UNIVERSITY OF KENT AT CANTERBURY
UKC Programme Specifications Template
MA in APPLIED THEOLOGY
1. Awarding Institution/Body
2. Teaching Institution
3. Teaching Site
4. Programme accredited by:
5. Final Award
6. Programme
7. UCAS code (or other code)
8. Relevant QAA subject
benchmarking group/s
9. Date of production/revision
University of Kent
University of Kent
Canterbury
University of Kent
MA
Theology
Theology and Religious Studies
1993 (most recent revision Dec 2010)
10. Applicable cohort/s
11. Educational Aims of the Programme
The programme aims to:
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1. Familiarise Postgraduate students in Applied Theology with both research
methods/training and some of the main substantive issues within the
discipline.
2. The opening section of each seminar of the required module (Theology and
Social Structure) focuses upon research methods/training. These include a
critical understanding of the scholarly resources of the discipline, critical
discussion of essay and thesis construction, and an evaluation of distinctive
methods and arguments.
3. The required module then examines key theoretical issues raised in Applied
Theology, using both historical and present-day authors.
4. Recommended modules examine substantive topics of current relevance
within Applied Theology: within health care ethics, moral and pastoral
theology, biblical interpretation, and eschatology and film.
12. Programme Outcomes
The programme provides opportunities for students to develop and
demonstrate knowledge and understanding, qualities, skills and other attributes
in the following areas. The programme outcomes have references to the
subject benchmarking statement for (SB).
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and
demonstrated
Knowledge and Understanding
A. Knowledge and understanding
of:
2
1. Differing approaches to Applied
Theology.
2. The relationship between
Reading (especially using the textbook
Theology and Sociology), seminars and
group discussions
theology and sociology
3. Key texts with Applied Theology
4. Recent theories of Biblical
Interpretation.
5. Different approaches to Christian
ethics, health care ethics,
pastoral theology, and
eschatology and film.
Skills and Other Attributes
B. Intellectual skills:
6. How to reach their own social
and theological conclusions in a
Essays, Dissertation and Group
Discussions
scholarly manner
7. How to do scholarship and
research
carefully and critically
at Master's Degree level.
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C. Subject-specific skills:
8. How to reach their own social
and theological conclusions
Essays, Dissertation and Group
Discussions
within Applied Theology in a
scholarly manner
9. How to do scholarship and
research in Applied Theology
carefully and critically at
Master's Degree level.
10. How to identify and research an
appropriate topic in applied
theology
D. Transferable skills:
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11. Utilization of the full range of
traditional research and writing
Induction programme, individual tutorials,
seminars and seminar presentations
skills (e.g. making references,
footnotes and bibliographies in a
fully professional manner)
12. Utilization of the full range of
computing and IT skills and
resources (e.g. word-processing,
data base searching, critical
internet use)
13. Communicating effectively
(coherently and confidently) with
one's peers and teachers both
informally and in a variety of
seminar settings
14. Working creatively and flexibly,
whether on one's own or with
others in a group
15. Managing one's time and
resources effectively (.e.g. in
relation to deadlines or within
the constraints of seminar
presentations)
16. Evaluating one's own academic
and communicative performance
and learning from responses and
criticisms of one's peers and
teachers.
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For more information on which modules provide which skills, see the module
mapping.
13. Programme structures and requirements, levels, modules, credits and
awards
The programme is offered on a full-time basis (over one year) or a part-time
basis (over two years). A student must complete 180 credits (including
dissertation), this total representing 1800 hours of learning time. Students are
required to complete written work to a satisfactory standard (minimum mark of
50%) on all their modules before being given permission to proceed to the
writing of their dissertations.
Code
Title
Level
Credits
Term/s
M
30
1
Dissertation
M
60
2
TH828
Eschatology and Film
TH824
Theology and Ethics
M
30
TH825
Topics in Moral and Pastoral
M
30
1
M
30
1
M
30
1
M
30
1
Required Modules
TH821
TH998
Theology and Social
Structure
Recommended Modules
Theology
TH822
Topics in Health Care Ethics
TH827
Biblical Interpretation
Optional Modules
Any suitable MA module may
be substituted for one of
the
recommended modules
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14. Support for Students and Their Learning

Initial induction followed by regular individual tutorials for all students

Written and oral feedback on essays
15. Entry Profile
Entry Route
For fuller information, please refer to the University prospectus.

Normally students will require a good second class degree or its equivalent
and evidence of having studied some academic theology

Professional qualifications in theology/ordained ministry also considered in
conjunction with examples of recent essays in academic theology
What does this programme have to offer?
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
A serious and sustained attempt link faith and practice which is particularly
relevant to active ministry in churches

The opportunity to study applied theology in depth and to relate insights
from the social sciences with theology
Personal Profile

An interest in applied theology

Intelligent engagement with active ministry in churches

A desire to relate faith and practice to each other
16. Methods for evaluating and enhancing the quality and standards of
teaching and learning
Mechanisms for review and evaluation of teaching, learning, assessment,
the curriculum and outcome standards

Student evaluation forms: A standard evaluation form is given to every
student on every module. This form then goes to the course director who
make a written response. This in turn goes to the Head of THRS who
includes it in his/her annual monitoring form to the Academic Board and
SECL. Appropriate changes (if necessary) are then made to the module.

External examiner: The external sees all Dissertations and a sample of at
least one essay from each student in the year. The external meets those
teaching on the MA in the autumn and completes a report, to which the
MA director responds in writing. The latter goes to the Academic Board
and to SECL

Periodic Programme Review

Annual staff appraisal

Staff Development programme

Annual Peer observation

Mentoring of new full-time and part-time lecturers

QAA subject review.
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Committees with responsibility for monitoring and evaluating quality and
standards

Board of Examiners

Academic Board and SECL
Mechanisms for gaining student feedback on the quality of teaching and
their learning experience

Student evaluation forms

Individual tutorials

PG representatives in SECL
Staff development priorities include:

Research-led teaching

Peer review

Staff appraisal
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17. Indicators of quality and standards

Enthusiastic student evaluations forms

Encouraging external examiners' reports

Progression of several successful MA students on to M Phil/PhD level.
The following reference points were used in creating these specifications:

QAA subject benchmark for THRS

QAA guidelines for programme specification

University of Kent’s template for programme specification
Programme Specification Template
Annex 2
6 December 2010
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