In 2003 the Higher Education Funding Council (HEFCE) “warmly commended” us for the quality of our taught programmes.
In the most recent audit, in 2014 the University’s Learning and Teaching Review panel (with an external representative) conducted a thorough review of the degree programmes and learning provision.
The 2014 Learning and Teaching Review revalidated our teaching programmes and awarded us 2 commendations for exemplary practice – for our “implementation of a comprehensive assessment and feedback strategy and ethos that is integrated within all modules and engages students as partners”, and for our induction arrangements for new teaching staff.
We have received a further 6 good practice commendations, including commendations for our approach to small group teaching, it’s requirement that all Stage 1 students compile a curriculum vitae and engage in discussions about employability with their personal tutor, and for our arrangements for the support of international students.
National Student Survey
Over the past six years, the Law School has recorded consistently high levels of student satisfaction in the National Student Survey, returning successive scores of 98%, 98%, 98%, 96%, 95% and 92% for overall satisfaction. No other Russell Group Law School has achieved such high scores over this period.
The quality of our teaching was confirmed in the 2008 and the 2014 Learning and Teaching Reviews (formal University teaching quality audits) which both resulted in excellent reports.
The 2008 audit team was "highly impressed by the collegiate and welcoming environment for study".
The 2014 audit team noted the “security of standards and the quality of student learning opportunities”.
The 2008 and 2014 reports contained a number of commendations for exemplary or good practice. These included:
- Assessment and feedback strategy and ethos integrated within all modules and which engages students as partners
- The variety of assessment at stage 3 and use of formative assessment at stage 1 of the undergraduate programmes
- Detailed marking and moderation of marking processes
Teaching quality and support
- A curriculum encouraging self-directed, independent learning
- Small group teaching provision
- Support for international students through a peer mentoring programme
- Support for student transition into studies
- CV exercise at stage 1 to engage students in a discussions about employability with personal tutors
- Processes for maintaining teaching quality including induction arrangements and peer review of teaching
We were also commended on the:
- Law School/Careers Service annual law fair
- physical identity and coherence of the school
- quality of the school administrative support team
- quality of the Law library support team
The 2008 review team was impressed by the Law School's suite of LLM programmes with their effective curriculum structure, intensive but interactive seminars and a commitment to innovation in emerging areas.
Find out more about our National Student Survey results.
Postgraduate Taught Experience Survey (PTES)
The Law School has scored excellent results in the 2013-14 Postgraduate Taught Experience Survey (PTES) which covered the School’s three distinguished LLM programmes.
- 100% of respondents rated the overall quality of the teaching on their programme as good or really good
- 92% of respondents were overall satisfied with the quality of the course
- 100% of respondents agreed that staff are good at explaining things, they were encouraged to ask questions or make contributions in taught sessions and the course has enhanced their academic ability
Find out more about the results of the Postgraduate Taught Experience Survey (PTES).
Professor Chris Rodgers, Head of School, has commented on the results: ‘These results are a testament to the enormous efforts made by our academic staff to give our postgraduate community an excellent learning experience, and to the School’s ongoing commitment to providing the best teaching and learning environment for all our students. It is very satisfying to see that our postgraduate students value what we strive to deliver for them.’