Self Evaluation Document for School (Departmental) Review

Since the emphasis in the review process is on self-evaluation, the production of the self-evaluation document (SED) by the school is a most important part of the exercise and takes most of the time. The SED should include 'core' information presented in a structured way and be analytical and evaluative rather than discriptive.  It should emphasise future plans including student numbers, programme development, research and entrepreneurship and financial projections. It must contain an analysis of strengths, weaknesses and ability to meet objectives.

It is essential that during the preparation period full consultation takes place with the all members of the school. The draft SED should be submitted to all members of academic staff for comment and fully discussed at a meeting of the school.  It is important that the opportunity is taken at the school meeting to consult support staff and students who also contribute to the academic work of the School.

Students should also be given the opportunity to comment on the SED, this can often best be done either through a special meeting, in consultation with the school student reps and/or student/staff liaison mechanisms.

The document should aim to be around 12-15 pages and should not exceed 20 pages (excluding appendices). 

The section headings and guidance on content of the SED are within the School Review Guidelines Annex G.  These headings provide the broad framework for the review.  Other headings may be added, depending on the school’s priorities. The detailed programme for the review meetings will be informed by the SED. 

Below is a Self Evaluation Document written for a fictitious school of the University. When reading this and writing your own document, please consider Annex G on writing Self Evaluation Documents.

The ESU Review Co-ordinator can provide examples of real SEDs from previous school reviews, please request these if you think these might be useful or for any help or advice about writing the SED.

Schools may wish to refer to statistical information with the SED.

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Also available as a Word (Office document, 183kB) document

UNIVERSITY OF BRISTOL

School Review of Astrological Studies

Thursday 9^th and Friday 10^th May 2009

TABLE OF CONTENTS

INTRODUCTION	Page 2
Section 1: RESEARCH AND ENTREPRENEURSHIP	Page 3
Section 2: TEACHING AND LEARNING	Page 5
Overall aims of the subject provision Evaluation of the subject provision learning outcomes curricula and assessment quality of learning opportunities maintenance and enhancement of standards and quality Factual information about subject provision (school should check the accuracy of the programme specifications for all their degree programmes) .
Section 3: STAFF MANAGEMENT	Page 13
Section 4: PLANNING AND RESOURCE MANAGEMENT	Page 15
Section 5: SYSTEMS ADMINISTRATION	Page 17
Section 6: HEALTH AND SAFETY	Page 19
SUMMARY of issues - SWOT analysis	Page 20

1: INTRODUCTION

The University's Mission Statement affirms that:

The University is committed to excellence in teaching and learning within an environment of internationally recognised research.

The School's aims, in pursuit of the University Mission, are as stated in its Plan:

1. the provision of a high-quality learning experience for all its undergraduate and postgraduate students through the effective and efficient use of its human and physical resources;
2. the encouragement and rewarding of imaginative and exciting teaching practices which engender effective learning;
3. the maintenance and enhancement of its research activity with the objective of attaining international excellence in all areas of activity;
4. the operation of flexible but rigorous quality and standards assurance procedures and quality enhancement;
5. the provision of a range of skills which enables graduates to move forward into research, enhance their employment prospects, and make a valuable contribution to society;
6. the provision of facilities and a physical environment of the highest standard.

 

The School achieved a 5* rating in the RAE and will now work to maintain this strong position. It firmly believes that the highest quality of learning and teaching is achieved through a close relationship with research as articulated in the University Mission Statement.

During the RAE period the Department launched a fresh phase of research aimed to combine the best traditions of scholarship with new methods for creative investigation in the field of astrology. Building on well-established strengths, the Department has been strongly supported by the University in making major strategic investments in replacement appointments and in consolidation of our research support systems. The research culture has been reinforced and revitalised by forging stronger links between individual research projects and by initiating collaborative projects to develop interdisciplinary research. Strategies to increase research income have been successful and this will significantly advance the synergy of our research programmes.

The Department last underwent an external QAA Review in 1998 gaining an overall assessment of 23. Since then initiatives by members of staff within the Department’s own ongoing internal review processes have continued to update the undergraduate and postgraduate syllabus and kept it in line with University-wide developments (such as modularisation, the introduction of teaching blocks).

The Department has contributed to meeting the University’s strategic plans in a number of ways including an expansion of its postgraduate intake, a vigorous policy of widening participation, and a pattern of staff appointments which promotes both individual and collaborative research. The Department continues, despite difficult national conditions, to meet its undergraduate recruitment targets with well-qualified students (average A-level score for the 2000 intake was 26.5). The establishment of a Summer School in 2001 greatly helped the Department in broadening its intake and publicising its new courses.

However, the Department recognises that it now faces a set of new challenges. The appointment of new members of staff bringing fresh perspectives, the changing external context (benchmarking, programme specifications, etc.) and, for example, developments in IT and the installation of the Janus Telescope call for - and provide an opportunity for - further initiatives. The Department is concerned to maintain and continue to improve the facilities and working environment for its staff and students. Historically the level of provision of equipment, facilities and space has been allowed to decline. The changing nature of Astrology means that less pure laboratory space is now required and more IT stations and connections, however, this is a costly exercise.

Section 1: RESEARCH AND ENTREPRENEURSHIP

1. In the 2001 RAE (submission attached Annex A) the Department improved to a 5* grade. The ability to achieve this position has been enhanced by the appointment of additional members of staff, a shift in the principal research focus of certain groups and the provision of a stimulating and supportive research environment. Until recently, research in the Department was conducted almost entirely on an individual basis. The pursuit of collaborative and inter-disciplinary work has resulted in the establishment of a range of 'research groups' providing an opportunity for closer links between staff. The Department is building on a successful partnership bid by developing two pilot projects with members of the University’s Centre for Creative Technologies
   
2. There are currently 10 students taking research degrees in the Department, including 3 overseas students (see Appendix xx). The Department has added two new taught MA's in the last two years, an MA in Cultural Astrology (in collaboration with Washington State) and an MA in Chaos Astrology (with the Faculty of Science and supported by BBC Horizon) to its existing range of available programmes. The original MA in Astrometerology has proved less successful in the last few years and was therefore withdrawn last year. The Department is currently investigating ways of extending its Continuing Education programmes for the local community. The Department is aware of the need to look for appropriate funding from a wider range of sources and is continuing to investigate ways of gaining funding for PhD Studentships.
   
3. The research environment in the Department is enhanced through research grants from British Academy, Leverhulme, University Research Fellowships and the Arts & Humanities Research Board (see Appendix xx for list of staff research grants). In 2000 the department was involved in a major collaborative research project with NASA/IPAC and the Anglo-Australian Observatory that resulted in the purchase of the Janus Telescope.
   
4. Staff are invited to varied conference presentations and are active in attending and organising symposia/meetings. Appendix xx gives a list of staff presentations for the last 5 years. Appendix xxi a list of Departmental Research Seminars.
   
5. The Department is active in establishing collaborative work both within Bristol and with other universities. An excellent example is ASTRO - Art Studies and TerrestRial Origins - a five-year project led by Professor X funded by the AHRB and involving collaboration with 6 other universities. The Department continues its work with the Astronomy Society and The Observatory in Bristol. There is collaborative work ongoing with TV production companies following on from the success of The English Merlin and The Astrologer's Apprentice, for which the department provided academic advice.
   
6. The Department has links with universities in North America, Australia and South Africa. In 1997 the Department gained a Leverhulme Fellowship from the Institute of Advanced Studies and invited Professor R Zoller from the University of Washington State, USA to visit and work with on the Matrix UK project.
   
7. The Department was disappointed that its venture into the production and sale of Astrological information: Solar Fire pictures, Solar Maps and Solar Spark Astrology Software, via the website has not been successful. This was, perhaps, due to the simultaneous high-profile launch of the London University site. The Department will continue to review this situation and is in discussion with the Bristol Enterprise Centre.
   
8. The Department continues to be concerned about the space allocation for teaching purposes and the use of laboratories. The location of the Janus Telescope at Bristol was an enormous coup for the Department, the lack of adequate space to house the necessary workstations is proving a major difficulty for the research and teaching programmes.

Section 1 -Areas of strength:

• Success in extending MA programmes to bring in much wider range of students
• Continuing to investigate ways of broadening the continuing education programmes for a wider audience
• New developments in the research environment of Chaos Astrology with the establishment of NASA links and funding.

Section 1 - Areas of concern:

• Lack of funding for PhD and Masters students in this discipline.
• There is some concern that the Department is spreading itself 'too thinly' - with several small research groups and some members of staff belonging to all groups. Discussions are ongoing about whether to re-group and strengthen the research areas of the Department.
• The standard and maintenance of the physical environment for teaching and provision of computers and adequate network links for staff and students.
• There is recognition that the launch of our sales ventures via the website be closely monitored to ensure this does not become an excessive burden on resources and staff time.

Section 2 - TEACHING AND LEARNING

Degree Programmes

A Programme Specification is attached in Annex B for each of the Programmes listed below

Award	Title	Duration (sessions)	UCAS code	Enrolment
				FT	PT	FTE
BA	Astrological Studies	3		(56)	(0)	(56)
BSc	Astrology	3	F501	(230)	(0)	(230)
BA	Astrology with a year in Europe	4	F503	(4)	(0)	(4)
BA	Astrology and Law	3	F5M1	(44)	(0)	(22)
BSc	Astrology and Space Science with a Year in USA	4	F591	(0)	(0)	(0)
Dip	Astrological Studies	3		(2)	0	(1)
BA BSc	Non-Departmental students	by unit	mix	(31)	(0)	(10.3)
Study Abroad	US, Australia, Japan	by unit	n/a	(20)	n/a	(6.66)
MA	Cultural Astrology	1	n/a	5	1
MA	Chaos Astrology	1	n/a	2	1
MA	Astrometerology (w/d 2000)		n/a	0	0	0

1. Overall aims of the subject provision

The Department aims:

• To inspire and enable students to develop a broadly based and deepening understanding of the discipline as an issue of importance in its own right
• To provide students with an appreciation of the complexity and diversity of conditions, events and mentalities across a range of cultures, and a familiarity with the range of approaches adopted by astrologers
• To enable students to develop their capabilities as astrologers to the highest potential levels in an active, challenging and internationally recognised research environment which facilitates the development of high-order critical and analytical skills, and provides the optimum context for a research training
• To attract students of the highest academic potential from a widening range of educational, social, and ethnic backgrounds
• To enable students, through the study of astrology, to achieve personal fulfilment through their own intellectual growth and acquire the life-long learning skills more fully to understand themselves and the world around them and thus contribute positively to society.
• To enable students to engage with political debate and to make informed ethical judgements about current national and international affairs

B EVALUATION OF THE SUBJECT PROVISION

The Department’s Teaching, Learning and Assessment Strategy for undergraduate and postgraduate programmes provides a clear analysis of the departments aims and objectives and how the Department sets out to meet these. (see Annex 2)

(I) LEARNING OUTCOMES

Objectives

The Department seeks to achieve its aims and the more detailed learning outcomes set out in the Programme Specifications and below through:

• A syllabus which enables students to study the subject in both breadth and depth.
• A teaching strategy that provides a sufficiently wide spectrum of assessment methods to enable all students to do justice to their abilities and skills but which maintains rigorous standards of equity and verification.
• A teaching strategy through which astrological understanding and transferable skills are learned, developed and refined in a mutually reinforcing way.
• A flexible and effective admissions strategy which is directed towards encouraging a widening pool of applicants and identifying the potential for academic excellence.
• A teaching and learning strategy that, as far as possible, is informed by and consistent with both the Subject Benchmarking Statement and the University’s own learning and teaching guidelines.

Graduates will have responded to the intellectual challenge of astrological enquiry, and will have acquired and demonstrated the skills outlined in the Programme Specifications (see Annex 1).

(II) CURRICULA AND ASSESSMENT

The range of aims and interests of the Department's students is very wide: some will become astrologers, others will go into a wide range of careers, linked and not-linked to astrology. It recognises these different aims, and it therefore designs its programmes with many different outcomes in mind. The wide range of choice, and the flexibility of the programme structure, are essential to this strategy. The Department is committed to offering students diversity of experience and choice.

All students learn specific IT skills, including the use of e-mail and the Web, Microsoft Word and the opportunity to use Access and/or Excel. Other transferable skills are developed in first year units and later in project-based units. The Open Unit offered in Astrological Predictions has proved very popular, attracting students from across the University.

The University encourages continuing development of teaching methods with training schemes for new and existing staff, plus opportunities to apply for annual grants for the development of innovative teaching projects. In 2001 the Department made a successful bid to the Learning and Teaching fund to develop web-based assessment, this work is ongoing. The Faculty offers an annual Teaching Prize, a member of staff won this in 1999.

Astrology offers the opportunity to study a wide variety of approaches, across a broad range of areas. Astrology with a Year in Europe offers compulsory language elements at levels 1 and 2; students spend a year at a link university on the SOCRATES exchange agreement. The joint honours degrees in the Social Sciences allow students to explore the synergy between the two disciplines to the benefit of both. The syllabus arrangements for all schools are summarised in Appendix 3.

Core skills at level 1 provides the foundation which enables students to acquire other relevant skills more quickly in subsequent years. In levels 2 and 3 students are able to consolidate, develop and apply the key intellectual and practical skills required of the good astrologer. The coherence of the programme of study at Bristol is therefore given by the integration of skills and subject based approaches. The Department is, however, concerned at the time spent teaching students basic IT skills and wonders if this could be provided at central University level.

Flexibility of study within a structured programme lies at the heart of the syllabus design. Within a structure set by the combination of different types of unit (Survey: applied and practical; together with Projects and a Dissertation), students are able to construct their own individual portfolio of choices. There has been an increasing recognition of the growing inter-disciplinary focus of astrology and a number of units require students to operate across disciplines. The Department takes considerable trouble to ensure that, as far as possible, students follow the units of their choice.

Appendix X shows the syllabus structure for all courses at all levels and this links to the structure as indicated in the Programme Specification. The opportunity to take Open Units within the course structure is clearly indicated.

Progression through the degrees is given by the opportunity to apply basic practical skills across a range of options at an increasing depth of study.

Each Joint degree is designed to bring students to degree level in both subjects, with knowledge and skills requirements being met at every level. The introduction of Programme Specifications has meant that departments involved have had to reassess their programmes and are in the process of developing structures to meet the requirements of the National Qualifications Framework. Some Joint degree programmes, particularly those across faculties, have needed to consolidate their levels of attainment.

The MA in Cultural Astrology is run by an interdisciplinary team, drawn from across the Arts Faculty. The core units provide training in research skills and a series of interdisciplinary seminars on texts and concepts. Students can choose optional units many of which are taught across departmental boundaries.

The MA in Chaos Astrology focuses on an exploration of complexity (chaos) theory to astrology. Students can choose options and a dissertation which deal with other parts of the world (particularly USA and Australia). It has a tripartite structure of (1) compulsory core training units, (2) a range of optional units, and (3) a dissertation of approximately 15,000 words. A one-day staff-student workshop is held at which students give presentations on their dissertation proposals.

See MA Handbook for Unit options.

Assessment

The Department’s teaching and learning activities are primarily directed towards the enhancement of the student’s astrological understanding, and rest on the belief that understanding develops from the application of a range of relevant skills to specific issues. At the same time it is recognised that students acquire, refine and integrate those skills through their application to astrological problems.

Assessment fulfils two broad functions - formative in promoting the learning process by offering feedback on the quality of understanding and by diagnosing particular strengths and weaknesses; and summative in providing a clear statement of student achievement in relation to stated objectives.

The Department uses a range of assessment methods that reflect and test student learning outcomes (see Skills Matrix- Appendix v). Due to poor student performance and feedback comments in the Statistics unit (ASTR10001), the department is piloting the use of a computer aided learning package for students to practice at their own pace.

At level 1 all coursework is for formative purposes only, and end of year examinations fulfil the summative role. At levels 2 and 3 written and practical work play a dual role, whilst some play a purely formative role in order to encourage students to experiment and take risks with their work. An integrated assessment mark is normally generated from 50% examination mark and 50% continuous assessment mark. The assessment mark for the Project and Dissertation is simply the mark awarded.

Essays are marked to a set of agreed criteria which is made available to students through unit handbooks.

The majority of examinations are held in May/June, but some level 1 units are examined in January as Progress Examinations. Examination questions are designed to have a balance of routine (via CAA) and more testing material, there are guidelines on setting questions (which includes seeking comments from External Examiners), and a system of internal moderation. Guidelines ensure that the number and range of questions asked are consistent between similar types of unit.

Marking of examinations is anonymous, in accordance with University guidelines. The External Examiner acts as moderator/third marker in borderline cases or where there is disagreement or concern. A pre-Board of Examiners meeting identifies all cases where extenuating medical (or other) circumstances arise. The Board of Examiners reaches its degree classification based normally on the last two years' work. There are written Guidelines for Boards of Examiners, distributed to External Examiners, staff and made available to students.

The Department is particularly concerned with the issue of plagiarism in work submitted for continuous assessment. Students are reminded frequently that plagiarism is unacceptable, handbooks specify the department's policy, and essays which show substantial evidence of plagiarism can be marked at zero with suspension of credit points pending resubmission. The problem is exacerbated by the spread of electronic communication and constitutes a significant barrier to the expansion of the continuous assessment element.

Presentation and time management (the ability to hand in essays by a prescribed date) play a role in the award of credit points. Oral presentations are not currently assessed summatively, but the Department is considering how the assessment can be carried out in a suitably rigorous way.

In the postgraduate programmes all training and optional units are examined by coursework. All essays are anonymously (as far as possible given the small numbers), double marked internally and sent to the External Examiner.

(III) QUALITY OF LEARNING OPPORTUNITIES

Student learning takes place through lectures, seminars, tutorials, practical laboratory sessions, independent reading, the accessing of relevant material electronically, and independent research. Different types of unit provide for or emphasise various components of this learning process and students experience a combination of these units.

There is further provision for students who wish to conduct independent research at a higher level by writing a Dissertation. Up to 20% of students follow this option each year. Current practice is based on the principle that students should be given the choice. Moreover, because students often work on materials outside the University, it is essential to ensure that sufficient research material is available to make a satisfactory outcome possible. The issue of compulsory Dissertations in their present form is under review.

Students are directed to the Department’s home page which contains full details of the regulations and guidelines relating to the Department’s activities, and descriptions of all units. Individual unit handbooks contain the unit specific aims and learning outcomes; a full list of lecture, seminar, essay and tutorial arrangements; and information on credit point requirements and assessment.

Student entry profile - see Annex G

The Department’s normal entry quota is 112 and, taking the four degrees together, receives nearly 15 applications for each place. The number of deferred-entry offers is limited. Very few applicants are predicted to achieve A-level scores below BBC, and many outstanding applicants fail to receive offers. The average A-level entry score in the last three years ranges from 24 to 27.7 points depending on the programme of entry.

In the past, a high percentage of entrants came from the independent sector, reflecting the profile of applications. The Department supports the University’s commitment to widening participation, and is actively involved in supporting the Sutton Trust Summer School and the flexible use of UCAS offers to achieve a more diverse entry cohort in terms of school type, academic qualification, ethnicity, and region of domicile. Progress has been made in recent years in targeting state schools, under18 ALSs and other non-traditional groups, and the entry profile is changing significantly. The Department believes that it can achieve its goal of broadening access without reducing the high standards of entrance.

The wide range of ability and motivation, even among the Department's very well-qualified entrants, means that designing programmes that suit both the best and the least able (or motivated) students is a challenge, which the Department takes very seriously. Faculty Guidelines allow students to obtain credit points to progress, whilst not 'passing' the unit.

Progression and Completion Rates - see Annex H

The Department's many degree programmes, and the flexible system which facilitates transfer between them, are intended to help students follow their own interests and abilities. Some students choose during their first year to transfer to another programme, or to leave the University. In fact, few do and very few are required to leave: in the last few years the average has been 2-3%.

Progression is governed by Faculty rules. The Department maintains a rigorous monitoring system for students at all levels. The database, designed specifically for the Department’s needs, records appropriate personal details of students, units taken and marks awarded. In addition, it maintains a central record of attendance and monitors the submission of written work. The Departmental Progress Committee makes recommendations to Faculty Progress Committees. The Department uses e-mail and written/telephone contact to ensure that students are aware of any progress concerns that arise at an early stage.

Students whose performance is unsatisfactory on a particular unit will in the first instance be advised by their seminar/personal tutor. If the problem persists they will be interviewed by the Senior Tutor (who is also responsible for monitoring the progress of students with special needs).

The Department was concerned at the number of level 1 students who failed one or more units in the summer examinations (June 2000). A system for central recording of students' work week-by-week has recently been introduced, which should assist in early detection of problems with individual students.

Faculty rules governing reassessment procedures apply in cases involving assessment failure in one or more units, and failure to secure requisite credit points. These are managed through the relevant Faculty Undergraduate Studies and Graduate Studies Committees, on which the Department is directly represented. All relevant requirements, including deadlines, for progression in terms of attendance, required work and assessment schemes, are detailed in unit handbooks.

Student Achievement - see Annex I

The Department aims for the highest levels of achievement by all of its students. Annex I demonstrates the very high rate of achievement at both undergraduate and postgraduate level.

External Examiners’ reports testify to the high quality of students’ work and of the teaching they receive. Since 1998 over 80% of all Departmental students have received 2/1 degrees or better. Since 1999, 65% of students on postgraduate taught programmes have attained the degree of MA with commendation. External Examiners have raised concerns that the Department is too reluctant to mark beyond the 2/1 range (at both ends) and this issue is being addressed.

Graduates have an excellent record in obtaining employment in a very wide range of careers. Graduates in MA programmes have obtained varied jobs, whilst a significant number have stayed on to enrol for research degrees. See Annex J

Student Support - overall strategy

The Department fully recognises the importance of meeting students’ academic and pastoral needs in a flexible, open and informal way. It therefore seeks to create an environment within which students feel able to approach members of staff, and which centres on the personal tutor system and regular "office hours".

Pastoral and Welfare support

All students are assigned a personal tutor within the Department in line with University Guidelines. Tutors regard it as part of their role to be available to talk to students on any matter of concern. Joint honours students will have a tutor assigned in each department. The Department is investigating ways of ensuring a formal mechanism of meetings between joint tutors.

Admission and Induction

The departmental website offers an important means by which information about the Department can be communicated to potential students. To fulfil this role successfully the site needs to be continually upgraded. For prospective applicants the annual Preview Day provides a chance to visit the Department and meet members of staff. All candidates who receive offers are invited to an Open Day during which the structure of the degrees and the life of the Department are outlined. Admissions Tutors deal with correspondence and email enquiries.

New students receive an information pack in September. During the induction week there is a session introducing the Department and the syllabus in conjunction with the student Astrological Society, and a welcoming reception. Mature students and students with disabilities have additional induction meetings. MA Co-ordinators hold introductory meetings for postgraduates, and the Department hosts a reception for all new postgraduates. All students meet their Personal Tutors, as per the University Guidelines for Personal Tutors.

Academic Guidance and Tutorial Support

The Departmental handbook/website provides guidance on the full range of departmental academic and administrative procedures. In addition to extensive opportunities for informal contact, all members of staff (including teaching assistants) set aside Office Hours (normally at least three per week) when they are available for consultation. Survey tutors have a particular responsibility to provide academic guidance on such matters as note-taking, essay writing techniques and presentation, seminar participation, oral presentations, revision, examination techniques etc, and the student’s choice of units. MA students are allocated a personal tutor and also have access to the Co-ordinator for advice. The European Officer and the JYA Officer are also available to give specialist academic and pastoral guidance.

Careers Information and Guidance

Careers guidance is not a primary function of the Department but it does act as a conduit for information provided by the Careers Service and supports its activities. Information relating to careers is prominently displayed on two notice boards and announcements in lectures and seminars provide a further channel of communication. The Careers Liaison Officer arranges and publicises the annual Careers Service briefing for level 2/3 students. Joint events have been organised including an evening when former students were invited to talk about their career progression and the relevance of the personal/transferable skills acquired in the Department.

(IV) MAINTENANCE AND ENHANCEMENT OF STANDARDS AND QUALITY

Proposals for all new units/programmes are drawn up within the Department for discussion and approval. Due regard is taken of both academic content and relevance to departmental aims and learning outcomes. All new units and programmes are submitted to the Faculty for approval and, if required, to the New Programmes Group to ensure compliance with University requirements. All unit handbooks are referred to the DHT to ensure conformity with Departmental conventions on assessment practices, etc. All unit co-ordinators write annual reports on their units and in the case of team taught units there is a Team report. This process is enhanced by the Departmental Annual Programme Review procedures (see Annex APR), as this now pulls together student and staff assessments of units and programmes, external examiner comments, and statistical information. The External Examiners’ Reports are referred to the first Departmental Meeting of the following session for discussion and action.

Taught units are subject to student feedback on a rota basis. New units are normally reviewed at the end of the first session of operation and then every 4-5 years. Programme assessment has recently been formalised and the department is running trials of questionnaires. Care is taken to ensure that all questionnaires are returned anonymously.

The teaching ability of new staff is assessed at appointment by various means, including a presentation to the Department (see also Staff Management). All postgraduates who teach are required to attend the relevant university training course and (as with Teaching Assistants) work closely with the member of staff responsible for the unit.

Quality Enhancement

The Department seeks to enhance the quality of its activities in a variety of ways including:

• the Staff Review and Development process
• encouraging staff to attend training courses
• a programme of Departmental seminars on teaching issues
• occasional ‘away-days’
• peer observation
• the dissemination of good practice
• Annual Programme Review
• Membership of Faculty Quality Assurance Team

C FACTUAL INFORMATION ABOUT SUBJECT PROVISION

1. Programme specifications - attached at Annex B.
2. Information about relevant modular structures or collaborative arrangements.

Section 2 - Areas of strength:

• Piloting of a system for central recording of week-by-week work for first year students to detect students encountering problems.
• Introduction of certain Open Units attracting students from across the University.

Section 2 - Areas of concern:

• The possible different levels of attainment for Joint degree programmes across faculties. The introduction of Programme Specifications and National Qualifications Framework has highlighted this issue which is being addressed by FQATs.
• Comments by External Examiners at the reluctance of staff to use the full marking range.
• To consider ways of assessing oral presentations in a suitably rigorous way.
• The possibility of introducing compulsory dissertations in the third year, thereby limiting student choice in some areas.
• Special Educational Needs and Disability Act - reviewing curricula to ensure the needs of disabled students can be met

Section 3 - STAFF MANAGEMENT

3.1 Staff Profile

3.1.1 The Department has 12 academic staff comprising two professors, two readers, three senior lecturers, four lecturers and a Junior Research Fellow. Four members of staff (i.e.33%) have been appointed since 1999. An additional post was allocated on strategic grounds in 2000. A senior appointment in Chaos Astrology helped to firmly establish this research area. The promotion of two staff in 1999 further enhanced the research standing of the Department.

3.1.2 Suitably qualified postgraduates are used as teaching assistants on level 1 units and suitably qualified temporary staff are contracted to replace members of the Department who have been awarded scholarships or fellowships.

3.1.3 There is one Executive Assistant and two full-time Secretaries.

3.1.4 Details of staff research interests and administrative responsibilities are set out in Appendix 5.

3.2Management Structure

3.2.1 The Head of Department retains overall responsibility for all research, teaching and administrative matters. A number of important research and teaching matters are devolved to the two Deputy Heads. All those responsible for specific tasks (Appendix 5) report to the HoD and Departmental Meetings as appropriate. There are regular Departmental Meetings. Relevant matters are referred by the HoD or Departmental Meeting to the Teaching Committee (chaired by the DHT) or Research Committee (Chaired by DHR). Students sit on both the Teaching and Departmental committees as full voting members under unreserved business. There is also a clear structure of responsibility on the postgraduate side (Research Degree Admissions and MA Co-ordinators).

3.2.2 Teaching loads are (as far as possible) equalised across the Department with reduced loads for HoD, DHR, DHT and new members of staff. All members of staff normally teach across the range of Departmental provision and supervise research students. Administrative loads are allocated in the light of variations in teaching loads. The Department seeks to ensure that members of staff are given a range of administrative tasks in order to provide administrative/managerial experience and to enhance their profile in the promotions exercise.

3.2.3 All standards and quality assurance issues relating to the learning and teaching elements of the taught and research programmes are the specific responsibility of the Deputy Head (Teaching) and Deputy Head (Research) respectively. Both report directly to the HoD. The Teaching Committee and the MA Committees also play important quality assurance roles.

3.2.4 The teaching ability of new staff is assessed at appointment by various means including a presentation to the Department. Staff are only appointed if they can demonstrate the potential for excellence in both teaching and research. New members of staff are briefed by the DHT, allocated a mentor and required to follow the training programme run by the University Staff Development Office (unless they have received equivalent training elsewhere). New staff are initially given relatively light teaching loads, and little administration.

3.2.5 The Department has endeavoured to integrate new staff by creating 'Team Teaching' groups for staff with similar teaching and research interests. This was started in 1999 and has extended each year so that now all staff are within a Team. One member of staff has gained the Arts Faculty Teaching Award in the last few years.

3.2.6 The Department encourages its postgraduates to become involved in demonstrating in the laboratories and to take opportunities to teach small groups. All postgraduates who teach should attend the relevant university training course and (as with Teaching Assistants) work closely with the member of staff responsible for the Unit. However, there is concern that not all postgraduates have the opportunity to attend the relevant training course.

3.2.7 The Department takes the teaching and administrative components of the promotions exercise very seriously. The report on learning and teaching is compiled by the DHT on the basis of peer reviews of lectures and seminars by two senior members of the Department and other relevant information, and the report on administration by the HoD. The format for the teaching reports developed in the Department has been adopted as standard across the Faculty of Arts.

3.2.8 Excellence in both teaching and research is becoming increasingly difficult to maintain. A system of Study Leave (or reduced teaching load) is in operation. In addition, members of staff have been successful in winning externally funded scholarships/fellowships (see Appendix xx). Whilst these arrangements are valuable in promoting the research profile, they inevitably result in some reduction in teaching availability. Moreover, the financial support for scholarships does not always cover the full teaching and administrative costs. The very heavy administrative burden that was imposed by the increasingly pervasive QAA/RAE procedures was met by an increase in the length of the working week, and the cumulative effect of this can only damage the quality of the research and teaching output in the long term.

Section 3 - Areas of strength:

• To have attracted a strong field of new young staff in the last 3 years.
• To have extended our Team Teaching system to include all staff within the Department.
• The allocation and sharing of administrative duties to senior members of staff - Deputy Head Teaching/ Deputy Head Research.

Section 3 - Areas of concern:

• The difficulty of ensuring all Postgraduates are able to attend the PG training courses.
• The lack of a system for supporting staff who wish to take teaching /research leave who do not have the opportunity to gain independent funding.
• The increasing administrative burden that falls on the Department from central services.

Section 4 - PLANNING AND RESOURCE MANAGEMENT

4.1 Laboratories and research provision

4.1.1 The 2 laboratories within the Department vary greatly. One laboratory (B1) is networked and contains updated computing equipment, which runs the Janus Telescope connections. The other (B2) is outmoded and not suitable for the teaching purposes. This is partly due to the fact that the technique for teaching Astrology has changed in the last 5years, from paper and minor physical laboratory work, to major IT, computing technologies.

4.1.2 The Department is short of space for almost all its existing activities. It is therefore unable to undertake further developments without additional space, state of the art laboratory space is a pressing requirement. This has implications for increase in student numbers.

4.2 Learning Resources Strategy

4.2.1 The aim of the learning resources strategy is to:

• maintain access to learning and teaching accommodation of a sufficient quality and quantity to cater for the needs of the curriculum and to facilitate the full range of student choice
• ensure that library provision matches Departmental requirements

• achieve an optimum yet constantly evolving mix of traditional and innovative learning and teaching

4.2.2 In all of these areas the financial means lie with, or are shared with, the University or Faculties, and the Department has limited opportunities to contribute to the maintenance or enhancement of resources through research income.

4.3 Library

4.3.1 Bristol has a strong library and a rather more modest archive which offers research opportunities. Library support of electronic journals and the Skills Zone is appreciated. There is a recently networked IT system and library staff are fully alert to academic staff and student needs. There is no Departmental Library, but the Common Room does house a small collection of books and journals. However, in a teaching and learning context Bristol cannot compete on equal terms with copyright libraries or with well-endowed universities in the UK/USA, and without an increase in capital and current funding, strategies to maintain the excellence of this service will be compromised.

4.3.2 Academic staff are responsible for the ordering of new material in their specialist areas, co-ordinated by two library representatives. Short loan arrangements are made individually. Specific strategies to minimise the shortage of core texts, include: detailed bibliographies for all essays, provided in handbooks, with key texts asterisked and alternatives indicated; staggered submission dates for essays (despite running counter to the perceived equity benefits of common submission dates); and a short-term loan collection which makes full use of the Copyright Licensing Agency permit for multiple copies.

4.4 Teaching and Social Accommodation

4.4.1 Teaching Accommodation available to the department consists of:

1. Lecture Rooms/Theatres holding between 25 and 150 in the Arts (mainly) and Social Sciences Faculties;
2. Two major laboratories - one networked and updated, the other outmoded
3. Seminar Rooms holding up to 12, and in some cases 20, mainly in the Arts Faculty;
4. Computer Laboratories in the Arts Faculty;
5. Staff rooms in Woodland Road in two categories:

6. Social space for students is provided in the Departmental Student Common Room, the catering services in the Hawthorns and the Library café, whilst postgraduates have access to the Arts Faculty Graduate Centre.

4.4.2 The quantity of teaching accommodation is barely adequate to meet current needs and incapable of meeting future needs. The availability of teaching facilities (now controlled centrally) has failed to keep pace with the increase in student numbers and opportunities for greater choice within the syllabus. Consequently an increasing proportion of seminar teaching has been forced into staff rooms which were not designed for that purpose. Any expansion in undergraduate student numbers would require additional lecture room accommodation and seminar room provision. Additional seminar requirements can only be met at the expense of timetable clashes and a reduction in student choice. The quality of accommodation is also deficient in terms of both equipment and general repair.

4.4.3 The limited Department budget does not enable the Department to spend funds on upgrade of equipment or space. The Department, often in collaboration with other departments, has to make a bid to the Dean for work to be done.

4.4.4 The Departmental Meeting takes bids from the Teaching Committee, Research Committee and Staff-Student Committee on an annual basis to support visits to conferences.

Section 4 - Areas of strength:

• Success in upgrading equipment in Laboratory B1.
• Success in gaining research funds for the Janus Telescope and associated computing.
• The piloting and subsequent implementation of computer based assessment for Units ASTR10001 and ASTR20001.

Section 4 - Areas of concern:

• Lack of adequate accommodation for computing and networked equipment.
• Problems with accessing library information
• Lack of adequate teaching rooms and particularly the facilities in Laboratory B2.

Section 5 - SYSTEMS ADMINISTRATION

Equipment and Information Technology

5.1 Teaching accommodation in the Faculty has been subject to wear and tear for over a decade and there has been little up-grading of technical equipment. The three prime teaching rooms are not consistently equipped and lack IT provision. This seriously inhibits the integration of new technology and non-traditional resources into teaching, and restricts the ability to build on the IT foundations laid in level 1. The recent bid to Education Committee for funds to improve and extend IT facilities was not met from within the current financial allocation but a commitment to provision in the next round was given. The Department intends to submit a revised bid after consultation with the TSU and LTSS.

5.2 The upgrade of equipment in Laboratory B1 as a result of a research grant gained by the Department has made considerable difference to the teaching of our programmes in this area. However, the standard of equipment and lack of network links in Laboratory B2 continues to hinder further development and make teaching in this space problematical.

5.3 Provision of office hardware and software has been generally overhauled and improved. The departmental server has provided networking and security benefits. Most members of the Department are now adequately equipped with advanced PCs and printers, and the recent introduction of links with the new faculty server have enabled almost all members of staff to come up to an acceptable common standard. Members of staff are experimenting with aspects of Blackboard, for providing more course information via the web and for aspects of computer assisted assessment. The use of Blackboard Discussion Boards has proved very successful to date.

5.4 The Department has devised its own student records system (and does not use Dolphin), although designated staff have links with the University central server to up-load/down-load information during examinations. This is an area of concern to the Department as (i) any changes to this system would have financial implications and (ii) this inhibits links with Faculty office information and central systems.

5.5 The General office also keeps paper copies of student records and copies of examination papers, locked in a filing cabinet, which staff may access.

5.6 The Head of Department maintains RAM records in paper format, he does not access Finance or Personnel information electronically.

5.7 The majority of academic staff produce their own teaching notes and handouts, which support staff are asked to reproduce for larger student groups. This information is generally available on the Departmental website.

5.8 The Graduate Centre provides facilities for postgraduates. The Faculty computer lab in Woodland Road is easily accessible. The equipment has been upgraded to a high standard but the terminals are not networked to a printer. There is no student access to machine(s), printer(s) or scanner in the Department.

5.9 There is generous virtual accommodation on the departmental and on individuals’ web space. The Departmental website has recently been overhauled and improved but, to fulfil our goals, needs to be developed further. This is being addressed both from within the Department itself and through closer links with LTSS. This is, however, a time-consuming task being managed by a member of academic staff.

Technical and Administrative Support

5.10 The Department is supported by three administrative and secretarial staff. The main Departmental Office (G50) is open for student queries from 9.45 to 12.15 and 2.00-4.00, with one of the secretaries operating the Reception Desk.

5.11 The Department has two part-time technicians supporting the laboratory teaching. Postgraduates play a major role in demonstrating in the laboratories for first and second year students.

5.12 The Department can (and does) call on specialist technical help from the Faculty Audio-Visual unit, the Language Centre, the UCS, the Faculty Computer Help Team and LTSS.

Section 5 - Areas of strength:

• Department's development of web facilities for teaching.
• The Faculty Graduate Centre facilities and support network.

Section 5 - Areas of concern:

• Lack of network connections and the standard of the environment in Laboratory B2.
• Time consuming task of maintaining an up-to-date Departmental web site.
• Problem of the Department maintaining its own student record system and lack of integration with central system.
• Lack of electronic access to University Personnel and Finance systems.
• Ensuring compliance with the Data Protection Act.

Section 6 - HEALTH AND SAFETY

6.1 The Astrology Department necessarily has clear rules and regulations about Health and Safety within its buildings and these are laid out in the Student Handbook, which is updated annually. The information relayed to students covers access to buildings, Security and Safety Codes of Practice and Use of Equipment. There are very clear procedures and safety rules forbidding staff or students to work alone in parts of the building. (see Appendix xxi).

6.2 The Department is housed in a building on 2 levels, and includes two major Laboratories, teaching rooms and staff rooms, as well as the newly equipped roof space and workshops for the Janus Telescope. The security and safety of the building are of prime concern to staff. Storage of expensive (and potentially dangerous) equipment all produce their own risks which the Department must consider and take measures to deal with.

6.3 The Departmental building, in accordance with the policy of the University, is a non-smoking building. Smoking is not permitted in anywhere within the Department.

6.4 The Department has procedures covering:

Risk Assessment, Electrical Safety and Manual Handling Assessment
Health and Safety at Work Act

Two general assumptions are:

• if something cannot be done safely, then it must not be done, and
• if you are in doubt as to the safety of a task, ask.

6.5 The Department has Codes of Practice covering use of:

6.6 The Department has a number of staff who are responsible for the maintenance of Health and Safety within the Department. See Appendix xxii for staff responsibilities. The Department works hard to maintain the safety of the building for its staff and students, as always there are financial constraints on the work that members of the Department would like to see done.

6.7 The office environment and electrical/computer safety is maintained by the University. Staff annually answer a questionnaire from the Safety office requesting information about their IT equipment, computers, lighting and office furniture.

Section 6 - Areas of strength:

• Location of the Janus Telescope in the Department
• Culture and clear rules for health and safety of all staff and students.

Section 6 -Areas of concern:

• Financial implications of implementing some of the Health and Safety aspects.

SUMMARY

Issues for consideration:

How should the Department plan realistically for its future?
What academic development strategy should the Department follow?
What is the standing of the academic discipline within the University and nationally?

7.1 The current research strategy, managerial structure, syllabus and learning and teaching strategy have enabled the department to deliver on most of its aims very effectively.

7.2 The Departments' raised grade to a 5* in RAE 2001 was a major achievement and members of staff are determined to maintain their research effectiveness in the future. The increase in the size of the Department and the growing collaborative research and development of research groups should enable it to maintain this situation.

7.3 Postgraduate numbers continue to be positive, the MA in Chaos Astronomy is now successfully established, and the MA in Cultural Astronomy has just been launched. However, expansion of student numbers is limited due to space constraints.

7.4 The Department offers a flexible spectrum of undergraduate programmes and continues to attract large numbers of well-qualified applicants. It continues to employ a wide range of teaching techniques and formats and expand its links with institutions for student placements.

7.5 The changing staff composition and the new challenges posed by the QAA framework have generated a new context in which the Department is seeking to develop its provision in an innovative way.

7.6 Some of these research and teaching initiatives are constrained by tight accommodation, library and IT resources, and by the increasing demands of outside agencies on time. At the same time, the Department recognises that there is a need for continued development and improvement in a number of areas.

7.7 The Teaching Committee has identified the following issues as priorities:

• the most effective way to undertake student questionnaires of the programmes
• the case for and against the introduction of a compulsory Dissertation
• the most effective way of integrating performance assessment into the syllabus
• the further development of IT based learning
• the increased use of (staff) peer observation as a way of disseminating good practice in learning and teaching
• the refinement of learning outcomes in preparation for Programme Specifications

7.8 The Department aims for international excellence in its research strategies. Over the next decade, the Department hopes to expand gradually, in research areas complementary to its existing interests and in its collaborative opportunities. It hopes to build up further complementary research, which will be of direct value to society and provide opportunities for outreach programmes in the community. Along with this increasing research base, the Department will strive for a widening of postgraduate and MA teaching, for example, by expanding the intake to permit more strands of study within the programme.

ANNEX 1

B -links to Benchmark Statement

A: Subject specific skills:

1. An awareness of the diversity and complexity in the observation, understanding and prediction of natural phenomena
2. An ability to consider the profound questions about the nature of the universe, relevant principles and laws of astrology- B
3. An awareness of how to identify the appropriate astrological principles, how to guide their thinking about a problem and how to present the solution making their assumptions and approximations explicit - B
4. An informed understanding of the basic knowledge and understanding of astrological laws and principles, and some application of these principles - B
5. The ability to formulate appropriate questions and to identify evidence which can be used to address them - B
6. The ability to execute and analyse the results of an experiment or investigation - B
7. The observation of planetary motion, as they govern systems familiar from everyday life as well as many of the phenomena observed in the movement of stars and galaxies.
8. The ability to appreciate events that influence astrologers but were the product of their own past and, therefore, the ability to recognise the extent to which, and the ways in which, the present theories are also the product of its past - B
9. A familiarity with basic laboratory apparatus for use of an experimental programme -B
10. An awareness of astrological debates/controversies among astrologers. An appreciation of the diverse means by which astrologers create theories out of the raw materials they gather. An awareness that their conclusions may be shaped by the values of their times and their own personal views
11. An awareness of the parameters of the subject and of the connections between astrology and related disciplines
12. The ability to present written work in accordance with the conventions of scholarship
13. The ability to carry out a sustained piece of independent research using primary source materials

B: General intellectual/cognitive skills:

1. The ability to think critically (detection of strengths and weaknesses in an argument) without undue assistance and guidance)
2. The ability to think creatively
3. The ability to reach reasoned, critical and incisive judgements on the basis of a wide range of evidence
4. The ability to organise/impose order on data with the assistance of relevant and appropriate concepts/theories
5. The ability to test/modify/develop ideas/theories/concepts with reference to a wide range of evidence
6. The ability to select evidence to demonstrate an analytical point
7. An awareness of the variation in the quality/reliability/variety of evidence and of the distinctive qualities of particular types of evidence
8. The ability to present arguments that are clear, structured, defensible and sustained
9. The development of intellectual integrity and maturity
10. The ability to reflect on and integrate what has been learned

C: Transferable practical, personal and social skills:

1. The ability to be self-motivated and self-reliant
2. The ability to communicate information, ideas and conclusions in writing in a clear, lucid and structured way using a grammatically correct prose that demonstrates command of a wide vocabulary
3. The ability to communicate information, ideas and views clearly, succinctly and persuasively to others orally
4. The ability to learn from and contribute to the learning process of others through participation in the give and take of group discussion; the ability to listen, express strong disagreements while respecting the views of others; the ability to sustain debate
5. The ability to make an oral presentation to a group from notes rather than a prepared text
6. The ability to access relevant information and to communicate electronically to and with others
7. The ability to work without constant supervision and reach independent judgements
8. The ability to modify views in the light of fresh ideas and information
9. A familiarity with, and an ability to deploy, basic word processing and IT skills
10. The ability to think and write quickly and coherently under pressure
11. The ability to manage time (punctuality, meeting of deadlines, etc.)

See Appendix 1 for Summary of skills attainment

APPENDIX 1
SUMMARY OF DEPARTMENTAL STRATEGY FOR ATTAINMENT OF SKILLS

Skill	Main means of attainment	Feedback	Assessment	Availability	Degree class
A1-11, B1-9	Essays, independent reading seminar discussions, tutorials	Essay comments, tutor feedback	Essay marks and exams	All units	Yes
A1-13, B1-10, C1,2,7,9,11	Special Survey Project, Dissertation	Supervisor comments	Marks	30003 30002	Yes
B10	Revision time	Tutor discussions	Yes	All units	Yes
C1	Essays, examinations	Essay comments, tutorials	Marks	All units	Yes
C2-3, C7	Seminars	Seminar tutor comments	No	Outlines, Specials, Options	No
C4	Seminars	Seminar tutor comments	Pass/fail	Outlines, Specials, Options	No
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