PgCert Leadership and Management (Education)
01 Aug 2017 - 31 Aug 2027
| Course Leader | Bethan Mitchell |
|---|---|
| Course Team | Rebecca Haycock, Carmel Conn, Elsa Torres, Gareth Dart, Yasmeen Multani, Matthew Hutt |
| Awarding Body | University of South Wales |
| Teaching Institutions | Admiral, University of South Wales |
| Modes of Study | Part Time |
Document Version
| Version | 2 |
|---|---|
| Valid From | 01 Aug 2017 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
To consider the impact within a current educational context that leadership and management roles have on the direction and success of schools/institutions.
To consider leadership theory and how such theories are influenced by culture, time and place.
To consider effective strategies for development of staff within the context of change management.
To understand and critically evaluate the key concepts and characteristics of effective learning, teaching and assessment.
To understand the distinctive yet collaborative roles of senior management in securing effective practice.
To understand the challenges of managing diversity to meet the needs of all students.
To critically review the impact of legislation, policy and theoretical understandings on the strategic direction and class/training room management within schools/institutions.
To identify and evaluate leadership and management theories and strategies which support leaders and managers in planning for sustainable improvement of an institution.
The course will be delivered part time and will be delivered partly on campus and partly off campus.
Learning Outcomes
| A1 | Demonstrate a critical knowledge and understanding of Leadership and Management theory, policy, processes, and practices. |
| A2 | Demonstrate a critical knowledge and understanding of Learning, Teaching and Assessment policy, processes, practices and the impact on effective classroom practice. |
| A3 | Demonstrate a critical knowledge and understanding of institutional improvement policy, processes, practices and the impact on effective practice |
| A4 | Demonstrate the ability to critically evaluate the evidence for particular approaches, strategies and principles |
| A5 | Demonstrate the ability to contextualise theory and policy in relation to particular institutions, stages of improvement and historical periods. |
| A6 | Develop the ability to design, carry out and evaluate a limited scale project that involves primary or secondary research in the broad areas of leadership and management and its impact on effective learning, teaching and assessment practice. |
| B1 | Define, investigate and critically analyse complex problems within the field of Leadership and Management. |
| B2 | Communicate effectively in a range of modes (oral presentations, academic writing, and seminars) and use ICT to support their studies and research. |
| B3 | Question critically concepts, theories and assumptions encountered in their studies and research; reflect critically upon their own value systems, development and practices |
| B4 | Critically analyse, synthesise and evaluate data and propose solutions. |
| C1 | Through the application of professional expertise in the field of Leadership and Management students will be able to contribute effectively in their area of professional activity and experience. |
| C2 | Through the application of professional expertise in the field of Learning, Teaching and Assessment students will be able to contribute effectively in their area of professional activity and experience. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED4T001 | MOD008697 | Promoting Excellence in Learning and Development | Running | 60 | optional |
| ED4T003 | MOD009974 | Leadership and Management for School Improvement | Running | 60 | optional |
| ED4U004 | MOD009527 | Promoting Excellence in Learning and Teaching | Running | 30 | optional |
| ED4U005 | MOD009528 | Working with Diversity | Running | 30 | optional |
| ED4U006 | MOD009614 | Leading and Managing SEN / ALN | Running | 30 | optional |
| ED4U009 | MOD009902 | Research Methodology | Running | 30 | optional |
| ED4U010 | MOD009903 | TESOL: Designing Language Learning and Teaching | Running | 30 | optional |
| ED4U011 | MOD009904 | TESOL Language Use and Acquisition | Running | 30 | optional |
| ED4U012 | MOD009905 | TESOL: Materials for Language Professionals | Running | 30 | optional |
| ED4U013 | MOD009949 | Developing Professional Practices: Literacy and Communication | Running | 30 | optional |
| ED4U014 | MOD009950 | Developing Professional Practices: Numeracy and Mathematics | Running | 30 | optional |
| ED4U015 | MOD009951 | Investigating Literacy, Numeracy and Language Learning across the Curriculum | Running | 30 | optional |
| ED4U016 | MOD009952 | Innovation in Curriculum Design | Running | 30 | optional |
| ED4U017 | MOD009954 | CAMH: Contexts and Concepts | Running | 30 | optional |
| ED4U018 | MOD009955 | Learning Through Mentoring | Running | 30 | optional |
| ED4U019 | MOD009957 | Managing and Supporting CAMH and SEBD | Running | 30 | optional |
| ED4U020 | MOD009958 | Working with More Able and Talented Learners | Running | 30 | optional |
| ED4U021 | MOD009966 | Working with Vulnerable Groups | Running | 30 | optional |
| ED4U022 | MOD009967 | Autism: Contexts and Concepts | Running | 30 | optional |
| ED4U023 | MOD009968 | Developing Digital Competence | Running | 30 | optional |
| ED4U024 | MOD009969 | Developing Learning in Organisations | Running | 30 | optional |
| ED4U025 | MOD009970 | Developing People in Organisations | Running | 30 | optional |
| ED4U026 | MOD009971 | Dyslexia: Theory and Assessment (AMBDA) | Running | 30 | optional |
| ED4U027 | MOD009972 | Dyslexia: Theory and Assessment (ATS) | Running | 30 | optional |
| ED4U028 | MOD009973 | International Perspectives on Early Childhood | Running | 30 | optional |
| ED4U030 | MOD009976 | Professional Learning | Running | 30 | optional |
| ED4U031 | MOD009977 | Professional Learning through Action Research | Running | 30 | optional |
| ED4U032 | MOD009978 | SEN/ALN: Contexts and Concepts | Running | 30 | optional |
| ED4U033 | MOD009981 | Working with Dyslexia: Linking Theory, Assessment and Practice (AMBDA) | Running | 30 | optional |
| ED4U034 | MOD009982 | Working with Dyslexia: Linking Theory, Assessment and Practice (ATS) | Running | 30 | optional |
| ED4U035 | MOD009983 | Working with Dyslexia | Running | 30 | optional |
| ED4U102 | MOD013449 | Supporting Autistic Children, Young People and Adults | Running | 30 | optional |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
Visiting speakers are a key element of the Course as they bring current practice and experience
Fieldtrips
Optional fieldtrips will be organised for students to visit relevant educational/institution settings
Means of Assessment
Written and Practical Assignments.
Learning Support
The learning support available through the course
Induction
Induction events are provided for each year of study. Students are invited on to campus to meet with the course tutors, module leaders, student advice team and faculty librarian. Students are given a brief introduction to Unilearn and are signposted to the Course Handbook and relevant USW regulations. Time for a Q&A session is built into each Induction event.
Personal tutor
Module leaders will provide each student with an hour, per module, personal tutorial time together with a critical evaluation of up to 500 words of written work.
English for Academic Purposes
English for Academic Purposes (EAP) support is provided for students for whom English is an additional language. This takes the form of academic writing workshops and individual tutorials. Additionally, critical thinking sessions, individual support with assignment preparation and study skills development is offered to all students.
Office hours
Course leaders will respond to emails as per University regulations.
Tutorials
A formal tutorial of one hour per module is allocated to all students, however the module leaders and course tutors are available for informal tutorials between the hours of 3-5pm on the days the modules are scheduled (Mondays and Tuesdays).
Seminars
Additional study skill seminars are available upon request from student services.
Formative Assessment
Pre-module tasks are set for students for tutors to assess the level of student understanding together with ongoing formative assessment and feedback based on dialogue integrated into learning and teaching so that module leaders can provide effective and timely feedback that facilitates students’ learning.
Progress meetings
Students will be expected to use evidence of their own learning and achievement to monitor their progress and build an understanding of upcoming challenges.
Research Supervision
9 hours for supervision and consultation per dissertation student is allocated.
Online Resources
All learning materials are posted on Blackboard and available to students via UniLearn.
Advice Centres
Advice Centre/Zone staff are available at City Campus. Students are encouraged to use this service to obtain advice relating to extenuating personal circumstances, finance or any other aspect of their studies
DDS Service
All MA students have access to USW’s DDS Service.
IT/Library
Faculty library provide relevant course books and journals, including online resources such as ebooks, databases and subject guides. The faculty librarian provides support for our students whenever required as well as working more closely with our students by providing more formal seminars on how to access library sources and interlibrary loans, which are scheduled as part of the MA Course timetable.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Final |
Progression Route
MA Leadership and Management (Education) - Newport City CampusMPhilPhD
Entry Requirements
Admission to the course is typically through the following qualifications:
Admission to the course normally requires one of the following:
An honours degree
A recognised professional qualification.
An alternative qualification or relevant experience may be acceptable.
If English is not the student’s first language they should be able to demonstrate a level of at least IELTS 6.5 or equivalent (minimum score of 5.5 in each band).
Will students be required to undergo a DBS check? No
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
\\rThe Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
\\rTransitional Arrangements for Current Students (if applicable)
\\rN/A
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rWork for all taught modules is submitted electronically through Blackboard. Graded work is returned in the same way, along with feedback comments from the module leader.
\\rStudent Representation
\\rStudents on this course will be represented at meeting with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
\\rStudent Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
Quality Of Standards Indicators
Course Monitoring
\\rThe University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
\\rExternal Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course are recorded in the Course Handbook.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rQAA Subject Benchmark statements are not available for Postgraduate study in the field of education. There is however a Subject Benchmark Statement for Education Studies, and this has usefully provided clarity in terms of the starting point for M level studies:
\\rhttp://www.qaa.ac.uk/en/Publications/Documents/SBS-education-studies-15.pdf
\\rThe QAA Quality Code has informed our understanding of good practice within QA process and practice embedded in the postgraduate programmes currently being validated:
\\rhttp://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code
\\rThe Credit & Qualifications Framework for Wales (CQFW) and the Framework for Higher Education
\\rQualifications in England, Wales and Northern Ireland (FHEQ) have informed the development of learning outcomes and assessment criteria. We have taken CQFW L7 descriptors and the FHEQ descriptors for a higher education qualification at level 7 as the starting point for the construction of these:
\\rhttp://qualificationswales.org/media/1860/qualification-and-component-levels-eng-21-june.pdf
\\rhttp://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf