TQI: Periodic Review
Title of report
Report of the Periodic Review Panel of the Board of the
Faculty of Social Studies on the Undergraduate and
Postgraduate Degrees of the Centre for English Language
Teacher Education
Date of report
Review date 28/01/05
Report date 26/03/05
JACS codes
X162, Q110
Departments
(optional)
Centre for English Language Teacher Education
Instructions
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Objectives of review
The Periodic Review procedures have been designed to encourage
departments to consider the long term development of a course of study,
stimulate new initiatives and enhance the quality of education for students in
that department. The system allows the University to assure itself of the
quality of its courses of study and is based around the submission by a
department of a self evaluation document.
Conduct of review
The Review Panel, appointed by the Board of the Faculty of Social Studies,
met on 28 January 2005.
It met firstly with the Chair of the Department and the Course Co-ordinator for
Undergraduate Studies, then with students on the four-year BA in English
Language, Translation and Cultural Studies.
The Panel then moved to postgraduate matters with the Chair of the
Department, Postgraduate Course Leaders, the EdD Co-ordinator, and the
Chair of the Research Forum and the Head of the English Teaching Unit.
After this a meeting with a group of postgraduate students took place.
Evidence base
The Panel considered the following documentation supplied by the Department:
(a)
(b)
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Self-evaluation document
Previous Periodic Review reports and Departmental responses
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TQI: Periodic Review
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(l)
QAA subject review report from November 2000
Statistical information
Course Specifications
Annual Course Review reports
External Examiners’ Reports and Departmental responses
SSLC Annual Reports
Course brochures and handouts
Student handbooks and promotional literature
Minutes or programmes for meetings such as the Research Circle and
Course meetings
A selection of teaching resources for English for Academic Purposes
External peer contributors to process
One of the Panel members was Dr Teresa O’Brien from the School of Language and
Literacy Studies, University of Manchester. She examined the documentation
supplied by the Department in advance of the review and participated in the review
itself.
Overview of the main characteristics of the programmes covered by the review
Undergraduate:
The four-year BA in English Language, Translation and Cultural Studies
organised in conjunction with Beijing Foreign Studies University and the
Centre for Translation and Comparative Cultural Studies
Postgraduate:
MA in English Language Teaching
MA in English Language Teaching for Specific Purposes
MA in English Language Teaching for Young Learners
MA in English Language Studies and Methods
MA in English Language Teaching and Multimedia
MA in British Cultural Studies and English Language Teaching
MPhil/ PhD in Applied Linguistics/ English Language Teaching
EdD (Applied Linguistics and English Language Teaching)
The four-year BA in English Language, Translation and Cultural Studies
organised in conjunction with Beijing Foreign Studies University and the
Conclusion on innovation and good practice
Centre for Translation and Comparative Cultural Studies
The undergraduate students felt that the course exceeded their
expectations, although they also found the change to more
independent study at Warwick challenging. In particular one positive
factor which the students recognised was the more open atmosphere
at Warwick which they saw as good for self-development because
they were encouraged to participate in societies and develop their
critical skills. The Panel was pleased to note the high level of support
for the BA students, with personal tutors and Chinese speaking tutors
in both places. Students’ transition to Warwick is well supported with
very regular communication and visits. Other elements of the support
mechanism included a pro-active Staff Student Liaison Committee, a
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TQI: Periodic Review
web forum that has been much used by students among themselves,
to which staff and tutors contribute too, and an extensive use of Blogs.
Students following MA courses are encouraged to consider possible
dissertation topics from an early stage and students are strongly
encouraged to relate work done in modules to their own professional
experience, (especially the post-experience students). All students
are taught qualitative research techniques. Those on research
programmes are shown SPSS and may receive extra tuition in it if
needed. In term three, there is a programme of distinguished guest
speakers who are invited to talk about their own research.
The Panel was pleased to note that the PhD and EdD students’
Research Circle is very active and that the students have set up a web
forum too. The EdD group have formed their own spin-off of the
Research Circle. EdD students found the first year research methods
course useful and PhD students valued being able to audit the
research methods training course on the EdD.
Students’ expectations of the courses are met if not exceeded.
Masters students found the teaching excellent and liked the structure
of the course. They noted that the course was both challenging and
supportive and was delivered by enthusiastic staff. They were very
pleased with the exhaustive feedback they received on assignments
and felt that the assignments prepared them well for the Dissertation.
They indicated that feedback on the trial assignment was received
promptly. All students understood clearly the penalties for late
submission of work. Research students felt that having more contact
time with staff at the beginning of the programme was helpful in
building up group ethos and developing confidence.
In terms of pastoral support, the Centre provides dedicated insessional writing classes which start in week five and continue
throughout the year. Students who attend these classes are offered
some individual guidance at the dissertation stage through ‘writing
surgeries’. The Centre is one of the departments piloting the use of
Personal Development Planning (PDP). The Centre was using PDP
with some students prior to the pilot and mapped what they were
already doing into the pilot, adding the use of new technology such as
Blogs. Masters students are organised into personal tutor groups and
meet regularly with personal tutors in term one, less frequently in term
two and in term three are allocated a dissertation tutor. Students are
asked to complete a self-evaluation form with every assignment as
well as being engaged in peer teaching in term two. The pilot project
will be evaluated at the end of this year in the Centre and also across
the University. Students found Personal Development Planning
helpful and the Panel commends the Centre’s use of this as an
example of good practice. MA and research students were pleased
with the way their respective Staff Student Liaison Committees are run
and feel that they can raise academic issues as well as issues relating
to student life. EdD students have a co-ordinator and Masters
students have a personal tutor. All felt that this system worked well.
They are encouraged by their personal tutor or co-ordinator to make
use of Blogs to track their personal development.
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TQI: Periodic Review
MA students are encouraged to do a trial assignment within the first
three weeks of the course, allowing them to make errors without
consequences for their marks. This is done within the personal tutor
group and acts as an early warning system to detect those who need
additional help. Students liked this system and the Panel commend it
as an example of good practice.
(i)
P Students following MA courses are encouraged to consider
possible dissertation topics from an early stage.
Possible
are discussed during the Research Methods module,
Conclusions on qualitytopics
and standards
and throughout modules in terms one and two possible issues
are flagged
students
areon
strongly
encouraged
tofor
relate
All students receive
formal up.
andand
detailed
advice
the Centre’s
policies
the
work
done
in
modules
to
their
own
professional
experience,
auditing of taught courses and the granting of extensions for assessed work in
thethey
post-experience
students).andAllfurther
students
are
the Handbook (especially
issued before
arrive at the University
detailed
taught
qualitative
research
techniques.
Thoseare
on aware
research
advice is issued
to students
during
the courses.
Students
of
programmes
shown
SPSS
and may
receivedelivery,
extra tuition
in
mechanisms they
could useare
to deal
with
problems
in course
should
if the
needed.
In term
three,
there is
programme
of
they arise, suchit as
Staff Student
Liaison
Committee
andatutors,
as well as
guest forms
speakers
who are
invited to talk about their
the opportunitydistinguished
to fill out feedback
for every
module.
own research.
(ii) commended
The Panelthewas
pleased
to notetothat
the PhD
and EdD
The Panel
Centre’s
approach
tackling
plagiarism:
the
students’
Research
Circle
is very active
and that the
students
Centre provides
guidance
on proper
referencing
in the handbook
and
on the
have and
set the
up aEnglish
web forum
too. The
EdD group
haveThe
formed
web, through tutors
for Academic
Purposes
course.
trial
ownalso
spin-off
of thea Research
students
found
assignment ontheir
the MA
provides
chance toCircle.
explainEdD
plagiarism
and
test
the first year
research
course
useful
and which
PhD
students’ understanding.
Because
of the methods
wide cultural
mix on
the MAs,
students
valued
being
able
to
audit
the
research
methods
can lead to misinterpretation of written guidelines, the Centre prefers to use
course
on the
EdD. written advice in the postgraduate
these methodstraining
rather than
giving
extensive
(iii)
Students’ expectations of the courses are met if not exceeded.
handbook.
Masters students found the teaching excellent and liked the
structure
the course. They
thatMin
the and
course
was both
The Panel noted
that of
undergraduate
work noted
in Ren
Warwick
is
challenging
and
supportive
deliveredbetween
by enthusiastic
moderated between
them so
that
standardsand
arewas
comparable
the two
were in
very
pleased
the exhaustive
feedback
institutions. If,staff.
after They
two years
Ren
Min, awith
student
does not reach
the
theytoreceived
on assignments
felt that
the
assignments
required standard
come to Warwick
then thatand
student
would
either
study for
for the
Dissertation.
indicated that
a further year atprepared
Ren Minthem
or be well
advised
to follow
a differentThey
course.
feedback on the trial assignment was received promptly but
was not
always
of other assignments
they
Pre-sessional this
English
courses
aretrueaccredited
by BALEAPalthough
(the British
this was
due to blind
marking procedures
and
Association forunderstood
Lecturers inthat
English
for Academic
Purposes).
As a condition
staff
studentstounderstood
clearly
the on
penalties
for
of accreditation,
theillness.
Centre All
is required
do long-term
studies
a regular
latetosubmission
work.on Research
basis, so it plans
do in-depthofvisits
the WMG students
model to felt
the that
mainhaving
client
more contact
with staff over
at thethe
beginning
the programme
departments (WBS,
Law andtime
Economics)
next fewofyears.
Different
helpful
building
types of staff was
meetings
are inheld
during up
the group
course.ethos
Thereand
are developing
35 tutors,
divided up intoconfidence.
clusters of 5 tutors. Each cluster runs 3 courses and there is
one cluster co-ordinator. All the cluster co-ordinators meet at least once a
week.
Conclusions on whether the programme(s) remain current and valid in the light of
developing knowledge in the discipline, practice in its application and developments in
teaching and learning
The Panel considered that all the courses remained current and valid in the light of
developing knowledge.
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TQI: Periodic Review
Forward-looking recommendations for actions to remedy any identified shortcomings,
and for further enhancement of quality and standards
To further enhance quality and standards, the Panel made the following
recommendations to the Department:
a) The Centre may wish to consider the advisability of:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
Ensuring equity for undergraduate students in personal tutor
support and ensuring training is provided for PhD students who
are personal tutors
Making the course specifications available to students and
including the aims as set out in the course specifications in the
course handbooks.
Making the course specifications more transparent
Employing its own IT support technician in order to enhance
the processes used for computer-based testing
Supplementing the Faculty Assessment Criteria if appropriate
Using professional body requirements for pre-sessional
courses as there are no relevant subject benchmarks
Keeping a written record of tutors’ meetings on the presessional English language courses
b) The Centre may wish to consider the desirability of:
(i)
(ii)
(iii)
(iv)
(v)
Putting the pre-sessional English language courses into an
FHEQ framework
Appointing an external examiner for the EdD
Maintaining surveillance of housekeeping arrangements on the
pre-sessional English language courses in order to ensure a
satisfactory wider student experience
Producing statistics on the progress of students during the presessional courses
Introducing a scheme of peer observation for non-probationary
staff.
Actions taken by the institution in response to the review
The response of the Department is as follows:
The Department was pleased to receive commendations i. to vii, and to note the
positive tone of the Report in general.
In relation to the recommendations we were invited to consider as advisable:
i.
ii.
iii.
iv.
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Agreed: the appropriate training will be undertaken
Agreed: this will be done for future handbooks.
Agreed: as discussed with the Panel, we already attempt this and will
continue to work on it.
We agree that it would be extremely helpful to have access to more
technical support for the Multimedia room, but the cost of employing a fulltime technician would be too great. We would like to explore the
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TQI: Periodic Review
v.
vi.
vii.
possibility of hiring appropriate support when needed.
We discussed with the Panel the fact that we already supplement Faculty
assessment criteria when appropriate and we wish to continue to do so.
It would be appropriate to extend this recommendation to In-sessional
provision.
Agreed: such records will be kept in future pre-sessionals.
In relation to the recommendations we were invited to consider as desirable:
i.
ii.
iii.
iv.
v.
We consider this to be more desirable for In-sessional provision (see vi.
Above), since the provision runs through the academic year, rather than
preceding it.
We discussed with the Panel the fact that we have already appointed an
External Examiner for the EdD. The Panel were interested to note that
this is not a formal requirement of the University for professional
doctorates.
Agreed: we shall continue our practice of doing so.
Agreed: this would be useful in evaluating the impact of the pre-sessional
course.
There is already a great deal of peer observation amongst nonprobationary staff which is not formally monitored or required. The Staff
Development committee of the Centre will consider whether it would be
helpful to formalise this further.
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