Subject Overview Report
Reference QO 8/96
November 1996
Quality Assessment of Sociology
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
Sociology
Summary
In 1995-96, assessment visits were made to 76 higher education providers of sociology with related disciplines in England and Northern Ireland. The assessments included 14 joint sociology and social policy visits and one with anthropology. Other subjects such as criminology, urban studies, women's studies and some communication studies were also included. In a significant proportion of providers, sociology is taught as part of a combined studies or modular programme; 64 per cent of the institutions included in the assessments offer postgraduate studies.
Demand for places was buoyant for most providers. The total undergraduate full-time equivalent number for those students taking sociology as a major component of their degree programme was approximately 20,000; there were approximately 1,300 taught postgraduates. The size of provision varied from those with three members of staff to the largest provider with 33 staff; average figures were around 13. The average student-staff ratio was 20.8:1.
Analysis of the quality assessment reports affirms that, overall, the quality of sociology provision is good. All institutions provided sociology education that was approved by the assessors.
The assessors were impressed by the provision in most institutions of up-to-date, relevant and challenging courses. A wide range of options is available in many programmes and most enable students to develop a secure foundation in the discipline. There was considerable evidence of the successful integration of both scholarship and research into the curriculum and into teaching and learning.
Sociology providers are diverse in their approaches to teaching, learning and assessment and in the emphasis given to theory, research skills and the exploration of social structures. The diverse approaches generally ensure that students are offered a wide range of perspectives. Positive features include: well-organised and presented teaching, providing students with clear objectives and stimulating content; flexibility and choice across the curriculum; innovative methods involving enthusiastic students; research-led curricula; good handbooks; flexible access and opportunities for mature students; low drop-out rates and good support systems, including central services; detailed induction procedures and effective tutorial systems; a high level of access to good information technology (IT) resources; and detailed quality assurance systems.
Other areas of the provision in sociology could be improved. For the benefit of students, many providers need to review the amount of time given to methodological areas and research skills. These important components in the enhancement of transferable skills are not always fully exploited. In a few cases, emphasis must be given to the improvement of teaching and learning through clearer objectives and improved organisation. Assessment strategies should be reviewed so that a wider range of assessment methods is used. Improved statistical analysis of student progression is required, especially on modular courses, and closer links with the careers service could improve the quality of information about employment. Providers should ensure that part-time students, whether graduate or postgraduate, receive the same support as full-time students. Teaching accommodation could be used more appropriately and in many cases requires refurbishing.
Introduction
1. This Overview Report presents the findings of the assessment in 1995-96 of the quality of higher education provided in sociology by universities and colleges in England and Northern Ireland. It has been derived from the quality assessment reports of the 76 assessment visits carried out. Its main purposes are to highlight both positive features and areas for improvement, and to assist in the dissemination of best practice.
2. Sociology covers a wide range of specialisms and programmes. Institutions were invited to submit self-assessments which included their aims and objectives and a critical appraisal of six aspects of provision. The unit of assessment includes material drawn from the social sciences, cultural studies, politics, urban studies, social psychology, sociology, anthropology, social policy, social administration, women's studies, ethnic studies and developmental studies. The diversity reflects the increasing flexibility associated with modular degrees. Much of the main provision now includes single and joint honours degrees in the social sciences linked with a number of other specialist areas which allow students to choose combinations of subjects which meet their interests and requirements.
3. Students develop an understanding of the theories and applications of the discipline within a complex range of provision. In 83 per cent of the courses, sociology is provided through a modular scheme. Such courses give students a broad choice of possible modules based on a term or semester structure. This flexibility enables students to choose those modules which they find interesting, meet their professional development or extend their education. Where students are following a subject pathway, considerable emphasis is placed on core structures contributing to progression through the programme. Students following joint honours degrees or specific sets of modules cover these core areas in less depth, but gain additional insights from their other subjects.
4. Many postgraduate courses provide an opportunity to study sociology in a more applied way by drawing on and responding to the expertise and interests of students. This is reflected in the wide variety of courses including anthropology, social policy, politics and business studies. Other areas covered include social research methods, sociology of sports, urban studies, nationalism, race and ethnicity, travel and leisure.
5. This Overview Report is based on the results from 76 institutions of which 43.5 per cent were former UFC institutions and 56.5 per cent former PCFC institutions. Five institutions chose to include their provision of sociology within another programme area to be assessed at a later stage. The providers covered by this Report are listed in Annex A. In 14 assessments (18 per cent), social policy was included and 49 (64 per cent) of the institutions included postgraduate provision.
6. The assessors observed teaching and learning, including workshops, seminars and tutorials in a variety of contexts. They scrutinised students' essays, examination papers and scripts, dissertations, research projects and other work. The assessors held meetings with academic staff, administrators, and past and present students. Detailed attention was given to documents, including reports by external examiners, minutes of committees, evaluations by students and reports from the Higher Education Quality Council (HEQC).
7. The quality of education in sociology in the institutions assessed was approved in all cases. Each quality assessment report graded the six core aspects of provision on a scale of 1 to 4.
Aims and Objectives
8. A wide diversity of purpose is reflected in the aims and objectives in the self-assessments, and the aims and objectives are mostly well focused and matched to the provision. Most providers refer to the mission statements of the institution, whose general statement usually suggests that emphasis will be given to innovation in teaching and where possible in research; this will be achieved in ways which will benefit students by providing courses to enhance their skills and to increase contributions made to the local and national communities.
9. Most providers aim to encourage a sociological imagination, enthusiasm for the subject, flexibility and openness to different perspectives, critical analysis and the ability to evaluate while developing research skills. Considerable emphasis is given to promoting, and reflecting on, issues of equal opportunities; this was shown in the diversity of the student groups. Many providers stress the opportunities that sociology and related areas provide for those returning to study, as they enhance academic skills and provide alternative approaches to career progression. Modular schemes are intended to increase student choice. There was some evidence that such opportunities are theoretically possible, but not always practised.
10. Sociology makes a strong contribution to vocations such as social work, nursing and medicine. However, many courses give insufficient attention to the skills required for subsequent employment. Social policy and social administration courses offer many vocational opportunities.
11. The variety of specialist options available to students is often closely linked to the scholarship and research interests of staff. In the best provision, the assessors saw a close link between the tutor's interest in developing the subject and the stimulating teaching sessions they observed. However, few courses stress the importance of the development of future research. Involvement with the local community is often neglected. In the best provision, the local community or other practice situations are used and often benefit from direct involvement with project and dissertation work.
12. For students, the course outcomes are directed to extending their general transferable skills and are usually closely linked to increasing their understanding of contemporary social problems through critical and independent study. In a quarter of the self-assessments, specific skills referred to include research, communication, anti-discrimination and IT. The assessors consider that in a number of courses much more could be done to enhance students' opportunities to improve such skills. Courses where adequate attention is given to research techniques enhance the skills and analytical ability students bring to their work. However, there is less emphasis on qualitative skills. In the postgraduate provision, quantitative and qualitative research-skill development is a strong feature.
Curriculum Design, Content and Organisation
13. The curricula are generally well matched to the aims. In all, 42 per cent of institutions were awarded grade 4; 54 per cent grade 3; and 4 per cent grade 2.
14. Common to most sociology courses is a curriculum which includes contemporary and challenging issues such as postmodernity, development and third-world studies, cultural analysis and beliefs and ideology. In addition, most courses include vocational elements which are enhanced by the modular system.
15. Modular courses are constructed from free-standing and separately assessed units of study. Students can combine modules from different subjects, enabling them to construct different study programmes. In most programmes, the curriculum is designed to provide a broad subject coverage, with structured progression offering increasing specialisation as students advance through programmes. For some courses, the emphasis is placed on sociological study within a broad social science education. In a few institutions, undergraduate courses do not provide detailed guidelines to help students in their choice of courses. When there is insufficient coverage of core subjects to support research and theory, subsequent progression is constrained.
16. Some 83 per cent of the undergraduate provision is modular, though organisational arrangements vary. Many providers have moved to a two-semester system, while others retain three teaching terms. In a number of instances, the change to a modular scheme has been recent and the assessors found staff, students and central services still adjusting to the new arrangements. In combined studies and modular schemes, the choice and combination of subjects are usually constrained by course regulations which attempt to ensure coherence, balance and progression. The extent of choice varies considerably, but is often wider on modular programmes than in combined studies degrees.
17. In very good programmes, the significant features are depth and flexibility. Programmes are developed to encourage students to think in a critical and disciplined manner and are closely linked to staff scholarship and research. These programmes provide a foundation in sociological theory and research skills, and opportunities to marshall evidence and present arguments coherently in written form.
18. A distinctive feature in many programmes is their inter-disciplinary nature. The strong links between a high-quality staff research profile and the delivery of the curriculum results in an effective level of integration between social science theory and practice. The assessors found that where a research-led curriculum is firmly linked to clear introductory core modules, students more readily understand the methods and approaches used in sociology. One result of the research-led curriculum is that students are introduced to current research developments and see the relevance of their projects. Over 55 per cent of the assessment reports note the extensive breadth of the curriculum and the opportunities for students to study elements in some depth, usually through options or research projects in their final year. In addition, the curriculum provides students with the opportunity for personal development through transferable and subject-specific skills and there is a close match between the student profile and curricular design and delivery. In a third of the courses, the assessors commented on the importance of study skills in the early part of the students' programmes. However, in other courses the approach to study skills is not systematic and many reports (46 per cent) note that the development of transferable skills is not fully utilised and that the skills of presentation, teamworking, and analytical and statistical understanding are not fully exploited.
19. In courses where the curriculum design, content and organisation aspect is weak, a contributing feature is usually a very ambitious programme with too few staff to provide the courses. In such programmes, students often reported that the range of choice was not as extensive as that given in the self-assessment or indicated in course documentation.
20. The most effective curricula are those that offer students progression through each stage of the programme so that the intellectual challenge increases throughout the three years. In sociology, the evidence of development in modular schemes from year one to year two is generally clear, but less convincing in subsequent years. Compulsory units and final-year dissertations generally present additional challenges. In programmes with a variety of options, the subjects in years two and three are not always substantially different in the level or demand they impose on students. This is emphasised when such modules are taken as a minor provision by students with no previous background knowledge of sociology.
21. In all, 54 per cent of providers received a grade 3 in this aspect. Approximately 50 per cent of the reports indicate an absence or inadequate coverage of methodological areas and/or research skills. Providers need to ensure that appropriate attention is given to this activity in undergraduate courses. Most courses include elements and modules on research, but where wide choice is available students can sometimes avoid computing and quantitative analysis.
22. Other areas where improvement could be undertaken are in the encouragement of independent learning opportunities, progression and coherence. Curricular coverage is generally good, but in many cases the timetabling and organisation of the curriculum could be improved.
Teaching, Learning and Assessment
23. Teaching, learning and assessment were generally judged to contribute at least substantially to the achievement of the students' learning. In all, some 40 per cent of providers were awarded grade 4; 59 per cent were awarded grade 3; and 1 per cent was awarded grade 2.
24. Sociology makes use of a wide range of teaching and learning methods, including lectures, seminars, tutorials, small-group sessions, laboratory and practical classes (essays), and film, video and project work. The balance of methods varies considerably within institutions and within different courses, but it is generally well considered and appropriate to particular circumstances. Most providers place emphasis on lectures in introductory and first-year courses.
25. The number of teaching sessions observed during the assessment visits varied from eight to 31, the average being 16. The most successful teaching was characterised by clear aims and objectives, close links with previous and future work, stimulating delivery of demanding material and eager and intelligent student participation. Of the 1,217 sessions assessed, 47 per cent were grade 4, while 13 per cent were considered as needing significant improvement (grade 2).
26. The main characteristics found in the best teaching sessions were the establishment of clear objectives and the content placed within an appropriate framework which was shared with students. Such criteria are mentioned in some 80 per cent of the reports. The best classroom sessions were well organised, and involved a stimulating presentation where lecturers, using current research findings, focused on analysis and interpretation rather than on the presentation of factual material. The lecturers engaged the students and encouraged them to think, question and reflect. Given clear direction, students knew that they would be expected to have read the set materials, and successful outcomes were achieved.
27. The preparation of well-documented student handbooks and course modules is featured as a significant contribution to good teaching in 45 per cent of the reports. In some cases, regular worksheets highlighted key passages for reading, illustrations and examples. Considerable effort has been invested in these productions, which provide an outstanding support to teaching and learning and encourage students to prepare and to participate. Such detailed documents also provide students with appropriate guidance for the development of independent learning.
28. Weaker sessions observed had unclear objectives; students, and sometimes the lecturer, were uncertain as to what the intention of the particular session might be. Students were not fully involved and demonstrated this lack of interest in both poor attendance and late arrivals.
29. The use of postgraduate teachers is a growing trend, and they provide much effective teaching. However, in 15 per cent of the provision inappropriate use is being made of postgraduates. In a few cases, postgraduate teachers were poorly prepared to carry out their teaching and assessment tasks.
30. Assessment methods are varied and reflect the diversity of provision. Where assignments are suitably integrated and reflect the variety of activities encouraged throughout the course, the range includes examinations, essays, project and practical work and individual research dissertations. In a number of courses, students submit work in a variety of innovative ways using a diversity of materials. Such assessments, which usually make a small contribution to the overall assessment, include group projects, videotaped presentations and poster papers.
31. However, the reports indicate that such innovative approaches to assessment are used by only half the providers. In the remainder, there is an emphasis on a narrower range of assessment methods, with written essays and examinations forming the main assessment procedures. In those cases where students receive detailed instructions and guidance, such methods work well and provide a useful forum for students' work. However, a small number of providers claimed in their self-assessment that they were using a wider variety of assessment methods to reflect the range and variety of their students than was found by the assessors. In some cases, the assessment pattern was not fully compatible with students' expectations because there was limited opportunity for interactive learning.
32. Whilst acknowledging the importance of transferable skills, 43 per cent of providers devote little attention to their development. In many cases, the assessors found evidence that skills were taught, but the outcomes were not monitored. Many former students indicated that there were areas of the programme that contained considerable information and relevance for their current occupation, but which had not been fully exploited. This was especially so with regard to group presentations, IT and independent study skills.
33. Sharing of information about the use of transferable skills and IT experience within courses and between module leaders is not always carried out in a systematic way. Some staff expected other courses to provide the necessary support in these areas. Although staff have generally become involved with electronic communication, this has not always been extended to students. Where there are close links with the central services and staff are committed to IT, the associated software, databases and support are usually available. In such institutions, students were keen and competent in the use of E-mail and the Internet and made full use of the existing resources. However, considerable improvement could be made in the development and application of IT skills.
34. There are adverse comments in 37 per cent of the reports on the lack of clear or shared criteria for marking. The need for clarity in marking is important at all stages of a student's programme, but is particularly so in modular courses where students monitor carefully their success in the particular modules. Differing policies and practices over the award of grades for coursework, and the uncertain relationships between grades and tutors' comments, sometimes lead to confusion. Uncertainty is avoided where there are explicit written criteria describing each grade and the expectations staff have of assessed work.
Student Progression and Achievement
35. In the majority of cases, this aspect made at least a substantial contribution to the achievement of the stated objectives: 38 per cent of providers were awarded grade 4; 57 per cent grade 3; and 5 per cent grade 2.
36. The statistics used in the assessment reports are those given by the providers, who were invited to give the current figures available at the time of the assessment. There was considerable variation in the data covered and in the mechanisms used to collect them. Where courses lead to a single honours degree, most providers gave clear and accurate statistics for the number of students and their progress. In modular courses, it was sometimes difficult to gain a complete picture of the number of students and the extent of their pathways through different programmes. Statistics on employment and future training were often incomplete.
37. The approaches that providers use for the recruitment of students differ considerably. They range from institutions recruiting students with strong GCE A-Level grades to those prepared to take students from a wide range of backgrounds, but with a genuine interest in the subject. The popularity of the social sciences continues and many providers are able to attract sufficient students with the necessary qualifications without recourse to the clearing system. Average grades at GCE A-Level reflect both students' perceptions of the subject and the different mission statements of providers. In the new universities, the average points scores vary between 11 and 17 with the mean around 14. However, the emphasis on selection encourages a broader range of students to apply, including mature students returning to education. In the older universities, the points scores are higher and vary between 16 and 24 with the mean around 19. Postgraduate programmes generally require a Second class honours degree, although relevant work experience is considered in the selection process. Access to the necessary financial support is an important factor.
38. All providers are interested in recruiting mature students. These students regularly contribute to discussions and are able, when allowed, to utilise their experiences to benefit others. The proportion of mature students varies between 10 and 50 per cent of the intake. The high proportion of mature students places special demands on institutions to meet their specific requirements, including enhanced study-skills programmes, improved crèche facilities and timetables which allow students to meet their family obligations. Some 70 per cent of the students are female. About a third of the providers state that they have a policy relating to broadening access; this is reflected in the growing numbers of mature students. Few of the reports mention ethnic minority representation, and a limited number of courses recruit from such groups in any significant numbers.
39. The number of students with non-standard entry qualifications varies between 12 and 42 per cent. Just under half the providers are involved with access courses and have links with local colleges, facilitating entry to degree programmes. A third of the reports note that providers have first-year intakes of students from access courses of between 10 and 25 per cent of the total student numbers.
40. Progression and completion rates in sociology and related disciplines are high in two-thirds of the courses and programmes, with overall cohort wastage of less than 10 per cent. Some 21 per cent of providers have wastage rates of between 10 and 20 per cent, and 12 per cent have rates of over 20 per cent. Significant numbers of withdrawals and transfers to alternative courses occur during the early stages of many modular courses and are higher for part-time students. Where withdrawal is a significant element, providers often pay close attention to recruitment criteria in order to improve completion rates. In a number of institutions, it was not possible to obtain detailed and consistent information on withdrawal rates. Given the complexities of modular degrees, the assessors consider that it is important to maintain detailed data on the progress of students.
41. The quality of information about careers pursued by sociology graduates is inadequate in most cases. Two-thirds of the reports suggest that graduates achieve satisfactory employment rates. The employment profile suggests a take-up of around 65 per cent for employment or further study. Some 20 per cent of the providers indicated that employment rates were not high for their graduates. Graduates from many of the institutions spoke about the value provided by their courses in developing their levels of confidence and other communication skills which they used in their current employment. Skills in IT, critical analysis and the ability to present material were highlighted as important skills acquired on sociology programmes. The majority of these degrees are not vocational and this was recognised by students. However, not all providers make use of the full range of transferable skills, and increased attention to these could considerably enhance the employment potential of graduates.
42. Across the sector, the number of students obtaining a First or Upper Second class honours degree varies between 30 and 70 per cent with an average of 55 per cent. The older universities usually record an average of around 60 per cent. Over 50 per cent of the reports include comments on the lack of Firsts and the very few Thirds and ordinary degrees awarded. There is a reluctance by many providers to use the full range of marks, resulting in bunching around the Second class. Most assessment reports include positive comments on the academic outcomes achieved and on the analysis of the marks which external examiners provide in their reports.
43. In 60 per cent of the reports, the assessors were impressed with the high quality of work produced in dissertations. Such extended presentations usually enable students to explore their project through the collection of evidence and critically test a range of theories and explanations. Good students demonstrate familiarity with key theories and are aware of the importance of obtaining and using sufficient evidence. Weaker students, however, show poor analytical skills and in many cases a lack of methodological understanding. In 20 per cent of the reports, reference is made to poor presentation and the assessors suggest that insufficient attention is given to grammar and spelling.
44. Some 40 per cent of the reports suggest that the assessors and the providers consider that, given the grades on entry, many students show considerable progression. This concept of added value requires further definition and only two institutions have undertaken any innovative research to quantify the impact of the educational experience.
Student Support and Guidance
45. In the majority of cases, student support and guidance made a full contribution to the achievement of the stated objectives: 60 per cent of providers were awarded grade 4; 37 per cent grade 3; and 3 per cent grade 2.
46. Student support and guidance are extensive and accessible and are seen as an important component in the majority of providers. In over 60 per cent of the assessments, this aspect received a grade 4 and in a further 37 per cent a grade 3. In many cases, despite the increase in the numbers of students and the increasing student-staff ratios, providers maintain a high level of individual support for learning through personal tutors or informal contacts. In 72 per cent of the reports, the assessors commented on the good staff-student relations and the friendly ethos permeating courses. Many tutors make themselves available to students at set hours and in most cases staff are approachable and available when required. Such support systems need to be formally organised to ensure that adequate support can be systematically maintained through the rigours associated with modular structures.
47. Recruitment and induction processes are generally good, particularly for full-time students, and their success is borne out by the high levels of completion. Induction programmes are usually well organised and match the needs of students from a variety of backgrounds. A number of courses offer additional introductions to study and introduce undergraduates to existing services. Students are fully informed of the range of options and a third of the reports indicate that clear information is available to students at crucial times in their degree programmes.
48. Some 45 per cent of the reports consider that there is good central liaison and support provided by central services. In these cases, the services are well provided, well publicised and used by students. Invariably, in the better providers there are link persons with the central services covering accommodation, finance and the careers service. In a number of institutions the provision of a one-stop support service (where the central services are located together and all students seeking advice go to a central reference) is well used because students find it easier to visit and discuss their problems in this context.
49. Some courses make special efforts for students with particular disabilities. In one well-organised college, a special needs co-ordinator liaises with departments when needs have been identified. Such close links with the central services enable them to target each specific disability and to give any necessary support. Careers advice and support are strong in 38 per cent of the institutions; particular attention is given to careers information contributing inputs throughout the programme. Close ties are maintained with the sociology staff and students.
50. Most of the services are regularly available for full-time undergraduates, but the provision for part-time students and postgraduates is often poor. Further attention needs to be given to the support and guidance offered to part-time students.
51. Over a third of the reports note variability in the contacts made with personal tutors. This is a particular concern where limited staff resources are concentrated on giving adequate support to first-year students. Many assessments suggested that this encourages independent learning, but students who considered that personal tutors should have an academic role found this system less satisfying. An important feature for students is consistency between tutors, so that the high expectations created and delivered by some tutors are maintained by all. This is especially so with modular schemes where there may be considerable variation in the provision between different subjects and their providers.
52. The assessment reports indicate that 20 per cent of providers are paying close attention to the development and improvement of the careers service. The reports indicate that where there is good communication between the specialist lecturers and the central services then the range of transferable skills covering literacy, numeracy, presentation and communication are more fully exploited and can be reinforced by both groups.
Learning Resources
53. In most provision, learning resources made a substantial contribution to the achievement of the stated objectives: 32 per cent of providers were awarded grade 4; 54 per cent grade 3; and 14 per cent grade 2.
54. Resource provision for sociology courses shows considerable variation across the 76 providers. Many facilities have been upgraded over the past few years. Learning resources have been expanded, while closer links with central services personnel have enabled a suitable strategy to be developed which looks at the full range of resources presently required. The development of a strategy which places the requirements of the subject area in context has been an important feature in longer term planning. In 10 per cent of the reports the lack of a learning strategy is noted.
55. In 54 per cent of the reports, it is noted that institutions have made substantial investments in library and IT services. Many of the resources are centrally planned, and facilities are located in secure areas of the campus and available 24 hours a day. In some cases, networks have been established in the subject area and in student residences. The integration of these services and the move to facilitate cross-institution availability of holdings is increasing. This has considerable advantages where the number of students has increased the pressure on book stock and other sources. Where staff have been suitably trained in IT and recognise the opportunities for such developments, they have quickly involved students and provided them with ready access to the provision. In a few cases, IT resources are available, but not fully used by sociology students. Further staff development is required to ensure that such facilities are fully used for the benefit of students.
56. The large number of students taking sociology has placed considerable pressure on the available book resources. In 37 per cent of the reports, the provision is noted as good, with libraries possessing a wide selection of books, journals and support systems. However, 45 per cent of the reports comment on the shortage of key texts and the pressures placed on staff and students. In many cases, the production of suitable course materials has been used to compensate for such shortfalls. Such materials have to be used with considerable care to ensure that copyright regulations are not infringed and that students realise that they should be reading from a wide range of materials.
57. While this is a reasonably favourable picture for full-time students, a number of reports comment on the poorer provision for part-time students. Their access to library resources is not always easy, given the times associated with the ending of their evening studies and the opening hours of the learning resource centres. Examples of good practice in supporting part-time students include the dedication of set-text book stock and separate loan and renewal arrangements.
58. In 35 per cent of the reports, teaching accommodation is judged to be appropriate, with well-equipped classrooms used for a range of activities. In at least two reports the assessors noted that the accommodation was not the most suitable, but that the staff used it with considerable imagination. However, 44 per cent of the reports comment on some difficulty with accommodation, including units that had not been adapted for educational purposes and which provided little scope for small-group or interactive sessions. In some cases, rooms were not the appropriate size for the group and in others student numbers exceeded the capacity of the room.
59. Over a third of the reports note the good links established by sociology staff with those staff in the institutions responsible for learning resources. Good communications ensure that central and subject developments are acknowledged and incorporated into new programmes. Detailed plans for learning strategies also help in the efficient use of resources.
60. Social and recreational areas for staff and students are rated as good in only 15 per cent of the reports. It is widely acknowledged that social and recreational areas play a significant role in the students' experience. Facilities for disabled students are increasing and some providers make considerable efforts to ensure that the provision is appropriate.
61. Student-staff ratios have increased, but changes in technology, reappraisal of the teaching methods used and improvements in the documentation given to students all contribute to maintaining students' overall educational experience and encouraging more independent learning.
Quality Assurance and Enhancement
62. In most provision, quality assurance and enhancement made a substantial contribution to the achievement of the stated objectives: 42 per cent of providers were awarded grade 4; 41 per cent grade 3; and 17 per cent grade 2.
63. Quality assurance and quality control mechanisms vary considerably across providers in terms of their stages of development, comprehensiveness and operation. All institutions have established detailed procedures whereby monitoring and evaluation of programmes and provision is carried out centrally. There are differences in the procedures, the channels of communication and the ways in which information and judgements are made. In 69 per cent of the providers, quality control systems work efficiently; there are well-designed and effectively operated procedures for reviewing courses on a regular basis (usually on a four or five-year cycle), but requiring appropriate annual reports to ensure that staff carefully monitor the available provision. The successful systems have mechanisms whereby action is clearly specified and procedures are in place to ensure that appropriate responses are made by responsible personnel.
64. In 23 per cent of the reports, the assessors commented on a lack of any systematic review procedures. In some cases, this occurs because subject providers fail to meet the requirements of the institution's central system, so that some aspects of existing monitoring procedures are not carried out satisfactorily. This is particularly so in courses where there is less than clear guidance on which individuals are responsible for taking the necessary action.
65. The assessors reported in 52 per cent of the reports that students' views and evaluations form an important part of the feedback mechanisms. Students are involved in a variety of ways through questionnaires, course representatives, module evaluations and informal meetings with staff. In many cases, student representatives contributed to discussions leading to the self-assessment documents. Students were keen to see changes following from their comments. The use of questionnaires has to be monitored carefully so that students continue to respond to the many requests for such information. In 36 per cent of the reports, the assessors considered that there was a lack of interest by staff in the systematic gathering and use of students' views. This may also be partly due to the scepticism of many staff about the methods used to obtain this information.
66. The assessors considered that 48 per cent of the self-assessments provided a clear picture of the provision and that staff had found ways in which they could share with each other, students and the assessors both the strengths and weaknesses in the provision. However, many documents provided a clear description of the provision, but failed to evaluate or comment on areas of concern. The weakest areas were closely linked with student progression and achievement. A number of providers encountered difficulty in supplying suitable and current information on the students on the courses. This was not helped by the development of modular provision where responsibility for monitoring progression was unclear.
67. Half the providers have developed good staff development activities closely directed towards improving teaching methods. In most institutions there are arrangements for the induction of new staff. These vary from exemplary practice where all staff, supported by a mentor, take compulsory courses on teaching techniques, through to less formal systems where such courses are voluntary.
68. Participation in staff development activities is encouraged by many of the providers, with education support services providing a range of courses on teaching methods. However, there is considerable variation in the take-up by sociology staff. Some are fully involved with these presentations, contribute to them and on occasion take the lead in such sessions. Others considered that work pressure and the timing of such activities limited their opportunities. Many providers ensure that part-time staff, especially postgraduates who are teaching first-year undergraduates, benefit from these courses. In the better provision, there are detailed briefing and support meetings. Such support provided examples of some very good teaching. Dedicated support and training systems are particularly important with the increase in the number of postgraduate students and part-time staff teaching on first-year courses.
69. Some 22 per cent of the reports noted that the institution had followed up and acted on some of the issues raised by an earlier HEQC report. The action was taken both in relation to general matters affecting the institution, such as procedures for quality assurance, as well as more specific comments concerning assessment procedures, marking approaches and support to students.
70. Quality assurance mechanisms are under constant review in many institutions. The approaches to monitoring teaching and learning have become more responsive and increased recognition is given to the importance of these mechanisms. Procedures have been improved within a number of institutions in the past years, staff are more fully involved and informed of developments, and yet there were still 22 per cent of the providers who needed to improve the position.
Conclusions
71. The overall picture that emerges from the assessment process of the quality of education in sociology is a positive one. All the institutions were providing education that was approved. On the other hand there is little room for complacency. In many programmes, there are deficiencies in curriculum delivery, resource support, development of transferable skills and the quality of the student learning experience, all of which need further attention.
72. The key features include the following:
a. Students have a wide choice of curricula reflecting different perspectives, emphases and links with other disciplines. In selecting courses, applicants need to check the stated aims and course content to ensure that the coverage is appropriate to their needs.
b. Sociology is taught by subject providers who have clear aims and objectives, particularly relating to the target student population. The courses are successful in attracting students with non-standard entry qualifications in line with the policy to widen access. Curricula and syllabuses are generally up to date and reflect research developments. The scholarship and research interests and activities of staff ensure this is maintained. In most courses, there are coherent course structures which allow students to build on the core aspects of the discipline.
c. The development of modular programmes has increased the choice and opportunity for students to follow components of sociology. In such cases, care has to be taken to ensure that sufficient basic knowledge is provided at foundation level for all students to benefit from the provision. In joint honours degrees, more careful monitoring of a student's progress through the programme is required.
d. Some courses pay insufficient attention at undergraduate level to the development of students' research skills. All programmes provide courses in such techniques, but these are not always reinforced at later stages when students require these skills for their dissertations and independent learning. Further attention needs to be given to fostering the wide range of transferable skills. The provision of IT in the curriculum needs to be enhanced and many staff require additional training in these methods.
e. The majority of institutions use a suitable range and variety of teaching, learning and assessment methods. The assessors found considerable evidence of innovative approaches to teaching, which encouraged and enthused the students. In a number of cases, staff training and development were closely tied to enhancing the teaching and learning. Some of the more interesting teaching took place in some of the less promising accommodation. Excellent lecturing was characterised by clear objectives shared with the students, the use of good-quality materials, including detailed module booklets, and suitable encouragement for students.
f. The use of postgraduate teachers is a growing trend and in some cases they are responsible for all of the first-year teaching. There is a need for clear policies at institutional and subject-area level to define the tasks of postgraduate teachers, establish specially tailored training programmes and monitor outcomes.
g. Institutions need to monitor continually the quality of their teaching methods. Further attention should be given to establishing clear guidelines and approaches to assessment and marking procedures. This should ensure that students are clear about what is required of them and that the assessments develop the students' capacity to learn.
h. Sociology attracts enthusiastic students. Retention rates are high in 70 per cent of the courses and achievements generally reflect students' academic progress. More attention needs to be given to monitoring students' progression through all the modules on the degree schemes. Greater attention could be given to the introduction of additional help and guidance on preparation for employment.
i. Full-time students were fulsome in their praise for the support and help they received at all stages of their courses. Such support needs to be extended to part-time students, who considered that they received less support with all aspects of their work.
j. Over half the reports commented on the favourable use of and access to IT, but more consideration has to be given to its potential use. Resources for books, especially key texts, continue to be of concern (noted in nearly half the reports) and accommodation is not always suitable for the size of teaching groups and the activities being encouraged.
k. The self-assessment documents for many, but not most, institutions provided their sociology staff with the opportunity to make a critical appraisal of their provision. Other self-assessments focused on factual description and contained little evaluation.
l. There is evidence that 70 per cent of the providers have quality assurance and control mechanisms that are working well and contributing to positive change and improvement in sociology courses. With modularisation, the quality control procedures have to ensure that the overall student learning experience is fully monitored.
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 Sociology
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Anglia Polytechnic University | 4 | 3 | 3 | 4 | 3 | 3 | Quality Approved | Q155/96 |
| Bath College of Higher Education | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q25/96 |
| Brunel University | 4 | 3 | 4 | 4 | 3 | 4 | Quality Approved | not published |
| Buckinghamshire College of Higher Education | 3 | 3 | 3 | 3 | 2 | 2 | Quality Approved | Q96/96 |
| Cheltenham and Gloucester College of HE | 2 | 4 | 4 | 4 | 3 | 3 | Quality Approved | not published |
| City University | 3 | 3 | 3 | 4 | 2 | 4 | Quality Approved | Q22/96 |
| College of Ripon and York St John | 3 | 3 | 3 | 4 | 2 | 2 | Quality Approved | not published |
| College of St Mark & St John | 3 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q193/96 |
| De Montfort University | 2 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q231/96 |
| Goldsmiths College | 3 | 4 | 4 | 4 | 2 | 4 | Quality Approved | Q78/96 |
| Keele University | 4 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q224/96 |
| Kingston University | 4 | 4 | 3 | 4 | 3 | 3 | Quality Approved | not published |
| La Sainte Union College of Higher Education | 3 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q172/96 |
| Lancaster University | 3 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q137/96 |
| Liverpool Hope College | 4 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q67/96 |
| Liverpool John Moores University | 3 | 3 | 4 | 3 | 2 | 3 | Quality Approved | Q217/96 |
| London Guildhall University | 3 | 3 | 3 | 3 | 2 | 3 | Quality Approved | not published |
| London School of Economics & Political Science | 4 | 3 | 3 | 3 | 4 | 3 | Quality Approved | Q65/96 |
| Manchester Metropolitan University | 4 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q19/96 |
| Nene College | 3 | 3 | 3 | 4 | 3 | 4 | Quality Approved | Q195/96 |
| Nottingham Trent University | 4 | 3 | 3 | 3 | 4 | 2 | Quality Approved | not published |
| Oxford Brookes University | 3 | 4 | 3 | 4 | 3 | 4 | Quality Approved | Q92/96 |
| Roehampton Institute | 3 | 4 | 3 | 4 | 3 | 3 | Quality Approved | not published |
| South Bank University | 4 | 3 | 2 | 3 | 3 | 4 | Quality Approved | not published |
| Southampton Institute | 3 | 3 | 3 | 3 | 4 | 3 | Quality Approved | Q245/96 |
| St Mary's College | 4 | 2 | 4 | 4 | 3 | 3 | Quality Approved | Q233/96 |
| Staffordshire University | 3 | 3 | 3 | 3 | 3 | 2 | Quality Approved | Q73/96 |
| Thames Valley University | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q186/96 |
| The Open University | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | not published |
| Trinity & All Saints | 3 | 3 | 3 | 4 | 3 | 4 | Quality Approved | Q134/96 |
| University of Bath | 3 | 4 | 3 | 3 | 4 | 2 | Quality Approved | Q218/96 |
| University of Birmingham | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q182/96 |
| University of Bradford | 3 | 3 | 3 | 3 | 3 | 2 | Quality Approved | Q123/96 |
| University of Bristol | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q32/96 |
| University of Central England in Birmingham | 3 | 3 | 3 | 3 | 3 | 3 | Quality Approved | not published |
| University of Central Lancashire | 3 | 3 | 3 | 4 | 2 | 3 | Quality Approved | not published |
| University of Derby | 4 | 3 | 3 | 3 | 2 | 3 | Quality Approved | Q161/96 |
| University of East Anglia | 2 | 3 | 2 | 3 | 4 | 2 | Quality Approved | Q247/95 |
| University of East London | 4 | 4 | 2 | 3 | 3 | 3 | Quality Approved | Q160/96 |
| University of Essex | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q57/96 |
| University of Exeter | 4 | 4 | 4 | 4 | 3 | 2 | Quality Approved | Q53/96 |
| University of Greenwich | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | not published |
| University of Kent at Canterbury | 3 | 4 | 4 | 3 | 4 | 3 | Quality Approved | Q44/96 |
| University of Leicester | 4 | 3 | 3 | 3 | 3 | 3 | Quality Approved | Q43/96 |
| University of Lincolnshire & Humberside | 3 | 3 | 3 | 2 | 3 | 2 | Quality Approved | Q85/96 |
| University of Liverpool | 3 | 4 | 3 | 4 | 4 | 3 | Quality Approved | Q167/96 |
| University of Luton | 3 | 3 | 3 | 3 | 3 | 3 | Quality Approved | not published |
| University of Manchester | 3 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q95/96 |
| University of Northumbria at Newcastle | 3 | 3 | 3 | 4 | 3 | 4 | Quality Approved | not published |
| University of Plymouth | 4 | 4 | 3 | 3 | 4 | 2 | Quality Approved | not published |
| University of Portsmouth | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | not published |
| University of Reading | 4 | 3 | 3 | 4 | 4 | 4 | Quality Approved | not published |
| University of Salford | 3 | 3 | 4 | 4 | 4 | 2 | Quality Approved | not published |
| University of Sunderland | 3 | 4 | 4 | 3 | 3 | 4 | Quality Approved | not published |
| University of Surrey | 4 | 4 | 3 | 4 | 3 | 3 | Quality Approved | Q101/96 |
| University of Sussex | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q97/96 |
| University of Teesside | 4 | 3 | 4 | 3 | 2 | 3 | Quality Approved | Q1/96 |
| University of Ulster | 3 | 3 | 3 | 3 | 3 | 2 | Quality Approved | Q64/96 |
| University of Wolverhampton | 4 | 3 | 3 | 3 | 3 | 4 | Quality Approved | Q213/96 |
| University of York | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q29/96 |
| Worcester College of Higher Education | 3 | 4 | 4 | 3 | 3 | 4 | Quality Approved | Q223/96 |
Institutions Submitting a Self-assessment in Sociology with Anthropology
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| University of Hull | 3 | 3 | 4 | 3 | 4 | 3 | Quality Approved | Q131/96 |
Institutions Submitting a Self-assessment in Sociology with Social Policy and Administration
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Coventry University | 3 | 4 | 3 | 4 | 3 | 4 | Quality Approved | Q159/96 |
| Loughborough University | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q158/96 |
| Middlesex University | 3 | 3 | 4 | 3 | 3 | 3 | Quality Approved | Q140/96 |
| Royal Holloway | 4 | 3 | 3 | 4 | 3 | 4 | Quality Approved | Q110/96 |
| Sheffield Hallam University | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q212/96 |
| The Queen's University of Belfast | 3 | 4 | 4 | 3 | 3 | 2 | Quality Approved | not published |
| University of Durham | 4 | 4 | 3 | 4 | 3 | 3 | Quality Approved | Q94/96 |
| University of Hertfordshire | 3 | 3 | 2 | 3 | 3 | 3 | Quality Approved | Q120/96 |
| University of Leeds | 4 | 3 | 4 | 3 | 3 | 3 | Quality Approved | Q114/96 |
| University of Nottingham | 4 | 3 | 3 | 4 | 3 | 4 | Quality Approved | Q76/96 |
| University of Southampton | 4 | 3 | 3 | 4 | 3 | 4 | Quality Approved | Q88/96 |
| University of Warwick | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q121/96 |
| University of West of England, Bristol | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q192/96 |
| University of Westminster | 3 | 3 | 3 | 2 | 3 | 4 | Quality Approved | Q221/96 |
| University of Sheffield | Excellent | Q232/95 | ||||||
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 Sociology
Professor Pamela A Abbott
Professor Andy M Alaszewski
Dr Meryl E Aldridge
Professor Floya Anthias
Mr John C Baldock
Mr Gideon S Ben-Tovim
Ms Monika G Beutel
Mr John F Bird
Mr Donald Blackburn
Dr Hugh M Bochel
Mr Kevin J Bonnett
Dr Lemah R Bonnick
Mr John A Borland
Professor Alan E Bryman
Mr Roger J Burrows
Mr Emlyn M Cassam
Dr Wendy P Cealey-Harrison
Dr Joan Chandler
Dr Anthony D Chapman
Dr Dee Cook
Dr Andrew J Cooper
Professor Helen A Cowie
Dr Vaneeta-Marie D'Andrea
Mr Derrick W Dale
Professor Alan Deacon
Professor Bob Deacon
Dr K Sara Delamont
Ms Ursula Dobraszczyc
Dr Peter D Fairbrother
Dr Eileen Fairhurst
Mr Paul A Filmer
Dr John Gabriel
Professor Leonard A Goldstone
Ms Eileen E Green
Mr Jonathan P Gubbay
Ms Gillian Hall
Professor A H Halsey
Ms Judith Heather
Ms Jackie Henderson
Ms Annie Hudson
Dr Christopher Jackman
Dr Susan Jacobs
Dr Celia M Jenkins
Mr Victor R Jupp
Mr William J Keenan
Ms E Teresa Keil
Mr Anthony E Kidd
Dr David S Lane
Ms Mary Langan
Ms E Stina Lyon
Professor Kenneth M MacKinnon
Mr Paul D Manning
Mr Martin Marcus
Dr Gordon Marshall
Dr Peter J Martin
Professor David J Mason
Dr James W McAuley
Dr Geoffrey Mercer
Dr Christopher J Miller
Professor Robert S Moore
Professor Terence P M Morris
Dr Phillip A Nicholls
Dr Michael H O'Donnell
Mr Stephen G Outram
Ms Jose Parry
Professor Geoff Payne
Ms Francesca Peroni
Mr Andrew Pilkington
Mr Michael Presdee
Ms Marion E Price
Professor June R Purvis
Mr Colin Raban
Professor Michael A Richards
Dr Brian Roberts
Mr Martin V Roberts
Dr Howard J Rose
Mr David Russell
Mr Nicholas Sage
Dr J Barry Sanderson
Mrs Carol A Saunders
Professor John P Scott
Dr Keith Sharp
Mr C David Skinns
Dr Richard J Smith
Dr Cherrie Stubbs
Mr Jeremy J Thomas
Emeritus Professor Asher Tropp
Dr Andrew Turton
Dr Carolyn M Vogler
Professor Peter A Waddington
Dr David C H Webster
Professor Frank Webster
Mr Tom Wengraf
Ms Jackie A West
Dr Brian Whittington
Mr David Wiltcher
Reporting Assessors Participating in the Assessment of Sociology
Mr David Bradbury
Mr Peter Clarke
Dr Andrew H Dawson
Professor Paul Fairest
Professor Clare Gillies
Ms Angela Glasner
Dr John Hurley
Mr Joseph Longden
Dr Charlotte MacKenzie
Mr Maurice Mealing
Mrs Margaret Moran
Mr Alan Nisbett
Mrs Christine Plumbridge
Professor William Plumbridge
Mr John Warren
Professor David Weitzman
Professor Diana Woodward
Dr Richard Yorke
Printed copies of this report are available priced £2.00 from:
Quality Assessment Division
HEFCE
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BRISTOL BS16 1QD
Telephone 0117 931 7442
Facsimile 0117 931 7446
Full Subject Index