Subject Overview Report
Reference QO 2/96
Date November 1996
Quality Assessment of French
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
French
Summary
Higher education provision in French is notable for its diversity. The subject is adjusting to changing demands and pressures on recruitment by increasing curricular choice and developing more resource-based learning. However, while subject permutations and the choice of specialisms are wide, opportunities for part-time study are limited. Curricula are regularly informed by staff scholarship and research. A period of residence abroad is a distinctive and valuable feature of language provision. It operates most effectively when integrated into the wider curriculum and underpinned by good administrative support.
The quality of teaching and learning is generally high, with an emphasis on small-group work. Over 45 per cent of classes were awarded grade 4 by the assessors, and a further 40 per cent grade 3. The increase in resource-based learning is not often accompanied by a coherent strategy for its use. Although assessment methods are appropriate, more attention needs to be given to assessment criteria.
The large majority of students are female. Achievements in final examinations are high; over 50 per cent of students obtain First or Upper Second class degrees. Students gain extensive knowledge of French culture and society, as well as impressive transferable skills. The development of language skills is more variable. This is clearly an issue for French providers, linked in some cases to arguments about whether to use French as the language for classroom teaching. Graduates of French find careers in a diverse range of professions and many students confirmed the relevance of their courses as a preparation for employment and further study.
Much teaching accommodation is well matched to the needs of the subject, but inappropriate accommodation was one of the most commonly observed weaknesses of classes. Libraries are mostly well resourced, although the provision of French language newspapers and periodicals is variable. Overall, general information technology (IT) facilities are good, and sophisticated audiovisual facilities and satellite television are established features of the provision. Nevertheless, student access to specialist IT and computer-assisted language learning (CALL) materials remains an issue across the provision.
Institution-wide quality assurance schemes are effective, but a few small French departments are over-dependent on informal arrangements. Staff development is usually effective despite the lack of a formulated policy and the limited participation of experienced teachers. Induction and support arrangements for new staff are effective; those for part-time staff and foreign language assistants are less so.
Overall, the support and guidance offered to students of French is a strength. There are good working relations, and academic staff are committed to their students' welfare. In most institutions, the quality of support in the subject area complements the generally effective and well-established central support systems.
Introduction
1. This Overview Report presents the findings of the assessment in 1995-96 of the quality of higher education in French provided by universities and colleges in England and Northern Ireland. It has been derived from the reports of the 75 assessment visits carried out, 30 of which were single-subject visits and 45 in which French was assessed as part of a wider modern languages provision. Its main purposes are to highlight positive features and areas for improvement, and to assist in the dissemination of best practice.
2. There is a wide range of opportunities available for the study of French, offering students considerable choice between institutions and within study programmes. Single honours programmes are offered by 44 per cent of providers, and over 80 per cent of institutions now include French within combined or joint honours degrees, usually with another foreign language. The most popular combinations other than languages are with business and management studies (44 per cent), and European studies (33 per cent). Law and various science/engineering/IT combinations make up virtually all the remainder. In addition to this combined honours provision, most institutions offer further flexible subject combinations with French through modular schemes. The other significant development in recent years has been the growth of institution-wide language programmes. These are often taught by language centres, and offer tuition to all students from beginners upwards; around 60 per cent of providers offer French as part of an institution-wide programme. Taught postgraduate programmes are offered in French by 56 per cent of providers, although a large majority recruit fewer than 10 students a year.
Aims and Objectives
3. The statements of aims and objectives for French are mostly clear, although in some cases the need to enumerate discrete objectives for a diverse range of courses and qualifications has caused problems. In only a minority of cases is there a clear link between aims and specific objectives, although links between aims and institutional mission statements are more common.
4. The wide spread of stated aims and objectives reflects the diversity of French provision, but there is also a shared set of commonly quoted generic aims and objectives. Aims regularly include a commitment to scholarship, teaching underpinned by high-quality research, and the advancement of knowledge in relation to French language and Francophone culture. Virtually all providers have objectives concerned with understanding aspects of French life and culture, including business, economics, literature and politics. The development of fluency in written and spoken French is also a consistently expressed objective, along with critical and analytical skills, and awareness of cultural differences. Transferable skills are frequently mentioned, including presentation, independence, and the ability to marshal evidence and present arguments. For taught postgraduate courses, preparation for independent research is most often quoted. The main objective on institution-wide French programmes is the confidence to communicate effectively. In general, the assessors were impressed by the extent to which these aims and objectives are effectively translated into the varied curricula.
Curriculum Design, Content and Organisation
5. On the single-subject visits, 33 per cent of providers received grade 4, 60 per cent grade 3 and 7 per cent grade 2 for this aspect. On the modern language assessments which included French, 15 per cent of the providers received grade 4, 67 per cent grade 3 and 8 per cent grade 2.
6. The provision of French in higher education is distinguished by its richness and variety. With the increase in modular schemes and of institution-wide language programmes, it is possible to study French at any level from beginner to postgraduate and either singly or in combination with virtually any other subject. In almost all institutions French may be combined with another European language; in a small number of providers, Middle-Eastern, Asian and African languages are also available. The most popular combinations for French with non-language subjects are business and management studies, and European studies, but the range includes such innovative programmes as French with computational linguistics, with agricultural economics, and with computer systems engineering. However, modes of study are less flexible than curricula, with limited opportunities for obtaining degree-level qualifications through part-time study.
7. There is also considerable variety within the French curriculum. Whereas all programmes have specific objectives in terms of language skills, the 'content' courses which provide the contexts in which these skills are developed are diverse. They embrace literature from the Middle Ages to the present, area studies, cultural and media studies, and business and management, in a range of combinations. In a small number of cases, there is genuine interaction between language and content courses. The curricular framework generally offers progression to more specialised study, and in over 60 per cent of cases the assessors commented positively on the choice available to students. In some 75 per cent of the institutions visited, staff expertise is well matched to the needs of the curriculum, and staff scholarship and research are having a direct and positive influence on the taught programmes. In a minority of cases, where the content element is taught largely through the language curriculum, the assessors expressed concerns about the depth of treatment and the degree of challenge offered to students.
8. In over 50 per cent of the assessments, the language curriculum was judged to have a coherent structure, with objectives translated effectively into targets for a wide range of linguistic skills. Nevertheless, more than 30 per cent of the language programmes observed were felt to lack adequate rigour and progression, while issues such as register and style were not always being adequately addressed. The assessors noted the increasing use of thematic dossiers on aspects of French society, which were yielding mutually enriching links with the content curriculum. The large majority of the institution-wide language programmes seen are successfully meeting their aims and objectives.
9. Institutions vary in their definition of transferable skills, whether they are explicit, and how far they have been integrated within the curriculum. In more than 30 per cent of the assessment reports, achievements are recognised in areas such as group work and presentation skills. Some of the work has been developed with support from the Enterprise in Higher Education initiative. In contrast, over 20 per cent of institutions have yet to translate aims and objectives relating to transferable skills into specific learning outcomes. Information technology skills in particular have a low profile; few institutions offer a structured course at basic or more advanced level as part of their taught French programmes. In around 20 per cent of the institutions assessed, IT provision within the curriculum was regarded as inadequate for the attainment of the stated aims and objectives. Most undergraduate programmes provide students with appropriate preparation for employment or further study.
10. Virtually all of the French honours programmes require a substantial period of foreign residence; this 'period abroad' is a distinctive feature of language provision. Final-year students attached great value to this part of their course; many saw it as pivotal, helping to develop independence while providing a focus for the latter stages of their studies. The period abroad is normally spent at a French university, working as a teaching assistant, or on a work placement. In a small number of institutions, the assessors were impressed by the wide range of opportunities on offer, the organisational structure developed for the allocation, preparation and monitoring of the placements, and the subsequent dissemination of students' experiences. Such arrangements help to ensure that all students get the best from this major part of their programme. However, despite its undoubted importance, the assessors found that only about 30 per cent of providers have successfully integrated the experience into the curriculum. It is also rare for the assessment of the period abroad to make a significant contribution to a student's degree classification. In a few institutions, students are able to use the period abroad to acquire dual qualifications, a perceived advantage in the job market.
11. Taught postgraduate programmes have three principal focuses: literature; business and management; and specific language skills such as translating and interpreting. The reports are consistently positive in their assessment of taught postgraduate curricula. Current and former students commented particularly favourably on the impact of staff research and the degree of choice open to them. In a minority of cases, problems have occurred when elements of postgraduate and undergraduate programmes have been unsuccessfully merged.
Teaching, Learning and Assessment
12. Of the single-subject visits to providers, 20 per cent were awarded grade 4, 73 per cent grade 3 and 7 per cent grade 2. On the modern language visits that included French, 16 per cent were awarded grade 4, 80 per cent grade 3 and 4 per cent grade 2 for this aspect.
13. In at least 75 per cent of institutions, the range of teaching and learning methods used on French programmes was judged to be appropriate. The methods are usually well matched to stated aims and objectives, though there was less evidence of explicit strategies for curriculum delivery. For example, although effective use is made of the target language in many of the institutions visited, about 30 per cent of reports draw attention to the absence of an agreed policy. There are a number of outstanding examples where the teaching of content and language programmes is co-ordinated in a coherent and systematic way.
14. Teaching approaches are usually varied, and there are some rare examples of genuine innovation. Content courses are taught mainly through lectures and seminars, and a minority of providers successfully maintain individual tutorials. Language courses are taught through a mixture of seminars, language classes, workshops and language laboratory sessions; students can acquire and improve grammatical competence. Most oral classes are provided effectively by foreign language assistants. Oral presentations by students are regularly used, and in a significant minority of cases students are systematically involved in paired work, group activities, case studies, role plays, peer tutoring and the active use of audiovisual resources. Few institutions make widespread use of IT to deliver the language curriculum, but the assessors found impressive examples of bespoke programmes being developed to promote translation skills and vocabulary acquisition.
15. The assessors noted that teaching and learning approaches are changing in response to diminishing resources and changes in degree structures, but that the implications for delivery by individual teachers need to be given further thought. For example, while many French language sessions are now longer than the traditional one-hour class, the teacher's approach is not always adjusted to use the additional time effectively. Larger classes are adversely affecting learning in around 20 per cent of the institutions offering French. Increased opportunities to take French, including the institution-wide provision, has led to a more diverse mix of students within some classes. This can yield positive results, for example where the language skills and knowledge of native French speakers are used for the benefit of group members. However, in roughly 30 per cent of the institutions visited the teaching of mixed-ability groups is also creating significant problems, as teachers are not able to meet the differing needs and expectations of students.
16. An emphasis on independent learning is a characteristic of most provision, accompanied in many cases by fewer teaching-contact hours. In about 30 per cent of the institutions visited, French staff have made considerable progress towards implementing independent student learning. Nevertheless, in a somewhat higher percentage of cases, there is a need to ensure that students have thorough schemes of work and that independent study is more fully integrated into overall teaching and learning programmes.
17. The grading of individual teaching and learning sessions reveals a positive profile. Of the 650 sessions observed during single-subject French assessments, 43 per cent were grade 4 and thus judged to have made a full contribution to meeting learning objectives; 40.5 per cent were grade 3, and 14 per cent were grade 2; only 2.5 per cent were grade 1. In nearly 60 per cent of visits, there were no classes at grade 1. Of the 1,446 teaching sessions observed during modern language visits including French, outcomes were very similar. Overall, the average grade for observed teaching sessions was 3.3.
18. The vast majority of students consulted were happy with the quality of teaching, and in about 50 per cent of the institutions visited, the assessors remarked on the excellent working relations between students and staff, with education conducted in an atmosphere of good humour, generosity of spirit and mutual respect.
19. Among the features most often identified by the assessors as contributing to effective practice are the enthusiasm of teaching staff and the positive impact of staff scholarship and research on the teaching of language and content courses. Students are often given an appropriate level of intellectual challenge. The assessors found that most observed sessions had precise objectives, were clearly set within the context of the curriculum as a whole, and were well planned and structured. High levels of student participation were noted in just over 40 per cent of the provision; in the best sessions conducted in French, students were developing their interpersonal, linguistic and specialist skills simultaneously. However, the assessors regularly commented on the need to disseminate good practice more effectively.
20. In the observed sessions where learning objectives were not fully met, reasons varied, but some common shortcomings were identified. These included a tendency for the teacher to dominate where student interaction was called for; this sometimes arose from a lack of familiarity with the questioning skills needed to promote effective debate. Other failings arose from inappropriate accommodation or room layout, poor time management, slow delivery, or the inability to make appropriate use of audiovisual facilities. Where there was little student participation, their lack of preparation was often cited as a cause. The failure of staff to offer students an appropriate level of challenge was regarded as significant in about 30 per cent of visits.
21. The reports reveal a mixed picture of assessment processes. In nearly 30 per cent of the institutions visited, the assessors considered the assessment processes to be varied and well matched to teaching and learning objectives, and to student needs. However, in just over 20 per cent of cases the range of assessment methods was considered too narrow to test the stated learning outcomes. Innovative assessment processes include the production of portfolios of independent work, dossiers of achievement of various kinds, and group projects, sometimes involving the imaginative use of technology.
22. There is a need for staff to give more thought to assessment criteria. In some 30 per cent of institutions, criteria were judged to be unclear or inconsistently applied, for example in the relative weighting of content and language work or the assessment of oral presentations. The clarity of assessment criteria is identified as a strength in only 20 per cent of institutions. In about 50 per cent of institutions visited, feedback to students on their work is of excellent quality, but in over 20 per cent of cases it is inconsistent, inadequate or considerably delayed. The quality of marking is variable between, and sometimes within, institutions.
Student Progression and Achievement
23. For this aspect, 53 per cent of the single-subject assessments received grade 4, 43 per cent grade 3 and 4 per cent grade 2. On the modern language visits including French, 31 per cent were awarded grade 4, 62 per cent grade 3 and 7 per cent grade 2.
24. There are distinct and conflicting trends in the demand for places to study French. Whereas some providers have 10 or more applicants for each place, others are fighting to remain viable. Many have responded imaginatively to a steady fall in demand by extending the range of course/programme options. In general, French taken within joint or combined programmes is enjoying more buoyant recruitment than as a single honours programme. There are relatively few part-time students on French programmes, except in the small number of institutions with a major commitment to part-time advanced study, or where an institution-wide scheme is open to the local community. On single and joint language programmes, most students are female, usually in the ratio of 2:1 or more.
25. Overall, former UFC institutions still require entrants to have high GCE A-Level points scores; most recruit well-qualified students with GCE A-Level scores of 22 or more points. Nevertheless, the assessment reports identify some examples of falling applications and a trend toward lower GCE A-Level points scores. Although many institutions are committed in their aims to attracting more students with non-standard entry qualifications, their achievements in this respect are patchy; it is common for the intake to include less than 10 per cent of mature students, most of whom may have the normally required academic qualifications. The former PCFC institutions tend to have a more diverse intake, in respect of age, experience and qualifications. Where GCE A-Level qualifications are recorded, entrants' overall score is more likely to be between 11 and 17 points.
26. Across all provision, entry qualifications for students entering joint language programmes are usually higher than those for single honours French. The entrants' language skills are variable, reflecting new emphases in school curricula: increased confidence in expression is often accompanied by reduced grammatical accuracy. This presents a clear challenge to teachers, who are adopting a variety of strategies; for example, one subject provider uses a grammar checklist for new entrants, and some providers integrate grammar exercises into thematic dossiers. A number of staff teams are developing CALL materials to help students address shortcomings in grammar through independent study.
27. After the first year, retention rates for French are reported to be high in over 60 per cent of all the assessment reports and over 80 per cent of the single-subject French assessments. Completion rates are above 90 per cent in many places, although problems with retention were signalled on some 25 per cent of assessment visits. In institutions running large and complex modular schemes, retention and completion rates are difficult to assess, and sometimes not calculated separately for individual subjects. The schemes may be designed to facilitate different entry and departure points, and allow for relatively short periods of time studying any one subject. Some institutions have been particularly successful in retaining students on institution-wide language programmes. This has been helped by the commitment of staff in ensuring that students from other subject areas feel a sense of identity with French, despite teachers having little direct influence over the overall study programme of students from other subject areas.
28. The academic progress made by students is monitored effectively in most institutions, although in some 10 per cent of cases shortcomings were identified. Increasingly, a minimum level of attendance is being set for the successful completion of course units. The assessors were impressed by a number of systems for the electronic monitoring of students' progress and performance. These enable staff to identify problems arising from a student's achievement on an individual unit or from unsatisfactory attendance, and to respond quickly.
29. Overall, the final degree awards for French graduates are good. In many institutions, over 50 per cent of students graduate with an Upper Second class degree or better. On nearly 40 per cent of visits, the assessors identified an element of added value in students' achievements. Examples include: graduates who entered without academic qualifications gaining honours degrees; and the successes of non-specialist French students on institution-wide language schemes. On one institution-wide scheme, over 60 per cent of non-specialist students achieve their target level qualification. In contrast to the positive overall picture, some of the most able students are not stretched. Changes to procedures for arriving at degree classifications, including the wider range of course components, are felt by many teachers and the assessors to have reduced the proportion of First class degrees awarded.
30. In most cases, external examiners are supportive of the achievements of students of French. Few examiners question the levels of attainment or the grades awarded. Nevertheless, in some 10 per cent of the reports, the assessors noted generous marking, sometimes for work which contributed to the final degree award.
31. The assessors evaluated students' achievements in respect of the knowledge, understanding and skills (both general and specialist) gained during the study programmes. These were assessed largely from direct observations, statistical data and careful scrutiny of students' work; the evidence was then measured against the provider's declared aims and objectives. There is a variable picture of the development of language skills. The assessors found examples of students using accurate spoken French to express sophisticated arguments in different cultural, social and political contexts. They also saw written work which was often fluent, clearly expressed and cogently argued, moving easily between formal and informal registers. However, there were almost as many occasions when the often stated objective of proficiency in written and spoken French was not being fully achieved, particularly for grammar. In the few institutions developing professional skills, for example in translation, demanding objectives are being met, usually with the help of practising professionals.
32. A good level of contextual understanding is being achieved across the content programmes. Students can engage with a wide range of challenging topics relating to French culture, history, literature, business and politics, and are acquiring appropriate analytical frameworks. Much of the written work is well structured and illustrates a critical understanding of the material. The best written assignments show the ability to consider topics from a variety of perspectives, to select relevant sources and to organise arguments and materials effectively.
33. The assessors were impressed by the range of transferable skills displayed by students of French. These qualities were noted across all types of provision. Students' general intellectual development is reflected in their high level of analytical and critical skills. Well-honed communication and presentation skills were evident in many of the assessors' meetings with students, as well as in the observed classes. Many students were confident and articulate and could marshal evidence to support coherent argument. Students' expertise in the general use of IT is variable. Some possess the skills needed to use computer databases, electronic document searches and recorded video materials as part of their work. For these students, virtually all work is word-processed and E-mail is an established medium of communication. In contrast, at a few of the meetings with the assessors, students expressed concern that they had not acquired even basic skills of word-processing and information retrieval.
34. The period spent abroad has a major influence on the progress and achievements of students of French. The assessments confirm that, on their return, students have increased linguistic competence, confidence and maturity. There is also an improvement in transferable skills, including planning and organisational competences. However, these skills and experiences are not always built upon in a systematic way, particularly the linguistic competence.
35. Most graduates of French (in several instances over 90 per cent of a graduating cohort) secure employment or enrol for postgraduate study. Graduates enter a range of professions, including the business, financial, legal and media sectors in the UK and abroad. Many also follow well-established routes as teachers in schools and in further and higher education. In meetings with assessors, graduates confirmed the relevance of their courses as a preparation for employment or further study.
Student Support and Guidance
36. For this aspect, 77 per cent of the single-subject assessments received grade 4, 20 per cent grade 3 and 3 per cent grade 2. On the modern language visits including French, 76 per cent received grade 4 and 24 per cent received grade 3.
37. Overall, the support and guidance offered to students of French is a strength. Academic staff have a genuine commitment to the welfare of students; in many cases, this commitment includes the French language assistants. In a few institutions, aims and objectives refer specifically to support and guidance, but generally the need for such support is implicit and underpins the aims and objectives relating to students' learning, progression and achievement.
38. Support and guidance usually begin with open days and induction. In the large majority of cases, students enjoy useful induction programmes, with the most successful organised around structured activities. The assessors were impressed by the role of second and fourth-year students in some induction schemes; they act as mentors and guides to new entrants.
39. The central element of nearly all support systems is the personal tutorial. Usually students are allocated the same personal tutor for their whole degree programme, although in a few cases the tutor may change each year. Meetings with the personal tutor may be formally timetabled or left to the student's initiative. Generally, students value the personal tutorial system and consider it to be effective. Where students reported variable effectiveness in the system, reasons included higher student numbers or increased pressures on staff time, leading to an unmanageable level of demand on tutors.
40. Students of French feel able to approach members of staff other than their designated tutor for pastoral advice. This is made possible by the positive relations between staff and students in French, helped by the small-group sessions which are a feature of language teaching. There is a general overlap between academic and pastoral support. In some cases this has been formalised and first-year students meet their personal tutor in a small group for regular tutorials in a core module or for study skills. This ensures that students know their personal tutor, and can share problems with other students.
41. A strong feature in over 50 per cent of providers is the high-quality printed information produced for students both centrally by the institution and at subject level. The best materials are set out with admirable clarity and provide valuable support and guidance. The assessors noted that the quality and quantity of information for postgraduates does not always match that for undergraduates.
42. Effective study skills are identified in over 40 per cent of the assessment reports. Students with learning difficulties may be identified by a diagnostic test at an early stage of their course. Examples of innovation and good practice in providing study skills include a scheme for mentoring through support groups, led by appropriately trained students. Another successful approach centres around 'rescue classes' for students encountering difficulties in French language work, for which the syllabus is partly negotiated by the students themselves.
43. Generally, students are well prepared for the period spent abroad. Appropriate support is usually provided by their home institution. In over 60 per cent of the assessments, preparation and support were judged to be effective, though in a few institutions they were minimal. Preparation is generally through handbooks and meetings which often involve final-year students sharing their experiences. The best handbooks cover practical as well as academic aspects. 'Cultural transition' workshops are an innovative way to help adapt to life and work in a foreign country. Work packages or learning contracts, setting clear aims and objectives, also help students to make the most of their experience.
44. Pastoral visits to students abroad are a formal part of the monitoring arrangements in at least 25 per cent of institutions. Otherwise, reliance is placed on casual visits, support from the host university, or on communication by letter, telephone or E-mail. Where students are required to undertake a project or dissertation during their time abroad, additional support is usually provided by their academic supervisor. Most students of French feel adequately supported, whichever combination of approaches is adopted. In some institutions, the support has been flexible enough to meet the special needs of a small number of disabled students, as well as mature students with young children.
45. In 60 per cent of cases, institutions were found to offer a good range of effective central services, including student counselling, welfare, health, accommodation, and careers advice. Many have well-established and effective links between central services and the French subject area. Some careers services are particularly active, organising workshops on writing a curriculum vitae, interview techniques, and personality and aptitude tests. They may also collaborate on arrangements for the period abroad to optimise its potential for subsequent employment. Graduates particularly appreciate being able to use the careers service for some years after completing their degree.
Learning Resources
46. On the single-subject visits, 43 per cent of providers received grade 4, 53 per cent grade 3 and 4 per cent grade 2 for this aspect. In the modern language assessments which included French, 31 per cent were awarded grade 4, 38 per cent grade 3, 27 per cent grade 2 and 4 per cent were awarded grade 1 for this aspect.
47. The quality and accessibility of learning resources for French are variable. Most institutions aim to provide a range of learning contexts through which students can develop subject-specific and transferable skills and take responsibility for their own learning. This requires appropriate and accessible learning resources in library and information services, as well as in specialist language equipment and courseware. In only a few cases are the strategies to meet this need clearly articulated.
48. Over 50 per cent of the libraries seen by the assessors were well resourced with appropriate specialist book stock for French language and literature. However, a large proportion of the remainder had shortages in key areas. Some libraries have distinctive specialist collections, for example on the French Revolution or Quebec, and specialised dictionaries for postgraduate translation courses. The provision of French language newspapers and periodicals is less satisfactory, although in some institutions it is outstanding and matches the contemporary focus of the curriculum. Library resources, even when limited, are usually deployed effectively as a result of the commitment and imagination of library staff, many of whom are graduates of French. This has clear advantages in the help provided for students and in ensuring effective liaison between library and academic staff, which is identified as a positive feature in over 45 per cent of the reports. Students generally appreciate the assistance and consideration they receive, including helpful library induction programmes.
49. Where there are insufficient copies of commonly used texts for French, efforts have been made to alleviate the problem through short-loan schemes, study packs and CD-ROMs. An increasing number of library catalogues are computerised and in some institutions students make extensive use of databases to identify source materials for coursework. Library opening hours are variable, but can be as much as 24 hours each weekday plus access at weekends. The availability of study space is generally good.
50. Students of French have good or reasonable access to appropriate general IT facilities in most institutions, but the availability of specialist IT facilities and CALL materials is more variable. Some 25 per cent of institutions are still at an early stage of developing CALL, and have a limited range of programmes. Specialist IT provision generally meets the requirements of current curricula, but there may be a need for improvement and clearer strategies for its use if it is to cater for new developments. Audiovisual facilities and satellite television are now central to language provision; a few institutions have invested heavily in sophisticated multi-media resource centres. Workstations typically give students ready access to CALL programmes, French language broadcasts, French language word-processing, CD-ROM, specialised dictionaries, computerised library catalogues, E-mail, the world-wide web and other databases. Satellite television is sometimes networked across the campus.
51. Language laboratories are, in general, appropriately resourced for teaching and self-access by students. In about 50 per cent of cases, students of French also enjoy access to high-quality resources in institutional language centres. In the best examples, an on-going replacement programme incorporates new technologies. Technical support is essential to ensure the smooth operation of specialist facilities; this is generally in place, with only a few reports identifying serious deficiencies.
52. Generally, students of French make extensive and effective use of libraries. Their engagement with technological and audiovisual facilities is less consistent. Even where the resources are in place and their use is in line with published objectives, the take-up may remain low unless facilities are integrated within a clear teaching, learning and assessment strategy. Effective practices noted by the assessors include: requiring some English and French coursework to be word-processed; assignments that demand use of satellite television and video; and the use of computer exercises, electronic dictionaries and specialist software in translation courses. Where independent learning is promoted, the assessments suggest that expectations need to be explicitly defined and students' understanding checked.
53. In approximately 50 per cent of the institutions visited, teaching accommodation for French was appropriate and well maintained, and there were relevant teaching aids, including whiteboards, overhead projectors and screens, video and cassette recorders and playback facilities. Staff offices often provide a congenial learning venue, especially for conversation classes. However, on over 40 per cent of assessment visits, accommodation constraints were identified, including rooms that were cramped, depressing, cold, noisy, or of a size or configuration ill-suited to the activity taking place. Although many staff make efforts to transcend their surroundings, an unattractive or unsuitable environment can significantly reduce the quality of the students' learning experience. In several cases where accommodation was identified as poor quality, plans for improvement, refurbishment or relocation were in place.
Quality Assurance and Enhancement
54. In this aspect, 40 per cent of providers receiving a single-subject assessment visit were awarded grade 4, 47 per cent were awarded grade 3 and 13 per cent were awarded grade 2. In the modern languages assessment visits including French, 24 per cent received grade 4, 60 per cent grade 3 and 16 per cent grade 2 for this aspect.
55. Virtually all French provision is offered within the context of a clear and agreed institution-wide scheme for quality assurance. Where an audit by the Higher Education Quality Council had taken place, the ensuing report had usually had a positive impact in establishing or improving quality procedures. In around 20 per cent of institutions visited, schemes were at an early stage of development or undergoing modification. The assessors identified problems in a few institutions, including a lack of clarity in the link between the annual review and the wider institutional system, and inadequate recording of outcomes and responses. In a small number of specialist departments, the quality assurance process is overly dependent on informal arrangements, with instances of staff by-passing formal procedures and taking direct action in response to student representation. Internal procedures for approving new programmes and reviewing existing ones are clear, if sometimes cumbersome.
56. The role of external examiners is widely acknowledged and appreciated. In some institutions, their reports are the most important single input into the regular monitoring cycle. Generally, procedures for external examining operate smoothly. Examiners' reports, with internal responses, are formally addressed within the relevant committee, and concerns promptly addressed. In a minority of institutions, however, there are procedural problems, including confusion over the external examiner's moderating role, and a failure by staff to respond appropriately. In about 15 per cent of assessments, recommendations had been ignored, or action taken late or gone unrecorded.
57. Virtually all staff teaching French attach importance to student opinion on the quality of programmes. Typically, student feedback is gathered through student representatives on committees and staff-student liaison groups, regular informal exchanges between students and staff, and student questionnaires. When liaison groups are formally linked to other committees in the quality system, information flow is improved and effectiveness increased.
A small number of institutions provide training to help student representatives fulfil their duties. Overall, students of French are content that appropriate action is taken in response to their expressed concerns.
58. Questionnaires are regularly used to obtain feedback from students on institutional services such as library and learning resources, as well as the taught programmes. In the increasing number of institutions where questionnaires are tailored to French programmes, students see them as more relevant than institution-wide questionnaires. A subject-specific approach might counter the low or inconsistent return of questionnaires, which the assessors identified in about 20 per cent of institutions. Where they are used for particular taught modules or courses within modules, the results are often confidential to the lecturer concerned. Without breaching confidentiality, some institutions have aggregated the information to produce an overview report. This has proved valuable in identifying issues for discussion amongst staff teams.
59. Rarely is there a formally agreed staff development policy for staff teaching French. Nevertheless, there is usually an appropriate range of development opportunities, including activities relating to teaching skills; new staff are more likely to take advantage of these than longer serving teachers. Staff appraisal or review is well established in the large majority of the institutions visited. Increasingly it is accepted by staff as a useful means of identifying their professional development needs. In one example, a member of staff undertook IT training as a result of appraisal and then helped to establish IT within the department by providing support for colleagues. Peer observation of teaching is a less frequent, though increasing activity. Its introduction has generally been sensitive, but it is as yet rarely adopted for foreign language assistants or more experienced staff. Examples of good practice include a pairing arrangement between staff in different language subject areas, and a 'buddy' scheme in which specialist staff are paired and reflect on their teaching practice at weekly informal staff meetings. Despite such initiatives, it is rare for staff teams to debate or share good teaching practices in a systematic way.
60. Overall, induction and support arrangements for new staff are clear and effective. Generally, they include induction to the institution and to its French provision, mentoring by a senior colleague, and access to short training programmes. Many institutions also encourage new staff to take in-house teacher training qualifications, and a few involve them in team teaching. Part-time staff and foreign language assistants are not always well integrated into teaching groups and the arrangements for their induction and support are less consistent. Some are left to their own devices, but examples of effective practice include: a week-long induction for foreign language assistants, followed by a senior member of staff acting as a mentor; and assistants joining the institution's Certificate in Foreign Language Teaching programme.
61. Many staff are regular visitors to France and French-speaking countries, for personal scholarship and research as well as leisure. This helps them to stay abreast of changing language use, as well as cultural and social developments. Some staff also make monitoring visits to students during their period abroad.
62. The assessors found the self-assessments for French, including those incorporated within modern languages submissions, generally clear and informative. However, in the majority of instances, they were lacking in evaluation, exemplars to support claims and key statistical data.
Conclusions
63. The quality assessment of French shows that students are well supported and that they receive an enjoyable and vocationally relevant education. The subject is adjusting to its changing role and pressures on recruitment by increasing curricular choice and developing more resource-based learning. The quality assessment reports identify many positive features, as well as some significant issues to be addressed, including the need for more strategic thinking in areas such as teaching and learning, and learning resources.
64. The key features of provision in French include the following:
a. There is a wide variety of opportunities to study French, offering choice between institutions and within study programmes. It is possible to study French at any level from beginners to postgraduate, as single honours, joint or combined programmes with other subjects, on flexible modular schemes, or through increasingly available institution-wide language programmes. However, opportunities for part-time study are limited.
b. The expertise of staff teaching French is usually well matched to the curricula, particularly to the content or context courses. Staff scholarship and research have a clear and positive impact on the content and development of the curriculum in the large majority of institutions, particularly on taught postgraduate courses.
c. The period spent abroad is a distinctive and valued feature of language provision. Many students regard it as a pivotal experience, helping to develop independence while providing a focus for their studies on return. Some institutions have exemplary arrangements to ensure the effective operation of the period abroad, but in many institutions the period is not well integrated into the wider curriculum.
d. Students of French benefit from an appropriate range of teaching and learning methods which are usually well matched to aims and objectives. There is an emphasis on small-group work for language teaching and extensive use of native French-speaking staff, including foreign language assistants. Though few staff teams have an explicit strategy for teaching and learning, the quality of taught classes is generally high. However, more might be done to ensure that staff discuss and share good teaching and learning practice.
e. Staff are responding to the need for changing teaching approaches, but the implications of such changes have not always been fully thought through. Further thought is also needed to integrate the independent student learning that is a growing feature of the provision.
f. There is a mixed picture in respect of assessment, though with evidence of good practice and some innovation, such as portfolios of independent work, dossiers of achievement, and self and peer assessment. There is a widespread need for teachers of French to give more thought to assessment criteria and their application.
g. Recruitment to French shows conflicting trends: some institutions are maintaining a high level of demand while others are fighting to ensure a viable level of provision. Generally, within this complex picture, French on joint and combined programmes has more buoyant recruitment and attracts students with higher academic qualifications than is the case for single honours courses. Although many institutions aim to attract more entrants with non-standard qualifications, the success of this in relation to French are patchy. The large majority of students are female, usually in the ratio of 2:1 or more.
h. Graduates of French achieve well in final examinations. In many institutions, over 50 per cent of students graduate with an Upper Second class degree or better, though the number of First class degrees awarded is persistently low in some institutions. There is evidence of added value, notably in the achievements of students who entered with non-standard qualifications and non-specialist French students on institution-wide language schemes.
i. Students are achieving a good level of knowledge and understanding of French culture and society through the content courses. Most also possess an impressive range of transferable skills, helped by the period spent abroad. The development of language skills is more variable, with the commonly stated objective of language fluency not being met in a substantial minority of cases. This is clearly an issue for French providers, linked in some cases to arguments about whether to use French as the language for classroom teaching.
j. Graduates of French have a good record of progression to employment and further study. They enter a diverse range of professions. In discussions with the assessors, many confirmed the relevance of their courses as a preparation for employment or further study.
k. Overall, the support and guidance offered to students of French is a strength. The reports confirm that working relations are cordial, with approachable academic staff committed to the welfare of their students. In most institutions, the quality of support in the subject area is backed up by a wide range of effective central services and good-quality information on courses and services.
l. The teaching accommodation for French is of variable quality. Though much is well matched to teaching and learning needs, inappropriate rooms were amongst the most common criticisms of the assessors when observing classes.
m. A majority of institutions have libraries that are well resourced for the needs of French; a number have distinctive specialist collections. Some have shortages in key areas and in the provision of French language newspapers and periodicals. Most students make good use of libraries, often helped by the support of specialist library staff, many of whom are French graduates.
n. The availability of general IT facilities is mostly good, though students' access to specialist IT facilities and computer-assisted language learning materials is more variable. Audiovisual facilities and satellite television are now common features of language provision, and a few institutions have made major investments to create sophisticated multi-media resource centres. Such facilities are increasingly central to students' learning, but can remain marginal unless integrated into a coherent teaching and learning strategy.
o. Virtually all French provision is offered within the context of a clear and agreed institution-wide scheme for quality assurance. In a few small departments the process is over-dependent on informal arrangements, while there is some inconsistency in the effectiveness of annual or semester monitoring of programmes and modules. The procedures for external examining operate smoothly and effectively in most institutions, but in a few cases actions are sometimes delayed or go unrecorded.
p. Staff development is usually appropriate, despite the general lack of a formulated policy and the limited participation of more experienced teachers. Staff appraisal is well established and is increasingly accepted by staff as useful in identifying their professional development needs. Overall, induction and support arrangements for new staff are clear and effective; those for part-time staff and foreign language assistants are less so.
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 French as a Single Subject
| Institution | Aspect of Provision | Assessment Outcome | Quality Assessment Report | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |||
| Aston University | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q27/96 |
| Birkbeck College | 3 | 3 | 4 | 4 | 3 | 2 | Quality Approved | not published |
| British Institute in Paris - Senate | 4 | 4 | 4 | 2 | 2 | 2 | Quality Approved | not published |
| Edge Hill College of Higher Education | 2 | 3 | 2 | 4 | 3 | 3 | Quality Approved | Q106/96 |
| Keele University | 3 | 3 | 3 | 4 | 3 | 4 | Quality Approved | Q58/96 |
| King's College London | 3 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q166/96 |
| Lancaster University | 3 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q142/96 |
| Oxford Brookes University | 4 | 3 | 3 | 4 | 4 | 4 | Quality Approved | Q190/96 |
| Royal Holloway | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q60/96 |
| The Queen's University of Belfast | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | not published |
| University College London | 3 | 3 | 4 | 4 | 4 | 3 | Quality Approved | Q187/96 |
| University of Birmingham | 3 | 2 | 4 | 4 | 3 | 2 | Quality Approved | Q148/96 |
| University of Bristol | 3 | 4 | 3 | 4 | 3 | 3 | Quality Approved | Q144/96 |
| University of Durham | 3 | 3 | 4 | 4 | 4 | 4 | Quality Approved | Q235/96 |
| University of Exeter | 4 | 3 | 4 | 3 | 4 | 4 | Quality Approved | Q178/96 |
| University of Hull | 4 | 3 | 3 | 4 | 4 | 3 | Quality Approved | Q151/96 |
| University of Leeds | 4 | 3 | 4 | 3 | 4 | 4 | Quality Approved | Q145/96 |
| University of Leicester | 3 | 3 | 3 | 4 | 3 | 3 | Quality Approved | Q81/96 |
| University of Liverpool | 3 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q47/96 |
| University of Manchester | 3 | 3 | 3 | 3 | 4 | 3 | Quality Approved | Q179/96 |
| University of Nottingham | 2 | 3 | 3 | 3 | 3 | 2 | Quality Approved | Q254/95 |
| University of Portsmouth | 4 | 4 | 4 | 4 | 3 | 4 | Quality Approved | Q147/96 |
| University of Reading | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q26/96 |
| University of Sheffield | 3 | 4 | 3 | 4 | 3 | 4 | Quality Approved | not published |
| University of Sunderland | 3 | 2 | 3 | 3 | 3 | 3 | Quality Approved | Q220/96 |
| University of Sussex | 4 | 3 | 4 | 4 | 4 | 3 | Quality Approved | not published |
| University of Ulster | 3 | 3 | 4 | 4 | 3 | 3 | Quality Approved | Q234/96 |
| University of Warwick | 3 | 3 | 4 | 4 | 3 | 4 | Quality Approved | Q200/96 |
| University of Westminster | 4 | 4 | 3 | 4 | 4 | 4 | Quality Approved | Q181/96 |
| University of Wolverhampton | 4 | 3 | 3 | 3 | 3 | 3 | Quality Approved | Q191/96 |
Institutions Assessed in Modern Languages Including French
The grades given below refer to all the subjects assessed, not just the French 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 a 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 a 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 |
| Roehampton Institute | 3 | 3 | 3 | 4 | 2 | 4 | 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 |
| Trinity and All Saints | 2 | 3 | 3 | 4 | 2 | 3 | Quality Approved | Q10/96 |
| 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 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 French
Professor Dennis E Ager
Dr Stephen J Bamforth
Professor Peter J Bayley
Mr Colin Beaven
Mr Stuart J C Brown
Ms Jean Burrell
Dr Tony Callen
Professor Keith C Cameron
Dr Marie J Cheetham
Professor James A Coleman
Dr M Patrick Corcoran
Dr Russell F Cousins
Professor David A Coward
Mr Gordon Doble
Dr Penelope A Eley
Mrs Janet Emerton
Dr Colin Evans
Dr Howard Evans
Dr Elizabeth A Fallaize
Mr J Derrik Ferney
Dr Edward R Forman
Dr Richard A Francis
Dr Sandra Freeman
Sir John Fretwell
Mr Raymond C Gallery
Ms Chantal L Gervais
Mrs Ruth L Goodison
Dr Terence A Goodison
Ms H Jane Hanstock
Dr Geoffrey E Hare
Mr Richard I Hawkesworth
Mr Paul E Hickman
Professor Diana Holmes
Ms Marie-Monique Huss
Mr Robert A Ingram
Dr James Kearns
Dr Marie-Madeleine Kenning
Dr Rachel Killick
Ms Beatrice Le Bihan
Professor Robert D Lethbridge
Mrs Helene M Lewis
Dr John M Lewis
Dr Elisabeth M Lillie
Professor Timothy P Mathews
Ms Nicole D McBride
Dr Ann Moss
Ms Angela M Murphy
Mr Peter R Myers
Professor Francois Nectoux
Dr Peter S Noble
Mr Keith J Norman
Dr Celia J O'Donovan
Mr Alan H Page
Professor Gabrielle Parker
Dr Keith Paterson
Ms Elisabeth Planella
Dr Robert Posen
Dr Robert C Powell
Professor Peter T Ricketts
Mr Christopher F Robinson
Mr Christopher D Rolfe
Dr Michael J Routledge
Professor Carol Sanders
Professor Naomi D Segal
Mrs Martine T Shepherd
Dr Anthony Simons
Dr Lieve Spaas
Mr Evan Stewart
Professor Brian Stimpson
Dr Anthony Strugnell
Ms Carrie Tarr
Mr Michael J Taylor
Mrs B Gwendolen Thomas
Dr Michael J Tilby
Mrs Nicole Tosser
Professor Richard Towell
Professor David Williams
Mr Stuart Williams
Mr John T Wright
Reporting Assessors Participating in the Assessment of French
(Including those RAs participating in modern language visits that included the subject)Dr John Barkham
Professor Terence Baylis
Mr Peter Clarke
Professor Donald Conway
Eur Ing Roy Crowcroft
Professor Robert Davies
Professor (Emeritus) Geoffrey Doherty
Ms Helen Galas
Professor Clare Gillies
Ms Angela Glasner
Mr Anthony Harding
Professor Dennis Hardy
Ms Gillian Hayes
Dr John Hurley
Ms Elisabeth Joyce
Mr David Kinnear
Mr Anthony Laird
Mr David Lewis
Mrs Margaret Moran
Mrs Christine Plumbridge
Professor William Plumbridge
Mr Michael Ryder
Dr Robert Schofield
Mr John Warren
Dr David Whan
Printed copies of this report are available priced £2.00 from:
Quality Assessment Division
HEFCE
Northavon House
Coldharbour Lane
BRISTOL BS16 1QD
Telephone 0117 931 7442
Facsimile 0117 931 7446
Full Subject Index