UK Higher Education Institution (UKHEI) Reaccreditation Inspection

Transcription

1 BRITISH ACCREDITATION COUNCIL INSPECTION REPORT UK Higher Education Institution (UKHEI) Reaccreditation Inspection INSTITUTION: ADDRESS: Newbold College of Higher Education St Marks Road Binfield Bracknell Berkshire RG42 4AN HEAD OF INSTITUTION: Dr Philip Brown DATE OF INSPECTION: 9-10 April 2013 ACCREDITATION STATUS: Accredited DECISION ON ACCREDITATION: Reaccreditation to be awarded for the full four-year period. Decision on accreditation deferred. Accreditation to be withdrawn. Date: 20 Jun 2013 Page 1 of 18

2 PART A - INTRODUCTION 1. Background to the Institution Newbold College of Higher Education (the 'College') is the senior academic institution of the Trans-European Division of the Seventh-day Adventist Church, the only HE institution within a grouping covering some 40 countries with its headquarters in St Albans. It is part of the worldwide Seventh-day Adventist education network, which has some 1.5 million students. The College is affiliated with two regionally accredited Adventist Universities in the US: Andrews University in Michigan and Washington Adventist University in Maryland. However, the majority of its undergraduate Theology students and all of its postgraduates are enrolled for degrees awarded by Theologische Hochschule Friedensau, Sachsen-Anhalt, Germany. The College itself is accredited by the Accrediting Association of Seventh-day Adventist Schools, Colleges and Universities, which is recognised by CHEA in the US, but not by UK RIC. However, the three current awarding bodies are all recognised by UK RIC. In 1983, the College changed its former arrangements for a link with Andrews University Michigan; and a new arrangement with Washington Adventist University was agreed for a Business Studies degree in In 2004, the College moved its Theology provision to the University of Wales Lampeter (subsequently the University of Wales Trinity Saint David), with awards being offered in partnership with and accredited by the University. A degree in Business Management was added in 2008 via a franchise arrangement. Because of factors beyond its control the College has had to sever its connections with Trinity Saint David. Thus, all its Theology provision has been taught out, with the final cohort of Business students due to complete their programmes in the summer of The College has its origins in a ministerial training institute established in London in 1901 which eventually moved to larger premises in the Watford area. In 1931 it moved to Newbold Revel in Warwickshire, thereby gaining its present name. The College eventually moved in 1946 to its present premises, in a village between Bracknell and Wokingham. It occupies an attractive campus which was originally in the grounds of a mid-victorian mock Tudor mansion. This was redesigned in the Edwardian era and now houses a residence for some mature students, a student common room and cafeteria. The original gardens of the house are in the process of being restored under a planning agreement. On the campus there are two large purpose-built buildings (Salisbury Hall and Murdoch Hall) housing classrooms and administrative offices, two purpose-built halls of residence, a modern library and houses for staff and students with families. The College s School of English was inspected by Accreditation UK/the British Council in October 2011 and was not included in the present inspection, except for support provision for degree students. The College obtained educational oversight after a successful review by the Quality Assurance Agency for Higher Education in December Brief description of the current provision In summary, the College offers a variety of humanities, theological and business-related undergraduate and postgraduate programmes under the aegis of the University of Wales Trinity Saint David; Washington Adventist University (USA); Andrews University (USA); and Theologische Hochschule Friedensau (Germany). Although the College does not see itself as exclusively a college for members of the Adventist faith, the overwhelming majority of the student body belong to the Church and a high proportion are intending to work within the Church. About 50% of the students are pursuing degrees in Theology at undergraduate or postgraduate levels. In the region of 20% of the students are from the UK; around the same number from elsewhere in the EEA (notably Scandinavia); and a slightly higher percentage come from other areas within the Trans-European Division of the Church, including students from Albania, Croatia, Montenegro, Serbia and Ukraine. Some 10 students are from the USA, mainly either on Andrews or Washington Adventist University degree programmes or as 'year abroad' students under the new Adventist Colleges Abroad scheme. The College was accredited by CA in 1992, enabling it to offer a degree in Biblical and Pastoral Studies. This degree was then validated by OUVS in 1993, followed by validation of a Humanities degree in In 2004, the College developed a partnership with the then University of Wales Lampeter (UWL), enabling it to offer a BD (Hons) in Theology and a taught MA in Theology. Shortly thereafter it was able to supervise research degrees (MPhil, PhD, DMin), though due to the move away from Trinity Saint David, all research students have been registered with the University itself since Page 2 of 18

3 the end of There is also a bridging programme, the Licence in Theology, which equates to a Graduate Diploma and which is transcripted by Andrews University, enabling entry to the MA in Theology for those without a related first degree. 3. Inspection process The inspection took place over a period of two days with one inspector. Extensive and well compiled documentation was reviewed before and during the inspection; meetings were held with students and members of the senior management team (SMT); and discussions were held with members of the teaching staff, some of whom were observed during the two days. In all, seven classes were observed for a total of around six and a half hours during the inspection. The average class size was 10 students. 4. Inspection history: Inspection Type Date Full Accreditation 3-4 vember 2008 Interim 20 January 2010 Page 3 of 18

4 PART B - JUDGEMENT AND EVIDENCE The following judgements and comments are based upon evidence seen by the inspector(s) during the inspection and from documentation provided by the institution. INSPECTION AREA - MAGEMENT, STAFFING AND ADMINISTRATION The institution is effectively managed The management structure is clearly defined, documented and understood, including the role and extent of authority of any owners, trustees or governing body. The head of the institution and other senior managers are suitably qualified and experienced, understand their specific responsibilities and are effective in carrying them out. 1.3 There are clear channels of communication between the management and staff. 1.4 The institution conducts a regular and systematic review of its overall performance. Partially t The communication between the SMT and staff in general is effective and enhanced by well documented policies which are available to all staff. 2. The administration of the institution is effective 2.1 Administrators are suitably qualified or experienced and understand their specific responsibilities and duties. 2.2 The size of the administrative team is sufficient to ensure the effective day-to-day running of the institution. 2.3 The administrative support available to the management is clearly defined, documented and understood. 2.4 Policies, procedures and systems are well documented and effectively disseminated across the institution. 2.5 Data collection and collation systems are effective Clear descriptions of course structures, assessment systems and requirements for progression are readily available to students. Administrative records are efficiently organised and stored. Partially t As noted above, all policies are well documented and there are effective channels of communication to both staff and students. The Principal's weekly news notes and the weekly publication 'Newbold Inside' are particular examples of excellent practice. Meetings and action points are minuted and contribute to regular reviews. High standards are rigorously maintained. Follow-up procedures are to be further improved (see below). Page 4 of 18

5 3. The institution employs appropriate staff There are appropriate policies and effective procedures for the recruitment and continuing employment of suitably qualified and experienced staff. Experience and qualifications claimed are verified before employment. 3.3 There is an effective system for regularly reviewing the performance of staff. 3.4 Academic staff have a level of qualification and/or academic professional experience appropriate to the level at which they are teaching, e.g. those teaching at undergraduate/ HND level will hold a post-graduate degree and appropriate experience. Partially t Teaching staff are exceptionally well qualified and subject to regular review as part of an annual appraisal system, in addition to an appropriate mentoring policy. 4. Publicity material gives a comprehensive, up-to-date and accurate description of the institution and its curriculum Text and images provide an accurate depiction of the institution s location, premises, facilities and the range and nature of resources and services offered. Information on the courses available is comprehensive, accurate and up to date. 4.3 Students are informed of the status of the qualifications offered, including the awarding body and level of award. 4.4 Students are informed of the full cost of all programmes, including costs of examinations and any required materials. 4.5 Where the degree-awarding body is not a UK university, the national origin of the award is clearly stated. Partially t The College's website is under review so as to further enhance its accessibility and the information available. Page 5 of 18

6 5. The institution takes reasonable care to recruit and enrol suitable students for its courses 5.1 Entry requirements for each course are set at an appropriate level and clearly stated in the course descriptions seen by prospective students. 5.2 A formal application process ensures that students meet the entry requirements and any claimed qualifications are verified Students are properly briefed on the nature and requirements of the courses for which they apply, and all application enquiries responded to promptly and appropriately. Any overseas recruitment agents are properly selected, briefed, monitored and evaluated. 5.5 Students receive a proper initial assessment which includes language ability to confirm their capability to complete the courses on which they are enrolling. Partially t n-native speakers of English are tested on arrival at the College unless they provide evidence of having reached the minimum standards prescribed in the Admissions Policy. 6. There is an appropriate policy on student attendance and effective procedures and systems to enforce it 6.1 There is a clear and published policy on student attendance and punctuality, requiring that they attend at least 80% of their scheduled classes. 6.2 Accurate and secure records of attendance and punctuality at each session are kept for all students, collated centrally and reviewed at least weekly. 6.3 Student absences are followed up promptly and appropriate action taken. Partially t There is some evidence to suggest that current policy towards punctuality and attendance may require a more holistic approach across the College. For example, there appears currently to be a different approach to the 'follow-up' of Theology students as opposed to others. Whilst letters are sent to absentee students, the timescale involved may give the impression that attendance for visa-based students is attached to a percentage figure. The College might usefully consider whether its aims would be better achieved if it were to prescribe that students should attend all classes subject to the policy of condoned absenteeism. Page 6 of 18

7 7. The institution regularly obtains and records feedback from students and other stakeholders and takes appropriate action where necessary The institution has effective mechanisms for obtaining feedback from students and other stakeholders (such as staff, partner institutions and employers) on all aspects of the institution s provision, including formal student representation where appropriate. Feedback is obtained, recorded and analysed on a regular basis. 7.3 The feedback is reviewed by management and action is taken where necessary. 7.4 There is a mechanism for reporting on the institution s response to the feedback to the student body. Partially t The College is taking further action to ensure that there is a stronger response from students in respect of their formal representation on the College's committees. 8. The institution has effective systems to review its own standards and assess its own performance with a view to continuing improvement 8.1 There are effective systems for monitoring and periodically reviewing all aspects of the institution s performance Reports are compiled at least annually which present the results of the institution s reviews and incorporate action plans. Reports include analysis of year-on-year results on student satisfaction, retention, achievement, examination results and completion rates. Action plans are implemented and regularly reviewed, with outcomes reported to the management. Partially t There are annual reports for each curriculum area and effective action is being taken in line with the QAA action plan. Page 7 of 18

8 INSPECTION AREA - TEACHING, LEARNING AND ASSESSMENT 9. Academic management is effective 9.1 There is a suitably qualified and experienced academic manager or academic management team with responsibility for teaching, learning and assessment. 9.2 Classes are timetabled and rooms allocated appropriately for the courses offered. 9.3 The allocation of teachers to classes provides for a consistent learning experience. 9.4 There is an appropriate policy and effective procedures for the acquisition of academic resources. 9.5 There is provision for academic leadership in each area of the academic programme There are regular scheduled and minuted meetings of academic staff to review academic programmes. There are effective procedures in place for the induction and appraisal of all academic staff. 9.8 There are structures in place which either directly involve or take account of the views of those responsible for the delivery of academic programmes and the maintenance of academic standards. 9.9 Students have access to individual teaching staff in order to supplement classroom-based teaching and learning. Partially t Teaching is generally of a high quality and supported by regular meetings of programme teams. The tutorial system which is currently in place is being further enhanced so as to ensure that students attend at least their minimum entitlement. Page 8 of 18

9 10. The courses are planned and delivered in ways that enable students to succeed Courses are designed and delivered in ways that allow students to develop the knowledge and skills which will be required for final examinations or assessments. Lessons and assessments maintain an appropriate focus on any assessment objectives or statement of learning outcomes established by the awarding body. Formative assessments appropriately reflect the nature and standards of summative examinations. Students are encouraged and enabled to develop independent learning skills Full-time courses requiring students to attend for 15 hours or more per week are time tabled over at least three days. Any required coursework and revision periods are scheduled in advance The academic backgrounds and particular needs of students are taken into account in the classroom delivery of the course. Partially t Students valued the enhancement of learning achieved through the assignment process Teachers are suitable for the courses to which they are allocated and effective in delivering them Teachers are appropriately qualified and experienced Teachers have a level of subject knowledge, pedagogic and communicative skill which allows them to deliver the content of courses effectively. The appraisal procedures for teaching staff incorporate regular classroom observation Teachers are supported in their continuing professional development and enabled to develop further pedagogic techniques to enhance the learning of students Teachers respond to different learning needs of students where appropriate, taking various learning styles into account in their planning and delivery of lessons Teachers employ effective strategies to involve all students in active participation and to check their understanding of concepts and course content There is evidence of course planning to ensure curriculum coverage The balance between large and small group teaching is appropriate to the needs of higher education learning. Students are encouraged to develop autonomy in the planning and management of the learning process. Partially t All teachers are very well qualified and usually respond to different learning needs. Observation of classes indicated that there was a good use of a variety of pedagogic techniques. Occasionally, it would be useful for teachers to ensure that students, particularly in small classes, are seated in such a manner as to assist questioning and debate. The further enhancement of the peer observation policy should assist in this regard. Page 9 of 18

10 12. The institution provides students and teachers with access to appropriate resources and materials for study 12.1 The teaching methodology requires students to make use of the resources for study available to them Resources for study are well organised and catalogued to facilitate access Handouts and other resources are appropriate to the level of the course. Partially t Academic library resources could usefully be strengthened for Business-based students. There is a need to ensure that bookstock is appropriate for the curriculum on offer and that further reading of appropriate Business journals is seen as part of the curriculum. Learning for these students could also usefully be further enhanced by the use of specialist guest speakers. 13. Students receive appropriate assessment and feedback on their performance and progress, which are effectively monitored 13.1 Courses are planned to include a schedule of assessments, the procedures and criteria for which are available in writing and in advance to students and teachers Assessment outcomes are monitored to enable the identification of students who are not making satisfactory progress and prompt intervention where appropriate Students are made aware of how their progress relates to their targeted level of achievement The institution takes appropriate steps to identify and discourage cheating and other misdemeanours, and to penalise offenders Additional support or advice on alternative courses is provided to students who are judged not to be making sufficient progress to succeed Oral and written feedback is given to individual students on a regular basis, tailored to meet their specific needs and constructive in its nature and delivery Students have appropriate access outside class time to teachers or personal tutors for academic support Student progress is measured and recorded regularly on the basis of adequate and explicit data There are systems in place for the analysis of student outcomes in terms of the current year and year-on-year performance There are systems in place for the analysis and investigation of significant variations in student achievement between comparable course elements. Partially t The SITS database is currently being improved so as to ensure that a more effective database is achieved to improve management information. Page 10 of 18

11 The institution offers courses leading to accredited awards granted by recognised awarding bodies wherever appropriate For courses leading to the award of a UK degree, the institution has a formal agreement with a recognised UK degree-awarding body. For courses leading to other UK awards, the awarding body is recognised by the relevant regulator. For courses leading to the award of an overseas degree, the institution has a formal partnership agreement with the overseas degree-awarding body, which is itself accredited by a recognised national agency. Partially t 15. There is a clear rationale for courses leading to unaccredited or internal awards 15.1 There is a clear statement of the level claimed relative to the NQF/QCF and evidence that students who receive the award meet the stated requirements for that level There is evidence of the extent to which the awards are accepted for the purposes of employment or further study External moderators are involved in the assessment process where appropriate There is evidence that the comments of external moderators have been addressed. Partially t 16. There are satisfactory procedures for the administration of examinations and other means of assessment 16.1 The institution complies with the requirements of the relevant awarding bodies in terms of examination security and administration For internal awards, there are effective systems in place for examination security and administration, and clear procedures for students to appeal against their marks. Partially t Page 11 of 18

12 There is appropriate provision of advice for students intending to proceed to employment or higher/further education Students have access to advice from a designated staff member on further study and career opportunities. If the institution offers courses preparing students for higher education, they have access to prospectuses and to advice from a designated staff member both on selecting courses and institutions and on the application process. Partially t As such, all appropriate members of staff engage in this process. INSPECTION AREA - STUDENT WELFARE 18. Students receive pastoral support appropriate to their age, background and circumstances There is at least one named staff member responsible for student welfare who is suitably trained, accessible to all students and available to provide advice and counselling. Students receive appropriate advice before arrival Students receive an appropriate induction and relevant information upon arrival Students are issued with a contact number for out-of-hours and emergency support The institution has policies in place to avoid discrimination and a published procedure for dealing with any abusive behaviour. There are effective systems to communicate with students There are effective means for identifying and responding to student opinion. Partially t The induction process is rightly seen as a vital part of the support processes which are clearly valued by all students. Residence Hall staff play an important role in this regard. Page 12 of 18

13 19. International students are provided with specific advice and assistance 19.1 International students receive appropriate advice before their arrival on travelling to and living in the UK International students receive an appropriate induction upon arrival covering issues specific to the local area. Information and advice specific to international students continues to be available throughout the course of study. Provision of support takes into account cultural and religious considerations. Where possible, students have access to speakers of their own first language. Partially t 20. The fair treatment of students is ensured 20.1 Students apply for and are enrolled on courses under fair and transparent contractual terms and conditions Students have access to a fair complaints procedure of which they are informed in writing at the start of the course. Partially t Where residential accommodation is offered, it is fit for purpose, well maintained and appropriately supervised Any residential accommodation is clean, safe and of a standard which is adequate to the needs of students. Any residential accommodation is open to inspection by the appropriate authorities, including Ofsted where students under 18 are accommodated. A level of supervision is provided appropriate to the needs of students Separate accommodation blocks are provided for students under Students are provided with advice on suitable private accommodation. Partially t The College is essentially a residential institution. More mature students with families may live in family housing units and students who wish to live off-campus may receive informal advice. Page 13 of 18

14 Where home-stay accommodation is organised, the welfare of students is ensured and the institution's relationship with hosts is properly managed Due care is taken in selecting home-stay accommodation which both provides a safe and comfortable living environment for students and is appropriately located for travel to the institution and back. Any home-stay accommodation is inspected before students are placed and is subject to regular re-inspection by a responsible representative or agent of the institution. The institution has appropriate contracts in place with any hosts, clearly setting out the rules,terms and conditions of the provision. Appropriate advice and support is given to both hosts and students before and during the placement. Clear monitoring procedures are in place with opportunities for student feedback and prompt action taken in the event of problems. Partially t The institution provides an appropriate social programme for students and information on leisure activities in the area Students are provided with appropriate information on opportunities for participation at events and other leisure activities which may be of interest. The social programme is responsive to the needs and wishes of students Any activities within the social programme have been chosen with consideration for their affordability by the majority of students Any activities organised by the institution are supervised by a responsible representative with suitable qualifications and experience Students are encouraged to develop and participate in extra-mural activities. Partially t There is a Newbold Students' Association. It was clear from noticeboards that events are held on a regular basis and it appears that staff assist with the planning of numerous activities. Page 14 of 18

15 INSPECTION AREA - PREMISES AND FACILITIES 24. The institution has secure possession of and access to its premises 24.1 The institution has secure tenure on its premises Where required, the institution has access to suitable external premises for academic or non-academic purposes of a temporary or occasional nature. Partially t 25. The premises provide a safe, secure and clean environment for students and staff 25.1 Access to the premises is appropriately restricted and secured The premises are maintained in an adequate state of repair, decoration and cleanliness There are specific safety rules in areas of particular hazard (e.g. science laboratories), made readily available to students, staff and visitors. General guidance on health and safety is made available to students, staff and visitors There is adequate signage inside and outside of the premises and notice boards for the display of general information. There is adequate circulation space for the number of students and staff accommodated, and a suitable area in which to receive visitors. There are toilet facilities of an appropriate number and level of cleanliness There is adequate heating and ventilation in all rooms. Partially t Page 15 of 18

16 26. Classrooms and other learning areas are appropriate for the courses offered Classrooms and other learning areas provide adequate accommodation in size and number for the classes allocated to them. Classrooms and any specialised learning areas (e.g. laboratories, workshops, studios) are equipped to a level which allows for the effective delivery of each course. There are facilities suitable for conducting the assessments required on each course Teaching areas are of an appropriate size and level of equipment for lectures, seminars and tutorials. Partially t 27. There are appropriate additional facilities for students and staff Students have access to sufficient space and suitable facilities for private study, including library and IT resources. Teaching staff have access to sufficient personal space for preparing lessons, marking work and relaxation. Students and staff have access to space and facilities suitable for relaxation and the consumption of food and drink where appropriate. Students and staff have access to storage for personal possessions where appropriate There are individual offices or rooms in which academic staff and senior management can hold private meetings and a room of sufficient size to hold staff meetings Administrative offices are adequate in size and resources for the effective administration of the institution There is appropriate provision of required specialist teaching equipment and work areas There is appropriate provision of IT facilities for research, word processing, data processing or internet search for staff and students. Partially t COMPLIANCE WITH STATUTORY REQUIREMENTS Declaration of compliance has been signed and dated. Page 16 of 18

17 PART C - SUMMARY OF STRENGTHS AND ACTION POINTS Numbering of action points aligns with that of the minimum standards MAGEMENT, STAFFING AND ADMINISTRATION Institution's strengths Clear management structure A well devised set of policies aligned to QAA good practice in higher education Extremely well qualified teaching and administrative staff Effective channels of communication across the College Actions required Priority H/M/L ne. High Medium Low TEACHING, LEARNING AND ASSESSMENT Institution's strengths Well managed timetables Good quality teaching accommodation further enhanced by high quality e-based learning resources Good variety of pedagogic skills in use Actions required Priority H/M/L ne High Medium Low STUDENT WELFARE Institution's strengths Excellent policies in place enabling effective communications with students A caring and committed teaching and administrative staff Actions required Priority H/M/L ne. High Medium Low PREMISES AND FACILITIES Institution's strengths Well maintained, clean and appropriate environment for higher education All teaching areas provide a high quality learning environment Actions required Priority H/M/L ne. High Medium Low Page 17 of 18

18 RECOMMENDED AREAS FOR IMPROVEMENT The College might usefully consider whether its aims in relation to its policy on absenteeism and punctuality would be better achieved if it were to prescribe that students should attend all classes subject to the policy of condoned absenteeism. Academic library resources could usefully be strengthened for Business-based students. Learning for Business-based students could also usefully be further enhanced by the use of specialist guest speakers. COMPLIANCE WITH STATUTORY REQUIREMENTS Page 18 of 18