Learning
and Teaching Committee
Report of a Validation
Panel on proposals from
Background
1.
- Sports Science
- Sports Science with
Sports Management
- Exercise and Health
together with a one-year top-up
programme leading to an Honours degree in
·
Applied Sports Science.
2.
FDs in Leisure, Tourism and Hospitality Management have also
been validated, but
3.
The College approached the University early in the current
academic year about the validation of further FDs that would share some common
core modules with the existing FDs in the Sports Science area and incorporate a
range of new modules to expand the number of pathways available. These were FDs in
- Sports Coaching
- Sports Performance
(Motorsport Driving)
4. Impetus for the latter had come from an approach from the
Race Drivers Academy (RDA), and it was anticipated that this organisation would
contribute to the programme through the delivery of industry-specific
modules.
Process
5. In accordance with the University’s standard
validation procedures, a validation panel was established to consider the
proposals, with the following membership:
Professor Morag Bell, PVC(T) – Chair
Dr Paul Byrne, AD(T) SSH
Professor John Dickens, AD(T) Engineering,
LTC member
Dr Iain Phillips, LTC member
Robert Bowyer, Programme Development & Quality Team
Manager
Subject specialist advice
was provided by
Dr Alan Bairner, SSES
David Bunker, SSES
6. It was noted that, in accordance with the University policy
on collaborative programmes, the School of Sport and Exercise Sciences was
providing support for the existing Loughborough College FDs and the Honours
top-up in Applied Sports Science, with David Bunker acting as
‘link-person’ with the College staff. The School had agreed to extend similar
support to the new FDs proposed.
7. The panel received documentation from
·
Validation proposal document
·
Module specifications
·
Programme specifications
·
Programme regulations
·
Staff cvs
·
College AP(E)L procedure
·
College work-based assessment methodology
·
QAA Foundation Degree Review Report on Sports Science with
Sports Management, 2005
8. The panel also received for reference
·
University Handbook for Validated Provision
·
University policy on collaborative programmes
·
QAA Foundation Degree qualification benchmark
·
Key to the College mapping of intended learning outcomes to
the QAA (Honours) benchmark statement for Hospitality, Leisure, Sport and
Tourism
·
Communication with the
9. The panel visited the College on 23 February 2006 and held
discussions about the proposals with members of the College staff, including
Eric Macintyre, Senior Manager, Higher
Education
Helen van Aardt, Sports Development Manager
and members of the programme team
Emma Compson
Jane Holden
Jonathan Smith.
They were joined in the case of
discussions on the Motorsport Driving strand by Richard and Sebastian King of
the RDA and Chris Wyatt, Lecturer at the Swansea Institute of Higher Education,
who would lead one of the motorsport modules.
10. The panel’s recommendations and
observations on the proposals were conveyed to Eric Macintyre at the end of the
visit.
Introduction
11. In introducing the proposals, Eric
Macintyre emphasised the following points:
·
The College had made a major strategic commitment to
Foundation Degrees, and backed this with resources
·
In the sports science area, College and University aims and
provision were complementary
·
The College had a proven track record for quality of
provision: two FDs had emerged well from reviews by the QAA in 2005
·
The Sports Coaching proposals had been referenced to the FD
framework developed by SkillsActive, the Sector Skills Council, as well as the
QAA FD Qualification Benchmark
·
Sports coaching was a priority action area in the
development of sport at national and regional level and there was strong demand
for vocational progression pathways
·
Sport England East Midlands had performance sport as a
strategic priority for development and
·
The FD in Sports Performance would link well with level 3
qualifications such as the Advanced Apprenticeship in Sporting Excellence
·
It was the intention to add further sports-specific strands
to the Sports Performance FD structure in the future
·
The Motorsport Driving pathway was aimed at a niche market
where there was no current provision (other than in motorsport engineering)
·
The partnership with the
·
The FD would provide students who were elite sports
performers with knowledge and skills to equip them for a second career option.
Discussion
Documentation
12. The panel found several shortcomings in
the documentation which detracted from the proposals themselves and made the
panel’s job more difficult than it need have been. Examples included the reproduction of
out-of-date material in the proposal document and discrepancies in the
information presented in different documents.
Aims and
intended learning outcomes
13. The panel was generally satisfied that
the aims and intended learning outcomes (ILOs) of the programmes were appropriate
to the subject discipline and consistent with the FD Qualification Benchmark
and the intermediate level of the FHEQ.
Module authors had mapped the module learning outcomes against the
knowledge and understanding and skills identified in the QAA subject benchmark
statement for Hospitality, Leisure, Sport and Tourism, and the College had
produced a helpful series of summary tables from this exercise . It was less
evident that the module ILOs had been mapped against the programme ILOs to
ensure full alignment. (The ILOs of the
Sports Performance FD for example did not appear to take account of the suite
of management modules included in the programme.)
14. An ‘assessment matrix’ had
been produced to show the method of assessment of all the modules. This was welcomed but the panel felt it had
not been used as effectively as it might have been by the College staff to
reflect on the overall assessment strategy of each of the two programmes: it
highlighted a lack of variety in the method of assessment which needed to be
addressed. It was noted that there were
no written examinations which would leave students who wished to progress to a
third year top-up poorly prepared in this respect.
Curriculum
design and content
15. The panel was satisfied with the
curriculum for the FD in Sports Coaching, in terms of coherence, balance,
progression and its reflection of the defining characteristics of a Foundation
Degree. It had a total of 240 credits
with 90 credits from core modules within sports disciplines, 100 credits in
sports coaching (with a small amount of optionality), and 50 credits of
work-based learning (WBL). The panel was
less convinced of the coherence of the FD in Sports Performance (Motorsport
Driving). This had 240 credits with 90
credits from the same core modules in sports disciplines, 40 credits from
motorsport driving modules, 60 credits in either management or sports coaching,
and 50 credits of WBL. The panel was not
presented with a satisfactory rationale for the inclusion of the sports coaching
suite of modules, and felt that the combination of modules in the programme
–the majority of which were shared with other FD programmes - did not
justify use of ‘Sports Performance’ in the title. The management modules were designed to
facilitate students obtaining a secondary qualification – the
16. The panel was informed that the
assessment of the common core modules,
and the WBL modules, would be contextualised for the different programmes. The panel acknowledged the desirability of
this provided that the aims and intended learning outcomes, and the method of
teaching, learning and assessment remained the same in the different contexts
envisaged; different modules would otherwise have to be created.
17. There was some concern within the panel
that there was an element of ‘double-counting’ in that a secondary
qualification such as the ILM Diploma could be obtained by students for
elements of the work that they were completing for the FD. This had proved acceptable to the QAA in its
review of the FD in Sports Science with Sports Management, however, and it was
agreed that the crucial factors were that the module content and ILOs aligned
with the programme aims and ILOs, that the learning was at the appropriate
level, and that the College and the University remained in control of the
assessment in the context of the FD.
Approach to teaching and
learning delivery
18. The proposal document indicated that both
FDs would be available in full-time, part-time and distance learning
modes. In practice, the initial entry
cohort on the FD in Sports Coaching was likely to be made up of employed people
who would study on a part-time basis, taking the programme over four academic
years. It was indicated in the course of
discussion, however, that the core modules in sports disciplines (which were
common to the two programmes) would be offered in DL mode to students on both
programmes. On the other hand, because
of the practical nature of the content, the coaching modules could not be
presented on a DL basis. The FD in
Sports Performance (Motorsport Driving) would be delivered in DL mode in the
first instance, with residential block study periods. There would be four one-week blocks during
the academic year. The DL programme
would normally take three academic years to complete. It was noted that the programme regulations
for both programmes, as presented, catered only for the DL mode. It would be important to establish at the
outset a schedule for meetings of the Programme Boards, to determine
students’ eligibility to progress from one Part of the programme to the
next.
19. DL students would receive learning
resource packs and materials would be placed on a curriculum website. They would have e-mail access to teaching
staff. The electronic learning resources
had been praised in the QAA FD review, as had the student support provided by
the staff generally.
20. The panel observed that the teaching and
learning section of the ‘Methods of Teaching, Learning and
Assessment’ (MTLA) field of many module specifications was
identical. Further detail was required. Modules delivered by DL would normally be expected
to have a different specification from the FT/PT version. The College informed the panel that the
module writers had already produced this sort of information and it could readily
be inserted.
Employer
involvement
21.
Employer involvement is a defining characteristic of
Foundation Degrees. In the case of the
Sports Coaching FD, the College had taken into account employer needs by using
the FD framework developed by the SSC as a reference point in the design of the
programme. Local authorities and other employing
bodies had engaged with the framework and were aware of the content of the
College programme, though the College had not directly involved individual employers
in programme design. The College was
confident that it would find appropriate work placements for the students. In the case of the Sports Performance
(Motorsport Driving) FD, there had been consultations with the motorsport
partners about the selection of modules; the RDA and industry-based personnel had
had direct input to the development of the sport-specific modules and would be
responsible for their delivery. There
would be no difficulty in finding suitable work placements through the
RDA’s contacts for any students who were not already employed in the
industry. (The panel noted references to
some additional motorsport driving modules that did not appear in the programme
specification/regulations, but was assured that the breadth and depth of the
sport-specific element within the programme was acceptable.)
22. Work-based learning in each FD comprised
three modules totalling 50 credits: two industrial placements (one of 30 hours,
the other of 80) and a module in Employability Skills (essentially
key/transferable skills). The work
settings would be selected to allow students the opportunity to apply and
develop the skills and knowledge acquired through the programme and critical
reflection on the WBL would be an important element of the assessment. Employers would not be involved in summative
assessment.
23.
The College was asked how it had responded to critical
comments in the QAA Foundation Degree Review Report on Sports Science with
Sports Management (June 2005) on a ‘lack of clarity on the overall aims
of work-based learning (WBL) between staff, students and employers’ and
on employers not having ‘sufficient mentoring expertise’. The panel was informed that the newly
appointed external examiner was offering helpful advice and guidance in the
development and management of WBL; the role of mentors was being documented and
the College would persevere with a liaison day for IP providers. A College document setting out a methodology
for the assessment of WBL had already been produced.
24. The panel considered it important to differentiate
more clearly for the benefit of both students and their employers between
‘engaging in work-based learning’ through activities undertaken in
a workplace setting alongside academic study, and the structured work
placements integrated into the programme.
The panel noted that the majority of students would be undertaking the
placement modules with their regular employer.
Student
demand
25. The panel was provided with evidence of
student demand for both programmes. It
was understood that there were no similar programmes on offer at other
institutions in the
Accessibility
26. Accessibility is another defining
characteristic of Foundation Degrees.
Besides the intention to make the programmes available in different
delivery modes to accommodate learners from a variety of backgrounds, the panel
noted the intention to use APEL procedures in the context of admissions to the
two FD programmes to increase their accessibility. The College procedures were presented to the
panel. It was important that the process
was robust. The University would expect individual APEL cases to be submitted
to the AD(T) for ratification and it was agreed that it was for the University
to determine any limits to the extent of APEL, in terms of credits, that could
be permitted.
27. It was observed that applicants for
admission to the Sports Performance (Motorsport Driving) FD would be considered
both by
Progression
routes from the FDs
28. The College anticipated that graduates
from the two FDs would have the opportunity to progress to a one-year Honours
top-up programme. It would be the
intention to tailor the existing top-up in Applied Sports Science to the needs
of both groups of FD graduates by the addition of appropriate specialist
modules to a generic core. It appeared
less likely that students from these FDs would be suitably equipped to transfer
to the final year of an Honours degree programme in SSES. This would require further discussion. It was noted that the current bridging
conversion component that was mentioned in the proposal document did not apply
to College FD graduates going on to the College-based top-up, but was taken by
those transferring to SSES.
Staffing
29. The panel was supplied with the CVs of all the staff who would be module
leaders for the two programmes. It was
satisfied that all those concerned were well qualified to undertake the roles
expected of them, with the caveat that two of the motorsport module leaders
were not holding appointments in FE or HE. It would be important to bear this in mind in
handling the assessment of the relevant modules, the arrangements for which
required further discussion. One of the sports
coaching module leaders was a member of staff of the LU Sports Development
Centre rather than the College.
30. In the case of the Sports Performance FD,
there was concern amongst the panel members about the extent to which either
the College or the University had the expertise to underpin the motorsport
specific modules. The continuity of the
provision was also an issue, should the RDA for any reason withdraw from the
collaboration.
Previous validation
31. The College and the University were given
to understand that a Foundation Degree in Sports Performance with a Motorsport
Driving pathway had been validated previously by the
Start date
32. It was established that the College was
seeking approval for both programmes in time for a 2006 start.
Recommendations
(a)
Sports Coaching
33. The panel recommends that
the proposed programme leading to a Foundation Degree (FdSc) in Sports Coaching
be validated for an initial period of five years from 2006/07, subject to the College
satisfying the following conditions before the next meeting of Learning and
Teaching Committee:
(i)
That the College review the assessment strategy for the
programme and introduce a greater variety of assessment methods, including some
elements of timed assessment.
(ii)
That the College provide a list of employers willing to be
involved in the programme, whether by providing industrial placements or other
means.
(iii)
That the programme and module documentation be revised and
re-presented:
·
To include amendments/additions to programme regulations to cater
for the different modes of study
·
To flag up any modules delivered on a distance learning
basis in accordance with normal University conventions
·
To ensure a match between programme regulations and
programme specification in describing the programme structure
·
To ensure a match between programme regulations and module
specifications in module titles
·
To provide further detail in the MTLA field of module
specifications and ensure that the total student effort is appropriate to the
modular weight (100 notional learning hours equating to 10 credits)
·
To include amendments to programme regulations to accord
with University requirements in respect of reassessment, pending the revision
of the framework regulations for validated programmes.
(iv)
That the College produce firm proposals for any necessary
additions or other changes to the BSc Honours top-up in Applied Sports Science,
to enhance its suitability as a progression route for graduates from this FD;
and also explore with SSES whether in any circumstances there would be scope
for students to transfer into Honours degree programmes in the University.
In order to meet conditions (i)
– (iii), the College is requested to submit appropriately revised
documentation to the panel for consideration before 5 May 2006.
In order to meet condition (iv), the
College is requested to submit firm proposals to the University before the end
of April 2007.
34. In addition, the College is advised to establish
an ‘industrial advisory board’, to provide a forum for employer engagement
and support the integration of academic and WBL.
(b) Sports
Performance (Motorsport Driving)
35. The
panel is unable to recommend the validation of the proposed programme leading
to a Foundation Degree (FdSc) in Sports Perfomance (Motorsport Driving) in its
current form. The panel invites the
College to review the programme in the light of the following observations and
to submit revised proposals for consideration by the panel.
(i)
The panel has concerns over the coherence and focus of the
programme (para 15). The panel would
suggest that the College reconsider the inclusion of the two alternative suites
of optional modules, in management and in coaching. The panel’s preference would be to
remove the coaching suite of modules, which seem less likely than the management
modules to be useful to motorsport drivers in providing an educational
foundation for an alternative career.
(ii)
The FD contains only 40 credits of motorsport driving
modules, which seems to the panel a low proportion by comparison with other
elements, notwithstanding the fact that there will be some contextualisation of
other modules (paras 15, 16).
(iii)
There are no modules specifically identified with the Sports
Performance of the title. All modules,
except those in motorsport driving, appear in other FD programmes (para
15). The panel considers that a
different title is needed that accurately reflects the content.
(iv)
It is important in any revised proposals to show clearly how
the residential block study periods will operate over the programme as a whole
(para 18). Whilst the panel believes
these will be supportive for the students and are to be encouraged, it is not
clear how they will fit with the schedule for individual modules and provide
the staff/student contact hours set out in module specifications.
(v)
The College must develop a protocol for dealing with
applications for admission in partnership with the RDA (para 27).
(vi)
The College must clarify the arrangements that will be put
in place for handling the assessment of the motorsport-specific modules (para
29), and review the assessment strategy for the programme as a whole (on the
same basis as 33(i) above).
(vii)
The programme proposal suffers from the same documentary
shortcomings as the proposals for the FD in Sports Coaching (33(iii) above) and
these should be addressed in any resubmission.
The College is advised that revised
proposals should be submitted to reach the panel before 5 May 2006 if it is the
intention to reach the next meeting of Learning and Teaching Committee.
(c) Further
recommendations
36. The College is asked to note the
importance of formal programme approval being obtained prior to any
advertising, and even more particularly before any recruitment is
initiated. The RDA should be similarly
advised. The University will act as
necessary to ensure that the public cannot reasonably be misled about any
collaborative arrangements or about the nature and standing of the programmes
and awards provided under these arrangements.
37. The College is requested to review its
documentation vetting procedure, to improve the quality of documentation for
future submissions and to reflect further on the desirability of attempting to present
two programmes for validation at the same time.
38. It is recommended that academic oversight
of both programmes, including programme review, be assigned, once validation
has been confirmed in each case, to the Board of the Faculty of Social Sciences
and Humanities.
RAB 060306