Subject Review Report
October 2001 Q590/2001
University College London
Archaeology
Reviewing the Quality of Education
The Quality Assurance Agency for Higher Education
(QAA) was established in 1997. It has responsibility for
assessing the quality of higher education (HE) in England
and Northern Ireland from 1 October 1997 under the
terms of a contract with the Higher Education Funding
Council for England (HEFCE).
The purposes of subject review 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 such as this
one, and to provide information and insights to
encourage improvements in education.
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 Management and Enhancement.
Peer Review
The main features of the subject review method are:
Reviewers 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.
Review against Aims and Objectives
Combination of Internal and External Processes
The HE sector in England and Northern Ireland is
diverse. The HEFCE funds education in over 140
institutions of HE and 75 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.
The review method has two main processes:
Subject review is carried out in relation to the subject
aims and objectives set by each provider. It measures the
extent to which each subject provider is successful in
achieving its aims and objectives.
Readers should be cautious in making comparisons of
subject providers solely on the basis of subject review
outcomes. Comparisons between providers with
substantively different aims and objectives would have
little validity.
Review of the Student Learning Experience and Student
Achievement
Subject review 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 reviewing students' work, students' work
and achievements, the curriculum, staff and staff
development, the application of resources (library,
information technology, 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 graded on a four-point scale (1 to 4), in
ascending order of merit.
Preparation by the subject provider of a selfassessment 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 review visit carried out by a team of
reviewers. The review team grades each of the
aspects of provision to make a graded profile of the
provision, and derives from that profile an overall
judgement. Provided that each aspect is graded 2 or
better, the quality of the education is approved.
Published Reports
In addition to individual review reports, the QAA will
publish subject overview reports at the conclusion of
reviews in a subject. The subject overview reports are
distributed widely to schools and FE colleges, public
libraries and careers services. Both the review reports
and the subject overview reports are available in hard
copy and are also on the world-wide web (see back
cover for details).
Archaeology
Introduction
Postgraduate programmes:
1. This Report presents the findings of a review in
October 2001 of the quality of education in archaeology
provided by University College London.
MA in Archaeology
MA in Comparative Art and Archaeology
MA in African Archaeology
MA in Egyptian Archaeology
MA in the Archaeology of London
MA in Artefact Studies
MA in Field and Analytical Techniques in Archaeology
MSc in Technology and Analysis of Archaeological
Materials
MSc in Palaeoecology of Human Societies
MSc in Geographical Information Systems and
Spatial Analysis in Archaeology
MSc in Forensic Archaeological Science
MA in Museum Studies
MA in Cultural Heritage Studies
MA in Managing Archaeological Sites
MA in Public Archaeology
MA in Principles of Conservation
MSc in Conservation for Archaeology and Museums
MA in Research Methods for the Humanities.
2. University College London (UCL) was founded in
1826 with the intention of making higher education
available, through a University of London, in a far
broader sense than existed elsewhere in England. It was
open to all who could profit from its teaching, regardless
of race, religion or class. It is the oldest and the largest
of the various colleges and institutes that make up the
University of London. In addition, UCL includes the
School of Slavonic and East European Studies and four
biomedical postgraduate institutes: the Institute of Child
Health: the Eastman Dental Institute; the Institute of
Neurology; and the Institute of Ophthalmology. The
academic work of UCL is organised into eight faculties:
Arts and Humanities; Built Environment; Clinical
Sciences; Engineering; Laws; Life Sciences (Biological and
Medical); Mathematical and Physical Sciences and Social
and Historical Sciences. There are currently 16,850
students, including approximately 2,096 part-time
students and 5,953 postgraduates.
3. The Institute of Archaeology is within the Faculty of
Social and Historical Sciences and is responsible for the
provision under review which is taught by 55 full-time
and seven part-time academic staff, 16 full-time and two
part-time research staff, with seven technical and
support staff. Further contributions are made to teaching
by the staff of the UCL Field Archaeology Unit, 77
Honorary Research and Teaching Fellows, and numerous
visiting lecturers. There are currently 246 full-time and
five part-time students following one of the five single
honours undergraduate degrees, and 14 full-time
undergraduates following the combined honours
BA Archaeology, Classics and Classical Art. There are
137 full-time and 53 part-time students following the
18 taught postgraduate programmes.
5. The statistical data in this Introduction are
provided by the institution itself. The aims and
objectives are presented overleaf. These also are
provided by the institution.
4. The following provision forms the basis of the
review:
Single subject programmes:
BA Archaeology (General)
BSc Archaeology (General)
BA Archaeology of Western Asia
BA Medieval Archaeology
BA Egyptian Archaeology
Combined programme:
BA Archaeology, Classics and Classical Art
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University College London
The Aims and Objectives for
Archaeology
to provide training relevant to a professional career in
archaeology;
to provide a strong background for continuing on to
a research degree in archaeology.
Aims
The aim of the Institute of Archaeology is to provide
education of the highest quality in all major aspects of
archaeology, in a challenging yet supportive
environment, under the supervision of teachers actively
engaged in research at the forefront of the field. It offers
varied but structured programmes which provide a solid
grounding in the field, while allowing students flexibility
to satisfy their own interests.
The UG degrees aim:
to develop students' understanding of past societies
within their cultural, sociopolitical, economic, historic
and environmental contexts;
to provide training in the method and theory of
archaeological practice;
to help students to develop their knowledge, critical
thinking, analytical abilities, and their interpersonal,
communications and decision-making skills;
to equip graduates with a range of generic and
transferable practical skills;
to provide a 'fast-track' entry into professional
qualification for future field practitioners in
archaeology;
to provide a solid grounding for graduate students
going on to further education in the field.
Objectives
These aims are pursued through programmes with core
structures designed to provide a solid understanding of
the history, theories and methods of archaeology, and a
wide range of options from which students can define
individual pathways through the programmes, tailored
to their specific interests and personal objectives.
Upon successful completion of one of the UG
programmes, students will, among other things, have:
acquired a broad knowledge of past human societies
and their development, and detailed understanding
of the culture history of specific regions and periods;
gained familiarity with a range of archaeological data
and how they can be used to construct an
understanding of past societies;
developed the ability to use a range of subjectspecific (archaeological) skills, including varied
methods of archaeological data recovery, analysis and
interpretation;
acquired transferable intellectual skills, such as the
ability to organise, analyse, present and interpret
complex data; to develop and assess arguments to
meet logical and evidential criteria; to communicate
ideas coherently, orally and in writing; to participate
effectively in co-operative group work; to work
independently; and to manage their own time and
work to deadlines;
acquired specific transferable practical skills, such as
accessing information from bibliographies,
bibliographic databases, and the web; familiarity with
basic computer applications; familiarity with field and
laboratory procedures; and facility with the use of
audiovisual equipment.
The taught PG degrees aim:
to provide a wide-ranging and challenging
introduction to theoretical issues involved in modern
archaeology as a comparative, anthropologically
informed, and socially situated discipline;
to encourage critically aware perspectives on
archaeological practice and research processes;
to provide an in-depth understanding of approaches
to the analysis and interpretation of archaeological
data;
to provide detailed study at the forefront of
knowledge in several focused areas within
archaeology;
to provide a sufficiently detailed understanding of
archaeological data to serve as a basis for
independent research;
to foster the ability to develop original ideas and to
explore them effectively through research;
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In addition to these general shared objectives, students
following the specialised UG programmes in Egyptian
Archaeology, the Archaeology of Western Asia, Medieval
Archaeology, and Archaeology, Classics and Classical Art,
acquire subject-specific skills, such as a facility with an
ancient language, an appreciation of approaches to
historical texts, and an understanding of the perceived
legacies of ancient cultures within the Western tradition.
The taught PG programmes are followed by students
with a variety of personal objectives, which can broadly
be divided into those pursuing a purely intellectual
interest in the subject, those looking for vocational
Archaeology
training, and those intending to go on to further
academic training, usually in the form of a research
degree (MPhil/PhD). While none of the degrees are
exclusively intended for students with one or another of
these objectives, in practice, there are tendencies, which
are taken into account in the design of each
programme, and in advising applicants on the suitability
of individual programmes.
All taught PG programmes are designed for students
who already have a relevant degree at UG level (usually
in archaeology), or suitable prior experience; they are
not designed as conversion courses. These programmes
therefore take for granted the previous acquisition of
basic study skills, and a broad familiarity with
archaeology and archaeological knowledge.
Upon successful completion of one of the taught PG
programmes, students will, among other things, have:
gained a detailed understanding of recent theoretical
perspectives in the field;
developed their critical faculties in discussion, debate,
and evaluation of alternative interpretations and
perspectives on archaeological data;
acquired a range of subject-specific skills, relevant to
their further development as practising
archaeologists;
developed a range of research-oriented skills;
carried through a substantial programme of
independent research.
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University College London
Summary of the Review
7.
6. The graded profile in paragraph 7 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 reviewers are these:
Aspects of provision
The grades awarded as a result of the review are:
Grade
Curriculum Design, Content and Organisation
4
Teaching, Learning and Assessment
4
Student Progression and Achievement
4
Aspects of provision
Student Support and Guidance
4
1. Curriculum Design, Content and Organisation
Learning Resources
4
2. Teaching, Learning and Assessment
Quality Management and Enhancement
3
3. Student Progression and Achievement
4. Student Support and Guidance
5. Learning Resources
6. Quality Management 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
1
The aims and/or objectives set by the subject provider
are not met; there are major shortcomings that must be
rectified.
2
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.
3
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 substantially
met.
4
This aspect makes a full contribution to the attainment
of the stated objectives.
The aims set by the subject provider are met.
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8. The quality of education in archaeology at
University College London is approved.
Archaeology
The Quality of Education
Curriculum Design, Content and
Organisation
9. The Institute of Archaeology within UCL has the
largest staff of any archaeological institution in Britain,
and therefore can offer an unparalleled range of
programmes, with five single honours degrees,
combined degrees, of which one is Archaeology,
Classics and Classical Art (ACCA), and 18 taught
masters degrees. All programmes have been
revised, extensively remodelled or newly introduced
since 1998, to reflect recent academic and
professional developments.
10. Single honours undergraduate programmes are
each structured around a series of first and second-year
units, some required and some optional. Each set of
units is appropriate to the particular programme.
These, through a combination of compulsory field
courses, classroom-based lectures and practicals, give a
well-integrated progression into the nature, discovery,
and interpretation of archaeological data in the first year,
with succession to theoretical issues and the role of
archaeology in society, in the second year. This
progression towards sophisticated analysis, culminates
with a research-based dissertation in the third year.
11. The distinct identity of each programme is defined
by required units and by an advised selection from the
wide range of units (over 60) offering a rich experience
of practical laboratory courses, regional and period
studies, ancient scripts and finds analysis. These are
designed to align with an excellent choice of career
objectives, for example: fieldwork; administrative,
scientific, museum, academic employment, and
non-archaeological careers, all supported by the breadth
of curriculum. Flexibility allows easy transfer between the
BA and the BSc Archaeology.
12. In the first year, great emphasis is placed on
fieldwork and the acquisition of transferable skills, such
as oral and written communication, word-processing,
spreadsheet use, together with less explicit skills of
work-scheduling, teamwork and critical analysis. This
continues in the second and third years, being especially
prominent in practical modules.
13. The ACCA degree programme provides a
well-linked approach to archaeology, ancient languages,
and classical art, being suitable either as a general
education or for those entering the classical field.
Students have the option of specialising in
archaeological topics.
14. Of the masters degrees, 13 are oriented towards
specialist professional training, most with a major
practical and research element using the extensive
facilities and equipment in the Institute; seven of these
programmes include a placement. Several programmes
provide regional specialists with a core unit, which sets
general archaeological problems within a world
perspective. Much choice is offered, placements and
internships being aptly suited to the specific programme.
Each programme is individually coherent.
15. Curricula are informed and kept topical by the
current research and professional expertise of all staff,
and by close contacts with external professionals.
An important feature, which ensures a vibrant and
relevant context to the curriculum at all levels, is the
scheduled and formal involvement of some 200 external
professionals and the Institute's own Archaeological
Field Unit in curricular events.
16. Undergraduate and postgraduate programmes
make excellent precursors to higher degrees. Many
provide important elements for entry and advancement
with professional bodies, but in some cases the choice of
particular options may be advisable. Employers are
highly complimentary of the programmes.
17. This aspect makes a full contribution to the
attainment of the stated objectives. The aims set by
the subject provider are met.
Curriculum Design, Content and Organisation:
Grade 4.
Teaching, Learning and Assessment
18. The large number and range of scheduled teaching
and learning events indicates the size and scope of the
Institute's work. The breadth and quality of student
project topics reflects its widespread and intense research
activities. At all levels, the aims and objectives of providing
training appropriate to employment in archaeology and
archaeology-related professions are fully achieved.
19. The reviewers observed 13 teaching and learning
sessions, covering all levels, and including lectures,
seminars and practical sessions. All were more than
satisfactory, and some were excellent. Teaching at years
two and three showed a predominance of traditional
teaching styles, tending to target traditional learning
outcomes focused on knowledge acquisition, but through
which students could expand their individual learning
through personal work. Teaching at year one and at
masters level showed greater innovation, addressing more
specifically targeted learning objectives, particularly in the
areas of development of student skills (generic at year one
and professional and subject-specific at masters level).
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University College London
20. The reviewers' sampling of students' work indicated
engagement with learning at all levels, characterised by
a strong ethos of common enterprise between the staff
and students in the parallel activities of learning and
research. Excellent features of the learning experience of
students are found in their core field training and in an
effective strategy for integrating the collections within
the teaching of many courses at all levels.
21. The majority of items of submitted student work
counts towards course assessment. Formal examinations
are the central assessment for two of the four core units
at year one. For the clear majority of units at years one,
two and three, and for all postgraduate programmes,
the assessment is through submitted work. This includes,
particularly for postgraduate programmes, tests, displays
and presentations. At postgraduate level, the variety of
format in which assignments and project reports are
submitted is admirable, corresponding strongly with the
intended learning outcomes. At years two and three,
there has been a tendency towards stereotyping of
format, and there is some scope for further unit-specific
alignment of teaching, learning outcomes and
assessment. However, the results visible in student work
show clearly that learning outcomes are being achieved.
The Institute is currently focused on further innovation in
assessment processes, derived from experience gained
from the postgraduate provision.
22. The only specifically formative written assessment is
a practice essay early in the core course of year one;
however, feedback on summative work and on
presentations provides strong formative support. The
practice essay provides an admirable audit of student
skills, and a structure for subsequent individual guidance,
which is provided at tutorials. An excellent weekly review
meeting in year one, and weekly small-group meetings
integrated in the core units in years one and two provide
guidance in skills development and understanding of
personal learning targets.
23. Written feedback, much of good quality, was
observed on all sampled assessed work at all levels.
Marked work is returned within the two-week target.
Oral feedback is individually available; its take-up is in
evidence and greatly valued by students.
24. Assessment criteria for work submitted are
appropriate. Comments of external examiners are
generally supportive. The reviewers and external
examiners note that strategies and criteria for
assessment, and particularly their relation to specific
learning outcomes, both generally and for individual
courses, could be made more explicit for the benefit of
staff and students. Nevertheless, the reviewers found no
evidence that student learning was affected, or of
significant failure to understand tasks set.
page 6
25. This aspect makes a full contribution to the
attainment of the stated objectives. The aims set by
the subject provider are met.
Teaching, Learning and Assessment:
Grade 4.
Student Progression and Achievement
26. The undergraduate admissions target is currently 75.
This year, 80 undergraduate students are enrolled.
Over the previous three years, applications have declined
from about 450 to 350 a year, providing an average
yearly intake of 90. The average GCE A-Level score of
entrants has remained at 22 points. Typically, 60 per cent
of entrants have GCE A-Levels (80 per cent in 2001).
Alternatively, entrants have first and second degrees,
Baccalaureate, Scottish Highers, BTEC, HND and Access
qualifications. Those applicants who have a strong
experiential record are encouraged and considered on
individual merit.
27. Typically, over 90 per cent of undergraduates are
from the UK (predominantly from London and the south
east) and the European Union, with 60 per cent being
under 21 and 65 per cent female. The percentage of
mature entrants is between 25 and 50, depending on
cohort; very few are part-time.
28. The broad, recently expanded (including
vocationally orientated) postgraduate provision has
attracted increasing numbers of applicants, who have
relevant first degrees or experience. Enrolment has more
than doubled since 1996, reaching 167 postgraduates in
2001. Typically, international students now comprise
over 40 per cent, 50 per cent are mature
(over 25 years); 75 per cent are female; 15 per cent are
part-time. Further expansion is planned.
29. Progression rates vary yearly, and generally are high.
For recent years, the percentage, by cohort, of entrants
who have graduated in the BA/BSc Archaeology
programmes, lies in the range, 75 to 93, and is often
100 per cent for the combined BA ACCA programme.
A few withdraw, mainly for personal or financial reasons,
or require to retake a year. Some suspend studies, mainly
for medical or financial reasons. Most who retake a year
eventually progress successfully. Very few students
transfer out each year, and the numbers are matched by
transfers in.
30. Typically, 90 per cent of postgraduate students
achieve the anticipated degree awards. A few students
interrupt their studies with a view to resumption in
future. About 25 per cent of masters awards are made
with distinction. Intermediate awards are not made.
Archaeology
31. Student work shows consistent and appropriate
progression through years of study, substance of
knowledge base, and application of theoretical and
practical approaches to the analysis of data. The best year
three dissertations, and much postgraduate work, show
high levels of critical analysis, scholarly presentation and
communication of ideas. Work at these levels
demonstrates clear and general attainment of the
objectives, of students' independent work-planning, and of
the analysis and presentation of data, and provides a
strong foundation for more advanced study or
employment. External examiners have drawn attention to
significant strengths manifested in student attainment,
dissertations being frequently commended. Consistently,
over 80 per cent of undergraduates achieve First or Upper
Second class degrees. Several students have been awarded
College prizes and at least one, the Faculty Medal.
tutor in order to identify areas in which academic
support is required. This high level of support and
guidance is appropriate to and effective for all students,
some of whom may be returning to study after a
substantial interval. All international students are offered
UCL's Overseas Students' Orientation Programme and
they praise the support offered.
32. Well over 50 per cent of the graduates proceed to
work, research or further study in archaeology or related
areas. A further 20 per cent gain employment of a more
general nature, which draws upon transferable skills.
Employers and graduates indicate that the student
experience promotes first employment and career
progression. Some graduates have gained prestigious
positions in universities and museums worldwide.
38. Personal tutors for postgraduate students provide
pastoral support and masters degree co-ordinators ensure,
through advice, that individuals' programmes are
coherent. A tutor for affiliate students, and a deputy
graduate tutor for postgraduate students, provide
additional support. A remarkably effective central point of
contact, information and support, much appreciated by
all students, is provided by the Academic Administrator.
33. This aspect makes a full contribution to the
attainment of the stated objectives. The aims set by
the subject provider are met
39. Students who may be academically at risk are
identified by several means: the mid-term student
progress meeting, the departmental tutors'
subcommittee, and the personal tutors and year tutors.
The personal tutors fulfil key roles in the identification of
needs and the indication of sources of help.
Student Progression and Achievement:
Grade 4.
Student Support and Guidance
34. The Institute's purpose, procedures and priorities
for the delivery of support are clearly identifiable.
Details of the extensive provision of support, guidance
and programme information are clearly explained to
students in comprehensive handbooks and Institute and
College documentation.
35. Applicants for all programmes are interviewed; for
international applicants, telephone interviews and email
exchanges are used. The Institute, in response to the
New Internal Quality Audit (NIQA) report, has held a
workshop for the sharing of good practice and aimed at
ensuring consistency for all interviewers.
36. Induction, held in the first week for undergraduate
students, is comprehensive and effective and is followed
by a four-day Experimental Archaeology field
programme, exploring aspects of non-industrial
technology. This establishes the course ethos and builds
teamwork. Information technology (IT) induction, and
technical guidance and support sessions are offered.
A practice essay is written and discussed with a named
37. Academic and pastoral guidance and support for
undergraduates is provided primarily by personal tutors
who discuss the individual's programme, a role highly
appreciated by students. All staff advertise their availability
to students and many provide telephone and/or email
points of contact. Academic guidance is recorded in a
'Record of Progress', an excellent feature that enables each
student to reflect on and discuss progress with personal
tutors and year tutors, who provide tutorial
co-ordination and an additional level of support.
40. Students are carefully briefed, guided and supported
in the preparation and fulfilment of fieldwork placements,
and, at postgraduate level, placements and internships.
Placements are monitored through independent reports
from the student and the project director.
41. College provision of student support is extensive
and effective. It includes the UCL disability co-ordinator;
adviser to women students; students' residence officer;
careers service; Students' Union welfare office; UCL
language centre; College health centre; rights and
advice centre; and a student hardship fund co-ordinator.
Disabled students and those with additional needs such
as dyslexia are particularly well supported. The careers
service and the Institute's careers liaison tutor work
closely together in a collaborative approach to careers
guidance and counselling.
42. This aspect makes a full contribution to the
attainment of the stated objectives. The aims set by
the subject provider are met.
Student Support and Guidance:
Grade 4.
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University College London
Learning Resources
43. The Institute is housed in one building in Gordon
Square. It contains a library, teaching and research
laboratories, two clusters of computers with 19 and
12 places respectively, staff offices, five seminar/teaching
rooms and one lecture theatre, enabling the majority of
teaching to take place on the single site. A student
common room and a study room for postgraduate
students are provided.
44. A clear strategy for learning resource provision and
maintenance is based on major periodic reviews of
laboratory facilities the most recent of which was
undertaken in 2000. The internal facilities committee
allocates funds from the annual equipment grant
(currently around £50,000). Specific and interlinking
strategies apply to the needs of libraries, IT facilities and
museum collections. Major equipment allocations are
made by bidding for teaching equipment funds to the
relevant UCL committee. The Institute has had
considerable success in external grant applications, most
recently £300,000 from the Getty Grant Program for the
refurbishment of the Conservation laboratories.
A major review of the strategy for the use of teaching
collections took place in 2001.
45. The Institute's own library, with 60 places for
readers, is an excellent resource although limited in
space. It holds outstanding collections for the full range
of teaching and research activities, containing 80,000
books, 10,000 pamphlets, a substantial map collection
and about 2,000 journals, half of which are current
series. Acquisition policy is controlled by the Institute's
librarian in liaison with subject staff. Central College
libraries, and other relevant departmental libraries are
very close. All provide very significant resources in
work-friendly environments.
46. The Institute holds outstanding collections of
artefacts and archaeological materials. The Petrie
Museum of Egyptian antiquities, located within UCL and
important for teaching on six undergraduate and four
postgraduate units, is a resource of national importance.
It contains some 80,000 objects, administered by two
full-time collections' managers. Additional reference and
teaching collections and substantial archives of
archaeological records, held within the Institute, are
administered by a full-time collections manager,
facilitating their wide use for teaching and reference.
47. The Institute houses an outstanding set of
laboratories for the teaching and practice of
archaeological sciences. The Wolfson Science Laboratories
are superbly equipped for the examination and analysis
of archaeological materials. Conservation laboratories,
page 8
recently refurbished and re-equipped to the highest level,
provide students on the MSc Conservation programme
with individually dedicated space for practical and project
work. Archaeobotany-palaeoecology, Zooarchaeology
and Osteology teaching laboratories, with parallel
research rooms, provide space for working on extensive
and excellent reference collections. A GIS (Geographical
Information Systems) laboratory, with appropriately
powerful computing facilities, is largely dedicated to
masters level work. A photographic laboratory, with a
full-time photographer, provides the facilities for training
in archaeological photography using film and digital
techniques. Each laboratory is managed by one of the
five specialist technicians, providing effective support for
teaching and learning.
48. The Archaeological Field Unit has 19 full-time staff.
It provides strong and effective support for the initial
field training of students and, through placements,
enables students to progress through wider and regular
experience in field practice.
49. The Institute's IT resources complement the general
College provision. There is good access to computing
resources, and email forms the principal means of
immediate communication. Computer use is supported
by the Institute's own full-time IT support officer.
Students confirmed that ready access to computers was
available, although at peak times this involved recourse
to clusters on other neighbouring UCL sites. Additional
PCs are available in the working room for masters
students and there are further machines dedicated to
specific archaeology resources and laboratories. There is
limited but developing use of on-line teaching resources,
especially where downloadable data sets are appropriate
as the basis for on-line tutorials.
50. This aspect makes a full contribution to the
attainment of the stated objectives. The aims set by
the subject provider are met.
Learning Resources:
Grade 4.
Quality Management and Enhancement
51. Teaching and learning within the Institute are
monitored by the Teaching Committee, which meets
three times a year, urgent matters being dealt with
action by the Chair. The Teaching Committee, reports to
the Institute's senior committee, the Institute Staff
Meeting, whose membership includes all staff.
52. Student representatives sit on relevant committees.
The staff-student committee meets regularly. Students
are clear about the role of their representatives. Students
indicate a receptive atmosphere to their views and cite
Archaeology
changes made in response to matters raised. Student
feedback is solicited through questionnaires that include
finalist and placement versions. These are read by the
Chair of the Teaching Committee and summaries are
prepared, discussed with students on the course,
scrutinised and acted on by course co-ordinators.
Previous years' summaries are available for students to
consult before making course choices. The whole system
is robust and commendable.
53. New course proposals and other matters, having
been approved at the Teaching Committee, are
referred upwards to Faculty Teaching Committee and
the Academic Committee's Programme Development
subcommittee. A thorough internal audit (NIQA) of
the Institute in March-April 2001 produced a generally
positive report, and clear recommendations for
follow-up action.
54. An effective process of responding to issues raised
by external examiners is in existence. Matters raised in
external examiners' reports are discussed at the boards
of examiners and are referred to the Teaching
Committee. A summary report of items discussed and
actions taken in each board is reviewed by the Faculty
Board of Examiners. Actions to be taken are reported to
the external examiners.
55. A number of external examiners' reports and the
March/April 2001 NIQA Report have highlighted issues
related to strategy, policy and practice in assessment, and
in the linkages between curricula and assessment. These
include the range and coverage of assessment,
inconsistent approaches to late submission of assessed
work and matters related to double-marking. The
reviewers also note that there had yet to be any
systematic consideration of NIQA, the College paper on
examination theory and practice and that
recommendations made by individual exam boards are
often, but not always, considered systematically by other
examination boards within the Institute. While some
members of the Institute at various levels are aware of
some of these issues the reviewers encourage the Institute
as a whole to give greater priority to addressing them.
56. There is much commendable practice in the area of
individual staff development. Probationary staff must
pass a Staff and Educational Development Association
(SEDA)-accredited course. All staff are appraised every
two years, and appropriate recommendations for staff
development activities ensue. Staff participate in
development activities at college level. Postgraduate
students must attend College-run training sessions
before being permitted to teach. The quality of visiting
lecturers is monitored by peer observation of their
lectures by Institute staff.
57. Many recent initiatives relating to quality
enhancement informed by UCL systems are
commendable, such as; the creation of a
staff-development strategy document, the day-session
on tutoring and admissions, the initiation of review of
course and programme aims and objectives. These,
however, are at relatively early stages of development.
The peer observation of teaching, and the attendance
and completion of the SEDA-accredited course by
probationary staff contribute to the enhancement of
individuals' work, but there is scope for institute-wide
dissemination of the best practices encountered.
58. The self-assessment document provided much
information to inform the review but was not extensively
self-evaluative. The material in the baseroom was well
prepared and indexed.
59. 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 substantially met.
Quality Management and Enhancement:
Grade 3.
Conclusions
60. The quality of education in archaeology at
University College London is approved. All aspects make
at least a substantial contribution to the attainment of
the stated objectives and the aims are at least
substantially met. The reviewers come to this conclusion,
based upon the review visit together with an analysis of
the self-assessment and additional data provided.
61. The positive features of the education in
archaeology in relation to the aspects of provision
include the following:
a. The wide range of programmes and subject options;
the revision of programmes; the well-structured
undergraduate degrees; the integration of practical
and theoretical elements; the content of the masters'
programmes and relevance to student needs; the
influence of staff research and external professionals
(paragraphs 9; 11; 14; 15).
b. The active and evident use of current research
reflected in teaching; the enthusiasm and engagement
of students in learning; the use of the extensive
collections in teaching and learning; the project work
of the postgraduate students (paragraphs 18; 20; 21).
c. The excellent progression rates for postgraduates; the
high proportion of high-grade undergraduate
honours degrees; the strong foundation for research,
professional and other careers set by the programmes
(paragraphs 30 to 32).
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University College London
d. The induction events; the personal (and other) tutor
roles; the use of the 'Record of Progress'; the College
support services (paragraphs 36 to 38; 41).
e. The strategy for resource provision; the outstanding
library resources; the collections and the Petrie
Museum; the exceptionally fine laboratories; the
technician support; the Archaeological Field Unit
(paragraphs 44 to 48).
f. The strong mechanisms for dealing with student
feedback; procedures for approval of new
programmes; the effective appraisal and
development of individuals (paragraphs 52; 53; 56).
62. The quality of education in archaeology could be
improved by addressing the following issue:
a. The need for the Institute to give greater priority to
its quality management systems, and in particular to
reviewing the effectiveness of its deliberative
processes and their articulations with each other, and
engage fully with UCL's systems (paragraphs 55; 57).
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