Subject Overview Report
Reference QO 3/96
Date November 1996
Quality Assessment of German and Related Languages
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
German and Related Languages
Summary
Overall, higher education provision in German and related languages is distinguished by its variety. It incorporates a wide range of programmes which meet diverse student needs by means of curricula which are coherently structured, yet which offer considerable flexibility and choice. Subject-specific and transferable skills are incorporated effectively into most curricula, although the majority of providers do not yet have an obvious strategy for embedding information technology (IT). The period of foreign residence, which is a feature of almost all provision in German, is critical to the development of both linguistic and general skills. Students confirmed the great value of this part of their educational experience.
In general, although dissemination of good practice could be further developed, the quality of teaching in German is high. This is reflected in good progression rates and degree results, which in turn lead to a good record of students entering full-time employment or further study. Most providers offer a wide range of approaches to teaching and learning, with some evidence of innovation, but few have an established policy in relation to the use of the target language; teaching entirely in German, Dutch or Scandinavian languages was seen in less than 20 per cent of institutions. A further positive feature emerging from the assessments is the high quality of student support and guidance.
Staff-student relations in the subject are excellent and are set within a context of effective central and local systems for academic support. Given that recruitment to honours programmes is predominantly from school-leavers, albeit with an increasing proportion of mature entrants, the provision of good systems of pastoral support is also of importance; such systems are seen in at least three-quarters of the institutions assessed, with many committed and well-qualified staff providing effective support for students. In about one-quarter of institutions, however, the assessors judged that academic staff are either insufficient in number or are not as well deployed as they might be.
Learning resources for German and related languages are variable in quality, although it is clear that former UFC-funded institutions are generally in a more favourable situation than the former PCFC-funded providers. Some of the most obvious variation in resources was observed in libraries; in about 35 per cent of providers, the specialist book stock was judged inadequate. On the other hand, well-resourced language learning centres are a common feature, although sometimes with disappointingly low frequency of use of their facilities by students.
A majority of institutions now have well-defined and potentially rigorous quality assurance procedures, despite some variation in the requirements for annual review. Most providers place appropriately high value on the opinions of students, whose concerns are acted upon; the effectiveness of student questionnaires is, however, variable. Improving quality assurance procedures have highlighted the need for better induction of academic staff and the need for opportunities for professional development. However, systematic staff development policies related to teaching and learning at the subject level are comparatively rare and staff take-up is often disappointing.
Introduction
1. This Overview Report presents the findings of the assessment in 1995-96 of the quality of higher education provided in German and Related Languages by universities and colleges in England and Northern Ireland. It has been derived from 30 reports of assessment visits to single language provision in German (26), Dutch (2) and Scandinavian (2), and from 45 assessment visits to joint language provision, in which German was assessed as part of modern languages. The purposes of this Overview Report are to highlight positive features, to emphasise potential areas for improvement and to enhance the dissemination of good practice.
2. German and related languages are provided in 71 institutions of higher education. Single-subject visits were made to 26 of these, of which 20 were former UFC institutions and six were former PCFC institutions; for undergraduate provision, these ranged in size from 78 part-time to 697 full-time students. Joint language visits were made to 14 former UFC institutions, 26 former PCFC institutions and five colleges, ranging in size from 79 full-time equivalent (FTE) students taught by two full-time and two part-time staff to 3,000 full-time and part-time modern language students taught by 122 full and part-time staff. Some 43 of these visits were made jointly with assessors of French, 36 with Iberian, 16 with Italian, and 14 with Russian; a small number of visits included other languages and linguistics.
3. The subject specialist assessors who carried out these visits are listed in Annex B. In all cases, their consensual judgements have been made on a scale of grade 1 (lowest) to grade 4 (highest), in the light of the individual subject provider's broad aims and the learning objectives set for students. A profile of the judgements made for each provider is given in Annex A. Whereas all single-subject visits resulted in the approval of provision by the assessors, two joint language visits led to the identification of major shortcomings in the area of learning resources: in both cases, grave concern was expressed by the assessors about staffing levels in German.
4. The wide variety of higher education available in German reveals considerable diversity between institutions, and within study programmes. Single honours programmes in the subject are offered by 44 per cent of the providers, whereas over 80 per cent of the institutions include German within combined or joint honours degrees. Further subject combinations with German are offered by the 75 per cent of providers who are now operating modular schemes. A significant growth area in recent years has been the provision of institution-wide language tuition from beginners level upwards, and German is offered in this context by over 60 per cent of the providers. Just over half the institutions visited offer taught postgraduate studies in the subject, although recruitment rarely exceeds single figures.
Aims and Objectives
5. The aims and objectives identified by each provider are included in their self-assessment and published in the individual assessment reports. In order to make judgements about the quality of educational provision, the assessors require these aims and objectives to be clear and capable of summarising the diversity of approach found in each institution. This was not always the case in German, where a significant minority of providers did not distinguish clearly between aims and objectives, and where a majority failed to give specific aims and objectives for each programme and level of study. For example, only a very few institutions indicated separate aims and objectives for taught postgraduate programmes.
6. Nearly 70 per cent of German providers set their subject aims effectively within the context of the institutional mission, using somewhat formulaic phrases related to highest standards in teaching, scholarship and research, and enabling students to realise their full potential. Subject aims are broadly similar in nature across institutions, with over 60 per cent emphasising the vocational relevance of the study of German, and in particular the need for graduates who can enhance international communication. A high level of accuracy and fluency in the foreign language is, not surprisingly, specifically identified by over half the providers visited as a critical aim, usually set within the context of in-depth knowledge of German society and culture.
7. These broad purposes are translated into a range of subject objectives which have many features in common. All institutions expect students to acquire a high level of proficiency in spoken and written German, enabling them to communicate in a variety of situations with an effectiveness generally identified as approaching that of an educated native speaker. On undergraduate degree programmes, the achievement of linguistic competence is almost always set alongside the objective of a critical understanding of an aspect or aspects of German society. In most single honours programmes, the emphasis is on the study of German literature, with a significant proportion including the medieval period. The majority of such programmes also include as an objective a detailed knowledge of German history. In combined and joint honours programmes, subject objectives relate more to an understanding of modern Germany, based on the analysis of a range of social, political and cultural factors. About half the providers emphasise the importance of studying other German-speaking countries, and of setting programmes clearly in a European context.
8. Language teaching has been at the forefront of integrating transferable skills with subject learning, and the acquisition of such skills is regarded as a major objective for German providers. Nearly 80 per cent give the highest priority to developing the ability to conceptualise issues effectively, to analyse in depth and to solve problems against a background of enquiry, as well as the development of research skills of a high order. Over 60 per cent express these objectives in terms of their benefit to the community and potential employers, as well as to the individual. Just over half the providers identify as an objective the ability to access sources in German, interpret them intelligently, and report findings clearly. The ability to work independently and in teams is cited by 46 per cent of institutions. Finally, nearly 40 per cent specifically identify the need for students to acquire IT skills in areas such as communication, language learning and information retrieval.
Curriculum Design, Content and Organisation
9. The considerable changes in higher education in recent years have occasioned a thorough review of German provision in most institutions. In the best cases, strong strategic thinking has led to the development of explicit policies and the implementation of curriculum design which is dynamic in nature. One of the most striking features of German provision is its variety, with a wide range of programmes meeting the whole spectrum of specialist and non-specialist students' needs. With the increased number of modular schemes, institution-wide language programmes, and combined and joint honours programmes, it is now possible to study German at any level from beginners to postgraduate and either singly or in combination with virtually any other subject. The numbers of students on combined or joint programmes far outweigh those taking single honours. The most popular combinations are with French, with business studies, or with European studies; more unusual programmes include German with business computing or with European planning and land management.
10. Overall, the assessors were impressed by the extent to which aims and objectives are translated effectively into the varied curricula. This was particularly so in the case of single-subject visits, where 10 providers were judged to be grade 4 and 20 were grade 3 for this aspect of provision. Joint language visits resulted in seven judgements of grade 4 and 30 of grade 3, but eight providers were grade 2, where the assessors considered there was scope for significant improvement. These judgements reflect a more positive impression of single as distinct from combined honours programmes as far as this aspect of provision is concerned. Postgraduate programmes also emerge very strongly from this process, as do institution-wide language programmes, the vast majority of which were considered to be meeting their aims and objectives successfully.
11. Whether the German language is studied within the context of German literature, history, society or culture, or a combination of these, the assessors concluded that most providers offer well-integrated programmes. In nearly 70 per cent of the institutions visited, staff expertise matches the requirements of the curriculum well, and staff research has a direct and positive influence on students' learning experience. Curricular content was found to be coherently structured in half the programmes assessed; in these cases, it offers considerable flexibility and student choice, combined with progression towards more specialised study and thus makes appropriately high academic demands on students. In roughly a quarter of cases, the degree of flexibility and choice was felt to be more restricted than is implied in the stated aims and objectives. In a still smaller number of institutions, particularly on combined programmes, the range of provision is too narrow to allow students to achieve the objectives set.
12. The language curriculum is regarded as particularly effective in achieving its objectives in terms of subject-specific skills in nearly 40 per cent of the programmes assessed, with clear strategies for bridging the gap between school and higher education. In the best cases, students have access to well-designed materials in which the progressive development of communication skills is firmly set within the context of the content curriculum. These materials are exploited most effectively where the same staff teach both language and content. Nevertheless, just over a quarter of the assessment reports recommend a review of the content of language programmes in order to improve levels of final achievement in linguistic skills. In this respect, the assessors consider that there is much to be learned from institution-wide language provision which, of necessity, has developed structured programmes with clearly defined and progressive targets for achievement.
13. Institutions vary in the extent to which transferable skills have been explicitly and effectively integrated within the German curriculum. One example of this is IT, where 30 per cent of providers were commended for the strategy they have developed and implemented; in a slightly higher number of cases, the assessors noted that no such strategy existed. With regard to more general transferable skills, good opportunities to acquire oral presentation and group skills within a context of enhanced cultural awareness are provided in over a third of German programmes. Most undergraduate programmes provide students with the opportunity for continued personal development and appropriate preparation for further study or employment. However, there is little evidence of employer involvement in curriculum design, except in a small number of programmes which include consecutive and simultaneous interpreting in the final year. It is unrealistic of employers to expect all students to acquire business skills unless they are prepared to assist in the design of specific modules.
14. The most significant opportunity for the personal and linguistic development of students occurs during the substantial period of foreign residence which is required by all German honours programmes, except in the one case where all students are part-time. Over 50 per cent of students of German spend their period abroad at a university or college in a German-speaking country; about 20 per cent teach as foreign language assistants; and slightly less obtain work placements, particularly on programmes combining German with business studies or a science subject. Whatever the nature of their period abroad, the great majority of students confirmed the immense value of this part of their educational experience. In an example of good practice at one institution, the compilation of a 'personal development file' during the year abroad allows effective assessment of the progress made by individuals. Just over a third of German providers have established clear objectives for the period of foreign residence and have integrated it well into the remainder of the curriculum. This is not the case in a quarter of the programmes considered, where, for example, little attempt is made to ensure the relevance or quality of the courses students follow while abroad.
15. Some 56 per cent of providers offer taught postgraduate programmes including German in a very wide range of contexts. These include opportunities to study most political, social and cultural aspects of modern Germany, or to concentrate on the medieval period. Comparative programmes also exist, particularly those with an explicitly European dimension. Finally, there are programmes which concentrate on the acquisition of advanced vocational linguistic skills such as technical translation and conference interpreting. Most postgraduate programmes have curricula which are well matched to the needs of their students in both structure and range of content.
Teaching, Learning and Assessment
16. Although 50 per cent of providers have explicit teaching strategies, it is rare to find an established policy on the use of the target language in teaching, particularly within the content curriculum. The assessors found a wide variety of practice. Teaching entirely in German was the norm in less than 20 per cent of the institutions visited, although students in these institutions were judged by the assessors to have gained considerably in the level achieved in aural and oral skills. In 23 per cent of cases, the assessors reported that the use of the target language should be extended and made more consistent.
17. About 85 per cent of providers offer a wide range of appropriate teaching methods. Content courses are taught mainly through lectures, seminars and tutorials, whereas language courses are taught through a mixture of seminars, classes and workshops, including language laboratory sessions. About 40 per cent of German providers also demonstrate a healthy level of innovative teaching, including team teaching, tutorless tutorials, student-led seminars, role play, and pair and group work. However, less than 20 per cent of institutions are making consistent use of IT in the delivery of the language curriculum. Teaching methods are generally well suited to the attainment of both subject-specific and transferable skills. In roughly half the institutions visited, students were consistently required to demonstrate skills of presentation and analysis, as well as the ability to work co-operatively with their peers.
18. A total of 523 teaching sessions were observed on single language visits, and over 300 German classes were observed on joint language visits. An extremely positive impression of the quality of teaching emerged from the grading of individual sessions. Approximately 46 per cent of the sessions on single language visits were grade 4, 41 per cent were grade 3, 11 per cent were grade 2 and only 2 per cent were grade 1. The corresponding figures for all languages, taken from the combined languages visits, were 45, 40, 13 and 2 per cent respectively, indicating a remarkable level of consistency. However, the fact that nearly 14 per cent of all sessions were classified as needing significant improvement reinforces the conclusion reached on over a quarter of visits that procedures for the dissemination of best practice in teaching need to be further developed.
19. Among the features most often identified by the assessors as contributing to best practice were the enthusiasm, care and dedication of the staff, leading to an excellent rapport in class between staff and students. More than 30 per cent of reports identify the direct and positive influence of staff research on teaching; this is often coupled with the success of staff in offering students an appropriate level of intellectual challenge. In one-third of cases, students were well prepared for classes; they were active and enthusiastic participants responding well to staff whose approach was sensitive to the need to elicit and build upon student opinion. Students often led the class in activities which engendered intellectual excitement, particularly within the context of small-group teaching. High-quality learning materials, including handouts, manuals and tapes, were being produced and used in about a third of the institutions visited, sometimes by students as well as staff.
20. On the other hand, the level of student participation was low in a significant number of cases. This situation was brought about by a number of factors, including poor preparation by students, a tendency for the teacher to dominate, poor pace and choice of materials, and a failure to engage and challenge students. In addition, the presence, sometimes in substantial numbers, of native speakers of German often led to non-native speakers becoming inhibited. This contrasted with the minority of institutions who had successfully adopted a pro-active approach towards this problem, to the benefit of all students, for example, by encouraging pairs of native and non-native speakers to work in tandem.
21. The development of autonomous student-centred learning, partially as a response to reductions in contact hours, is a feature of most provision, and in half the institutions visited German staff had developed a variety of strategies for ensuring that objectives are successfully attained. The assessors were particularly impressed by the quality of self-learning guides on some institution-wide language programmes. Such strategies and materials entail the integration of independent learning within the overall programme, and often require the development by students of considerable transferable skills. These include the management of time, the use of sophisticated resources and continuous self-evaluation.
22. Some 20 per cent of providers have assessment strategies that ensure an appropriate match between methods of assessment and teaching and learning objectives, but in a similar number of cases the absence of such a strategy and/or match was identified as a problem. With the exception of moves away from three-hour examinations and greater use of assessed essays and dissertations, there is little innovation in assessment. In a small minority of cases, however, the assessors found a genuine sense of shared ownership in which self-assessment played a significant part. In most institutions, there was little evidence of assessment of the period abroad contributing significantly to a student's degree classification, although an increasing number of programmes are introducing some form of credit rating. Importing credits from abroad has raised problems of comparability in some instances. The great majority of students are provided with timely and helpful written feedback on their work, and the marking processes employed in most institutions are regarded as appropriate, consistent and effective. For example, many use blind double-marking for examinations. The involvement of external examiners in the assessment of oral and aural skills is patchy.
Student Progression and Achievement
23. This aspect of provision emerges very positively from the assessment process. On German single language visits, 60 per cent of the providers were grade 4; the comparable figure for joint modern language visits was one-third. Only five of the total of 71 providers were grade 2. However, in an area where much of the evidence is quantifiable, reports frequently bemoan the failure of institutions to provide appropriate or adequate data by which to evaluate the attainment of aims and objectives.
24. Demand for German varies considerably between institutions and particularly between different types of programme. In general terms, the number of providers reporting a decline in overall recruitment is double that of providers reporting an increase, and one-third of institutions indicate that there is a significant move away from single honours towards combined honours programmes. Numbers are also increasing on institution-wide language programmes. Both these trends reflect the expansion of combined and non-specialist provision in German in response to student needs, as does the increase in ab initio and post-GCSE entry, even to single honours programmes. Recruitment to postgraduate programmes is generally low, although those providing a curriculum with a specific vocational orientation tend to fare much better.
25. Roughly three-quarters of undergraduates studying German are female, although the percentage of men is higher where German is studied as a non-specialist subject. Over 60 per cent of providers report some success in attracting more mature entrants and those with non-standard entry qualifications, which is at least partially a reflection of the increased opportunities to study German ab initio, but recruitment to honours programmes is still predominantly from school-leavers. Mature and non-standard entrants are more numerous in Dutch and Scandinavian, and on non-specialist routes. The GCE A-Level points scores of entrants vary considerably from 11 to 30 depending on the institution, but the assessment reports indicate that entrants to combined honours programmes consistently have a higher average GCE A-Level points score than entrants to single honours programmes. Another common feature of the intake profile is the frequent reference by institutions to a marked decline in the grammatical competence of GCE A-Level entrants, whatever their grade.
26. Undergraduate progression through courses is variable, with almost half the reports indicating a high completion rate, but nearly a third expressing concern about wastage. Definitive conclusions are difficult to draw because over a quarter of institutions do not have adequate procedures for monitoring and recording progression, particularly on modular or combined programmes. Data on degree results are more comprehensive; they reveal a very positive picture in which a majority of students completing their course obtain a First or Upper Second class honours degree in 80 per cent of those institutions that give detailed figures. Results on combined and joint programmes are inferior to those on single honours degrees, despite higher average GCE A-Level points scores on entry. Nearly 60 per cent of reports indicate that students, particularly mature students and those with non-standard qualifications, gain added value from their programmes of study, although little information is given on the basis for such conclusions. Wastage on postgraduate programmes is virtually non-existent, and results are impressive.
27. Evidence of achievement is more variable than the above degree results profile would tend to indicate, but is generally positive. In 70 per cent of institutions, students are attaining most stated objectives in terms of linguistic skills, but the reports express reservations in the remaining cases, particularly in relation to grammatical competence. A very positive picture emerges from roughly two-thirds of reports regarding students' acquisition of a wide range of personal and transferable skills, including independence of mind, and the ability to manipulate and summarise a wide range of material. However, in a significant minority of cases, the level of analytical and IT skills leaves scope for substantial improvement. Former students almost universally expressed considerable appreciation of the skills they acquired during their programmes, the most important contributory factors being student-centred teaching approaches, the strong links in German between subject-specific and transferable skills, and the period of residence abroad.
28. Former students were also particularly positive about the way their German programmes had prepared them for employment. However, despite one or two excellent exceptions where staff followed up the careers of their students in a systematic fashion, the data on graduate destinations provided by institutions, and reflected in reports, were variable in quality. Monitoring procedures were regarded as inadequate in just over 10 per cent of cases. Nevertheless, it is clear that German graduates enter an increasingly diverse range of careers in the United Kingdom and Europe, and in a clear majority of institutions there is a good record of employment and further study. In the one-third of cases where very precise figures were provided, the picture is very positive indeed; an average of 77 per cent of students enter permanent employment or embark on a course of further study within six months of completing their programme. Data provided on the career destinations of postgraduate students were generally poor, except in the cases of specifically vocational programmes, where information was comprehensive and extremely positive, with 100 per cent employment not uncommon.
Student Support and Guidance
29. Effective academic and pastoral support is a prominent feature of all German provision. Of the 71 providers, 54 were grade 4 and 17 were grade 3. Admissions procedures are easy to understand and appropriate to different needs; about one-quarter of students attend for interview, and a further 50 per cent attend an open day, sometimes accompanied by teachers and career advisers. A structured, sensitive and useful induction process is offered by over 80 per cent of providers, usually involving current students as guides and mentors. Programme handbooks are now distributed to students in about three-quarters of institutions and the vast majority of these are of high quality.
30. The key to guidance for students in over 80 per cent of providers is the personal tutor, who normally offers both academic and pastoral support throughout a student's period at the institution. There is, however, considerable variation in practice regarding meetings with tutors; open-door policies, surgery hours and fixed regular appointments feature in about equal numbers. In a minority of institutions, arrangements for tutorial support are unstructured and inconsistent, and one in 10 reports expresses concern that the quality of support is under pressure from increased student numbers. However, in the vast majority of cases a very effective informal network of support is provided by subject staff, who are regarded by students as approachable and extremely helpful. Staff-student relations in the subject are excellent. Many reports also underline the positive contribution of secretarial and administrative staff.
31. Support for students prior to, during, and after the period of residence abroad is variable. About 70 per cent of providers offer excellent preparation, including ample written and audiovisual documentation, and a structured programme of events drawing appropriately on the experience of final-year students. These events sometimes take the form of weekend seminars, and include training for those intending to work as teaching assistants. However, support during the year abroad was regarded as inadequate or inconsistent in about one-third of cases. Less than 30 per cent of institutions visit their students while they are abroad, although some have very effective links with a network of contact persons in German universities, colleges and firms.
32. There is effective provision of study-skills and remedial support in half the institutions visited, with some excellent examples of study-skills packs. The needs of particular groups of students, such as part-time, entrants with non-standard qualifications, mature and the disabled, are well catered for by about one-third of providers, but in only one report is there explicit reference to equal opportunities. In a significant minority of cases, the academic support offered to combined honours and non-specialist students leaves scope for improvement.
33. Central support and welfare services are effective in the vast majority of cases. One in 10 providers could improve the quality of communication relating to these services, but in the majority of institutions the subject area has a good working relationship with the central services. Careers advice is generally regarded as particularly effective, with some good examples of pro-active initiatives, such as assistance in year two with preparation for the year abroad and careers staff involvement in study and life-skills programmes. Some institutions provide specialist overseas literature and others involve students in group workshops to develop interview and self-presentation skills. However, in one case in 10, students receive limited or inappropriate careers support.
Learning Resources
34. Learning resources generally make a significant contribution to the attainment of subject aims and objectives. However, in roughly one in five cases they do not reflect changes in teaching and learning policies, particularly the increasing emphasis on independent learning, nor have they kept pace with increasing student numbers. The assessment process also revealed considerable differences between single and joint language visits. In the latter case, two institutions were judged to be grade 1 in this aspect of provision because the assessors considered that resources, including staffing in German, were inadequate to meet the aims and objectives set by the subject provider; as a consequence, the quality of education in modern languages was not approved. In the other 43 joint language visits, 11 providers were grade 2, 18 were grade 3 and 14 grade 4. In single-subject visits, 11 providers were grade 4, 11 grade 3 and four were grade 2. These figures reveal a clear divide between older and newer institutions. About 70 per cent of the 25 grade 4 judgements were awarded to ex-UFC institutions, whereas 65 per cent of the 17 grade 1 or 2 judgements were awarded to ex-PCFC institutions.
35. An important feature of German provision is the extensive use of native speakers, both as full-time staff and as Lektors and language assistants. They also form a significant percentage of the growing number of part-time staff. Teaching staff in over half the providers are regarded as committed and well qualified, and they have expertise and research interests well matched to the needs of the programmes in which they participate. However, in over one-quarter of institutions, teaching staff are regarded as too few in number, or ineffectively deployed; in some cases, the balance between full and part-time staff has swung too much towards the latter, and this has contributed to undue administrative pressure on full-time colleagues. The number of cases where part-time staff and language assistants are well integrated into the teaching team is almost equally matched by the number of cases where the opposite is true. A good level of technical and administrative support is identified in roughly a third of institutions, whereas inadequacies are identified in one provider in five.
36. Over half the providers have general teaching accommodation which is well suited to its purpose, well maintained, and which contains appropriate teaching aids or support. However, in about 40 per cent of institutions, some teaching accommodation is poorly maintained, overcrowded, noisy, or is in other ways unsuited to its purpose, particularly in the case of the small-group work central to foreign language teaching. Staff accommodation was reported to be of good quality in nearly half the institutions visited, and about a quarter have staff rooms which are well provided with up-to-date networked computing equipment. The provision of social accommodation for students is variable in quality: it is only referred to in 15 reports, eight of which are positive and seven are negative. Some subject areas have student common rooms and a range of integrated accommodation, enabling them to create an extremely supportive sense of subject identity.
37. About 50 per cent of providers enjoy well-resourced language learning centres, many of which are relatively new or have recently been extended. However, in nearly one-third of institutions, the assessors noted a failure to exploit the facilities of such centres, largely because the resources they offer are not fully integrated within an overall learning strategy. Only in a limited number of cases is student use of such facilities carefully monitored, and the need for more liaison between German providers and language centres is particularly acute when they are separately managed. In some cases, these problems are exacerbated by limited access or by inadequate staffing levels. Most institutions provide a range of local resources for their students, such as foreign language newspapers and periodicals, and satellite television. The availability of well-equipped language laboratories, including some specifically designed for conference interpreting, is noted in over 30 per cent of institutions, with little, if any, countervailing negative comment.
38. Approximately one-half of institutions provide good general IT facilities, to which students have adequate (sometimes 24-hour) access, but in one in four cases students regarded access to these facilities as inadequate. The number of providers who offer a structured programme of IT training for students is only slightly greater than the number of those who fail to do so. At the subject level, 30 per cent of German providers offer valuable bespoke computer-assisted language learning (CALL) materials, and one in 10 have media production facilities. However, in a third of the institutions visited, dedicated IT facilities were regarded as limited.
39. The quality of library facilities varied considerably between single and joint language assessments. On single language visits, 65 per cent of institutions had German library provision which was well resourced, with appropriate specialist book stock, and a good supply of German newspapers and periodicals. The comparable figure for modern language visits was only about 30 per cent, which was far outweighed by the references to inadequate specialist book stock in 62 per cent of cases, and to the poor supply of newspapers and periodicals in one library in five. With German providers as a whole, communication between the library and subject staff is regarded as particularly effective, library staff are regarded as generally supportive, and there is a well-developed programme of orientation for students. There are frequent references to the integral role of subject librarians who, in the best cases, are fully involved in course development and review, and contribute to the analysis of newspapers and periodicals. Library opening hours are regarded as generous in 14 cases, but as limited in nine others.
Quality Assurance and Enhancement
40. The majority of universities and colleges have institutional quality assurance and enhancement systems which are well defined and potentially rigorous. In particular, procedures for the validation of new programmes are working well in virtually all institutions, and most have effective processes for the periodic review of subject areas, involving external input in some 22 per cent of cases. There is evidence that the HEQC audit process has contributed significantly to this state of affairs, and specific examples are provided in up to half the reports of appropriate responses to an audit visit. Quality assurance systems are relatively new in as many as a third of providers and, in a slightly higher number of cases, are not always clearly understood by subject staff.
41. Rigorous annual monitoring of programmes is evident in at least 40 per cent of providers, including the analysis of appropriate data and input from students and external examiners, leading to plans for quality enhancement in which the timescale and responsibility for action are clearly established. However, in a further 30 per cent of cases annual review procedures have significant shortcomings or inconsistencies. In a significant minority of institutions, the quality of data provided is inadequate, and nearly one-fifth of providers are not responding effectively to issues raised by external examiners. It is also still rare to find annual reviews in which the achievement of aims and objectives is systematically monitored, and in which good practice in teaching and learning is consistently identified.
42. In most institutions, the opinions of students are highly valued at subject level, and their concerns are generally taken seriously and acted upon. Given the relatively small numbers of students and staff in German and related languages, informal consultation systems are very important, but effective formal systems also exist in a clear majority of cases. Staff-student liaison and programme committees are a common feature, although students are less frequently represented at subject or departmental level. Training is provided for student representatives in a small but growing number of institutions, and some students' unions have produced excellent guides for those involved.
43. Student questionnaires are employed by over 60 per cent of providers, although they vary greatly in type and effectiveness. In particular, there is considerable variation in practice regarding the focus of the questionnaire, the depth of questioning and the degree of analysis applied to the data. The assessors noted relatively few examples of the use of questionnaires in relation to the period of residence abroad. In a significant minority of institutions, student opinion derived from questionnaires is directly linked to staff appraisal and is therefore confidential; in most such cases, the impact on quality enhancement is difficult to evaluate. Some providers place greater emphasis on institution-wide questionnaires, often at the expense of subject focus. Whatever the systems used to identify student opinion, the assessors confirm that in half the institutions visited, students receive adequate feedback on the impact of their views; this is not the case in roughly one-third of institutions.
44. Most institutions now have appropriate procedures for the induction of new full-time academic staff; they frequently involve appropriate pedagogical training and mentoring by existing staff, and in some cases they lead to certification. For part-time staff, language assistants, and technical and administrative staff, such arrangements exist only in a small minority of cases, and are explicitly considered to be inadequate in some 20 per cent of institutions. Most providers have staff appraisal systems, and in most cases there is a clear link between appraisal and identification of staff development needs. However, the existence of a coherent staff development policy at subject level is identified in only one-quarter of the reports. Although appropriate development opportunities are said to exist in about half the institutions visited, the take-up by German staff is described as good in only one in five cases. More positively, peer observation and review of teaching now exists in over 40 per cent of providers and is contributing to the dissemination of best practice, and a higher profile for teaching quality. In some cases, subject providers have established a teaching and learning forum, and teaching workshops are held on a regular basis. However, less than 10 per cent of institutions include the quality of teaching within their essential criteria for promotion to senior posts.
45. The self-assessments produced by staff in German and related languages give an accurate description of provision in the vast majority of cases. However, only 50 per cent include an appropriate degree of analysis and evaluation, the remainder being descriptive and lacking in self-criticism. A significant minority fail to supply adequate statistical evidence.
Conclusions
46. The overall quality of educational provision in German and related languages in higher education institutions is high. On single language visits, all 26 providers were approved, whereas on joint language visits the quality of education was approved in 43 of the 45 providers visited. In all six aspects of provision, the vast majority of institutions are making at least a substantial contribution towards the attainment of subject objectives.
47. The key features of provision in German and related languages are as follows:
a. Provision in German and related languages is above all distinguished by its variety, with a wide range of programmes meeting the whole spectrum of students' needs.
b. In half the institutions assessed, the curriculum is coherently structured, as well as offering considerable flexibility and choice. In most institutions, staff expertise is having a direct and positive influence on students' learning experience.
c. Foreign languages provide a context in which the close and beneficial relationship between subject-specific and transferable skills is reflected in the design of most curricula. However, the majority of providers do not yet have a coherent strategy for IT at the subject level.
d. The period of foreign residence is critical to the development of both linguistic and general skills; the vast majority of students confirmed the immense value of this part of their educational experience.
e. Most providers offer a wide range of teaching approaches with a healthy level of innovation, but surprisingly few institutions have an established policy for use of the target language; teaching entirely in German and related languages is the norm in less than 20 per cent of institutions.
f. The quality of teaching in German and related languages is very high, although procedures for the dissemination of best practice could be further developed in many cases.
g. Trends in demand for German and other programmes reflect the expansion of combined and non-specialist provision which now attracts the vast majority of students in the subject. Postgraduate recruitment is very small.
h. Some three-quarters of undergraduates studying German and related languages are female. Recruitment to honours programmes is still predominantly from school-leavers, although a majority of institutions report an increase in entrants with non-standard qualifications and mature students.
i. Progression rates and degree results are very positive on the whole, and in a clear majority of institutions there is a good record of graduates entering full-time employment or further study
j. The high quality of student support and guidance is the most positive feature to emerge from the assessment process. Staff-student relations in the subject are excellent, and are set within a context of effective central and local systems for academic and pastoral support.
k. Learning resources for German and related languages are extremely variable in quality; the assessment process revealed that former UFC institutions are generally in a more favourable situation than former PCFC institutions.
l. An important feature of the provision is the extensive use of native speakers. Staff in most institutions are committed and well qualified, with appropriate research interests, but in over one-quarter of institutions staff are too few in number or ineffectively deployed.
m. There is considerable variability in the quality of library resources, with former PCFC institutions again faring much worse than former UFC institutions. Specialist book stock is referred to as inadequate in 28 of the 71 providers.
n. The quality of teaching accommodation is good in most institutions, but leaves scope for considerable improvement in a significant minority of cases.
o. Well-resourced language learning centres are a feature of many institutions, but the use of the facilities they offer is disappointing in many cases. The number of subject areas which offer effective CALL and other IT facilities is roughly equal to the number in which such provision is very limited.
p. The vast majority of institutions have quality assurance systems which are well defined and potentially rigorous, although they are still relatively new in as many as a third of providers. There is some variability in the effectiveness of annual review procedures.
q. In most institutions the opinions of students are highly valued at subject level and their concerns are generally taken seriously and acted upon. However, the use of questionnaires does not always have a significant impact on quality enhancement.
r. Effective procedures for the induction of full-time academic staff are in place in the vast majority of institutions; most also provide a comprehensive programme of staff development opportunities. However, systematic staff development policies at subject level are comparatively rare, and staff take-up is variable. Induction, training and support for part-time staff, language assistants and support staff could be improved in most institutions.
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 German and related Languages as a single subject
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Aston University | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q115/96 |
| Birkbeck College | 4 | 3 | 3 | 4 | 3 | 3 | Quality Approved | Q163/96 |
| Keele University | 3 | 4 | 3 | 4 | 2 | 3 | Quality Approved | Q24/96 |
| King's College London | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q51/96 |
| Lancaster University | 3 | 2 | 3 | 4 | 4 | 3 | Quality Approved | Q136/96 |
| Oxford Brookes University | 3 | 3 | 3 | 4 | 3 | 3 | Quality Approved | Q36/96 |
| Royal Holloway | 3 | 3 | 2 | 4 | 4 | 3 | Quality Approved | Q77/96 |
| University College London | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q189/96 |
| University College London | 4 | 4 | 4 | 3 | 3 | 4 | Quality Approved | Q239/96 |
| University College London | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q48/96 |
| University of Birmingham | 4 | 3 | 4 | 4 | 2 | 2 | Quality Approved | Q13/96 |
| University of Bristol | 3 | 4 | 4 | 3 | 4 | 3 | Quality Approved | Q232/96 |
| University of Durham | 3 | 4 | 4 | 3 | 4 | 4 | Quality Approved | Q38/96 |
| University of Exeter | 4 | 4 | 4 | 4 | 4 | 4 | Quality Approved | Q109/96 |
| University of Hull | 3 | 3 | 3 | 4 | 4 | 2 | Quality Approved | Q175/96 |
| University of Hull | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q113/96 |
| University of Hull | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q209/96 |
| University of Leeds | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q194/96 |
| University of Leicester | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q69/96 |
| University of Liverpool | 4 | 3 | 4 | 3 | 3 | 2 | Quality Approved | Q23/96 |
| University of Manchester | 3 | 4 | 4 | 4 | 3 | 3 | Quality Approved | Q177/96 |
| University of Nottingham | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q150/96 |
| University of Portsmouth | 4 | 4 | 4 | 4 | 2 | 3 | Quality Approved | Q207/96 |
| University of Reading | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q243/96 |
| University of Sheffield | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q149/96 |
| University of Sunderland | 3 | 2 | 3 | 3 | 3 | 3 | Quality Approved | Q205/96 |
| University of Ulster | 3 | 4 | 4 | 4 | 2 | 2 | Quality Approved | Q174/96 |
| University of Warwick | 4 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q216/96 |
| University of Westminster | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q244/96 |
| University of Wolverhampton | 3 | 3 | 2 | 4 | 3 | 2 | Quality Approved | Q102/96 |
Institutions Assessed in Modern Languages Including German and Related Languages
The grades given below refer to all the subjects assessed, not just the German and related languages elements| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Anglia Polytechnic University | 4 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q230/96 |
| Bolton Institute of Higher Education | 3 | 3 | 4 | 3 | 3 | 3 | Quality Approved | Q201/96 |
| Bournemouth University | 2 | 2 | 3 | 4 | 1 | 2 | Subject to reassessment within one year | Q241/96 |
| Chester College of Higher Education | 3 | 3 | 3 | 4 | 4 | 2 | Quality Approved | Q107/96 |
| Coventry University | 3 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q199/96 |
| De Montfort University | 2 | 3 | 3 | 3 | 3 | 3 | Quality Approved | Q132/96 |
| De Montfort University, Bedford | 3 | 3 | 3 | 4 | 2 | 4 | Quality Approved | to be published |
| Goldsmiths College | 3 | 3 | 3 | 4 | 2 | 2 | Quality Approved | Q70/96 |
| Kingston University | 4 | 3 | 3 | 4 | 3 | 4 | Quality Approved | Q104/96 |
| La Sainte Union College of Higher Education | 2 | 2 | 2 | 4 | 1 | 2 | Subject to reassessment within one year | Q236/96 |
| Leeds Metropolitan University | 3 | 3 | 3 | 3 | 3 | 4 | Quality Approved | Q210/96 |
| Liverpool Institute of Higher Education | 3 | 3 | 3 | 4 | 2 | 4 | Quality Approved | Q68/96 |
| Liverpool John Moores University | 3 | 3 | 3 | 3 | 4 | 3 | Quality Approved | Q90/96 |
| London Guildhall University | 3 | 3 | 3 | 4 | 3 | 3 | Quality Approved | to be published |
| Manchester Metropolitan University | 3 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q91/96 |
| Middlesex University | 3 | 3 | 3 | 4 | 3 | 3 | Quality Approved | to be published |
| The Nottingham Trent University | 3 | 3 | 3 | 3 | 2 | 3 | Quality Approved | Q99/96 |
| Queen Mary and Westfield College | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q105/96 |
| The Queen's University of Belfast | 3 | 3 | 4 | 3 | 3 | 3 | Quality Approved | to be published |
| Sheffield Hallam University | 3 | 4 | 3 | 3 | 3 | 3 | Quality Approved | Q180/96 |
| South Bank University | 4 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q49/96 |
| Staffordshire University | 4 | 3 | 4 | 4 | 2 | 4 | Quality Approved | Q84/96 |
| Thames Valley University | 2 | 3 | 3 | 3 | 4 | 3 | Quality Approved | Q55/96 |
| UMIST | 3 | 3 | 3 | 3 | 3 | 3 | Quality Approved | Q211/96 |
| University of Bath | 3 | 3 | 4 | 4 | 2 | 3 | Quality Approved | Q82/96 |
| University of Bradford | 3 | 3 | 3 | 4 | 3 | 2 | Quality Approved | Q37/96 |
| University of Brighton | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q41/96 |
| University of Cambridge | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q171/96 |
| University of Central Lancashire | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q222/96 |
| University of Derby | 3 | 3 | 3 | 3 | 3 | 3 | Quality Approved | Q168/96 |
| University of East Anglia | 3 | 3 | 2 | 4 | 4 | 3 | Quality Approved | to be published |
| University of East London | 3 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q61/96 |
| University of Hertfordshire | 2 | 3 | 3 | 3 | 2 | 3 | Quality Approved | Q208/96 |
| University of Huddersfield | 2 | 3 | 2 | 3 | 2 | 3 | Quality Approved | Q4/96 |
| University of Kent at Canterbury | 3 | 3 | 4 | 4 | 3 | 2 | Quality Approved | Q141/96 |
| University of Luton | 3 | 3 | 3 | 4 | 3 | 4 | Quality Approved | to be published |
| University of Newcastle upon Tyne | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q146/96 |
| University of North London | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q242/96 |
| University of Northumbria at Newcastle | 4 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q162/96 |
| University of Oxford | 3 | 4 | 4 | 4 | 4 | 2 | Quality Approved | Q240/96 |
| University of Southampton | 2 | 3 | 3 | 4 | 3 | 3 | Quality Approved | Q124/96 |
| University of Surrey | 3 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q45/96 |
| University of Sussex | 2 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q117/96 |
| University of the West of England, Bristol | 4 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q184/96 |
| University of York | 3 | 4 | 4 | 4 | 4 | 3 | Quality Approved | Q185/96 |
Note:
- Aspects of Provision are:
- 1. Curriculum Design, Content and Organisation
- 2. Teaching, Learning and Assessment
- 3. Student Progression and Achievement
- 4. Student Support and Guidance
- 5. Learning Resources
- 6. Quality Assurance and Enhancement
Annex B
Subject Specialist Assessors in German and Related Languages
Professor Bo G Almquist
Dr Linda Archibald
Dr J Stephen Barbour
Dr Peter J Barker
Dr Alan D Best
Dr Christopher C Bissell
Dr Helen L Boak
Dr Peter C Brown
Mr G Malcolm Burnett
Dr Richard F M Byrn
Dr Thomas Carty
Professor William A Coupe
Mrs Christine K Crompton
Dr Sydney G Donald
Mr Raymond W Donne
Professor Osman Durrani
Dr Robert Foot
Mr William Hanson
Dr Paul D Hartley
Professor David W Head
Mr Bernhard Lorenz Herhoffer
Ms Christiane Hermann
Ms Charlotte Hoffmann
Mrs Marion C B H Houssart
Mr D H Roger Jones
Mr Michael R Jones
Mr Barrie K Joy
Dr William J King
Professor Karl Koch
Mr Edward V Lawler
Dr Ladislaus Lob
Dr Derek McCulloch
Dr Kenneth A G Mills
Dr Margaret Morey
Ms Gudrun E Myers
Dr Gerald Newton
Dr Raymond C Ockenden
Professor John Osborne
Dr John F Page
Dr K Stuart Parkes
Mr John A Partington
Dr Michael F Perraudin
Mr Stephen Pidcock
Mrs Ruth M Pilkington
Miss Jean M Rankine
Mrs Anne E Ransome
Dr Maurice M Raraty
Dr Ritchie N N Robertson
Mrs Ursula Ross
Professor B Schludermann
Mr Ian S Scott
Dr Bernard Standring
Professor Arrigo V Subiotto
Dr John R Theobold
Professor Colin D Townsend
Professor Anthony F Upton
Mr Christian S Von Arnim
Dr Stephen J Walton
Dr Lorraine L Watkins-Mathys
Mr Bruce A Watson
Dr Joachim Whaley
Dr John P Wieczorek
Mr Michael Woodhall
Ms Ricarda Zoellner
Reporting Assessors Participating in the Assessment of German and Related Languages
(Including those RAs participating in modern language visits that included the subject)
Dr John Barkham
Professor Terence Baylis
Professor David Booth
Eur Ing Alan Chantler
Mr Peter Clarke
Professor Donald Conway
Eur Ing Roy Crowcroft
Professor Robert Davies
Dr Andrew H Dawson
Professor (Emeritus) Geoffrey Doherty
Ms Helen Galas
Mr Anthony Harding
Professor Dennis Hardy
Dr John Hurley
Ms Elisabeth Joyce
Mr David Kinnear
Mr Anthony Laird
Mr David Lewis
Mr Joseph Longden
Mr Alan Nisbett
Mrs Christine Plumbridge
Professor William Plumbridge
Mr Michael Ryder
Dr Robert Schofield
Mr John Warren
Professor David Weitzman
Dr David Whan
Printed copies of this report are available priced £2.00 from:
Quality Assessment Division
HEFCE
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Facsimile 0117 931 7446
Full Subject Index