UNIVERSITY OF KENT
Programme Specification
Please note: This specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she passes the programme. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be found either by
following the links provided or in the programme handbook. The accuracy of the information
contained in this specification is reviewed by the University and may be checked by the Quality
Assurance Agency for Higher Education.
PGCert/PGDip/MSc/MA in Professional Practice
1. Awarding Institution/Body
University of Kent
2. Teaching Institution
University of Kent/CPP
3. Teaching Site
Medway, Canterbury & Tonbridge (PG Cert Only)
Campuses
4. Programme accredited by:
University of Kent
5. Final Award
PG Cert/PG Diploma/ MSc/MA in Professional Practice
(General)
PG Cert/PG Diploma/MSc in Professional Practice
(Teaching and Learning)
6. Programmes
MSc/MA in Professional Practice
7. UCAS Code (or other code)
n/a
8. Relevant QAA subject
benchmarking group(s)
9. Date of production/revision
July 2012/Revised July 2013/Revision - March 2014
10. Applicable cohort(s)
From September 2015
11. Educational Aims of the Programme
The programme aims to:
1. Foster the intellectual and professional development of experienced practitioners to extend and
deepen their analytical and critical reasoning capabilities underpinning practice-based learning.
2. Develop experienced practitioners competence in applying theoretical and practice skills to
advance change and leadership in organisations.
3. Equip experienced practitioners with the knowledge and understanding to enhance and extend
their professional practice experience through work-based learning.
4. Enable practitioners to develop skills in higher level reflection in relation to work-based practice.
5. Provide experienced practitioners with opportunities to gain interdisciplinary perspectives on
professional practice through collaborative inter/multidisciplinary exchange.
6. Develop the critical and analytical capabilities of experienced practitioners in relation to project
management, data analysis and interpretation of data.
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7. Provide supervision for advanced practitioner centred research that builds a culture of critical
evaluation and enquiry in the practice environment.
8. Equip experienced practitioners for their role in challenging, questioning and realigning
strategies for work-based practice.
9. Develop practitioners who will actively participate in shaping strategic organisational interests.
10. Develop opportunity for self-directed learning and reflection.
11. Enable experienced practitioners from a diverse range of educational backgrounds to access
and participate in learning which seeks to capture reflection on experience gained in every day
organisational practice.
12. Enhance the experienced practitioner’s programme of personal development.
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).
Knowledge and Understanding
Teaching/learning and assessment methods
and strategies used to enable outcomes to
be achieved and demonstrated
A. Knowledge and Understanding of:
1.
Experiential learning - Theory, concepts and
how they apply to practice.
Teaching and Learning:
Each module will be supported by:
2. Reflection on learning and leadership styles
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and approaches gained through practice.
3. Principles of strategic decisions making in
organisations.
4. Principles and practice involved in
collaborative working.
5. Reflective evaluation in relation to theoretical
methodological frameworks.
Lectures
Seminars.
Blended learning approaches
Interactive problem-based scenarios
Role play
Leadership inventories
Online activities through the University’s
Virtual Learning Environment
6. Multi-agency working.
 Experiential learning in groups and
7. Practice-based research and enquiry.
organisations.
Assessment:
8. Principles of theory testing in practice in
relation to enhancing and developing practice.
9. Demonstrate project management skills.
10. Develop professional knowledge in special
area of practice.
11. Develop professional profile in relation to
current practice that informs into personal career
plans.
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Oral presentations
Coursework assignments
Seminar contribution
Online discussion
Reflective learning logs
Written assignments
Dissertation
Skills and Other Attributes
B. Intellectual Skills:
1. Present critical, analytical reasoning and
Teaching and Learning:
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experiential learning in organised written and oral
formats.
2. Critical analysis of case studies.
3. Engage in experiential learning that
demonstrably enhances practice.
4. Ability to develop a reflective professional
portfolio.
Students are encouraged to engage through
both line learning material and during seminar
discussions.
Assessment:
Portfolio, presentations, written assignments
and portfolios are designed to emphasise and
test out concepts and methodologies learnt
during individual modules.
5. Design and implement a programme of
practice-based enquiry.
6. Collect and analyse qualitative or quantitative
data from experiential learning to inform evidencebased enquiry.
7. Design, implement, analyse and present a
substantial research project (Dissertation).
C. Subject-specific Skills:
1. Engaging with members of multi-disciplinary
teams.
Teaching and Learning:
Module specific skills are taught through:
2. Lead on strategic operational planning for
organisations.
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Practical and analytical exercises
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Oral presentations
3. Demonstrate an in-depth understanding of
change management.
4. Project management skills
Seminars
Written assignments.
Workshops
On-line
Assessment
5. Present evidence-based practice.
6. Methodologies for evaluating analysing and
appraising organisational practice.
Coursework assignments
Seminar contribution
Online discussion
Reflective learning logs
Written assignments
Dissertation.
D. Transferable Skills:
1. Evaluation skills.
2. IT: Word, statistical modelling programmes.
3. Report writing.
Teaching & Learning:
IT and Library training
Study skills will be delivered by Unit for
Enhancement of Learning and Teaching.
4. Reflection on experiential learning.
5. Effective use of work-based practice
experiential learning to establish a future personal
plan within the context of professional
development.
6. Independent learning skills required for
continuing professional development.
Assessment:
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Oral presentations
Coursework assignments
Seminar contribution
Online discussion
Reflective learning logs
Written assignments
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
Dissertation.
13. Programme Structures and Requirements, Levels, Modules, Credits and Awards
The PGCert/PGDipMA/MSc in Professional Practice programmes is part-time over three academic
years. There are two pathways each comprising three compulsory modules and a set of compulsory
or optional modules specific to each pathway.
The two pathways are as follows:

PGCert/PGDip/MA/MSc in Professional Practice (General)

PGCert/PGDip/MSc in Professional Practice (Teaching and Learning)
Students will initially register for PGCert on both pathways (General and Teaching and Learning) with
successful completion enabling them to register to continue with the programme at PGDip (at
participating campus locations). Students who register to continue with the programme at PGDip will
either register on the General pathway or, if eligible, on the Teaching and Learning pathway.
Successful completion of PGDip enables the student to register to complete the full MA/MSc
The programme is divided into three stages.
Stage 1: In Stage 1 students undertake the core modules plus compulsory modules specific to each
programme pathway totalling 60M level credits.
Students who successfully complete Stage 1 of the programme and meet the credit framework
requirements, but exit after Stage 1 or do not successfully complete Stage 2 will be eligible for the
award of the PG Certificate.
Stage 1: The Compulsory Modules common to all programmes pathways are as follows:
Code
Title
Level
Credits/ECTS
Term
WL814*
WL813*
Collaborative Working
Evidence Based Practice
7 (M)
7 (M)
15
15
Spring/Summer
Stage 1: The Compulsory Module for the ‘general’ and ‘teaching and learning’ programme
pathway is as follows:
PGCert Professional Practice (General Pathway and Teaching & Learning Pathway)
Code
Title
Level
Credits/ECTS
Term
WL815*
Learning and Development
7 (M)
30
Autumn
*NB. Cannot be compensated or condoned in all pathways.
Stage 2: In Stage 2 students undertake the compulsory module plus compulsory or optional
modules, depending on the programme pathway, totalling 60M level credits.
In the case of the MA/MSc Professional Practice (General) students must complete the compulsory
modules in Stage 1. All of the compulsory modules in Stage 1 offer grounding in the critical analysis
of professional practice, life-long learning and research skills. NB: Stage 1 module learning and
development prepares students for Stage 2 of the programme. The WL815 Learning and
Development module is sustained by ongoing professional development, career planning, identifying,
and writing up a learning contract which includes a Stage 2 ‘programme learning outcomes and
module mapping exercise’. Having followed a structured programme in Stage 1, students then move
into Stage 2 which offers a more flexible approach to academic learning in so much as each student
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can access their modules from across the University (Subject to agreement) or select optional
modules from those available within CPP . This part of the programme is student directed, however
modules are chosen with guidance and support from the Programme Director and is subject to
agreement from the relevant school. Academic integrity of the programme will be monitored by the
School Graduate Studies Committee.
Stage 2 of the programme takes into account the students’ professional interests and contexts, by
offering students the opportunity to choose their pathway modules from across the university. This is
a generic award which will enable students to gain a broader learning experience linked to the
students own professional interests.
The emphasis is not so much on the teaching of professional practice but more about planning for
and reflection on the application of practice. Specific choice of modules will show how the student
intends to develop their individual learning objectives within the remit of programme learning
outcomes (references to their chosen subject modules) in relation to their professional practice. Both
the Programme Director and CPP Education, Guidance Offer will ensure that students are following
an academically robust learning pathway.
The procedure for module choices is that students will explore their module choices with the
Programme Director and the CPP Student Support Officer (where appropriate), during the WL815
Learning and Development module sequence set out in the Autumn term. Following on from these
students will then submit their module choices in the form of a Personal Learning and Development
Plan.
The Programme Director and CPP Student Support Officer will offer a workshop at the request of
schools and partners who might wish to offer optional modules or pathways to professional practice
students. The workshop will ensure that reflective practice is continually promoted by encouraging
awareness and understanding of the nature of critical reflection on professional within a workplace
environment.
Once a firm written agreement is reached the Programme Director will convene a panel as a Subcommittee of the School Learning and Teaching Committee to approve the choices by way of
presenting explicit written approval from the respective school. Representatives from the respective
schools will also be invited to attend the Sub-committee meeting.
The Director of the MSc/MA in Professional Practice will convene, and chair, the CPP Joint Learning
and Teaching and Graduate Studies Sub Committee, see appendix 1 for process, roles and
responsibilities of the Module Choice Sub Committee.
Stage 2: The Compulsory Module common to each programme is as follows:
Code
Title
Level
Credits/ECTS
Term
WL817
Research Skills
7 (M)
15
Summer/
Autumn
Stage 2: The CPP Optional Modules for the general programmes pathway are as follows:
PGDip Professional Practice (General)
Students choose their remaining modules adding to 45 M level credits from those negotiated from
across the University Module Catalogue or by choosing the optional modules from within CPP
CPP Stage 2 Optional Modules
Code
Title
Level
Credits/ECTS
Term
.
WL825
Special Area of Study
M
30
Autumn/Spring
WL856
Power
Dynamics
Professional Practice
within M
30
Autumn/Spring
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WL855
Qualitative Research Methods M
Applied to Professional Practice
15
Spring
WL857
Quantitative Research Methods M
Applied to Professional Practice
15
Spring
Optional Wild Modules from Across the University Catalogue
45 Credits To be completed within the Autumn and Spring Terms
Stage 2: Students remaining modules adding to 45 M level credits are detailed below for the
PGDip in Professional Practice (Teaching and Learning) programmes pathway:
This is validated pathway specifically designed for the professional development of teachers and is
delivered by Rochester Grammar School and Brompton Academy Partnership.
Code
Title
Level
Credits/ECTS
Term
WL867
A Thinking School: Transforming
Learning
M
30 Credits
Autumn/Spring
WL868
Addressing Barriers to Learning
M
15 Credits
Spring
Students who successfully complete Stage 2 of the programme, meet the required credit framework,
but exit after Stage 2 or do not successfully complete Stage 3 will be eligible for the award of the PG
Diploma.
Stage 3: In Stage 3 students under-take a compulsory module of 60M level credits. Students who
successfully complete Stage 3 of the programme, meet the required credit framework, will be eligible
for the award of a Master’s degree:

MA or MSc in Professional Practice (General)

MSc in Professional Practice (Teaching and Learning)
Stage 3: Compulsory Module
Code
Title
Level
Credits/ECTS
Term
WL816
Dissertation
7 (M)
60
.Autumn
Example of PGCert, PGDip, MA/MSc in Professional Practice
Code
Title
Stage 1
Compulsory Modules
WL814
Collaborative Working
Compulsory
WL813
Evidence Based Practice
Compulsory
Compulsory Module:
WL815
Learning and Development
Exit Point
Level
Credits
Term(s)
M
15
Spring/Summer
M
15
Spring/Summer
M
30
60
Autumn
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PG Certificate in Professional Practice (General)
Stage 2
Compulsory Module
WL817
Research Skills
M
15
Autumn
Plus Optional Modules or Wild Modules from across the University catalogue
CPP Elective Modules:
WL825
Special Area of Study
M
30
Autumn/Spring
Wild Modules
CB933
Marketing
M
15
Spring/Summer
Exit Point
M
60
PG Diploma in Professional Practice (General)
Stage 3
Compulsory Module
WL816
Dissertation
M
60
.Autumn
Exit Point
180
MSc in Professional Practice (General)
Example of PGCert, PGDip, MSc in Professional Practice (Teaching and Learning)
Code
Title
Level
Credits
Term(s)
Stage 1
Compulsory Modules
WL814
Compulsory
Collaborative Working
M
15
Spring
WL813
Compulsory
Evidence Based Practice
M
15
Spring
M
30
Autumn
Compulsory Module:
WL815
Learning and Development
Exit Point
PG Certificate in Professional Practice (General)
60
Stage 2
Compulsory Module
WL817
Research Skills
M
15
Summer/Autumn
Plus Optional Modules or Wild Modules from across the University catalogue
CPP Pathway Modules:
WL867
A Thinking School: Transforming Learning
M
30
Autumn/Spring
WL868
Addressing Barriers To Learning
M
15
Spring
M
60
Exit Point
PG Diploma in Professional Practice (Teaching and
Learning)
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Stage 3
Compulsory Module
WL816
Dissertation
M
Exit Point
MSc in Professional Practice (Teaching and
Learning)
60
.Autumn
180
14. Work-Based Learning
CPP recognises the value and potential benefits of work-based learning as a mode of learning at a
higher level. CPP also acknowledges that there are a wide range of views on what work-based
learning means and that the terms are used interchangeably (e.g. workplace learning, work-related
learning, vocational learning). Therefore, to be clear, as our students' learning is not primarily
'grounded' in the workplace, but related to it, through the application of classroom learnt theory to the
student's own area of practice, CPP elect to use the term 'work-related' learning.
The work-related learning element of this programme is underpinned by the Code Of Practice For
The Assurance Of Academic Quality And Standards In Higher Education, September 2007 Section 9.
Work-related learning is integral to the programme and emphasises widening learning opportunities,
as well as integrating work related interest into postgraduate scholarship. Work-related learning
provides the context for the critical appraisal and ongoing development of professional practice, thus
practitioners from a broad range of professions are able to engage creatively with the concerns of
their organisations in a conversant and research-minded way. There are two discrete elements, the
first of which is learning in one’s own workplace (internal experience), the second is learning from the
work experience of others (external). Students will be required to work in learning sets which will
enable collaboration on the work-related element of the programme.
In order to support the work-related learning aspect, students will be encouraged to identify a workbased mentor. Students, who, for whatever reason, cannot identify a work-based mentor, will be
granted access to support from the Centre for Professional Practice (CPP) Student Support Officer.
The CPP Student Support Officer will both support student and act as organisational/employer
liaison. The programme team will provide training for organisations wishing to offer workplace
mentorship. This will consist of a one-day workshop. The workshop will be offered twice in the first
year of the life of the programme and once annually thereafter. The CPP Student Support Officer will
also act as an advocate, providing continual feedback from organisations/employer/employee to the
programme team.
This work-related learning strategy is designed to ensure that students are not disadvantaged by
their status of employment or access to work-related support, in so much as the emphases on workbased learning is about developing research mindedness and enquiry-based learning activities
leading towards an extensive research project or dissertation. As practitioner research is a central
theme of the programme, it forms an integral part of the practice based enquiry. Hence students will
seek out learning opportunities and test out theories which might emerge from their own enquiry
based practice. In order to facilitate this, each student will be allocated an individual University
personal tutor. The relationship between tutor and student is intended to foster critical reflection,
advanced level debate and explore ‘real-life’ work-based problems and interests. Students must
demonstrate that the learning acquired from across the programme can be used for professional and
personal development within the context of their work place/occupation/profession.
Throughout the programme students will have access to work-related learning resources such as:

Individual tutorials, action learning sets, seminars and group activities, formal lectures and
presentations.
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Student Support Officer (CPP)
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E-learning resources which support and enable learners from outside the University to
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access learning resources off-campus.
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Students will build an advanced practice portfolio that incorporates a skills review, evidence
of activity outcomes, and a reflective account of work based learning including a work-related
portfolio.
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Portfolio records will include choice of modules or subject pathway associated with an area of
personal, professional development.

Access to allocated time slot for regular tutorial sessions.
Disability Statement: Where disabled students are due to undertake a work placement as part of this
programme of study, a representative of the University will meet with the work placement provider in
advance to ensure the provision of anticipatory and reasonable adjustments in line with legal
requirements.
15. Support for Students and their Learning.
Prior to commencing the programme students will have access to:
 Induction session for general teaching arrangements, library and IT use.
 Programme Handbook.
 Programme Director and identify any support needs.
 Support services from the University including; Learning Resources Centre, Medical Centre,
Students’ Union, Careers Advisory Service, Student Support and Wellbeing and UELT.
16. Entry Profile.
For fuller information, please refer to the University prospectus

For general admission to the programme you should normally have obtained a First Class or
Upper Second Class degree or a relevant professional qualification.

Minimum of two years’ practitioner experience.
Entry Process
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Each applicant will complete a University application form.
Applicants will be invited for a formal discussion to ensure that they understand the nature of the
programme.
The minimum age to study a degree programme at the university is normally at least 17 years old
by 20 September in the year the programme begins. There is no upper age limit.
For Admission on to the Teaching and Learning Pathway only:

Qualified Teaching Status
What does this programme have to offer?
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The opportunity to develop high level reflection on experience gained through practice.
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Experiential learning.
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Flexible, modular format with blended learning approaches.
The opportunity to develop knowledge and understanding of the complexities of inter-disciplinary
working.
Choice of subject pathways relevant to individual and or organisational learning and development
needs.
Access through the University’s Virtual Learning Environment.
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
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A high standard of teaching delivered by experienced academic staff.
A programme that is recognised by national and local employers.
Personal Profile.
Students entering the programme will be expected to demonstrate the following:

Professional experience in a role that involves responsibility for autonomous practice for at least
two years.
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An ability to study at postgraduate level normally evidenced through previous accredited and
experiential learning.
17. 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.
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Student evaluation and feedback through module evaluation questionnaire.
Code of practice
Periodic Programme Review.
Staff-Student Liaison Committee.
Student Representatives on the Board of Studies (3 x per year).
External Examiner - conducts regular scrutiny and provides an annual report.
Annual staff appraisal.
Peer review and observation of the teaching.
Continuous monitoring of student progress and attendance.
QAA Periodic Review for all Collaborative (bespoke) Partnerships with External Organisations.
Committees with responsibility for monitoring and evaluating quality and standards.
An annual report will be provided including detailed programme performance data. This will be
considered by the Board of Studies and oversight secured through:
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CPP Research Ethics Committee
CPP Division of Professional Practice meetings
CPP Learning and Teaching Committee.
Student Staff Liaison Committee
Faculty Graduate Studies Committee.
Mechanisms for gaining student feedback on the quality of teaching and their learning
experience
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Student module evaluation reports
Annual programme evaluation report
Staff-Student Liaison Committee
Student representatives
Student Union feedback
Academic tutor and course tutor as points of contact for feedback
Staff Development priorities include:
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Experiential learning seminars
Managing and leading Action Learning Sets
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Professional mentoring
Understand the support needs of part-time postgraduate students
Conferences.
Links with other HEIs providing effective work-based learning (e.g. University of Derby, University
of Leicester, University of Middlesex)
18. Indicators of Quality and Standards.
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Enhanced partnerships with employers, other HEIs.
Code of Practice
Retention of students above the benchmark (90% of students progress or complete each year).
Attendance and participation is above 90%.
Feedback from employers.
External recognition of University computing and library services.
Feedback from professions on career progression is positive.
Student completion rates and level match HEFCE benchmark.
Annual Monitoring reports from External Examiners are positive.
QAA Audit
The following reference points were used in creating these specifications:
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The University of Kent Mission Statement
Code of practice
The University of Kent Credit Framework
The University of Kent QA Policy and Procedures
The University of Kent Teaching and Learning Strategy
CPP Strategic Business Plan
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Module Mapping of Core and Compulsory Modules by Pathway
PGCert, PGDip, MA/MSc in Professional Practice
General Pathway
CPP Modules Only
All pathways
WL813
Evidence
Based
Practice
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
B1
B2
B3
B4
B5
B6
B7
C1
C2
C3
C4
C5
C6
D1
D2
D3
D4
D5
D6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
PG Certificate
WL814
WL815
Collaborative
Learning and
Working
Development
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
WL817
Research
Skills
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
WL825
Special
Area of
Study
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
.
WL856
Power
Dynamics
Within PP
PG Diploma
WL857
Quantitative
Teaching and Learning
Pathway
MA/MSc
WL855
Qualitative
X
X
X
X
X
X
X
X
X
X
X
X
WL867
A Thinking
School:
Transforming
Learning
WL868
Addressing
Barriers To
Learning
X
X
X
X
X
X
WL816
Dissertation
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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All Pathways
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X