Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study awarded by
The University of Sheffield
1
Programme Title
Working With Communities: Identities, Regeneration and Change
2
Programme Code
EDUT140
3
JACS Code (if applicable)
4
Level of Study
Postgraduate
5
Final Qualification
MA/Postgraduate
6
Intermediate Qualification(s)
Postgraduate Certificate Postgraduate Diploma
7
Teaching Institution
(if not Sheffield)
N/A
8
Faculty
Social Sciences
9
Home Department
Educational Studies
10
Other Department(s) involved in
teaching the programme
TILL
11
Mode(s) of Attendance
Part time
12
Duration of the Programme
2 years Part time
13
Accrediting Professional or
Statutory Body (if applicable)
University of Sheffield
14
Date of production/revision
November 2005
15. Background to the programme and subject area
The Masters degree Working With Communities: Identities, Regeneration and Change responds to recent national
and international initiatives which seek to increase the focus on this subject area and promote research-led, critical
reflection and analysis of policy and practice. This course has been carefully designed to enable students to develop
knowledge of key areas pertinent to work with communities and to apply this knowledge to their own professional
practice. The course engages students in areas of current debate and interest, enhances their knowledge of key
research in the area and develops their own skills for both working with communities and as researchers.
The course reflects the research strengths of members of the School who have been working with communities
across local regions for many years. The course has been designed in consultation with local graduates wishing to
develop their understanding of the challenges facing communities and to extend their capacity for bringing about
change. Because there is currently no appropriate postgraduate progression route available across the region for
graduates who possess relevant knowledge and experience, the course will be of interest to various professional
groups. The mode of delivery planned (‘bolt-on to associated FdA) offers an innovative and cost-efficient way of
delivering and teaching a Postgraduate CPD programme that fits with the aspirations of its target learners and
responds to the promotion of innovative use of teaching and learning space and delivery that fit with the University’s
Learning and Teaching strategy. The proposed course also fits with interest in developing the School’s learning and
teaching portfolio in ways which reflect increasing commitment to the Knowledge Transfer agenda.
This course offers a varied and stimulating research-led programme, with high-quality modules, opportunities for
learning both within and beyond the academy in community settings and guest lectures by key researchers and
professionals working with communities. Students will be invited to Departmental research seminars and encouraged
to be active contributors to the School’s research community.
16. Programme aims
The Programme aims:
1. To consider theoretical, policy and practice issues relating to working with communities in relation to the core
themes of identity, regeneration and change.
2. To explore the experiences and capacity of professionals working in changing contexts of community
3. To critically explore changing conceptions of good professional practice in working with communities ~ including
219515288 -ver10-11
1
principles and values as set out within the National Occupational Standards for Community Development in the
shaping of the work done by community practitioners.
4. To provide students with an understanding of research methodologies and skills which underpin effective research
and consultation with communities.
5. To expose learners to a range of relevant interpersonal and support skills for work with community groups.
17. Programme learning outcomes
Knowledge and understanding:
On completion of the PgCertificate in Working With Communities: Identities, Regeneration and Change, students will
be able to demonstrate:
K1
Understanding of how theoretical, policy and practice issues relate to working with communities and impact on
issues of identity, regeneration and change
K2
A critical understanding of how the experiences of professionals working in changing contexts of community
can be understood and optimised
K3
Knowledge of a range of key research relevant in the area of working with communities: identities,
regeneration and change.
On completion of the PgDiploma in Working With Communities: Identities, Regeneration and Change, in addition to
the above, students will be able to demonstrate:
K4
An understanding of the range of approaches to working with communities: identities, regeneration and
change, including the different methodologies and approaches available.
K5
A critical understanding of current community issues and new insights relevant to their chosen area of work.
In addition to the above, on completion of the MA in Working With Communities: Identities, Regeneration and
Change, students will be able to demonstrate:
K6
Advanced knowledge and understanding in their chosen area of study.
Skills and other attributes:
On completion of the PgCertificate and PgDiploma in Working With Communities: Identities, Regeneration and
Change, students will be able to demonstrate:
S1
An ability to produce a piece of written work which demonstrates an ability to synthesise research and practice,
review relevant literature and develop a coherent and sustained argument.
S2
Development of critically reflective approaches in relation to understanding personal and professional
experience for working with communities
In addition to the above, on completion of the MA in Working With Communities: Identities, Regeneration and
Change,, students will be able to demonstrate:
S2
The ability to carry out an independent, sustained study to an appropriate standard (which involves the skills of
research design, choosing appropriate methods, data analysis and writing a research report).
18. Teaching, learning and assessment
Development of the programme learning outcomes is promoted through the following teaching and learning
methods:
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.
The following teaching and learning methods are used:
Lectures represent the more formal part of the teaching and learning process and are used to develop students’
engagement with key information and develop subject-specific knowledge. Through lecture based input students are
guided towards their own independent study to reinforce and extend the subject areas being taught.
Seminars
The Postgraduate Seminar Modules are designed to ensure progression in key transferable skills including
educational, interpersonal, professional and research skills for learners working with communities. Seminars can be
tutor or student led and are designed to promote focussed group discussion, debate, presentational skills and
219515288 -ver10-11
2
collaborative working in relation to subject specific knowledge.
Tutorials occur individually and in small groups, where students can gain specific knowledge and direction to study.
Personal tutorials are provided to promote the development of independent study. They can also be arranged to
address particular academic and/or professional problems identified in the course of study. Each student also has a
personal tutor, with whom tutorials can be arranged to discuss general progress or for pastoral support and advice.
Students have one-to-one supervision throughout the course through the use of face-to-face tutorials, email,
telephone and fax contact.
Field Work Self-managed field based work opportunities are central to this programme. The community agencies
with which the degree has been developed are keen to play an ongoing role play in shaping the degree, in ensuring
that it meets their needs and that standards achieved are good. They are therefore keen to enable learners to
engage appropriately with their activities.
Workshops: Used to develop subject-specific knowledge and understanding, cognitive and analytical skills and a
range of key transferable skills. Generally contain active group work.
Independent study is an important part of the learning process and students are expected to use the more formal
parts of the programme to inform further research into ideas, concepts and methodologies applicable to each area of
study.
Opportunities to demonstrate achievement of the programme learning outcomes are provided through the
following assessment methods:
Our strategy is designed to reinforce knowledge and skills such as written and verbal communication, interpersonal
and presentational skills, as well as the ability to engage with concepts introduced in modules. All modules are
assessed through course work. We use a range of assessment modes.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
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
School of Education Learning and Teaching Strategy
National Occupational Standards for Community Development Work www.fcdl.org.uk/publications/index.html
StandardsSummary
20. Programme structure and regulations
There are four main taught modules for the course. These include the 30 credit modules Understanding
Communities and Understanding Social Exclusion taught in Autumn 2006 and Spring 2007 respectively. Running
parallel with each of these Modules will be two 15 credit Postgraduate Seminar Modules : Postgraduate Seminar 1 ~
Education and Professional Support (Autumn 2006) and Postgraduate Seminar 2 ~ Community and Research
Support (Spring 2007)
The purpose of the Postgraduate Seminar modules is to create a space for the postgraduate community of students
to develop key transferable skills related to postgraduate standards and conventions and to help students articulate
links between policy, practical and theoretical ideas at the requisite level. The Modules are specifically designed to
ensure appropriate progression.
In Autumn 2007 students will then take another 30 credit module, Researching Your Community designed to
students to introduce students to research methodology and methods, prior to undertaking the dissertation. At this
stage, students can choose to take the Pg Diploma or progress to complete the Masters programme. In the final part
of the course students progressing to Masters conceptualise, devise and execute a rigorous, independent piece of
community-based research.
219515288 -ver10-11
3
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules will be published in the University Calendar available on-line at
www.shef.ac.uk/calendar
219515288 -ver10-11
4
21. Progression through the programme structure
The students' subject specific knowledge and understanding is developed in relation to the focus of each module and
is supported through the Postgraduate Seminar Modules. Students are supported in the development of skills
knowledge and understanding through carefully staged tasks which promote collaborative work with communities
and careful critical reflection of practices, theories and policies relevant to their work. 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 taught modules and is re-inforced through the Postgraduate Seminar Modules. The
development of key skills runs throughout the programme and students are taught critical reading and writing skills,
including literature reviews and are supported in the development of appropriate academic conventions. Students
will also work independently on their dissertation 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.
23. Additional information
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.
219515288 -ver10-11
5