Faculty of Education, Health and Social Sciences
School of Health, Nursing and Midwifery
BA Integrated Public Service
in
Health and Social Care
or
Public Service Administration
Full-time, Campus based
or
Part-time Work-based Learning
1. Rationale
Full-time programme
The full-time BA Integrated Public Service is an articulated programme the
first year of which comprises a relevant HNC award or equivalent. Years two
and three of the programme are provided by UWS. At present there are two
pathways leading to separate minor awards:
-
Health and Social Care
Public Service Administration.
Part-time, work-based learning programme
The part-time, work-based learning programme is designed for experienced
public service support staff. It consists of the same modular structure and
award pathways as the full-time BA Integrated Public Service. The two
programmes differ in duration and delivery but share the same learning
outcomes and assessments. The part-time, work-based learning programme
can be completed over three or four years (see Appendix). A blended learning
approach is used which involves a mixture of e-learning delivery and study
day attendances (6 per module). In addition regular tutorial support will be
provided throughout the programme. A summary of the main differences
between the full and part-time programmes is provided in Table 1.
Table 1: Main differences between full and part-time BA Integrated Public
Service programmes
BA Integrated Public Service
Entry
Requirements


Full-time
Relevant HNC or equivalent
APL/APEL credit
Successful completion of First
Steps to Integrated Public Service
module (from September 2012)




Duration


Location and
Nature of
Engagement

Normally
completes
the
programme in 2 years
Normally undertakes 6 modules in
2 trimesters per year (Appendix 3)

Attends classroom based lectures
and tutorials and participates in
whole class and small group


Part-time
Relevant HNC or equivalent
APL/APEL credit
Successful completion of First
Steps to Integrated Public Service
module
Employed full-time or part-time
within a relevant public service
organisation, public, voluntary or
third sector
Signed agreement of support from
employer
Can complete the programme in 3
or 4 years
Can undertake 3 or 4 modules
over
3
trimesters
per
year(Appendix 4)
Is allocated to a small group of 610 students for the duration of the
programme



activities as per weekly timetable
Self-directed study incorporated
within weekly timetable
Completes module assessment
that demonstrates achievement of
learning outcomes
Has access to online discussion
boards, chat rooms and blog sites
enhancing communication with
other students on the programme




Practice
Learning




Undertakes 6 weeks of placement
per year arranged by the
University
Each placement has an agreement
identifying
responsibilities
of
placement provider, student and
University
which
includes
educational audit
Placement learning experience is
overseen by nominated UWS
liaison lecturer
Profile of competences completed
to
meet
the
assessment
requirements for practice learning
modules Integrated Practice 1
(SCQF Level 8) and Integrated
Practice 2 (SCQF Level 9)





Support



Each student is allocated to a
named personal tutor who is
normally a lecturer who is a
member of the programme team
Each student meets with personal
tutor at specific times throughout
the academic session and can
seek guidance from personal tutor
as necessary
Potentially students have support
of peer group on a daily basis
when
attend
lectures
and
participate in small group activities
and also informally through social




Attends fortnightly tutorials which
are facilitated by a designated
personal tutor to enhance and
support
work-based
learning
elements of the programme
Engages in work-based e-learning
activities that relate to the content
and learning outcomes of each
module
Attends classroom based lectures
and participates in whole class and
small group activities essential for
completion of module assessment
on 6 days per module
Has access to online discussion
boards, chat rooms and blog sites
enhancing communication with
other students on the programme
Work-based learning occurs in the
student’s own area of employment
throughout the programme
Learning guided by work-based elearning activities relevant to each
module in the programme
Placement agreement between
employer and University includes
educational audit and clearly
identified roles and responsibilities
of employer, student, identified
workplace mentor and UWS
personal tutor
Profile of competences completed
to
meet
the
assessment
requirements for practice learning
modules Integrated Practice 1
(SCQF Level 8) and Integrated
Practice 2 (SCQF Level 9)
Where there is insufficient relevant
experience available within a
workplace to provide evidence of
achievement of competences and
learning outcomes, a placement
outwith the student’s own area of
employment is arranged by the
University
Each student receives support
from a named personal tutor who
facilitates small group tutorials on
a fortnightly basis to enhance
reflection on work-based learning
throughout the programme
Each student receives support
from their employer in the form of
a signed statement and agreement
Each student receives support
from a designated workplace
mentor throughout the programme
Students benefit from peer support
at regular tutorials and study days


activities
Students have access weekly to
the full range of support services
within the wider university
Whilst on placement each student
receives support from a named
mentor and liaison lecturer

(6 per module) and informally
through social activities
Students have access to the full
range of support services within
the wider university
The design of the part-time programme in relation to the use of a blended
approach incorporating work-based, e-learning activities fits with the QAA
Codes of Practice for the assurance of quality and standards (QAA 2007,
2010). Module learning outcomes are relevant to and enhance everyday
practice (QAA 2007). Engagement with e-learning activities facilitates the
development of a critically reflective approach to learning through experience
which is supported by regular tutorials and constructive feedback from a
workplace mentor, personal tutor and peer student group (QAA 2010). As the
part-time and full-time programmes share the same learning outcomes and
assessment, the arrangements for assuring quality and standards are equally
rigorous (QAA 2010).
Overview of Context and Purpose of the BA Integrated Public Service
The integrated public service degree aims to address future demand for
different occupational roles within health and social care. It is linked to
perceived changes in professional roles and associated workforce
development needs (Scottish Government 2010a) and the drive for effective
and efficient integrated care provision (Scottish Government 2003). The
programme aims to address a need to provide care workers who are capable
of identifying the diverse and complex needs of individual clients and
providing holistic care thereby reducing fragmentation and improving care
quality. It also aims to contribute to the development of an administrative
framework that understands the importance of and is capable of supporting
efficient, integrated care provision (Scottish Government 2010b).
The development envisages a three-tiered occupational role structure. The
first tier is occupied by an HND qualified support worker who is capable of
supporting individual and small groups of clients and providing specific care
interventions within a defined scope of competence and who is responsible to
a caseload manager (Scottish Government 2010b). Tier two is occupied by a
graduate who is capable of managing a client caseload and making decisions
about care interventions and client referral. The third tier is occupied by an
experienced, professionally qualified practitioner who has a master’s degree
and who has specialist knowledge of the specific needs of vulnerable groups
of clients and is capable of participating in policy development and
implementation.
An important element of the integrated public service degree is the
emergence of integrated care provision and associated development of an
integrated health and social care support worker role (NES/SSSC 2009,
Scottish Government 2010a).
Scotland’s population is ageing and declining. By 2035 it is anticipated that
there will be a 25% increase in those over 65 years of age and an 8%
increase in those over 80 (Scottish Government 2010b). Older people have a
higher incidence of ill health and multiple long term conditions and have
complex health and social care needs (Scottish Government 2003, 2010a,
2010b). It is anticipated that there will be insufficient resources available to
meet the future, increased demand for care. In view of this the Government
proposes a shift from care provision which is perceived to be ‘reactive,
episodic and fragmented’ to a health and social care system that is
‘integrated, coordinated and preventative’ (Scottish Government 2010b). An
integrated approach to care management that aims to improve the experience
and outcomes for individuals and their carers requires a different culture and
involves working across traditional professional boundaries (Scottish
Government 2010b). Integrated service provision aims to provide seamless,
person-centred care that is based on a shared understanding of needs
(Scottish Government 2003).
Effective integration depends on achieving the right skill mix and that includes
appropriately developed care workers who are capable of assessing needs
and promoting client enablement, self-care and independence (Scottish
Government 2003, 2010b). Delegated responsibility and accountability within
a newly created partnership requires clearly defined processes and an
understanding of the purpose and associated challenges of integrated public
service provision (Scottish Government 2003). Greater autonomy in decision
making in relation to care provision and resource allocation is normally
regulated and there is a requirement for all social care workers to become
registered with the Scottish Social Services Council (SSSC) by September
2015. Within the NHS induction standards and a code of conduct for support
workers and a code of practice for employers have been developed (Scottish
Government 2009).
The integrated public service degree aims to provide an academic pathway
for the development of health and social care workers and administrators that
will adequately prepare them for future roles within public service provision
and also meet the requirements for employer registration. The part-time,
work-based learning programme must address the needs of existing
experienced support workers and care staff who will benefit from accessible
RPL mechanisms, greater programme flexibility and academic support to
facilitate transition. At present no other programme exists that specifically
addresses the development needs of public service administrators. The
integrated public service degree will provide an opportunity for individuals to
undertake a programme that enables them to understand the importance of
an efficient administrative framework to support effective, integrated care
provision.
Current educational provision to meet workforce development needs is
perceived to lack ‘consistency, recognition and transferability’ and there is a
need for educational provision that is ‘flexible, accessible and quality assured’
(Scottish Government 2010a). Health and social care worker development is
necessary to release professionals and to develop capability. However, there
is a demand to meet diverse and varied needs of a broad range of individuals.
The challenge is to provide different levels of preparation that will support
individual career development and progression (NES/SSSC 2009).
Programme Aims and Outcomes
The programme aims to:
-
-
-
-
Develop professional attitudes, leadership and management skills to
enable graduates to contribute confidently to evidence based practice,
informed by a value base of rights and respect for service users within an
integrated service provision.
Develop students’ understanding of policy, practice, ethical and socioeconomic factors which affect each element of an integrated service
across the range of public services.
Enhance students’ capabilities and employability in public services by, for
full-time students providing practice opportunities in a range of workplace
contexts beyond the students’ initial fields of training, and for both full-time
and part-time students, by supporting engagement in the management of
workplace practice, and encouraging innovative approaches to the
improvement of quality within integrated public service provision.
Enhance lifelong learning engagement and an appreciation of the value of
continuous personal and professional development within public service
employment.
By the end of the degree programme graduates will:
-
Be equipped with the appropriate knowledge and skill that will enable them
to effectively meet the public service needs of vulnerable individuals and
groups.
-
-
Demonstrate an appropriate level of autonomy, responsibility and
accountability to meet future demand for a flexible and adaptable public
service workforce.
Understand the importance of promoting an integrated, client-centred
approach to public service provision.
Engage in a critical evaluation of service provision outcomes ensuring a
commitment to continuous quality improvement.
In relation to specific roles, prepare to meet the criteria for the regulation of
public service employees following completion of the programme.
Potential Opportunities Provided by the Programme
The programme aims to prepare graduates who are able to meet the complex
health and social care needs of clients, their families and carers within a
variety of occupational roles associated with integrated public service
provision. It also aims to ensure that graduates clearly understand and are
able to tackle the challenges of integrated public service provision and the
associated need for cultural change.
Students on the full-time programme are full-time students and are recruited
from colleges. Applicants require successful completion of a relevant HNC or
equivalent and a UWS transition module. Part-time students are likely to be
existing employees within the public sector who meet the entry requirements
through Recognition of Prior Learning (RPL).
Opportunities for post graduate study at UWS include programmes leading to
a professional qualification in Nursing and Education and occupation specific
courses such as the MSc in Vulnerability, and also drug and alcohol studies,
autism and business management.
In summary, the BA Integrated Public Service programme aims to:
-
Prepare graduates for integrated public service provision particularly with
health and social care.
Include preparation relevant to roles that involve administration of
integrated service provision.
Promote development of a clear understanding of the importance of
integrated public service provision and associated challenges.
Prepare graduates who are able to meet the challenges posed by
integrated service provision and its management.
Offer step off step on options for students and employees.
Fit with the NHS Career Framework Levels 3 and 4.
Distinctly focus on integrated service provision and its management.
-
Enhance opportunities for entry to a wide range of post graduate study
options.
Emphasise the importance of wider access and participation through the
provision of flexible learning opportunities.
Enhance employability and career progression within future public service
provision for students and existing public service employees.
Widen degree pathway options available to college students.
The need for integrated service provision to meet the complex needs of
clients in future requires practitioners and support workers who can
competently collaborate with others from different disciplines. The degree
provides an innovative and distinct approach to a degree level qualification
that seeks to prepare the ground for increased understanding, enhanced
professionalism and effective management within public service provision.
References
NES/ SSSC (2009) Scope for joint education and training for health and social
care support workers in Scotland. Edinburgh: NES
Quality Assurance Agency (2007) Code of practice for the assurance of
academic quality and standards in higher education: Section 9: Work-based
and placement learning. Gloucester: QAA
Quality Assurance Agency (2010) Code of practice for the assurance of
academic quality and standards in higher education: Collaborative provision
and flexible and distributed learning (including e-learning). Gloucester: QAA
Scottish Government (2003) Partnership for care: Scotland’s Health White
Paper. Edinburgh: Scottish Government
Scottish Government (2009) Healthcare support workers in
Scotland.Evaluation of a national pilot of standards and listing in three NHS
Boards. Edinburgh: Scottish Government
Scottish Government (2010a) A guide to healthcare support worker education
and role development (revised 2010). Edinburgh: Scottish Government
Scottish Government (2010b) Proactive, planned and coordinated: care
management in Scotland. Edinburgh: Scottish Government
2. Programme Structure and Delivery
Introduction
The BA Integrated Public Service programme at UWS provides study at
SCQF Levels 8 and 9 to applicants who have already completed a relevant
HNC qualification or equivalent. It is designed for both full and part-time
provision. Full-time students are expected to complete the programme in two
years. The part-time, work-based learning programme is designed for
experienced public service support and administration staff and it aims to
promote personal growth and provide opportunities that facilitate individual
development and enhance potential career progression.
Entry to BA Integrated Public Service Programme at UWS
The first year (SCQF Level 7) of the programme comprises existing
programmes leading to relevant HNC qualifications or equivalent. Normally
the qualifications would be SQA approved and provided by further education
colleges in Scotland. Table 2 lists some of the existing HNC qualifications that
would be considered relevant. University regulations regarding the admission
of students apply. According to Section 6.2.2of the Regulatory Framework
2011-2012 (UWS 2011), ‘It may be possible for candidates with an
appropriate volume of SCQF credit at level 7 or above or equivalent to be
offered direct entry to Level 8.’





Table 2: BA Integrated Public Service
Relevant SQA HNC Qualifications
Healthcare
 Learning and Development
Care and Administrative
 Counselling
Practice
 Administration and IT
Social Care
 Business
Social Sciences
 Human Resource Management
Working with Communities
Recognition of Prior Learning (RPL)
Where applicants do not hold a relevant HNC qualification it is possible to
make an RPL claim that demonstrates achievement of valid equivalency of
learning at SCQF level 7. In keeping with existing UWS RPL guidelines (UWS
2008), a robust approach to assessing and quantifying SCQF Level 7 credit
will be undertaken. UWS requires that all credit for learning transferred into a
programme must be accredited through RPL and recorded on an academic
transcript. RPL claims may include both certificated learning (APL) and
learning derived from experience (APEL) providing this can be assessed
using the UWS RPL procedure (UWS 2008). APL includes learning that has
undergone rigorous assessment and mapping to SCQF by a recognised credit
rating body. This includes HNC/D’s and other specific modules and
programmes. APEL concerns learning from experience for which the applicant
must provide evidence of achievement and which must be mapped onto predetermined learning outcomes.
Applicants to the part-time BA Integrated Public Service will be employed as
public service support workers or administrators. It is possible therefore that
individual RPL claims could include both APL and APEL. Support will be
provided in the form of a workshop and guidance on the development of an
experiential learning portfolio. Key elements of authenticity, currency, breadth
and quality must be demonstrated through a process of critical reflection on
learning derived from experience. The UWS guidance on the RPL process for
accrediting experiential learning is outlined below (UWS 2008). Academic
supervision will be provided by an academic member of staff within the School
who has responsibility for RPL. The Lifelong Learning Academy (LLA) will
provide advice and guidance to students and staff on the RPL process.
UWS principles for processing RPL claims for experiential learning
 Student makes claim to have prior learning recognised which can be
supported with appropriate evidence.



Systematically reflects on experience:
-
Looks at experiences where learning has occurred.
-
Provides clear statements written in the form of learning outcomes
reflecting what has been learned.
-
Collects and collates evidence in support of claim.
-
Specifies cognitive skills achieved, complexity of situations in which
learning has occurred and whether learning has been achieved
independently or under supervision.
Assessment of a claim considers a portfolio incorporating:
-
The learning outcomes
-
Submission of 3,000 – 5,000 words linking theory to practice.
-
The relevance and validity of the supporting evidence.
Knowledge,
understanding
demonstrated.
underpinning
skills
should
be
(Source: UWS RPL Staff Guidelines. (UWS 2008))
Transition to undergraduate study
First Steps to Integrated Public Service is a module that is designed to
facilitate the transition into higher education for all potential students to the
programme, full or part-time. Successful completion of the module is a
condition of entry. All applicants to the programme can undertake the module
in Trimester 3 of the preceding session. It runs from June until August and
delivery is the same for both full and part-time applicants.
The module aims to prepare students for study at Level 8 and provide insight
into the nature and purpose of integrated public services. It enables learning
through participation in a variety of activities involving reflection on past and
current experience. Workshops promote development of key skills necessary
for entry SCQF Level 8 of the BA Integrated Public Service including skills in
literature searching, essay and report writing, referencing, ICT and
presentation. Students are also introduced to the processes of needs
assessment and community profiling.
Utilising a thematic approach within a health and social welfare context the
module aims to stimulate the development of an understanding of the
accuracy and credibility of evidence sources whilst fostering skills of
constructive criticism and team membership.
The module involves attendance at five, one-day, lecturer led workshops. In
addition students will require to spend about 17 hours per week in self-study
during a 10-week semester. Workshops will involve participation in a range of
activities including:









Understanding the meaning and context of integrated public service.
Identifying contemporary health and social welfare issues.
Essay writing, literature searching and referencing.
Gaining insight into the process of community profiling.
Statistical analysis.
Familiarisation with needs assessment processes and social policy.
Report writing and presentation.
Portfolio development.
Using a reflective diary.
Working in small groups students will be supported by a lecturer acting as
learning facilitator throughout the module.
Participation in activities will promote a positive attitude towards a team
approach and enable students to:

Explore the knowledge, skills and personal attributes necessary for
working within an integrated public service.

Develop awareness of a range of learning strategies that include skills
in self-appraisal of personal learning needs and goal and action planning.

With reference to one specific health and social welfare issue, develop
and ability to access, utilize and reference credible sources of information.

Develop essay and report writing skills.

Begin to develop skills in accessing and analyzing statistical data.

Demonstrate ICT skills.

Develop critical reflection and problem-solving skills.
Completed activities will form the basis of a portfolio that will be summatively
assessed at the end of the module.
The module is accredited with 20 points at SCQF Level 7.
SCQF Level 8 and 9
At each SCQF Level (8and 9) there are four generic modules that relate to the
major title BA Integrated Public Service and an option that relates to each
minor award, health and social care or public service administration. At each
level, for full-time students, there is also an identified placement experience in
an environment relevant to the award, either in health and social care or
public service administration. Part-time students benefit from learning from
practice within their own area of employment throughout the programme.
However, where there is insufficient relevant experience to provide evidence
of achievement and competence a placement will be arranged by the
University outwith the student’s own area of employment. The 12 modules
leading to the degree award can be taken over three or four years (See
Appendix 4).
Flexible learning
The part-time, work-based learning programme allows greater flexibility than
one which is taught especially in relation to the degree of control that the
student has over where and when coursework is completed. The programme
will consist of the same modular structure as the full-time BA Integrated Public
Service. The main difference between the two programmes will be in the
duration and format. The part-time, work-based learning programme can be
completed over three or four years. A blended learning format will be used
and learning materials will be based on learning activities that are designed to
promote critical reflection on active learning experiences within the workplace.
Normally students will require approximately 12 – 15 hours of study per week
for the duration of a 15-week module.
Personal tutor support and tutorial groups
Individual student development and learning will be supported by a personal
tutor who will be a University lecturer. At the beginning of the programme
each student will be allocated to a group of about 5 – 10 students, led by a
named personal tutor who guides student learning throughout the programme.
Group tutorials will be held fortnightly for about 2 – 3 hours. Normally students
will be expected to attend all tutorials. In addition, the personal tutor will
provide feedback to individual students on their work, face to face, by
telephone and in writing. Students will also be able to communicate with fellow
students at the tutorials and online.
Workplace mentoring
Within the workplace each student will be supported by a designated
workplace mentor who will be identified at the start of the programme. The
role of the mentor involves facilitating the identification of individual
development needs and ensuring that the student has adequate opportunity to
meet their needs within the workplace. Workplace mentors are supported
throughout the programme by the student’s personal tutor. The student,
workplace mentor and personal tutor will meet to discuss and report on
progress during each of the modules.
Study days and study time
In addition to the tutorials students will be expected to attend six study days
per module at the University in order to participate in module specific activities
including modified lectures, group seminars, action learning sets, class
debates and so on as indicated within each module descriptor. In order to
support learning it is recommended to employers that students receive the
equivalent of 3 hours per week study leave for the duration of each module.
This amounts to about 540 hours (15 weeks) study leave for the entire 3 or 4
year programme.
Placements
It is anticipated that, normally, part-time students will be employed within an
organisation that provides relevant placement experience which will enable
required learning outcomes to be achieved within the workplace. A placement
learning agreement will be drawn up for each student which will clarify the
specific responsibilities that the student, employer and University must accept
if student exposure to the relevant experience and required support is to be
ensured. Students will be offered an option to have a placement outwith their
normal place of work. This may be essential if the workplace does not provide
sufficient relevant experience for the student to demonstrate achievement of
the learning outcomes.
The following are essential elements of the practice learning agreements:
-
Each student within each placement will have an identified mentor.
The mentor’s role will be clearly outlined.
Guidelines will clearly outline the role expectations and responsibilities of
the student, provider/employer, University and mentor.
The nature and purpose of the experience and relevant exposure will be
clearly defined.
Expected achievements and limitations of participation by students will be
clearly identified.
The process of achievement and assessment of learning outcomes and
standards will be clearly identified.
Responsibility for achievement and assessment of the required standards
will be clearly identified
Channels of communication between the student, mentor, placement
provider/employer and the University will be clearly identified.
Practice learning agreements will be reviewed annually.
For an outline of roles and responsibilities see Appendix 6.
Programme Exit Points
On successful completion of the six SCQF Level 8 modules - four core, one
option and the Integrated Practice 1 module, it is possible to exit with a
Diploma in either Public Service Administration or Health and Social Care
depending on the option chosen and the relevance of the integrated practice
placement experience. Those who complete the modules at SCQF Level 9
will be eligible for the award of BA Integrated Public Servicein
eitherAdministration or Health and Social Caredepending on the chosen
options and the relevance of the placement experience in the Integrated
Practice modules.
In accordance with UWS Regulatory Framework 2011 - 2012 (UWS 2011) the
BA IntegratedPublic Service programme ‘enables fulfilment of the University’s
graduate skills and attributes and learning outcomes and is equivalent to 3
years full-time study.’ In relation to the development of graduate skills and
attributes the programme aims to achievethe following:
-
-
Develop critical analytical problem-based learning skills and the
transferable skills to prepare the student for graduate employment.
Enable students to engage in lifelong learning, study and enquiry and to
appreciate the value of education to society; to assist the student to
develop the skills required for both autonomous practice and team
working.
Aim to stimulate an enquiring, analytical and creative approach,
encouraging independent judgement and critical self-awareness.
3. Programme Structure – Module Outline and Overview
There are six modules at both SCQF Level 8 and SCQF Level 9. Each level
comprises four core modules, one practice based module and one option
module selection in either public service administration or health and social
care. As such, the modules are all core to the degree programme, exit award
and pathway title.
SCQF
Level
Module Title
Module Code
8
Dimensions of Health and Social Welfare
NURS08036
8
Integrated Public Service Provision
NURS08037
8
Foundations of Wellbeing
NURS08038
8
The Organisation of Health and Social Welfare Provision
NURS08039
8
Integrated Practice 1
NURS08040
8
Option Module:
A Systematic Approach to Care Delivery
NURS08041
Or
Context of Public Service Management
BUSN08028
9
Managing in the Public Sector
BUSN09021
9
Contemporary Issues in Health and Welfare
NURS09167
9
Quality Improvement
NURS09168
9
Research Methods for Public Service
BUSN09001
9
Integrated Practice 2
NURS09169
9
Option Module:
Leading Integrated Practice
NURS09170
Or
Strategic Planning and Performance Management
BUSN09006
SCQF Level 8 modules provide an introduction to the broad principles of health
and social welfare and the organisation and management of an integrated
public service provision. The aim is to promote integrated public service
perspective and to facilitate the development of a critical and informed
approach to effective provision of health and social care and administration.
The modules provide the theoretical principles underpinning the subject and
utilise active learning components to promote integrated practice through the
experience of participation. SCQF Level 9 modules focus on the development
of knowledge and skills of management and leadership. A critical approach to
managing and leading effective public service provision and administration is
promoted particularly in relation to quality improvement and evidence-based
practice.
A variety of approaches is employed to promote learning and the successful
achievement of programme and module outcomes. Active learning through
participation in group activities is predominant throughout the programme.
Approaches include modified lectures, seminars, tutorials, independent study,
student-centred critical reflection and participation in group presentations,
action learning sets and problem-solving activities, class debates and
Blackboard discussions. In the practice modules active participation in
competence achievement and assessment is promoted through processes that
involve self-evaluation, identification of learning and development needs and
goal and action planning.
Independent learning is promoted during the programme by encouraging
students to take increasing personal responsibility for achieving learning
objectives through their own efforts and at their own pace. As students
progress through the programme there will be a gradual shift from the
scaffolded structure of the transition module to a more open approach at SCQF
Level 9 where students will be expected to assume greater responsibility for
and control over their learning. The overall aim of the approach to learning is to
provide opportunities that will stimulate learning and enable individuals to
construct meaning and knowledge.
4. Assessment
The assessment strategy is designed to provide a robust measurement of
achievement of learning that will inspire confidence in the integrity of the award.
It is essential that assessment appropriately reflects the SCQF levels in which it
is set. Assessment is also an integral part of the learning process within this
degree and it reflects the main purpose and aims of the programme.
The main principles and underpinning assessment are that it:
-
-
Acknowledges and builds on students’ prior learning from academic study
and work experience that is relevant to the subject.
Promotes academic and practice development through use of assessment
methods that are relevant and appropriate to the subject and the aims of
the programme and modules.
Facilitates the integration of theory and practice by linking these elements
within assessment activities.
Assessment is embedded within module activities and reflects the value of
learning through the experience of active participation. Within each module
critical reflection on the impact of learning processes and outcomes on
personal development is promoted and students are encouraged to include
these reflective accounts within their PDP portfolios.
In order to facilitate successful achievement most summative elements of
assessment will be preceded by formative feedback to students. The extent of
formative assessment and feedback offered to students will be agreed in
advance by the programme and module teams. Clear information and guidance
on the nature and purpose of summative and formative assessment processes
will be available to students on commencement of each module.
A varied and diverse range of assessment methods have been employed within
the modules including:
Short
answer/class
tests
Reflective accounts
Seminar
presentations
Group problemsolving
activities
Assignments
Essays
Reports
Critical incident
analyses
Participation in
debates
Case studies
Coursework
activities
Participation in
Action Learning
Sets
Profile of
competences
overtaken
class
Contributions to Moodle
discussions
Group presentation
Practical
assessments
Appendix
BA Integrated Public Service
Part-time Programme
3 and 4 Year Programme Flows
BA Integrated Public Service – Part-time 3-year Programme
Year
Trimester 1
Year 1
Dimensions of Health and Social Welfare
(SCQF Level 8)
Trimester 2
Foundations of Wellbeing
(SCQF Level 8)
Trimester 3
A Systematic Approach to Care Delivery
(SCQF Level 8)/or Context of Public
Service Management (SCQF Level 8)
Integrated Practice 1 (SCQF Level 8)
Year 2
Integrated Public Service Provision
(SCQF Level 8)
The Organisation of Health and Social
Welfare Provision
(SCQF LEVEL 8)
Contemporary Issues in Health and
Welfare (SCQF Level 9)
Leading Integrated Practice (SCQF Level
9)/ or Strategic Planning and
Performance Management (SCQF Level
9)
Year 3
Managing in the Public Sector (SCQF
Level 9)
Research Methods for Public Service
(SCQF Level 9)
Quality Improvement (SCQF Level 9)
Integrated Practice 2 (SCQF Level 9)
BA Integrated Public Service – Part-time 4-year Programme
Year
Trimester 1
Year 1
Dimensions of Health and Social Welfare
(SCQF Level 8)
Foundations of Wellbeing
(SCQF Level 8)
A Systematic Approach to Care Delivery
(SCQF Level 8)/ or Context of Public
Service Management (SCQF Level 8)
Year 2
Integrated Public Service Provision
(SCQF Level 8)
The Organisation of Health and Social
Welfare Provision
(SCQF Level 8)
Integrated Practice 1 (SCQF Level 8)
Year 3
Contemporary Issues in Health and
Welfare (SCQF Level 9)
Quality Improvement (SCQF Level 9)
Leading Integrated Practice (SCQF Level
9)/or Strategic Planning and
Performance Management (SCQF Level
9)
Year 4
Managing in the Public Sector (SCQF
Level 9)
Research Methods for Public Service
(SCQF Level 9)
Integrated Practice 2 (SCQF Level 9)
Trimester 2
Trimester 3