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
Working With Communities: Identities, Regeneration, Change and &
Sustainable Development (Distance Learning: St Lucia)
2
Programme Code
EDUT148
3
JACS Code (if applicable)
4
Level of Study
Postgraduate
5a
Final Qualification
MA/Postgraduate
5b
Position in the QAA Framework for
Higher Education Qualifications
6a
Intermediate Qualification(s)
6b
Position in the QAA Framework for
Higher Education Qualifications
7
Teaching Institution (if not Sheffield)
8
Faculty
Social Sciences
9
Department
Educational Studies
10
Other Department(s) involved in
teaching the programme
No
11
Mode(s) of Attendance
Part time
12
Duration of the Programme
2-3 years
13
Accrediting Professional or
Statutory Body
The University of Sheffield
14
Date of production/revision
July 2007
PGCert; PGDip
15. Background to the programme and subject area
The course provides a unique opportunity for students to develop understanding, and skills for bringing about social
change through working with people in the community via community groups and organisations, such as the Folk
Research Centre in St Lucia. Many prospective students have experience in learning about communities through
training provided by government ministries related to health, education and community development, as well as
working within communities, e.g. as community development officers.
Having spent many years researching, advising and contributing to community development, especially in relation to
the role of education and educators in the Caribbean context over the last 18 years through our provision of MEd and
EdD programmes, we have found issues relating to community development are closely tied with those issues that
we have been engaged with in education. We have found research, policy and practice relating to the community
development and education intertwined. It is from this experience that the idea for a new approach to learning about
Working With Communities emerged: an approach that explicitly provides a place in which the interconnections
between education and community development can be explored and understood.
The course places emphasis on identity issues to help students understand the role of social and personal identity
and their relationship to the idea of community. We will also focus on sustainability as this concept has been key to
policy formulations over the past 20 years. Finally the idea of social change is crucial to community development,
whether changes are planned or unplanned, welcomed or resisted. Understanding change is a vocational and
academic necessity for community practitioners.
High-quality written modules provide varied opportunities for students to learn by doing (‘action learning’) and
through working on projects in the community wherever possible. A key focus of the course is on assisting students
to attempt to understand the experience of social marginalisation within group, organisational, community and
societal contexts, in collaboration with local people.
2195165228 – ver10-11
1
16. Programme aims
The Programme aims:
1. To investigate theoretical, policy and practice issues relating to working with communities in relation to the core
themes of identity, sustainability and social change.
2. To critically engage with 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
principles and values that shape the work done by community practitioners.
4. To provide students with a critical and reflexive understanding of research methodologies and skills which
underpin effective research and consultation with communities.
5. To provide students with a range of relevant interpersonal and support skills for work with community groups.
17. Programme learning outcomes
Knowledge and understanding:
On completion of the PGCert in Working With Communities:
K1
Understanding of how theoretical, policy and practice issues relate to working with communities and impact on
issues of identity, sustainability 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.
On completion of the PGDip in Working With Communities, in addition to the above, students will be able to
demonstrate:
K4
An understanding of the range of approaches to working with communities, 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
demonstrate:
K6
students will be able to
Advanced knowledge and understanding in their chosen area of study.
Skills and other attributes:
S1
Students will be able to produce written work which demonstrates an ability to synthesise research and
practice, review relevant literature and develop a coherent and sustained argument
S2
Students will develop critically reflective approaches in relation to understanding personal and professional
experiences for working with communities.
S3
Students will carry out an independent, sustained study to an appropriate standard, using the skills of research
design, choosing appropriate methods, data analysis and writing a research report.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:
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 (K1-K6).
2195165228 – ver10-11
2
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
collaborative working in relation to subject specific knowledge. (K2, K4, K5).
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. (K3, K6).
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. (K1-6).
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. (K1-6).
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. (K1-6).
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:
School of Education Learning and Teaching Strategy
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
20. Programme structure and regulations
There are four core taught modules for the course. These include the 30 credit modules Understanding
Communities and Researching with Communities to be taught in January 2008 and July 2008 respectively.
Researching with Communities is designed to introduce students to research methodology and methods, prior to
undertaking the dissertation. Students will then take a third core 30 credit module, Communities and Social Inclusion
in Autumn (January) 2008. Running concurrently with each of the previous Modules will be a 30 credit module,
Building Sustainable Communities which will be conducted primarily through postgraduate seminars in Autumn 2008,
Spring 2008, Autumn 2009 and Spring 2009 (and repeating that pattern in subsequent years).
The purpose of the Postgraduate Seminar module is to create a space for the postgraduate community of students
to develop key transferable skills related to postgraduate standards and conventions, to help students articulate links
between policy, practical and theoretical ideas at the requisite level; and to develop an action plan portfolio on
achieving sustainable development in communities.
In the final part of the course students progressing to Masters conceptualise, devise and execute a rigorous,
independent piece of community-based research in the form of and equivalent to a 20,000 word dissertation. The
proposed course responds directly to the recognition by governments in the Caribbean of the need to review career
2195165228 – ver10-11
3
progression opportunities in HE for people working with communities and is informed a local consultation process
with Government officials and representatives of agencies working with communities. The main features of the
course will be: key and generic skills underpinned by rigorous and broad-based academic learning; the transfer of
knowledge and application of skills in the community; innovative approaches to delivery which will include action
research action planning for working towards sustainable communities.
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
www.shef.ac.uk/calendar
21. Student development over the course of study
The students' subject specific knowledge and understanding is developed in relation to the focus of each module and
is supported through the Postgraduate Seminars. 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 Seminars. 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 MA course on completion of satisfactory
course work.
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.
2195165228 – ver10-11
4