Subject Overview Report
Reference QO 7/96
November 1996
Quality Assessment of Russian and Eastern European Languages and Studies
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
Russian and Eastern European Languages and Studies
Summary
In 1995-96, 29 assessment visits were made to higher education (HE) providers of Russian and Eastern European languages and studies in England and Northern Ireland. There were 14 single assessments in the subject, and 15 joint assessments of modern languages also included provision in Russian and Eastern European languages and studies. The assessors found the overall quality of HE provision in Russian and Eastern European languages and studies to be high. In all of the single assessments, the quality of the provision was approved. Some 42 per cent of the grades awarded in the single assessments were 4; 51 per cent were 3; and 7 per cent were 2. One provider received a grade 4 for all of the six aspects of provision, and in eight other single assessments all aspects were graded either 3 or 4. The quality of the provision was also approved in all except one of the 15 joint assessments. Some 36 per cent of the grades awarded in joint assessments were 4; 51 per cent were 3; 12 per cent were 2; and 1 per cent was 1. In eight of the joint assessments, all aspects were graded either 3 or 4.
This Overview Report outlines the main findings of the assessments. It discusses the quality of education in the subject, identifies good practice, and indicates areas where improvements might be made. One of the key conclusions is that there is a diverse range of provision in Russian and Eastern European languages and studies in the HE sector. Some higher education institutions (HEIs) offer both single and joint honours programmes and taught postgraduate degrees in the subject, including vocational courses. Other HEIs offer only undergraduate programmes in which Russian may be combined with other subjects. There is also considerable diversity in the range of subjects with which Russian may be combined in different institutions. Many providers offer tuition in one or more of the other Eastern European languages, but only one offers a full degree in those languages. The assessors identified some similarities, as well as differences, in provision across the sector. Most HEIs place some emphasis on the acquisition of practical language skills, most make extensive use of small-group teaching, and most require undergraduates to undertake a period of study in Russia or Eastern Europe.
Many examples of good practice were identified in Russian and Eastern European languages and studies. These positive features include: well-structured language curricula; a wide diversity of literary, cultural and area studies courses, many of which are informed by current staff research; innovative learning materials, including some that had been produced in-house for beginners' language courses; effective teaching and assessment methods; a high and rising proportion of good honours degrees, notably among students beginning Russian and Eastern European languages and studies at degree level; and very high levels of graduate employment. The support and guidance provided for students is a particular strength, with much of the provision characterised by an excellent rapport between staff and students. Other positive features include the quality of library resources provided by some HEIs, and effective use of information technology (IT) and audiovisual teaching and learning facilities. Secure and effective systems for curriculum monitoring and review are in place in some HEIs, that make a full contribution to the attainment of objectives.
The assessors also identified some areas of provision that need improvement. In some institutions, the non-language provision within modularised programmes lacks coherence and a clear intellectual progression; cultural and area studies courses sometimes provide only superficial coverage because of the breadth of focus; there is a high level of student withdrawals from some programmes; a few institutions are poorly equipped, and in others providers make limited use of the facilities available; and a minority of providers have not yet developed robust quality assurance procedures.
Introduction
1. This Overview Report presents the findings of the assessment in 1995-96 of the quality of higher education provided in Russian and Eastern European languages and studies by universities and colleges in England and Northern Ireland. It has been derived from the quality assessment reports of the 29 assessment visits carried out. Its main purposes are to highlight positive features, to emphasise potential areas for improvement and to enhance the dissemination of best practice.
2. Russian and Eastern European languages and studies are taught in 27 universities and colleges in England, and one in Northern Ireland. These providers and the outcomes of the assessments of the quality of educational provision are listed in Annex A. There were 14 single assessments in the subject, and 15 joint assessments of modern languages included provision in Russian and Eastern European languages and studies. In all cases, the assessment judgements were made using a scale from 4 (highest) to 1 (lowest) to grade six core aspects of provision. In grading each aspect of provision, the assessors evaluated the extent to which the provider was attaining the educational aims and objectives it had outlined for the subject. The profile of outcomes is encouraging: 90 per cent of the grades awarded were 3 or 4, and 59 per cent of providers achieved grades of 3 or 4 for all aspects of provision. One provider is subject to reassessment.
3. Each assessment was carried out by teams of subject specialist assessors, led by a reporting assessor. The assessors for Russian and Eastern European languages and studies are listed in Annex B.
4. The HEFCE published a Review of Former Soviet and East European Studies in October 1995. This review was undertaken in response to concerns expressed by diplomatic and commercial interests about the ability of HEIs in the UK to meet the national need for expertise relating to the countries of the former Soviet Union and Eastern Europe. As a result of this review, 33 additional academic posts in the subject are being created in HEIs from 1996-97, and additional resources have been allocated to create a database of expertise and purchase archive material. These developments will also contribute to the continuing enhancement of the quality of provision in Russian and Eastern European languages and studies, and the learning experience of students.
Aims and Objectives
5. With few exceptions, providers of Russian and Eastern European languages and studies include the employability of graduates as one of their aims and objectives. Most emphasise transferable as well as subject-specific skills among the characteristics they wish to develop in students. The transferable skills to be developed vary, depending on the nature of the programme, but commonly include generic intellectual skills such as the capacity for analysis, the handling of concepts, and the formation of judgements, as well as the ability to study and learn independently. Several providers emphasise the acquisition of research skills and the use of IT.
A small number of providers list presentation, teamwork and time-management skills amongst their objectives.
6. The subject-specific outcomes listed most frequently are cultural awareness and linguistic skills, with providers differing in the extent to which they also emphasise historical skills or those of literary analysis. A majority of the providers who were subject to single assessments stress that their teaching is research-based and prepares graduates for research. Programmes in Russian and Eastern European languages and studies generally include a period abroad, and several providers emphasise the contribution that this makes to the development of cultural awareness and linguistic skills. Most stress the development of active as well as passive language skills, with the ability to write and speak the language identified as key objectives. The extent to which communicative skills are also emphasised at postgraduate level depends on the nature of the programmes; some institutions stress the acquisition of reading skills for research purposes, while others offer courses leading to professional qualifications in interpreting.
7. Almost 50 per cent of providers refer to the institutional mission as having a formative influence on the aims and objectives for the subject. This includes an influence on admissions policies; around 50 per cent of providers stress a commitment to broadening access and admit students from a wide range of backgrounds, including those without prior knowledge of Russian or other Eastern European languages. The flexibility of programmes and opportunities for student choice are emphasised by about one-third of providers. One in six of the providers identify national needs as a factor influencing their aims and objectives for the subject.
Curriculum Design, Content and Organisation
8. In the majority of the single-subject assessments, the assessors judged that this aspect makes a substantial contribution to the attainment of the stated objectives, with 79 per cent of providers awarded a grade 3. In the single-subject assessments, this aspect was judged to make a full contribution to the attainment of the stated objectives for all of the remaining 21 per cent of providers, who were awarded a grade 4. In the joint assessments, 73 per cent of providers were awarded a grade 3 for this aspect and 13 per cent were awarded a grade 4, with this aspect being judged to make an acceptable contribution for the remaining 13 per cent of providers, who received a grade 2.
9. Many providers of Russian and Eastern European languages and studies offer both single and joint honours degrees in the subject at undergraduate level, and also provide opportunities for students to take Russian as a minor component of other degrees. Other providers offer a more restricted range of opportunities to study Russian, by incorporating it as an element of degrees in other subjects such as business, European studies or other European languages. The range of subjects that can be combined with Russian in joint honours programmes and modular schemes varies between HEIs, but commonly includes other languages and some of the social sciences. Several institutions offer subsidiary teaching in one or more of the other Central and Eastern European languages, but only one offers a full degree in those languages.
10. Almost all providers offer a dual system of entry to undergraduate study, for those who are new to the study of Russian and Eastern European languages and studies, and for those with GCE A-Level Russian or its equivalent. Providers aim to bring beginners to at least GCE A-Level attainment in the first year. In some institutions, both groups of entrants are taught jointly from the second year. In others, they are only brought together in the final year, after a period of study abroad.
11. Language teaching in most institutions emphasises the acquisition of practical language skills. The programmes are generally coherent and provide a secure and progressive experience of language learning. In the most successful cases, the development of linguistic competence is well integrated with the teaching of other courses, such as those in Russian history and literature. Some institutions have developed their own beginners' language courses, and these are highly effective. However, in a minority of cases the assessors expressed concern that the small numbers of staff and students in the subject made it difficult to realise the commitment to meeting the needs of students with varied knowledge and skill levels.
12. Providers generally require undergraduate students to spend a period of time in Russia or Eastern Europe, ranging from three months to a year. This usually involves study in another HE institution, and several providers have established well-organised and effective links with the region in order to support these arrangements.
13. Several providers require undergraduates to take courses in Russian history and literature as part of their degrees, and most offer a range of optional, non-language studies, many of which are informed by current staff research. The assessors reported that in many institutions the programmes and range of options provided are broad, challenging, imaginative and flexible. In addition to Russian history and literature, some programmes include courses on Russian art, economics, film, music, politics, social development and thought. Many institutions have responded to recent developments in Russia and Eastern Europe by developing courses that reflect and analyse the changes there. The assessors noted, however, that in a minority of cases modularisation has given rise to programmes that lack coherence and depth. They also commented that some courses in cultural and area studies provide only superficial coverage because of the breadth of focus.
14. A range of transferable skills is developed through the study of Russian and Eastern European languages and studies. A few providers offer courses in English grammar, as an aid to learning a foreign language. Study-skills courses are available at many institutions. Several providers make extensive use of computer-assisted language learning (CALL), and many require or encourage students to acquire other IT skills, including the ability to word-process Cyrillic text. Some providers also require honours students to develop and demonstrate research skills through the completion of a dissertation.
15. Several institutions offer taught postgraduate programmes in Russian and Eastern European languages and studies. Many of these focus on literary, cultural or area studies, and provide a preparation for undertaking research. Others lead to vocational qualifications, for example in interpreting.
Teaching, Learning and Assessment
16. In the majority of the single-subject assessments, the assessors judged that this aspect makes a substantial contribution to the attainment of the stated objectives, with 71 per cent of providers awarded a grade 3. In the single-subject assessments, this aspect was judged to make a full contribution to the attainment of the stated objectives for all of the remaining 29 per cent of providers, who were awarded a grade 4. In the joint assessments, 67 per cent of providers were awarded a grade 3 for this aspect and 27 per cent were awarded a grade 4, with this aspect being judged to make an acceptable contribution for the one provider who received a grade 2.
17. The assessors identified many examples of good practice in the teaching of Russian and Eastern European languages and studies. The best teaching was characterised by the presence of a clear and explicit structure and the use of the target language. In many cases, imaginative use was made of up-to-date learning materials. This included examples of innovative materials that had been produced in-house for beginners' language courses, and the highly effective use of IT and a range of audiovisual media. Intensive, interactive language work and small-group teaching, including the extensive use of native speakers, encouraged the development of students' spoken language skills. There was frequently an excellent rapport between teachers and students, with the staff's enthusiasm for the subject fostering spontaneous interest and participation by students. In many cases, students made positive comments to the assessors on the quality of the teaching and the stimulating learning environment provided by the staff.
18. Some 246 classes were observed in the 14 single-subject assessments. Of these, 51 per cent were grade 4, 35 per cent were grade 3, and 14 per cent were grade 2. In all of the single-subject assessments, a proportion of the observations were grade 4. In six assessments, the proportion of observations that were grade 4 was over 60 per cent, and in seven other cases more than 30 per cent of the observations were grade 4.
19. Less effective teaching was characterised by a failure to define the aims and objectives clearly or to challenge students, with tutors expecting and accepting limited linguistic performance. In a few institutions, the assessors found that the development of linguistic skills was hampered by the limited extent of teaching in the target language, and by a failure to require students to complete as much written work in it as they might. The assessors also noted the limited use of IT and audiovisual aids in a small number of institutions when wider use would have been appropriate.
20. Learning in Russian and Eastern European languages and studies is also encouraged through the use of a varied range of assignments. Oral work, essays and report-writing are commonplace among providers, encouraging students to master the target language, explore complex ideas, and develop intellectual and presentational skills. However, the frequency of, and balance between, these tasks differs amongst providers. While some emphasise weekly essay-based tutorials, others make greater use of seminar presentations by students. A minority of providers also encourage students to acquire a wider range of transferable skills through the use of peer and self-assessment. In general, the assessors noted that written work is returned to students promptly, with extensive and constructive comments. Several institutions have introduced standard pro formas to encourage a consistent level of feedback. However, in a few cases the assessors noted considerable variations in the quantity and quality of written feedback provided.
21. Most institutions award first degrees on the basis of varied assessment methods, in which coursework, a dissertation and unseen examinations may all play a part. In some cases, the assessment methods used measure the development of particular skills. For example, many providers have developed clear, structured criteria to assess the acquisition of language skills. Some, however, continue to rely on unseen examinations as the main method of assessment, and the assessors questioned the effectiveness of these in testing the full range of knowledge and skills identified as objectives.
Student Progression and Achievement
22. In 50 per cent of the single-subject assessments, the assessors judged that this aspect makes a substantial contribution to the attainment of the stated objectives, and awarded the provider a grade 3. In the single-subject assessments, this aspect was judged to make a full contribution to the attainment of the stated objectives for the 36 per cent of providers awarded a grade 4, and an acceptable contribution for the 14 per cent who received a grade 2. In the joint assessments, 47 per cent of providers were awarded a grade 4 for this aspect, 47 per cent were awarded a grade 3, and one provider received a grade 2.
23. A majority of undergraduate students of Russian and Eastern European languages and studies enter HE directly after leaving school. The number of applicants for single honours programmes has declined recently, as have the average GCE A-Level points scores of entrants to these programmes. Joint honours programmes are more in demand, and the average GCE A-Level scores for students entering these programmes are higher than those for single honours, at over 25 points in many institutions. Most students of Russian enter without a GCE A-Level in the subject. Over 50 per cent of students of Russian and Eastern European languages and studies are female, and in several institutions there is a significant proportion of mature students. Notwithstanding the prior achievements of entrants, in several institutions the assessors drew attention to their poor understanding of grammar, and to the difficulties that this poses for their subsequent progress in the subject.
24. The study of the subject to degree level is intellectually demanding. In some institutions, a comparatively high proportion of entrants do not complete the programmes to which they were admitted. Many of these transfer to other degree programmes, but for some the experience of failure or temporary withdrawal results in a decision to abandon degree-level study. Few students transfer into programmes in Russian and Eastern European languages and studies. The assessors expressed concern about non-progression rates in a small number of institutions, urging closer monitoring of student progress, a fuller examination of the pattern of withdrawals, and other modifications to the provision to encourage the retention of students.
25. The proportion of students graduating with an Upper Second class honours degree or better has increased in recent years. In a small number of institutions, more than 70 per cent of those who complete the course successfully achieve this level. In addition, on nearly all programmes beginner entrants do at least as well as those with GCE A-Level Russian, and in some cases perform to a higher level of attainment. Similarly, notwithstanding their lower average GCE A-Level points scores on entry, candidates for single honours degrees in many institutions perform better than those for joint honours.
26. External examiners report that graduates of Russian and Eastern European languages and studies from most institutions possess a high level of linguistic skill, both oral and written, and proficiency in the ordering and expression of conceptually sophisticated ideas. They also report positively on providers' success in imparting to many students a critical understanding of, and enthusiasm for, Russian or Eastern European culture.
27. Graduates of Russian and Eastern European languages and studies are highly employable. Many take up work in the region, and others find employment in a wide range of activities in the UK, from banking to broadcasting, international trade, journalism and teaching. A small proportion progress to higher degrees or other further study.
Student Support and Guidance
28. In the majority of the single-subject assessments, the assessors judged that this aspect makes a full contribution to the attainment of the stated objectives, with 71 per cent of providers awarded a grade 4. In the single-subject assessments, this aspect was judged to make a substantial contribution to the attainment of the stated objectives for all of the remaining 29 per cent of providers, who were awarded a grade 3. Similarly, in the joint assessments 73 per cent of providers were awarded a grade 4 for this aspect and all of the remaining 27 per cent were awarded a grade 3.
29. All providers in the subject organise an induction programme for new admissions, although the time allowed for this varies from one day to a week. Some institutions provide a common programme for all entrants, but many providers supplement this with a programme of additional activities, or make specific provision for an induction to the subject within the institution's programme. A minority of the induction programmes include instruction in study skills. Some providers organise targeted activities for mature students, and several provide a separate programme for the induction of postgraduate students.
30. All institutions provide academic guidance and pastoral support for students. In many institutions, these roles and responsibilities are combined through a personal tutor or other advisory system. For students of Russian and Eastern European languages and studies, this guidance is frequently provided by a member of staff in the subject. Some institutions train tutors, and others issue them with written guides to the services available to students. Students generally expressed satisfaction with the academic guidance and pastoral support provided. Tutors and advisers in the subject were consistently reported to be available for advice, approachable, encouraging and helpful, with staff-student relations characterised by an excellent rapport.
31. The support provided in connection with the period abroad varies between institutions. Many providers place their students through Russian Language Undergraduate Studies Ltd (RLUS); this is an independent UK agency which arranges the placement of students in Russian HE institutions and supervises the provision made for them during their stay. Some providers complained of the difficulties posed by recent changes in the region, particularly in Eastern Europe, for the provision and effective use of the period of study abroad. However, the assessors commended a number of institutions for their diligence in establishing and maintaining effective partnerships there. Several providers visit all students during the period abroad, and one has trained local Russians to act as tutors. The assessors commended the arrangements for debriefing in some institutions, and especially those where returning students are required to make detailed reports available to those going abroad in the following year.
32. Institutions also provide a range of central services for student support and guidance. There is generally effective liaison between subject staff in Russian and Eastern European languages and studies and the institution's careers service. In some HEIs, careers officers visit the subject provider weekly. In others, staff in the subject use their commercial and industrial contacts in the region to help graduates find employment.
Learning Resources
33. In the majority of the single-subject assessments, the assessors judged that this aspect makes a full contribution to the attainment of the stated objectives, with 57 per cent of providers awarded a grade 4. In the single-subject assessments, this aspect was judged to make a substantial contribution to the attainment of the stated objectives for the 29 per cent of providers awarded a grade 3, and an acceptable contribution for the 14 per cent of providers who received a grade 2. In the joint assessments, 40 per cent of providers were awarded a grade 4 for this aspect, 27 per cent were awarded a grade 3, and 27 per cent received a grade 2. In one joint assessment, the assessors judged this aspect to include major shortcomings and the provider received a grade 1.
34. Library provision for the subject is of excellent quality in many institutions. Some providers have specialist collections that are of international significance, and others are also well equipped with on-line catalogues and computerised information systems. There is effective liaison between the relevant library and subject staff in most institutions. However, the rising price of Russian and Eastern European publications in recent years has posed problems for the provision of multiple copies and for keeping abreast of recent changes in the region; the assessors noted that the book stock in some institutions would benefit from enhancement.
35. Much of the provision in Russian and Eastern European languages and studies has benefited from wider institutional investment in equipment for languages teaching. Many HEIs provide well-equipped language centres and laboratories, and access to video and satellite television. Teaching rooms in most institutions are appropriately equipped. However, in some cases the assessors found that the available resources were not fully integrated into teaching and learning or made optimal use of, and in a small number of cases they expressed concern at the limited supply of equipment.
36. Both central and departmental IT facilities provide effective support for provision in the subject in many HEIs. Students in most institutions are able to access a range of information and study aids, including CALL, databases, E-mail, the Internet, library catalogues, and word-processing with Cyrillic fonts. Several institutions integrate IT into teaching and require the word-processing of assignments, sometimes in Cyrillic. However, in other cases the induction to, and use of, IT facilities is not well integrated into the curriculum and the provision of Cyrillic fonts is limited.
37. Much of the teaching in Russian and Eastern European languages and studies is in small groups, often in staff offices. Teaching accommodation for larger groups is generally adequate and appropriate. In many institutions, accommodation for the subject is located in adjacent rooms, thus fostering a sense of identity and encouraging interaction between staff and students.
38. Many providers are able to draw on the technical and support staff associated with central institutional resources such as computer and language centres and library services, and some also have their own support staff. However, the assessors noted concerns about limited technical support in a small number of institutions.
Quality Assurance and Enhancement
39. In 50 per cent of the single-subject assessments, the assessors judged that this aspect makes a substantial contribution to the attainment of the stated objectives, and awarded the provider a grade 3. In the single-subject assessments, this aspect was judged to make a full contribution to the attainment of the stated objectives for the 36 per cent of providers awarded a grade 4, and an acceptable contribution for the 14 per cent of providers who received a grade 2. In the joint assessments, 13 per cent of providers were awarded a grade 4 for this aspect, 67 per cent received a grade 3, and 20 per cent were awarded a grade 2.
40. Providers assure the quality of education in Russian and Eastern European languages and studies through a range of mechanisms and procedures. Programmes are overseen by the HEI's designated boards and committees. Providers have appointed external examiners in Russian and Eastern European languages and studies to moderate the standard of awards, although in a small number of cases, the assessors commented that minority specialisms were not well covered by the external examining system. In many cases, the HEI's quality assurance procedures require careful scrutiny of external examiners' reports and consideration of feedback from students. Most HEIs have well-established staff development policies, including regular appraisal of the performance of staff and induction procedures for new staff.
41. There is, however, much variation in the detail of these arrangements. In particular, whereas degree programmes in several of the institutions are subject to regular, formal and thorough review at institutional level, in others the responsibility for annual monitoring and evaluation resides with the subject staff. External examiners are involved more routinely and widely by some HEIs than others, commenting on new course proposals and draft examination papers, as well as conducting oral examinations and moderating internal marking. Similarly, student feedback is collected routinely and reviewed formally by some providers, but others rely on more informal mechanisms for gathering student opinion. Generally, students confirmed that they felt their views were taken into consideration by staff. Although all HEIs provide induction for new full-time permanent staff, the extent to which temporary and part-time staff are included in such programmes is variable. This variability is of particular significance in Russian and Eastern European languages and studies, as native-speaker language assistants are frequently employed on a short-term and part-time basis. Some providers operate systems of mentoring and peer assessment of teaching which cover all staff, but others have yet to introduce such practices.
42. The self-assessment documents submitted by providers varied in the extent to which they reflected an appreciation of the opportunities that internal evaluation of the quality of provision offers for enhancing the educational experience of students. Some self-assessments indicated that the providers have a strong commitment to the enhancement of quality and are pursuing it effectively. Others, however, revealed a lack of well-developed policies in relation to some aspects of provision. Overall, there was little evidence that the achievement of the aims and objectives identified by providers is monitored systematically through quality assurance procedures.
Conclusions
43. The assessors found the quality of HE provision in Russian and Eastern European languages and studies to be high in many cases. In all of the 14 single assessments, the provision was quality approved. Some 42 per cent of the grades awarded in the single assessments were 4; 51 per cent were 3; and 7 per cent were 2. One provider received a grade 4 for all of the six aspects of provision, and in eight other single-subject assessments all aspects were graded either 3 or 4. The quality of the provision was also approved in all except one of the 15 joint assessments that included Russian and Eastern European languages and studies. Some 36 per cent of the grades awarded in joint assessments were 4; 51 per cent were 3; 12 per cent were 2; and 1 per cent was 1. In eight of the joint assessments, all aspects were graded either 3 or 4. Student support and guidance was evaluated most positively: 72 per cent of providers were awarded a grade 4 and no providers received less than a grade 3.
44. In addition to the judgements made, the assessors emphasised a number of specific matters:
a. At undergraduate level, Russian may be combined with a wide range of subjects in many institutions, including business and the social sciences as well as other European languages.
b. Most institutions provide well-structured programmes of language instruction which are integrated with other parts of the curriculum. In some cases, these include the use of innovative materials produced in-house for beginners' courses.
c. There is a wide range of imaginative non-language courses on offer in many institutions, often informed by the current research of staff.
d. Most providers place considerable emphasis on the development of practical language skills.
e. Most undergraduate degree programmes require a period of residence in Russia or Eastern Europe and these placements are generally supported by effective pastoral arrangements. Several institutions have established well-organised and effective links with HEIs in the region.
f. In some institutions, the non-language side of modularised programmes lacks coherence and clear intellectual progression. Some courses in cultural and area studies provide only superficial coverage because of the breadth of focus.
g. The quality of teaching in many institutions is high, and most staff and students display an enthusiastic commitment to their subject.
h. Much of the teaching is in small groups, is interactive, and develops students' spoken language skills.
i. Many providers have developed clear, structured criteria to assess the acquisition of language skills, and several have introduced standard pro formas to encourage consistent feedback to students.
j. Most institutions employ a range of assessment methods, including coursework, a dissertation and examinations.
k. There is a high level of non-progression and withdrawal from a small number of programmes.
l. In recent years, there has been an increase in the proportion of students obtaining Upper Second class degrees or better. In particular, many beginner entrants who complete their degree programmes perform very successfully.
m. The careers guidance in many institutions is excellent, and the vast majority of graduates enter permanent employment or go on to further study.
n. There is an excellent rapport between staff and students.
o. Library provision for the subject is of excellent quality in many institutions. However, there is concern about the decline in library funding at a time of rapid change in Russia and Eastern Europe.
p. Many institutions provide extensive IT facilities, well-equipped language centres and laboratories, and access to video and satellite television.
q. Secure and effective systems for curricular monitoring and review are in place in some HEIs that make a full contribution to the attainment of objectives. Student feedback is collected routinely and reviewed formally by some providers, and students generally feel that their views are taken into consideration by staff.
r. Few providers have well-developed procedures to monitor systematically the attainment of their aims and objectives.
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 Russian and Eastern European Languages and Studies as a Single Subject
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Keele University | 3 | 3 | 3 | 4 | 3 | 4 | Quality Approved | not published |
| School of Slavonic and Eastern European Studies (Eastern European Languages and Studies) | 3 | 3 | 2 | 4 | 3 | 3 | Quality Approved | Q111/96 |
| School of Slavonic and Eastern European Studies (Russian) | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q20/96 |
| University of Birmingham | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q12/96 |
| University of Bristol | 3 | 4 | 3 | 3 | 4 | 3 | Quality Approved | Q87/96 |
| University of Durham | 3 | 3 | 4 | 4 | 4 | 2 | Quality Approved | Q100/96 |
| University of Exeter | 3 | 3 | 4 | 3 | 4 | 3 | Quality Approved | Q116/96 |
| University of Leeds | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q135/96 |
| University of Manchester | 3 | 3 | 2 | 3 | 2 | 3 | Quality Approved | Q21/96 |
| University of Nottingham | 3 | 3 | 3 | 4 | 3 | 3 | Quality Approved | Q251/95 |
| University of Portsmouth | 3 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q219/96 |
| University of Sheffield | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q66/96 |
| University of Westminster | 3 | 3 | 3 | 3 | 4 | 2 | Quality Approved | Q170/96 |
| University of Wolverhampton | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q34/96 |
Institutions Assessed in Modern Languages, including Russian and Eastern European Languages and Studies
The grades given below refer to all the subjects assessed, not just the Russian and Eastern European languages and studies elements.
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Coventry University | 3 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q199/96 |
| La Sainte Union College of Higher Education | 2 | 2 | 2 | 4 | 1 | 2 | Subject to re-assessment within a year | Q236/96 |
| Leeds Metropolitan University | 3 | 3 | 3 | 3 | 3 | 4 | Quality Approved | Q210/96 |
| Liverpool John Moores University | 3 | 3 | 3 | 3 | 4 | 3 | Quality Approved | Q90/96 |
| Nottingham Trent University | 3 | 3 | 3 | 3 | 2 | 3 | Quality Approved | Q99/96 |
| Queen Mary and Westfield College | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q105/96 |
| The Queen's University of Belfast | 3 | 3 | 4 | 3 | 3 | 3 | Quality Approved | not published |
| University of Bath | 3 | 3 | 4 | 4 | 2 | 3 | Quality Approved | Q82/96 |
| University of Bradford | 3 | 3 | 3 | 4 | 3 | 2 | Quality Approved | Q37/96 |
| 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 Northumbria at Newcastle | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q162/96 |
| University of Oxford | 3 | 4 | 4 | 4 | 4 | 2 | Quality Approved | Q240/96 |
| University of Surrey | 3 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q45/96 |
| University of Sussex | 2 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q117/96 |
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 Russian and Eastern European Languages and Studies
Mrs Helene R Adam
Mr David Adshead
Mr George H Avis
Dr John D Barber
Mr Frank Beardow
Mr Gerald Brooke
Dr James B C Brown
Dr Roger Cockrell
Dr David C Gillespie
Mr Stephen G Hagen
Mrs Olga Helly
Professor Michael J Holman
Mr David G Hopkins
Dr Susan E Kay
Miss Irina Kirillova
Dr Neil B Landsman
Professor William J Leatherbarrow
Professor Neil R Malcolm
Dr James Y Muckle
Mr James Mullen
Dr Martin Myant
Mrs Maureen P Perrie
Mr Christopher R Pike
Professor Robert B Pynsent
Dr Faith C M Wigzell
Reporting Assessors Participating in the Assessment of Russian and Eastern European Languages and Studies
(Including those RAs participating in modern language visits that included the subject)Dr John Barkham
Mr Peter Clarke
Professor Robert Davies
Dr Andrew H Dawson
Professor (Emeritus) Geoffrey Doherty
Ms Helen Galas
Mr Anthony Harding
Mr David Kinnear
Mr David Lewis
Mr Alan Nisbett
Professor William Plumbridge
Mr Michael Ryder
Dr Robert Schofield
Professor Gerald Vinten
Mr John Warren
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