Master of Arts in Higher Education Postgraduate Diploma in Learning and Teaching in Higher Education

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M
aster of
A
rts

in Higher Education

Postgraduate Diploma in Learning and Teaching in
Higher Education

[Please be aware there is a separate, more detailed programme
handbook for the Postgraduate Certificate in Learning and Teaching in
Higher Education]





20
1
1
/
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Th
e University of Worcester
is committed to ensuring that disabled people, including
those with specific learning difficulties and/or mental health difficulties are treated
fairly. Reasonable adjustments to provision will
be made to ensure that disabled
students and other disabled people are not disadvantaged. This handbook can be
provided in a variety of formats upon request.


This handbook is for advice and guidance only and is not a substitute for the formal
Academic Re
gulations and Procedures of the University of Worcester. In case of any
conflict these formal statements and requirements take precedence over the
handbook.


Every effort has been made to ensure the accuracy of the information contained in
the handbook at
the time of publication. The University reserves the right to change
the information given at any time.



©
20
10

University of Worcester



2



Welcome to the
Academic Development and Practice Unit and
on to the
Masters

in Higher Education.



I am delighted to welcome you to the
ADPU

and the University
and wish you every success as you start this new course.


The aim of the Academic Development and Practice Unit is to work closely with
institutes and
departments to help the University provide an outstanding student experience. We do this by
helping HE practitioners to:





engage with the nature of


learning in all its forms,



provide excellent inclusive learning, teaching and assessment and



reflect on HE practice and take on new developments.

While believing that the underpinning of an excellent inclusive education is outstanding
practitioners; the Unit also recognises that promoting an excellent experience requires effective
mechanism to pr
omote appropriate curriculum design, management and quality enhancement.
The Unit thus, actively engages in helping departments to, develop new programmes, take on
new initiatives and use monitoring and enhancement processes.

As a key part of our work we
offer the
Masters

in Higher Education. This programme offers
participants the opportunity to gain knowledge, un
derstanding and capabilities across many
aspects of academic practice
.


The programme seeks to develop practitioners with clear
professional values, who understand teaching as facilitating learning and who are constantly
seeking to improve their practice in a reflective and theoretically informed way. The programme is
accre
dited
as part of the Staff and Educational Development Association’s Professional
Development Framework [SEDA
-
PDF]
and elements of the MA in HE are accredited against all
three levels of the Professional Standards for teaching and supporting learning in HE
.


The first module of the MA in HE
,

MEDD4144 supporting student learning in Higher Education

,
can
be taken as a stand
-
alone unit. It offers participants the opportunity to gain accreditation at
level 1 of the UK Professional Standards for teaching and
supporting learning in HE.


It is aimed
particularly at those for whom supporting student learning is a small part of their full role,
e.g.
post
graduate teaching assistants, academic support tutors, ILS staff and hourly paid lecturers.

The full PG Cert in

L&T in HE is accredited against level 2 of the professional standards and the
module MEDD4064 mentoring and coaching
, when taken in addition to the PG Cert

is accredited
against level 3.


You should ensure you read this handbook in conjunction with the
Student Handbook
, a copy of
which you will find via the “My Course Details” tab within your
SOLE

page
.


Dr John Peters

Programme leader for the
Mas
ter of Arts

in Higher Education





3


Contents



SECTION 1: OPERATION OF THE COURSE

SEMESTER AND KEY DAT
ES 2011
-
12

................................
.........................

5

WHO’S WHO IN THE ACA
DEMIC DEVELOPMENT AN
D PRACTICE UNIT
.

6

1.

PROGRAMME INFORMATIO
N

................................
..............................

7

2. EDUCATIONAL AIMS
OF THE PROGRAMME…
…………………………

3. INTENDED LEARNING

OUTCOMES

AND VALUES………………………


4. LEARNING AND TEACHING METHODS
……………………………………


5
. AD
MISSION POLICY, CRITERIA and PROC
EDURES
…………………….


6
. PROGRAMME STRUCTURES AND REQUIREMENTS
……………………

7.

YOUR
COURSE IN CONTEXT: P
ROFESSIONAL AWARDS

.............

13

8.

MANAGEMENT OF YOUR C
OURSE

................................
..................

23

Personal Tutors

................................
................................
................................
................................
.....

23

Personal Development Planning

................................
................................
................................
..........

23

9.

COURSE ADMINISTRATIO
N

................................
...............................

23

Course Notices

................................
................................
................................
................................
......

24

SOLE Pages

................................
................................
................................
................................
...........

24

Registry Services

................................
................................
................................
................................
...

24

10.

ASSESS
MENT

................................
................................
.....................

24

Assessment Strategy

................................
................................
................................
.............................

24

Formative Assessment

................................
................................
................................
..........................

25

Regulati
on of assessment
................................
................................
................................
......................

25

How your work is assessed

................................
................................
................................
...................

26

Word Limits

................................
................................
................................
................................
..........

29

4

Submission of coursework

................................
................................
................................
...................

29

Subm
ission Deadlines and Late Work

................................
................................
................................

29

Return and Collection of Marked Work

................................
................................
............................

30

How your work is marked

................................
................................
................................
...................

30

Feedback on your work

................................
................................
................................
........................

30

Study Skills

................................
................................
................................
................................
............

31

Mitigating Circumstances

................................
................................
................................
....................

31

Cheating

................................
................................
................................
................................
................

32

Guidance on Presentation of Assessed Work

................................
................................
.....................

32

Appeals and Complaints

................................
................................
................................
......................

34

11.

EVALUATING AND IMPRO
VING THE QUALITY OF
THE COURSE

.

34

12.

WORK
-
BASED LEARNING

................................
................................
.

35

13.

SUPPORTING YOUR LEAR
NING

................................
.......................

35

Student Services

................................
................................
................................
................................
....

35

14.

CAREER OPPORTUNITIES

& LINKS WITH EMPLOYE
RS

................

36

15.

OPPORTUNITIES FOR FU
RTHER STUDY

................................
.........

37

16.

RESOURCES

................................
................................
.......................

37

SECTION 2: PROGRAMME

SPECIFICATION

................................
.............

38

MA Higher Education (with PG Cert and PG Dip)
................................
................................
...........

38

SECTION 3: MODULE SP
ECIFICATIONS

................................
...................

49


5


Semester

and Key

Dates 20
1
1
-
1
2

MEDD4144 [SEDA 1] Supporting Student Learning in HE


Study days

and rooms

Thursday 22nd September 2011, room WB139

Friday 23rd September 2011, room WB139

Tuesday 17th January 2012, room EEG020


Final summative assessment date:

27
th

June 2012

MEDD4142 [SEDA 2] Learning Teaching and Assessment in HE


Study days and rooms

Thursday 19th January 2012, room EE1102

Friday 20th January 2012, room EE2010

Monday 21s
t May 2012, room EE1102


Final summative assessment date:

end December 201
2

MEDD4143 [SEDA 3] Introduction to
Academic Practice [for Sept 2010

registrations]


Study days and rooms

Monday 12th September 2011, room EEG131

Tuesday 13th September 2011, room
EEG131

Tuesday 20th December 2011, room EEG131


Final summative assessment date:

20
th

June 2012

We will also be offering a series of PGCert support lunches throughout the year. The
dates times and rooms for these will be adverti
sed on the ADPU
PGCert website
.

Semester 1


19th September 2011


13th January 2012


Directed Study Week: 31st October 2011


4th November 2011

(Note: Award Ceremonies will take place during this week)

Christmas Break:
19th December 2011


2nd January 2012

Assessment & Examination Weeks:

3rd January 2012


13th January 2012


Semester 2


30th January 2012


8th June 2012


Easter Break 2nd April 2012


13th April 2012

Assessment & Examination Weeks

7th May 2012


18th May

2012


Colleagues should apply and register for the programme in the normal way through
registry student admissions.


You can download a pdf

application form
here
.

6


Who’s who in the
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Dr John Peters

John is the programme leader for
the PG Cert and the Masters in
Higher Education programmes. An
experienced
educational developer
and historian, he is deputy head of
academic development and
practice.

WB117

5506

j.peters@worc.ac.uk


Dr Pammie Murray
-
Hopkin

Pammie is
a Fellow of the HEA and
is
seconded to the ADPU from
the
Business School



WB137 &
Mulberry
G3


2
058


p.murray
-
hopkin@worc.ac.uk



Dr Ian Scott

Ian is head of academic
development and practice at the
University of Worcester. He is an
experienced educational developer
and ecologist.




WB117


2191


i.scott@worc.ac.uk


Administrative

staff





Esther Floisand
[Flo]

Flo works mornings as the
administrator for the ADPU.
She provides administrative
support for the MA in HE and,
often, unpaid counselling to
programme members.

WB117

5505

e.floisand@worc.ac.uk



Contacti
ng staff is best done via email or by calling in to the ADPU office, WB117.
Formal communications, such as the submission of draft work, should always be
copied to Flo as well as to the tutor concerned.


Institute of Education


Dr Stephen Parker

Stephen
is head of postgraduate
education programmes

BY2076

2165

s.parker@worc.ac.uk



Academic support unit staff

Maria Bretherton

Post Graduate Education
Programme
s Administrator

BB012

2064

m.bretherton@worc.ac.uk


Education tutors can be conta
cted best via their email addresses.

7


1.

Programme
Information



The table below provides an outline of the arrangements for your course.



Awarding institution/body

University of Worcester

Teaching institution

University of Worcester

Programme accredited by

Higher Education Academy

Final award

PG Dip and MA in HE

Programme title

MA Higher Education

Mode and/or site of delivery

University of Worcester

Mode of attendance


Part time

Subject Benchmark Statement


Education and UK Professional Standards for
teaching and support of learning in HE

Date of Preparation/Revision

September, 2011



2.

Educational Aims


The award is part of the Postgraduate Education Programme (PEP) which is
designed for those who have responsibility for teaching and learning within a
professional context. This award is suitable not only for teachers
and educationalists
working in Higher Education but also for other professionals involved in facilitating
Higher Education student learning.


The programme aims to develop rigorous professional practice in ways which will
have impact on the workplace and o
n the achievement of all higher education
learners in that context. It has been designed to provide opportunities for course
participants to pursue reflective and systematic enquiry which will enable them to
extend their capacity for critical analysis, re
flection and autonomous action,
underpinned by a high level of professional knowledge, skills and understanding.


The overall aims of the programme are to promote:




The development of enhanced professional practice within a clear framework
of the learners’

own professional values.




The development of an enhanced critical and reflective attitude towards
practice.




The adoption of a research
-
based approach to personal and organisational
development.




An understanding and articulation of the interdependent and

transformational
relationship of practice and theory.




The ability to generate learning enriched working environments.


3.

Programme Learning Outcomes and values

8


On completion of the award the programme member will be able to:

i

design, implement and evaluate

HE teaching programmes and materials
critically evaluating their effectiveness for individuals and groups

ii

develop effective learning environments and learning support systems,
using C&IT were appropriate

iii

use an innovative range of assessment techniques to

support learning
that enable students to monitor their own progress at HE level

iv

deploy a range of self, peer and student evaluation techniques to monitor
their own teaching and learning practices and underpin reflective
practice

v

engage effectively with re
search and scholarship in the subject discipline
and in higher education contexts in order to support and develop
teaching quality

vi

critically reflect on the particular concerns of learning and teaching in
their subject discipline

vii

develop personal and profe
ssional coping and change management
strategies that enable development of pedagogy, curriculum and
administrative effectiveness

viii

undertake development and action planning to audit, reflect upon, plan,
implement and record personal, professional and workpla
ce
development

ix

further their own learning and teaching through engagement with
relevant policy, strategy, quality considerations and professional support
networks;

x

engage in a flexible way of working and benefit from the opportunity to
make their studies c
oherent and relevant;

xi

critique the pedagogic model of the cyclical process of experience,
reflection and analysis;

xii

develop as a critical reflective practitioner including confronting own
values, beliefs and actions


Programme members are also expected to e
ngage with the following values and
consider how they shape their professional practice. These are a commitment to:




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Value diversity and demonstrate respect for individual learners’ differences
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Promote inclusivity and encourage learners’ participation, empowerment and
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4.

Learning and Teaching

Methods


9

Approaches to learning and teaching support the achievement of the learning
outcomes of the Programme through the addressing in all modules of the cyclical
process of experience, reflection, analysis, and the application of principles to one's
own context.

Further to this and in order to develop and sustain a critical form of
educational practice within the Programme, each of the modules employs learning
processes through which course participants are encouraged to analyse principles
and procedures as activ
e practitioner researchers.


Approaches to learning and teaching vary according to the perceived needs of the
students. Some modules are delivered in study days spread across a semester,
while others are available intensively over an extended weekend, as

summer
schools, coached by individual tutors in a workplace context, delivered as twilight
sessions for the duration of a semester or term and presented in the form of
professional learning networks.


Assessment in the Postgraduate Education Programme (PE
P) is based on 100%
coursework. This approach is in keeping with the models of the ‘professional as
learner’ and the ‘professional as researcher’ which inform the Programme, the
emphasis being upon the ability of such professionals to provide impetus for
o
rganizational evaluation, change and improvement in the workplace. To this end the
coursework embraces a variety of approaches to assessment, including reflective
portfolios, the critiquing of literature, the analysis of aspects of the
curriculum/professio
nal practice of the workplace, designing development plans,
small
-
scale action research projects and case studies.


5.

Admissions policy, criteria and procedures


The MA in HE is open to graduates or the equivalent who

are professionally engaged
in Higher Education and have some responsibility for Higher Education teaching and
learning. The University will seek evidence of personal professional experiences that
provide an indication of ability to meet the demands of the

Programme.


Normally applicants should be in
-
post and responsible for the learning of students
undertaking Higher Education level study. In keeping with University policy on
widening participation and diversity the Programme encourages and welcomes the
c
ontribution of older learners and people from the widest range of social, economic
and cultural backgrounds.


The admission of course members to the Programme will be governed by the normal
entry requirements for an award at M level. Course members shoul
d normally:
-


a)

be the holder of a bachelor’s degree or equivalent;

b)

hold an appropriate professional qualification (e.g. QTS/QTLS) or have
experience which demonstrate they possess appropriate knowledge and
skills.


The normal arrangements for APeL apply. A
dvanced standing is available for those
in possession of qualifications granted in the last five years.



APEL note:

10

Given the assessment process for many of the MA in HE modules
-

and their basis in
experiential learning
-

prior and current experience
is valued. We have therefore
endeavoured to ensure that the ‘Accreditation of Prior [Experiential] Learning’ and
credit transfer process on this programme is accessible to course members.


Many course members may join the programme having already complete
d a PG Cert
in L&T in HE, having achieved accreditation against level 1 or 2 of the UK
professional standards for teaching and supporting learning in HE or with the
experience to claim achievement of these professional standards. You may equally
have unde
rtaken the AUA PG Cert in University administration or the graduate
school’s Research practice PG Cert. We endeavour to operate the University’s
AP[e]L processes to the full, to ensure credit is given for these previous awards and
achievements. Please tal
k to the programme leader if you have further questions in
this area.


Further information can also be found in the
University Policy on APL and APEL



Please contact the Regis
try Admissions Office for further information or guidance
01905 855111


6.

Named Awards

and Programme structure and requirements


There are three possible exit awards from the MA in HE programme, with differing
emphases:


1. The Postgraduate Certificate in Learning and Teaching in HE


is the professional
qualification for teaching and supporting learning in Higher
Education. It is
accredited against level 2 of the professional standards for teaching and support of
learnin
g in HE.


2. The Postgraduate

Diploma in
Learning and T
eaching in
HE


provides the
opportunity to build on the PG Cert in L&T in HE and enhance your CPD by
undertaking specialist modules in various aspects of HE practice.

Key options
include modules on m
entoring and coaching,
academic course leadership and
negotiated learning. Specialist options on

research supervision and practice and e
-
learning in HE

may be available dependent on demand
.


3.
The
M
aster of
A
rts

in HE



builds on the PG Cert i
n

L&T in HE

by offering a route
through the development of educational research methods to an extended piece of
academic research on your HE practice.

For this, beyond the Pg Cert you will need
to undertake one optional module, MEDD4001 Approaches to educational res
earch
and the dissertation module, MEDD4000, with a focus on HE issues.


The

structure of the
se

awards is

outlined in more detail in the following award map
.



It is important to note that the award map, by its nature, contains all the
validated modules for the award. This does not mean that all these options will
all
be available in any one year so it is important that you
check availability on
your SOLE page a
nd
discuss your options with the programme leader and
head of postgraduate education programmes.




AWARD
MAP FOR
POSTGRADUATE AWARDS

11

MA in Higher Education

PG Cert Learning and Teaching in HE

PG Dip Learning and Teaching in HE

Year: 2011

Last Updated:
September 2011

(Subject to
Approval)


Module
Code

Module Title

Credits

(Level 7)

Status

Mandatory
(M) or
Optional (O)

Prerequisites

(Module Code
required)


Specialist Modules MA in HE:

MEDD4142

Learning Teaching and
Assessment in HE

20

M


MEDD4143

Introduction to Academic Practice

20

M


MEDD4144

Supporting Student Learning in HE

20

M



Optional Modules for Higher Education awards:

MEDD4003

Evaluation of Professional
Learning

20

O


MEDD4004

Professional Enquiry into an
Educational Setting

20

O


MEDD4007

Negotiated Learning
-

Education
(Single)

20

O


MEDD4008

Negotiated Learning
-

Education
(Double)

40

O


MEDD4009

Negotiated Learning
-

Education
(Triple)

60

O


MEDD4013

Reflecting on Current Issues in
Education

20

O


MEDD4014

Reflecting on
Professional Practice

20

O


MEDD4015

Personal and Professional
Development

20

O


MEDD4020

Finance and Resource
Management

20

O


MEDD4021

Leadership for Quality and
Sustainability

20

O


MEDD4022

Organisational Improvement
through Action Research

20

O


MEDD4023

Policy and the Management of
Change

20

O


MEDD4024

Performance Management

20

O


MEDD4025

Information and Knowledge
20

O


12

Management

MEDD4026

Leading Creativity and Innovation

20

O


MEDD4027

Academic Course Leadership

20

O


MEDD4064

Mentoring

and Coaching

20

O


MEDD4140

Developing Learning and Teaching
Strategies

20

O


MEDD4145


Making E
-
learning Work in Higher
Education

20

O


MEDD4146

Research Supervision and
Practice

20

O




Mandatory Modules for MA:

MEDD4001

Approaches to Educational
Research: Research Methods for
Professional Enquiry in Education

20

M



MEDD4000

Dissertation

80

M for MA
HE if 4000A
not taken

MEDD4001

MEDD4000A

Dissertation

60

M for MA
HE if 4000
not taken

MEDD4001

MEDD4000 and 4000A are excluded combinations

MEDD4007, 4008 and 4009 are excluded combinations


PG Certificate Learning and Teaching in HE
-

Requirements

Students successfully completing MEDD 4142, 4143 and 4144 will be eligible for
the award of PG Cert Learning and Teaching in HE
.

20

20

20

MEDD4142

MEDD4143

MEDD4144


PG Diploma Learning and Teaching in HE
-

Requirements

Students successfully completing MEDD 4142, 4143 and 4144 together with 3
additional PEP modules from those listed in the award map will be eligible for the
award of PG Dip Learning and Teaching in HE
.

The assessments for optional
modules must focus on as
pects of HE practice
.

20

20

20

20

20

20

MEDD4142

MEDD4143

MEDD4144

MA in HE

OPTIONAL

MODULE

MA in HE

OPTIONAL

MODULE

MA in HE

OPTIONAL

MODULE


MA in Higher Education
-

Requirements

13

Students must successfully complete MEDD4144, MEDD4142
and

MEDD4143,
MEDD4001 and either MEDD4000 or 4000A, together with modules from those
listed, amounting to 20 or 40 credits (depending on which of 4000 or 4000A is
taken)
.

A total of 180 credits is required
.


The recommended route for MA HE students is that s
tudents complete MEDD4144,
MEDD4142
and

MEDD4143 together with MEDD4001, plus a 20 credit module from
those listed, plus MEDD4000, amounting to 180 credits in total
.

20

20

20

20

20

80

MEDD4001

MANDATORY
MODULE

MEDD4142

MEDD4143

MEDD4144

MA in HE

OPTIONAL

MODULE

MEDD4000

DISSERTATION


The assessment undertaken for optional modules and the dissertation must focus on
aspects of HE practice
.



7.

Your course in context
: Professional Awards


Like all Higher Education courses in the UK, this award is designed with reference to
the
Academic Infrastructure
, a means of describing academic standards in terms of
the
academic level

you are expected to achieve and, in broader terms, the
content

that w
ill be covered.


As propounded by
the Framework for Higher Education Qualifications

(FHEQ), both
the module specific and the generic learning outcomes of the PEP draw on the
principles of ‘originality in the application of knowledge’ and an understanding of ‘how
the boundaries of knowledge are advanced through research
.
’ This is assured
via the
centrality of the practitioner researcher to the Programme
.

Concomitant with this the
‘Sound judgement, personal responsibility and initiative in complex and unpredictable
professional environments’ demanded by FHEQ is supported by the Programme’s
emphasis upon experiential learning and transpersonal reflection
.


Further to the above and in accordance with the FHEQ (QAA 2001), at post graduate
level students will have begun to acquire:

i.

A systematic understanding of knowledge and a critical awareness

of current
problems and/or new insights.

ii.

A comprehensive understanding of techniques applicable to their own research
or advanced scholarship.

iii.

Originality in the application of knowledge, together with a practical
understanding of how established techniq
ues of research and enquiry are
used to create and interpret knowledge.

iv.

A conceptual understanding that enables the student to evaluate critically
current research and to critically evaluate methodologies.



The UK Professional Standards for Teaching and S
upport of Learning in HE


The PG Cert in learning and teaching in HE

has been mapped and accredited
against the
UK Professional Standards for teaching and support of learning in Higher
Education

as follows:
*

14


*MEDD4144: supporting student learning addresses level 1 of the framework while
the full PG Cert addresses level 2. Where a learning outcome or value has been
entered in full it is seen as being central to addressing that standard
statement
explicitly. Where just the outcome or value number is entered it is considered to
address the standard implicitly.



UK
Professional
Standards
Headings


ACTIVITY

MEDD 4144
Supporting
Student
Learning

MEDD4142

Teaching
Learning and
Assessment

MEDD4143

Introduction to
Academic
Practice

A1

Teaching and
the support of
learning

LO2 Evaluate a
range of learning
and teaching
methods and
apply them
appropriately

LO2 Evaluate and
apply appropriately
a wide range of
learning and
teaching methods,
to wo
rk with large
groups, small
groups and one
-
to
-
one.

LO2, LO3

A2

Contribution to
the design and
planning of
learning
activities and/or
programmes of
study

LO1 Design
appropriate
teaching sessions
or student
learning
opportunities and
critically evaluate
t
heir effectiveness

LO1 Design
appropriate
teaching
programmes and
critically evaluate
their effectiveness

LO5

A3

Assessment and
giving feedback
to learners

LO3 Apply
assessment
techniques
appropriately to
promote learning
and provide
feedback to
students

LO5 Use an
innovative range of
assessment
techniques to
support learning
and enable
students to monitor
their own progress

LO3, LO5

A4

Developing
effective
learning
environments
and learner
support systems

LO1

LO4 Develop
effective learning
environments
and
learning support
systems, using
C&IT were
appropriate

LO5 Engage
constructively and
effectively with
academic
administrative
tasks and roles

A5

Reflective
practice and
personal
development

LO6 Undertake
personal
development
planning to audit,
reflect
upon, plan,
and record your
personal and
professional
LO7 Undertake
personal
development
planning to audit,
reflect upon, plan,
and record your
personal and
professional
LO6 Develop
personal and
professional
coping and change
manage
ment
strategies within
the constraints of
you institutional
15

development

development

setting

LO7 Undertake
personal
development
planning to audit,
reflect upon, plan,
and record your
personal and
professional
development

A6

Engagement
with discipline
Research and
Scholarship



LO1 Engage
effectively with
research and
scholarship in your
subject discipline






KNOWLEDGE



Supporting
Student
Learning


Teaching
Learning and
Assessment


Introduction to
Academic
Practice

K1

Subject material
to be taught

LO1

LO1, LO3

LO2
Demonstrate
a positive link
between your
own discipline
research and
scholarship and
your teaching

K2

Appropriate
methods of
teaching and
learning in the
subject area and
at the level of the
academic
programme

LO2

LO2

LO3 Critically
reflect on the
particu
lar
concerns of
learning and
teaching in your
discipline subject

K3

Models of how
students learn,
both generically
and in subject

V1 demonstrate
and
understanding of
how people learn

V1 demonstrate
and understanding
of how people
learn

V1 demonstrate
and
understanding of
how people learn

LO3 Critically
reflect on the
particular
learning and
teaching
concerns in your
discipline

K4

The use of
learning
technologies
appropriate to the
context in which
LO1, LO2, LO3,
LO4

LO3 Design,
produce and
evaluate a range of
learning and
teaching materials,

16

they teach

using C&IT were
appropriate

K5

Methods of
monitoring and
evaluating their
own teaching

LO 4 Monitor and
evaluate your
own teaching
and support of
learning

LO6 Deploy a
range of
self, peer
and student
evaluation
techniques to
monitor your own
teaching and
learning practices
and underpin your
reflective practice


K6

Implications of
quality assurance
for practice

LO5 Inform your
learning and
teaching role with
relevant policy,
stra
tegy and
quality
considerations

LO6

LO4 Inform your
professional role
with relevant
strategy, policy
and quality
considerations





VALUES



Supporting
Student
Learning


Teaching
Learning and
Assessment


Introduction to
Academic
Practice

V1

A commitment
to
scholarship in
teaching, both
generally and
within their own
discipline

V4 Demonstrate
scholarship,
professionalism
and ethical
practice

V4 Demonstrate
scholarship,
professionalism
and ethical
practice

V4 Demonstrate
scholarship,
professionalism
and eth
ical
practice

LO3 Critically
reflect on the
particular learning
and teaching
concerns in your
discipline

V2

Respect for
individual
learners and for
their development
and
empowerment

V2 Value diversity
and demonstrate
respect for
individual
learners’
摩ff敲敮捥猠慮d
摥v敬潰m敮t

s㈠噡O略 摩v敲獩瑹
慮搠摥d潮strate
r敳e散e for
i湤ivi摵慬
learners’
摩ff敲敮捥猠慮d
摥v敬潰m敮t

s㈠噡O略 摩v敲獩瑹
慮搠摥d潮strate
r敳e散e for
i湤ivi摵慬
learners’
摩ff敲敮捥猠慮d
摥v敬潰m敮t



C潭oitm敮t t漠
t桥 摥v敬潰m敮t


l敡r湩ng
捯浭畮iti敳e
i湣n畤i湧
獴畤敮tsI
t敡捨crs 慮搠慬l
t桯獥⁥sgag敤 i渠
l敡r湩湧 獵s灯rt

s㔠噡R略 w潲oing
i測n慮搠
摥v敬潰i湧I
l敡r湩湧
捯浭畮iti敳

s㔠噡R略 w潲oing
i測n慮搠
摥v敬潰i湧I
l敡r湩湧
捯浭畮iti敳

s㔠噡R略 w潲oing
i測n慮搠
摥v敬潰i湧I
l敡r湩湧
捯浭畮iti敳



C潭oitm敮t t漠
s㌠偲潭ot攠
s㌠偲潭ot攠
s㌠偲潭ot攠
17

encouraging
participation in
HE and to
equality of
opportunity

inclusivity and
encourage
learners’
participation,
empowerment
and equality of
opportunity

inclusivity and
encourage
learners’
participation,

empowerment
and equality of
opportunity

inclusivity and
encourage
learners’
participation,
empowerment
and equality of
opportunity

V5

Commitment to
continued
reflection and
evaluation and
consequent
improvement in
their own practice

V6 Engage
with
continuing
reflection on our
own practice

V7 Develop our
own practice,
others,
educational
processes and
systems

V6 Engage with
continuing
reflection on our
own practice

V7 Develop our
own practice,
others,
educational
processes and
systems

V6 Engage
with
continuing
reflection on our
own practice

V7 Develop our
own practice,
others,
educational
processes and
systems



MEDD4064 Mentoring and Coaching
has been mapped against the UK
Professional Standards Framework for Teaching and Supporting Learning in

Higher Education

at level 3 as follows
:



ACTIVITY

Learning Outcomes

Commentary

A1

Teaching and the
support of
learning

4. demonstrate skills of
critical reflection through
undertaking an analysis and
evaluation of own or
institutional mentoring and
coaching skills

The module requires
participants to
coach/mentor in and
education / training context


so would directly involve
mentoring colleagues in
learning and teaching

A2

Contribution to
the design and
planning of
learning activities
and/or
program
mes of
study

5. Reflect upon and
demonstrate skills in the
development and
management of mentoring
and coaching within their
education and training
context, eg. working
principles, administration
time management,
observation and feedback,
monitoring, asses
sment

The module requires
participants to mentor
colleagues in planning
learning and teaching
activities. This will often
involve undertaking
coaching / mentoring
training of colleagues or
supporting others in doing
this.

A3

Assessment and
giving feedba
ck to
learners

5. Reflect upon and
demonstrate skills in the
development and
management of mentoring
and coaching within their
education and training
context, eg. working
principles, administration
time management,
observation and feedback,
The module requires
participants to mentor or
coach colleagues in
assessment of learners and
giving feedback to learners.
It often involves use of
assessment / feedback
loops when leading teams
of mentors.

18

monitoring, ass
essment

A4

Developing
effective learning
environments and
learner support
systems

5. Reflect upon and
demonstrate skills in the
development and
management of mentoring
and coaching within their
education and training
context, eg. working
principles, administration
time management,
observation and

feedback,
monitoring, assessment

The mentoring and
coaching practices
encouraged by this module
help participants establish
supportive learning
environments and provide a
framework for the
management of learner
support.

A5

Reflective
practice and
person
al
development

4. demonstrate skills of
critical reflection through
undertaking an analysis and
evaluation of own or
institutional mentoring and
coaching skills

The module assignment
critical review of own and
others’ performance and
establishing developme
nt
plans. Mentoring and
coaching explicitly
promotes reflective
practice.

A6

Engagement with
discipline
Research and
Scholarship

6. Evaluate and demonstrate
an understanding and
application of techniques of
research and advanced
scholarship

e.g. Partici
pants work with
teams of colleagues
offering robust challenge
and encouragement to
develop their own
scholarship and evidence
base through ‘research
mentoring.’




KNOWLEDGE



Learning Outcomes


Commentary

K1

Subject material to
be taught

8. Demonstrate
a
development of a
knowledge base relevant
to the processes and
concepts involved in
coaching and mentoring

The subject material of
coaching and mentoring is
very wide and touches on
many different specialisms.
E.g. communication skills,
motivational theo
ry, emotional
intelligence, reflective
practice, psychology, etc.
More broadly, effective
coaching and mentoring
challenges mentees to
develop their knowledge
base.

K2

Appropriate
methods of
teaching and
learning in the
subject area and at
the level o
f the
academic
programme

3. Demonstrate
interpersonal skills
appropriate to mentoring
and coaching, e.g.
observation, listening,
questioning, giving
feedback, empathy and
support, self and peer
The practice of mentoring and
coaching is context
and
person specific. Engaging in
it as mentor or mentee
promotes critical reflection on
its applicability as a l&t
method and, more broadly on
individuals’ situated l&t
19

evaluation.

practices.

K3

Models of how
students learn,
both generically
and in subject

1.
Demonstrate a
systematic understanding
of the role of mentoring
and coaching

Mentoring and coaching are
particular methods of
promoting and supporting
learning based on person
centred understandings of
learning.

K4

The use of learning
technologies
appropr
iate to the
context in which
they teach

Module Content and
support: The programme
provides e
-
mentoring,
phone coaching and on
-
line support through
Moodle. Videos of
mentoring and coaching
sessions are also
analysed.

The programme introduces
participants t
o a variety of
technological methods of
providing coaching and
mentoring support. It
discusses the merits and
limitations of mentoring and
coaching undertaken through
technologies that offer
alternatives to face to face
communication.

K5

Methods of
mon
itoring and
evaluating their
own teaching

4. demonstrate skills of
critical reflection through
undertaking an analysis
and evaluation of own or
institutional mentoring
and coaching skills

Participants are expected to
support others in developing
strategies

to monitor and
evaluate their own practice
through journaling, 360
degree feedback, peer
observation, etc.

K6

Implications of
quality assurance
for practice

5. Reflect upon and
demonstrate skills in the
development and
management of
mentoring and coaching
within their education and
training context, eg.
working principles,
administration time
management,
observation and
feedback, monitoring,
assessment

Part of

a mentor / coaches
role is to assess and help
individuals assess themselves
against external quality
criteria. E.g. mentors of
school placements.




VALUES



Learning Outcomes


Commentary

V1

A commitment to
scholarship in
teaching, both
generally and
within
their own discipline

6. Evaluate and
demonstrate an
understanding and
application of
techniques of research
and advanced
scholarship

One method introduced on
the programme is ‘research
mentoring.’ Participants work
wit栠h敡m猠of 捯cl敡g略s
offeri湧
r潢畳t 捨cll敮ge 慮搠
敮捯crag敭敮t to 摥v敬潰
t桥ir 潷渠獣桯n慲獨a瀠慮搠
敶i摥湣n 扡獥s



o敳e散琠f潲
i湤ivi摵慬 l敡r湥r猠
慮搠for t桥ir
㌮Paem潮獴r慴a
i湴敲灥r獯s慬 skill猠
慰灲潰物pte to
bm扥摤敤 i渠m敮t潲楮g 慮搠
捯c捨c湧 skill猠獵捨 a猠
li獴敮i湧 慮d 敭灡t桹 i猠
20

development and
empowerment

mentoring and
coaching, e.g.
observation
, listening,
questioning, giving
feedback, empathy and
support, self and peer
evaluation.

respect for individual learners
and the empowerment of
others.

V3

Commitment to the
develo
pment of
learning
communities,
including students,
teachers and all
those engaged in
learning support

4. demonstrate skills of
critical reflection through
undertaking an analysis
and evaluation of own
or institutional mentoring
and coaching skills

Mentorin
g and coaching is
there to support the
development of learning
communities. It is rare for
participants to work
exclusively with individuals,
they work within teams as
part of a collective effort, so
team and co
-
coaching are
key elements.

V4

Commitment
to
encouraging
participation in HE
and to equality of
opportunity

2. Show a critical
understanding of ethical
practice in relation to
mentoring and coaching

It is implicit to ethical
mentoring and coaching to
encourage and enable every
individual to achiev
e to their
highest potential.

V5

Commitment to
continued reflection
and evaluation and
consequent
improvement in their
own practice

4. demonstrate skills of
critical reflection through
undertaking an analysis
and evaluation of own
or institutional mentori
ng
and coaching skills

The assignment requires
reflection on practice and a
development plan, not just for
the individual but for
mentoring or coaching in their
setting.



The
PG Cert in L&T in HE is accredited for the
Staff and Educational
Development
Association Professional Development Framework award:
Learning Teaching and Assessing


SEDA is the professional association for staff and educational developers in the UK,
promoting innovation and good
practice in higher education.
SEDA is seen by many
as

the shaper of thought and initiator of action in staff and educational development,
not only in the UK but in the international domain also.

SEDA's Professional
Development Framework provides recognition for higher education institutions, their
professio
nal development programmes and the individuals who complete those
programmes.


The PG Cert in Learning and Teaching in HE is mapped against the SEDA
-
PDF
award of ‘Learning teaching and assessing’ as follows:


SEDA
-
PDF Values


Participants must
show how
their
work is informed
by:

Where in your programme do participants develop and
demonstrate this Value?

An understanding of
how people learn


This is an explicit programme value and is assessed in each
21

module. Programme value one: ‘
Demonstrate an
understa
nding of how people learn’


Scholarship,
professionalism and
ethical practice


This is an explicit programme value and is assessed in each
module. [see p.8 of programme handbook] Programme
value 4: ‘
Demonstrate scholarship, professionalism and
ethical
practice’


Working in and
developing learning
communities


This is an explicit programme value and is assessed in each
module. [see p.8 of programme handbook] Programme
value 5:


Value working in, and developing, learning communities’


Working
effectively
with diversity and
promoting inclusivity


This is an explicit programme value and is assessed in each
module. [see p.8 of programme handbook] Programme
values 2 and 3: ‘
Value diversity and demonstrate respect for
individual learners’ differen
ces and development’ and
‘Promote inclusivity and encourage learners’ participation,
empowerment and equality of opportunity’


Continuing reflection
on professional
practice


This is an explicit programme value and is assessed in each
module. [see p.8 of
programme handbook] Programme
value 6: ‘
Engage with continuing reflection on our own
practice’


Developing people
and processes


This is an explicit programme value and is assessed in each
module. [see p.8 of programme handbook] Programme
value 7:


De
velop our own practice, others, educational processes
and systems’



SEDA
-
PDF Core Development Outcomes


Core Development
Outcomes

Award participants will
be able to:

Where in your programme do participants develop and
demonstrate this Outcome?

Identify
their own
professional
development goals,
directions or priorities



All three modules of the PG Cert have the learning
outcome: ‘Undertake Personal development planning to
慵摩tI refl散t 異潮I 灬慮 慮搠d散er搠d潵r 灥r獯s慬 慮搠
professional development’.
q桩猠i猠獵s灯rt敤 i渠n慣a 捡獥
t桲潵gh t桥 灲潤畣ti潮 a湤 摩獣畳獩潮 of 慮 i湩ti慬 慵摩t
摯捵浥湴K


ml慮 f潲 t桥ir i湩ti慬
慮搯潲 捯cti湵ing
灲pf敳獩潮慬
All t桲敥hm潤畬敳f t桥 md C敲t 桡v攠t桥 l敡r湩n朠
outcome: ‘Undertake Personal development planning to
慵摩tI refl散t 異潮I 灬慮 慮搠d散er搠d潵r 灥r獯s慬 慮搠
22

development



professional develop.’ This is supported in each case
through the production and discussion of a
n initial audit
document for the module.


Undertake appropriate
development activities



All three modules of the PG Cert have the learning
outcome: ‘Undertake Personal development planning to
audit, reflect upon, plan and record your personal and
profess
ional development’. The programme provides many
development activities but also encourages course
members to partake of internal and external staff
development provision and they feel appropriate. A review
of a staff development activity is included in t
he formative
assessment for MEDD4144 to further encourage this.


Review their
development and their
practice and the
relations between
them

All three modules of the PG Cert have the learning
outcome: ‘Undertake Personal development planning to
audit, refl
ect upon, plan and record your personal and
professional development’. All the modules require
teaching observations which prompt discussion about the
relationship between their practice and their development.



SEDA
-

PDF Specialist Outcomes for Learning

Teaching and Assessing


Specialist Outcomes


Participants will be able
to:

Where in your programme do participants develop
and demonstrate this Outcome?

Use a variety of methods
for evaluating their
teaching roles

Programme outcome 6 is: ‘
a数l潹 愠a慮ge
of 獥sfI 灥er
慮搠獴畤敮t 敶慬畡ti潮 t散e湩q略s to m潮it潲 y潵r 潷渠
t敡捨c湧 慮d l敡r湩湧 灲慣瑩捥猠慮d 畮摥r灩n y潵r
reflective practice’. This is addressed by explicit module
潵t捯浥猠 i渠nbaa㐱㐴 慮搠dbaa㐱㐲K


fnform t桥ir 灲pf敳獩潮慬
r潬攠eit栠h敬e
v慮t
獴rategyI 灯li捹 慮搠
q畡lity 捯c獩摥rati潮s


Programme outcome 12 is: ‘
f湦orm y潵r l敡r湩湧 慮搠
t敡捨c湧 r潬攠wit栠r敬敶e湴n 灯li捹I 獴r慴agy 慮搠q畡lity
considerations’. This is addressed by explicit module
潵t捯浥猠i渠nbaa㐱㐴 慮搠dbaa㐱㐳K


bxt敮搠d桥ir 畳攠ef
l敡r湩湧I t敡捨c湧 慮搠
慳獥獳s敮t 慰pr潡捨cs


Programme outcomes 2 and 5 address this: ‘
bv慬畡t攠
慮搠 慰灬y 慰灲潰物pt敬y 愠 wi摥 r慮g攠 of l敡r湩湧 慮d
t敡捨c湧 m整桯摳Ⱐ t漠 w潲o wit栠 l慲a攠 杲潵g猬 獭慬l
gr潵灳p慮搠潮e
J

J
one.’ And ‘Use an

i湮潶慴av攠r慮g攠of
慳獥獳s敮t t散e湩q略猠t漠獵s灯rt l敡r湩ng 慮d 敮慢le
students to monitor their own progress’. They are
數灬i捩tly 慤摲敳獥搠i渠le慲湩湧 潵t捯m敳ef潲ojbaa㐱㐴
慮搠dbaa㐱㐲K


C潮tri扵te to t桥
灲潣敳獥p of m潤畬e 潲
灲pgramme 摥獩g測
Programme outcome 1 addresses this: ‘
a敳eg渠
慰灲潰物pt攠 t敡捨c湧 s敳獩潮猠 慮搠 灲潧牡pm敳e 慮搠
23

i
mplementation and
evaluation


critically evaluate their effectiveness’.
It is the key focus
of module MEDD4142.


Provide support to
students on academic or
pastoral issues.


This is addressed by programme outcome 4: ‘
Develop
effective learning environments and learning support
systems, using C&IT were appropriate.’ It is also a
learning outcome for MEDD4144 and MEDD4142.




8.

Management of your course


The Masters in Higher Education programme is part of the Postgraduate Education
Programme [PEP] offered by the University of Worcester’s Institute of Education.
The programme leader for the MA in HE is Dr John Peters. The programme leader
for the PEP is
Dr Stephen Parker.


The PEP staff student liaison committee includes all members of the programme
team and student representatives. The PEP
committee meets twice

a year and
considers proposed programme developments, external examiner reports and
student

feedback. If you have any issues you would like taken to this committee
please contact either the MA in HE course leader, the PEP programme leader or
your student representative on the committee.


Course members’ views on the programme are taken very se
riously in the
development of the programme. Course members’ feedback is gathered regularly
both formally and informally and is constantly used to drive improvements in our
practice and the design of the programme. Changes in the allocation of dissertati
on
supervision and to module learning support and assessment were undertaken in
2011 in response to student feedback and were developed in consultation with
student representatives.


Personal Tutors


There is no separate personal tutor system within the MA

in HE. Your personal tutor
is your module leader. If you have any concerns which are affecting your
performance on the programme please feel free to discuss these with your module
tutor or the programme leader

for the MA in HE or for postgraduate educat
ion
programmes
.


Personal Development Planning


Personal development planning is embedded throughout the
MA

in HE. The final
learning outcome of each constituent module
of the PG Cert in L&T in HE
is

Undertake personal development planning to audit,
reflect upon, plan, and record
your personal and professional development
.’ This outcome is used because the
course team believe it is important that you develop your ability to enhance your own
practice through reflection and that you become adept at pre
senting your
achievements to others. The MA in HE is intended to support your continuing
professional development as an academic in Higher Education.


9.

Course Administration

24


Course Notices


Information about the ope
r
ation of the course is provided in a v
ariety of ways. A key
point of reference is the
PG Cert webpage

on the ADPU website

and linked materials
for the MA in HE. The
s
e contain

details

on the programme; information, materials
and guidance
.


The modules on the MA in HE usually have a

PebblePad
or Blackboard presence
.
You should check these regularly for support materials and information. Be aware
that you will need to log in using your student user name and password unless you
have made spec
ific arrangements to use your staff logins.


SOLE Pages


Important announcements will be made via the “My Message” system and “Latest
News” containers on the
SOLE home page
.

Increasingly the SOLE page is the key
means of formal communication with students on the programme and you should be
aware that this, again, requires your student login details.


Registry Services


Registry Services is the administrative department respo
nsible for your student
record. The department also organises registration, keeps a central record of your
progress, administers the procedures for the consideration of claims of mitigating
circumstances and appeals, provides guidance regarding modules an
d arranges the
awards ceremonies.


There is an enquiry office in Woodbury, open 8.30


4.30

Monday to Thursday during
semesters (outside of semesters the office is open 8.30


4.00) and 8.30


4.00 on a
Friday throughout the year for advice and assistance on any of the above.


10.

Assessment


Assessment Strategy


Although the PEP structure is

incremental, moving from a Postgraduate Certificate
through a Postgraduate Diploma to a Master’s degree, all of the assessment criteria
are at ‘M’ level. In order to ensure consistency in the high standards associated with
‘M’ level work this generic set
of criteria is based on the dimensions of the
professional models which underpin the Programme. In addition the educational aims
of the Programme are supported by this strategy inasmuch as it enables the students
to act as autonomous learners, adopting a r
esearch
-
based approach to personal and
organisational development in order to enhance professional practice within a clear
framework of the participants’ own professional values.


While all of the assessment criteria in the Programme are at ‘M’ level, pro
gression in
assessment is ensured by the way in which course participants move from an
emphasis upon more directed study on specific aspects of Higher Education within
the Certificate phase, through a transitional phase involving the development of a
resea
rch project and more reflective skills in research methodology, into the
dissertation phase. This final phase sees participants as independent researchers
25

exercising autonomous professional judgment in a chosen field of HE practice, with
clear outcomes in
terms of personal and/or organizational development.



The key features of the Postgraduate Education Programme assessment strategy
are that it:


i.

enables course participants to direct their own learning efficiently and
effectively towards a given purpose;

ii.

is aware that course participants have unique goals and interests and
recognises that these have implications for the teaching and learning
process;

iii.

acknowledges that learning occurs in a particular social, cultural and
political context and that this affe
cts what is learned and the ways in which
it is learned;

iv.

has a commitment to facilitate course participant learning through an
individual course participant
-
centred approach as well as a group
-
centred
approach with a strong commitment to group learning, gr
oup processes,
and dissemination;

v.

includes speci
fic learning outcomes,

a generic set of criteria
and more
specific grading descriptors as appropriate;


vi.

will be systematically monitored and reviewed in relation to its principles
and procedures and its effec
tiveness as a formative and summative
function.

The MA in HE addresses these issues by the use of a variety of innovative
assessments across its modules. These assessments allow programme members to
take a creative approach to fulfilling the course requir
ements.


Formative Assessment


There is plenty of opportunity for formative assessment before the final submission of
summative work and this formative assessment process encourages self and peer
assessment and support, as well as the engagement in personal development
planning. For ea
ch
of the first three mandatory modules
course members are asked
to undert
ake and discuss an initial self
-
assessment against the module outcomes
and values, this is followed by further formative work developing particular practice

[MEDD4144], formulating a

learning contract [MEDD4142] or developing a research
proposal [MEDD4143].


The submission of draft work
for full formative assessment is encouraged at least 8
weeks in advance of the final deadline. This allows time for a feedback interview to
be arra
nged individually with each candidate to provide formative feedback. Final
assignments can then be revised for summative assessment.


Regulation of assessment


The course operates under the
Postgraduate Regulatory Framework

which sets out
the full regulations for passing modules, grading of modules, retrieving failed
26

mo
dules, progression from one academic level to the next, requirements for awards,
and how the degree is classified.


The course is fully compliant with UW regulations for assessment, mitigation, appeals
and complaints. For further details on any of these ar
eas please follow this link to the
Registry Services website

or see
the
Student Handbook
.


Assessment for the MA in HE

is on the basis of course work
. The minimum pass
mark is
50%

for each module.

The award of the MA may be made with Pass, Merit
or Distinction.


The following awards will be available to students who meet the specified
requirements:

(Please also see the
award map)


Award

Requirement

PG Cert Learning and Teaching in Higher
Education

60 credits at Level 7

PG Dip Learning and Teaching in Higher
Education

120 credits at Level 7

Masters in Higher Education

180 credits at Level 7





Examination Boards
review and confirm results for modules, and consider
candidates’ mark profiles to make decisions about progression, awards and degree
classifications as appropriate
.


How your work is assessed



Within the Programme students will have a variety of
assessment experiences. Much
of the assessment will be of a written nature, requiring you to read and research
widely, reflect upon the material gathered and structure the synthesised ideas into
critical coherent essays
, reports or commentaries

of varying
type and length.


1.

The assessment for each taught module is equivalent to a writte
n piece of
work, approximately 3
-
4
,000 words. You will normally be required to submit
one or two copies of each item of assessed work. You are strongly advised to
keep a copy
of all work submitted for assessment. An Item Report Form must
be attached
to your assignment. These are

available from Registry Services
and module tutors. Details about where to hand in work should be supplied by
the module tutor. Students should not sen
d items for assessment to the
tutor’s home address.


2.

Students are expected to submit their work on or before the agreed
submission date, which will be provided by the Tutor.


3.

Assessment will be marked out of 100. The pass mark will be 50% and failure
to a
ttain 50% overall will normally entail failure of the module. If a module
comprises more than one method of assessment, the weighting of each item
will be given in the module outline. The average mark for all items of
assessment associated with a module wi
ll be calculated to give an overall
module mark,
unless

the module outline specifies that a pass mark must be
27

achieved in each individual item of a module’s assessment. Work of 60% or
over will be

awarded a merit and work of 70% and over will be awarded a

distinction. To provide feedback to you on the quality of your work, tutors will
complete the Item Report Form. A copy of this will be retained by both the
tutor and Registry Services.


Each assessment item has published specific marking criteria contain
ed in the
module outline given to students at the beginning of the module. These are based on
the generic assessment criteria contained within the
UW St
udent Handbook
, the
University’s Masters level assessment criteria and the PEP assessment criteria set
out here.



70% + Distinction

60% + Merit

50% + Pass

Below 50% Fail

1.

Literature
Review and
Theory


Understanding of
the theoretical
models from which
issues and key
concepts in the
course members'
professional work
are derived.


Application of
knowledge and
conceptual
understanding.

An excellent
understanding with
skilful synthesis
and an intelligent
critical review of
the theoretical
underpinning of
pr
ofessionality,
including values
and beliefs.
Evidence of
extensive reading
which has been
thoroughly critically
evaluated and
explicitly related to
the research
question, theme or
topic.

Originality in the
application of
knowledge with a
conceptual
underst
anding that
enables critical
evaluation and a
high degree of
autonomy.


Very good
understanding,
demonstrating
relevance of the
models and including
good synthesis and
critical review of the
theoretical
underpinning of
professionality,
including values and

beliefs. Evidence of
wide reading with
some critical
evaluation and a
clear relationship to
the research
question, theme or
topic. Some
originality in the
application of
knowledge with a
conceptual
understanding that
enables critical
evaluation and a
degr
ee of autonomy.

Clear identification
of the models,
issues and
concepts,
integrated into the
argument with
understanding.
Appropriate
reading with some
limited evaluation.
Not consistently
clearly related to
the research
question, theme
or topic. Limited
o
riginality in the
application of
knowledge with
some conceptual
understanding
that enables
occasional critical
evaluation and
autonomy.

Poor, inadequate or
incomplete
identification and
understanding. Over
reliance on a
restricted range of
sources. Not rel
ated
directly to the
research question,
theme or topic. An
extremely limited
originality in the
application of
knowledge with poor
conceptual
understanding that
enables rare critical
evaluation and
autonomy.

2.

The argument
in terms of its
structure


Structu
ral
development from
objectives to
analysis and
synthesis,
conclusions and
recommendations.

Explicit, convincing
demonstration of
structured
development.
Extremely strong
internal
consistency,
making the project
convincingly
holistic. Evidence
of a creativ
e and
original approach
with a critical
awareness of its
strengths and
Highly cogent
structure and
development of the
argument. Evidence
of internal
consistency with very
good use of
information gathered
to support the
argument.
Awareness of
strengths and
limitations.

An explicit
structure and
development,
critically defended
but with some
weaknesses in the
integration of the
various themes or
sections. Some
awareness of
strengths and
weaknesses.

Poor, inadequate or
incomplete structure
and wi
th a lack of
internal consistency.
Very limited use of
information
gathered to sustain
the argument and
with serious
weaknesses in the
integration of
evidence. No
awareness of the
limitations of the
report.

28

limitations.


3.

Reflection and
Evaluation


Evidence of
personal
and
professional self
-
evaluation.


Evidence of the
voice of the writer
and participants in
the research.



A sophisticated
reflection and
evaluation of
personal and
professional
practice, grounded
in evidence and
advancing the
argument. A clear
integration of the
value and belief
system of the
writer is integral to
the argument. A
creative and highly
original approach
to a range of
reflective writing
styles is adopted.


Very good reflection
and evaluation of
personal and
professional practice
gro
unded in evidence
and advancing the
argument. Some
evidence of the
integration of the
value and belief
system of the writer
into the argument.
Appropriate styles
and registers are
evident in the writing.

Evidence of clear
reflection and
evaluation,
grounde
d in
evidence and
contributing
positively to the
argument. Little
evidence of the
integration of the
value and belief
system of the
writer into the
argument. A
limited amount of
evidence of a
reflective style or
register.


Little or poorly
focused reflect
ion.
No evidence of the
integration of the
value and belief
system of the writer
into the argument.
The writing is one
dimensional, and
lacking in any
reflective style or
register.

4.

Research
activities


Understanding
of techniques,
methods and
approaches
applicable to
research.

A comprehensive
understanding of
techniques
applicable to
research. A high
sensitivity to
qualitatively
different kinds of
evidence and
arguments in
research activities,
together with a
challenging
approach as to
what might
constitute data.
Very clear
appreciation of
relevant
methodological
issues and an
excellent rationale
for the approach
adopted and the
data collection
methods utilised.
Permeation of
ethical issues is
evident throughout.


A good
understanding of
techniques

applicable
to research. Sensitive
and systematic
collection, analysis
and presentation of
data. Very good
appreciation of
relevant
methodological
issues and a clearly
presented rationale
for the research
approach adopted
and the data
collection methods
ut
ilised. Good
integration of ethical
issues into the
argument.

A limited
understanding of
techniques
applicable to
research. An
appropriate
collection,
interpretation and
presentation of
data, well
articulated and
evaluated. Some
familiarity with key
method
ological
issues and a
competent
rationale for the
research
approach adopted
and the data
collection
methods utilised.
Ethical issues
tend to be ‘bolted
on’.

A poor
understanding of
techniques
applicable to
research. Poor,
inadequate or
incomplete
informati
on
collection and
interpretation. Little
awareness of
methodological
issues and
inappropriate or
non
-
existent
rationale presented
for the research
approach adopted
and the data
collection methods
utilised. No
evidence of ethical
issues in discussion.

5.
C
ritical
Reflection in
relation to:


i.

literature
review and
Substantial and
sustained evidence
of critical reflection
which is of a
strikingly
innovative kind.
Substantial and
convincing evidence
of critical reflection.
Adopts an
interpretive and
analytical approach
Evidence of
critical reflection
which makes a
positive
contribution to the
argument. There
Little evidence of
critical reflection.
The writing is
simplistic and one
-
dimensional,
tending to be
29

theory

ii.

research
design and
methodology

iii.

political, social
and
educational
context

iv.

personal and
professional
development.


Includes the
exploration of
different
perspectives on
the area under
investigation.
Employs implicit as
well as explicit
reflection in the
narrative and
con
sistently adopts
an interrogative
approach.


which supports a
range of perspectives
on the area under
investigation.
Provides evidence of
implicit an
d explicit
reflection in the
narrative and is
inclined to adopt an
interrogative
approach.


is some evidence
of differing
perspectives on
the area under
investigatio
n. The
reflection tends to
be explicit and is
only occasionally
interrogative.

assertive rather than
interrogative.

6.
Referencing




normally


Harvard System
(author/date)


i.

to facilitate
easy access
of reader

ii.

to avoid
plagiarism.


Sources of ideas
and information
are acknowledged
with meticulous
accuracy using an
appropriate system
of referencing.

Sources of ideas and
information are
invariably
acknowledged with
accuracy using an
appropriate system of
referencing.

Competently
referenced,
though with some
errors and/or
inconsistencies.
Uses an
appropriate
system of
referencing.

Poorly referenced
and with some clear
gaps. Does not use
an

appropriate
referencing system.



Word Limits

Indicative word counts are provided for all assignments. These are intended as a
guide to help you allocate time and effort appropriately. While there are no criteria
with reference to the word counts, and
therefore no direct penalties for going
significantly over or under the indicative word count, it is likely that work which is
significantly under the word limit will struggle to meet the learning outcomes.
Assignments which go significantly over the indi
cative word count are likely to have
involved you in unnecessary work or to lack focus on the set task.


Submission of coursework


All
assignments
work should be submitted to the ADPU office

or Education academic
support unit in the manner and format described, and by the date indicated, in the
module guide. Work can be submitted by post or electronically using PebblePad or
as email attachments. However it may not be possible to receipt wor
k received in
this way. Course members are advised to copy electronic submissions of work to the
module tutor and the ADPU administrator.


Submission Deadlines and Late Work


If you submit work within 5 five days of the deadline date your work will be m
arked
but will be capped to the minimum pass mark. Please note that you must submit work
within
5 actual days

of the deadline date NOT working days. Work handed in after
the deadline date that is marked on a pass/fail basis, or reassessment will not be
mar
ked.


All work submitted later than 5 days will be graded ‘L2’ and will not be marked.


30

You are expected to submit work. If you have
mitigating circumstances

preventing
you from meeting t
he deadline you should submit a claim by the appropriate date.
You will be expected to provide evidence to demonstrate mitigating circumstances for
the period immediately leading up to the assessment and in addition demonstrate if
the work is not submitte
d why it was not possible to submit the coursework within 14
days of the deadline.


If you submit the work within 14 days of the due date and successfully claim
mitigating circumstances
, y
our work will be marked as if on time.


Late assignments should, whenever possible, be handed in
electronically or to the
designated collection point.
. If you are handing assignment work in on a Saturday or
Sunday you should hand your work into the Main Re
ception and ensure that your
work is date stamped.



PLEASE NOTE
: Non
-
submission of assessment items will result in failure of the
module with no right of reassessment. This means that you will need to retake the
module.


For further details on the Univer
sity submission regulations see
Undergraduate
Regulatory Framework
.


Return and Collection of Marked Work


Feedback on work submitted to
the ADPU office will be available electronically four
weeks after the summative deadline and hard copies of assignments collected
.
Feedback and w
ork submitted to the education CPD office can also be collected four
weeks after the summative deadline.
In s
ome cases hard copies of work may need
to be retained to be seen by the external examiner. If you wish to ensure you can
have your work back after four weeks, please either submit your work electronically
or provide two hard copies.


Course tutors would
encourage you to take the opportunity of a tutorial to talk
through any formal feedback you receive
. This is particularly important for any failing
work.


A

transcript of results will be available on
-
line via your
SOLE page

once marks have
been agreed. To view your results click on the ‘My Results’ Tab when using your
SOLE page
.


How your work is marked


All summative work is graded by your allocated tutor and feedback provided via an
Assignment Feedback Sheet
.
Given the nature of the work on the MA in HE and the
format of the assignments it is not often possible to use anonymous marking.
However m
arking

is moderated by the second marking of a sample which includes all
failed work and a range of work from across the other bands. The external examiner
also looks at a sample of work, chosen by the external examiner, and moderates
module grading. A selection

of modules from the PEP are also cross moderated each
year to look at consistency across the programme. This moderation is undertaken in
accordance with the
University Assessment Pol
icy
.


Feedback on your work

31


Feedback in the academic realm can take many forms, but each can be used to
improve your performance. Some of the different types of feedback include: