Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Educational Studies: Learning, Teaching and Research
(Distance Learning: Singapore SMa)
2
Programme Code
EDUT130
3
JACS Code
Not applicable
4
Level of Study
Postgraduate
5a
Final Qualification
Master of Education (MEd)
5b
Position in the QAA Framework for
Higher Education Qualifications
Masters (M)
6a
Intermediate Qualification(s)
Postgraduate Diploma (PGDip), Postgraduate Certificate (PG
Cert)
6b
Position in the QAA Framework for
Higher Education Qualifications
Masters (M)
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
Educational Studies
10
Other Department(s) involved in
teaching the programme
None
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Mode(s) of Attendance
Part Time, Distance Learning
12
Duration of the Programme
3 years
13
Accrediting Professional or Statutory
Body
Not applicable
14
Date of production/revision
September 2006
15. Background to the programme and subject area
The new MEd in Educational Studies: Learning, Teaching and Research will provide high quality, in-depth
teaching dedicated to preparing and enhancing the professional knowledge of educators. It builds on the
success of current MA and MEd programmes in the School of Education in attracting overseas and UK
students, and in its acknowledged excellence in running highly successful, research based distance learning
programmes.
In September 2001, the School of Education was awarded the maximum 24 out of 24 in the QAA Education
Subject Review of Teaching Quality. In December 2001, the School of Education was awarded a 5A rating in
the Research Assessment Exercise.
The new MEd in Educational Studies: Learning, Teaching and Research will be introduced initially in Singapore.
The first cohort will be based in Singapore Teachers’ Union teaching centre with the intention that the course will
then be introduced in other institutions education in Singapore. The School of Education has been operating
Masters programmes in Singapore for over a decade with a very high percentage of these students having
successfully completed their studies and obtained their Masters in Education degrees.
The course focuses on issues of contemporary pedagogical practices in a changing world, and enables
participants to reflect upon their own cultural and professional contexts and become more effective
professionals within the field of education. Its strengths lie in its synthesis of research, theory and practice in its
relation of the course content to both the concerns of practitioners and its connections of these concerns with
wider contextual issues, currently being addressed within the field of Educational Studies. Therefore, whilst the
course addresses issues of pedagogical concern in terms of participants’ professional practice, it also locates
these concerns in the context of global, regional and national policy. In doing so it is congruent with the learning
and teaching pathway outlined by the Singapore Ministry of Education for the continuing professional
development of its higher education teachers and lecturers, as identified with the Singapore Teachers’ Union.
The programme is unique in that no similar programmes are currently available to higher education staff in
Singapore. The Singapore Teachers’ Union has identified the programme as being specifically relevant to the
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needs of higher education staff in Singapore.
16. Programme aims
The MEd in Educational Studies: Learning, Teaching and Research aims to provide students with an in- depth
understanding of the contexts and processes of learning, teaching and educational research in order to equip
them with the skills, aptitudes and critical reflexivity required for further academic research and pedagogical
practice. Specifically it aims to:
A1. develop an understanding of differing perspectives on the processes of learning;
A2. develop a critical understanding of the contexts and practices of pedagogy;
A3. develop an ability to critically reflect upon pedagogical practice and research and to appreciate the need for
analytical rigour;
A4. develop theoretical and practical awareness of the strengths and weaknesses of qualitative and quantitative
research methodologies, methods and procedures, through which pedagogical practice can be investigated;
A5 develop specialised substantive and research knowledge in relation to the contexts of teaching and learning,
in terms of policy and practice;
A6 develop specialised substantive and research knowledge in relation to a specific area of teaching and
learning;
A7 develop a commitment to self-learning, the development of life skills and foster intellectual curiosity, critical
thinking and reflection and independent judgement.
17. Programme learning outcomes
Knowledge and understanding: Students achieving the award of the PG Certificate in Educational
Studies: Learning, Teaching and Research will have developed:
K1
A detailed theoretical and practical understanding of the processes of learning and teaching
K2
A clear and critical understanding of the value of a research based approach to understanding and
developing pedagogy
K3
A clear and critical understanding of the impact of change for professionals across a range of educational
sectors and how change is experienced and strategies employed to manage change
On completion of the Pg Diploma in Educational Studies: Learning, Teaching and Research in addition to the
above, students will be able to demonstrate:
K4
A clear and critical understanding a range of research methodologies and methods used in educational
research in order to develop professionals' critical understanding of their practices.
K5
A critical understanding of current problems and/ or new insights relevant to their chosen area of study.
K6
A clear and critical understanding of the values and ethical considerations that underpin pedagogical
practices
In addition to the above, on completion of the MA in Educational Studies: Learning, Teaching and Research,
students will be able to demonstrate:
K7
Specialised substantive knowledge of specific aspects of the processes of learning and teaching
Skills and other attributes: Students achieving the award of the PG Certificate in Educational Studies: Learning,
Teaching and Research will have developed
S1
An ability to identify key issues relating to pedagogical practice in their own context and to identify
appropriate research to add critical depth to their understanding of these issues. This would include the
skills of locating and utilising pertinent information with the field and students will be fully assisted in
developing these skills both at study schools and at a distance.
S2
An ability to critically appraise the content and credibility of research literature and policy documents in
education.
S3
An ability to communicate, concerning learning teaching and educational research, through the
development of oral, written and graphic skills.
On completion of the Pg Diploma in Educational Studies: Learning, Teaching and Research in addition to the
above, students will be able to demonstrate:
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S4
An ability to apply appropriate research methods to specific areas of inquiry.
S5
An ability to gain knowledge independently, critically evaluate this knowledge and to relate this knowledge
to practice and action.
In addition, those successfully completing the dissertation and receiving the Masters in Educational Studies:
Learning, Teaching and Research will have developed:
S6
An ability to plan, conduct and write up an independent piece of primary research.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
There are four taught modules, one of which is introduced at each intensive study school held in Singapore.
These modules take the student through the first two years of the programme. In the third year students work
on their independent study, the research based dissertation. At each study school the relevant module is
introduced through lectures, seminars and tutorials, and this is followed by students’ self-study of the DVDbased module, with the support of a Sheffield faculty member designated as a personal tutor and local
Singapore-based tutors – highly qualified, locally respected Singapore-based higher education lecturers.
Regular meetings are held with local tutors between intensive study schools, and regular contact is kept with
Sheffield based staff via e-mail, postal mail and telephone to ensure students are well supported at a distance.
Study schools take place in Singapore for one week approximately every six months and each study school is
related to the introduction of one module, with the final study school designated to the introduction of
dissertation study.
The programme’s teaching is research-led. Research-led teaching is fostered through scholarly activity of staff,
appropriate use of research in the relevant fields and the development of students’ own research skills. Students
are encouraged to develop as active and independent learners and teaching and learning activities have been
developed which are appropriate to these aims.
Lectures: Used to develop students’ engagement with key information, develop subject-specific knowledge and
understanding, cognitive and analytical skills and stimulate critical reflection.
Seminars (Staff- and student-led): Used to develop students’ subject-specific knowledge and understanding,
cognitive and analytical skills and a range of key transferable skills. Generally contain activities which promote
discussion and reflection.
Student presentations: Used to develop a range of key transferable skills. To develop other students’
engagement with key information and subject-specific knowledge and understanding.
Tutorials: Used to respond to students’ enquiries and provide feedback on coursework. To promote further
reflection and analysis through discussion and questioning. To develop students’ ability to reason effectively and
communicate arguments and points of view clearly.
DVD based modules: these include text sections, tasks, video/audio clips, concept boxes, key influential figure
boxes and (annotated?) bibliographies / links to key articles. They are used to induct students into the
programme, develop students’ engagement with key subject-specific information and literature, offer the space
for critical reflection, offer a starting point for sourcing relevant research literature and to suggest potential
written assignments.
The following table demonstrates how these methods relate to the learning outcomes:
K1
K2
K3
K4
K5
K6
K7
S1
S2
S3
S4
S5
Lectures
Seminars
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Student
presentations
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DVD based
modules
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Tutorials
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S6
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Opportunities to demonstrate achievement of the programme learning outcomes are provided through
the following assessment methods:
Assessment is carried out through written assessed course work (assignments for the PgCertifcate and
PgDiploma and a dissertation for the Masters).
K1
K2
K3
K4
K5
K6
K7
S1
S2
S3
S4
S5
S6
Essay
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Dissertation
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Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
The teaching team is committed to formative assessment, whereby students are continuously supported and
advised about the development of their ideas and the writing of assessment tasks. Meetings take place between
students and tutors at intensive study schools to clarify the requirements of the assessment activities. Students
are provided with email and telephone support as required, between intensive study schools.
For the dissertation study, students are closely supported by an experienced research tutor from the School of
Education.
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There are no formal written examinations and all assessment is by coursework and dissertation study.
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The taught element: four written assignments of 6,000 words each, one for each module.
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Dissertation study: a research dissertation of 15,000 to 20,000 words
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmarkstatements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/strategy/lts11_16
Department of Educational Studies’ Teaching and Learning Strategy
20. Programme structure and regulations
There are four taught modules, one of which is introduced at each Intensive Study School held in Singapore.
These modules take the student through the first two years of the programme In the third year students work on
their independent study, the research based dissertation.
Students registered on the Certificate programme attend the first two study schools, related to Modules 1 and 2
respectively, and the study of these modules enables students to critically explore the foundations of learning,
teaching and curriculum, and evolving understandings in teaching and learning.
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Students registered on the Diploma programme attend the first four study schools, related to Modules 1, 2 , 3
and 4 respectively, and the study of these modules enables students to critically explore the foundations of
learning, teaching and curriculum, evolving understandings in teaching and learning, developing pedagogies,
including e-pedagogies and the management of change and the methods, procedures and methodologies of
educational research.
Students registered on the Masters programme attend all five study schools, related to Modules 1 to 4 and the
dissertation study respectively, and the study of these modules enables students to critically explore the
foundations of learning, teaching and curriculum, evolving understandings in learning and teaching, developing
pedagogies, including e-pedagogies and the management of change and the methods procedures and
methodologies of educational research, as well as conduct their own independent research based study to be
written up in the form of an MEd dissertation.
The course is differentiated at each level of Certificate, diploma and Masters in terms of the learning outcomes,
skills and attributes as outlined in section 18 above.
All modules are core modules and enable students to critically explore the foundations of learning, teaching and
curriculum, evolving understanding in teaching and learning, developing pedagogies, including e-pedagogies
and the management of change and the methods, procedures and methodologies of educational research. The
students can exit with a Postgraduate Certificate or Diploma if they do not wish to complete the Masters
programme.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
The programme is all at Masters level and students’ knowledge and understanding is developed in relation to
the focus of each module. The students are supported in the development of skills, knowledge and
understanding through carefully staged tasks which promote independent learning. The progression built in to
the programme with regard to the development of critical awareness, ability to synthesise research and write
critically is reflected during the module and in the course materials. The development of key skills runs
throughout the year and students are taught critical reading and writing skills, how to conduct a literature review
and how to write assignments. In the third year students work independently on their dissertation study
supported by individual dissertation supervisors.
22. Criteria for admission to the programme
General requirements for the MA normally require candidates to possess a first degree. Applicants without a first
degree may register for a Diploma in the first instance, with transfer to the Master’s course on completion of
satisfactory coursework.
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
23. Additional information
Further information is available from the Departmental web pages: http://www.shef.ac.uk/education
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at www.shef.ac.uk/ssid.
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