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
Applied Professional Studies in Education (Online)
2
Programme Code
EDUT204, EDUT211, EDUT212
3
JACS Code
X300
4
Level of Study
Postgraduate
5a
Final Qualification
MA in Applied Professional Studies in Education (Online)
5b
QAA FHEQ Level
Masters
6a
Intermediate Qualification(s)
PG Certificate in Applied Professional Studies in Education
PG Diploma in Applied Professional Studies in Education
6b
QAA FHEQ Level
Masters
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
School of Education
10
Other Departments involved in
teaching the programme
None
11
Mode(s) of Attendance
Part-time, Distance Learning
12
Duration of the Programme
3 to 5 years
13
Accrediting Professional or Statutory
Body
Not applicable
14
Date of production/revision
August 2013
15. Background to the programme and subject area
The existing MA APSE is designed for teachers in the UK, and requires attendance at two Saturday study
schools per year. In a rapidly changing global environment, however, teacher education now exists in an
international context and there is growing interest around the world in obtaining postgraduate awards in
education with a focus on enhancing classroom practice. The status and prestige of an educational qualification
from the University of Sheffield is recognised worldwide. Over the years we have had several students who
have travelled from overseas (e.g. Italy, Germany) to do the MA APSE, and there is regular interest from further
afield (including our own PGCE students going to teach in places such as Australia). In addition, with the launch
of the International PGCE (iPGCE), we have discussed with overseas contacts the possibility of APSE Online as
a progression route from the iPGCE. Modules 1 and 2 of APSE Online will, in fact, have much in common with
the iPGCE anyway.
The MA in Applied Professional Studies (Online) is a flexible, part-time distance-learning programme of
professional enrichment for educators primarily in countries other than the UK (though it will also be available for
UK-based educators who are unable for whatever reason to make the Saturday sessions which are compulsory
on the existing MA). It is designed to facilitate postgraduate study in overseas locations, enabling students to
focus their studies on issues which are relevant in their own professional and cultural contexts, building on the
experience of the existing MA.
The programme is designed to enable students to identify their own professional development needs relevant
to their own contexts, to consider the nature of professional learning and professional development, to identify
strategies for addressing their professional needs through compilation of a professional portfolio (including
professional activities as well as scholarship), to learn how to evaluate policy and research critically, and to
develop research activities which enable them to bring about change and innovation in rigorous and critical
ways.
Like the existing MA APSE, Modules 3 (Critical Reflection on Professional Development) and 4 (Research
Methods in Education) as well as the dissertation module will be offered to students completing the iPGCE (or
bringing with them 60 relevant credits such as from a UK PGCE), but these will be offered completely online.
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For students unable to access an iPGCE (which will include a study school in ‘hubs’ in specific locations),
Modules 1 and 2 of APSE are also available completely online. Students will be able to enrol for the PG
Certificate, and then opt to continue to PG Diploma and MA if they wish to.
The School of Education has considerable expertise and experience in providing education for teachers and
other educationalists (in PGCE, Masters programmes, EdD, PhDs) in many contexts and is therefore well
placed to respond positively and effectively to this international market. This programme offers the flexibility
required in the 21st century, and is therefore ideally placed to serve the wide range of needs of a variety of
educational professionals.
16. Programme aims
The programme aims to:
1. Develop students’ critical understanding of research principles, policy and practice relating to education in
general and to education in their own professional and cultural contexts;
2. Promote a deeper understanding of a range of planning, teaching and assessment strategies related to
students’ teaching subjects and/or whole-curriculum issues relevant to their own professional needs and
interests;
3. Develop students’ understanding of the relationship between research, advanced scholarship, policy and
practice and to use this to reflect critically on their own professional contexts and practice;
4. Develop their own ability to conduct rigorous classroom-based research or policy analysis in order to bring
about innovation at classroom and institutional levels, and to disseminate their work as appropriate.
17. Programme learning outcomes
Knowledge and understanding:
On completion of the PG Certificate in Applied Professional Studies in Education, students will be able to
demonstrate:
K1
Knowledge and understanding of educational theory and key research in both general, educational and
subject-specific fields and their application in educational contexts.
K2
Critical understanding of educational principles and policy (both general and contextual) and their impact
on teaching and learning in an institutional context.
K3
Critical understanding of the nature of professional learning and the central role of critical reflection and
practitioner research in enabling principled and informed change and innovation.
K4
Knowledge and understanding of the pedagogical implications arising from distance learning practices.
In addition to the above, on completion of the PG Diploma in Applied Professional Studies in Education,
students will be able to demonstrate:
K5
Critical understanding of a range of research methodologies and methods, including the nature of
practitioner research and its application to their own practice in the field of education.
In addition to the above, on completion of the MA in Applied Professional Studies in Education, students will be
able to demonstrate:
K6
Advanced knowledge and understanding of educational and pedagogical theory and research in both
general educational and subject-specific fields and their application in educational contexts.
K7
Originality in the application of knowledge.
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Skills and other attributes:
On completion of the PG Certificate in Applied Professional Studies in Education, students will be able to
demonstrate:
S1
A critical approach to educational literature, and an ability to evaluate and reflect on its implications for
their own personal and professional theories and practices.
S2
An ability to produce written work, which clearly synthesises theory, research, policy and practice,
drawing on a wide range of relevant literature, and developing a clear and sustained argument.
S3
An ability to express clearly, coherently and reflexively their positions with regard to theory, research,
policy and practice, and to reflect critically on these in relation to their own professional contexts and
practice.
S4
An ability to apply research skills.
In addition to the above, on completion of the PG Diploma in Applied Professional Studies in Education,
students will be able to demonstrate:
S5
An ability to take responsibility for their own professional learning, identifying their development needs
and strategies for addressing them as well as reflecting on and evaluating their progress.
S6
An ability to identify, review and develop their personal and professional values and relate these to
current concerns at the level of theory, practice and policy.
S7
An ability to design a research study with appropriate methodological considerations.
In addition to the above, on completion of the MA in Applied Professional Studies in Education, students will be
able to demonstrate:
S8
An ability to carry out an independent, sustained study to an appropriate standard (which involves other
skills of research design, choosing appropriate methods, data analysis and writing a research/dissertation
report).
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
This is an online programme and we are in a strong position to offer appropriate academic and personal support
as we draw on significant experience and expertise from previous and existing distance learning programmes.
With online support from tutors, students will be expected to take responsibility for their own academic progress
and professional development, thus becoming increasingly autonomous as the course progresses. The area of
professional development/professional learning, and the importance of autonomy, reflection etc, is indeed part
of the study programme, and it also includes consideration of tools to facilitate this, such as professional
learning portfolios. Online methods will support the students in managing the learning and assessment
requirements throughout the programme, which include compilation of a professional learning portfolio. We are
also aware of the need for affective support of distance learning students.
Tutorials
Individual tutorial support (online) will be regularly available throughout the duration of the course to support
students in the development of their independent reflective and critical knowledge and understanding of
educational principles and practice. This method, facilitated by internet-based technologies (e.g. Skype and/or
other online digital communication software such as FaceTime) provides regular opportunities for individualised
and group communication with tutors on a range of content- and assessment-based issues related to student
module assessment activities and other issues emerging from student led enquiry.
Independent Study
This method is fundamental to and continuous throughout the course. Students will critically engage with, reflect
on and formulate perspectives on important issues and debates concerning teaching, schools and other
teaching institutions, and education from relevant academic and other literatures. The MA APSE Online will
have a dedicated space on MOLE comprising on-line study units, video presentations and other teaching- and
research-related materials and resources. Independent enquiry will have a collaborative dimension in a
community of practice experienced through regular dialogue and debate in a range of independent activities
facilitated technologically via instruments such as Skype.
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Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Summative assessment via written assignments which demonstrate students’ abilities to synthesise theory and
practice, evaluate and reflect on educational literature, think and express coherent and reflexive theoretical
positions, apply the skills of research in the development of their own practice, and develop strategies to
disseminate their learning to others (S1-S4). All assessment is carried out through coursework, consisting of two
6,000 word assignments, two professional portfolios, and one dissertation (15,000-20,000 words).
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
University of Sheffield Strategic Plan 2010-2015.
University of Sheffield Mission, Vision and Identity.
University of Sheffield Learning and Teaching Strategy 2011-16.
Faculty of Social Sciences Proposition (July 2011).
School of Education Strategic Plan 2009-15.
Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (Masters level descriptors).
School of Education strategic response to reduced allocation of numbers for the secondary PGCE course,
2013-2014, 16th November 2012.
20. Programme structure and regulations
There are four online 30-credit modules for the programme, and students will normally work on two per year.
Each module is taught by means of access to specially developed online resources, and to tutorials and
asynchronous group discussions. The students can exit with a Postgraduate Certificate or Diploma if they do not
wish to complete the Masters Programme.
Modules One and Two consist of a wide range of structured teaching materials on Teaching and Learning and
Practice-based Enquiry. These consist of: an introduction to general principles within education, including
teaching, planning, assessment, and policy; opportunities to pursue an issue or area related to students’ own
context and/or subject with the aim of furthering subject-pedagogical knowledge and understanding critical
reflection; and support for carrying out a piece of classroom- or institution-based research.
Module 3 supports the development of a professional development portfolio, which involves the student in
identifying and justifying a professional development focus, strategies for addressing this, some initial scoping
work on the relevant literature, and critical reflection on the whole process. Module 4 introduces an in-depth
critical engagement with research methodologies and methods and the development of a dissertation proposal.
Assignments are submitted in January and September of each year.
In order to qualify for a Pg Cert, students are required to complete successfully two assignments of 6,000 words
or equivalent, based on the work of two online modules. In order to qualify for a Pg Dip, students are required to
complete successfully four assignments of 6000 words or equivalent, based on the work of four online modules.
In addition to this in order to qualify for an MA, students are required to complete successfully a 15,000–20,000
word dissertation.
In addition to the taught modules, students are encouraged to access additional online university support, such
as that offered by the ELTC’s Writing Advisory Service.
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.
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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 by means of online materials and communications and tutorial support. Students are
supported in the development of skills, knowledge and understanding through reading and online group
discussions. The progression built in to the programme with regard to the development of critical awareness,
ability to synthesise research and write critically is reflected through the online modules and is reinforced
through the non-assessed university support resources. 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 are expected to take responsibility for their own academic progress and professional development,
thus becoming increasingly autonomous as the course progresses. This capacity for autonomy is developed
through the distance learning and online materials and methods (Skype, and/or other online digital
communication software such as FaceTime), and academic engagement with the concept of learner autonomy
also forms a substantive part of the teaching and assessment, such as through the compilation of a professional
learning portfolio. This will support the students in managing the learning and assessment requirements for all
modules. Individual tutorial support (online) will be available throughout the duration of the course to support
students in the development of their independent reflective and critical knowledge and understanding of
educational principles and practice.
22. Criteria for admission to the programme
A person may be admitted as a candidate who:
a) is a recognised graduate in an appropriate discipline or has gained educational qualifications deemed
acceptable by the Head of Department; or
b) has completed not less than three years’ service in educational work approved by the Head of Department.
IELTS 6.5 (with at least 5.5 in each part), or TOEFL 91 (IBT) or equivalent.
Students should have a post in an educational context.
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 http://www.shef.ac.uk/ssid.
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