DEPARTMENT OF PHILOSOPHY - QUALITY REVIEW 2001 PEER REVIEW REPORT 2001

DEPARTMENT OF PHILOSOPHY

QUALITY REVIEW 2001

PEER REVIEW REPORT 2001

NATIONAL UNIVERSITY OF IRELAND MAYNOOTH

                  QUALITY ASSESSMENT REPORT

         (EXTERNAL ASSESSORS/PEER GROUP REPORT)

                          19 - 21 February 2001

            FACULTY/DEPARTMENT OF PHILOSOPHY

                            External Assessors
      Prof. John Haldane, University of St. Andrews, United Kingdom

      Prof. Markus H Woerner, National University of Ireland, Galway

                               Peer Group
Dr. Frank Mulligan, Vice-President, National University of Ireland Maynooth.

    Dr. Richard Watson, QPU, National University of Ireland Maynooth

      Prof. John Haldane, University of St. Andrews, United Kingdom

       Prof. Markus Woerner, National University of Ireland, Galway

Preface

The Quality Assessment Report of the Faculty/Department of Philosophy of the National
University of Ireland Maynooth follows the directions and recommendations of the
Universities Act (1997) of the Republic of Ireland, and the Guidelines for External Assessors
of Academic Departments of NUI Maynooth. It was produced in accord with the University’s
Quality Review procedure and approved by all members of the Peer Group. The report is
based on a range of documentation, including the Department’s own self-review, and on a
visit conducted by the external assessors during the period 19th - 21st February 2001.

Following the NUI Maynooth guidelines, the assessors paid particular attention to the
following:
•      standards in teaching and research by members of the department (including
       post-graduate tutors);
•      the promotion of principles of good practice;
•      the provision of a working environment sufficient for students and members of
       staff to achieve their full potential;
•      the quality of students’ educational experience.

More specifically, the review involved the following aims and objectives:
•     to identify the department’s strengths and weaknesses in teaching, research and
      administration;
•     to evaluate the internal (self assessment) review;
•     to highlight examples of good practice;
•     to suggest opportunities for quality improvement at departmental level;
•     to make recommendations for change;
•     to identify resources required to implement recommendations.

During the review exercise, the external assessors met with:
•      members of the Peer Review Group (the Vice President and the Dean of Arts);
•      the Head of Department/Faculty;
•      members of academic staff of the department;
•      members of administrative staff (Quality Promotion Office members, executive
       assistants, departmental secretaries);
•      groups of undergraduate and postgraduate students/tutors.

The external assessors review did not include the following:
•      attendance at teaching sessions;
•      sampling of students’ oral or written work;

•      examination of departmental and university quality monitoring procedures;
•      visits to non-academic central support services e.g. student accommodation,
       careers, counselling, disability, and health and safety offices.

It did, however, include brief visits to the central university library and to the general arts
building computing/word processing facility.

The final assessment by the external reviewers is based on information provided by staff and
students of NUI Maynooth only. It does not attempt to compare the unit under review with
other individual departments of Philosophy inside or outside the NUI. In their assessment, the
external assessors were nonetheless continuously aware of the severe funding constraints of
Irish universities and their high staff-student ratio (the mean Irish ratio being 1:22 and that of
NUI Maynooth 1: 20). Also they conducted the review with a background of direct
knowledge of the structure and operation of departments of philosophy in Continental
Europe, the United Kingdom and the United States.

The external assessors wish to express their thanks and gratitude to the Vice- President of the
University, the Dean of the Faculty of Arts, the Head of the Faculty/Department of
Philosophy, the Departmental staff and students, and members of staff of the Quality
Promotion Office for their warm welcome, their friendly hospitality and their spirit of co-
operation, their creative thinking and their commitment to academic and human excellence.

                                      INTRODUCTION

In the past ten years, teaching, research and administration in Philosophy in Irish universities
have faced substantial challenges in relation to the subject’s self-definition and Philosophy’s
place within the academy and in Irish society at large. These challenges reflect rapid cultural
and socio-economic transformations in European societies generally, but they have been
heightened in the Irish context in which economic development and social change have been
particularly marked, not least in relation to religious, philosophical and ethical assumptions
and values. This has led to an increased pluralism of philosophical schools of thought
represented at university level, and to a degree of questioning and even scepticism among
students. As is the case in any other academic subject, pluralism of ideas and methods has an
enriching and welcome effect on teaching and research, provided that it does not lead to
fragmentation and the abolition of traditional intellectual aims pursued in and through
curricula.

The establishment of the Recognised College of St. Patrick’s College Maynooth as a
constituent university of the National University of Ireland brought with it a greater demand
for a pluralist approach to philosophy as that was also offered to a rapidly increasing number
of students studying the subject, including mature and non-standard entrants.

In this context of social and intellectual change, and challenge, the Faculty/Department of
Philosophy has regarded it as one of its central tasks to preserve a critical but constructive
attitude to cultural and socio-political transformations, while at the same time conserving the
best traditions of Philosophy which have informed the history of ideas, the guiding concepts
of Western and Global culture and our overall understanding of how to live together as
human beings. With its long and celebrated history of philosophy and Catholic theology,
Maynooth has played - and continues to play - a crucial role in this regard for Ireland, for the
Irish abroad and for the European community. This role may well be maintained and could be
enhanced if Philosophy sustains and enters upon new discourse with some of the dominant
sectors of Irish society while simultaneously conserving its best traditions of thought. The
relevant sections of contemporary society are obviously Business and Industry, Education,
Law, Mass Media, Medicine, Politics, Science and Technology (particularly Information
Technology) and Religion.

The last quarter of the twentieth century saw philosophers giving increasing attention to the
norms, values, and policies associated with these various spheres of social life, as it came to
be recognised that such features call for analysis and evaluation. So called “applied” or
“practical” philosophy is now taught in most university and college philosophy departments
in Britain, North America and Australasia; and often philosophers make public engagement
with practical and policy questions part of their professional work. There is scope for
development in these aspects of philosophy at Maynooth: for the benefit of the institution and
the country, as well as for staff and students as they seek guidance in their own search for
wisdom and fulfilment within Irish society, its economy and culture.

The Faculty/Department of Philosophy provides its students with a broad historical and
systematic grounding in the subject which aims at cultivating the joint search for
understanding, based on reason, experience and tradition. The department thus favours an
intellectual and moral education rooted in the central western tradition developed in
antiquity, the middle ages and beyond, and promotes discourse concerning the very
foundations of enlightened self-understanding and citizenship on the basis of what might be
termed Christian humanism.

There is no doubt that the Faculty/Department of Philosophy keeps Maynooth in touch with
its historical and intellectual roots, and some of its best research is in the area of historical

and textual scholarship. To what extent it might participate even more extensively in the
public and cultural discourse of an increasingly pluralistic society, and respond to demands
for philosophical and ethical advice, will depend in large part on extra staffing and financial
resources. The (contract) post of a lectureship in bioethics, for instance, highlights a strategic
direction which should be encouraged just as much as attempts to intensify interdisciplinary
teaching and research. Indeed, it might be hoped that effective development of this aspect of
the ethics and public policy side of philosophy might attract external resources that would
allow the area to be further expanded with possibilities of associated research.

Since the Department continues to be a Faculty within the National University of Ireland
Maynooth, it carries certain administrative, financial and strategic responsibilities which
naturally go beyond the usual burdens of a department. This is true notwithstanding that the
unit is funded and financially administered as a (relatively small) department. Moreover, the
Faculty/Department of Philosophy also teaches and examines for pontifical degrees of the
Pontifical University. This additional onus of responsibilities also has certain clear benefits
and is welcome - provided that an adequate legal and financial framework for teaching,
examining and administering these degrees guides current and future practice.

The external assessors of the Maynooth Faculty/Department of Philosophy believe that the
successful fulfilment of these additional responsibilities - in addition to the overall
performance of members of the department qua Department of Philosophy - form a very
strong basis for recommending that the University and the Higher Education Authority
should provide it with additional financial support, and attend to the careful replacement of
staff as vacancies and other opportunities arise. The most immediate and considerable need,
however, is for the provision of adequate space for teaching, administration and research.

1.0    Evaluation of Courses

The external assessors focused their attention on the B.A. Joint Honours programme in
Philosophy, the M.A (modes 1 and 2) Philosophy programmes and the Diploma in
Philosophy course. A certain number of candidates are also prepared for the B.Phil. and the
Licentiate of the Pontifical University; nonetheless, the review group did not regard the
evaluation of these programmes as falling directly within their brief.

There is no doubt that admirable efforts have been made by members of staff, and by the
University administration as a whole, systematically to improve the standard of delivery of
these programmes, even beyond their current quantity and quality. In spite of the mainly
economic constraints under which it operates (which bear upon staff numbers), the

Faculty/Department provides a variety of programmes each of which include a plethora of
areas and methods in philosophy, broadly unified by its orientation to themes in the classical
and Scholastic traditions. Thus it avoids the fragmentation of the subject which might
otherwise ensue from increasing professional specialisation. Those working within the Irish
context may not be aware of the extent to which it differs significantly in this respect from
the situation increasingly prevalent in Britain and North America where members of
philosophy departments are rarely unified by a common conception of the aims and methods
of the subject, let alone by respect for a long-standing tradition. While being open to the best
ideas whatever their source, Philosophy at Maynooth would do well to cherish its shared
sense of the subject as the practice of the love of wisdom, and its appreciation of the value of
the Scholastic tradition.

1.1    Aims and objectives of courses taught in the Department of Philosophy

The aims and objectives of the Faculty/Department of Philosophy are clearly stated in all
documents describing courses and contents of the Philosophy curriculum which were made
available to the external assessors. They represent aims and objectives of philosophical
education which have for centuries been acknowledged to be significant and should not be
changed. One aspect may be added explicitly.

When the Self Assessment Report of the Faculty/Department mentions the aim ‘to assess and
criticise the present state of society and education’ it is worth adding a positive aspect of this
critique. Philosophy contributes to the education of enlightened citizens, able and willing to
take up public responsibility and to find constructive solutions to the problems of living a
good life as a community. It does so by equipping them with techniques of analysis and
criticism and equally provides them with a sense of the importance of rooting personal and
social practice in a well-constructed fabric of values, principles and virtues.

1.2    Content of courses and recommendations

Philosophy as a subject cannot currently be combined with Greek or German in Maynooth.
Given the great wealth of philosophical literature written in these languages, students of
Philosophy should be given the opportunity to study both. The Arts Faculty timetable may
have to be altered if it is the cause for restrictions in fundamental subject choices of students.

Students of the B.A. Joint Honours programme take four obligatory courses (24 hrs/ semester
each) in Philosophy in First Year, six in Second Year, and six in Third Year. Efforts are made
by members of the Department to offer even more optional courses for students in Third
Year.

The major focus of the programme as regards its content is Moral Philosophy, Metaphysics
and Philosophy of Religion, since each of these is taught in two modules rather than one.
This focus appears to be partly due to the connection of Maynooth Philosophy with the
traditional philosophy syllabus for students of theology, but it is in any case fully warranted
by the centrality of these subjects to the effort to understand the ultimate nature of reality and
to discover the basis of a good life. Indeed, it has become common in philosophy
departments in secular institutions which often have no history of the teaching of theology to
offer courses in moral philosophy and the philosophy of religion at first year in the
knowledge that these address the sorts of issues that typically bring people to philosophy in
the first place.

The main emphasis of the curriculum on issues concerning the history of philosophy is laid
on Greek and Medieval thought. Late Roman, Renaissance and Early Modern philosophy are
not presented as separate courses. To do so would obviously overload the overall programme
and its time limit of three years, and by common judgement the latter are, though significant,
less important periods in the history of the subject. Philosophy at the time of the
Enlightenment is mainly taught under the systematic title of Epistemology, but also in
courses of an analytic rather than a historical character. 19th and (early) 20th century
Philosophy, contemporary Anglo-American or so-called “Continental” Philosophy is mainly,
although not exclusively, discussed in the context of analytically-oriented courses.

There is a case for constructing a distinctive course on Hume and Kant who between them
very much set the scene for, and the terms of most subsequent philosophy; for providing
another specifically on Phenomenology, Existentialism and Contemporary Continental
Philosophy; and for developing a third on Social Philosophy. The first would have the merit
of providing greater depth of coverage of a period that is general be generally recognised to
be one of pivotal importance and which is accorded special attention in most philosophy
degree programmes. The second would offer a systematic introduction to a genre that
students find engaging (particularly those with interests in art, cultural studies, literature, and
modern languages) but which can easily prove confusing without the benefit of directed
study. The third is perhaps the least pressing given the existing courses on Human Dignity,
Political Philosophy, and Natural Law. Yet there are a range of issues that confront us as
members of society that are not as such political and which are at some distance from the
foundational questions addressed in these other courses. These issues of social morality and
public culture and policy form the subject matter of the kind of practical philosophy
mentioned above, whose value to students, staff, institution and society has already been
emphasised.

In present circumstances, however, the introduction of any of these three courses would
probably have to be at the expense of existing offerings and this would call for very careful
consideration. Were staff resources to be improved, however, it would be possible to add to
the existing limited optionality through these and/or other courses.

Interviews with students showed a greater demand for lectures on Contemporary Philosophy.
Students also expressed the wish that the First Year course in Logic be taught in Second
Year. They perceived the course as an obstacle discouraging many students from continuing
with Philosophy in Second Year. An attempt should be made by the Department to find out if
retention rates (from First to Second Year) improved if such a change in the curriculum were
tested. It should also be noted, however, that it is almost universal among students studying
philosophy, particularly in the early stages, to seek to avoid logic. One response to this has
been the development of courses in informal logic and critical reasoning. To some extent this
is going on at Maynooth already but it might be useful to look at ways in which other
institutions in Britain and North America are dealing with the common ‘fear’ of logic classes.

This is likely to become more of a problem as student intakes increase in number and in the
proportion of those who are mature or non-standard entrants. It would not be appropriate for
a course in core reasoning skills and basic logical techniques to be made optional. In general,
however, optional courses (electives), particularly those of an interdisciplinary nature, are
generally perceived by staff and students as desirable and it would be good, as resources
permit, to see an extended range of options.

Any Faculty/Department of Philosophy whose intention and policy it is to promote
‘interculturality’ under conditions of a global culture might also wish to integrate
Philosophy/Interdisciplinary courses presenting histories and arguments from non-
European/American cultural, philosophical and religious traditions. This, however, is no
trivial matter. It would take careful planning, and would depend largely on the provision of
extra funding and staff. The assessors perceived a demand for these courses among students
and judged that, if anything, this is likely to increase as the general environment becomes
increasingly open to different, and especially non-Western, traditions.

Of the Postgraduate programmes (M.A. Modes 1 or 2 and Ph.D.), only the M.A. Mode 2
course involves a taught programme (of five seminars). The content of this programme for
the most part mirrors and intensifies the central issues of the Undergraduate programme. The
Staff/Postgraduate Seminar plays a crucial role in the context of Postgraduate degree
programmes, familiarising students in an exemplary way with current trends in philosophical
debate both nationally and internationally.

The assessors were informed that the NUI suggests that the title of M.A. be retained for
programmes in which the degree should normally be completed within twelve months ( =
M.A. Mode 2), whereas programmes involving a considerable amount of time and research
over and above what is to be generally expected of an M.A., normally two years ( = M.A.
Mode 1), should be programmes concluding with an M. Litt.. These degree titles should be
adopted.

It is particularly worth emphasising that students taking MA/PhD degrees in Philosophy are
often encouraged to learn an ancient or a foreign language. In departments, such as
Maynooth, where there is a deep appreciation of the history of the subject, and a sense of that
history as a living source of philosophical knowledge, this is strongly urged. Since major
traditions of Philosophy in the West were presented through the medium of Greek and Latin,
(where mediaeval Latin manifestly plays the major role for Scholastic Philosophy) and also
through French, German, and Italian, as well as other languages, it seems more than
reasonable for anyone aiming at a higher degree in the subject to attempt to learn more than
Irish, English or secondary school-level skills in French or German. Obviously, the
considerable task of providing an adequate learning environment for intensive language
courses could not be the responsibility of the Faculty/Department of Philosophy alone. It
might be deemed part of the responsibilities of a Faculty of Arts. Any efforts made by the
Faculty/Department of Philosophy in this respect should be encouraged, enabling students to
stay in touch with their intellectual traditions on the basis of their ability to read and to
understand primary sources written in a foreign language. Also there are additional benefits
in terms of employment and cultural opportunities for those graduating with significant
competence in languages, and these should also be emphasised.

Finally, it is evident that the number of postgraduate students is limited in part by the
availability of sources of funding. The University should give consideration to the possibility
of creating one or more postgraduate fellowships or other awards. This would help attract
more well-qualified applicants, which, besides enhancing the research environment would
also be to the benefit of undergraduates, both so far as concerns their tutoring and in as much
as it would be an encouragement to them to do well and to proceed to further study.

1.3    Course information

Formal course outlines, leaflets, lecture outlines, lecture notes, handouts etc. and a Handbook
for Students are provided in sufficient quantity and quality to guide students through the
Philosophy course curriculum. In due course, however, these will need to be updated and the
opportunity might be taken to include on them selected references to philosophy web pages
relating such material as journal contents, bibliographies, electronic libraries of texts,

societies and associations, etc. A Faculty/Department of Philosophy homepage is available
on the Internet, describing course details to the wider community but this might also include
routes to some of the same material (as proposed above) via permanent ‘links’.

1.4    Course delivery

Most of the teaching is done in the traditional lecture and tutorial format. . Lectures are
frequently supplemented by handouts. It is evident to the assessors from discussion with
students and teachers that the Department puts a considerable priority on good quality
teaching, and that it is effective at teaching Philosophy to students of a wide range of
abilities. Efforts are made to provide more guidance and opportunities for discussion in order
to encourage and enable students to develop their own points of view as opposed to
mastering complex argumentation presented to them.

The rapid increase in student numbers since 1997 forms a major reason why the provision
both of space in general and that of the quality required for delivering courses, has proved
inadequate. Lecture rooms, for instance, should be brought up to technological standards for
using electronic media. At least one of the general rooms used for classes was judged to be
inadequate for the purpose; and it is a major deficiency that there is no seminar/tutorial
/postgraduate room within the Arts Faculty building or elsewhere in the university that is
specifically designated for Philosophy. Likewise it is problematic that there is no computer
space assigned to students of the subject. There is also no student Common Room or other
space in which they can sit and talk.. Of these privations, the lack of dedicated space for
seminars and as a base for postgraduate tutors is the most serious, and it was rightly remarked
upon by teaching and secretarial staff, and by postgraduates and undergraduates, alike. The
provision of additional, and dedicated space for teaching and tutoring should be a priority for
the University.

1.5    Course assessment

In general terms assessment arrangements were appropriate for the curricula on offer.
Assessment is largely by written examinations and essay work. One aspect of the assessment
process in First Year, however, caused some concern for the external assessors. With
increasing numbers of undergraduates taking Philosophy, the practice has developed at
Maynooth, as elsewhere, of employing postgraduate students to conduct tutorials and
evaluate performance in them. This can be acceptable, and even has some advantages in so
far as students can find tutors close to their own age and circumstance more approachable
than older, established staff. At the same time, however, it is imperative that postgraduate

tutors be given proper preparation, support and supervision. This is a matter both of
educational need and of justice both to them and to undergraduates.

The University provides some general guidance to postgraduate tutors in all faculties but this
is insufficient for the present purpose. There needs to be an occasion held within the
Faculty/Department of Philosophy at the start of each session (and if needs be each semester)
in which at least one member of the teaching staff goes over the aims and objectives of the
courses and advises tutors on the assessment of performance. Additionally, there needs to be
oversight and moderation of marking. 20 % of the First Year grade is related to tutorial
performance; how such performance is assessed depends on attendance and essay work for
which a mark is suggested by tutors to members of the teaching staff of the Department. Each
tutor should provide a sample piece of writing by a tutee together with his or her grade for it,
in order that an experienced staff member can check the level of expectation and the
appropriateness of the kind of feedback the tutor might provide. This need not prove unduly
burdensome, and in interviews postgraduate tutors expressed a wish for greater guidance of
their work. It would be in the interest of all to provide this. It is not an option but a necessity.

1.6    Course administration

The course is efficiently administered by a departmental examinations officer, three co-
ordinators of exam papers and exam results, co-ordinators of years 1,2,3. Between them they
have special responsibility for tutorial arrangements, the supervision of tutors and the co-
ordination of 3rd year seminars. It is good that the need of these responsibilities has been
identified and provided for; the scope for improvement is as indicated in the previous section.

2.0    Communication

The immediate and sustained impression of the assessors was that of a department which
knows its students and is very caring and supportive of them. The atmosphere of interaction
between staff and students alike is collegial and friendly. Student Consultation Times and
Staff-Student Meetings provide an institutional framework for communication between
students and teachers. In interviews undergraduates expressed appreciation of the efforts
made by postgraduates and staff alike, and this was particularly heartfelt among mature and
non-standard entrants whose confidence is often in need of enforcement.

3.0    Support services

Library facilities and stocks appear to be limited in terms of shelving space and books for
research. The holdings tend to be strongest in the traditional areas of interest and will need to

be extended if the courses and directions mentioned earlier are pursued. So far as provision
for undergraduate students is concerned more acquisitions might be made of the increasing
number of relatively inexpensive ‘companions’ and ‘guides’ to areas of the subject now
being published by major academic presses.

A dedicated research library for the Arts Faculty equipped with up-to-date electronic
facilities is desirable. More space for computer services for undergraduates/postgraduates is
urgently required particularly as word-processing has become the norm for preparing written
work.

4.0    Research

Research conducted by members of the Faculty/Department plays an important role in the
effective functioning of the unit as a whole and in its academic reputation nationally and
internationally. Some scholarship is of outstanding quality, satisfying the highest
international standards; were this scholarship to be subject to the Research Assessment
Exercise operating within the United Kingdom it could be expected to receive a 5 rating.

The range of research and scholarly interests of members of staff also guarantees that a wide
range of philosophical authors and topics are discussed in publications appearing in an
impressive variety of philosophical journals, books and CDs. A broad variety of research
topics is debated among staff and students of the department, particularly in connection with
postgraduate courses, the staff/student seminar and occasional special lectures. In this regard
it is appropriate to mention one benefit of the connection with the Pontifical University, for
the annual Aquinas Lecture which it hosts provides an occasion when members of both
institutions can come together to hear and discuss philosophical presentations likely to be of
equal interest to each. The subsequent publication of these - initially in the Maynooth
University Record, and in due course as a volume of essays - further serves to raise the
visibility of Philosophy at Maynooth.

As far as research on prominent schools of thought in the history of philosophy is concerned,
there is a marked emphasis on Latin Mediaeval and Scholastic Philosophy, Thomism and
Neo-Thomism, the works of Aristotle and his commentators, on Neoplatonism, but also on
Analytical Philosophy, Phenomenology and Hermeneutics. As regards systematic areas of
philosophy - which cannot be separated from the latter - research in Metaphysics and
Philosophy of Religion is pursued, as is work in the Philosophy of Science and Philosophy of
Mathematics. Likewise work is being done in moral philosophy and in normative ethics.

5.0    Staff development

The Faculty/Department of Philosophy has seven members of teaching staff and two
executive assistants. Four members of staff have full permanent posts. One member of staff
has a part-time permanent position. Two members of staff are contract appointments.

The age profile of members of staff with full permanent positions shows that one of them is
close to retirement and all except one may be retiring or come close to retirement age in the
course of the next seven/eight years. This has serious implications for the planning of the
continuity of the Faculty/Department and for its policies of teaching and research, and for its
administrative structure. The gender profile of the department similarly gives cause for
concern. The external assessors advise the Registrar and the Head of Department to enter
joint deliberations concerning these matters.

6.0    External relationships

The Faculty/Department does not appear to have institutional links with industry, business, or
public bodies and agencies, which may be desirable in some cases, such as in relation to
bioethics, business ethics, environmental ethics, social and political philosophy, and logic
and argumentation. Members of the Department are, however, actively involved in
relationships with numerous and prestigious institutions of the national and international
scholarly community. An important part of the international reputation of Philosophy in
Maynooth rests on these activities, not to mention publications.

7.0    Conclusion

During recent years, Philosophy at Maynooth has faced major institutional transformations
and a rapid increase of student numbers while at the same time preserving high academic
standards in teaching and research. The various strengths and weaknesses of the
Faculty/Department should be considered in the light of these transformations.

Particular strengths of the Faculty/Department were considered to be:
•       a set of traditional intellectual aims and objectives pursued in curricula
•       an emphasis on scholarship
•       a general commitment to high standards
•       attempts at interdisciplinary teaching
•       the collegiality and highly supportive attitude of the Department

Areas in which improvements should be made are:
•      spaces available for lectures, seminars and tutorials

•      space for postgraduate meetings
•      assigned spaces for computer facilities for advanced students
•      greater use of the European Credit Transfer System, and mention of its use in
       documentation provided to students, so as to encourage and facilitate study abroad
       and student exchange opportunities.
•      logic to be taught in Second/Third Year instead of First Year (if there is a reasonable
expectation that this may improve the number of students carried over from First Year to
Second Year Philosophy)
•      consideration of new courses on Hume and Kant; on Phenomenology,
       Existentialism and Contemporary Continental Philosophy; and on Social
       Philosophy.
•      greater oversight of tutorial system (including student assessment procedures) for
       First Year students
•      fellowships for postgraduate students
•      age and gender profile of members of the Faculty/Department.

This report has been approved by the members of the Peer Group:

Dr. Frank Mulligan                          Dr. Richard Watson
(Vice President)                            (Dean of Faculty of Arts)

Prof. John Haldane                           Prof. Markus H. Woerner
(External Assessor)                          (External Assessor)

March 2001