Programme Specification for Learning and Teaching in Higher Education PGCert, PGDip and MA
|
Final award |
PGCert, PGDip MA Learning and Teaching in HE |
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Intermediate awards available |
PGCert, PGDip |
|
UCAS code |
N/A |
|
Details of professional body accreditation |
N/A |
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Relevant QAA Benchmark statements |
N/A |
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Date specification last up-dated |
May 2012 |
Profile
The summary - programme advertising leaflet
Programme content
The MA in Learning and Teaching in Higher Education, (incorporating the PG Cert) supports the initial and continuing professional development of educational professionals engaged in teaching and supporting learning. The programme is designed to support educational professionals who are new to teaching in higher education. It also provides professional development opportunities for experienced educational professionals in higher education by offering the chance to engage critically with new developments in higher education teaching, practices and policies in a local, national and international context, with academic and practical rigour in the work environment.
PgCert/PgDip/MA Learning and Teaching in Higher Education at UEL
The programme is designed to enable participants to achieve Fellowship of the Higher Education Academy (HEA) and is mapped against the HEA UK Professional Standards Framework. Specific routes for new participants to HE and experienced participants to HE are included in the programme design. Participants who are not seeking membership of the HEA may follow the programme as desired.
Entry requirements
Entry requirements are flexible to allow for credit to be given to work based learning. Applicants must:
- Have an undergraduate honours degree (or equivalent: e.g. certificate of education; higher level professional training in education with demonstrable parity in experience), minimum 2:2 classification or equivalent.
- show that that 50 hours or more per year is spent teaching / supporting learning in higher education
- In the case of applicants whose first language is not English, then IELTS 7 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.
Participants that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption. Please note that fellowship of the HEA will not be permissible in relation to AEL claims.
Participants will have the opportunity to engage in face to face campus tutorials, workshops and lectures as well as collaborative activities and discussions in a virtual learning environment. Participants will need to be allocated a mentor by their school or institution.
Assessment
All M level modules are assessed by the submission of a single portfolio of 5,000 words or equivalent. There is a 14,000 word dissertation.
Relevance to work/profession
The programme supports development and demonstrates achievement in relation to the HEA UK Professional standards. It addresses learning and development needs in relation to participant’s institutional policies and staff development and review / performance management schemes.
Dissertation/project work
The dissertation provides an opportunity to undertake a research project relevant to educational development in the context of the participant’s role and/or practice. Dissertation tutors with experience and expertise relevant to the dissertation focus will be appointed to supervise each participant. Dissertation preparation sessions are also available in advance of starting the dissertation module.
Added value
The integration of theory and practice provides opportunities for participants to personalise their learning and address areas of interest and challenge in the context of their work. The pedagogy of the programme includes a focus upon collaborative learning that supports participants to address current issues and problems through the strength of collective knowledge, experience and expertise. Participation provides opportunities to share knowledge and expertise in relation to learning and teaching across disciplines.
Your future career
The programme will provide participants with the capacity to meet local and national targets for higher education and to meet specific and general needs of learners. The programme supports the development of teaching, learning support, management and leadership roles.
How we support you
Academic support is provided by module tutors whilst the participants are undertaking each module. The Programme Leader can also offer academic guidance about the programme and progression. Participants will be allocated a mentor by their school or institution who will be responsible for carrying out peer observation of teaching.
Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
The MA in Learning and Teaching in Higher Education programme aims to:
- provide a programme which supports participants to meet their professional needs and interests with academic and practical rigour
- provide opportunities for those who teach and support learning in higher education to develop their professional knowledge and understanding in relation to their current and developing roles
- engage participants in key educational processes underpinning development and action, such as critical analysis and reflection, critical enquiry and research, action planning and evaluation and collaborative learning.
- provide access to current knowledge, thinking and practice in the field of learning and teaching in higher education
- provide opportunities for collaborative learning through structured activities and tutor support.
- enable teachers and those who support learning in higher education to achieve greater recognition and credit for their work through membership of the HEA
What will you learn?
It is expected that by the end of the programme participants will have the ability to:
Postgraduate Certificate
- Demonstrate a conceptual understanding of theories of learning and a critical awareness of their use in informing approaches to learning and teaching in higher education.
- Evaluate, select and use an increasing range of learning and teaching strategies, and explain why they are appropriate to the teaching context
- Demonstrate a conceptual understanding of knowledge and a critical awareness of issues relating to equality and diversity, inclusivity and widening participation in higher education.
- Critically evaluate research in learning and teaching in higher education and use it to inform the development of practice
- Engage with and learn from others within the subject and from within the wider higher education community
- Evaluate, select and use an increasing range of strategies used in formative and summative assessment, participant feedback and guidance to support participant learning
- Engage with and evaluate the effectiveness of policies, quality assurance and learning enhancement initiatives in HE for their effectiveness in supporting participant learning
- Evaluate their practice and continuing professional development.
- Demonstrate a critical approach to designing effective environments, participant support and guidance, and learning communities that enhance the participant learning experience.
Postgraduate Diploma
In addition to the above:
- Demonstrate depth and breadth of knowledge in a range of critical issues in the practice of teaching and supporting learning in HE
- Demonstrate a conceptual understanding of approaches to research in professional practice and learning and an ability to critique them
Masters
In addition to the above:
- Demonstrate self-direction and originality in tackling and solving problems
- Demonstrate the ability to plan and undertake a research project relevant to learning and teaching in higher education, in the context of the participant’s role and/or practice.
Structure
The programme structure
Introduction
All programmes are credit-rated to help you to understand the amount and level of study that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).
Credits are assigned to one of 5 levels:
- 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
- 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
- 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
- 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
- M - equivalent in standard to a Masters degree
Credit rating
The overall credit-rating of the PG Certificate is 60 credits.
The overall credit-rating of the PG Diploma is 120 credits.
The overall credit rating of the Masters is 180 credits.
Typical duration
The typical duration of the PG Cert is two semesters part time.
The typical duration of the PG Dip is four semesters part time
The typical duration of The Masters programme is 3 years part time. Participants may enrol in semester A or B.
How the teaching year is divided
The teaching year is divided into two semesters. A typical participant registered in a part-time attendance mode will study one 30 credit module per semester.
What you will study when
The Pedagogy and Learning in HE and Context, Policy and Research in HE modules provide opportunities for participants who are new to higher education to demonstrate achievement of the HEA professional standards framework (http://www.heacademy.ac.uk/ukpsf) These two modules comprise the PG Certificate for participants who are new to higher education and wish to achieve Fellowship of the HEA through the Masters level route. Successful completion of one of these modules will qualify participants to register for membership of the Higher Education Academy for Associate Practitioner Status (Standard Descriptor 1) Successful completion of both these modules will qualify participants to register for membership of the Higher Education Academy for Fellowship Status (Standard Descriptor 2)
Participants who are experienced lecturers in higher education can qualify to register for membership of the Higher Education Academy for Fellowship Status (Standard descriptor 2) if they complete any of the following combination of modules:
- Context, Policy and Research in HE + Action Research Project in HE
- Context, Policy and Research in HE + Assessment and Learning in HE
- Assessment and Learning in HE + Action Research Project in HE
- Culture and Diversity in HE + Action Research Project in HE.
These module combinations comprise the PG Certificate for participants who are experienced in higher education and wish to achieve Fellowship of the HEA through the Masters level route.
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PG Cert modules for participants new to teaching in HE |
PG Cert modules for participants who have a minimum of 3 years teaching / supporting learning experience |
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Pedagogy and Learning in HE Context, Policy and Research in HE |
Two modules from: Action Research Project in HE Assessment and Learning in HE Context, Policy and Research in HE Culture and Diversity in HE
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Any one module = Associate Fellowship Both modules = Fellowship |
Any one module = Associate Fellowship Any two modules = Fellowship |
Participants who do not require membership of the HEA may choose any two modules (apart from the dissertation) for the award of postgraduate certificate and any four modules (apart from the dissertation) for the award of postgraduate diploma .
|
Level |
Module Code |
Module Title |
Credit |
Status |
|
M |
ETM408 |
Pedagogy and Learning in Higher Education |
30 |
Option |
|
M |
ETM409 |
Context, Policy and Research in Higher Education |
30 |
Option |
|
M |
ETM411 |
Culture and Diversity in Higher Education |
30 |
Option |
|
M |
ETM410 |
Action Research Project in Learning and Teaching in Higher Education |
30 |
Option |
|
M |
ETM720 |
Assessment and Learning in Higher Education |
30 |
Option |
|
M |
ETM710 |
Dissertation |
60 |
Core |
Semester A |
Semester B |
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Pedagogy and Learning in HE OR Culture and Diversity in HE |
Context, Policy and Research in HE |
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Assessment and Learning in HE |
Action Research Project in HE |
Dissertation |
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Requirements for gaining an award
In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.
In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M
In order to obtain a Masters, you will need to obtain 180 credits at Level M. These credits will include a 60 credit level M core module of advanced independent research.
Masters Award Classification
Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification
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70% - 100% |
Distinction |
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60% - 69% |
Merit |
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50% - 59% |
Pass |
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0% - 49% |
Not Passed |
Assessment
Teaching, learning and assessment
Teaching and learning
Teaching and learning strategies may include:
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Practical workshops - enabling experimentation, micro-teaching (where appropriate) and the analysis and discussion of issues, documents and materials;
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Lectures – providing the opportunity for the presentation of an extended and coherent line of argument;
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Seminars - to generate group and individual creativity, discussion and reflection;
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Work based activities – to allow participants to undertake enquiry and/or development work;
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Guided reading and independent study - to enable participants to engage with relevant and appropriate debate;
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Supported self study using relevant materials - to promote individual enquiry and development;
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Individual tutorials - to enable a more extended, in-depth analysis and support of self study;
- E-learning opportunities – involving the use of interactive packages and virtual learning environment.
Assessment
Due to the practical nature of the programme there are no examinations. The PG Cert and MA Learning and Teaching in HE programmes are assessed by coursework for PG Cert and PG Diploma modules, and a dissertation for Masters. Each module assessment will typically be a single submission portfolio of 5,000 words or equivalent. There will be a dissertation of 14,000 words. Assessment tasks will engage participants in:
- critical engagement with research and current thinking in education
- critical engagement in professional work-based tasks
- critical reflection
- research and action planning
Quality
How we assure the quality of this programme
Before this programme started
Before this programme started, the following was checked:
- there would be enough qualified staff to teach the programme;
- adequate resources would be in place;
- the overall aims and objectives were appropriate;
- the content of the programme met national benchmark requirements;
- the programme met any professional/statutory body requirements;
- the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.
This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.
How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
- external examiner reports (considering quality and standards);
- statistical information (considering issues such as the pass rate);
- participant feedback.
Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes participant participation. The process is monitored by the Quality and Standards Committee.
Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at participant work, speaks to current and former participants and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.
The role of the programme committee
This programme has a programme committee comprising all relevant teaching staff, participant representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.
The role of external examiners
The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:
- To ensure the standard of the programme;
- To ensure that justice is done to individual participants.
External examiners fulfil these responsibilities in a variety of ways including:
- Approving exam papers/assignments;
- Attending assessment boards;
- Reviewing samples of participant work and moderating marks;
- Ensuring that regulations are followed;
- Providing feedback through an annual report that enables us to make improvements for the future.
Listening to the views of participants
The following methods for gaining participant feedback are used on this programme:
- Module evaluations
- Participant representation on programme committees (meeting twice a year)
Participants are notified of the action taken through:
- Providing details on UELPlus
Listening to the views of others
The following methods are used for gaining the views of other interested parties:
- Questionnaires to former participants
- Annual participant satisfaction questionnaire
- Regular meetings with employers
Further Information
Where you can find further information
Further information about this programme is available from:
- The UEL web site http://www.uel.ac.uk
- The student handbook (UEL Plus)
- Module study guides (UEL Plus)
- UEL Manual of General Regulations http://www.uel.ac.uk/qa
- UEL Quality Manual http://www.uel.ac.uk/qa
- Regulations for theAcademic Framework http://www.uel.ac.uk/academicframework
- http://www.uel.ac.uk/education
- HEA Professional Standards Guidance http://www.heacademy.ac.uk/ukpsf
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
