annex B) to higher education institutions between April 1995 and May 1996. The main purposes of the Report are to highlight positive features, to assist in the dissemination of good practice and to suggest areas where improvements might be made.
2. The Overview Report is based on the 22 single-subject assessment reports, together with the 12 joint modern languages and linguistics reports where linguistics was a substantial part of the provision. In 33 per cent of institutions visited, the subject is organised in separate departments or divisions of linguistics within a school or faculty; a further 20 per cent have departments providing linguistics and English or other modern languages; and in the remainder, groups, teams or disciplines teach linguistics within larger departments or schools.
3. Out of the total of 34 subject providers of linguistics, 30 (88 per cent) offer taught masters programmes in addition to undergraduate studies. The 22 single-subject assessments represent courses being undertaken by approximately 6,500 students, of whom over 700 are on taught postgraduate programmes. The vast majority (98 per cent) of undergraduates study linguistics as part of various combined and joint programmes, and only 94 were registered for single honours in linguistics or linguistics as a major pathway. Of over 5,000 students following the programmes included in the jointly assessed provision of modern languages and linguistics, a substantial number were studying linguistics.
4. Almost all students are on full-time programmes. Overseas students form a significant part of most undergraduate programmes and a high proportion of postgraduate programmes; 60 per cent of the assessments specifically mentioned them. The aggregate number of full-time teaching staff in the 22 assessments was 231 (with a mean of 10) and there were 19 full-time equivalent part-time staff (with a mean of 1). The equivalent data were not available for teachers of linguistics in the 12 institutions assessed jointly with modern languages.
Aims and Objectives
5. The majority of institutions link the subject's aims and objectives to the mission of the institution and this was particularly notable in the endeavour to cater for mature students. Aims and objectives were in general clearly formulated, and provided a sufficient base for proceeding with the assessment. In four instances, however, subject providers were invited to redraft their original formulations.
6. Almost all providers state aims which address both theoretical and practical aspects of linguistics. In one case, the aims contain no theoretical linguistics at all. Some providers explicitly present objectives for students that comprehensively cover the knowledge and understanding of all the various levels of language structure and functions, including phonetics, phonology, graphology, morphology, syntax, semantics, pragmatics and discourse analysis. Three offer a distinctive approach to the study of linguistics through English and at least one other modern language. Five providers emphasise the importance of theory over practical applications, which contrasts with the emphasis on practical applications, or on being practice-oriented, by other providers. Although only four providers have explicit objectives for the integration of research activities into teaching and learning, there is a widespread assumption within the institutions that links between research, scholarship and teaching are beneficial.
7. Some statements of aims and objectives are general, while others are very explicit in their treatment of expected learning outcomes. Examples of effectively presented objectives include: setting objectives related to developing a critical awareness of issues; and carrying out investigations by collecting, using and interpreting empirical evidence with rigour. Personal transferable skills are spelt out under aims at some institutions (in about half), and under objectives at others. Explicit vocational aspects are presented in 12 of the 22 single-subject self-assessments. Diversity exists also in the presentation of non-subject-specific aims, ranging from innovation in teaching and learning (in four providers) to preparation for the world of work (in four) and preparation for higher academic levels of research and scholarship (in three).
8. The majority of masters programmes are intended to allow graduates in other disciplines to convert to, and develop insights and skills in, linguistics. Postgraduate applied linguistics can be studied at a range of institutions. The assessment programme in 1995-96 included three centres providing specialised vocational postgraduate programmes which include among their aims recognition by a professional body.
Curriculum Design, Content and Organisation
9. The curricula are generally well matched to the aims. Of the 22 single-subject assessments, 45 per cent were grade 4, making a full contribution to the attainment of the stated objectives, and 46 per cent were grade 3, making a substantial contribution to the attainment of the objectives. Nine per cent were grade 2, making an acceptable contribution to the attainment of the objectives. Of the 12 linguistics providers assessed as part of joint modern languages and linguistics, the overall grades awarded were at least 3 in all except one case where it was 2, partly because of an undue restriction on student choice.
10. In undergraduate programmes, the content almost invariably introduces students to the nature of language, grammar, methodologies of data collection and analysis, phonetics, phonology, semantics/pragmatics, sociolinguistics and the applications of linguistics. Overall, 77 per cent were judged by the assessors to offer the breadth in the curriculum as stated in the aims, and 50 per cent include a broad range of options. Undergraduates are able to progress to more advanced and applied studies such as theoretical syntax. In 10 per cent of assessments, the assessors commented on the need to review the overall balance of the foundation curriculum, particularly when phonetics and phonology are treated sparingly.
11. The highly specialised applications are successful. They include computational linguistics, speech and language therapy and pathology, and historical linguistics. Although these subject providers are judged to make at least a substantial contribution to the attainment of the stated objectives, the assessors invariably noted the heavy demands the curricula placed upon students. This is determined, to a large extent, by combining academic study with the syllabus required by the professional and accrediting bodies.
12. Taught postgraduate programmes are predominantly designed to introduce graduates in other subjects to linguistics. However, a significant number are designed for students in related subjects such as English to develop insights and progress to more advanced study or to prepare for certain vocational aspects. In almost all cases, they succeed in providing essential knowledge and skills and in progressing students rapidly to a high order of analysis and currency in applications. The vocational dimensions, including the teaching of foreign languages and speech and language therapy and pathology, are particularly successful. Four assessment reports commended the way in which the MA programmes are designed to match the particular needs and interests of practising teachers.
13. Almost all students are able to select options within a coherent programme which is responsive to students' expressed preferences. Of the 30 institutions providing taught postgraduate programmes, five provide advanced, specialised studies jointly to final-year undergraduate and taught postgraduate students, with mixed results. In two subject providers, this approach is fully effective and in a further two the assessors judged that advantages and disadvantages were finely balanced, deserving close monitoring. The benefits include shared perspectives and the chance to learn of current and recent research in highly specialised topics. When mixed groups are effectively managed, the more experienced and advanced students are able to articulate questions and draw on a breadth of experience and knowledge, and final-year undergraduates benefit from the level of debate. Such arrangements are not always wholly successful. There were instances of an insufficient differentiation of the academic levels expected of undergraduates and postgraduates and of imprecise criteria for assessment of students' written work in the respective groups.
14. In over 80 per cent of all providers, the curriculum offers choice and flexibility. In almost all institutions, a modular structure is used. This is especially significant in that the potential student market for linguistics is largely in other academic disciplines where it can demonstrate relevance and encourage students to make connections. However, in 90 per cent of the single-subject assessments, the assessors commented on problems related to the recent introduction of modular schemes, including unclear distinctions between essential and optional modules, credit weightings, some unnecessary overlap or repetition, and academic progression. In all cases, these issues are recognised and being addressed by the departments or schools responsible for the provision.
15. A distinctive feature of all linguistics curricula is the balance achieved between developing knowledge and practising subject-specific and more general, transferable skills. Examples of skills explicitly addressed in the curricula include: developing the capacity for independent thought; word-processing and other business computer skills; preparing for job applications; project design; data collection and analysis, research methods and organisational skills; leadership; and working to tight deadlines. The uses of, and applications in, computers and electronic databases and networks are the norm in approximately 50 per cent of linguistics providers. Mature and post-experience students are particularly conscious of the potential career benefits of developing and attaining such a range of skills.
16. Relevant, up-to-date curricula matched closely to scholarship were identified by the assessors as a significant strength in 78 per cent of the providers, even though only four present an explicit aim to relate research and teaching activities. Instances include advanced studies on dialect, artificial intelligence (in computational linguistics), database work in phonetics with international consortia, and lexicography. Students undertaking vocational courses were particularly enthusiastic in their comments on the relevance and currency of the curriculum. Instances include regular contact with clinical tutors and practitioners, and periods of work placement.
Teaching, Learning and Assessment
17. In this aspect of the provision of single-subject linguistics, all the institutions visited were found to be making a substantial or full contribution to the attainment of the stated objectives. Overall, 35 per cent were awarded grade 4 and 65 per cent grade 3.
18. Linguistics is well taught. A range of teaching methods is employed at the institutions visited, comprising lectures, seminars, workshops, tutorials, practical or laboratory sessions, and student presentations. This range is generally underpinned by a strategy which is clearly described in handbooks for students and which almost invariably ensures that students following particular programmes experience a variety of appropriate methods.
19. The assessors of single-subject provision observed a total of 343 teaching sessions, an average of 16 per assessment visit. Of these sessions, 61 per cent were grade 4 and 30 per cent grade 3. The assessors commented repeatedly on the effectiveness of the planning, structuring and pacing of the lectures observed. They commended the purposefulness of these sessions and the responsiveness of the students, who were observed to take part in an articulate and good-humoured way. Lectures were usually complemented by a programme of seminars, workshops or small-group teaching. In 45 per cent of institutions, the excellence of the supporting material used in teaching was singled out for praise. Another positive quality identified in over 40 per cent of institutions was the stimulating use of group work. Scholarship in linguistics featured strongly in many lectures and in small-group work. In 73 per cent of the institutions visited, the assessors also commented on the excellent rapport between staff and students. In good practice, students were enabled to achieve a significant degree of independent learning, to make connections between the different parts of the curriculum and to feel that they were taking part in a stimulating dialogue.
20. Fewer than 10 per cent of sessions observed had shortcomings: 8 per cent were grade 2 and only 1 per cent was grade 1. Nevertheless, in half the institutions visited the assessors were disappointed with the slow pace and poor time management of some linguistics classes. Other points of occasional criticism were: insufficient student participation, badly structured or poorly organised teaching sessions, badly presented handouts, or too narrow a range of activities.
21. The arrangements for practical work are generally appropriate and effective. Activities observed frequently related closely to the themes prevalent in research and scholarship within the subject area. In practical or laboratory sessions, students experienced an excellent range of different types of teaching and learning methods, ranging from hands-on use of experimental laboratory equipment (for example, for making speech spectrograms), through the interactive or non-interactive use of video and tape-recording facilities, to practical phonetic dictation or transcription work with a teacher.
22. The arrangements for assessing students' achievement are effective in 60 per cent of the institutions visited. Strong features include: a range of methods matching the curricula; a structure for assessment that reflects the objectives, including knowledge and skills; and a process that offers fairness and consistency. In one institution, students are required to reflect regularly on their achievements and this process of self-assessment effectively supplements the more normal arrangements. In much of the remaining 40 per cent, the quality of the assessment procedures does not fully match the high quality of the teaching. Where the arrangements for the assessment of work are inconsistent or limited, some students experience a limited range of assessment methods typically based on time-constrained written examinations. It was sometimes not clear to what extent practical or laboratory work was assessed, or if so, how it was assessed.
23. In general, coursework is carefully marked and promptly returned with comments which assist the students in their further studies. In the most productive régimes, the students also routinely receive feedback from tutors. The absence in some courses of reliable, informative feedback on assessments arising from students' coursework needs to be addressed. In 14 per cent of the institutions, monitoring of academic progress is impeded by the inadequacy of the records of students' achievement. In the less effective practice, even where feedback occurs, it is sometimes unreliable and uninformative. This suggests that those providers need to reconsider the part that continuous assessment can play in informing students and staff of attainments and of the progress to be made in attaining the stated objectives.
Student Progression and Achievement
24. Students of linguistics generally achieve the stated objectives of their programmes. Just over half (55 per cent) of the single-subject assessments were grade 4, making a full contribution to the attainment of the stated objectives; the remainder were grade 3. Of the 12 linguistics providers assessed as part of joint modern languages and linguistics, the overall grade awarded to eight providers was grade 4, three were grade 3 and one was grade 2.
25. The ratio of applications to enrolments is not consistently available in all institutions. The study of linguistics appears to be popular. There may, however, be a trend of a decline in single honours students as more students take advantage of the opportunities offered to them by modular structures to study linguistics as a component of a degree.
26. Mature students form a significant part of the enrolments in 14 of the 22 single-subject assessments, with between 15 and 33 per cent mature entrants in nine of these and between 38 and 100 per cent mature students in the others. Students from other European countries and elsewhere abroad are enrolled at 13 of the single-subject assessment institutions. The majority of UK and European students enrolled on undergraduate programmes participate in ERASMUS or TEMPUS programmes. In eight of the institutions visited for single-subject assessments, there is a preponderance of female students.
27. Undergraduates join their programmes from a variety of backgrounds. For example, there is wide variation between institutions in the subjects taken and the average points scores achieved by the entrants with GCE A-Levels. Scores range from five to 27 points. This may reflect variations in the admissions policies of institutions; some set high targets for students to achieve at GCE A-Level, whilst others prefer to place greater emphasis on the applicant's enthusiasm for the subject. Some have successfully completed other courses after the age of 16, such as a BTEC National Certificate or Diploma or an access course. The subject providers carefully analyse the subjects and points scores achieved by GCE A-Level entrants. However, most do not keep such detailed records of the qualifications of other entrants, and national records of achievement are not in use, thus limiting the opportunities of linguistics staff to identify clear trends and the impact of new qualifications. Postgraduate students usually join their courses with an honours degree or the equivalent and many have professional qualifications and experience, of which teaching is the most common.
28. The retention and completion rates for linguistics student are good. In 59 per cent of the single-subject assessments, student retention rates are high. Reasons cited for withdrawal usually relate to personal circumstances, and few students fail to complete their programmes because of disaffection or failure. In five single-subject assessments, however, withdrawal rates are increasing and in one centre 9 per cent of entrants are leaving their programmes prematurely.
29. In a majority of the providers, students produce work of consistently high quality and achieve the stated objectives. In observations, their oral work demonstrated that they are highly articulate. Written coursework and examinations showed that they are able to develop logical arguments; that their critical and analytical skills are well developed; and that they are able to relate the theoretical concepts of linguistics to practical applications. Assessed practical work demonstrated the ability to apply subject-specific knowledge and skills. In 14 of the single-subject assessments, students' work also showed that they had developed the range of general and transferable skills stated in the aims and objectives. In nine of the single-subject assessments, however, the assessors recommended that a more rigorous learning experience would improve students' achievement. The institutions have received generally complimentary reports about the quality of students' work from their external examiners.
30. Students achieve good final results. The range of awards of degree classifications varies considerably: between 22 per cent of undergraduates at one institution and 100 per cent at another achieve a First or Upper Second class degree. The assessors reported that in half the single-subject assessments, the mature undergraduates achieve particularly good results. In 36 per cent of the single-subject assessments, in terms of the providers' own measures of added value, students demonstrated considerable personal development and achievement, taking account of qualifications on entry.
31. The success rates of masters programmes are consistently high. The high quality of students' assessed work receives frequent, though variable, commendations by external examiners and the assessors.
32. In 16 of the 22 single-subject assessments, there is a good record of students' progression to employment, usually within six months of completion of their programmes. Employers confirmed that they particularly value the transferable skills developed by students as well as their subject-specific skills. There is also a good record of students' progression to further study, for example to more advanced linguistics, or study for a teaching qualification or a professional qualification for employment in industry and commerce. In around half of the centres providing taught postgraduate programmes, MA students, past and present, reported that their programmes had assisted with their career development. In many centres, masters students progress to research activity.
33. Students expressed considerable satisfaction with their learning experience and the contribution made to their personal and career development.
Student Support and Guidance
34. Linguistics students receive a high level of effective support and guidance. In all cases, the institutions provide a wide range of support and guidance which assists students to benefit from their learning experience and to achieve the stated objectives. Of the 22 single-subject assessments, 77 per cent were grade 4, making a full contribution to the attainment of the stated objectives, and the remainder were grade 3. Of the 12 linguistics providers assessed as part of joint modern languages and linguistics, all were grade 4, except for one grade 3. The quality assessment reports almost invariably describe this aspect of provision as innovative and effective.
35. Student support and guidance is provided mainly by the subject's academic staff, often assisted by non-academic staff, and complemented by the provision made centrally within each institution and by the Students' Union. This combination is singled out for praise in one-third of the reports. High levels of co-operation between the personnel involved in providing these services contribute to the success of the students' support and guidance.
36. Admissions procedures are well organised and effective, although the methods used vary. Those institutions emphasising students' enthusiasm for the subject, as well as their academic ability, invest a substantial amount of staff time in interviewing all short-listed candidates. Others use well-organised open days, sometimes supplemented by interviews to assist in their recruitment processes.
37. Students participate in effective induction procedures, which help them to understand the requirements of their programmes; they also benefit from the extracurricular and social opportunities provided. In about 60 per cent of the assessments, overseas students commented favourably on the value of their induction programme. Most students are assisted in their understanding of the structure, content and assessment of their programmes by the provision of comprehensive documentation. In three single-subject assessments and in one joint languages and linguistics assessment, students expressed the view that they would have benefited more from the centrally provided support services if they had received more information about them.
38. The development of study skills throughout the programmes is effective. Librarians and the staff of other learning resource services generally contribute by, for example, providing training in library research skills and computer skills to support project and dissertation work. Remedial support in linguistics is generally provided by subject staff during personal and academic tutorials and, where necessary, by the provision of extra tuition and non-assessed work.
39. Linguistics staff have successfully developed a supportive and caring ethos, helping their students to benefit from their programmes. Lecturers provide effective tutorial systems, enabling students to gain advice on both academic and personal matters, usually based on appointments during published office hours. This is frequently supplemented by informal meetings between staff and students. Most students were enthusiastic about the accessibility, openness and supportive approach of linguistics staff. In three single-subject assessments, however, students felt that they would benefit from improved tutorial support.
Learning Resources
40. The assessors were impressed with the overall quality of learning resources for linguistics. In half the institutions visited for linguistics as a single unit of assessment, this aspect made a full contribution to the attainment of their stated objectives. In nine, the contribution was judged to be substantial, and in two it was judged to be grade 2, making an acceptable contribution. A similar profile was presented in the 12 joint modern language assessments that included linguistics.
41. The assessors were particularly impressed with the excellent library facilities they observed. The strength of library holdings of books and periodicals was frequently supported by efficient and helpful library staff. However, students in nearly half (45 per cent) of all the institutions visited complained of the frequent unavailability of key textbooks in the library. Librarians have a difficult task, at a time of severely limited financial resources, in balancing the academic requirement for depth and breadth of subject coverage with demand for multiple copies of frequently used textbooks.
42. A significant strength identified in the great majority (82 per cent) of the institutions visited was the high quality of information technology (IT) facilities. Linguistics is generally well supported by PCs or workstations, with some multi-media facilities available. In most cases, computers are networked. In addition to staff use of E-mail, students are now making wider use of it, and access to the Internet is becoming the norm. Nevertheless, recent increases in student numbers constitute a real problem for maintaining adequate IT provision, and approximately one-third of providers were judged to be stretched to the limit. For example, in one centre the provision of only two printers for linguistics students 'created long queues'. At two institutions the computer centres, far from spearheading innovation in this area, were perceived as 'responding much too slowly to technical development' and 'holding an inconvenient level of control over installing new applications' in the subject.
43. In 65 per cent of institutions visited, the teaching accommodation was judged to be appropriate and in a good state of decoration. In 35 per cent, however, it was criticised as inadequate or badly furbished. In some cases, the quality is variable within the same department. For example, at one institution 'some teaching rooms are so poorly located, shaped or furnished that the teaching environment is compromised', while 'others are very conducive to effective teaching and learning'. Well-equipped specialist facilities supporting the stated aims, with effective technical and administrative support officers, are a feature in half of the institutions. Instances include purpose-designed laboratories with facilities for experimental work in computational linguistics, interactive video and phonetic recording and analysis.
Quality Assurance and Enhancement
44. Those institutions providing an education in linguistics are generally responding positively to recommendations made recently in the Higher Education Quality Council's academic audit reports of their institutions. Some have adapted their systems to implement the recommendations, others have formulated new policies which are not yet fully in place. Of the 22 single-subject providers, nine were grade 4, making a full contribution to the attainment of the stated objectives, eight were grade 3 and five were grade 2. Of the 12 linguistics providers assessed as part of joint modern languages and linguistics, most were awarded grade 3, except for one that was grade 4 and two that were grade 2.
45. In 10 of the single-subject assessments, the institutions have in place robust and effective systems for the assurance of the quality of their provision. In the majority of institutions, there is regular review and evaluation of linguistics, but in nine there is a need to improve the review and evaluation process in order to increase the consistency of students' learning experience. Coupled to this, improvements to management information systems are needed in eight institutions to provide linguistics teachers with comprehensive information about the progression of their students through their programmes in order to inform future planning.
46. In 17 of the single-subject assessments, the assessors reported that quality assurance mechanisms could be improved by documenting any corrective action to be taken and clearly identifying those responsible for undertaking it. In eight of the institutions which presented linguistics for single-subject assessment, although teaching, learning and assessment are discussed, the assessors were concerned that the high degree of informality prevailing hinders the monitoring and improvement of these aspects. In five single-subject assessments, the effectiveness of quality assurance is limited by ineffective and over-complex committee structures.
47. The procedures for external examining and receiving and acting upon external examiners' reports are generally appropriate. One of the characteristics of a good linguistics education, singled out for mention in six single-subject assessment reports, is effective and prompt consultation with students which leads to appropriate action.
48. All of the institutions visited had procedures for obtaining comments from linguistics students about their level of satisfaction with their programmes. In approximately half the single-subject assessments, students believed that staff carefully considered their views and that, as a direct result, changes had been made to improve their learning experience.
49. The majority of the single-subject self-assessment documents were well written, open, self-critical and addressed the clearly expressed and measurable aims and objectives. The other self-assessments sometimes confused the institution's mission with the subject's aims and objectives, were insufficiently evaluative or gave insufficient or inadequate data relating to student progression.
50. Generally, the induction arrangements and support for newly appointed teachers are effective. Staff appraisal is conducted regularly in almost all the institutions; in nearly half of those visited, linguistics staff reported that they had found it a productive experience. Appraisal clearly informs staff development planning. All linguistics staff are offered a programme of development designed to enhance teaching, learning and assessment skills; however, in five single-subject assessments, staff missed opportunities to participate in such activities. A further three institutions need to improve their strategies for identifying and meeting staff development needs.
51. There is much good practice in linguistics education. However, peer observation of teaching and learning as a means of sharing good practice was identified in only five single-subject assessments. Other mechanisms for identifying and sharing successful methods of developing and delivering linguistics curricula include a regular forum for discussion and a series of seminars or papers. However, 27 per cent of the single-subject assessments and 25 per cent of the joint assessments with modern languages revealed that no mechanisms are in place, or that a major development is required to assist this process of quality enhancement.
Conclusion
52. The overall picture to emerge from the assessment of linguistics is that aims and objectives are being achieved. The subject is popular and its role in modular programmes appears to be growing in importance. The widespread provision of taught postgraduate programmes successfully addresses a diverse range of needs including progression to research, teaching and other specialised, vocational and professionally recognised studies.
53. Amongst the many features to emerge, the most prominent are:
a. Although the majority of self-assessments provided a sound basis for assessment, others suffered from at least one significant weakness. There was some inconsistency in the presentation of aims and objectives, particularly in the treatment of subject-specific and general/transferable skills.
b. The curricula are well-designed, broad and coherent and are generally well matched to the aims. However, there is a need to monitor and maintain undergraduate curricula with particular regard to the student experience in modular schemes.
c. Students expressed a high level of satisfaction with their studies and the way in which their views are taken into account.
d. A high proportion of the teaching observed was successful.
e. A wide range of assessment methods is employed in over half the subject provision, most often as part of a coherent strategy for teaching, learning and assessment. Nevertheless, in approximately half the provision the arrangements for assessing students' work and providing helpful feedback need reviewing .
f. There are high rates of completion and achievement, particularly in postgraduate programmes, underpinned by firm evidence of high levels of attainment by most students. Despite this, in a minority of subject providers (40 per cent of the single-subject assessments) the assessors recommended that a more rigorous learning experience would improve student achievement.
g. Progression of students to employment and higher education and research is good.
h. The development of a supportive, caring, yet robust and innovative process of student support and guidance is a particularly effective aspect of linguistics provision.
i. Although learning resources are fit for purpose and generally responsive to IT developments, in almost half the single-subject assessments the assessors drew attention to the need for learning resources to be given a clearer priority in order to keep pace with the growth in student numbers and curricular changes.
j. There is a strong commitment to quality enhancement in the majority of subject providers. However, the collection of data on student progression and the development of management information systems to inform planning and quality improvement are problematic for many.
k. On occasion, there is a need to focus staff development programmes and mechanisms for identifying and discussing good practice and improvements in quality more clearly.
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 Submitting a Self-assessment in Linguistics as a single Subject
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Birkbeck College | 3 | 4 | 4 | 3 | 3 | 2 | Quality Approved | Q8/96 |
| College of Ripon and York St John | 3 | 3 | 4 | 4 | 2 | 3 | Quality Approved | Q9/96 |
| College of St Mark & St John | 4 | 4 | 4 | 3 | 4 | 2 | Quality Approved | Q250/95 |
| Lancaster University | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q128/96 |
| Roehampton Institute | 4 | 4 | 4 | 4 | 3 | 3 | Quality Approved | Q52/96 |
| School of Oriental and African Studies | 3 | 4 | 3 | 4 | 3 | 3 | Quality Approved | Q122/96 |
| Thames Valley University | 4 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q238/96 |
| University College London | 4 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q226/96 |
| University of Central Lancashire | 4 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q103/96 |
| University of Durham | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q129/96 |
| University of Essex | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q196/96 |
| University of Exeter | 2 | 3 | 3 | 3 | 3 | 2 | Quality Approved | Q98/96 |
| University of Hertfordshire | 4 | 3 | 4 | 3 | 2 | 4 | Quality Approved | Q14/96 |
| University of Leeds | 2 | 3 | 3 | 4 | 3 | 2 | Quality Approved | Q6/96 |
| University of Luton | 3 | 4 | 3 | 3 | 4 | 4 | Quality Approved | Q15/96 |
| University of Manchester | 3 | 4 | 3 | 4 | 3 | 4 | Quality Approved | Q17/96 |
| University of Newcastle upon Tyne | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q119/96 |
| University of Reading | 3 | 3 | 3 | 4 | 4 | 2 | Quality Approved | Q54/96 |
| University of Sheffield | 4 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q40/96 |
| University of Sussex | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q31/96 |
| University of Westminster | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q237/96 |
| University of Wolverhampton | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q169/96 |
Institutions Submitting a Self-assessment in Modern Languages including Linguistics
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Queen Mary and Westfield College | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q105/96 |
| UMIST | 3 | 3 | 3 | 3 | 3 | 3 | Quality Approved | Q211/96 |
| University of Brighton | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q41/96 |
| University of Cambridge | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q171/96 |
| University of Central Lancashire | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q222/96 |
| University of East Anglia | 3 | 3 | 2 | 4 | 4 | 3 | Quality Approved | not published |
| University of East London | 3 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q61/96 |
| University of Kent at Canterbury | 3 | 3 | 4 | 4 | 3 | 2 | Quality Approved | Q141/96 |
| University of Oxford | 3 | 4 | 4 | 4 | 4 | 2 | Quality Approved | Q240/96 |
| University of Southampton | 2 | 3 | 3 | 4 | 3 | 3 | Quality Approved | Q124/96 |
| University of West of England, Bristol | 4 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q184/96 |
| University of York | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q185/96 |
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 Linguistics
Dr Evelyn Abberton
Professor Roger T Bell
Dr David C Bennett
Professor Norman F Blake
Professor E Keith Brown
Professor Noel C Burton-Roberts
Professor Graham Caie
Dr Christine Cheepen
Professor Richard A Coates
Professor Nikolas Coupland
Mr Anthony P Cowie
Mr Alex De Joia
Dr Judy L Delin
Dr William H Edmondson
Professor Erik C Fudge
Dr Terence Goodison
Mrs Ildi S Halstead
Professor Michael P Hoey
Mr Edward Hounslow
Professor Howard T Jackson
Mr Keith Jenkinson
Dr Jeremy L Kettle-Williams
Professor Francis E Knowles
Professor Kenneth M MacKinnon
Dr Robin Melrose
Dr Nicholas D Ostler
Dr Stephen R Parkinson
Ms Alison Piper
Mr Geoffrey K Pullen
Mr Brian M H Robinson
Professor Burton S Rosner
Dr Raphael M Salkie
Mr Harley H Stratton
Professor John C Wells
Dr Briony J Williams
Reporting Assessors Participating in the Assessment of Linguistics
(Including those RAs participating in modern language visits that included the subject)Mr Roger Absalom
Mr Philip Ashworth
Dr John Barkham
Professor Terence Baylis
Mr Peter Clarke
Eur Ing Roy Crowcroft
Professor Robert Davies
Professor (Emeritus) Geoffrey Doherty
Ms Helen Galas
Mr Anthony Harding
Ms Gillian Hayes
Dr John Hurley
Ms Elisabeth Joyce
Mr David Kinnear
Mr David Lewis
Mr Joseph Longden
Mr Maurice Mealing
Mr Alan Nisbett
Mrs Christine Plumbridge
Professor William Plumbridge
Mr John Warren
Dr David Whan
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