The University of Edinburgh. Teaching Programme Review. Scottish Studies. February 2010

Transcription

1 The University of Edinburgh Teaching Programme Review Scottish Studies February Introduction 1.1 The Teaching Programme Review of Scottish Studies at the University of Edinburgh is part of the University s quality assurance (QA) procedures and is complemented by the Senatus and College Quality Assurance Committees QA monitoring and reporting and by the External Examiner system. 1.2 The Teaching Programme Review (TPR) comprised the following: the subject-specific remit for the review; the Analytical Report prepared by Scottish Studies, which was supplemented by additional background material a visit by the review team members to Scottish Studies, its Library and Archive; and this TPR report produced by the review team. 1.3 The remaining stage of the TPR is the subsequent action taken by the School and others in the University as a result of the review and the commendations and recommendations listed in this Report. 1.4 In addition to the Analytical Report, the review team received the following information in advance of their visit: the standard remit for Teaching Programme Reviews the subject-specific remit for the TPR of Scottish Studies 2009/10 QAA Subject Benchmark Statement for Area Studies 2008 Principles of Teaching Programme Review Tables of statistical information about student registrations, progression, diversity information, etc Follow-up to TPR recommendation 2004 Class Books o Scottish Ethnology 1, 1A & 1B o Scottish Studies 1, 1A & 1B Programme Specifications o MA Honours in Scottish Studies o MA Honours in Scottish Ethnology External Examiners Reports Previous TPR Report, April 2004, & Response Reflective overview of key findings from Teaching Programme Reviews

2 National Student Survey Open Comments for the School of Literatures, Languages and Cultures College of Humanities & Social Sciences Teaching & Learning Strategy, updated 2008 Letter from Scottish Storytelling Centre contributing to the TPR, 6 January During their visit the review team had access to a range of further material, including: List of Scottish Ethnology/Scottish Studies Courses and Information on the numbers of visit undergraduate on pre-honours courses Minutes of Staff-Student Liaison Committee meetings Minutes of Scottish Studies QA committee meetings Examples of student pre-honours and honours coursework and feedback forms Course Monitoring forms Published material including samples of Tocher and of Scottish Life and Society: A Compendium of Scottish Ethnology, additional materials published by the European Ethnological Research Centre and audio publications in the Scottish Tradition series. 1.6 The review team visit took place on Monday 15 February and Tuesday 16 February The team members were: Dr Graeme Trousdale, TPR Team Convener, School of Philosophy, Psychology & Language Sciences, University of Edinburgh Dr Geoff Pearson, Internal member, Royal (Dick) School of Veterinary Studies, University of Edinburgh Ms Amy Challacombe, Student member, University of Edinburgh Dr Valentina Bold, External member, Scottish Studies, University of Glasgow, Dumfries Dr Stiofán Ó Cadhla, External member, Department of Folklore & Ethnology, University College Cork Ms Sara Welham, TPR Administrator, Registry Academic Services, University of Edinburgh 1.7 During the visit the team met Scottish Studies, School and College staff, students and graduates, including: The Head of the Scottish Studies Subject Area and members of the senior management team The Head of the School of Literatures, Languages and Cultures Directors of Studies College and School Quality Assurance and Quality Enhancement staff Staff from combined degree study areas in Archaeology, Scottish History and Celtic Current undergraduate students from all four years of study; current and past Masters and PhD students; and recent graduates Postgraduate tutors Course Organisers, Year Organisers and the Scottish Studies Head of Teaching The site librarian Administrative staff from Scottish Studies 2

3 The Convener and members of the Board of Examiners The Scottish Studies Archivist Staff from the European Ethnological Research Centre 2 Report Summary 2.1 The review team found the Teaching Programme Review visit to be an extremely positive experience and held Scottish Studies at the University of Edinburgh in high regard as an exemplary subject area with many admirable and positive characteristics. The reviewers have confidence that teaching, learning and assessment in Scottish Studies are soundly based, that the academic standards are equal to those of the University of Edinburgh s peer institutions and that procedures for quality assurance and enhancement adhere to accepted Scottish and UK good practice. 2.2 The Analytical Report was very helpful to the review team and introduced the themes of the review openly and honestly, facilitating the frank discussions of the visit. 2.3 The main themes of discussion that emerged during the review were: Programme development and direction of the discipline: Scottish studies and ethnology The staffing situation in the subject area The use of feedback from students The Scottish Studies Archive 2.4 The review team consider that the degrees offered by Scottish Studies at the University of Edinburgh offer a good balance and range of courses for its students and commend the flexibility provided by the nature of the degree programmes which enables students to combine courses informed by staff research interests in order to explore areas of interest to students. 2.5 The students that the team met all spoke very positively of their experiences at the University. The review team commend Scottish Studies for the clearly apparent commitment of staff to students, staff approachability and their exceptional efforts to motivate and support students. 2.6 The review team also commend the quality of Scottish Studies students and graduates who engage with issues of ethnology and the discipline and are articulate and passionate about applying it to aspects of life-long learning, transferable skills and employment. 3 The Quality of Teaching Provision and Student Learning Experience 3.1 The review team consider that there are a number of distinctive elements to the provision of Scottish Studies at the University of Edinburgh: the fieldwork elements of the courses; innovative assessment methods which are being introduced; 3

4 the combination of teaching methods; the integration of research work and methods into student courses, where it is evident that courses are research-led; and the richness and use of the Scottish Studies Archive and Library, which provides a productive and original primary source for research for ethnology and folklore and has national and international significance. 3.2 Scottish Studies provides a stimulating and supportive environment for students. Students are engaged with the key debates in the discipline and alerted to publication outlets such as the European Ethnological Research Centre, which is co-located with Scottish Studies. The review team found it commendable that students are encouraged to collect data and engage in research at an early stage in their undergraduate degrees. As part of their course assignments, students gather information, such as oral histories, oral narratives and testimonies, to reflect the contemporary nature of the discipline, and know that their work may be included in the Scottish Studies archive. The team commend Scottish Studies approach to teaching about ethnology by getting students to engage in practice. 3.3 The courses and programmes offered by Scottish Studies are appropriate for students learning needs and meet the requirements of the discipline. It is clear that students value learning about issues from a Scottish perspective. Course aims and objectives are being met and the team consider that materials, documentation and assessment methods provided for courses are thorough, clear and in line with subject benchmarks. External Examiners have the opportunity to comment on assessment methods and practices. The team recommend that Scottish Studies ensure that the necessary theoretical context of applied research is given appropriate weight and explicitly manifest in student assessment. 3.4 During the review the team and subject discussed the future of the discipline: Scottish Studies; Scottish Ethnology and Ethnology. It is clear that the subject area is giving significant thought to developments. Whilst noting that the decision rests with Scottish Studies, the School and College, the team do not consider future directions to be mutually exclusive and see benefits in maintaining both Scottish and ethnological elements, teaching on a wide range of subjects, tools and techniques, as Scottish Studies do currently. 3.5 Scottish Studies changed its level 8 pre-honours course structure in 2009/10. The programme descriptions are very clear and show a move from traditional, historical provision to a more modern focus. This is less well reflected in the course descriptions which are not so aligned with current thought on the use and value of folklore as a form of indigenous knowledge or way of knowing. The review team encourage Scottish Studies to re-clarify and re-articulate their academic direction and recommend that they continue to explore innovation in the curriculum, perhaps as a way of integrating the strengths of traditional ethnological approaches with contemporary methods. 3.6 Scottish Studies has had a number of staff departures in recent months, which can have a disproportionate impact on a small subject area. This has not yet had a negative impact on the provision of courses and learning opportunities for students and Scottish Studies provide a wide range of pre-honours courses and honours options, offering student an appropriate level of choice. Honours options are offered in alternating years but students do not see this as inhibiting their choices. 4

5 The team commend the number and range of joint degrees and the willingness to maintain these despite small student numbers. The team welcomed that Scottish Studies had maintained their high standard of provision despite staffing changes. However, the team recommend that Scottish Studies work with other subject areas in the School of Literatures, Languages and Cultures to consider the sustainability of academic and support provision in a time of reducing staff numbers and increasing student numbers. 3.7 There is a wide and significant range of resources available to students. The site library based in Scottish Studies is used by students, researchers and the wider public. The team wonder if there is scope to explore routes to generate income from some of these external users, e.g. commercial bodies. The team commend the Scottish Studies Archive, which is of national and international significance, and which provides a key input into the student experience. Reduced staffing support levels are having an impact on the Archive and the team strongly recommend that the College, School and Subject Area progress the proposed review of the Archive as a matter of urgency. 3.8 Scottish Studies members of staff participated in the development of the College of Humanities and Social Science s Learning and Teaching Strategy. It is clear to the team that Scottish Studies considered the Strategy and use it to focus future developments. The team note Scottish Studies desire to enhance students reflective learning. The team commend using the digital archives to create pathways through digital media and commend the willingness to engage in elearning activities, in particular in the digitisation of the Archive. However, the team consider that there is more scope for such developments and recommend that Scottish Studies expand the opportunities for use of elearning. 3.9 The School s Coordinator of Adjustments is based in Scottish Studies and the team were informed of cases where adjustments had been made for students with particular learning needs and from a variety of backgrounds, although the accommodation occupied by Scottish Studies do not lend themselves easily to adjustments for mobility-impaired students and staff The wide variety of students backgrounds means that they enter the discipline with a range of information and understanding. The team recommend that Scottish Studies think about the provision of introductory or background material, in particular for visiting and international students and ensure that lecturers are sufficiently aware of students, and specifically international students, amount of base knowledge about Scotland and the subject area. 4 Standards: Student Progression and Achievement 4.1 The MA Honours in Scottish Studies programme specification makes reference to the Area Studies benchmark statement. There is no reference to a benchmark statement in the programme specification for the MA in Scottish Ethnology. Both programme specifications need updating with current quality assurance post-holder contact information and, for Scottish Ethnology, to clarify that students take 120 credits in each of years 1 and 2. The review team commend the links made with other institutions and encourage the development of this to encompass the diversity of interdisciplinary activities within teaching and learning. In particular, the team 5

6 recommend greater engagement with the Higher Education Academy, particularly exploring links with the Languages, Linguistics and Area Studies Subject Centre as a way of sharing good practice. 4.2 The standards sought from and obtained in students assessed work are appropriate, with the spread of degree results according with the team s expectations, given the student intake; the reputation of Scottish Studies at the University of Edinburgh and the size of the subject area. Scottish Studies may wish to consider the system used elsewhere in the School of Literatures, Languages and Cultures where students explicitly comment on how they have incorporated feedback they received earlier into later pieces of assessed work. The review team recommend that, in addition to the summary on the feedback form, more extensive feedback is provided on student assignments in the way of prose commentary which relates the comments to the assessment marking descriptions. 4.3 Students employability is positively supported by the extensive teaching of fieldwork techniques; the use of guest lecturers from different employment fields; and innovative assessment methods. Students are encouraged to view their ethnology skills as applicable well beyond the subject area, using them in volunteer work and mentoring of other students. The team commend the use of different assessment methods to demonstrate experience which is useful to students in gaining employment, e.g. radio work. Students that the review team met were keen to emphasise that they did not wish to focus on their careers too early in their time at university. They did not view university education solely as a means to employment and valued studying and knowledge for its own sake. The review team commend that students value the general skills they gain, the interdisciplinary nature of their education and the transferability of their skills. 4.4 Student progression and completion figures are appropriate for the spread and student intake in the subject area. Scottish Studies do not expect the restructuring of level 8 courses to have a significant impact on student progression rates, but if the increased student numbers continue onto honours courses there could be an impact on the area s resources. The team recommend that Scottish Studies do some forward planning and develop a strategy for tracking student numbers into honours courses and the implications of this for taught provision, support arrangements, etc. 4.5 It was clear to the review team that Scottish Studies commit significant time and thought to encouraging uptake of their subject and to working with schools and other institutions to spread understanding of the discipline. Significant numbers of overseas students take courses in the subject, wishing to understand the discipline and making use of semester or year-long opportunities to explore aspects of Scottish culture. The team commend the interesting knowledge transfer work engaged in within Scottish Studies, for example, their engagements with A Curriculum for Excellence and their projects with primary and secondary schools. The review team recommend that Scottish Studies continues to explore the potential for further widening participation through, for example, the access course, continuing professional development and open studies. 4.6 The review team commend the positive relationship between Scottish Studies and other subject areas and recommend that Scottish Studies explores the scope to collaborate with other subject areas on activities such as student recruitment. The 6

7 team heard that at University Open days potential students frequently had questions about joint degrees, including Scottish Studies, and it could be beneficial to capitalise on this interest. In particular, the team recommend that, for marketing and recruitment, there is a focus on the benefits of the positive student experience, e.g. in staff-student ratios and the Traditional Artist in Residence Scheme, where there are very strong elements to relate. 5 Sharing of Good Practice: Quality Enhancement 5.1 The restructuring of level 8 courses from year-long 40 credits to 20 credits, offered in semesters one and two, has had a positive impact and has increased student numbers. As this has been introduced this academic year it is too early to comment using student feedback but early indications appear positive. The restructuring was partly in response to previous student feedback; partly driven by a wish to enhance flexibility and accommodate visiting students; and also in response to an invitation from the College of Humanities and Social Science to provide a Scottish Studies degree in addition to the MA in Scottish Ethnology. The new degree offers students the flexibility to combine subjects related to the study of Scotland. Scottish Studies and the School welcome the increased student numbers. The review team recommend that interdisciplinarity within the School and across Schools is encouraged to further increase the visibility of Scottish Studies across the School and College. 5.2 In addition to the distinctive elements of the provision mentioned in paragraph 3.1 above, the review team commend Scottish Studies for its Traditional Artist in Residence scheme, which is welcomed by students. This has operated for three years, covering bagpipes, clarsach and both Scots and Gaelic song. The scheme enables a traditional artist to be based in Scottish Studies and to contribute to teaching as well as to archive, collecting, research and knowledge transfer activities. 5.3 Noting Scottish Studies desire to increase students opportunities for active and reflexive learning, the team recommend that they explore the scope for students to work together in peer and interactive learning. 5.4 In a small subject area, the contribution of each member of staff has a significant impact. The team recognised the contributions by all staff and particularly commend the quality and level of support provided by the Scottish Studies administrative secretary. This post has responsibility for a wide variety of administrative, quality assurance and enhancement tasks. The team recommend that the School ensures that there is sufficient School-level support for the functions provided by administrative staff. 6 Audit Monitoring Arrangements: Quality Assurance 6.1 Scottish Studies fully participates in School and College quality assurance and enhancement activities, including the external examiner system. It has a Staff Student Liaison Committee (SSLC) and obtains and makes use of feedback monitoring forms and comments from students in developing its curricula and in course and programme review. However, the review team considered that the 7

8 student feedback forms in use by Scottish Studies could be improved. The team strongly recommend the student feedback forms are restructured, drawing on specialist advice, for example from the Centre for Teaching, Learning and Assessment, to ensure that feedback on teaching, learning and details of the student experience is explicitly sought and that students views can be recorded as being more nuanced. 6.2 It was clear from students met by the team that action is taken on the comments made in, for example, SSLC meetings and that informal reporting back is done. However, the team recommend that Scottish Studies report back and record in the SSLC minutes the action taken on issues raised by students. 6.3 The team commend Scottish Studies operation of the Director of Studies system, where Directors are very available to their students. They have dealt well with the redistribution of duties across staff and it has been helpful to have the School s Senior Director of Studies in the subject area. 6.4 The team also commend the individual support given to postgraduate tutors. Staff ensure that postgraduate tutors have formal and informal opportunities to discuss course and tutorial aims and objectives and essay assessment marking schemes. For further enhancement, the team recommend that postgraduate tutors receive training and join networks from outwith the subject area, to provide external validation and support. 6.5 Students and staff greatly value face-to-face interactions and these will continue to have great importance. However, Scottish Studies is making increased use of web facilities. For example, course handbooks are available online and there is recognition that increased student numbers may be facilitated by enhanced use of web resources. Consequently, quality assurance arrangements for the web assume increasing importance. The team strongly recommend that responsibility for the website is established as soon as possible and that more than one person has editing access to it; this should ensure that development of the website can be progressed. 7 Conclusion: Commendations and Recommendations Commendations 7.1 The review team commend the flexibility provided by the nature of the degree programmes which enables students to combine courses informed by staff research interests in order to explore areas of interest to students. [2.4] 7.2 The review team commend Scottish Studies for the clearly apparent commitment of staff to students, staff approachability and their exceptional efforts to motivate and support students. [2.5] 7.3 The review team also commend the quality of Scottish Studies students and graduates who engage with issues of ethnology and the discipline and are articulate and passionate about applying it to aspects of life-long learning, transferable skills and employment. [2.6] 8

9 7.4 The review team found it commendable that students are encouraged to collect data and engage in research at an early stage in their undergraduate degrees. [3.2] 7.5 The team commend Scottish Studies approach to teaching about ethnology by getting students to engage in practice. [3.2] 7.6 The team commend the number and range of joint degrees and the willingness to maintain these despite small student numbers. [3.6] 7.7 The team commend the Scottish Studies Archive, which is of national and international significance, and which provides a key input into the student experience. [3.7] 7.8 The team commend using the digital archives to create pathways through digital media. [3.8] 7.9 The team commend the willingness to engage in elearning activities, in particular in the digitisation of the Archive. [3.8] 7.10 The review team commend the links made with other institutions and encourage the development of this to encompass the diversity of interdisciplinary activities within teaching and learning. [4.1] 7.11 The team commend the use of different assessment methods to demonstrate experience which is useful to students in gaining employment, e.g. radio work. [4.3] 7.12 The review team commend that students value the general skills they gain, the interdisciplinary nature of their education and the transferability of their skills. [4.3] 7.13 The team commend the interesting knowledge transfer work engaged in within Scottish Studies, for example, their engagements with the Curriculum for Excellence and their projects with primary and secondary schools. [4.5] 7.14 The review team commend the positive relationship between Scottish Studies and other subject areas. [4.6] 7.15 The review team commend Scottish Studies for its Traditional Artist in Residence scheme. [5.2] 7.16 The team recognised the contributions by all staff and particularly commend the quality and level of support provided by the Scottish Studies administrative secretary. [5.4] 7.17 The team commend Scottish Studies operation of the Director of Studies system, where Directors are very available to their students. [6.3] 7.18 The team also commend the individual support given to postgraduate tutors. [6.4] 9

10 Recommendations 7.19 The team recommend that Scottish Studies ensure that the necessary theoretical context of applied research is given appropriate weight and explicitly manifest in student assessment. [3.3] 7.20 The review team recommend that they continue to explore innovation in the curriculum, perhaps as a way of integrating the strengths of traditional ethnological approaches with contemporary methods. [3.5] 7.21 The team recommend that Scottish Studies work with the School of Literatures, Languages and Cultures to consider the sustainability of academic and support provision in a time of reducing staff numbers and increasing student numbers. [3.6] 7.22 The team strongly recommend that the College, School and Subject Area progress the proposed review of the Archive as a matter of urgency. [3.7] 7.23 The team consider that there is more scope for such developments and recommend that Scottish Studies expand the opportunities for use of elearning. [3.8] 7.24 The team recommend that Scottish Studies think about the provision of introductory or background material, in particular for visiting and international students and ensure that lecturers are sufficiently aware of students, and specifically international students, amount of base knowledge about Scotland and the subject area. [3.10] 7.25 The team recommend greater engagement with the Higher Education Academy, particularly exploring links with the Languages, Linguistics and Area Studies Subject Centre as a way of sharing good practice. [4.1] 7.26 The review team recommend that, in addition to the summary on the feedback form, more extensive feedback is provided on student assignments in the way of prose commentary which relates the comments to the assessment marking descriptions. [4.2] 7.27 The team recommend that Scottish Studies do some forward planning and develop a strategy for tracking student numbers into honours courses and the implications of this for taught provision, support arrangements, etc. [4.4] 7.28 The review team recommend that Scottish Studies continues to explore the potential for further widening participation through, for example, the access course, continuing professional development and open studies. [4.5] 7.29 The team recommend that Scottish Studies explores the scope to collaborate with other subject areas on activities such as student recruitment. [4.6] 7.30 The team recommend that, for marketing and recruitment, there is a focus on the benefits of the positive student experience, e.g. in staff-student ratios and the Traditional Artist in Residence Scheme, where there are very strong elements to relate. [4.6] 10

11 7.31 The review team recommend that interdisciplinarity within the School and across Schools is encouraged to further increase the visibility of Scottish Studies across the School and College. [5.1] 7.32 The team recommend that Scottish Studies explore the scope for students to work together in peer and interactive learning. [5.3] 7.33 The team recommend that the School ensures that there is sufficient School-level support for the functions provided by administrative staff. [5.4] 7.34 The team strongly recommend the student feedback forms are restructured, drawing on specialist advice, for example from the Centre for Teaching, Learning and Assessment, to ensure that feedback on teaching, learning and details of the student experience is explicitly sought and that students views can be recorded as being more nuanced. [6.1] 7.35 The team recommend that Scottish Studies report back and record in the SSLC minutes the action taken on issues raised by students. [6.2] 7.36 The team recommend that postgraduate tutors receive training and join networks from outwith the subject area, to provide external validation and support. [6.4] 7.37 The team strongly recommend that responsibility for the website is established as soon as possible and that more than one person has editing access to it. [6.5] Recommendations Responsibility , Head of Scottish Studies 7.21, 7.22, 7.31, 7.33 Head of the School of Literatures, Languages and Cultures 7.22 Head of the College of Humanities and Social Science 11