TQI: Periodic Review
Title of report
Report of the Periodic Review Panel of the Board of the Faculty of
Social Studies on the 2+2 and and Part-time BA Degrees of the
Centre for Lifelong Learning
Date of report
29th April 2005
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Departments
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Centre for Lifelong Learning
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Objectives of review
The objectives were:
 To review the following courses of study in order for the department to consider their
long term development
 To stimulate new initiatives
 To enhance the quality of education for students in the department
Part-time BA degrees:
Social Studies
Health & Social Policy
Labour Studies
Economics & Administration
European Studies
2+2 BA degrees:
Social Studies
Health & Social Policy
Conduct of review
The review panel comprised: Professor Robert Fine, Department of Sociology (Chair); Ms
Elizabeth Coates, Institute of Education; Dr Julia Khan, Centre for English Language Teacher
Education; Dr Patrick Major, Department of History; Professor William Jones, National
Association of Adult and Continuing Education (external member).
The Panel met on 29th April 2005, firstly with Dr Russell Moseley, Director of the Centre for
Lifelong Learning, Dr Stephen Hill, Academic Director of Studies, Dr Barbara Merrill,
Academic Co-ordinator for 2+2 degrees, Ms Sally Blakeman, Flexible Courses Administrator,
Ms Pauline McManus, Senior Tutor and Ms Moya Melville, Programme Co-ordinator for 2+2
degrees.
This opening session focused on the Centre for Lifelong Learning’s Self Evaluation Document
and placed the Centre’s activities in context prior to discussions focusing specifically on the
part-time and 2+2 degrees.
The Panel then met with staff representatives to discuss the Centre’s 2+2 provision. The
representatives comprised staff from the university and an individual from each of the partner
FE colleges: City College, Coventry, and North Warwickshire and Hinckley College.
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TQI: Periodic Review
A meeting with students from the 2+2 Social Studies and Health and Social Policy then took
place.
The Panel then considered the Centre’s part-time provision and met with staff representatives
from the Centre as well as from university departments.
A meeting with a group of student representatives from the part-time programmes then took
place.
A final discussion was then held with Dr Russell Moseley, Dr Stephen Hill and Dr Barbara
Merrill.
Evidence base
The department’s submission comprised:
(a)
A Self-Evaluation Document (SED), including statistical information
(b)
Previous Periodic Review report (1997-98)
(c)
Annual Course Review reports
(d)
External Examiners’ Reports
(e)
SSLC Annual Reports.
(f)
Performance data from 2+2 degrees
(g)
Course specifications
(h)
Information on student liaison/feedback
(i)
Marketing & recruitment materials
(j)
Student handbooks
(k)
Induction materials
(l)
2+2 sub-committee information
(m)
Materials exemplifying communication with students
(n)
Academic support documents
External peer contributors to process
Professor William Jones of the National Association of Adult and Continuing Education was
the external member of the panel.
Overview of the main characteristics of the programmes covered by the review
Social Studies 2+2: Four years, full-time, leading to the degree of BA (Honours) or BA
(Pass) in Social Studies. The first two years of the degree are taught at an approved local
College of Further Education. Years three and four are taught at the University of Warwick.
Candidates who satisfy the requirements for progression to the third year but who choose not
to do so will be eligible for the award of Certificate.
Health & Social Policy 2+2: Four years full-time leading to the degree of BA (Honours) in
Health and Social Policy, or BA (Pass) in Health and Social Policy. The first two years of the
degree are taught at an approved local College of Further Education. Years three and four
are taught at the University of Warwick. Candidates who satisfy the requirements for
progression to the third year but who choose not to continue will be eligible for the award of
Certificate.
Part-time:
Social Studies: A minimum of normally four years and a maximum of ten years part-time
study leading to the degree of BA (Honours) in Social Studies.
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TQI: Periodic Review
Health & Social Policy: A minimum of normally four years and a maximum of ten years parttime study leading to the degree of BA (Honours) or BA (Pass) in Health and Social Policy.
Labour Studies: A minimum of four years and a maximum of ten years part-time study
leading to the degree of BA (Honours) in Labour Studies.
Economics & Administration: A minimum of normally four years and a maximum of ten
years part-time study leading to the degree of BA (Honours) in Economics and Administration
or BA (Pass) in Economics and Administration.
European Studies: A minimum of normally four years and a maximum of ten years part-time
study leading to the degree of BA (Honours) in European Studies or BA (Pass) in European
Studies.
Conclusion on innovation and good practice
The department was well organised and was successfully meeting its academic aims and
objectives.
Innovations included:
 Developing, with partners, new provision for non-traditional and mature students
 Promoting and administering non-traditional degrees
 Supporting the progression of non-traditional and mature students
 Widening access to the university and contributing to the needs of the local
community
The department was consistently demonstrating good practice in terms of its:
 Inter-departmental liaison and support for staff working with 2+2 students
 Work to ensure a smooth transition between partner college and university
 Pastoral support for non-traditional students
Conclusions on quality and standards
The department’s quality and comprehensive review documentation was indicative of its
habitual high standards, as was the dedication and professionalism of its staff. The Centre’s
support of 2+2 students was particularly commended, as it had been in the QAA Institutional
Audit of The University of Warwick in March 2004.
There was a comprehensive structure of quality assurance. Staff Student Liaison Committee
(SSLC) meetings were considered to be working well and there were appropriate feedback
mechanisms.
External examiners provided an added layer of overview of the assessment and examination
process for Centre students taking modules within the departments as well as considering the
standards on modules delivered by the Centre itself. .
Resources including IT equipment, teaching facilities and student information were
considered to be of a high quality.
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TQI: Periodic Review
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 Centre for Lifelong Learning’s 2+2 and part-time degree programmes offered an exciting
range of flexible Higher Education opportunities. Its plans to further increase flexibility in its
degree programmes promise to make the university even more attractive to mature and nontraditional students.
Forward-looking recommendations for actions to remedy any identified shortcomings,
and for further enhancement of quality and standards
The Panel suggested the following forward-looking recommendations for 2+2 degrees:
(i)
(ii)
(iii)
(iv)
(v)
Review the joint marketing strategies for 2+2 degrees between
partner colleges and the Centre
Establish more organised visits to the University for students in their
first two years at the partner colleges.
Request that the Advisory Board undertake a strategic review of the
2+2 provision
Liaise with departments to appoint, where possible, students’
teachers from departments as personal tutors.
Provide more opportunities for liaison between FE and University
staff, including working with FE colleges to ensure more staff
participation at University-led events.
The Panel suggested the following recommendations for part-time degrees:
(i)
Provide an additional two computers with email and intranet access
within the Centre’s Common Room to encourage students to use this
facility more.
In terms of its overall Lifelong Learning provision, the Panel asked the Centre to consider the
following recommendations:
(i)
(ii)
(iii)
(iv)
(v)
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Offer mock, timed examinations to enhance existing provision for
examination preparation and educate students in the importance of
using regularly the IT facilities made available to them.
Liaise with Warwick Business School on the changes to credit
structures.
Continue to review Lifelong Learning provision in its entirety to
enhance recruitment, increase flexibility in the degree programmes,
and make the University appear more attractive to mature and nontraditional students.
Promote the Centre’s research and demonstrate more publicly how it
informs its teaching and administrative practices
Reconsider the Centre’s position in relation to the Faculties and how
this might impact on the Centre’s ability to perform its multiple
functions.
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TQI: Periodic Review
Actions taken by the institution in response to the review
(i)
(ii)
(iii)
(iv)
(v)
(vi)
We have already begun to consider our 2+2 marketing strategies along the lines
suggested in the report, particularly in relation to the respective responsibilities of
the University and the colleges.
The suggestion that the Centre’s Advisory Board carry out a strategic review of
2+2 is a timely one given the discussion at the Board’s most recent meeting of
the need to consider the market for lifelong learning provision in its widest sense,
with a view to ‘segmenting’ the market according to the different offerings. Given
our proposal, which we were pleased to see the Review Group supported, that
we consider restructuring 2+2 and Part-time provision into a single, flexible,
modular structure it may be, therefore, that any strategic review of 2+2 should
include the part-time dimension as well.
We would be happy to encourage departments to ensure that 2+2 and Part-time
students were allocated personal tutors who also taught them although we
recognise that ultimately this is a matter for departments over which we have no
control.
We are always happy to promote our research activities and we accept that we
did not do so in the context of this review. It may be that it would be helpful to
provide more explicit guidance on this in the papers setting out what is required
for a periodic review.
Discussions have already begun within the Centre over the place of CLL vis a vis
the Faculty structure. The decision that the Centre should not be part of a
Faculty reflected the view when we were set up that our work was University-wide
and that it would not be helpful if we were identified with any particular part of the
institution. On the other hand we recognise that being outside the Faculty
structure does have disadvantages. Given the overall balance of our work, if we
were to be part of a Faculty it would probably make most sense if it were Social
Studies.
Finally, the recommendation to the University that the Part-time library collection
be moved to the Learning Grid would certainly make access possible 24 hours a
day, but it would presumably preclude students borrowing the books. We
suggest it might be advisable to consult the students before reaching a decision
on the recommendation.
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