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Summary of HEFCE Quality Assessment Reports for German
Organisation of period abroad
Purpose of period abroad and curriculum integration
General preparation of students
Practical, linguistic and intercultural preparation
Support and monitoring during residence abroad
Academic work, assessment and accreditation
Debriefing and follow-up
Most of the HEFCE QA reports evaluate the performance of language departments
in general and do not always refer to German specifically. Thus, the following
summary relies mostly on generalised information for the organisation
of the year abroad.
NB: The brackets within the text (Q.../..) refer to the reference
number of the original institutional report.
Organisation of period abroad
Apart from one institution (Q163/96) all universities offered a period abroad of some kind for their language students. The period abroad usually takes place in year 3, "between Level 2 and 3" (Q164/97). In some cases the period spent abroad is scheduled for year 2 (Q184/96, Q36/96, Q91/96) or even year 4 (Q36/96, Q91/96). These are mostly business students work placements.
Single honours students and students majoring German normally go for one year to a German speaking country. Students reading German as a minor subject and also joint honours students at some institutions are encouraged to spend up to one semester in a German speaking country (Q115/96). If that is not possible students attend a six weeks German course at a German university language centre during the summer vacation (Q164/97, Q236/96). However, where students are reading more than one language there is not always a formal requirement to spend a period of time in both countries (Q23/96, Q77/96, Q115/96, Q205/96, Q240/96).
The period abroad is spent mostly in Germany. At some institutions there is the possibility for students to spend a year or a semester in Austria (Q243/96, Q109/96, Q136/96) or they have the choice between Germany, Austria and Switzerland (Q194/96).
Students mostly have the opportunity to choose between university and work placements or an assistantship (Q115/96) and those arrangements seem to be of a generally satisfactory nature to the assessors. Only in one or two cases are assessors referring to unstructured arrangements (Q51/96) or inappropriate arrangements (Q4/96). Some universities openly favour assistantships (Q4/96, Q99/96, Q109/96, Q136/96, Q1/97) or work placements (Q184/96) and the latter seems to be linked to business or management courses with a language (Q169/96).
The organisation of the stay abroad by members of staff and student involvement differs considerably. University placements are mostly organised through exchange programmes such as ERASMUS and LINGUA (Q13/96, Q109/96), but also through long-established partner schemes between institutions (Q48/96) and even both (Q109/96, Q117/96, Q162/96, Q164/97, Q242/96). Assessors encourage departments to make more use of European exchange schemes (Q4/96). In some cases students can make arrangements themselves to attend the university of their own choice (Q77/96, Q109/96) and are encouraged to demonstrate their own initiative (Q149/96).
There is no information in the reports on how assistantships are being organised apart from that these arrangements exist with German and Austrian schools and that "advice is given on the various arrangements" (Q109/96).
Most information is given on the arrangement of work placements. Students receive support from placement officers (Q169/96) and staff (Q107/96, Q109/96) alike, some of them being German native-speakers especially appointed for this task (Q136/96). Students can also make their own arrangements (Q109/96, Q169/96).
Comments by the assessors suggest that the organisation of work placements works well (Q107/96, Q109/96, Q24/96, Q241/96) and make a comment about "limited advice" in one case (Q208/96).
Purpose of period abroad and curriculum integration
There are clear objectives and aims concerning the period abroad mentioned in the reports. These are for almost all institutions respectively the development of communicative competence and a high level of aural, oral and written fluency in German as well as the development of a cultural awareness and transferable and personal skills. Some institutions see the year abroad as an opportunity to "increase independence and equip students for life and work in a foreign language and in a multilingual environment" (Q242/96).
However, not every institution seems to have a set of clear aims and objectives and learning outcomes (Q4/96, Q70/96) and although most institutions state clear aims and objectives it does not mean that they have been evaluated as being specific enough (Q211/96) or that they are being fulfilled (Q185/96). This is also reflected in the assessors' comments on curriculum integration of the period spent abroad. They strongly focus on a full integration of the year abroad into the overall curriculum of the course and identify clearly where this requirement has generally been achieved: "well integrated into the rest of the curriculum" (Q36/96, Q37/96, Q41/96, Q55/96, Q68/96, Q149/96, Q162/96, Q184/96, Q194/96, Q205/96, Q216/96, Q242/96, Q243/96). Where the integration of the year abroad has not yet been fully achieved assessors identify clearly the areas to be improved such as the link and the integration with final year curriculum or subsequent study (Q164/97, Q109/96, Q171/96), the formal integration through accreditation (169/96) and a clearly defined function or role of the year abroad (Q4/96, Q38/96, Q232/96, Q240/96).
General preparation of students
The reports offer very positive comments on the preparation of students for the period abroad: "excellent support" (Q102/96), "effective guidance" (Q105/96), "considerable effort to prepare students" (Q117/96) to mention just a few. Academic staff (tutors) seem to be most involved in the preparation of the students, but also placement officers (Q132/96, Q236/96, Q242/96), a year abroad office (Q7/96), and student and career services (Q24/96, Q242/96) play an important role in this process and offer workshops and briefing sessions on personal, financial and organisational aspects of residence abroad.
The most common form of preparation seems to be a series of meetings and briefings in year 2 conducted by academic staff and often assisted by returning students from their year abroad (Q25/96, Q105/96, Q124/96,Q164/97, Q174/96, Q207/96, Q216/96, Q23/96, Q243/96, Q69/96). In some instances German exchange/ERASMUS students also take part in briefing sessions (Q164/97, Q207/96, Q25/96, Q243/96). These meetings are used to give advice on available arrangements, destinations and financial matters (Q216/96, Q102/96) as well as support with the organisation of academic work set for the year abroad (Q207/96, Q25/96).
Meetings and briefing sessions are usually supported by written documentation or a year abroad handbook (Q117/96, Q174/96, Q205/96, Q25/96, Q36/96, Q243/96, Q45/96, Q68/96, Q84/96, Q90/96, Q3/97, Q199/96, Q4/96, Q7/96) "with administrative and bureaucratic advice and cultural information" (Q105/96) and "detailed practical guidance on all important aspects of the period abroad" (Q164/97).
Some departments offer additional and more specific preparation such as a two-day conference (Q174/96), an introductory course prior to departure (Q69/96) or classes with German Lektors "to prepare students to cope with administrative problems" (Q243/96).
Although the assessors seem to be content with the general preparation of students, more advice on grants for the year abroad could be given (Q241/96), and some documentation could be improved (Q4/96, Q141/96).
Practical, linguistic and intercultural preparation
Special consideration seems to be given to students who choose an assistantship for the year abroad. They are offered a special preparation scheme (Q124/96), TEFL courses (Q109/96), an introductory course (Q136/96), and are encouraged to work as "volunteer tutors in local schools" (Q115/96) to gain some experience and develop some skills before teaching abroad.
However, looking at the high number of institutions where an assistantship is one of the options for the year abroad the four special preparation schemes appear to be an exception.
Students on a work placement can build on their training (Q36/96) and use their skills in a work-related environment (Q107/96).
One aspect assessors have commented on was the use of German as the medium of instruction especially in year 2. This is seen as a contribution to a good academic and linguistic preparation (Q149/96) and the teaching of modules and options in German (Q242/96, Q69/96, Q13/96) is encouraged. Great emphasis also lies on the development of oral skills and special and innovative oral skills courses are seen to underpin the linguistic preparation (Q117/96, Q90/96). Language classes with students with mixed linguistic ability might, however, hamper the linguistic preparation of year two students (23/96).
There is not much information on the cultural and intercultural preparation of students. A reference was only made in two reports: Cultural preparation can be part of the documentation (Q105/96) or is part of a series of seminars "to reduce cultural shock in the initial period overseas" (Q136/96).
Support and monitoring during residence abroad
Most students are supported and monitored during residence abroad by the home department. This involves written contact and, where funds are available, visits. Students are required to stay in contact with the home department through regular written correspondence (Q105/96, Q164/97, Q25/96, Q243/96, Q232/96). Telephone contacts and other media seem to have become popular means of communication as well (Q222/96, Q241/96). Students often have a named contact person or tutor, either a member of staff or placements officers (Q180/96, Q184/96, Q242/96, Q48/96, Q70/96, Q194/96, Q232/96). "A personal guidance tutor system" proved successful for students with special needs in residence abroad (Q184/96).
Many departments visit all their students at least once (Q164/96, Q180/96, Q113/96, Q115/96, Q132/96, Q136/96, Q13/96, Q208/96, Q222/96, Q241/96, Q69/96, Q136/96, Q185/96, Q205/96, Q236/96, Q242/96, Q45/96, Q68/96, Q184/96, Q90/96, Q91/96, Q99/96) some even twice (Q25/96, Q102/96). These visits are used to discuss project work and students' progress (Q136/96, Q194/96) and to address problems (Q115/96).
This kind of contact appears to be successful, however, comments suggests that there can still be drawbacks in supervising academic work, projects or dissertations (Q164/96, Q243/96, Q13/96). In one case Joint honours students are visited, but not necessarily by a member of staff of German (Q13/96).
It is surprising how many departments have to cut visits or do not have the funding for visits at all and have to rely on written communication and other forms of contact (Q70/96, Q77/96, Q232/96, Q24/96, Q38/96, Q7/96, Q124/96, Q216/96, Q23/96, Q236/96, Q240/96, Q243/96). Although written communication and telephone contact can provide good support and monitoring the assessors strongly emphasise the allocation of funds for pastoral visits (Q38/96). Some institutions organise weekend residential meetings (Q177/96) or a weekend course during the Easter vacation (Q216/96) where funds do not allow visits.
Host institutions are also involved in supporting students on a formal and informal basis. In one case the support and monitoring of students is the responsibility of the host institution (Q41/96), some institutions are closely co-operating (Q115/96), students may have a named contact person from the academic staff (Q102/96, Q205/96) and one host institution offers a "buddy scheme" (Q205) for students.
Academic work, assessment and accreditation
Students abroad undertake some kind of academic work in all cases. This work can be a year abroad project (Q136/96, Q141/96, Q105/96, Q184/96, Q25/96, Q236/96, Q242/96, Q90/96, Q3/97, Q115/96, Q241/96). Students also work on their dissertation whilst being abroad (Q141/96, Q232/96, Q207/96, Q244/96, Q1/97, Q3/97, Q117/96) or produce up to three (extended) essays (Q232/96, Q117/96, Q23/96, Q48/96, Q90/96, Q99/96, Q185/96). Other work comprises year abroad logbooks (Q194/96, Q241/96, Q13/96) and year abroad/placement reports (Q164/96, Q1/97, Q45/96, Q205/96). Some students have to submit work to the partner institution (Q23/96) and produce "Scheine" (certificates) (Q207/96, Q243/96).
However, it is not always clear whether all academic work produced during residence abroad has to be written in the target language and assessors comment that the amount of work produced in German should be increased (Q194/96). Some institutions have already targeted this issue and "special honours students are required to write two essays in German" (Q113/96). Another issue is the consideration of the different linguistic ability of beginners in comparison with advanced students. But only one institution to do so has been referred to in the reports (Q136/96).
How the year abroad is being assessed by the universities differs widely . Some departments do not include the year abroad in formal assessments (Q222/96, Q51/96, Q69/96, Q146/96, Q77/96), but assessors encourage the review of this situation (Q69/96, Q222/96) and emphasise assessments as a successful method to monitor students' progress (Q102/96). There is not always clear information in the reports about how students are being assessed and comments remain fairly general such as "students are required to undergo a well-defined assessment programme as part of the year abroad" (Q169/96) or "assessment of students' achievement upon return" (Q184/96). Assessments can contain marked written assignments (Q117/96, Q185/96, Q105/96, Q115/96, Q241/96) as well as oral exams after students have returned (Q117/96, Q207/96, Q1/97, Q171/96).
There is also quite a difference in how assessed year abroad work is being accredited and counts for the final year degree classification. While some departments have not yet introduced a credit system for the year abroad (Q169/96, Q69/96, Q205/96, Q207/96) some are already working on and with credit transfer arrangements with partner institutions (Q244/96, Q141/96, Q162/96, Q222/96). However, it is not clear from the reports whether these arrangements have also been made with German institutions.
Debriefing and follow-up
Debriefing takes the form of debriefing sessions and questionnaires and "issues arising from students' experiences are constantly addressed" (Q199/96). Returning students help with the briefing of second year students (see 3.)
Students' experiences abroad are "built upon during their final year" (Q194/96) and final year work "draws upon knowledge gained during the year abroad" (Q90/96) and dissertations are related to the year abroad experience (Q194/96, Q15/96). This is also true for students on work placements (Q25/96, Q216/96) where the year abroad experience is being commented on as being beneficial in "assisting graduates to obtain employment" (Q36/96) and "a good preparation for subsequent employment and career progression" (Q25/96).
Concerning German language provision in the final year some problems have been noted by the assessors. According to the reports students are placed in classes together with students who have not been abroad yet (Q4/97), non-specialist students are not always able to continue language programmes (Q211/96) or there is "no compulsory language provision in German" for final year students and thus "no build-up of proficiency gained in the year abroad" (Q25/96).
One practical and organisational aspect of monitoring students returning from their year abroad is the question of accommodating students. Quite a few reports commented that "the accommodation service recognises particular needs of modern language students" (Q124/96) and students returning from residence abroad are given "preferential access to rooms on campus" (Q136/96), (Q216/96).